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DULATRE Dissertation Final For Hardbound
DULATRE Dissertation Final For Hardbound
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
________________________
LINO C. REYNOSO, PhD. LUCKY S. CARPIO, EdD.
Member Member
Date: ___________ .
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ACKNOWLEDGMENT
I would like to express my sincere gratitude to all the people who have
Norita E. Manly, for her wisdom and untiring support in guiding me towards
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
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.
educational privilege.
wind beneath my wings; my children, Jethro and Dexther, for giving warmth
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Savior, my Strength- I am forever grateful for your sustained protection and
guidance.
VIOLY
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ABSTRACT
The purpose of this study was to find out the implications of Basic
Education Exit Assessment result to senior high school. The researcher used
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
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
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’
thinking are evident through their testimonies but fall short in terms of
laziness and lack of interest in their studies and some old and trite educational
misgivings.
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TABLE OF CONTENTS
CHAPTER PAGE
1 THE PROBLEM AND ITS SETTING
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
Summary 121
Conclusions 127
Recommendations 128
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LIST OF TABLES
Table Page
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13 Teachers’ Classroom Experience based Imparted 107
Information – Literacy 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
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Chapter 1
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
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
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
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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
program is the last level in all basic education programs of the countries
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
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
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Most Essential Learning Competencies (MELC)
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
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
into existing understanding. She added that the teachers design learning
activities so that their students are the one’s doing, making and arriving at
learning competencies in the MELCs are not actually reduce but put together
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The BASIC EDUCATION EXIT ASSESSMENT (BEEA)
(BEEA) for the School Year (SY) 2018-2019 from February 13 to 14, 2019 to all
DepEd Order (DO) No. 55, s. 2016 entitled Policy Guidelines on the National
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
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weaknesses of students.” The BEEA, on the other hand, is an exam which aims
Grade 12 students. Briones said that the administration of the BEEA was in
(DBM). At the time when the free tuition law was announced, she said that the
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
Montemayor (2013) asserts that "BEEA shall cover the 21st century
learning skills and the core Senior High School learning areas of Languages,
and policy reviews, and policy formulation. Results of the assessment, would
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through the Schools Division Offices. According to Dr. Salcedo, the main
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
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
Universities and schools holding the program will be envisioned to revise and/
knowledge, skills, and abilities they need and addresses the areas of their
weaknesses.
education are being achieved. Based on Dep-Ed Order no. 55 s 2016, assessment
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standards and 21st century skills. According to Thomas R. Guskey,(2018)
It is for this reason the researcher intended to find out the implication of the
This study aimed to find out the implications of basic education exit
assessment result to Senior High School career path. Specifically, this study
1.1.1 sex,
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1.2.2 strand
the subject students fare in the focus measured skills, namely on?
3. Are there significant difference in the BEEA results when the subject
5. What are the classroom experiences of the teachers with regard to the
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Hypothesis
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
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
performance.
The students. This study may provide the students information’s on the
their learning skills in the various aspects of senior high school programs.
The parents. The results of the study will give them more
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.
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
The study was delimited to the 21st century skills focusing on some
Moreover it, explores on randomly tracing 20% students who enrolled in other
institutions other than Adamson University. The study was dependent on the
school and the themes developed from FGD among teachers of core subjects of
basic education.
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
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Chapter 2
This chapter presents varied literature about the topic of the study. The
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,
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
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)
allows the teachers to teach and measure learners’ progress and to adjust
their parent and guardians of their progress. (3) Effective S.Y. 2015-2016, 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
Education (College).
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 system with other countries having 13 or 14-year cycles (Senate of the
the ASEAN and APEC Mutual Recognition Projects and much more. The much-
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.
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
is declining despite the surge of demand for skilled workers. In the three
very real in the Philippines as it started the SHS program in June 2016. Other
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
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
the K to 12.” She added that the Policy will also provide “a reference point for
DepEd Secretary.
