i

TEACHER PREPARATION FOR THE UTILIZATION OF MULTI-FACTORED

ASSESSMENT TOOL (MFAT)

A Thesis (Proposal)

Submitted to

The Faculty of the Graduate School

Saint Columban College

Pagadian City

In Partial Fulfillment

Of the Requirements for the Degree

Master of Arts in Education

Major in Special Education/Early Childhood Education

By

ERSON B. DAGDAG

December 2022
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Acknowledgement
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Dedication
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Table of Contents

Title Page………………………………………………………………………………………… i

Acknowledgement...........................................................................................................ii

Dedication...................................................................................................................... iii

Table of Contents........................................................................................................... iv

Chapter 1........................................................................................................................ 1

Introduction...................................................................................................................1

Background of the Study..........................................................................................1

Theoretical Perspective...........................................................................................2

Statement of the Problem........................................................................................4

Significance of the Study.........................................................................................5

Definition of Terms...................................................................................................6

Chapter 2........................................................................................................................ 8

Research Methods....................................................................................................... 8

Research Design.....................................................................................................8

Research Environment............................................................................................8

Research Participants..............................................................................................8

Research Instruments..............................................................................................9

Data Gathering Techniques.....................................................................................9

Data Analysis........................................................................................................... 9

References................................................................................................................... 11

Appendix A................................................................................................................... 12

Appendix B................................................................................................................... 13
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Chapter 1

Introduction

Background of the Study

According to Disability and Health (2021) research, an estimated billion people,

or 15% of the world's population, live with some form of disability. In the Philippines

alone, Inquirer (2022) reports that 15 million out of 100 million Filipino children, youth,

and adults have disabilities. The Department of Education (2021) says that 3.3 million of

this population are in schools. This an overwhelming figure to think of. These learners

with disabilities experience barriers and challenges that hinder their full access to and

participation in the K to 12 Basic Education.

According to UNICEF (2016), it is important that all Filipino children, regardless

of circumstances, should have access to quality education. It is a must that every child

be afforded an equal opportunity to receive education despite perceived differences. It is

enshrined in our Constitution that every Filipino child should have an equal opportunity

to receive education. A right that every child should enjoy and should have access to

(Dioso et al., 2022).

The Article XIV of the 1987 Philippine Constitution articulates that the state shall

promote the right of every individual to relevant, quality education regardless of sex, age,

breed, socioeconomic status, physical and mental condition, and social or ethnic group

and the BP no. 232 also known as the "Education Act of 1982 guarantees this right to

quality of access to education as well as the enjoyment of the benefits of education by all

its citizens Garcia, H., & Vargas, D. (2021). The Convention on the Rights of Persons

with Disabilities (UN 2006), which was adopted by the Philippine Congress in 2008,

placed even more emphasis on the need for impaired students to learn alongside their
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counterparts without disabilities. According to Article 24 of the Convention, people with

disabilities have the right to a community-wide inclusive educational system and are not

to be denied access to general education because of their disabilities (Bustos et. Al

2020).

The Philippines adopting Inclusive Education through RA 11650 signed by

President Duterte (Magsambol, 2022) and with the issuance of the Department of

Education of the Deped Order 72, s. 2009 (Department of Education 2009) or the

Inclusive Education as Strategy for Increasing Participation Rate of Children, paved the

way for educational system in the country to be more inclusive.

In 2012, the Philippine educational landscape experience a total transformation.

The government made a huge overhaul of the country’s educational system under a

policy called the “K to 12” Program. It acknowledged the international framework for

educational development set forth under the concept of Education for All and the

Millennium Development Goals (Okabe,2013). One major component added was the

inclusive education. This ensures that every child, regardless of their skills or

impairments, has an equal opportunity to attend formal education (Nunez, R., & Rosales,

S. 2021) and learners with special educational needs (SEN) are welcomed into the

learning environment as full members. (De Silva, 2013). According to (Vega, 2018) the

integration of pupils with disabilities in classrooms with their regular learners has been

an integral part of the American education. This is becoming a reality as well here in the

Philippines. It is a welcome change and a very much needed response to the long battle

cry of quality access to education. But it is not without mishaps, and the question of an

embraced concept for teachers’ readiness for inclusive education has been constantly

investigated in the literature (Moosa et al., 2022).

