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Implementation of the Special Program in the Arts of the Secondary Schools of Region 2

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This study evaluated the implementation of the Special Program in the Arts (SPA) in secondary schools in Region 2 of the Philippines. It examined the profiles of SPA teachers, students, and administrators, and how they rated the program's objectives, teacher competence, methodology, resources, venue, and evaluation. The study aimed to identify any issues and propose solutions to improve SPA delivery. A total of 295 students, teachers, and administrators from 7 SPA schools participated in the study through surveys and interviews.

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IMPLEMENTATION OF THE SPECIAL PROGRAM IN THE ARTS IN THE SECONDARY SCHOOLS OF REGION 02 Final Oral Defense ROGER S. SEBASTIAN Doctor of Philosophy in Educational Management University of La Salette Santiago City Philippines
Title : IMPLEMENTATION OF THE SPECIAL PROGRAM IN THE ARTS IN THE SECONDARY SCHOOLS OF REGION 2 Researcher: ROGER S. SEBASTIAN Adviser: GLORIA C. YCO, Ph.D./ RHODA BALUNSAT, Ph.D. Institution: UNIVERSITY OF LA SALETTE, Santiago, City Degree: DOCTOR OF PHILOSOPHY, Major in Educational Management Year: 2012
OPENING PRAYER Loving Father, Source of all wisdom, help us to use our time and our intelligence wisely as we have this final oral exam. Help us to dispose ourselves to listen to Your Holy Spirit, so that You, as our Loving Father, may place us in a state of prayer and lead us to understand that the supreme wisdom is knowing we are Your children.
Help us to remain serene so that our work may truly reflect this profound truth. Mary, Mother of our spiritual life, guide us in the ways of your Son, so that our work may help to transform this world for His glory. Amen.
ACKNOWLEDGEMENT • Rev. Fr. Pedro Q. Dolar, Dean, Graduate School • Dr. Gloria C. Yco and Dr. Rhoda Balunsat – advisers • Dr. Jenifer Raymond Tallungan – external adviser • Dr. Robert Macatuggal – statistician • Proposal Defense Panelists: Dr. Myrna Viernes, Dr. Henry Manaligod , and Sister Nelly Pantua • Final Defense Panelists
 Program to streamline the system of educating thousands of students in an unstructured academic environment according to their particular artistic inclination.  Cater to those who have artistic talents and therefore use a curriculum that considers attitude, commitment, and interests as academic requirements for young artists.
 There is a need to conduct monitoring and assessment of the program particularly on the attainment of objectives, teacher competence, methodology, learning resources, venue and evaluation process in order to assess progress and provide intervention when necessary.
F Research Paradigm INPUT PROCESS OUTPUT A. Profile of the respondents A. Evaluation on the involved in the SPA in terms of: implementation of SPA in Efficient and •Age terms of: •Gender •Objectives Effective •Civil status Implementation of •Teacher competence •Highest educational attainment •Number of years in service •Methodology the SPA •Learning resources High quality •SPA subjects being taught •Venue •Membership to organization rel.to •Evaluation Education arts Action plan to •Relevant trainings rel. to arts •Figuring out of the •Awards received rel. to arts problems encountered in improve the B. Guidelines set by the the implementation of SPA delivery of the Department of Education in the •Evaluation on the possible Special Program in implementation of the Special solution to solve the the Arts Program in the Arts identified problems FEEDBACK
STATEMENT OF THE PROBLEM 1. A. What is the profile of the Special Program in the Arts teachers and administrators in terms of :  age  gender  civil status  highest educational attainment  number of years in service  SPA subject being taught  number of membership in organization related to arts  number of relevant trainings related to arts  number of awards received related to arts
B. What is the profile of the Special Program in the Arts students in terms of :  age  gender  year level  specialization  number of membership in organization related to arts  number of relevant trainings related to arts  number of awards received related to arts
2. How do the students, teachers and administrators evaluate the implementation of the Special Program in the Arts as to:  objectives  teacher competence  methodology  learning resources  venue  evaluation
3. Is there a significant difference in the evaluation of students, teachers and administrators with respect to the variables mentioned in problem 2? 4. Is there a significant difference in the evaluation of the implementation of the Special Program in the Arts when respondents are grouped according to school?
5. What problems are encountered by the students, teachers and administrators in implementing the Special Program in the Arts? 6. Based from the identified problems, what action plan can be proposed to further improve the implementation of the Special Program in the Arts?
HYPOTHESES 1. There is no significant difference in the evaluation of the SPA students, teachers and the administrators on the implementation of the Special Program in the Arts in terms of :  objectives  teacher competence  methodology  learning resources  venue  evaluation 2. There is no significant difference in the evaluation of the implementation of the Special Program in the Arts when respondents are grouped according to school.
