Evaluation (DEM) of track choices and school resources,
for senior high school curriculum enhancement
Presented by: Elmie Lynn V. Lagajino, PhD.
THE PROBLEM AND ITS BACKGROUND
• INTRODUCTION
•DEPED GOALS FOR SHS•STANDARDS OF ADVENTIST EDUCATION
•RESEARCH GAPS
•STATEMENT OF THE PROBLEM; SUB-PROBLEMS
• SIGNIFICANCE OF THE STUDY
•SCOPE AND LIMITATIONS
• Basic Education around the world operates under the K-12 program.
• Philippines adopted K-12 through RA 10533 (Enhanced Basic Education Act)
• 2016-2018, Phils. fully implemented
by adding grades 11 and 12 or Senior High School (SHS)
INTRODUCTION
GOALS OF DEPED FOR THE SHS PROGRAM (1-2 SLIDES)
•1. To align curriculum with 21st century skills goals and standards
•2. To acquire standard knowledge, and competencies for the curriculum of the
Commission on Higher Education or CHEdand enroll in the in-demand courses
GOALS OF DEPED FOR THE SHS PROGRAM (2-2 SLIDES)
•3. To produce competent high school graduates qualified for jobs that are,
locally and internationally in-demand
•4. For SHS graduates to be capable for entrepreneurship, and for managing
their own family businesses
STANDARDS OF ADVENTIST
EDUCATION (1-2 SLIDES)
•1. Adventist emphasis on the Body as God’s temple and promotion of health
through NEWSTART Do you not know that your bodies are temples of the Holy Spirit…Honor God
with your bodies.1 Corinthians 6:19-20
•2. A curriculum that supports manual work
Whatever the activity in which you engage, do it with all your ability, because there is no work, no planning, no learning, and no wisdom in the next world
where you're going. Ecclesiastes 9:10
STANDARDS OF ADVENTIST
EDUCATION (2-2 SLIDES)
•3. Christ and Bible-centered educationAll scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for
correction, for instruction in righteousness. 2 Timothy 3:16
•4. Service-Oriented YouthBut the Lord said to me, “Do not say, ‘I am too young.’ You must go to everyone I send
you to and say whatever I command you. Do not be afraid of them, for I am with you and will rescue you,” declares the Lord. Jeremiah 1:7-9
•5. Holistic Education And Jesus increased in wisdom and stature and in favor with God and man.
Luke 2:52
RESEARCH GAPS (1-2 SLIDES)
RESEARCH GAPS (2-2 SLIDES)
STATEMENT OF THE PROBLEM
• The study evaluated students' track choices and school resources for the
Senior High School (SHS) program using the Discrepancy Evaluation Model
(DEM) as basis for curriculum enhancement.
SUB PROBLEMS(1- 9 SLIDES)
• 1. What are the track choices of in-coming SHS students that determine the
school’s academic, sports, arts-design, and technical-vocational &livelihood
(TVL) track offering?
SUB PROBLEMS(2-9 SLIDES)
• 2. What are the strand choices of in-coming SHS students that will support
the STEM, ABM, HUMSS strands, and GAS offering of the school?
SUB PROBLEMS(3-9 SLIDES)
• 3. What are school resources that support the track and strand offerings in terms of:
a. Students
• b. Teachers
• c. Facilities and Equipment
• d. Course Outlines of the 16 core subjects, and related AY/Pathfinder
Modules?
SUB PROBLEMS(4-9 SLIDES)
• 4. What are the discrepancies between the DepEd and denominational
standards and the track choices of in-coming SHS students?
SUB PROBLEMS(5-9 SLIDES)
• 5. What are the discrepancies between the DepEd and denominational
standards and the track choices of in-coming SHS students?
SUB PROBLEMS(6-9 SLIDES)
• 6. What are the discrepancies between the school resources and the DepEd and
denominational standards in terms of:
• a. students
• b. teachers
• c. facilities and equipment?
