Curriculum Based Research Projects

CURRICULUM BASED
RESEARCH PROJECTS
1
GOAL of PHILIPPINE EDUCATION :
“to raise the quality of the Filipino
learners and graduates and empower
them for lifelong learning.”
but in achieving the educational

goal, educators are confronted
with major concerns…
2
... according to TOCFE curriculum experts
(www.tocforeducation.com)
“In spite of voluminous changes and the

good intentions of those implementing
curricular changes, many educators
worldwide still note long standing
problems that block the improvements
they envision ...
3
“Students do not know
how to solve their
own problems.”
4
”Students are unable to control
impulsive behavior.”
5
“Students memorize, rather than
understand, what they are taught.”
blah..... blah.......
blah........ blah.....
blah...... blah.......
6
“Students cannot apply
what they learn to
authentic situations.”
7
“Many students do not see
the value of education to
make their lives better.”
8
“Students leave school before
graduating.”
9
…and
Educational leaders are
expected to meet the
individual learning and behavior
needs of all students
without sufficient resources
(time and money)”
(www.tocforeducation.com)
10
While the Philippine basic
education prescribes ways and means
of implementing the curriculum,
alternative strategies
must be evolved to make education
more significant and appropriate
on the context of the learners as
unique individuals.
11
…there is a need for
responsive and powerful

learning strategies,
and innovative and creative teachers
12
It is along that need that TOCFE
tools were studied as instructional
instruments in
Technology and Livelihood Education
and in English subjects.
13
SPECIFICALLY, RESEARCHES WERE DONE
BECAUSE…
 Despiteof the successful experiences of trainers
and implementers of TOCFE in different
countries, its acceptability in the Philippines, in its
early years of introduction and implementation in
1998, seems to be very slow and low
 administrators and teachers were reluctant and
indifferent
 they have the “ wait and see” attitude towards TOC
 There
is no researched-based study on the efficacy
of TOCFE TOOLS in the Philippines
14
TOC for Education, Inc.
"To make the wish come true.. "
Will application of TOCFE tools be of

help in students’ efficacy
enhancement?
Several action researches were done

to answer the question.
One dissertation and one thesis will
be presented in this session.
15
Dissertation Title
defended at the College of Home Economics
University of the Philippines
October 2004
Theory of Constraints for Education

( T O C F E ) Tools
in Selected Technology and
Livelihood Education Components:
An Integration
16
By: JENILYN ROSE BASA CORPUZ
Masteral Thesis Title
defended at the College of Education
University of Rizal System
February 2007
The Effectiveness of Integrating

the Theory of Constraints
for Education in the
Teaching Learning Process
in English I
by: Adora Teaño

17
TOCfE tools were used in the
researches as motivation, strategy,
process, and assessment tools in
the classroom
18
RESEARCH 1
Theory of Constraints for Education

( TOCfE ) Tools
in Selected Technology and
Livelihood Education (TLE) Components:
An Integration
19
THE PROBLEM:
DETERMINE THE EFFECTS OF THE

THEORY OF CONSTRAINTS FOR
EDUCATION (TOCFE) TOOLS AS
INTERVENTION INSTRUMENTS IN THE
TEACHING-LEARNING PROCESSES IN
TECHNOLOGY AND LIVELIHOOD
EDUCATION.
20
Specific Objective #1
Assess the TOCFE tools in terms of
a. Relevancy
b. Effectiveness
c. Practicality
d. Comprehensiveness
e. User-friendliness
Descriptive: frequency, weighted mean 21

Questionnaires
Find out if there is significant difference
between the assessment of the
teacher- respondent and
student- respondents
on the TOCFE tools
• Descriptive: frequency, weighted mean, t-test

• Questionnaire pre-tests, post-tests 22
Assess performances of the students in
the experimental and control groups in
terms of self-efficacy in:
Communication Skills
Behavioral Skills
· Descriptive: frequency, weighted mean

