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CHAPTER I
Introduction
society; the citizens’ makeup reflect that of the nation’s framework. Education, hence, contribute
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
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
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
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;
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
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
Research locale
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
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
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
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.
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
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).
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
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
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
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
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
IV DV
Figure 2
The first box of the conceptual framework is the independent variable which shows the
The second box, which is correlated to the first, contains the dependent variable which is
The broken lines anticipate the results of the study which will serve as basis for a
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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High School?
Statement of hypothesis
School.
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
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
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 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
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
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
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
English Language Proficiency. The ability of the students to use the English language to
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
approach which are the main approaches used in the Senior High School.
continuous learning.
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Chapter II
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
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
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
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
significant shift away from the typical teacher-centered or lecture-centered milieu in college. In
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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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
Groups and Seminars, and Learning Communities. On their paper, the proponents discussed each
in detail.
They even emphasized that cooperative learning structures small group learning around
constructively, talking face-to-face, helping each other complete the given task. At the same time,
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.”
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
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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
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
The aforementioned approaches will be the bases the making of the questionnaire under
was defined as a pedagogical approach that invites students to explore academic content by posing,
‘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
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
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
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
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
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
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
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
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
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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
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
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.
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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
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
under integrative approach. The first is Thematic Teaching which provides a broad framework for
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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
The last portion of this review is about the last pedagogical approach used as one of the
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
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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.
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
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
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
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
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
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
Olanipekun et. al. (2014) investigated the influence of English language on students’
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
on gender in English and in the English of Agricultural science and Economics education students
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
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.
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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
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,
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
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
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.
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
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
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.
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
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
Two forms of statistics will be used in analyzing the data which will be collected from the
arithmetic mean.
Mean: m = ∑ x/n
Where:
m = mean
x = number of responses
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
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