SUB PROBLEMS(7-9 SLIDES)
7. How do teachers rate the program design of the SHS curriculum in terms
of the integration of DepEd and denominational goals and standards?
SUB PROBLEMS(8-9 SLIDES)
8. What is the discrepancy of the integration of DepEd and denominational standards on the SHS core subject course
outlines, and AY modules?
SUB PROBLEMS(9-9 SLIDES)
• 9.What is the discrepancy between the perceived program cost and the standards of the SHS program.
• 10. What programs can be devised to enhance the SHS curriculum based on
the discrepancies?
SIGNIFICANCE OF THE STUDY
1. Leaders of Philippine Adventist Educational System
2. Principals and School Administrators
3. Guidance Counselors
3. Teachers
4. Parents
5. Researchers
SCOPE AND LIMITATION
OF THE STUDY (1-4 SLIDES)
• Participants: selected Adventist high schools in the Philippines as participants
• School year: 2016-2017
• Evaluation and Discussion: track (Academic, Tech-Voc., Arts and Design,
Sports) and academic strand choices
SCOPE AND LIMITATION
OF THE STUDY (2-4 SLIDES)
• Evaluation and Discussion: School resources in terms of students, teachers, facilities and equipment, and the course outlines/syllabi of the16 core subjects of
the SHS program.
SCOPE AND LIMITATION
OF THE STUDY (3-4 SLIDES)
• Evaluation and Discussion: Adventist Youth/Pathfinder, Master Guide honors
related to the 16 core subjects of the Academic track
SCOPE AND LIMITATION
OF THE STUDY (4-4 SLIDES)
Limitations on Data Gathering
-Missing data from schools' records-School personnel's option not to disclose-Priority on computation of grades and
moving up ceremonies-School's recovering from natural disaster-Absence of contacts from very far schools
SCOPE AND LIMITATION
OF THE STUDY (4-4)
Limitation on the Provus Discrepancy Evaluation Model (DEM)
Since the SHS is still on its initial stage, only the design, installation, and process stages were determined. As for the cost
and product analysis, the study determined only the perceived cost and
product analysis was omitted.
SOME REVIEW OF RELATED LITERATURE1.TRACKS AND STRANDS OF SHS
2.IN DEMAND COLLEGE COURSES AND JOBS
3.GOALS AND SKILLS ALIGNED WITH 21ST
CENTURY SKILLS
4.THEORETICAL FRAMEWORK
5.DEM6.SUMMARY AND APPLICATION OF
THEORIES
7.RESEARCH PARADIGM
TRACKS AND STRANDS
OF THE SHS PROGRAM
•ACADEMIC: ABM, GAS, HUMSS, STEM
•ARTS AND DESIGN
•SPORTS
•TECH-VOC.& LIVELIHOOD
(DepEd Memo No. 4, s. 2014; Cruz, 2014; Edukasyon.ph, 2017;Senior High School planning guide, 2015)
SCHOOL RESOURCES
• 1. Students: Enrolment, GASTPE grantees, SDA Ratio, Class size
• 2. Teachers: Licensed, MA, SDA Certification, Major Field
• 3. Facilities; Equipment:Academic Essentials, Supplemental, Linkages, Industries, Separate Building for
SHS
• 4. Course Outlines and AY/Pathfinder module counterparts of Academic Track
Core subjects (16)
(AAA self-survey instrument-secondary, 2013; DepEd order No. 8. S. 2011; General Conference policy manual, 2003; Lacamiento, 2014; Rose, Sonstelie, & Richardson,
2004; Senior high school planning guide, 2015)
TOP 12 COLLEGE COURSES UNTIL 2020 (Bacani, 2015)
AgricultureEngineering
Science and MathInformation Technology
Teacher Education
Health ScienceArts and Humanities
Social and Behavioral ScienceBusiness Administration
ArchitecturesMaritime
MOST IN-DEMAND JOBS OF 2017 : INTERNATIONAL, (Ward, 2017)
Rank Job Salary Hiring Growth by 2024
1 Home health aide (median) 21,920 38%
2 Physical therapist 84,211 35%
