Quality Assessment of Open High School Program among Public Secondary Schools in Quezon Province: Basis for Improvement Plan

Abstract

INTRODUCTION

DepEd seeks to understand situations of learners with special needs by offering flexible learning options (FLOs). Those OSC/ Ys are the focus of these interventions. OHSP is one of these FLOs. This study aims at describing the quality of OHSP based on the evaluation criteria popularized by Stufflebeam & Shinkfield (2014).

METHODS

To investigate further on how well is OHSP doing so far, researchers used quanti-method & research design was descriptive-evaluative. Analyses of significant differences among the responses were made to understand perceptions of the respondents about their experiences in implementing OHSP. There were 257 respondents who came from 20 public secondary schools in Quezon Province. A real-time online questionnaire via Google Form was used.

RESULTS

Of the 20 schools involved in this study,55.3% of them were national comprehensive high schools, 42.4% belong to large with fiscal autonomy classification of schools, 75.5% of them have been running the program for 4 to 6 years, and 69.3% were at SBM Level II Practice. With the 13 assessed quality indicators, only 3 were not significant. When nature and classification of schools were used to test the quality indicators, it showed that five out of 13 indicators were not significant. The years of implementing OHSP as lens to look on quality showed that only the indicator on promotion, retention and transition of learners was insignificant. SBM level of practice attempts to set standards & raise them high as the schools progress over time. Only 2 of the indicators of quality were found significant.

DISCUSSIONS

Successful completion and cost per student were significant across all categories. When categorically assessed, their significant differences showed indications of quality, while 11 others failed. Looking at slight differences, entails a critical point of analysis, which suggested that quality is achieved when certain standards are clearly defined, complied, raised and continuously improved. OHSP meets some quality standards and it is not relative to SBM level of practice, type of institution, nature and classification of schools or even the years of implementing it. It can be achieved through time with intention to improve effort, performance, adequacy, efficiency and process.