1

CHAPTER I

The PROBLEM and its SETTING

Introduction

Simultaneous to the development of an individual’s potential is the improvement of

society; the citizens’ makeup reflect that of the nation’s framework. Education, hence, contribute

a significant role in the building of the nation.

In the core of every educational landscape is the curriculum which covers dimensions of

the teaching and learning processes. This curriculum, as Garcia (2007) referred to, is the sum of

learnings stated as educational ends, educational activities, school subjects or topics decided upon

and provided within the framework of an educational institution or in a less formally organized set

up for student achievement. This curriculum covers three subsystems specifically the formal

curriculum, extra-class or curriculum extension, and the hidden curriculum. The first subsystem

refers to the school philosophy, aims and objectives, subjects and activities. At the school level,

available lesson plans, guides, teaching modules, unit plans, course syllabi, learning continuums,

ad similar plans prescribed or may offer options to the learners. On the other hand, curriculum

extension are the cocurricular activities like student organizations, school newspaper,

convocations, and the likes. This subsystem also includes the special school services such as the

library, guidance center, entire educational technology center, health clinic and school canteen.

Lastly, hidden curriculum incorporates the school policies, rules and regulations shoo climate,

attitudes, beliefs, values, and motivation of the school administration, faculty and staff, and the

students to the formal organization, management style and physical of the learning institution.
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Evidently, curriculum is the thrust of all the learning experiences and opportunities provided for

and/ or chosen by a learner.

Garcia (2007), in his book Designing Curriculum, expounded on the significance of

decisions made on curriculum change focusing his point on the effect of a curriculum to the

stability and quality of life and living in a community, country, and ultimately in the world. He

pointed out the curriculum is responsible of the “how well” and “how much” students can learn. It

was even explicated that curriculum decisions substantially contribute to the kinds of citizens and

leaders a community and a country has today and will have in the future. Basically, the kind of

curriculum a student is exposed to will greatly affect the kind of person he will be transformed to

in the future. That explains why the Philippine government has been prudent in the reforms of its

educational system. From National Elementary School Curriculum (1984 to 2002), there have been

the New Secondary Education Curriculum (1991-2002), Revised Basic Education Curriculum

(2002), Secondary Education Curriculum -Understanding by Design Model (2010) and finally the

K to 12 curriculum (2013). With the goal of producing holistic Filipino learners equipped with the

21st century skills, the government made a huge shift from the then 10 years of basic education to

the now 13 years from kinder, elementary (primary and intermediate), junior high school, to senior

high school which is highlight of the new curriculum.

On May 15, 2013 Republic Act no. 10533, entitled “An Act Enhancing the Philippine

Education System by Strengthening its Curriculum and Increasing the Number of Years in the

Basic Education, Appropriating Funds therefor and for other Purposes,” otherwise known as the

“Enhanced Basic Education Act of 2013” was approved and took effect on June 8 on that same

year.
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The implementation of the Republic Act seemingly caused an abrupt and drastic change in

the history of the Philippine educational system. New teachers, classrooms, school facilities,

learner’s module, teacher’s guide and all that are needed to substantiate the new curriculum have

been the concerns. The batch of Grade 1 and Grade 7 students on school year 2013-2014 were the

first expected graduates of the new curriculum in elementary and secondary levels respectively by

the end of school year 2017-2018. Formulation and design of the curriculum shall be a joint effort

of the DepEd, CHED and TESDA so as to harmonize basic, tertiary, and technical – vocational

education curricula with the goal of producing Filipino graduates who are locally and globally

competitive.

Along with the reform, eight new and enhanced Standards and Principles of the curriculum

were drafted. And as compared to the previous curricula (BEC, 2002 and SEC, 2010) which focus

is on the promotion of functional literacy and lifelong learning, K to 12 curriculum is on the

promotion of holistic skill development leading to employment and higher education. Further,

reviewing the implementing rules and regulations of RA 9155 or the Governance of Basic

Education Act of 2001, it can be observed that emphasis on the organizational structure was given

more priority starting off from Rule II up to Rule XI. However, the K to 12 curriculum gave more

emphasis on the delivery and implementation of the new curricula of which pedagogical

approaches to be utilized were enumerated for the first time in the century of the education reforms.

Pedagogy as defined generally is the art or science of educating children which includes

the whole educational process. Petrie (2009) wrote that in the achievement of the goals of the

curriculum, pedagogical approaches act as the framework which scaffolds learning in general.

Thus, the concept led the researcher in studying the prescribed pedagogical approaches of the

Republic Act.
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In pursuant to the Republic Act, public and non-public schools were encouraged to expand

and offer Senior High School which offers a whole new curriculum covering eight learning areas

and four tracks. Learning areas Language, Humanities, Communication, and Mathematics. Senior

High School tracks, on the other hand are Academic Track which can be General Academics or

GAS Strand, Accountancy, Business and Management or ABM Strand, Science, Technology,

Engineering, and Mathematics or STEM, and Humanities, English and Social Sciences or HESS;

Sports Track; Arts and Design Track; and Technical-Vocational-Livelihood Track.

