Evaluation (DEM) of track choices and school resources ......Evaluation (DEM) of track choices and...

Evaluation (DEM) of track choices and school resources,

for senior high school curriculum enhancement

Presented by: Elmie Lynn V. Lagajino, PhD.

THE PROBLEM AND ITS BACKGROUND

• INTRODUCTION

•DEPED GOALS FOR SHS•STANDARDS OF ADVENTIST EDUCATION

•RESEARCH GAPS

•STATEMENT OF THE PROBLEM; SUB-PROBLEMS

• SIGNIFICANCE OF THE STUDY

•SCOPE AND LIMITATIONS

• Basic Education around the world operates under the K-12 program.

• Philippines adopted K-12 through RA 10533 (Enhanced Basic Education Act)

• 2016-2018, Phils. fully implemented

by adding grades 11 and 12 or Senior High School (SHS)

INTRODUCTION

GOALS OF DEPED FOR THE SHS PROGRAM (1-2 SLIDES)

•1. To align curriculum with 21st century skills goals and standards

•2. To acquire standard knowledge, and competencies for the curriculum of the

Commission on Higher Education or CHEdand enroll in the in-demand courses

GOALS OF DEPED FOR THE SHS PROGRAM (2-2 SLIDES)

•3. To produce competent high school graduates qualified for jobs that are,

locally and internationally in-demand

•4. For SHS graduates to be capable for entrepreneurship, and for managing

their own family businesses

STANDARDS OF ADVENTIST

EDUCATION (1-2 SLIDES)

•1. Adventist emphasis on the Body as God’s temple and promotion of health

through NEWSTART Do you not know that your bodies are temples of the Holy Spirit…Honor God

with your bodies.1 Corinthians 6:19-20

•2. A curriculum that supports manual work

Whatever the activity in which you engage, do it with all your ability, because there is no work, no planning, no learning, and no wisdom in the next world

where you're going. Ecclesiastes 9:10

STANDARDS OF ADVENTIST

EDUCATION (2-2 SLIDES)

•3. Christ and Bible-centered educationAll scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for

correction, for instruction in righteousness. 2 Timothy 3:16

•4. Service-Oriented YouthBut the Lord said to me, “Do not say, ‘I am too young.’ You must go to everyone I send

you to and say whatever I command you. Do not be afraid of them, for I am with you and will rescue you,” declares the Lord. Jeremiah 1:7-9

•5. Holistic Education And Jesus increased in wisdom and stature and in favor with God and man.

Luke 2:52

RESEARCH GAPS (1-2 SLIDES)

RESEARCH GAPS (2-2 SLIDES)

STATEMENT OF THE PROBLEM

• The study evaluated students' track choices and school resources for the

Senior High School (SHS) program using the Discrepancy Evaluation Model

(DEM) as basis for curriculum enhancement.

SUB PROBLEMS(1- 9 SLIDES)

• 1. What are the track choices of in-coming SHS students that determine the

school’s academic, sports, arts-design, and technical-vocational &livelihood

(TVL) track offering?

SUB PROBLEMS(2-9 SLIDES)

• 2. What are the strand choices of in-coming SHS students that will support

the STEM, ABM, HUMSS strands, and GAS offering of the school?


• 3. What are school resources that support the track and strand offerings in terms of:

a. Students

• b. Teachers

• c. Facilities and Equipment

• d. Course Outlines of the 16 core subjects, and related AY/Pathfinder

Modules?


• 4. What are the discrepancies between the DepEd and denominational

standards and the track choices of in-coming SHS students?


• 5. What are the discrepancies between the DepEd and denominational

standards and the track choices of in-coming SHS students?


• 6. What are the discrepancies between the school resources and the DepEd and

denominational standards in terms of:

• a. students

• b. teachers

• c. facilities and equipment?


7. How do teachers rate the program design of the SHS curriculum in terms

of the integration of DepEd and denominational goals and standards?


8. What is the discrepancy of the integration of DepEd and denominational standards on the SHS core subject course

outlines, and AY modules?


• 9.What is the discrepancy between the perceived program cost and the standards of the SHS program.

• 10. What programs can be devised to enhance the SHS curriculum based on

the discrepancies?

