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Program Evaluation ± An Evaluation of the 2010 SEC Curriculum ± The UbD Approach 1

EVALUATION OF THE 2010 SECONDARY EDUCATIONCURRICULUM: THE UBD APPROACH

(INSTITUTIONAL PROGRAM)

In partial fulfillment of the requirementsin

Ed. M. 607 ± Management and Evaluation of School System and Programs

A research paper presented to:

DR. PACITA LOPEZ-SAMSONPh.D. Professor

Presented by:

LORDINO G. ANTONIOMARIBELLE BAYUCAN

Ph.D. Students

NOVEMBER 2011




Introduction

The quality of instruction determines whether students are developed to be

lifelong learners. The learning objectives, assessment instruments and teaching

strategies become a system leading to quality learning (Borromeo, 2009).

According to Howard Gardner's Theory of Multiple Intelligences, children have

several strengths when it comes to learning but they exhibit different preferred

learning styles. Developing cognitive and emotional skills come from a teacher's

ability to identify those learning styles and teach using a variety of multiple

intelligence methods. When a multi-modal approach is utilized, a student's natural

ability to learn emerges and he/she is able to direct future learning.

Based on the 2002 Basic Education Curriculum Primer, lhe Department of

Education (DepEd) has the mission to provide quality basic education that is

equitably accessible to all and to lay the foundation for life-long learning. The overall

aim entails the acquisition of life skills, reflective understanding and internalization of

principles and values and the development of the person's multiple intelligences.

Brown (2004) however, states that education today is a complex and

challenging arena undergoing profound transition and transformation. And in the

light of growing public demand for rigorous standards, accountability-based

assessments and high achievement levels for all students, educators are continually

searching for models, frameworks and exemplars to improve their delivery of

services and to develop students' understanding. For many educators, the new

millennium is a time of rising expectations and diminishing resources. We live in an

age of high-stakes accountability when the demglble confirmation of the value of

educational innovations is growing, sometimes to a deafening roar. Research clearly

indicates that when students construct knowledge from their active participation in a

course, real learning and critical thinking occur (Pratton,J. et aI., 1986; Hensvold,

2006). But in order for the students to learn effectively, they must make connections

between what they already know (prior knowledge) and new content to which they

are exposed (Borromeo, 2009). This was supported by Howard Gardner as he




states that "an individual understands· a concept if he/she can apply it to new

situations´.

Mathematics is important for success in school, not just for some students but

for each and every student (National Council of Teachers of Mathematics [NCTM],

2000). Today's mathematics is result-oriented. Mastery of skills is very much given

emphasis. Enough exercises are given to ensure mastery of concepts and skills in

every lesson taken up. And that the best way to learn mathematics is to understand

and discover its complexities (Pascual, et aI., 2007).

According to Aquino and Razon (as cited in the study of Sinson, 2003),

attitude towards mathematics is usually a variable to be observed in different studies

mainly because mathematics is observed to be difficult, abstract and is not easy to

comprehend. Many students complained that mathematics is difficult for them and

that it is beyond their comprehension. Some reasons cited for this difficulty were due

to the medium of instruction; the methodology and the teacher. (Ong, 2001iaAQ.

Badeo, 1996). The study conducted by Mawirat (2000) shows that factors related to

student, teacher, environment, and home are significant to the students' level of

mathematics proficiency.

Likewise, most research dealing with language issues in mathematics

education have documented that proficiency in the language of learning· and

teaching is important for mathematical proficiency (Howie, 2002). Similarly, mastery

of the medium of instruction and the art of communication as one of the key factors

in academic success are deemed necessary and/or important because if the teacher

is fluent in delivering the lesson, he/she inspires the students and is effective to

instruction (Calderon, 1999). As equivocated by Mildreth (as cited by De Leon,

1995), mathematical proficiency takes place during the elementary school periodwhere basic foundation is laid in mathematics.

The 2003 Trends In International Mathematics and Science Studies (TIMSS)

revealed some dismal findings about Filipino students in Mathematics. The

Philippines ranked 40th for math and 41st in science among 45 countries. This is




parallel to the result of the TIMSS Advanced (2008), which further showed that

among the participating countries, the Philippines got just 1% of students having

received advanced mathematics program and generally had a significantly below the

scale average performance.

These findings had become the basis of addressing the need for equipping

both the students and teachers as key factors affecting the teaching-learning

process. On a personal note about these findings, Michael Tan (2006), a columnist

of the Inquirer, wrote how glad he was to hear that the Philippine government did

invest in TIMSS. The local study, Professor T alisayon says, "was financed by the

Department of Education and Department of Science and Technology, and

managed by the University of thePhilippines College of Education, in collaboration

with UP National Institute for Science and Mathematics Education Development and

Integrated Science.

Recently, the Department of Education (DepEd) issued the DepEd Orde No.

76 S 2010, entitled Policy Guidelines on the Implementation of the 2010 Secondary

Education Curriculum (SEC), as an urgent response to the declining school

performance. This is to help raise the achievement level of Filipino students. The

curriculum followed the Understanding by Design (UbD) framework with the

following features: lean - focuses on essential understandings; sets high

expectations (standard- based) - expressed in terms of what students should know,

do, understand, and transfer in life as evidence of learning; rich and challenging -

provides for a personalized approach to developing the student's multiple

intelligences through the provision of special curricular programs; and develops

readiness and passion for work and lifelong learning (DepEd, 2010).