Ultimately, Briones said that DepEd issued these policy guidelines “to
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
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Moreover, the policy also aims to “set the frameworks for the different
said that the policy also aims to provide “concrete basis for developing
each governance level” of the department. “The policy also benefits other
the program is, so that they may contribute to its effective implementation and
country” because it “introduces programs and projects that aim to expand and
Filipino learners with the necessary skills and competence to prepare them to
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Philippines at par with international standards by ensuring that it is
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
There are seven Learning Areas under the Core Curriculum. These are
Sciences, and Social Sciences. Current content from some General Education
subjects are embedded in the SHS curriculum. Each student in Senior High
Livelihood; and Sports and Arts. The Academic track includes three strands:
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
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
like TIMSS (Trends in Math and Science Subject); partly due to the congested
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
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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
opportunity to the students by giving them wider door for job markets
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.
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
overhaul the basic and secondary education curriculum by adding two more
years to the system is arguably one of the most drastic and controversial
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school year 2012-2013 for Grade 1 and first year high school students with the
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
after the United States, Canada, and some parts of Australia. The current basic
cycle.
All graduating senior high school students have to undergo the basic
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
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
social science, and philosophy,” the policy read. The assessment will be in
took the Basic Education Exit Assessment (BEEA) and the schools’ divisions
"BEEA shall cover the 21st century learning skills and the core Senior High
delivery assessment and policy reviews, and policy formulation. Results of the
Recognition to be given through the Schools Division Offices. On April 12, 2018,
DepEd Undersecretary Lorna Dino said the assessment aims to evaluate the
12 completers have learned, but not with a "pass or fail" standard. ( PNA). The
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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
According to Dr. Salcedo, the main purpose of the said exit examination
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
outcome, DepEd in coordination with all the Universities and schools holding
until it renders the students with the knowledge, skills, and abilities they need
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As stated in the State High School Exit Exams: A Policy in Transition; Exit
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
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
of learning standards and 21st-century skills. The results of the various forms of
accountability;
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b. assess the effectiveness and efficiency of the delivery of education services
fall into four main categories; assessment is useful because it can provide
students. These conceptions lead to teachers giving the following reason for
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
students’ learning.
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The Benefits of Assessment
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
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
ingredient in their efforts to help students learn, the benefits of assessment for
the Senior High School in the Philippine Basic Education in Piosang National
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
from the classroom teacher to policy makers. The levels of assessment in the
achievement and can be used to help them make progress (Mons, 2009)
According to Escabar (2019), 21st century learning refers to the skills and
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
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
problem and trying a variety of potential systems until one works is how great
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
written format.
podcasts, audio and video blogs and online learning all play into how
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.
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
problem-solving requires several important skills that will help one proceed
solving, one needs to have strong observational skills. Rather than accepting
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
overlooked. Implementing solution requires its own skill set. This typically
resist change. Both communication and negotiation are important at this point.
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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.
Critical thinking is the ability to think clearly and rationally about what
with a good memory and who knows a lot of facts is not necessarily good at
knows, and he knows how to make use of information to solve problems and to
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
social institutions. Some people believe that critical thinking hinders creativity
because it requires following the rules of logic and rationality, but creativity
creative ideas.
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
information and technology. One has to be able to deal with changes quickly
intellectual skills, and the ability to analyze information and integrate diverse
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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
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
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.
who can think critically about social issues to inform their judgments about
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The Importance of Information Literacy
is something all students must learn to effectively complete research, and it’s a
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
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.
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
people do well in school, work, and personal matters because they can
recognize the difference between good information and bad information and
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
select objectives and plan how to get students meet those objectives. Teachers
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Santorum (2006) whole focus on gearing to strengthen and improve the skills
in the belief that Math and Science Education must be improved significantly to
reliant on expertise and skills in Math and Science. Based on the study of
skills that are used in everyday life activities. The task of the school
address the problems, and to help implement and evaluate those interventions.
to high average IQ and listening comprehension scores (Aaron & Joshi, 1992).
Poor readers not only struggle with recognizing words in text but also have
the use of their short term capacity for comprehending printed material
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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
text. Poor readers know very few, if any, strategies that aid in the construction
as part of the solution rather than the problem. In order for reading
students are learning word level skills or higher order skills, mediations such as
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
methods according to the nature and severity of the reading problem. For
learning goals.