SIGNIFICANCE OF THE STUDY

1. Leaders of Philippine Adventist Educational System

2. Principals and School Administrators

3. Guidance Counselors

3. Teachers

4. Parents

5. Researchers

SCOPE AND LIMITATION

OF THE STUDY (1-4 SLIDES)

• Participants: selected Adventist high schools in the Philippines as participants

• School year: 2016-2017

• Evaluation and Discussion: track (Academic, Tech-Voc., Arts and Design,

Sports) and academic strand choices



• Evaluation and Discussion: School resources in terms of students, teachers, facilities and equipment, and the course outlines/syllabi of the16 core subjects of

the SHS program.



• Evaluation and Discussion: Adventist Youth/Pathfinder, Master Guide honors

related to the 16 core subjects of the Academic track



Limitations on Data Gathering

-Missing data from schools' records-School personnel's option not to disclose-Priority on computation of grades and

moving up ceremonies-School's recovering from natural disaster-Absence of contacts from very far schools


OF THE STUDY (4-4)

Limitation on the Provus Discrepancy Evaluation Model (DEM)

Since the SHS is still on its initial stage, only the design, installation, and process stages were determined. As for the cost

and product analysis, the study determined only the perceived cost and

product analysis was omitted.

SOME REVIEW OF RELATED LITERATURE1.TRACKS AND STRANDS OF SHS

2.IN DEMAND COLLEGE COURSES AND JOBS

3.GOALS AND SKILLS ALIGNED WITH 21ST

CENTURY SKILLS

4.THEORETICAL FRAMEWORK

5.DEM6.SUMMARY AND APPLICATION OF

THEORIES

7.RESEARCH PARADIGM

TRACKS AND STRANDS

OF THE SHS PROGRAM

•ACADEMIC: ABM, GAS, HUMSS, STEM

•ARTS AND DESIGN

•SPORTS

•TECH-VOC.& LIVELIHOOD

(DepEd Memo No. 4, s. 2014; Cruz, 2014; Edukasyon.ph, 2017;Senior High School planning guide, 2015)

SCHOOL RESOURCES

• 1. Students: Enrolment, GASTPE grantees, SDA Ratio, Class size

• 2. Teachers: Licensed, MA, SDA Certification, Major Field

• 3. Facilities; Equipment:Academic Essentials, Supplemental, Linkages, Industries, Separate Building for

SHS

• 4. Course Outlines and AY/Pathfinder module counterparts of Academic Track

Core subjects (16)

(AAA self-survey instrument-secondary, 2013; DepEd order No. 8. S. 2011; General Conference policy manual, 2003; Lacamiento, 2014; Rose, Sonstelie, & Richardson,

2004; Senior high school planning guide, 2015)

TOP 12 COLLEGE COURSES UNTIL 2020 (Bacani, 2015)

AgricultureEngineering

Science and MathInformation Technology

Teacher Education

Health ScienceArts and Humanities

Social and Behavioral ScienceBusiness Administration

ArchitecturesMaritime

MOST IN-DEMAND JOBS OF 2017 : INTERNATIONAL, (Ward, 2017)

Rank Job Salary Hiring Growth by 2024

1 Home health aide (median) 21,920 38%

2 Physical therapist 84,211 35%

3. Financial adviser 89,160 30%

4 Software engineer 98, 270 19%

5 Information security analyst

90,282 19%

6 Registered nurse 67, 490 16%

7 Data scientist 111,267 16%

8 General business manager

97,730 7%

9 Truck driver 40, 360 5%

MOST IN-DEMAND JOBS UNTIL 2020(Project Jobsfit, DOLE, 2017)

HIGHEST PAYING JOBS IN THE

PHILIPPINES (Gutierrez,2017)Rank Job Monthly Salary

1 Pilots, navigators and flight engineers (P156,823)

2 Geologists working in construction (P101,471)

3 Graphic designers (P99,658)

4 Art directors (P76,612)

5 Industrial machinery mechanics and fitters (P76,550)

6 Geologists in mining (P71,849)

7 Statisticians (P56,759)

8 Crushing, grinding and chemical-mixing machinery operators

(49,646)

9 Communications service supervisors (P48,270)

10 Production supervisors and general foremen (P47,521)

Combined DepEd and Denominational Goals Aligned with 21st Century Skills

(Framework for 21st century learning-the ppartnership for 21st ccentury skills, 2015; Pathfinder administrative manual,1999; Saavedra, Rosefsky, &

