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Dissertation Proposal

ROGER S. SEBASTIAN
    researcher
The Philippine Education System, in its thrust of
being globally competitive, continuously upgrades its
various program and curricula. In 2001 -The introduction
of the Special Program in the Arts as a curriculum became
a National Program for students who have demonstrated
talents or potentials in arts. One pilot school in every
region was selected to implement the program.. After the
five year implementation of the program to the 17 schools
of the Philippines from 2001 to 2005 several schools
followed in the full implementation of the program.
This curriculum innovation is the creation
of a change and innovative culture that provides
students to be more creative ,self-directed, talented
individuals to become knowledge workers in the
global market, thus , it was launched to prepare
students for a wide range of challenging careers, not
only for careers in the arts. Students who aspire to be
writers, actors, musicians, dancers, painters, or
animators, for example, are not the only ones who
can benefit from study of the arts.
The efficient and effective implementation of
the Special Program in the Arts curriculum depends
a great deal on the support system that is provided to
the schools. There is a need therefore 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.
Figure 1. Research Paradigm

                INPUT                                   PROCESS
                                                                                    OUTPUT
A.Profile of the respondents involved          A. Evaluation on the extent
              in the SPA                        of implementation of SPA
 Age                                           Objectives                     Efficient and Effective
 Gender                                                                      Implementation of the
                                               Teacher competence
 Civil status
                                               Methodology                              SPA
 Highest educational attainment                Learning resources
 Number of years in service                    Venue                         High quality Education
 SPA subjects being taught                     Evaluation
 Membership to organization rel.to            B. Figuring out of the
arts                                                                         Action plan to improve
                                              problems encountered in
 Relevant trainings rel. to arts              the implementation of SPA        the delivery of the
 Awards received rel. to arts                 C. Evaluation on the           Special Program in the
                                              possible solution to solve              Arts
B. Guidelines set by the Department           the identified problems
of Education in the implementation of
the Special Program in the Arts




                                              FEEDBACK
Statement of the Problem
1. What is the profile of the Special Program in the
Arts teachers and secondary school principals in
terms of :
      1.1   age
      1.2   gender
      1.3   civil status
      1.4    highest educational attainment
      1.5   number of years in service
      1.6    SPA subject being taught
      1.7   membership in organization related to arts
      1.8   relevant trainings related to arts
      1.9   awards received related to arts
2. How do the teachers and principals evaluate the
implementation of the Special Program in the Arts
as to:
      2.1 objectives
      2.2 teacher competence
      2.3 methodology
      2.4 learning resources
      2.5 venue
      2.6 evaluation
3. Is there a significant difference between the
evaluation of teachers and principals 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 by the respondents when grouped
according to school?

5. What problems are encountered by the
teachers and principals 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?
Hypothesis
1. There is no significant difference between the
evaluation of the SPA teachers and secondary school
principals on the implementation of the Special
Program in the Arts in terms of :
      a.   objectives
      b.   teacher competence
      c.   methodology
      d.   learning resources
      e.   venue
      f.   evaluation

2. There is no significant difference in the evaluation
of the implementation of the Special Program in the
Arts by the respondents when grouped according to
school.
This study will focus on the assessment on the
implementation of the seven Special Program in the
Arts secondary schools of Region 2 .
 The respondents in this study are
       seventy four (74) teachers.
       seven (7) school principals of the SPA schools
as of school year 2011-2012
The schools implementing the SPA in Region 2 are:

•Nueva Vizcaya General Comprehensive High School
in Bayombong, Nueva Vizcaya ;
•Maddela Comprehensive High School in Maddela,
Quirino;
•Cauayan City National High School, Cauayan City;
•Dona Aurora National High School, Aurora, Isabela;
• Isabela National High School, Ilagan, Isabela;
•Cagayan National High School, Tuguegarao City;
•Lallo National High School, Lallo, Cagayan.
Methods of Research Used
The study will use the descriptive –evaluative
method of research utilizing a questionnaire to get
the assessment of the respondents on the extent of
implementation of the Special program in the Arts
in the secondary schools of Region 2
There are seven (7) secondary schools offering
the Special Program in the Arts curriculum in
Region 2 that are recognized by the Department
of Education Region 2.
All the seven principals and the 74 teachers of the
special arts courses will be considered
respondents in the survey.
Hence, purposive sampling procedure will be
used in the selection of the respondents.
The instrument to be used in this study is the
Questionnaire which will be accomplished by the
school heads and SPA teachers. The first part will
extract the profile of the respondents .

