IMPLEMENTATION OF THE SPECIAL PROGRAM IN THE ARTS IN THE SECONDARY SCHOOLS OF REGION 02

Final Oral Defense

ROGER S. SEBASTIAN

Doctor of Philosophy in Educational Management

University of La Salette

Santiago City

Philippines

Title : IMPLEMENTATION OF THE SPECIAL PROGRAM IN THE ARTS IN THE SECONDARY SCHOOLS OF

REGION 2Researcher:ROGER S. SEBASTIANAdviser: GLORIA C. YCO, Ph.D./

RHODA BALUNSAT, Ph.D.Institution: UNIVERSITY OF LA SALETTE,

Santiago, CityDegree: DOCTOR OF PHILOSOPHY, Major in Educational

ManagementYear: 2012

OPENING PRAYER

Loving Father,Source of all wisdom,help us to use our timeand our intelligence wiselyas we have this final oral exam.

Help us to dispose ourselvesto listen to Your Holy Spirit,so that You, as our Loving Father,may place us in a state of prayerand lead us to understandthat the supreme wisdomis knowing we are Your children.

Help us to remain sereneso that our work may truly reflectthis profound truth.

Mary, Mother of our spiritual life,guide us in the ways of your Son,so that our work may helpto transform this world for His glory.

Amen.

ACKNOWLEDGEMENT

• Rev. Fr. Pedro Q. Dolar, Dean, Graduate School• Dr. Gloria C. Yco and Dr. Rhoda Balunsat – advisers• Dr. Jenifer Raymond Tallungan – external adviser• Dr. Robert Macatuggal – statistician• Proposal Defense Panelists: Dr. Myrna Viernes, Dr.

Henry Manaligod , and Sister Nelly Pantua• Final Defense Panelists

  Program to streamline the system of educating thousands of students in an unstructured academic environment according to their particular artistic inclination.

Cater to those who have artistic talents and therefore use a curriculum that considers attitude, commitment, and interests as academic requirements for young artists.

There is a need to conduct monitoring and assessment of the program particularly on the attainment of objectives, teacher competence, methodology, learning resources, venue and evaluation process in order to assess progress and provide intervention when necessary.

INPUT

A. Profile of the respondents involved in the SPA in terms of: •Age•Gender•Civil status•Highest educational attainment•Number of years in service•SPA subjects being taught•Membership to organization rel.to arts•Relevant trainings rel. to arts•Awards received rel. to artsB. Guidelines set by the Department of Education in the implementation of the Special Program in the Arts

INPUT

A. Profile of the respondents involved in the SPA in terms of: •Age•Gender•Civil status•Highest educational attainment•Number of years in service•SPA subjects being taught•Membership to organization rel.to arts•Relevant trainings rel. to arts•Awards received rel. to artsB. Guidelines set by the Department of Education in the implementation of the Special Program in the Arts

PROCESS

A. Evaluation on the implementation of SPA in terms of: •Objectives•Teacher competence•Methodology•Learning resources•Venue•Evaluation •Figuring out of the problems encountered in the implementation of SPA•Evaluation on the possible solution to solve the identified problems

PROCESS

A. Evaluation on the implementation of SPA in terms of: •Objectives•Teacher competence•Methodology•Learning resources•Venue•Evaluation •Figuring out of the problems encountered in the implementation of SPA•Evaluation on the possible solution to solve the identified problems

OUTPUT

Efficient and Effective

Implementation of the SPA

High quality Education

Action plan to improve the

delivery of the Special Program in

the Arts

OUTPUT

Efficient and Effective

Implementation of the SPA

High quality Education

Action plan to improve the

delivery of the Special Program in

the Arts

FEEDBACKFEEDBACK

F

Research Paradigm

STATEMENT OF THE PROBLEM

1. A. What is the profile of the Special Program in the Arts teachers and administrators in terms of :

age gender civil status highest educational attainment number of years in service SPA subject being taught number of membership in organization related to

arts number of relevant trainings related to arts number of awards received related to arts

B. What is the profile of the Special Program in the Arts students in terms of :

age gender year level specialization number of membership in organization

related to arts number of relevant trainings related to arts number of awards received related to arts

2. How do the students, teachers and administrators evaluate the implementation of the Special Program in the Arts as to: objectives teacher competence methodology learning resources venue evaluation

3. Is there a significant difference in the evaluation of students, teachers and administrators with respect to the variables mentioned in problem 2?

