chapter 4revised

CHAPTER ONE

CHAPTER FOURResults and Discussion

This chapter describes the analysis of data followed by the discussion of the research findings. The data were gathered organized and processed using scientific methods to obtain the required information. The discussion of the results are presented and arranged according to the Statement of the Problem in Chapter 1.The following shows the result of assessment of the status of Mandatory Review provisions as to the actual, standard and gap per teachers; classrooms: textbooks: seats: toilets other learning facilities including, computer and science laboratories, libraries and library hubs, and sports, music, arts and workshops needs. Table 1 Status of teachersTEACHERS

Name of SchoolActualStandardGap Gap RateRank

Bognuyan National High School353500.0%6

Buenavista National High School3542716.0%1

Landy National High School2327413.8%2

Marinduque National High School117127107.6%4

Matuyatuya National High School202227.7%3

Mogpog National Comprehensive High School192015.0%5

Table 1 shows the status of teachers in the six selected schools. They were rank accordingly based on the gap rate in relation to actual and standard number of teachers based on enrollment. The gap rate is the percentage of gap based on the standard. Based on the table Buenavista National High School (BNHS) ranked first with the highest gap rate of 16 % because it is a big school with 989 students enrolled, with 739 more students than the average school and 780 more students than the average school in Buenavista; it has four annexes and the teacher item is being use by the annexes and extension school. The annexes has a smaller class size with an average of 31 while the main school BNHS has a class size of 45. The allotted item for each school is not enough to cater the subject hence the main school needs to sacrifice to achieve Education for All (EFA). Bognuyan National High School ranked last and the only school among the six selected respondents who was able to comply with the standard with no gap because it is one of the oldest school and very much established. It has fiscal autonomy hence the need can be address easily through proper planning. Each school receives the teachers from the division office. The Division Office (DO) selects and hires teachers for each school except for Marinduque National High School. The number of needed teachers depends on the color coding. School heads can request and follow up for additional teachers but the decision and approval still lies in the DO. According to Mkandawire S. B. (2010) one of impediments in implementing new curriculum is the shortage of teachers. We cannot deny the fact that human resource in curriculum implementation is very important since they are the ones who adopt and implement the ideas and aspirations of the designers. This implies that success of the curriculum depends on the teachers (Okello and Kagoire 1996). A sufficient supply of trained teachers is therefore, needed if the implementation of the curriculum is to be effective. According to Jesus Mateo, DepEd assistant secretary, said that the shortage is due to the lack of budget for the salaries of new teachers.When a school does not have enough teachers, the few are overstretched/overloaded; in the case of high schools, for example, where there is specialization in terms of teaching subjects, some subjects are taught by Non Major because of trained teachers in those subjects are not available; this also results to multiple subject preparation for teachers hence they are overworked which in return affects their capacity to teach effectively. Such hindrances are also found in all schools which is also true in the study of Mkandawire.Table 2 Status of ClassroomCLASSROOM

Name of SchoolActualStandardGapRateRank

Bognuyan National High School1921210%2

Buenavista National High School2225312%1

Landy National High School151616%4

Marinduque National High School707668%3

Matuyatuya National High School141300%5.5

Mogpog National Comprehensive High School141200%5.5

Table 2 shows the status of classrooms among six selected schools, they were rank accordingly based on the gap rate in relation to actual and standard number of classroom according to Education Facility Manual and SHS Projection tool based on enrollment. Buenavista National High School (BNHS) ranked first again for 12 % gap because the school has no buildable space that is the reason why in the initial planning it was not selected as one of the SHS provider instead it was Daykitin National High School; another contributing factor is the budget no additional funds were given and aside from that they share the budget with the annexes; the school has no strong link with the stakeholders. Matuyatuya National High School and Mogpog National High School share the same rank as 5.5 because of strong linkages with their stakeholders like PTA, Alumni and local government unit. Matuyatuya has 2 new buildings one from DEPED and the other one was donated by the LGU. Mogpog National Comprohensive High school has buildings donated by the Philippine Chinese Chambers of Commerce Department of Labor and Employment thru the resolutions made by the Parent Teachers Association; one reason for the excess was the decrease in enrolment equivalent to two classes. Buenavista and Mogpog both received building from PCCC but due to different trend in the enrolment it yield different results. For Matuyatuya National High School and Mogpog National High School and Matuyatuya the outcome implies that they meet the standard and even surpass to that standard with an excess of 1 and 2 rooms consecutively. Table 3 Status of Learning MaterialsLEARNING MATERIALS


