CHAPTERII

ReviewofRelatedLiteratureandStudies
DLPisashiftfromthetraditionalclassroomsetupcommon
toSeniorHighSchoolandTertiaryeducation:StrategicStudyand
Rest,thiscomponentrequiresteacherstoprovidenomoreextra
workoncethestudentsisoutsidetheschool.Assignmentsarenot
allowed because of DLP. Parallel classer scheme are conducted
simultaneously,andtheteachermovesfromoneroomtoanother.
This allows students to work without the expertise of the
teacher. Activitybased learning students are required to do a
lot of practice exercise and drills. Students Comprehensive
Portfolios complies all the learning outputs of the students
makingthemawareoftheirlearningprogress.
(https://prezi.com/m/5sqv2gsd8jaq/astudyontheimpactofthe
dynamiclearningprogramonthe/)

Is DLP the solution of DepEd greatest concern on

strengthening quality education? There have been so many
approachesthatclaimtopromotethetenquotedphrasequality
education. The researchers have truly proven that teaching
approachestrulyaugmentlearnerseducation,howeverresearcher

believethatteachersconcernshouldalsobeheardinorderto
meetdesiredteachingefficacy.
InthePHINMAUPANGCollegeofUrdaneta(PUCU)areimplementing
the DLP. This approach is indeed student centered because
studentsaregivenmaximumtimetoaccomplishthegivenactivity
andteachersaregiven1520minutestostrengthenthestudents
selflearning. The teacher gives students the activity first
beforeconductingthediscussionproper.Theapproachhasgiven
tothestudentsgreatopportunitytoexplorethelessontobe
taughtbutteachersopportunitytodiscussfurtheranddevelop
rapporttostudentsaredeprived.
Theteachingapproachistrulycommendablebutteachershavealso
notedsomeadvantagesanddisadvantagesofDLP.Thereisnodoubt
that comprehension and writing skills are indeed enhanced.
Moreover, the value of perseverance, responsibility, and hard
workareimbuedtothelearners.Thesewouldtrulyopenagreat
venue for students to earn outmost desire to finish their
education.

Relatedstudies
CVIFDLP,Explainedthecharacteristicsoffourdifferent
componentsanddifferentresearchesthatsupportthesignificance

importantofeachcomponents.DLPSharedthatotherschoolAlso
inthecountryalreadystartedpilottestingDLP.
SRAreadingusedtheTantarangestudy(2010)ontheimpactofSRA
ReadingLaboratoryamonguniversitystudents.Thisisalsowhere
theconnectionbetweenDLPandSRAReadingLaboratorywas
explained.
CitedLuz(2007)aboutFilipinopupilsreadingtestscores.It
wasrevealedthatonlyonesixthtoonethirdofpupilscanread
independentlyatthedesiredgradelevel.
(https://prezi.com/m/5sqv2gsd8jaq/astudyontheimpactofthe
dynamiclearningprogramonthe/)
ConceptualFramework
Input
FocusofLearningProgram
Narrowinggapbetweenrequired
ImprovingLearnerdisposition.

anddesired,intendedand
implementedcircular.

TheProcessinducedlearning

CommonPractice
LearnerActivity
LectureandClassDiscussion

CVICDLP
LectureDiscussion
LearnerIndependentActivity

(7080%)

(7080%)

Output
CommonPractice
1.Forallsubjects,thereis

CVICDLP
1.Studentslearnhowtowork

nointroductorylecturebefore

independentlywithoutclose

studentsdothelearning

supervision(about70%ofthe

activity.

timethesubjectteacheris

2.Lecturesandclass

outsideoftheclassroom)

discussionaredoneonlyabout

2.Studentsbecomeresponsible

ofthetime(therestbeing

fortheirownlearning.

allottedfor
writtenactivities).