Research Title Oral Communication Learning Materials: Its Congruency to the Curriculum Guide

Introduction The implementation of the K-12 Curriculum poses difficulties among the teachers and students in
(One paragraph terms of the subjects being studied and most especially the availability of appropriate and sufficient
only) learning materials in lined with the curriculum guide. As stated in the official gazette of the Department of
Education, “students acquire in-depth knowledge, skills, values, and attitudes through continuity and
consistency across all levels and subjects”. Thus, learning materials used in each subject must be
appropriate to the students’ level and must reflect learning competencies provided by the curriculum
guide.
Statement of the This study will primarily focus on the congruency of learning materials to the curriculum guide in
Problem teaching Oral Communication of Senior High School Students in Villafuerte Peña High School, Ponglon, San
Jose, Camarines Sur.
Specifically, this study will answer the following questions:
1. What are the available learning materials in teaching Oral Communication for Senior High School
students?
2. What are the problems encountered by Oral Communication teachers in terms of:
a. Learning Materials and
b. Curriculum Guide?
3. What particular learning competencies deviated in the curriculum guide?
4. What recommendations may be proposed to align the learning competencies to curriculum guide?
Scope and Scope: This study focuses on the congruency of oral communication learning materials to the curriculum
Delimitation guide of Senior High School Students in Villafuerte Peña High School, San Jose, Camarines Sur. The study
further determines the problems encountered along learning materials and curriculum guide.
Delimitation: This study will not deal on other English Learning Materials.
Significance of Oral Communication Teachers. The result of this study will be beneficial to the Oral Communication
the Study teachers in teaching the subject using appropriate strategies in line with the curriculum guide.

Students. As the primary clients, students will be able to learn and acquire appropriate skills needed in the
Oral Communication subject with the evaluation and recommendations proposed in the learning material
being used, as this is the aim of this study.

School. The school will be able to create programs for the development of oral communication teachers
 and its students.

Curriculum Developers. Curriculum developers will be informed of the difficulties encountered by Oral
Communication teachers using the learning materials in teaching the subject. Furthermore, proposed
recommendations by this study will be their basis in revisiting and revising the learning materials for
improvement.

Oral Communication Learning Materials: Its Congruency to the Curriculum Guide

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents review of related literature and studies, synthesis-of-the-state of art, gap bridged by the study,
theoretical and conceptual framework, and definition of terms.

Related Literature

As stated in the official gazette of the Department of Education (2012), “students acquire in-depth knowledge, skills,
values, and attitudes through continuity and consistency across all levels and subjects.” It is perceived that effective learners’
materials which are paralleled to the curriculum guides shall make students adapt to the K to 12 thrusts of attaining 21st century
skills.

Drew (2007) on her article entitled Curriculum Development through Critical Collaborative Professional Inquiry supported
the claims of the present study that collaboration on the making of learners’ materials congruent to the curriculum guides
allows the effective delivery of competencies.
Related Studies

Brielle Grievink (2016) on her study entitled An Evaluation of Learning Materials Designed to Teach 21st Century Problem
Solving Skills in Secondary Education, revealed that the material developed in her study will be adapted so that the problems
posed in the material indeed resemble problem solving as a 21st century skill, and that all steps of such a problem solving
process are present. These steps could best be as explicitly posed as possible, to increase their chances of being adequately
implemented by the teachers using the material. In order to increase the chance of teachers actually using the material, it
should be composed in a way to afford use in different contexts, promote its usability by incorporating a user-friendly lay-out,
and be aimed at practical application.