Teachers’ commitment to positively embracing inclusive education may have the

capacity to revolutionize pedagogical and assessment practices within regular

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classrooms (Bourke, R., & Mentis, M. 2014). In research conducted by Saloviita (2018),

the findings highlight teachers’ attitudes toward inclusion and the possibility of policy

change. According to Ackah-Jnr (2020) Professional development is seen as an

essential conduit in the improvement of teachers' learning and motivation for practice.

Paju et al. (2015) says it may not adequately be enough to prepare them to properly

implement inclusion-based practices but there is hope to it. Locally, efforts are exerted to

fully prepare and equip teachers for inclusion. In a Philippine Disability Sector Research

Education, B. (2021) mentions that Commission on Higher Education (CHED) has

issued CHED Memorandum Orders No. 74 to 82, series of 2017 that require all teacher

education students to take a three-unit course on “Foundation of Special and Inclusive

Education” as part of the Professional Education Courses.

The Department of Education issued the Deped Order 23, series of 2022 and

DepEd Order No.44 series 2021 (Department of Education. 2021) in which it clearly

stipulates that Assessment is critical in clearly establishing the goals for the learning and

development areas for learners with disabilities. According to McConnell & Rahn (2016)

Assessment has always been an essential feature in providing early childhood special

education services, as a major element of eligibility determination. Lipkin et al. (2020)

mentions that Early identification and intervention are crucial to the well-being of children

with disabilities. There is a clear mandate and need to identify children who have

disabilities. Assessment and identification form an essential component in the delivery of

primary Education to our LSENs.

A study by Villamero (2014) mentions that Assessment is an indispensable part

of the educational system, especially in educating Learners with Special Educational

Needs. Assessment refers to obtaining information for decisions about students,

curriculum and programs, and academic policies. According to McLeskey, J. Barringer et

al. (2017), Assessment plays a crucial role in Special Education. Assessment and
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identification of children with special needs prove critical in delivering primary quality

education. It is vital in upholding the mandate of The Philippine Constitution, which

articulates the government's commitment to ensure safety and promote the rights of all

individuals to quality education and to provide appropriate measures to make Education

accessible for all.

As shown in the results of the study by Sagun et al. (2020) suggests that there is

a need to take immediate action to adequately address system bottlenecks in the early

detection and identification of children with special needs for the successful

implementation of Inclusive Education. Identifying and assessing children with needs

becomes the prime step in providing equal access to Education. According to Sagun K.

et al. (2020), Early Detection and Intervention (EDI) is a set of services that help

facilitate development in the crucial years of childhood, and how invaluable this serves to

achieve Inclusive Education.

Identifying students with disabilities is critical because it determines who is

eligible for special education rights and unique additional resources and services within

the general student body. According to Bryant et. al (2019) teachers must be careful of

identifying pupils with disabilities when they do not. The aim of identification process

shall be to ensure that students with academic, functional, or behavioral issues are

identified in school and receive vital support services. However, this is easier said than

done. Research from Narathakoon et al. (2020) in Thailand reported some factors that

affect the ineffectiveness of the conducted Assessment, one of which is the lack of

confidence and knowledge of teachers on Assessment, which can harm their practices.

A published paper by the Center for Integrative and Development Studies of the

University of the Philippines (UP) (2022) entitled Assessment as a tool for Inclusion,

mentions that schools and teachers where children with disabilities live the closest

lacked the training in assessing and addressing diverse needs and differentiated
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instruction of these types of learners. It takes a skill on the part of teachers to administer

Assessment Tool. Woods & Griffin (2013) mentions that it takes judgment-based

performance measurement for teachers to direct observations to meaningful shifts and

transformations in foundational literacy skills for students with additional needs. A study

by Smeets & Roeleveld (2016) showed significant predictors in being identified with

Special Educations Needs. It may come from results of tests, teachers' view on pupils'

performance below expectation, less attitude to work, and being more dependent on the

teacher. According to Akua Mensah F.et al. (2016) Early Childhood Education is a

crucial element for growth and development and further disclose in the study how there

is a need for enhanced training for workers in early year's settings.