In the delivery of the curriculum, integrative and constructivism approach isstrengthened in all learning areas, the use of various instructional media is

encouraged and likewise learning is extended as far as practicable to the community

as the school's laboratory for authentic learning (Rivera, 2011).




Wiggins and McTighe (1998) presented the UbD as a framework for

curriculum design oriented toward the development and deepening of studerlt

understanding of "big ideas" in. content areas. They further state that. UbD is not a

program with an articulated "scope and sequence" of skills or prescribed teaching

activities.

Silver, Strong and Perini (1997) in their study on intelligence and the brain.

suggest that we learn best when we are engaged in meaningful classroom learning

experiences that help us discover and develop our strengths and talents. This may

be counted for the idea of Constructivist Learning Environment on which the UbD in

anchored for.

The lesson plan is a dreaded part of instruction that most teachers detest. It

nevertheless provides a guide for managing the learning environment and is

essential if a substitute teacher is to be effective and efficient.

One of the primary roles that a teacher performs is that of designer and

implementer of instruction. Teachers at every level prepare plans that aid in the

organization and delivery of their daily lessons. Regardless of the format, all

teachers need to make wise decisions about the strategies and methods they will

employ to help students move systematically toward learner goals.

For many years, the traditional type of information delivery in the Philippines

was centered on the teacher, who spoon feeds the students which concepts to learn

and directs them where to look for additional information on these concepts. During

those years, teachers centered their academic activities on teaching their students

what to learn, where to look and how to learn.

Much of it has changed nowadays as learning focuses on faculty-facilitatedand student-centered activities. The teacher is now merely a facilitator of knowledge

and a guide to the students who have the freedom to explore different avenues of

information to supplement learning (e-turo.org).




This is parallel with one of the two intriguing and powerful lenses through

which UbD concerns for, the "teaching for understanding" - as it reinforces how best

to prepare all students for success (Brown, 2004).

Some DepEd textbook publishers and even private book companies have

already been formatting their textbooks to reflect the UbD format and in compliance

and/or fulfillment to the changes that had happened in the curriculum. However, all

of these things are grounded still on planning goals and objectives, designing and

using appropriate learning strategies, materials and equipment and assessing and

revising the entire process in order to ensure learning (e-turo.org)

Hence, teachers as designers of instruction should develop a program of

meaningful learning experiences through careful and thorough planning of lessons

for their students and to determine whether the goals have been achieved. This

adheres to the Government's call, particularly of the Department of Education, in

developing appropriate learning materials that would cater to the development of the

students' understanding and acquisition of lifelong learning skills.

Statement of the Problem

This study aimed to assess and analyze the 2010 Secondary Education

Curriculum ± The UbD Approach of the Department of Education particularly in the

Secondary Level. Specifically, the study sought to answer the following questions:

1. To what extent were the following Stages of the UbD Approach attained as

assessed by the Teachers:

a. Identifying desired results

b. Determining acceptable evidence

c. Planning learning experiences and instruction

2. What were the problems encountered along the program components of

objectives, implementation and evaluation?




3. What interventions can be designed to improve the 2010 SEC-UbD approach

of the Department of Education?

Significance of the Study

To the students, the findings of the study will give them an insight on how

they could improve their skills in mathematics. This contributes to their better

understanding on the processes and ways of honoring their performance and be

able to live out the concepts they¶ve learn into the real-life situations.

To the teachers, results of this study are as valuable as they explore into

how they could improve students¶ performance not just in school but in other aspects

of their lives. This may serve as their bases of developing into their students the

ability to apply the knowledge and skills they have learned into the realities of life.

To the parents, the findings of this study will help them better realize their

responsibilities in the educational process of their children. This will provide them

ideas as to how home-based reinforcement in terms of the development and/or

improvement of all the content areas should be done at home by way of constant

and consistent follow up of the lessons discussed in school.

To the school administrators, the results of this study will help them widen

their knowledge in educational planning, decision making, administration and

management linkages to facilitate ideal Mathematics curriculum. It would also help

them to support teachers as they develop, construct and/or design appropriate

programs of instruction that would enhance students¶ deeper understanding of their

courses.

To the curriculum planners, the outcome of this study can provide them

emphirical data for, strategies and techniques in teaching the subjects and the

mathematical skills of the students can be further developed and/or improved so as

to successfully integrate these concepts into the lives of every learner.




To future researchers, the study may be of great help as it encourages and

motivates future researchers to, on their own, develop UbD framework following the

³backward design´.

Scope and Delimitation

This study focused on the assessment and evaluation of the 2010 Secondary

Education Curriculum ± The UbD Approach in the First Year Level. It covers the

three stages of the UbD Approach as prescribed by the Department of Education.

The teachers were the respondents of the study. Two Schools from the Division of

Isabela namely, Ilagan West High School, Naguilian Baculod, Ilagan, Isabela with

eight(8) teacher respondents and Lomboy Integrated School, Angadanan West

District, Angadanan Isabela also with eight (8) teacher respondents¶. All teachers

using the UbD Approach in the First Year Level were the respondents of the study.

Research Design

Since the study involves assessment and evalutation of curriculum, the

descriptive-evaluative type of research was used. Descriptive research involves

description, recording, analysis and interpretation of conditions that exist. It involves

some types of comparison and attempts to discover relationships between existing

non-manipulative variables. According to Aquilairo (1999), description is an

important aspect of the scientific approach in education. Its purpose is to describe

systematically a situation or area of interest truthfully and approximately (Kenlinger

as cited by Aquino, 1999).

