“A Comparative Study of Academic Competencies Between Students of Regular

High School Curriculum and Students of Open High School Program”

Qualitative Research

Team Category

In Partial Fulfilment of the Requirements for Practical Research I

Submitted to Mr. Gerry Dacer

BY:

Maria Dianne S. Cabaces

Arabela C. Jerez

Kathleen T. Nero

Jannah Chilsea E. Riñon

John Lester B. Mayor

Rodel A. Velasco

Jose Panganiban National High School

Jose Panganiban Camarines Norte

March 2020
 CHAPTER I

BACKGROUND AND ITS SETTINGS

Introduction

Education in the Philippines does not only offer quality in its curriculum but also

an innate understanding to the various situational dilemma of its learners. Whilst there is

an obvious difference when it comes to circumstantial privilege of students, it is still

possible to disprove the further declining on the number of registered youths via their

Learner Reference Number (LRN) and by all means, promote and solidify the right of

everyone to quality education.

Every student deserves an equal, unbiased, and undiscriminating access to

education. But not everyone is as fortunate as the others. Learners under the Regular

High School Curriculum experience a stable and detailed outline of lessons provided and

verified by the Department of Education based on the standardization of its qualifying

assessments. On the other hand, there are those who are silently battling their own

personal shortcomings aside from just their academic struggles. These kind of

circumstances does not go unnoticed by DepEd, hence, the creation of Open High School

Program.

On 2014, former President Benigno Aquino III implemented Republic Act 10665,

also known as the “Open High School System Act.” This Law paved a way for the
students to have a better access in education providing them a flexible schedule in favour

to their availability as a person. In particular, the Law provides the students under the

Open High School Program an unbiased opportunity to unlimited interaction to education

regardless of their physical, economic, or geographical limitations.

A usual way to assess a student’s learning abilities is to have him undergo a series

of tests and examination. These tests contain multifarious questions that should determine

the level of competency of students whether academically or in extracurricular activities.

However, the terms presented may also be altered in accordance to the required

curriculum presented on the two systems. In relevance, there is no guarantee that the

same curriculum offered in Regular High School is the same concept given to the

students under the Open High School Program of DepEd. Thus, a thorough investigation

should be conducted in order to ensure that proper quality of education is equally

distributed among the two types of students as per their circumstance.

There is no one way of defining education. Although its formal meaning had been

dangerously changed through various perspectives, it still holds its initial and

fundamental essence as the key to explicit knowledge. Sometimes it is valued, but

mostly, it is taken for granted. That’s why no matter how it is viewed, no one can still

completely eradicate its true role in everyone’s life: the one ingredient to change and the

discipline of the multiple forms it demonstrates. Consequently, one of the remaining

objectives of this study is to build a solid and resolving conclusion that would eventually

answer the question, “Did we learn the same thing?”

Background of the Study

Preparing students for life success requires a broad, balanced education that both

ensures their mastery of basic academic skills and also prepares them to become

responsible adults. Many of the students become more disengaged from the school as

they progress from elementary to middle school. It is important to the families, school

and community to identify the implemented research-based approaches that promote the

children’s social and emotional academic engagement for their growth in the early years

of school.

These people help students to overcome whatever reasons that cause them to drop

out in school. The program that is being conducted in Netherlands is the extended school.

For students who finally dropped out from school, there are also curative measures that

are being offered in Netherlands, curative interventions deal with early school leavers.

Thousands of young people give up on school and on themselves, or schools give

up on them. Without effective support from school, communities and families, many at

risk students fall through the cracks and eventually drop out. This program aims to help

students who dropped out from school by means of having some tutorials and counseling

for the youth to understand the importance of education.

 The initial goal of the project is to teach skills to pupils by means of education or

work, such that pupils do not leave school without a diploma or job. It also offers the

chance to motivate youngsters to do sport activities, to combat the problem of overweight

and to develop talented youngsters to professional sport career. There are also cases

where regular students tried to enter the program because of its structure that students

will only report in school once a week. They use this intervention to save students who

dropped out in school in the present days for them to realize how important it is to finish

their schoolings.

