The following are suggested research agenda for MATS/MAED which identified

research topics that will fill in critical knowledge gaps and responds to pressing
concerns in Philippine basic education, consistent with the DepEd and CHED vision,
mission and target outcomes and in line with local and international developments in the
sector.

Themes Topics
Teachers  Educational challenges and opportunities on basic education
Delivery of the amid global pandemic
Curriculum  Education for health and well-being during pandemic
 Impact of the global pandemic to basic education
 Teachers readiness to implement digital curriculum
 Performance pressure through PPST
 Material and resources available in the delivery of curriculum
 Continuing professional development and support (PRIMALS,
LAC, In-Service Training)
 Learning space/environment
 Lesson planning and creation of Instructional materials (IMs)
 Teacher’s profile and workloads (e.g. background,
specialization, knowledge, motivation class size, workloads,
contact time, etc.)
 Review of curricula for the purpose of determining how it could
be improved
 International/National benchmarking of best practices towards
development of new programs
 Class size
 Contact time
 Materials and resources
 Information and Communication Technology (ICT) in
Education
 Language (Medium of instruction, MTB-MLE)
Teaching and  Science in Inclusive education
Learning o Alternative Learning System (ALS)
Strategies o Alternative Delivery Modes (ADMs)
o Special Education (SPED)
o Indigenous Education
 Simulation activities
 Development and validation of contextualized learner’s
materials
 Quality education for all through different learning modalities
and approaches
 Child-centered approach
 Emerging good practices
 Differentiated instruction
 Individual learning styles and multiple intelligences
 Collaborative learning
 Classroom management
 Instructional development
  Disaster Risk Reduction (DRR) and Climate Change Adaptation
(CCA)
 Child-centered approach
 ICT in Education

Adoption of e-  Virtual conduct of Learning and Development

Learning  Effectiveness of remote learning
 Remote/Home-based/Community-based assessment of
learning
 Instrument in delivering instruction
 Replace human interaction
 Decrease absenteeism and dropout rates
 online teaching
 computer supported collaborative/cooperative learning
 interactive learning environments
 e-learning teaching-learning strategies
 e-learning instructional design
 self-regulated learning in distance education
 evaluation of e-learning system/methodologies
 evaluation of school learning management system (LMS)
 interactive learning environments
o Community of inquiry
 Learning communities
 Teaching presence
 Social presence
o Computer-mediated communication
 Instructional design
 Human-computer interface
 Intelligent tutoring system
 Technology accepted model
 Learning Management System (LMS)
 Teaching-Learning Strategies
o Evaluation Strategies
 Motivation
 Student satisfaction
 Self-efficacy
o Self-regulated learning
 Cooperative/Collaborative learning
 Innovation
 Student engagement
 Role of leaders
 Geographic, political and economic factors
 Partnerships with LGUs, private and public
 organizations ad institutions
Students to  Basic Literacy Program
Special  A&E
Programs  PEPT (Grade Level Placement)
 Special Programs
o Special Programs for Arts
o Special Program for Foreign Language
o Special Program for Sports
Assessment  Classroom assessment (formative and summative)
 Emerging good practices in assessment
 Teacher’s expertise in constructing various types of
assessments
 Availability of assessment tools and resources
o Materials
o Manpower
o Environment
o Portfolio assessment
 Process and conduction of assessment
o Classroom
o National assessments
o International assessments
o Systems of assessments
 Policy formulation and implementation
 Resource allocation
 Training of teachers and personnel
 Review and improvement of curriculum and instruction
 Progress tracking of learners
Science  Implementation of special programs in
Special o Science Technology and Engineering Programs (STE)
Programs o Science, Technology, Engineering and Mathematics
Program (STEM)
o Special Science in Elementary Schools (SSES)
Achievement  Teacher’s Profile (e.g. specialization, training, experience)
of Learning  Learning environment
Outcomes  Learning resources
 Language
 Assessment
 Governance
 Practices per region, division, and / or school:
o Regional, division, and school variation
o School typology
o Role of leaders
o Geographic, political and economic factors
Partnership and  Partnership and resource generation
Linkages
Support to Produce researches that support the National Science Technology
National Plan (NSTP) of the country on areas like:
Science and  Agriculture, Forestry and Natural Resources
Technology  Health and Medical Sciences
Plan (NSTP)  Biotechnology
 Microelectronics
 Earth and Marine sciences
 Fisheries and Aquaculture
 Environment
 Natural Disaster Mitigation
 Energy
 Material Science and Engineering
Curriculum  Contextualization3
contributing o Localization
to learning o Indigenization
outcomes  Various subjects
 Spiral progression in the curriculum
 Higher order thinking skills
 Integration (e.g. DRR and CCA)

