Banner Programs of the Division. A Triangulation Assessment by Teachers, School Heads and Personnel on its Implementation in the Division of Cavite

Abstract

The study focused on the deliberateassessment of the Banner Programs of the division aligned to the core Thrusts of DepEd classified as Access, Quality, and Governance.

This research utilized the descriptive-comparative-quantitative research design. A selected 150 elementary teachers, 35 secondary teachers together with the 37 school heads were identified as participants of the study through random sampling technique.Frequency and Mean Percentage score were used to determine the level of implementation of the Banner Programs while ANOVA was used to determine whether there are any statistically significant difference between the assessment of the public school principals, public elementary and secondary teachers, and the division-based personnel reports.

Access and Quality Banner Programs were assessed with P-value of 0.0095and 0.0015 respectively, there is asignificant difference on the triangulation assessment of the teachers, school principals and the gathered data on the implementation of the programs. The null hypotheses were rejected.

The study is limited to the 10 Banner Programs of the division with direct influenced to the learners and the teachers.

This is contributory to continuous improvement and sustainability of the implementation of the Quality Management Improvement of the division.

Keywords: Assessment, Banner Programs, Access, Quality, Governance

I. Introduction

In accordance to the Republic Act No. 9155 (RA 9155) or the Governance of Basic Education Act of 2001, the mandate and VMCV of the institution were pronounced wherein the Schools Division Superintendent (SDS) together with the Assistant Schools Division Superintendents (ASDS), as its senior leaders, lead the Schools Division Office of Cavite Province. They set the direction of the division through its strategic Division Education Development Plan (DEDP).

The division mantra #ParaSaBatangKabitenyo is a clear overarching advocacy and commitment for relevant, accessible, inclusive, and quality basic education of Cavite learners through its exemplar curriculum implementation and school governance and operations recognized in the entire. In order to sustain the commitment to excellence and continuous improvement, the SDS launches an annual tagline wherein the tagline for 2019, “Gamechanger: Raising the Bar, Reinventing the Norm” which strengthen the division as an industry lead in giving the direction of other divisions in observance of the Transparent, Ethical and Accountable (TEA) Governance to foster legal and ethical behaviour in all interactions.

Through this mantra, the division of Cavite formulated and implemented the Division Banner Programs as the Division Key Performance Indicators classified into three goals such as: Access, Quality, and Governance. The programs/projects under the goal to improve access through universal participation are: Project KALINGA, Project OK sa DEPED, and Project SHED; in goal to improved the learning outcomes or under the Quality are: Project AGAP, Project Power It Up, Project SPARK, Project I-Likha, Project SALIKSURI, and Project HI-TEACH; and under Governance, the goal to improve the efficiency and governance of the division is the Project PRO LEAD.

Along with this context, the aforesaid banner programs of Cavite encompasses to the purpose of delivering quality education and systematic flow of the organization. Project KALINGA focused on the proactive, preventive, inclusive and formative learners interventions aim to achieve zero out-of-school children and youth in all barangays in the Province of Cavite and address school leavers and out-of-school youth problem in the division, particularly on the secondary level. In Project OK sa DEPED anchored to the different Projects such as Wash in School (WINS), School-Based Feeding Program (SBFP), Medical and Nursing, Dental Services, Adolescence Health Reproduction Program, Mental Health Education Program, and National Drug Education Program (NDEP). To strengthen the student's organization in school such as SPG / SSG / Yes-O /BSP/GSP / etc. and the guidance services offered by the school encompass the Project SHED. In Project AGAP includes preparation and evaluation of assessment tools, analysis of assessment results which serve as data for Instructional Supervision, monitoring and evaluations and crafting of intervention plans to address learning gaps, adjust instruction, and track students' progress based on learning standards. Project Power It Up caters to all types of learners to address learning gaps, achieve expected competencies unleash student's highest potentials within and outside classroom set up. Project Spark along with the Program Power It Up focused on the reading activities of the school which aims to empower learners that reading is fun and easy leading to the regression of the non-readers in school. Project I- Likha focused on contextualizing instructional materials of different kinds addressing the needs of our 21st learners and serves as support teaching aids to the teachers. Project Salik-Suri aims to develop research studies relative to curriculum implementation, utilization of findings and policy formulations based on researches. Project HI-TEACH is established to conduct Team Based Instructional Supervision as basis for providing Technical Assistance in terms of content and pedagogy, capacitate school heads in the exercise of Instructional Leadership through process observation, coaching and mentoring scheme and capability building for all instructional leaders in all learning areas in the division. And the Project PROLEAD covers the teaching and learning capacity building and human resource development.

