Graduate School - University of Southern Mindanao

ASSESSMENT ON THE IMPLEMENTATION OF THE RESTRUCTURED BASIC

EDUCATION CURRICULUM

ASSESSMENT ON THE IMPLEMENTATION OF THE RESTRUCTURED BASIC EDUCATION CURRICULUM AND

THE PERFORMANCE OF THE PUBLIC SECONDARY SCHOOL TEACHERS IN THE PROVINCE OF COTABATO
Ronielyn Flores-Pinsoy, Ed.D.
& Consuelo A. Tagaro, Ed.D.

The general objective of this study was to determine the Implementation of the Restructured Basic Education Curriculum
(RBEC) and the level of performance of the public secondary school teachers in the Department of Education in the
Province of Cotabato. This study was conducted in Kidapawan City National High School, Tulunan National High School,
Mt. Apo Sayaban High School and Magpet National High School all in the Division of Cotabato and City Division of
Kidapawan City, Cotabato Province.

Out of 125 respondents, majority (60%) of the teachers were outstanding while (40%) had very satisfactory level of
performance. The socio-demographic characteristics of the teachers, specifically ducational attainment and monthly
salary, did not significantly affect the levels of performance in terms of their instructional competence, professional and
personal characteristics and punctuality and attendance.

However, the components of the RBEC indicate that the combined contribution of the level of implementation on the
preparation for the team and theme teaching, appropriate time allocation for every training area, and integration of
competencies and values across the learning areas and the integration of different component subjects in Makabayan
significantly influenced the teachers’ level of performance in terms of their instructional competence. Taken singly,
the integration of different component subjects in Makabayan is considered as best predictors of teachers’
performance.
The multiple regression analysis supports that the combined contribution of the level of implementation on the
preparation for the team and theme teaching, appropriate time allocation for every training area, and integration of
competencies and values across the learning areas and the integration of different component subjects in Makabayan
did not significantly influence the level of performance of the public high school teachers in terms of the professional and
personal characteristics (with F-value=0.281,
p=0.890).

The relationship of the level of implementation of the RBEC components and the performance of teachers in terms of
punctuality and attendance did not have a significant influence on the level of performance of the public high school
teachers.

On the other hand, the relationship between the level of implementation of the RBEC components and the overall levels
of performance of the teachers reveals that the combined contribution of the levels of implementation of the preparation
for the team and theme teaching, appropriate time allocation for every training area, integration of competencies and
values across the learning areas and the integration of different component subjects in Makabayan significantly
influenced the overall performance of the teachers (Fvalue= 3.331, p=0.013).

The relationship between the level of implementation of other components of the RBEC and the level of performance in
terms of instructional competence of teachers indicate that the combined contribution of the in-service training, seminar,
workshop for teachers, adequate instructional materials, appropriate methods and strategies; instructional support from
school administration and other DepEd officials significantly influenced the teachers level of performance (F-value=3.114,
p=0.018) at 0.05 level of
significance.

Furthermore, the relationship between the implementation of other components of RBEC and the level of performance in
terms of professional and personal characteristics of teachers is the best predictor of the level of performance (t-
Value=2.281, p=0.024) at 5% level of significance.

The level of implementation of the other components of RBEC and the levels of performance in terms of punctuality and
attendance of teachers reveal that taken singly, there exists a significant relationship between instructional support from
school administration and other DepEd officials and the level of
performance.

Finally, the relationship between the level of implementation of the other components of RBEC and the overall levels of
performance of public high school teachers and the combined contribution of the other components in terms of the
following; inservice training, seminar-workshop for teachers, adequate Instructional materials, appropriate methods and
strategies; and instructional support from school administration and other DepEd officials significantly influenced the
overall levels of performance of public high school teachers of Cotabato Province.

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 Graduate School - University of Southern Mindanao

Introduction
Background of the Study The Basic Education Curriculum was restructured in the year 2002. The objective is not a
sweeping change of the elementary and secondary curricula (NESC and NSEC). It only presents the goals of the
curriculum and the rationale for its restructuring. Competence in learning how to learn throughout one’s life in this
changing world entails the secure attainment of functional literacy, which includes essential abilities such as linguistic
fluency and scientific-numerical competence. In Philippine basic education, mastery of these essential; implies that
Filipino, English, Science and Mathematics are indispensable learning areas in the restructured curriculum. They are
considered the basic tool subjects. In general, the time allotment for these subjects will be increased not to burden the
learners with additional dispensable content but to increase the time for task and activities to gain mastery of basic
competencies and to help the learners reflect on and conceptualize content. Download the Graduate School Research
Journal June 2007 (right click and save as....)

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