Developed School -Based Innovative Forms: Input to Increased Time -on -Task

Abstract

INTRODUCTION

Attending to teaching loads and accomplishments of school forms are two of the most important tasks which teachers need to attend to. Many innovations have been tried and through rigid implementation to make work more efficient and time -on -task increased, yet still not enough. The primary goal of this research is to assess the perceived effectiveness of the existing school forms and it focuses on the development of school-based forms and their automation, to increase time -on -task.

METHODS

Initial consultation about the accomplishment of school forms with faculty members of San Bartolome National High School (SBNHS) was conducted. The primary concerns were about record keeping, efficiency in completing school forms, minimizing errors, and managing print resources. From these, a set of school based forms were crafted in an attempt to address these needs. The said forms automatically generate school forms or reports such as SF 2 (Daily Attendance Report), SF 9 (Progress Report Card), Item Analysis Report, Rating Sheets, Grade Consolidation -all in one file kit and fully automated.

SBNHS used its school-based forms during the school year 2018 -2019. For the first and second quarters, it was used only by Grades 7 and 8. Full implementation was done during the same school year for the third and fourth grading periods.

Perception regarding school-based forms' use was qualitatively measured through focus group discussions among subject area coordinators. Likewise, its effectiveness was measured through an analytic rubric based on accuracy, economy, efficiency, storage, and utility as indicators.

RESULTS

For the first and second grading, Grades 7 and 8 teachers rated their work without the school-based forms with an average of 1.15 while grade 9 and 10 teachers rated their work with 4.21. Comparing the results of teachers who used and did not use the school-based forms show that teachers who used the innovative forms had an easier time in accomplishing the school-based forms with a mean difference of 2.06.Subject area coordinators also quoted that the school-based forms are very much effective and efficient and thus, technically useful for teachers -advisers and subject teachers alike.

DISCUSSIONS

Teachers perceived that the use of innovative school forms as highly effective and efficient. It used less of their time and allowed them to focus more on their teaching posts, lessened errors as data are encoded only once. Generally, it made their work more productive.