SIGNIFICANCE OF THE STUDY The findings, conclusions and recommendations may serve as guides if not the bases for enriching and upgrading the Special Program in the Arts. Through this study, workable and practical solutions to some of the weaknesses and needs confronting the schools are recommended for administrators to consider especially in the preparation of activities and programs in their respective schools
SCOPE AND DELIMITATIONS  This study focused on the assessment on the implementation of the Special Program in the Arts in the secondary schools of Region 2  This study involved the Department of Education Region 2 seven (7) recognized Special Program in the Arts school. A total of two hundred ninety five (295) students, teachers and administrators from the SPA schools of the region 2 as of school year 2011-2012
RESPONDENTS Table 1 . Table of Respondents Frequency and Percentage Distribution of the Sample respondents based on Stratified random sampling method Schools Students Total Percentage samples Nueva Vizcaya GCHS 87 87 7.75 23 Cagayan National High School 195 195 17.38 51 Lallo National High School 161 161 14.35 42 Maddela Comprehensive HS 165 165 14.71 43 Cauayan City High School 158 158 14.08 42 Dona Aurora National H S 157 157 13.99 41 Isabela National High School 124 124 11.05 33 1, 047 Students (275)
Frequency and Percentage Distribution of the Sample respondents based on Stratified random sampling method Schools Teachers Admin Total Percentage samples Nueva Vizcaya GCHS 6 2 8 0.71 2 Cagayan National High School 12 2 14 1.25 3 Lallo National High School 8 2 10 0.89 3 Maddela Comprehensive HS 9 2 11 0.98 3 Cauayan City High School 8 2 10 0.89 3 Dona Aurora National H S 8 2 10 0.89 3 Isabela National High School 10 2 12 1.07 3 Teachers/admin 20 75 100.00 295
SAMPLING PROCEDURE Stratified sampling procedure was used in the selection of the respondents. A random sample from each stratum is taken in a number proportional to the stratum's size when compared to the population. These subsets of the strata are then pooled to form a random sample, hence, a total of two hundred ninety five (295) students, teachers and administrators from the SPA schools Region 2 as of school year 2011-2012 served as the respondents in this study.
TREATMENT OF DATA 1. Mean, rank, percentage and frequency were used to analyze the data 2. Interview and actual observation of the school’s resources were also used. 3. The statistical problems were answered by using the analysis of variance to determine the level of significance in the attainment of objectives, teacher competence, methodology resources, venue and evaluation. 4. The Tukey method was used to determine the level of significance in the difference in the means if grouped according to respondents and school.
FINDINGS OF THE STUDY
Table 2 Mean and Frequency Distribution of the Students, Teachers and Administrator-respondents According to Age Students Teachers Administrators Age f % Rank Age f % Rank Age f % Rank 13 5 1.82 5 34 1 7.69 6.5 38 1 14.29 4 14 54 19.64 3 37 2 15.38 2.5 50 1 14.29 4 15 108 39.27 1 38 1 7.69 6.5 51 1 14.29 4 16 101 36.73 2 42 2 15.38 2.5 52 2 28.57 1.5 17 7 2.55 4 43 1 7.69 6.5 53 2 28.57 1.5 275 100.00 44 1 7.69 6.5 7 100.00 45 3 23.08 1 46 1 7.69 6.5 53 1 7.69 6.5 13 100.00 Mean 15.19 Mean 42.38 Mean 49.86
Table 3 Frequency and Percentage Distribution of the Respondents According to Gender Students Teachers Administrators Gender f % f % f % Male 91 33.09 2 15.38 3 42.86 Female 184 66.91 11 84.62 4 57.14 Total 275 100.00 13 100.00 7 100.00 Table 4 Frequency and Percentage Distribution of the Student Respondents According to Year Level Year Level f % Rank First Year 9 3.27 4 Second Year 18 6.55 3 Third Year 129 46.91 1 Fourth Year 119 43.27 2 Total 275 100
Table 5 Frequency and Percentage Distribution of the Student and Teacher- Respondents According to Specialization Students Teachers Specialization f % f % Instrumental Music 41 14.91 2 15.38 Vocal Music 41 14.91 2 15.38 Visual Arts 49 17.82 1 7.69 Creative Writing 16 5.82 2 15.38 Dance 95 34.55 4 30.77 Media Arts 14 5.09 1 7.69 Theater Arts 19 6.91 1 7.69 Total 275 100.00 13 100.00 Table 6 Summary table on the mean distribution of the students, teachers and administrator-respondents in the number of membership in arts organization, number of trainings in arts attended and number of awards received related to arts. Means Students Teachers Administrators Membership in Arts organizations 1 2 3 Trainings in Arts attended 3 8 4 Awards received 2 6 5
Table 7 Summary table on the frequency distribution of the teachers and administrator-respondents in their civil status Teachers Administrators Civil Status f % f % Single 0 0.00 2 28.57 Married 13 100.00 5 71.43 Total 13 100.00 7 100.00 Table 8 Summary table on the frequency distribution of the teachers and administrator-respondents in their highest educational attainment. Teachers Administrators Highest Educational Attainment f % Rank f % Rank Bachelor's Degree With Masteral Units 4 30.77 2 Masteral Degree 6 46.15 1 3 42.86 2 With Doctorate Units 3 23.08 3 4 57.14 1 Doctorate Degree Total 13 100.00 7 100.00
Table 9 Frequency , Percentage and Rank Distribution of the Teacher and Administrator- Respondents According to the Number of Years in Service Number of Years in Service Teachers Administrators f % Rank f % Rank 7 1 7.69 5.5 0 0.00 12 5 38.46 1 1 14.29 4.5 14 1 7.69 5.5 0 0.00 15 1 7.69 5.5 0 0.00 17 2 15.38 2.5 1 14.29 4.5 19 2 15.38 2.5 0 0.00 20 0 0.00 1 14.29 4.5 22 0 0.00 1 14.29 4.5 23 1 7.69 5.5 2 28.57 1 25 0 0.00 1 14.29 4.5 Total 13 100 7 100 Mean 14.69 20.29