3. Financial adviser 89,160 30%
4 Software engineer 98, 270 19%
5 Information security analyst
90,282 19%
6 Registered nurse 67, 490 16%
7 Data scientist 111,267 16%
8 General business manager
97,730 7%
9 Truck driver 40, 360 5%
MOST IN-DEMAND JOBS UNTIL 2020(Project Jobsfit, DOLE, 2017)
HIGHEST PAYING JOBS IN THE
PHILIPPINES (Gutierrez,2017)Rank Job Monthly Salary
1 Pilots, navigators and flight engineers (P156,823)
2 Geologists working in construction (P101,471)
3 Graphic designers (P99,658)
4 Art directors (P76,612)
5 Industrial machinery mechanics and fitters (P76,550)
6 Geologists in mining (P71,849)
7 Statisticians (P56,759)
8 Crushing, grinding and chemical-mixing machinery operators
(49,646)
9 Communications service supervisors (P48,270)
10 Production supervisors and general foremen (P47,521)
Combined DepEd and Denominational Goals Aligned with 21st Century Skills
(Framework for 21st century learning-the ppartnership for 21st ccentury skills, 2015; Pathfinder administrative manual,1999; Saavedra, Rosefsky, &
Opfer, 2012; SAMEO INNOTECH, 2012; Senior hi, an introductory guidebook to senior high school, 2015; Seventh-day Adventist handbook for
ssuperintendents, 2015; The Adventist school: a community of faith and learning, 2015)
Abbreviations Skills/Goals
LI Learning and Innovation Skills
EC Effective Communication Skills
IM Information Technology and Media Skills
LC Life and Career Skills
CB Emphasis of Christ and the Bible
DW Dignity of Manual Work
LS Life of Service Skills
BT Body as God’s Temple
HD Holistic Skill Development
THEORETICAL FRAMEWORK(1-4 SLIDES)
Model of Malcom Provus (Provus, 1969)=
I (P) = O; I is the input (I), P is the process (P), and O is the outcome (O).
THEORETICAL FRAMEWORK(2-4 SLIDES)
Discrepancy Evaluation Model (DEM) comparison of what is a performance, to
what should be, a standard. If the difference is found to exist between the
standard and performance, this difference is known as discrepancy. It measures
Design, Installation, Process, Product, and Cost of the program
(Regan, Triggs, Mitsopoulos, Duncan, & Godley, 1971.).
THEORETICAL FRAMEWORK(3-4 SLIDES)
Kleibard, 1989; Pinar,1989; YOung, 2015; MacDonald,1971)
(Gregory& Herndon, 2010; Loepp, 1999; Byoud, 2016; Drake and Burns, 2004)
• Choice Theory of William Glasser• (Charles, 2008)
THEORETICAL FRAMEWORK(4-4 SLIDES)
• Cooperative Learning
• (Ross and Smyth,1995; Benecke, Schurink,& Roodt , 2007)
• Synergy Theory • (Benecke, Schurink,& Roodt , 2007)
Summary of Theories(1-4 SLIDES)
• Provus’ DEM is an evaluation model that focuses on the difference between the actual
practice or what is existing and the standard.
Summary of Theories(2-4 SLIDES)
• The curriculum theory is an academic discipline that focuses on the learning of the child in the classroom or school for lifelong
learning.
Summary of Theories(3-4 SLIDES)
• Curriculum integration is combining disciplines or other fields of study to
produce competencies that are relevant to the learners.
Summary of Theories(4-4 SLIDES)
• Choice theory is the explanation of human behavior based on internal motivation.
• Cooperative learning is learning tasks by groups, and synergy is a concept that separate units when working together
produce better results.
Application of Theories(1-2 SLIDES)
• Evaluation: track, strand choices of learners; school resources (students, teachers, facilities and
equipment and core subjects) for the SHS program.
