Effectiveness of Workbook

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Republic of the Philippines

Enhancing Academic Performance through
the Contemporary Mathematics Workbook

Team Leader
Prof. Analiza C. Paña

Members
Dr. Edgardo M. Santos
Dr. Florencia D. Sitchon
Dr. Marilou D. Junsay
Dr. Ruby V. Gonzales

Research Assistants
Lajera, Jean Antonette S.Sundano, Jeason R.

Torrequemada, Jelly B.Bain, Rodelio Jr. D.

Carballo, Jesus Hell C.Asis,Nizza Jean N.

Adlawan, Georean C.Absin, Ailene R.

Payot, Cherie Mae T.Idji, Gwenda P.

Tuboso, Cristine G.

Second Semester, S.Y. 2012-2013
Chapter 1

The Problem and Its Background

The government shall protect and promote the right of all citizens to quality education at all levels (Philippine Constitution, 1987) and has a responsibility to guarantee the people’s right to education (UDHR, 1948). Michail (2012) further described education as a basic human right that enable an individual to live his full potential as a human being. It is perceived by the masses as a stepping stone out of poverty. More importantly, education is of great importance for nation-building because it can mold the consciousness of the youth toward particular purposes. According to Philippine Development Plan (2011-2016), Aquino’s regime would aim to harness private-sector resources in the advocacy for education, especially higher education. Philippines in particular is trying to cope the demand of globalization gearing up to quality education as manifested in its active membership in international organization such as Asia-Pacific Economic Corporation (APEC), United Nation Educational, Scientific and Cultural organization (UNESCO) and United Nations (UN) to improve its educational system as its aim to join the “tiger” economies in Asia (Malaya, 1993). According to Villar (1999), we have to make our graduates globally competitive so that we will not be left behind. The Education for All program stresses that attention to certain areas leads to substantial increase in school effectiveness. One of these is the adequacy of learning materials such as textbook, learning aids and teachers’ guides (UNESCO). Moreover, Cariño (1992) suggest that instructional strategies and materials to support the development of a truly Filipino education will be further enriched to achieve the objective of strengthening logical thinking and character formation. Teaching material should be seen as a dynamic part of the teaching process (Nash, 1999). For any education programme – be it formal or informal – UNICEF explains that learning material is devised in linking up with the circular objective. Garcia (2000), in her speech before the presidents and representatives of member schools of the Philippines Association of State Universities and Colleges (SUC’s), asked the leaders of the 108 SUC’s to promote excellence and quality instruction so that Philippine Educational System can be at par with other countries. The results of National College Entrance Examination (NCEE) and the International Educational Assessment Examination showed that Filipino students do poorly in science and mathematics achievement tests most of the time. One factor that contributed the low performance was attributed to the lack of innovation in educational technology. Thus, the committee recommended the improvement of the quality of education to make it more relevant to individual and societal needs. As such, the development of instructional materials is seen vital contributor to quality education. The absence or insufficiency of instructional materials was found to be one of the major causes for inadequate coverage of subject matter. Unfortunately, in third world countries like Philippines, where books are scarce and teachers are often untrained, textbooks assume wider importance than they do in more developed countries, (UNESCO). The availability of textbook has long been...
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