2. The evaluation of the teachers, administrators and students on the implementation of the Special Program in the Arts as to: objectives, teacher competence, methodology, learning resources, venue and evaluation Teaching Learning Objectives Competence Methodology Resources Venue Evaluation Means Students 4.366 4.400 4.288 4.086 4.142 4.354 Teachers 4.453 4.306 4.476 3.355 3.698 4.127 Administrator 4.743 4.471 4.443 3.914 4.043 4.457 Overall 4.38 4.40 4.30 4.05 4.12 4.35
3. Significant difference in the evaluation of students, teachers and administrators on the implementation of the SPA Table 16 Computed p-values for the comparison of the evaluation of the SPA by the students, teachers and administrators Objectives Teaching Methodology Learning Venue Evaluation Competence Resources Means Students 4.366 4.400 4.288 4.086 4.142 4.354 Teachers 4.453 4.306 4.476 3.355 3.698 4.127 Administrator 4.743 4.471 4.443 3.914 4.043 4.457 Pairwise P-values Student-Teacher 0.4633 0.0006 0.0216 0.0006 Student-Admin 0.0032 2.62E-05 0.0041 5.98E-06 Teacher-Admin 0.0193 0.2444 .4903 0.0918 P-value 0.0084 .4604 .2989 0.0001 0.0104 2.11E-05 Decision Reject Ho Accept Ho Accept Ho Reject Ho Reject Ho Reject Ho
4. Significant difference in the evaluation of the implementation of the Special Program in the Arts when respondents are grouped according to school Computed p-values for the comparison of the evaluation of the SPA when respondents are grouped according to school School Objectives Teaching Methodology Learning Venue Evaluation Respondents Competence Resources NVGCHS 4.64 4.371 4.248 3.876 3.920 4.340 LNHS 4.54 4.516 4.422 4.020 4.018 4.438 MCHS 4.47 4.380 4.222 4.007 3.976 4.396 CNHS 4.16 4.264 4.176 3.989 3.987 4.131 INHS 4.33 4.458 4.397 4.300 4.361 4.489 DANHS 4.37 4.480 4.334 4.082 4.343 4.445 CCHS 4.32 4.341 4.332 4.050 4.239 4.266 p-values 3.18E-05 .1683 .2268 .0008 .0059 .0006 decision Reject Ho Accept Ho Accept Ho Reject Ho Reject Ho Reject Ho
5. Problems encountered in implementing the Special Program in the Arts? Some problems were identified after the assessment by the students, teachers and administrators of the SPA. These were categorized into: a) attainability of objectives, b) teacher competence, c) methodology, d) learning resources , e ) venue and f ) evaluation.
Item number Items Area Mean Rank 44 The school provides for specific arts library with Venue humanities books. 3.71 1 47 Laboratory facilities and equipment are sufficient. Venue 3.74 2 35 Equipment and supplies are up-to-date. Learning resources 3.79 3 26 Community is used as laboratory for teaching and Methodology learning. 3.80 4 45 Laboratory, stage and studio are spacious enough to Venue allow freedom of movement. 3.87 5 31 The ratio of textbooks to students is acceptable. Learning resources 3.93 6 36 Manuals, textbooks, and other instructional materials Learning resources are available for use by SPA students and teachers. 3.97 7 19 Teachers design appropriate and effective testing Teacher competence 8 tools. 4.02 38 Classes use varied and available resources outside Learning resources the classroom (i.e. experts and multimedia) to 9 support learning. 4.05 33 Classrooms of the specialization classes are Learning resources equipped with sufficient and appropriate facilities that 11 enable the class to work efficiently. 4.06 34 Supplies and materials are available to attain the Learning resources objectives of SPA subjects. 4.06 11 10 Objectives are specific, measurable, attainable and Objectives time-bound. 4.06 11
6. Proposed action plan to further improve the implementation of the Special Program in the Arts The action plan that evolved from the weaknesses and problems of the Special program in the Arts focused on:  the instructional programs;  organization of SPA classes;  improvement of instructional learning resources supplies, materials, equipment and facilities;  formation of functional maintenance and repair unit;  improvement of laboratory, studio, stage and work rooms;  utilization of appropriate instructional media( audio/video equipment, training kits, projectors, multi media equipment);  creation of separate laboratory, stage, studio and library for SPA specialization classes;  preparation of teachers to teach SPA specialization subjects;  formulation of evaluative criteria in SPA; and  development of applicable instructional programs.
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS In light of the findings of the study, the following are derived conclusions and implications : The teachers and administrators met the minimum educational requirements set by Implementing Guidelines, Department of Education Order No. 43, s. 2002 . They are qualified to teach and lead the Special program in the Arts curriculum.
The students, teachers and administrators perceived that under the Special Program in the Arts, objectives are implemented. The implementing schools have competent teachers; methodology employed is appropriate; there are moderately adequate learning resources; venue is conducive to learning; and evaluation process is appropriate. This means that SPA in the secondary schools of Region 2 is a success.
Now heading to the fifth year of full implementation, the SPA schools seem to be in the right track of the realization of the program. It is also implied that the program could be a part of the solutions to the many problems that the Department of Education is facing today as shown in the attained objectives, teacher competence, methodology, learning resources, venue and evaluation. Though they differ in their evaluation, the main objectives of the program which is to develop students with special inclination in the arts is a success as evidenced by their winnings in the various competitions in the school, division, regional and to the national level.