In the recent statistics from the Department of Education portal this 2017, there are already

5, 965 public schools offering Senior High School nationwide. In addition, there are 4, 729 private

high schools, private and public universities and colleges, technical-vocational schools and

Philippine schools overseas offering the program. Solely in the Division of Oriental Mindoro, there

are 54 public schools which cater Senior High School students. One of which is Porfirio G. Comia

Memorial National High, one of the large secondary schools in the Division, which has a current

number of 2030 enrollees upon the writing of this study. One thousand six hundred nineteen of

which are Junior High School and 411 are Senior High School who are enrolled into two Academic

Strands: GAS and STEM. And by the end of school year 2017-2018, the first batch of Senior High

School graduates will march on stage. The end of the additional two years of their educational

endeavors will then mark the beginning of their collegiate, vocational, and/ or work pursuit. Along

with the conclusion of the curriculum implemented among the first batch of Senior High School

graduates is the great expectation of the quality learning they received that will capacitate them to

face the local and global competitions. Prior to the writing of this paper, it is understood that each

individual is unique and not all students attain the same level of mastery over a certain period of

time. However, it is expected that all students should be able to increase their proficiency level
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through a language program (in the current case, the program refers to the English classes) carried

out by a teacher using the recommended approaches.

Generally, the researcher would like to find out whether the students have acquired the

competencies needed in the continuation of their scholarship and/ or their search of job

opportunities. Specifically, the study would survey the relationship between the K to 12

Pedagogical Approaches which served as the means on how the lessons were taught and the

English Language Proficiency of the students of Porfirio G. Comia Memorial National High

School. Moreover, the study wants to reflect the status of the first batch of graduates in terms of

their English language proficiency to provide them accurate feedback on their developing abilities

in the target language which is deemed beneficial in their future undertakings. Findings will lead

to a proposed curriculum support which will cover the execution of the approaches and

enhancement of the existing language program.

Research locale

Porfirio G. Comia Memorial National High School (Comehi), formerly known as

Barcenaga Barangay High School is a 10, 000 sq. meter milieu located at the western part of the

municipality of Naujan which serves the students of the Barangay Barcenaga who mostly live

through farming and multi-scale business. Adjacent to the elementary School, the site for the

Barcenaga High School has an area of 10,000 square meters, it was donated by the late Naujan

Municipal Mayor Porfirio G. Comia and titled in the name of the Department of Education, Culture

and Sports.
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Figure 1

In 1967, Barcenaga High School was created and started its operation with barely 35

students. The school maintained its enrolment and unloaded its first graduates in S.Y. 1972-1973.

After almost five decades of continuous changes in the curriculum, it was on 2013, that the

Division’s preparation for the Senior High School has begun. On 2016, the Senior High School

program was offered in the school catering a number of 254 Grade 11 students. Currently, the

school has 2030 students: 1619 in Junior High School and 411 in Senior High School. There are

now 58 STEM students creating one section in Grade11 and another one1 section in 12. General

Academics has 353 students with a total of three sections in Grade 11 and five sections in Grade

12. A three-storey-six building for Grade 11 was constructed last year and presently, another

building for the Grade 12 is being built and is expected to be finished by December this year.

(Source: Porfirio G. Comia Memorial National High School’s School Improvement Plan)
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Theoretical framework

This research proposal is grounded on the following theories which helped the researcher

better establish the structure of the study.

The design of the Philippine curriculum, as Garcia (2007) stated, is dependent on two main

school of thoughts. The first is the behavioral-empiricists which advocates a systematic approach

involving the control variables by educationists, including the teacher, predicted on intentional

planning, controlling, and affecting student learning. Basically, the design of the basic education

in public schools reflect that of the behavioral-empiricist wherein most of the elements of formal

and curriculum extension are provided by the Department of Education. However, private schools

may modify theirs.

Another foundation of the Philippine schools is the humanist-phenomenological viewpoint

which emphasizes on the importance of individual student’s freedom and his own choice in

enhancing his human creativity and individuality. This theory also pays respect and importance on

the uniqueness of individual and freedom of choice to become and actualize their potentials.

Commonly, this is observed among the colleges and universities. However, it is now not just

limited on the tertiary level for the Senior High School programs also offers a wide range of tracks

students may pursue, still depending on their preference.

The Senior High School formal curriculum is delivered based on the five main approaches.

First of which is constructivism. The term refers to the idea that learners construct knowledge for

themselves – each learner individually (and socially) constructs meaning – as he or she learns.

According to Bhattacharjee (2015) constructivism is an epistemology, or a theory, used to explain

how people know what they know. Fundamentally, constructivism says that people construct their

own understanding and knowledge of the world through experiencing things and reflecting on
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those experiences. Constructivism is a theory that asserts that learning is an activity that is

individual to the learner. This theory hypothesizes that individuals will try to make sense of all

information that they perceive, and that each individual will, therefore, “construct” their own

meaning from that information. Reflective approach helps scaffold this theory since it is an active

process of witnessing one’s own experience in order to take a closer look at it, sometimes to direct

attention to it briefly, but often to explore it in greater depth. Thus, at the end of the course, students

are expected to be individual learners who are capable of independently constructing meaning and

reflect on their experiences that will then lead to learning.

On the other hand, Inquiry-based approach to teaching which is patterned to famous

Socratic Method engage learners in a systematic and disciplined questioning process to discover

basic truths. As cited in the K to 12 Capacity Building Series a Secretariat Special Edition, this

approach espouses investigation, exploration, search, quest, research, pursuit, and study. It is

enhanced by involvement with a community of learners, each learning from the other in social

interaction more than just simply answering questions or getting the right answer. This theory is

supported by the collaborative approach which was expounded by Smith and MacGregor (2009).

