Delivery System of Special Program in Journalism and Learners’ Performance in Selected Public Junior High Schools in Cavite Cluster: Basis for Strategic Development Program
DOI:
https://doi.org/10.5281/zenodo.21459629Keywords:
Special Program in Journalism, program delivery, learners’ performance, journalism education, media literacy, strategic development programAbstract
This study assessed the delivery system of the Special Program in Journalism (SPJ) and learners’ performance in selected public junior high schools in the Cavite Cluster as basis for a Strategic Development Program. A quantitative descriptive-correlational design was employed among 144 respondents composed of four supervisors, 10 school administrators, and 130 SPJ teachers from 10 public junior high schools. Data were gathered through a validated researcher-developed questionnaire with a reliability coefficient of .88 and documentary analysis of learners’ grades for School Years 2023–2024 and 2024–2025. Weighted mean, composite mean, ranking, analysis of variance, and Pearson product-moment correlation were used. The SPJ delivery system was highly evident overall (composite weighted mean = 4.28). Teachers’ qualifications (4.56), teaching pedagogy (4.55), and instruction (4.47) received the highest ratings, whereas physical facilities and equipment (3.87) and budget support (3.98) were only evident. Significant group differences were found in curriculum, instruction, teachers’ qualifications, teaching pedagogy, physical facilities and equipment, instructional materials and learning resources, and school-community partnership, while no significant differences were found in program objectives, budget support, leadership and governance, and monitoring and evaluation. Learners obtained an outstanding two-year overall rating of 93.3. None of the delivery-system dimensions was significantly related to learners’ performance. Delivery-system challenges (2.98) and learner-performance challenges (2.78) were moderately challenging, particularly limited SPJ-specific resources, insufficient specialized training, inadequate instructional time, poor time management, and limited media-production exposure. The proposed Strategic Development Program was highly acceptable (4.35). The findings support sustained strengths in program delivery while prioritizing resources, specialized teacher development, authentic media experiences, partnerships, and systematic monitoring.
Downloads
References
Abejuela, M. (2022). Evaluation of the Special Program in Journalism implementation in a public secondary school in Rizal.
Avelino, R. (2022). Evaluation of the Special Program in Journalism using the Steinmetz discrepancy evaluation model at Casimiro A. Ynares Sr. Memorial National High School.
Bertalanffy, L. von. (1968). General system theory: Foundations, development, applications. George Braziller.
Briggs, M. (2019). Journalism next: A practical guide to digital reporting and publishing (4th ed.). CQ Press.
Bull, A. (2018). Multimedia journalism: A practical guide (2nd ed.). Routledge.
Bulusan, F. (2016). Campus journalism and the development of communication competencies among secondary learners.
Cabanes, J., & Cornelio, J. (2020). Campus journalism and civic engagement among students in Philippine schools.
Colonia, R. C., Osias, N. C., & Comon, J. D. (2024). Stakeholders’ participation in the implementation of school programs: Basis for an intervention plan. International Journal of Scientific and Applied Research, 4(2), 45–52.
Cortes, R. (2024). The CampusJourn manual: A guide for student media organizations in the Philippines.
Craft, S., Ashley, S., & Maksl, A. (2016). News literacy: Helping students and citizens become better information consumers.
Department of Education. (2015). Policy framework for special curricular programs. Department of Education.
Department of Education. (2016). K to 12 basic education curriculum framework. Department of Education.
Department of Education. (2020). DepEd Order No. 012, s. 2020: Adoption of the Basic Education Learning Continuity Plan. Department of Education.
Gray, J. (2021). Journalism curriculum design and student learning outcomes in communication programs.
Hobbs, R., & Coiro, J. (2022). Media literacy education and students’ ability to evaluate and produce information.
Lewis, S. C., & Holton, A. E. (2021). Digital journalism pedagogy and the changing practices of journalism education.
Mendoza, R., & Cruz, M. (2025). Campus journalism participation and students’ academic and communication performance in Philippine secondary schools.
Opiniano, J., et al. (2017). Evaluation of the Department of Education’s Special Program in Journalism.
Republic of the Philippines. (1991). Republic Act No. 7079: Campus Journalism Act of 1991. Official Gazette of the Republic of the Philippines.
Rogan, J. M., & Grayson, D. J. (2003). Towards a theory of curriculum implementation with particular reference to science education in developing countries. International Journal of Science Education, 25(10), 1171–1204.
Santos, M. (2021). Implementation of campus journalism programs and students’ communication competence in Philippine public secondary schools.
Severino, H. (2019). Stories from the field. Anvil Publishing.
Toff, B., et al. (2024). Journalism education and students’ development of news literacy in contemporary media environments.
Tura, J. (2025). Assessment of the Special Program in Journalism: Strengths, challenges, and areas for improvement.
Ventista, O. M., & Brown, C. (2023). Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review. Educational Review, 75(2), 197–217.
Verano, V. S., Agrazamendez, D. D., Sarazain, K. S., & Bauyot, M. (2024). Strategic planning and management practices on quality education enhancement. International Journal of Research and Innovation in Social Science, 8(1).
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
