EVALUATION OF THE 2010 SECONDARY EDUCATION CURRICULUM: THE UBD APPROACH (INSTITUTIONAL PROGRAM)

In partial fulfillment of the requirements in Ed. M. 607 Management and Evaluation of School System and Programs

A research paper presented to:

DR. PACITA LOPEZ-SAMSON Ph.D. Professor

Presented by:

LORDINO G. ANTONIO MARIBELLE BAYUCAN Ph.D. Students

NOVEMBER 2011

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

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 Program Evaluation An Evaluation of the 2010 SEC Curriculum The UbD Approach
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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 period where 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 Program Evaluation An Evaluation of the 2010 SEC Curriculum The UbD Approach
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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 is strengthened 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).

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

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-facilitated and 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).

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

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?

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

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 theyve 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.

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

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 backward 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 the 2010 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. Program Evaluation An Evaluation of the 2010 SEC Curriculum The UbD Approach
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The extent to which the evaluation criteria were attained was interpreted using the following table: Range 4.50-5.00 3.50-4.49 2.50-3.49 1.50-2.49 1.49-below Verbal Description Very Much Much A little Very Little Not at all

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

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 Program Evaluation An Evaluation of the 2010 SEC Curriculum The UbD Approach
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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. Program Evaluation An Evaluation of the 2010 SEC Curriculum The UbD Approach
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Stage 1: Identifying desired results 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: Determining acceptable evidence 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. Program Evaluation An Evaluation of the 2010 SEC Curriculum The UbD Approach
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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: Planning learning experiences and instruction 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

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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 selfassessment? 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. Program Evaluation An Evaluation of the 2010 SEC Curriculum The UbD Approach
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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 Program Evaluation An Evaluation of the 2010 SEC Curriculum The UbD Approach
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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 selfassess - 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. Program Evaluation An Evaluation of the 2010 SEC Curriculum The UbD Approach
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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 semidetailed 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 Program Evaluation An Evaluation of the 2010 SEC Curriculum The UbD Approach
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model building), strategies on knowledge acquisition (concept mapping, predictobserve 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 the students 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 Program Evaluation An Evaluation of the 2010 SEC Curriculum The UbD Approach
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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" in mathematics 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 Program Evaluation An Evaluation of the 2010 SEC Curriculum The UbD Approach
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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 Program Evaluation An Evaluation of the 2010 SEC Curriculum The UbD Approach
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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).

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DISCUSSION OF RESULTS

This portion presents the analysis and interpretation of the data gathered from the teacher respondents through the questionnaire given to them. They are 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 the Teacher- Respondents STAGE 1 - Identifying desired results
Item No.

CRITERIA Content Standard The most important and enduring ideas, issues, principles and concepts from the discipline? Skills and habits of mind that should be taught and learned? Performance Standards Do the performance standards express the criteria against which students performances or products shall be assessed? Do they answer the question, How well must students do their work? Essential Understanding Are they big and enduring ideas drawn from the disciplines? Do they reflect the major problems, issues and themes that are deemed most important for students to learn? Essential Questions Do they center around the major understanding, problem, issue or theme? Do they unpack the essential understanding? Are they relevant to students lives? Are they relevant to society? Do they provide enough challenges or rigor? Are they manageable: not to demanding of time or resources? Are they suitable to the target students ages? Are they suitable to the target students interest? Are they suitable to the target students abilities? Are the students motivated to study their lessons? Mean = 3.79 SD = 0.58

MEAN

SD RANK

1 2

3.88 3.88

0.50 0.50

7 7

3 4

3.94

0.44

3.81

0.54

5 6

4.19 3.88

0.40 0.72

2 7

7 8 9 10 11 12 13 14 15 16

3.63 3.56 4.06 4.13 4.25 3.19 3.44 3.56 3.44 3.75

0.62

11

0.51 12.5 0.68 4 0.62 3 0.58 1 0.54 0.63 0.63 0.73 0.58 16 14.5 12.5 14.5 10

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The table depicts that short range of means on the perception of studentrespondent exists. The items range from little to much 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. Do 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 Essential 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. Are 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. Are 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 much relevant to the society.

On the other hand, item number 12 Are 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 little 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. Program Evaluation An Evaluation of the 2010 SEC Curriculum The UbD Approach
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In general, stage 1 having a mean of 3.79 and a standard deviation of 0.58 falls under much 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 Are they directly linked to standards through clearly stated criteria? Products and Performance Do they provide for multiple sources of evidence to document student progress/attainment or standards? Do they provide enough evidence of learning or attainment of the standard(s)? Do they accommodate a range of multiple intelligences and learning styles? Do they permit choices? Do they demonstrate conceptual understanding, and content and skill acquisition? Do they emerge naturally from the instruction activities? Do they provide for individual work? Do they provide for group work? MEAN = 3.52
MEAN 3.81 SD 0.75 RANK 7.5

17

18 19 20 21 22 23 24 25

3.81 3.69 4.06 3.88 3.88 3.94 3.88 4.25

0.66 0.60 0.44 0.72 0.62 0.57 0.72 0.58

7.5 9 2 5 5 3 5 1

SD = 0.57

Stage 2 (Determining Acceptable Evidence) is comprise of 9 items all of which falls under the mean with and interpretation of much. The item which has the highest mean of 4.25 and a standard deviation of 0.58 is item number 25 that is, Do they provide for group work?. This item is assessing the products and performance prescribed by the curriculum. As evaluated by the teacherrespondents, 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, Do they provide enough evidence of learning or attainment of the standard(s)? is at the bottom of the list with a mean of Program Evaluation An Evaluation of the 2010 SEC Curriculum The UbD Approach

