Curriculum Implementation in Grades Eleven and Twelve at thePublic Secondary School in Masbate City Divission


Authors : Renato L. Rubio

Volume/Issue : Volume 8 - 2023, Issue 3 - March

Google Scholar : https://bit.ly/3TmGbDi

Scribd : https://tinyurl.com/2bse88zb

DOI : https://doi.org/10.5281/zenodo.8340727

Abstract : The purpose of this study was to analyze the curriculum implementation in grades 11and 12 at the public secondary school in Masbate City Division, during school year 2019-2020. Participants in the research endeavor were teachers in grades 11 and 12, principals, and assistant principals exclusively for the recommendations only. The actual number of respondents was one hundred thirty-three (133) of whom eleven (11) school heads and one hundred twenty-two (122) teachers. The data gathered was done through the distribution of survey questionnaires. The data gathered were treated using these statistical tools: frequency and percentage for the profile of teachers, weighted mean and rank order for the recommendations, to minimize the problems encountered by the teachers, improve and sustain curriculum implementation in grades 11 and 12. Majority of the respondents were on their late adulthood, most of them female, BSE graduates, Teacher I, had 5 teaching loads, and with satisfactory performance. Along teachers’ preparation, curriculum enhancement, learning resources, they were competent. Material resources were the major problem of the senior high school teachers. School heads should provide relevant instructional materials and learning resources. Physical facilities, tools and science equipment be given preferential attention and forge partnership with the LGUs, NGOs and other government agencies for assistance. The practices of teachers on the initial implementation were generally competent but “very competent” along curriculum enhancement.

Keywords : Implementation, Senior High School Program, Analysis, Masbate City.

The purpose of this study was to analyze the curriculum implementation in grades 11and 12 at the public secondary school in Masbate City Division, during school year 2019-2020. Participants in the research endeavor were teachers in grades 11 and 12, principals, and assistant principals exclusively for the recommendations only. The actual number of respondents was one hundred thirty-three (133) of whom eleven (11) school heads and one hundred twenty-two (122) teachers. The data gathered was done through the distribution of survey questionnaires. The data gathered were treated using these statistical tools: frequency and percentage for the profile of teachers, weighted mean and rank order for the recommendations, to minimize the problems encountered by the teachers, improve and sustain curriculum implementation in grades 11 and 12. Majority of the respondents were on their late adulthood, most of them female, BSE graduates, Teacher I, had 5 teaching loads, and with satisfactory performance. Along teachers’ preparation, curriculum enhancement, learning resources, they were competent. Material resources were the major problem of the senior high school teachers. School heads should provide relevant instructional materials and learning resources. Physical facilities, tools and science equipment be given preferential attention and forge partnership with the LGUs, NGOs and other government agencies for assistance. The practices of teachers on the initial implementation were generally competent but “very competent” along curriculum enhancement.

Keywords : Implementation, Senior High School Program, Analysis, Masbate City.

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