The status of the basic education program in four selected D.C. schools

• Main Author: Allic, Susana J.
• Format: text
• Language: English
• Published: Animo Repository 1985
• Subjects: Basic education > Philippines; Basic education > Programmed instruction; Curriculum and Instruction
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/71
• Institution: De La Salle University

The basic education program for D.C. Schools is an innovative program first introduced in the D.C. Schools in school year 1981-1982. Since then, a number of queries have been raised by the administrators and faculty members regarding this program which the schools have adopted. In view of this condition, this study is undertaken as an attempt to describe the status of the Basic Education Program with the aim in view of providing information and data for the improvement of the Program. Specifically, it seeks to determine the extent to which the Program feature, Rationale , is understood by the faculty members. It also seeks to determine the extent to which the other program features, namely: vision, condition, curriculum design, facilitation, organizational set-up and personal and accepted by the faculty members. Further, it seeks to determine the extent to which these Program features are implemented in the schools as perceived by the faculty members. The study uses descriptive survey method of research. It was conducted in four D.C. Schools, namely: Concordia College, Manila Sacred Heart College, Lucena City Colegio de la Immaculada Concepcion, Cebu City and San Jose College, Jaro, Iloilo City. Data have been collected from a purposive sample of one hundred and eight (108) faculty members from these schools. A Basic Education Program Survey Questionnaire, originally constructed and developed by the researcher is the main instrument used to gather data. Findings reveal that the program feature rationale is understood to a certain extent by the faculty member of each of the four schools and the schools as a whole. The features of the program namely: vision, condition, curriculum design, facilitation and role expectation of personal are fully accepted by the faculty members of the four schools taken singly and collectively. The feature, organizational set-up is fully accepted by two schools and accepted to a moderate extent by the two other schools. It is accepted to a moderate extent by the faculty of the schools taken collectively. Findings further reveal that the features of the program, namely: vision, condition, curriculum design, facilitation and role expectations of personnel are perceived as implemented to a moderate extent by the faculty members of the four schools taken, singly and collectively. The feature organizational set-up is perceived to be implemented by eighty six percent of the respondents of one school, seventeen percent of another school and thirty-six percent and thirty-eight percent of two other schools. It is perceived to be implemented to a moderate extent by the respondents of the schools taken collectively.