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Curriculum Management of MTB:MLE in the province of Antique

Submitted by:
Gian Carlo S. Auxilian
A thesis proposal submitted in total fulfillment of the requirements of
EDUC 503 Thesis Writing
March 15, 2014

Chapter 1 Problem and Its Focus


Conceptual Framework
Fig. 1



Program of



Fig. 1: The conceptual framework shows the relationship of the curriculum

management cycle to the implementation of the Mother tongue program. This
clearly defines that a curriculum leader should have a clear understanding of the
cycle in order to fully implement an effective program.

Statement of the Problem

This study is undertaken to explore the curriculum management of the MTB:MLE
in the province of Antique. In order to identify its impact on the implementation of
the Mother Tongue Program for grades 1-3, this study specifically aims to answer
the following questions:
1. What are the factors that the curriculum leaders considered in the design of
the Mother Tongue program?
2. What are the factors that hindered the implementation of the program? How
did the school leaders responded to it?
3. What are the factors that enabled the swift implementation of the program?
How did the school leaders responded to it?
4. How is the program monitored in the following levels?
a. school based
b. district based
c. province based
5. What are the evaluation processes used by the school leaders in evaluating
the Mother Tongue program? How do they use the data gathered after the

Significance of the Study

This study is undertaken in response to the implementation of the Mother Tongue
program of the K-12 Curriculum program implemented by the Department of
Education last 2012. Philippines is known for having rich and diverse history and
culture which includes the many dialects. The Department of Education put into
consideration that one must be proud of his National Identity in order to be
Globally Competitive. Thus, mastery of ones own language, also known as
Mother Tongue, has been implemented to allow new breed of learners to
appreciate and embrace their own culture.
The results of this study will be significant to the country, especially on the
province of Antique. The data gathered can be use as a means to create policies
that may improve the delivery system of the program. The data can also be used
to plan activities that would expand the understanding of the people involved in
the delivery, implementation and evaluation of the program.
The Department of Education can also use the data as basis for further
evaluation, guide in decision making, anchor for policy development and other
activities that would require the research data gathered. This can also lead other
researchers in the field to conduct studies on the topic with the liberty to change
any variable they may deem worth changing.
As a requirement submitted to the college of Curriculum and Instruction at the
Philippines Normal University Manila, this research will be a reference for student

researchers; the University will also benefit on the research by utilizing the data
to their own studies related to the topic.

Scope and Limitation

In this study, I will be tracing the management of the curriculum for the Mother
Tongue program which was implemented by the Department of Education for
Grades 1, 2, 3 last 2012. I will review the documents that are related to the
program in the province of Antique in order to gain data on how it was designed,
planned, implemented and monitored. I will be interviewing school leaders such
as principals and district supervisor to gain data about the implementation of the
program on the managerial level. I will be interviewing and observing teachers to
gain data about the implementation of the program on the classroom level. I will
evaluate the gathered data using a curriculum management audit system.

However, in this study, I did not focus on the other programs changes that were
implemented for the K-12 curriculum. I will only include public and private
elementary schools in the province of Antique that are located on its 18
municipalities and will not include schools from the neighboring provinces. I will
only consider the elements that affected the implementation of the program such
as time, human resource, financial resource and problems encountered. I will not
focus on the individuals mental, physical and emotional state when the program
was designed, implemented and monitored. I will not consider the educational

background of the school leaders; however, I will be considering the number of

hours they devoted during the planning stage. The same is also true to the
teachers but I will consider the seminars and in-service training theyve attended
that are related to the Mother Tongue program. I will not observe the teachers on
periods that do not use the mother tongue as a medium of instruction.

Definition of terms
Curriculum A plan tied to goals and related object.
*A set of learning standards made by an authorized body (DepEd). In this
study, the curriculum will be the learning standards for Mother Tongue set by
the DepEd.
Management Pretorious (1998:54) defines management as the process of
working with and through individuals and groups and other resources to
accomplish organized goals.
Curriculum Leaders people who plays a vital role in the success and
development of the school and other educational programs.









Director/Superintendent, District Supervisors, School Principals, Master/Head

teacher and classroom/subject teachers.
Mother Tongue Language - the language that a person has grown up speaking
from early childhood.