· Questionnaire pre-test, post-test 23
Evaluate if there is significant difference
between the performances of the students
in the experimental and control groups in
terms of:
a. Content Pre-assessment
b.Content Post-assessment
· Experimental: ANOVA 24
ƒSignificance of the Study
1. Give better perspective of the TLE teaching-
learning intervention strategies that maybe
used both by the students and the teachers.
2. Serve as baseline data for other researches
related to teaching strategies especially on
TOCFE focusing tools and methods.
3. Serve as an instrument to develop new
insights on affective, psychomotor, and cognitive
domains of learning to come up with new
strategies for effective, efficient, integrative and
interactive learning.
25
ƒSignificance of the Study
4. Provide insights for educational managers

to plan trainings that can augment teacher-
and student- competencies.
5. Provide insights for teachers of other
learning areas to integrate TOCFE tools in
their teaching learning processes.
6. May prove useful in enriching the TLE
curriculum in terms of developing alternative
strategies.
26
SCOPE and LIMITATION of the study
•The study included four (4) second year

homogenous classes at New Era High
School, Diliman, Q.C.
These classes are scheduled in the same
session, with an average of 60 students
per class, handled by one teacher.
• TOCFE-trained teachers helped in the

training and implementation of the use of the
tools in the experimental group. 27
SCOPE and LIMITATION of the study
2 components of Home Economics

Area were covered in the study
• Home And Family Living
• Home and Family Economics
28
Conceptual Framework
The conceptual scheme of this study

was anchored on the TOCFE
concepts, which state that:
… when children successfully
solve their own problems, they feel
empowered and gain confidence in
their abilities to set and achieve
goals. 29
… children need skills that

enable them to deal with conflict;
to make responsible decisions;
and to follow through on
communications.
… children need the ability to
think and communicate clearly.
30
The philosophy of the Philippine Basic Education
Curriculum was also considered in the
formulation of the framework of the study, to wit:
1. The Filipino learners are empowered, who
are competent in learning how to learn and
have life skills so that they become self-
developed persons who are makabayan
(patriotic), makatao (mindful of humanity),
makakalikasan (respectful of nature), and maka-
Diyos (Godly).
31
2. The ideal teacher is not the authoritarian
instructor but the trustworthy facilitator or
manager of the learning process. She enables
the learners to become active constructors of
meaning and not passive recipients of
information.
3. The ideal teaching-learning process is
interactive where the learners, the teachers,
the instructional materials and information
technology interact with one another
32
reciprocally.
The Research Paradigm

TOCFE
TOOLS
STUDENTS’
STUDENTS’ EFFICACY
TLE Improved
Age Communication Skills
Gender II Enhanced
Behavioral Skills
– Independent variables: Students’ age, gender;

TOCFE tools; TLE II Curriculum
– Dependent variable: Students’ Efficacy 33
Methodology
Research Design
– Experimental and descriptive method
Respondents
– One TLE II teacher
– Four Second Year classes
Research Instruments
– 4 Questionnaires
• Rubrics 34
Methodology
Development and Validation of
the Instruments
– Based on features of Philippine BEC
– Based on the TOCFE tools
– Consultation with experts
– Try-outs
35
Methodology
Experimental Procedures
– Pre- and post assessments
• Self-rating by students
• Student-rating by teacher
• Rating on the 25-item Home
Economics Tasks Using Rubrics
– TOCFE Enhancement Training
- Interview, Narrative Reflections
36
Methodology
Statistical Analysis
Tools: frequency, mean and
ANOVA (F test, t-test)
37
Results and Discussions
1. Degree of Relevancy, Effectiveness,

Practicality, Comprehensiveness
and User-friendliness of TOCFE
Tools
Rated by the Teacher-Respondent

38
Teacher-respondent
DESCRIPTIO
CLOUD BRANCH TARGET N
RELEVANCY Very Much Very Much Very Much Very Much
EFFECTIVENESS Very Much Much Much Much
PRACTICALITY Very Much Very Much Very Much Very Much
COMPREHEN-
SIVENESS Very Much Much Much Much
USER-
FRIENDLINESS Very Much Much Much Much
39
DESCRIPTION Very Much Very Much Very Much
Results and Discussions
2. Degree of Relevancy, Effectiveness,

Practicality, Comprehensiveness
and User-friendliness of TOCFE
Tools
Rated by the Student-Respondents
40
Student-respondents
DESCRIPTIO
CLOUD BRANCH TARGET N
RELEVANCY Very Much Very Much Very Much Very Much
EFFECTIVENESS Very Much Very Much Very Much Very Much
PRACTICALITY Very Much Very Much Very Much Very Much
COMPREHEN-
SIVENESS Very Much Very Much Very Much Very Much
USER-
FRIENDLINESS Very Much Very Much Very Much Very Much
41
DESCRIPTION Very Much Very Much Very Much Very Much
Difference in the Assessments of the Teacher- & Student-

Respondents on the TOCFE Tools
there is no significant difference
Statistical Value Ho Probability Interpretation

Test Level
t-test t = 0.18 Reject Ho α = 0.05 No

significant
difference
42
SELF-EFFICACY ASSESSMENT
2. Performances of the Students in
the Experimental and Control
Groups in terms of Self-efficacy in
Communication and Behavioral
Skills
43
14 COMMUNICATION SKILLS
1. Clearly remember and retell key point of text.
2. Draw inference from text.
3. Think beyond a literal interpretation.
4. Understand problem situations / issues in deep and
broad perspective
5. Discuss issues, situations and problems with
focus and meaning.
6. Identify essential, yet less obvious details in text.
7. Surface assumptions underlying main ideas in the
text. 44
8. Improve existing solutions and create new ones.

