Assessment of the Reading Curriculum in Basic Education in the Philippines Context

Hazel Jean Abejuela(1), Katherine Akut(2*), Ann Sheila Del Rosario(3), Chiza Balane(4),

(1) Bukidnon State University, Philippines
(2) Bukidnon State University, Philippines
(3) Bukidnon State University, Philippines
(4) Bukidnon State University, Philippines
(*) Corresponding Author




DOI: https://doi.org/10.26858/ijole.v1i1.23641

Abstract


This study aimed to assess the reading curriculum in Philippine basic education. It specifically focused on determining the reading competencies, the approaches in reading instruction and assessments before and during COVID-19, and the alignment of the written and intended to the implemented and assessed curriculum. This qualitative research employed the following data gathering techniques: document analysis, online focus group discussion, and constructive alignment checklist. Findings reveal that the basic education curriculum includes reading competencies categorized into text processing and task management competencies. In terms of the reading levels, it was found that there are more instructional readers than independent readers in basic education. Further, a number of students from different year levels, including in the secondary level, were also found to be non-readers. Regarding the approaches to reading instruction and assessment, the approaches were more extensive, varied, and teacher-directed before the COVID-19 pandemic involving class and group dynamics, while in the new normal, teachers employed self-paced/independent reading using printed modules and a few digital reading resources. Finally, the curriculum assessment reveals that there is generally a low alignment between the written, assessed, and delivered curriculum in reading. This implies that there are learning outcomes specified in the K-12 curriculum guide that have not been processed and assessed by teachers.

 


Keywords


reading curriculum, constructive alignment, reading competencies, basic education, COVID-19 pandemic.

Full Text:

PDF

References


Balinas, E. S., Rodriguez, J. R., Santillan, J. P., & Valencia, Y. C. (2017). Remedial reading program of AUF-CED: Best practices and impact. Advances in Social Science, Education and Humanities Research, 109,83-93. https://doi.org/10.2991/aecon-17.2017.18

Biggs, J.B. (2003). Teaching for quality learning at university. Buckingham: Open University Press/Society for Research into Higher Education. (Second edition)

Black & William, 1998; Heritage, (2010). Formative assessment: Making it happen in the classroom. University of California, Los Angeles

Block, C. C., & Pressley, M. (2002). Introduction. In C.C. Block & M. Pressley (Eds.), Comprehension

instruction: Research-based best practices. New York: Guilford Press.

Bowen, A (2009). Document analysis as a qualitative research method. Qualitative Research Journal, vol. 9, no. 2, RMIT Publishing, http://www.rmitpublishing.com.au/qrj.html

Corbin, J. & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage

Gallagher, B. (2020). Keeping literacy alive during Covid-19, Global Education Project Officer; Bangladesh, Guatemala, Indonesia

Ghaith, G. M. (2018). Reading comprehension instructional framework. TESL Reporter 50 (2), pp. 1-17. https://www.researchgate.net/publication/322420879_Reading_Comprehension_ Instructional_Framework

Hennink, M. (2014). Focus group discussions. Understanding Qualitative Research. USA. Oxford University Press

Mudzielwana, N. (2017). Towards a theoretical framework for teaching reading comprehension: A case study of three rural primary schools, studies of tribes and tribals, 15:1, 7-17, DOI: 10.1080/0972639X.2017.1305232

OECD (2019), PISA 2018 assessment and analytical framework. Paris: OECD Publishing, https://doi.org/10.1787/b25efab8-en.

Protacio, M. and Sarroub, L. (2013). "A case study of reading instruction in a Philippine classroom". Faculty Publications: Department of Teaching, Learning and Teacher Education. https://digitalcommons.unl.edu/teachlearnfacpub/132

Shiotsu, T. (2009). Reading ability and components of word recognition speed: The case of L1 Japanese EFL learners. In Z. Han and N. Anderson (Eds.), Second language reading research and instruction (pp. 15-37). Ann Arbor, MI: University of Michigan Press.

Smith, F. (2006). Reading without nonsense (4th ed). New York: Teachers College Press

The Access Center: Improving Outcomes for All Students K-8. (2005). Early reading assessment: A guiding tool for instruction. The Access Center: Washington DC.

Van den Broek, P., Risden, K., & Husebye-Hartmann, E. (1995). The role of readers’ standards for coherence in the generation of inferences during reading. In R. F. Lorch, Jr., & E. J. O’Brien (Eds.),

Sources of coherence in text comprehension. Mahwah, NJ: Erlbaum.


Article Metrics

Abstract view : 2220 times | PDF view : 2363 times

Refbacks

  • There are currently no refbacks.


License URL: https://creativecommons.org/

 

 

 

Creative Commons License


This work is licensed under a Creative Commons Attribution 4.0 International License.