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Program Evaluation ± An Evaluation of the 2010 SEC Curriculum ± The UbD Approach 1
EVALUATION OF THE 2010 SECONDARY EDUCATIONCURRICULUM: THE UBD APPROACH
(INSTITUTIONAL PROGRAM)
In partial fulfillment of the requirementsin
Ed. M. 607 ± Management and Evaluation of School System and Programs
A research paper presented to:
DR. PACITA LOPEZ-SAMSONPh.D. Professor
Presented by:
LORDINO G. ANTONIOMARIBELLE BAYUCAN
Ph.D. Students
NOVEMBER 2011
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Program Evaluation ± An Evaluation of the 2010 SEC Curriculum ± The UbD Approach 2
Introduction
The quality of instruction determines whether students are developed to be
lifelong learners. The learning objectives, assessment instruments and teaching
strategies become a system leading to quality learning (Borromeo, 2009).
According to Howard Gardner's Theory of Multiple Intelligences, children have
several strengths when it comes to learning but they exhibit different preferred
learning styles. Developing cognitive and emotional skills come from a teacher's
ability to identify those learning styles and teach using a variety of multiple
intelligence methods. When a multi-modal approach is utilized, a student's natural
ability to learn emerges and he/she is able to direct future learning.
Based on the 2002 Basic Education Curriculum Primer, lhe Department of
Education (DepEd) has the mission to provide quality basic education that is
equitably accessible to all and to lay the foundation for life-long learning. The overall
aim entails the acquisition of life skills, reflective understanding and internalization of
principles and values and the development of the person's multiple intelligences.
Brown (2004) however, states that education today is a complex and
challenging arena undergoing profound transition and transformation. And in the
light of growing public demand for rigorous standards, accountability-based
assessments and high achievement levels for all students, educators are continually
searching for models, frameworks and exemplars to improve their delivery of
services and to develop students' understanding. For many educators, the new
millennium is a time of rising expectations and diminishing resources. We live in an
age of high-stakes accountability when the demglble confirmation of the value of
educational innovations is growing, sometimes to a deafening roar. Research clearly
indicates that when students construct knowledge from their active participation in a
course, real learning and critical thinking occur (Pratton,J. et aI., 1986; Hensvold,
2006). But in order for the students to learn effectively, they must make connections
between what they already know (prior knowledge) and new content to which they
are exposed (Borromeo, 2009). This was supported by Howard Gardner as he
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Program Evaluation ± An Evaluation of the 2010 SEC Curriculum ± The UbD Approach 3
states that "an individual understands· a concept if he/she can apply it to new
situations´.
Mathematics is important for success in school, not just for some students but
for each and every student (National Council of Teachers of Mathematics [NCTM],
2000). Today's mathematics is result-oriented. Mastery of skills is very much given
emphasis. Enough exercises are given to ensure mastery of concepts and skills in
every lesson taken up. And that the best way to learn mathematics is to understand
and discover its complexities (Pascual, et aI., 2007).
According to Aquino and Razon (as cited in the study of Sinson, 2003),
attitude towards mathematics is usually a variable to be observed in different studies
mainly because mathematics is observed to be difficult, abstract and is not easy to
comprehend. Many students complained that mathematics is difficult for them and
that it is beyond their comprehension. Some reasons cited for this difficulty were due
to the medium of instruction; the methodology and the teacher. (Ong, 2001iaAQ.
Badeo, 1996). The study conducted by Mawirat (2000) shows that factors related to
student, teacher, environment, and home are significant to the students' level of
mathematics proficiency.
Likewise, most research dealing with language issues in mathematics
education have documented that proficiency in the language of learning· and
teaching is important for mathematical proficiency (Howie, 2002). Similarly, mastery
of the medium of instruction and the art of communication as one of the key factors
in academic success are deemed necessary and/or important because if the teacher
is fluent in delivering the lesson, he/she inspires the students and is effective to
instruction (Calderon, 1999). As equivocated by Mildreth (as cited by De Leon,
1995), mathematical proficiency takes place during the elementary school periodwhere basic foundation is laid in mathematics.
The 2003 Trends In International Mathematics and Science Studies (TIMSS)
revealed some dismal findings about Filipino students in Mathematics. The
Philippines ranked 40th for math and 41st in science among 45 countries. This is
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Program Evaluation ± An Evaluation of the 2010 SEC Curriculum ± The UbD Approach 4
parallel to the result of the TIMSS Advanced (2008), which further showed that
among the participating countries, the Philippines got just 1% of students having
received advanced mathematics program and generally had a significantly below the
scale average performance.
These findings had become the basis of addressing the need for equipping
both the students and teachers as key factors affecting the teaching-learning
process. On a personal note about these findings, Michael Tan (2006), a columnist
of the Inquirer, wrote how glad he was to hear that the Philippine government did
invest in TIMSS. The local study, Professor T alisayon says, "was financed by the
Department of Education and Department of Science and Technology, and
managed by the University of thePhilippines College of Education, in collaboration
with UP National Institute for Science and Mathematics Education Development and
Integrated Science.
Recently, the Department of Education (DepEd) issued the DepEd Orde No.
76 S 2010, entitled Policy Guidelines on the Implementation of the 2010 Secondary
Education Curriculum (SEC), as an urgent response to the declining school
performance. This is to help raise the achievement level of Filipino students. The
curriculum followed the Understanding by Design (UbD) framework with the
following features: lean - focuses on essential understandings; sets high
expectations (standard- based) - expressed in terms of what students should know,
do, understand, and transfer in life as evidence of learning; rich and challenging -
provides for a personalized approach to developing the student's multiple
intelligences through the provision of special curricular programs; and develops
readiness and passion for work and lifelong learning (DepEd, 2010).