According to them, collaborative learning is an umbrella term for a variety of educational

approaches involving joint intellectual effort by students, or students and teachers together. In most

collaborative learning situations students are working in groups of two or more, mutually searching

for understanding, solutions, or meanings, or creating a product. There is wide variability in

collaborative learning activities, but most center on the students' exploration or application of the

course material, not simply the teacher's presentation or explication of it. Everyone in the class is

participating, working as partners or in small groups. Questions, problems, or the challenge to

create something drive the group activity. Learning unfolds in the most public of ways.
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Basically, the new curriculum is also being delivered in an integrative manner. As the

curriculum guide in the Language Arts and Multiliteracies Curriculum indicated, the areas of

language learning – the receptive skills, the productive skills, and grammar and vocabulary will

be taught in an integrated way, together with the use of relevant print and non-print resources, to

provide multiple perspectives and meaningful connections. Integration may come in different

types either implicitly or explicitly (skills, content, theme, topic, and values integration).

The vertical and horizontal aspects of the K to 12 curriculum, specifically in the English

classes, are covered by the overarching theory of Cummins (1981) on Language Acquisition which

reveals that the average student can develop conversational fluency within two to five years. In

further discussions Cognitive Academic Linguistics Proficiency Skills (CALPS) is developed

within five to six years. With the total of six years in the Junior and Senior High School under the

K to 12 curriculum, it is then expected that through the different approaches, learners have

proficiency in the English Language.

Conceptual Framework

In the survey of the relationship between the K to 12 Pedagogical Approaches and English

Language Proficiency of Grade 12 Students of Porfirio G. Comia Memorial National High School,

the researcher would like to find out how the approaches have affected the overall language

proficiency of the students. The findings, if found that there is no significant relationship between

the two variables, will serve as bases for a curriculum support program proposal that will address

the concerns in the execution of the approaches.

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IV DV

K to 12 Pedagogical English Language Proficiency

Approaches
 constructivist  Listening
 inquiry-based  Reading
Comprehension
 reflective
 Vocabulary
 collaborative
 Grammar
 integrative

Curriculum Support Program

Figure 2

The first box of the conceptual framework is the independent variable which shows the

indictors of the K to 12 Pedagogical Approaches. It includes constructivist, inquiry-based,

reflective, collaborative, and integrative approaches.

The second box, which is correlated to the first, contains the dependent variable which is

the English Language Proficiency of the students.

The broken lines anticipate the results of the study which will serve as basis for a

Curriculum Support Program.

The Curriculum Support Program is a two-hour weekly course which will run for ten weeks

and will target those elements of communicative performance that need improvement. Review and

exercises that target the problem areas will be provided in the whole course.
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Statement of the problem

The study is focused to answering the following questions:

1. What is the extent of the utilization of the K to 12 Pedagogical Approaches in Grade

12 classes of Porfirio G. Comia Memorial National High School?

2. What is the level of English Proficiency of Grade 12 students of Porfirio G. Comia

Memorial National High School?

3. Is there a relationship between the K to 12 Pedagogical Approaches and English

Language Proficiency of Grade 12 students of Porfirio G. Comia Memorial National

High School?

4. Based on the findings, what curriculum support program may be proposed?

Statement of hypothesis

1. There is no a relationship between the K to 12 Pedagogical Approaches and English

Language Proficiency of Grade 12 Students of Porfirio G. Comia Memorial National High

School.

Significance of the Study

This study will be beneficial to the following:

Students. This study is focused on finding the result of the six years of scholarship of

students in Junior and Senior High school. Basically, the evaluation of the first set of graduates in

the K to 12 curriculum is of great significance for they are the pioneer of the said curriculum.

Assessing the status of their learning, specifically in English language proficiency, will lead to
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reassurance (if the result is positive) that the additional two years is in high school is sensible.

However, negative results may lead to students’ deterrence to pursue Senior High School.

Teachers. Being the facilitators of learning, this study poses great importance on the

teachers’ understanding of the approaches they use to equip students with the competencies they

need. Results may be a basis for teachers in Porfirio G. Comia Memorial National High School to

reevaluate their manner of delivery since as of now, there is no standard instrument that will

measure the extent of the employment of prescribed approaches.

Porfirio G. Comia MNHS. The findings of this study will provide the school a first-hand

data on the assessment of the curriculum. Results may be the basis on the decisions for some

modification and improvement in the micro curriculum instigated in the school. Also, this study

will greatly benefit the English Department in addressing the existing problems faced by students

in developing proficiency in the English language.

Schools Division of Oriental Mindoro. Since students who will be involved in the

research are the first batch of graduates from the K to 12 curriculum, the findings may be used as

a baseline data of the Division in assessing the quality of learners produced by the new curriculum.

Evaluating the quality of learners will greatly reflect the kind of curriculum used and the manner

is was carried. This pioneering study will definitely be beneficial to the office in their planning of

future trainings and seminars relative to the implementation of the K to 12 curriculum.

Future researchers. The study may serve as a reference for the future researches to be

conducted. Its framework encourages the future researchers to conduct a more functional research

in the advancement of the K to 12 curriculum that will prepare the learners to becoming the citizens

we envision our nation to have.

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Scope and limitations of the study

This study includes the sample from the whole population of the Senior High School

students enrolled from school year 2016-2017 to school year 2017-2018 who will also be the first

batch of Grade 12 graduates.