The Department of Education (2018) issued Policy on the use of Multi-Factored

Assessment Tool (MFAT), which is the DepEd Order No. 29, s. 2018. The Policy on

implementing a multi-factored assessment tool aimed at identifying and assessing grade

one learners in regular schools who may show manifestations of possible developmental

delays or learning disability and may need education services and other services. This

Policy is geared towards identifying Learners with Special Educational Needs (LSENs)

who may need Special Education and medical/allied services and assist teachers in

designing instructions suited for LSENs.

The MFAT is a tool used to gather information on learners' strengths, needs, learning

styles, and other educational concerns. It is an assessment based on activity that takes

up the five domains of learning. (a) Communication, (b) Cognitive, (c) Psycho-Motor (d)

Socio-Emotional, and (e) Daily Living Skills.

Research from Luisen and Deloy (2022) reports that one of the factors in

successfully implementing a particular program is properly disseminating the information

and its nature to the implementers. In their study, one of the findings shows that many

teacher respondents lacked information and knowledge about Assessment and how to
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handle learners with special needs. It reports the need for more training to conduct

MFAT. Furthermore, the study showed that there is a need for teachers that would be

implementing MFAT to be resourceful, patient, cooperative, and committed.

A few research studies about the study of MFAT Bernadeth and Batarao (2019)

and Luis et al. (2022) but none have dwelled on the preparation of teachers in

conducting the Assessment Tool. And so the researcher would like to explore teachers'

level of preparation in utilizing the Assessment Tool.

Furthermore, the researcher believes that as the Department of Education issues

the mandate to utilize the MFAT, it is therefore essential to determine the teachers'

preparations for using the assessment tool, as these contribute significantly to the

implementation of the Policy implementation.

Theoretical Perspective

Albert Bandura's Self-Efficacy Theory (1997) is this study's concept and idea.

Self-Efficacy refers to the confidence in a person's ability to carry out behaviors required

to produce specific achievements in results. Self-efficacy represents confidence and the

ability to control one's motivation, actions, and social environment (Forsyth & Carey,

2009). Self-Efficacy influences the behaviors and their environments and, in turn, is also

affected by them. In this study, the Self-Efficacy Theory supported it as the Department

has mandated the schools to conduct the Assessment in grade one pupils by all grade

one teachers. From this perspective, the researcher is interested to see the grade one

teachers' confidence level in carrying out the Assessment Tool to learners and how their

Self-Efficacy contributes to their ability to perform and utilize the MFAT. With this

theoretical framework, the study aimed to explore the efficacy of grade one teachers in
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utilizing MFAT. The study would investigate if teachers were confident in carrying out

the Assessment tool for their learners with developmental delays.

This research study is anchored upon the theory of David Kolb Experiential

Learning. Kolb's Experiential Learning Theory (Kolb, 1984) defines experiential learning

as the process wherein the knowledge is created through with the transformation of

experience. Knowledge results from the combination of acquisitive and transforming

experience, it presents a four series of elements namely as: Concrete Experience,

Reflective Observation, Abstract Conceptualization, and Active Experimentation. It is

stated that it is a continues cycle of learning process that are based on the reflection that

occurs in the experience either on before, during, and after (Kolb, 1984).

Add here your write up on relating your chosen theory with your study. How

could this theory be used as lens in understanding the research problem?

Statement of the Problem

The study will probe Grade I teachers' preparations for utilizing the MFAT. It

focuses on grade one teachers of one of the districts in Labangan as the research

participants. The study will be conducted during the school year 2022-2023.

Specifically, the study aims to answer the central question, “How do grade one

teacher describe their preparations for utilizing the Multi-factored Assessment Tool?” It

aims to answer the following queries:

1. What preparations have the grade one teachers made to utilize the MFAT?

2. What challenges have they encountered in their preparation and utilizing the

Multi-factored Assessment Tool?"

