BIBLIOGRAPHY
Helen O. Danigos, November 2006. “Implementation of Restructured Basic
Education Curriculum in Public Elementary Schools of Baguio City.” Benguet State
University, La Trinidad. Benguet.
Adviser : Carlos P. Luma-ang, Ed. D.
ABSTRACT

The study dealt with determining the status of the implementation of Restructured
Basic Education Curriculum (RBEC) in Public Elementary Schools of Baguio City.
Specifically tried to determine the degree of attainment of objectives of RBEC, extent of
implementation of the contents of RBEC, degree of effectiveness of methods and
strategies used in the implementation of RBEC, problems encountered in the
implementation of the RBEC, the influence of the profile of the respondents to the extent
of implementation of the contents of RBEC and the effect of the profile of the
respondents to methods and strategies used in the implementation of RBEC.

Findings show that the 252 respondents were mostly females and the majority’s
were age range from 20-40 years old and most of the respondents are Bachelor’s degree
holder.

The RBEC’s objectives have been moderately attained; implementations of the
contents of RBEC were moderately attained; the most effective method used was
inductive method and role modeling and demonstration were very
effective strategies used in the implementation of RBEC. The problems presented were
moderately serious.

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The extent of influence of gender does not relate to the level of implementation of
the contents RBEC but relates to age and educational attainment.
There is no significant effect of gender age and educational attainment when it
comes to methods used in the implementation of RBEC and no significant effect of age
and gender in the strategies used in RBEC but significantly differs in educational
attainment.

Lastly, it is suggested that the Learning Action Cells of Baguio City Division
should regularly assess and address whatever weaknesses and problems of the RBEC,
and should include seminar workshops and demonstration teachings on methods and
strategies as one component of Development plans. Further, teachers should explore
other effective strategies in implementing RBEC.

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TABLE OF CONTENTS






Page

Bibliography…………………………………………………..

i
Abstract ………………………………………………………..

i
Table of Contents ………………………………………………

iii
INTRODUCTION

Background of the Study………………………………

1

Statement of the Problem………………………………

4

Objectives of the Study ……………………………….

5

Importance of the Study ………………………………

6

Scope and Delimitation of the study ………………….
7
REVIEW OF THE STUDY

Attainment of Educational Objectives …………………

8

Instructional Methods/ Strategies ………………………

9

Problems met by Teachers in the

Implementation of Curriculum …………………………

12


Overall Implementation of RBEC ……………………………
14
Objectives of Elementary Education ………………………
17
Conceptual Framework ……………………………………
18

Personal Factors ………………………………………….
20

Operational Definition of Terms ………………………….
21
Hypothesis of the Study……………………………………
24


iii

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METHODOLOGY

Locale of the Study …………………………………………
25

Respondents of the Study ………………………………….
25
Instrumentation …………………………………………….
30

Data Gathering Procedure ………………………………….
30
Statistical Treatment of Data ………………………………
31

RESULTS AND DISCUSSION

Degree of attainment of objectives
of Restructured Basic Curriculum …………………………
32


Objectives of RBEC ………………………………………
29

Implementation on the Contents of RBEC ……………….
35

Methods and Strategies used in RBEC ……………………
39

Problems encountered in the

Implementation of RBEC……………………………………
43


Extent of Influence of Gender or

Respondents to the level of
Implementation of Contents of RBEC ………………………
46


Extent of Influence of Age of Respondents

To the level of implementation

Of Contents of RBEC…………………………………………
48

Effects of the Profile of the respondents

To the methods and strategies

Used in the implementation of RBEC …………………………
52

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1
INTRODUCTION


Background of the Study


The country’s educational system has begun a soul searching development
role. Its objective of improving the educational system has a fitting instrument for
the achievement of national goals which can be realized through proper reforms in
the educational program.

In view of these reforms, one of the major and continuing concerns among
educators is the curriculum which embodies the “heart” and “soul” of every
educational program. Cabico (2000) stated that curriculum serves as the heart in
the sense that it pumps blood to and from the different parts of the body to
maintain the life of an individual. It also serves as the soul of education, the
enigma that continues to spice up learning in the search for the thrust that shall
free one’s mind from doubts. Thus, the curriculum holds specific standards to
satisfy the vision, mission and objectives of the program and meets the
requirements of the whole environment and society.

As reported by the Asia-Pacific Program of Education Innovation for
Development (AAPEID, 1992) a curriculum to be effective, it must be designed
and developed according to the following forms: (1) Improvement of appropriate
teaching guides and materials, (2) The use of modern teaching-learning strategies
and techniques, (3) Personality development, (4) Improvement of curricular
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content and teaching program, and (5) Improvement of research implementation
of innovation.
Thereby, in the year 2002, the Department of Education restructured the
curriculum of elementary and secondary curricula, new Elementary School
Curriculum (NESC) and new Secondary Education Curriculum (NSEC) to
Restructured Basic Education Curriculum.
In the RBEC package given to school administrators for implementation,
the Department of Education (DepEd) cites two reasons for the need to restructure
the curriculum. First, the global context of the educational system has changed
rapidly since 1980’s, when the NESC and the NSEC was implemented. The world
is becoming borderless to information, commodities, financial investments, crime,
terrorism and ecological problems and to point out that studies indicate that many
of the learners are not attaining functional literacy where learners find it too
difficult to meet the challenges posed by this rapid changing world.
According to the DepEd, the main problem with the current curriculum
(NSEC, NESC) is that it is overcrowded with subjects leading to deficiency in the
mastery of skills contextualization of concepts, and interconnection among
subjects.
To address this congestion and to enhance functional literacy, the RBEC
limits the curriculum to only five subjects: Science, Math, English, Filipino, the
four basic tool subjects and a new controversial subject called “Makabayan”,
calling it the laboratory of life. Makabayan integrates five learning areas namely
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Araling Panlipunan at Heograpiya (AP); Teknolohiya, Edukasyon Pantahanan at
Pangkabuhayan (TEPP); Physical Education, Health, Music and Art (PEHMA);
and Values Education, into one subject.
Goals, objectives, structure and content of the 2002 curriculum are in
compliance with 1987 constitution of the Republic of the Philippines, the 2001
Governance of Basic Education Act and 1982 Education act.
Furthermore restructured curriculum envisions promoting the holistic
growth of the Filipino learners and enabling them to acquire the core
competencies and develop the proper values. This curriculum shall be flexible to
meet the learning needs of a diverse studentry and is relevant to their immediate
environment and social culture realities

The department of Education envisions every learner to be functionally
literate equipped with life skills, appreciative of arts and sports and imbued with
the desirable values of a person who is “Makabayan, Makatao Makakalikasan at
MakaDiyos” and in line with this vision, the Department of Education has the
mission to provide quality basic education that is equitably accessible to all and to
lay the foundation for lifelong learning and service for the common good. With
these vision and mission of Restructured Basic Education Curriculum, it aims at
raising quality Filipino learners and graduates and empowering them for lifelong
learning which requires the attainment of functional literacy (Primer-Basic
Education curriculum 2002).
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However, according to Busacay (2002) citing Fernando (1993), it is
important that a program be thoroughly evaluated so as to identify the strong and
weak points. Evaluation is not just a testing program, but it is a continues process
that seeks to determine the progress being made toward the objectives of
education, to find out if the method applied are effective and to know if the
objectives are achievable and worthwhile.

Therefore, research must be conducted to assess the effectiveness of the
Restructured Basic Education Curriculum on the teaching-learning process. It is
also imperative to determine the attainment of the objectives of the program, the
extent of implementation of the contents of RBEC, the effectiveness of the
methods used, availability of the instructional materials, the programs of
administration and the competency of the teacher in handling the program.

Statement of the Problem

This study focused on assessing the implementation of Restructured Basic
Education Curriculum in Public Elementary Schools of Baguio City. Specifically,
it tried to answer the following questions:
1. What is the level of attainment of the objectives of the
Restructured Basic Education Curriculum?
2. What is the extent of implementation on the contents of
Restructured Basic Education Curriculum?
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3. What is the degree of effectiveness of the methods and strategies
used in Restructured Basic Education Curriculum?
4. What is the degree of seriousness of the problems encountered in
the implementation of the Restructured Basic Education Curriculum?
5. Is there a significant influence of gender, age educational
attainment to the extent of implementation of Restructured Basic Education
Curriculum?
6. Is there significant effect of the profile of the respondents to:
a. Methods used in the implementation of RBEC?
b. Strategies used in the implementation of RBEC?

Objectives of the Study

The study is guided by the following objectives:
1. To determine the degree of attainment of the Restructured Basic
Education Curriculum (RBEC);
2. To determine the degree of the implementation of the contents of
Restructured Basic Education Curriculum (RBEC);
3. To determine the degree of effectiveness of methods and strategies used
in Restructured Basic Education Curriculum (RBEC);
4. To determine the degree of seriousness of the problems encountered in
the implementation of Restructured Basic Education Curriculum; and
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5. To determine the significant influence of gender, age and educational
attainment in the implementation of the contents of Restructured Basic Education
Curriculum (RBEC);
6. To determine the significant effect of gender, age and educational
attainment of the respondents on:
a. Methods used in the implementation of Restructured Basic
Education Curriculum.
b. Strategies used in the implementation of Restructured Basic
Education Curriculum.

Importance of the Study

Improving the curriculum of the Department of Education is one of the
main thrust of quality education.

A study on the Restructured Basic Education Curriculum (RBEC)
implementation would help the classroom teacher have an honest self-evaluation
of his strengths and weaknesses in order to improve his craft of teaching,
especially along competencies and affectivity. This will allow opportunities for
him to work hand in hand with school administrators for a better application of
educational innovations that are found instrumental in effecting social change and
economic progress.
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To the school administrators, the result of this study is a basis for them to
evaluate how they carried out their administrative and supervisory functions and
how effective they were in the implementation of the restructured curriculum.


To the Curriculum Planners, the result of this study will serve as a
reference and guide in making the curriculum dynamic and flexible. The different
problems in this study will be looked into and considered by them in the
formulation of policies and programs towards the implementation of educational
innovations. Finally, it will add to the existing bank of knowledge which can be
used by researchers in their search of relevant related literature.

Scope and Delimitation of the Study

The study deals with the assessment of the implementation of the
Restructured Basic Education Curriculum in Public Elementary Schools of
Baguio City. It is limited to the degree of attainment of the objectives of the
Restructured Basic Education Curriculum, the degree of implementation of the
content of Restructured Basic Education Curriculum, the degree of effectiveness
of methods and strategies used in Restructured Basic Education Curriculum and
the degree of seriousness of problems encountered in the implementation of the
Restructured Basic Education Curriculum.