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3.69 and an standard deviation of 0.60. It was evaluated by the respondents to have much extent of agreement with the criteria. It is complementary with the bottom rank of the first stage which gives a birds eye view that the contents of the curriculum is a little manageable when it comes to time and resources. Since there is only a little manageability of time and most specially resources, the desired standards is most likely much in attainment. Though it falls under much bracket, only a slight difference will also make it little. Table 3. Criteria for Stage 3(Planning Learning Experiences and instruction) as Perceived by the Teacher- Respondents
STAGE 3 - Planning learning experiences and instruction 26 27 28 29 30 31 32 33 34

Instructional Activities MEAN SD RANK Do they address one or more specific standards? 3.94 0.68 6.5 Do they involve significant content and processes from 4.06 0.57 1.5 the standards? Do they lead to products and performances that can be 3.81 0.66 8 used to assess students learning? Do they promote active learning? 4.00 0.63 4 Do the introductory activities engage and motivate 4.06 0.57 1.5 students? Do the enabling activities ensure students progress 3.94 0.57 6.5 toward the attainment of the standards? Are the activities sufficient? 4.00 0.63 4 Do the culminating activities encompass the identified 3.63 0.81 9 standards? Do they require students to demonstrate their learning 4.00 0.63 4 and relation to the standards MEAN = 3.94 SD = 0.64

The table shows that item number 27 - Do they involve significant content and processes from the standards? and item number 30 Do 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 much extent based on the respondents assessment.

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The following items was added by the researchers to assess the practical aspect of the UbD approach. Others Are the books provided by the DepEd are in line with the curriculum? Are the materials/visual aids available? Are the learners are able to produce the desired output; e.i. presentations, movie maker? Is there a comprehensive training for teachers before the implementation of the new curriculum? Are the contents of the curriculum applicable to the target clients (learners)?
MEAN 2.81 2.44 2.94 3.25 3.56 SD 0.75 0.73 0.44 0.68 0.51

34 35 36 37 38

Item number 34 Are 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 little 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 Are the materials/visual aids available? also falls under little 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 provide readily 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.

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Similar to item number 35, item number 36 Are 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 Is 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 little extent of agreement on the part of the teacherrespondents. 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.

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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- Identifying desired results is of much 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 Determining Acceptable Evidence. Though in much extent of agreement, only a small difference makes it to little extent. It is therefore emphasized that performance and assessment tools should be given careful and dedicated time and effort. 3. Stage 3 Planning 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 true 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.

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CURRICULUM VITAE PERSONAL INFORMATION Name Date of Birth Home Address Parent Sister Brother : LORDINO G. ANTONIO : AUGUST 18, 1986 : LOMBOY, ANGADANAN, ISABELA : MRS. ANDREA G. ANTONIO : LORIE ANNE G. ANTONIO : LLOYD RICO G. ANTONIO

EDUCATIONAL BACKGROUND Primary : Lomboy Integrated School (Lomboy Primary School) Lomboy, Angadanan, Isabela 1992-1996 : Alicia South Central School Magsaysay, Alicia, Isabela 1996-1998 : Dalton Academy Magsaysay, Alicia, Isabela 1998-2002 : Philippine Normal University Isabela Campus Aurora, Alicia, Isabela 2002-2006 Bachelor of Secondary Education Major in Mathematics : Philippine Normal University Isabela Campus Aurora, Alicia, Isabela 2006-2009 Master of Arts in Education With specialization in Mathematics Education : Philippine Normal University Isabela Campus Aurora, Alicia, Isabela 2009 present Doctor of Philosophy Major in Educational Management : Licensure Examination for Teachers (80.4%) August 27, 2006 : Teacher III Lomboy Integrated School Angadanan West District, Angadanan, Isabela May 17, 2010 - Present

Elementary

Secondary

College

Masteral Degree

Doctoral Degree

Eligibility Teaching Experiences

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Teacher I Lomboy Integrated School Angadanan West District, Angadanan, Isabela September 17, 2007 May 16, 2010 University of La Salette High School Inc. Santiago City June 5, 2006 April 15, 2007

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CURRICULUM VITAE PERSONAL INFORMATION Name Date of Birth Home Address Name of Husband Childrens name : MARIBEL M. BAYUCAN : MARCH 30, 1965 : ALIBAGU, ILAGAN, ISABELA : MR. GIRME M. BAYUCAN : MEIFLOR GIRME M. BAYUCAN : GEE JAE GIRME M. BAYUCAN : KAIREN LOURDES MARIE M. BAYUCAN

EDUCATIONAL BACKGROUND Elementary Secondary College : Ilagan Pilot Elementary School Ilagan, Isabela : Isabela High School Ilagan, Isabela : St. Ferdinand College Ilagan, Isabela Bachelor of Arts in Education : St. Ferdinand College Ilagan, Isabela Master of Arts in Education : Philippine Normal University Isabela Campus Aurora, Alicia, Isabela 2009 present Doctor of Philosophy Major in Educational Management : Head Teacher III

Masteral Degree

Doctoral Degree

Current Position

West High School Naguilian Baculod, Ilagan, Isabela

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