This study is limited to identifying the level of English language proficiency of participants

that will be correlated with the extent of use of the K to 12 Pedagogical Approaches.

Definition of terms

For better understanding of the study, the following terms were operationally defined:

Collaborative Approach. Provides situation in which two or more people learn or attempt

to learn something together.

Constructivist Approach. The meaning-making theory wherein people construct their

own understanding of knowledge of the world through experiencing things and reflecting on those

experiences.

Curriculum. Learning experiences which are planned and organized by the schools as

anchored on the mandate of the Department of Education. It includes the formal, extension, and

hidden curricula that are that can be contextualized by the school.

English Language Proficiency. The ability of the students to use the English language to

make and communicate meaning in spoken and written contexts.

Inquiry-based Approach. Form of active learning that starts by posing questions,

problems or scenarios – rather than simply presenting established facts or portraying smooth path

to knowledge.
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Integrative Approach. In terms of instruction, it cuts across subject matter lines bringing

together various aspects of the curriculum into meaningful association to focus upon broad areas

of study.

Pedagogical Approaches. The pedagogical approaches in this study are the constructivist

approaches, inquiry-based approach, reflective approach, collaborative approach, integrative

approach which are the main approaches used in the Senior High School.

Reflective Approach. Ability to reflect on one’s actions as to engage in a process of

continuous learning.
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Chapter II

REVIEW of RELATED LITERATURE and STUDIES

This chapter presents review of literature and studies which are related to the on-going

study and enabled the researcher to have a clear perspective of the field under investigation.

Related literature

Since the study is focused on the curriculum, the first part of the review is mainly on the

dimensions of the curriculum design. Andres and Francisco (2010) cited that curriculum is

composed of the actual experiences and activities of learners inside or outside the classroom under

the guidance of the teachers and for which the school accepts responsibility. It was furthered that

the elements composing it are the statement of the aims and of specific objectives, selection and

organization of content, patterns and learning and teaching, and program of evaluation and

outcomes. In his discussion, he mentioned that all curricula are composed of these elements; they

differ according to emphasis given to each of these elements according to the manner in which

these elements are related to each other, and according to the basis on which the decisions

regarding each of them are made.

Palma (2009) presented the etymology of curriculum comes from the Latin root “curere,”

which means to run. In educational usage, the “course of the race” and with came to stand for the

“cause of study.” In terms of scope and organization, curriculum may be classified either as macro

or generic and micro or specific. Macro curriculum is the general course of the study mandated for

all the Philippine schools. It is made up of subject required of the students to complete and earn

credentials corresponding to a school level, for instance, basic education. On the other hand, micro
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curriculum is for the particular school. Refers to what learning expectations schools include in the

prescribed subject areas. While abiding by the particular general curriculum and its corresponding

minimum competencies for each subject area, a school can organize, enhance and package the

content of the subject areas to make it relevant to its particular clientele and its vowed purpose. In

all means, the curriculum is presented as the school’s locus of control. Lacking this control

mechanism, the school can be compared to a rudderless boat that drifts with every passing wave

of educational facts and frills.

It has been observed that over the years, the curriculum in Philippines’ education has

evolved in terms of its objectives and goals. According to Barlongo (2016) restructuring the

Philippines’ basic educational system through the K to 12 program is a tough but strategic move

by the government to ensure that it produces competent graduates who can serve as the backbone

for a highly skilled and employable work force. It was 2013 when a radical shift from the previous

curriculum happened when former president Benigno C. Aquino Jr. signed Republic Act 10533.

On Section 10.2, Rule II of the R.A.10533 or the Implementing Rules and Regulations of the

Enhanced Basic Education Act of 2013, there are eight new and enhanced Standards and Principles

of the curriculum: the curriculum shall be learner-centered, inclusive, and developmentally

appropriate; the curriculum shall be relevant, responsive and research-based; the curriculum shall

be gender- and culture – sensitive; the curriculum shall be contextualized and global; the

curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective,

collaborative, and integrative; the curriculum shall adhere to the principles and framework of

Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners

are and from what they already know proceeding from the known to the unknown, further

instructional materials and capable teachers to implement the MTB-MLE curriculum shall be
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available. For this purpose MTB-MLE refers to the formal or non-formal education in which the

learner’s mother tongue and additional languages are sued in the classroom; the curriculum shall

use the spiral progression approach to ensure mastery of the knowledge and skills after each level;

and the curriculum shall be flexible enough to enable and allow schools to localize, indigenize and

enhance the same based on their respective educational and social contexts. The researcher has

been interested on the recommended approaches on how the content and competencies will be

taught. It is believed that the manner of the delivery has a great impact on how concepts will be

learned.

Explicitly, this study focuses on the approaches mentioned as the principles and standards

in the implementation of the formal curriculum. Smith and MacGregor (2009) discussed that

collaborative learning holds enormous promise for improving student learning and revitalizing

college teaching. It is a flexible and adaptable approach appropriate to any discipline. Nonetheless,

teachers who adopt collaborative learning approaches find it challenging. They inevitably face

fundamental questions about the purposes of their classes, teacher and student roles and

responsibilities, the relationship between educational form and content, and the nature of

knowledge itself. Collaborative learning represents a radical departure from contemporary

practices in postsecondary education. As cited in their paper, collaborative learning represents a

significant shift away from the typical teacher-centered or lecture-centered milieu in college. In

collaborative classrooms, the lecturing/listening/note-taking process may not disappear entirely,

but it lives alongside other processes that are based in students' discussion and active work with

the course material. Teachers who use collaborative learning approaches tend to think of

themselves less as expert transmitters of knowledge to students and more as expert designers of
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intellectual experiences for students – as coaches or mid-wives of a more emergent learning

process.