The study was conducted first semester school year 2006-2007.


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REVIEW OF LITERATURE
This chapter is focused on the review of related literature pertaining to the
themes covered in the study; extent of attainment of educational objectives,
contents of RBEC, effectiveness of methods/ strategies of instruction, and
educational problems encountered.

Attainment of Educational Objectives

Angowan (1996) conducted a study on the performance in science and
technology of senior high school students of Potia, Ifugao. One of the areas of
concern in his study is the extent of attainment of the objectives of science and
technology. His finding regarding this area denotes that the overall extent of
attainment of desired science and technology learning competencies is 3.32,
interpreted as moderately attained.

Wacnang (1993) stated in her study on the implementation of the New
Elementary School Curriculum (NESC) in the Division of Mountain Province that
the overall mean on the extent of attainment of NESC minimum learning
competency objective is moderately attained.

Further, Quinit (1999) citing Llanto (1984) revealed an above average
level of attainment of the objectives along the four learning areas in the case of
grade one pupils.

In the study of Pisilen (1990) he disclosed a moderate extent of attainment
of the objective of NESC in the Division of Mountain Province.
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Instructional Methods/Strategies

It is a recognized fact that every classroom encounters a product of
significant factors of learning environment such as the ability of pupils,
background information
previously learned, availability of instructional materials, facilities and equipment
needed in selecting the teaching methodology to be employed, the teacher no one
else is the best position to make decision since he is familiar with the
characteristics of his students, including their needs, interests and attitudes.

At the outset, it will remind the teachers that there is no “best” method or
strategy for teaching a particular subject matter. What may have been effective in
teaching the same topic in the past may not prove as effective in the current year,
considering the changes in the present teaching-learning situation.

According to Vengco (1990), regardless of which teaching methods
teachers adopt, they should be able to go into a process whereby inquiry is
involved. She advocates the discovery-inquiry approach which enables students to
learn to discover the process involved.

Lappay (1989) reported that the most common methods used by teachers
are lecture-demonstration, process-approach, problem-solving, field trips,
laboratory and having a resource person.

Ibis (1987), in her study in Assessment in Science Education in Benguet
Division, stated that the following methods and strategies which includes process-
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approach, experimentation and demonstration, improvisation of visual aids and
field trips are rated by her respondents as very effective.
Quipot (2005) in her study revealed that inductive method is the method
leading in rank in teaching elementary science followed by deductive, project
method, laboratory and integrative method.
Moreover, Malicdan (2000) in her study revealed that the very effective
method in teaching mathematics I is inductive method. The greatest value of the
inductive method lies in the fact that the child learns chiefly through his own
activity. He observes the cases, compares them, analyzes them and then draws his
own conclusion. Whatever he learns through induction is more permanently
retained because it utilizes repetition and many examples are taken up. Deductive
method is also very effective, it starts with generalization that is applied to
specific cases for the purpose of testing the rule, illustrating or further developing
it, or solving to which it applies. Project method which is rank number 3 is not
only for arts, but can be used in teaching mathematics only according to the need
of the topic.
Purita (1987) n her study, states that the most effective method used in
teaching mathematics is the deductive method, followed by discovery method
Furthermore, the commonly used method by teachers is the method which
is programmed instruction that capitalizes on two principles. First, the principle of
individual difference, and second, the principle of learning by doing. With the
modular method, the instruction is individualized. Each student is allowed to
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proceed at his most convenient time and effective rate. The emphasis is now on
the student learning rather than in teacher’s teaching (Chao-ayan, 2000).
Integrative teaching is an educational movement that lets questioning and
problem solving, rather than the structure of the academic disciplines; direct the
process of acquiring knowledge and skills. Integrative teaching shifts the focus of
instruction from direct subjects toward issues in the real world. The following are
modes of integrative teaching: (1) Thematic teaching. Teaching themes organizes
learning around areas. It provides a broad framework for linking content and
process from variety of disciplines. The theme provides coherence; it gives
“focus” to activities that accompany the unit. It also helps learners see the
meaningful connections across disciplines or skill areas. In addition it conveys a
clear, compelling purpose to learn, teachers and parents, linking ideas to actions
learning to life. Integrative Unit Design is an example of thematic teaching. (2)
Content-Based Instruction (CBI). This is the integration of content learning with
language teaching aids. It refers to con-current study of language and subject
matter with the form and sequence of language presentation dictated by content
material. The language curriculum is centered on the academic needs and interest
of the learner and crosses the barrier between language and subject matter
courses. This approach is the developing the learners academic language skills.
(3)Focusing Inquiry. It is an interdisciplinary approach that uses the questions to
organize learning. It crosses conventional knowledge boundaries. The teacher
guides learners to discover answer to questions whether or not answers pre-exist.
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Learners become creator of knowledge rather that recipients. The process of
inquiry includes the following steps; (1) frame focusing question, (2) presents a
field of facts, (3) helps learners connect or relates facts, (4) helps
learners generate explanatory ideas, (5) learners in developing “competencies”
that will transfer readily from one discipline to another (Primer, 2002 RBEC).

Problems met by Teachers in
the Implementation of the Curriculum

The teachers and administrators as the key implementer’s curriculum, in
their role as encountered varied problems.
Busacay (2002) citing, Miller (1983) stated that teacher’s competency is
hindered by some problems which are naturally occurring in various teachers,
training institutions and which greatly affect the level of role performance of
teachers. Competent teachers are vital components of the teaching process.
Tibangay (2001) citing Cardigan (1997) revealed in his study of the
teacher’s age, educational attainment, field of specialization, status of
appointment and monthly
salary do not significantly relate to the implementation of the curriculum. Overall,
the inadequacy of instructional materials and lack of a physical plant and facilities
are some problems of teachers in implementing a curriculum.
In Malsi’s (1998) study, it was reported that serious problem were
encountered by teachers along the area of instructional materials like lack of
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books and visual aids; no laboratory rooms; inadequate equipment and facilities
and limited time allotment
Tani (1981) found out that the most pressing problems encountered in
science instruction are inadequate supply of teaching aids; inadequate materials
and equipments; lack of Text books.

Similarly Lappay (1989) reported the inadequacy of science textbooks,
science equipment, laboratory and teaching guides. This finding is shared by
Mabazza (1995) in her study.

Seroy (1984) pointed out that the pressing problems of teachers that
adversely affect the deficiency as well as that of school heads include subject
preparations, methods/strategies of teaching, use of instructional materials, lesson
planning, classroom discipline, routine work, extra-curricular activities and
relationship with others.

Another study, made on innovation in education was made by Gaetos
(1993). He studied the strategies and approaches utilized by school administrators
to help teachers implement changes and the extent of which were done. He came
up with following findings. The extent of implementation of education
innovations is partly implemented. He also found out that overlapping innovation
introduced in the field causes more confusion and doubt among children. There is
indifference of teachers towards educational innovations.

Sevilija (2001) stated another problem which is attitude of recipients.
While innovations are introduced with the aim view of improving instruction on
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system, the receptive teachers and administrators can be a problem when these
attitudes are negative. These are usually the traditionalist who sticks to the belief
that the old system or the ways of doing things they are familiar which are still the
old ways.

The above corroborated with the study of Urbano (1998) on educational
innovation. He found out that while generally, administrators and teachers agree
of the
implementation of educational innovations because they believe that the old ways
are also very effective so why change what have always been effective.

Overall Implementation of the RBEC

The RBEC package, citing the Philippine Human Development Report
(PHDR) (2000) says, “One of the roots of unsatisfactory and unsteady
achievements of students is our congested curriculum”. To address this
congestion and to enhance functional literacy, the RBEC limits the curriculum to
only five subjects as follows: Science, Math, English, Filipino, the four “Basic
tool subjects” and a new controversial subject called “Makabayan”,
calling it the “laboratory of life”.
Makabayan
integrates
five learning areas namely Araling Panlipunan
(AP), Physical Education, health, Music and Art (PEHMA); and Values
Education, into one subject. In partial terms, this means fine learning areas will
have to slice up the time allocated for Makabayan and will each contribute a fifth
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of total grade for subject. The BEC allocates time for the tool subjects and
Makabayan differently. Table 1, shows the possible daily time allotment.

Table1. Possible Daily Time Allotment



GRADE FILIPINO ENGLISH SCIENCE MATH MAKABAYAN






SK.
HKS
EPP
MSEP
GMRC
Grade I
80 100 With
80 60
With
With
English
Sibika
very
Grade II
80 100 And
80 60
At
Learning
Makabayan
Kultura area
Grade III 80 100
80
60


Grade IV 60 80 60 60
40
40
20

Grade V 60 80 60 60
40
40
40

Grade VI 60 80 60 60
40
40
40



Source: Primer RBEC 2002

Goals, objectives structures and content of the 2002 Curriculum are in
compliance with the 1987 constitution of the Republic Act of the Philippine, the
2001 governance of basic Education Act and the 1982 Education Act.

The 1987 Constitution provides the basis of state policies on education,
both formal and non-formal.

Article XIV, Section 1. The state shall protect and promote the right of the
citizens to quality education at all levels and shall take appropriate steps o make
such education accessible to all.
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Article XIV, Section 2. (1) The state shall establish, maintain, and support
a complete and integrated system of education relevant to the needs of the people
and society.

Article XIV, Section 3. (2) States that the school: shall inculcate
patriotism and nationalism, foster love and humanity, respect for human rights,
appreciation of the role
of national heroes in the historical development of the country, teach the rights
and duties of citizenship, strengthen ethical and spiritual values, develop character
and personal discipline, encourage critical and creative thinking, broaden
scientific and technological knowledge and promote vocational efficiency.

The above statements embody the thrust of equity and excellence pursued
by the Philippine Educational System. At the same time, it serves as a legal basis
for the implementation of RBEC.

Furthermore, the salient features that make the 2002 DepEd Curriculum
for elementary and secondary education different from previous curricula (NESC
and NSEC) are Restructuring of the learning areas to five (Filipino, English,
Science, Mathematics and Makabayan), Stronger integration of competencies and
values within and across the learning areas, Greater emphasis on the learning
process and integrative modes of teaching and, Increased time for tasks to gain
mastery of competencies of the basic tool subjects. (Primer BC 2002).

One of the important features of RBEC is its being Makabayan also called
the “laboratory of life”. The 2002 RBEC primer defines Makabayan as a learning
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area that serves as practice environment for holistic learning to develop a healthy
personal and national self-identity. Anent this, Bustos, et al. (1996), aver that the
value of learning in society is its role in the transmission of knowledge and
maintenance of society’s norms and values. Thus, the curriculum should be
aligning to society’s needs, norms and value The curriculum should serve the
community and enhance its interests.