The second part will gauge the extent of
implementation of SPA curriculum along the areas of
attainment of objectives, teacher competence,
methodology, learning resources, venue, and
evaluation
A five point Likert Scale will be used to indicate their
assessment using the following verbal description, data will
be treated by means of frequency counts and assignments
of weights to each category of responses. The categories of
responses, weights, and scale of interpretation as follows:

        Point          Scale            Interpretation

            5           4.50 – 5.00   Highly Implemented

        4               3.50 – 4.49   Moderately Implemented

        3               2.50 – 3.49   Implemented

        2               1.50 – 2.49   Slightly Implemented

        1               1.00 – 1.49   Not Implemented
1. Computation of frequencies, percentages, ranks and
means will be used to present the profile of the
teachers and principal respondents.

2. To determine the extent of the implementation of
the program with regards to selected variables which
are as follows: objectives, teacher competence,
methodology, learning resources, venue, and
evaluation, frequency of items and means will be used.
3. The Likert Scale based from the study conducted by
Dela Roca (2008) on the Implementation of the Basic
Education Curriculum of Batangas City, will be used.

4. The Analysis of Variance      ( ANOVA) will be used
to determine the significance in the evaluation of the
implementation of the Special Program in the Arts by
the respondents when grouped according to school.
5. t – test. This will be used to compare and to find
out if significant difference exists between the
evaluations of the two groups of respondents on the
extent of the implementation of the Special program
in the Arts curriculum with regards to the objectives,
implementing guidelines, methodology, learning
resources, teacher competence.

6. Ranks in question number 2 will be used to
identify the problems
The Implementation of the Special program in the Arts of the Secondary Schools of region 2

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The Implementation of the Special program in the Arts of the Secondary Schools of region 2

