RA 10533 – Enhance Basic Education Act of 2013

Is an act enhancing the Philippine Basic Education System by strengthening its curriculum and
increasing the number of years of basic education, appropriating funds therefore and for other
purposes.

According to its declaration of policy, the state shall provide, maintain and support complete,
adequate and integrated system of education suitable to the needs of the people, its country and
the society at large.

This paved way to the development of K-12 curriculum that seek to address the following needs: (1)
parents who’s been wanting a quality 21 st century education for their children that will grant them
certification and license recognized by the state; (2) students who wish to receive an education
program/curriculum that will equip them for higher education, and/or prepare them to be job-ready
not only in the country but around the globe, making graduates internationally competent and
globally competitive, and lastly; for employers to be able to hire employees with values, standards
and qualifications fit the job description.

K-12 curriculum encompasses 1 year in Kindergarten, 6 years in Primary or Elementary, 4 years in

Junior High School, and 2 years for Senior High School. Regional or native language was encouraged
to be of use during K-3 wherein it bridges the lessons to pupils understanding using the language
they first learnt at home. During grades 4-6, English and Filipino languages were introduced and
were mostly used in teaching the subjects in this level. From Grade 7 to Senior High School, English
and Filipino become the primary medium of instruction.

Senior High School was subdivided in 4 tracks such as: Academic Track, Design and Arts Track, Sports
Track and Tec/Voc Track. Academic Track has 4 strands which were Science, Engineering, Technology
and Mathematics (STEM), Humanities and Social Sciences (HUMMS), Accountancy and Business
Management Strand (ABM) and General Academic Strand. Meanwhile, same as the Academic Track.
Arts and Design Track also has 4 strands, too. These include Home Economic Strand, ICT Strand, Agri-
Fishery Arts Strand and Industrial Arts Strand.

5 Current Trend in Education

UK

PE-students start studying 5 years old, basic 1 st and second grounding education

ME- 7 years old, lasts up to 4 years, basic academic education

S.S. – move to more comprehensive school until they are 16 years old. Studs can either stay there for
additional 2 years, do menial jobs or enroll in vocational School

V.S. Student who don’t go to universities will have a successful lifetime jobs through vocational
education

T.E. undergrad course usually took 4 years to finish, assignment weigh more that formal exams,
some univ. offers crash course for 2 years without vacation allowed or offered.

SWITZERLAND
PE-All pupils must attend basic education for 9 years for FREE

Primary educ. is 4-6 years after their 2-3 yrs in KGN

-basic acad education was introduced as well as assessing future path for each child

S.S

-for those learners eyeing for tertiary education, it will take them 6 years to finish the secondary
school unlike those who wish to land on practical education, they will only stay in secondary school
for 3 years before going/ splitting to vocational training

t.E – there are 12 public or generic 10 of which were managed by cantons and are non-technological
schools meanwhile the other 2 universities offers technological education
IV – something the researcher change or control
DV- something observe and measure
Moderator- Alter the effect of IV on DV
Mediator – helps explain how or why the IV has effect on DV
A good researcher shows an open mind about things. He does not just take things by
themselves but explores new grounds. He adopts the philosophy of “thinking beyond the
box,” leaving out the conventional for something innovative. A good researcher treads the
unknown frontier

Qualities of a Good Researcher

Friendly with Respondents. A good researcher must have the quality to become friendly with
respondents. It should have to talk to them in the same language in which the responding are
answering and make happy made.
Least Discouragement. If the people are not co-operate to give correct data, the researcher should
not be discouraged and face the difficulties, it would be called a good researcher.
Free From Prejudice. A researcher would be good if he has no prejudice or bias study about a
problematic situation but he is capable of providing clear information’s.
Capacity of Depth Information. A researcher should have the capacity to collect more and more
information in little time.
Accuracy. A researcher would be said to be good, if he is accurate in his views. His ideas must be
accurate one.
Truthful. A researcher must have to be truthful. Its idea would be free from false reports and
saying information.

Of great interest

Must have complex design

Must benefit the people concerned in the field of study

Must be completed in allotted time

Must have practical results and implementable

Jacobs (2004) states, “…curriculum

maps have the potential to become the hub for making decisions about teaching and learning.

Curriculum mapping is the process indexing or diagramming a curriculum to identify and address
academic gaps, redundancies, and misalignments for purposes of improving the overall coherence of
a course of study and, by extension, its effectiveness (a curriculum, in the sense that the term is
typically used by educators, encompasses everything that teachers teach to students in a school or
course, including the instructional materials and techniques they use).

It basically is how educators plan what subject content students will learn over the course of the
year. In many places, it is done over a four to six-year plan, building off of content from one year to
the next. It follows a logical, time-progressive order to give the students a well-rounded and
comprehensive educational experience.
 Curriculum mapping is important because it allows teachers and administrators to focus on balance
between the content across curricula. It allows them to look into each classroom and see what
children learn, and helps them gather data on redundancies or gaps in the course content.
Curriculum mapping also helps teachers and administrators assess the structure of the course, and
the time-scale plan of when specific lessons or concepts are taught.