*In this study, the Mother Language is Kina-ray-a, the dialect of the
province of Antique.
Kinaray-a is an Austronesian language spoken mainly in Antique Province in
the Philippines. However, Kinaray-a does not necessarily refer to the way or
language spoken by the highlanders of Panay Island. Speakers of this language
are called, "Karay-a."
*In this study, Kinaray-a is the focus of MTB:MLE
Chapter 2 Literature Review
Literature Map


DepEd's Mother
Tongue Program


Defining curriculum management

Setting the grounds for curriculum management

Mother Tongue: Anchor for Nationalism

Paving the way to Nationalism: Managing the

Curriculum towards Mother Tongue Language

Defining Curriculum and Management

Curriculum Management is not a new word at all. Most people involved in the
business of education define this as the process of managing an educational
institution. However, with the world wide trend in education and the emergence of
technology, literature has shed light to this vague word.
Pretorious (1998:54) defines management as the process of working with and
through individuals and groups and other resources to accomplish organized
goals. He furthered explained that the achievement of a schools objectives
through leadership, is a result of the management in the school in which each
staff member has a roles to play.
Johnson and Scholes (2002:44) explain that effective management is possible
when managers have the cognitive capacity to make sense of problems or issue
in their experiences.
Grobler (1998:i) speaks in a school context and is quoted as saying the quality of
management will contribute to the quality of life and the standard of work both
teachers and learners. Marsh (1992:391) regards management as the ability of
the principal to carry out developmental supervision and provide curriculum
leadership in the school.
The definition of curriculum varies from author to author. Walker (1990:5)
defined curriculum as the content and purpose of an educational programme in a
school. Curriculum 2005 (C2005):1997:10) states that a curriculum is everything
planned by teachers which will assist in developing the learner. Carl (1986:17) is

of the opinion that the notion of curriculum may have a narrower, as well as a
broader meaning. The narrower curriculum would imply a set of subjects,
whereas the broader curriculum would include all the learning experiences
offered by a school during, and after school.
Each author has their own perspective about management and curriculum.
However, they all have a common ground and that is to improve the quality of
education and life by providing a system that allows each individual access to
quality education.
Curriculum Management is a complex term as it is. These are two words that
cannot be defined independently. Curriculum management can be considered as
the two side of a coin. One cannot exist without the other. Curriculum may be
deemed as a plan and without people to carry out these plans it will just remain
as a plan. Management, however, cannot be stand well if there are no clear
goals set, standards to follow and process to undergo. Thus Curriculum
Management is a means to achieve the goals set by the curriculum through
quality management.
In a paper conducted by LE Du Plessis (2005), he stated that There is an ever
increasing emphasis on the management roles of district officials, principals and

He also gives emphasis that curriculum management is about

curriculum improvement and effective implementation.

Setting the grounds for curriculum management

As a person involved in curriculum management, school leaders must possess
certain characteristics. According to Smith and Andrews (1989:23), the principal
as curriculum leader means that the principal is perceived as a provider of
needed resources to the achievement of the schools goals; possess policy
knowledge and management skills in curriculum matters which lead to improved
teaching practices; a skilled communicator in one-on-one small groups and large
group setting; and future-focused and has visible presence for the staff, learners
and parents at both physical and philosophical levels of what the school is all
Beare, Caldwell and Millikan (1989:155) identify the following three requirements
for curriculum management:
Curriculum managers work with other principals to develop a
shared commitment to a common vision of excellence in teaching.
The leader has a vision for excellence in teaching.
Curriculum managers and their teaching colleagues have the
knowledge and skills to ensure that the vision becomes a reality.
One site posted a job description of a Curriculum Manager:
The Curriculum Manager is responsible for curriculum innovation,
planning, and research. The Curriculum Manager oversees subject matter
experts in writing and curriculum design, review, and coaching to produce
high quality courses and curriculum program. The Curriculum Manager

contributes to the design of curriculum strategies and works with

instructional managers and directors to ensure quality curriculum and
instruction practices across the organization. The Curriculum Manager
plans, organizes, and implements curriculum programs within major
organizational policies and processes; acquires resources for appropriate
programs; reports progress of major activities to leadership through timely
reports, meetings and presentations; monitors program process; and
implements evaluation instruments upon program completion.
A curriculum manager greatly affects the success of a curriculum. The managers
leadership and skills will determine the quality of curriculum delivered. In other
words, curriculum management is all about the people managing it.
Mother Tongue: Anchor for Nationalism
A news article from Manila Bulletin stated:
Believing that the child's language will serve as the fundamental language for
literacy and learning, the Department of Education (DepEd) recently announced
that seven more local languages will be used in teaching Grade 1 pupils starting
this school year.
According to Education Secretary Armin Luistro, in addition to the languages of
instruction mentioned in DepEd Order No. 16 series of 2012, "Guidelines on the
implementation of the Mother Tongue Based-Multilingual Education (MTB-MLE)
under the K to 12 Basic Education Program," the additional languages "shall be

