What is the level of achievement of the goals of the revised basic education curriculum. What is the level of effectiveness of the methods and strategies used in the restructured primary education curriculum. What is the level of seriousness of the problems encountered in the implementation of the Restructured Primary Education Curriculum.
Determining the extent of implementation of the content of the Restructured Basic Education Curriculum (RBEC); To determine the severity of the problems encountered in the implementation of the restructured basic education curriculum; And. To determine the significant influence of gender, age and education level in the implementation of the content of the Restructured Basic Education Curriculum (RBEC);
The study deals with the assessment of the implementation of the Restructured Basic Education Curriculum in Public Elementary Schools of Baguio City. 2. There are significant differences in the extent of performance in implementing the content of Restructured Basic Education Curriculum. There are significant consequences of the profile of the respondents on the methods and strategies used in the implementation of Restructured Basic Education Curriculum.
Therefore, the hypothesis that there is a significant difference in the extent to which RBEC objectives are achieved is rejected. This part of the study presents the various methods and strategies used in the implementation of the restructured primary education curriculum as perceived by the respondents. The hypothesis that there is a significant difference in the degree of achievement of the implementation of the content of RBEC is rejected.
This implies that gender, whether male or female, does not affect the implementation of the content of RBEC. Thus, the hypothesis that there are significant differences in the age of respondents to the level of implementation of the content of RBEC is accepted. The level of achievement of the objective or Restructured Basic Education Curriculum is moderately achieved.
There is no significant influence of the gender variable on the level of implementation of RBEC content. Overall, there is no significant influence of the profile of the respondents on the methods and strategies used in the implementation of RBEC. The teachers perceived that the goals of the revised basic education curriculum were moderately achieved.
The implementation of the content of the restructured primary education curriculum as perceived by the teachers differs significantly and is thus accepted at a significance level of 0.05.
Put a tick (√) in the box corresponding to the level of achievement of the objectives of RBEC in your school. Place a tick ( √ ) in the space corresponding to the scope of implementation on the content of the RBEC.
The Basic Education Curriculum 2002 is a restructuring and not a comprehensive change of the primary and secondary curriculum (NESC and NSEC). The aims, objectives, structure and content of the 2002 curriculum are consistent with the Constitution of the Republic of the Philippines of 1987, the Basic Education Governance Act of 2001 and the Education Act of 1982. The State shall establish, maintain and support a system complete, appropriate and integrated education, related to the needs of people and society.
It will instill patriotism and nationalism, promote love for humanity, respect for human rights and appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values and creative thinking, will expand scientific and technological knowledge and promote professional efficiency. Promote experiences that develop the learner's orientation to the world of work and prepare the learner to engage in honest and gainful work. The Department of Education envisages that every student be functionally educated, equipped with life skills, appreciative of arts and sports and imbued with the desirable values of the person who is makabayan, makatao, makakalikasan, in maka-Diyos.
In line with this vision, the DepEd has the mission to provide quality basic education that is equitably accessible to all, and to lay the foundation for lifelong learning and service for the common good. A process of revising the curriculum of Philippine basic education began in 1997, taking into account both global trends and Philippine realities. This interlocking of the global, the local and the personal can be smooth or rough.
This process of filtering out various information, however, does not necessarily involve the exercise of critical thinking, and some of the items that impress modern learners are trivial, irrelevant, misleading, or even dehumanizing. How Filipino students can take advantage of the explosion of knowledge so that they can secure a decent life for themselves in the family, in our society and in the community of nations. How should they distinguish the essentially trivial or humanizing from the dehumanizing in the daily avalanche of information.
Unlike the previous curriculum, the time allocation for Filipino in Grades 1-3 and Years 1-4 has been increased to enable adequate understanding of each lesson and to include a variety of literary and non-literary texts in reading and learning activities. understanding. English is one of the areas of learning that develops the learner's confidence and ability to use language for effective communication and critical thinking. Therefore, ideally, Makabayan involves the adoption of integrative teaching methods which will enable the student to process and personally synthesize a wide range of skills and.
