Chapter 2

Review of Related Literature

Related Literature

A. Curriculum Contextualization, Localization

Curriculum contextualization is the process of matching the

curriculum content and instructional strategies relevant to learners.

Student diversity requires that teachers always consider individual

differences in lesson planning and implementation. Teachers identify

and respond to opportunities to link teaching and learning in the

classroom to the experiences, interests, and aspirations of the wider

school community and other key stakeholders. By linking new content

to the local experiences that are familiar to students, learning will be

more efficient for and relevant to them. The localization of curriculum is

an essential feature of the K to 12 Curriculum.

The teachers guide and learners materials may be modified to

accommodate the unique contexts of a particular locality. Deepening

curriculum contextualization through indigenization is essential for

communities that have cultural practices that are different from the

majority of people in the same locality. Providing spaces for unique

cultures in the K to 12 Basic Education Program is a key strategy for

learners. Teachers and school systems must make sure that the

members of the community participate in indigenization processes, so

that the curriculum will be accurate and faithful to the culture in

consideration.

B. Decongested Curriculum

According to SEAMEO Regional Center for Educational Innovation

and Technology, the basic education curriculum is meant to be taught

in twelve years. The Bologna Accord required twelve years of education

for university admission and practice of profession in the European

countries. However the Basic Education Curriculum of the Philippines

was delivered in only ten years. In its comparative study on the curricula

of Brunei Darussalam, Malaysia, Singapore and Philippines, the

Philippines basic education curriculum was found congested especially

in Mathematics, Language and Science subjects. Such learning was

believed to have affected the Filipinos mastery on the competencies,

consequently affecting the development of lifelong skills necessary for

productive life. The K to 12 Education Program addresses these by

ensuring that the curriculum is decongested. Decongestion in the

curriculum is ensured by taking out repetitive competencies that were

after all unnecessary, allowing mastery of the concepts and

competencies.
C. Seamless Curriculum

Seamlessness of the curriculum is done by having a smooth

transition between grade levels and continuum of competencies through

spiral progression where learning of knowledge, skills, values and

attitude increases in depth and breadth, while being careful from

unnecessary duplication. There is also continuity of competencies and

standards from elementary to secondary level through a unified

curriculum framework. The unified standards and competencies ensure

integration of what learners learn across grade levels and across

learning areas while building upon prior knowledge, skills, values and

attitude of students to ensure vertical continuity.

D. Relevant and Responsive Curriculum

Bologna and Washington Accords that kept countries focused on

the comparability of educational degrees find that the countrys basic

education system was insufficient to equip Filipino professionals to

compete globally in the world market. This poor quality of basic

education has even affected graduates in its employability; they were

inadequately prepared for the world of work, making them

unemployable in spite job demands available within the country. The

high unemployment rate among young and educated, in spite available

jobs in the locality suggested mismatch between graduates skills and

job demands. In spite of restructuring in the basic education with the

by Design (UbD) in 2010, Undersecretary Romeo Lagman of Labor

Department pointed out that the countrys education curriculum was no

longer responsive to the needs of the industries and businesses

operating in the current global environment.

Making the curriculum responsive and relevant is done by

systematically matching the schools learning goals with the labor

market requirements, especially in the local community. Such allows

flexibility in the curriculum depending on the local needs of the

community. Thus, a broadened and strengthened stakeholders support

in the improvement of basic education outcomes is called for as well in

the K to 12 Curriculum.

Focus on integrated instruction to equip learners with skills for

future employment is also called for in the new curriculum, and these

skills include critical and creative thinking and life skills. This

incorporation of enhanced skills is intricate with having a curriculum that

is enriched.

E. Enriched Curriculum

The K to 12 program is enriched by having the four twenty- first

century skills. These skills include information, media and technology

skills, learning and innovation skills, life and careers skills and effective

communication skills (BEP, 2012). Information, media and technology

basic, scientific, economic and technological literacies, and 4)

multicultural literacy and global awareness.