Bognuyan National High School4,918 12,495 7,577 60.64%4

Buenavista National High School5,435 15,240 9,805 64.34%2

Landy National High School4,193 9,780 5,587 57.13%5

Marinduque National High School15,896 45,705 29,809 65.22%1

Matuyatuya National High School2,919 7,740 4,821 62.29%3

Mogpog National Comprehensive High School3,186 7,125 3,939 55.28%6

Table 3 shows the status of textbooks among six selected schools; they were rank accordingly based on the gap rate in relation to actual and standard number of textbooks based on the number of subjects and enrollment. Marinduque National High School ranked 1 with a gap rate of 65.22 % because it is the biggest school in the Division with an enrolment of 3047 it is expected that they have a huge gap; the supplies of the books come from the central office schools lacks control over the supply of materials; Elvin Uy, K to 12 program coordinator of the Department of Education, admitted that there have been delays in the past in the delivery of learning materials. Mogpog National Comprehensive High School ranked sixth with 55.28% gap rate because it has the smallest enrollment of 475; the school has its own photo copy machine which is used for the replication of the materials. It is noticeable that there is a massive gap for the textbooks or learning materials in all selected schools with an average of 60.82 % gap rate. During the time of study and after the third year of implementation the learning materials of Grade 7 are not yet complete there are no modules for English Grade 7 to 9; there are no available learners materials (LM) for TLE 9 and the teachers/trainers are encouraged to make their own LM.Table 4 Status of Seats SEATS


Bognuyan National High School840105021020.00%3

Buenavista National High School1047125020316.24%4

Landy National High School45080035043.75%1

Marinduque National High School3201380059915.76%5

Matuyatuya National High School48365016725.69%2

Mogpog National Comprehensive High School65060000.00%6

Table 4 shows the status of seats among six selected schools; they were rank accordingly based on the gap rate in relation to actual and standard number of chairs based on the needed chairs per room. (According to the DEPED Education Facility Manual each room needs at least 50 chairs.) Landy National High School ranked first with a gap rate of 43.75 % because their chairs really needs replacement; their available chairs are just being repair; increased in the enrollment (from 521 in year 2011 and 588 in 2014) but no additional supply of chairs; they split the big class and puts additional classroom to make the class size smaller; the needed chairs based on the enrollment are not projected properly; the procedure on procurement of chairs took quite long. Mogpog National Comprehensive High School ranked number sixth again and has no gap for the chairs because of the decreased in the enrollment due to the Alternative Learning System (ALS) offered by the school; maintenance plays an important factor for the excess of chairs, each teachers specially advisers required their student to maintain their chairs and repairs and paint them yearly or as needed.Table 5 Sanitation facility SANITATION FACILITIES

ToiletsUrinalsHand washing

Name of SchoolActualStandardGapRate Rank ActualStandardGapRate Rank ActualStandardGapRate Rank

Bognuyan National High School1919003210879%328676%2

Buenavista National High School262200.0%5211982%2210880%1

Landy National High School241400.0%527572%427569%3

Marinduque National High School40622235.7%14312787%110302067%4

Matuyatuya National High School171000.0%525361%525361%5

Mogpog National Comprehensive High School91016.6%225359%635237%6

Table 5 shows the status of sanitation facilities among six selected schools; they were rank accordingly based on the gap rate in relation to actual and standard number of toilets, urinals and hand washing facilities. There were only two schools that were not able to comply with the standard for toilet: Marinduque National High School ranked first at 35.7 % gap rate because of very large enrolment; the projects of stakeholders were diverted into other projects such as speech laboratory, computer laboratory; sports materials and other needs; Mogpog National Comprehensive High School ranked second with a gap rate 6.6% because it is not top priority of advisers and stakeholders such as PTA, due to lack of water supply. The remaining four schools were able to comply with the standards. In Landy National High School all classrooms has its own comfort room, most of them were project of PTA; stakeholders specially alumni, plays important role in the progress of the school they visits or communicate with the school administrators and offered or asked about their needs.The table shows that the schools have enormous gap with urinals because the toilets are shared toilets same goes thru with hand washing facility they have lavatory instead. Table 6 Status of Computer Laboratory