Opfer, 2012; SAMEO INNOTECH, 2012; Senior hi, an introductory guidebook to senior high school, 2015; Seventh-day Adventist handbook for

ssuperintendents, 2015; The Adventist school: a community of faith and learning, 2015)

Abbreviations Skills/Goals

LI Learning and Innovation Skills

EC Effective Communication Skills

IM Information Technology and Media Skills

LC Life and Career Skills

CB Emphasis of Christ and the Bible

DW Dignity of Manual Work

LS Life of Service Skills

BT Body as God’s Temple

HD Holistic Skill Development

THEORETICAL FRAMEWORK(1-4 SLIDES)

Model of Malcom Provus (Provus, 1969)=

I (P) = O; I is the input (I), P is the process (P), and O is the outcome (O).


Discrepancy Evaluation Model (DEM) comparison of what is a performance, to

what should be, a standard. If the difference is found to exist between the

standard and performance, this difference is known as discrepancy. It measures

Design, Installation, Process, Product, and Cost of the program

(Regan, Triggs, Mitsopoulos, Duncan, & Godley, 1971.).


Kleibard, 1989; Pinar,1989; YOung, 2015; MacDonald,1971)

(Gregory& Herndon, 2010; Loepp, 1999; Byoud, 2016; Drake and Burns, 2004)

• Choice Theory of William Glasser• (Charles, 2008)


• Cooperative Learning

• (Ross and Smyth,1995; Benecke, Schurink,& Roodt , 2007)

• Synergy Theory • (Benecke, Schurink,& Roodt , 2007)

Summary of Theories(1-4 SLIDES)

• Provus’ DEM is an evaluation model that focuses on the difference between the actual

practice or what is existing and the standard.


• The curriculum theory is an academic discipline that focuses on the learning of the child in the classroom or school for lifelong

learning.


• Curriculum integration is combining disciplines or other fields of study to

produce competencies that are relevant to the learners.


• Choice theory is the explanation of human behavior based on internal motivation.

• Cooperative learning is learning tasks by groups, and synergy is a concept that separate units when working together

produce better results.

Application of Theories(1-2 SLIDES)

• Evaluation: track, strand choices of learners; school resources (students, teachers, facilities and

equipment and core subjects) for the SHS program.

• Standards of two separate units (DepEd or

government, denominational) integrated.

Application of Theories(2-2 SLIDES)

• Process of evaluation: Provus DEM. Based on discrepancies, enhancement of the SHS

curriculum may be created.

• Enhancement program implemented by groups of school personnel yields relevant results for the school; contribute to the life

long learning of the SHS student.

Students’ Track Choices

1. Academic2. Sports

3. Arts-Design4. Tech-Voc, Livelihood

Internal School Resources

1. Students2. Teachers3. Facilities and

Equipment4. Syllabus of the 16

Core Subjects

INPUT

Discrepancy AnalysisDiscrepancy between Track and Strand Choices

and StandardsDiscrepancy between Resources and Standards

Discrepancy between Perceived Cost and standards

Enhancement Programs for SHS CurriculumOUTPUT

THROUGHPUT

RESEARCH PARADIGM

The paradigm shows the evaluation

process of the track choices and school

resources using the Discrepancy

Evaluation Model developed

by Malcolm Provus in 1969.

METHODOLOGY

•RESEARCH DESIGN

• POPULATION AND SAMPLING

• INSTRUMENTATION

•ANALYSIS OF DATA

RESEARCH DESIGN(1-2 SLIDES)

•Quantitative researches aim to quantify relationships of the subjects or variables

being studied (Hopkins, 2008).

•RESEARCH DESIGN(2-2 SLIDES)

•Descriptive: Subjects are measured only once; discrepancies are quantified to

arrive at generalizations and recommendations based on the data

collected (Hopkins, 2008).

POPULATION AND SAMPLING

Category Total Respondents Percentage

Students 814 668 87.5

Teachers 128 102 81.44

Principals 23 17 73.91

Schools 23 20 86.95

INSTRUMENTATION (1-2 SLIDES)

Instrument A: Checklist-evaluate grade 10

students’ track and strand choices based on DepEd

subjects for SHS.