When respondents are grouped according to school, it was found out that there are significant differences in the evaluation of the implementation of the program according to attainment of objectives, learning resources, venue and evaluation, whereas, the hypothesis is accepted in teacher competence and methodology. Despite the varying degrees of assessment in the attainment of objectives, learning resources, venue and evaluation, the program still succeeds. The above findings substantiate the observations of the researcher that desired outputs have been attained since the students were able to develop necessary skills presented in culminating activities, one of which are those presented in the recently concluded National festival of talents in Iloilo City.
This study identified problems specifically on learning resources and inadequacy of facilities, training of teachers on new technology for instruction and the maintenance of facilities and equipment. Despite these problems that hinder the smooth implementation of the program, the internal mechanisms of the schools in implementing the program are very much evident..
To address the weaknesses and problems of the SPA schools the following factors should be the focus of curricular development: instructional programs; organization of SPA classes; improvement of instructional learning resources supplies, materials, equipment and facilities; formation of functional maintenance and repair unit; improvement of laboratory, studio, stage and work rooms; utilization of appropriate instructional media(audio/video equipment, training kits, projectors, multi media equipment); creation of separate laboratory, stage, studio and library for SPA specialization classes; preparation of teachers to teach SPA specialization subjects; formulation of evaluative criteria in SPA; and development of applicable instructional programs.
RECOMMENDATIONS Supervisors 1. Provide more intensive in-service trainings, seminar-workshops for SPA teachers in their respective specialization 2. Conduct rigid follow-up of the carry-over of implementation of knowledge and skills developed in the in-service training programs undergone by the SPA teachers. 3. Plan and implement regional or division supervisory plan, in collaboration with principals, head teachers and SPA coordinators, focused on skill, teaching methodology and professional development. Regular meeting maybe called to check on the development of approved plans. 4. The Regional SPA coordinator should consider the proposed action plan since this is based on the assessment of the SPA students, teachers and administrators of the SPA implementing schools of Region 2. This maybe done by calling a meeting and talk about the action plan to be discussed and commented by the seven different school heads.
5. Demonstration teaching should be conducted by the regional pilot school in different specialization and should be re-echoed by the participants in the division to determine whether they have acquired the desired learning competencies a. Require the SPA pilot school to put up its Regional Teaching Resource Center b. Motivate SPA teachers through appropriate incentives to pursue further studies and training in teaching one’s area of specialization. c. Disseminate immediate information on changes and enrichment made by the Bureau of Secondary Education .d. Monitor the strict compliance on the DepEd policies and the Implementing Guidelines, Department of Education Order No. 43, s. 2002 . e. Conduct research studies on the school, division and regional levels.
Principals 1. Formulate and implement Personal and Professional Development Plan to enhance teachers’ capabilities. 2. Use different follow-up techniques to monitor the carry-over or implementation of learning derived from in-service training attended. 3. Seek solutions to problems of inadequacy of instructional materials and references; laboratory facilities and equipment through assistance from government and non-government agencies. School facilities and instructional materials should be provided to SPA schools to warrant better teaching and learning outputs. These could be shouldered by the government and self help projects. The school administrators may make representation to the LGUs to support the school financially through the Special Education Fund. 4. Prioritize the provision of facilities and instructional materials in the disbursement of school funds. 5. Correct the school’s deficiency in the implementation of the program through following the Implementing Guidelines, Department of Education Order No. 43, s. 2002
Head Teachers/ SPA coordinators 1. Design and implement individualized supervisory programs that would meet the growth needs of SPA teachers. 2. Conduct regular clinical supervision or intensive guided instructional supervision to weak teachers. 3. Schedule regular dialogues with teachers regarding personal and instructional problems to reduce resistance to change and alleviate negative attitude towards teaching. 4. Re-orient teachers with the Implementing Guidelines, Department of Education Order No. 43, s. 2002 of the Special Program in the Arts particularly its philosophy, goals and objectives. 5. Generate teachers’ commitment and support to carry out the objectives of the Special Program in the Arts curriculum. 6. In-service trainings for teachers should be conducted . Teachers should undergo intensive capability building to improve their teaching competence. Parents may opt to adopt or sponsor SPA activities and be its benefactor in the many school activities undertaken the whole year round.
Teachers 1. Have a deeper understanding of the philosophy, goals and objectives of the subject being taught for more comprehensive operation of the educational purposes. 2. Balance the theory and practicum in the learning experience of the students. 3. Apply learning and skills gained in staff development program undergone. 4. Maximize the effective use of available resources to optimize instructional results. 5. Focus attention on the development of creative thinking, in addition to the development of manipulative skills which is the prime goal of the curriculum. 6. Develop greater competence in teaching one’s area of specialization by: a. Undertaking graduate courses b. Attendance to graduate courses, in addition to regular attendance to in-service training programs. c. Taking active part in faculty meetings d. Participate in personal and professional development program for faculty members provided by the school e. Participate or conduct research studies oriented to improve instruction
A follow up study should be conducted after three years to find out the weakness and strengths of the implementation of the Special Program in the Arts . Parallel study to other regions should also be considered to find out if the same problems are experienced by the students, teachers and administrators following suggested topics.“Effectiveness or Impact of Implementing the Special Program in the Arts in Region 2”
Thank you very much.