Matuyatuya National High School12152%6

Mogpog National Comprehensive High School14375%3

Table 6 shows the status of computer laboratory among six selected schools; they were rank accordingly as to the the gap rate in relation to actual and standard number of computer laboratory based on the enrollment and curriculum offering. Marinduque National High School ranked first with 92% gap rate because as expected it is the biggest school with only one computer laboratory; one of their Tevh-Voc strand is Information and Communication Technology (ICT) that require computer units and IT workshop; computer laboratory needs huge amount of budget; each schools in the division was only given fifty (50) sets of computer good for one laboratory only; MOOE cannot be used to purchase computer units since it is considered as capital outlay: the procedure on procurement of computer took quite long; the process of acquiring computer lab/computer is a very tedious process; requires counterpart of the school and PTA such as laboratory room (tables, grills, air-condition unit etc). Matuyatuya National High School ranked sixth with 52 % gap rate because it has a smaller population. Even thou Matuyatuya NHS ranked last the gap rate are still high and it has the same situation with all secondary schools in the Division.Table 7 Status of Science LaboratorySCIENCE LABORATORY






Matuyatuya National High School1100%3

Mogpog National Comprehensive High School011100%1

Table 7 shows the status of Science Laboratory among six selected schools; they were rank accordingly as to the gap rate in relation to actual and standard number of computer laboratory based on the enrollment and curriculum offering. Mogpog National Comprehensive High School and Marinduque National High School were the only two schools who were not able to comply with the standard. Mogpog NCHS ranked first with 100% gap rate because it is the only schools who have no Science Laboratory; it is the youngest school among the respondents; there are other priorities. Marinduqe NHS ranked number two with 67 % because with the enrollment of the school it realy requires at least three science labs; no buildable space; lack of funds. However four schools were able to comply with the standard with the help of its stakeholders especially Landy National High School who was able to convert the science classroom as Chemistry Room, Physics Room, Biology Room each rooms are equipped with basic materials and tools needed for the specific subjects like convertible/multifunctional board and other modeling devices the funds are from the income of School Canteen. Table 8 Status of Library and Library Hub LIBRARY AND LIBRARY HUB

Name of SchoolActualStandardGap

Bognuyan National High School110

Buenavista National High School110

Landy National High School110

Marinduque National High School110

Matuyatuya National High School110

Mogpog National Comprehensive High School110

Table 8 shows the status of Library and Library Hub among six selected schools as to the gap rate in relation to actual and standard number of library and library hub. All schools were able to comply with library and library hub because each school has one library and one library hub for each division.

Table 9 Status of Sports Facilities, Music Room,Arts Room and Workshop NeedsSPORTS FACILITIESMUSIC ROOMARTS ROOMWORKSHOP NEEDS

Name of SchoolActualStandardGapRate Rank ActualStandardGapRate Rank ActualStandardGapRate Rank ActualStandardGapRate Rank

Bognuyan National High School4191579%2011100%1011100%11626198%4

Buenavista National High School2191789%1011100%1011100%106262100%1

Landy National High School5191474%4011100%1011100%12302893%5

Marinduque National High School1219737%61100%61100%6116316299%3

Matuyatuya National High School6191368%5011100%1011100%1110990%6

Mogpog National Comprehensive High School4191579%2011100%1011100%104040100%1

Table 9 shows the status of sports facilities, music room, arts room and workshop needs they were rank accordingly based on the gap rate in relation to actual and standard number of required facilities. The required workshop needs were based from the tracks strands and qualification offered by the school. Almost all schools tie on ranked 1 in different facilities, they do not have facilities for educational development because there is no available funds; schools depends only with its stakeholders; authorized contributions for public schools are not allowed; fund raising campaign and solicitations are being discouraged but required school administration to utilized stakeholders and other linkages like government and non-government organizations; MOOE is not enough and cannot be used for capital outlay. Marinduque National High School ranked last in almost all facility provisions being able to comply with some of the standards, it has twelve (12) out of (19) sports facilities they still lack Jumping Pit, a standard track oval with a distance of 400 meters or less, gymnastics floor area, football field, swimming pool and archery despite of the fact that it is the biggest and first established secondary school in Marinduque. It is the only school that has music, arts room and speech laboratory because the tools needed were donated by the alumni however the music and arts room are also used as classroom; their speech laboratory is equipped with all high tech tools and equipment which is donated by MNHS Batch 1977.

