Extensive curriculum assessment as the basis for a proposed Augustinian K to 12 curriculum in selected Philippines educational institutions

Abstract

This quantitative-qualitative research aimed to assess the existing K to 12 curriculum of the member schools of the Province of Santo Niño de Cebu in terms of learning objectives, learning content, learning experiences, and evaluation of learning outcomes. This study utilized the one hundred sixty-two (162) administrators and teachers as respondents coming from the member schools of the Province of Santo Niño de Cebu namely, Colegio San Agustin-Biñan, University of San Agustin, Colegio San Agustin-Bacolod, Colegio del Santo Niño, and San Jose Catholic School in the Philippines. Using Hilda Taba’s linear model, the result showed that the level of implementation of the existing curriculum of the member schools in terms of the four curriculum components, except for the evaluation of learning outcomes, was extensive and functioning excellently. There is no significant difference in the K to 12 curriculum in terms of learning objectives when schools are grouped according to location and accreditation status. As to learning content, learning experiences, and evaluation of learning outcomes, significant differences existed when schools are categorized as to years of existence, enrolment size, type of school, and academic qualification of faculty members. Therefore, any educational institution should maintain its quality and excellent education by ensuring that its curricular offerings are reviewed periodically in terms of the four curriculum components mentioned in this study.