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
learners. The most frequent type of referral concerning students with academic
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
and implementing learning delivery approaches that are suited to the local
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)
competencies for the upcoming school year. Learning competencies refer to the
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
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
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
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
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.)
upcoming school year as the country continued to grapple with the pandemic.
Theoretical Frameworks
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.
those activities are supervised by a certificated teacher, not just a teacher's aide
responsibility) that can help ensure that student learning is shared is shared
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
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.
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,
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,
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
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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,
easy for anyone with an internet connection to access everything they need.
learning material are taught in person to a group of students. This allows for a
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.
content and gives class members a chance to bond with one another.
tends to vary widely among cultures. Many modern education systems have
Instructional Program
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program are these measures of changes in the selected group of learners. These
skills lesson to teach a child to say thank you at appropriate times and in
component that defines the goal or goals we have for the learner and a set of
have been carefully and appropriately set for each learner, then teaching
which the curriculum goals have been achieved. The determination of goal
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
Work: Generational Progress Slavin (1989) noted the tendency for education
effective, rather than on those are merely new or sound good (p. 758). Central to
progress we must have a system in place that ensures that the next generation
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
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
clear about what we are teaching and why we are teaching it. Additionally, we
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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
are teaching and why we are teaching it. Additionally, we must be clear about
instructional programs are not clear and replicable, then generational progress
is not possible, except by accident. We need to know how and why one
are the data we have on learner changes. Decisions on effectiveness are not one-
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
as valid, the program would do what it claims to do. The most important claims
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,
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
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Intervention Program
campaign. Interventions that include multiple strategies are typically the most
(.https://health.mo.gov/data/interventionmica/index_4.html#:~:text=An%20intervention
%20is%20a%20combination,or%20a%20health%20promot)
interventions.
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
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Content
Standards
(knowledge
and skills
Standard -
benchmark)
based
Performance
Standards
(transfer
benchmark)
outcomes to understand how well program goals are being met., ongoing
cyclical process and data –driven (Barrette, 2012). The purpose of program
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community members, potential donors, useful in articulating future
The Program
Assessment Cycle
Measure wether
Improve the
students are
program based
meeting those
on results
outcomes
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
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
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
Figure 4
Framework for 21st century Learning
The framework for 21st Century Learning was designed and developed
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
Based on the the DepEd Order no 55, s 2016 , the 21st-century Skills are
express one’s self clearly and collaborate with others. Information, Media and
Technology Skills refers to the ability to gather, manage, evaluate, use, and
Innovation Skills refers to the ability to think critically, analyze and solve
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
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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
Based on the maker’s concept, the label of “21st Century learning” is vague,
magic of technology with its incredible cost and complexity, underscoring the
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The Context, Input, Process and Product (CIPP) model was created in the
the future of a program. Users of this model are often focused on management-
program: the overall goals or mission Context Evaluation); the plans and
By moving through each of the four areas, programs can identify important
components to assess where touchpoints for revision are located. Starting with
the program, such as the scope of the evaluation and supports the program has
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
addressed for change? Finally, evaluators using CIPP measure the outcomes of
the program and how effectively those outcomes are being addressed. They can
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
the focus of this study is to find out the implications of basic education exit
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,
and workplaces.
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BEEA. This refers to Basic Education Exit Assessment initiated by the
formation.
locate, evaluate, and use effectively the needed information (American Library
Association, 2019).
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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
entrepreneurship.
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
Research Design
about prevailing conditions, practices, beliefs, processes, trends and cause effect
relationships and then making adequate and accurate interpretation about such
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Quantitative technique is the systematic empirical investigation of
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,
skills.
Research Locale
department for the second batch BEEA result of school year 2018-2019 takers.
societal domain. The technique is the most effective for the research study
researcher used also the referral system or the Snowball technique in tracing
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Respondents of the Study
are informants through FGD and 1,385 students and their BEEA results with
Teachers:
utilized:
from the Principal Office . It refers to BEEA results of the students for
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researcher to give voice and meaning around an assessment topic
(Bowen, 2009).
where questions are asked about their perceptions attitudes, beliefs, opinion
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
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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
from principal and DepEd. The researcher did a tracer study on the Adamson
before her proposal defense. This is to determine the number of those who
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.