Research Locale

This study was conducted in Brgy. Parang, Jose Panganiban, particularly in Jose

Panganiban National High School.

Jose Panganiban National High School offers two different curriculums wherein

the students can decide on their schedule, whether under the Regular Curriculum in

which they are required to go to school 5 days a week on daily basis, or under the Open

High Curriculum where they only go on Saturdays. The students’ decisions are usually

dependent on factors such as financial status, personal shortcomings, or the distance of

their location from school.

Statement of the Problem

This study aims to determine the difference between the acquired knowledge by

the Grade 10 students under the Open High School Program and Regular High School

Curriculum of Jose Panganiban National High School.

Specifically, this research sought to answer the following questions:

1. What are the differences in Academic Competency between Open High School and

Regular High School in terms of:

1.1 Reading Comprehension

1.2 Logical Ability

1.3 Mathematical Ability

2. Is there a significant difference between extracurricular capabilities of Open High

School Students and Regular Students in:

1.1 Joining Organization

1.2 School Activity

Significance of the Study

The findings of this study may offer profound information about the difference in

knowledge acquisition between students under the regular high school curriculum and

open high school program. The substantial essence of differentiating the stated

curriculums may establish a wider understanding in terms of the acquired knowledge by

the students under this two stated curriculums. This may also benefit the following:

Students: Presenting the findings from the study, this may allow students in

offering a better choice of curriculum to take. Considering the differences, it may affect

students’ perception between the two stated curriculums.

 Teachers: As being under the institution, findings from this study also offers

information to teachers by knowing their differences and similarities in terms of their

strategic way of teaching students under from the two different curriculum.

Administrators: As the one having the liabilities in handling staffs under their

position, they should have profound information regarding all the matters including

students’ academic performances. Findings on this study may offer information and well

supported feedbacks regarding the students learning manifestation between the two

curriculums.

Researchers: This study may also offer background information for researchers

who will conduct a study about the differences between the open high school program

and regular high school curriculum.

Scope and Delimitation

This study was conducted to determine the level of acquired knowledge by the

grade 10 students under the Open-high school program and the Regular high school

curriculum. The level is based upon the acquired score of the student from the given

test/examination. The respondents of this study are grade 10 students under the regular

high school curriculum and the students under the Open-high school program within the

school year 2019-2020. This study only focuses on the level of acquired knowledge by

the students under the two different curriculums offered in Jose Panganiban National

High School.
Definition of Terms

Academic— used to describe things that relate to the work done in schools, colleges, and

universities, especially work which involves studying and reasoning rather than practical

or technical skills.

Availability—the quality or condition of being available

Competency—the ability or skill of someone to be good at something

Counseling—refers to personal guidance in resolving personal conflicts and emotional

problems

Curative—something that has curative properties that can cure specific illnesses

Curriculum—refers to all the different courses of study that are taught in schools,

colleges, or universities

Drop Out—of relating to school; leaving without finishing what they started

Eradicate—means to get rid of something completely or permanently

Essence—refers to the basic and most important characteristic of something which gives

it individual identity

Extracurricular— these are activities where students participate in but are not part of

their course

Feedback—is the helpful information or criticism that is given to someone to say what

can be done to improve a performance, product, etc.