9. Derive answers from situations.
10. Use cause and effect logic in text or project.
11. Set clear target / goal.
12. Create concrete, written plan that is logical and
easy to follow.
13. Improve ideas that did not succeed and / or create
new ones.
14. Logically plan a group or individual project.
45
10 BEHAVIORAL SKILLS
15. Identify the cause of personal conflict.
16. Identify the cause of conflict with others.
17. Analyze intra- and interpersonal conflicts.
18. Make responsible decision/choice that
accommodates the needs of others.
19. Turn the problem away from "you against me" to
"you and me" against the problem.
46
20. Have the initiative to responsibly solve own

problem.
21. Use cause and effect logic in dealing with conflict.
22. Create commitment to the implementation of the
solution of the problems.
23. Create ownership of responsible solution to
problems.
24. Think through consequences of own actions.
47
Comparative Results of the

• Pre-Assessments of Experimental and
Control Groups and
• Post-Assessments of Experimental and

Control Groups
on Self-efficacy in terms of
Communication and Behavioral Skills
48
PRE-ASSESSMENT
The two groups of student-respondents rated

themselves in the pre-assessment of the 24-item
statements, specifying the communication and
behavioral skills, as having “much” skill
Result reveals that at the start of the

experimental process the two groups have
similar self-ratings
49
Post-ASSESSMENT
Post-assessment spelled a big difference

in both communication and behavioral
skills.
The experimental group result reveals that

the 24 items were all rated with mean
gains from 0.16 to 0.69.
The control group rated only 1 item with a
mean gain of 0.50
50
• TOCFE tools had influenced the self-

assessment of the students in the
experimental group.
• They were more confident of their

skills in communication and
behavioral aspects after they have
been trained on the use and
implementation of the said tools.
51
The basis for rating themselves

“very much” skilled is their
confidence in answering the 25-
item tasks with ease using the
graphic organizers of the TOCFE –
the cloud, the branch, and the
target tools.
52
Extent of Effect of the TOCFE Tools in the

Students’ Self-efficacy in
Communication and Behavioral Skills
•respondents in the experimental group expressed

increase in skills in all the 24 items in the post-
assessment
These items rated to be “very much” by the

respondents suggest that the learners became
more logical thinkers as an effect of the training
attended and effect of the application of the53
TOCFE tools in the lesson.
CONTENT ASSESSMENT
Comparative Results of the Pre- and Post
Performances of the Students in the
Experimental and Control Groups in Terms
of Content Assessment on Communication
and Behavioral Skills
(Using the Results of the 25-Item

Home Economics Tasks)
Student-outputs were rated using a RUBRIC based
on the Basic Education Curriculum and TOCFE
CONCEPTS
54
Notable increases of percentage mean scores are

indicated in the results.
Both groups indicated increase in post-test with

the experimental group scoring a difference of
55.5 or 202% increase in communication skills and
58.60 or 199% increase in behavioral skills.
Control group registered a lower increase in

average percentage mean in the post-test with
40.99 or 152% in communication skills, while an
increase of 42.04 0r 141% increase in average
mean score in behavioral skills.
55
SUMMARY: RESULTS of the RESEARCH
1. The teacher-respondent and student-

respondents rated the TOCfE tools as
“VERY MUCH”
 Relevant
 Effective
 Practical
 Comprehensive
 User-friendly
56
SELF-EFFICACY ASSESSMENT
2. PRE-ASSESSMENT
Result reveals that at the start of the experimental process,
the two groups (control & experimental) have similar self-
ratings
POST-ASSESSMENT
Post-assessment spelled a big difference in both
communication and behavioral skills.
After the students have been trained in the use and
implementation of the TOCfE tools, they became more
confident of their communication and behavioral skills
57
CONTENT-ASSESSMENT
4. The learners became more logical thinkers as
an impact of the TOCFE training attended
and the application of the TOCfE tools in
the classroom.
5. With the use of TOCfE tools, the research
reveals that there is a notable increase of
percentage mean scores in the classroom
tests and exercises .
58
It can be implied that the