• Standards of two separate units (DepEd or
government, denominational) integrated.
Application of Theories(2-2 SLIDES)
• Process of evaluation: Provus DEM. Based on discrepancies, enhancement of the SHS
curriculum may be created.
• Enhancement program implemented by groups of school personnel yields relevant results for the school; contribute to the life
long learning of the SHS student.
Students’ Track Choices
1. Academic2. Sports
3. Arts-Design4. Tech-Voc, Livelihood
Internal School Resources
1. Students2. Teachers3. Facilities and
Equipment4. Syllabus of the 16
Core Subjects
INPUT
Discrepancy AnalysisDiscrepancy between Track and Strand Choices
and StandardsDiscrepancy between Resources and Standards
Discrepancy between Perceived Cost and standards
Enhancement Programs for SHS CurriculumOUTPUT
THROUGHPUT
RESEARCH PARADIGM
The paradigm shows the evaluation
process of the track choices and school
resources using the Discrepancy
Evaluation Model developed
by Malcolm Provus in 1969.
METHODOLOGY
•RESEARCH DESIGN
• POPULATION AND SAMPLING
• INSTRUMENTATION
•ANALYSIS OF DATA
RESEARCH DESIGN(1-2 SLIDES)
•Quantitative researches aim to quantify relationships of the subjects or variables
being studied (Hopkins, 2008).
•RESEARCH DESIGN(2-2 SLIDES)
•Descriptive: Subjects are measured only once; discrepancies are quantified to
arrive at generalizations and recommendations based on the data
collected (Hopkins, 2008).
POPULATION AND SAMPLING
Category Total Respondents Percentage
Students 814 668 87.5
Teachers 128 102 81.44
Principals 23 17 73.91
Schools 23 20 86.95
INSTRUMENTATION (1-2 SLIDES)
Instrument A: Checklist-evaluate grade 10
students’ track and strand choices based on DepEd
subjects for SHS.
Instrument B: Self-constructed- based on
DepEd's adapted 21st Century skills and goals and
Adventist denominational goals
INSTRUMENTATION (2-2 SLIDES)
Parts I and II: Respondents- principals and
SHS coordinators (Checklist and questionnaire)
Part III-A: Respondents- teachers teaching
any subject (Questionnaire)
Part III-B: Respondents-teachers of the core
subjects (Evaluation Sheets with Course outlines and
modules attached)
ANALYSIS OF DATA (1-2 SLIDES)
Reliability StatisticsVariables: These were used to measure the
extent of integration into the course outlines of the 16 Core Subjects and their AY module
counterpartsCronbach's
AlphaN of
Items1. Learning, innovation skills .825 6
2 Effective communication skills .848 4
3IT and media skills .859 4
4Life and career skills .803 5
5Emphasis on Christ and the Bible .955 6
6Christ-like service .924 8
7Body as God’s temple .940 8
8.Strong work ethic/Dignity in manual Work .909 5
9Wholistic and balanced curriculum .728 4Overall Cronbach Alpha reliability
ANALYSIS OF DATA (2-2 SLIDES)
Category Evaluation Criteria/Standard
Discrepancy Interpretation
Student Track/Strand Choices School Resources: Cours Outlines of Core Subjects
25-Above17-24 09-16
1-8 0
Very HighHigh
Moderate Low
No DiscrepancySchool Resources: Students,Teachers, and Facilities and Equipment
46-100%26-45 11-25 1-10
0
Very HighHigh
ModerateLow
No Discrepancy(Formoso, 2016; DepEd HS Curriculum guidelines, 2014;Republic Act No. 10533, 2013)
Scales
Results and Discussion
1.STUDENTS’ TRACK CHOICES
2.ACADEMIC STRAND CHOICES
3.DISCREPANCIES: TRACK
4.DISCREPANCIES: STRAND
5.DISCREPANCIES: RESOURCES (STUDENTS, TEACHERS, FACILITIES, COURSE OUTLINES
AND AY MODULES)6.SAMPLE EVALUATION INSTRUMENT RESULTS