Even though the presented idea of collaborative approach is focused on its use in collegiate

instruction, it is nonetheless parallel to the Junior and Senior High school structure. Smith and

MacGregor (2009) describe a number of widely used collaborative learning approaches including

Cooperative Learning, Problem-centered Instruction, Writing Groups, Peer Teaching, Discussion

Groups and Seminars, and Learning Communities. On their paper, the proponents discussed each

in detail.

Cooperative learning as cited is:

Cooperative learning represents the most carefully structured end of the

collaborative learning continuum. Defined as "the instructional use of small groups so that
students work together to maximize their own and each other's learning,"(Johnson,
Johnson, &Holubec, 1990) cooperative learning is based on the social interdependence
theories of Kurt Lewin and Morton Deutsch (Deutsch, 1949; Lewin,1935).

They even emphasized that cooperative learning structures small group learning around

precisely defined tasks or problems. There is "promotive interaction"; students work

constructively, talking face-to-face, helping each other complete the given task. At the same time,

however, careful attention is given to individual accountability and personal responsibility to

achieve the group's goals. Within the framework of group work, each student's performance is still

individually assessed and each student is held responsible for contributing to the group's success.”

Secondly, problem-centered instruction. It is widely used in professional education and is

frequently built around collaborative learning strategies. Approaches included Guided design

which is adopted in many disciplines and professional programs and is not much used in high

school instruction, Case Studies which are done by mostly by undergraduate and graduate students
 19

and Problem- centered Instruction in Medical Education which defines itself. Yet, Problem-

centered instruction also includes Simulation which is a structured role-playing situations that

simulate real experiences. This common practice is observed among high school classes.

The third approach under collaborative learning is the writing group approach (known

variously as peer response groups, class criticism, or helping circles), which in the context of the

paper reviewed, has transformed thousands of college writing classes. Subtly, the approach is also

used in high school especially in writing group reports.

Fourth on the list is Peer Teaching which is involves the process of students teaching their

fellow students.

Discussion Groups and Seminars, on the other hand, were defined separately in the paper.

Discussion groups is coined as the processes, both formal and informal, that encourage student

dialogue with teachers and with each other. While Seminar has several connotations; historically

the seminar has been thought of as a course where advanced students take turns presenting research

for discussion and critical feedback from student peers as well as the teacher. Seminar also refers

to an extended discussion in which students and teacher examine a specific text or common

experience. However they may be defined, both terms are often interchangeable and targets the

same goals: dissection of ideas and the cultivation of new ones, analysis and synthesis, the

acknowledgment of diverse perspectives, and the creation of community.

The aforementioned approaches will be the bases the making of the questionnaire under

the indicator collaborative learning.

In an article published by Center for Inspired Teaching in 2008, Inquiry-based teaching

was defined as a pedagogical approach that invites students to explore academic content by posing,

investigating, and answering questions. Also known as problem-based teaching or simply as

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‘inquiry,’ this approach puts students’ questions at the center of the curriculum, and places just as

much value on the component skills of research as it does on knowledge and understanding of

content.

Considering the role of the teacher in an inquiry-based classroom, there is a quite difference

from that of a teacher in a conventional classroom. Instead of providing direct instruction to

students, teachers help students generate their own content-related questions and guide the

investigation that follows. Because of the role of the teacher in an inquiry-based classroom is

unconventional, it is sometimes misunderstood. Administrators, parents, or even students may not

recognize the hard work that goes into planning and implementing an inquiry-based approach—in

fact, it may seem that teachers “aren’t doing anything” as students struggle to formulate questions

and seek out answers. Nothing could be further from the truth. When teachers choose to use an

inquiry-based approach, they commit to provide rich experiences that provoke students’ thinking

and curiosity; to plan carefully-constructed questioning sequences; to manage multiple student

investigations at the same time; to continuously assess the progress of each student as they work

toward their solution or final product; and to respond in-the moment to students’ emerging queries

and discoveries.

This pedagogical approach is commonly used in Math and Science classes. However,

Meyer (2008) presented basic guidelines and strategies for implementing inquiry-based teaching

methods which are not just geared towards Mathematics and Sciences. Their paper enumerated

two models in Inquiry Instruction. The first is Guided Discovery which includes the Discovery,

Preparation, and Strategies. The researcher found the second model relative to teaching English –

however, the reality is the models were made in connection to provide agricultural educators with

another teaching technique for developing life-long learners. The second model, 5E Model is
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composed of Engagement which builds curiosity and provides direction for the remainder of the

lesson. Exploration is the second E which allows students manipulate the materials, make

discoveries, and share their findings with classmates and the teacher. The activities may sound

scientific, however reading literature also provides the same experience among students.

Meanwhile, the teacher provides scaffolding by observing, questioning, and guiding. The next E

is Explanation. In this stage teachers invite their students to share their discoveries and

explanations. Likewise, Elaboration allows students to create connections between new concepts,

principles, theories, and real-world experiences by applying them to a new situation. The

application of this new knowledge provides an opportunity for students to move beyond

memorization to deeper understanding of what they have learned. Finally, Evaluation provides

teachers an opportunity to assess students’ knowledge and provide feedback on performance.