In the delivery of the curriculum, integrative and constructivism approach isstrengthened in all learning areas, the use of various instructional media is
encouraged and likewise learning is extended as far as practicable to the community
as the school's laboratory for authentic learning (Rivera, 2011).
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Program Evaluation ± An Evaluation of the 2010 SEC Curriculum ± The UbD Approach 5
Wiggins and McTighe (1998) presented the UbD as a framework for
curriculum design oriented toward the development and deepening of studerlt
understanding of "big ideas" in. content areas. They further state that. UbD is not a
program with an articulated "scope and sequence" of skills or prescribed teaching
activities.
Silver, Strong and Perini (1997) in their study on intelligence and the brain.
suggest that we learn best when we are engaged in meaningful classroom learning
experiences that help us discover and develop our strengths and talents. This may
be counted for the idea of Constructivist Learning Environment on which the UbD in
anchored for.
The lesson plan is a dreaded part of instruction that most teachers detest. It
nevertheless provides a guide for managing the learning environment and is
essential if a substitute teacher is to be effective and efficient.
One of the primary roles that a teacher performs is that of designer and
implementer of instruction. Teachers at every level prepare plans that aid in the
organization and delivery of their daily lessons. Regardless of the format, all
teachers need to make wise decisions about the strategies and methods they will
employ to help students move systematically toward learner goals.
For many years, the traditional type of information delivery in the Philippines
was centered on the teacher, who spoon feeds the students which concepts to learn
and directs them where to look for additional information on these concepts. During
those years, teachers centered their academic activities on teaching their students
what to learn, where to look and how to learn.
Much of it has changed nowadays as learning focuses on faculty-facilitatedand student-centered activities. The teacher is now merely a facilitator of knowledge
and a guide to the students who have the freedom to explore different avenues of
information to supplement learning (e-turo.org).
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This is parallel with one of the two intriguing and powerful lenses through
which UbD concerns for, the "teaching for understanding" - as it reinforces how best
to prepare all students for success (Brown, 2004).
Some DepEd textbook publishers and even private book companies have
already been formatting their textbooks to reflect the UbD format and in compliance
and/or fulfillment to the changes that had happened in the curriculum. However, all
of these things are grounded still on planning goals and objectives, designing and
using appropriate learning strategies, materials and equipment and assessing and
revising the entire process in order to ensure learning (e-turo.org)
Hence, teachers as designers of instruction should develop a program of
meaningful learning experiences through careful and thorough planning of lessons
for their students and to determine whether the goals have been achieved. This
adheres to the Government's call, particularly of the Department of Education, in
developing appropriate learning materials that would cater to the development of the
students' understanding and acquisition of lifelong learning skills.
Statement of the Problem
This study aimed to assess and analyze the 2010 Secondary Education
Curriculum ± The UbD Approach of the Department of Education particularly in the
Secondary Level. Specifically, the study sought to answer the following questions:
1. To what extent were the following Stages of the UbD Approach attained as
assessed by the Teachers:
a. Identifying desired results
b. Determining acceptable evidence
c. Planning learning experiences and instruction
2. What were the problems encountered along the program components of
objectives, implementation and evaluation?
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Program Evaluation ± An Evaluation of the 2010 SEC Curriculum ± The UbD Approach 7
3. What interventions can be designed to improve the 2010 SEC-UbD approach
of the Department of Education?
Significance of the Study
To the students, the findings of the study will give them an insight on how
they could improve their skills in mathematics. This contributes to their better
understanding on the processes and ways of honoring their performance and be
able to live out the concepts they¶ve learn into the real-life situations.
To the teachers, results of this study are as valuable as they explore into
how they could improve students¶ performance not just in school but in other aspects
of their lives. This may serve as their bases of developing into their students the
ability to apply the knowledge and skills they have learned into the realities of life.
To the parents, the findings of this study will help them better realize their
responsibilities in the educational process of their children. This will provide them
ideas as to how home-based reinforcement in terms of the development and/or
improvement of all the content areas should be done at home by way of constant
and consistent follow up of the lessons discussed in school.
To the school administrators, the results of this study will help them widen
their knowledge in educational planning, decision making, administration and
management linkages to facilitate ideal Mathematics curriculum. It would also help
them to support teachers as they develop, construct and/or design appropriate
programs of instruction that would enhance students¶ deeper understanding of their
courses.
To the curriculum planners, the outcome of this study can provide them
emphirical data for, strategies and techniques in teaching the subjects and the
mathematical skills of the students can be further developed and/or improved so as
to successfully integrate these concepts into the lives of every learner.
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Program Evaluation ± An Evaluation of the 2010 SEC Curriculum ± The UbD Approach 8
To future researchers, the study may be of great help as it encourages and
motivates future researchers to, on their own, develop UbD framework following the
³backward design´.
Scope and Delimitation
This study focused on the assessment and evaluation of the 2010 Secondary
Education Curriculum ± The UbD Approach in the First Year Level. It covers the
three stages of the UbD Approach as prescribed by the Department of Education.
The teachers were the respondents of the study. Two Schools from the Division of
Isabela namely, Ilagan West High School, Naguilian Baculod, Ilagan, Isabela with
eight(8) teacher respondents and Lomboy Integrated School, Angadanan West
District, Angadanan Isabela also with eight (8) teacher respondents¶. All teachers
using the UbD Approach in the First Year Level were the respondents of the study.
