ADAMSON UNIVERSITY

Basic Education Exit Assessment ( BEEA)Result of a Senior High School in a

Private Catholic University: Basis for the Intervention Program

A DISSERTATION

Presented to
The Faculty of the Graduate School
ADAMSON UNIVERSITY

In Partial Fulfillment
of the Requirement for the Degree
DOCTOR OF PHILOSOPHY IN EDUCATION

By
VIOLETA SIMBAHAN-DULATRE
May, 2020

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APPROVAL SHEET

In partial fulfillment of the requirements for the degree of DOCTOR OF

PHILOSOPHY IN EDUCATION with specialization in EDUCATIONAL
LEADERSHIP, this Dissertation entitled: Basic Education Exit Assessment
(BEEA) Result of a Senior High School in a Private Catholic University: Basis for
the Intervention Program has been prepared Violeta S. Dulatre.

NORITA E. MANLY, PhD.

Adviser

Approved by the Committee on Oral Examination with the grade of _______.

SERVILLANO T. MARQUEZ Jr., PhD.

Chairman

________________________
LINO C. REYNOSO, PhD. LUCKY S. CARPIO, EdD.
Member Member

___ ___________________ _______________________

FLORANTE C. GARCIA, PhD. LORNA A. ESPESO, PhD.
Member Member

Comprehensive Examination Grade: _______

Date: ___________

Accepted and approved this Dissertation in partial fulfillment of the

requirements for the Degree of DOCTOR OF PHILOSOPHY IN
EDUCATION with specialization in EDUCATIONAL LEADERSHIP.

SERVILLANO T. MARQUEZ Jr., PhD.

Dean, Graduate School

Date: ___________ .

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ACKNOWLEDGMENT

I would like to express my sincere gratitude to all the people who have

guided and supported my quest to finish this study.

With deep appreciation to the research committee, my dear adviser, Dr.

Norita E. Manly, for her wisdom and untiring support in guiding me towards

completion of my study. Thanks are owed to my panel members, Dr. Servillano

T. Marquez,Jr., chair and the members; Dr. Lino C. Reynoso, Dr. Lorna A.

Espeso, Dr. Lucky S. Carpio, and Dr. Florante C. Garcia, for their invaluable

insights and suggestions that gave shape to my dissertation.

My heartfelt gratitude to my senior high principal, Dr. Lorna A. Espeso,

my colleague Joseph Duyan, of the record section , and my fellow teachers and

staff at SHS for providing needed resources and support, thank you! My former

students in the senior high school batch 2019 who participated in this study.

Thank you very much from the bottom of my heart Dr. Rizal Dapat and Dr.

Josielyn Mendoza and to my professors for contributing their expertise . I am

ever indebted to Adamson University management for the opportunity of

educational privilege.

With so much gratitude and love to my family, my husband Gilberto, the

wind beneath my wings; my children, Jethro and Dexther, for giving warmth

and consolation whenever I hit obstacles after another. To God Almighty , my

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Savior, my Strength- I am forever grateful for your sustained protection and

guidance.

Maraming Salamat po!!!

VIOLY

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ABSTRACT

Title BASIC EDUCATION EXIT ASSESSMENT (BEEA)

RESULT OF A SENIOR HIGH SCHOOL IN A
PRIVATE CATHOLIC UNIVERSITY:
BASIS FOR THE INTERVENTION PROGRAM

Researcher : VIOLETA SIMBAHAN-DULATRE

Adviser : NORITA E. MANLY, PhD.

School : ADAMSON UNIVERSITY

Degree : DOCTOR OF PHILOSOPHY IN EDUCATION

Date : May, 2020

The purpose of this study was to find out the implications of Basic

Education Exit Assessment result to senior high school. The researcher used

descriptive design of research using both quantitative and qualitative

techniques. The researcher did a tracer study of the Senior High School

graduates of batch 2019 with 282 subject of the study enrolled in college. The

documentary analysis was utilized in determining the exit assessment result of

1,385 exam takers in senior high school on the document retrieved focusing on

the measured skills namely, problem solving, information literacy and critical

thinking. The researcher also conducted a focus group discussion with teachers

of core subjects in the senior high school to affirm the BEEA results as to skills

and competencies acquired by the students. Also, the study was to find out the

problems or challenges encountered in their efforts to facilitate and assess the

aforementioned 21st century skills. The result of the assessment of the three 21st

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century skills namely, problem solving skills, information literacy skills, and

critical thinking skills among students shows low proficiency especially not

only in Math and Science but also in most of the subjects. The sex and strand

played a significant role in the results of the assessment by BEEA. The teachers’

efforts to enhance students’ problem solving, information literacy, and critical

thinking are evident through their testimonies but fall short in terms of

execution in the classroom. The teachers’ challenges zero in on students’

laziness and lack of interest in their studies and some old and trite educational

misgivings.

Key Terms: Basic Education Exit Assessment, Problem solving skill,

Information literacy skill, Critical thinking skill, Essential learning competency

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TABLE OF CONTENTS

Title Page ………………………………… I

Approval Sheet ………………………………… Ii
Acknowledgment ………………………………… Iii
Abstract .………………………………. V
Table of Contents ……………………………….. X
List of Tables ……………………………….. xii
List of Figures ……………………………….. xiv
List of Appendices ………………………………. xiv

CHAPTER PAGE
1 THE PROBLEM AND ITS SETTING

Background of the Study 1

Statement of the Problem 7
Significant of the Study 9
Scope and delimitations of the Study 10

2 LITERATURE REVIEW AND CONCEPTUAL

FRAMEWORK

Research literature 12
Theoretical/Conceptual Framework 41
Definition of terms 57

3 METHODOLOGY

Research design 60
Population and Sampling Technique 61
Respondents of the Study 62
Research Instruments 62
Data Gathering Procedure 64
Ethical Consideration 65

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Data Analysis 66

4 RESULT ,ANALYSIS AND INTERPRETATION 70

OF DATA

5 SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS

Summary 121
Conclusions 127
Recommendations 128

INSTRUCTIONAL INTERVENTION PROGRAM

REFERENCES 151
APPENDICES 158

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LIST OF TABLES

Table Page

1 Frequency Distribution of Student Respondents’ 70

Profile

2 Informant Teachers’ Profile 71

3 Level of Proficiency of Students’ (BEEA)Results 72

on the Area of Problem Solving

4 Level of Proficiency of Students Based 77

(BEEA)Result on the Area of Information
Literacy

5 Level of Proficiency of Students Based on Result 82

on the Area Of Critical thinking

6 Summary of Level of Proficiency of Students 86

Based on BEEA Result

7 Differences in the Students’ BEEA Results When 89

their Sex Is Considered

8 Differences in the Students’ BEEA Results When 92

their Strand is Considered

9 Follow-up Test on the Significant Differences in 94

the Students’ BEEA Results When their Strand is
Considered

10 Tracer Activity of SHS of AdU Batch 2019 98

11 Tracer Activity of SHS on Courses Enrolled 99

12 Teachers’ Classroom Experience based Imparted 103

Problem –Solving Skills

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13 Teachers’ Classroom Experience based Imparted 107
Information – Literacy Skills

14 Teachers’ Classroom Experience based Imparted 110

Critical Thinking Skills

15 Challenges Encountered in Facilitating And 116

Assessing 21st Century Skills

LIST OF FIGURE

Figure Page
1 Framework on Learning Approach 51
2 Framework of Assessment 60
3 Program Assessment Cycle 61
4 Framework for 21st Century 62
5 Teach Thought Model 63
6 CIPP Model 64
7 Research Paradigm 67

LIST OF APPENDICES

Appendix Page

A Letter of Request 159

B Tabular 165
C Focus Group Discussions Questions 186
D Focus Group Discussion Transcript 188
E Tracer Activity for Students 221
F Curriculum Vitae 222

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Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

The Department of Education planned a new program that benefited the

basic education department and that is K-12 program. The K-12 program in the

Philippines was implemented year 2016 both public and private schools based

on its policy. Based on Manila Bulletin (August 26, 2019) Briones said that

DepEd issued these policy guidelines “to unify the understanding of the K to 12

and to improve the implementation of each component, project, and activity

under it.” In particular, the newly-issued policy aims to “explain the K to 12

curriculum and the programs for each stage, describe the learner and his/her

capabilities at each key stage and show the curriculum, instruction and

assessment for each key stage”; to “establish the components required to ensure

effective implementation of the curriculum”; as well as to “establish the

framework to be used for monitoring and evaluation.” DepEd said that the K to

12 Program seeks to “provide the Filipino learners with the necessary skills and

competence to prepare them to take on the challenges of the 21st century.” As a

result, the implementation of the K to 12 Program is expected to “make the

basic education system in the Philippines at par with international standards by

ensuring that it is appropriate, responsive and relevant to the learners.”

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Based on the Journal of Academic Research (2016), the study is a review

of the literature on the basic education (k-12) curriculum specifically the senior

high school (SHS) of the Philippines, Japan, and the US. Results of the review

show that the SHS curriculum is intended to prepare students to enter into

college/university or to work in the industry or be an entrepreneur. The SHS

program is the last level in all basic education programs of the countries

reviewed. In the three countries, the availability of qualified teachers is still an

issue. This situation is very real in the Philippines as it started the SHS program

in June 2016. Other problems includes the need to construct a huge number of

classrooms and facilities. All of these are currently being addressed too by the

government. In line with the K-12 implementation, the Senior High School

program in Adamson University was implemented last 2016. The university

offers the academic track which includes the following strands: ABM, HUMSS

and STEM. The program was based on the curriculum developed by the DepEd

through DepEd Order No. 31 s.2012. In the four years of implementation of the

said curriculum, though the teachers use different strategies of teaching that

enable to hone the skills of the students, still, there is a need to enhance the

senior high school program.

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Most Essential Learning Competencies (MELC)

Recently, DepEd released strategies used to meet the learning competencies of

the students known as Most Essential Learning Competencies (MELC). The

Department of Education, through the Bureau of Curriculum Development-

Curriculum Standards Development Division, has developed the most essential

learning competencies (MELCs) to address the challenges brought about by the

global pandemic. Its negative impact in the educational system which include

but not limited to the shortened school year, limited face to face interaction of

teachers and learners, and other instructional delivery-related concerns pose

serious problem most specifically to early childhood learners. According to

Dr. Calamlam (2020), she stated on her Teach Webinar Series that essential

learning is the learning that will stay within our learner. She also mentioned

what Dir. Joyce Andaya said that the learning competencies must have the

quality of having endurance. Further, Dr. Calamlam said enduring

understanding are insights that a learner gains by doing the work of

understanding; making connections in our learning that helps us make sense

into existing understanding. She added that the teachers design learning

activities so that their students are the one’s doing, making and arriving at

their own understanding. Based on the webinar, Dr Calamlam clarified that

learning competencies in the MELCs are not actually reduce but put together

the competencies that bring out the most essential learning.

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The BASIC EDUCATION EXIT ASSESSMENT (BEEA)

In connection with its continuing efforts to improve the country’s basic

education quality, The Department of Education (DepEd), through the Bureau

of Education Assessment (BEA), with the assistance of schools divisions and

secondary schools personnel initiated the Basic Education Exit Assessment

(BEEA) for the School Year (SY) 2018-2019 from February 13 to 14, 2019 to all

Grade 12 students in public and private schools nationwide. This is pursuant to

DepEd Order (DO) No. 55, s. 2016 entitled Policy Guidelines on the National

Assessment of Student Learning for the K to 12 Basic Education Program, and

DO 25, s. 2018 entitled School Calendar for School Year 2018-2019.

Further, Basic Education Exit Assessment (BEEA) provides information

to improve instructional practices; assess or evaluate effectiveness and

efficiency service delivery using learning outcomes as indicator and provide

empirical information as bases for curriculum learning delivery assessment and

policy reviews and policy formation.

On the report of Malipot (Manila Bulletin 2018), DepEd Undersecretary

for Curriculum and Instruction Lorna Dino said that there will be a “random

sampling” of schools for NAT 12 while the BEEA will be “mandatory to all SHS

graduates” in both public and private schools. As defined, NAT is a set of

examinations “designed to determine the academic levels, strength and

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weaknesses of students.” The BEEA, on the other hand, is an exam which aims

to determine the learning progress and attainment of learning standards of the

Grade 12 students. Briones said that the administration of the BEEA was in

response to the suggestion of the Department of Budget and Management

(DBM). At the time when the free tuition law was announced, she said that the

DepEd was advised by DBM that it “might be a good idea” to establish a

system of assessment for SHS graduates but not with a “pass or fail” standard.

“It will be the school who will determine their cut off score but we will make

the results of the assessment available,” Briones said. The BEEA also aims to

“provide empirical information as basis for the improvement of the curriculum,

learning delivery, assessment, and for policy review and formulation.”

Montemayor (2013) asserts that "BEEA shall cover the 21st century

learning skills and the core Senior High School learning areas of Languages,

Humanities, Communication, Mathematics, Science, Social Science, and

Philosophy," the statement read. It would also provide information to improve

instructional practices; assess or evaluate effectiveness and efficiency of

education service delivery using learning outcomes as indicators; and provide

empirical information as bases for curriculum, learning delivery assessment

and policy reviews, and policy formulation. Results of the assessment, would

be presented in terms of proficiency levels with a corresponding percentage

score. It will be reflected on individual Certificate of Recognition to be given

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through the Schools Division Offices. According to Dr. Salcedo, the main

purpose of the said exit examination is to provide data to determine whether

the SHS Grade 12 students have achieved the competencies set in their core and

applied track subjects for the two years of additional span they stayed in High

School. Students were advised to take the exit assessment with sincerity even if

it would not anymore affect their grades. Unlike other forms of assessments as

to entrance exam where one cannot be accepted in the program upon failure,

this exit assessment will not yield them consequences technically but would

affect the next batches of the program. The result of the said exit examination is

yet to be ascertained for records and baseline purposes of the program.

Moreover, this assessment will serve as a reflection not only by DepEd and its

teachers but most importantly by students since the present and the coming

years are crucial to the evaluation of the program. Otherwise, if the exit

assessment yielded an undesirable outcome, DepEd in coordination with all the

Universities and schools holding the program will be envisioned to revise and/

or update the K to 12 curriculum until it renders the students with the

knowledge, skills, and abilities they need and addresses the areas of their

weaknesses.

Assessment is a part of instruction that identifies whether or not the goals of

education are being achieved. Based on Dep-Ed Order no. 55 s 2016, assessment

is the process of measuring learner’s progress in the attainment of learning

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standards and 21st century skills. According to Thomas R. Guskey,(2018)

teachers who develop useful assessments, provide corrective instruction and

give students second chances to demonstrate success can improve their

instruction and help students learn.

It is for this reason the researcher intended to find out the implication of the

Basic Education Exit Assessment results of Senior High School in order to

develop the intervention program to improve the quality of teaching-learning

process towards academic excellence.

Statement of the Problem

This study aimed to find out the implications of basic education exit

assessment result to Senior High School career path. Specifically, this study

answered the following problems.

1. What is the profile of the following respondents:

1.1 Teacher respondent, with regard to their;

1.1.1 sex,

1.1.2 number of years of teaching,

1.1.3 specialization, and

1.1.4 educational attainment

1.2 Subject of the study with regard to their

1.2.1 sex, and

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1.2.2 strand

2. Based on the basic education exit assessment (BEEA) results, how do

the subject students fare in the focus measured skills, namely on?

2.1 Problem solving:

2.1.1. Analyzing Outcomes,

2.1.2 Executing Strategy/Methods,

2.1.3 Understanding the Problem

2.2 Information literacy:

2.2.1 Ability to manage information,

2.2.2 Identifying types of information,

2.2.3 Ability to communicate information,

2.3 Critical thinking:

2.3.1 Analyzing Relevance,

2.3.2 Evaluating Sources,

2.3.3 Using evidence to formulate an argument

3. Are there significant difference in the BEEA results when the subject

students’ profile are considered as test factor?

4. Facilitated by pre-data collection, what career path pursued by Senior

High School Batch 2018-2019 ?

5. What are the classroom experiences of the teachers with regard to the

teaching strategies adopted to impart 21st century skills?

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6. What are the challenges encountered by the teachers in facilitating and

assessing the 21st century skills?

7. Based on the findings of the study, what intervention can be

developed and adopted to enhance students’ 21st century skills?

Hypothesis

The study tested the null hypothesis at .05

There is no significant difference in the BEEA results when the subject

students’ profile are as test factor.

Significance of the Study

This study aimed to enhance the senior high school program through an

assessment tools. The outcome of this study could benefit the administrators,

teachers, students and parents who are the stakeholders of the school, with the

following benefits:

The school administrators. The findings of the research will give them

the informations that will help in making decisions on how to enhance the

existing senior high school program. It will also guide them on where to locate

the areas of strength and weakness of the said program and enhance the areas

where they discovered weak.

The teachers. They will be aware of what the school expects from them

as a teachers. They will find the study beneficial to them because they will have

a chance to assess the effectiveness of the program and they will be given a

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chance to enhance their teaching styles and strategies in the classroom. It will be

encouraging them to continue with their self-improvement for better

performance.

The students. This study may provide the students information’s on the

effectiveness of senior high school program and better activities to enhance

their learning skills in the various aspects of senior high school programs.

The parents. The results of the study will give them more

encouragement to guide their children in their studies. Moreover, the program

enhancement will be able to appreciate better in the preparation for the next

year level. Parents will be inspired to continue sending their children to the

school that are responsive to the 21st century skills needed for pre-collegiate

requirements.

The future researchers. This study served as a pattern reference for the

related topic in assessing the effectiveness of the senior high school program.

Scope and Delimitations of the Study

This study assessed the implications of basic education exit assessment

(BEEA) result to Senior High School level of proficiency in 21 st century skills

and towards their career path. The study was delimited only to the 1,385

students who graduated from senior high school batch 2019 , the Exam takers of

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BEEA in a private catholic university and the teachers who handled the core

subjects offered in senior high school.

The study was delimited to the 21st century skills focusing on some

variables like: problem solving, information literacy and critical thinking.

Moreover it, explores on randomly tracing 20% students who enrolled in other

institutions other than Adamson University. The study was dependent on the

assessment of the respondents on the skills as to BEEA result of senior high

school and the themes developed from FGD among teachers of core subjects of

subject respondent-students for the development of model that would enhance

basic education.

This study was delimited to data gathered through FGD , documentary

analysis, online meeting with teachers - a last minute option despite ECQ

lockdown. On the onset, the tracer study conducted by the researcher was only

delimited to the 2nd batch senior high school graduates of Adamson University

to determine the career path they pursued.

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Chapter 2

REVIEW OF LITERATURE AND CONCEPTUAL FRAMEWORK

This chapter presents varied literature about the topic of the study. The

researcher utilized documents from various sources such as DepEd office in

Manila , different library resources, websites sources, as well as from journals,

books, articles from magazines, thesis and dissertations.

Department of Education Order in K-12 curriculum

K to 12 Program covers Kindergarten and 12 years of basic education (six

years of primary education, four years of Junior High School, and two years of

Senior High School ) to provide sufficient time for mastery of concepts and

skills, develop lifelong learners, and prepare graduates for tertiary education,

middle-level skills development, employment, and entrepreneurship. Based on

the DepEd Order No.55, s 2016, effective school year 2016-2017 the Policy

Guidelines on the National Assessment of Student Learning for the K-12 Basic

Education Program shall be implemented in public and private elementary and

secondary schools nationwide.

In the DepEd Order no 8,s 2015- Policy Guidelines on Classroom Assessment

to the K-12 Basic Education Program stated that: (1) In line with the

implementation of the Enhanced Basic Education act of 2013 (Republic Act No.

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10 533), the Department of Education is adapting the enclosed Policy

Guidelines on Classroom Assessment for the K-12 Basic Education Program (2)

Classroom assessment is an Integral part of Curriculum Implementation. It

allows the teachers to teach and measure learners’ progress and to adjust

instruction accordingly. Classroom assessment informs the learners, as well as

their parent and guardians of their progress. (3) Effective S.Y. 2015-2016, the

Policy Guidelines on Classroom Assessment for L-12 Basic Education Program

shall be implemented in public elementary and secondary schools nationwide.

In a government publication (2019), Senior High School (SHS) covers the

last two years of the K to 12 program and includes Grades 11 and 12. In SHS,

students will go through a core curriculum and subjects under a track of their

choice. These two additional years will equip learners with skills that will

better prepare them for the future, whether it be employment,

entrepreneurship, skills Development (Further Tech-voc training) and Higher

Education (College).

Senior High School Program

The SHS program is the last level in all basic education programs of the

countries reviewed. The Philippines has a clearer model with at least four tracks

(academics, tech-voc, sports, arts & design) and at least ten strands. Japan has

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two tracks in academics and tech-voc. Likewise, it was also mentioned in their

study that the US basic education system varies from state to state, similar to its

SHS curriculum. There is no definite track as this is left to individual state and

their school districts to decide. There are purely academic, tech-voc and other

types of schools. The majority of those who choose academic track are students

who plans to proceed to college. The basic education program ends in the SHS

program which is the last level in all basic education of the countries reviewed.

In Asia, the Philippines was the last country for having a 10-year basic

education and pre-university program according to the SEAMEO &

INNOTECH ( 2012) which is included in the journal of academic research. .

Still, Sarmiento mentioned in that worldwide, the Philippines were

joined by Djibouti and Angola of Africa having the shortest pre-university

education system with other countries having 13 or 14-year cycles (Senate of the

Philippines, 2011). The 12 years or more is in accordance with international

practice as stipulated in the Washington Accord, Bologna Process as well as in

the ASEAN and APEC Mutual Recognition Projects and much more. The much-

needed overhaul of the Philippine basic education system becomes a reality

through Republic Act 10533, also known as the Enhanced Basic Education Act

which was passed last May 2013 making the pre-university and basic education

from 10 to 13 years (Congress of the Philippines, 2011). The Senior High School

levels which offer a wide range of subjects from which students has a clearer

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model with at least four tracks (academ ics, tech-voc, sports, arts & design) and

at least ten strands. Japan has two tracks in academics and tech-voc. The US

basic education system varies from state to state, similar to its SHS curriculum.

According to the Journal of Academic Research (2016), the SHS

curriculum is intended to prepare students to enter into college/university or to

work in the industry or be an entrepreneur. The SHS program is the last level in

all basic education programs of the countries reviewed. The Philippines has a

clearer model with at least four tracks (academics, tech-voc, sports, arts &

design) and at least ten strands. Japan has two tracks in academics and tech-

voc. The US basic education system varies from state to state, similar to its SHS

curriculum. There is no definite track as this is left to individual state and their

school districts to decide. There are purely academic, tech-voc and other types

of schools. The majority of those who choose academic track are students who

plans to proceed to college. There are still a stigma in selecting tech-voc and

other courses as this are seen by many as the course for poor

performing/problematic students. The enrolment in tech-voc schools in the US

is declining despite the surge of demand for skilled workers. In the three

countries, the availability of qualified teachers is still an issue. This situation is

very real in the Philippines as it started the SHS program in June 2016. Other

problems includes the need to construct a huge number of classrooms and

facilities. All of these are currently being addressed too by the government.

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Further, Malipot (2019) affirms that the Education Secretary Leonor

Briones, in DepEd Order No. 21 series of 2019 issued to undersecretaries,

assistant secretaries, bureau and service directors, regional directors, schools

division superintendents, public and private elementary and secondary schools,

announced the issuance of the “Policy Guideline of the K to 12 Basic Education

Program.” “The Policy provides a comprehensive explanation of the K to 12

Basic Education Program and its components across all key stages,” said

Briones in the newly-issued DO. “It also provides a clear framework for the

monitoring and evaluation of the program,” she added. Briones said that the

newly-issued policy “integrates many of the existing policies and guidelines on

the K to 12.” She added that the Policy will also provide “a reference point for

ongoing/or future review of any of its components” as may be directed by the

DepEd Secretary.

Ultimately, Briones said that DepEd issued these policy guidelines “to

unify the understanding of the K to 12 and to improve the implementation of

each component, project, and activity under it.” In particularly, the newly-

issued policy aims to “explain the K to 12 curriculum and the programs for each

stage, describe the learner and his/her capabilities at each key stage and show

the curriculum, instruction and assessment for each key stage”; to “establish the

components required to ensure effective implementation of the curriculum”; as

well as to “establish the framework to be used for monitoring and evaluation.”

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Moreover, the policy also aims to “set the frameworks for the different

dimensions of the K to 12 Curriculum” and to “guide the central, regional, and

schools division offices, and schools, in effectively organizing and managing

the implementation of the K to 12 Basic Education Program.” Aside from

guiding concerned DepEd offices and schools in effectively organizing and

managing the implementation of the K to 12 basic education program, Briones

said that the policy also aims to provide “concrete basis for developing

programs, policies, and issuances” relative to the K to 12 implementation “at

each governance level” of the department. “The policy also benefits other

stakeholders, such as partners ad partner schools, NGOs, parents, and

advocates, among others, by providing a comprehensive explanation of what

the program is, so that they may contribute to its effective implementation and

improvement,” DepEd noted. The K to 12 Basic Education Program, DepEd

said, is “considered to be one of the most significant educational reforms in the

country” because it “introduces programs and projects that aim to expand and

improve the delivery of basic education in the country.”

In particular, DepEd said that the K to 12 Program seeks to “provide the

Filipino learners with the necessary skills and competence to prepare them to

take on the challenges of the 21st century.” As a result, the implementation of

the K to 12 Program is expected to “make the basic education system in the

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Philippines at par with international standards by ensuring that it is

appropriate, responsive ad relevant to the learners.”

As specified by Layug (2019), the school is two years of specialized

upper secondary education; students may choose a specialization based on

aptitude, interests, and school capacity. The choice of career track will done the

content of the subjects a student will take in Grades 11 and 12. SHS subjects fall

under either the Core Curriculum or specific Tracks. CORE CURRICULUM

There are seven Learning Areas under the Core Curriculum. These are

Languages, Literature, Communication, Mathematics, Philosophy, Natural

Sciences, and Social Sciences. Current content from some General Education

subjects are embedded in the SHS curriculum. Each student in Senior High

School can choose among three tracks: Academic; Technical-Vocational-

Livelihood; and Sports and Arts. The Academic track includes three strands:

Business, Accountancy, Management (BAM); Humanities, Education, Social

Sciences (HESS); and Science, Technology, Engineering, Mathematics (STEM).

The K to 12 curriculum is standards- and competence-based. It is

inclusive and built around the needs of the learners and the community. The

curriculum is done and is available on the DepEd website. It is the first time in

history that the entire curriculum is digitized and made accessible to the public.

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Problems of Education System

There are still a stigma in selecting tech-voc and other courses as this are

seen by many as the course for poor performing/problematic students. As the

result of the study, the enrolment in tech-voc schools in the US is declining

despite the surge of demand for skilled workers. In the three countries, the

availability of qualified teachers is still an issue. This situation is very real in the

Philippines as it started the SHS program in June 2016. Other problems includes

the need to construct a huge number of classrooms and facilities. All of these

are currently being addressed too by the government.