Hale (2008) says this, “curriculum mapping is not a spectator sport. It demands teachers’ ongoing
preparation and active participation. There must also be continual support from administrators who
have a clear understanding and insight into the intricacies of the mapping process.” (p. xv)

1.  “Technology is just a tool. In terms of getting the kids working together and
motivating them, the teacher is most important.” – Bill Gates
2. “If we teach today as we taught yesterday, we rob our children of tomorrow.” – John
Dewey
3. “Do not confine your children to your own learning, for they were born in another
time.” – Chinese Proverb
4. “We need technology in every classroom and in every student and teacher’s hand,
because it is the pen and paper of our time, and it is the lens through which we
experience much of our world.” – David Warlick
This study will attempt to determine the impact of teacher’s computer
skills in teaching performance in the new normal.
Specifically, it seeks to answer the following questions:
1. What are the demographic profiles of the selected teachers in
terms of
1.1 sex;
1.2 age;
1.3 position; and
1.4 highest educational attainment
2. What is the level of ICT skills of the teachers/respondents as to:
2.1 Online Collaboration;
2.2 Social Media Management;
2.3 Data Management; and
2.4 Data Queries
 3. What is the teacher’s performance in terms of Individual
Performance
Commitment and Review Form (IPCRF)?
4. What is the significant effect among the demographic profiles of
the
respondents to their ICT skills?
5. What is the effect of ICT skills to the teaching performance in
terms of Individual Performance Commitment and Review Form
(IPCRF)?

INDEPENDENT VARIABLE
DEPENDENT
VARIABLE
Demographic Profiles
of the Respondents
Teachers' ICT Skills Teachers
Online Collaboration Performance
Social Media - Individual Performance
Management
Data Management
Data Queries Commitment and
Review Form
(IPCRF)

Ho1. There is no significant relationship among the demographic profiles of the

respondents to their computer literacy skills

Ho2. There is no significant difference in the problems encountered by the

respondents to their demographic profiles

Research Design
This study will make use of a descriptive-quantitative type of research wherein
analysis of data will be employed. The data will be gathered through a questionnaire
which will be the main instrument in this study.

Research Instrumentation

The researcher will use a researcher–made questionnaire to be administered

to elementary school teachers in the different districts in the First Congressional

District of Quezon. It will be composed of four (4) parts. Part I will scrutinize

respondent’s demographic profile of the respondents in terms of age, sex, civil

status, curriculum grade level handled, civil status, and highest educational

attainment. Part II on the other hand, will tackle the computer basic skills of the

respondents as to word processing, use of spreadsheets, use of database software,

use of presentation software, internet surfing, use of email; and use of video

conferencing platforms. Part III will determine the common problems encountered by

the teachers/respondents in acquiring computer skills in the teaching-learning

process under the new normal. Lastly, Part IV will evaluate the effect of the computer

basic skills of the teachers in ICT integration for student’s learning.

The questionnaire will be presented in two different forms. To determine the

computer skills of the teacher, the researcher will prepare a 50-item multiple choice

type of questionnaire while the problems encountered and the effect of computer

skills will use a checklist type of questionnaire using the 4-point likert scale. Its

contents will be closed-ended statements

Validation of Questionnaire
 The instrument prior to its final administration will be subjected to validation

utilizing 20 non-respondents. The data will be presented to expert for statistical

treatment to test the validity and reliability of its statement at .05 levels. A face-to

face validation of the output of the study will be subjected for critics by specialist in

planning

Data Gathering Procedure

The researcher will request the approval and permit for conducting the study

from the Schools Division Superintendent in the Division of Quezon. Upon approval,

the questionnaire will be personally distributed and administered by the researcher to

the elementary school teachers.

Hence, the researcher will request the respondents to answer every question

sincerely and honestly assuring them that their answer will be treated with utmost

confidentiality.

After its retrieval, data gathered will be tallied, tabulated, statistically analyzed

and interpreted. The results of the collected data will become the bases for the

development of an intervention material to enhance computer skills.

Statistical Treatment

The questionnaires will be retrieved and be tallied and analyzed using the

following statistical treatment:

SOP Statistical Tool

1.To determine
respondent demographic
P = f/N x 100%
profile frequency and
Where:
percentage formula will be
P = percentage
used:
f = frequency of responses
N = total number of
respondents

2.The computer skills of

the respondents will be
Mean percentage score =
calculated using the mean
computed mean
percentage score with the x 100
total number of test items
following formula:

3.To determine the effect WM = 4f + 3f + 2f + f

of computer skills and the N
problems encountered, Where:
the weighted mean WM = weighted arithmetic mean
statistical treatment will f = frequency
be applied N = number of respondents
SOP Statistical Tool

4.To test the significant Where:

relationship of the N = number of paired observation
responses on the effect of x = weighted means of the responses on
computer skills and the computer skills
computer skills, Pearson r y = weighted means of the responses on
will be employed. The the effect of
formula was: computer skills
Σ = summation
r = correlation coefficient
5.The significant where:
differences in the x1 = Average weighted mean of the first
computer skills of the variable
respondents when x2 = Average weighted mean of the
grouped according to their second variable
demographic profile will s12 = Standard deviation squared or
be computed using the t- variance of the first variable
test for independent s22 = Standard deviation squared or
samples variance of the second variable
N1 = Number of respondents in the
first group
N2 = Number of respondents in the
second group