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Implementation of the Special Program in the Arts of the Secondary Schools of Region 2

  • 1. IMPLEMENTATION OF THE SPECIAL PROGRAM IN THE ARTS IN THE SECONDARY SCHOOLS OF REGION 02 Final Oral Defense ROGER S. SEBASTIAN Doctor of Philosophy in Educational Management University of La Salette Santiago City Philippines
  • 2. Title : IMPLEMENTATION OF THE SPECIAL PROGRAM IN THE ARTS IN THE SECONDARY SCHOOLS OF REGION 2 Researcher: ROGER S. SEBASTIAN Adviser: GLORIA C. YCO, Ph.D./ RHODA BALUNSAT, Ph.D. Institution: UNIVERSITY OF LA SALETTE, Santiago, City Degree: DOCTOR OF PHILOSOPHY, Major in Educational Management Year: 2012
  • 3. OPENING PRAYER Loving Father, Source of all wisdom, help us to use our time and our intelligence wisely as we have this final oral exam. Help us to dispose ourselves to listen to Your Holy Spirit, so that You, as our Loving Father, may place us in a state of prayer and lead us to understand that the supreme wisdom is knowing we are Your children.
  • 4. Help us to remain serene so that our work may truly reflect this profound truth. Mary, Mother of our spiritual life, guide us in the ways of your Son, so that our work may help to transform this world for His glory. Amen.
  • 5. ACKNOWLEDGEMENT • Rev. Fr. Pedro Q. Dolar, Dean, Graduate School • Dr. Gloria C. Yco and Dr. Rhoda Balunsat – advisers • Dr. Jenifer Raymond Tallungan – external adviser • Dr. Robert Macatuggal – statistician • Proposal Defense Panelists: Dr. Myrna Viernes, Dr. Henry Manaligod , and Sister Nelly Pantua • Final Defense Panelists
  • 6. Program to streamline the system of educating thousands of students in an unstructured academic environment according to their particular artistic inclination.  Cater to those who have artistic talents and therefore use a curriculum that considers attitude, commitment, and interests as academic requirements for young artists.
  • 7. There is a need to conduct monitoring and assessment of the program particularly on the attainment of objectives, teacher competence, methodology, learning resources, venue and evaluation process in order to assess progress and provide intervention when necessary.
  • 8. F Research Paradigm INPUT PROCESS OUTPUT A. Profile of the respondents A. Evaluation on the involved in the SPA in terms of: implementation of SPA in Efficient and •Age terms of: •Gender •Objectives Effective •Civil status Implementation of •Teacher competence •Highest educational attainment •Number of years in service •Methodology the SPA •Learning resources High quality •SPA subjects being taught •Venue •Membership to organization rel.to •Evaluation Education arts Action plan to •Relevant trainings rel. to arts •Figuring out of the •Awards received rel. to arts problems encountered in improve the B. Guidelines set by the the implementation of SPA delivery of the Department of Education in the •Evaluation on the possible Special Program in implementation of the Special solution to solve the the Arts Program in the Arts identified problems FEEDBACK
  • 9. STATEMENT OF THE PROBLEM 1. A. What is the profile of the Special Program in the Arts teachers and administrators in terms of :  age  gender  civil status  highest educational attainment  number of years in service  SPA subject being taught  number of membership in organization related to arts  number of relevant trainings related to arts  number of awards received related to arts
  • 10. B. What is the profile of the Special Program in the Arts students in terms of :  age  gender  year level  specialization  number of membership in organization related to arts  number of relevant trainings related to arts  number of awards received related to arts
  • 11. 2. How do the students, teachers and administrators evaluate the implementation of the Special Program in the Arts as to:  objectives  teacher competence  methodology  learning resources  venue  evaluation
  • 12. 3. Is there a significant difference in the evaluation of students, teachers and administrators with respect to the variables mentioned in problem 2? 4. Is there a significant difference in the evaluation of the implementation of the Special Program in the Arts when respondents are grouped according to school?
  • 13. 5. What problems are encountered by the students, teachers and administrators in implementing the Special Program in the Arts? 6. Based from the identified problems, what action plan can be proposed to further improve the implementation of the Special Program in the Arts?
  • 14. HYPOTHESES 1. There is no significant difference in the evaluation of the SPA students, teachers and the administrators on the implementation of the Special Program in the Arts in terms of :  objectives  teacher competence  methodology  learning resources  venue  evaluation 2. There is no significant difference in the evaluation of the implementation of the Special Program in the Arts when respondents are grouped according to school.