Instrument B: Self-constructed- based on

DepEd's adapted 21st Century skills and goals and

Adventist denominational goals

INSTRUMENTATION (2-2 SLIDES)

Parts I and II: Respondents- principals and

SHS coordinators (Checklist and questionnaire)

Part III-A: Respondents- teachers teaching

any subject (Questionnaire)

Part III-B: Respondents-teachers of the core

subjects (Evaluation Sheets with Course outlines and

modules attached)

ANALYSIS OF DATA (1-2 SLIDES)

Reliability StatisticsVariables: These were used to measure the

extent of integration into the course outlines of the 16 Core Subjects and their AY module

counterpartsCronbach's

AlphaN of

Items1. Learning, innovation skills .825 6

2 Effective communication skills .848 4

3IT and media skills .859 4

4Life and career skills .803 5

5Emphasis on Christ and the Bible .955 6

6Christ-like service .924 8

7Body as God’s temple .940 8

8.Strong work ethic/Dignity in manual Work .909 5

9Wholistic and balanced curriculum .728 4Overall Cronbach Alpha reliability

ANALYSIS OF DATA (2-2 SLIDES)

Category Evaluation Criteria/Standard

Discrepancy Interpretation

Student Track/Strand Choices School Resources: Cours Outlines of Core Subjects

25-Above17-24 09-16

1-8 0

Very HighHigh

Moderate Low

No DiscrepancySchool Resources: Students,Teachers, and Facilities and Equipment

46-100%26-45 11-25 1-10

0

Very HighHigh

ModerateLow

No Discrepancy(Formoso, 2016; DepEd HS Curriculum guidelines, 2014;Republic Act No. 10533, 2013)

Scales

Results and Discussion

1.STUDENTS’ TRACK CHOICES

2.ACADEMIC STRAND CHOICES

3.DISCREPANCIES: TRACK

4.DISCREPANCIES: STRAND

5.DISCREPANCIES: RESOURCES (STUDENTS, TEACHERS, FACILITIES, COURSE OUTLINES

AND AY MODULES)6.SAMPLE EVALUATION INSTRUMENT RESULTS

7.DISCREPANCY: PERCEIVED COST

8.SAMPLE ENHANCEMENT PROGRAM

STUDENTS' TRACK CHOICES

Track Frequency Percentage

Academics 542 81.2

Arts and Design 37 5.5

Sports 34 5.1

TVL(Technical-Vocational,

Livelihood)

55 8.2

Total 668 100

ACADEMIC STRAND CHOICES

Strand Frequency %

ABM (Accountancy, Business, Management)

110 16.47

GAS(General Academic Strand)

92 13.77

HUMSS(Humanities, Social Sciences)

87 13.02

STEM(Science, Technology, Engineering, Math)

266 39.82

(None) 113 16.92

Total 668 100

DISCREPANCIES: TRACKTrack Frequency % Standard Discrepancy Nominal

Scale

Academics 542 81.2 25% -56 Very High

(Above the

standard)

Arts-Design

37 5.5 25 19.5 High

Sports 34 5.1 25 20 High

TVL 55 8.2 25 17 High

Total 668 100 100

DISCREPANCIES: STRANDStrand Frequenc

y% Standar

dDiscrepan

cyNominal

Scale

ABM 110 16.47 25% 8.5 Low

GAS 92 13.77 25 11.2 Moderate

HUMSS 87 13.02 25 11.98 Moderate

STEM 266 39.82 25 -15 Moderate (above the standard)

(None) (113) (16.92)

Total 668 100 100

DISCREPANCIES: STUDENTS AS RESOURCE(Respondents: Principals/SHS coordinators)

Students SHS Enrollment

GASTPE(Govt. Assist. to

students, teachers of Private Ed.)