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
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
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
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
took place from late January, 2020- to few days of early March 2020.
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
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,
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
Data Analysis
respondents that were analyzed and interpreted. The use of different statistical
tools in providing a systematic way of organizing the analyzed data that were
Package for Social Science (SPSS) was employed to analyze the data.
of the part to its whole, was used in the presentation of the profile of
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2. Mean and Standard Deviation . This was used to show the scores or
3. Ranking- The use of ranking for the study was to determine the
4. T-Test- The t-test compares the actual difference between two means
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In this study, this was used to determine if there was a significant
support the data gathered, the open ended questions and FGD was used
thereby using the thematic analysis. These were culled out from the interviews/
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 are interpreted, the researcher decides and made conclusions related to
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
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Chapter 4
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
studies.
Table 1
Sex
Strand
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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
study, 810 or 58.5% belong to STEM, 472 or 34.1% belong to ABM, and 103 or
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
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attainment, and teaching experiences could have attributed to their brave front
to their students. With their experiences they may have developed skills and
improved their craft, making them committed and regarded teaching as a form
(2001), who cited that effective teaching does not require unique skills. It is a
on Measured 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
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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The analysis of the result and the subsequent interpretation was based on the
experiences. Statistically, the result implies that subject school must move
beyond a focused basic proficiency in Core subjects such as those mean value
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
Moreover, the FGD discloses that the teachers employed means to assume
responsibility for problem solving skills such as, solving off actual scenario
video analysis ; solving off collaborative efforts. Thus, in spite of the effort
Congruent to the finding were from the focus group discussion organized by
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that Math and Science Education must be improved significantly to prepare
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
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
studying level to another. They present some factors that affect students' low
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
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,
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
affirms why most students perform very low in Math and Science because of
or ordering difficulties.
garnered “low proficiency”, which means that these subjects should be given
deep evaluation against the DepEd content standards where learners must
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Humanities so the most essential learning competencies in above cited core
knowledge learned.
Information Literacy.
Table 4
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)
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
opportunities for teachers to explore the suggested key concepts relative to the
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learning competencies that allow students to recognize, classify, explain ,
were employed with regard to their purposive strategies, it was noted that
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
these subjects is alarming considering the fact that this is a prelude to a better
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
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).
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
effectively is perhaps the most important of all life skills. It is what enables one
this is not realized, students will suffer from difficulty in achieving and
thinking skills.
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Table 5
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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)
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
argumentation that stirred up logical reasoning, level up the act of asking and
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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
and Philosophy depict low proficiency result. It can be said that more profound
raise their current level to higher order competencies, school should revisit the
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
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.
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
and action.”
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
instructs students that to develop critical thinking skills, they have to ask basic
themselves, and understand that no one thinks critically 100% of the time.
Table 6
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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
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
thinking. Hence , therefore it can be said, that there were teaching and learning
The data above demonstrate that Senior High School students are not
prepared to face the workforce after graduation because their 21 st century skills
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
rating of second batch 2018-2019 BEEA takers. Younes identified the causes and
perspective. The research found out that teachers used traditional methods
relationships between the teachers and the students that created a teaching
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
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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
empirical findings confirms the difference in the BEEA mean ratings between
Table 7
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
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
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.
garnered a sig. value of 0.19, thus the null hypothesis is accepted which means
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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
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
information knowledge equally. This is the reason why teachers should use
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
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
their Strand.
Table 8
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
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
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
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
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
specific applied knowledge, skills, and values that indicate or validate learning
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
Table 9
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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
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,
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
problems.