Fundamental—used to describe things, activities, or principles that are very important or

essential

Learning Reference Number—refers to the tool used in order to facilitate the tracking

pupils, students, or learners of their performance in school

Logical Ability—the process in which one uses reasoning consistently in order to come

up with a solution

Manifestation—one of the forms that something has when it appears or occurs

Multifarious—means many in number or many in kinds

Profound—having or showing great knowledge or understanding

Reading Comprehension— is the ability to process text, understand its meaning, and to

integrate with what the reader already knows

Strategic—relating to the identification of long-term or overall aims and interests and the

means of achieving them

Substantial—large in amount, size, or number

NOTES

Galang, E. C. (2016). Open High School Program. PressReader. Retrieved from

https://www.pressreader.com/philippines/sunstar-

pampanga/20160701/281603829779223

Retrieved from

https://www.academia.edu/38372894/LEARNERS_COMPETENCIES_AND_EXPE

RIENCES_IN_OPEN_HIGH_SCHOOL_PROGRAM_VIS-

AVIS_SCHOOL_PERFORMANCE

Retrieved from https://www.officialgazette.gov.ph/2015/07/09/republic-act-no-10665/

Malonzo, M. R. (2018). Quality Assessment of Open High School Program in Quezon

Province, Philippines. ResearchGate. Retrieved from

https://www.researchgate.net/publication/327107545_QUALITY_ASSESSMENT_O

F_OPEN_HIGH_SCHOOL_PROGRAM_IN

QUEZON_PROVINCE_PHILIPPINES
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies both from foreign and

local sources conducted by an in-depth and thorough searching by the researchers. This

also includes the Synthesis of the State of The Art. The Theoretical and Conceptual

Framework and the gaps to be bridged by the study for a profound understanding

regarding the comparison of inquired knowledge between the Basic Education

Curriculum (BEC) and Open High School Program (OHSP) and last is the definition of

terms for a better comprehension of the paper.1

Foreign

According to Sparapani et.al.(2014), states that education is seeking for more

complexity and plurality with regard to teaching and learning situations as a relational

field in where learners and teachers needs to be developed. Teachers must see and needs

to value displacement, dislocation,and see such inconviniencies experienced by learners.

One way of the government to cope up with this certain inconviniencies of learners is by

implementing the OHSP.

According to Tonks et.al.(2013), states that things which have the most impact of

effectiveness in learning are activities which are hands-on,service-oriented, and

accessible to anyone. It is also stated to be on the curriculum for OHSP students for them

to grow more as learners.

 According to Önder(2016),states that OHSP is one of that pave a way to decrease

and remove barriers in education. This educational system promotes independence

among learners thus brings out responsibility of learning towards them. This educational

system was then criticized due to its limitations mostly at social interaction between

learners. In which this limitations includes face-to-face training,self-learning

habits,teaching skills and attitudes,and inability to benefit from application oriented

courses.

According to Reyes et.al.(2018),states that students learn more together with their

skills and knowledge towards preparedness by socializing by engaging in extracurricular

activities and actual academic endeavors.

According to Tindowen et.al. (2017),states that even though 21st-century skills to

students are promoted through formal education, it cannot be denied that there are

numerous students who belong to out-of-school-youth and dropouts. The government

implemented the education system which will suit their situation as learners. This enable

learner's to cope up and hone their acquired knowledge as of what the students under the

formal education acquired.

Local
 One study of Malonzo(2017) states that, skills, acquired knowledge ,together with

the values students need in becoming a caring, independent, productive and patriotic

citizens is the liability and main goal of the basic education. Base on the recent report

from the Philippine Statistics Authority (PSA) it shows that around 4 million Filipino

children and youth are out of school in 2017. This serves as a reason that rendered the

institution that is in need to solve this matter, the Department of Education (DepEd)

implemented the Open High School Program(OHSP) last 2014 to give way for the out-

of-school- youth to pursue their studies outside the regular system of education. It has

been a big deal that systems of different undertakings done by the students matter,and

there are certain factors that have a direct effect on their choices in pursing their studies

in either under the Basic Education Curriculum(BEC) or Open High School

Program(OHSP). This certain factors can be: early pregnancy,early marriage,financial

difficulty,distance of home from school,work and other justifiable and legitimate reasons

which can directly affect their choices. According to Cuervo(2014) context,students who

are willing to study under the OHSP must first pass the Philippine Educational Placement

