A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum

Autor/in	Estrera, Edwin B.
Titel	A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum
Quelle	In: IAFOR Journal of Education, 8 (2020) 4, S.25-44 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2187-0594
Schlagwörter	High School Teachers; Teacher Attitudes; Foreign Countries; Humanities; Social Sciences; Public School Teachers; Curriculum Implementation; Elementary Secondary Education; National Curriculum; Secondary School Curriculum; Age Differences; Gender Differences; Educational Objectives; Philippines + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Educational objective; Bildungsziel; Erziehungsziel; Philippinen
Abstract	This study examines the perception of Humanities and Social Science teachers among public Senior High Schools in the Department of Education's Humanities and Social Sciences strand in the Philippines. It uses Erden's element-based model of evaluation by considering the alignment to the goals of the Humanities and Social Sciences disciplines, the purpose, and core courses of the program, and the teaching-learning process. It also uses Tyler's Rationale as frameworks in assessing the curriculum. Likewise, the study examines the problems and difficulties in curricular implementation. Upon administering a survey to 25 Humanities and Social Science teachers among four public senior high schools, data revealed that the respondents perceived the curriculum goals, and the purpose of the program as highly observed, while the core courses of the program and teaching-learning process were satisfactorily observed in the curriculum. Also, sex and age were not factors in their level of assessment of Humanities and Social Science goals. The problems and difficulties encountered by teachers included unbalanced time allocation of learning competencies, lack of available learning materials, and lack of specialized teachers. Based on the findings, it is suggested that the government provide stronger teacher support programs to address the gap in curriculum implementation. The K to 12 program also needs a full review, as the study only provides a presurvey to more significant institutional issues. While the Humanities and Social Science curriculum appears aligned with the goals of their disciplines, and to the country's educational goals, its realization still depends upon the teachers' implementation in the classroom level. (As Provided).
Anmerkungen	International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01