Research Design
Since the study involves assessment and evalutation of curriculum, the
descriptive-evaluative type of research was used. Descriptive research involves
description, recording, analysis and interpretation of conditions that exist. It involves
some types of comparison and attempts to discover relationships between existing
non-manipulative variables. According to Aquilairo (1999), description is an
important aspect of the scientific approach in education. Its purpose is to describe
systematically a situation or area of interest truthfully and approximately (Kenlinger
as cited by Aquino, 1999).
Data Gathering Tools
The reasearchers used a questionnaire containing the Evaluation Criteria
prescribed by the Department of Education as stated in the Curriculum Guide of the2010 SEC in obtaining necessary information for the study.
The Questionnaire uses a 5-point rating scale. The teachers were asked to
determine the extent of their agreement or disagreement about the criteria stated in
the items or the extent of the attainment of the criteria.
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Program Evaluation ± An Evaluation of the 2010 SEC Curriculum ± The UbD Approach 9
The extent to which the evaluation criteria were attained was interpreted
using the following table:
Range Verbal Description4.50-5.00 Very Much
3.50-4.49 Much2.50-3.49 A little1.50-2.49 Very Little
1.49-below Not at all
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REVIEW OF RELATED LITERATURES
Understanding by Design: the Backward Design Model
"To begin with the end in mind means to start with a clear understanding of
your destination. It means to know where you're going so that you better understand
where you are now so that the steps you take are always in the right direction."
(Covey, 1994).
Wiggins and McTighe (1998) define the backward design model as a
framework that centers on the idea that the design process should begin with
identifying the desired results and then "work backwards" to develop instruction
rather than defining what topics need to be covered first which is usual in the
traditional approach.
Translation of best practices in learning and assessment to effective
curriculum design is a major barrier in successful teaching. Creative approaches
must be used to embed opportunities for inquiry, innovative problem solving, and
critical thinking into a backbone of deep discipline knowledge. Curriculum must also
be cohesive and coherent across multiple grades. Importantly, assessment
protocols to establish the degree of success in reaching the desired learning
outcomes must be integrated into curricular units. UbD by Grant Wiggins and. Jay
McTighe provides a framework that systematically addresses these key issues in a
practical manner.
Successful learning outcomes require the integration of content and
meaningful assessment with effective pedagogy. However, development of coherent
and cohesive curriculum is seemingly overwhelming even to experienced teachers.Obviously this creates a barrier to successful student learning. UbD overcomes this
impasse by providing concise and practical guidance for experienced and
inexperienced teachers.
In.· programs sponsored by the National Science Foundation and the National
Institutes of Health, teams composed of University of Wyoming graduate students
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Program Evaluation ± An Evaluation of the 2010 SEC Curriculum ± The UbD Approach 11
and science teachers from grades 6 to 9 designed motivating, inquiry-based lesson
plans intended to get students to think and act like scientists. In this process, teams
utilized principles outlined in UbD with great success. UbD describes a practical and
useful "backward" design process in which anticipated results are first identified;
acceptable evidence for learning outcomes is established and, only then, are
specific learning experiences and instruction planned. Additionally, UbD provides
procedures to avoid content overload by focusing on "enduring principles." WHERE,
the UbO sieve for activities was used effectively to develop tasks that are engaging,
that are consistent with state educational standards, and that promote self-directed,
life-long learning.
Moreover, the University of Wyoming (UW), GK-12 and Science Education
Partnership Award (SEPA) projects jointly funded by the National Science
Foundation and the National Istitutes of Health, respectively, and the UW Graduate
School, link graduate students and secondary science teachers in the development
and delivery of innovative and motivating lesson plans. The overarching goals of the
plans are to get students to think and act like scientists and address state science
standards. The collaboration between the graduate students and the teachers brings
cutting-edge science to secondary science classrooms in a meaningful way that
promotes understanding, motivation, and self-directed learning (Roth, 2007).
UbD promotes a "backward" design process that begins with identifying the
enduring understandings that students should carry from the class. What is it that a
teacher wants students to remember and be able to apply a semester after they
leave a course? What are the big ideas that transcend the course?
Specifically, UbD emphasizes the teacher's critical role as an assessor and
designer of student learning. Numerous graphic organizers, assessment prompts,
review protocols, and curriculum-mapping tools are provided that engage the
teacher in this role. UbD offers the following three-stage backward planning
curriculum design process.
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Stage 1: Ident ifyi ng desir ed r esults focuses on identifying the enduring concepts
and desired student outcomes before outlining specifics of the lesson plan. Enduring
concepts are important ideas or core processes that are transferable to new
situations, have lasting value beyond the classroom, are at the heart of the
discipline, and are often abstract, counterintuitive, and misunderstood. What should
students know, understand, and be able to do? What is worthy of understanding?
This approach avoids two critical errors in teaching: textbook coverage or teaching
for rote memorization and activity-based teaching that may be engaging but has· no
clear priorities. Ideas are provided for differentiating enduring understandings from
the knowledge and skills supporting those understandings and from second-level
skills or factual knowledge.