Thus the researcher believes that STEM students have higher Problem
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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
As the ABM strand readies students for the corporate world which they
in all focuses or aspects compared with HUMMs and STEM. Students under
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
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Presented in Table 10 is the distribution of the randomly selected
Table 10
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
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
and options for SHS graduates. With the program, students will no longer need
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
to some college courses. These classes not only help students in acquiring
knowledge in their chosen courses but also help them in making informed
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
Table 11
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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
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
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
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
The following are the responses of the teacher respondents during the
FGD or Focus Group Discussion. The questions that led the discussion were
century skills. The researcher considered the principle of Creswell (2014) that
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
Table 12
“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)
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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
The aforementioned table 12 features the themes emanated from coding the
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
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,
solutions, choosing a solution to try, putting the solution into practice, and
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
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problem solving skill alongside lateral thinking, analytical abilities, persistence,
Table 13
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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
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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.”
information literacy skills, the researcher was able to coin three themes namely,
attestation that in their own special and unique way, they do their best for
collaboration, on their ends they have done their best to facilitate and assess
it forms the basis for lifelong learning. Having this skill enables learners to
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greater control over their own learning. Moreover, information literacy is linked
accomplish a specific purpose, and understand the economic, legal, and social
issues surrounding the use of information, and access and use information
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 skills is the fact that students know how to identify authentic and
understand how media works and how he could use and manipulate it to his
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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
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through rational and critical thinking.”
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the answers of the co-researchers during the FGD or focus group discussion. As
researcher was able to coin three themes namely, Stirring Up Logical Reasoning,
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
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
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
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
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.
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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
guide students to use their thinking skills more effectively and become more
Table 15
Challenges Encountered in Facilitating And Assessing
21st Century Skill
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.”
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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
mentioned 21st century skills, the researcher was able to coin three themes
Insufficiency, and Academic Blues and Blahs. It can be posited that the challenges
inability to cope with academically, and some classic academic woes have been
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
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
insufficiency. This can also be called a learning difficulty. Experts affirm that
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
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
work one-on-one with them. Students may also learn to work well in groups
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
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
thinking skills. The students were categorized as to sex and strand. Their
assessed skills were compared taking their sex and strand as test factors.
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
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
Summary of Findings
Based on the results of the study, the followings findings are presented:
1,385 who were involved in the study 728 or 52,6% are female
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
regard to;
2.1 In terms of information literacy Skills the overall mean value of 2.25 is
regard to;
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2.3 In terms of critical thinking skills the overall mean value of 2.26 is
regard to;
according to sex.
“Problem Solving” got 0.00 sig value which means that the null
Information Literacy got a sig value of 0.50 which means that the
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significant difference in the results of assessment when
“Critical Thinking” got a sig value of 0.16 which means that the
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
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“Critical Thinking” got a sig value of 0.00 which means that the
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6.3 In terms of Critical Thinking Skills, the teacher strategize using
Century Skills
Through interviews, the following were themes were culled out from the
CONCLUSIONS
It can be inferred that with the senior high schools’ preference of STEM
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
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
that with hesitant teachers breed anxious students. Anxiety in students are
answer weak areas in school experiences so that students could move on to the
RECOMMENDATIONS
Based on the summary of findings drawn from the results of the survey
recommendations”
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1. Since the findings on the BEEA, with regard to the 21st century skills in
findings on all core subjects except in one, it is the suggested to the school
Curriculum, the Teachers and the Students to improve the 21st century
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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
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
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lacks the knowledge, skills and attitude. The student may be affected in taking
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
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
and skills of the 21st century. All of these, there is a need for an intervention
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health promotion campaign. In education, according to Andrew Lee , “An
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
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
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
work are the strategies given. In Information Literacy Skills, the strategies given
are use credible sources of information, use group activities, presentation of the
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
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
and Oral Communication as core subjects, the learning competencies given are
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
explaining the forms and functions of state and non- state institutions and
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
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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
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
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
themselves have the adequate skills and competencies to highly facilitate and
assess students’ 21st century skills that could match information –seeking
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
students’ engagement is assured to increase. Dr. Calamlam also added that the
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
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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
most of them pass these subjects or even get high grades, there are issues in the
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
Further, they lack the ability to translate mathematical meaning and scientific
theories to real-world meaning and contexts. Meaning, this hampers the use of
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
meaning and structure of the mathematics, along with the underlying scientific
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
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
and strategies enable students to achieve their maximum potential. This is the
schedules.
programs for both teachers and students to improve latter’s skills and
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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
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
make sure that they themselves have the adequate skills and competencies to
highly facilitate and assess students’ 21st century skills that could match
7. The subject institution must revisit their observed practices and review
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’
Rationale
academic endeavors among Senior high students who plan to pursue higher
for these skills require a level of competencies which the school can provide as a
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academic area of needs to address that affect their professional/
The intervention is both proactive and intentional since all actions are set to
behavior that are challenges to teachers as well. Once the reason behind the
intervention has been addressed, the school through the teacher , can construct
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
Program Description
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critical thinking among Senior high students who plan to pursue higher
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
assessment (BEEA) result. In consonant with the basic findings in the study, the
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
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
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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
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
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.