7.DISCREPANCY: PERCEIVED COST
8.SAMPLE ENHANCEMENT PROGRAM
STUDENTS' TRACK CHOICES
Track Frequency Percentage
Academics 542 81.2
Arts and Design 37 5.5
Sports 34 5.1
TVL(Technical-Vocational,
Livelihood)
55 8.2
Total 668 100
ACADEMIC STRAND CHOICES
Strand Frequency %
ABM (Accountancy, Business, Management)
110 16.47
GAS(General Academic Strand)
92 13.77
HUMSS(Humanities, Social Sciences)
87 13.02
STEM(Science, Technology, Engineering, Math)
266 39.82
(None) 113 16.92
Total 668 100
DISCREPANCIES: TRACKTrack Frequency % Standard Discrepancy Nominal
Scale
Academics 542 81.2 25% -56 Very High
(Above the
standard)
Arts-Design
37 5.5 25 19.5 High
Sports 34 5.1 25 20 High
TVL 55 8.2 25 17 High
Total 668 100 100
DISCREPANCIES: STRANDStrand Frequenc
y% Standar
dDiscrepan
cyNominal
Scale
ABM 110 16.47 25% 8.5 Low
GAS 92 13.77 25 11.2 Moderate
HUMSS 87 13.02 25 11.98 Moderate
STEM 266 39.82 25 -15 Moderate (above the standard)
(None) (113) (16.92)
Total 668 100 100
DISCREPANCIES: STUDENTS AS RESOURCE(Respondents: Principals/SHS coordinators)
Students SHS Enrollment
GASTPE(Govt. Assist. to
students, teachers of Private Ed.)
SDA/non-SDA ratio
Class Size
4789 7/15 (got 20%)
3,611 3,112 32/class
Percent 46.66% 75% 65% 91.43%
Standard 100% 100% 80% (SDA) 100%
Discrepancy 53.34% 25% 15% 9%
Nominal Scale
Very High
Moderate Moderate Low
DISCREPANCIES: TEACHERS AS RESOURCE(Respondents: Principals/SHS coordinators)
Full time Teachers
PRC License
MA/MS SDA Certification
Major Field
264 192 117 159 248
Percent 73 % 44.3% 60.2% 93.9%
Standard 100% 100% 100% 100%
Discrepancy
27% 55.7% 39.8% 6.1%
NominalScale
Moderate High High Low
DISCREPANCIES: FACILITIES;EQUIPMENT AS RESOURCE
(Respondents: Principals/SHS Coordinators)
Categories Academic Essential
Academic Supplemental
Separate Building
Linkages Industries
Actual 95.82% 77.11% 23.53% 82.35% 67.65%
Standard 100 100 100 100 100
Discrepancy 4.18% 22.89 76.53 17.65 32.35
NominalScale
Low High Very High
Moderate High
Number Sixteen (16) Core Subject of the Academic Track
No. of AY Modules
Counterpart
1 Earth Science 8
2 21st Century Literature from the Philippines and the World
1
3 Contemporary Philippine Arts from the Regions 1
4 Disaster Readiness and Risk Reduction 7
5 General Mathematics 2
6 Introduction to the Philosophy of the Human Person 1
7 Komunikasyon at Pananaliksik saWika at Kulturang Pilipino
1
8 Media and Information Literacy 4
Course Outlines of the 16 Core Subjects as Resource
Number Sixteen (16) Core Subject of the Academic Track
No. of AY Modules
Counterpart (42)
9 Oral Communication 2
10 Pagbasa at Pagsusuri ng Iba’t-ibang Teksto Tungosa Pananaliksik
1
11 PE and Health 5
12 Personal Development 1
13 Physical Science 1
14 Reading and Writing 4
15 Statistics and Probability 2
16 Understanding Culture, Society and Politics 1
COURSE OUTLINES OF THE
16 CORE SUBJECTS AS RESOURCE
1. No integration 2. Low integration 3. Moderate integration 4. High integration (DepEd Syllabus Attached)
1. Earth Science LI IM EC LC CB DW LS BT HD Total
1. Content 4 3 4 3 4 4 3 4 4 33
2. Content Standard 4 3 4 4 4 4 3 4 4 34
3.Performance Standard 4 3 4 3 4 4 3 4 4 33
4. Learning Competencies 4 3 4 4 4 4 4 4 4 35
Total 16 12 16 14 16 16 13 16 16
135/144=93.75
SAMPLE INSTRUMENT TO EVALUATE
DEPED COURSE OUTLINE
DISCREPANCIES: COURSE OUTLINES-CORE SUBJECTSRESPONDENTS: TEACHERS
Course Outlines
1 2 3 4 5 6 7 8 Total Disc.