SDA/non-SDA ratio

Class Size

4789 7/15 (got 20%)

3,611 3,112 32/class

Percent 46.66% 75% 65% 91.43%

Standard 100% 100% 80% (SDA) 100%

Discrepancy 53.34% 25% 15% 9%

Nominal Scale

Very High

Moderate Moderate Low

DISCREPANCIES: TEACHERS AS RESOURCE(Respondents: Principals/SHS coordinators)

Full time Teachers

PRC License

MA/MS SDA Certification

Major Field

264 192 117 159 248

Percent 73 % 44.3% 60.2% 93.9%

Standard 100% 100% 100% 100%

Discrepancy

27% 55.7% 39.8% 6.1%

NominalScale

Moderate High High Low

DISCREPANCIES: FACILITIES;EQUIPMENT AS RESOURCE

(Respondents: Principals/SHS Coordinators)

Categories Academic Essential

Academic Supplemental

Separate Building

Linkages Industries

Actual 95.82% 77.11% 23.53% 82.35% 67.65%

Standard 100 100 100 100 100

Discrepancy 4.18% 22.89 76.53 17.65 32.35

NominalScale

Low High Very High

Moderate High

Number Sixteen (16) Core Subject of the Academic Track

No. of AY Modules

Counterpart

1 Earth Science 8

2 21st Century Literature from the Philippines and the World

1

3 Contemporary Philippine Arts from the Regions 1

4 Disaster Readiness and Risk Reduction 7

5 General Mathematics 2

6 Introduction to the Philosophy of the Human Person 1

7 Komunikasyon at Pananaliksik saWika at Kulturang Pilipino

1

8 Media and Information Literacy 4

Course Outlines of the 16 Core Subjects as Resource

Number Sixteen (16) Core Subject of the Academic Track

No. of AY Modules

Counterpart (42)

9 Oral Communication 2

10 Pagbasa at Pagsusuri ng Iba’t-ibang Teksto Tungosa Pananaliksik

1

11 PE and Health 5

12 Personal Development 1

13 Physical Science 1

14 Reading and Writing 4

15 Statistics and Probability 2

16 Understanding Culture, Society and Politics 1

COURSE OUTLINES OF THE

16 CORE SUBJECTS AS RESOURCE

1. No integration 2. Low integration 3. Moderate integration 4. High integration (DepEd Syllabus Attached)

1. Earth Science LI IM EC LC CB DW LS BT HD Total

1. Content 4 3 4 3 4 4 3 4 4 33

2. Content Standard 4 3 4 4 4 4 3 4 4 34

3.Performance Standard 4 3 4 3 4 4 3 4 4 33

4. Learning Competencies 4 3 4 4 4 4 4 4 4 35

Total 16 12 16 14 16 16 13 16 16

135/144=93.75

SAMPLE INSTRUMENT TO EVALUATE

DEPED COURSE OUTLINE

DISCREPANCIES: COURSE OUTLINES-CORE SUBJECTSRESPONDENTS: TEACHERS

Course Outlines

1 2 3 4 5 6 7 8 Total Disc.

Standard Integ 100 100 100 100 100 100

100 100

Integ. Rating 74.62 76.92

76.76282051

78.41 81.78 69.28 81.78 73.93

Discrepancy 25.38

23.0823.24 21.59 18.22 30.72 18.22 26.07 186.52

Course Outlines

9 10 11 12 13 14 15 16 Total

Standard Integ

100 100 100 100 100 100 100 100

Integ. Rating 78.21 77.77 76.22 82.87 74.89 77.19 81.94 74.89

Discrepancy 21.79 22.23 23.78 17.13 25.11 22.81 18.06 25.11 176.02

Total Discrepancy

22.66-High

Sample AY Modules Counterpart of the Subject Earth Science

AY Module No. Title

Module 1 Geology Advanced

Module 2 Environmental Conservation

Module 3 Ecology Advanced

Module 4 Weather

Module 5 Rocks and Minerals

Module 6 Soil

Module 7 Stars Advanced

Module 8 Waterfalls

1. No integration 2. Low integration 3. Moderate integration 4. High integration (Module attached)

SAMPLE INSTRUMENT TO EVALUATE

AY/PATHFINDER MODULE

1. 1. Geology/Advanced

LI IM EC LC CB DW LS BT HD Total

1. Content 4 4 4 4 4 3 4 3 4 3.77

2. Content Standard 3 4 4 3 4 4 4 4 4 3.773.Performance Standard

4 3 4 3 4 3 4 3 4 3.55

4. Learning Competencies

3 4 3 4 4 4 4 4 4 3.77

Total 134/144=93.05

Subjects 1 2 3 4 5 6 7 8 Total Disc.Standard 100

Integration 82.31

Discrepancy17 15 23 23 13 24

20 20 135

Subjects 9 10 11 12 13 14 15 16 TotalDiscrepancies11.6 6 12 8 14 15.75 16.5 17 120.75

Total 255.75/16

NominalScale

15.98Moderate

DISCREPANCIES: AY MODULESRespondents: Teachers

DISCREPANCIES: PERCEIVED COST(Respondents: Principals; SHS Coordinators)

Categories Income from Tuition

Income from Other

Income

Total Income

Exp. For Operation

Exp. For Salaries

Total Exp.