Salonga (1989) stressed that the human factor in development should not
be overlooked. There should be more responsive educational system that can be
equip the youth with needed knowledge and skills and infuse them with a sense of
natural purpose and responsibility, which is in line with the objectives of RBEC.

Further, the objectives of the Elementary Education are provided to the
knowledge and develop the skills, attitudes, and values essential for personal
development, a productive life, and constructive engagement with a changing
social milieu; Provide learning experiences that increase the child’s awareness of
and responsiveness to the just demand of the society; Promote and intensify
awareness of identification with, and love for our nation and the community to
which the learner belongs; Promote experiences that develop the learner’s
orientation to the world of work and prepare the learner to engage in honest and
gainful work.

The implementation of the RBEC called for a massive teacher training
program. Crisostomo (2002) in her topic DepEd Curriculum: Boon or Bane?
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stated that Department of Education has trained half a million Philippine teachers
and school officials for the revised curriculum.
Conceptual Framework

The success of the achievements of objectives of any innovated program
depends on the prime factors like the school administrators or officials
responsible for the proper planning and setting of aims and objectives of the
program. They are also the ones who organize training programs for teachers and
other activities needed in the implementation of the restructured curriculum.

Factors also include the teachers who are the implementers and who are
responsible in the proper preparation and adjustment of the appropriate methods
and strategies that are used in teaching the subject in a way that is appropriate to
the condition of the learners and environment. Instructional materials, physical
plant and facilities are also important aspects that must be considered since these
are essential in the total development of the students.

Figure 1 shows the conceptual framework of the study. It shows the
relationship between the classified independent variables which are the attainment
of RBEC objectives, implementation of the contents of RBEC, effectiveness of
methods and strategies used in RBEC and problems encountered in the
implementation of RBEC, and the intervening variables which are age, gender
and educational attainment resulting to the dependent variable which could be


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Dependent Variables Independent Variables





Objectives of RBEC
Degree of Attainment

• Very Much Attained
Implementation of the
(VMA)
contents of RBEC

• Moderately Attained

(MA)
Methods and Strategies

• Not Attained (NA)
used in RBEC
Degree of Implementation


• Fully Implemented(FI)
Problems encountered in
• Moderately Implemented
the implementation of

(MI)
RBEC
• Not Implemented (NI)


Degree of Effectivity
• Very Much Effective

(VME)
• Moderately Effective

• Ineffective
Degree of Seriousness

• Very Much Serious
(VMS)

• Moderately Serious (MS)
• Not a Problem (NP)

Intervening Variables


Age


Gender

Educational Attainment


Figure1. Paradigm of the Study

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implementation of RBEC, and the intervening variables which are age, gender
and educational attainment resulting to the dependent variable which could be
very much attained, moderately attained, fairly attained, not attained; fully
implemented, moderately implemented, not implemented ; very much effective,
moderately effective, fairly effective, ineffective; very serious, serious,
moderately serious, slightly serious, not a problem.

Personal Factors

Personal factors refer to the essential characteristics and traits of the
teacher. Among the personal; factors assumed to have relation to role
performance of teachers are as follows: age, gender, educational attainment.
Age. The age of the teacher affects his/her perception of his/her
performance in teaching. Hence, the older the teacher is, the higher is the level of
role performance. This is so
because as teacher grows older, his/her personality and values also change. If
his/her growth is coupled with professional development then changes will take
place, not only in appearance but also in behavior, habits motivation, biological
make up and cognitive abilities.
Gender. Teaching is dominated by females, a situation that is attributed to
various factors such as type of job involved, skills to be developed and sex of the
learners. However, male teachers also teach and experts in various fields found
that they have considerable effect on the learning training of students.
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Busacay (2000) citing Ryan (1964) stated that the women teachers
generally attained significantly higher scores than men on the scales measuring
friendly behavior, responsibility and classroom behavior, stimulating classroom
practices, democratic attitude, permissive educational viewpoints and verbal
understanding. On the other hand, men scored significantly higher with respect to
emotional stability than women.
Educational attainment. Professional occupants have educational pre-
requisites. Persons that lack the qualification for entering this occupation may
have less knowledge. Educational attainment has a substantial effect on role
performance. Therefore, the higher the educational attainment, the higher the
level of performance. This is so because both knowledge and intelligence are
correlated with educational attainment and may influence an individual’s
perception of his role performance. (Reis, 1961).

Operational Definition of Terms

The following terms are defined according to operational meaning.
Administration refers to the directions, control and management of all
natures pertaining to school affairs, including business administration since all
aspects of business affairs may be considered with educational end.
Assessment is the approval of the extent of the attainment of the objectives
of Basic Education Curriculum, factors affecting the implementation of BEC,
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problems encountered by teachers in the implementation of RBEC, adequacy of
facilities.
Curriculum is the sum of all learning experiences and resources that are
purposely selected, organized ad implemented by DepEd in pursuit of its peculiar
mandate as distinct instruction of learning and human development.
Deductive method refers to the method used in teaching that is from
general to specific.
Educational Attainment refers to the training and the latest degree
attained by the teachers of the public elementary school. Degrees obtained may be
bachelor’s, master’s or doctoral.
Educational innovation refers to the introduction of new ideas, strategies
and learning structure in the curriculum of the department of Education.
Educational Thrust refers to the major areas of concern in the field of
education intended to promote social change and economic progress.
Implementation is a term to signify the ways or means of carrying out a
particular program or project to attain desired objective or goal.
Instruction relates to the art of imparting knowledge to a child or a group
of learners.
Instructional Facilities refer to the materials and equipment used in
enhancing the development of skills, knowledge and desirable personal attitude
among students.
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Instructional materials are instructional materials of teachers to motivate
their pupils in their teaching to participate in class.
Inductive method refers to the method used in teaching elementary
subjects that is from specific to general.
In-Service Training is a set of activities that are programmed for staff
development with the goal of upgrading and improving competencies and
effectiveness.
Method of teaching is a systematic pattern on tested steps to be followed
by teachers in teaching the particular subject.
Motivation is the process of arousing and stimulating the interest of
students to work or cooperate towards the desired goals.
Problems Encountered is a perplexing situation which may hamper
teaching learning situations.
Problem method is a process in which the teacher develops the thinking
and reasoning ability of pupils in arriving at a rational solution to the problem.

RBEC is an acronym of Restructured Basic Education Curriculum
Supervision It involves an expert’s technical services, primarily aimed to
studying and improving cooperatively all factors that enhance educational growth
and development.
Teaching strategies are the methods and techniques used in the
implementation of Restructured Basic Education Curriculum.

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Hypotheses of the Study

Basing on the objectives of the study, the following are the hypothesis
for testing.
1.
There is a significant difference in the extent of attainment of the
Restructured Basic Education Curriculum objectives when the hypothesized mean
value of 2 is compared to sample mean..
2.There are significant differences in the extent of attainment in the
implementation of the contents of Restructured Basic Education Curriculum.
3. There are significant differences in the degree of effectiveness of
methods and strategies used in Restructured Basic Education Curriculum.
4.
There are significant differences in the degree of seriousness of
problems encountered in the implementation of Basic Education Curriculum.
5. The profile of the respondent’s significantly influences the attainment
of objectives of Restructured Basic Education Curriculum.
6.
There are significant effects of the profile of the respondents to the
methods and strategies used in the implementation of Restructured Basic
Education Curriculum.





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METHODOLOGY

Locale of the Study
The study was conducted in the public elementary schools of Baguio City
during the school year 2006-2007 in order to find out the degree of attainment of
objectives of the Restructured Basic Education Curriculum, the extent of
implementation on the contents of Restructured Basic Education Curriculum, the
methods/strategies used in Restructured Basic Education Curriculum, and
problems encountered in the implementation of Restructured Basic Education
Curriculum.

Respondents of the Study

The respondents of the study are composed of Grades I to V public
elementary school teachers of district I, District II, and District III of Baguio City.
They were chosen as respondents because they are implementers of the program
in order to provide accurate and concrete information needed by the research.
There are 252 respondents presented in table 2, 3, 4, and 5.

Table 2 presents the respondents by school, table 3 according to age
bracket, table 4 according to gender and table 5 according to educational
attainment. The above profiles were necessary because they could be the variables
that intervene between the independent and dependent variables.

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Table 2. Distribution of Respondents According to Schools

SCHOOLS NUMBER
OF
RESPONDENTS

District I

Baguio Central School
15
Josefa Cariňo Elementary School
13
Quezon Hill Elementary School
13
Aguinaldo Elementary School
11
Pacday Quiňo Elementary School
12
District II

Special Education Center (SPED)
12
Quezon Elementary School
12
Loakan Elementary School
12
Rizal Elementary School
13
San Vicente Elementary School
15
District III

Lucban Elementary School
25
Bonifacio Elementary School
20
Pinsao Elementary School
15
Magsaysay Elementary School
10
Alfonso Tabora Elementary School
12
Doňa Aurora Elementary School
15
Doňa Nicasia Elementary School
15
Don Mariano Marcos Elementary 12
School

Total
252

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Socio- demographic Profile
of the respondents

Age

Table 3 shows the age of respondents. As shown in the table, majority of
the respondents age range from 20-40 years old. Many range from age 41-50
years old, some from 51-60 years old and few from 61-up.

The findings indicate that most of the teachers started teaching early. It
also points out that most of them entered the teaching profession just after
graduation.

Table 3. Age of Respondents

AGE
RESPONDENTS
N % R
20-40
123 49 1
41-50
61 24 2
51-60
41 16 3
61-up
27 11 4

Total 252 100
Mean 63

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Gender

Table 4 presents the sex of respondents. A majority of the respondents are
females and few are males. Total respondents are 252 and mean is 126.

The findings imply that females out number males in the teaching
profession. The reason to the ratio is that females prefer to teach, most especially
in the elementary level. The findings jibes with the statement of Angway (2005)
that females prefer to teach in the elementary because they have intimate feeling
of being a mother and that teachers are considered as the second parent of the
children.
Table 4. Gender of Respondents

GENDER RESPONDENTS
N %

Male 72 29
Female 180 72

Total 252 100
Mean 162




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Educational Attainment:
Table 5, shows the educational attainment of respondents, 68 percent of
the respondents obtained a Bachelor’s degree, 24 percent with Master’s degree,
and 8 percent has doctoral degree.