Stage 2: Determi ni ng acc ept able ev i denc e concentrates on the variety and depth of
assessment tasks that are needed to validate that the student has achieved the
desired enduring understanding. How will a teacher know if students have achieved
the desired results? Students reveal understanding when they participate in
complex, authentic opportunities to engage in the six facets of understanding
identified by Wiggins and McTighe (1998):
y Explanation provides thorough, supported, and justified accounts of
phenomena, facts, and data.
y Interpretation is designed to personalize information, contributing to
relevancy and long-term retention.
y Application provides opportunities to utilize and apply understanding in
diverse contexts. Perspective sees points of view through critical eyes
and ears, the big picture.
y Empathy finds value in what others might find odd, alien, or
implausible; i.e., to perceive sensitively on the basis of prior direct
experience.
y Self-knowledge recognizes that personal style, prejudices, projections,
and habits of mind shape and impede one's own understanding.
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Program Evaluation ± An Evaluation of the 2010 SEC Curriculum ± The UbD Approach 13
Meaningful assessment requires a variety of tools, including informal checks
in class, observation and student dialogue, formal quizzes and tests, academic
prompts, and open-ended assessment tasks. GRASPS (goal, role, audience,
situation, product or performance, standards for success) is provided as a prompt
for the teacher in constructing quality performance tasks scenarios. UbD then
embarks on an in-depth discussion of designing appropriate scoring rubrics.
Effective rubrics relate specific task requirements to more general performance
goals, discriminate among different degrees of understanding or proficiency, do not
combine independent criteria, and include all potential performance outcomes
differentiating from novice to expert. The more open ended the assessment tasks,
the more essential a strong rubric becomes.
Stage 3: P l anni ng lear ni ng experi enc es and i nst r uc t ion occurs when enduring
understandings and appropriate evidence of understanding culminate in an effective
instructional activity. It is often the case that assessment in the classroom begins
with stage 3, where a teacher's favorite activity is conducted in class without
consideration of expected outcome or adequate assessment. The backward design
process flips from starting at stage 3 to beginning at stage 1 and moving to stage 3.
The driving factor is the enduring concept, not the activity. Stage 3 essentially asks,
"What activities will equip students with the desired knowledge and skills?" This
requires the teacher to consider the intersection of engaging tasks and effective
tasks. Activities at this intersection motivate students to explore understandings and
misconceptions.
The sieve for activity design is called WHERE. How will you help students
know where they are headed and why? How will you Hook students through
engaging and thought-provoking experiences? What events, real or simulated, can
students Experience to make the ideas and issues real? What learning activities will
help students to Explore the big ideas and essential questions? What instruction is
needed to Equip students for the final performance? How will you cause students to
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Program Evaluation ± An Evaluation of the 2010 SEC Curriculum ± The UbD Approach 14
Reflect and Rethink to dig deeper into the core ideas? How will you guide students
in Rehearsing, Revising, and Refining their work based on feedback and self-
assessment? How will students Exhibit their understanding about their final
performances and products? How will you guide them in self-Evaluation to identify
the strengths and weaknesses in their own work and set future goals?
By following the frameworks outlined in UbD, the original lesson plans can be
transformed into a more useful and functional form for teachers and more valuable
for students. The backward design process developed and described by McTighe
and Wiggins (2006) has useful application beyond the development of lesson plans
for the classroom. It can be used to help develop science pod casts for students,
radio advertisements, and articles. By beginning with and identifying the enduring
understandings before determining the "necessary (enabling) knowledge" (McTighe
and Wiggins, 2004), UbD will be of help in developing many useful products that
have advanced teachers' goats in science education more efficiently and effectively.
Jay McTighe, one of the authors of UbD and an educational consultant made
an introduction about UbD that focuses on Understanding and Design as follows:
On Understanding
A primary goal of education is the development and deepening of student,
understanding of important ideas and processes in the disciplines; content needs to
be "unpacked" to identify the big ideas worth understanding and the essential
questions worth uncovering; evidence of student understanding is revealed when
students apply (transfer) their learning within authentic contexts; six facets of
understanding - the capacity to explain, interpret, apply, shift perspective,
empathize, and self-assess serve as indicators that students understand;
understanding must be "earned" by the learner. Teaching for understanding
facilitates "meaning making" by the students and equips them to successfully
transfer their learning.
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Brown (2004) further states that students develop deep conceptual
understanding where they can:
a. Articulate why they are doing what they are being asked to do;
b. Experience a sense of ownership and purposefulness in their learning
activities;
c. Explore big ideas and essential questions instead of focusing on discrete
knowledge taught in isolation;
d. Receive the mentoring and coaching they need to successfully complete
all required assessments;
e. Demonstrate a growing capacity for self-reflection and self-evaluation;
f. Have their instructions modified according to their expressed needs and
interest; and
g. Experience instructions that integrates concrete experiences and inquiry
with attention the concepts, generalizations, rules and processes.
On Design
According to Wiggins and McTighe (2010), effective curriculum development
reflects a three-stage design process called "backward design." This process helps
to insure that curriculum plans are well-aligned and focused on desired learning.
Backward curriculum design also helps avoid the twin problems of "textbook
coverage" and "activity-oriented" teaching. The backward design process can be
productively applied to planning a single unit, a year-long course, and an entire K-12
curriculum. Regular reviews of curriculum and assessment designs, based on
design standards, are needed for quality control to avoid the most common design
mistakes and disappointing results.
Since the ultimate goal of using the framework outlined in UbD is to foster
understanding, Wiggins and McTighe (2010) clearly defines the following as guiding
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Principles of UbD:
1. UbD is a way of thinking purposefully about curricular planning and school
reform. It offers a 3-stage design process, a set of helpful design tools, and
design standards not a rigid program or prescriptive recipe.
2. The primary goal of UbD is student understanding: the ability to make
meaning of "big ideas" and transfer learning.
