PHILIPPINE K TO 12 CURRICULUM AND PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA) 2018 READING LITERACY PARALLELISM AND TEACHING-LEARNING EXPERIENCES
Abstract
Philippine K-12 Curriculum and Programme for International Student Assessment 2018 Reading Literacy Parallelism and Teaching-Learning Experiences.. Objectives: This study is made to capture the instructional system and learning milieu of the PISA 2018 Reading Literacy-Related Senior High School Subjects aiming to evaluate its curriculum design and implementation.Methods: The study used Illuminative Evaluation Model to evaluate the curriculum design and implementation by gauging the instructional system through heat mapping and the learning milieu of teacher participants and graduate respondents through survey, interview, and researcher’s past observation. Findings: In the study, it was found out that: (a) the K to 12 program through the learning competencies is 28.64% parallel with the PISA 2018 Reading Literacy Skill Framework; (b) teachers implement the curriculum in which the Reading Literacy Skills are reflected even under various teaching-learning constraints.; (c) the graduate respondents (GRs) are good in terms of locating information but need improvement in evaluating and reflecting on and/or among texts specifically the skill ‘detecting and handling conflict’. Moreover, GRs associate learning the PISA 2018 Reading Literacy Skills the most from the subjects Reading and Writing Skills and Practical Research and the least from 21st Century Literature.Conclusion: The K-12 program through learning competencies is 28.64% parallel with PISA 2018 Reading Literacy Skill Framework. This shows one of the characteristics of the written curriculum or the instructional system.
Downloads
References
Acosta, I. C., & Acosta, A. S. (2016). Teachers' Perceptions on Senior High School Readiness of Higher Education Institutions in the Philippines. Universal Journal of Educational Research, 4(10), 2447-2462. https://files.eric.ed.gov/fulltext/EJ1116349.pdf
Ancho, I. (2019). Quality Assurance and the Philippine Education System: Inputs From Future Filipino School Leaders. Jurnal Penjaminan Mutu, 5(2), 197-202. https://ejournal.ihdn.ac.id/index.php/JPM/article/view/850
Connecticut’s Official State Website. (n.d.). A guide to curriculum development: purposes, practices, procedures. https://portal.ct.gov/-/media/SDE/Health-Education/curguide_generic.pdf
Chirwa, G. (n.d.). An illuminative evaluation of the standard 7 and 8 expressive arts curriculum in Malawi. https://core.ac.uk/download/pdf/39676369.pdf
Department of Education. (2019). Statement on the Philippines’ ranking in the 2018 PISA results. https://www.deped.gov.ph/2019/12/04/statement-on-the-philippines-ranking-in-the-2018-pisa-results/
Invento, A. C. B., Lerias, T. J., & Ceniza, A. M. (2017, December). Sentiment Analysis on the Impact of K-12 Program in the Philippines using Naïve Bayes and Lexicon Approach with Code Switching. In Proceedings of the 2017 International Conference on Information Technology (pp. 103-106). https://dl.acm.org/doi/10.1145/3176653.3176683
Jazmines, J. M. C., & Ancho, I. V. (2019). How Do I Unlearn You? Towards Designing an Approach in Unlearning Negative Habits. Jurnal Pendidikan Progresif, 9(2), 132-145. https://www.researchgate.net/publication/336965958_How_Do_I_Unlearn_You_Towards_Designing_an_Approach_in_Unlearning_Negative_Habits
Manila Bulletin. (2020). DepEd to roll out revised K to 12 curriculum amid COVID-19 crisis; reduces required learning competencies by 60%. https://news.mb.com.ph/2020/05/19/deped-to-roll-out-revised-k-to-12-curriculum-amid-covid-19-crisis-reduces-required-learning-competencies-by-60/
Mar, I., & Ancho, I. V. (2019). Investigating Functional Reading Literacy and Dropout Rate. The English Teacher, 48(1), 10. https://journals.melta.org.my/index.php/tet/article/view/658/387
Official Gazette of the Republic of the Philippines. (2013). Republic act no. 10533. https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
Organization for Economic Co-operation and Development. (2018). PISA 2018 results. https://www.oecd.org/pisa/PISA-results_ENGLISH.png
PISA 2018 Assessment and Analytical Framework. (2018). Defining reading literacy. Retrieved from https://www.oecd-ilibrary.org/docserver/b25efab8-en.pdf?expires=1590498897&id=id&accname=guest&checksum=B7792DB6344DB98B45021C1C68065251
Copyright notice:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)