Table 5. Educational Attainment

EDUCATIONAL


RESPONDENTS
ATTAINMENT

N
% R

Bachelor’s Degree 171 68 1
Master’s Degree 61 24 2
Doctoral degree 20 8 3

Total 252 100
Mean 84

It may be inferred from the findings that teachers wanted to be developed
professionally, not only in terms of trainings but also in terms of pursuing post
graduate studies. This finding is in accord with Reis (1961) that, the higher the
educational attainment, the higher the level of role performance. This is so
because both knowledge and intelligence, which are correlated with educational
attainment, may influence an individual’s perception of his role.

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Instrumentation

The study used the descriptive-survey method. The researcher primarily
used a questionnaire as main data- gathering tool. The tool consisted of questions
relating to the respondents’ personal profile, the degree of attainment of
objectives of RBEC, the extent of implementation of the contents of RBEC , the
level of effectiveness of the methods and strategies used in the implementation of
RBEC and degree of seriousness of problems encountered by the respondents in
the implementation of RBEC . The test questionnaire was based on the test
questionnaires of Wacnang (1993) who studied on the Implementation of New
Elementary School curriculum in Mountain Province.

Data Gathering Procedure
The researcher first requested a written permission from the schools
division superintendent of Baguio City before the questionnaires were
administered to the different districts. Upon receipt of the approval of the request,
the questionnaires were given personally by the researcher to the respondents
during the third week of July 2006. The fill-out questionnaires were retrieved
during the last week of July 2006. Permission and assistance from the different
district school heads of the different respondents were sought.



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Statistical Treatment of the Data
The data gathered were classified, tallied, and tabulated for statistical
computation. For the extent of the attainment of the RBEC objectives, the
following values were used. Where;

Assigned Values:
3- Very Much Attained (VMA)
2-
Moderately
Attained
(MA)
1-
Not
Attained
(NA)

The statistical tools used were the descriptive statistics and analysis of
variance and the formula used was the Friedman’s two-way analysis of variety by
ranks:
X2r= 12 E(ERj)2- 3N(K+1)
NK(K+1)

Where: X2r Friedman’s two-way ANOVA by ranks; N= number of rows;
K=number of column.










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RESULTS AND DISCUSSION

This portion presents the discussion of the findings of the study which
includes the degree of attainment of objectives of Restructured Basic Education
Curriculum, the degree of implementation of the contents of Restructured Basic
Education curriculum, the degree of effectiveness of methods and strategies used
in Restructured Basic Education Curriculum, the problems encountered in the
implementation of Restructured Basic Education Curriculum, the influence of
gender, age and educational attainment in the implementation of the contents of
Restructured Basic Education Curriculum and the influence of gender, age, and
educational attainment in the methods and strategies in the implementation of
Restructured Basic Education Curriculum.

Degree of attainment of objectives of
Restructured Basic Education Curriculum

Presented in this section is the degree of attainment of objectives of
RBEC. The degree of attainment of objectives was described using the scale
where 3, very much attained; 2, moderately attained; 1, not attained.
Table 6 presents the objectives of RBEC. All the objectives mentioned
were perceived to be moderately attained as indicated by a total mean of 2.44.


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Table 6. Level of Attainment of the Objective of RBEC
OBJECTIVES DESCRIPTION

1. Provide the knowledge and
develop the skills, attitudes,
and values essential for personal
development, a productive life
and constructive engagement
with a changing social milieu 2.4 Moderately Attained
2. Provide learning experiences
that increase the child’s awareness
of and responsiveness to the
just demand of the society; 2.5 Moderately Attained
3. Promote and intensify
awareness of identification with,
and love for our nation and the
community to which the learner belongs; 2.5 Moderately Attained
4. Promote experiences that
develop the learner’s orientation
to the world of work and prepare
the learner to engage in honest
and gainful work. 2.35 Moderately Attained

Total 9.75
Mean 2.44

tc = .0668 t, 05= 3.182 Not Significant
Legend: Range
2.51 to 3.0- Very Much Attained
1.51 to 2.5- Moderately Attained
1.0 to 1.50- Not Attained
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Among the objectives of RBEC, Provides learning experiences that
increase the child’s awareness of and responsiveness to the just demands of
society ; and promote and intensify awareness of identification with love for one’s
nation and the community to which the learner belongs got the highest mean with
2.5 respectively.
The data show that teachers give priority on teaching pupils on how to
cope up with the risky characteristic of the society. Giddens (1996) stated in his
book that risk is not the same as hazard or danger. Risk refers to hazards that are
actively assessed in relation to future possibilities. It comes into wide usage only
in a society that is future oriented.
Further, it also shows that teachers emphasized nationalism. Such
objective was attained since one content of RBEC is Makabayan wherein the
learners will learn love of country, heroism and appreciation of heroes,
appreciation of cultural heritage, democracy, freedom and responsibility. Another
reason for the attainment is that teachers were guided by the 1997 constitution
which states that all educational institutions shall inculcate patriotism, foster love
of humanity, respect for human rights, appreciation of role of national heroes in
the historical development of the country , teach the duties and rights of
citizenship, strengthen ethical and spiritual values, develop moral character and
personal discipline, encourage creativeness and critical thinking, broaden
scientific and technological knowledge and promote vocational efficiency.
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Next, was to provide the knowledge and develop the skills, attitudes and
values essential for personal development, a productive life, and constructive
engagement with a changing milieu, with a mean of 2.4 which is also moderately
attained and the least was to promote experiences that develop the learner’s
orientation to the world of work and prepare the learner to engage in honest and
gainful work. It was perceived by the respondents to be least maybe due to the
reason that at the learners at their age should not be engaging in any forms of
work that can be leading to child abuse. As stated in the family code that children
has the right to enjoy life and not to be exposed from heavy works.
As a whole, table 6 revealed that all the objectives were moderately
attained by the teachers of the different district of Baguio City. The teacher’s
degree of attainment of the objectives of RBEC did not significantly differ as
shown by the computed value t-test value of 0.668 which is lower than the tabular
value which is 3.82 at 0.05 level of significance. Therefore the hypothesis, that
there is significant difference in the extent of attainment of the objectives of
RBEC is rejected.

Implementation on
the Contents of RBEC

The contents of RBEC were increased time allotment in the academic subjects,
values are integrated in all subjects, MSEP is integrated in Sibika at Kultura,
Makabayan composed of social Studies, EPP, and MSEP. Further, Makabayan used
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Table 7. Extent of implementation of the contents of RBEC

CONTENTS OF RBEC WEIGHTED MEAN DECRIPTION

1. Increase time allotment
in the academic subjects.

2.6 Fully Implemented

2. Values are integrated in all subjects.
2.7 Fully Implemented

3. MSEP is integrated in Sibika at Kultura. 2.4 Moderately Implemented

4. Makabayan is composed of Social
Studies, EPP and MSEP.
2.6 Fully Implemented

5. Makabayan used integrated units

of learning tasks which will enable the
learner to personally, assimilate,
and systematically practice a wide
range of values and life skills including
work skills and work ethics. 2.6 Fully Implemented

6. Utilization of collaborative teaching


(teachers of different discipline
plan teach together) among
teachers in Makabayan. 2.3 Moderately Implemented

7. Utilization of interactive teaching-

learning process wherein more
reciprocal interaction between
students and teachers between
students themselves
(Collaborative learning) are required.
2.4 Moderately Implemented

Average 2.51

tc= 4.498



t .05= 2.447
Significant
Legend:
2.51 to 3.0 = Fully Implemented (FI)
1.51 to 2.50 = Moderately Implemented (MI)
1.0 to 1.50 = Not Implemented (NI)
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integrated units of learning tasks which enable the learner to personally assimilate and
systematically practice a wide range of values and life skills including work skills and
work ethics, utilization of collaborative teaching among teachers in Makabayan, and
utilization of interactive teaching learning process wherein more reciprocal interaction
between students and teachers between themselves are required.
Table 7 shows the extent of implementation of the contents of RBEC. Among
the contents of RBEC, values are integrated in all subjects got the highest mean of 2.7
which is describe as fully implemented.
Based on the findings, it can be inferred that teachers give importance in
integrating values in their subject. It also implies that teachers want to develop the
learners not only of concepts and skills but also of values which are very much needed
with the kind of learners we have today Quinan (2000) citing Beltran (1987) stated that
the quality of the populace has deteriorated morally and spiritually as indicated by
rampant stealing, kidnapping, sexual harassment and graft and corruption. Our sense of
values has degenerated to a level very much lower than that of the pre-war standards.
He further stated that it seems that people have cast aside the noble ideals and desirable
values which the school has taught them.
The above idea is supported by Paglilauan (1987) who said:
……in our generation today, there seems to be moral degeneration
instead of moral regeneration evidenced by daily news report of killing,
robberies, kidnapping, rapes, gangsterism, swindling, murder early
pregnancies and the like.
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In compliance with the constitutional provision on moral regeneration, one of
the emphasis in the New Elementary Curriculum is the development of values. This is
important, according to Eleazar (1985), because one would like to develop the child
into a Filipino who is prepared to discharge roles as an enlightened, disciplined, self –
reliant, God loving, and creative, versatile and productive citizen in a national
community. DECS Order No. 6 1998 stated two general approaches in the development
of values: integrating values in different subject areas, or teaching values as a separate
subject.

Cuyan (2005) citing Badal (1980) made a study on the integration of moral
values in the school curriculum as viewed by the school administrators, teachers, and
parents in terms of strategies, importance and time. His findings indicated that moral
values are integrated in the school curriculum through examples, poems, songs,
proverbs, role playing and dramatization.

The findings is supported by Quinan (2000) in her study revealed that values
can be integrated in HELE. Another study by Palileng (1999) mentioned that values
were always integrated in Physics lessons of the students.

Having values integrated in all subjects there was increase time allotment in the
academic subjects, Makabayan composed of Social Studies EPP and MSEP and
Makabayan used integrated units with a mean of 2.6 respectively. Findings show that
time allotment in all academic subjects were increased was fully implemented to give
adequate time for the academic subjects, to enable adequate understanding of every
lesson, and include literacy.
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MSEP is integrated in Sibika and Kultura and Utilization of collaborative
teaching was rated as 2.4 which is moderately attained. It can be inferred that teachers
have limited knowledge of strategies on how to integrate music in Sibika and Kultura
and limited knowledge in utilization of interactive teaching. The least implemented
content with a mean of 2.3 is the utilization of collaborative teaching. The results show
that teachers teaching Makabayan seldom plan to share knowledge and resources with
each other which can be attributed with some factors like lack of teachers, schedule of
teachers’ conflicts, too much paper work burden teachers so instead of planning and
sharing ideas do paper work first.
Analysis of the mean on the extent of implementation of the contents of RBEC
through t-test revealed that the computed value which is 4.498, is higher than the
critical ratio which is 2.447 at 0.05level of significance leads to the acceptance of the
hypothesis that there is significant difference in the extent of implementation of the
contents of RBEC.