3. UbD "unpacks" and transforms Content Standards into the relevant Stage 1
elements and appropriate assessments in Stage 2.
4. Understanding is revealed when students autonomously transfer their
learning through authentic performance. Six facets of understanding - the
capacity to explain, interpret, apply, shift perspective, empathize, and self-
assess - serve as indicators of understanding.
5. Teachers are coaches of understanding, not mere purveyors of content or
activity.
6. They design for and support "meaning making" and "transfer" by the learner;
and adjust to achieve intended results.
7. Planning is best done "backward" from the desired results and the transfer
tasks that embody the goals. The 3 Stages (Desired Results, Evidence, and
Learning Plan) must align for the unit to be most effective.
8. Regular reviews of curriculum against design standards enhance curricular
quality and effectiveness.
9. UbD reflects a "continuous improvement" approach. The result of curriculum
designs - student performance - informs needed adjustments.
Related Studies
The principles and practices of UbD reflect contemporary views of learning
based on researches both local and foreign and are validated by specific and
various studies of factors influencing student achievement.
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Battad (2001) concluded in her study that the use of various teaching
methods and techniques will make students learning enjoyable, interesting and
challenging, thus students are most likely to gain more knowledge and
understanding. It can be further gleaned from her findings that teachers need to
provide students with adequate teaching materials and should make use of semi-
detailed lesson plans for the learners to acquire knowledge and skills in the subject.
She then recommends that since lesson plans are indispensible to effective
teaching, lesson plan construction should be conducted to train teachers on how to
make lesson plans correctly and that teachers should be motivated to undertake
research on the effect of semi-detailed lesson plan and the impact in the teaching
and learning process.
In the light of this elucidation, researches relative to the development of
understanding and success in learning the content of the subject highlighted the
importance of using instructional materials as an aid of providing learners adequate
teaching techniques and strategies suited and/or relevant in the improvement of
their performances.
Lacambra (2001) found out that students seems to perform well and have
shown positive attitude towards Chemistry with the use of Computer Assisted
Instructions (CAI) and as a logical outcome of her conclusion, the use of CAI does
not have'any negative effect on the attitudes of the students, instead it is even
beneficial. Thus a favorable attitude would enhance good performance.
Furthermore, to ensure favorable attitudes towards Chemistry, Lacambra
(2001) recommends that teachers must use varied techniques and strategies to
make the teaching of the subject more interesting and of value to students. These
strategies include strategies involving interaction and collaboration (brainstorming,
problem solving, open-ended investigation and teacher directed investigation),
strategies involving transformation (translation, role play, games, reporting back and
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model building), strategies on knowledge acquisition (concept mapping, predict-
observe explain [POE or PROBEX] and concept formation) and a strategy focusing
on science and society (valuing).
This research supports the Understanding by Design approach, which
emphasizes the use of varied authentic performance assessments and pedagogy
that promotes a focus on deep knowledge and understanding, and active and
reflective teaching and learning.
Similarly, Mabalot (2002) in his work about instructional materials in the
teaching of mathematics concluded that the proposed material serve as a motivation
to the learners which arouse and uphold self-interest to study the subject, hence it
enhances better performance in the students. He pointed out that students were
enthusiastic to receive the copies of the proposed material and have shown great
interest in the subject. It was found out that the learners developed closer
relationship with the other members of the class when they worked together; they
recognized the value of cooperation in obtaining the goal of having a higher level of
performance in mathematics. Moreover, the material was found to be helpful to
students of varied mental abilities, in developing self-learning ability and gave thestudents time to evaluate their performance. These findings confirmed the
effectiveness of using instructional materials for improving student achievement by
which UbD is anchored for.
Parallel to these findings, Mawirat (2001) concluded that Instructional
Materials are very important in the teaching and learning process. Performance of
pupils is greatly affected by it. On the other hand, values can also be easier to
internalize if they are integrated in the different activities where pupils could actually
experience them. Instructional materials therefore must be prepared in accordance
with the pupils' need and intellectual abilities. It must also provide varied and simple
activities to motivate pupils in participating actively in the learning experience.
Likewise, suitability, relevance and adequacy of instructional material such as
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workbooks and the use of audio-visual materials are found to have a great effect on
the performance of the pupils in learning a particular subject. These has shown vital
importance in the teaching-learning process, mainly in stimulating interest among
learners (Abansi, 2002)
As equivocated by Dela Cruz (1999) the use of instructional materials must
be based on the students need so as to encourage effective teaching-learning
situation, thus, ensuring meaningful and productive acquisition of knowledge and
skills. Giving the students experience and/or engaging scenarios will add more
meanLng to what they are learning in class. This advocates the principles and
practices of UbD as it engages every learner to make meaning on the acquired
knowledge and skill and being able to transfer into more meaningful and productive
task.
Numerous studies of instruction have also confirmed the effectiveness of
particular strategies for improving student achievement.
Since teachers are the ones with direct contact with the learners, greater
task is expected from him/her. Thereby he/she should give lessons" inmathematics within students' capability (Lingan, 1998). She stressed out that
teachers should adapt innovative strategies to make learning mathematics
enjoyable and exciting and should develop a program aimed at helping the slow
learners cope with the lesson and be at pace with the rest of the class. As
educators, teachers should use modern instructional materials, as resources
may allow, in the teaching of mathematical concepts or to improvise from
available local materials and/or instructional aides to facilitate effective learning.