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3. How did they overcome their challenges?

4. Based on the findings, what action plan can be developed from the study?

Significance of the Study

This study will benefit everyone interested in assessing and identifying children

with special needs. The results of this study will be, specifically, beneficial to the

following:

Department of Education. The study will be indicative of the policy

implementation success. It would also serve as a basis for designing intervention

programs for grade one teachers to implement the MFAT utilization.

Children with Special Educational Needs (CSENs). The CSENs will benefit much

from this study. As teachers in regular Education, teachers are equipped with the skills to

identify possible early signs of developmental delays and therefore be given early

interventions and proper placement. The target beneficiaries of this effort of professional

advancement and improvement are these CSENs.

Future researchers. This study shall provide the baseline data for future

researchers aiming to conduct similar or related studies on assessing and identifying

children with special needs, particularly utilizing the Multi-Factored Assessment Tool.

Definition of Terms

Assessment. It is the ongoing process of identifying the different areas of

strengths and weaknesses of the child by using formal and informal tools to determine

proper program placement.

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Children with Special Educational Needs (CSENs). Children are described as

"those who require special education services and modification of school practices to

access educational opportunities and the general education curriculum.

Inclusive Education. It is the idea of accepting all children of different colours,

races, shapes, sizes, abilities, or disabilities, with support from school students, staff,

parents, and the community.

MFAT. It is a screening tool to gather information on learners' strengths, needs,

learning styles, and other educational concerns.

Assessment. This is the continuous process of identifying the strengths and

weaknesses of the child through the use of formal and informal tools for proper program

grade placement.

Learner with Special Educational Needs (LSENs). Children that are described as

“those who require special education services and modification of school practices to

access educational opportunities and the general education curriculum

Assessment. This is the continuous process of identifying the strengths and weaknesses

of the child with formal and informal tools for proper program grade placement.

Include CSENs in your definition

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Chapter 2

Research Methods

Research Design

A case study is a qualitative approach in which the researcher collects detailed

and in-depth information through real life, a current limited situation, or multiple sources

of information over a given time. It presents a situation description or theme (Creswell,

2018, p. 97). A qualitative case study is a bounded system that could be a person, a

program, or an event. Next case is determined, and research questions are formulated

as a basis for setting the boundaries of the case and the data analysis. An appropriate

epistemological framework is utilized as a lens for understanding the phenomenon or

case. Data collection can be through observation/s recorded in field notes, interviews, or

focus group discussions recorded in transcripts, and a checklist of documents needed

and their collection. Data analysis for a case study is a complex process of moving back

and forth between the collected data and the intention of the study to construct meaning

(Merriam & Tisdell, 2016). Coding is a process of making notations on segments from

the data that are responsive to research questions. Open coding is the process of

highlighting keywords lifted from relevant transcripts. Contrary, axial coding is the

process of grouping open codes that seem to go together and come from interpretation

and reflection on meaning (Richards, 2015, cited in Merriam & Tisdell, 2016). Category

construction is derived from the classification system reflecting the recurring regularities

or patterns that become the categories or themes. The categories are conceptual

elements that cover units of data from the coding. These are abstractions derived from

the data, not the data themselves (Merriam & Tisdell, 2016).
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The research uses the Meriam Case Study Qualitative approach design to

explore and understand the experiences of Grade one teachers in their preparation

regarding implementing MFAT in teaching learners.

Research Environment

The research study will be conducted in Zamboanga del Sur Division. It is one of

the Districts in Labangan consisting of nine elementary schools with GradeGrade one

teachers that will be the prime implementers of the MFAT policy to their children, making

the environment ideal for the research study.