Methods and Strategies used
in the implementation of RBEC

This section of the study presents the different methods and strategies used in
the implementation of Restructured Basic Education Curriculum as perceived by the
respondents.



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Table 8 –A shows the methods used in RBEC. Almost all the enumerated
methods are perceived to be moderately effective. The very effective method as
perceived by the respondents was inductive method with a mean of 2.6.The finding
shows that among the 8 mentioned method, inductive which is from specific to general
is the very effective method when it comes to the implementation of RBEC.

Table 8.-A Methods used in Restructured Basic Education Curriculum

METHODS WEIGHTED MEAN DESCRIPTION

1. Inductive method

2.6
Very Effective
2. Deductive method

2.4
Moderately Effective
3. Lecture method


2.2
Moderately Effective
4. Project method 2.3 Moderately Effective
5. Laboratory/Experiment

2.3
Moderately Effective
6. Problem method


2.4
Moderately Effective
7. Modular method

2.2
Moderately Effective
8. Integrative method 2.5 Moderately Effective
Average 2.36 Moderately Effective
tc = 0.561


t .05 = 2.365
Not Significant
Legend: Range
2.51 to 3.0 = Very Effective
1.51 to 2.50 = Moderately Effective
1.0 to 1.50 = Ineffective

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The findings substantiate the result of Malicdan (2000) in her study revealed
that the very effective method in teaching mathematics 1 is inductive method. She
stated that the greatest value of inductive method lies in the fact that the child learns
chiefly through his own activity . He observes the cases, compares them, analyzes them
then draws his own conclusion. Whatever he learns through induction is more
permanently retained because it utilizes repetition and many examples are taken up.
Another study that supports the above findings was the study of Quipot (2005).
Her study revealed that inductive method is the method leading in rank when it comes
to teaching elementary science.
The next method with a mean of 2.5 is integrative method. Integrative method was
perceived by the teachers as the second among the methods because in integrative
method of teaching shifts the focus of instruction from discrete subjects toward issues
in the real world, it is also an educational movement that lets questioning and problem
solving, rather than the structure of the academic disciplines and the process of
acquiring knowledge and skills.
Vicencio (2002) pointed in her speech during their round table discussion in
“Point of Awareness” that integration of subjects under the new curriculum deemed
beneficial as it will provide a holistic context for learning.
Pasigpasigan (2002) further stressed that integration will allow learners to
recognize and articulate relationships among subject matters, and apply learning from
one context to another.
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Followed by integrative method are deductive method, problem method, project
method, laboratory method, lecture method, and modular method.
Almost all the methods mentioned are perceived to be moderately effective as
revealed by the total mean of 2.36.
The computed t-test value which is 0.561 is lower than the tabular value of
2.365 at 0.05 level of significance. The hypothesis that there are significant differences
of methods used in RBEC is rejected.
Table 8-B shows the strategies used in RBEC. The commonly used strategies
are role modeling and demonstration with a mean of 2.6 respectively. Role modeling is
very effective in delivering the contents of RBEC may be because learners learn more
easily when they see and if it is being demonstrated by their teachers. Quisumbing
(1987) stated that the most important strategy in values education is role modeling
where one has to exemplify what he teaches. Another study that corroborates with the
above finding is the study of Launita (1998) cited by Lubuatan (1998) stating that role
modeling is the as most effective strategy in teaching values.
Furthermore, the teachers in Baguio city perceived film showing , reporting,
word mapping, and field trip as least preferred when it comes to strategies used in the
implementation of RBEC.
The computed t-test value which is 11.85 is higher than the tabular value of
2.571 at 0.05 level of significance. The hypothesis that there are significant differences
of strategies used in RBEC is accepted.

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Table 8-B. Strategies used in Restructured Basic Education Curriculum

STRATEGIES WEIGHTED MEAN DESCRIPTION

1. Film Showing


2.4
Moderately Effective
2 Role Modeling


2.6
Very Effective
3. Reporting


2.4
Moderately Effective
4. Word Mapping


2.4
Moderately Effective
5. Demonstration


2.6
Very Effective
6. Field Trip


2.4
Moderately Effective

Total 2.5

tc = 11.85

t.05 = 2.571

Significant
Legend: Range
2.51 to 3.0 = Very Effective (VE)
1.51 to 2.5 = Moderately Effective (ME)
1.0 to 1.50 = Ineffective (IE)

Problems encountered in
the implementation of RBEC


Table 9 presents the problems encountered in the implementation of RBEC. The
problems are perceived to be not a problem, moderately serious and very serious.

All the problems mentioned are moderately serious as indicated by a total mean
of 2.08. Leading are student inattentiveness, big enrollment per class, no laboratory
workshop, lack of funds with a weighted mean of 2.4 respectively are the leading
problems. Following are inadequate instructional materials, some contents of RBEC
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textbooks are not relevant to the needs of the students, time allotment for academic
subjects is not enough or too short with a weighted mean of 2.1, followed by irregular
attendance of students, lack of seminars/trainings in the implementation of RBEC with
a weighted mean of 2.0, lack administrative support, and inadequate knowledge of
methods and strategies in the implementation of RBEC with a weighted mean of 1.9
respectively, and unawareness of the objectives of RBC and negative attitudes towards
curriculum with a weighted mean of 1.7 respectively.
There were other problems mentioned by the teachers such as, poor study
working habits of pupils, to much paperwork for teachers, lesson planning of teachers
consume much time instead of preparing teaching aids. Bayao (2004) citing Absum
(1959) referred to by Langbis (1995) enumerated the failures in the educational system
as caused by lack of materials, language difficulty, big class sizes, double-single lesson
plan and deficit in curriculum.
Despite the differences of weighted means, table 9 reflects the t-test result, which
shows that there are no significant differences among the problems in the
implementation of RBEC. This is affirmed by the tabular value of 1.143 which is
lesser than the critical ration which is2.571 at 0.05 level of significance.





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Table 9. Problems Encountered in the Implementation of Restructured Basic Education
Curriculum
PROBLEMS WEIGHTED MEAN DESCRIPTION

1. Unaware of the objectives of BEC
1.7 Moderately Serious


2. Inadequate instructional materials
2.1 Moderately Serious


3. Some contents of the BEC textbooks are
not relevant to the needs of the students 2.1 Moderately Serious

4. Irregular attendance of students 2.0 Moderately Serious

5. Student’s inattentiveness and restlessness
2.4 Moderately Serious

6. Time allotment for academic subject

is not enough or too short 2.1 Moderately Serious

7. Big enrollment per class
2.4 Moderately Serious



8. No laboratory or workshop 2.4 Moderately Serious




9. Lack of seminars/ trainings in


the implementation of BEC 2.0 Moderately Serious

10. Negative attitudes towards curriculum
1.7 Moderately Serious

11. Lack of administrative support
1.9 Moderately Serious


12. Lack of Funds
2.4 Moderately Serious




13. Inadequate knowledge of methods,

strategies and techniques in the
implementation of BEC 1.9 Moderately Serious

Average 2.08
tc = 1.143




t.05 = 2.179 Not Significant
Legend
2.51 to 3.00 = Very Serious (VS)
2.51 to 2.50 = Moderately Serious
1.0 to 1.50 = Not a Problem


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This result indicates that there are problems met by teachers that are existing in
the implementation of Restructured Basic Curriculum although they do not perceive it
as serious.


Extent of Influence of Gender
of Respondents to the Level of
Implementation of Contents of RBEC.

Table 10 presents the influence of gender of respondents to the level of
implementation of the contents of RBEC. To determine if the influence of gender in the
level of implementation on the contents of RBEC is significant or not significant, the
data were subjected to t- test. The computed value which is 0.13 is less than the critical
ration at .05 level of significance which is 1.179. This means that there is no significant
difference of gender in the implementation of contents of RBEC. The hypothesis that
there is significant difference in the extent of attainment in the implementation of the
contents of RBEC is rejected.

This implies that gender whether male or female, does not influence in the
implementation of the contents of RBEC.





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Table 10. Extent of influence of gender of respondents to the level of implementation of
Restructured Basic Education Curriculum

CONTENTS GENDER
MALE FEMALE
1. Increase time allotment in all
academic subjects 2.6 2.6

2. Values is integrated in all subjects 2.6 2.7
3. MSEP is integrated in Sibika at Kultura 2.4 2.4

4. Makabayan composed of Social Studies,
E.P.P., MSEP 2.5 2.7

5. Makabayan used integrated units
of learning tasks which will enable
the learner to personally assimililate, and
systematically practice a wide range
of values and life skills including work. 2.5 2.6

6. Utilization of collaborative teaching
(teachers of different discipline
plan and teach together) 2.4 2.2

7. Utilization of interactive teaching-
learning process wherein more
reciprocal interaction between
students and teachers and between
students themselves (collaborative
learning) are required 2.4 2.4

Average 2.486 2.514
tc = 0.13



t .05 = 2.179

Not Significant
Legend:
2.51 to 3.0 = Fully Implemented (FI)
1.51 to 2.50 = Moderately Implemented (MI)
1.0 to 1.50 = Not Implemented (NI)
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Extent of Influence of Age of Respondents
to the level of implementation of contents of RBEC.


Table 11 shows the influence of age of respondents to the level of
implementation of contents of RBEC. As gleaned on the table, age has significant
influence to the level of implementation of contents of RBEC, since the result
computed x2r of 14.83 using the Friedman Anova is greater than the tabular x2r, which
is 7.481, at 0.05 level of significance. Thus the hypothesis that there are significant
differences on the age of respondents to the level of implementation of the contents of
RBEC is accepted.
The result implies that the older the teacher has the higher level of performance
in relation to the implementation of the content of RBEC. This is so because as the
teacher grows older, his/her personality views also change. If his/her growth is coupled
with professional development, then changes will take place, not only in appearance but
also in behavior, habits motivation, biological make-up and cognitive abilities.

Furthermore, according to Peterson (1991), as cited by Landacan (2001)
characterized middle adulthood is a stage of self assessment. In terms of work, older
workers like what they do better than younger worker. Older workers usually have
better jobs with more influence and greater challenges. In addition, they evaluate their
jobs in terms of extrinsic characteristics such as salary, benefits, and security which
usually increase the longer they hold the job.