Informal assessment and feedback may be provided throughout the inquiry learning process to

reassure, encourage, or direct students. Formal assessments, such as tests or projects, provide the

teacher with feedback and allow them to determine how much the students have learned from the

activity. Students should also be encouraged to utilize self-assessment throughout the learning

process.

Richardson (2003) in his article cited Resnick’s (1989) definition if the constructivismas a

theory of learning or meaning making, that individuals create their own understandings on the

basis of an interaction between what they already know and believe and ideas and knowledge

which they come into contact.

Bhattacharjee (2015) outlined several guiding principles of constructivism: 1. Learning is

a search for meaning. Therefore, learning must start with the issues around which students are

actively trying to construct meaning. 2. Meaning requires understanding wholes as well as parts.
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Parts must be understood in the context of wholes. Therefore, the learning process focuses on

primary concepts, not isolated facts. 3. In order to teach well, we must understand the mental

models that students use to perceive the world and the assumptions they make to support those

models. 4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the “right” answers and regurgitate someone else’s meaning. Since education is

inherently interdisciplinary, the only valuable way to measure learning is to make the assessment

part of the learning process, ensuring it provides students with information on the quality of their

learning.

On the same paper, it was stated that constructivist learning is inductive. Constructivist

learning dictates that the concepts follow the action rather than precede it. The activity leads to the

concepts; the concepts do not lead to the activity. Essentially, in constructive learning, the standard

classroom procedure is turned upside down – no lectures, no demonstrations, and no presentations.

From the beginning, students engage in activities through which they develop skills and acquire

concepts.

It was even furthered Traditional and Constructivist classrooms are different in various

ways. The former begins with parts of the whole – emphasizes basic skills, while the latter begins

with the whole – expanding to parts. Traditional classroom has strict adherence to fixed

curriculum, while constructivist classroom focused on pursuits of student questions/ interests.

Textbooks and workbooks are used basically in the conventional pedagogy, while primary sources/

manipulative materials are used in the constructivist. In terms of teachers, instructor gives and

students receive. However, in constructivism, learning is interaction-building on what students

already know. Instructor assumes directive and authoritative role. Instructor interacts and

negotiates with students. More so, assessment in the former is still if form of paper-pen tests and
 23

correct answers are just given. Whereas assessment via student works, observations and points of

views are evident in the latter. Process is as important as product. Additionally, knowledge is inert

in the first when knowledge is dynamic in the second. It changes with experiences. Lastly, it can

be observed that students work individually in traditional classrooms while students usually work

in groups in the constructivist’s.

It was also cited that the teacher's role in a constructivist classroom is not limited to give

lecture to students but to act as an expert learner who can guide students into adopting cognitive

strategies such as self-testing, articulating understanding, asking probing questions, and reflection.

The role of the teacher in constructivist classrooms is to organize information around big ideas

that engage the students' interest, to assist students in developing new insights, and to connect them

with their previous learning. The activities are student-centered, and students are encouraged to

ask their own questions, carry out their own experiments, make their own analogies, and come to

their own conclusions.

English classes, in the new curriculum, have been design in an integrated manner. In the

K-12 Language Arts and Multiliteracies Curriculum, learners learn about language and how to use

it effectively through their engagement with and study of texts. The term ‘text’ refers to any form

of written (reading and writing), oral (listening and speaking) and visual communication involving

language. The texts through which students learn about language are wide-ranging and varied,

from brief conversations to lengthy and complex forms of writing. The study of specific texts is

the means by which learners achieve the desired outcomes of language, rather than an end in itself.

Learners learn to create texts of their own and to engage with texts produced by other people.
 24

In the same curriculum guide, integration is presented as one of the five language learning

processes. The areas of language learning – the receptive skills, the productive skills, and grammar

and vocabulary will be taught in an integrated way, together with the use of relevant print and non-

print resources, to provide multiple perspectives and meaningful connections. Integration may

come in different types either implicitly or explicitly (skills, content, theme, topic, and values

integration).

In the presentation compiled by Ortega (2016) the one of the goals of integrative teaching

is to break the teaching of subjects in isolation from one another. Integrative teaching, as cited, is

the putting of things together wherein the lesson and real life situation connects, the lesson and a

lesson from other subjects associates, the lesson and meaningful activities are interconnected, and

the lesson and the intelligences and learning styles are congruent. Proponents of integrated

teaching strategies assert that the teaching – learning process should touch the facts level, concept

level and values level.

On the same discussion, eight principles underlying the planning for integrative teaching

strategies were enumerated: 1.) the development of the whole personality of the learner is more

important than the subject matter, 2.) Long range plans and large units should be prepared to daily

isolated tasks, 3.) learning activities should be recognized around real-life problems of the pupils,

their needs and interests, 4.) learning should be characterized by group planning, group work, and

group assessment, 5.) teaching – learning activities should follow democratic procedures, 6.)

individual differences should be provided for by a wide variety of learning experiences, 7.) the

atmosphere of the classroom should be permissive and happy.