Data Gathering Tools

The reasearchers used a questionnaire containing the Evaluation Criteria

prescribed by the Department of Education as stated in the Curriculum Guide of the2010 SEC in obtaining necessary information for the study.

The Questionnaire uses a 5-point rating scale. The teachers were asked to

determine the extent of their agreement or disagreement about the criteria stated in

the items or the extent of the attainment of the criteria.




The extent to which the evaluation criteria were attained was interpreted

using the following table:

Range Verbal Description4.50-5.00 Very Much

3.50-4.49 Much2.50-3.49 A little1.50-2.49 Very Little

1.49-below Not at all




REVIEW OF RELATED LITERATURES

Understanding by Design: the Backward Design Model

"To begin with the end in mind means to start with a clear understanding of

your destination. It means to know where you're going so that you better understand

where you are now so that the steps you take are always in the right direction."

(Covey, 1994).

Wiggins and McTighe (1998) define the backward design model as a

framework that centers on the idea that the design process should begin with

identifying the desired results and then "work backwards" to develop instruction

rather than defining what topics need to be covered first which is usual in the

traditional approach.

Translation of best practices in learning and assessment to effective

curriculum design is a major barrier in successful teaching. Creative approaches

must be used to embed opportunities for inquiry, innovative problem solving, and

critical thinking into a backbone of deep discipline knowledge. Curriculum must also

be cohesive and coherent across multiple grades. Importantly, assessment

protocols to establish the degree of success in reaching the desired learning

outcomes must be integrated into curricular units. UbD by Grant Wiggins and. Jay

McTighe provides a framework that systematically addresses these key issues in a

practical manner.

Successful learning outcomes require the integration of content and

meaningful assessment with effective pedagogy. However, development of coherent

and cohesive curriculum is seemingly overwhelming even to experienced teachers.Obviously this creates a barrier to successful student learning. UbD overcomes this

impasse by providing concise and practical guidance for experienced and

inexperienced teachers.

In.· programs sponsored by the National Science Foundation and the National

Institutes of Health, teams composed of University of Wyoming graduate students




and science teachers from grades 6 to 9 designed motivating, inquiry-based lesson

plans intended to get students to think and act like scientists. In this process, teams

utilized principles outlined in UbD with great success. UbD describes a practical and

useful "backward" design process in which anticipated results are first identified;

acceptable evidence for learning outcomes is established and, only then, are

specific learning experiences and instruction planned. Additionally, UbD provides

procedures to avoid content overload by focusing on "enduring principles." WHERE,

the UbO sieve for activities was used effectively to develop tasks that are engaging,

that are consistent with state educational standards, and that promote self-directed,

life-long learning.

Moreover, the University of Wyoming (UW), GK-12 and Science Education

Partnership Award (SEPA) projects jointly funded by the National Science

Foundation and the National Istitutes of Health, respectively, and the UW Graduate

School, link graduate students and secondary science teachers in the development

and delivery of innovative and motivating lesson plans. The overarching goals of the

plans are to get students to think and act like scientists and address state science

standards. The collaboration between the graduate students and the teachers brings

cutting-edge science to secondary science classrooms in a meaningful way that

promotes understanding, motivation, and self-directed learning (Roth, 2007).

UbD promotes a "backward" design process that begins with identifying the

enduring understandings that students should carry from the class. What is it that a

teacher wants students to remember and be able to apply a semester after they

leave a course? What are the big ideas that transcend the course?

Specifically, UbD emphasizes the teacher's critical role as an assessor and

designer of student learning. Numerous graphic organizers, assessment prompts,

review protocols, and curriculum-mapping tools are provided that engage the

teacher in this role. UbD offers the following three-stage backward planning

curriculum design process.




Stage 1: Ident ifyi ng desir ed r esults focuses on identifying the enduring concepts

and desired student outcomes before outlining specifics of the lesson plan. Enduring

concepts are important ideas or core processes that are transferable to new

situations, have lasting value beyond the classroom, are at the heart of the

discipline, and are often abstract, counterintuitive, and misunderstood. What should

students know, understand, and be able to do? What is worthy of understanding?

This approach avoids two critical errors in teaching: textbook coverage or teaching

for rote memorization and activity-based teaching that may be engaging but has· no

clear priorities. Ideas are provided for differentiating enduring understandings from

the knowledge and skills supporting those understandings and from second-level

skills or factual knowledge.

Stage 2: Determi ni ng acc ept able ev i denc e concentrates on the variety and depth of

assessment tasks that are needed to validate that the student has achieved the

desired enduring understanding. How will a teacher know if students have achieved

the desired results? Students reveal understanding when they participate in

complex, authentic opportunities to engage in the six facets of understanding

identified by Wiggins and McTighe (1998):

y Explanation provides thorough, supported, and justified accounts of

phenomena, facts, and data.

y Interpretation is designed to personalize information, contributing to

relevancy and long-term retention.

y Application provides opportunities to utilize and apply understanding in

diverse contexts. Perspective sees points of view through critical eyes

and ears, the big picture.

y Empathy finds value in what others might find odd, alien, or

implausible; i.e., to perceive sensitively on the basis of prior direct

experience.

y Self-knowledge recognizes that personal style, prejudices, projections,

and habits of mind shape and impede one's own understanding.