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Table 11. Extent of influence of age of respondents to the level of implementation of
contents of Restructured Basic Education Curriculum

CONTENTS AGE BRACKET
20-40 41-50 51-60 60-up

1. Increase time allotment in all
academic subjects 2.6 2.6 2.7 2.6

2. Values is integrated in all subjects 2.7 2.8 2.8 2.7
3. MSEP is integrated in Sibika at Kultura 2.4 2.5 2.8 2.4

4. Makabayan composed of Social Studies,
E.P.P., MSEP 2.7 2.8 2.8 2.5

5. Makabayan used integrated units
of learning tasks which will enable
the learner to personally assimililate, and
systematically practice a wide range
of values and life skills including work. 2.5 2.7 2.6 2.4

6. Utilization of collaborative teaching
(teachers of different discipline
plan and teach together) 2.2 2.6 2.4 2.3

7. Utilization of interactive teaching-
learning process wherein more
reciprocal interaction between
students and teachers and between
students themselves (collaborative
learning) are required 2.4 2.5 2.6 2.3

Average 2.5 2.64 2.67 2.46

x2r = 14.83


x2 .05 = 7.481


Significant
Legend:
2.51 to 3.0 = Fully Implemented (FI)
1.51 to 2.50 = Moderately Implemented (MI)
1.0 to 1.50 = Not Implemented (NI)
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Educational Attainment
Table 12 shows the effects of educational attainment on the implementation of
contents of RBEC.

The result of the computed value with the use of Friedman Anova with a value
of 7.36 which is higher than the tabular value of 5.991 at 0.05 level of significance
which leads to the acceptance of the hypothesis that there is significant effects of
educational attainment on the implementation of the contents of RBEC.
The findings imply that teachers that undergo graduate studies play an important
role in the attainment on the implementation of contents of RBEC as teachers go
through graduate studies they interact with other professionals on their experiences and
are updated to current trends. Hence, their input will produce better output.
Furthermore, going to graduate school broadens one’s view and poses greater
challenges.
According to Aquino (1989), as cited by Landacan (2001), the code of ethics of
teachers states that mentors need to strive to broaden their professional interest. They
should pursue such studies so as to improve their efficiency and maintain the prestige
of the teaching profession.





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Table 12. Effects of Educational Attainment on the implementation of contents of
Restructured Basic Education Curriculum.

EDUCATIONAL ATTAINMENT
CONTENTS BACHELOR MASTER’S DOCTORAL
1. Increase time allotment in all
academic subjects 2.6 2.5 2.7

2. Values is integrated in all subjects 2.7 2.6 2.8
3. MSEP is integrated in Sibika at Kultura 2.4 2.4 2.7

4. Makabayan composed of Social Studies,
E.P.P., MSEP 2.6 2.7 2.7

5. Makabayan used integrated units
of learning tasks which will enable
the learner to personally assimililate, and
systematically practice a wide range
of values and life skills including work. 2.3 2.6 2.6

6. Utilization of collaborative teaching
(teachers of different discipline
plan and teach together) 2.2 2.5 2.5

7. Utilization of interactive teaching-
learning process wherein more
reciprocal interaction between
students and teachers and between
students themselves (collaborative
learning) are required. 2.4 2.5 2.6


Average 2.46 2.54 2.66

X2r = 7.36


x2 .05 = 5.99 Significant
Legend:
2.51 to 3.0 = Fully Implemented (FI)
1.51 to 2.50 = Moderately Implemented (MI)
1.0 to 1.50 = Not Implemented (NI)
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Effects of the profile of
the respondents to the methods and
strategies used in the implementation of RBEC.

Gender

Table 13-A and B shows the effect of gender of the respondents to the methods
and strategies used to the implementation of RBEC.

The result of the computed value using t-test is lower than the tabular value at
.05 level of significance which leads to the rejection of the hypothesis, that there are
significant effects of gender of the respondents to the methods and strategies used to the
implementation of RBEC.
Table 13. – A. Effects of gender to the methods in the implementation of RBEC

GENDER
METHODS


MALE FEMALE

1. Inductive Method 2.4 2.7
2. Deductive Method 2.3 2.4
3. lecture Method 2.2 2.2
4. Project Method 2.3 2.3
5. laboratory/ Experiment 2.3 2.3
6. Problem Method 2.3 2.4
7. Modular Method 2.2 2.2
8. Integrative Method 2.5 2.5

Average 2.31 2.38
tc = 1.167


t .05 = 2.145

Not Significant
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Table 13. – B. Effects of gender to the strategies in the implementation of RBEC










GENDER
STRATEGIES FEMALE MALE

1. Film Showing 2.4 2.4
2. Role Modeling 2.5 2.7
3. Reporting 2.3 2.4
4. Word Mapping 2.4 2.4
5. Demonstration 2.6 2.6
5. Field Trip 2.4 2.4

Average 2.43 2.48

tc = 0.797


t .05 = 2.145

Not Significant
Legend: Range
2.51 to 3.0 = Very Serious (VS)
2.51 to 2.50 = Moderately Serious (MS)
1.0 to 1.50 = Not a Problem
The finding implies that the teacher to be effective in implementing RBEC in
terms of methods and strategies need not be male or female. It further implies that male
and female teachers use any of the methods and strategies that may be suited in the
contents of RBEC. It contradicts the statement of Binay-an (2005) cited by Quipot
(2005) that females are good in selecting the best methods and strategies used in
teaching.
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Age

Table 14-A and B presents the effect of age bracket to the methods and
strategies in the implementation of RBEC. The degree of affectivity is perceived to be
very effective, moderately effective and ineffective.
Table 14-A. Effects of age bracket to the methods in the implementation of RBEC.

AGE BRACKET
20-40 41-50 51-60 60-UP
METHODS

1. Inductive Method 2.6 2.7 2.7 2.7
2. Deductive Method 2.3 2.4 2.5 2.4
3. Lecture Method 2.2 2.2 2.3 2.3
4. Project Method 2.4 2.1 2.5 2.3
5. Laboratory/ Experiment 2.4 2.4 2.3 2.1
6. Problem Method 2.3 2.3 2.4 2.0
7. Modular Method 2.3 2.2 2.3 2.1
8. Integrative Method 2.5 2.5 2.5 2.3

Average 2.71 2.69 2.79 2.59

x2r = 7.425


x2 .05 = 7.815

Not Significant

The result of the computed value with the use of Friedman Anova the value
obtained which is 5.423 is lower than the tabular value of 7.815 at 0.05 level of
significance. Therefore, the hypothesis that there is significant effect of age to the
methods and strategies used in the implementation of RBEC is rejected. The finding
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implies that young and old teachers can use the methods and strategies effectively in
the implementation of RBEC

Table 14-B. Effect of age bracket to the strategies in the implementation of RBEC.

AGE
BRACKET
20-40 41-50 51-60 60-UP
STRATEGIES
1. Film Showing 2.5 2.4 2.2 2.3
2. Role Modeling 2.7 2.7 2.5 2.6
3. Reporting 2.4 2.4 2.4 2.6
4. Word Mapping 2.5 2.5 2.4 2.4
5. Demonstration 2.7 2.4 2.6 2.4
5. Field Trip 2.5 2.5 2.2 2.1

Average 2.55 2.48 2.38 2.4

x2r = 5.423



x2r .05 = 7.815

Not Significant
Legend: Range
2.51 to 3.0 = Very Serious (VS)
2.51 to 2.50 = Moderately Serious (MS)
1.0 to 1.50 = Not a Problem



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Educational Attainment

As gleaned in table 15, on the effect of educational attainment to the methods
and strategies used in RBEC, on the methods used as shown in the computed value with
the use of
Friedman Anova which is 6.64 shows that it is higher than the tabular value of
5.911 at 0.05 level of significance, therefore, the hypothesis that there is significant
effect of

Table 15-A Effects of educational attainment to the methods used in RBEC






EDUCATIONAL ATTAINMENT
BACHELOR MASTER’S DOCTORAL
METHODS
1. Inductive Method 2.6 2.6 2.7
2. Deductive Method 2.3 2.5 2.5
3. Lecture Method 1.5 2.2 2.5
4. Project Method 1.6 2.4 2.2
5. Laboratory/ Experiment 2.3 2.6 2.3
6. Problem Method 23 2.4 2.2
7. Modular Method 2.2 2.5 2.3
8. Integrative Method 2.5 2.6 2.5
Average 2.16 2.46 2.4

x2r = 6.64


x2 .05 = 5.911
Significant
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educational attainment as to methods is accepted. However, as to strategies, the effect
of educational attainment is rejected since the computed value which is 1.56 is lower
than the tabular value of 5.911 at 0.05 level of significance.
The finding implies that when it comes to methods used in the implementation
of RBEC, teachers who taught for number of years mastered the method as a result
their experiences they had already designed the strategies to be use in order for the
pupils to understand the topic.
Table 15-B Effects of educational attainment to the strategies used in RBEC





EDUCATIONAL ATTAINMENT
STRATEGIES BACHELOR MASTER’S DOCTORAL
1. Film Showing 2.4 2.5 2.4
2. Role Modeling 2.6 2.7 2.6
3. Reporting 2.4 2.4 2.7
4. Word Mapping 2.4 2.4 2.6
5. Demonstration 2.6 2.6 2.5
5. Field Trip 2.4 2.5 2.3

Average 2.47 2.52 2.52

x2r = 1.58


x2 .05 = 5.911
Not Significant

Legend: Range
2.51 to 3.0 = Very Serious (VS)
2.51 to 2.50 = Moderately Serious (MS)
1.0 to 1.50 = Not a Problem
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Bacdayan’s (2001) findings corroborate with this study’s findings that teachers
who stayed longer in their job are more experienced in the implementation of methods
in teaching. He further claimed that new teachers have less in-service trainings and
experiences than older teachers.


















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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary

The study dealt with the determining the status of the implementation of
Restructured Basic Education Curriculum (RBEC in public Elementary Schools of
Baguio City. Specifically, tried to determine the degree of attainment of objectives of
RBEC, extent of implementation of the contents of RBEC, degree of effectiveness of
methods and strategies used in the implementation of the RBEC, problems encountered
in the implementation of the RBEC, the influence of the profile of the respondents to
the extent of implementation of RBEC and the influence of the profile of the
respondents to methods and strategies used in the implementation of RBEC.
The study was conducted in the public elementary schools of District I, II,
and III in Baguio City, these elementary schools were as follows, District I;
Baguio Central School, Josepha Cariňo Elementary School, Quezon Hill
Elementary School, Aguinaldo Elementary School, Pacday Quiňo Elementary
School. District II; Special Education Center (SPED), Quezon Elementary School,
Loakan Elementary School, Rizal Elementary School, San Vicente Elementary
School. District III; Lucban Elementary
School, Bonifacio Elementary School, Pinsao Elementary School, Magsaysay
Elementary School, Alfonso Tabora Elementary School, Doňa Aurora Elementary
School, Doňa Nicasia Elementary School, and Don Mariano Marcos Elementary
School.
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The data gathered used the survey Questionnaires. It was treated through
percentage, weighted mean, ranking, descriptive analysis, t-test and Friedman’s
two-way ANOVA Test at 0.05 level of significance.
The salient findings are as follows:
1. The level of attainment of the objective or Restructured Basic Education
Curriculum is moderately attained.
2. Generally, the extent of implementation on the contents of RBEC is
fully implemented. The leading content of RBEC that is fully implemented is the
integration of values in all subjects. The least is the utilization of collaborative
teaching among teachers in Makabayan.
3. The most effective method used in the implementation of RBEC is
inductive method and the common strategies used by teachers are role modeling
and demonstration.
4. The degree of seriousness of problem encountered in the
implementation of RBEC is perceived by the teachers as moderately serious.
5. There is no significant influence of the variable, gender to the level of
implementation of contents of RBEC. However, age and educational attainment
significantly influence the implementation of the contents of RBEC.
6. Generally there is no significant effect of the profile of the respondents
to the methods and strategies used in the implementation of RBEC.