4. Is there a significant difference in the evaluation of the implementation of the Special Program in the Arts when respondents are grouped according to school?

5. What problems are encountered by the students, teachers and administrators in implementing the Special Program in the Arts?

6. Based from the identified problems, what action plan can be proposed to further improve the implementation of the Special Program in the Arts?

HYPOTHESES

1. There is no significant difference in the evaluation of the SPA students, teachers and the administrators on the implementation of the Special Program in the Arts in terms of : objectives teacher competence methodology learning resources venue evaluation

2. There is no significant difference in the evaluation of the implementation of the Special Program in the Arts when respondents are grouped according to school.

SIGNIFICANCE OF THE STUDY

The findings, conclusions and recommendations may serve as guides if not the bases for enriching and upgrading the Special Program in the Arts. Through this study, workable and practical solutions to some of the weaknesses and needs confronting the schools are recommended for administrators to consider especially in the preparation of activities and programs in their respective schools

SCOPE AND DELIMITATIONS

This study focused on the assessment on the implementation of the Special Program in the Arts in the secondary schools of Region 2

This study involved the Department of Education Region 2 seven (7) recognized Special Program in the Arts school. A total of two hundred ninety five (295) students, teachers and administrators from the SPA schools of the region 2 as of school year 2011-2012

RESPONDENTS

Table 1 . Table of Respondents

Frequency and Percentage Distribution of the Sample respondents based on Stratified random

sampling method

Schools Students Total Percentage samples

Nueva Vizcaya GCHS 87 87 7.75 23

Cagayan National High School 195 195 17.38 51

Lallo National High School 161 161 14.35 42

Maddela Comprehensive HS 165 165 14.71 43

Cauayan City High School 158 158 14.08 42

Dona Aurora National H S 157 157 13.99 41

Isabela National High School 124 124 11.05 33

1, 047 Students (275)

Frequency and Percentage Distribution of the Sample respondents based on Stratified random sampling method

Schools Teachers Admin Total Percentage samples

Nueva Vizcaya GCHS 6 2 8 0.71 2

Cagayan National High School 12 2 14 1.25 3

Lallo National High School 8 2 10 0.89 3

Maddela Comprehensive HS 9 2 11 0.98 3

Cauayan City High School 8 2 10 0.89 3

Dona Aurora National H S 8 2 10 0.89 3

Isabela National High School 10 2 12 1.07 3

75

Teachers/admin 20

100.00 295

SAMPLING PROCEDUREStratified sampling procedure was used in the

selection of the respondents. A random sample from each stratum is taken in a number proportional to the stratum's size when compared to the population.

These subsets of the strata are then pooled to form a random sample, hence, a total of two hundred ninety five (295) students, teachers and administrators from the SPA schools Region 2 as of school year 2011-2012 served as the respondents in this study.

TREATMENT OF DATA

1. Mean, rank, percentage and frequency were used to analyze the data

2. Interview and actual observation of the school’s resources were also used.

3. The statistical problems were answered by using the analysis of variance to determine the level of significance in the attainment of objectives, teacher competence, methodology resources, venue and evaluation.

4. The Tukey method was used to determine the level of significance in the difference in the means if grouped according to respondents and school.

FINDINGS OF THE STUDY

Table 2 Mean and Frequency Distribution of the Students, Teachers and Administrator-respondents

According to Age

Students Teachers Administrators

Age f % Rank Age f % Rank Age f % Rank

13 5 1.82 5 34 1 7.69 6.5 38 1 14.29 4

14 54 19.64 3 37 2 15.38 2.5 50 1 14.29 4

15 108 39.27 1 38 1 7.69 6.5 51 1 14.29 4

16 101 36.73 2 42 2 15.38 2.5 52 2 28.57 1.5

17 7 2.55 4 43 1 7.69 6.5 53 2 28.57 1.5

  275 100.00   44 1 7.69 6.5   7 100.00  

        45 3 23.08 1        

        46 1 7.69 6.5        

        53 1 7.69 6.5        

          13 100.00          

Mean 15.19 Mean 42.38 Mean 49.86

Table 3Frequency and Percentage Distribution of the Respondents According to Gender

GenderStudents Teachers Administrators

f % f % f %

Male 91 33.09 2 15.38 3 42.86

Female 184 66.91 11 84.62 4 57.14

Total 275 100.00 13 100.00 7 100.00

Table 4Frequency and Percentage Distribution of the Student Respondents According to Year Level