Meaningful assessment requires a variety of tools, including informal checks

in class, observation and student dialogue, formal quizzes and tests, academic

prompts, and open-ended assessment tasks. GRASPS (goal, role, audience,

situation, product or performance, standards for success) is provided as a prompt

for the teacher in constructing quality performance tasks scenarios. UbD then

embarks on an in-depth discussion of designing appropriate scoring rubrics.

Effective rubrics relate specific task requirements to more general performance

goals, discriminate among different degrees of understanding or proficiency, do not

combine independent criteria, and include all potential performance outcomes

differentiating from novice to expert. The more open ended the assessment tasks,

the more essential a strong rubric becomes.

Stage 3: P l anni ng lear ni ng experi enc es and i nst r uc t ion occurs when enduring

understandings and appropriate evidence of understanding culminate in an effective

instructional activity. It is often the case that assessment in the classroom begins

with stage 3, where a teacher's favorite activity is conducted in class without

consideration of expected outcome or adequate assessment. The backward design

process flips from starting at stage 3 to beginning at stage 1 and moving to stage 3.

The driving factor is the enduring concept, not the activity. Stage 3 essentially asks,

"What activities will equip students with the desired knowledge and skills?" This

requires the teacher to consider the intersection of engaging tasks and effective

tasks. Activities at this intersection motivate students to explore understandings and

misconceptions.

The sieve for activity design is called WHERE. How will you help students

know where they are headed and why? How will you Hook students through

engaging and thought-provoking experiences? What events, real or simulated, can

students Experience to make the ideas and issues real? What learning activities will

help students to Explore the big ideas and essential questions? What instruction is

needed to Equip students for the final performance? How will you cause students to




Reflect and Rethink to dig deeper into the core ideas? How will you guide students

in Rehearsing, Revising, and Refining their work based on feedback and self-

assessment? How will students Exhibit their understanding about their final

performances and products? How will you guide them in self-Evaluation to identify

the strengths and weaknesses in their own work and set future goals?

By following the frameworks outlined in UbD, the original lesson plans can be

transformed into a more useful and functional form for teachers and more valuable

for students. The backward design process developed and described by McTighe

and Wiggins (2006) has useful application beyond the development of lesson plans

for the classroom. It can be used to help develop science pod casts for students,

radio advertisements, and articles. By beginning with and identifying the enduring

understandings before determining the "necessary (enabling) knowledge" (McTighe

and Wiggins, 2004), UbD will be of help in developing many useful products that

have advanced teachers' goats in science education more efficiently and effectively.

Jay McTighe, one of the authors of UbD and an educational consultant made

an introduction about UbD that focuses on Understanding and Design as follows:

On Understanding

A primary goal of education is the development and deepening of student,

understanding of important ideas and processes in the disciplines; content needs to

be "unpacked" to identify the big ideas worth understanding and the essential

questions worth uncovering; evidence of student understanding is revealed when

students apply (transfer) their learning within authentic contexts; six facets of

understanding - the capacity to explain, interpret, apply, shift perspective,

empathize, and self-assess serve as indicators that students understand;

understanding must be "earned" by the learner. Teaching for understanding

facilitates "meaning making" by the students and equips them to successfully

transfer their learning.




Brown (2004) further states that students develop deep conceptual

understanding where they can:

a. Articulate why they are doing what they are being asked to do;

b. Experience a sense of ownership and purposefulness in their learning

activities;

c. Explore big ideas and essential questions instead of focusing on discrete

knowledge taught in isolation;

d. Receive the mentoring and coaching they need to successfully complete

all required assessments;

e. Demonstrate a growing capacity for self-reflection and self-evaluation;

f. Have their instructions modified according to their expressed needs and

interest; and

g. Experience instructions that integrates concrete experiences and inquiry

with attention the concepts, generalizations, rules and processes.

On Design

According to Wiggins and McTighe (2010), effective curriculum development

reflects a three-stage design process called "backward design." This process helps

to insure that curriculum plans are well-aligned and focused on desired learning.

Backward curriculum design also helps avoid the twin problems of "textbook

coverage" and "activity-oriented" teaching. The backward design process can be

productively applied to planning a single unit, a year-long course, and an entire K-12

curriculum. Regular reviews of curriculum and assessment designs, based on

design standards, are needed for quality control to avoid the most common design

mistakes and disappointing results.

Since the ultimate goal of using the framework outlined in UbD is to foster

understanding, Wiggins and McTighe (2010) clearly defines the following as guiding




Principles of UbD:

1. UbD is a way of thinking purposefully about curricular planning and school

reform. It offers a 3-stage design process, a set of helpful design tools, and

design standards not a rigid program or prescriptive recipe.

2. The primary goal of UbD is student understanding: the ability to make

meaning of "big ideas" and transfer learning.

3. UbD "unpacks" and transforms Content Standards into the relevant Stage 1

elements and appropriate assessments in Stage 2.

4. Understanding is revealed when students autonomously transfer their

learning through authentic performance. Six facets of understanding - the

capacity to explain, interpret, apply, shift perspective, empathize, and self-

assess - serve as indicators of understanding.

5. Teachers are coaches of understanding, not mere purveyors of content or

activity.

6. They design for and support "meaning making" and "transfer" by the learner;

and adjust to achieve intended results.

