Teachers' and students' perceptions of individually prescribed instruction at Xavier School High School Department

• Main Author: Arcadio, Cynthia C.
• Format: text
• Language: English
• Published: Animo Repository 1978
• Subjects: Individualized instruction; Individualized education programs; School supervision; Educational Administration and Supervision
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/1186
• Institution: De La Salle University

This study evaluates the individually Prescribed Instruction program at Xavier School High School Department in terms of the program, its implementation and the results obtained as perceived by the teachers and the students. The study utilized the descriptive survey design. The data was gathered by means of an opinionnaire made up of three components or variables: a) program b) implementation and, c) results obtained. The respondents evaluated the elements under each component by indicating the degree of satisfaction or dissatisfaction. The respondents were 34 teachers or 85% of the total population of high school teachers, and 131 students or 20% of the total population of high school students. The students were selected through random sampling. The data in the accomplished opinionnaires was coded, tallied and computed. Statistical tests used were the t-test and ANOVA. Based on the findings of this study, the following conclusions and recommendations were presented: 1) The teachers and students were moderately satisfied with the program. The findings are, however, still subject to serious consideration due to a certain degree of subjectivity in self-evaluation. 2) The ratings of the different items were generally in the average category. This means that there is room for improvement, particularly in implementation and results obtained. 3) Regarding implementation, the students of High IV rated their teachers lowest, and the students of High II rated their teachers highest. These present several possibilities. 4) The Chinese language program provided for a limited development of the oral and written communication and reading skills. The program could then be evaluated and the teachers of the Chinese language could be given more intensive assistance. 5) Although equipped with services in guidance and psychological testing, the teachers do not make maximum use of the resources/data in responding to the needs of their students. More avenues, therefore, could be opened for dialogues and int