Teacher's Lived Experiences in the Implementation of K-12 Curriculum in Literacy Skills from Grades 1 To 3 in Bontoc Central Elementary School
DOI:
https://doi.org/10.5281/zenodo.18231419Keywords:
k-to-12 curriculum, effectiveness, teacher strategies, reading skills, writing skillsAbstract
This research investigates teachers lived experiences applying the K-12 curriculum to improve reading skills among Bontoc Central Elementary School's Grades 1 to 3 students. Using a phenomenological research approach, the study investigates teachers' opinions on students' reading and writing abilities, problems encountered during the process, and successful instructional tactics. The findings show that the epidemic increased literacy challenges due to interrupted patterns and distant learning limits. On the other hand, teachers displayed resilience and adaptation by using customized instruction, incorporating technology, and engaging students in various ways. The findings stress the importance of personalized interventions, continued teacher support, and curricular changes to close reading gaps and match teaching methods with K-12 standards.
Downloads
References
Adarlo, G., & Jackson, L. (2016). For Whom Is K-12 Education: A Critical Look into Twenty-First Century Educational Policy and Curriculum in the Philippines. In Springer eBooks (pp. 207–223).https://doi.org/10.1007/978-981-10-1673-8_11
Amnesty International. (2024, September 12). Empowering minds: human rights education, literacy, and the right to Education. https://www.amnesty.org/en/latest/impact/2024/09/empowering-minds-human-rights-education-literacy-and-the-right-to-education/
Baker, S. (2020). Adapting literacy instruction during the COVID-19 pandemic: Challenges and strategies for remote learning. Journal of Literacy Research, 52(3), 259–273. https://doi.org/10.1177/1086296X20946873
Barrot, J. (2018). Exploring the implementation of communicative language teaching in the Philippines: A tertiary teachers' perspective. Advanced Science Letters, 24(4), 2284–2287. https://doi.org/10.1166/asl.2018.11264
Beecher, C. (2023). Chapter 1. What is Literacy? Multiple Perspectives on Literacy. Iastate. Press books.pub.https://iastate.pressbooks.pub/teachingearlyliteracy/chapter/what-is-literacy-multiple-perspectives-on-literacy/
Crisol, L. G. D. & John Brian L. Alamillo. (2014). A Comparative Study of the Attitudes between the Learners and Teachers of Two Public Elementary Schools in Northern Mindanao toward the K to 12 Curriculum Shift. In DLSU Research Congress 2014. https://d1wqtxts1xzle7.cloudfront.net/49170585/LLI-II-012-FT-libre.pdf
Cheung, Y., & Han Chan, C. (2021). Effects of immersive virtual reality for preventing and managing anxiety, nausea and vomiting among pediatric cancer patients receiving their first chemotherapy: A study protocol for an exploratory trial. PLOS ONE, 16(10), e0258514. https://doi.org/10.1371/journal.pone.0258514
Cox, S. G. (2008). Differentiated instruction in the elementary classroom. The Education Digest, 73(9), 52–54. Retrieved from ProQuest database. (EDUDA6). https://eric.ed.gov/?id=EJ799034
Ertmer, P. A., Ottenbreit-Leftwich, A., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers and Education, 59, 423-435. https://doi.org/10.1016/j.compedu.2012.02.001
Gengeç, H., Güldenoğlu, B., & Kargın, T. (2022). Variables affecting early literacy skills: Socioeconomic level and home literacy. Pamukkale University Journal of Education, 51(3). https://doi.org/10.9779/pauefd.1064101
Gatcho, A. R. G., Manuel, J. P. G., & Hajan, B. H. (2024). No child left behind, literacy challenges ahead: a focus on the Philippines. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1349307
Giraldo, F. (2021). Language Assessment Literacy: Insights for Educating English Language Teachers through Assessment. HOW, 28(3), 78–92. https://doi.org/10.19183/how.28.3.673
Helman, L. A. (2011). Using Literacy Assessment Results to Improve Teaching for English-Language Learners. The Reading Teacher, 58(7), 668–677. https://doi.org/10.1598/rt.58.7.7
Hargreaves, A. (2000). Changing teachers, changing times: Teachers' work and culture in the postmodern age. Teachers College Press. https://www.madeleinelindley.com/9780304322817
Hollis, L. (2021). The impact of COVID-19 on early literacy instruction and student outcomes: A teacher's perspective. International Journal of Educational Research, 110, 101–112. https://doi.org/10.1016/j.ijer.2021.101112
Idulog, M. V., & Gadiano, M. F. et al. (2023). Filipino students' reading abilities: A note on the challenges and potential areas for improvement. International Journal of Education and Teaching Zone, 2(2), 233–242. https://doi.org/10.57092/ijetz.v2i2.128
Kraft, M. A., Champion, D., & Seltzer, M. (2020). The impact of COVID-19 school closures on student achievement and what it may mean for educators going forward. Education Policy Analysis Archives, 28, 83. https://doi.org/10.14507/epaa.28.6671
Levine, M. (2002). A Mind at a Time. New York: Simon & Schuster.745 https://www.simonandschuster.com/books/A-Mind-at-a-Time/MelLevine/9780743202237
Marzano, R. J. (2003). Classroom management that works: Research-based strategies for every teacher. Association for Supervision and Curriculum Development. https://eric.ed.gov/?id=ED482825
Okabe, M. (2013). Where does Philippine Education go?: the" K to 12" program and reform of Philippine primary Education. IDE Discussion Paper, p. 425. https://core.ac.uk/download/pdf/288456571.pdf
Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Association. https://archive.org/details/enhancingrelatio0000pian
Relucio, F. S., & Palaoag, T. D. (2018, January). Sentiment analysis on educational posts from social media. In Proceedings of the 9th International Conference on E-education, E-business, E-management and E-learning (pp. 99–102). https://doi.org/10.1145/3183586.3183604
Rivera, J. G. (2017). Articulating the foundations of Philippine K to 12 curriculum: learner-centeredness. AsTEN Journal of Teacher Education, 2(1). https://www.semanticscholar.org/paper/Articulating-the-Foundations-of-Philippine-K-to-12-Rivera/a26b157fe4bff3344850d1518e0ab48717ae07a4
Isturis, M. A. P. Parental Involvement in Their Children's Writing Skills. In 4th International Conference on Multidisciplinary Industry and Academic Research (pp. 147–160). Institute of Industry and Academic Research Incorporated. https://doi.org/10.37134/saecj.vol6.5.2017
Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977), 450–452. https://doi.org/10.1126/science.1182597
Trance, N. J. C., & Trance, L. A. M. L. (2019, November). Embracing the K-12 curriculum: accounts of Philippine teachers and students. In Journal of Physics: Conference Series (Vol. 1254, No. 1, p. 012031). IOP Publishing. https://doi.org/10.1088/1742-6596/1254/1/012031
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