Standard Integ 100 100 100 100 100 100
100 100
Integ. Rating 74.62 76.92
76.76282051
78.41 81.78 69.28 81.78 73.93
Discrepancy 25.38
23.0823.24 21.59 18.22 30.72 18.22 26.07 186.52
Course Outlines
9 10 11 12 13 14 15 16 Total
Standard Integ
100 100 100 100 100 100 100 100
Integ. Rating 78.21 77.77 76.22 82.87 74.89 77.19 81.94 74.89
Discrepancy 21.79 22.23 23.78 17.13 25.11 22.81 18.06 25.11 176.02
Total Discrepancy
22.66-High
Sample AY Modules Counterpart of the Subject Earth Science
AY Module No. Title
Module 1 Geology Advanced
Module 2 Environmental Conservation
Module 3 Ecology Advanced
Module 4 Weather
Module 5 Rocks and Minerals
Module 6 Soil
Module 7 Stars Advanced
Module 8 Waterfalls
1. No integration 2. Low integration 3. Moderate integration 4. High integration (Module attached)
SAMPLE INSTRUMENT TO EVALUATE
AY/PATHFINDER MODULE
1. 1. Geology/Advanced
LI IM EC LC CB DW LS BT HD Total
1. Content 4 4 4 4 4 3 4 3 4 3.77
2. Content Standard 3 4 4 3 4 4 4 4 4 3.773.Performance Standard
4 3 4 3 4 3 4 3 4 3.55
4. Learning Competencies
3 4 3 4 4 4 4 4 4 3.77
Total 134/144=93.05
Subjects 1 2 3 4 5 6 7 8 Total Disc.Standard 100
Integration 82.31
Discrepancy17 15 23 23 13 24
20 20 135
Subjects 9 10 11 12 13 14 15 16 TotalDiscrepancies11.6 6 12 8 14 15.75 16.5 17 120.75
Total 255.75/16
NominalScale
15.98Moderate
DISCREPANCIES: AY MODULESRespondents: Teachers
DISCREPANCIES: PERCEIVED COST(Respondents: Principals; SHS Coordinators)
Categories Income from Tuition
Income from Other
Income
Total Income
Exp. For Operation
Exp. For Salaries
Total Exp.
Total 72.88 23.00 97.35 31.17 65.41 76.47
Standard 80 20 100 20 80 100
Discrepancy7.12% 3.00% 2.65% 11.17% 14.59% 23.53%
Nom. ScaleLow Low Low Moderate Moderate Moderate
Overall Discrepancy
12.41-Moderate
Discrepancies of DepEd vs. AY Modules
• The discrepancies of the 21st Century skills integrated into the DepEd Course Outlines are generally higher than the discrepancies of the integration in the
AY/Pathfinder modules. A total of 37 out of 42 modules have lower discrepancies than the DepEd Course Outlines of the
16 core subjects.