Table 10 Solutions of School Heads to Teacher Gap and its Effectiveness TEACHERS

Name of SchoolActualStandardGapSolutionsEffectiveness

Bognuyan National High School35350Requested from DEPED Always follow up

Effective

Buenavista National High School35427Requested from DEPED

Not Effective

Landy National High School23274Requested from the DEPED based on the needs since the school have (3) Programs: SPED, Science Class and RegularNot Effective

Marinduque National High School11712710Requested from DEPED Depends on the need of the school and subject to availability of fundsNot Effective

Matuyatuya National High School20222Requested from DEPED

Not Effective

Mogpog National Comprehensive High School19201Request from DEPED Always follow up from the DivisionTook the item or plantilla which is intended for the school Not Effective

Table 11 Solutions of School Heads to Classroom Gap and its Effectiveness CLASSROOM


Bognuyan National High School19212Request from DEPED -Always follow upDEPED project with the help of DPWHSplit Rooms into twothe new building (ESEP) and converted it to AVR and WorkshopSent letter and resolution to linkages like private company as for possible donationsEffective

Buenavista National High School19256Request from DEPED -Always follow upDEPED project implemented by DPWHOne building with 2 classrooms were donated by Philippine Chamber of CommerceClarify issues and proper motivation to the proposed projectNot Effective

Landy National High School19160DEPED Based on the needs since the school have (3) Programs: SPED, Science Class and RegularDEPED Stakeholders (PTA and Allumni)Effective

Marinduque National High School70766DEPED; PTA DonationsOne building was donated by the LGUJAICA (Japan International Corporation Agency)PCCI Philippine Chambers of Commerce Make used of available fundNot Effective

Matuyatuya National High School14130Asked the assistance of the LGU -one building was givenProposal for New Building with classrooms and Social HallYear Round Brigada Eskwela has something to do to achieve 100% participation of stakeholderLooking for other possible donorsEffective

Mogpog National Comprehensive High School14120Asked the support of different stakeholdersRooms are donated by Philippine Chamber of Commerce and Industries; DPWH and DOLEInforming stakeholders thru report and asking 100 % supportEffective

Table 12 Solutions of School Heads to Learning Materials Gap and its Effectiveness LEARNING MATERIALS


Bognuyan National High School491883303412DEPED Teacher and parents made an agreement to photocopy the available learning materials or module

Not Effective

Buenavista National High School8435101601725Based on the curriculum, teachers search online for the lesson and pay the expenses on their own.Write the materials in manila paperMake use of substitute reference Not Effective

Landy National High School419365202327In most cases the ratio is 1:1 but if there is no available textbook students find their own or research on their ownUse available resources like old referenceMake use of substitute referenceNot Effective

Marinduque National High School78963047022574students find their own or research on their ownStudents Photo copy some materials Make use of substitute referenceNot Effective

Matuyatuya National High School291951602241DEPEDUse available resources like old reference

Not Effective

Mogpog National Comprehensive High School288647501864Photo copy some materials budget is from MOOEStudents Photo copy some materials Based on the curriculum, teachers search online for the lesson and pay the expenses on their own.Write the materials in manila paperBorrowed materials from other Division and photo copy it Not Effective

(According to the DEPED Education Facilitythey are offering three curriculums namely K to 12 Basic Education Curriculum (regular), Science Curriculum and Special Education Curriculum with the Science Technology Engineering and Mathematics strand to be offered by the school they have to put up The standard number of number of chairs based on the needed chairs per room. (According to the DEPED Education Facility Manual each room needs at least 50 chairs.) Landy National High School ranked 1 with

The school is a big School with nine hundred eight four students (984).The table only shows that there is undeniable huge gap in different provisions specifically with the number of textbooks, classrooms, workshops and sports facility. It is very difficult to implement a curriculum successfully if the education system has limited funding capacities. Under funding raise a lot of other implications on the part of curriculum. The economy of a nation will determine the success of curriculum implementation. In developing countries, the numbers of pupils and teachers have kept on rising but government money available for education is less. (Sibulwa1996:35). Since manpower in the education sector has increased, the bulk of money allocated to education is absorbed by salaries leaving very little for teaching materials, books, in-service training, monitoring and other things needed for the smooth implementation the of curriculum. In the absence of teaching and learning materials, the teaching and learning processes will be hampered and if standard officers do not go out to evaluate, it will be difficult to know whether the curriculum is being effectively implemented or not. Although the government introduced tuition fees in secondary schools and higher institutions of learning to cushion the dwindling resources, the move has had little impact as most learning institutions are still experiencing liquidity problems. This has had a negative effect on curriculum implementation.The table shows that the highest shortages The teachers gap of the six schools is forty one wherein Buenavista National High School has the highest gap of 20% while Mogpog National Comprehensive High School is the lowest which is only 4%. Total gap for the current needs of the six schools are