Factors  Child development

affecting  External and internal environment
learning  Teaching strategies
behaviors  Multiple intelligences
 School influence
 Community
 Culture
 Extra and co-curricular activities
 School influence
Child  Bullying prevalence/ Factors contributing/ Vulnerable:
Protection o Physical bullying
o Emotional bullying
o Cyber bullying
 Reproductive Health Education
 Grave Child Rights Violations (GCRVs)
 SHS Work Immersion Context

Addiction  Substance Abuse

 Online gaming
 Social Media
 Media Consumption
o Internet
o TV and film
o Magazines
o Radio
Pre-service  Teacher education institutions
teacher  Core courses
education  Relevant non-core courses
 New courses
 Preparation on:
o Contextualization of the curriculum
o Integration (e.g. DRR and CCA)
o Teaching Beginning Reading
o Inclusive education
Qualification  Qualification standards and criteria of hiring
of non-  Psychosocial skills
teaching  Interpersonal skills
staff  Technical skills
Issues and  Localization law
challenges  Ranking system
in hiring  Natural vacancies
public  Planned positions
school  Notice of Organization, Staffing, and Compensation Action
teachers  Political influence
 Competition between public and private sector
 Emigration and/or foreign contractual work
 Entry levels
 Qualification standards and criteria for hiring
 Allocation of teacher items
 Verification of eligibility documents
Career  Career path and progression
Developmen  Personal considerations
t  Quota system
 Item reclassification
 Mentoring
 Training and development
 Patronage and corruption
 Results-Based Performance Management System (RPMS)
 Scholarships and grants
 Succession planning
 Specialized training program
 Process of capacity-building
 Training strategy
 Selection process
 Practical application
 Monitoring and evaluation
 Other development options:
o Classroom training
o Coaching and mentoring
o Experience
Employee  Professionalization
Welfare  Salary
 Benefits
 Incentives (e.g. awards and recognition, cash and non-cash
rewards)
 Protection and safeguards
 Grievance mechanism
 Teaching load and ancillary services
 Employee wellness (e.g. physical, emotional, spiritual, mental)
 Hazard pay
 Risk insurance
 Monetization Program
 Gender and Development
 Intrinsic and extrinsic motivation
Governance  Process / tools
o Typologies and classifications
o Planning considerations for non-formal education
o Comprehensive School Safety or Disaster Risk Reduction
and Management in Education
 Critical resources
o Teachers, teaching-related, and non-teaching personnel
o Education facilities (e.g. laboratories)
o Tools and equipment
o Water, Sanitation, and Hygiene (WASH)
o School sites
o Health and nutrition
o Operating budget
 Strategic planning (e.g. contingency planning)
 Operations planning
 Data management
 Monitoring and evaluation
 Policy research and development
 Issues and challenges
 Budget deliberation and complete staff work
 Budget execution
 Evaluation and policy amendment
 Computation of Maintenance and Other Operating Expenses
(MOOE) to provide implementing units with accurate funding
needs.
Program  Program and project development
Managemen  Operational efficiency
t  Coordination and provision of technical assistance
 Monitoring and feedback
 Capacity-building
 Personnel selection
 Support structures and processes
 Sustainability and mainstreaming
 Networking and linkages
External  Bilateral and multilateral agreements
partnership  Public-Private partnership
 Build-Operate-Transfer, Build-Lease-Transfer, Build-Transfer)
 Delivery of education services to undocumented Filipino learners
abroad
Transparenc  Accounting and auditing rules and regulations
y and  Procurement law
Accountabilit  Transparency reporting
y  Implementing units
 Fiscal autonomy
 Manpower and resources requirements
 Process audit
 Engagement of stakeholders
Internal  Compliance to laws, policies, rules and regulations.
Business  Government Accounting and Auditing Manual (GAAM)
Processes  RA. 9184 (Procurement Law)
 DepEd Order/ Memorandum
 Recording and reporting of implementing units
 Fiscal control
 Audit
 Manpower
 Engagement of stakeholders
Grievances  Policies and practices
 School structures (e.g. School Governing Council, Child
Protection Committee)
 Nature / types
 Issues and challenges
Evaluation  Decentralization of basic governance
of Education  Private school regulations
Policies,  Private sector partnerships
Programs  Community engagement and participation
and Projects  Civil society organization (CSO) engagement in governance
 Human Resource Training and Development
 Early Language, Literacy and Numeracy
 Multi-grade schools
 Adopt-a-School Program
 Library Hub
 School-based initiatives implemented in various versions in
different divisions
 Temporary Learning Spaces (TLS)
 Research utilization
 Partnerships and joint undertakings
 Incentives
 Evaluation standards
 Professionalizing evaluation discipline
 External accreditation of schools and other units
Inclusive  Inclusive education programs
Education  Teaching strategies
 Assessment
 Capacity building programs
 Instructional materials
 Internal and external stakeholders
 Inclusive education in the Philippines

Prepared by:

DR. MANOLO C. DAVANTES JR.

Professorial Lecturer
MATS