used as the languages of instruction for Grade 1 pupils who speak the same
As stated in DepEd Order No. 28 series of 2013, the seven additional languages
which will be used in the specified regions and divisions starting SY 2013-2014
are Ybanag for Region II (Tuguegarao City, Cagayan, and Isabela); Ivatan also
for Region II (Batanes Group of Islands); Sambal for Region III (Zambales);
Akianon for Region IV (Aklan and Capiz); Kinaray-a for Region VI (Capiz and
Aklan); Yakan for Autonomous Region in Muslim Mindanao (Basilan province);
and Surigaonon for Caraga (Surigao City and provinces).

MTB:MLE is supported by the Philippine Constitution

Sec. 4 of RA 10533, otherwise known as AN ACT ENHANCING THE
PURPOSES, provides that:
Basic education shall be delivered in languages understood by the
learners as the language plays a strategic role in shaping the formative
years of learners.
For kindergarten and the first three (3) years of elementary education,
instruction, teaching materials and assessment shall be in the regional or
native language of the learners. The Department of Education (DepED)

shall formulate a mother language transition program from Grade 4 to

Grade 6 so that Filipino and English shall be gradually introduced as
languages of instruction until such time when these two (2) languages can
become the primary languages of instruction at the secondary level.
RA 10533 also stated that Basic education shall be delivered in languages
understood by the learners as the language plays a strategic role in shaping
the formative years of learners. Thus, the implementation of MTB:MLE has a
solid legal support.
For purposes of this Act, mother language or first Language (LI) refers to
language or languages first learned by a child, which he/she identifies with, is
identified as a native language user of by others, which he/she knows best, or
uses most. This includes Filipino sign language used by individuals with pertinent
disabilities. The regional or native language refers to the traditional speech
variety or variety of Filipino sign language existing in a region, area or place.
This statement serves as the basis for the selection of the language that will be
used by the region as medium of instruction.
Section 5 article (f) of the same act also state that 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 knew proceeding from the known to the unknown; instructional
materials and capable teachers to implement the MTB-MLE curriculum shall be

Paving way towards Nationalism. Managing the Curriculum towards Mother

Tongue Language Instruction.
With all these literature given, the Philippines made a bold move to implement
change. Though its natural for a being to resist change, the program has been
implemented for three years. As far as time is concerned, three years may have
been enough to fully implement and orient people about the changes brought
upon the K-12 Program.

Chapter 3 Methodology
This chapter establishes the framework of a descriptive research component of
the thesis. It aims to answer the questions What, Who, When, Where and How
with regards the management of the MTB:MLE in the province of Antique.

Stage 1:
Initial data gathering with the use of questionnaire and
review of the documents used on the planning stage of the
program. The focus will be on the management level or the
District office.

Stage 2: Gathering of data in the field. The result of the initial

data gathered will be used to create a checklist that will serve
as basis for observation. The focus will be on the schools and
the people who implement the program.

Stage 3: The result of the data gathere in the field will be used
to generate a new set of questionnaire with open ended
questions with regards to the implementation, monitoring
and evaluation of the data.

Stage 4: Interpretation of the data. All data gathered will be

consolidated to come up with final interpretation of how
MTB:MLE was implemented in the province of Antique.

Samples and Sampling Plan

The focus of the study will be the implementation of MTB:MLE in the province of
Antique. Thus, its respondents would be the people and the offices involved in
the subject. This research will be using a stratified random sample since it will be

needing data from different sector of the Department of Education office as well
as schools in the province of Antique. For this research, the number of
respondent is irrelevant because it aims to identify the deep understanding of the
people involved the MTB:MLE program.
Participant of the Study
The following individuals are considered participants of this study:
a. School District Supervisor
b. School Principal
c. Teacher
d. Other people involve in the MTB:MLE
Ethics in Research
All data to be collected in this research will be handled with utmost care and
confidentiality. The data and result of the study will not be used on any agenda or
propaganda that might cause discrimination or rapture on the name of the people
involved in the study; nor will it be used to promote or campaign for certain
individuals. However, the result of the study may be used as basis or reference
for further study that this research will not cover.
Research Instrument
This research will be using questionnaires and checklist. These tools are rooted
on the standards set by the DepEds memorandum.

