The assessment of the individually guided education program at Andres Soriano Memorial School, Toledo City

• Main Author: Alferez, Rebecca Remata
• Format: text
• Language: English
• Published: Animo Repository 1986
• Subjects: Individualized education programs > Philippines; Individualized instruction > Philippines; Educational Assessment, Evaluation, and Research
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/15
• Institution: De La Salle University

This study assesses the implementation of the individually guided education (IGE) program at Andres Soriano Memorial School (ASMS) by way of investigating the instructional programming model (IPM) as implemented by the teaching staff, and by appraising the teachers' attitudes toward the IGE program. The descriptive evaluative survey method was used in the study. The researcher developed a questionnaire, the contents of which were based on the existing ASMS IGE Manual for Instruction and other relevant IGE references. The subjects under consideration in this study were the faculty members of Andres Soriano Memorial School for the school year 1985-1986. These fifty-one(51) teachers excluded Curriculum Chairmen, since they perform supervisory functions, and newly-hired teachers, since they had not completed one full year at the time the data were collected. Forty-six (46) of the 51 faculty were actual respondents. The ASMS teachers generally participated in the IGE IPM planning activities to a great extent. It is noted however, that there is a relative difference in the active participation between the high school and grade school teachers in the IGE planning activities. The teachers generally accept all the ASMS IGE concepts and procedures with the exception of three, namely, the use of norm-referenced measurement to gauge students' progress, the practice of giving the post test at any time, and the non-graded concept at ASMS. The ASMS teachers actually implement the IGE concepts and procedures to a great extent. However, there is a relative difference in the implementation of these concepts and procedures by the grade school and high school teachers. In general, the problems met by the teachers in implementing IGE at ASMS, in relation to their IGE training and classroom preparation, are moderate. However, there were particular problems met which are considered serious, namely, the lack of time to prepare needed instructional materials, and the difficulty of preparing differentiated activities. The problems met by the teachers in relation to administrative and supervisory practices were, in general, moderate. However, there is a serious problem especially for the high school teachers on the lack of competent leaders to do demonstration work on IGE and to train the teachers. The teachers have favorable attitudes toward the adoption of IGE at ASMS. They are unanimous in their belief that with IGE, children who have the potential may be able to work beyond basic requirements, thus allowing these children to maximize their endowed talents and abilities. Majority of the teachers have favorable attitudes toward the implementation of IGE in all subject areas because they believe in the existence of individual differences. However, almost one-third of the teachers expressed negative attitudes toward the subject-wide implementation of IGE. For this group, IGE is most appropriate only for the teaching of skills and some conceptual understandings, thus it should be adopted to skill-oriented subjects but not to content-oriented subjects.