Enhancement Program for SHS Core Subjects
Program
Outcomes
Enhancement
material/s
Pathfinder/AY
Modules
In charge Participants Time Budget
Integrated in
Earth Science
Soil Science Dept
Chair
Science
Teachers
4 hours a
week
Instructional
Weather
Advanced
Waterfalls
Geology
Advanced
Environmental
Conservation
Ecology
Advanced
Rocks and
Minerals
Stars Advanced Instructional
Enhancement Program for SHS Core Subjects
Integrated in 21st
Century Literature
from the
Philippines and
the World
Literature
Evangelism
Languages
Dept. Chair
English
Teachers
4 hours a
week
Instructional
Integrated in
Contemporary
Philippine Arts
from the Regions
Drawing and
Painting
Arts/MAPEH
Department
Chair
Arts
Teachers
4 hours a
week
Instructional
Integrated in
Disaster
Readiness and
Risk Reduction
Disaster
Response
Advanced
Pathfinder
Director
Master
Guides
4 hours a
week
Instructional
First Aid Basic
First Aid
Standard
CPR
Red Alert
Basic Rescue
Community
Service
Enhancement Program for SHS Core Subjects
Integrated in
General
Mathematics
Book-keeping Math Dept.
Chair
Math
Teachers
4 hours a
week
Instructional
Stewardship
Integrated in
Intro. to the
Philosophy of the
Human Person
Cultural
Heritage
Araling
Panlipunan
Dept. Chair
AP Teachers 4 hours a
week
Instructional
Integrated in
Komunikasyon at
Pananaliksik sa
Wika at Kulturang
Pilipino
Genealogy Languages
Chair
Filipino
Teachers
4 hours a
week
Instructional
Integrated in
Media and
Information
Literacy
Literacy TLE
(Computer)
Dept. Chair
Computer
/English
Teachers
4 hours a
week
Instructional
Enhancement Program for SHS Core Subjects
Computer
Advanced
Journalism
Internet
Advanced
Integrated in Oral
Communication
Christian
Drama
Languages
Dept. Chair
English
Teachers
4 hours a
week
Instructional
Language
Study
Integrated in
Pagbasa at
Pagsusuri ng
Iba’t-ibang Teksto
Tungo sa
Pananaliksik
Genealogy
Advanced
Languages
Dept. Chair
Filipino
Teachers
4 hours a
week
Instructional
Integrated in PE
and Health
Physical Fitness MAPEH Dept.
Chair
PE and
Health
Teachers
4 hours a
week
Instructional
Enhancement Program for SHS Core Subjects
Basketball
Track and Field
Soccer
Health and
Healing
Integrated in
Personal
Development
Christian
Grooming and
Manners
Bible/Values
Dept.
/Pathfinder
Director
Bible/Values
Teachers/
Pathfinder
Counsellors
(Mater
Guides)
4 hours a
week
Instructional
Integrated in
Physical Science
Physics Science Dept.
Chair
Science
Teachers
4 hours a
week
Instructional
Integrated in
Reading and
Writing
Christian
Story-Telling
Languages
Dept. Chair
English
Teachers
4 hours a
week
Instructional
Genealogy
Advanced
Journalism
Literacy
Enhancement Program for SHS Core Subjects
Integrated in
Statistics and
Probability
Accounting Math Dept.
Chair
Math
Teachers
4 hours a
week
Instructional
Christian Sales
principles
Integrated in
Understanding
Culture, Society,
and Politics
Cultural
Diversity
Araling
Panlipunan
Dept. Chair
AP Teachers 4 hours a
week
Instructional
CONCLUSION(1-6 SLIDES)
*The DEM by Provus = served as formative evaluation at the early stage of the implementation of SHS program in
denominational schools.
*Track choices of the respondents deviated Moderately and Very Highly from the
recommended track choices of both DepEdand denominational.
CONCLUSION (2-6 SLIDES)
*School resources that support the track and strand choices are manifested in the track and strand offering of each school.
Majority of the schools offered the academic track, and STEM which were also
the track and strand with the lowest discrepancies. There is no school that
offered sports and arts and design tracks.