However, learning must be guided by generalize principles in order to be
widely applicable. Knowledge learned at the level of rote memory rarely
transfers; transfer most likely occurs when the learner knows and understands
underlying principles that can be applied to problems in new contexts. Learning
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with understanding is more likely to promote transfer than simply memorizing
information from a text for a lecture.
Mauricio (2001) concluded that there is a need for mastery of pre-requisite
basic concepts and the fundamental operations in order for the students to
perform well in the different areas and this was supported by the study of
Bautista (2005), as he found out that non mastery of the basic sciences and
mathematics is one of the remarkable problems affecting their understanding
towards these subjects.
She then recommends that teachers should develop their expertise in
creating, selecting and using instructional materials either through collaborative
efforts or by noting reactions and responses of students. The process of
collaboration, refinement and sharing parallels the UbD peer review process
based on the UbD design standards.
Bautista (2005) further explained that regular evaluation of the students'
performance is one of the remarkable motivations to the students in harnessing
their capabilities in meeting the standards of the subjects. This exposition
upholds the relevance and/or importance of feed backing which is fundamental
to learning. UbD emphasizes the use of assessments and feedback as a must
focus on understanding which provide students with opportunities to revise and
improve the quality of their thinking and understanding and not only on memory
for procedures and facts.
McTighe and Seif (2003) published an overview of the summary of
underlying theory and research base for Understanding by Design. These
pointed out the following key tenets where UbD was based.
1. A primary goal of education IS the development and deepening of student
understanding.
2. Evidence of students understanding is revealed when the students apply
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knowledge and skills within authentic contexts.
3. Effective curriculum reflects a three-stage design process called.
"backward design." This process helps to avoid the twin problems of
"textbook coverage" and "activity-oriented" teaching in which no clear
priorities are apparent.
4. Regular reviews of curriculum and assessment designs, based on design
standards, are needed for quality control, to avoid the most common
design mistakes and disappointing results. A key part of a teacher's job is
ongoing action research for continuous improvement.
5. Teachers provide opportunities for students to explain, interpret, apply,
shift perspective, empathize and self-assess. These "six facets" provide
conceptual lenses through which students reveal their understanding.
Teachers, schools and district benefit by "working smarter" - using
technology and other approaches to collaboratively design, share, and critique
units of study. Finally, the would-be results of this investigation will be in one
way or another affirm or if not establish a more valid reason for teachers to
continuously involve themselves in developing materials that would somehow
help them improve their students level of understanding. Thus it becomes
challenging to unearth direct, causal evidence of UbD's effectiveness on student
achievement. Nevertheless, the growing use of this framework demands
empirical data to guide users and document its effects. (McTighe and Wiggins,
1998).
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DISCUSSION OF RESULTS
This portion presents the analysis and interpretation of the data gatheredfrom the teacher ± respondents through the questionnaire given to them. Theyare presented in their textual and tabular form to give light to the problems that
the study seeks to answer.
Table 1. Criteria for Stage 1(Identifying desired results) as Perceived by theTeacher- Respondents
STAGE 1 - Identifying desired results
Item
No.CRITERIA MEAN SD RANK
Content Standard
1The most important and enduring ideas, issues, principlesand concepts from the discipline?
3.88 0.50 7
2 Skills and habits of mind that should be taught andlearned?
3.88 0.50 7
Performance Standards
3
Do the performance standards express the criteriaagainst which students¶ performances or products shall beassessed?
3.94 0.44 5
4 Do they answer the question, ³How well must students
do their work?´3.81 0.54 9
Essential Understanding
5 Are they big and enduring ideas drawn from the
disciplines?4.19 0.40 2
6 Do they reflect the major problems, issues and themes
that are deemed most important for students to learn?3.88 0.72 7
Essential Questions
7 Do they center around the major understanding,
problem, issue or theme?3.63 0.62 11
8 Do they unpack the essential understanding? 3.56 0.51 12.5
9 Are they relevant to students¶ lives? 4.06 0.68 4
10 Are they relevant to society? 4.13 0.62 3
11 Do they provide enough challenges or rigor? 4.25 0.58 1
12 Are they manageable: not to demanding of time or
resources?3.19 0.54 16
13 Are they suitable to the target students¶ ages? 3.44 0.63 14.5
14 Are they suitable to the target students¶ interest? 3.56 0.63 12.5
15 Are they suitable to the target students¶ abilities? 3.44 0.73 14.5
16 Are the students motivated to study their lessons? 3.75 0.58 10
Mean = 3.79 SD = 0.58
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The table depicts that short range of means on the perception of student-
respondent exists. The items range from ³little´ to ³much´ extent. The lowest spread
of perception from the mean is 0.40 while the highest is 0.73. The extreme ranks of
the Stage 1 criteria with their computed mean are as follows:
Rank 1. ³Do they provide enough challenges or rigor?´
The mean which is 4.25 indicates that the perception of the respondents to
this criterion is much. This might be due to the fact that the contents of the UbD
Curriculum are output and performance based. Furthermore, the item falls under the
³Essential Questions´ which contemplates to the generalization of the subject matter.
This shows that the content of the UbD approach is focused on getting out possible
potentials from the students.
Rank 2. ³Are they big and enduring ideas drawn from the disciplines?´
Parallel to rank 1 with a mean of 4.19 and the lowest deviation of 0.40, item
number 5 supports that ideas are brought out based on the contents of the UbD
approach parallel in each subject areas.
Rank 3. ³Are they relevant to society?´.
The mean of 4.19 puts item number 10 on the third rank. This item also falls
under essential questions. In the UbD Teaching guides provided for each subject
area, there are sets of questions which students should be able to answer after the
delivery of every lesson based from the formulated objectives. For rank 3, the
respondents assessed the essential questions to be ³much´ relevant to the society.
