Recent curriculum reform in the Philippines has resulted in the release of the Enhanced Basic Education (K to 12) Program. The enhanced Science curriculum now includes both statements outlining the progression of science inquiry skills and expectations of the rate at which students will develop these skills, addressing some of the recommendations resulting from a comparison of the Philippines curriculum with those of other jurisdictions. The organisation of the Science curriculum has also changed in that concepts and skills are revisited at each grade level with increasing depth. This is a significant change as previously science was taught by discipline per grade level in secondary school.
The primary aim of this project was to determine the extent of alignment between the new curriculum, what is taught in classrooms and what is assessed and to examine the extent to which the newly introduced standards relating to inquiry skills are achieved by students. It investigated the factors which influence the implementation and the classroom factors that influence the attainment of science inquiry skills. The investigation collected data from 36 teachers within 18 schools in Manila via classroom observations, interviews with teachers and an examination of documents and assessments.
The extent of alignment and the factors that promote effective implementation are of interest to inform the implementation of curriculum change at grades 9 and 10 and the introduction of grades 11 and 12 which are scheduled to take place between 2014 and 2018.
Project Team
Marlene Ferido, Project Leader, University of the Philippines
Benedict Barayuga
Pam Robertson, University of Melbourne
Resources
Alignment of Intended, Implemented and Achieved Science Curriculum Focusing on Inquiry Skills, Curriculum Forum Summary, 31 July 2014
Science Inquiry Skills Test: Development, Analysis, and Feedback to Teachers, ACTRC Research Forum Presentation, 30 July 2015