7. Planning is best done "backward" from the desired results and the transfer

tasks that embody the goals. The 3 Stages (Desired Results, Evidence, and

Learning Plan) must align for the unit to be most effective.

8. Regular reviews of curriculum against design standards enhance curricular

quality and effectiveness.

9. UbD reflects a "continuous improvement" approach. The result of curriculum

designs - student performance - informs needed adjustments.

Related Studies

The principles and practices of UbD reflect contemporary views of learning

based on researches both local and foreign and are validated by specific and

various studies of factors influencing student achievement.




Battad (2001) concluded in her study that the use of various teaching

methods and techniques will make students learning enjoyable, interesting and

challenging, thus students are most likely to gain more knowledge and

understanding. It can be further gleaned from her findings that teachers need to

provide students with adequate teaching materials and should make use of semi-

detailed lesson plans for the learners to acquire knowledge and skills in the subject.

She then recommends that since lesson plans are indispensible to effective

teaching, lesson plan construction should be conducted to train teachers on how to

make lesson plans correctly and that teachers should be motivated to undertake

research on the effect of semi-detailed lesson plan and the impact in the teaching

and learning process.

In the light of this elucidation, researches relative to the development of

understanding and success in learning the content of the subject highlighted the

importance of using instructional materials as an aid of providing learners adequate

teaching techniques and strategies suited and/or relevant in the improvement of

their performances.

Lacambra (2001) found out that students seems to perform well and have

shown positive attitude towards Chemistry with the use of Computer Assisted

Instructions (CAI) and as a logical outcome of her conclusion, the use of CAI does

not have'any negative effect on the attitudes of the students, instead it is even

beneficial. Thus a favorable attitude would enhance good performance.

Furthermore, to ensure favorable attitudes towards Chemistry, Lacambra

(2001) recommends that teachers must use varied techniques and strategies to

make the teaching of the subject more interesting and of value to students. These

strategies include strategies involving interaction and collaboration (brainstorming,

problem solving, open-ended investigation and teacher directed investigation),

strategies involving transformation (translation, role play, games, reporting back and




model building), strategies on knowledge acquisition (concept mapping, predict-

observe explain [POE or PROBEX] and concept formation) and a strategy focusing

on science and society (valuing).

This research supports the Understanding by Design approach, which

emphasizes the use of varied authentic performance assessments and pedagogy

that promotes a focus on deep knowledge and understanding, and active and

reflective teaching and learning.

Similarly, Mabalot (2002) in his work about instructional materials in the

teaching of mathematics concluded that the proposed material serve as a motivation

to the learners which arouse and uphold self-interest to study the subject, hence it

enhances better performance in the students. He pointed out that students were

enthusiastic to receive the copies of the proposed material and have shown great

interest in the subject. It was found out that the learners developed closer

relationship with the other members of the class when they worked together; they

recognized the value of cooperation in obtaining the goal of having a higher level of

performance in mathematics. Moreover, the material was found to be helpful to

students of varied mental abilities, in developing self-learning ability and gave thestudents time to evaluate their performance. These findings confirmed the

effectiveness of using instructional materials for improving student achievement by

which UbD is anchored for.

Parallel to these findings, Mawirat (2001) concluded that Instructional

Materials are very important in the teaching and learning process. Performance of

pupils is greatly affected by it. On the other hand, values can also be easier to

internalize if they are integrated in the different activities where pupils could actually

experience them. Instructional materials therefore must be prepared in accordance

with the pupils' need and intellectual abilities. It must also provide varied and simple

activities to motivate pupils in participating actively in the learning experience.

Likewise, suitability, relevance and adequacy of instructional material such as




workbooks and the use of audio-visual materials are found to have a great effect on

the performance of the pupils in learning a particular subject. These has shown vital

importance in the teaching-learning process, mainly in stimulating interest among

learners (Abansi, 2002)

As equivocated by Dela Cruz (1999) the use of instructional materials must

be based on the students need so as to encourage effective teaching-learning

situation, thus, ensuring meaningful and productive acquisition of knowledge and

skills. Giving the students experience and/or engaging scenarios will add more

meanLng to what they are learning in class. This advocates the principles and

practices of UbD as it engages every learner to make meaning on the acquired

knowledge and skill and being able to transfer into more meaningful and productive

task.

Numerous studies of instruction have also confirmed the effectiveness of

particular strategies for improving student achievement.

Since teachers are the ones with direct contact with the learners, greater

task is expected from him/her. Thereby he/she should give lessons" inmathematics within students' capability (Lingan, 1998). She stressed out that

teachers should adapt innovative strategies to make learning mathematics

enjoyable and exciting and should develop a program aimed at helping the slow

learners cope with the lesson and be at pace with the rest of the class. As

educators, teachers should use modern instructional materials, as resources

may allow, in the teaching of mathematical concepts or to improvise from

available local materials and/or instructional aides to facilitate effective learning.

However, learning must be guided by generalize principles in order to be

widely applicable. Knowledge learned at the level of rote memory rarely

transfers; transfer most likely occurs when the learner knows and understands

underlying principles that can be applied to problems in new contexts. Learning




with understanding is more likely to promote transfer than simply memorizing

information from a text for a lecture.

Mauricio (2001) concluded that there is a need for mastery of pre-requisite

basic concepts and the fundamental operations in order for the students to

perform well in the different areas and this was supported by the study of

Bautista (2005), as he found out that non mastery of the basic sciences and

mathematics is one of the remarkable problems affecting their understanding

towards these subjects.

