The Extent of the Implementation of Special Science Curriculum: The Case of Maddela Comprehensive High School

Abstract

INTRODUCTION

Science and Technology is seen by the government as important vehicle that can support the thrust to achieve a Philippine economy that is globally competitive and collaborative. Revisiting the implementation of special science curriculum is timely and relevant in light of these developments. This research was conducted to analyze the current level of the extent of implementation of the special science curriculum program of Maddela Comprehensive High School.

METHODS

This study made use of descriptive-quantitative research method. The purposive sampling technique was utilized in selecting the participants. They are the forty-two teachers in the Special Science for SY 2014-2017. A researcher-made survey questionnaire was utilized as the data gathering tool. The questionnaire had two parts: Part I was focused on the profile of the teacher-participants and Part II on the extent of the implementation of the Special Science Curriculum in terms of general objectives, teaching methods, strategies and techniques, instructional materials, facilities and equipment and assessment tools. The answers of the teacher-participants were treated with utmost confidentiality.

RESULTS

The teacher-participants were dominated by female belonging to the age level 31-40, mostly married and have masteral units. Most of them were teaching for 1 to 5 years in the Science Curriculum and with Outstanding Performance Ratings. Four areas of the implementation namely general objectives, teaching methods, instructional materials and assessment tools were assessed as fully implemented while facilities and equipment were evaluated as partially implemented. It was found out that only number of years teaching in the science curriculum had significant effect on the extent of implementation in terms of facilities and equipment.

DISCUSSIONS

The results manifested that the Science facilities and equipment should be improved by the acquisition of needed facilities and equipment. The school should also conduct teachers' training-workshop on manipulation of these facilities and equipment. Lastly, the teachers should continuously upgrade their level of professional growth by continuing their graduate studies; attending relevant trainings and developmental activities.