Poor quality of basic education is reflected in the low achievement scores

of Filipino students in the National Achievement Test and international tests

like TIMSS (Trends in Math and Science Subject); partly due to the congested

curriculum; The current 10-year basic education curriculum is designed to be

taught in 12 years. Our high school graduates are not adequately prepared for

the world of work (most of the basic education graduates are too young to

legally enter the labor force (legal age would be 18). Not adequately prepared to

pursue higher education; or if prepared; end up shifting courses. The 10-year

basic education cycle hinders the recognition of Filipino professionals abroad.

The Washington Accord prescribes 12-years of basic education as an entry to

recognition of engineering professionals. The Bologna Process also requires 12

years of education for university admission and practice of profession in

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European countries. In addition, the Philippines is the only country in Asia and

among the three remaining countries in the world that has a10-year basic

education cycle. ASEAN Integration 2015 (Philippines, Brunei, Cambodia,

Indonesia, Laos, Malaysia, Myanmar, Singapore, Thailand, and Vietnam).

In addition, Don Carlo Cavina School asserts that K-12 opens

opportunity to the students by giving them wider door for job markets

HOWEVER competition will be tougher. Schools and universities have to

compete with the world as “global athletes” not just “barangay warriors”.

DepED, CHED, TESDA and DOLE should see to it that the academic

curriculum and technical skills would fit competition in the world market.

According to Maramag (2011), enhancing the quality of basic education

in the Philippines is urgent and critical. Due to that, one of the discussions of

DepEd which incurred last October 2010 is to enhance the basic education

program of the country in a manner that is least disruptive to the current

curriculum, most affordable to government and families, and aligned with

international practice through the K-12 policy. In addition to that, the

enhanced K-12 program, or the Department of Education’s (DepEd) proposal to

overhaul the basic and secondary education curriculum by adding two more

years to the system is arguably one of the most drastic and controversial

programs of the Aquino administration. The program is proposed to start in

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school year 2012-2013 for Grade 1 and first year high school students with the

target of full implementation by SY 2018-2019. According to SEAMEO Innotech

2011 (Maramag 2011), which is considered as the preferred education solutions

provider in Southeast Asia and also an ISO 9001: 2008 Certified, the Philippine

is the last country in Asia and one of only three countries in the world with a

10-year pre-university program. The K-12 model to be implemented in the

country is an educational system for basic and secondary education patterned

after the United States, Canada, and some parts of Australia. The current basic

education system is also an archetype of American schooling but with a 10-year

cycle.

Basic Education Exit Assessment (BEEA)

All graduating senior high school students have to undergo the basic

education exit assessment, according to the Department of Education (DepEd).

Education Secretary Leonor Briones said the exit assessment for the current

school year will be administered to all Grade 12 students in public and private

schools nationwide. Based on DepEd’s assessment policy issued in 2016, the test

results will be used to determine if students are meeting the learning standards

and to help provide information to improve instructional practices. It will also

be used to evaluate the effectiveness and efficiency of education service

delivery and provide empirical information as bases for curriculum, learning

delivery, assessment and policy reviews and policy formulation.“ The Grade 12

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assessment shall cover 21st century skills and the core senior high school

learning areas of languages, humanities, communication, mathematics, science,

social science, and philosophy,” the policy read. The assessment will be in

English and Filipino and in a multiple choice format.

In a statement, DepEd stated that about 1.4 million Grade 12 learners

took the Basic Education Exit Assessment (BEEA) and the schools’ divisions

and secondary schools’ personnel assisted in the administration of the test.

"BEEA shall cover the 21st century learning skills and the core Senior High

School learning areas of Languages, Humanities, Communication,

Mathematics, Science, Social Science, and Philosophy," . It would also provide

information to improve instructional practices; assess or evaluate effectiveness

and efficiency of education service delivery using learning outcomes as

indicators; and provide empirical information as bases for curriculum, learning

delivery assessment and policy reviews, and policy formulation. Results of the

assessment, would be presented in terms of proficiency levels with a

corresponding percentage score. It will be reflected on individual Certificate of

Recognition to be given through the Schools Division Offices. On April 12, 2018,

DepEd Undersecretary Lorna Dino said the assessment aims to evaluate the

system of implementation of the K to 12 program, as well as assess what Grade

12 completers have learned, but not with a "pass or fail" standard. ( PNA). The

conduct of BEEA is pursuant to DepEd Order No. 5, series 2019

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(Administration of the Basic Education Exit Assessment for School Year 2018-

2019); DepEd Order No. 25, s. 2018 (School Calendar for School Year 2018-2019);

and DepEd Order No. 55, s. 2016 (Policy Guidelines on the National

Assessment of Student Learning for the K to 12 Basic Education Program).

According to Dr. Salcedo, the main purpose of the said exit examination

is to provide data to determine whether the SHS Grade 12 students have

achieved the competencies set in their core and applied track subjects for the

two years of additional span they stayed in High School. Students were advised

to take the exit assessment with sincerity even if it would not anymore affect

their grades. Unlike other forms of assessments as to entrance exam where one

cannot be accepted in the program upon failure, this exit assessment will not

yield them consequences technically but would affect the next batches of the

program. The result of the said exit examination is yet to be ascertained for

records and baseline purposes of the program. Moreover, this assessment will

serve as a reflection not only by DepEd and its teachers but most importantly

by students since the present and the coming years are crucial to the evaluation

of the program. Otherwise, if the exit assessment yielded an undesirable

outcome, DepEd in coordination with all the Universities and schools holding

the program will be envisioned to revise and/ or update the K to 12 curriculum

until it renders the students with the knowledge, skills, and abilities they need

and addresses the areas of their weaknesses.

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As stated in the State High School Exit Exams: A Policy in Transition; Exit

exams are becoming assessments of college and career readiness. Many

assessments, as a vehicle for this transition. The purpose of exit exam in states is

that assessing the extent to which students have mastered state standards and

curriculum is the most common reason states cite for requiring students to take

exit exams. States require students to pass exit exams to attribute greater

meaning to a high school diploma and ensure graduates are prepared for

college and careers, among other reasons.

According to the article of Thomas Guskey, (2018) teachers who develop

useful assessments, provide corrective instruction, and give students second

chances to demonstrate success can improve their instruction and help students

learn.

Based on the DepEd order 55, S. 2016 – Policy guidelines on the national

assessment of student learning for the k to 12 basic education program;

(2).Assessment is the process of measuring learners’ progress in the attainment

of learning standards and 21st-century skills. The results of the various forms of

assessment shall be used to quantify judgments on learners’ academic

performance.3. The national assessment of student learning is an integral part

of DepEd’s assessment framework. It aims to:

a. monitor the Philippine education system and schools for public

accountability;

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b. assess the effectiveness and efficiency of the delivery of education services

using learning outcomes as indicators.

Based on the book Programming and Assessment for Quality Teaching

and Learning (Killen, 2005), it appears that teachers’ conception of assessment

fall into four main categories; assessment is useful because it can provide

information for improving instruction and student learning, assessment is a

necessary process for making students accountable for their learning,

assessment is a process by which teachers and/or schools are made

accountable, assessment is irrelevant to the work of teachers and the life of

students. These conceptions lead to teachers giving the following reason for

assessing students: to determine how well students have achieved the

outcomes, to diagnose learner difficulties, to provide feedback to learners to

determine which students are ready to progress to further learning, to

encourage students to put effort into their learning, to allocate marks or grades,

either for the benefit of students or because the system requires it, to report

progress to parents or other interested parties, to determine what things need to

be revised or retaught and to identify ways of improving teaching and

students’ learning.

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The Benefits of Assessment

Using classroom assessment to improve student learning is not a new

idea. More than 30 years ago, Benjamin Bloom showed how to conduct this

process in practical and highly effective ways when he described the practice of

mastery learning (Bloom, 1968, 1971). But since that time, the emphasis on

assessments as tools for accountability has diverted attention from this more

important and fundamental purpose.

Assessments can be a vital component in our efforts to improve

education. But as long as we use them only as a means to rank schools and

students, we will miss their most powerful benefits. We must focus instead on

helping teachers change the way they use assessment results, improve the

quality of their classroom assessments, and align their assessments with valued

learning goals and state or district standards. When teachers' classroom

assessments become an integral part of the instructional process and a central

ingredient in their efforts to help students learn, the benefits of assessment for

both students and teachers will be boundless.

In the article of Magno (2016), it stated that the assessment schemes in

the Senior High School in the Philippine Basic Education in Piosang National

University provides the different opportunities where assessment can be

conducted in the Senior High School. The levels of assessment range from

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entry to end of cycle assessment and from classroom level to international

level assessment. The levels of assessment are described in terms of best

practices, purposes, how it translates into students learning, and accountability

from the classroom teacher to policy makers. The levels of assessment in the

Senior High School described in this report include: (1) Placement of

students in the senior high school tracks, (2) Classroom-based assessment,

(3) Assessment of achieved competencies, (4) Participation in international

benchmarking of competencies, (4) College readiness assessment, and (5)

Career assessment. The Philippines has recently embarked on an

educational reform in improving the curriculum and spreading the number of

years of learning from 10 years to 13 years. This reform is nationally

implemented through passage of the “Enhanced Basic Education Act of 2013”

or RA 10533. Standardized assessment is an effective tool to measure students'

achievement and can be used to help them make progress (Mons, 2009)

The Importance of Developing 21st Century Skills

According to Escabar (2019), 21st century learning refers to the skills and

technologies that will position students to succeed in a world that ever

increasingly requires collaboration, critical thinking, adaptability, grit,

perseverance and relies less on the learning of facts and data. The how and why

of learning becomes central and is far more important than the what or who

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from past models. Students must approach lifelong learning with a flexible

mindset as they tackle 21st century issues. They must learn to work with and

listen to a variety of points of view.

As such, current classrooms need to be transformed into global

classrooms where a variety of cultures are explored and discourse around

justice and tolerance become essential components. Teachers need to

demonstrate their willingness to change, be flexible and avoid rigidity; to be

willing to try new things and fail. From failure comes grit and the ability to

move on from something that doesn’t work to something that does work.

Students must be encouraged to try, to be allowed to fail and from that failure

learn and move on. Parents need to support this at home.

Project based learning and group work is the standard in education

today. Listening to different points of view, working with a variety of people

with each contributing to the whole is a hallmark of 21st century learning.

Creating systems to tackle real world problems; brainstorming ways to solve a

problem and trying a variety of potential systems until one works is how great

discoveries are made.

Understanding that there are people with many different talents,

strengths and opinions; assuming good will when embarking on a task and

listening intentionally to others points of view are ways to help foster empathy.
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Approaching a task from the notion that you have much to offer and much to

learn is also a fundamental tenant of empathy. Our students must be

comfortable with public speaking, expressing their ideas verbally as well as in

written format.

Technology plays a big part in 21st century learning. The use of

podcasts, audio and video blogs and online learning all play into how

education is moving and is significant in high schools and universities. Our

focus at SÍ School is in developing basic computer skills including the ability to

navigate the Internet for research. The Internet is the connection to our global

world. Students will acquire Internet navigation skills as they move through

our program. The vast array of resources on the Internet provides a wealth of

data and students will learn to filter the essential from the nonessential; to

incorporate visual images and graphics. The use of the interactive White Board

is a valuable classroom tool. Students will have facility with iPads and laptop

computers.

The Importance of Problem Solving Skills

According to Career builder (2017), problem-solving is a universal job

skill that applies to any position and every industry. While everyone is tasked

with some form of problem-solving in their workplace, not all employees are

good at it. Understanding the critical components involved in problem-solving

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will help you improve this skill set and demonstrate your expertise to

employers. Strong problem solvers are a valuable addition to any team.

Essential skills for successful problem-solving are a must. Successful

problem-solving requires several important skills that will help one proceed

efficiently from identification to implementation. In the early stages of problem-

solving, one needs to have strong observational skills. Rather than accepting

issues at face value, demonstrating lateral thinking and analytical abilities is

needed. These will help one properly assess what's going on and pinpoint the

core cause of the issue. As students explore potential solutions to the issue,

persistence is demonstrated. Finding the right approach to the issue won't come

easily. Innovative thinking will serve well. Students who know how to utilize

their creative thinking facilities will excel in the second and third stages of

problem-solving, as they're able to come up with approaches that others have

overlooked. Implementing solution requires its own skill set. This typically

requires a careful balance of teamwork and leadership. One needs to

demonstrate resilience to withstand inevitable pushback from co-workers who

resist change. Both communication and negotiation are important at this point.

Once solution is implemented critical thinking and attention to detail need to be

utilized in assessing the results.

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Problem-solving skills can be honed by practicing brainstorming

activities such as mind mapping, approaching everyday issues with a "what if"

mentality, keeping an idea journal where one jots down all your ideas, no

matter how out-of-the-box, and working through logic puzzles and games.

The Importance of Critical Thinking

Critical thinking is the ability to think clearly and rationally about what

to do or what to believe. It includes the ability to engage in reflective and

independent thinking. Students who have critical thinking understand the

logical connections between ideas, identify, construct and evaluate arguments,

detect inconsistencies and common mistakes in reasoning, solve problems

systematically, identify the relevance and importance of ideas, and reflect on

the justification of one's own beliefs and values.

Critical thinking is not a matter of accumulating information. A person

with a good memory and who knows a lot of facts is not necessarily good at

critical thinking. A critical thinker is able to deduce consequences from what he

knows, and he knows how to make use of information to solve problems and to

seek relevant sources of information to inform himself.

Critical thinking should not be confused with being argumentative or

being critical of other people. Although critical thinking skills can be used in

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exposing fallacies and bad reasoning, critical thinking can also play an

important role in cooperative reasoning and constructive tasks. Critical

thinking helps students acquire knowledge, improve theories, and strengthen

arguments. Critical thinking is used to enhance work processes and improve

social institutions. Some people believe that critical thinking hinders creativity

because it requires following the rules of logic and rationality, but creativity

might require breaking rules. This is a misconception. Critical thinking is quite

compatible with thinking "out-of-the-box", challenging consensus and pursuing

less popular approaches. If anything, critical thinking is an essential part of

creativity because we need critical thinking to evaluate and improve our

creative ideas.

Critical thinking is a domain-general thinking skill. The ability to think

clearly and rationally is important. Critical thinking skills are not restricted to a

particular subject area. Being able to think well and solve problems

systematically is an asset for any career. Critical thinking is also very important

in the new knowledge economy. The global knowledge economy is driven by

information and technology. One has to be able to deal with changes quickly

and effectively. The new economy places increasing demands on flexible

intellectual skills, and the ability to analyze information and integrate diverse

sources of knowledge in solving problems. Good critical thinking promotes

such thinking skills, and is very important in the fast-changing workplace.

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Critical thinking also enhances language and presentation skills.

Thinking clearly and systematically can improve the way ideas are expressed.

In learning how to analyze the logical structure of texts, critical thinking also

improves comprehension abilities.

Critical thinking further promotes creativity. To come up with a creative

solution to a problem involves not just having new ideas. It must also be the

case that the new ideas being generated are useful and relevant to the task at

hand. Critical thinking plays a crucial role in evaluating new ideas, selecting the

best ones and modifying them if necessary

Critical thinking is crucial for self-reflection. In order to live a

meaningful life and to structure our lives accordingly, we need to justify and

reflect on our values and decisions. Critical thinking provides the tools for this

process of self-evaluation.

Good critical thinking is the foundation of science and democracy.

Science requires the critical use of reason in experimentation and theory

confirmation. The proper functioning of a liberal democracy requires citizens

who can think critically about social issues to inform their judgments about

proper governance and to overcome biases and prejudice

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The Importance of Information Literacy

According to Library Science Degree (2020), information literacy is the

set of skills required to identify, retrieve, organize, and analyze information. It

is something all students must learn to effectively complete research, and it’s a

prevalent aspect of higher education. In the end, people with knowledge of

information literacy are prepared to find the data they need for any decision or

task in life. In essence, they’ve learned how to learn, which makes them better

equipped to do so in all situations.

Through information literacy, students recognize that not all information

is created equal. For instance, content on the Internet continually grows, but it

doesn’t always come from credible sources. The problem with the Internet is

that anyone can publish content for others to access. This means that there is a

lot of bad information to sort through when performing research. It’s not

always easy to determine which credible, peer-reviewed sources are, and which

are not.

Information literacy helps students recognize misleading, out-of-date, or

false information. It also helps them sort through the data and interpret it

intelligently. Libraries full of books are still available and a valuable resource

for students, but information literacy includes the Internet and beyond.

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To acquire information literacy, students should recognize problems and

create questions, make a plan for finding information and solutions, formulate

hypotheses and make predictions, find information and data from books and

the Internet, evaluate the credibility of the sources, organize and synthesize all

gathered information, and make conclusions and process understanding.

Information literacy is a skill set that is helpful for a lifetime. It helps

people do well in school, work, and personal matters because they can

recognize the difference between good information and bad information and

evaluate situations from several perspectives. Everyone needs to know how to

find answers to their questions, no matter what they may be. People who

understand information literacy can solve almost any problem with precision

and accuracy.

Teachers’ Effectiveness

On the challenges forwarded by Woolfok (2001) , she cited that effective

teaching for exceptional students does not require set of skills . It is a

combination of good teaching practices and sensitivity to students. Teachers

select objectives and plan how to get students meet those objectives. Teachers

control the what and how of learning.

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Santorum (2006) whole focus on gearing to strengthen and improve the skills

American Math and Science teachers by improving opportunities for

continuing education and advanced program that focus on rigorous Science

and Math content. The challenges in Mathematics and Science education as

focus group discussion organized by Kaufman Foundation proved to be united

in the belief that Math and Science Education must be improved significantly to

prepare students to live and work in a changing economy that is increasingly

reliant on expertise and skills in Math and Science. Based on the study of

Laurice Joseph (2002), Problems in reading can affect performance across

several academic content areas, occupational endeavors, and other functional

skills that are used in everyday life activities. The task of the school

psychologist is to work with teachers and parents to define those problems

through data-based decision-making methods, to target interventions to

address the problems, and to help implement and evaluate those interventions.

Students who have IQ-reading achievement discrepancies tend to have average

to high average IQ and listening comprehension scores (Aaron & Joshi, 1992).

Poor readers not only struggle with recognizing words in text but also have

difficulty suppressing irrelevant information in text which places limitations on

the use of their short term capacity for comprehending printed material

(Pressley, 1998). These students have particular difficulty grasping an

understanding of texts that contain words with multiple meanings

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(McCormick, 1999). Beyond the word reading level, poor readers have difficulty

making inferences about the content presented in text. Poor readers do not

connect ideas well and may not grasp the conceptual nature of the material.

Problems with making inferences are partly due to poor readers' lack of prior

knowledge about the content. On the other hand, good readers read more and

gain more knowledge each time they read material. Good readers also have a

repertoire of comprehension strategies to help them construct meaning from

text. Poor readers know very few, if any, strategies that aid in the construction

of meaning from text and strategies for monitoring understanding of text

(Pressley, 1998). According to Joseph(2002), school psychologists play a vital

role in meeting the needs of students with reading problems. By working

collaboratively with teachers, parents, and other interested stakeholders to

develop effective instructional interventions, school psychologists can be seen

as part of the solution rather than the problem. In order for reading

interventions to be effective, fundamental components of teaching and learning

such as scaffolding, shaping, connecting to prior knowledge, motivating, and

providing opportunities to practice skills should be implemented. Whether

students are learning word level skills or higher order skills, mediations such as

teacher facilitation and feedback are crucial to helping struggling readers

become fluent. Teacher mediation and other cognitive tools can be seen

through, for example, word study phonics, semantic mapping, and reciprocal

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teaching approaches. Poor readers know very few, if any, strategies that aid in

the construction of meaning from text and strategies for monitoring

understanding of text (Pressley, 1998). When a student experiences difficulty

with reading, professionals and other interested stakeholders (i.e., family

members) should work in a collaborative fashion by collecting data to define

the problem in observable terms. Data can be gathered through various

methods according to the nature and severity of the reading problem. For

instance, school psychologists may be responsible for conducting systematic

observations of students engaged in oral reading and comprehension exercises.

This is a good way to begin gathering data. Following observations, school

psychologists may conduct interviews with students and teachers to uncover

information that was not detected by observation. Teacher and student

interviews can be helpful in gaining information about perceived expectations

of competence in literacy and to ascertain efficacious behaviors toward meeting

learning goals.

Most Essential Learning Competencies

The Department of Education, through the Bureau of Curriculum

Development-Curriculum Standards Development Division, has developed the

most essential learning competencies (MELCs) to address the challenges

brought about by the global pandemic. Its negative impact in the educational

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system which include but not limited to the shortened school year, limited face

to face interaction of teachers and learners, and other instructional delivery-

related concerns pose serious problem most specifically to early childhood

learners. The most frequent type of referral concerning students with academic

problems is in the area of reading. Students with reading problems present

characteristics that lend themselves to various instructional challenges. Some

challenges of intervention design for the amelioration of reading problems lie at

the word level, others lie at higher order reading skills, and some lie with both.

The best way to target appropriate interventions for children with reading

problems is to conduct assessments that lead to appropriate data-based

decision-making and problem-solving activities. Assessments that provide

information directly linked to intervention design should be used with children

who have been referred for having reading difficulties.

Most Essential Learning Competencies (MELCs) shall serve as a primary

reference of all schools, Schools Divisions, and Regional Offices in determining

and implementing learning delivery approaches that are suited to the local

context and diversity of learners while adapting to the challenges caused by

COVID-19. Schools need not to create a new list of learning competencies for

the different learning areas since these are already available through the

MELCs.

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Based on the report of J. Bernardo, ABS-CBN News(May 19,2020)

MANILA (UPDATE) — The Department of Education said that it has revised

the basic education curriculum following a review, reducing learning

competencies for the upcoming school year. Learning competencies refer to the

knowledge, understanding, skills and attitudes that students need to

demonstrate in every lesson or learning activity, according to a 2015 DepEd

order. For School Year 2020 to 2021, the DepEd reduced learning competencies

by 60 percent, retaining only 5,689 which were considered "most essential" from

the original 14,171, according to a presentation delivered by Education

Undersecretary Nepomuceno Malaluan at the House of Representatives .

Furthermore, Malaluan said the revised curriculum would be used "only for

this year, for now.” “We will still review it again for longer term within the

year," he told reporters in a Viber message. In an earlier press briefing,

Malaluan said the reduction was part of the K-12 curriculum review, which

started almost 2 years ago, and aimed to address the overlaps in learning

competencies. K-12, a flagship education program of the past administration,

had added two years to the education cycle, giving students more time to learn,

with the goal of preparing them better for either college or qualification for

employment even after high school. "'Yong mga overlaps, 'yong unnecessary

competencies, 'yong puwedeng i-merge, 'yon 'yong ginawa nila, at ima-map

doon 'yong learning resources at io-orient ang mga guro kung paano ituturo,"

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he said in a May 11 press briefing. (The overlaps, unnecessary competencies

and those that can be merged, we did it. The learning resources will be mapped

from the competencies and teachers will be oriented on how to teach them.)

Schools are expected to implement various learning delivery modes in the

upcoming school year as the country continued to grapple with the pandemic.

Theoretical Frameworks

Online Teaching –Learning Approach

Figure 1 Framework on Learning Approach

Based on the portfolio reflection of Ehrlich(2014), he cited the importance of

Online Face to face and Blended Learning. According to him learning to believe

that blended learning can be adopted into many more schools than it's

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presently in. How it is implemented . . . may be the key of a school's success.

In considering utilizing online activities while at a school site, it's important

those activities are supervised by a certificated teacher, not just a teacher's aide

or a "monitor." Another important aspect of successful online learning is to

have a clearly spelled out list of responsibilities (a.k.a. the calendar of

responsibility) that can help ensure that student learning is shared is shared

among all stakeholders (Student, Parents, and Schools). An important

component of this is that communication among all parties. Even in

neighborhoods where some households don't have a modern computer with

high speed internet, He also said that parents have cell phones. it's very

important for parents to have access to reports of their child's online learning

including the option for email and text alerts (for when assignments are coming

do, are overdue or missed, and when an assignment or test has been graded).

According to the reflection, Ehrlich learned more about face-to-face, online, and

blended teaching since he created the Venn Diagram; all three learning models

should have lessons using objectives based upon the Common Core State

Standards, there is the issue of academic integrity with Online and Blended

Learning (is the student doing their own online work or is someone else doing

the work for them?), flexibility with assignment deadlines. Students may need

additional time if there are technical problems beyond their control, much

easier to view and learn from other student that online. In the typical standard

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classroom, students can view other work only when it has been posted on a

classroom bulletin board, there might be greater participation among members

in group projects when the project is online.

Blended learning is an approach to education that combines online educational

materials and opportunities for interaction online with traditional place-

based classroom methods. It requires the physical presence of both teacher and

student, with some elements of student control over time, place, path, or pace.

The use of technology in the corporate setting has led to an increased

preference for blended learning techniques. Blended learning streamlines the

training process, and gives the ability to deliver engaging training to a large

number of learners, all over the world – i.e. it enables a wider reach.(Feb 19,

2014) The Blended Learning has an advantages; Flexibility. Blended

learning classes offer flexibility for teachers in how they present material and

for students in the pace and variety of the learning approaches they experience,

effectiveness, teacher empowerment, engagement, and differentiation.(Sep 12,

2018)

Online learning is education that takes place over the Internet. It is often

referred to as “e- learning” among other terms. However, online learning is just

one type of “distance learning” - the umbrella term for any learning that takes

place across distance and not in a traditional classroom.

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A key advantage to online learning is that students can complete their training

in their own time and according to their own schedules. Recorded lessons,

written content, webinars and collaborative online learning software make it

easy for anyone with an internet connection to access everything they need.

Face-to-face learning is an instructional method where course content and

learning material are taught in person to a group of students. This allows for a

live interaction between a learner and an instructor. It is the most traditional

type of learning instruction. Learners benefit from a greater level of interaction

with their fellow students as well. In face-to-face learning, students are held

accountable for their progress at the class’s specific meeting date and time.

Face-to-face learning ensures a better understanding and recollection of lesson

content and gives class members a chance to bond with one another.

Face-to-face learning is essentially a teacher-centered method of education, and

tends to vary widely among cultures. Many modern education systems have

largely shifted away from traditional face-to-face forms of educational

instruction, in favor of individual students’ needs.