Information
sharing Enhancement
of learning
Simulation for strategies for
online learning
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platform teachers these
strategies and
overcome
challenges.
Exposure to
tackle complex
challenges in
all aspects of
their lives.
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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
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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
Online
learning
Mobile
learning
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Multi
media
learning
Blended
learning
Virtual
learning
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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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REFERENCES
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References
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CareerBuilder (2017). What are problem-solving skills and why are they important?.
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problemsolving-skills-and-why-are-they- important
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workforce/.
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Gutierrez, E. (2012). Problem-solving skills are an important factor in academic
success. Michigan State University Extension. Retrieved from:
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Maulion, C. (2018). What’s Next After Senior High School?. Retrieved from:
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Ravenscourt, J. (2016). Ways Debating Will Help You for the Rest of Your Life.
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debating-will-help-you-for-the-rest- of-your-life/
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Vukovic, R. (2019), Intervention programs: Emphasizing progress. Retrieved from:
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progress
Younes, B et al. (2015). Low Academic Achievement: Causes and Results. Retrieved
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Achievement_Ca uses_and_Results
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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.
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APPENDICES
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Appendix A
LETTER OF REQUESTS
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!
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December 5, 2019
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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,
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Greetings of Peace!
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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VIOLETA S. DULATRE
Faculty-Researcher
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TABLES
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Appendix B
Table 1
Sex
Strand
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
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
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
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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
Table 7
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
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
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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
Table 11
*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
“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)
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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
Table 13
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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.
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Table 14
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Table 15
Challenges Encountered in Facilitating And Assessing
21st Century Skill
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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.”
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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
Research Title: Basic Education Exit Assessment Result for a Senior High School
solving skills?
3. What teaching aids do you use to help students achieve problem solving
skills?
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1. What classroom activities do you utilize to let students to manage,
literacy skills?
CRITICAL THINKING
3. What teaching aids do you use to help students achieve critical thinking
skills?
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Appendix D
Research Title: Basic Education Exit Assessment Result for a Senior High School in a
outcomes and understand problems are Debate, Circle the questions and
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
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.
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Answer: The classroom activities that I use to let my students manage,
the topic, share what they learn and they know how to make their own
judgment.
literacy skills?
Answer: I use actual objects, pictures, charts, projector, visual and audio
visual aids.
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
Answer: The students will discover their own knowledge about the topic
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.
Answer: Limited time for my subject and limited attention of the student
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ANSWER OF THE TEACHER ON FOCUS GROUP
DISCUSSION
NO. OF YEARS IN
7 SPECIALIZATION: BSE-English
TEACHING:
ATTAINMENT:
Research Title: Basic Education Exit Assessment Result for a Senior High School
1. What classroom activities do you utilize to let students analyze outcomes and
understand problems?
them enhance their critical thinking skills with the application of real-life
solving skills?
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The activities provide the ignition and enhancement of their Critical
3. What teaching aids do you use to help students achieve 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.
Pair-Share.
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They educate among themselves through discussion among the
groupwork.
literacy skills?
CRITICAL THINKING
of diversity in knowledge.
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3. What teaching aids do you use to help students achieve critical
thinking skills?
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ANSWER OF THE TEACHER ON FOCUS GROUP
DISCUSSION
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?
problem and be able to come up with a solution in order to address the given
3.) What teaching aids do you use to help students achieve problem solving
skills?
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
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
A: The challenge is not all students have the same skill set in attaining and
others learn slowly. The teacher needs to adjust with regards to this problem
others to develop their skill set – on this instance their problem solving skill.