  • 15. SIGNIFICANCE OF THE STUDY The findings, conclusions and recommendations may serve as guides if not the bases for enriching and upgrading the Special Program in the Arts. Through this study, workable and practical solutions to some of the weaknesses and needs confronting the schools are recommended for administrators to consider especially in the preparation of activities and programs in their respective schools
  • 16. SCOPE AND DELIMITATIONS  This study focused on the assessment on the implementation of the Special Program in the Arts in the secondary schools of Region 2  This study involved the Department of Education Region 2 seven (7) recognized Special Program in the Arts school. A total of two hundred ninety five (295) students, teachers and administrators from the SPA schools of the region 2 as of school year 2011-2012
  • 17. RESPONDENTS Table 1 . Table of Respondents Frequency and Percentage Distribution of the Sample respondents based on Stratified random sampling method Schools Students Total Percentage samples Nueva Vizcaya GCHS 87 87 7.75 23 Cagayan National High School 195 195 17.38 51 Lallo National High School 161 161 14.35 42 Maddela Comprehensive HS 165 165 14.71 43 Cauayan City High School 158 158 14.08 42 Dona Aurora National H S 157 157 13.99 41 Isabela National High School 124 124 11.05 33 1, 047 Students (275)
  • 18. Frequency and Percentage Distribution of the Sample respondents based on Stratified random sampling method Schools Teachers Admin Total Percentage samples Nueva Vizcaya GCHS 6 2 8 0.71 2 Cagayan National High School 12 2 14 1.25 3 Lallo National High School 8 2 10 0.89 3 Maddela Comprehensive HS 9 2 11 0.98 3 Cauayan City High School 8 2 10 0.89 3 Dona Aurora National H S 8 2 10 0.89 3 Isabela National High School 10 2 12 1.07 3 Teachers/admin 20 75 100.00 295
  • 19. SAMPLING PROCEDURE Stratified sampling procedure was used in the selection of the respondents. A random sample from each stratum is taken in a number proportional to the stratum's size when compared to the population. These subsets of the strata are then pooled to form a random sample, hence, a total of two hundred ninety five (295) students, teachers and administrators from the SPA schools Region 2 as of school year 2011-2012 served as the respondents in this study.
  • 20. TREATMENT OF DATA 1. Mean, rank, percentage and frequency were used to analyze the data 2. Interview and actual observation of the school’s resources were also used. 3. The statistical problems were answered by using the analysis of variance to determine the level of significance in the attainment of objectives, teacher competence, methodology resources, venue and evaluation. 4. The Tukey method was used to determine the level of significance in the difference in the means if grouped according to respondents and school.
  • 22. Table 2 Mean and Frequency Distribution of the Students, Teachers and Administrator-respondents According to Age Students Teachers Administrators Age f % Rank Age f % Rank Age f % Rank 13 5 1.82 5 34 1 7.69 6.5 38 1 14.29 4 14 54 19.64 3 37 2 15.38 2.5 50 1 14.29 4 15 108 39.27 1 38 1 7.69 6.5 51 1 14.29 4 16 101 36.73 2 42 2 15.38 2.5 52 2 28.57 1.5 17 7 2.55 4 43 1 7.69 6.5 53 2 28.57 1.5 275 100.00 44 1 7.69 6.5 7 100.00 45 3 23.08 1 46 1 7.69 6.5 53 1 7.69 6.5 13 100.00 Mean 15.19 Mean 42.38 Mean 49.86
  • 23. Table 3 Frequency and Percentage Distribution of the Respondents According to Gender Students Teachers Administrators Gender f % f % f % Male 91 33.09 2 15.38 3 42.86 Female 184 66.91 11 84.62 4 57.14 Total 275 100.00 13 100.00 7 100.00 Table 4 Frequency and Percentage Distribution of the Student Respondents According to Year Level Year Level f % Rank First Year 9 3.27 4 Second Year 18 6.55 3 Third Year 129 46.91 1 Fourth Year 119 43.27 2 Total 275 100
  • 24. Table 5 Frequency and Percentage Distribution of the Student and Teacher- Respondents According to Specialization Students Teachers Specialization f % f % Instrumental Music 41 14.91 2 15.38 Vocal Music 41 14.91 2 15.38 Visual Arts 49 17.82 1 7.69 Creative Writing 16 5.82 2 15.38 Dance 95 34.55 4 30.77 Media Arts 14 5.09 1 7.69 Theater Arts 19 6.91 1 7.69 Total 275 100.00 13 100.00 Table 6 Summary table on the mean distribution of the students, teachers and administrator-respondents in the number of membership in arts organization, number of trainings in arts attended and number of awards received related to arts. Means Students Teachers Administrators Membership in Arts organizations 1 2 3 Trainings in Arts attended 3 8 4 Awards received 2 6 5
  • 25. Table 7 Summary table on the frequency distribution of the teachers and administrator-respondents in their civil status Teachers Administrators Civil Status f % f % Single 0 0.00 2 28.57 Married 13 100.00 5 71.43 Total 13 100.00 7 100.00 Table 8 Summary table on the frequency distribution of the teachers and administrator-respondents in their highest educational attainment. Teachers Administrators Highest Educational Attainment f % Rank f % Rank Bachelor's Degree With Masteral Units 4 30.77 2 Masteral Degree 6 46.15 1 3 42.86 2 With Doctorate Units 3 23.08 3 4 57.14 1 Doctorate Degree Total 13 100.00 7 100.00
  • 26. Table 9 Frequency , Percentage and Rank Distribution of the Teacher and Administrator- Respondents According to the Number of Years in Service Number of Years in Service Teachers Administrators f % Rank f % Rank 7 1 7.69 5.5 0 0.00 12 5 38.46 1 1 14.29 4.5 14 1 7.69 5.5 0 0.00 15 1 7.69 5.5 0 0.00 17 2 15.38 2.5 1 14.29 4.5 19 2 15.38 2.5 0 0.00 20 0 0.00 1 14.29 4.5 22 0 0.00 1 14.29 4.5 23 1 7.69 5.5 2 28.57 1 25 0 0.00 1 14.29 4.5 Total 13 100 7 100 Mean 14.69 20.29