Instructional Program

Instructional program, refers to a replicable instructional activity that is

designed and implemented to achieve an instructional goal, namely, some

clearly defined change or changes in a selected group of learners. The primary

criteria for determining the success or the effectiveness of an instructional

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program are these measures of changes in the selected group of learners. These

changes can be affective, academic, social, or physical. Every instructional

program combines a curriculum component (what we teach), and a teaching

procedure (how we teach). An instructional program can be as small as a social

skills lesson to teach a child to say thank you at appropriate times and in

appropriate contexts. An instructional program can be as large as a two-

semester algebra sequence, or the complete K-6 elementary reading program.

Whether small or large, an instructional program will have a curriculum

component that defines the goal or goals we have for the learner and a set of

teaching procedures (the pedagogy) which we plan to use to achieve the

curriculum goal. In each instructional program the essence of instructional

accountability; e.g., program effectiveness, resides in the relationship between

the curriculum component and the teaching component. If curriculum goals

have been carefully and appropriately set for each learner, then teaching

procedures must be progressively adjusted and revised based on the extent to

which the curriculum goals have been achieved. The determination of goal

achievement is based on measures of changes in the learner. If, after exhausting

the possible teaching procedure alternatives, we fail to achieve the curriculum

goals, then we must revisit the assumptions that led us to believe the

curriculum goal was appropriate for the learner. In many cases we will find

that the reason a curriculum goal was inappropriate was our failure to ensure

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that the learner had the prerequisite knowledge, skills, or attitudes needed for

success in the selected instructional program. Instructional Programs That

Work: Generational Progress Slavin (1989) noted the tendency for education

practices to swing from one fad to another. He stated: If education is ever to

made serious generational progress, educators must somehow stop the

pendulum by focusing their efforts to improve education on programs that are

effective, rather than on those are merely new or sound good (p. 758). Central to

Slavin’s concerns is the notion of generational progress. To have generational

progress we must have a system in place that ensures that the next generation

of instructional efforts represents an improvement over the previous

generation. Generational progress can occur in a number of instructional

contexts. A school district can examine the test data form year to year, and use

that information to make adjustments that ensure that the most effective

practices are retained and that the less effective practices are replaced with

more effective practices. A teacher can examine the instructional program

implemented with one group of learners and use the information on learner

changes to ensure that a more effective version of that program is used with the

next group of learners. Generational progress is difficult to achieve if we are not

clear about what we are teaching and why we are teaching it. Additionally, we

must be clear about the instructionally relevant characteristics of our learners,

particularly the prerequisites needed for success in each instructional program.

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If our instructional programs are not clear and replicable, then generational

progress is not possible, except by accident. We need to know how and why

one generation of instructional effort differs from the previous generation.

Generational progress is difficult to achieve if we are not clear about what we

are teaching and why we are teaching it. Additionally, we must be clear about

the instructionally relevant characteristics of our learners, particularly the

prerequisites needed for success in each instructional program. If our

instructional programs are not clear and replicable, then generational progress

is not possible, except by accident. We need to know how and why one

generation of instructional effort differs from the previous generation.

Generational progress is difficult if our reference points are not learner-

centered. The most important information for making generational adjustments

are the data we have on learner changes. Decisions on effectiveness are not one-

shot decisions. First, we use the best information available to select an

instructional program. Second, we monitor the implementation of a program to

verify that program goals, particularly the projected impact on all learners, are

indeed being achieved. In an ideal world teachers would be able to select form

a range of effective programs. These programs would be valid. To be classified

as valid, the program would do what it claims to do. The most important claims

would identify the academic, social, attitudinal changes in learners. Other

claims cold include the costs, the amount of teacher support and training, the

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time needed to achieve the projected learner change and the extent to which

other curriculum goals are supported. The more diverse the learner population,

the more limited the school district resources and the more restricted the

instructional time available, the less likely the teacher will have access to

effective instructional programs that have been validated for the learners they

are teaching. While a teacher may not always have access to effective programs,

it is important that a teacher be able to judge the potential effectiveness of

instructional programs. If a teacher starts with a program that is less than ideal,

then knowledge of the strengths and weaknesses of the program becomes very

important. In such cases the teacher will have to address specific weaknesses in

the curriculum component or the teaching procedure component (the program

pedagogy) when the program is implemented. Additionally, the teacher

monitoring of the program implementation will become extremely important,

because immediate adjustments must prevent failure experiences. Instructional

effectiveness must be measured by examining the impact of specific

instructional programs on students. Related terms of similar intent are program

validity and learner verification. Instructional materials serve as vehicles to

support the implementation of instructional programs.

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Intervention Program

An intervention is a combination of program elements or strategies designed to

produce behavior changes or improve health status among individuals or an

entire population. Interventions may include educational programs, new or

stronger policies, improvements in the environment, or a health promotion

campaign. Interventions that include multiple strategies are typically the most

effective in producing desired and lasting change.

(.https://health.mo.gov/data/interventionmica/index_4.html#:~:text=An%20intervention

%20is%20a%20combination,or%20a%20health%20promot)

According to Andrew M.I. Lee, JD Instructional interventions aren’t behavioral

interventions. They’re aimed at academics.(They’re sometimes called academic

interventions.) For subjects like science or math, there are instructional

interventions.

Assessment is used primarily as quality assurance tool to track student

progress in the attainment of standards, promote self-reflection and personal

accountability for one’s learning and provide a basis in profiling student

performance. Assessment is also standards-based as it seeks to ensure that

teacher will teach to the standards and students will aim to meet or even exceed

the standards (DepEd Order No. 73, s. 2012). Figure 2 depicts assessment

model. This was devised by Balagtas (2013).

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Content
Standards
(knowledge
and skills
Standard -
benchmark)
based

Performance
Standards
(transfer
benchmark)

Figure 2 Framework of Assessment

(Balagtas, 2013)

Program Assessment is specification and measurement of learning

outcomes to understand how well program goals are being met., ongoing

cyclical process and data –driven (Barrette, 2012). The purpose of program

assessment is to diagnose what is working well, what could be better, reform,

revise the curriculum or program effectively. The benefits of program

assessment for students; it is a better learning experience, more effective

development of competencies, knowledge and skills. For faculty and staff it is

use for communicating program successes and needs to stakeholders,

recruitment, retention and funding tool, effective use of time dedicated to

curricular reform and additional evidence of effective teaching programs, for

departments and programs, it is great information for newsletters to alumni,

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community members, potential donors, useful in articulating future

program when directors seeking more resource

Identify/ review Specify intended

programs goal outcomes

The Program
Assessment Cycle
Measure wether
Improve the
students are
program based
meeting those
on results
outcomes

Fig. 3 Program Assessment Cycle

(C.Barrette, 2012)

Figure 3 shows the program assessment model of Barrette (2012). The

first cycle starts with identifying and reviewing of the program goals based on

the mission statement of the school. The specified intended outcome is the

learning outcomes in which it is concrete, measurable elements that contribute

to the mission statement. In the third cycle, it is the evidence or data collection

that needs assessment in order to measure the student’s outcomes. And lastly,

data analysis, interpretation and reporting the results vary the improvement of

the program through action planning and implementation.

On the other hand, program evaluation is the process of systematically

collecting, analyzing and using data to review the effectiveness and efficiency

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of programs. In educational contexts, program evaluations are used to: identify

methods of improving the quality of higher education: provide feedback to

students, faculty and administrators; and ensures that programs, policies,

curriculum, departments and or institutions are functioning as intended and

producing desirable outcomes.

21st Century Learning Frameworks

Figure 4
Framework for 21st century Learning

The framework for 21st Century Learning was designed and developed

in collaboration with teachers, education experts, and business leaders to

clearly describe and visualize the skills and knowledge learners need for long-

term development and success in work, life and citizenship, as well as the

support systems necessary for 21st century learning outcomes. It has been used

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by thousands of educators and hundreds of schools to put 21st century skills at

the center of learning.

Based on the the DepEd Order no 55, s 2016 , the 21st-century Skills are

abilities embedded in the K to 12 Basic Education Curriculum that learners

must acquire. These include Communication Skills refers to the ability to

express one’s self clearly and collaborate with others. Information, Media and

Technology Skills refers to the ability to gather, manage, evaluate, use, and

synthesize information through media and technology, Learning and

Innovation Skills refers to the ability to think critically, analyze and solve

problems, create and implement innovations, and generate functional

knowledge, Life and Career Skills refers to intrinsic and socialized personal

values, ethics, and attitudes for life after basic education and learning within

the workforce

Figure 5: Teach Thought Model

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This model of 21st century learning was designed by Heick (2015) for

Teach Thought. The model introduces the nine characteristics of 21st century

learning that includes learner-centered, media driven, personalized, transfer by

design, visibly relevant, data-rich, adaptable, interdependent, and diverse.

Based on the maker’s concept, the label of “21st Century learning” is vague,

thus, it wanted to take a swing at as often as possible, including weighing the

magic of technology with its incredible cost and complexity, underscoring the

potential for well thought-out instructional design, and considering the

considerable potential of social media platforms against its apparent divergence

from academic learning.

The CIPP model

Figure 6: CIPP MODEL

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The Context, Input, Process and Product (CIPP) model was created in the

1960s by Daniel Stufflebeam and is considered a decision-oriented model that

systematically collects information about a program to identify strengths and

limitations in content or delivery, to improve program effectiveness or plan for

the future of a program. Users of this model are often focused on management-

oriented evaluation, as this framework combines four stages of evaluation. The

focus is on continuous improvement by concentrating on four areas of a

program: the overall goals or mission Context Evaluation); the plans and

resources (Input Evaluation); the activities or components (Process Evaluation);

and the outcomes or objectives (Product Evaluation).

Process for CIPP

By moving through each of the four areas, programs can identify important

components to assess where touchpoints for revision are located. Starting with

context evaluation, evaluators examine the resources and background within

the program, such as the scope of the evaluation and supports the program has

in place. Looking at overarching goals, exploring background information and

cultural context are all components included during this stage. Once the goals

are assessed, evaluators can move into the input evaluation stage of the model.

During the input evaluation stage, review focuses on identifying the key

stakeholders and examining the program budget. This stage also collects

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information about planning and strategies for implementation including

human resources and timeline. During the third stage of process evaluation, the

activities of the program are assessed with the focus on continuous

improvement-what is being done, is it being done well and what needs to be

addressed for change? Finally, evaluators using CIPP measure the outcomes of

the program and how effectively those outcomes are being addressed. They can

ask: what is the impact and how sustainable is the program

Basic Education Exit

Assessment (BEEA) results

Information literacy Critical thinking

Problem solving skill
skill skill

Teacher’s Implications Intervention

experience Program
and strategies

Higher education Employment Entrepreneurship

Figure 7
Research paradigm

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As reflected in the research paradigm, the researcher has conceptualized

the idea that it shows the interaction of the variables as shown in the boxes

which specify that the result of exit assessment for senior high school has an

implications to the needs of the students with regards to the skills of problem

solving, information and critical thinking and exits curriculum. It is therefore

the focus of this study is to find out the implications of basic education exit

assessment result to senior high school career.

However, since K12 program is in the process, assessment and

evaluations are needed. To improve the program to meet the academic

excellence, an intervention program is needed in this study.

Definition of terms

21st Century Skills. This refers to a broad set of knowledge, skills, work

habits, and character traits that are believed—by educators, school reformers,

college professors, employers, and others—to be critically important to success

in today’s world, particularly in collegiate programs and contemporary careers

and workplaces.

Assessment. This refers to the part of instruction that identifies whether

or not the goals of education are being achieved or not..

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BEEA. This refers to Basic Education Exit Assessment initiated by the

Department of Education to assess the skills and competencies of senior high

school graduates. It’s designed to provide information to improve instructional

practices; assess or evaluate effectiveness and efficiency service delivery using

learning outcomes as indicator and provide empirical information as bases for

curriculum learning delivery assessment and policy reviews and policy

formation.

CIPP. This acronym refers to Context, Input, Process, and Product,

considered as a decision-oriented model that systematically collects information

about a program to identify strengths and limitations in content or delivery, to

improve program effectiveness or plan for the future of a program.

Critical thinking. This refers to the ability of learners to think clearly

and rationally about what to do or what to believe. It includes the ability to

engage in reflective and independent thinking.

Information Literacy. This refers to a set of abilities requiring

individuals to 'recognize when information is needed and have the ability to

locate, evaluate, and use effectively the needed information (American Library

Association, 2019).

Intervention. An intervention is a combination of program elements or

strategies designed to produce behavior changes or improve health status

among individuals or an entire population.

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K to 12 Program. This covers Kindergarten and 12 years of basic

education (six years of primary education, four years of Junior High School,

and two years of Senior High School ) to provide sufficient time for mastery of

concepts and skills, develop lifelong learners, and prepare graduates for tertiary

education, middle-level skills development, employment, and

entrepreneurship.

MELC. This acronym refers to Most Essential Learning Competency , a

strategies used to meet the learning competencies of the students.

Problem Solving Skills. This refers to possessing skills like creative

thinking, researching skills, team working, emotional intelligence, risk

management, and decision making skills.

Senior High School (SHS). Senior high school or SHS refers to the last

two years of the K to 12 program that has been implemented by the Department

of Education here in the Philippines since 2012 – namely, grades 11 and 12.

Students are now required to choose their preferred senior high strands upon

their entrance and to begin studying the subjects that are going to introduce

them to the career path that they want to take. In his study it refers to second

batch of 2019

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Chapter 3

METHODOLOGY

This chapter deals with the methods and the procedures used in

conducting the study. This includes the research design, population and

sampling, respondents of the study and its population frame, research

instrument, validation of instrument, data gathering procedure and

statistical treatment applied in the analysis of data.

Research Design

The study utilized descriptive method with quantitative and qualitative

techniques. Descriptive research involves the description, recording, analysis

and interpretation of the present nature, composition or processes of

phenomena which focuses on prevailing conditions, or how a person, group or

thing behaves or functions in the present. It often involves some type of

comparison or contrast. In other words, descriptive research maybe defined as a

purposive process of gathering, analyzing, classifying and tabulating data

about prevailing conditions, practices, beliefs, processes, trends and cause effect

relationships and then making adequate and accurate interpretation about such

data with or without the aid of statistical methods (Calderon, 2013).

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Quantitative technique is the systematic empirical investigation of

observable phenomena via statistical, mathematical or computational

techniques. This was used in the study to assess and analyze scientifically the

gathered and collected data from the respondents (Render et al., 2012). While,

Qualitative approach is used to describe the classroom experiences of the

teachers with regard to the teaching strategies adapted to impart 21 st century

skills.

Research Locale

The study was conducted in a Private Catholic University in senior high

department for the second batch BEEA result of school year 2018-2019 takers.

Population and Sampling

The study employed purposive and non-probability sampling

technique. Purposive sampling technique is a type of non-

probability sampling that is used when a researcher needs to study a certain

societal domain. The technique is the most effective for the research study

since its respondents are classified under precise specifications. The

researcher used also the referral system or the Snowball technique in tracing

the Batch 2018-2019 among the collegiate enrollees at Adamson University.

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Respondents of the Study

The participants/respondents of the study are the 8 teachers, who

are informants through FGD and 1,385 students and their BEEA results with

the following criteria:

Teachers:

1. Teachers of Adamson University Senior High School

2. Teachers who taught core subjects only school year 2018-2019

Subject of the study:

1. Second Batch Graduates of Senior High School school year 2018-2019

2. Presently enrolled in college

3. Those who took the Basic Education Exit Assessment (BEEA)

Research Instrument used

To gather data for the study, the following instruments were

utilized:

1. Documentary Data. This is a secondary data obtained with permission

from the Principal Office . It refers to BEEA results of the students for

document analysis in assessing achievement of the students who took

2018-2019 Exit Assessment test. Documentary analysis is a form of

qualitative research in which documents are interpreted by the

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researcher to give voice and meaning around an assessment topic

(Bowen, 2009). Analyzing documents incorporates coding content into

themes similar to how focus group or interview transcripts are analyzed

(Bowen, 2009).

2. Focus Group Discussions (FGD) - A focus group discussion involves

gathering people from similar backgrounds or experiences together

to discuss a specific topic of interest. It is a form of qualitative research

where questions are asked about their perceptions attitudes, beliefs, opinion

or ideas. This was used by the researcher in describing the classroom

experiences of the teachers with regard to the teaching strategies adapted to

impart 21st century skills. A virtual meeting was resorted to continuously

follow-up core teachers during ECQ lockdown

3. Tracer/ Tracking Study- Tracers study is an approach which

widely being used in most organization especially in the educational

institutions to track and keep record of their students once they have

graduated from the institution. The researcher used the tracer study to

trace or truck the Senior High School students graduated from Adamson

University if they continue study in college, or they worked or they

decided to put up their own business.

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Data Gathering Procedure

The data gathering procedure had undergone two phases , during the

first phase, the researcher sought approval from the panel of proposal defense

before actual implementation of survey questionnaire and getting hard data

from principal and DepEd. The researcher did a tracer study on the Adamson

University’s Senior High School graduates of 2018-2019 as a pre-collection data

before her proposal defense. This is to determine the number of those who

enrolled in same school and those who transferred to another schools/

universities and the reasons of such actions. Further, it also aimed to find out if

the students who retained their strand as they enrolled in their respective

school or university.

The data collection on BEEA results of second batch graduates of a private

catholic university was personally undertaken by the research for 2 months

intermittently during her free time at the Office of the Principal.

For the second phase, this involved the conduct of focus group

discussion with teachers of core subjects in the senior high school. A written

open- ended question was prepared for them to give more time to reflect on

experiences and to affirm the BEEA results as to skills and competencies

acquired by the students. Also, this is to find out the problems or challenges

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encountered in their efforts to facilitate and assess the aforementioned 21 st

century skill they had with Senior high schools students.

The researcher personally informed them that answers will be collected

after they have done. A day or two was given to each of them to answer. Since,

they are in the campus, a casual “kumusta “ was done as a sort of reminder that

the researcher awaited their answers. Eventually, the researcher started

receiving the accomplished questionnaire, then with two or three informants

on hand, the researcher did FGD to validate the answers /their reflections on

the open ended questions. A portion of validation procedure was done, the

member checking or intersubjective validity was then employed. This phase

took place from late January, 2020- to few days of early March 2020.

The researcher then conducted documentary analysis on the document

retrieved focusing on the measured skills namely, problem solving, information

literacy and critical thinking. Then the model was drawn based on the

gathered data.

Ethical Considerations

This research was free from any conflict of interest as it did not

compromise financial or personal considerations and even the researcher’s

professional judgment. The privacy and confidentiality of the respondents’ data

was the utmost considerations in the process and they were recruited with their

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full approval and consent. It was made clear to them that no physical,

psychological, and economic harm would come their way or be inflicted to

them.

The chosen respondents were briefed and informed about the study and

its purpose and it was made clear to them that the study was just for academic

purposes and it would not by any means jeopardize their safety and privacy.

Their answers were only pooled for the research project and individual results

of this study remained absolutely confidential and anonymous. Should this

study be published, only pooled results was documented.

Data Analysis

A. The researcher gathered the quantitative data from the

respondents that were analyzed and interpreted. The use of different statistical

tools in providing a systematic way of organizing the analyzed data that were

gathered in order to answer the question depicted in the study. Statistical

Package for Social Science (SPSS) was employed to analyze the data.

The statistical tools that were used are the following:

1. Percentage and Frequency Distribution - Its shows the relationship

of the part to its whole, was used in the presentation of the profile of

the subject teachers and students.

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2. Mean and Standard Deviation . This was used to show the scores or

the average scores on the level of proficiency of students in the BEEA

results. The scale values are:

Scale Range of Mean Level of Proficiency

5 4.51.5.00 (90-100) High Proficiency

4 3.51-4.50(75-89) Proficiency
3 2.51-3.50( 50-74) Near Proficiency
2 1.51- 2.50(25-49) Low Proficiency
1 1.00-1.50(0-24) Lowest Proficiency

3. Ranking- The use of ranking for the study was to determine the

relative standing or position of the scores on the different skills of the

students in the BEEA results.

4. T-Test- The t-test compares the actual difference between two means

in relation to the variation in the data (expressed as the standard

deviation of the difference between the means. T- Test was used to

determine if there was a significant difference in the exit assessment

results when the subject students’ sex was considered.

5. One Way ANOVA- The one-way analysis of variance (ANOVA) was

used to determine whether there was any significant differences

between the means of two or more independent (unrelated) groups.

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In this study, this was used to determine if there was a significant

difference in the exit assessment results when the subject students’

strand was considered.

B. For qualitative approach, the following procedure were adopted. To

support the data gathered, the open ended questions and FGD was used

thereby using the thematic analysis. These were culled out from the interviews/

conversation when the accomplished open ended questions were retrieved.

From the conversations/opinions, ideas emerged that could be better

understood under the control of thematic analysis. Thematic analysis focused

on identifiable themes and patterns of behavior. Through the three-step

process,1) the data were reduced, in this process the researcher manipulate,

integrate and transform the data through careful reading and encoding to

identify main themes; 2) the data were organized, the researcher assemble the

data by categorizing information and present the result in some form;3)the

data are interpreted, the researcher decides and made conclusions related to

the research questions.

Decision criteria

Using Statistical Package for Social Sciences (SPSS), the null hypothesis is

accepted if the significant value of the test results are higher than the 0.05

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significant level. The null hypothesis is rejected if the significance value of the

test results is lower than 0.05.

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Chapter 4

RESULTS, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results of the survey conducted. The data

presented here are both quantitative and qualitative, needed to address the

questions posted in the Statement of the Problem. These data were analyzed

and interpreted comprehensively and supported by relevant and related

studies.

1. Profile of the Two Groups of Respondents

1.1 Students’ Profile.

Presented in Table is the students’ profile based on sex and strand

Table 1

Frequency Distribution of Student Respondents’ Profile

Profile Frequency Percentage

Sex

Male 657 47.4%

Female 728 52.6%
Total 1,385 100%

Strand

ABM 472 34.1%

HUMSS 103 7.4%
STEM 810 58.5%
Total 1,385 100%

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Table 1 shows the profile of the respondents as to gender. As shown,

there are 657 or 47.4% male and 728 of 52.6% female which posted a total of 1,

385 who were involved in the study. The same table shows the profile of the

respondents as to strand. As revealed, out of 1,385 who were involved in the

study, 810 or 58.5% belong to STEM, 472 or 34.1% belong to ABM, and 103 or

7.4% belong to HUMMS. Obviously, more students enrolled under STEM.

Perhaps, this is because of the influx of opportunities after graduation.

1.2 Teachers Profile

Indicated below are the description of each teacher informant.

Table 2
Informant Teachers’ Profile
Participant Sex Specialization No. year/s in Educational
teaching attainment
Informant Male Media and 24 years MA with units
Teacher1 Information
Literacy
Informant Female Filipino 20 years Ma thesis
Teacher2 writing
Informant Male Social studies 6 years MA Sociology
Teacher3
Informant Male Philosophy 16 years AB
Teacher4 philosophy
Informant Male Science 6 years Bachelor
Teacher5 Biology degree
Informant Female Social science 5 years Bachelor
Teacher6 degree
Informant Male English 7 years MA Ed on
Teacher 7 going

Informant Male Math 10 years Bachelor

Teacher 8 degree

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Table 2 shows the profile of informant teachers who participated in focused

group discussion. Their personal and professional background may have

supported them in competent delivery of their subject expertise. It should be

noted that with their specialization backed by their respective educational

attainment, and teaching experiences could have attributed to their brave front

in devising strategies and overcoming challenges in imparting the 21 st century

to their students. With their experiences they may have developed skills and

improved their craft, making them committed and regarded teaching as a form

of calling to touch lives of students. Supporting this statement is Woolfolk

(2001), who cited that effective teaching does not require unique skills. It is a

combination of good teaching practices and sensitivity to all students.

2. Basic Education Exit Assessment (BEEA) Results: Students Proficiency

on Measured Skills

2.1 BEEA in terms of Problem solving Skills

Table 3
Level of Proficiency of Students’ (BEEA) Results on the Area of
Problem Solving
Problem
Subject Mean Interpretation
Solving
Science 2.50 Low Proficiency
Philosophy 2.95 Near Proficiency
Analyzing Humanities 2.53 Near Proficiency
Outcomes Media &
Information 2.79 Near Proficiency
Literacy
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Mathematics 1.72 Low Proficiency
Language &
2.63 Near Proficiency
Communication
Social Science 2.34 Low Proficiency
Average 2.49 Low Proficiency
Science 2.40 Low Proficiency
Philosophy 2.82 Near Proficiency
Humanities 2.28 Low Proficiency
Media &
Executing
Information 2.84 Near Proficiency
Strategy/Metho
Literacy
ds
Mathematics 1.84 Low Proficiency
Language &
2.72 Near Proficiency
Communication
Social Science 2.70 Near Proficiency
Average 2.51 Near Proficiency
Science 2.30 Low Proficiency
Philosophy 1.95 Low Proficiency
Humanities 1.95 Low Proficiency
Media &
Understanding Information 2.84 Near Proficiency
the Problem Literacy
Mathematics 1.68 Low Proficiency
Language &
2.60 Near Proficiency
Communication
Social Science 2.26 Low Proficiency
Average 2.23 Low Proficiency
Science 2.40 Low Proficiency
Philosophy 2.57 Near Proficiency
Humanities 2.25 Low Proficiency
Media &
Information 2.82 Near Proficiency
Over-all
Literacy
Mathematics 1.75 Low Proficiency
Language &
2.65 Near Proficiency
Communication
Social Science 2.45 Low Proficiency

Average 2.41 Low Proficiency

Legend: 4.51-5.00 High Proficiency (90-100); 3.51-4.50 Proficient (75-89); 2.51-3.50 Near Proficiency (50-
74); 1.51-2.50 Low Proficiency (25-49); 1.00-1.50 ; Lowest Proficiency (0-24)

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Table 3 discloses the results of the analysis of the level of proficiency of

students based on the Basic Education Exit Assessment (BEEA) on PROBLEM

SOLVING. An overall result of 2.41 which is interpreted as “Low Proficiency”.

The analysis of the result and the subsequent interpretation was based on the

statistical computation and supported by FGD on teachers ‘classroom

experiences. Statistically, the result implies that subject school must move

beyond a focused basic proficiency in Core subjects such as those mean value

results in Science ( 2.40) , Philosophy ( 2.57), Humanities (2.25) Social Science

(2.45) and most particularly the mean result in Mathematics(1.75)_. It is

abundantly clear that the result have meet significant findings that paved the

way for much needed explicit guidance to respond to the needed “shove “ if

not push to current shareholders in dealing with Problem solving skills.

Moreover, the FGD discloses that the teachers employed means to assume

responsibility for problem solving skills such as, solving off actual scenario

/real situations; such activities as group dynamics- involving role playing,

video analysis ; solving off collaborative efforts. Thus, in spite of the effort

contributed by the teachers in trying for the development of problem solving

skills, still a dismal overall average result is still “low proficiency”.

Congruent to the finding were from the focus group discussion organized by

Kaufman Foundation in Santorum (2006) where (school) be united in the belief

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that Math and Science Education must be improved significantly to prepare

students to live and work in a changing economy that is increasingly reliant on

expertise and skills in Math and Science.