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
Brainstorming
activity to
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2.) How do these activities or teaching strategies help them achieve information
literacy skills?
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
3.) What teaching aids do you use to help students achieve information literacy
skills?
4.) What challenges have you experienced in facilitating and assessing student’s
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
CRITICAL THINKING
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
discussions.
2.) How do these activities or teaching strategies help them achieve critical
thinking
skills?
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
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3.) What teaching aids do you use to help students achieve critical thinking
skills?
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
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
argument
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ANSWER OF THE TEACHER ON FOCUS GROUP
DISCUSSION
Research Title: Basic Education Exit Assessment Result for a Senior High School in a
1. What classroom activities do you utilize to let students analyze outcomes and
understand problems?
solving skills?
3. What teaching aids do you use to help students achieve problem solving
skills?
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INFORMATION LITERACY SKILLS
literacy skills?
CRITICAL THINKING
thinking skills?
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Problem Solving Skills
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
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
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share their opinions and insights in the article or whatever they have read
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
3. They have to read news, articles, books, journals, quotations and they
4. Since they have to read and share, the first problem that I usually
nowadays in reading. Some are really shy to speak in front of the class.
Critical Thinking
critically in giving facts and opinions in their answers for group activity.
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may be able to share some of their experiences that uses critical thinking
about their feelings and opinions. Since I am the facilitator I see to it that
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ANSWER OF THE TEACHER ON FOCUS GROUP
DISCUSSION
Research Title: Basic Education Exit Assessment Result for a Senior High School
Aside from lectures, I gave them case scenarios to analyze outcomes and
understand problems.
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By reading or viewing the news or report they can understand the
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
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
concern is that solutions to problem scenarios may take time to come up.
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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
There are think pair share, group discussions, case studies that allows
communicate information.
literacy skills?
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Aside from the lectures teaching steps or ways to become information
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
but also use a lot of pictures and videos allowing them to become better-
informed individuals.
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
to be accomplished for the day can not be covered anymore. For visuals,
them during to stay after class so that I can hear how the communicate
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CRITICAL THINKING
Aside from lectures, I gave them questions to stir critical thinking. This
classroom activities for them to think about the topic under discussion.
solutions.
thinking skills?
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
issues
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ANSWER OF THE TEACHER ON FOCUS GROUP
DISCUSSION
Research Title: Basic Education Exit Assessment Result for a Senior High School
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
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
problem-solving skills?
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Laboratory experiments help them to explore a particular concept by
Some activities that we do in our class can open their minds to what is
solving skills?
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
in class.
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member will engage more in the task at hand. A large class size will
consider for some activities that can’t be done for an hour, so I usually
gave the students. Some activities are objective, meaning there are
assessments and these are usually easier to use. Most of the time, I use
rubrics but as I utilize and see different rubrics and looking at the
particular activity.
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I particularly use group activities that involve the collection of data
their results and initiate classroom discussions. I also ask the students to
create written laboratory reports which will help them to organize their
These activities can help them to organize the information they collected
and recorded from different sources. From these activities, I can see how
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
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I give them guides in constructing their written reports whenever we
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
observing proper format and, especially, citing their sources. Some of the
students is their grammar and syntax that may alter their chain of
thoughts.
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CRITICAL THINKING
and videos to start the discussion and use different follow-up questions
It made them more expressive of their thoughts and how they think. This
Most of the students need to be more confident in sharing their ideas but
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.
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
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ANSWER OF THE TEACHER ON FOCUS GROUP
DISCUSSION
2. By sharing their individual ideas and coming up with their group stand, this
2. These activities can help them sharpen and enhance their memory, data
3. Power point presentation, pictograph, optical illusion pictures, pen and paper
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.
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Appendix E
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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____________________________________________________
EDUCATION:
Master of Education in Bilingual Education
Philippine Normal University
March 2007
Secondary Education
Adamson University
March 1989
Elementary Education
Justo Lukban Elementary School
March 1985
____________________________________________________
POSITION:
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Senior High School teacher
Adamson University
2016-present
Assistant Treasurer
Parent Teacher Association
Adamson University
SHS- Department
2019-present
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