She then recommends that teachers should develop their expertise in

creating, selecting and using instructional materials either through collaborative

efforts or by noting reactions and responses of students. The process of

collaboration, refinement and sharing parallels the UbD peer review process

based on the UbD design standards.

Bautista (2005) further explained that regular evaluation of the students'

performance is one of the remarkable motivations to the students in harnessing

their capabilities in meeting the standards of the subjects. This exposition

upholds the relevance and/or importance of feed backing which is fundamental

to learning. UbD emphasizes the use of assessments and feedback as a must

focus on understanding which provide students with opportunities to revise and

improve the quality of their thinking and understanding and not only on memory

for procedures and facts.

McTighe and Seif (2003) published an overview of the summary of

underlying theory and research base for Understanding by Design. These

pointed out the following key tenets where UbD was based.

1. A primary goal of education IS the development and deepening of student

understanding.

2. Evidence of students understanding is revealed when the students apply




knowledge and skills within authentic contexts.

3. Effective curriculum reflects a three-stage design process called.

"backward design." This process helps to avoid the twin problems of

"textbook coverage" and "activity-oriented" teaching in which no clear

priorities are apparent.

4. Regular reviews of curriculum and assessment designs, based on design

standards, are needed for quality control, to avoid the most common

design mistakes and disappointing results. A key part of a teacher's job is

ongoing action research for continuous improvement.

5. Teachers provide opportunities for students to explain, interpret, apply,

shift perspective, empathize and self-assess. These "six facets" provide

conceptual lenses through which students reveal their understanding.

Teachers, schools and district benefit by "working smarter" - using

technology and other approaches to collaboratively design, share, and critique

units of study. Finally, the would-be results of this investigation will be in one

way or another affirm or if not establish a more valid reason for teachers to

continuously involve themselves in developing materials that would somehow

help them improve their students level of understanding. Thus it becomes

challenging to unearth direct, causal evidence of UbD's effectiveness on student

achievement. Nevertheless, the growing use of this framework demands

empirical data to guide users and document its effects. (McTighe and Wiggins,

1998).




DISCUSSION OF RESULTS

This portion presents the analysis and interpretation of the data gatheredfrom the teacher ± respondents through the questionnaire given to them. Theyare presented in their textual and tabular form to give light to the problems that

the study seeks to answer.

Table 1. Criteria for Stage 1(Identifying desired results) as Perceived by theTeacher- Respondents

STAGE 1 - Identifying desired results

Item

No.CRITERIA MEAN SD RANK

Content Standard

1The most important and enduring ideas, issues, principlesand concepts from the discipline?

3.88 0.50 7

2 Skills and habits of mind that should be taught andlearned?

3.88 0.50 7

Performance Standards

3

Do the performance standards express the criteriaagainst which students¶ performances or products shall beassessed?

3.94 0.44 5

4 Do they answer the question, ³How well must students

do their work?´3.81 0.54 9

Essential Understanding

5 Are they big and enduring ideas drawn from the

disciplines?4.19 0.40 2

6 Do they reflect the major problems, issues and themes

that are deemed most important for students to learn?3.88 0.72 7

Essential Questions

7 Do they center around the major understanding,

problem, issue or theme?3.63 0.62 11

8 Do they unpack the essential understanding? 3.56 0.51 12.5

9 Are they relevant to students¶ lives? 4.06 0.68 4

10 Are they relevant to society? 4.13 0.62 3

11 Do they provide enough challenges or rigor? 4.25 0.58 1

12 Are they manageable: not to demanding of time or

resources?3.19 0.54 16

13 Are they suitable to the target students¶ ages? 3.44 0.63 14.5

14 Are they suitable to the target students¶ interest? 3.56 0.63 12.5

15 Are they suitable to the target students¶ abilities? 3.44 0.73 14.5

16 Are the students motivated to study their lessons? 3.75 0.58 10

Mean = 3.79 SD = 0.58




The table depicts that short range of means on the perception of student-

respondent exists. The items range from ³little´ to ³much´ extent. The lowest spread

of perception from the mean is 0.40 while the highest is 0.73. The extreme ranks of

the Stage 1 criteria with their computed mean are as follows:

Rank 1. ³Do they provide enough challenges or rigor?´

The mean which is 4.25 indicates that the perception of the respondents to

this criterion is much. This might be due to the fact that the contents of the UbD

Curriculum are output and performance based. Furthermore, the item falls under the

³Essential Questions´ which contemplates to the generalization of the subject matter.

This shows that the content of the UbD approach is focused on getting out possible

potentials from the students.

Rank 2. ³Are they big and enduring ideas drawn from the disciplines?´

Parallel to rank 1 with a mean of 4.19 and the lowest deviation of 0.40, item

number 5 supports that ideas are brought out based on the contents of the UbD

approach parallel in each subject areas.

Rank 3. ³Are they relevant to society?´.

The mean of 4.19 puts item number 10 on the third rank. This item also falls

under essential questions. In the UbD Teaching guides provided for each subject

area, there are sets of questions which students should be able to answer after the

delivery of every lesson based from the formulated objectives. For rank 3, the

respondents assessed the essential questions to be ³much´ relevant to the society.