Specifically, in terms of indicators for problem solving skills, “Analyzing

Outcome” got an average score of 2.49 which in interpreted as “Low

Proficiency”. But as shown in the table, Mathematics result is very alarming as

it only got an average of 1.72 which is interpreted as “Low Proficiency” and the

lowest achievement of all subjects. This is more alarming because the subject

deals with logic and reasoning.

Based on WGBH Educational Foundation(2002) , experts affirm that

students show low performance in Mathematics because of their attitude

towards learning the subject, lack of connection between the subject and

students, self -doubt or lack of confidence among students, students’ low IQ,

short attention span, and lack of understanding about signs and symbols.

In terms of analyzing outcomes, Younes et al. (2015) state that there are

weaknesses in the students' academic achievement. In fact, academic

achievement is considered very necessary for students to transfer from one

studying level to another. They present some factors that affect students' low

academic achievement for instance, using traditional methods instead of using

modern teaching methods in teaching, as well as the poor relationships

between the teachers and the students that create a teaching environment

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lacking of respect which leads to the lack of students' acceptance of the learning

process as a whole. The researchers recommended that the parents should be

aware of their children's problems and pursue their academic achievement step

by step, increasing interest in the physical, mental and health of the student,

providing a relaxing school environment and using attractive techniques and

educational activities to motivate students for leaning.

As to specific indicator, “Executing Strategy/Methods”, it garnered an

average score of 2.51 which is interpreted as “Near Proficiency”. But still the

lowest means were garnered by Mathematics with average score of 1.84, which

is interpreted as “Low Proficiency”, Humanities with an average of 2.28 which

is interpreted as “Low Proficiency”, and Science with a mean of 2.40, which is

interpreted as “Low Proficiency” also. WGBH Educational Foundation (2002)

affirms why most students perform very low in Math and Science because of

their computational weakness, difficulty transferring knowledge, making

connections, incomplete understanding of the language of Math and Science,

output difficulties, language difficulties, attention difficulties, and visual spatial

or ordering difficulties.

In a nutshell, Math, Humanities, and Science still emerged to have

garnered “low proficiency”, which means that these subjects should be given

deep evaluation against the DepEd content standards where learners must

demonstrate understanding of key concepts in Mathematics ; in Science and

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Humanities so the most essential learning competencies in above cited core

subjects be manifested through application and evaluation on the basic

knowledge learned.

2.2. BEEA in terms of Information Literacy

Presented below is result on the assessment result with regard to

Information Literacy.

Table 4

Level of Proficiency of Students Based (BEEA)

Result on the Area of Information Literacy

Information
Subject Mean Interpretation
Literacy
Science 2.28 Low Proficiency
Philosophy 1.72 Low Proficiency
Humanities 2.33 Low Proficiency
Media &
Ability to
Information 2.81 Near Proficiency
Manage
Literacy
Information
Mathematics 1.61 Low Proficiency
Language &
2.39 Low Proficiency
Communication
Social Science 2.47 Low Proficiency
Average 2.23 Low Proficiency
Science 2.22 Low Proficiency
Philosophy 1.84 Low Proficiency
Humanities 1.84 Low Proficiency
Identifying Media &
Types of Information 2.46 Low Proficiency
Information Literacy
Mathematics 1.72 Low Proficiency
Language &
2.84 Near Proficiency
Communication
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Social Science 2.46 Low Proficiency
Average 2.20 Low Proficiency
Science 2.39 Low Proficiency
Philosophy 2.09 Low Proficiency
Humanities 2.56 Near Proficiency
Media &
Ability to
Information 1.16 Lowest Proficiency
communicate
Literacy
Information
Mathematics 1.77 Low Proficiency
Language &
2.82 Near Proficiency
Communication
Social Science 2.56 Near Proficiency
Average 2.19 Low Proficiency
Science 2.30 Low Proficiency
Philosophy 1.88 Low Proficiency
Humanities 2.25 Low Proficiency
Media &
Information 2.47 Low Proficiency
Over-all
Literacy
Mathematics 1.70 Low Proficiency
Language &
2.68 Near Proficiency
Communication
Social Science 2.50 Low Proficiency
Low Proficiency
Average 2.25

Legend: 4.51-5.00 High Proficiency (90-100); 3.51-4.50 Proficient (75-89); 2.51-3.50 Near Proficiency (50-
74); 1.51-2.50 Low Proficiency (25-49); 1.00-1.50 ; Lowest Proficiency (0-24)

Table 4 discloses the analysis of the Level of Proficiency of Students

Based on the Basic Education Exit Assessment (BEEA) on Information Literacy

Skills. It can be seen that the overall average garnered for this 21 st century skill

is 2.25 which is interpreted as “low proficiency”. The result implies that the

skills taught in class needs innovative use of knowledge, information and

opportunities for teachers to explore the suggested key concepts relative to the

application of information literacy skills. In doing so, the most essential

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learning competencies that allow students to recognize, classify, explain ,

compare and contrast results in Science; for students demonstrating

Mathematical learning competencies that evaluates functions, solves ,

distinguishes, illustrates and represent real-life situations involving

mathematical functions; on display most essential learning competencies

where learners understand the meaning and process of Philosophy.

As a result of the FGD, as claimed by the teacher fostered the following

were employed with regard to their purposive strategies, it was noted that

facilitating critical reading by encouraging students to read articles; or

concentrating on communication through group discussions, Buzz sessions,

brainstorming and creating solutions, the teacher claimed to foster

collaboration, data collection , group activities that allow free flowing

communication, on the core subjects were done in the hope of instilling

information literacy skills. Yet students continued to exhibit low competencies

in the core subjects.

It may seem to indicate that that students are not given the right

facilities, methods and approach that would improve their information literacy

skills. The array of information that should come within the everyday

experience on the Internet ,in all forms of media in the homes and everywhere

else where students frequents seemed to have been misdirected. One study

affirms why students have low information literacy skills simply because the

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library or school librarians are seldom in a position to adequately collaborate

with teachers and that their opportunities to help students achieve information

literacy are limited.

Specifically, the indicator, “ability to manage information” also got an

average of 2.23, which is interpreted as “low proficiency”. Low proficiency

ratings on subjects turned out to be in Math, Philosophy, Science and

Humanities. This means that students’ ability to manage information among

these subjects is alarming considering the fact that this is a prelude to a better

and more balanced understanding of information. The low proficiency result

countermand the expectations of Wilson (2002) among students performance.

Proficiency in managing information describes how successful students make

best use of information and knowledge. It describes how students can

communicate and collaborate with others.

In terms of the indicator, “Identifying Types of Information”, the

garnered overall average is 2.20 which is interpreted as “low proficiency”. The

result again shows an alarming scenario because one of the hallmarks of

scholarly study is demonstrated in students’ ability to identify relevant

information from the sources available. They should know and identify if these

sources are the views of one person and are based on anecdote or personal

opinion rather than the result of a systematic research approach. To be

scholarly, one must be able to distinguish between different sources and their

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different levels of value and importance to academic study (Identifying relevant

information, 2020).

The last indicator is the “Ability to Communicate Information”. As

shown, the total average is 2.19 which is interpreted as “low proficiency”. It is

noted that Media and Information Literacy gained the lowest mean value of

1.16 and described as “Lowest Proficiency”. Hence, the subjects that have

garnered low proficiency are Math (1.77), Philosophy (2.09), and Science (2.39).

This result simply affirms that the students regardless of subjects perform very

low in communicating and sharing information which is the basic foundation of

communication. In fact, experts agree that being able to communicate

effectively is perhaps the most important of all life skills. It is what enables one

to pass information to other people. This is communication at its simplest and if

this is not realized, students will suffer from difficulty in achieving and

demonstrating mindful communication.

2.3 BEEA in terms of Critical Thinking

Table 5 depicts the proficiency level of students based on critical

thinking skills.

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Table 5

Level of Proficiency of Students Based on BEEA Result

On the Area of Critical thinking
Critical Thinking Subject Mean Interpretation
Science 2.31 Low Proficiency
Philosophy 2.32 Low Proficiency
Humanities 1.77 Low Proficiency
Media & Information
1. Analyzing 3.61 Proficient
Literacy
Relevance
Mathematics 1.82 Low Proficiency
Language &
2.33 Low Proficiency
Communication
Social Science 2.47 Low Proficiency
Average 2.38 Low Proficiency
Science 2.37 Low Proficiency
Philosophy 2.16 Low Proficiency
Humanities 2.30 Low Proficiency
Media & Information
2. Evaluating 3.32 Near Proficiency
Literacy
Sources
Mathematics 1.93 Low Proficiency
Language &
2.56 Near Proficiency
Communication
Social Science 2.47 Low Proficiency
Average 2.44 Low Proficiency
Science 2.15 Low Proficiency
Philosophy 2.19 Low Proficiency
Humanities 1.86 Low Proficiency
3. Using Evidence Media & Information
3.42 Near Proficiency
to Formulate an Literacy
Argument Mathematics 1.60 Low Proficiency
Language &
2.26 Low Proficiency
Communication
Social Science 1.86 Low Proficiency
Average 2.19 Low Proficiency
Science 2.27 Low Proficiency
Philosophy 2.22 Low Proficiency
Over-all Humanities 1.98 Low Proficiency
Media & Information
2.90 Near Proficiency
Literacy

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Mathematics 1.78 Low Proficiency
Language &
2.39 Low Proficiency
Communication
Social Science 2.27 Low Proficiency
Average 2.26 Low Proficiency
Legend: 4.51-5.00 High Proficiency (90-100); 3.51-4.50 Proficient (75-89); 2.51-3.50 Near Proficiency (50-
74); 1.51-2.50 Low Proficiency (25-49); 1.00-1.50 ; Lowest Proficiency (0-24)

Table 5 features the assessment of the level of proficiency of students

based on the Basic Education Exit Assessment (BEEA) on Critical Thinking. It

can be seen that the overall average for this skill in 2.26 which is interpreted as

“low proficiency”. The result implies that the students’ critical thinking skills

are increasingly being criticized being below expectations. Thus, in order for

students to master to create and use new and worthwhile ideas , the school

must make students as advocates to think critically .

In the FGD , the teachers advanced critical thinking activities

particularly in Philosophy , were students are activity engaged in debate and

argumentation that stirred up logical reasoning, level up the act of asking and

answering questions, where the Socratic dialogue seemed to impel students to

participate. The teachers must be trained to inculcate among their students to

apply appropriate essential skills particularly in Humanities with mean of

(1.98) and in Mathematics (1.78) as indicated and interpreted as critically low.

Accordingly, as mentioned by Paul and Elder(2006) in book of Wan and Gut

(2011) , critical thinking is described “as capacity of active and investigative

thinking”. Hence, it can be inferred that students are indeed so inadequately

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prepared to demonstrate essential skills that are even prescribed in the new

curriculum associated in Senior High School. Looking into the most essential

learning skills prescribed for core subjects, besides Mathematics and

Humanities, those on Social Science , Language & Communication , Science

and Philosophy depict low proficiency result. It can be said that more profound

use of various types of reasoning be appropriately used in appropriate lessons

in above cited subjects. The key concepts emphasized in Mathematics requires

essential competencies that evaluate functions, solves problem, represents

functions, etc ; critical investigation in Humanities be given more emphasis

anchored on most essential learning competencies that critically describe arts,

researches on various contemporary art forms. Thus in order for students to

raise their current level to higher order competencies, school should revisit the

learning outcomes to be in keeping with DepEd essential competencies for each

core subjects, re-train teachers, do collaborative work with school’s

stakeholders. According t o Meyers (2019), there were a number of researches

that prove that students have low critical thinking. Some reasons are: too much

technology at home and school, not enough hands-on learning, not enough

child-centered l earning, too much "teaching to the test," and too many

standardized tests that greatly restrict the scope of learning. Moreover, students

are now exposed to different kinds of media and information but much of it is

false, misleading, and low quality. Students nowadays are encouraged to sort

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the fact from fiction and know what sources are legitimate and which ones

aren’t. They should know how to synthesize what they’ve learned and read and

put it to good use in their own lives. However, Oilinki (2019) contradicted the

aforementioned claim that many teens are naturally pretty critical due to

exposure of many contradicting media. However, younger generations tend to

trust more in science and scientific consensus than older generations. This is an

implicit sign of critical thinking skills, and it can tell that education does matter.

Specifically, as far as the result of the assessment is concerned, the three

indicators of critical thinking: “Analyzing Relevance”, “Evaluating Sources”,

and “Using Evidence to Formulate an Argument” all garnered an interpretation

of “low proficiency having 2.38, 2.47, and 2.19 respectively. As to the subjects,

it can be clearly seen that all got “low proficiency” except Media and

Information literacy which is assessed as “nearly proficient”. According to The

Foundation for Critical Thinking (2019), “critical thinking is the intellectually

disciplined process of actively and skillfully conceptualizing, applying, analyzing,

synthesizing, and/or evaluating information gathered from, or generated by,

observation, experience, reflection, reasoning, or communication, as a guide to belief

and action.”

When students don’t display or demonstrate critical thinking in most

subjects, it means they don’t understand the context of it, they don’t know how

to ask the right questions in context, they don’t know how to read critically,

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they don’t know how to select and evaluate resources, they don’t bring a critical

perspective to revising or iterating their own work, and they are not

comfortable being critical of or challenging authority. Thus, Pattenson (2019)

instructs students that to develop critical thinking skills, they have to ask basic

questions, question basic assumptions, be aware of their mental processes, try

to reverse things, evaluate the existing evidence, remember to think for

themselves, and understand that no one thinks critically 100% of the time.

2.4 Summary Table of the BEEA Result

Table 6

Summary of Level of Proficiency of Students Based on BEEA Result

Areas Mean Interpretation

Analyzing Outcomes 2.53 Near Proficiency

Problem Solving Executing Strategy/Methods 2.44 Low Proficiency
Understanding the Problem 2.33 Low Proficiency
Average 2.43 Low Proficiency
Ability to Manage Information 2.32 Low Proficiency
Identifying Types of
Information 2.26 Low Proficiency
Information
Literacy
Ability to Communicate
2.43 Low Proficiency
Information
Average 2.34 Low Proficiency
Analyzing Relevance 2.37 Low Proficiency
Evaluating Sources 2.41 Low Proficiency
Critical Thinking
Using Evidence to Formulate an
2.18 Low Proficiency
Argument
Average 2.32 Low Proficiency
OVER-ALL 2.36 Low Proficiency
Legend: 4.51-5.00 High Proficiency (90-100); 3.51-4.50 Proficient (75-89); 2.51-3.50 Near Proficiency (50-
74); 1.51-2.50 Low Proficiency (25-49); 1.00-1.50 ; Lowest Proficiency (0-24)

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Table 6 presents the summary result on the level of proficiency of

students based on the Basic Education Exit Assessment (BEEA). As shown, the

overall average of 2.36 mean value interpreted “low proficiency” on the three

selected 21st century skills area . This means that students’ proficiency in the

21st century skills as measured in the BEEA result for subject students are below

mastery. This implies more careful and shared vision among stakeholders to

take actions more purposively. The school should corroborate with

stakeholders in obtaining and using available information to make appropriate

related skills that provide better student outcomes to succeed in career and life

in the 21st century. Now, it can be identified that students of SY 2018-2019, were

so deficient in the areas of problem –solving, information literacy, and critical

thinking. Hence , therefore it can be said, that there were teaching and learning

gaps in the process or delivery of the 21st century skills.

The data above demonstrate that Senior High School students are not

prepared to face the workforce after graduation because their 21 st century skills

are so inadequate and insufficient to be with the workforce as promised by the

program before it commenced. It can be recalled that K12 Philippines (2018)

states that The Department of Education claims to produce job-ready SHS

graduates under the K-12 program. The new curriculum prepares them to

become skilled and job-market ready, which most firms are looking for.

Basically, the K-12 program in the Philippines is aimed to shape the youth for

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employment, skills development, and higher education after graduating from

SHS. This is because 12-year program gives students enough time to master

skills and they undergo immersion, exposing them to relevant experiences and

skills needed in their chosen track. In the case of second batch 2019 graduates

based on the results of this assessment, may be ill- prepared to join the

workforce because for sure there will be a mismatch of skills that the industry

has laid down for its would- be workforce.

Younes (2015) provided appropriate reason for the dismal achievement

rating of second batch 2018-2019 BEEA takers. Younes identified the causes and

results of low academic achievement from teachers, parents and students

perspective. The research found out that teachers used traditional methods

instead of using modern teaching methods in teaching, as well as the poor

relationships between the teachers and the students that created a teaching

environment lacking of respect which led to the lack of students' acceptance of

the learning process on the whole. Thus, the research recommended to develop

clear plans and rules to achieve success and not to ignore the learner's

potentials. The parents should also be aware of their children's problems and

pursue their academic achievement step by step, increasing interest in the

physical, mental and health of the student, providing a relaxing school

environment and using attractive techniques and educational activities to

motivate students for leaning.

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3. Differences in the BEEA Result Among Senior High School When

Students’ Profile is taken as Test Factor

3.1 Difference in BEEA Result in terms of Sex

Presented in Table 6 is the comparative assessment on the BEEA Result

based on the Three Areas of Proficiency Skills based on sex.

Table 7 discloses the comparison in the BEEA Research of students when

grouped according to sex. As gleaned from the table, an over- all t-value of 4.25

with a computed significance value of 0.04. The result indicated that null

hypothesis is rejected, indicating that significant difference existed. These

empirical findings confirms the difference in the BEEA mean ratings between

Table 7

Differences in the Students’ BEEA Results When their Sex is Considered

t- Sig- Decision
Areas Focus sex Mean SD
value value on Ho
Analyzing Male 2.44 0.47 Not
1.69 0.19 Accepted
Outcomes Female 2.61 0.44 Significant
Executing Male 2.36 0.45
4.37 0.04* Rejected Significant
Strategy Female 2.52 0.42
Problem
Understandi Male 2.28 0.48
Solving
ng the 7.91 0.01* Rejected Significant
Female 2.37 0.44
Problem
Male 2.36 0.40
Average 8.30 0.00* Rejected Significant
Female 2.50 0.37
Ability to Male 2.27 0.41
Not
manage 0.19 0.66 Accepted
Female 2.37 0.40 Significant
information
Identifying Male 2.19 0.44 Not
Informatio
types of 1.36 0.24 Accepted Significant
n Literacy Female 2.32 0.46
information
Ability to Male 2.33 0.51 Not
communicat 1.58 0.21 Accepted Significant
Female 2.53 0.49
e

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information
Male 2.26 0.38 Not
Average 0.46 0.50 Accepted
Female 2.41 0.37 Significant
Analyzing Male 2.27 0.50
4.56 0.03* Rejected Significant
relevance Female 2.46 0.47
Evaluating Male 2.32 0.48 Not
0.99 0.32 Accepted
Sources Female 2.49 0.49 Significant
Critical Using Male 2.11 0.40 Not
Thinking evidence to Significant
0.00 0.99 Accepted
formulate an Female 2.25 0.40
argument
Male 2.23 0.39 Not
Average 1.95 0.16 Accepted
Female 2.40 0.38 Significant
Male 2.29 0.36
OVER-ALL 4.25 0.04* Rejected Significant
Female 2.44 0.34
Note: *Significant at .05

Senior high school male and female students. That showed further that female

senior high students do better than the senior male students. Down the line on

the comparison it can be seen that females are more proficient in problem

solving, information literacy and critical thinking.

Moreover, in terms of Problem Solving Skills, the sig value is 0.00, thus

the null hypothesis is rejected, which means that there is a significant difference

as far as problem solving skills are concerned when participants are grouped

according to sex. But specifically, the indicator, “Analyzing Outcome” emerged

to have garnered a sig. value of 0.19, thus the null hypothesis is accepted which

means that there is no significant difference when they are grouped according

to sex.

But specifically, the indicator, “Analyzing Outcome” emerged to have

garnered a sig. value of 0.19, thus the null hypothesis is accepted which means

that there is no significant difference when they are grouped according to

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gender. This significant difference is affirmed by a study of Duskri (2018) that

problem solving skills develop creativity, curiosity, and the ability to formulate

questions necessary for modern life and lifelong learning. The results of the

study show that the critical thinking skills of female students are slightly better

than that of male students. The findings of this study imply that there is a

gender difference in critical thinking skills and therefore it is required to

develop instruments that enhance the critical thinking of both male and female

students.

As to Information Literacy, the data shows that all indicators got a sig

value of higher than 0.05, thus the null hypotheses are accepted which means

that there are no significant differences in the information literacy skills of the

students when they are grouped according to gender. This finding is also

affirmed by a study of Lui (2012) on the information literacy skills of male and

female. The result of t-test for two groups showed that they hadn’t significant

difference in terms of mean scores obtained in information knowledge. The

findings demonstrated that male and female students have mastered

information knowledge equally. This is the reason why teachers should use

effectively teaching reform strategies to develop students’ information literacy.

In terms of Critical Thinking, the data shows that all indicators got a sig

value lower than 0.05 except “analyzing Relevance” that garnered a value of

0.03, which means that all null hypothesis are accepted except that of

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“analyzing relevance”. This means that regardless of gender, they demonstrate

and display the importance of analyzing relevance of what they read. In terms

of evaluating sources and formulating arguments, both sexes have different

level of proficiency and demonstrations. According to Carrol (2004), some

people have more knowledge or are more eloquent than others. Still, two

equally intelligent people can be equally articulate and knowledgeable, but not

be equally good thinkers. If only one of them is thinking critically, that one will

be better at analyzing and evaluating facts and opinions, sources and claims,

options and alternatives. The critical thinker will be a better problem-solver and

better decision-maker

3.2 Difference in BEEA Result In terms of Strand

Presented below is the comparison among students BEEA result in terms of

their Strand.

Table 8

Differences in the Students’ BEEA Results When their Strand is Considered

F- Sig- Decision
Areas Focus Strand Mean SD Int
value value on Ho
ABM 2.38 0.47
Analyzing
HUMSS 2.85 0.34 59.06 0.00* Rejected Significant
Outcomes
STEM 2.58 0.44
ABM 2.29 0.45
Executing
HUMSS 2.72 0.34 59.01 0.00* Rejected Significant
Strategy
Problem STEM 2.50 0.43
Solving Understandi ABM 2.14 0.42
ng the HUMSS 2.54 0.42 67.68 0.00* Rejected Significant
Problem STEM 2.41 0.46
ABM 2.27 0.38
Average HUMSS 2.70 0.28 86.21 0.00* Rejected Significant
STEM 2.49 0.37
Informatio Ability to ABM 2.19 0.41
53.88 0.00* Rejected Significant
n Literacy manage HUMSS 2.59 0.38

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information STEM 2.36 0.39
Identifying ABM 2.11 0.46
types of HUMSS 2.49 0.44 46.66 0.00* Rejected Significant
information STEM 2.31 0.43
Ability to ABM 2.25 0.53
communicat HUMSS 2.79 0.43
66.24 0.00* Rejected Significant
e
STEM 2.49 0.47
information
ABM 2.19 0.39
Average HUMSS 2.63 0.31 82.16 0.00* Rejected Significant
STEM 2.39 0.35
ABM 2.19 0.50
Analyzing
HUMSS 2.74 0.38 74.84 0.00* Rejected Significant
relevance
STEM 2.43 0.47
ABM 2.23 0.51
Evaluating
HUMSS 2.70 0.39 66.34 0.00* Rejected Significant
Sources
STEM 2.48 0.46
Critical
Using ABM 2.06 0.40
Thinking
evidence to HUMSS 2.35 0.34
36.92 0.00* Rejected Significant
formulate an
STEM 2.23 0.40
argument
ABM 2.16 0.39
Average HUMSS 2.60 0.27 85.93 0.00* Rejected Significant
STEM 2.38 0.37
ABM 2.20 0.36
OVER-ALL HUMSS 2.64 0.24 62.04 0.00* Rejected Significant
STEM 2.42 0.33
Note: * Significant at .05

Table 8 features the differences in the BEEA Results of students when

grouped according to strand. As shown in the table , an overall F-value of 62.04

in terms of the overall computed sig value of 0.00, emerged as the result which

means that the null hypotheses is rejected indicating that there are significant

differences in the performance of the students as measured BEEA, when they

are grouped according to strand. A perusal of the table reveal that in all

focused skills , namely; problem-solving skill, information literacy skills and critical

thinking skills , with their corresponding indicators have obtained a common

computed sig value of 0.00, which means that the null hypotheses are all

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rejected. This means that skills vary with strand. It could mean further that

different strand requires certain type of skills. This is a dead give-away because

SHS curriculum guarantees that each learning strand provides content

standards. These are statements of the core content in terms of knowledge or

skill that students should learn and understand. Under each content standard

are a number of performance standards. These are the work that a learner is

expected to be able to do. These demonstrate the achievement, acquisition, and

application of the knowledge or skill required by the content standard.

Comprising performance standards are learning competencies. These are more

specific applied knowledge, skills, and values that indicate or validate learning

consistent with the broader content and performance standards Competencies

and skills assigned and expected from each strand will make the training more

meaningful as students learn not only the ‘how’ but also the ‘why’ of doing

things. Students learn to be critical of their own work leading to improved ways

of thinking which is an essential requirement for becoming an empowered and

productive member of society (deped.gov.ph, download 2020).

3.3 Post Hoc Analysis

Table 9

Follow-up Test on the Significant Differences in the Students’ BEEA Results

When their Strand is Considered

Areas Focus Strand Mean ABM HUMSS STEM

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ABM 2.38 * *
Analyzing
HUMSS 2.85 *
Outcomes
STEM 2.58
ABM 2.29 * *
Executing
HUMSS 2.72 *
Strategy
Problem STEM 2.50
Solving ABM 2.14 * *
Understanding
HUMSS 2.54 *
the Problem
STEM 2.41
ABM 2.27 * *
Average HUMSS 2.70 *
STEM 2.49
Ability to ABM 2.19 * *
manage HUMSS 2.59 *
information STEM 2.36
Identifying ABM 2.11 * *
types of HUMSS 2.49 *
Informati
information STEM 2.31
on
Ability to ABM 2.25 * *
Literacy
communicate HUMSS 2.79 *
information STEM 2.49
ABM 2.19 * *
Average HUMSS 2.63 *
STEM 2.39
ABM 2.19 * *
Analyzing
HUMSS 2.74 *
relevance
STEM 2.43
ABM 2.23 * *
Evaluating
HUMSS 2.70 *
Sources
Critical STEM 2.48
Thinking Using evidence ABM 2.06 * *
to formulate an HUMSS 2.35 *
argument STEM 2.23
ABM 2.16 * *
Average HUMSS 2.60 *
STEM 2.38
ABM 2.20 * *
OVER-ALL HUMSS 2.64 *
STEM 2.42
Note: * Significant at .05

Table 9 on follow-up test on the significant differences in the BEEA

Results of students when their three groups of strand are considered. Based on

the analysis of all Areas such as Problem Solving, Information literacy and

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Critical thinking with the following, which focuses on Analyzing Outcomes,

Executing Strategy and Understanding the Problem, Ability to Manage

Information, Identifying Types of Information and the Ability to Communicate

Information , Analyzing Relevance, Evaluating Sources and Using evidence to

formulate an argument, significant difference falls between the three Strands.