intervention using TOCFE tools
greatly contributed to the increase
or improvement of
self-efficacy and
performance in Home Economics.
59
RESEARCH 2
The Effectiveness of Integrating

the Theory of Constraints
for Education in the
Teaching Learning Process
in English I
by: Adora Teaño
60
Research Problems
1.What is the profile of the respondents in
terms of
1.1 gender
1.2 monthly family income
1.3 type of school graduated from
1.4 grades in English I?
*Statistical Tool
Mean, Percentage, Rank
61
2. What is the level of performance of the
respondents before and after exposure to
TOCFE thinking tools in terms of
2.1 Communication Skills
2.1.1 Cloud
2.1.2 Branch
2.1.3 Ambitious Target
2.2. Behavioral Skills
2.2.1 Cloud
2.2.2 Branch
2.2.3 Ambitious Target?
*Statistical Tool:
Mean and Standard Deviation
62
3. Is there a significant difference on
the level of performance of the
students in English I before and after
exposure to TOCFE thinking tools in
terms of communication and
behavioral skills?
*Statistical Tool:
independent t-test
63
4. How effective are the TOCFE
thinking tools in teaching English I
as revealed by the pre test and
post test result?
*Statistical Tool:
dependent t-test
64
5. Is there a significant difference
on the level of effectiveness of
TOCFE thinking tools in teaching
English I with respect to gender,
monthly family income, type of
school graduated from and grades in
English I?
*Statistical Tool:
Two Way Anova
65
RESULTS
66
1. The profile of the respondents
Profile Frequency Percentage
Male 54 52
Gender Female 49 48
Total 103 100
40,001 – above 6 6
20,001 – 40,000 24 23
Monthly 10,001 – 20,000 32 31
Family 5,001 – 10,000 36 35
Income 3,001 – 5,000 5 5
Total 103 100
Public 101 98
Type of School Private 2 2
Graduated From Total 103 100
86 – 90 21 20
Grades 81 – 85 41 40
In 76 – 80 35 34
English 70 - 75 6 6
Total 103 100
67
Level of Performance of the Students Before and After
Exposure to TOCFE Thinking Tools in Terms of
Communication Skills
COMMUNICATION SKILLS
Tools Pre Test Post Test
Cloud FAIRLY SKILLED AVERAGE SKILLED
Branch POORLY SKILLED FAIRLY SKILLED
Ambitious Target POORLY SKILLED FAIRLY SKILLED
Grand Mean POORLY SKILLED FAIRLY SKILLED

Legend: 5 – 4.13 –5.00 - Very Highly Skilled
4 - 3.34 – 4.12 - Highly Skilled
3 - 3.50 – 3.33 - Average Skilled
2 - 1.66 – 2.49 - Fairly Skilled
1 - 0.83 – 1.65 - Poorly Skilled
0 - 0.00 – 0.82 - Very Poorly Skilled
68
Level of Performance of the Students Before and After
Exposure to TOCFE Thinking Tools in Terms of
Behavioral Skills
BEHAVIORAL SKILLS
Tools Pre Test Post Test
Cloud FAIRLY SKILLED HIGHLY SKILLED
Branch FAIRLY SKILLED AVERAGE SKILLED
Ambitious POORLY
Target
FAIRLY SKILLED
SKILLED
Grand Mean FAIRLY SKILLED AVERAGE SKILLED
Legend: 5 – 4.13 –5.00 - Very Highly Skilled

4 - 3.34 – 4.12 - Highly Skilled
3 - 3.50 – 3.33 - Average Skilled
2 - 1.66 – 2.49 - Fairly Skilled
1 - 0.83 – 1.65 - Poorly Skilled
0 - 0.00 – 0.82 - Very Poorly Skilled 69
CONCLUSION
TOCFE thinking tools helped

the respondents improve their
performance.
70
Difference on the Level of Performance of the Students in
English Before and After Exposure to TOCFE Thinking Tools in
Terms of Communication Skills
Communica  Before  After Mean Computed t- Tabular
tion Skills Exposure Exposure Difference
df
value t-value
Ho VI
Cloud 2.18 3.12 0.94 204 6.163 1.972 Reject S
Branch 1.19 1.82 0.63 204 5.118 1.972 Reject S
Ambitious
1.44 2.20 0.76 204 5.285 1.972 Reject S
Target
TOCfE tools are effective as revealed by the