  • 1. Dissertation Proposal ROGER S. SEBASTIAN researcher
  • 2. The Philippine Education System, in its thrust of being globally competitive, continuously upgrades its various program and curricula. In 2001 -The introduction of the Special Program in the Arts as a curriculum became a National Program for students who have demonstrated talents or potentials in arts. One pilot school in every region was selected to implement the program.. After the five year implementation of the program to the 17 schools of the Philippines from 2001 to 2005 several schools followed in the full implementation of the program.
  • 3. This curriculum innovation is the creation of a change and innovative culture that provides students to be more creative ,self-directed, talented individuals to become knowledge workers in the global market, thus , it was launched to prepare students for a wide range of challenging careers, not only for careers in the arts. Students who aspire to be writers, actors, musicians, dancers, painters, or animators, for example, are not the only ones who can benefit from study of the arts.
  • 4. The efficient and effective implementation of the Special Program in the Arts curriculum depends a great deal on the support system that is provided to the schools. There is a need therefore 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.
  • 5. Figure 1. Research Paradigm INPUT PROCESS OUTPUT A.Profile of the respondents involved A. Evaluation on the extent in the SPA of implementation of SPA Age Objectives Efficient and Effective Gender Implementation of the Teacher competence Civil status Methodology SPA Highest educational attainment Learning resources Number of years in service Venue High quality Education SPA subjects being taught Evaluation Membership to organization rel.to B. Figuring out of the arts Action plan to improve problems encountered in Relevant trainings rel. to arts the implementation of SPA the delivery of the Awards received rel. to arts C. Evaluation on the Special Program in the possible solution to solve Arts B. Guidelines set by the Department the identified problems of Education in the implementation of the Special Program in the Arts FEEDBACK
  • 6. Statement of the Problem 1. What is the profile of the Special Program in the Arts teachers and secondary school principals in terms of : 1.1 age 1.2 gender 1.3 civil status 1.4 highest educational attainment 1.5 number of years in service 1.6 SPA subject being taught 1.7 membership in organization related to arts 1.8 relevant trainings related to arts 1.9 awards received related to arts
  • 7. 2. How do the teachers and principals evaluate the implementation of the Special Program in the Arts as to: 2.1 objectives 2.2 teacher competence 2.3 methodology 2.4 learning resources 2.5 venue 2.6 evaluation 3. Is there a significant difference between the evaluation of teachers and principals with respect to the variables mentioned in problem 2?
  • 8. 4. Is there a significant difference in the evaluation of the implementation of the Special Program in the Arts by the respondents when grouped according to school? 5. What problems are encountered by the teachers and principals 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?
  • 9. Hypothesis 1. There is no significant difference between the evaluation of the SPA teachers and secondary school principals on the implementation of the Special Program in the Arts in terms of : a. objectives b. teacher competence c. methodology d. learning resources e. venue f. evaluation 2. There is no significant difference in the evaluation of the implementation of the Special Program in the Arts by the respondents when grouped according to school.
  • 10. This study will focus on the assessment on the implementation of the seven Special Program in the Arts secondary schools of Region 2 . The respondents in this study are seventy four (74) teachers. seven (7) school principals of the SPA schools as of school year 2011-2012
  • 11. The schools implementing the SPA in Region 2 are: •Nueva Vizcaya General Comprehensive High School in Bayombong, Nueva Vizcaya ; •Maddela Comprehensive High School in Maddela, Quirino; •Cauayan City National High School, Cauayan City; •Dona Aurora National High School, Aurora, Isabela; • Isabela National High School, Ilagan, Isabela; •Cagayan National High School, Tuguegarao City; •Lallo National High School, Lallo, Cagayan.
  • 12. Methods of Research Used The study will use the descriptive –evaluative method of research utilizing a questionnaire to get the assessment of the respondents on the extent of implementation of the Special program in the Arts in the secondary schools of Region 2
  • 13. There are seven (7) secondary schools offering the Special Program in the Arts curriculum in Region 2 that are recognized by the Department of Education Region 2. All the seven principals and the 74 teachers of the special arts courses will be considered respondents in the survey. Hence, purposive sampling procedure will be used in the selection of the respondents.
  • 14. The instrument to be used in this study is the Questionnaire which will be accomplished by the school heads and SPA teachers. The first part will extract the profile of the respondents . The second part will gauge the extent of implementation of SPA curriculum along the areas of attainment of objectives, teacher competence, methodology, learning resources, venue, and evaluation
  • 15. A five point Likert Scale will be used to indicate their assessment using the following verbal description, data will be treated by means of frequency counts and assignments of weights to each category of responses. The categories of responses, weights, and scale of interpretation as follows: Point Scale Interpretation 5 4.50 – 5.00 Highly Implemented 4 3.50 – 4.49 Moderately Implemented 3 2.50 – 3.49 Implemented 2 1.50 – 2.49 Slightly Implemented 1 1.00 – 1.49 Not Implemented
  • 16. 1. Computation of frequencies, percentages, ranks and means will be used to present the profile of the teachers and principal respondents. 2. To determine the extent of the implementation of the program with regards to selected variables which are as follows: objectives, teacher competence, methodology, learning resources, venue, and evaluation, frequency of items and means will be used.
  • 17. 3. The Likert Scale based from the study conducted by Dela Roca (2008) on the Implementation of the Basic Education Curriculum of Batangas City, will be used. 4. The Analysis of Variance ( ANOVA) will be used to determine the significance in the evaluation of the implementation of the Special Program in the Arts by the respondents when grouped according to school.
  • 18. 5. t – test. This will be used to compare and to find out if significant difference exists between the evaluations of the two groups of respondents on the extent of the implementation of the Special program in the Arts curriculum with regards to the objectives, implementing guidelines, methodology, learning resources, teacher competence. 6. Ranks in question number 2 will be used to identify the problems