This means that the ability and the skills of students taking ABM,

HUMMS and STEM is significantly different. Data may affirms that HUMMS

and STEM Strand students can perform better in the area of Problem Solving

whereas students who take STEM strand must be expert in computing

numbers, memorizing terms and formulas, and analyzing and solving

problems.

Thus the researcher believes that STEM students have higher Problem

Solving achievement. As attested by Cruz (2014) STEM students are presumed

to be more literate in science and math therefore, capable of solving problems

and tackling of more advanced math and science subject.

However, HUMMS students shows exemplary ability in dealing with

problem solving, applying systematic way of solving problems to understand

the basic subject matter content, principles of problem solving as well as

formulas taking initiative steps to strengthen the educational practices.

Students of the STEM and HUMMS strands shows better

communication, information literacy, critical thinking and interpersonal skills.

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Creativity is more encouraged and displayed for HUMSS students through

creative writing and carefully worded outputs. Processes and activities allow

HUMMS students to hone their skills as creative and critical thinkers which

seems to be vital in the 21st century. Consequently, the study of Bordago (2018)

proved otherwise and found out that STEM students have higher critical

thinking level than HUMSS students.

As the ABM strand readies students for the corporate world which they

will have subjects like Business Math, Applied Economics, as well as

Organization and Management. Students of this strand showed low proficiency

in all focuses or aspects compared with HUMMs and STEM. Students under

this strand are expected to have numerical, leadership, interpersonal,

information literacy, critical thinking as well as communication skills. The said

skills will help them become future entrepreneurs or individuals who will

eventually be able to run or manage a company. They will also learn how to

interpret financial statements and solve for profitability.

This implies that students of different strands possess different abilities

and capacity in developing the 21st century skills on Problem Solving,

Information Literacy and Critical thinking.

4. Facilitated by Pre-data Collection, Identify the Career Path Pursued by

Adamson University Senior High School Batch 2018-2019

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Presented in Table 10 is the distribution of the randomly selected

graduates of ADU 2018-2019 with regard to their career path .

Table 10

Tracer Activity of SHS of AdU Batch 2019

Total Number of Pursued Higher Pursued for Pursued

Enrollees Education Employment Entrepreneurship
1,422 graduates
282 0 0
Total 282 0 0

Table 10 presents the result of the tracer study conducted prior to the

execution of the survey. It can be seen from the data that there were 1,422 who

graduated from in Senior High School 2018-2019. Out of these number, only 282

were contacted for the study which is 20% of the population of enrollees. From

their disclosure of information, it was found out that all of them pursued

college and not even one of them pursued employment or business. The result

seems to veer off from the study from the Journal of Academic Research (2016),

the study is a review of the literature on the basic education (k-12) curriculum

specifically the senior high school (SHS) of the Philippines, Japan, and the US.

Results of the review show that the SHS curriculum is intended to prepare

students to enter into college/university or to work in the industry or be an

entrepreneur. This is somehow a contraction of what Maulion (2018) expresses

that one of the main objectives of Senior High School (SHS) is to prepare

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students for employment. Department of Education (DepEd), in partnership

with different companies, is currently working on creating job opportunities

and options for SHS graduates. With the program, students will no longer need

a college degree to gain employment. The new curriculum also encourages

students to become entrepreneurs with the inclusion of classes geared towards

running and managing businesses. The entrepreneurship module offers classes

that teach basic business management which will allow you to implement

business ideas brewing in class or make profit from a passion. Although, they

also assured that SHS also better prepares students to pursue higher education

as SHS classes, especially those in the academic track, serve as an introduction

to some college courses. These classes not only help students in acquiring

knowledge in their chosen courses but also help them in making informed

decisions on which course to choose.

But based on the results of the survey, the goal of additional two years it

can be posited that the reason why students would pursue college rather than

be employed or engaged in business is because their 21st century skills are not

adequate to let them survive in the employment or business world.

Table 11

Tracer Activity Of SHS on Courses Enrolled

Strand No. of Retained in the Changed No Course

Respondents Strand Course Indicated

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ABM 208 193 10 5

*Accountancy 85
*Banking and 8
finance
*Business 5
Economics
*Business 15
management
*Custom 13
Administration
*Finance 22
Management
*Hotel, Restaurant 12
Management
*Marketing 16
Management
*Operation 6
management
*Tourism 11

STEM 63 60 0 3

*Architechture 3
*Engineering 26
*Dentistry 1
*Sciences 12
*Medical 6
Technology
*Nursing 5
*Opthometry 3
*Physical 2
theraphy 1
*Psychology 1
*Veterinary
Medical

HUMSS 11 11 0 0

*Communication 1
*Criminology 4
*English 1
Language Study
*Journalism 2
*Political Science 3

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Total 282 264 10 8
Summary of Reasons as to why some changed course:
 Difficulty of the Strand
 Grades and Teacher Factor
 Disinterest of the Strand at the Onset
 Change of Interest
 High Tuition

Table 11 presents the tracer study conducted on the decisions made by

Senior High School students after graduation. As shown, out of 282 who

responded to the interview made online, 208 came from STEM, 63 came from

STEM, and 11 came from HUMMS. As to their course enrolled in college, for

ABM, 193 remained in the strand, 10 changed course, and 5 did not indicate

their course. For STEM, out of 63 respondents, 60 remained in the strand, none

transferred to another course, but 3 did not indicate their course. For HUMMS,

all respondents remained in the course. For those who decided to shift strand,

they revealed that the reasons for doing so were difficulty of the strand, grades

and teacher factor, disinterest of the strand at the onset, change of interest, and

high tuition for a particular course.

It can be posited that majority of the graduates chose to follow their

Senior High strand in proceeding to college which means that their choice is

consistent. This is a positive feedback because this means that they were

confident that they could cope with the demands of college life in terms of core

values formation and 21st century learning skills. This means also that the

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school has successfully afforded its students the necessary experience to help

them cope with adjustment phase in college.

On the other hand, for those who chose to shift strand in college only

affirm that they were not really sure of what they wanted on the onset of the

Senior High and in the process, they realized that the strand is not meant for

them. One study, however, revealed that the reason why Senior High school

graduates shift courses simply because of the financial stability of their family.

With this, the student finds it complicated to decide whether to go for the

course that he or she desires or to go for the course that his or her family can

afford (Martin, 2010). Money is still the greatest obstacle that serves as a

hindrance on the path of a student.

5. Classroom Experiences of Teachers‘ Teaching Strategies Adapted to

Impart 21st Century Skills

The following are the responses of the teacher respondents during the

FGD or Focus Group Discussion. The questions that led the discussion were

designed to elicit the perception of the teachers about their classroom

experiences with regard to the teaching strategies adapted to impart 21st

century skills. The researcher considered the principle of Creswell (2014) that

the maximum number of qualitative participants is 30. But due to the

lockdown, the researcher was able to gather only eight teachers and the process

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was done through Google Hangouts. The selection was done based on the

depth and substance of their answers. The answers then were coded where

created themes emanated.

Table 12

Teachers’ Classroom Experience based Imparted Problem –Solving

Skills

Theme 1 Theme2 Theme 3

Setting Off Actual Kicking Off Highly- Showing Off

Scenarios and Real Dynamic Classroom Collaborative Efforts
Situations: Activities and Activities

“Used true to life “I gave them case Most of the time, I use
experiences in giving scenarios to analyze group discussion activities
problem solving activities and brainstorming.
as well as giving examples outcomes and understand (Informant 4)
of a real-life situation. problems from news
Initiated also the articles or news video
Individual and group reports, pictures and
learning activities”. different media platforms
(Informant 1) for classroom active ities.
(Informant 2) “By sharing their
“Activities that will individual ideas and
enhance critical thinking “I use to let my students coming up with their
skills through application analyze outcomes and group stand to achieve
of a real-life scenarios are understand problems are problem solving skills.”
being used in the Debate, Circle the (Informant 3)
discussions”. (Informant questions and Think, pair
7) and share.” (Informant 6)

“For higher mathematics,

it is helpful when
discussions used concepts “Laboratory experiments “Some group activities
about their lives and help them explore and that open their minds to

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makes them realize the following the scientific what is happening in our
importance of the topic”. method of finding a environment which can
(Informant 8) solution to their problem. encourage them to be
Make used of the different engaged and help to solve
activities which can problems. “(Informant 5)
encourage them to be
engaged and help to solve
problems.” (Informant 5)
“I also do pair/group
“Giving them paper work so that they have
analysis, role playing and companions when
video analysis.” learning the concepts.”
(Informant 7) (Informant 8)

“I include illustrations to
visualize the situation in
the problem, apply
systematic way of solving
problems, determine the
appropriate equation or

utilize the equation formed

to find the answer to the
problem, and finally, make
a conclusion.” (Informant
8)

The aforementioned table 12 features the themes emanated from coding the

answers of the informants. As shown, in terms of facilitating and assessing

problem solving skills, the researcher was able to coin three themes namely,

Setting Off Actual Scenarios and Real Situations, Kicking Off Highly- Dynamic

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Classroom Activities, and Showing Off Collaborative Efforts and Activities. With

their answers, it can be posited that teachers are highly committed to facilitate

and assess problem solving skills. They are fully aware of the importance and

significance of this skill in the 21st century. In their own special way, give

students avenue through actual scenarios, dynamic activities, and some

collaborative efforts to develop among students the said skill. According to

Gutierrez (2012), effective problem-solving skills help students avoid conflict

with others in a school setting and in their everyday lives. This also strengthens

their empathy skills and help them learn more positive attributions about

another person’s intentions. Thus, it is very essential for academic and social

success. Moreover, the author lays down some steps on how to achieve this skill

in terms of dealing with a problem. These steps are: identify the problem,

listing the possible solutions or courses of action, weighing the possible

solutions, choosing a solution to try, putting the solution into practice, and

evaluating the solution.

In terms of career preparation, CareerBuilder (2017) affirms that problem-

solving skills is a universal job skill that applies to any position and every

industry. Thus, it must be possessed by every worker. This skill requires several

important skills that would help solve problems from identification to

implementation. Strong observational skills is essential in developing the

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problem solving skill alongside lateral thinking, analytical abilities, persistence,

innovative thinking, and creative thinking facilities.

Table 13

Teachers’ Classroom Experience based Imparted Information -Literacy Skills

Themes Defining Elements Informant

Facilitating “I encourage my students to read articles, news Informant
Critical and even constitution to be shared in the class as 1
Reading part of oral communication activity. I let them
share their opinions and insights in the article or
whatever they have read to test their gathering
necessary information skills and skills in analyzing
the content of the text. “

I can see how the students organize their thoughts Informant

and be mindful of the sources where the 5
information came from. I repeatedly reminding
them to use credible sources of information
especially when they get it from the internet.

“They have to read news, articles, books, journals, Informant

quotations and they even use the internet for that.” 3

CR 2- Aside from the lectures teaching steps or Informant

ways to become information literate individuals, 2
the students have their books to read. We also
utilize the computer laboratories for our classes,
we let them search the internet so they can have
more information that they can use in making
decisions and in solving problems. We do not just
use text information but also use a lot of pictures

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and videos allowing them to become better-
informed individuals.
“I include links of website or illustration where I Informant
took the information” 8

Furthering “There are think pair share, group discussions, Informant

Conscientiou case studies that allows them to communicate 1
s information. We also utilized their creativity to
Communicat communicate information by creating posters,
ion editorial photo. We also ask them to do
Powerpoint presentations and oral presentations to
communicate information.”
“The classroom activities that I use to let my Informant
students manage, identify and communicate 6
information are Brainstorming, Buzz session and
Gallery Walk.”
“Since there is a basis on what to communicate like Informant
in a performance task scenario, so these activities 2
allow them to research, brainstorm, do critical
thinking, create solutions.”
“Including links of information used in the Informant
situation will teach the students to avoid fake 8
information.”

Fostering “I particularly use group activities that involve the Informant

Complement collection of data firsthand during laboratory 5
ary experiments. I also ask each group to present their
Collaboratio results and initiate classroom discussions. I also
n ask the students to create written laboratory
reports which will help them to organize their
results to tables or even utilize graphs to present
their data. Sometimes, I ask them to write them a
simple review of a particular concept utilizing
different source materials.”
“These group activities enhance students’ ability to Informant
manage a group. For example, each student will be 3
assigned a task within a group and through that
they should be able to manage their time and
resources in order to contribute to the group. Also,
they will be able to identify certain things that

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needed to be addressed like problems that might
arise while doing a certain task. Lastly, through
group activity, they will be able to communicate
with one another and be able to relay important
information that is needed in order for them to be
successful and achieve the task at hand.”

“These group activities or teaching strategies help Informant

my students to learn the topic, share what they 6
learn and they know how to make their own
judgment.”

“I use the internet and legitimates sites when Informant

teaching.” 8
The aforementioned table 13 features the themes emanated from coding the

answers of the co-researchers. As shown, in terms of facilitating and assessing

information literacy skills, the researcher was able to coin three themes namely,

Facilitating Critical Reading, Furthering Conscientious Communication, and

Fostering Complementary Collaboration. Their answers are affirmation and

attestation that in their own special and unique way, they do their best for

students to acquire and demonstrate information literacy skills. Through critical

reading, conscientious and mindful communication and complementary

collaboration, on their ends they have done their best to facilitate and assess

information literacy skills. Information skill is a crucial skill in a pursuit of

knowledge in any learning level and environment. In fact, according to experts

it forms the basis for lifelong learning. Having this skill enables learners to

master content, delve more comprehensively, be self-independent, and have

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greater control over their own learning. Moreover, information literacy is linked

to information technology for they simply significantly overlap. Information

technology is the use of any electronic device, software, computer system or

maintenance to create, store, process, manipulate and secure all sorts of

information. According to The Information Literacy Competency Standards for

Higher Education (2016), an information literate person is able to determine the

extent of information needed, access the needed information effectively and

efficiently, evaluate information and its sources critically, incorporate selected

information into one’s knowledge base, use information effectively to

accomplish a specific purpose, and understand the economic, legal, and social

issues surrounding the use of information, and access and use information

ethically and legally.With the influx of various sources of information in the

net, it is essential that students have the skills to enable them to exploit the wide

range of information resources available and to retrieve, evaluate and use this

information effectively. By empowering students to develop these skills,

schools can ensure of students’ academic success.But part of having

information skills is the fact that students know how to identify authentic and

legit sources of information. Specifically, they must be media savvy to

recognize fake news online. A media savvy is someone who is able to

understand how media works and how he could use and manipulate it to his

advantage. Nowadays, the influx of fake news is unstoppable because of the

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power of the internet. Thus, a student or anybody for that matter should be

wise and sober to distinguish truth from lie, white from black and informative

from destructive. Thus, students must know how to evaluate the headlines.

Most fake news have very catchy headlines as their “come on” or “hook in” to

attract readers. More often than not, if headlines sound or seem unbelievable,

they really are. They should know how to check the URL.

Table 14

Teachers’ Classroom Experience based Imparted Critical Thinking Skills

Themes Defining Elements Informant

“In philosophy I always use debate for group Informant
activities to let students form their own arguments. 3
Stirring Up Also, for individual outputs, I ask them to write
Logical their own reaction or critique paper regarding a
Reasoning particular topic connected to our discussions.”
“With argumentation and debate, the students may Informant
be able to think critically in giving facts and 1
opinions in their answers for group activity. In
essay writing and reflection paper as individual
activity, the student may be able to share some of
their experiences that uses critical thinking thru life
experiences.”

“In debate, it helps the students’ ability to enhance Informant

their way of formulating their own arguments 5
using a sound and logical arguments. Likewise, the
students are able to analyze problems properly and
create their own judgment base on facts and logic.
On the other hand, the student’s ability to
formulate their own arguments and supporting it
with different facts are also enhanced in their
creation of reaction and critique paper. It makes
them decide on what choice or side they would
select and be able to support their decisions

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through rational and critical thinking.”

“The classroom activities that I use to let my Informant

students evaluate sources and use evidence to 6
formulate arguments are Debate, Misconception
check and Optimist/ Pessimist activities.”

“I start the lesson by giving a situation then ask a Informant

question that could be raised from that situation 8
related to our topic. During practice, I give easy to
hard questions.”

“Aside from lectures, I gave them questions to stir Informant

critical thinking. This maybe after reading news 2
articles or viewing news video reports. Pictures in
the use of media and information can also be used
Levelling in classroom activities for them to think about the
Up the Art topic under discussion.”
of
Answering
Questions
“Questions allows them to think. It allows them to Informant
know problems, look for causes, the same with 4
effects. It allows to formulate different solutions.”

“It made them more expressive of their thoughts Informant

and how they think. This is more seen in how they 5
answer questions mostly in written outputs. Most
of the students need to be more confident in
sharing their ideas but I did see how they answer
most of the questions correctly.”

“They share their thoughts and interpretation Informant

within themselves amidst of diversity in 7
knowledge.”

“The strategy could develop the higher thinking Informant

skills of the students.” 8

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Streamlining “Mostly, I use more class discussion especially Informant

Socratic during the presentation of the results of their 5
Approach laboratory experiments. I also use different pictures
and videos to start the discussion and use different
follow-up questions to discuss deeper. I also utilize
group discussion and give them a particular task to
accomplish as a group and utilize strategies like
think-group-share and expert groups.”

“The students will discover their own knowledge Informant

about the topic and make their own judgment.” 6

“Socratic-method or question-discussion method is Informant

utilized in helping students achieve this type of 3
skill. Through the use of handouts (reading
materials) and discussing it during lecture help
them understand more about the lesson and thus,
helping them to create sound judgments and
arguments based on facts and logic.”

“Mostly I use pictures and videos to initiate class Informant

discussion but I often use questions that initiate 5
critical thinking. I give them a certain scenario and
ask them their opinions or alternative solutions to
the problem they identified.”

“I use presentations to easily execute the problems Informant

to be given to the students.” 8

The aforementioned table 14 discloses the themes emanated from coding

the answers of the co-researchers during the FGD or focus group discussion. As

shown, in terms of facilitating and assessing critical thinking skills, the

researcher was able to coin three themes namely, Stirring Up Logical Reasoning,

Levelling Up the Art of Answering Questions, Streamlining Socratic Approach. The

themes certify how teachers are committed to facilitate and assess critical

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thinking. Ravenscourt (2016) affirms that when students are engaged in a

debate, this develops in them essential critical thinking skills or the ability to

make reasoned and well thought out arguments in addition to questioning the

evidence behind a particular stance or conclusion. Moreso this also build a

healthy attitude to questioning. Experts also attest that Socratic teaching is the

oldest, and still the most powerful, teaching tactic for fostering critical thinking.

They elaborate that in this approach, teachers should focus on giving students

questions, not answers. It fosters an inquiring, probing mind by continually

probing into the subject with questions.

It is for this reason that critical thinking is valued both in the university

setting and in the professional situations. According to Linda Elder and Richard

Paul, authors of "Critical Thinking Development: A Stage Theory," students

who know how to analyze and critique ideas are able to make connections

across disciplines, see knowledge as useful and applicable to daily life and

understand content on a deeper, more lasting level. Also, researcher Jane

Qinjuan Zhang writes that critical thinking enables students to assess their

learning styles, strengths and weaknesses, and allows them to take ownership

of their education. In fact, in all types of examination, critical thinking skills are

always a major part of the process- to assess students’ ability to think critically.

In her study on assessing and developing critical thinking, Rimieni (2002)

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stated that the development of critical thing is an essential step in achieving

holistic education. Her study concluded that students have weaknesses in truth

seeking, open-mindedness and systematicity. Thus, teachers are expected to

guide students to use their thinking skills more effectively and become more

motivated toward thinking, and that collaborative learning helps students

develop their critical thinking.

6. Challenges Encountered by Teachers in Facilitating and Assessing the

21st century skills

Table 15
Challenges Encountered in Facilitating And Assessing
21st Century Skill

Themes Defining Elements Informant

Students’ “If it is a group activity, I noticed that there are Informant
Disinclination some students who are passive. They are just 1
and Dullness waiting for the ideas to be given to them by their
leaders and other active members of the group.”

“Not all of them are interested. Some of them only Informant

accomplish the task just for compliance and some 7
of them did the task tediously.”
“Some students are not taking the task seriously.” Informant
5

“Some students do not want to participate in Informant

group activities because they believe that they can 4
perform better if working alone.”

Students’ “The challenge is not all students have the same Informant
Mental skill set in attaining and achieving a particular 3

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Incapacity learning competency. Other students learn fast,
and while others learn slowly. The teacher needs to
Insufficiency adjust with regards to this problem resulting to
delaying from moving on from the lesson in order
to accommodate others to develop their skill set –
on this instance their problem-solving skill.”
“Students have different levels of comprehension, Informant
some are fast-learners while others are slow- 4
learners, there are also average-learners.”

“Assessment of the students’ problem skills varies Informant

on the type of activity I gave the students. Some 5
activities are objective, meaning there are definite
answers to the questions, so I usually use objective
type assessments and these are usually easier to
use. Most of the time, I use rubrics to assess their
skills when they conduct experiments or write
essays. During the first years of utilizing these
types of assessments, I usually struggle on what
are the criteria I should consider in making
rubrics but as I utilize and see different rubrics
and looking at the objectives I set beforehand, I
manage to create rubrics suited for a particular
activity.”
“It is quite difficult for students to have a grasp on Informant
the basic principles of logic that is why they often 3
commit invalid and fallacious statements while
presenting their arguments. It takes some time for
student to master this, but improvements are
achieved once the students get used to it. Also, in
this age of social media students don't verify
whether news is factual or not. Thus, they
sometimes commit mistake by relying and using
unverified sources in their statements in creating
an argument.”

Academic “In facilitating laboratory activities, one challenge Informant

Blues and I faced, especially when I handle a large class, is 5
Blahs supervising each group. Usually, I group the class
into smaller groups consisting of a maximum of 5

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students, so each member will engage more in the
task at hand. A large class size will yield to more
groups I need to supervise. To answer this, I
usually do pre-laboratory activities to make sure
the students know the procedures and protocols
they need to follow. Time constraint is also a
factor I consider for some activities that can’t be
done for an hour, so I usually assign time-bound
activities.”
“The challenges that I experienced in facilitating Informant
and assessing students’ problem-solving skills is 6
the limited time for my subject. Sometimes doing
this kind of activity will spend at least 2 hrs.”
“Still limited time for my subject and space in Informant
executing the activity.” 7
The aforementioned table 15 unveils the themes emanated from coding the

answers of the co-researchers during the FGD or focus group discussion. As

shown, in terms of challenges faced by educators in facilitating the above-

mentioned 21st century skills, the researcher was able to coin three themes

namely, Students’ Disinclination and Dullness, Students’ Mental Incapacity and

Insufficiency, and Academic Blues and Blahs. It can be posited that the challenges

of teachers in facilitating and assessing the aforementioned 21st century skills

are trite concerns. Students’ laziness and patheticalness, inadequacy and

inability to cope with academically, and some classic academic woes have been

problems since time immemorial. Surprisingly, one challenge identified by

some respondents is students’ disinclination and dullness or in a layman’s

term, academic laziness. This is alarming because experts affirm that laziness is

the main cause of academic failure. Student may have an impressive facility of

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the language, sharp memory, and prolific writing skills, but when lazy and

unmotivated, they won’t find their own voice to express themselves and speak

their minds. After all, a lazy student can be defined as a student who has the

intellectual ability to excel but never realizes their potential because they choose

not to do the work necessary to maximize their capability (Meador, 2019). One

cause of laziness according to experts is that students are not well-motivated.

For some experts though, this is normal in an educational process at some

junctures especially when students bomb a big test, have no opportunities to

revise, experience an academic work overload, encounter boring lectures, and

face personal problem. To this effect, teachers are expected to advocate for

students and train them to acquire essential skills to help them overcome any

hindrances that keep them from maximizing their potentials.

One challenge also raised by teachers is students’ mental incapacity and

insufficiency. This can also be called a learning difficulty. Experts affirm that

learning difficulty is a condition that can cause an individual to experience

problems in a traditional classroom learning context. It affects memory, ability

to focus and organizational skills. The usual reasons for students experiencing

this academic struggle can be attributed to lack of skill practice, the materials

used are beyond their capacity to comprehend, students are not being

challenged enough, they are distracted by some stimuli, they lack motivation,

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there is a mismatch of learning styles, not getting proper sleep or nutrition,

personal problems, and even school anxiety. The last challenge identified by the

teachers is academic blues and blahs. These are teachers’ concerns that have

been there since time immemorial like too big class size, too short span of time

for a subject, too much workload, etc. These are just manifestations of lack of

adjustments among schools which is upgrade facilities and upscale standards of

education. But according to Garrett-Hatfield (2020), even these challenges have

their silver lining just like a large class size. Classes that have more students are

usually high energy, fun and exciting; the classes go by quickly and are rarely

boring; and most students are willing to participate. Further, students must

learn independence and self-motivation because teachers have less time to

work one-on-one with them. Students may also learn to work well in groups

because group work becomes a necessity in large classrooms. But of course,

there are more studies also that would post disadvantage of this like students

are less engaged and they are struggling most in school. Teacher also have

more negative behaviors to address with students who have attitude problems.

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Chapter 5

SUMMARY , CONCLUSIONS AND RECOMMENDATION

This chapter presents the summary of findings from the survey

conducted, conclusion drawn from the summary of findings and the

recommendations derived from the conclusions of the study. Alongside, an

instructional intervention program is developed and adapted to enhance

students’ aforementioned 21st century skills.

Summary

This study which is descriptive, assessed the implication of BEEA results

to student achievements focusing on the 21st century skills. This study involved

1,385 senior high school students who took part as second batch takers of

BEEA for school year 2018-2019 . The result of which were analyzed and

interpreted based on the level of proficiency achieved in the 21 st century skills ;

particularly on problem solving skills, information literacy skills and critical

thinking skills. The students were categorized as to sex and strand. Their

proficiency skills were determined, focusing on the 21 st century skills. The

assessed skills were compared taking their sex and strand as test factors.

Moreover, the teachers experiences with students as to the teaching strategies

employed were implied the researcher culled in a focused group discussion

with them and from these, challenges were also identified. The pandemic

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lockdown has prompted the researcher to use and seek in-depth information

from informant teachers as their experience with their former student could

reveal the dismal results on BEEA. It was also of the concern of the researcher

to make a tracer of the student graduates with regard to what endeavor or

career path was pursued.