Test (PEPT).2

It is the major requirement that is needed for a student to continue their secondary

education before taking this program. It is done to test their readiness if they can undergo

and cope up with the strategic way or approach of teaching under the OHSP. In terms of

educational program content, the OHSP adopts the K-12 Enhanced Basic Education

Curriculum with the use of the standards and learning competencies from various subject

areas (R.A.No.10665,Section 8). According to the evaluation conducted by the SEOMEO

INNOTECH(2019), students belonging to the out-of-school-youth are given the modality

to go through the same core curriculum as of the learners under BEC. Under the OHSP,

students will learn on how to an independent learners with their modules at hand together

with the worksheets to be implemented by their teachers in their corresponding

competencies to be honed. According to Andrada(2015) reveals that learners under the

OHSP gone through the same strategy of learning of the students under the regular and

formal education curriculum. This means that the DepEd really ensured equity for every

learners in giving a modality to choose which suits for them as learners with their certain

circumstances to consider.3

According to Donaal(2015) reveals that every learner shall undergo assessment.

The Independent Learning Readiness Test (ILRT) as assessment to test the learner’s

capacity for self-directed learning and the Information Reading Inventory (IRI) which

measures the learner’s reading level as basis for class grouping and activities in such

academic competencies. These are the types of evaluation and assessments conducted to

ensure the capability of learners before they undergo OHSP.4

Review of Related Studies

Foreign
 According to the The Twelve-Year Basic Education Program in Taiwan tries to

shift the test-centered pedagogy to a more holistic-education one by including service

learning in the ‘excess application sequencing score’ which determine students’ order to

be recruited by high schools. The purpose of the study is to find out how students

perceive service learning in this new policy. Six ninth graders from a complete high

school were interviewed with six questions in the study. Though students were pushed to

do their service learning, the results show they did learn something and even enjoy their

service experiences, which preliminarily indicates that effort to implement this new

policy is worthwhile.

In excess of 3 million understudies concentrate outside their nation of origin,

basically at a Western college. A typical conviction among teachers is that worldwide

understudies are inadequately changed in accordance with advanced education in their

host nation, both scholastically and socially. Moreover, a few gatherings of global

understudies experience extensive measures of pressure while adjusting to the way of life

of the host-organization. A few scientists contend that reviews on adjustment of

worldwide understudies ought to augment its concentration to the hidden components

that leads towards this "misalignment". In a cross-institutional correlation among 958

understudies at five business colleges in the Netherlands, contrasts in scholarly execution

among nearby and worldwide understudies were distinguished by focussing on their

degrees of scholastic and social reconciliation. Understudies' scholarly incorporation was

estimated with the Students' Adaptation to College Questionnaire (SACQ), while

understudies' social joining was estimated with a recently created and approved poll. The
outcomes show that the level of scholastic achievement of global understudies is multi-

faceted. Worldwide understudies with a (blended) western ethnic foundation perform

well on both scholastic and social incorporation, and furthermore accomplished higher

examination execution in contrast with local understudies. Conversely, universal

understudies with a non-Western foundation are less coordinated contrasted with other

global understudies. In any case, they have a comparative report execution. At long last,

scholarly modification is the principle indicator of study-execution for Dutch, Western

and Mixed-Western understudies. Social alteration was adversely identified with study-

execution. The absence of fit for anticipating long haul study accomplishment of non-

Western understudies shows that their scholastic and social joining forms are

progressively perplexing and non-direct.