Data Collection Procedure

May 2014

Stage 1
Submission of letters and permission to the DepEd office in Antique.
Initial gatheirng of data

June 2014

Stage 2
Submission of letters and permission to the School Principals and teachers selected for the study.
Answering of questionnaire.


Stage 3
Observation of the implementation of MTB:MLE in the school level.
Answering of the revised questionnaire with open ended sentences.

Stage 4
Final observation and validation of the initial result of data gathered.
January 2015 Interpretation of the result of the study.


Gian Carlo S. Auxilian

136 J. Elizalde st., BF Homes I, Paranaque City 1700

Work Related Experience:

April 16, 2011 up to present
Southville International School and Colleges, Paranaque City
Basic education Teacher handling Science 3, Filipino 1-3, Social Living and Global
Education 1-3 and P.E. 1-3 classes
Managed learning activities and applied different strategies (i.e. PLED, DCIA) for
all subjects thought.
Facilitated pupils learning and conducted experiential activities that will aid the
learners to have a clear view of the enduring concepts in Science, Filipino and
SLGE for all levels taught.
Facilitated and prepared the Unit Designs and other necessary documents (i.e.
quizzes, grade book).
Created a module for Science 1 and 2 to reinforce the concepts taught.
Coordinated with other teachers who are directly/indirectly involved in the planning
of learning activities for all classes.
Drafted and compiled learning assessment tools for the evaluation for the learning
of the kids in Science.
Demonstrated and guided the learners in performing basic skills (i.e. dancing,
sports skills) in Physical Education classes.
Prepared the portfolio of the learners.
Assisted the homeroom advisers in maintaining safety in all school functions (i.e.
assembly, field trip, gatherings).
Prepared all the necessary documents and materials needed for the teachinglearning process and file keeping of the school.
Attended seminars such as UBD in a Nutshell to improve the understanding of
UBD in order to deliver quality education.
June 1, 2010 to March 31, 2011
Don Bosco Technical Institute Makati, Makati City
Faculty Member, Filipino Teacher. Homeroom Adviser
Facilitated pupils learning experience in the field of Filipino Language for Grade 6.
Prepared necessary documents needed for the educative process.
Managed homeroom activities and attended to other related needs of the pupils.

June 1, 2009 to March 31, 2010

St. Anthony's College Grade School, San Jose, Antique

Filipino, Edukasyong Pantahanan at Pangkabuhayan (EPP) Teacher and Adviser of

Publication ,the Anthonian Graders'
Facilitated pupils learning and conducted experiential activities in the field of
Filipino Language of the Grade 4 and Grade 6.
Managed learning activities and simulations about Home Management and
Community Living of the Grade 5 and Grade 6 pupils.
Facilitated trainings and workshops for pupil staffers. Managed all requirements
needed for the publication.

June 2012 to present

Philippine Normal University

Master of Arts in Education Major in Curriculum Instruction
33 units taken (on going)

June 2005 to October 2008

St. Anthony's College, San Jose, Antique

Bachelor of Arts in Elementary Education Major in English

Seminars Attended:
September 2013 School Initiated Seminar on Child Protection Policy
June 2012 School Initiated Seminar about the Implementation of K-12 Curriculum
June 2011 School Initiated Seminar and Training on Creating a Unit Design
Trainings Attended:
January 2014 School based training on IB Learners Profile
August 2013 School based training on the use of Pinnacle as a Grade book
May 2013 School based training on Managing a Differentiated Class
May 2013 School based training on PLED or Positive Learning Environment and Development
May 2013 School based training on the use of Moodle in class instruction
July 2012 School based training on the use of Interactive White Board
May 2012 School based training on the use of Interactive Media on the Teaching Learning Process
(creating and using PREZI for Instruction, use of Moodle,
Powerpoints, Grammarly)
May 2012 School based training on the Different Strategies for teaching Reading
May 2012 School based training about Differentiated Curriculum and Instruction Activity
May 2012 School based training about Positive Learning Environment and Development

September 2013 (SED) Speak English Drive Model, Southville International and Colleges AY
June 2013 Best Teachers Portfolio Award, Southville International and Colleges AY 2013-2014
April 2012 Perfect Attendance Award, Southville International School and Colleges AY2011-2012
April 2009 Top 7 Philippine National Licensure Examination for Teachers (LET), Philippine
Professional Regulatory Commission 2009