CONCLUSION(3-6 SLIDES)
*Evaluation of School resources: students, teachers, facilities and equipment, course outlines of the SHS core subjects, AY modules: =Low in academic essential, linkages and industries=Moderate for academic supplemental,
CONCLUSION(4-6 SLIDES)
*Evaluation of School resources: students, teachers, facilities and equipment, course outlines of the SHS core subjects, AY modules:=Very High Discrepancy for TVL essential and separate SHS building. =Course outlines had generally higher discrepancies than AY modules.
CONCLUSION(5-6 SLIDES)
*Discrepancy of the perceived cost: =Low for tuition, fees, and total income =Moderate for operational, salaries, and total expenditures. *Curriculum enhancement of the Senior High School program:1. Summer classes that focus on track offerings other than academics, a program
CONCLUSION(6-6 SLIDES)
*Curriculum enhancement of the Senior High School program:2. Integration of AY/Pathfinder modules into the course outlines of the core subjects3. Other programs to increase productivity of school resources
RECOMMENDATIONSON TRACK, STRAND CHOICES
1. For school officials to device programs and summer classes that promote tracks
other than academic; and collaborate with other Adventist schools not to compete for
students but to complement their resources and refer the students to schools
that offer their track or strand choices.
RECOMMENDATIONS
ON TRACK AND STRAND CHOICES
2. To strengthen the curriculum, hire highly qualified teachers and device a
strong admission and retention policy for the STEM strand.
RECOMMENDATIONS
ON TRACK AND STRAND CHOICES
3. For guidance counselors to enhance programs for career guidance
integrating students track and strand choices aligned with aptitude and
interest tests results.
RECOMMENDATIONSON TRACK AND STRAND CHOICES
4. For Adventist educational leaders to provide a master list of schools in the country
with their corresponding track and strand offerings by referring the students to the school/s that offer/s their track or strand
choices.
RECOMMENDATIONSON SCHOOL RESOURCES
1. For school personnel to ensure that the GASTPE grant be maximized according to
enrollment.
2. For school personnel to involve in personal evangelism and device marketing strategies
to increase SDA student enrollment.
RECOMMENDATIONSON SCHOOL RESOURCES
1. For school personnel to ensure that the GASTPE grant be maximized according to
enrollment.
2. For school personnel to involve in personal evangelism and device marketing strategies
to increase SDA student enrollment.
RECOMMENDATIONSON SCHOOL RESOURCES
3. For principals and teachers to keep current DepEd and denominational requirements such as certifications,
licenses, MA, and Master Guide; as well as provisions for CPD seminars on
current pedagogical practices aligned with 21st century skills, and upgrading
RECOMMENDATIONSON SCHOOL RESOURCES
4. For school officials to construct a separate SHS building with all the essential and supplemental facilities and equipment.
RECOMMENDATIONSON SCHOOL RESOURCES
5. For denominational leaders to find creative means to integrate the AY/Pathfinder
modules into the core and specialization subjects of the SHS for a common curriculum among Adventist schools since the modules are performance and skills-based which are aligned with the goals of K-12 program and
21st century skills, and simultaneously, distinctly Adventist.
RECOMMENDATIONSON RESEARCH
1. To conduct further evaluation of the SHS program after grade 12 has completed the
level to assess the effectiveness of the program among Adventist schools and eventually formulate an accreditation instrument for SHS in the Philippines.
RECOMMENDATIONSON RESEARCH
2. To conduct other studies using the Discrepancy Evaluation Model
RECOMMENDATIONSON RESEARCH
3. For researchers to conduct evaluation studies of other AY/Pathfinder modules that
are aligned with specialization subjects of the academic track as well as those of TVL,
sports, and arts &design tracks.
REMEMBERAdventist denominational schools are
to build character akin to that of the Creator; to nurture thinkers rather than
mere reflectors of others' thoughts” (Education p. 17)…to promote in the curriculum loving service rather than selfish ambition; to ensure maximum development of each individual's potential; and to embrace all
that is true, good, and beautiful, (General Conference Policy Manual, 2003).
The End
Thank You!
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