Total 72.88 23.00 97.35 31.17 65.41 76.47

Standard 80 20 100 20 80 100

Discrepancy7.12% 3.00% 2.65% 11.17% 14.59% 23.53%

Nom. ScaleLow Low Low Moderate Moderate Moderate

Overall Discrepancy

12.41-Moderate

Discrepancies of DepEd vs. AY Modules

• The discrepancies of the 21st Century skills integrated into the DepEd Course Outlines are generally higher than the discrepancies of the integration in the

AY/Pathfinder modules. A total of 37 out of 42 modules have lower discrepancies than the DepEd Course Outlines of the

16 core subjects.

Enhancement Program for SHS Core Subjects

Program

Outcomes

Enhancement

material/s

Pathfinder/AY

Modules

In charge Participants Time Budget

Integrated in

Earth Science

Soil Science Dept

Chair

Science

Teachers

4 hours a

week

Instructional

Weather

Advanced

Waterfalls

Geology

Advanced

Environmental

Conservation

Ecology

Advanced

Rocks and

Minerals

Stars Advanced Instructional


Integrated in 21st

Century Literature

from the

Philippines and

the World

Literature

Evangelism

Languages

Dept. Chair

English

Teachers

4 hours a

week

Instructional

Integrated in

Contemporary

Philippine Arts

from the Regions

Drawing and

Painting

Arts/MAPEH

Department

Chair

Arts

Teachers

4 hours a

week

Instructional

Integrated in

Disaster

Readiness and

Risk Reduction

Disaster

Response

Advanced

Pathfinder

Director

Master

Guides

4 hours a

week

Instructional

First Aid Basic

First Aid

Standard

CPR

Red Alert

Basic Rescue

Community

Service


Integrated in

General

Mathematics

Book-keeping Math Dept.

Chair

Math

Teachers

4 hours a

week

Instructional

Stewardship

Integrated in

Intro. to the

Philosophy of the

Human Person

Cultural

Heritage

Araling

Panlipunan

Dept. Chair

AP Teachers 4 hours a

week

Instructional

Integrated in

Komunikasyon at

Pananaliksik sa

Wika at Kulturang

Pilipino

Genealogy Languages

Chair

Filipino

Teachers

4 hours a

week

Instructional

Integrated in

Media and

Information

Literacy

Literacy TLE

(Computer)

Dept. Chair

Computer

/English

Teachers

4 hours a

week

Instructional


Computer

Advanced

Journalism

Internet

Advanced

Integrated in Oral

Communication

Christian

Drama

Languages

Dept. Chair

English

Teachers

4 hours a

week

Instructional

Language

Study

Integrated in

Pagbasa at

Pagsusuri ng

Iba’t-ibang Teksto

Tungo sa

Pananaliksik

Genealogy

Advanced

Languages

Dept. Chair

Filipino

Teachers

4 hours a

week

Instructional

Integrated in PE

and Health

Physical Fitness MAPEH Dept.

Chair

PE and

Health

Teachers

4 hours a

week

Instructional


Basketball

Track and Field

Soccer

Health and

Healing

Integrated in

Personal

Development

Christian

Grooming and

Manners

Bible/Values

Dept.

/Pathfinder

Director

Bible/Values

Teachers/

Pathfinder

Counsellors

(Mater

Guides)

4 hours a

week

Instructional

Integrated in

Physical Science

Physics Science Dept.

Chair

Science

Teachers

4 hours a

week

Instructional

Integrated in

Reading and

Writing

Christian

Story-Telling

Languages

Dept. Chair

English

Teachers

4 hours a

week

Instructional

Genealogy

Advanced

Journalism

Literacy


Integrated in

Statistics and

Probability

Accounting Math Dept.