On another presentation, Daligdig (2015) elucidated three modes of teaching strategies

under integrative approach. The first is Thematic Teaching which provides a broad framework for
 25

linking content and process from a variety of disciplines. The theme provides coherence; it gives

a “focus” to the activities that are accompanied by the unit. Next is the Content-Based Instruction

(CBI) which is the integration of content learning with language teaching aims. It refers to the

concurrent study of language and subject matter, with the form of sequence of language

presentation dictated by content material. The language curriculum is centered on the academic

needs and interests of the learner, and crosses the barrier between language and subject matter

courses. Finally, the Focusing Inquiry which is defined as an interdisciplinary approach that uses

questions to organize learning, it crosses conventional knowledge boundaries. The teacher guides

learners to discover answers to questions, whether or not answer pre – exist. Learners become

creators of knowledge rather than recipients. Concepts and content are less important than the

governing process conducting an investigation and communicating what was learned to others.

The objective of Integrative Approach can be summed to providing instruction in a more relevant

and interesting means.

The last portion of this review is about the last pedagogical approach used as one of the

indicators of the independent variable.

Amulya (2011) described Reflecting Practice as reflection is an active process of

witnessing one’s own experience in order to take a closer look at it, sometimes to direct attention

to it briefly, but often to explore it in greater depth. This can be done in the midst of an activity or

as an activity in itself. The key to reflection is learning how to take perspective on one’s own

actions and experience—in other words, to examine that experience rather than just living it. By

developing the ability to explore and be curious about our own experience and actions, we

suddenly open up the possibilities of purposeful learning—derived not from books or experts, but

from our work and our lives. This is the purpose of reflection: to allow the possibility of learning
 26

through experience, whether that is the experience of a meeting, a project, a disaster, a success, a

relationship, or any other internal or external event, before, during or after it has occurred.

Based on the discussions, Reflective practice is fundamentally structured around inquiry.

We tend to recognize the importance of allocating time to reflection when we can see it as a means

for gaining visibility on a problem or question we need to answer. To gain visibility, we examine

experiences that are relevant to this problem or question. The most powerful “technologies” for

examining experience are stories (narrative accounts of experience) and dialogue (building

thinking about experience out loud). Journaling is similar to dialogue in the case of individual

reflection.

Stories and dialogue can be effective technologies for the reflective process because they

provide cognitively complex and culturally potent systems for conveying the way we think about,

feel about, and make connections in experience. By examining the way we have constructed a

narrative account about a significant event, it suddenly becomes more possible to observe the

meaning we have taken from that experience and to excavate the underlying qualities that made it

significant. By engaging in collective dialogue about a story or a question, we build our

understanding of it and locate the significance of that story or question in the larger context of our

work. Even when there is not a clear problem or question driving reflection, it is through the

exploration of stories and the practice of dialogue that we can unpack the richness of experience,

and evaluate which issues emerging from that experience we need to pursue. In deeper forms of

reflection, it becomes possible to identify learning edges, those questions or issues that an

individual or group is seeking to understand in order to advance their work.

Based on the discussions, it’s apparent that Collaborative, Inquiry-based and

Constructivism, Integrative, and Reflective approaches are intertwining and somewhat

 27

overlapping with one another in terms of concepts in teaching – learning activities. Upon the

review, it can be established that the main goal of all the approaches is to promote independent,

yet at the same time interdependent learning among students with the teacher acting mostly as

facilitator of learning.

Related studies

The first part of this paper are studies focused on the topics curriculum and pedagogical

approaches. Studies retrieved, however, are mostly conducted in the view of higher education

which is tantamount to the collegiate schooling in the context of the Philippine education. Hitherto,

the researcher found the framework of the studies substantial in the writing of the proposed study.

In the abstract of the study of Khan and Law (2014) it was presented that the role of

curriculum in higher education is sine quo non for the provision of quality and relevant educational

programs and services to the current and potential learners in the USA and elsewhere in the world.

Regardless of sizes, types or origins, curriculum is considered the heart and soul of all educational

institutions.

Barnett & Coate Curriculum (2005) explained that is crucial for the well-being and

effectiveness of higher education both in the short and long-term. Lamentably, it is a widely

recognized notion in academia that the approach to developing curriculum is disintegrated in that

minimal and isolated considerations are given to the various critical elements such as institutional

leadership, social trends, industry factor and the role of the government.

Marx et. al. (2004) found out that an inquiry-based curriculum yielded significant gains in

student achievement without sacrificing state curriculum standards. Over 8,000 students were

tested before and after the curriculum was implemented and to assess their knowledge of the

content, understanding of the process, and overall achievement. The researchers concluded that
 28

their results demonstrate that an inquiry approach can benefit students who have been low

achievers in the past.

The study of Navaneedhan (2011) concluded that Reflective Teaching over the past two

decades has shown that it is linked to inquiry, and continuous professional growth. Also, Reflective

Practice can be a beneficial form of professional development at both the pre-service and in-service

levels of teaching. It develops critical thinking and promotes experiential learning. Further, it

enhances personal growth. And most especially, it gives freedom to teachers to impose their own

methodology enhancing rational thinking.

Summing up the ideas presented, it is observed that the approaches being used in the K to

12 curriculum have contributed in the gain of academic performance of students. Thus, the same

is expected in the conduct of this study.

The second part are studies about the English language proficiency. Inclusion of the theses

and dissertations about the topic is deemed important for the understanding of the concept.