On the other hand, item number 12 ± ³Are they manageable: not to
demanding of time or resources?´ is in the bottom rank which gained the lowest
mean of 3.19 and a deviation of 0.54. The teacher respondents assessed the
curriculum to be a ³little´ manageable. Most likely the, the task which the curriculum
ask for takes more time and entails resources which are not readily available on the
part of the teachers and the students as well.
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In general, stage 1 having a mean of 3.79 and a standard deviation of 0.58
falls under ³much´ extent of agreement to the 16 criteria.
Table 2. Criteria for Stage 2(Determining Acceptable Evidence) as Perceived
by the Teacher- Respondents
STAGE 2 - Determining acceptable evidence
Assessment MEAN SD RANK
17 Are they directly linked to standards through clearly
stated criteria?3.81 0.75 7.5
Products and Performance
18 Do they provide for multiple sources of evidence to
document student progress/attainment or standards?3.81 0.66 7.5
19 Do they provide enough evidence of learning or attainment of the standard(s)? 3.69 0.60 9
20Do they accommodate a range of multiple intelligences
and learning styles?4.06 0.44 2
21 Do they permit choices? 3.88 0.72 5
22 Do they demonstrate conceptual understanding, and
content and skill acquisition?3.88 0.62 5
23 Do they emerge naturally from the instruction activities? 3.94 0.57 3
24 Do they provide for individual work? 3.88 0.72 5
25 Do they provide for group work? 4.25 0.58 1
MEAN = 3.52 SD = 0.57
Stage 2 (Determining Acceptable Evidence) is comprise of 9 items all of
which falls under the mean with and interpretation of ³much´. The item which has
the highest mean of 4.25 and a standard deviation of 0.58 is item number 25
that is, ³Do they provide for group work?´. This item is assessing the products
and performance prescribed by the curriculum. As evaluated by the teacher-
respondents, the curriculum provides or prescribes an activity which requires
group work? In as much as the curriculum falls under the philosophy of
constructivism, majority if not all of the activities provided in the teaching guides
is into group work.
On the other hand, item number 20, ³Do they provide enough evidence of
learning or attainment of the standard(s)?´ is at the bottom of the list with a mean of
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3.69 and an standard deviation of 0.60. It was evaluated by the respondents to have
³much´ extent of agreement with the criteria. It is complementary with the bottom
rank of the first stage which gives a bird¶s eye view that the contents of the
curriculum is a ³little´ manageable when it comes to time and resources. Since there
is only a ³little´ manageability of time and most specially resources, the desired
standards is most likely ³much´ in attainment. Though it falls under ³much´ bracket,
only a slight difference will also make it ³little´.
Table 3. Criteria for Stage 3(Planning Learning Experiences and instruction)
as Perceived by the Teacher- Respondents
STAGE 3 - Planning learning experiences and instruction
Instructional Activities MEAN SD RANK
26 Do they address one or more specific standards? 3.94 0.68 6.5
27 Do they involve significant content and processes from
the standards?4.06 0.57 1.5
28 Do they lead to products and performances that can be
used to assess students learning?3.81 0.66 8
29 Do they promote active learning? 4.00 0.63 4
30Do the introductory activities engage and motivate
students?4.06 0.57 1.5
31Do the enabling activities ensure students¶ progress
toward the attainment of the standards?3.94 0.57 6.5
32 Are the activities sufficient? 4.00 0.63 4
33 Do the culminating activities encompass the identified
standards?3.63 0.81 9
34 Do they require students to demonstrate their learning
and relation to the standards4.00 0.63 4
MEAN = 3.94 SD = 0.64
The table shows that item number 27 - ³Do they involve significant content
and processes from the standards?´ and item number 30 ± ³Do the introductory
activities engage and motivate students?´ tied in rank 1 with a mean of 4.06 and a
standard deviation of 0.57. The UbD teaching guides in each subject areas
provides activities which appear to be interesting to the students. The activities
provided are in line with the standards. This is evident with ³much´ extent based
on the respondents assessment.
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The following items was added by the researchers to assess the practical
aspect of the UbD approach.
Others MEAN SD
34 Are the books provided by the DepEd are in line with thecurriculum?
2.81 0.75
35 Are the materials/visual aids available? 2.44 0.73
36 Are the learners are able to produce the desired output; e.i.
presentations, movie maker?2.94 0.44
37 Is there a comprehensive training for teachers before the
implementation of the new curriculum?3.25 0.68
38 Are the contents of the curriculum applicable to the target
clients (learners)?3.56 0.51
Item number 34 ± ³Are the books provided by the DepEd are in line with the
curriculum?´ had a mean of 2.81 and an SD of 0.75. It falls under ³little´ extent of
agreement on the part of the respondents. This means that the books provided by
the Department of Education as of today are not in line with the Curriculum. Books
are still in line with the 2002 Basic Education Curriculum, thus the presentation of
the contents in the book is no longer applicable with what the 2010 Secondary
Education Curriculum ± UbD Approach ask for.
Item number 35 ± ³Are the materials/visual aids available?´ also falls under
³little´ extent of agreement on the part of the respondents. With a mean of 2.44 and
an SD of 0.73, the respondents only agree a little on the extent of the availability of
materials and visual aids. Since the UbD approach entails activity-based
performance of the students, materials and visual aids are needed. Though teachers
are creative and resourceful in their own ways, not all respondents are capable to
exerting all efforts with the advent of minimal resources on the part of the teachers
and the students as well. In addition, the Department of Education does not providereadily available materials/visual aids for each subject. One example of which is that,
pictures, presentations, movies, video clips, etc. are available on web sites but
internet connections are not available in many schools in the country.