Year Level f % Rank

First Year 9 3.27 4

Second Year 18 6.55 3

Third Year 129 46.91 1

Fourth Year 119 43.27 2

Total 275 100

Table 5Frequency and Percentage Distribution of the Student and Teacher- Respondents According to

Specialization

SpecializationStudents Teachers

f % f %Instrumental Music 41 14.91 2 15.38Vocal Music 41 14.91 2 15.38Visual Arts 49 17.82  1 7.69 Creative Writing 16 5.82 2 15.38Dance 95 34.55 4 30.77 Media Arts 14 5.09 1  7.69 Theater Arts 19 6.91 1  7.69  Total 275 100.00 13 100.00

Table 6Summary table on the mean distribution of the students, teachers and administrator-respondents in the

number of membership in arts organization, number of trainings in arts attended and number of awards received related to arts.

Means   Students Teachers Administrators

Membership in Arts organizations 1 2 3

Trainings in Arts attended 3 8 4

Awards received 2 6 5

Table 7Summary table on the frequency distribution of the teachers and administrator-respondents in

their civil status

Civil StatusTeachers Administrators

f % f %Single 0 0.00 2 28.57Married 13 100.00 5 71.43Total 13 100.00 7 100.00

Table 8Summary table on the frequency distribution of the teachers and administrator-respondents in

their highest educational attainment.

Highest Educational AttainmentTeachers Administrators

f % Rank f % Rank

Bachelor's Degree            

With Masteral Units 4 30.77 2      

Masteral Degree 6 46.15 1 3 42.86 2

With Doctorate Units 3 23.08 3 4 57.14 1

Doctorate Degree            

 Total 13 100.00   7 100.00  

Table 9Frequency , Percentage and Rank Distribution of the Teacher and Administrator- Respondents

According to the Number of Years in Service

Number of Years in Service Teachers Administrators

  f % Rank f % Rank

7 1 7.69 5.5 0 0.00  

12 5 38.46 1 1 14.29 4.5

14 1 7.69 5.5 0 0.00  

15 1 7.69 5.5 0 0.00  

17 2 15.38 2.5 1 14.29 4.5

19 2 15.38 2.5 0 0.00  

20 0 0.00   1 14.29 4.5

22 0 0.00   1 14.29 4.5

23 1 7.69 5.5 2 28.57 1

25 0 0.00   1 14.29 4.5

Total 13 100   7 100  

Mean 14.69 20.29

  ObjectivesTeaching

Competence MethodologyLearning

Resources VenueEvaluatio

n

  Means

Students 4.366 4.400 4.288 4.086 4.142 4.354

Teachers 4.453 4.306 4.476 3.355 3.698 4.127

Administrator 4.743 4.471 4.443 3.914 4.043 4.457

Overall 4.38 4.40 4.30 4.05 4.12 4.35

2. The evaluation of the teachers, administrators and students on the implementation of the Special Program in the Arts as to: objectives, teacher competence, methodology, learning resources, venue and evaluation

Table 16Computed p-values for the comparison of the evaluation of the SPA by the students,

teachers and administrators

 

Objectives TeachingCompetence

Methodology LearningResources

Venue Evaluation

Means

Students 4.366 4.400 4.288 4.086 4.142 4.354

Teachers 4.453 4.306 4.476 3.355 3.698 4.127

Administrator 4.743 4.471 4.443 3.914 4.043 4.457

Pairwise P-values

Student-Teacher 0.4633     0.0006 0.0216 0.0006

Student-Admin 0.0032     2.62E-05 0.0041 5.98E-06

Teacher-Admin 0.0193     0.2444 .4903 0.0918

P-value 0.0084 .4604 .2989 0.0001 0.0104 2.11E-05

Decision Reject Ho Accept Ho Accept Ho Reject Ho Reject Ho Reject Ho

3. Significant difference in the evaluation of students, teachers and administrators on the implementation of the SPA

4. Significant difference in the evaluation of the implementation of the Special Program in the Arts when respondents are grouped according to school

Computed p-values for the comparison of the evaluation of the SPA when respondents are grouped according to school