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Conclusions:

Based on the findings of the study, the following conclusions are drawn:
1. The teachers perceived that the objectives of the Restructured Basic
Education Curriculum are moderately attained.
2. The implementation of the contents of Restructured Basic Education
Curriculum as perceived by the teachers significantly differs, thus accepted at
0.05 level of significance.
3. The teachers perceived that there are no significant differences in the
degree of methods used in the implementation of RBEC thus rejected at 0.05 level
of significance, however in the strategies used in implementing RBEC have
significant differences thus, accepted at 0.05 level of significance.
4. The teachers of Baguio City Elementary Division perceived all the
problems that were presented as moderately as serious. No significant difference
was observed in the degree of seriousness of problems encountered by the
respondents.
5. The teachers perceived that age and educational attainment have
significant influence in the attainment of implementation of the contents of
RBEC; it has no significant difference in gender.
6. A. The influence of gender, age and educational attainment to methods
used in the implementation of RBEC does not have significant differences.
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B. Gender and age do not have significant differences in the strategies
used in the implementation of RBEC; however educational attainment has
significant difference in the strategies used in the implementation of RBEC.

Recommendations:

Based on the conclusions of the study, the following recommendations are
forwarded:
1. The Learning Action Cells of the Division of Baguio City should
regularly review or assess and address whatever weaknesses and give actions to
the moderately implemented objectives.
2. Teachers should put emphasis on the moderately implemented contents
of RBEC and continue applying the fully implemented content.
3 Seminar- workshops and demonstration teachings on methods and
strategies should be a regular component of the Division on development plans.
4. Though the problems encountered in the implementation of RBEC is
moderately serious, these should be given attention by concerned officials to
minimize the problems.
5. Teachers should explore other effective strategies in implementing the
contents of RBEC to make their subject more interesting.
6. Teachers and Administrators should assess the strengths and
weaknesses of the curriculum and give suggestions for its improvement.

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Appendix A

LETTER OF REQUEST TO ADMINISTER QUESTIONNAIRES
Republic of the Philippines
Graduate School
BENGUET STATE UNIVERSITY
La Trinidad, Benguet


June 21,2006

ELLEN B. DONATO, CESO VI
Schools Division Superintendent
Baguio Division
Baguio City
Madam:
The undersigned earnestly request your good office to allow the administering of
the attached questionnaires among elementary teachers of the division to the study
“Implementationof Restructured Basic Education Curriculum in Selected
Elementary Schools of Baguio City.”

Please rest assured that the information to be gathered will be kept confidential
and will be used solely in this research.

Your favorable action on this request is highly appreciated.

Very truly yours,

HELEN L. OFO-OB DANIGOS
Researcher

Noted
CARLOS P. LUMA-ANG, Ed.D
Approved:
ELLEN B. DONATO, CESO VI
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Appendix B

Republic of the Philippines
Graduate School
BENGUET STATE UNIVERSITY
La Trinidad, Benguet

June 21, 2006


Dear Respondents:


The undersigned will be conducting a research entitled: “Implementation
of Restructured Basic Education Curriculum in Selected Elementary Schools of
Baguio City.”, as partial fulfillment of the requirements in Master of Arts in
Education major in Elementary Education.

In this regard, may I request your kind assistance in answering the
attached questionnaire. Rest assured that the information to be gathered will be
kept confidential and will be solely used for the study.










Very truly yours,

HELEN
L.
OFO-OB-
DANIGOS















Noted:

CARLOS P. LUMA-ANG, Ed.D
Adviser

Approved:

TESSIE M. MERESTELA, Dr.Agri
Dean,
Graduate
School
Implementation of Restructured Basic Education Curriculum in Public Elementary
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69
Appendix C

LETTER OF REQUEST TO ADMINISTER QUESTIONNAIRES
Republic of the Philippines
Graduate School
BENGUET STATE UNIVERSITY
La Trinidad, Benguet

June 21, 2006

Dr. Virginia R. Gorospe
Principal I
Dona Nicasia Puyat Elementary School

Madam;

Greeting!
The undersigned is a graduate student of Benguet State University. Presently she
is conducting a research entitled: “The Implementation of Revised Basic
Education Curriculum in Selected Elementary Schools of Baguio City.” In partial
requirements of her course, Master of Arts in Education (Elementary Education).
In view thereof, the undersigned respectfully requests permission from your good
office that she be allowed to administer questionnaires to the teachers. It is hoped
that the findings of this study would contribute to the improvement of the
implemented curriculum.
Thank you very much!


Respectfully,


HELEN L. OFO-OB—DANIGOS


Noted:

CARLOS P. LUMA-ANG, Ed.D
Adviser


APPROVED:DR. VIRGINIA R. GOROSPE
Principal I, Doňa Nicasia Puyat Elementary School
Implementation of Restructured Basic Education Curriculum in Public Elementary
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70
Appendix D

Direction: Please fill the information needed below.
I. Name (Optional): __________________________ Age (pls. check)
_______20-40
_______Male
_______41-50
_______Female
_______51-60
_______60-up
Educational Attainment (pls. check)
_______Bachelor’s Degree
_______Master’s Degree
_______Doctoral Degree

II. Put check ( √ ) on the space that corresponds to the level of attainment of
objectives of the RBEC in your School.
LEGEND:


3- Very Much Attained (VMA)


2- Moderately Attained (MA)


1- Not Attained (NA)
VMA
MA
NA


3

2


Implementation of Restructured Basic Education Curriculum in Public Elementary
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71
1.
Provide the knowledge and develop _____
_____
_____
the skills, attitudes and values
essential for personal development,
a productive life and constructive
engagement with a changing milieu.
2. Provide learning experiences that
_____
_____
_____
increase the child’s awareness of
responsiveness to the just demands
of society.
3. Promote and intensify awareness
_____
_____
_____
identification with and love for
nation and the community to which
the learner belongs.
4. Promote experiences that develop _____
_____
_____
the learner’s orientation to the world
of work and prepare the learner to
engage in honest and gainful work.
Implementation of Restructured Basic Education Curriculum in Public Elementary
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III. Put check ( √ ) on the space that corresponds to the extent of
implementation on the contents of RBEC.

LEGEND:


3- Fully Implemented (FI)


2- Moderately Implemented (MI)


1- Not Implemented (NI)












FI

MI

NI


3


2


1









1. Increase time allotment in the
_____
_____
_____
academic subjects.
2. Values is integrated in all subjects. _____
_____
_____
3. MSEP is integrated in Sibika at
Kultura. _____
_____
_____
4. Makabayan is composed of Social
Studies, EPP and MSEP

_____
_____
_____
5. Makabayan used integrated units
_____
_____
_____
of learning tasks which will enable the
learner to personally, assimilate,
and systematically practice a wide
Implementation of Restructured Basic Education Curriculum in Public Elementary
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range of values and life skills including
work skills and work ethics.
6. Utilization of collaborative teaching _____
_____
_____
(teachers of different discipline
Plan teach together) among
teachers in Makabayan.
7. Utilization of interactive teaching- _____
_____
_____
learning process wherein more
reciprocal interaction between
students and teachers between
students themselves
(Collaborative learning) are required.

IV. Indicate the level of effectiveness of the methods and strategies used in
RBEC. By putting a check mark ( √ ) on the space provided.


LEGEND:
3-
Very
Effective
(VE)
2-
Moderately
Effective
(ME)
1-
Ineffective
(IN)


Implementation of Restructured Basic Education Curriculum in Public Elementary
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Methods






VE
ME
IN
3

2

1








1. Inductive
method
_____
_____
_____
2. Deductive
method
_____
_____
_____
3. Lecture
method
_____
_____
_____
4. Project
method
_____
_____
_____
5. Laboratory/Experiment
_____
_____
_____
6. Problem
method
_____
_____
_____
7. Modular
method
_____
_____
_____
8. Integrative
method _____
_____
_____
9. Others (Specify)

Strategies
1. Film
Showing
_____
_____
_____
2. Role
Modeling
_____
_____
_____
3. Reporting
_____
_____
_____
4. Word
Mapping
_____
_____
_____
5. Demonstration
_____
_____
_____
6. Field
Trip
_____
_____
_____
7. Others, please specify

_____________________________
Implementation of Restructured Basic Education Curriculum in Public Elementary
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V. indicate the degree of seriousness of the problems that you encountered in
the implementation of the basic education curriculum by putting a check
mark ( √ ) on the space that corresponds to your perception.
LEGEND:


3- Very Serious (VS)
2-
Moderately
Serious
(MS)


1- Not a Problem (NP)






VS

MS

NP
3

2

1

1. Unaware of the objectives of BEC _____
_____
_____
2. Inadequate instructional materials _____
_____
_____
3. Some contents of the BEC textbooks _____
_____
_____
are not relevant to the needs of the
students
4. Irregular attendance of students
_____
_____
_____
5. Student’s
inattentiveness
and
_____
_____
_____


Restlessness

6. Time allotment for academic subject _____
_____
_____
is not enough or too short
7. Big
enrollment
per
class
_____
_____
_____
8. No laboratory or workshop
_____
_____
_____
9. Lack of seminars/ trainings in
_____
_____
_____
Implementation of Restructured Basic Education Curriculum in Public Elementary
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the implementation of BEC.
10. Negative
attitudes
towards
_____
_____
_____

curriculum.
11. Lack of administrative support
_____
_____
_____
12. Lack
of
Funds

_____
_____
_____
13. Inadequate knowledge of methods, _____
_____
_____
strategies and techniques in the
implementation of BEC
14. Others pls. specify



Thank you very much for accomplishing this questionnaire. God
Bless You!














