Alignment of Curriculum Guide and Teaching Guide in Oral Communication in Context in Senior High School

Abstract

INTRODUCTION

In an educational setting, learning competencies are the targets needed to be learned by the students. As such, learning competencies have been problematic in the actual delivery of teaching Oral Communication in context. The learning competencies must be rearranged to the appropriate succession and must be combined with other competencies that can be taught together. To meet these needs, it is of great significance to consider theories such as the Revised Blooms Taxonomy, the GRASPS (Goal, Role, Audience, Situation, Product, and Standards) model of Assessment and the Transfer Goal in improving the level of progress in students learning through the alignment. This study focused on the alignment of the curriculum guide and teaching guide in Oral Communication in Context for Senior High School. Specifically, this study looked into the following: the sequence of the competencies based on the actual delivery of instruction; the competencies that can be lumped in based on the actual delivery of the subject; the teaching strategies that are aligned in teaching the competencies; and the development of a proposed aligned curriculum guide and proposed teaching guide to improve the students' level of learning.

METHODS

The descriptive-analytic research design was used in the study. It was conducted in Mulanay, Quezon and Mauban, Quezon. The participants were one Senior High School teacher from Mulanay, Quezon and four Senior High School teachers from Mauban, Quezon who were selected through the purposive sampling technique. The instrument used was a validated interview guide. The one-on-one interview was used to gather data.

RESULTS

The findings of the study revealed that there was a rearrangement of the sequence of the competencies and there were competencies that can be lumped. The findings also revealed that the teaching strategies were aligned in the learning competencies used in preparing the teaching guide. These results were considered in the development of the research output. The output of the study was a proposed aligned teaching guide and curriculum guide that may improve the students' level of progress in learning.

DISCUSSIONS

Based on the findings and conclusions, the researcher recommended that the outputs of the study are used by the students and the English language teachers –the aligned teaching guide and curriculum guide can improve the students' progress in learning.