The study assessed the teachers’ expectations, problems, and challenges with Grade 7 Science in the K-12 Basic Education Curriculum. It also examines what assistance is provided by the administrators. The study was conducted in two National High Schools in the Philippines for the school year 2015-2016. This study used descriptive research design which employed the mixed method using questionnaire which was substantiated with the semi-structured interview and focus group discussion.
The findings revealed that the teachers have high expectations particularly on the assessment of learning, teaching strategies, benefits to learners, nature of the curriculum and teaching approaches for the Grade 7 Science in the K-12 Basic Education
Curriculum. The teachers were mostly challenged in developing instructional materials, providing activities that would master the competencies or skills of the learners, disciplining learners and making remedial activities. The Grade 7 Science Teachers
encountered problems with learners who do not submit written outputs, students’ difficulty in expressing their ideas, they do not bring materials for the experiment and they lack competence in teaching the core subjects. The Administrators provided
assistance to the Grade 7 Science Teachers by sending the said teachers to training and seminar; providing them with worksheets on various science activities from LRMDS Website/internet; and in the production of test papers for the summative test.
Table of Contents
1 The Problem
Introduction
Framework of the Study
Statement of the Problem
Significance of the Study
Delimitation of the Study
Definition of Terms
2 Review of Literature
Legal Bases of the K-12 Basic Education Curriculum
Theoretical Underpinnings
Studies on K-12 Basic Education Curriculum according to Discipline
Teaching Strategies and Approaches
Instructional Materials
Assessment of Learning
Challenges Encountered by Teachers
Problems Encountered by Teachers
Assistance Provided by Administrators to Teachers
Insights
3 Methodology
The Research Design
The Research Locale
Participants of the Study
Research Instruments
Validation of Instruments
Try out of Instrument
Data Gathering Procedure
Scoring Procedure
Treatment of Data
4 Presentation, Analysis, and Interpretation of Data
Expectations of the Teachers for Grade 7 Science In the K-12 Basic Education Curriculum
Challenges Encountered by Teachers with Grade 7 Science in the K-12 Basic Education Curriculum
Problems Encountered by Teachers with Grade 7 Science in the K-12 Basic Education Curriculum
Assistance Provided by the Administrators to the Grade 7 Science Teachers in the K-12 Basic Education Curriculum
Synthesis on the Teachers’ Expectations, Challenges, and Problems and the Assistance Provided by the School Administrators with the Grade 7 Science in the K-12 Curriculum
5 Summary, Conclusion and Recommendations
Summary
Findings
Conclusion
Recommendatio
Research Objectives and Themes
The study aims to evaluate the expectations, encountered challenges, and specific problems faced by Grade 7 Science teachers during the implementation of the K-12 Basic Education Curriculum, while also investigating the support provided by school administrators.
- Analysis of teacher expectations regarding the K-12 Science curriculum.
- Identification of teaching-related challenges and classroom obstacles.
- Assessment of the effectiveness of school-based administrative support.
- Exploration of pedagogical strategies used for the K-12 program.
- Development of insights to aid professional growth and educational policy.
Excerpt from the Book
Introduction
The Enhanced Basic Education Curriculum in Science is learner-centered which uses inquiry-based, constructivist, reflective, collaborative, and integrative pedagogical approaches to develop scientific and technologically literate Filipino learners in the 21st century. Moreover, it uses the spiral progression approach in which concepts and skills are taught in Life Sciences, Physics, Chemistry, and Earth Sciences in increasing levels of difficulty from one level to another. Thus, profound comprehensions of basic concepts are enhanced.
The Republic Act 10533 of 2013 also known as the “Enhanced Basic Education Act of 2013” has directed the Department of Education to implement the K-12 Curriculum in the country. This curriculum has standards and principles. It is learner-centered, inclusive, and developmentally appropriate, relevant, responsive, and research-based. It is gender- and culture-sensitive and contextualized as well as global with the use of constructivist pedagogical approaches.
The new curriculum is envisioned to enhance the quality of education in the country. Furthermore, it would prepare students when facing the demands of the 21st century. This curriculum is in line with Article XIV, Section 2(1) of the 1987 Philippine Constitution which states that “The State shall establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society.”
Chapter Summaries
Chapter 1: The Problem: Provides an introduction to the K-12 Science curriculum, outlines the theoretical framework, states the specific research problems, and defines key terms used in the study.
Chapter 2: Review of Literature: Examines scholarly readings, legal bases, and theoretical underpinnings related to the K-12 implementation and the challenges faced by teachers in different disciplines.
Chapter 3: Methodology: Details the descriptive research design, the selection of the study locale and participants, and the procedures used for gathering and treating qualitative and quantitative data.
Chapter 4: Presentation, Analysis, and Interpretation of Data: Analyzes the gathered data concerning teacher expectations, challenges, problems, and administrative support, utilizing tables and synthesis matrices.
Chapter 5: Summary, Conclusion and Recommendations: Synthesizes the core findings, draws final conclusions, and offers actionable recommendations for the Department of Education and school administrators.
Keywords
K-12 Curriculum, Enhanced Basic Education Act, Science Education, Grade 7 Science, Teacher Expectations, Pedagogical Approaches, Spiral Progression, Constructivism, Instructional Materials, Classroom Assessment, School Administration, Educational Reform, Teacher Professional Development, Learning Competencies.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on the experiences of Grade 7 Science teachers in the Philippines, specifically regarding their expectations, challenges, and problems during the K-12 curriculum implementation.
What are the central thematic areas addressed?
The study addresses curriculum implementation, teaching strategies, instructional materials, learner assessment, and the role of administrative support.
What is the core research question?
The study seeks to identify what expectations, challenges, and problems teachers encounter in Grade 7 Science and what specific assistance their administrators provide.
Which scientific methods are employed?
A descriptive research design using mixed methods (quantitative questionnaires and qualitative semi-structured interviews/focus group discussions) is employed.
What does the main body of the work cover?
The main body presents and interprets data on teacher perceptions, evaluates the effectiveness of current teaching approaches, and synthesizes administrative support measures.
Which keywords characterize the work?
Key terms include K-12 Curriculum, Science Teachers, Instructional Materials, Classroom Assessment, and Pedagogical Strategies.
How does the spiral progression approach impact Grade 7 teachers?
The study reveals that while the approach aims to increase complexity, teachers face difficulties in delivering four distinct science domains, often feeling a lack of adequate training and resources.
What role do school administrators play in this context?
Administrators are responsible for providing professional development, instructional resources (like worksheets), and feedback on assessments, though teachers noted that support is sometimes limited or delegated.
What specific challenges do teachers face regarding students?
Teachers report challenges with students who struggle with written output, have difficulty expressing ideas, and fail to bring necessary experimental materials due to socioeconomic constraints.
- Arbeit zitieren
- Emelie Idulsa (Autor:in), 2017, Teachers' Expectations, Challenges and Problems with Grade 7 Science in the K-12 Curriculum in the Philippines, München, GRIN Verlag, https://www.grin.com/document/920176