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Similar to item number 35, item number 36 ± ³Are the learners are able to
produce the desired output; e.i. presentations, movie maker?´ not only the teachers
are having problems on resources. Students, as assessed by the teacher
respondents, also share the same problem. Majority of the outputs desired in the
curriculum are computer based and/or needs lots of resources. With the limited units
of computers provided by the Department of Education in the DepEd
Computerization Program, not all students are able to use computers to produce the
desired output.
Item number 37 ± ³Is there a comprehensive training for teachers before the
implementation of the new curriculum?´ talks about the readiness of the teachers in
the implementation of the curriculum. With a mean of 3.25 and an SD of 0.68 still
under the category of ³little´ extent of agreement on the part of the teacher-
respondents. While it is true that the Department of Education provided training from
the National Level to the Division Level of the 2010 SEC-UbD Approach, there were
finite number of teachers from each school who joined the division level training.
This is based on the memorandum on the Division of Isabela which gives limit to the
number of teacher trainees. In addition, the training was conducted on the first or
second month of the school year that is, June and July, months of the start of the
classes and it is only for 2 to 3 days. In which this span of time is not enough.
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CONCLUSIONS AND RECOMMENDATIONS
This portion presents the conclusions and recommendations based from the
analysis of data gathered to provide objective answers to the specific problem posed
in the study.
1. Stage 1- ³Identifying desired results´ is of ³much´ extent of agreement with
the teacher respondents. Desired results are embedded in the contents of
the curriculum and in the teaching guides of the curriculum. There is much
to improve in the manageability of the activities and/or task for the
students.
2. Stage 2 ± ³Determining Acceptable Evidence´. Though in ³much´ extent of
agreement, only a small difference makes it to ³little´ extent. It is therefore
emphasized that performance and assessment tools should be given
careful and dedicated time and effort.
3. Stage 3 ± ³Planning Learning Experiences and instruction´. The activities are
conclusive to be life-long learning on the part of the students.
4. Much are to be improved in the implementation of the curriculum especially
on the availability of materials and resources. Books should be carefully set in
line with the contents and approach of the curriculum.
5. Trainings are enough but should be conducted prior to the start of
classes.
6. The piloting of the curriculum should be done not only in big schools but
also in small schools and schools located in remote areas like the barrio
high schools and integrated schools to know the ³true´ applicability of the
curriculum.
7. Materials and resources like books and computers should be provided
first before implementing the curriculum.
8. Similar studies should be conducted in a wider range of respondents.
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CURRICULUM VITAE
PERSONAL INFORMATION
Name : LORDINO G. ANTONIO Date of Birth : AUGUST 18, 1986
Home Address : LOMBOY, ANGADANAN, ISABELAParent : MRS. ANDREA G. ANTONIOSister : LORIE ANNE G. ANTONIOBrother : LLOYD RICO G. ANTONIO
EDUCATIONAL BACKGROUND
Primary : Lomboy Integrated School(Lomboy Primary School)Lomboy, Angadanan, Isabela1992-1996
Elementary : Alicia South Central SchoolMagsaysay, Alicia, Isabela1996-1998
Secondary : Dalton AcademyMagsaysay, Alicia, Isabela1998-2002
College : Philippine Normal University ± Isabela Campus Aurora, Alicia, Isabela2002-2006 Bachelor of Secondary Education
Major in Mathematics
Masteral Degree : Philippine Normal University ± Isabela Campus Aurora, Alicia, Isabela2006-2009 Master of Arts in Education
With specialization in Mathematics Education
Doctoral Degree : Philippine Normal University ± Isabela Campus Aurora, Alicia, Isabela2009 ± present Doctor of Philosophy
Major in Educational Management
Eligibility : Licensure Examination for Teachers (80.4%)
August 27, 2006
Teaching Experiences : Teacher IIILomboy Integrated School
Angadanan West District, Angadanan, IsabelaMay 17, 2010 - Present
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Teacher ILomboy Integrated School
Angadanan West District, Angadanan, IsabelaSeptember 17, 2007 ± May 16, 2010
University of La Salette High School Inc.
Santiago CityJune 5, 2006 ± April 15, 2007
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CURRICULUM VITAE
PERSONAL INFORMATION
Name : MARIBEL M. BAYUCAN Date of Birth : MARCH 30, 1965
Home Address : ALIBAGU, ILAGAN, ISABELAName of Husband : MR. GIRME M. BAYUCANChildrens¶ name : MEIFLOR GIRME M. BAYUCAN
: GEE JAE GIRME M. BAYUCAN: KAIREN LOURDES MARIE M. BAYUCAN
EDUCATIONAL BACKGROUND
Elementary : Ilagan Pilot Elementary SchoolIlagan, Isabela
Secondary : Isabela High School
Ilagan, Isabela
College : St. Ferdinand CollegeIlagan, Isabela
Bachelor of Arts in Education
Masteral Degree : St. Ferdinand CollegeIlagan, IsabelaMaster of Arts in Education
Doctoral Degree : Philippine Normal University ± Isabela Campus
Aurora, Alicia, Isabela2009 ± present Doctor of Philosophy
Major in Educational Management
Current Position : Head Teacher III
West High SchoolNaguilian Baculod, Ilagan, Isabela