On the other hand, item number 12 ± ³Are they manageable: not to

demanding of time or resources?´ is in the bottom rank which gained the lowest

mean of 3.19 and a deviation of 0.54. The teacher respondents assessed the

curriculum to be a ³little´ manageable. Most likely the, the task which the curriculum

ask for takes more time and entails resources which are not readily available on the

part of the teachers and the students as well.




In general, stage 1 having a mean of 3.79 and a standard deviation of 0.58

falls under ³much´ extent of agreement to the 16 criteria.

Table 2. Criteria for Stage 2(Determining Acceptable Evidence) as Perceived

by the Teacher- Respondents

STAGE 2 - Determining acceptable evidence

Assessment MEAN SD RANK

17 Are they directly linked to standards through clearly

stated criteria?3.81 0.75 7.5

Products and Performance

18 Do they provide for multiple sources of evidence to

document student progress/attainment or standards?3.81 0.66 7.5

19 Do they provide enough evidence of learning or attainment of the standard(s)? 3.69 0.60 9

20Do they accommodate a range of multiple intelligences

and learning styles?4.06 0.44 2

21 Do they permit choices? 3.88 0.72 5

22 Do they demonstrate conceptual understanding, and

content and skill acquisition?3.88 0.62 5

23 Do they emerge naturally from the instruction activities? 3.94 0.57 3

24 Do they provide for individual work? 3.88 0.72 5

25 Do they provide for group work? 4.25 0.58 1

MEAN = 3.52 SD = 0.57

Stage 2 (Determining Acceptable Evidence) is comprise of 9 items all of

which falls under the mean with and interpretation of ³much´. The item which has

the highest mean of 4.25 and a standard deviation of 0.58 is item number 25

that is, ³Do they provide for group work?´. This item is assessing the products

and performance prescribed by the curriculum. As evaluated by the teacher-

respondents, the curriculum provides or prescribes an activity which requires

group work? In as much as the curriculum falls under the philosophy of

constructivism, majority if not all of the activities provided in the teaching guides

is into group work.

On the other hand, item number 20, ³Do they provide enough evidence of

learning or attainment of the standard(s)?´ is at the bottom of the list with a mean of




3.69 and an standard deviation of 0.60. It was evaluated by the respondents to have

³much´ extent of agreement with the criteria. It is complementary with the bottom

rank of the first stage which gives a bird¶s eye view that the contents of the

curriculum is a ³little´ manageable when it comes to time and resources. Since there

is only a ³little´ manageability of time and most specially resources, the desired

standards is most likely ³much´ in attainment. Though it falls under ³much´ bracket,

only a slight difference will also make it ³little´.

Table 3. Criteria for Stage 3(Planning Learning Experiences and instruction)

as Perceived by the Teacher- Respondents

STAGE 3 - Planning learning experiences and instruction

Instructional Activities MEAN SD RANK

26 Do they address one or more specific standards? 3.94 0.68 6.5

27 Do they involve significant content and processes from

the standards?4.06 0.57 1.5

28 Do they lead to products and performances that can be

used to assess students learning?3.81 0.66 8

29 Do they promote active learning? 4.00 0.63 4

30Do the introductory activities engage and motivate

students?4.06 0.57 1.5

31Do the enabling activities ensure students¶ progress

toward the attainment of the standards?3.94 0.57 6.5

32 Are the activities sufficient? 4.00 0.63 4

33 Do the culminating activities encompass the identified

standards?3.63 0.81 9

34 Do they require students to demonstrate their learning

and relation to the standards4.00 0.63 4

MEAN = 3.94 SD = 0.64

The table shows that item number 27 - ³Do they involve significant content

and processes from the standards?´ and item number 30 ± ³Do the introductory

activities engage and motivate students?´ tied in rank 1 with a mean of 4.06 and a

standard deviation of 0.57. The UbD teaching guides in each subject areas

provides activities which appear to be interesting to the students. The activities

provided are in line with the standards. This is evident with ³much´ extent based

on the respondents assessment.




The following items was added by the researchers to assess the practical

aspect of the UbD approach.

Others MEAN SD

34 Are the books provided by the DepEd are in line with thecurriculum?

2.81 0.75

35 Are the materials/visual aids available? 2.44 0.73

36 Are the learners are able to produce the desired output; e.i.

presentations, movie maker?2.94 0.44

37 Is there a comprehensive training for teachers before the

implementation of the new curriculum?3.25 0.68

38 Are the contents of the curriculum applicable to the target

clients (learners)?3.56 0.51

Item number 34 ± ³Are the books provided by the DepEd are in line with the

curriculum?´ had a mean of 2.81 and an SD of 0.75. It falls under ³little´ extent of

agreement on the part of the respondents. This means that the books provided by

the Department of Education as of today are not in line with the Curriculum. Books

are still in line with the 2002 Basic Education Curriculum, thus the presentation of

the contents in the book is no longer applicable with what the 2010 Secondary

Education Curriculum ± UbD Approach ask for.

Item number 35 ± ³Are the materials/visual aids available?´ also falls under

³little´ extent of agreement on the part of the respondents. With a mean of 2.44 and

an SD of 0.73, the respondents only agree a little on the extent of the availability of

materials and visual aids. Since the UbD approach entails activity-based

performance of the students, materials and visual aids are needed. Though teachers

are creative and resourceful in their own ways, not all respondents are capable to

exerting all efforts with the advent of minimal resources on the part of the teachers

and the students as well. In addition, the Department of Education does not providereadily available materials/visual aids for each subject. One example of which is that,

pictures, presentations, movies, video clips, etc. are available on web sites but

internet connections are not available in many schools in the country.