Most relative to the current study is the study of Racca and Lasaten (2016) about the

English Language Proficiency and Academic Performance of Philippine Science High School

Students. Findings revealed there is a significant relationship that exists between the students’

English language proficiency and their academic performance in Science, Mathematics and

English. The higher the English language proficiency levels of the students are the higher their

academic performance levels in Science, Mathematics and English. The study further concludes

that students’ English language proficiency could be a predictor in the students’ academic

performance in Science, Mathematics and English since the medium of instruction used in the

teaching of the said subjects is English.

 29

Olanipekun et. al. (2014) investigated the influence of English language on students’

performance in vocational education, majorly on Agricultural science and Economics education

courses, respectively. 120 graduating students of 2012/2013 academic session were sampled for

the study. Four research hypotheses were tested and formulated upon this study. T-test was a

statistical tool found suitable for this study. Results indicated that English language influenced

students’ academic performance in vocational education. Students’ academic performance based

on gender in English and in the English of Agricultural science and Economics education students

has shown that there was no significant difference.

On the study of Cui (2011) high school students’ English learning anxiety in Chinese EFL

(English as a Foreign Language) classrooms was explored. The study surveyed and analyzed 105

students from a high school in Dezhou City, Shandong Province, China. The results indicated that

students indeed had comparatively high anxiety in English learning. Males have higher anxiety of

English classes than females. And it was also found that high anxiety plays a somewhat debilitative

role in high school students’ language learning, some suggestions for reducing students’ anxiety

in classrooms were proposed for teachers.

The studies incorporated in this chapter are all about the manner on how students become

proficient on the English language. Some are indicated the parallelism of the proficiency to the

students’ performance in other learning areas and the latter discussed about the anxieties which

deters the attainment of the proficiency. Having read the studies, the researcher understood the

other intervening factors that may affect the result of the proposed study.
 30

CHAPTER III
RESEARCH METHODOLOGY

This chapter presents the research design, the respondents of the study, the instrument

employed in data gathering and investigation, reliability of the instrument, data gathering

procedure, and statistical treatment of data used in the study.

Research design

The study is a quantitative research which according to Hopkins (2008) aims to determine

the relationship between one thing and another in a population. It involves the description,

recording, analysis, and interpretation of the present nature, composition, or processes of

phenomena.

According to Ariola (2014), a descriptive correlational method will be used to test whether

there is an existing relationship between two or more quantifiable variables, and if there is, to what

extent or degree the relationship is.

Through a descriptive manner of unravelling the phenomena, the researcher will determine

if the relationship between the variables is positive of negative; the degree or extent of the

relationship will also be presented.

 31

Research respondents

The researcher will use a purposive random sampling in selecting the respondents among

the Grade 12 students of Porfirio G. Comia Memorial National High School. Through this type of

sampling, the researcher will select units from the population to create sample based on certain

characteristic. In this regard, the top 10 students of each class will be selected. This method is

deemed as the best possible way to get the most reliable results from the questionnaires and

standardize test.

Table 1. Distribution of Respondents

Section Number of Respondents

STEM 10
GAS A 10
GAS B 10
GAS C 10
GAS D 10
GAS E 10

Research instrument

The study will utilize two research instruments including a questionnaire and standardized

test. A closed-form questionnaire will be made and will go through validation through test-retest

to assess the extent of the utilization of the K to 12 Pedagogical Approaches in Grade 12 classes

of Porfirio G. Comia Memorial National High School.

 32

Reliability of the instrument

Before administering the questionnaire to the respondents, the researcher will use test-

retest method to test the reliability of the questionnaire. Five students who weren’t selected in the

sampling will be requested to answer the questionnaire twice over an interval of two weeks. For

each test administration, will be tabulated. The reliability of each part of the questionnaire will be

tested using the T-test.

Data gathering procedure

A letter seeking permission to conduct the study to the school principal. After establishing

the reliability of the instrument, the researcher will conduct the study among the selected

respondents. The questionnaires and standardized test will be personally administered by the

researcher to the respondents as the researcher encourage the respondents to answer all the items

honestly for the reliability and validity of the results. After the administration of the instruments,

the researcher will seek the assistance of the Statistician to treat the data gathered.

Scaling and quantification of data

A criterion which will serve as the basis for the interpretation of the results of the study

will be adopted from the concept of a boundary of a numeral, as well as, corresponding statistical

limit and whole description assigned to the data gathered, which were based on questionnaires

distributed to respondents.
 33

Statistical treatment of data

Descriptive statistics will be used in the study. Considering that the study is finding the

relationship between the given variables, correlation coefficient’s Pearson r will be used in treating

the data gathered.

Two forms of statistics will be used in analyzing the data which will be collected from the

respondents. Descriptive statistics such as scoring, frequency counts, and computation of

arithmetic mean.

Mean: m = ∑ x/n

Where:

m = mean

x = number of responses

n = number of respondents sample

Likewise, inferential statistics will be applied in order to test the hypothesis of the study.

Pearson’s R Correlation will be used to find the relationship between factors affecting writing and

the writing apprehension level of Grade 10 students in Nabuslot National High School.

Inferential analysis

Pearson Product Moment Correlation

𝑛(∑ 𝑥𝑦)− (∑ 𝑥)(∑ 𝑦)

r=
√[𝑛 ∑ 𝑥 2 −(∑ 𝑥)2 ][𝑛 ∑ 𝑦 2 −(∑ 𝑦)2 ]

Where: r - Pearson correlation coefficient

 34

x - Values in first set of data

y - Values in second set of data

n - Total number of values

 35

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