The table shows that

In an article Malipot stated that in a policy paper published on October 5 in time for 2014 World Teachers Day (WTD) celebration, UNESCO, said that chronic lack of trained teachers remains a challenge in achieving the Education For All (EFA) goals and without action, it will be impossible to get all children into school by 2030. Read more at http://www.mb.com.ph/deped-hiring-39000-teachers-next-year/#5Gb19FL3FHsT9vZE.99

What is the result of assessment on Completion Rate; Simple Drop-Out Rate; and Repetition Rate?3.What are the gaps between the standard set and the present status in Enhanced K to 12 Basic Education Program in the Division of Marinduque? 4.What interventions can be made to comply with the standard?5.Is there significant difference between the status of initial implementation of K to 12 Enhanced Basic Education Program and the access to quality education in the Division of Marinduque?

Data wereStart out by reminding the reader what the study was about and how the study was done, and then describe the layout of the chapter.

You have a couple of choices heresome people prefer to have chapter 4 be just about results. Then chapter 5 is Discussion and Conclusions. Do what works for you and your data. At any rateheres what you do with results and with the discussion. This chapter should be 4-10 pages long, but will vary a great deal, depending on the format of your results and whether you include the discussion.

Results

Always be sure to give the contextif you are reporting on data from survey questions, remind the reader about the overall survey, and which section you are talking about at the moment.

Graphs, charts, summaries are appropriate, but no raw data. Check APA for how to label tables. Instruments (surveys, interview questions, pre and post tests) go in the appendix. Raw data also go in the appendix. If you did interviews or have open-ended questions on a survey, you can include quotes as examples in your analysis. (Just a note herethe word data is pluralso youd say The data show instead of The data shows)

Subheadings about themes within your results. Depending on your study, you may want to use another level of subheading to organizing the reporting of your results.

Discussion

Somewhere at this point, either here or above in the results section, you synthesize your datasummarize your findings, talk about the meaning of what you found. Then you move into the interpretation of your resultswhat does it mean in a focused way, and what does it mean in a more global way?

This is where you close the circletie your results to all the foundations you have established in the first two chapterswhy the study was important, how it fit into the literature in the field, what your study set out to domake sense of the data in that context. So you would say things like, These results support what so and so said about this in 2005, or These results are not consistent with the trend that so and so reported on, or These results illustrate the importance of , as documented in several studies in the last decade. You will need to cite all these references in APA format, as you did in the earlier chapters.

Summary

Provide a brief summary paragraph about the results and how they fit in the literature foundation.

CHAPTER FIVE

Summary and Conclusions

In this chapter you do yet another brief summary of what you did and why, and then talk about the broader implications. This chapter should be 3-6 pages long.

You may want a section subheaded Significant Findings (or you may not).

Educational Implications

You definitely want this section. This should be your finest writing herein the long-term, and from the big picture perspective, how can what you did make a difference in the field of education?

Recommendations for Future Research

This is where you can pull together all those things you learned along the way and wish you had included in your study or wish you had done differently, or have seen the need for as a result of your research.

Summary (or Conclusions)

A perfect little paragraph that puts it to rest, or energizes some future student to pick up where you left off!

and ranked as 1 followed by Landy National High School with 14 %, Marinduque National High School and Matuyatuya National High School both ranked number 3 with 8% Mogpog National Comprehensive High School ranked 5 with 5% with only 1 gap,

Table 1 shows the status of classrooms among six selected schools. They were rank accordingly based on the gap rate in relation to actual and standard number of classroom according to Education Facility Manual and SHS Projection tool based on enrollment. The result on the table displays that Buenavista National High School (BNHS) rank number 1 again for the shortages in classroom. The school requested for additional classroom and to solve the 12 % gap. The students were being distributed to different classes for each grade level giving an average of 46:1 ratio of student per class, which is a little higher compare to the standard of 40 to 45. One of the biggest problems

annexes. The school has no strong link with the stakeholders.The students were being distributed to different classes for each grade level giving an average of 46:1 ratio of student per class, which is a little higher compare to the standard of 40 to 45. One of the biggest problems of the school is the buildable space; Ranked number two on the table is Marinduque National High School which has the same case as BNHS. The school has a new building donated by JAICA and one room donated by alumni which is used as speech lab.

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chapter 4revised

Documents

average school

oldest school

extension school

big school

school heads

main school bnhs

main school needs

shortage of teachers