TEACHERS’ PERCEPTION ON THE INFLUENCE OF NO

FILIPINO CHILD LEFT BEHIND ACT ON THEIR

CLASSROOM PRACTICES

A Thesis Proposal
Presented to

The Faculty of College of Teacher Education

Buenavista Community College
Cangawa, Buenavista, Bohol

In Partial Fulfilment of the Requirements for the

Degree of Bachelor in Secondary Education
Major in English
 Roxanne Mae T. Manatad
Happy C. Crescencio
Leah B. Bacanggoy
Divine J. Jacaba

June 2023

THE PROBLEM AND ITS SCOPE

Introduction

Quality education for all is a gift acquired by anyone. Children who go out from school bringing the bag of

knowledge and learnings can help them to utilize it towards progression. Knowing that every child deserves a chance to

see their true potentials by getting quality education through the help of the teachers, none should be left behind is a

gratifying to every learners. As the federal education law stated that the “No Filipino Child Left Behind Act of 2008”, seeks

to liberate and free the country’s children from the quagmire of ignorance and lack of education which hold and sink them

into poor quality of life and helplessness.

With this regard, the act highlights the advantages of learners and give assurances to go to the next level.

Unfortunately, as teachers doing their part to promote quality education, there is still students who are facing academic
failure or below their academic potential. Specifically some learners in higher level are having with poor status in reading

comprehension or writing skills on which supposedly they already practice the basic skills but still serve to the next grade

level and passed.

However, the negatives outweigh the positives like if students did not perform well, then teachers received poor

marks on their annual review. This could be stressful and terrifying to those teachers who give their best to help a certain

student to improve their learning achievements but get the poor marks.

Nowadays, the act adds many positive aspects to the educational system, requiring high standard and qualified

teachers addressing the lack of improvement to student learning including, increased drop-out rates and cheating issues

and defection from the teaching profession. In addition, by implementing the NFCLB act is extending more effort to do

more thorough job of teaching in which helping the learners to prepare to take high-stakes test. As Metler, C. (2011)

stated that inappropriate test preparation practices also abound, including limiting content instruction to a particular item

format, raising scores without also increasing students’ skills in the broader subject being tested. The researchers find a

problem with these practices as it tends to focus only on passing students even having poor comprehension skills and

raising scores for just means of passed.

The purpose of this study is to determine the perception of the secondary teachers on the influence of NFCLB act

on classroom practices in Inabanga High School, S.Y. 2022-2023. Whatever the unintended result of this study as prior
knowing how teachers perceived the NFCLB act. It will provide a bases for improvements on their classroom practices

and suggestions to policymaker.

Statement of the Problem

The main purpose of this study is to determine the teachers’ perceptions on the Influence of No Filipino Left Behind

Act on their Classroom practices of Inabangga High School Secondary Teachers during the S.Y 2022-2023, as basis for

Improvement. To achieve this purpose, the study specifically seeks answers to the following questions;

1. What is the profile of respondents in terms of:

1.1 Age

1.2 Sex

2. What is the level of teachers’ perception on the Influence of No Filipino Child Left Behind Act in terms of:
 2.1Test-based accountability

2.2 Motivation

2.3 Instructional changes

3. What is the level of teachers’ classroom practices in terms of:

3.1 Instructional practices

3.2 Curricular practices

3.3 Assessment practices

4. Is there any significant relationship between the teachers’ perception on the Influence of No Filipino Child Left Behind

Act and their classroom practices?

5. What improvement measures can be drawn based on the study?

Related Studies

In the Philippine implementation of the K to 12 curriculum, Vilches (2018) argued that the short and abrupt training

left many of the teachers confused with their new roles in the new curriculum. Specifically, challenges that haunt teachers

as they implement the new curriculum include: (1) the evolving role of the teacher in the face of curriculum reform; (2) a

mismatch between the goals of the new curriculum and the realities of the local classrooms; and (3) flow of

communication and engagement (Vilches, 2018). Indeed, curriculum implementation is a challenge among teachers,

especially in terms of how they should implement curriculum policy at the classroom level.

Learning and working remotely on school tasks requires displaying agency and self-regulatory skills (e.g., Raffaelli

et al., 2018).

