Educational Statistics December 2019

Evaluation Of Mathematics Curriculum in

Junior High School education

NAME NAME
MS MATH-ED MS MATH-ED
Caraga State University Caraga State University

Abstract

This paper evaluate the Mathematics Curriculum in Junior High School Education
in Tagbina National High School and Agusan Sur National High School. . This
study is descriptive in nature involving ten (10) teachers who are currently
teaching in both school mention. Results show that teachers used recommended
curriculum the teacher edition of Textbook as learning resources with the mean
3.32 and taught the learning competency for Junior High School 1-5 period this
year in different areas in mathematics. Also, the teachers are fairly familiar with
the curriculum supplemented by national agency with mean 2.84. However,
Evaluation shows that the learned curriculum manifest learning since student
activities mean is 2.52 , means most of the lesson grasp by the students . In
addition, teachers are very well prepared to teach mathematics with mean 3.58 and
this is associated with the use of supported curriculum .Thus, curriculum used by
teachers provide a creative, engaging, interactive and effective manner.

Keywords: Recommended curriculum, Learned curriculum, Supported Curriculum

1.0 Introduction

Curriculum is everything learners experience in school. It involves all the actions of the school,
which are aimed at getting the child to begin a course and at the end attain educational goals. Tanner &
Tanner (2007:121) offer the following definition of curriculum, derived from Dewey’s definition of
education; “That reconstruction of knowledge and experience that enables the learner to grow in
exercising intelligent control of subsequent knowledge and experience”. The instructional programme as
indicated by the course offerings to meet the varies requirements of a vast heterogeneous population .It
is the courses of study, embodying outlines of knowledge to be taught and all the experiences provided
under the guidance of the school (Bilbao, 2015). The K to 12 Basic Education Curriculum in the
Philippines is geared towards the development of holistically developed Filipino with 21st century skills
who is ready for employment, entrepreneurship, middle level skills development and higher education
upon graduation SEI-DOST & MATHTED, (2011)

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 Mathematics is one of the subjects most studied, taken up at the Pre-K level all the way to
college. The Philippine mathematics basic education curriculum has undergone several revisions over the
years. In 1983, the New Elementary School Curriculum (NESC) was implemented, followed by the New
Secondary Education Curriculum (better known as the Secondary Education Development Program or
SEDP Curriculum), which was launched in 1988. After curricular reviews that began in 1995, the
Department of Education, Culture and Sports (DECS, now Department of Education) decided to adopt
the Refined Basic Education Curriculum (RBEC) in 2002 (SEI-DOST & MATHTED, 2011). Despite the many
changes to the curriculum, the goals of mathematics education at the basic education level remain more
or less the same: “to provide opportunities for individuals to develop skills and attitudes needed for
effective participation in everyday living and prepare them for further education and the world of work
so that they make worthwhile contribution to the society at large” (Pascua, 1993). The K to
10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12. More
importantly, it provides necessary concepts and life skills needed by Filipino learners as they proceed to
the next stage in their life as learners and as citizens of our beloved country, the Philippines (K-12 Curriculum
guide ,2012). The “Mathematics Framework for Philippine Basic Education” contains resources that will
help curriculum developers, teachers, school administrators and policy makers to design and implement
mathematics curricula that empower students to “learn to learn” and cause them to better understand
and use mathematics in their everyday life. The strategies consider only Grades 1-10, however, because
of the progressive nature of the concepts, curriculum development could easily be extended to cover K-
12 (SEI-DOST & MATHTED, 2011).
Curriculum must evaluated to determined to what extent the educational objectives are actually
being realized by the program of curriculum and instruction. As posited by Farooq (2014) , evaluation
essentially is the provision of information for the sake of facilitating decision making at various stages of
curriculum development. This information may pertain to the program as a complete entity or only to
some of its components. Evaluation also implies the selection of criteria, collection and analysis of data .
It is a comprehensive term and transcends standardized tests covering all means of ascertaining the
results of construction.Evaluation of curriculum is an integral and essential part of the whole process of
curriculum development.
The multiple educational evaluation models and definitions developed by evaluation theorists
reflect the diversity of ideas and approaches towards educational evaluation. The diverse meanings and
definitions of the evaluation concept includes viewing evaluation as an assessment of the worth or merit
of some educational objects (Stufflebeam, 2000a, 2000b; Trochim, 2006) . This evaluation research is to
investigate the teaching of Mathematics in the lower secondary classes with then specific intention of
weighing up their strengths or weaknesses and providing feedback about how things might be improved.
In order to find out how, what and why the teachers were teaching the way they do in their classrooms,
a qualitative approach was used.

2.0 Conceptual Framework

In this paper, the curriculum of mathematics subject in Tagbina National High School and Agusan
Sur National High School are being evaluated. It provide information about teachers’ Academic and
professional background, opinions, and classroom activities.

3.0 Research Design and Methods

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 This paper employs the use of descriptive research design. The researcher used the complete
enumeration with two different schools namely: Tagbina National High School and Agusan Sur National
High School with 6 and 4 teachers, respectively.
The questionnaire comprise of teachers academic and professional backgrounds, instructional
practices, and attitudes towards teaching mathematics for evaluation purposes. As to the analysis, the
researcher used weighted mean, frequency and percentage to address the strengths or weaknesses of
teachers in implementing mathematics curriculum.

4.0 Results and Discussions

This section tackles about the results and findings of the study. This includes the level of student
teachers’ competence consisting of the student teachers’ teaching skills, guidance skills, evaluation skills,
classroom management, efficiency, and over-all competence.Student teachers’ academic and economic
profile is also presented.Also, test of association using spearman rho correlation is provided in this
section.

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