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A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum

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Title: A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum
Language: English
Authors: Estrera, Edwin B.
Source: IAFOR Journal of Education. 2020 8(4):25-44.
Availability: International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Peer Reviewed: Y
Page Count: 20
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Elementary Secondary Education
Descriptors: High School Teachers, Teacher Attitudes, Foreign Countries, Humanities, Social Sciences, Public School Teachers, Curriculum Implementation, Elementary Secondary Education, National Curriculum, Secondary School Curriculum, Age Differences, Gender Differences, Educational Objectives
Geographic Terms: Philippines
ISSN: 2187-0594
Abstract: This study examines the perception of Humanities and Social Science teachers among public Senior High Schools in the Department of Education's Humanities and Social Sciences strand in the Philippines. It uses Erden's element-based model of evaluation by considering the alignment to the goals of the Humanities and Social Sciences disciplines, the purpose, and core courses of the program, and the teaching-learning process. It also uses Tyler's Rationale as frameworks in assessing the curriculum. Likewise, the study examines the problems and difficulties in curricular implementation. Upon administering a survey to 25 Humanities and Social Science teachers among four public senior high schools, data revealed that the respondents perceived the curriculum goals, and the purpose of the program as highly observed, while the core courses of the program and teaching-learning process were satisfactorily observed in the curriculum. Also, sex and age were not factors in their level of assessment of Humanities and Social Science goals. The problems and difficulties encountered by teachers included unbalanced time allocation of learning competencies, lack of available learning materials, and lack of specialized teachers. Based on the findings, it is suggested that the government provide stronger teacher support programs to address the gap in curriculum implementation. The K to 12 program also needs a full review, as the study only provides a presurvey to more significant institutional issues. While the Humanities and Social Science curriculum appears aligned with the goals of their disciplines, and to the country's educational goals, its realization still depends upon the teachers' implementation in the classroom level.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1279431
Database: ERIC
FullText Text:
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  Data: A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum
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  Data: <searchLink fieldCode="AR" term="%22Estrera%2C+Edwin+B%2E%22">Estrera, Edwin B.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22IAFOR+Journal+of+Education%22"><i>IAFOR Journal of Education</i></searchLink>. 2020 8(4):25-44.
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  Data: International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
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  Data: 20
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Humanities%22">Humanities</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Sciences%22">Social Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Public+School+Teachers%22">Public School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22National+Curriculum%22">National Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Curriculum%22">Secondary School Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Objectives%22">Educational Objectives</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
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  Data: 2187-0594
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examines the perception of Humanities and Social Science teachers among public Senior High Schools in the Department of Education's Humanities and Social Sciences strand in the Philippines. It uses Erden's element-based model of evaluation by considering the alignment to the goals of the Humanities and Social Sciences disciplines, the purpose, and core courses of the program, and the teaching-learning process. It also uses Tyler's Rationale as frameworks in assessing the curriculum. Likewise, the study examines the problems and difficulties in curricular implementation. Upon administering a survey to 25 Humanities and Social Science teachers among four public senior high schools, data revealed that the respondents perceived the curriculum goals, and the purpose of the program as highly observed, while the core courses of the program and teaching-learning process were satisfactorily observed in the curriculum. Also, sex and age were not factors in their level of assessment of Humanities and Social Science goals. The problems and difficulties encountered by teachers included unbalanced time allocation of learning competencies, lack of available learning materials, and lack of specialized teachers. Based on the findings, it is suggested that the government provide stronger teacher support programs to address the gap in curriculum implementation. The K to 12 program also needs a full review, as the study only provides a presurvey to more significant institutional issues. While the Humanities and Social Science curriculum appears aligned with the goals of their disciplines, and to the country's educational goals, its realization still depends upon the teachers' implementation in the classroom level.
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  Data: As Provided
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  Data: EJ1279431
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 25
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      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Humanities
        Type: general
      – SubjectFull: Social Sciences
        Type: general
      – SubjectFull: Public School Teachers
        Type: general
      – SubjectFull: Curriculum Implementation
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: National Curriculum
        Type: general
      – SubjectFull: Secondary School Curriculum
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Gender Differences
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      – SubjectFull: Educational Objectives
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      – SubjectFull: Philippines
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      – TitleFull: A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum
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