  • 27. 2. The evaluation of the teachers, administrators and students on the implementation of the Special Program in the Arts as to: objectives, teacher competence, methodology, learning resources, venue and evaluation Teaching Learning Objectives Competence Methodology Resources Venue Evaluation Means Students 4.366 4.400 4.288 4.086 4.142 4.354 Teachers 4.453 4.306 4.476 3.355 3.698 4.127 Administrator 4.743 4.471 4.443 3.914 4.043 4.457 Overall 4.38 4.40 4.30 4.05 4.12 4.35
  • 28. 3. Significant difference in the evaluation of students, teachers and administrators on the implementation of the SPA Table 16 Computed p-values for the comparison of the evaluation of the SPA by the students, teachers and administrators Objectives Teaching Methodology Learning Venue Evaluation Competence Resources Means Students 4.366 4.400 4.288 4.086 4.142 4.354 Teachers 4.453 4.306 4.476 3.355 3.698 4.127 Administrator 4.743 4.471 4.443 3.914 4.043 4.457 Pairwise P-values Student-Teacher 0.4633 0.0006 0.0216 0.0006 Student-Admin 0.0032 2.62E-05 0.0041 5.98E-06 Teacher-Admin 0.0193 0.2444 .4903 0.0918 P-value 0.0084 .4604 .2989 0.0001 0.0104 2.11E-05 Decision Reject Ho Accept Ho Accept Ho Reject Ho Reject Ho Reject Ho
  • 29. 4. Significant difference in the evaluation of the implementation of the Special Program in the Arts when respondents are grouped according to school Computed p-values for the comparison of the evaluation of the SPA when respondents are grouped according to school School Objectives Teaching Methodology Learning Venue Evaluation Respondents Competence Resources NVGCHS 4.64 4.371 4.248 3.876 3.920 4.340 LNHS 4.54 4.516 4.422 4.020 4.018 4.438 MCHS 4.47 4.380 4.222 4.007 3.976 4.396 CNHS 4.16 4.264 4.176 3.989 3.987 4.131 INHS 4.33 4.458 4.397 4.300 4.361 4.489 DANHS 4.37 4.480 4.334 4.082 4.343 4.445 CCHS 4.32 4.341 4.332 4.050 4.239 4.266 p-values 3.18E-05 .1683 .2268 .0008 .0059 .0006 decision Reject Ho Accept Ho Accept Ho Reject Ho Reject Ho Reject Ho
  • 30. 5. Problems encountered in implementing the Special Program in the Arts? Some problems were identified after the assessment by the students, teachers and administrators of the SPA. These were categorized into: a) attainability of objectives, b) teacher competence, c) methodology, d) learning resources , e ) venue and f ) evaluation.
  • 31. Item number Items Area Mean Rank 44 The school provides for specific arts library with Venue humanities books. 3.71 1 47 Laboratory facilities and equipment are sufficient. Venue 3.74 2 35 Equipment and supplies are up-to-date. Learning resources 3.79 3 26 Community is used as laboratory for teaching and Methodology learning. 3.80 4 45 Laboratory, stage and studio are spacious enough to Venue allow freedom of movement. 3.87 5 31 The ratio of textbooks to students is acceptable. Learning resources 3.93 6 36 Manuals, textbooks, and other instructional materials Learning resources are available for use by SPA students and teachers. 3.97 7 19 Teachers design appropriate and effective testing Teacher competence 8 tools. 4.02 38 Classes use varied and available resources outside Learning resources the classroom (i.e. experts and multimedia) to 9 support learning. 4.05 33 Classrooms of the specialization classes are Learning resources equipped with sufficient and appropriate facilities that 11 enable the class to work efficiently. 4.06 34 Supplies and materials are available to attain the Learning resources objectives of SPA subjects. 4.06 11 10 Objectives are specific, measurable, attainable and Objectives time-bound. 4.06 11
  • 32. 6. Proposed action plan to further improve the implementation of the Special Program in the Arts The action plan that evolved from the weaknesses and problems of the Special program in the Arts focused on:  the instructional programs;  organization of SPA classes;  improvement of instructional learning resources supplies, materials, equipment and facilities;  formation of functional maintenance and repair unit;  improvement of laboratory, studio, stage and work rooms;  utilization of appropriate instructional media( audio/video equipment, training kits, projectors, multi media equipment);  creation of separate laboratory, stage, studio and library for SPA specialization classes;  preparation of teachers to teach SPA specialization subjects;  formulation of evaluative criteria in SPA; and  development of applicable instructional programs.
  • 33. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS In light of the findings of the study, the following are derived conclusions and implications : The teachers and administrators met the minimum educational requirements set by Implementing Guidelines, Department of Education Order No. 43, s. 2002 . They are qualified to teach and lead the Special program in the Arts curriculum.
  • 34. The students, teachers and administrators perceived that under the Special Program in the Arts, objectives are implemented. The implementing schools have competent teachers; methodology employed is appropriate; there are moderately adequate learning resources; venue is conducive to learning; and evaluation process is appropriate. This means that SPA in the secondary schools of Region 2 is a success.
  • 35. Now heading to the fifth year of full implementation, the SPA schools seem to be in the right track of the realization of the program. It is also implied that the program could be a part of the solutions to the many problems that the Department of Education is facing today as shown in the attained objectives, teacher competence, methodology, learning resources, venue and evaluation. Though they differ in their evaluation, the main objectives of the program which is to develop students with special inclination in the arts is a success as evidenced by their winnings in the various competitions in the school, division, regional and to the national level.