One study by Kristen Buchanan (2013) reveals that it has been a constant struggle to

all teachers throughout the country to educate and inspire students who are at risk of

school drop-out. These particular students are known to usually deal with poor parental

guidance, unfortunate social economic status, overdependence on substances, teenage

pregnancy, behavioral infractions, and/or mental health issues, which can affect them

socially, emotionally, and academically. As a result, several of these students have

difficulty in the general academic setting and eventually drop-out of school. Because this

issue suggests a serious concern towards the academic life of learners, numerous school

districts have designed and implemented various alternative programs for the students to

choose from as per their circumstance instead of taking in traditional education setting to

assist this population in meeting its academic success. The purpose of this descriptive,
qualitative case study was to investigate the perceptions of various educational

stakeholders regarding the components and practices of a southeastern New England

alternative program to ultimately determine what works most effectively with the at-risk

population. . The research questions were guided by the components of Deci and Ryan’s

(1985, 2000) self-determination theory: achieving competence, autonomy, and

relatedness in order to foster a sense of emotional, social, and academic well-being. The

researcher utilized three forms of data collection: surveys, open-ended interviews, and

focus groups.

Local

According to the study conducted in Lyceum of the Philippines University of

Laguna. There are factors that affect the performance of students in their physical

education class. The factors that is being discussed are socioeconomic, aptitude of the

students, learners facilities and teacher characteristics. The self-made questionnaire were

distributed to all the students who are currently enrolled in PE II and IV during 2nd

semester SY 2015-2016.The comparative analysis was done using Kruskall-Wallis test

and the Mann-Whitney U test. The results of the study positively identified that all

factors affect the student’s performance.5

Southeast Asia Ministers of Education Organization Regional Centre for

Educational Innovation and Technology (SEAMEO INNOTECH) stated that the OHSP is

a viable alternative delivery mode (ADM) for students who are at risk of dropping out

and the out-of-school youth who want to finish their high school education. It has been
identified as a solution to high dropout rates by providing an attractive option to those

who, for some reason, cannot attend regular school. Therefore, the OHSP is both a

dropout reduction intervention and an important mechanism in attaining the DepEd

Education for All (EFA) goals.6

According to Stufflebeam and Shinkfield (2014). Their study aims to describe the

quality of open high school program based on the evaluation criteria. It was

contextualized to suit the needs of the researcher to investigate further on how well is

OHSP doing so far. Brief Description of the Research Method This study used

quantitative method. The research design was descriptive-evaluative. Analyses of

significant differences among the responses were done. There were 257 respondents who

were school administrators, OHSP coordinators, guidance counsellors, class advisers and

subject teachers.There were 257 respondents. Major Findings Successful completion and

cost per student were significant across all categories. When categorically assessed, their

significant differences showed indications of quality, while eleven (11) others failed.

Conclusions OHSP meets some quality standards and it is not relative to SBM level of

practice, type of institution, nature and classification of schools or even the years of

implementing it. However, it can be achieved through time with the intention to improve

effort, performance, adequacy, efficiency and process. 7

According to the Twelve-Year Basic Education Program in Taiwan tries to shift

the test-centered pedagogy to a more holistic-education one by including service learning

in the ‘excess application sequencing score’ which determine students’ order to be

recruited by high schools. The purpose of the study is to find out how students perceive
service learning in this new policy. Six ninth graders from a complete high school were

interviewed with six questions in the study. Though students were pushed to do their

service learning, the results show they did learn something and even enjoy their service

experiences, which preliminarily indicates that effort to implement this new policy is

worthwhile.8

According in evaluation study designed in close coordination with the DepEd

Bureau of Secondary Education (BSE) and the Open High School Coordination team.

Stated the initial findings were presented to DepEd on three occasions, namely, (1)

during the workshop on flexible learning options participated in by OHSP Regional

Coordinators held in April 2013, (2) during the meeting with the director and staff of the

Bureau of Secondary Education on January 14, 2014, and (3) meeting with the Project

Evaluation of the Open High School Program in the Philippines xv Management Service

Unit on July 10, 2015 in relation to the World Bank’s Project LEAPS (Learning, Equity

and Accountability Program Support). DepEd recommendations were considered in the

report. The result of the study tells that the Open High school is beneficial to those

students who can't afford to go in regular school.9

Theoretical framework:
 “A Comparative Study of Academic Competencies between
students of Regular High School Curriculum and students of Open
High School Program”

Information Social Cognitive Theory Contextually (based work

Processing (IP) (SCT) on students approaches to
learning) (SAL)

(IP) includes: (Social Process) Characteristics:

-Input -Data -Recognizing that

reaching and learning
-Processing -Information need to occur in multiple
-Storage -Knowledge context.

