Contract
0x0E596B4b…F05eF8
· mint transaction
· verify the record
Abstract
This study investigated the implementation of the Special Program in Science, Technology, Engineering, and Mathematics (SPSTEM) at the junior high school level in Region IV-A, Calabarzon which led to the development of an instructional implementation framework. It utilized a mixed-method research design to gain a comprehensive understanding of the current curricular delivery status of the program. The quantitative phase assessed the school head’s capability, teachers’ competence, and learners’ STEM skills. The study found out that the school heads are very highly capable of supporting the program delivery. The SPSTEM teachers are very highly competent in content knowledge and pedagogy domain. Meanwhile, the SPSTEM learners have an average mastery of STEM skills. Correlational analyses revealed that school head’s capability in terms of supervision and instructional leadership has significant relationships with teachers’ competence, and learners’ STEM skills. Moreover, teachers’ competence has a significant relationship with SPSTEM learners’ STEM skills. On the other hand, the qualitative phase explored the challenges, actions taken, and recommendations by the school heads and teachers regarding the implementation of the program. The prevailing challenges faced by school heads and teachers in the curriculum delivery of SPSTEM include teacher-related factors, resource-related factors, and learner-related factors. Some of the actions taken by the respondents to address SPSTEM curriculum delivery challenges involve encouraging teachers’ professional development, dealing with limited resources, and outsourcing inputs. Aside from these actions, various recommendations for teachers, school heads, and higher authorities are also suggested. Based on the results of this research study, an instructional implementation framework for SPSTEM was developed, geared to further improve the SPSTEM curriculum delivery.