The documentary analysis , focused group discussion through face to

face and later on online meet using mobile and digital means were utilized to

gather data. The data collected were treated statistically using descriptive

means. The data were then analyzed and interpreted in order to develop model

to improve the proficiency level of senior high students.

Summary of Findings

Based on the results of the study, the followings findings are presented:

1. Profile of Student Respondents

 1,385 who were involved in the study 728 or 52,6% are female

and 657 or 47.4% are male.

 In terms of their Strand preference , 810 or 58.5% belonged to

STEM, 472 or 34.1% belonged to ABM, and 103 or 7.4% belonged

to HUMMS

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2. Level of Proficiency of Students Based on the (BEEA) with regard to the

following indicators:

2.1 In terms of problem solving skills the overall mean value of 2.41 is

interpreted to mean “Low Proficiency”. The details showed that with

regard to;

 “Analyzing Outcomes” got an average score of 2.49 which is

interpreted as “Low Proficiency”

 “Executing Strategy/Methods” got an average score of 2.51 which

is interpreted as “Near Proficiency”

 “Understanding the Problem” got an average score of 2.23 which

is interpreted as “Low Proficiency”

2.1 In terms of information literacy Skills the overall mean value of 2.25 is

interpreted to mean “Low Proficiency”. The details showed that with

regard to;

 “Ability to Manage Information” got an average of 2.23 which is

interpreted as “Low Proficiency”

 “Identifying Types of Information” got an average of 2.20 which is

interpreted as “Low Proficiency”

 “Ability to communicate Information” got an average of 2.19

which is interpreted as “Low Proficiency”

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2.3 In terms of critical thinking skills the overall mean value of 2.26 is

interpreted to mean “Low Proficiency”. The details showed that with

regard to;

 “Analyzing Relevance” got an average of 2.38 which is interpreted

as “Low Proficiency”

 “Evaluating Sources” got an average of 2.44 which is interpreted

as “Low Proficiency”

 “Using Evidence to Formulate an Argument” got an average of

2.19 which is interpreted “Low Proficiency”.

3. Differences in the Exit Assessment Results of Students When their Profile

was Considered
3.1 In terms of their Sex. The overall sig value was 0.04 which means that

the null hypothesis was rejected implying that there is significant

difference in the results of assessment when respondents were grouped

according to sex.

 “Problem Solving” got 0.00 sig value which means that the null

hypothesis was rejected indicating that there was a significant

difference in the results of the assessment when respondents were

grouped according to sex.

 Information Literacy got a sig value of 0.50 which means that the

null hypothesis was accepted signifying that there was no

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significant difference in the results of assessment when

respondents were grouped according to sex.

 “Critical Thinking” got a sig value of 0.16 which means that the

null hypothesis was accepted signifying that there is no

significant difference in the results of assessment when

respondents were grouped according to sex.

3.2. In terms of Strand . The overall sig value is 0.00 which means that

the null hypothesis was rejected signifying that there was significant

difference in the results of assessment when respondents were

grouped according to strand.

 “Problem Solving” got a sig value of 0.00 which means that

the null hypothesis was rejected signifying that there was

significant difference in the results of assessment when

respondents were grouped according to strand.

 “Information Literacy” got a sig value of 0.00 which means

that the null hypothesis was rejected signifying that there

was significant difference in the results of assessment when

respondents were grouped according to strand.

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 “Critical Thinking” got a sig value of 0.00 which means that the

null hypothesis was rejected signifying that there was significant

difference in the results of assessment when respondents were

grouped according to strand.

5. Students pursued after graduation from Senior High School

 Out of 1,422 enrollees, 282 or 20% of them who were interviewed

pursued higher education after graduation, none of the students

were employed or became an entrepreneur.

6. Classroom experiences of the teachers with regard to the teaching

strategies adopted to impart 21st century skills

6.1 In terms of Problem Solving skills, the teachers adopted the

following teaching strategies: 1)setting off actual scenarios and real

situations; 2) kicking off highly- dynamic classroom activities, and 3)

Showing off collaborative efforts and activities

6.2 In terms of Information Literacy Skills, the teachers adopted

1)facilitating critical reading ; 2)furthering conscientious communication

and,3) fostering complementary collaboration

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6.3 In terms of Critical Thinking Skills, the teacher strategize using

;1) stirring up logical reasoning,3) levelling up the art of answering

questions and 3) streamlining Socratic approach

6. Challenges Encountered by Teachers in Facilitating and Assessing the 21 st

Century Skills

Through interviews, the following were themes were culled out from the

teacher-informants: The following were challenging for teachers to hurdle as

they go through with students’ behavior in the class, namely:

 Students’ disinclination and dullness

 Students’ mental incapacity and insufficiency

 Academic blues and blahs

CONCLUSIONS

Based on the findings of the study, the following conclusions and

implications of the study are formulated.

It can be inferred that with the senior high schools’ preference of STEM

strand was found unrelated to the assessed level of proficiency expected as

revealed in their BEEA result. The result of the assessment of the 21 st century

skills namely, problem solving skills, information literacy skills, and critical

thinking skills among students, show low proficiency, not only in Math and

Science but also in most of the subjects. Moreover, other reasons such on

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students’ laziness and lack of interest in their studies and some old and trite

educational misgivings that have been existing since time immemorial, is worth

taking another look.

Despite the teaching strategies which are evident through their

testimonies, teachers’ efforts to enhance students’ problem solving, information

literacy, and critical thinking, yet it fall short in terms of execution in the

classroom. Therefore it can said that students may encounter difficulties should

they pursue collegiate endeavor, if left unchecked. It can be further deduced

that with hesitant teachers breed anxious students. Anxiety in students are

rooted on their unmet needs to explore, in which appropriate classroom

strategies may fit. Twenty-first century students are engaged in information –

seeking behavior. Schools through their teachers may focus on students

inclination for pleasant classroom experience. Thus, designing a model could

answer weak areas in school experiences so that students could move on to the

next academic level, prepared and proficient.

RECOMMENDATIONS

Based on the summary of findings drawn from the results of the survey

and the conclusions, the researcher came up with the following

recommendations”

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1. Since the findings on the BEEA, with regard to the 21st century skills in

core subjects’ results showed “low proficiency” to “nearly proficiency”

findings on all core subjects except in one, it is the suggested to the school

to re-valuate the teachers’ teaching strategies and learning activities

delivery. A Venn Diagram is highly recommended in reevaluating the

Curriculum, the Teachers and the Students to improve the 21st century

skills among students.

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Curriculum
Challenges/problems on
implementation in the
facilities and skills of the
students

I
N
T
E
Student R
V
Teacher
 time of a lesson
E
 and the space in executing
N
 students are passive, activity,
T
 they are waiting for the ideas  group size is too large for the
to give,
I
O activity to do,
Not all of them are interested
 some of them only N  teachers lack the ability and
accomplish the task for skills to facilitate and assess 21st
compliance, century skills needed by
 students are not taking the students,
task seriously,  teachers efforts to enhance
 not want to participate in
students ‘skills are evident
group because they believe
through their testimonies but
they can perform better if alone,
 Not all students have the same fall a short in terms of execution
skills, and students have different in the classroom and
level of comprehension.  Teachers challenge zero in on
students’ laziness and lack of
interest in their studies .

In the student area, based on the results of Basic Education Exit Assessment

(BEEA), almost all core subjects such as Science, Philosophy, Humanities,

Mathematics, Language and Communication and Social Science achieved Low

Proficiency an indication that the student’s skills in the different core subjects

are not enough to use and the student’s knowledge and skills are not properly

develop to them . The student is not globally competitive because he or she

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lacks the knowledge, skills and attitude. The student may be affected in taking

a college course or any other exit curriculum such as higher education,

employment and entrepreneurship. Based on the results of the focus group

discussion of the teachers who have already taught in the senior high school,

the problems faced by the students are as follows: students are passive, they are

waiting for the ideas to give, not all of them are interested , some of them only

accomplish the task for compliance, students are not taking the task seriously,

not want to participate in group because they believe they can perform better if

alone, not all students have the same skills, and students have different level

of comprehension. On the part of teachers, time of a lesson and the space in

executing activity, group size is too large for the activity to do, teachers lack the

ability and skills to facilitate and assess 21st century skills needed by students,

teachers efforts to enhance students ‘skills are evident through their testimonies

but fall a short in terms of execution in the classroom and teachers challenge

zero in on students’ laziness and lack of interest in their studies and in the

curriculum, problem / challenges on implementation in the area of facilities

and skills of the 21st century. All of these, there is a need for an intervention

program. An intervention is a combination of program elements or strategies

designed to produce behavior changes or improve health status among

individuals or an entire population. Interventions may include educational

programs, new or stronger policies, improvements in the environment, or a

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health promotion campaign. In education, according to Andrew Lee , “An

instructional intervention is a program or set of steps that help kids to improve

at things they struggle with. It focus on subjects like reading or math. They are

designed so that you and the school can track your child’s progress that aimed

at academics sometimes called academic intervention.

In students development, according to Dr. Calamlam (Webinar Series 2020) in

the topic about Maximizing the Most Essential Learning Competencies (MELC),

they design learning activities for the students so that they are the one’s doing,

arriving, making at their own understanding and so that will have to make

connection about learning that will have students make sense of what is already

there. According to her, MELC is not a departure from K-12 curriculum. She

clarify that learning competencies in the MELC are not actually reduces but put

together the competencies that bring out the most essential learning.

Based on the result of focus group discussion (FGD) of the teachers, in Problem

solving Skills, the area of Mathematics mentioned in the discussion that

includes of life situation, use illustration to visualize the situation and use pair

group work are the strategies needed by the students. In Information Literacy

Skills, the area of Mathematics cited the use of links of website or illustrations

and information’s in the situation and use of internet and legitimate sites are

the strategies given. In Critical Thinking Skills, the strategies given are giving

the situation, develop higher thinking skill and the use of presentation. Based

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on Most Essential Learning Competencies (MELC) in General Mathematics,

represents real life situations using functions, solve problems involving rational

functions and investigate, analyze and solve problems involving simple and

compound interest may includes . Based on the result of focus group

discussion, in the area of Science in Problem solving Skills, laboratory

experiments help students to explore concepts and engaged them in a group

work are the strategies given. In Information Literacy Skills, the strategies given

are use credible sources of information, use group activities, presentation of the

results, create written laboratory reports, writing a review concept utilizing

different sources materials. In Critical Thinking Skills, use debate, creation of

reaction paper and critique paper and questions are the strategies mentioned. In

MELC in the area of Earth and Science, conduct a survey to assess the hazards

that community experiences, make a plan that the community may use to

conserve and protect its measures for future generations and prepare an action

plan to address current environmental concerns and challenges in the

community. In Language and Communication based on the FGD results in the

Problem solving skills, giving of activities with the application of real life

scenarios, paper analysis, role playing, video analysis and group learning

activity are the strategies given. In Information Literacy Skills, the strategies

given are encourage to read articles, news and even constitution, use think pair

and share. In Critical Thinking Skills, strategies used are use argumentation

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and debates (group), essay writing and reflection paper(individual), sharing of

thoughts and interpretation. Based on MELC, in Filipino, Reading and Writing

and Oral Communication as core subjects, the learning competencies given are

explain critical reading as a form of reasoning and writing a research study,

essay of his objective observation and evaluation of the various speakers

watched and listened to. In Social Science area, based on the result of FGD in

problem solving skills, use debate, circle the questions and think pair and share

are the strategies that they used. In Information Literacy Skills, use

brainstorming, buzz session, gallery walk and group activities are the strategies

given. In Critical Thinking Skills, strategies used are use debate, misconception

check and optimist/pessimist activities. In MELC, in Understanding Culture,

Society and Politics, analyzing the forms and functions of organization,

explaining the forms and functions of state and non- state institutions and

examining human responses to emerging challenges for in contemporary

societies are the competencies given. In Philosophy and Humanities in Problem

solving Skill, use group discussion activities, brainstorming and sharing ideas

are the strategies that they mentioned. In Information Literacy Skills, reading

newspapers, articles, books, journals, and quotations, use internet and use of

group activities are the cited strategies. In Critical Thinking Skills, strategies

used are group activities, write own reaction ,critique paper and use of

questions. In MELC, evaluate own limitations and possibilities for their

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transcendence, explain the authentic dialogue means accepting others even if

they are different from themselves and performs activities that demonstrate an

appreciation for the talents of persons with disabilities and those from the

under priviledge sectors of society are the essential learning competencies.

Based on the result of FGD in Media Literacy and Information (MIL), in

Problem solving Skills, the use of case scenarios to analyze outcomes and

understand problems (from news articles and news videos) and pictures telling

scenarios in the use of media and information are the strategies cited. Based on

the result of focus group discussion, in the area of Media and Information

Literacy, in Information Literacy Skills, the strategies given are utilize the use of

laboratory for internet use, use text informations and use a lot of pictures and

videos, and do performance task scenario. Based on the result of focus group

discussion, in the area of Media and Information Literacy, in Critical Thinking

Skills, strategies used are lectures, give questions after reading news or articles,

viewing news video report, and pictures use of media and information. In

MELC, the subject Media and Information Literacy, the essential competencies

like present an issue in varied ways to disseminate information using the codes,

convention and language of media, explain how the evolution of media from

traditional to new media shaped the values and norms of people and society,

compare and contrast how one particular issue or news is presented through

the different types of media (print, broadcast, online) and create a campaign of

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an issue showing the power of media and information to affect changes . As

part of intervention for the teachers, the teacher must also possess content

knowledge that would initiate students’ engagement in problem-solving or

team-working experiences that allow students to build upon their skill

development. Maximize teachers’ training as to make sure that they

themselves have the adequate skills and competencies to highly facilitate and

assess students’ 21st century skills that could match information –seeking

behavior among students especially in Mathematics and Science who would be

inclined towards STEM courses. Curriculum makers must adopt a value-centric

and real obelized framework that integrates 21st century skills most specifically

problem solving skills, information literacy, and critical thinking. Syllabi must

also offer guiding principles for the variety of teaching approaches to enhance

teachers’ skills in facilitating and assessing students’ 21st century skills so

students’ engagement is assured to increase. Dr. Calamlam also added that the

curriculum has three(3) important goals; Intellectualism, for the students to

develop higher order thinking skills that can be use to develop in them how to

solve problem , think and reason out. Nationalism, so that students will know

their identity and love for one’s country that will prepare them really work

hard to develop of his country. And last is Vocational preparation, need to

develop Filipinos who are prepared for the world of work.

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Therefore the result needs an intervention program, assessing the

teacher's skill, reviewing the learning plan, especially the competencies that the

teacher has placed in the curriculum, need also to review the school curriculum

and program. The results of BEAA and this current research truly attest that

students have very weak foundations in Mathematics and Science. Although

most of them pass these subjects or even get high grades, there are issues in the

knowledge of content and difficulty in applying the mathematical knowledge

that they might have. According to researches, Mathematics and Science exams

can often be passed by just learning the content procedurally. This means that

students can answer certain types of question by following a recipe but they fail

in scientific mathematics because of some minor deviations from such recipe.

Further, they lack the ability to translate mathematical meaning and scientific

theories to real-world meaning and contexts. Meaning, this hampers the use of

their common sense which is a valuable thing in quantitative science. Perhaps,

this is the reason why they fail in some national exams and assessment like

BEAA. Further, experts also believe that students who are weak in Math are

also likely to fail in Science because they lack the ability to make

approximations or estimations that requires them to really understand the

meaning and structure of the mathematics, along with the underlying scientific

meaning. Other reasons could be attributed to lack of multi-step problem

solving skills, lack of practice, lack of confidence, and simply lack of interest.

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Moreover, one major reason as to why students have a weak foundation

in terms of their competencies and target goals is teachers’ lack of pedagogical

knowledge to transfer learning to students and strategies and interventions for

students to identify their weaknesses and address them accordingly. Thus,

teachers’ training has become indispensable in this regard. Modern society

demands high quality teaching and learning from teachers. Teachers have to

possess a great deal of knowledge and skills with regard to both teaching and

assessment practices in order to meet those demands and standards of quality

education. Teachers who are well-trained and possess pedagogical knowledge

and strategies enable students to achieve their maximum potential. This is the

reason why ongoing professional development should be implemented in their

schedules.

Hence, the researcher presents the following instructional intervention

programs for both teachers and students to improve latter’s skills and

performance in the aforementioned subjects and fields.

2. The review on the learning outcomes become a necessity for re-evaluation

to match up with the DepEd’s most essential learning competencies to facilitate

deeper understanding of the teaching and learning process.

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3. Curriculum makers must adopt a value-centric and real obedized

framework that integrates 21st century skills most specifically problem solving

skills, information literacy, and critical thinking

4.The school principal may take initiative in conduct of regular subject area

meeting to review and update teaching plan and tasks in each of the core

subject to report class for possible remediation among students.

5. A regular class observation should be conducted by supervising teachers as

well as subject heads to determine mismatch between lesson planned and

actual classroom for increased engagement and expected learning outcome.

6.The subject institution must maximize teachers’ training participation as to

make sure that they themselves have the adequate skills and competencies to

highly facilitate and assess students’ 21st century skills that could match

information –seeking behavior among students especially in Mathematics and

Science who would be inclined towards STEM courses.

7. The subject institution must revisit their observed practices and review

feedback reported by teachers during post conferences after class observation

that could be tied to students’ 21st century skill low proficiency.

8.Tap support from Guidance Office and Student Development Department to

assess students’ attitude towards active classroom engagement .The university

must also ensure that educational front-liners embody an approach to teaching

that marries content and commitment to skill for without skills, students are left

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to memorize facts, recall details for worksheets, and relegate their educational

experience to passivity.

9.Teachers must also possess content knowledge that would initiate students’

engagement in problem-solving or team-working experiences that allow

students to build upon their skill development.

10.The proposed intervention program is recommended for adoption by the

subject school or any institution to make them effective facilitators and to

enhance the 21st century learning skills.

PROPOSED INTERVENTION PROGRAM FOR STUDENTS TO ENHANCE

21ST CENTURY SKILLS

Rationale

The 21st century skills proficiency is a powerful predictor of future

academic endeavors among Senior high students who plan to pursue higher

education, be part of a workplace or minding their own business . The demands

for these skills require a level of competencies which the school can provide as a

boost to their success.

The low proficiency result of BEEA has prompted the researcher to

propose intervention program to proactively determine behavioral and

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academic area of needs to address that affect their professional/

entrepreneurial pursuit in life after senior high.

The intervention is both proactive and intentional since all actions are set to

address as stop gap measures to the observed weakness among targeted

participants . Moreover , the intervention proposed will incidentally address

behavior that are challenges to teachers as well. Once the reason behind the

intervention has been addressed, the school through the teacher , can construct

plan while meeting the academic needs of the students.

A wider concensus now exists among those involved in the study, the

teachers, the principals and even more so the parents. The experiences among

teachers that advance the development of this skills and the basic component of

an effective school program may fill the gap between students’ need and the

demands of higher level institution or workplace. But for many teachers , both

new and experienced , basic degree or higher degree, generalist and specialists,

there continues a gap between theory and practice. What skills and knowledge

can best help teachers meet their commitment and confidence to help every

student become proficient in skills they will pursue.

Program Description

The intervention program is designed to provide the 21 st century skills

proficiency in boosting the skills in problem –solving, information literacy and

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critical thinking among Senior high students who plan to pursue higher

education, be part of a workplace or minding their own businesses . The

demands for these skills require a level of competencies which the school can

provide as a boost to their success. The key result areas identified in the study

were those raised as important in coming up with basic education exit

assessment (BEEA) result. In consonant with the basic findings in the study, the

role function of the school is indeed paramount in disseminating information to

its stakeholders; the school management, teachers, guidance counselors,

students, parents or their guardian.

A fairly large amount of this proposal came from the findings , sourced

from statistical result generated by the survey questionnaire and those focused

group discussion. The skills that are imbedded in the core subjects of the senior

high school curriculum are necessary challenges to the schools that must be

taught and learned in today’s classrooms.

Objectives of the Intervention

The enhanced core curricular program for Senior High school students

endeavor to;

1. Describe and define the skills in the 21st century program for learning

2. Integrate the educational purpose for students who are in the crossroad

of embarking on a guided career path/

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3. Create strategies for modifying student behavior for more focused-scheme

student learning .

4. Provide examples of the skills they are being taught and learned in todays’

classrooms

Intervent Key Issues Activities & Desirable Key Time

ion /Learning Strategies to Outcomes persons Frame
Programs Areas develop
competencies
1. Informatio Use of online Utilization of This
Strength n Literacy platform ,make strengths of School can be
ening the Skills it interactive( both classroom Adminis done
Crossove share screen, tration
and outside once a
r download
Learning references, environments Resourc month
web shots, ) and the e or as
Pose question provision for persons the
and see learners with need
student authentic and Subject arises.
responses. Use engaging chair
Chat responses
opportunities
Subject
for learning. teachers

Provision of Guidanc
Problem Conduct of wider e
Solving hands- on opportunities Counsel
workshop ors
Skills for learners to
record, link,
Use of debate, Curricul
circle the recall, and um
questions and share their Planners
think pair and diverse
share learning events Parents
application of and
real life
experiences
scenarios,

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paper analysis, across multiple
role playing, settings
video analysis
and group
learning
activity

Science Create Student

Mathemati activities/ improved
cs event that will demonstration
Social allow students of enthusiasm
Science to gather
and interest in
information
Languages using printed the subject.
and electronic
resources.

Allow students
to present
results in a
forum,
exhibits.

For languages,
do repeated
reading, text
visualization

Assisted
reading
Developi Critical Allow students Involvement of
ng Thinking to present big learners to This
Students’ ideas that various could
Argumen could be be done
tative MIL required
dissected into every
Skill Social essential
smaller units. meeting
science learning as part
Provide competencies of
activities that that will focus motivat
investigate on the ion
similarities and significance of proced
differences ure

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taking turns,
listening
actively, and
responding
constructively
to others.

Allow students Evidence of

to provide rubrics as part
responses that of formative
can be
and summative
triangulated,
modify policies assessments
or framework,
or change
consequences

Ask open- Employability

ended
of Higher
questions,
Order Thinking
Re-state Skills (HOTS)
remarks in in both oral
more scientific and written
language, discourse

Fluent reading Attending to

contrasting
Clear writing ideas in order
to deepen their
Correct speech understanding
of the concept
Navigate data

Information
sharing Enhancement
of learning
Simulation for strategies for
online learning

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platform teachers these
strategies and
overcome
challenges.

Harnessi Informatio Initiate Involvement This

ng n Literacy problem of learners to can
Computa Skills solving activity different become
tional part of
that involves activities/
formati
Thinking Problem complex performance ve
Solving problem that requiring them assessm
Skills students can to develop or ent. So,
break down even enhance this is
into smaller computational done as
thinking the
need
arises
Involving
Critical Use are
different
Thinking lectures, give
problems
Skills questions after
reading news situations that
or articles, they could be
viewing news easily solved.
video report,
and pictures Develop and
MIL use of media
train students
Languages and to be computer
information.
coders.

Exposure to
tackle complex
challenges in
all aspects of
their lives.

Employi Critical Embed Developing test This

ng Thinking assessment hard-to- could
Stealth into a measure be

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Assessm Problem simulated aspects of implem
ent solving learning learning such ented
Skills environment as as part
of
Science like Mobile perseverance,
summa
Social Legend and creativity, and tive
Science(Hi Warcraft.( strategic assessm
story) (because the thinking. ent or
system as the
continually Collecting need
collects data information arises
about players’ about students’
actions, learning states
making and processes
inferences without asking
about their them to stop
goals and and take an
strategies in examination.
order to
present Providing
appropriate teachers with
new continual data
on how each
challenges. )
learner is
progressing

The ‘I do, Critical focus only on Giving This is

We do, Thinking the most instruction as a done all
You do’ essential skills way to through
Approac . out the
h Problem accelerate the
semeste
Solving learning of the r
skills students at especial
risk. ly with
the
Practicing on implem
any given task entatio
n of
to ensure that
flexible

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there is a high learnin
chance they g
will succeed at because
of
it, which
COVID
results in them 19.
being less
afraid to try
new things.

Getting
familiar and
master the
skills before
moving to the
next level
Flexible Informatio Allows various Reaching non- New
Learning n Literacy modalities to conventional Normal
facilitate students for in
Critical learnings greater Educati
Thinking flexibility onal
Learner- related to time, system
centered place and implem
approach mode of study ented
which all
encourages Providing a through
greater mechanism for out the
independence constant semeste
and autonomy communication r.
on the part of and interaction
the learner. with the
learner
The most
common in Providing
flexible institutions a
learning range of
activities: options for

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students to
 On- study
campus
classroo
m
Offering
learning
flexible options
 Distance for a larger and
educatio diverse student
n body

 Open Meet the

learning respond to the
perceived
 Indepen
dent needs of
learning industry and
employers
 Resourc
e based Produce more
learning supply of
graduates to
 Teleteac
hing particular
occupations
 Comput and
er professions
manage where
d shortages of
learning
practitioners
 Comput have
er been identified
assisted
learning

 Online
learning

 Mobile
learning

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 Multi
media
learning

 Blended
learning

 Virtual
learning

Train the Informatio Hard and soft Attendance of Intensiv

Teachers n Literacy skills trainings teachers to e and
Skills for teachers are capability Extensi
done to uphold building that ve
academic can best training
Critical excellence function their for
Thinking roles such as: educato
skills  Academ rs must
ic front- be the
liners. priority
Problem  Commis of
solving sion of every
skills digital educati
transfor onal
mation instituti
and on and
upskill must be
their done
workfor regularl
ce y. Two
strategy to three
 Facilitat training
es sessions
transfer per
of semeste
learning r can be
in every a good
start.

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student
Enhancement
of team
building/leade
rship

Developing
their
knowledge in
their field of
specialization

Developing
their problem-
solving skills,
self-esteem,
and confidence

Increase their
motivation in
teaching the
students

Enhancing
their
supervisor
skills in the
classroom

Building their
internal
capacity

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ENGLISH EDITING CERTIFICATION FORM

November 8, 2020

This is to certify that the undersigned has checked, proofread and edited the
thesis titled, Basic Education Exit Assessment ( BEEA)Result of a Senior High
School in a Private Catholic University: Basis for the Intervention Program, and has
found it thorough and acceptable with respect to grammar and composition.

Rizal Dapat, PhD

Faculty, Languages Department
Adamson University

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APPENDICES

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Appendix A

LETTER OF REQUESTS

November 28, 2019

MARIA MAGDALENA M. LIM, CESO V

Schools Division Superintendent
Department of Education, Manila

Dear Madam:
I am a senior high school teacher of Adamson University and a graduating PhD
student A.Y.2019-2020, would like to request to have a copy of Basic Education
Exit Assessment result of our school and other related documents like the
Standardized survey questionnaire on 21st century skills, National BEEA result
on SHS, focused skills in the examination. The said documents are needed for
my study on documentary analysis of BEEA results of senior high school
students. Your response would be a great help to finish my goal.
I am looking forward for your favorable approval. Thank you and god bless!