F. Learner-Centered Curriculum

The holistic learning and development of the learner is the primary

focus of the curriculum. Teacher creates a conducive atmosphere where

the learner enjoys learning, takes part in meaningful learning

experiences and experiences success because he/she is respected,

accepted and feels safe even if in his/her leaning exploration he/she

commits mistakes. He learns at his/her own pace in his/her own learning

style. He is empowered to make choices and to become responsible for

his/her own learning in the classroom and for a lifetime. The learner-

centered curriculum gives prime importance to developing self-

propelling and independent lifelong learners and optimum development

of the Filipino child. The desired outcomes of the K to 12 program are

defined in expectancies which are in the form of content and

performance standards specified in the curriculum of each learning area.

Content standards are what the students should know (facts and

information), what they do (process or skills), and what understanding

they construct as they process the information. The students are

expected not only to understand but also to demonstrate what they

learn, thus providing evidence of learning. Performance standards are

students are expected to produce products and/or performances to

prove that they can apply what they learn in real-life situations.

One of the key changes in the secondary education under the K

to 12 Education Program is on its assessment process. The assessment

process is holistic, with emphasis on the formative or developmental

purpose of ensuring student learning. It is also standards-based as it

seeks to ensure that teachers will teach to the standards and students

will aim to meet or even exceed the standards. The students attainment

of standards in terms of content and performance is, therefore, a critical

evidence of learning.

Instructional Design and Modular Instruction Instructional design

is a careful planning of educational activities, instructional materials and

learning so that the learner is ushered from the state of not able to

perform tasks to being able to deliver the tasks[7]. Studies on

instructional design has included the process of analyzing, designing,

developing, evaluating and managing however in the study,

instructional process include planning, developing, implementing,

evaluating and organizing full learning activities effectively[8]. These

stages in three development are:1) the pre-development stage, which

includes the planning or preparation for the writing of the module, 2)

the development stage, which considers the scope and objectives, and
the users of the module, selection of materials, decision on how to use

the materials, sequencing of activities and preparation of Task Analysis

Chart (TAC); and 3) post- development stage, which includes evaluation

of the effectiveness of the module.

There are essential elements of instructional design that can be

gleaned from various literatures and these are defining goals in terms

of learning tasks to perform and knowledge, skills, attitudes and values

to acquire, content or supportive information, methods or procedural

information, part-task practice and evaluation. It is a procedural system

including ten major process components, which include the nine basic

steps in an iterative cycle and a culminating evaluation of the

effectiveness of the instruction.

The ADDIE model is a systematic instructional design model

consisting of five phases: (1) Analysis, where the designer identifies the

learning problem, the goals and objectives, the audiences need,

existing knowledge, and any other relevant characteristics. This also

considers the learning environment, any constraints, the delivery

options, and the timeline for the project; (2) Design, which is a

systematic process of specifying learning objectives. Detailed

storyboards and prototypes are often made, and the look and feel,

graphic design, user- interface and content are determined in this

phase; (3) Development, which is the actual creation or production of

Implementation, where the plan is put into action and at this stage,

procedure for training the learner and teacher is prepared and

developed, and materials are delivered or distributed to the student

group; and (5) Evaluation, which consists of formative and summative

evaluation. Formative evaluation is present in each stage of the ADDIE

process. Summative evaluation consists of tests designed for criterion-

related referenced items and providing opportunities for feedback from

the users.

Module is a unit of work in a course of instruction that is virtually

self-contained, and as a method of teaching that is based on the building

up skills and knowledge in discrete units[9]. There are certain

characteristics of modules, namely: it should be dependent, self-

contained; self-instructional; well- defined; has clearly defined

objectives; observes concern over individual differences; association,

has structured sequence of knowledge; provides systematically

organized learning opportunities; utilizes a variety of media; encourages

active participation by learner; gives immediate reinforcement of

responses; promotes mastery of evaluation strategy; and performs

evaluation of the work. He also shared the essential components of the

module. These are the rationale, objectives, entry text, multi-media

materials, learning activities, self test and post test.