Chair

Math

Teachers

4 hours a

week

Instructional

Christian Sales

principles

Integrated in

Understanding

Culture, Society,

and Politics

Cultural

Diversity

Araling

Panlipunan

Dept. Chair

AP Teachers 4 hours a

week

Instructional

CONCLUSION(1-6 SLIDES)

*The DEM by Provus = served as formative evaluation at the early stage of the implementation of SHS program in

denominational schools.

*Track choices of the respondents deviated Moderately and Very Highly from the

recommended track choices of both DepEdand denominational.

CONCLUSION (2-6 SLIDES)

*School resources that support the track and strand choices are manifested in the track and strand offering of each school.

Majority of the schools offered the academic track, and STEM which were also

the track and strand with the lowest discrepancies. There is no school that

offered sports and arts and design tracks.


*Evaluation of School resources: students, teachers, facilities and equipment, course outlines of the SHS core subjects, AY modules: =Low in academic essential, linkages and industries=Moderate for academic supplemental,


*Evaluation of School resources: students, teachers, facilities and equipment, course outlines of the SHS core subjects, AY modules:=Very High Discrepancy for TVL essential and separate SHS building. =Course outlines had generally higher discrepancies than AY modules.


*Discrepancy of the perceived cost: =Low for tuition, fees, and total income =Moderate for operational, salaries, and total expenditures. *Curriculum enhancement of the Senior High School program:1. Summer classes that focus on track offerings other than academics, a program


*Curriculum enhancement of the Senior High School program:2. Integration of AY/Pathfinder modules into the course outlines of the core subjects3. Other programs to increase productivity of school resources

RECOMMENDATIONSON TRACK, STRAND CHOICES

1. For school officials to device programs and summer classes that promote tracks

other than academic; and collaborate with other Adventist schools not to compete for

students but to complement their resources and refer the students to schools

that offer their track or strand choices.

RECOMMENDATIONS

ON TRACK AND STRAND CHOICES

2. To strengthen the curriculum, hire highly qualified teachers and device a

strong admission and retention policy for the STEM strand.

RECOMMENDATIONS

ON TRACK AND STRAND CHOICES

3. For guidance counselors to enhance programs for career guidance

integrating students track and strand choices aligned with aptitude and

interest tests results.

RECOMMENDATIONSON TRACK AND STRAND CHOICES

4. For Adventist educational leaders to provide a master list of schools in the country

with their corresponding track and strand offerings by referring the students to the school/s that offer/s their track or strand

choices.

RECOMMENDATIONSON SCHOOL RESOURCES

1. For school personnel to ensure that the GASTPE grant be maximized according to

enrollment.

2. For school personnel to involve in personal evangelism and device marketing strategies

to increase SDA student enrollment.


1. For school personnel to ensure that the GASTPE grant be maximized according to

enrollment.

2. For school personnel to involve in personal evangelism and device marketing strategies

to increase SDA student enrollment.


3. For principals and teachers to keep current DepEd and denominational requirements such as certifications,

licenses, MA, and Master Guide; as well as provisions for CPD seminars on

current pedagogical practices aligned with 21st century skills, and upgrading


4. For school officials to construct a separate SHS building with all the essential and supplemental facilities and equipment.


5. For denominational leaders to find creative means to integrate the AY/Pathfinder

modules into the core and specialization subjects of the SHS for a common curriculum among Adventist schools since the modules are performance and skills-based which are aligned with the goals of K-12 program and

21st century skills, and simultaneously, distinctly Adventist.

RECOMMENDATIONSON RESEARCH

1. To conduct further evaluation of the SHS program after grade 12 has completed the

level to assess the effectiveness of the program among Adventist schools and eventually formulate an accreditation instrument for SHS in the Philippines.


2. To conduct other studies using the Discrepancy Evaluation Model


3. For researchers to conduct evaluation studies of other AY/Pathfinder modules that

are aligned with specialization subjects of the academic track as well as those of TVL,

sports, and arts &design tracks.

REMEMBERAdventist denominational schools are

to build character akin to that of the Creator; to nurture thinkers rather than

mere reflectors of others' thoughts” (Education p. 17)…to promote in the curriculum loving service rather than selfish ambition; to ensure maximum development of each individual's potential; and to embrace all

that is true, good, and beautiful, (General Conference Policy Manual, 2003).

The End

Thank You!

Date post:	14-Apr-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

Evaluation (DEM) of track choices and school resources ......Evaluation (DEM) of track choices and...

Documents