An Evaluation of ITLs Flexible Learning

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An Evaluation of ITL’s Flexible Learning Program (Antecedents) Using Robert Stake’s


Countenance Model

Nikolee Marie A. Serafico-Reyes, Ph.D.


Philippine Normal University – Institute of Teaching and Learning
serafico.nma@pnu.edu.ph

I. Introduction

The unprecedented global health crisis—COVID-19 Pandemic—has forced educational


institutions to shift to an emergency remote learning. In the recent survey of International
Association of Universities (2020), almost all of the 109 countries who responded on their survey
have been impacted by the COVID-19 pandemic. Two-thirds of the respondents reported that it
affected teaching and learning such that classroom teaching was replaced by distance teaching
and learning because of school closures.

The Philippines did not escape school closures. In the basic education level, the Department of
Education (DepEd) has responded to the impact of the Covid-19 pandemic through its Basic
Education Learning Continuity Plan (BE-LCP). The plan laid out the “direction for basic
education…[that] will be embodied in appropriate guidelines, rules or directives, and
operationalized through programs, projects, and activities” (DepEd 2020). Moreover, the plan is
anchored on the following principle: (1) ensures that learning continuity through curriculum
adjustments; (2) alignment of learning materials; (3) deployment of multiple learning delivery
modalities; (4) provision of corresponding training for teachers and school leaders; and (5) proper
orientation of parents or guardians. Notwithstanding these, of course, that equity considerations
and concerns will be addressed.

The BE-LCP also emphasized that “the school opening will not necessarily mean traditional face-
to-face learning in the classroom” (DepEd 2020, p. 28). As such, DepEd found ways, means,
innovations, and strategies to continue education amidst the pandemic. The following elements
were considered by the agency (2020) to be refined to fit in the needs of these trying times: (1)
Streamlining the K to 12 into the Most Essential Learning Competencies (MELCs); (2) Learning
Delivery Modalities; (3) Learning Resources; (4) Assessment; (5) Alternative Learning System
(ALS); and (6) Establishing a Committee for the Development, Acquisition, and Deployment of
Learning Resources.

This movement of DepEd has also prompted Philippine Normal University’s (PNU) Institute of
Teaching and Learning (ITL) – the University’s arm for basic education—to provide quality
education amidst the pandemic. Anchored from the University’s Kaway-Aralan sa Bagong
Kadawyan – the PNU Flexible Learning Program—ITL has also developed its own Flexible
Learning Program (FLP) that is catered for the basic education.

Transitioning to a flexible learning modality from face-to-face has triggered ITL to recalibrate and
reform its processes taking into consideration the limitations brought by the Covid-19 pandemic.
The process of migration to ITL’s Flexible Learning Program necessitates the following: (1)
guiding principles; (2) needs assessment of stakeholders; and (3) plan of activities. The
development of the ITL Flexible Learning Program were guided by the following principles to
ensure that students have equal access to quality education in this unprecedented crisis:

1. Adaptation to the bagong kadawyan (new normal) must be undertaken by ITL following
the guidelines set by PNU and the national government;
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2. Development of a curricular plan based on the learners’ need and context;


3. Ensuring that meaningful learning still happens at home by assisting the (1) students to
become an independent learner; and (2) parents/ guardians to become partners in the
teaching-learning process;
4. Primary focus on the safety and well-being of students-- having realistic expectations on
what can be accomplished in a flexible learning modality (lessen cognitive loads); and
5. Offer authentic learning experiences even with the use of virtual realities (PNU-ITL, 2020)

In the development of the ITL flexible learning program, the internal and external memoranda,
circulars, and orders were considered to ensure alignment of its activities.

The curricular design of the ITL FLP is anchored on the flexible learning modalities and the
changes in the K to 12 Basic Education Curriculum, which necessitates the use of the Most
Essential Learning Competencies. As stated in the handbook for students (2020):

“…the PNU-ITL's Flexible Learning program is a form of distance learning


approach integrating online and offline teaching modalities to facilitate teaching
and learning with the help and support of parents or guardians. Thus, the PNU-
ITL curriculum design will require strong home and school collaboration to
optimize learning among students. Also, when it comes to flexible education,
technology matters. With the PNU-LMS analytics, teachers will be able to
monitor progress and performance for each student, and then compile them for
documentation. Also, through the LMS, students will be able to access relevant
study materials whenever they want mainly through PNU-LMS.”

Furthermore, the ITL FLP curriculum champions a thematic and interdisciplinary design. Thematic
instruction under this program means that the identified competencies will be designed and
clustered around a common theme without compromising the content of each learning area.
Hence, instruction across disciplines is integrated and seamless. For this school year, the themes
identified for instruction are: (1) My Self (Body); (2) Environment; (3) Country; and (4) Earth and
Universe. For the integration, there were two models used: (1) the triangular model wherein three
or more subjects may collaborate on certain thematic competency; and (2) the linear model where
two or more competencies that are not that are not directly related with each other but have points
of connection on a common subject matter are clustered (PNU-ITL, 2020).