A. Test-based Accountability
 Statements

Suggested that
1. Poster, accountability The teacher let the NFCLB or national mandate-test influence what or
Chester and systems should how he/she provide instruction to the students.
Schleinger have symmetry of
(2004) responsibility.
2. Craig A. The teacher spend more time throughout the year preparing the students
Mertler for the state-mandated tests.
(2011) The teacher gained more time on spending the instructional content that
he/she know it covers on the country mandated-tests
As the influence of NFCLB, the teacher create a greater number of
classroom tests such that they mirror the same format and types of
questions on the national achievements test.
As the influence of NFCLB, the teacher spend more time teaching test-
taking skills to the students.
The teacher used multiple-choice classroom test more frequently than
he/she has in the past.
The teacher let the NFCLB affects how he/she assess the academic
achievement and progress of the students.
As the influence of NFCLB, the teacher used standardized test data to
help guide and improve the instruction.
In school, the teacher perceives that most teachers are carrying their
work much as they did before NFCLB
The teacher used sample test from DepEd to help prepare the students
to take the test.
B. Motivation
Statements SD D SA A

(4) (3) (2) (1)

1. The teacher perceives that NFCLB in

school has an overall positive effect.

2. NFCLB has changed the nature of

academic motivation for students and

has never placed stress on students.

3. The teacher never feel pressure and

stress on the testing mandates of

NFCLB

4. The teacher perceives he/she knows a

lot about the NFCLB act in the

Philippines
5. The teachers never stress out from the

loaded of instructional change mandates

by NFCLB.

6. The teacher feels comfortable to the

changes of instructional mandated

standardized testing.

7. The teacher finds NFCLB as a

empowerment of the students’ academic

achievements.

8. The teacher see the NFCLB as a way of

improvement both students success and

teachers strategies inside the classroom.

9. The teacher encourage to create a well-

constructed instruction due to

implementation of NFCLB

10. The teacher finds the changes of

instructional materials towards the

 students motivation.

Others please specify,_________________________________

c. Instructional Changes

Statements SD D SA A

(4) (3) (2) (1)

1. The teachers adopt the new type of test

that is based on a set of content

standards.

2. The teacher never forced to change their

classroom instruction due to the

implementation of NFCLB.

3. The teacher never force to change the

 ways in which they assess student

academic performance due to the

implementation of NFCLB.

4. The teacher is knowledgeable about the

NFCLB and its effect to their classroom

work.

5. The teacher perceives that NFCLB has

never force them to change their

attention away from more significant

topics that can better improve their

teaching.

6. The NFCLB lead the teacher to change

his or his focus of the classroom

instruction.

7. The teacher used his or her innovations

to improve the classroom instructions.

 8. The teacher undergoing changes of his

or her teaching methods to attain the

students’ learnings achievements.

9. The teacher paying more attention to the

achievements gaps and the learning

needs of specific group of students.

10. The teacher evaluate his or her

instruction strategy to attain the students

learnings needs.

Others please specify,_______________________________

Direction: Kindly check the space when it is applicable to you.

(4) Always – (in all situations)

(3) Often – (frequently happens)

(2) Sometimes – (some instances)

(1) Never – (not at all)

A. Instructional Practices

Statements Always Often Sometime Never

(4) (3) s (2) (1)

 1. I present a summary of recently

learned content.

2. I let students work in small group to come

a joint solution to a problem

3. I give different work to the students

who have difficulties learning and/or to

those who can advance faster.

4. I let my students used ICT

(Information and Communication

Technology) for projects or class work.

5. I let my students work on projects that

require at least one week to complete

6. I check my students’ exercise books or

homework.

7. I let students practice similar tasks until I

know that every student’s has understood

 the subject matter.

8. I refer to a problem from everyday life or

work to demonstrate why new knowledge is

useful.

9. I gives clear instructions.

10. I clearly states the objectives for the

lesson.

Others please specify,_____________

 B. Extracurricular Practices

Statements Always Often Sometimes Never

(4) (3) (2) (1)

1. I let students participate

activities outside the
classroom.
2. I encourage my students to
determine the types of
extracurricular activities they
will enjoy.
3. I provide students interaction
who have similar interests.
4. I encourage my students
engage in school activities such
as sport feast.
5. I give freewill to the students to
get involved in any school clubs
and organization.
6. I give an extracurricular tutoring
to the students (relating to
schoolwork)
7. I provide opportunities for the
students to learn new skills,
 make friends, and have fun.
8. I share some cultural activities
that performed by students that
falls outside the realm of the
normal curriculum of school,
college or university education.
9. I allow students to participate in
any school activities.
10. I create activities for the
students that they can apply
academic skills into a real-
world context.
Others, please specify______________
 C. Assessment Practices

Statements Always Often Sometimes Never

(4) (3) (2) (1)

1. I consider students’ opinion in allocating time

for various subjects within the classroom.
2.I manages the classroom with a minimum of
disruptions.
3. I makes sure class time is used for
learning.
 4. I uses variety of activities in class.

5. I give creative or expository writing

assignments on topics selected by the
students.
6. I provide questions that encourage
reasoning and logical thinking
7. I consistently enforces disciplinary rules
in a fair manner inside the classroom.
8. I encourage student participation in
discussions.
9. I ask open-ended questions within the
class.
10. I allow students within the classroom to
work from a higher grade level textbook.
Others, please specify__________________________