Institutionalizing 2C2IIR in the City of Tagaytay: Leveraging Sustainability Model

Abstract

INTRODUCTION

2C2IIR Pedagogical Approaches is truly enforced in the City of Tagaytay, but some limitations were encountered during the assessment and application phase. Based on this, the researcher felt the need to come up with an enhanced monitoring tool. The researcher conducted a study to evaluate the consistency of the implementation of 2C2IIR in Tagaytay City.

METHODS

The quantitative descriptive correlational research design was used in this study as this concentrates on the practice of the 2C2IIR as a pedagogical approach. The research intended to propose a monitoring tool that helps evaluators as well as teachers to ensure that this 2C2IIR practice consistently manifests in planning the daily lessons of a teacher. It also utilized a stratified random sampling in selecting samples which involved 322 teachers in Tagaytay City.

RESULTS

Findings showed that 2C2IIR is strongly enforced in the City of Tagaytay. Respondents in both school levels identified factors like teaching strategies and methodology as well as ICT as teaching aid as concerning factors that need time because it matters in the implementation of 2C2IIR. The relationship and difference of the extent of implementation of 2C2IIR and identified factors in both school level are the same. It is recommended to utilize the designed enhance monitoring tool by the school heads, head teachers, and even teachers who intend to monitor the consistency of the implementation of 2C2IIR.

DISCUSSIONS

The results demonstrate the need to capacitate teachers in utilizing 2C2IIR pedagogical approaches to help them in its implementation. Furthermore, teaching strategies and methodologies must be enhanced as these have a great effect on the teaching-learning process. Hence, 2C2IIR must always be reflected in planning daily lesson to guide teachers in the implementation