Very truly yours,

Mrs. Violeta Simbahan- Dulatre

Researcher

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Basic Education Department

Senior High School (SHS)
900 San Marcelino St., Ermita, Manila
tel.no. 524-20-11 loc 203

December 5, 2019

DR. LORNA A. ESPESO

Principal, Senior High School
Adamson University

Dear Dr. Espeso:

I would like to request to have a copy of Basic Education Exit Assessment
result of our school. The said document is needed for my study to be used as
documentary analysis on BEEA results of SHS: Your response would be a
great help to finish my goal.
I am looking forward for your favorable approval. Thank you and god bless!

Very truly yours,

Mrs. Violeta S. Dulatre

Researcher

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January 17, 2020

THE SUBJECT AREA COORDINATORS

BED- Senior High School Department
Adamson University

Dear Coordinators:

Good Day!
May I request to get the name of the teachers in your area who handled/ taught
the core subject to the senior high school students batch 2018-2019. They will be
my teacher-respondents in my dissertation writing as part of data gathering.
Your response to this is highly appreciated.
Thank you so much!

Yours truly,

MRS. VIOLETA S. DULATRE

SHS- faculty researcher

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Basic Education Department

Senior High School (SHS)
900 San Marcelino St., Ermita, Manila
tel. no 524-20-11 loc 203

February 24, 2020

DR. LORNA A. ESPESO

Principal,
Senior High School Department

Thru: Ms. Nea A. Sualog

Academic Head,
Senior High School Department

Dear Dr. Espeso:

Greetings of Peace!

The undersigned is humbly asking permission to conduct a Focus Group

Discussion on Thursday, February 27, 2020 at 2pm to the following senior high
school core subject teachers as part of my respondents in my study entitled
“Basic Education Exit Assessment Result of a Senior High School in a Private Catholic
University: Basis for the Intervention Program. This document will serve as my
data for analysis as I continue with my dissertation writing and hopefully earn
my degree.

In line with this, I was able to identify the teachers who taught the said
core subjects of the second batch 2018-2019 senior high school students through
the help of all area coordinators whom I informed with. As of this writing, I am
in the process of data gathering and dissertation writing.

Rest assured that the data that will be gathered will be treated as
confidential. Attached herewith is the list of teachers who handled core subjects
for A.Y. 2018-2019.

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1. Mr. Godwin Villareal

2. Mr. Rico Teodoro
3. Ms. Angielyn Batol
4. Mr. Alfred Alcantara
5. Mr. Marven Palapo
6. Ms. Venus Solares
7. Mr. Ronn Rodriguez
8. Mr. April Suan

May this humble request merit your kind approval.

Thank you and God bless.

In St. Vincent de Paul,

VIOLETA S. DULATRE
Faculty-Researcher

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TABLES

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Appendix B

Table 1

Frequency Distribution of Student Respondents’ Profile

Profile Frequency Percentage

Sex

Male 657 47.4%

Female 728 52.6%
Total 1,385 100%

Strand

ABM 472 34.1%

HUMSS 103 7.4%
STEM 810 58.5%
Total 1,385 100%

Table 2
Informant Teachers’ Profile
Participant Sex Specialization No. year/s in Educational
teaching attainment
Informant Male Media and 24 years MA with units
Teacher1 Information
Literacy
Informant Female Filipino 20 years Ma thesis
Teacher2 writing
Informant Male Social studies 6 years MA Sociology
Teacher3
Informant Male Philosophy 16 years AB
Teacher4 philosophy

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Informant Male Science 6 years Bachelor
Teacher5 Biology degree
Informant Female Social science 5 years Bachelor
Teacher6 degree
Informant Male English 7 years MA Ed on
Teacher 7 going
Informant Male Math 10 years Bachelor
Teacher 8 degree

Table 3
Level of Proficiency of Students’ (BEEA) Results on the Area of
Problem Solving
Problem
Subject Mean Interpretation
Solving
Science 2.50 Low Proficiency
Philosophy 2.95 Near Proficiency
Humanities 2.53 Near Proficiency
Media &
Analyzing Information 2.79 Near Proficiency
Outcomes Literacy
Mathematics 1.72 Low Proficiency
Language &
2.63 Near Proficiency
Communication
Social Science 2.34 Low Proficiency
Average 2.49 Low Proficiency
Science 2.40 Low Proficiency
Philosophy 2.82 Near Proficiency
Humanities 2.28 Low Proficiency
Media &
Executing
Information 2.84 Near Proficiency
Strategy/Metho
Literacy
ds
Mathematics 1.84 Low Proficiency
Language &
2.72 Near Proficiency
Communication
Social Science 2.70 Near Proficiency
Average 2.51 Near Proficiency
Understanding Science 2.30 Low Proficiency
the Problem Philosophy 1.95 Low Proficiency

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Humanities 1.95 Low Proficiency
Media &
Information 2.84 Near Proficiency
Literacy
Mathematics 1.68 Low Proficiency
Language &
2.60 Near Proficiency
Communication
Social Science 2.26 Low Proficiency
Average 2.23 Low Proficiency
Science 2.40 Low Proficiency
Philosophy 2.57 Near Proficiency
Humanities 2.25 Low Proficiency
Media &
Information 2.82 Near Proficiency
Over-all
Literacy
Mathematics 1.75 Low Proficiency
Language &
2.65 Near Proficiency
Communication
Social Science 2.45 Low Proficiency

Average 2.41 Low Proficiency

Legend: 4.51-5.00 High Proficiency (90-100); 3.51-4.50 Proficient (75-89); 2.51-3.50 Near Proficiency (50-
74); 1.51-2.50 Low Proficiency (25-49); 1.00-1.50 ; Lowest Proficiency (0-24)

Table 4

Level of Proficiency of Students Based (BEEA)

Result on the Area of Information Literacy

Information
Subject Mean Interpretation
Literacy
Science 2.28 Low Proficiency
Philosophy 1.72 Low Proficiency
Humanities 2.33 Low Proficiency
Media &
Ability to
Information 2.81 Near Proficiency
Manage
Literacy
Information
Mathematics 1.61 Low Proficiency
Language &
2.39 Low Proficiency
Communication
Social Science 2.47 Low Proficiency

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Average 2.23 Low Proficiency
Science 2.22 Low Proficiency
Philosophy 1.84 Low Proficiency
Humanities 1.84 Low Proficiency
Media &
Identifying
Information 2.46 Low Proficiency
Types of
Literacy
Information
Mathematics 1.72 Low Proficiency
Language &
2.84 Near Proficiency
Communication
Social Science 2.46 Low Proficiency
Average 2.20 Low Proficiency
Science 2.39 Low Proficiency
Philosophy 2.09 Low Proficiency
Humanities 2.56 Near Proficiency
Media &
Ability to
Information 1.16 Lowest Proficiency
communicate
Literacy
Information
Mathematics 1.77 Low Proficiency
Language &
2.82 Near Proficiency
Communication
Social Science 2.56 Near Proficiency
Average 2.19 Low Proficiency
Science 2.30 Low Proficiency
Philosophy 1.88 Low Proficiency
Humanities 2.25 Low Proficiency
Media &
Information 2.47 Low Proficiency
Over-all
Literacy
Mathematics 1.70 Low Proficiency
Language &
2.68 Near Proficiency
Communication
Social Science 2.50 Low Proficiency
Low Proficiency
Average 2.25

Legend: 4.51-5.00 High Proficiency (90-100); 3.51-4.50 Proficient (75-89); 2.51-3.50 Near Proficiency (50-
74); 1.51-2.50 Low Proficiency (25-49); 1.00-1.50 ; Lowest Proficiency (0-24)

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Table 5

Level of Proficiency of Students Based on BEEA Result

On the Area of Critical thinking
Critical Thinking Subject Mean Interpretation
Science 2.31 Low Proficiency
Philosophy 2.32 Low Proficiency
Humanities 1.77 Low Proficiency
Media & Information
4. Analyzing 3.61 Proficient
Literacy
Relevance
Mathematics 1.82 Low Proficiency
Language &
2.33 Low Proficiency
Communication
Social Science 2.47 Low Proficiency
Average 2.38 Low Proficiency
Science 2.37 Low Proficiency
Philosophy 2.16 Low Proficiency
Humanities 2.30 Low Proficiency
Media & Information
5. Evaluating 3.32 Near Proficiency
Literacy
Sources
Mathematics 1.93 Low Proficiency
Language &
2.56 Near Proficiency
Communication
Social Science 2.47 Low Proficiency
Average 2.44 Low Proficiency
Science 2.15 Low Proficiency
Philosophy 2.19 Low Proficiency
Humanities 1.86 Low Proficiency
6. Using Evidence Media & Information
3.42 Near Proficiency
to Formulate an Literacy
Argument Mathematics 1.60 Low Proficiency
Language &
2.26 Low Proficiency
Communication
Social Science 1.86 Low Proficiency
Average 2.19 Low Proficiency
Science 2.27 Low Proficiency
Over-all Philosophy 2.22 Low Proficiency
Humanities 1.98 Low Proficiency

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Media & Information
2.90 Near Proficiency
Literacy
Mathematics 1.78 Low Proficiency
Language &
2.39 Low Proficiency
Communication
Social Science 2.27 Low Proficiency
Average 2.26 Low Proficiency
Legend: 4.51-5.00 High Proficiency (90-100); 3.51-4.50 Proficient (75-89); 2.51-3.50 Near Proficiency (50-
74); 1.51-2.50 Low Proficiency (25-49); 1.00-1.50 ; Lowest Proficiency (0-24)

Table 6

Summary of Level of Proficiency of Students Based on BEEA Result

Areas Mean Interpretation

Analyzing Outcomes 2.53 Near Proficiency

Problem Solving Executing Strategy/Methods 2.44 Low Proficiency
Understanding the Problem 2.33 Low Proficiency
Average 2.43 Low Proficiency
Ability to Manage Information 2.32 Low Proficiency
Identifying Types of
Information 2.26 Low Proficiency
Information
Literacy
Ability to Communicate
2.43 Low Proficiency
Information
Average 2.34 Low Proficiency
Analyzing Relevance 2.37 Low Proficiency
Evaluating Sources 2.41 Low Proficiency
Critical Thinking
Using Evidence to Formulate an
2.18 Low Proficiency
Argument
Average 2.32 Low Proficiency
OVER-ALL 2.36 Low Proficiency
Legend: 4.51-5.00 High Proficiency (90-100); 3.51-4.50 Proficient (75-89); 2.51-3.50 Near Proficiency (50-
74); 1.51-2.50 Low Proficiency (25-49); 1.00-1.50 ; Lowest Proficiency (0-24)

Table 7

Differences in the Students’ BEEA Results When their Sex is Considered

t- Sig- Decision
Areas Focus sex Mean SD
value value on Ho
Problem Analyzing Male 2.44 0.47 Not
1.69 0.19 Accepted
Solving Outcomes Female 2.61 0.44 Significant

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Executing Male 2.36 0.45
4.37 0.04* Rejected Significant
Strategy Female 2.52 0.42
Understandi Male 2.28 0.48
ng the 7.91 0.01* Rejected Significant
Female 2.37 0.44
Problem
Male 2.36 0.40
Average 8.30 0.00* Rejected Significant
Female 2.50 0.37
Ability to Male 2.27 0.41
Not
manage 0.19 0.66 Accepted
Female 2.37 0.40 Significant
information
Identifying Male 2.19 0.44 Not
types of 1.36 0.24 Accepted Significant
Female 2.32 0.46
Informatio information
n Literacy Ability to Male 2.33 0.51 Not
communicat Significant
1.58 0.21 Accepted
e Female 2.53 0.49
information
Male 2.26 0.38 Not
Average 0.46 0.50 Accepted
Female 2.41 0.37 Significant
Analyzing Male 2.27 0.50
4.56 0.03* Rejected Significant
relevance Female 2.46 0.47
Evaluating Male 2.32 0.48 Not
0.99 0.32 Accepted
Sources Female 2.49 0.49 Significant
Critical Using Male 2.11 0.40 Not
Thinking evidence to Significant
0.00 0.99 Accepted
formulate an Female 2.25 0.40
argument
Male 2.23 0.39 Not
Average 1.95 0.16 Accepted
Female 2.40 0.38 Significant
Male 2.29 0.36
OVER-ALL 4.25 0.04* Rejected Significant
Female 2.44 0.34
Note: *Significant at .05

Table 8

Differences in the Students’ BEEA Results When their Strand is Considered

F- Sig- Decision
Areas Focus Strand Mean SD Int
value value on Ho
ABM 2.38 0.47
Analyzing
HUMSS 2.85 0.34 59.06 0.00* Rejected Significant
Outcomes
STEM 2.58 0.44
ABM 2.29 0.45
Executing
HUMSS 2.72 0.34 59.01 0.00* Rejected Significant
Strategy
Problem STEM 2.50 0.43
Solving Understandi ABM 2.14 0.42
ng the HUMSS 2.54 0.42 67.68 0.00* Rejected Significant
Problem STEM 2.41 0.46
ABM 2.27 0.38
Average HUMSS 2.70 0.28 86.21 0.00* Rejected Significant
STEM 2.49 0.37
Informatio Ability to ABM 2.19 0.41
53.88 0.00* Rejected Significant
n Literacy manage HUMSS 2.59 0.38

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information STEM 2.36 0.39
Identifying ABM 2.11 0.46
types of HUMSS 2.49 0.44 46.66 0.00* Rejected Significant
information STEM 2.31 0.43
Ability to ABM 2.25 0.53
communicat HUMSS 2.79 0.43
66.24 0.00* Rejected Significant
e
STEM 2.49 0.47
information
ABM 2.19 0.39
Average HUMSS 2.63 0.31 82.16 0.00* Rejected Significant
STEM 2.39 0.35
ABM 2.19 0.50
Analyzing
HUMSS 2.74 0.38 74.84 0.00* Rejected Significant
relevance
STEM 2.43 0.47
ABM 2.23 0.51
Evaluating
HUMSS 2.70 0.39 66.34 0.00* Rejected Significant
Sources
STEM 2.48 0.46
Critical
Using ABM 2.06 0.40
Thinking
evidence to HUMSS 2.35 0.34
36.92 0.00* Rejected Significant
formulate an
STEM 2.23 0.40
argument
ABM 2.16 0.39
Average HUMSS 2.60 0.27 85.93 0.00* Rejected Significant
STEM 2.38 0.37
ABM 2.20 0.36
OVER-ALL HUMSS 2.64 0.24 62.04 0.00* Rejected Significant
STEM 2.42 0.33
Note: * Significant at .05

Table 9

Follow-up Test on the Significant Differences in the Students’ BEEA Results

When their Strand is Considered

Areas Focus Strand Mean ABM HUMSS STEM

ABM 2.38 * *
Analyzing
HUMSS 2.85 *
Outcomes
STEM 2.58
ABM 2.29 * *
Executing
HUMSS 2.72 *
Strategy
Problem STEM 2.50
Solving ABM 2.14 * *
Understanding
HUMSS 2.54 *
the Problem
STEM 2.41
ABM 2.27 * *
Average HUMSS 2.70 *
STEM 2.49
Informati Ability to ABM 2.19 * *
on manage HUMSS 2.59 *

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Literacy information STEM 2.36
Identifying ABM 2.11 * *
types of HUMSS 2.49 *
information STEM 2.31
Ability to ABM 2.25 * *
communicate HUMSS 2.79 *
information STEM 2.49
ABM 2.19 * *
Average HUMSS 2.63 *
STEM 2.39
ABM 2.19 * *
Analyzing
HUMSS 2.74 *
relevance
STEM 2.43
ABM 2.23 * *
Evaluating
HUMSS 2.70 *
Sources
Critical STEM 2.48
Thinking Using evidence ABM 2.06 * *
to formulate an HUMSS 2.35 *
argument STEM 2.23
ABM 2.16 * *
Average HUMSS 2.60 *
STEM 2.38
ABM 2.20 * *
OVER-ALL HUMSS 2.64 *
STEM 2.42
Note: * Significant at .05

Table 10

Tracer Activity of SHS of AdU Batch 2019

Total Number of Pursued Higher Pursued for Pursued

Enrollees Education Employment Entrepreneurship
1,422 graduates
282 0 0
Total 282 0 0

Table 11

Tracer Activity Of SHS on Courses Enrolled

Strand No. of Retained in the Changed No Course

Respondents Strand Course Indicated
ABM 208 193 10 5
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*Accountancy 85
*Banking and 8
finance
*Business 5
Economics
*Business 15
management
*Custom 13
Administration
*Finance 22
Management
*Hotel, Restaurant 12
Management
*Marketing 16
Management
*Operation 6
management
*Tourism 11

STEM 63 60 0 3

*Architechture 3
*Engineering 26
*Dentistry 1
*Sciences 12
*Medical 6
Technology
*Nursing 5
*Opthometry 3
*Physical 2
theraphy 1
*Psychology 1
*Veterinary
Medical

HUMSS 11 11 0 0

*Communication 1
*Criminology 4
*English 1
Language Study
*Journalism 2
*Political Science 3
Total 282 264 10 8

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Summary of Reasons as to why some changed course:
 Difficulty of the Strand
 Grades and Teacher Factor
 Disinterest of the Strand at the Onset
 Change of Interest
 High Tuition

Table 12

Teachers’ Classroom Experience based Imparted Problem –Solving

Skills

Theme 1 Theme2 Theme 3

Setting Off Actual Kicking Off Highly- Showing Off

Scenarios and Real Dynamic Classroom Collaborative Efforts
Situations: Activities and Activities

“Used true to life “I gave them case Most of the time, I use
experiences in giving scenarios to analyze group discussion activities
problem solving activities and brainstorming.
as well as giving examples outcomes and understand (Informant 4)
of a real-life situation. problems from news
Initiated also the articles or news video
Individual and group reports, pictures and
learning activities”. different media platforms
(Informant 1) for classroom active ities.
(Informant 2) “By sharing their
“Activities that will individual ideas and
enhance critical thinking “I use to let my students coming up with their
skills through application analyze outcomes and group stand to achieve
of a real-life scenarios are understand problems are problem solving skills.”
being used in the Debate, Circle the (Informant 3)
discussions”. (Informant questions and Think, pair
7) and share.” (Informant 6)

“For higher mathematics,

it is helpful when
discussions used concepts “Laboratory experiments “Some group activities
about their lives and help them explore and that open their minds to
makes them realize the following the scientific what is happening in our
importance of the topic”. method of finding a environment which can
(Informant 8) solution to their problem. encourage them to be

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Make used of the different engaged and help to solve
activities which can problems. “(Informant 5)
encourage them to be
engaged and help to solve
problems.” (Informant 5)
“I also do pair/group
“Giving them paper work so that they have
analysis, role playing and companions when
video analysis.” learning the concepts.”
(Informant 7) (Informant 8)

“I include illustrations to
visualize the situation in
the problem, apply
systematic way of solving
problems, determine the
appropriate equation or

utilize the equation formed

to find the answer to the
problem, and finally, make
a conclusion.” (Informant
8)

Table 13

Teachers’ Classroom Experience based Imparted Information -Literacy Skills

Themes Defining Elements Informant

Facilitating “I encourage my students to read articles, news Informant
Critical and even constitution to be shared in the class as 1
Reading part of oral communication activity. I let them
share their opinions and insights in the article or
whatever they have read to test their gathering
necessary information skills and skills in analyzing
the c ontent of the text. “

I can see how the students organize their thoughts Informant

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and be mindful of the sources where the 5
information came from. I repeatedly reminding
them to use credible sources of information
especially when they get it from the internet.

“They have to read news, articles, books, journals, Informant

quotations and they even use the internet for that.” 3

CR 2- Aside from the lectures teaching steps or Informant

ways to become information literate individuals, 2
the students have their books to read. We also
utilize the computer laboratories for our classes,
we let them search the internet so they can have
more information that they can use in making
decisions and in solving problems. We do not just
use text information but also use a lot of pictures
and videos allowing them to become better-
informed individuals.
“I include links of website or illustration where I Informant
took the information” 8

Furthering “There are think pair share, group discussions, Informant

Conscientiou case studies that allows them to communicate 1
s information. We also utilized their creativity to
Communicat communicate information by creating posters,
ion editorial photo. We also ask them to do
Powerpoint presentations and oral presentations to
communicate information.”
“The classroom activities that I use to let my Informant
students manage, identify and communicate 6
information are Brainstorming, Buzz session and
Gallery Walk.”
“Since there is a basis on what to communicate like Informant
in a performance task scenario, so these activities 2
allow them to research, brainstorm, do critical
thinking, create solutions.”
“Including links of information used in the Informant
situation will teach the students to avoid fake 8
information.”

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Fostering “I particularly use group activities that involve the Informant

Complement collection of data firsthand during laboratory 5
ary experiments. I also ask each group to present their
Collaboratio results and initiate classroom discussions. I also
n ask the students to create written laboratory
reports which will help them to organize their
results to tables or even utilize graphs to present
their data. Sometimes, I ask them to write them a
simple review of a particular concept utilizing
different source materials.”
“These group activities enhance students’ ability to Informant
manage a group. For example, each student will be 3
assigned a task within a group and through that
they should be able to manage their time and
resources in order to contribute to the group. Also,
they will be able to identify certain things that
needed to be addressed like problems that might
arise while doing a certain task. Lastly, through
group activity, they will be able to communicate
with one another and be able to relay important
information that is needed in order for them to be
successful and achieve the task at hand.”

“These group activities or teaching strategies help Informant

my students to learn the topic, share what they 6
learn and they know how to make their own
judgment.”

“I use the internet and legitimates sites when Informant

teaching.” 8

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Table 14

Teachers’ Classroom Experience based Imparted Critical Thinking Skills

Themes Defining Elements Informant

“In philosophy I always use debate for group Informant
activities to let students form their own arguments. 3
Stirring Up Also, for individual outputs, I ask them to write
Logical their own reaction or critique paper regarding a
Reasoning particular topic connected to our discussions.”
“With argumentation and debate, the students may Informant
be able to think critically in giving facts and 1
opinions in their answers for group activity. In
essay writing and reflection paper as individual
activity, the student may be able to share some of
their experiences that uses critical thinking thru life
experiences.”

“In debate, it helps the students’ ability to enhance Informant

their way of formulating their own arguments 5
using a sound and logical arguments. Likewise, the
students are able to analyze problems properly and
create their own judgment base on facts and logic.
On the other hand, the student’s ability to
formulate their own arguments and supporting it
with different facts are also enhanced in their
creation of reaction and critique paper. It makes
them decide on what choice or side they would
select and be able to support their decisions
through rational and critical thinking.”

“The classroom activities that I use to let my Informant

students evaluate sources and use evidence to 6
formulate arguments are Debate, Misconception
check and Optimist/ Pessimist activities.”

“I start the lesson by giving a situation then ask a Informant

question that could be raised from that situation 8
related to our topic. During practice, I give easy to
hard questions.”

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“Aside from lectures, I gave them questions to stir Informant

critical thinking. This maybe after reading news 2
articles or viewing news video reports. Pictures in
the use of media and information can also be used
Levelling in classroom activities for them to think about the
Up the Art topic under discussion.”
of
Answering
Questions
“Questions allows them to think. It allows them to Informant
know problems, look for causes, the same with 4
effects. It allows to formulate different solutions.”

“It made them more expressive of their thoughts Informant

and how they think. This is more seen in how they 5
answer questions mostly in written outputs. Most
of the students need to be more confident in
sharing their ideas but I did see how they answer
most of the questions correctly.”

“They share their thoughts and interpretation Informant

within themselves amidst of diversity in 7
knowledge.”

“The strategy could develop the higher thinking Informant

skills of the students.” 8

Streamlining “Mostly, I use more class discussion especially Informant

Socratic during the presentation of the results of their 5
Approach laboratory experiments. I also use different pictures
and videos to start the discussion and use different
follow-up questions to discuss deeper. I also utilize
group discussion and give them a particular task to
accomplish as a group and utilize strategies like
think-group-share and expert groups.”

“The students will discover their own knowledge Informant

about the topic and make their own judgment.” 6

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“Socratic-method or question-discussion method is Informant

utilized in helping students achieve this type of 3
skill. Through the use of handouts (reading
materials) and discussing it during lecture help
them understand more about the lesson and thus,
helping them to create sound judgments and
arguments based on facts and logic.”

“Mostly I use pictures and videos to initiate class Informant

discussion but I often use questions that initiate 5
critical thinking. I give them a certain scenario and
ask them their opinions or alternative solutions to
the problem they identified.”

“I use presentations to easily execute the problems Informant

to be given to the students.” 8

Table 15
Challenges Encountered in Facilitating And Assessing
21st Century Skill

Themes Defining Elements Informant

Students’ “If it is a group activity, I noticed that there are Informant
Disinclination some students who are passive. They are just 1
and Dullness waiting for the ideas to be given to them by their
leaders and other active members of the group.”

“Not all of them are interested. Some of them only Informant

accomplish the task just for compliance and some 7
of them did the task tediously.”
“Some students are not taking the task seriously.” Informant
5

“Some students do not want to participate in Informant

group activities because they believe that they can 4
perform better if working alone.”

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Students’ “The challenge is not all students have the same Informant
Mental skill set in attaining and achieving a particular 3
Incapacity learning competency. Other students learn fast,
and while others learn slowly. The teacher needs to
Insufficiency adjust with regards to this problem resulting to
delaying from moving on from the lesson in order
to accommodate others to develop their skill set –
on this instance their problem-solving skill.”
“Students have different levels of comprehension, Informant
some are fast-learners while others are slow- 4
learners, there are also average-learners.”

“Assessment of the students’ problem skills varies Informant

on the type of activity I gave the students. Some 5
activities are objective, meaning there are definite
answers to the questions, so I usually use objective
type assessments and these are usually easier to
use. Most of the time, I use rubrics to assess their
skills when they conduct experiments or write
essays. During the first years of utilizing these
types of assessments, I usually struggle on what
are the criteria I should consider in making
rubrics but as I utilize and see different rubrics
and looking at the objectives I set beforehand, I
manage to create rubrics suited for a particular
activity.”
“It is quite difficult for students to have a grasp on Informant
the basic principles of logic that is why they often 3
commit invalid and fallacious statements while
presenting their arguments. It takes some time for
student to master this, but improvements are
achieved once the students get used to it. Also, in
this age of social media students don't verify
whether news is factual or not. Thus, they
sometimes commit mistake by relying and using
unverified sources in their statements in creating
an argument.”