significant difference in the performance of
the respondents in the pre-test and post-
test in terms of communication skills.
71
Difference on the Level of Performance of the Students in
English Before and After Exposure to TOCFE Thinking Tools in
Terms of Behavioral Skills
Behavioral  Before  After Mean Computed t- Tabular
Skills Exposure Exposure Difference
df
value t-value
Ho VI
Cloud 1.74 3.35 1.61 204 9.244 1.972 Reject S
Branch 1.30 2.37 1.07 204 6.169 1.972 Reject S
Ambitious
1.00 1.74 0.74 204 4.823 1.972 Reject S
Target
TOCfE tools are effective as revealed by the

significant difference in the performance of
the respondents in the pre-test and post-
test in terms of behavioral skills.
72
Level of Effectiveness of TOCFE Thinking Tools in
Teaching English I with Respect to Gender, Monthly
Family Income, Type of School Graduated From and
Grades in English I
Computed Tabular
Variables F-ratio F-ratio
Ho VI
Gender 1.564 3.820 Accept NS
Monthly Family 3.411 3.820 Accept NS
Income
Type of School 0.038 3.820 Accept NS
Graduated From
Grades in English I 6.294 3.820 Reject S
There is no significant differences on the

effectiveness of the TOCfE tools with respect to
gender, monthly family income, and type of school
graduated from but there is significant difference
with respect to grades in English I
73
Conclusion
TOCfE thinking tools are effective learning
tools regardless of gender, family income,
and type of school
TOCfE thinking tools have significant

effect on the improvement of the grades of
the students in English 1.
74
Recommendations:
1. Integrate or use the TOCFE thinking tools
across the curriculum not only in Technology
and Livelihood Education and English but also
in other learning areas as well.
2. Conduct TOCFE training program for the
students, teachers and school managers to
enhance their communication skills and
behavioral skills.
3. Conduct similar studies to find out the effect
of the TOCFE thinking tools using other
variables.
75
FOR INQUIRIES REGARDING THE
PRESENTATION, PLEASE CONTACT
jeni_corpuz@yahoo.com
76
JENILYN ROSE BASA-CORPUZ
Presenter
77

Curriculum Based Research Projects

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Curriculum Based Research Projects

Uploaded by

Copyright:

Available Formats

CURRICULUM BASED

but in achieving the educational

“In spite of voluminous changes and the

responsive and powerful

Will application of TOCFE tools be of

Several action researches were done

Theory of Constraints for Education

The Effectiveness of Integrating

by: Adora Teaño

Theory of Constraints for Education

DETERMINE THE EFFECTS OF THE

Descriptive: frequency, weighted mean 21

• Descriptive: frequency, weighted mean, t-test

· Descriptive: frequency, weighted mean

ƒSignificance of the Study

4. Provide insights for educational managers

SCOPE and LIMITATION of the study

•The study included four (4) second year

• TOCFE-trained teachers helped in the

SCOPE and LIMITATION of the study

2 components of Home Economics

The conceptual scheme of this study

… children need skills that

The Research Paradigm

– Independent variables: Students’ age, gender;

Results and Discussions

1. Degree of Relevancy, Effectiveness,

RELEVANCY Very Much Very Much Very Much Very Much

EFFECTIVENESS Very Much Much Much Much

PRACTICALITY Very Much Very Much Very Much Very Much

2. Degree of Relevancy, Effectiveness,

RELEVANCY Very Much Very Much Very Much Very Much

EFFECTIVENESS Very Much Very Much Very Much Very Much

PRACTICALITY Very Much Very Much Very Much Very Much

Difference in the Assessments of the Teacher- & Student-

there is no significant difference

Statistical Value Ho Probability Interpretation

t-test t = 0.18 Reject Ho α = 0.05 No

8. Improve existing solutions and create new ones.

20. Have the initiative to responsibly solve own

Comparative Results of the

• Post-Assessments of Experimental and

The two groups of student-respondents rated

Result reveals that at the start of the

Post-assessment spelled a big difference

The experimental group result reveals that

• TOCFE tools had influenced the self-

• They were more confident of their

The basis for rating themselves

Extent of Effect of the TOCFE Tools in the

•respondents in the experimental group expressed

These items rated to be “very much” by the

(Using the Results of the 25-Item

Notable increases of percentage mean scores are

Both groups indicated increase in post-test with

Control group registered a lower increase in

1. The teacher-respondent and student-

It can be implied that the

The Effectiveness of Integrating

by: Adora Teaño

Grand Mean POORLY SKILLED FAIRLY SKILLED

Legend: 5 – 4.13 –5.00 - Very Highly Skilled

TOCFE thinking tools helped