Implementation of Restructured Basic Education Curriculum in Public Elementary
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APPENDIX E

2002 BASIC EDUCATION CURRICULUM
The 2002 Basic Education Curriculum is a restructuring and not a
sweeping change of the elementary and secondary curricula (NESC and NSEC).

Legal Basis for the Philippine Basic Education
The goals, objectives, structure, and content of the 2002 Curriculum are in
compliance with the 1987 Constitution of the Republic of the Philippines, the
2001 Governance of Basic Education Act, and the 1982 Education Act.
The 1987 Constitution provides the basic state policies on education,
both formal and nonformal.
Article XIV, Section 1. The State shall protect and promote the right of
all citizens to quality education at all levels and shall take appropriate steps to
make such education accessible to all.
Article XIV SECTION 2.(1). The State shall establish, maintain, and
support a complete, adequate, and integrated system of education relevant to the
needs of the people and society.
Article XIV Section 2 (4). The State shall encourage nonformal,
informal, and indigenous learning systems, as well as self-learning, independent,
and out-of school study programs particularly those that respond to community
needs.
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Article XIV, Section 3 (2) states that the school:
Shall inculcate patriotism and nationalism, foster love of humanity, respect for
Human rights, and appreciation of the role of national heroes in the historical
development of the country, teach the rights and duties of citizenship, strengthen
ethical and spiritual values and creative thinking, broaden scientific and
technological knowledge, and promote vocational efficiency.
The objectives of elementary education are as follows:
1. Provide the knowledge and development skills, attitudes, and values
essential for personal development, a productive life, and constructive
engagement with a changing milieu;
2. Provide learning experiences that increase the child’s awareness of and
responsiveness to the just demands of society.
3. Promote and intensify awareness of, identification with, and love for
our nation and the community to which the learner belongs.
4. Promote experiences that develop the learner’s orientation to the world
of work and prepares the learner to engage in honest and gainful work.

Vision of the Filipino Learner
The department of education envisions every learner to be functionally
literate, equipped with life skills, appreciative of the arts and sports, and imbued
with the desirable values of person who is makabayan, makatao, makakalikasan,
at maka-Diyos.
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Mission
In line with this vision, the DepEd has the mission to provide quality
basic education that is equitably accessible to all, and to lay the foundation for
lifelong learning and service for the common good.

Rationale for Curriculum Reform
A curriculum develops through a dynamic process and is a subject to
periodic evaluation, which produces recommendations for modifications or even
major changes. A process of reviewing the curriculum of the Philippine basic
education started in 1997, which took into consideration both worldwide trends
and Philippine realities.
Our Changing World. Our philosophy of education, which should be the
ultimate be the ultimate basis of any curriculum design or reform, has to be
relevant and responsive to our rapidly changing world. Because of instantaneous
communication and mass transport today, a distant event can have an immediate
impact on one’s community, whose response can influence also the further
unfolding of that event. Our world has become inseparably global and local or
“glocal”.
Our lives are being reshaped by multilateral interactions among global
systems, local practices, international trends, and personal life-styles. This
interlocking of the global, the local, and the personal can be smooth or rough for
Implementation of Restructured Basic Education Curriculum in Public Elementary
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communities and individuals, who respond favorably or adversely to it, and this
interlocking makes local knowledge and local events no longer purely local.
We are living more and more in a world in which we filter all kinds of
information and news from far and near places and we act on the basis of that
filtering process everyday. Our world is increasingly constituted by information,
and is one which we have to take many forward-oriented decisions. Contemporary
Filipino learners are confronted with an explosion of knowledge, and they have to
take stock of a daily barrage of data and commentaries from far and near sources.
This process of filtering a variety of information, however, does not
necessarily involve the exercise of profound thinking, and some of the items that
impress contemporary learners are trivial, irrelevant, misleading, or even
dehumanizing. How can Filipino learners take advantage of the explosion of
knowledge so that they can secure a life of dignity in the family, in our society,
and in the community of nations? How can they discern the essential trivial, or the
humanizing from the dehumanizing, in the daily barrage of information? How can
they sort out from the changing mass of information the knowledge and values to
become global citizens with firm local roots and with a commitment to help the
Philippine society become more just humane?
We have to educate our Filipino learners to filter information critically,
seek credible sources of knowledge, and use data and facts creatively so that they
can survive, overcome poverty, raise their personal and national self- esteem, and
realize a gracious life in our risky new world. This is a world that has become
Implementation of Restructured Basic Education Curriculum in Public Elementary
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borderless to information, commodities, financial investments, crime, terrorism,
and ecological problems.

Learning Areas and Ti me Allotment
There are five learning areas for elementary. These are Filipino, English,
Science, Mathematics and Makabayan.
Filipino

Filipino develops these skills: listening, speaking, reading, writing, and
thinking in our national language. In grades 1-6, these specific skills shall be
developed in communication situations using varied materials to the point of
mastery. Children are introduced to materials such as rhymes, poems, jingles,
stories, and dialogues suited to their grade. Likewise, some contents from Social
Studies are used to develop the language skills.

In contrast to the previous curriculum, time allotment for Filipino in
Grades 1-3 and First to Fourth Year has been increased to enable adequate
understanding of every lesson and to include a variety of literary and non-literary
texts in the reading and comprehension activities. After Grade 3, every learner
should be able to read and understand at least simple paragraphs of varied texts in
Filipino.
English

English is one of the learning areas that develop the learner’s confidence
and ability in using language for effective communication and critical thinking in
Implementation of Restructured Basic Education Curriculum in Public Elementary
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the real world. This basic tool subject develops these macro skills: listening,
speaking, reading, writing, and thinking in English.

Listening skills include auditory discrimination and comprehension.
Speaking skills cover pronunciation and use of expressions and grammatical
structures, reading
skills include vocabulary development, word recognition, comprehension and
study skills. Writing skills cover handwriting (in Grade 1-6) and composition.
Science

Science aims to help every Filipino learner to gain a functional
understanding of scientific concepts and principles liked with real-life situations,
and acquire scientific skills, attitudes and values necessary to analyze and solve
day-to-day problems.

In Grade 1 and 2, simple scientific concepts and skills are taken up in
English and Makabayan (Sibika at Kultura). These concepts and skills reinforce
the sensory-perceptual activities introduced in eight-week curriculum during the
first two months of Grade 1. Science begins as the children are taught to observe,
monitor and describe their interaction with their immediate environment.

In Grade 3, the teaching of Science as a separate learning area begins.
Science from Grades 3-6 includes basic health concepts, and thus the
nomenclature Science and Health.


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Mathematics

In contrast to previous curriculum, there is an increase in time allotment in
Mathematics so us to ensure that all the lessons are finished and there will be
more activities that involve practical investigation and problem-solving. Students
learn more when they engage in hands-on activities, explore, discover on their
own, generalize, and apply their learning to their own lives.

Mathematics in Grade 1-3 entails the learning the four fundamental
operations, fractions, measurement, use of money, and their application to
practical problems based
on real-life activities. In Grade 4 to 6, learners are introduced to simple algebraic
concepts in preparation for Elementary Algebra in First year. Mathematics in the
Secondary level returns to linear sequential approach.

Elementary Algebra in First year deals with life situations and problems
involving measurement, the real number system, algebraic expressions, first
degree equations, inequalities in one variable, linear equations in two variables,
special products, and factoring.

Makabayan

Makabayan is learning area that serves as practice environment for holistic
learning to develop a healthy personal and national self-identity. Ideally therefore,
Makabayan entails the adoption of modes of integrative teaching which will
enable the learner to personally process and synthesize a wide range of skills and
Implementation of Restructured Basic Education Curriculum in Public Elementary
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values (cultural, aesthetic, athletic, vocational, politico-economic, and ethical).
Some of these modes of integrative teaching are described in later section of this
curriculum package.

Schools are allowed to design and contextualize the implementation of
Makabayan. A substantial integration of competencies and topics can be done in
this learning area, but it is inevitable that such integration will neither be perfect
nor total especially from Grade 4 to Fourth Year.















Implementation of Restructured Basic Education Curriculum in Public Elementary
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BIOGRAPHICAL SKETCH


The researcher was born on the 10th day of December, the tenth child of
Mr. Pascual Ofo-ob and Ms. Rosa Luy-od of Bontoc Mountain Province

She completed her elementary education at Bontoc Central School,
secondary education at Mountain Province General Comprehensive High School
(M.P.G.C.H.S.) and finished her Bachelor of Science in Agriculture major in
Plant Pathology at Benguet States University in March 1995. In addition, she took
up Bachelor in Science in Education at Cordillera Career Development College in
2000.

For her experience, she worked as a promo technician of Allied Botanical
Corporation while taking her educational units at CCDC. After passing the
licensure examination for teachers, she was hired as elementary teacher at
Cordillera Career Development College.

At present, she is happily married to Mr. Emilio Danigos Jr. of Sinipsip
Buguias and blessed with one child- Justin Bray and residing at Km. 3, Balili, La
Trinidad.









Implementation of Restructured Basic Education Curriculum in Public Elementary
Schools of Baguio City / Helen O. Danigos. 2006

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Document Outline

• Implementation of Restructured BasicEducation Curriculum in Public Elementary Schools of Baguio City
  • BIBLIOGRAPHY
  • ABSTRACT
  • TABLE OF CONTENTS
  • INTRODUCTION
    • Background of the Study
    • Statement of the Problem
    • Objectives of the Study
    • Importance of the Study
    • Scope and Delimitation of the Study
  • REVIEW OF LITERATURE
    • Attainment of Educational Objectives
    • Instructional Methods/Strategies
    • Problems met by Teachers inthe Implementation of the Curriculum
    • Overall Implementation of the RBEC
    • Conceptual Framework
    • Paradigm of the Study
    • Personal Factors
    • Operational Definition of Terms
    • Hypotheses of the Study
  • METHODOLOGY
  • RESULTS AND DISCUSSION
    • Degree of attainment of objectives ofRestructured Basic Education Curriculum
    • Implementation onthe Contents of RBEC
    • Methods and Strategies usedin the implementation of RBEC
    • Problems encountered inthe implementation of RBEC
    • Extent of Influence of Genderof Respondents to the Level ofImplementation of Contents of RBEC.
    • Extent of Influence of Age of Respondentsto the level of implementation of contents of RBEC.
    • Effects of the profile ofthe respondents to the methods andstrategies used in the implementation of RBEC.
  • SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
    • Summary
    • Conclusions
    • Recommendations
  • LITERATURE CITED
  • Appendix
  • BIOGRAPHICAL SKETCH

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