Academic “In facilitating laboratory activities, one challenge Informant

Blues and I faced, especially when I handle a large class, is 5

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Blahs supervising each group. Usually, I group the class
into smaller groups consisting of a maximum of 5
students, so each member will engage more in the
task at hand. A large class size will yield to more
groups I need to supervise. To answer this, I
usually do pre-laboratory activities to make sure
the students know the procedures and protocols
they need to follow. Time constraint is also a
factor I consider for some activities that can’t be
done for an hour, so I usually assign time-bound
activities.”
“The challenges that I experienced in facilitating Informant
and assessing students’ problem-solving skills is 6
the limited time for my subject. Sometimes doing
this kind of activity will spend at least 2 hrs.”
“Still limited time for my subject and space in Informant
executing the activity.” 7

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Appendix C

FOCUS GROUP DISCUSSION QUESTIONNAIRE

FOR THE TEACHERS

Name (optional): ______________________________Sex:____________________

No. of year/s in teaching: _______________________Specialization:___________

Educational attainment: _______________________

Research Title: Basic Education Exit Assessment Result for a Senior High School

in a Private Catholic University: Basis for the Intervention Program

PROBLEM SOLVING SKILLS

1. What classroom activities do you utilize to let students analyze outcomes

and understand problems?

2. How do these activities or teaching strategies help them achieve problem

solving skills?

3. What teaching aids do you use to help students achieve problem solving

skills?

4. What challenges have you experienced in facilitating and assessing

students’ problem solving skills?

INFORMATION LITERACY SKILLS

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1. What classroom activities do you utilize to let students to manage,

identify, and communicate information?

2. How do these activities or teaching strategies help them achieve

information literacy skills?

3. What teaching aids do you use to help students achieve information

literacy skills?

4. What challenges have you experienced in facilitating and assessing

students’ information literacy skills?

CRITICAL THINKING

1. What classroom activities or teaching strategies do you utilize to

evaluate sources and use evidence to formulate arguments?

2. How do these activities or teaching strategies help students achieve

critical thinking skills?

3. What teaching aids do you use to help students achieve critical thinking

skills?

4. What challenges have you experienced in facilitating and assessing

critical thinking skills?

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Appendix D

ANSWER OF THE TEACHER ON FOCUS GROUP

DISCUSSION

Name (optional): _______________________________________Sex: Female

No. of year/s in teaching:____5_____ Specialization: Social Science

Educational attainment: College Graduate

Research Title: Basic Education Exit Assessment Result for a Senior High School in a

Private Catholic University: Basis for the Development of a Model

PROBLEM SOLVING SKILLS

1. What classroom activities do you utilize to let students analyze outcomes

and understand problems?

Answer: Since I handle a 21st century learner and my subject is Social

science the classroom activities that I use to let my students analyze

outcomes and understand problems are Debate, Circle the questions and

Think, pair and share.

2. How do these activities or teaching strategies help them achieve problem

solving skills?

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Answer: These activities or teaching strategies will help them achieve

problem solving skills by knowing what will be the problem and they

will go with the process and come up with solutions. I let my students

find the problem and search for a solutions.

3. What teaching aids do you use to help students achieve problem solving

skills?

Answer: I use actual objects, pictures, charts, projector, visual and audio

visual aids.

4. What challenges have you experienced in facilitating and assessing

students’ problem solving skills?

Answer: The challenges that I experienced in facilitating and assessing

students’ problem solving skills is the limited time for my subject.

Sometimes doing this kind of activity will spent atleast 2 hrs.

INFORMATION LITERACY SKILLS

1. What classroom activities do you utilize to let students to manage,

identify, and communicate information?

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Answer: The classroom activities that I use to let my students manage,

identify and communicate information are Brainstorming, Buzz session

and Gallery Walk.

2. How do these activities or teaching strategies help them achieve

information literacy skills?

Answer: These activities or teaching strategies help my students to learn

the topic, share what they learn and they know how to make their own

judgment.

3. What teaching aids do you use to help students achieve information

literacy skills?

Answer: I use actual objects, pictures, charts, projector, visual and audio

visual aids.

4. What challenges have you experienced in facilitating and assessing

students’ information literacy skills?

Answer: Still limited time for my subject and space in executing the

activity.

CRITICAL THINKING
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1. What classroom activities or teaching strategies do you utilize to

evaluate sources and use evidence to formulate arguments?

Answer: The classroom activities that I use to let my students evaluate

sources and use evidence to formulate arguments are Debate,

Misconception check and Optimist/ Pessimist activities.

2. How do these activities or teaching strategies help students achieve

critical thinking skills?

Answer: The students will discover their own knowledge about the topic

and make their own judgment.

3. What teaching aids do you use to help students achieve critical thinking

skills?

Answer: I use actual objects, pictures, charts, projector, visual and audio

visual aids.

4. What challenges have you experienced in facilitating and assessing

critical thinking skills?

Answer: Limited time for my subject and limited attention of the student

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ANSWER OF THE TEACHER ON FOCUS GROUP
DISCUSSION

NAME (OPTIONAL): SEX: Male

NO. OF YEARS IN
7 SPECIALIZATION: BSE-English

TEACHING:

EDUCATIONAL College Graduate / On-Going MAEd-English

ATTAINMENT:

Research Title: Basic Education Exit Assessment Result for a Senior High School

in a Private Catholic University: Basis for the Intervention Program

PROBLEM SOLVING SKILLS

1. What classroom activities do you utilize to let students analyze outcomes and

understand problems?

Since I am teaching English, I am giving them activities that will help

them enhance their critical thinking skills with the application of real-life

scenarios for them to gain wisdom to our society.

2. How do these activities or teaching strategies help them achieve problem

solving skills?

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The activities provide the ignition and enhancement of their Critical

Thinking Skills as they accomplish the given tasks.

3. What teaching aids do you use to help students achieve problem solving

skills?

Giving them paper analysis, role playing and video analysis.

4. What challenges have you experienced in facilitating and assessing

students’ problem-solving skills?

Not all of them are interested. Some of them only accomplish the task

just for compliance and some of them did the task tediously.

INFORMATION LITERACY SKILLS

1. What classroom activities do you utilize to let students to manage, identify,

and communicate information?

Discussion and more activities that involves socialization like Think-

Pair-Share.

2. How do these activities or teaching strategies help them achieve

information literacy skills?

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They educate among themselves through discussion among the

groupwork.

3. What teaching aids do you use to help students achieve information

literacy skills?

Discussion through AVP and groupwork activities.

4. What challenges have you experienced in facilitating and assessing

students’ information literacy skills?

Some students are not taking the task seriously.

CRITICAL THINKING

1. What classroom activities or teaching strategies do you utilize to evaluate

sources and use evidence to formulate arguments?

Paper / Video Analysis, Open Discussion and Think-Pair-Share Activity.

2. How do these activities or teaching strategies help students achieve

critical thinking skills?

They share their thoughts and interpretation within themselves amidst

of diversity in knowledge.

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3. What teaching aids do you use to help students achieve critical

thinking skills?

Discussion and Paper / Video Analysis

4. What challenges have you experienced in facilitating and assessing

critical thinking skills?

Some students are not taking the task seriously.

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ANSWER OF THE TEACHER ON FOCUS GROUP
DISCUSSION

Name: (Optional) Sex: Male

Teaching Experience: 6 years Specialization: Social Sciences

Educational Attainment: MA Sociology

PROBLEM SOLVING SKILLS:

1.) What classroom activities do you utilize to let students analyze outcomes and

understand problems?

A: In Philosophy and World Religions, I always present a Moral Dilemma so that

students can analyze a particular scenario. This is done either individually or by

groups depending on the time allotted for a particular lesson.

2.) How do these activities or teaching strategies help them achieve problem

solving skills?

A: This particular activity helps students to be able to analyze and identify a

problem and be able to come up with a solution in order to address the given

problem. Through this, it enhances their problem solving skill as an individual or

being in a group addressing a particular issue.

3.) What teaching aids do you use to help students achieve problem solving

skills?

A: Nowadays technology is widely used to aid teachers in reaching out to

students the needed competencies they need to achieve. The use of visuals such

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as powerpoint presentations as visual aids, incorporating movies or

documentaries to supplement and enhance student understanding of the lesson

and the use of internet to gain more information about a particular lesson.

4.) What challenges have you experienced in facilitating and assessing student’s

problem solving skills?

A: The challenge is not all students have the same skill set in attaining and

achieving a particular learning competency. Other students learn fast, while

others learn slowly. The teacher needs to adjust with regards to this problem

resulting to delaying from moving on from the lesson in order to accommodate

others to develop their skill set – on this instance their problem solving skill.

INFORMATION LITERACY SKILLS

1.) What classroom activities do you utilize to let students manage, identify, and

communicate information?

A: The best classroom activity to utilize so that student can manage, identify and

communication is through a group activity where students can brainstorm.

Brainstorming

is a good strategy to communicate with one another. Also, another group

activity to

utilize in enhancing information literacy skill is through group reporting.

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2.) How do these activities or teaching strategies help them achieve information

literacy skills?

A: These group activities enhance students’ ability to manage a group. For

example, each student will be assigned a task within a group and through that

they should be able to manage their time and resources in order to contribute to

the group. Also, they will be able to identify certain things that needed to be

addressed like problems that might arise while doing a certain task. Lastly,

through group activity, they will be able to communicate with one another and

be able to relay important information that is needed in order for them to be

successful and achieve the task at hand.

3.) What teaching aids do you use to help students achieve information literacy

skills?

A: Communication is key and that is why it is very important to provide visuals

such as powerpoint presentations to give instructions and provide information

for the students to be guided in doing a particular activity.

4.) What challenges have you experienced in facilitating and assessing student’s

information literacy skills?

A: Since group activities are essential in developing information literacy skills, it

can be observed that most students do not participate actively and let other

members of the group to do all the tasks. This can be observed when students are

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asked to evaluate their group members and other would fairly state that some of

their group members never contributed in accomplishing their task.

CRITICAL THINKING

1.) What classroom activities or teaching strategies do you utilize to evaluate

sources and use evidence to formulate arguments?

A: In philosophy I always use debate for group activities to let students form

their own arguments. Also, for individual outputs, I ask them to write their own

reaction or critique paper regarding a particular topic connected to our

discussions.

2.) How do these activities or teaching strategies help them achieve critical

thinking

skills?

A: In debate, it helps the students’ ability to enhance their way of formulating

their own arguments using a sound and logical arguments. Likewise, the

students are able to analyze problems properly and create their own judgment

base on facts and logic. On the other hand, the student’s ability to formulate their

own arguments and supporting it with different facts are also enhanced in their

creation of reaction and critique paper. It makes them decide on what choice or

side they would select and be able to support their decisions through rational

and critical thinking.

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3.) What teaching aids do you use to help students achieve critical thinking

skills?

A: Socratic-method or question-discussion method is utilized in helping students

achieve this type of skill. Through the use of handouts (reading materials) and

discussing it during lecture help them understand more about the lesson and thus,

helping them to create sound judgments and arguments based on facts and logic.

4.) What challenges have you experienced in facilitating and assessing student’s

critical thinking skills?

A: It is quite difficult for students to have a grasp on the basic principles of logic

that is why they often commit invalid and fallacious statements while presenting

their arguments.It takes some time for student to master this, but improvements

are achieved once the students get used to it. Also, in this age of social media

students don't verify whether news is factual or not. Thus, they sometimes commit

mistake by relying and using unverified sources in their statements in creating an

argument

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ANSWER OF THE TEACHER ON FOCUS GROUP
DISCUSSION

Name (optional): ______________________________Sex:_F________

No. of year/s in teaching:______20___ Specialization:_____Filipino____________

Educational attainment: _____Master’s Units__________________

Research Title: Basic Education Exit Assessment Result for a Senior High School in a

Private Catholic University: Basis for the Development of a Model

PROBLEM SOLVING SKILLS

1. What classroom activities do you utilize to let students analyze outcomes and

understand problems?

2. How do these activities or teaching strategies help them achieve problem

solving skills?

3. What teaching aids do you use to help students achieve problem solving

skills?

4. What challenges have you experienced in facilitating and assessing

students’ problem solving skills?

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INFORMATION LITERACY SKILLS

1. What classroom activities do you utilize to let students to manage,

identify, and communicate information?

2. How do these activities or teaching strategies help them achieve

information literacy skills?

3. What teaching aids do you use to help students achieve information

literacy skills?

4. What challenges have you experienced in facilitating and assessing

students’ information literacy skills?

CRITICAL THINKING

1. What classroom activities or teaching strategies do you utilize to

evaluate sources and use evidence to formulate arguments?

2. How do these activities or teaching strategies help students

achieve critical thinking skills?

3. What teaching aids do you use to help students achieve critical

thinking skills?

4. What challenges have you experienced in facilitating and

assessing critical thinking skills?

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Problem Solving Skills

1. I usually use true life experiences in giving problem solving activities

since my subject is language and communication, I use real life situation

as a springboard in my topic for a certain day like for example, if they

are an indigenous people, how will they communicate with other

persons using the language. Sometimes I do an individual activity but

majority of the activities in language and communication uses group

learning activities.

2. With these set of activities that I use, it allows the students to work and

solve problems in communication like for those who are introvert, they

have the chances to speak and share their thoughts and ideas with their

group mates. It also makes the students be more confident in public

speaking. Since we have a diverse set of students, group and individual

activities may be use depending on the subject/topic being discuss.

3. I go for the mixture of traditional and modern way of teaching.

4. If it is a group activity, I noticed that there are some students who are

passive. They are just waiting for the ideas to be given to them by their

leaders and other active members of the group.

Information Literacy Skills

1. I encourage my students to read articles, news and even constitution to

be shared in the class as part of oral communication activity. I let them

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share their opinions and insights in the article or whatever they have read

to test their gathering necessary information skills and skills in analyzing

the content of the text.

2. This oral communication activity helps them to analyze and weight the

information they gathered. They will be able to use what they learned in

other subject to test if the articles are fake or not. It also helps the

students to enhance their vocabulary skills in Filipino.

3. They have to read news, articles, books, journals, quotations and they

even use the internet for that.

4. Since they have to read and share, the first problem that I usually

encounter in facilitating this activity is the lack of interest of the students

nowadays in reading. Some are really shy to speak in front of the class.

But the purpose of this activity is to encourage the students to develop

more their reading comprehension skills.

Critical Thinking

1. Sometimes I use argumentation and debate activity. I also assess the

critical thinking skills of the students in the kind of questions I give in

their reflection papers, essay writing and reporting.

2. With argumentation and debate, the students may be able to think

critically in giving facts and opinions in their answers for group activity.

In essay writing and reflection paper as individual activity, the student

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may be able to share some of their experiences that uses critical thinking

thru life experiences.

3. paper and pen

4. Sometimes if the activity is not being controlled by the teacher, the

students become unruly maybe because they wanted to express more

about their feelings and opinions. Since I am the facilitator I see to it that

everybody will observe proper decorum.

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ANSWER OF THE TEACHER ON FOCUS GROUP
DISCUSSION

Name (optional): ______________________________ Sex: M

No. of year/s in teaching: 24 Specialization: MIL

Educational attainment: Masters with Units

Research Title: Basic Education Exit Assessment Result for a Senior High School

in a Private Catholic University: Basis for the Intervention Program

PROBLEM SOLVING SKILLS

1. What classroom activities do you utilize to let students analyze

outcomes and understand problems?

Aside from lectures, I gave them case scenarios to analyze outcomes and

understand problems. This maybe from news articles or news video

reports. Pictures telling current scenarios in the use of media and

information can also be used in classroom activities for them to

understand problems.

2. How do these activities or teaching strategies help them

achieve problem solving skills?

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By reading or viewing the news or report they can understand the

problem and allows to use the discussions to come up with possible

solutions to the problem.

3. What teaching aids do you use to help students achieve

problem solving skills?

Aside from the lectures given to them and the textbook, one resource we

have in MIL is that we utilize the computer laboratories for our classes,

we let them search the internet so they can have more information that

they can use in making decisions and in solving problems. As mentioned

earlier, we do not just use text information but also use a lot of pictures

and videos allowing them to see the real picture of the scenario to aid

them in formulating solutions.

4. What challenges have you experienced in facilitating and

assessing students’ problem solving skills?

Varied answers can be one challenge in assessing them. Some students

do not give basis or sources for coming up with answers. Another

concern is that solutions to problem scenarios may take time to come up.

Students must be given time to research a bit so as to have clear or good

basis for their answers or formulated solutions. Because of this, these

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types of activities must be given as homework or assignment activities

which some students tend to still not do well or copy ideas from possible

solutions from the internet or from their classmates.

INFORMATION LITERACY SKILLS

1. What classroom activities do you utilize to let students to

manage, identify, and communicate information?

There are think pair share, group discussions, case studies that allows

them to communicate information. We also utilized their creativity to

communicate information by creating posters, editorial photo. We also

ask them to do powerpoint presentations and oral presentations to

communicate information.

2. How do these activities or teaching strategies help them achieve

information literacy skills?

Since there is a basis on what to communicate like in a performance task

scenario, so these activities allow them to research, brainstorm, do

critical thinking, create solutions.

3. What teaching aids do you use to help students achieve information

literacy skills?

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Aside from the lectures teaching steps or ways to become information

literate individuals, the students have their books to read. We also

utilize the computer laboratories for our classes, we let them search the

internet so they can have more information that they can use in making

decisions and in solving problems. We do not just use text information

but also use a lot of pictures and videos allowing them to become better-

informed individuals.

4. What challenges have you experienced in facilitating and assessing

students’ information literacy skills?

One challenge is the tool to present the information. Students vary in

ways on how best they can communicate ideas. Some are more vocal but

some expresses better using visuals. One challenge is time, when there is

oral presentation or recitation, it consumes time that other topics needs

to be accomplished for the day can not be covered anymore. For visuals,

it also takes time to deliver the information in a creative but still in an

informative way. In my case, especially for oral presentations, I ask

them during to stay after class so that I can hear how the communicate

information and their depth in providing information to an audience.

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CRITICAL THINKING

1. What classroom activities or teaching strategies do you utilize to evaluate

sources and use evidence to formulate arguments?

Aside from lectures, I gave them questions to stir critical thinking. This

maybe after reading news articles or viewing news video reports.

Pictures in the use of media and information can also be used in

classroom activities for them to think about the topic under discussion.

2. How do these activities or teaching strategies help students achieve

critical thinking skills?

Questions allows them to think. It allows them to know problems, look

for causes, the same with effects. It allows to formulate different

solutions.

3. What teaching aids do you use to help students achieve critical

thinking skills?

Aside from the lectures teaching steps or ways to become information

literate individuals, the students have their books to read. We also

utilize the computer laboratories for our classes, we let them search the

internet so they can have more information that they can use in doing

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critical analysis before making decisions and in solving problems. We do

not just use text information but also use a lot of pictures and videos

allowing them to stir their analysis.

4. What challenges have you experienced in facilitating and assessing

critical thinking skills?

Some students provide answers with no depth. This may be because of

lack of experience or lack of interest or lack of knowledge in different

issues

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ANSWER OF THE TEACHER ON FOCUS GROUP
DISCUSSION

Name (optional): ______________________________Sex:____Male_____

No. of year/s in teaching:_____6____ Specialization:_______Biology__________

Educational attainment: __________Bachelor_____________

Research Title: Basic Education Exit Assessment Result for a Senior High School

in a Private Catholic University: Basis for the Intervention Program

PROBLEM-SOLVING SKILLS

1. What classroom activities do you utilize to let students analyze outcomes and

understand problems?

Since the nature of the subject I teach requires more first-hand learning, I

usually incorporate laboratory experiments which is usually done by

groups. After the experiment, they will present the results and discuss

with the class. One time, I also ask them to devise a simple experiment

that they will demonstrate in class.

2. How do these activities or teaching strategies help them achieve

problem-solving skills?

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Laboratory experiments help them to explore a particular concept by

presenting them with a problem, formulating their hypotheses, and

following the scientific method of finding a solution to their problem.

Some activities that we do in our class can open their minds to what is

happening in our environment which can encourage them to be engaged

and help to solve problems.

3. What teaching aids do you use to help students achieve problem-

solving skills?

I usually use the available laboratory materials provided by the

University for the students to use. If it’s readily available, I also use live

specimens in the class. Other aids I use to enhance the students’ skills are

by suggesting online simulations they can use in their own free time and

presenting pictures or videos that I use to entice them to solve problems

in class.

4. What challenges have you experienced in facilitating and assessing

students’ problem-solving skills?

In facilitating laboratory activities, one challenge I faced, especially when

I handle a large class, is supervising each group. Usually, I group the

class into smaller groups consisting of a maximum of 5 students, so each

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member will engage more in the task at hand. A large class size will

yield to more groups I need to supervise. To answer this, I usually do

pre-laboratory activities to make sure the students know the procedures

and protocols they need to follow. Time constraint is also a factor I

consider for some activities that can’t be done for an hour, so I usually

assign time-bound activities.

Assessment of the students’ problem skills varies on the type of activity I

gave the students. Some activities are objective, meaning there are

definite answers to the questions, so I usually use objective type

assessments and these are usually easier to use. Most of the time, I use

rubrics to assess their skills when they conduct experiments or write

essays. During the first years of utilizing these types of assessments, I

usually struggle on what are the criteria I should consider in making

rubrics but as I utilize and see different rubrics and looking at the

objectives I set beforehand, I manage to create rubrics suited for a

particular activity.

INFORMATION LITERACY SKILLS

1. What classroom activities do you utilize to let students to manage,

identify, and communicate information?

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I particularly use group activities that involve the collection of data

firsthand during laboratory experiments. I also ask each group to present

their results and initiate classroom discussions. I also ask the students to

create written laboratory reports which will help them to organize their

results to tables or even utilize graphs to present their data. Sometimes, I

ask them to write them a simple review of a particular concept utilizing

different source materials.

2. How do these activities or teaching strategies help them achieve

information literacy skills?

These activities can help them to organize the information they collected

and recorded from different sources. From these activities, I can see how

the students organize their thoughts and be mindful of the sources

where the information came from. I repeatedly reminding them to use

credible sources of information especially when they get it from the

internet. I always tell them when they submit papers to write the

references they used. This way, I can teach them to avoid plagiarism and

criticize what they are reading from the internet.

3. What teaching aids do you use to help students achieve

information literacy skills?

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I give them guides in constructing their written reports whenever we

have laboratory experiments. Sometimes, I give them reading materials

they can make a review about their opinions and their analyses

regarding the arguments presented. But most of the time, it’s the art of

questioning and being a role model that helped me to enhance their

information literacy skills.

7. What challenges have you experienced in facilitating and assessing

students’ information literacy skills?

In terms of facilitating their information literacy, I think what I see as a

challenge is in terms of the consistency of the students in terms of

observing proper format and, especially, citing their sources. Some of the

student’s work lacks the skills of paraphrasing and proper citations.

In terms of assessment, I also use a mixture of objective tests and rubrics

depending on the type of concept I am assessing. In terms of laboratory

reports and essays, one of the things I found to be improved by the

students is their grammar and syntax that may alter their chain of

thoughts.

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CRITICAL THINKING

1. What classroom activities or teaching strategies do you utilize to

evaluate sources and use evidence to formulate arguments?

Mostly, I use more class discussion especially during the presentation of

the results of their laboratory experiments. I also use different pictures

and videos to start the discussion and use different follow-up questions

to discuss deeper. I also utilize group discussion and give them a

particular task to accomplish as a group and utilize strategies like think-

group-share and expert groups.

2. How do these activities or teaching strategies help students

achieve critical thinking skills?

It made them more expressive of their thoughts and how they think. This

is more seen in how they answer questions mostly in written outputs.

Most of the students need to be more confident in sharing their ideas but

I did see how they answer most of the questions correctly.

3. What teaching aids do you use to help students achieve critical

thinking skills?

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Mostly I use pictures and videos to initiate class discussion but I often

use questions that initiate critical thinking. I give them a certain scenario

and ask them their opinions or alternative solutions to the problem they

identified.

4. What challenges have you experienced in facilitating and

assessing critical thinking skills?

One challenge I encountered during my first year is really how to

conduct activities that enrich their critical thinking skills. It’s more on the

correct question you need to ask the students to help them to process

their thoughts. It’s more of a practice and learning to ask probing

questions that helped me to do so. In terms of assessment, I usually give

objective types of exams.

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ANSWER OF THE TEACHER ON FOCUS GROUP
DISCUSSION

Name: Sex: Male

No. of years in teaching: 16 years Specialization: Philosophy

Educational Attainment: AB-Philosophy

A. PROBLEM SOLVING SKILLS

1. Most of the time, I use group discussion activities and brainstorming.

2. By sharing their individual ideas and coming up with their group stand, this

way they can easily achieve problem solving skills.

3. Power point presentation, pictograph, illustration board, pen and paper

4. Students have different levels of comprehension, some are fast-learners while

others are slow-learners, there are also average-learners.

B. INFORMATION LITERACY SKILLS

1. Optical illusion activities, charade, pass the message

2. These activities can help them sharpen and enhance their memory, data

gathering and consistency of information acquired.

3. Power point presentation, pictograph, optical illusion pictures, pen and paper

4. Students use different ways in order for them to learn/capture something:

some can learn something easily with the use of visual aids, some can learn

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faster using auditory, while there are students who can learn better by having

an actual experience.

C. CRITICAL THINKING

1. Group discussion

2. By brainstorming, students can come up with better idea and wider scope of

understanding.

3. Power point presentation, pictograph, illustration board, pen and paper

4. Some students do not want to participate in group activities because they

believe that they can perform better if working alone.

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Appendix E

TRACER ACTIVITY FOR SENIOR HIGH SCHOOL STUDENT BATCH 2019

Survey Questionnaire

Direction: Please answer the following data needed in tracing activity. This
questionnaire is intended to gather information about the career path of the
senior high school students pursued.

Name: (optional)____________________
Sex: ________________________________
Strand in SHS: Please check your answer
______ABM
______HUMSS
______STEM
Are you enrolled now in college? Please check your answer
______yes
______no
If yes, what course ? Please indicate
________________________________
Did you change your course? _____
If yes, why or what is the reason/s?

___________________________________________________________________
___________________________________________________________________

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CURRICULUM VITAE

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VIOLETA SIMBAHAN –DULATRE

Block 42 Lot 21 Cityhomes Resortville V
Langkaan 2 Dasmarinas City, Cavite
[email protected].

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EDUCATION:
Master of Education in Bilingual Education
Philippine Normal University
March 2007

Bachelor of Secondary Education

Adamson University
March 1993

Secondary Education
Adamson University
March 1989

Elementary Education
Justo Lukban Elementary School
March 1985
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POSITION:

Filipino Area Coordinator

Senior High School
Adamson University
2017-present

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Senior High School teacher
Adamson University
2016-present

National Trainer for Senior High School Teachers

Private Education Assistance Committee(PEAC/DepEd))
2016- present

Teacher Representative for Senior High School

Parent Teacher Association
Adamson University
2017-2019

Assistant Treasurer
Parent Teacher Association
Adamson University
SHS- Department
2019-present

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