 School Respondents

Objectives Teaching Competence

Methodology Learning Resources

Venue Evaluation

NVGCHS 4.64 4.371 4.248 3.876 3.920 4.340

LNHS 4.54 4.516 4.422 4.020 4.018 4.438

MCHS 4.47 4.380 4.222 4.007 3.976 4.396

CNHS 4.16 4.264 4.176 3.989 3.987 4.131

INHS 4.33 4.458 4.397 4.300 4.361 4.489

DANHS 4.37 4.480 4.334 4.082 4.343 4.445

CCHS 4.32 4.341 4.332 4.050 4.239 4.266

p-values 3.18E-05 .1683 .2268 .0008 .0059 .0006

decision Reject Ho Accept Ho Accept Ho Reject Ho Reject Ho Reject Ho

5. Problems encountered in implementing the Special Program in the Arts?

Some problems were identified after the assessment by the students, teachers and administrators of the SPA. These were categorized into: a) attainability of objectives, b) teacher competence, c) methodology, d) learning resources , e ) venue and f ) evaluation.

Item number Items Area

MeanRank

44 The school provides for specific arts library with humanities books.

Venue3.71 1

47 Laboratory facilities and equipment are sufficient. Venue 3.74 2

35 Equipment and supplies are up-to-date. Learning resources 3.79 326 Community is used as laboratory for teaching and

learning.Methodology

3.80 4

45 Laboratory, stage and studio are spacious enough to allow freedom of movement.

Venue3.87 5

31 The ratio of textbooks to students is acceptable. Learning resources 3.93 6

36 Manuals, textbooks, and other instructional materials are available for use by SPA students and teachers.

Learning resources3.97 7

19 Teachers design appropriate and effective testing tools.

Teacher competence4.02

8

38 Classes use varied and available resources outside the classroom (i.e. experts and multimedia) to support learning.

Learning resources

4.05

9

33 Classrooms of the specialization classes are equipped with sufficient and appropriate facilities that enable the class to work efficiently.

Learning resources

4.06

11

34 Supplies and materials are available to attain the objectives of SPA subjects.

Learning resources4.06

11

10 Objectives are specific, measurable, attainable and time-bound.

Objectives4.06

11

6. Proposed action plan to further improve the implementation of the Special Program in the Arts

The action plan that evolved from the weaknesses and problems of the Special program in the Arts focused on:

the instructional programs; organization of SPA classes; improvement of instructional learning resources supplies,

materials, equipment and facilities; formation of functional maintenance and repair unit; improvement of laboratory, studio, stage and work rooms; utilization of appropriate instructional media( audio/video

equipment, training kits, projectors, multi media equipment); creation of separate laboratory, stage, studio and library for

SPA specialization classes; preparation of teachers to teach SPA specialization subjects; formulation of evaluative criteria in SPA; and development of applicable instructional programs.

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

In light of the findings of the study, the following are derived conclusions and implications :

The teachers and administrators met the minimum educational requirements set by Implementing Guidelines, Department of Education Order No.

43, s. 2002 . They are qualified to teach and lead the Special program in the Arts curriculum.

The students, teachers and administrators perceived that under the Special Program in the Arts, objectives are implemented. The implementing schools have competent teachers; methodology employed is appropriate; there are moderately adequate learning resources; venue is conducive to learning; and evaluation process is appropriate. This means that SPA in the secondary schools of Region 2 is a success.

Now heading to the fifth year of full implementation, the SPA schools seem to be in the right track of the realization of the program. It is also implied that the program could be a part of the solutions to the many problems that the Department of Education is facing today as shown in the attained objectives, teacher competence, methodology, learning resources, venue and evaluation.

Though they differ in their evaluation, the main objectives of the program which is to develop students with special inclination in the arts is a success as evidenced by their winnings in the various competitions in the school, division, regional and to the national level.

When respondents are grouped according to school, it was found out that there are significant differences in the evaluation of the implementation of the program according to attainment of objectives, learning resources, venue and evaluation, whereas, the hypothesis is accepted in teacher competence and methodology.

Despite the varying degrees of assessment in the attainment of objectives, learning resources, venue and evaluation, the program still succeeds. The above findings substantiate the observations of the researcher that desired outputs have been attained since the students were able to develop necessary skills presented in culminating activities, one of which are those presented in the recently concluded National festival of talents in Iloilo City.

This study identified problems specifically on learning resources and inadequacy of facilities, training of teachers on new technology for instruction and the maintenance of facilities and equipment. Despite these problems that hinder the smooth implementation of the program, the internal mechanisms of the schools in implementing the program are very much evident..