Out of this concept, Irvine and Crowley (2013), states that Educational assessment, according to the British Columbia Ministry of Education, is the "process of gathering evidence of what a student knows, understands, is able to do and is working towards." He added that, According to the Curriculum and Assessment Framework Advisory Group of British Columbia, formed in November 2011, all assessment activities should support ongoing learning and focus on five cross-curricular learning competencies (communication, critical thinking, creative thinking and innovation, personal responsibility and well-being and social responsibility) along with learning standards for the age and subject (under development). Thus, according to the Standards for Registered Training Organisations (2015), an assessment system is a coordinated set of documented policies and procedures (including assessment materials and tools) that ensure assessments are consistent and are based on the Principles of Assessment and the Rules of Evidence.

DepEd Cavite determines its key service and work process requirements by remaining committed to its mandate. Periodic program reporting and performance review were observed in order to monitor the progress on teacher and student performances. In this concept, the triangulation assessment of the teachers, school heads and the division-based personnel reports regarding on the Banner Programs Implementation came its inception to further validate the status and direct impact of the implementation of the programs up to the school level in both elementary and secondary schools in the Division of Cavite for the benefit of the Batang Caviteno.

II. Literature Review

The succeeding discussion came from several studies and literature surveyed by the proponents that gave insights and reference to the current study. The following literatures provided the studies and researches that also guided the conduct of the study.

Project HI-TEACH aimed to increase the performance level, the learners up to 75 % proficiency level through instructional supervision, TA provision and monitoring evaluation of curriculum delivery. As cited in the study of Ogwa Christopher Eze, PhD, (2015),Blasé and Blasé (2013) pointed out that formative supervision should embrace growth and changes, respect learners knowledge and abilities. Glickman (2012) asserted that there are three basic types of supervision viz: directive, non­directive and collaborative supervision. Adam (2002) pointed out that the right supervision supports teaching and professional development, enhances personal and collaborative enquiry, promotes constructive criticism, and contributes to an evolving pedagogy. Udoudom (2001) regarded supervision as an instructional act where the ultimate aim is to improve classroom instruction. Ogwa, (2015), added Supervision should be democratic, collaborative and interactive.

III. Research Questions

The main purpose of the study is to monitor and assess the banner programs implemented in the division as it was assessed by the teachers, school heads, and the division-based personnel reports. The tool was validated by the curriculum experts and planners as well. The study sought to answer the following questions:

1. What is the level of implementation of the banner programs under Access (Project Kalinga, Project Ok sa DepEd, Project SHED) in the division of Cavite as assessed by the public school principals, public elementary and high school teachers, and from the division-based personnel reports?
2. Along with the Quality ( Project AGAP, I-Likha, Power It Up, SPARK, and SALIKSURI, HI-TEACH) based on the assessment of the public school principals, public elementary and high school teachers, and from the division­based personnel reports, what is the level of implementation of the banner programs in the division of Cavite?
3. According to the assessment of the public school principals, public elementary and high school teachers, and from the division-based personnel reports, what is the level of implementation of the PPAs in the division of Cavite on the Governance aspect in Project PRO LEAD?
4. Is there significant differences between the assessment of the public school principals, public elementary and high school teachers, and from the division­based personnel reports on the level of implementation of the banner programs in the division of Cavite under Access (Project Kalinga, Ok sa DepEd, SHED)?
5. Is there a significant difference between the assessment of the public school principals, public elementary and high school teachers, and from the division­based personnel reports on the level of implementation of the banner programs in the division of Cavite in Quality (Project AGAP, I-Likha, Power It Up, SPARK, and SALIKSURI)?
6. Based from the results, what is the future direction of the study? Research Hypotheses

The null hypotheses were tested in this study using the 0.05 level of significance.

Ho1: There are no significant differences between the assessment of the public school principals, public elementary and high school teachers, and from the division-based personnel reports on the level of implementation of the Banner Programs in the division of Cavite under Access ( Project Kalinga, Ok sa DepEd, SHED).

Ho2:There are no significant differences between the assessment of the public school principals, public elementary and high school teachers, and from the division­based personnel reports on the level of implementation of the Banner Programs in the division of Cavitein Quality (Project AGAP, I-Likha, Power It Up, SPARK, and SALIKSURI, HI-TEACH).

IV. Scope and Limitation

The study focused on the assessment of the 37 public school principals, 185 public elementary and high school teachers, and from the division-based personnel reports on the level of implementation of the banner programs in the division of Cavite. Hence, the division has 12 banner programs and projects implemented; the researchers tend to limit the aforesaid 10 banner programs classified into three goals such as: ACCESS, QUALITY, and GOVERNANCE.

The monitoring and assessment tool utilized in the study undergo to the validation process of the curriculum planners and experts before it was used in the study.

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