Research Participants

The researcher will utilize nine Grade one Teacher of the nine elementary

schools of Labangan II District as participants of the study. The study employed

purposive sampling in selecting the target participants. Since MFAT is a screening tool

that will be used to determine possible development lag in learners, the researcher

opted to exclude grade 1 teachers who are teaching in the Special Science Curriculum

and only those who come from the regular classes.Table 1 Research Participants

SCHOOLS NO. OF TEACHERS

1. BAGALUPA ELEMENTARY SCHOOL 1

2. BINAYAN ELEMENTARY SCHOOL 1

3. BOKONG ELEMENTARY SCHOOL 2

4. BULANIT ELEMENTARY SCHOOL 2

5. LANTIAN ELEMENTARY SCHOOL 2

6. NUBORAN ELEMENTARY SCHOOL 1

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7. STA. CRUZ ELEMENTARY SCHOOL 1

8. TABAK ELEMENTARY SCHOOL 1

9. TAWAGAN NORTE CENTRAL ELEMENTARY SCHOOL 2

TOTAL 13

Add here your sampling technique/s employed. Present your inclusion/exclusion criteria

for your sample. If you already have the profile of your participants the better that it is

presented here too.Research Instruments

Observation, interviews, and analyses are essential qualitative research activities

(Meriam & Tisdell, 2016). In this study, research data were collected with a semi-

structured interview technique. The researcher will be the main instrument of this study,

guided by an interview guide. An interview guide will be developed to explore the grade

one teachers’ preparation for using MFAT. The researcher will utilize an audio recording

device during the interview proper to focus on the participants’ responses and generate

a transcript after the interview. The researcher will write the observations made during

the conduct of the interview. In the field notes, the researcher will capture the non-verbal

data and nuances about the environmental context in which the study was conducted.

The behavior and activities observed provide a holistic representation of the research

problem. Finally, the researcher will prepare a checklist of the needed documents and

materials necessary to conduct the MFAT be prepared as a guide in finding these

relevant documents and materials to substantiate the data collection even more.How

about for your data-mining? What tools will you use?

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Data Gathering Procedure

The first thing will be interview guide validation. The researcher shall seek

permission from the Department of Education office in Zamboanga del Sur Schools

Division Office through the office of the Schools Division Superintendent, the District

Supervisor of Labangan (Elementary level), and the School Principal of the undisclosed

schools in Labangan. Once Permission is granted, the researcher will send a letter of

invitation and request consent from the target research participants. Once the teachers'

consent to be included in the study, the researcher shall ask for an appointment date for

a formal interview. Before the data-gathering process, the researcher will prepare an

audio recording device, preferably a cellular phone, to record the in-depth interview.

Before the interview proper, the researcher will first discuss the rights of the target

participants. Permission to record the interview using an audio-recording device for later

transcriptions will be asked from each participant. On the day of the interview

appointment, the researcher will reiterate to the interviewees their rights as participants,

especially their right to withdraw during the interview. The researcher will start the audio

recording prior to the actual interview. Each interviewee will be allowed to express their

side and answer the questions.

Data Analysis

The data from the responses of the research participants will be analyzed using

Category Construction to make sense of the data. Merriam and Tisdell (2016) mention

that the process begins with the first transcript from an interview, the first look at the field

notes, and the first take on the documents. It is followed by making notations next to the

collected data through coding (from open coding to analytical coding). Furthermore,
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finally, the analysis moves from the complex coding process to category construction,

which is highly inductive. In naming the categories, categories constructed must be

responsive to the research questions, exhaustive, mutually exclusive, sensitizing, and

conceptually congruent. Through this case study design, the researcher can provide a

holistic description, interpretation, and analysis of the preparation experiences of the

Grade one teachers for utilizing the MFAT.

Ethical Considerations in Research

To ensure integrity and quality, the researchers considered ethical standards in

gathering their data, analysing it, and disseminating the findings. The following ethical

guidelines were taken into consideration during the research period:

Confidentiality. The researchers maintained the confidentiality of the data from

the research participants. To safeguard confidentiality, the researchers focus only on

shared experiences. The researchers also did not reveal the identity of the research

participants.

Voluntary participation. The researchers ensured that the involvement of the

BPED students was voluntary. They laid out the conditions for participating in their

research in the informed consent. Once the research participants gave their support, the

researchers scheduled the virtual focus group discussion.

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