To address the weaknesses and problems of the SPA schools the following factors should be the focus of curricular development: instructional programs; organization of SPA classes; improvement of instructional learning resources supplies, materials, equipment and facilities; formation of functional maintenance and repair unit; improvement of laboratory, studio, stage and work rooms; utilization of appropriate instructional media(audio/video equipment, training kits, projectors, multi media equipment); creation of separate laboratory, stage, studio and library for SPA specialization classes; preparation of teachers to teach SPA specialization subjects; formulation of evaluative criteria in SPA; and development of applicable instructional programs.

RECOMMENDATIONS

Supervisors1. Provide more intensive in-service trainings, seminar-workshops

for SPA teachers in their respective specialization2. Conduct rigid follow-up of the carry-over of implementation of

knowledge and skills developed in the in-service training programs undergone by the SPA teachers.

3. Plan and implement regional or division supervisory plan, in collaboration with principals, head teachers and SPA coordinators, focused on skill, teaching methodology and professional development. Regular meeting maybe called to check on the development of approved plans.

4. The Regional SPA coordinator should consider the proposed action plan since this is based on the assessment of the SPA students, teachers and administrators of the SPA implementing schools of Region 2. This maybe done by calling a meeting and talk about the action plan to be discussed and commented by the seven different school heads.

5. Demonstration teaching should be conducted by the regional pilot school in different specialization and should be re-echoed by the participants in the division to determine whether they have acquired the desired learning competencies

a. Require the SPA pilot school to put up its Regional Teaching Resource Center

b. Motivate SPA teachers through appropriate incentives to pursue further studies and training in teaching one’s area of specialization.

c. Disseminate immediate information on changes and enrichment made by the Bureau of Secondary Education .d. Monitor the strict compliance on the DepEd policies and the Implementing Guidelines, Department of Education Order No. 43, s. 2002 .

e. Conduct research studies on the school, division and regional levels.

Principals1. Formulate and implement Personal and Professional

Development Plan to enhance teachers’ capabilities.2. Use different follow-up techniques to monitor the carry-over or

implementation of learning derived from in-service training attended.3. Seek solutions to problems of inadequacy of instructional

materials and references; laboratory facilities and equipment through assistance from government and non-government agencies. School facilities and instructional materials should be provided to SPA schools to warrant better teaching and learning outputs. These could be shouldered by the government and self help projects. The school administrators may make representation to the LGUs to support the school financially through the Special Education Fund.

4. Prioritize the provision of facilities and instructional materials in the disbursement of school funds.

5. Correct the school’s deficiency in the implementation of the program through following the Implementing Guidelines, Department of Education Order No. 43, s. 2002

Head Teachers/ SPA coordinators1. Design and implement individualized supervisory programs

that would meet the growth needs of SPA teachers.2. Conduct regular clinical supervision or intensive guided

instructional supervision to weak teachers.3. Schedule regular dialogues with teachers regarding personal

and instructional problems to reduce resistance to change and alleviate negative attitude towards teaching.

4. Re-orient teachers with the Implementing Guidelines, Department of Education Order No. 43, s. 2002 of the Special Program in the Arts particularly its philosophy, goals and objectives.

5. Generate teachers’ commitment and support to carry out the objectives of the Special Program in the Arts curriculum.

6. In-service trainings for teachers should be conducted . Teachers should undergo intensive capability building to improve their teaching competence. Parents may opt to adopt or sponsor SPA activities and be its benefactor in the many school activities undertaken the whole year round.

Teachers1. Have a deeper understanding of the philosophy, goals and objectives

of the subject being taught for more comprehensive operation of the educational purposes.

2. Balance the theory and practicum in the learning experience of the students.

3. Apply learning and skills gained in staff development program undergone.

4. Maximize the effective use of available resources to optimize instructional results.

5. Focus attention on the development of creative thinking, in addition to the development of manipulative skills which is the prime goal of the curriculum.

6. Develop greater competence in teaching one’s area of specialization by:

a. Undertaking graduate coursesb. Attendance to graduate courses, in addition to regular attendance to in-

service training programs.c. Taking active part in faculty meetingsd. Participate in personal and professional development program for

faculty members provided by the schoole. Participate or conduct research studies oriented to improve instruction

A follow up study should be conducted after three years to find out the weakness and strengths of the implementation of the Special Program in the Arts .

Parallel study to other regions should also be considered to find out if the same problems are experienced by the students, teachers and administrators following suggested topics.“Effectiveness or Impact of Implementing the Special Program in the Arts in Region 2”

Thank you very much.