  • 36. When respondents are grouped according to school, it was found out that there are significant differences in the evaluation of the implementation of the program according to attainment of objectives, learning resources, venue and evaluation, whereas, the hypothesis is accepted in teacher competence and methodology. Despite the varying degrees of assessment in the attainment of objectives, learning resources, venue and evaluation, the program still succeeds. The above findings substantiate the observations of the researcher that desired outputs have been attained since the students were able to develop necessary skills presented in culminating activities, one of which are those presented in the recently concluded National festival of talents in Iloilo City.
  • 37. This study identified problems specifically on learning resources and inadequacy of facilities, training of teachers on new technology for instruction and the maintenance of facilities and equipment. Despite these problems that hinder the smooth implementation of the program, the internal mechanisms of the schools in implementing the program are very much evident..
  • 38. To address the weaknesses and problems of the SPA schools the following factors should be the focus of curricular development: instructional programs; organization of SPA classes; improvement of instructional learning resources supplies, materials, equipment and facilities; formation of functional maintenance and repair unit; improvement of laboratory, studio, stage and work rooms; utilization of appropriate instructional media(audio/video equipment, training kits, projectors, multi media equipment); creation of separate laboratory, stage, studio and library for SPA specialization classes; preparation of teachers to teach SPA specialization subjects; formulation of evaluative criteria in SPA; and development of applicable instructional programs.
  • 39. RECOMMENDATIONS Supervisors 1. Provide more intensive in-service trainings, seminar-workshops for SPA teachers in their respective specialization 2. Conduct rigid follow-up of the carry-over of implementation of knowledge and skills developed in the in-service training programs undergone by the SPA teachers. 3. Plan and implement regional or division supervisory plan, in collaboration with principals, head teachers and SPA coordinators, focused on skill, teaching methodology and professional development. Regular meeting maybe called to check on the development of approved plans. 4. The Regional SPA coordinator should consider the proposed action plan since this is based on the assessment of the SPA students, teachers and administrators of the SPA implementing schools of Region 2. This maybe done by calling a meeting and talk about the action plan to be discussed and commented by the seven different school heads.
  • 40. 5. Demonstration teaching should be conducted by the regional pilot school in different specialization and should be re-echoed by the participants in the division to determine whether they have acquired the desired learning competencies a. Require the SPA pilot school to put up its Regional Teaching Resource Center b. Motivate SPA teachers through appropriate incentives to pursue further studies and training in teaching one’s area of specialization. c. Disseminate immediate information on changes and enrichment made by the Bureau of Secondary Education .d. Monitor the strict compliance on the DepEd policies and the Implementing Guidelines, Department of Education Order No. 43, s. 2002 . e. Conduct research studies on the school, division and regional levels.
  • 41. Principals 1. Formulate and implement Personal and Professional Development Plan to enhance teachers’ capabilities. 2. Use different follow-up techniques to monitor the carry-over or implementation of learning derived from in-service training attended. 3. Seek solutions to problems of inadequacy of instructional materials and references; laboratory facilities and equipment through assistance from government and non-government agencies. School facilities and instructional materials should be provided to SPA schools to warrant better teaching and learning outputs. These could be shouldered by the government and self help projects. The school administrators may make representation to the LGUs to support the school financially through the Special Education Fund. 4. Prioritize the provision of facilities and instructional materials in the disbursement of school funds. 5. Correct the school’s deficiency in the implementation of the program through following the Implementing Guidelines, Department of Education Order No. 43, s. 2002
  • 42. Head Teachers/ SPA coordinators 1. Design and implement individualized supervisory programs that would meet the growth needs of SPA teachers. 2. Conduct regular clinical supervision or intensive guided instructional supervision to weak teachers. 3. Schedule regular dialogues with teachers regarding personal and instructional problems to reduce resistance to change and alleviate negative attitude towards teaching. 4. Re-orient teachers with the Implementing Guidelines, Department of Education Order No. 43, s. 2002 of the Special Program in the Arts particularly its philosophy, goals and objectives. 5. Generate teachers’ commitment and support to carry out the objectives of the Special Program in the Arts curriculum. 6. In-service trainings for teachers should be conducted . Teachers should undergo intensive capability building to improve their teaching competence. Parents may opt to adopt or sponsor SPA activities and be its benefactor in the many school activities undertaken the whole year round.
  • 43. Teachers 1. Have a deeper understanding of the philosophy, goals and objectives of the subject being taught for more comprehensive operation of the educational purposes. 2. Balance the theory and practicum in the learning experience of the students. 3. Apply learning and skills gained in staff development program undergone. 4. Maximize the effective use of available resources to optimize instructional results. 5. Focus attention on the development of creative thinking, in addition to the development of manipulative skills which is the prime goal of the curriculum. 6. Develop greater competence in teaching one’s area of specialization by: a. Undertaking graduate courses b. Attendance to graduate courses, in addition to regular attendance to in-service training programs. c. Taking active part in faculty meetings d. Participate in personal and professional development program for faculty members provided by the school e. Participate or conduct research studies oriented to improve instruction
  • 44. A follow up study should be conducted after three years to find out the weakness and strengths of the implementation of the Special Program in the Arts . Parallel study to other regions should also be considered to find out if the same problems are experienced by the students, teachers and administrators following suggested topics.“Effectiveness or Impact of Implementing the Special Program in the Arts in Region 2”
  • 45. Thank you very much.