-Output -Action -Emphazing problem

solving.

-Anchoring reaching in
the diverse life context of
students.

Figure 1.

Information Processing it helps performers identify relevant cues via selective

attention, therefore increasing movement reactions which will lead ultimately to

successful outcome. And it focuses on the idea that human process the information they

received. The students brain bring information in manipulates it and it stores it ready for

future use this in the learning aspects. (John Biggs)

Social Cognitive Theory (SCT) used in psychology education and

communication, holds that portions of individual's knowledge acquisition can be directly

related to observing others within the context of social interactions experiences and

media influences. The theory states that when people observe a model performing

behaviors and use this information to guide subsequent behaviors. (Albert Bandura)

Contextual learning is based on a constructivist theory of learning. Learning take

place when teachers are able to present information in such a way that students are able to

construct meaning based on their own experiences. (John Biggs)

Conceptual Framework
 INPUT PROCESS OUTPUT

 Knowledge 1.Students are more The existing

 Skills engaged in the material
 Attitude because they have
 Learning ownership over their
 Working learning.
2. This method is to
meet different learning
abilities and can lead to
more efficiency
students outcomes.
knowledge,
abilities motivates
and conception
style of learning
students already
have.

3. Students used and

develop competencies
when they encounter
unfamiliar or
challenging situations.

Figure 2.

The educational Competences between students of regular high school program

Curriculum and open high school program should have student’s assessment refers to the
process of obtaining information about student learning outcomes to guide educational

decisions about students. To inform students, their parents or other appropriate audiences

about their progress, strength and weaknesses.

One of the strongest outcomes of competency-based education is increased

student engagement. Administrators should possess or a minimum, a working knowledge

of these competencies. They are intended for both and central personnel who assist,

supervise or evaluate individuals directly instructing students.

Definition of Terms

Adequacy-The state or quality of being adequate.

 -Satisfactory or acceptable in quality or quantity.

Competency-The ability to do something successfully or efficiently.

-Students used to be competency in academic performance.

Constructivist- is basically a theory -- based on observation and scientific study -- about

how people learn.

- It says that people construct their own understanding and knowledge of

the world, through experiencing things and reflecting on those experiences.

Patriotic-Having or expressing devotion to and vigorous support for one's country.

-It explain how people passionate in studying or achieving their goals.

Preliminarily-denoting an action or event preceding or done in preparation for

something fuller or more important.

-Being ready to something that should be prepare.

Socioeconomic-Relating to or concerned with the interaction of social and economic

factors.

-In studying it affects all aspects inside the battlefield.

Preliminarily-denoting an action or event preceding or done in preparation for

something fuller or more important.

-Being ready to something that should be prepare.

 NOTES

¹Sparapani et.al.(2014),A Global Curriculum? Understanding Teaching and Learning in

the United States, Taiwan, India and Mexico. 03/10/20.https://journals.sagepub.com

²Tonks et.al.(2013).Opening a New Kind of School: The Story of the Open High School

of Utah. 03/15/20.https://www.researchgate.com

³Önder(2016). Reasons for Students at the Age of Compulsory Education to Choose

Open Education High School. 03/15/20.https://www.researchgate.com

⁴Reyes et.al.(2018). Perceptions of High School Students on Academic Training for

Science and Technology in Mexico City Metropolitan

Area.03/15/20.https://journals.sagepub.com

5 Tindowen et.al.(2017). Twenty-First Century Skills of Alternative Learning System

Learners.03/15/20.https://www.researchgate.com