Similar to item number 35, item number 36 ± ³Are the learners are able to

produce the desired output; e.i. presentations, movie maker?´ not only the teachers

are having problems on resources. Students, as assessed by the teacher

respondents, also share the same problem. Majority of the outputs desired in the

curriculum are computer based and/or needs lots of resources. With the limited units

of computers provided by the Department of Education in the DepEd

Computerization Program, not all students are able to use computers to produce the

desired output.

Item number 37 ± ³Is there a comprehensive training for teachers before the

implementation of the new curriculum?´ talks about the readiness of the teachers in

the implementation of the curriculum. With a mean of 3.25 and an SD of 0.68 still

under the category of ³little´ extent of agreement on the part of the teacher-

respondents. While it is true that the Department of Education provided training from

the National Level to the Division Level of the 2010 SEC-UbD Approach, there were

finite number of teachers from each school who joined the division level training.

This is based on the memorandum on the Division of Isabela which gives limit to the

number of teacher trainees. In addition, the training was conducted on the first or

second month of the school year that is, June and July, months of the start of the

classes and it is only for 2 to 3 days. In which this span of time is not enough.




CONCLUSIONS AND RECOMMENDATIONS

This portion presents the conclusions and recommendations based from the

analysis of data gathered to provide objective answers to the specific problem posed

in the study.

1. Stage 1- ³Identifying desired results´ is of ³much´ extent of agreement with

the teacher respondents. Desired results are embedded in the contents of

the curriculum and in the teaching guides of the curriculum. There is much

to improve in the manageability of the activities and/or task for the

students.

2. Stage 2 ± ³Determining Acceptable Evidence´. Though in ³much´ extent of

agreement, only a small difference makes it to ³little´ extent. It is therefore

emphasized that performance and assessment tools should be given

careful and dedicated time and effort.

3. Stage 3 ± ³Planning Learning Experiences and instruction´. The activities are

conclusive to be life-long learning on the part of the students.

4. Much are to be improved in the implementation of the curriculum especially

on the availability of materials and resources. Books should be carefully set in

line with the contents and approach of the curriculum.

5. Trainings are enough but should be conducted prior to the start of

classes.

6. The piloting of the curriculum should be done not only in big schools but

also in small schools and schools located in remote areas like the barrio

high schools and integrated schools to know the ³true´ applicability of the

curriculum.

7. Materials and resources like books and computers should be provided

first before implementing the curriculum.

8. Similar studies should be conducted in a wider range of respondents.




CURRICULUM VITAE

PERSONAL INFORMATION

Name : LORDINO G. ANTONIO Date of Birth : AUGUST 18, 1986

Home Address : LOMBOY, ANGADANAN, ISABELAParent : MRS. ANDREA G. ANTONIOSister : LORIE ANNE G. ANTONIOBrother : LLOYD RICO G. ANTONIO

EDUCATIONAL BACKGROUND

Primary : Lomboy Integrated School(Lomboy Primary School)Lomboy, Angadanan, Isabela1992-1996

Elementary : Alicia South Central SchoolMagsaysay, Alicia, Isabela1996-1998

Secondary : Dalton AcademyMagsaysay, Alicia, Isabela1998-2002

College : Philippine Normal University ± Isabela Campus Aurora, Alicia, Isabela2002-2006 Bachelor of Secondary Education

Major in Mathematics

Masteral Degree : Philippine Normal University ± Isabela Campus Aurora, Alicia, Isabela2006-2009 Master of Arts in Education

With specialization in Mathematics Education

Doctoral Degree : Philippine Normal University ± Isabela Campus Aurora, Alicia, Isabela2009 ± present Doctor of Philosophy

Major in Educational Management

Eligibility : Licensure Examination for Teachers (80.4%)

August 27, 2006

Teaching Experiences : Teacher IIILomboy Integrated School

Angadanan West District, Angadanan, IsabelaMay 17, 2010 - Present




Teacher ILomboy Integrated School

Angadanan West District, Angadanan, IsabelaSeptember 17, 2007 ± May 16, 2010

University of La Salette High School Inc.

Santiago CityJune 5, 2006 ± April 15, 2007



CURRICULUM VITAE

PERSONAL INFORMATION

Name : MARIBEL M. BAYUCAN Date of Birth : MARCH 30, 1965

Home Address : ALIBAGU, ILAGAN, ISABELAName of Husband : MR. GIRME M. BAYUCANChildrens¶ name : MEIFLOR GIRME M. BAYUCAN

: GEE JAE GIRME M. BAYUCAN: KAIREN LOURDES MARIE M. BAYUCAN

EDUCATIONAL BACKGROUND

Elementary : Ilagan Pilot Elementary SchoolIlagan, Isabela

Secondary : Isabela High School

Ilagan, Isabela

College : St. Ferdinand CollegeIlagan, Isabela

Bachelor of Arts in Education

Masteral Degree : St. Ferdinand CollegeIlagan, IsabelaMaster of Arts in Education

Doctoral Degree : Philippine Normal University ± Isabela Campus

Aurora, Alicia, Isabela2009 ± present Doctor of Philosophy

Major in Educational Management

Current Position : Head Teacher III

West High SchoolNaguilian Baculod, Ilagan, Isabela

output for program evaluation

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