At the level of instruction, the ITL FLP used the MEDIA Model (Motivate, Explore, Discuss,
Innovate, and Assess) (Montebon, 2016) as the backbone of lesson planning in a flexible learning
delivery.

The program is intended to run for one school year (2020-2021) with the hopes of running it again
until the government health guidelines will allow for a limited face-to-face conduct of classes. With
this in mind, an evaluation of the program must be taken to ensure that it will be future-proof and
actually responds to the needs of its stakeholders.

II. Objectives of the Study

This study aims to explore and investigate the antecedents of ITL’s Flexible and Experiential
Learning Program through the defined intents and actions. The findings are expected to serve as
a reference to improve, sustain, or eliminate activities included in the antecedents of the ITL
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Flexible Learning Program. The generated outcomes from the antecedents using Stake’s
countenance model could also be used as a reference point in the design, development, and
implementation of the refined or revised ITL Flexible Learning Program. In totality, this study
would like to know to which extent do intendent antecedents congruent to the actual antecedents.

III. Problem Statement

The ITL’s shift to a flexible learning modality was a first in its long-running history of implementing
various basic education programs. The unit heeded the call of DepEd and the University to
continue education despite the challenges posed by the pandemic (e.g., health protocols). In
order to design, develop, and implement a new program, it must start with careful planning, taking
into consideration all the available resources and limitations of the current and future
stakeholders.

In order to run the ITL FLP, various preparations were set in place for faculty and students. These
make up the development of the program’s framework, the design and implementation of training
and orientation, and the course design (in this case, the MEDIA Model). Evaluation of these
components are important to recalibrate and refine the ITL FLP to prove, in part, that the program
is working and beneficial to its stakeholders. The sustenance of the program lies on the
congruence of the intended outcomes to the actual outcomes of the said components. As such,
this study aims to answer the question: Are the intended antecedents congruent to the actual
antecedents?

IV. Limitations of the Study

Despite the careful preparation and planning of this study, the researcher was aware of its
limitations and shortcomings. First, the evaluation of the ITL FLP was focused on one aspect of
the Stake’s Countenance Model – the Antecedents. Three components were considered in
studying the antecedents: (1) the ITL FLP Framework; (2) the training and orientation of faculty
and students; and (3) the course design (MEDIA Model). Other components of the evaluation of
the program will not be covered by this study.

Secondly, the ITL FLP was limited to the Institute of Teaching and Learning of the Philippine
Normal University. All sample was taken from one unit of the University, the results in this study
cannot be used to represent other flexible learning delivery programs. Moreover, students’ and
faculty’s sample sizes were too small to represent all the stakeholders in a flexible learning
program.

Lastly, the ITL FLP was fully taken charge by the Institute of Teaching and Learning. All activities
were planned and approved by the Office of the Vice President for Academics (OVPA) of PNU.
All ITL faculty and staff were part of the implementation process. Any changes that were made in
the program implementation were under the supervision and approval of the ITL Director and
OVPA.

V. Methodology

The method used for this study was Stake’s Countenance Model for Curriculum Evaluation
through by determining the congruence of the intents to standards in terms of the antecedents.
Antecedent intents relate to any conditions prior to the commencement of a curriculum and might
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include both students' and teachers' backgrounds and interests (Woods, 1988). This stems from
Robert Stake’s (1975) responsive evaluation that seeks to uncover and address the concerns of
program stakeholders in the setting being evaluated toward the improvement of the practice the
said setting. In this approach, improvement of the program is more local rather than remote hence,
“values are explicated and used to make program judgments” (Greene, 1998).

One of the strengths of this model of evaluation is “the manner in which intents and actions are
defined and observed, together with standards and judgments” (Greene, 1998, 5). Stake believed
that the “intents” of a particular curriculum or program must be the starting point. Intents are
“planned-for conditions and behaviors, including desired, anticipated, and feared effects” (Wood,
2001). These intents can be described in terms of antecedents, transactions, and outcomes. He
further divided the descriptive acts according to whether they referred to what was intended or
what was actually observed to occur. Judgmental acts were divided according to whether they
refer to the standards used in making judgments or to the actual judgments (Popham, 1993;
Wood, 2001).

In using Stake’s countenance model, the evaluator will analyze the information in the descriptive
matrix by looking at the congruence between intents and observations. Moving across the chart,
as seen in Figure 1, the evaluator will then apply standards to the descriptive data to form
judgments. Since this study only evaluated the intended antecedents, there will be no analysis of
the relationships of contingencies between the other components (transactions and outcomes).

Figure 1. Stake’s layout of statements and data to be collected by the evaluator of an


educational program
(Sources: Stake, 1967; Wood 2001)

For the purpose of this study, the antecedents were used in the evaluation of the ITL FLP. Before
the data collection, a common frame of reference was developed with respect to the set of intents
for the antecedents. With this matrix of intents, it clarified the purpose of the evaluation and
checked the logical consistencies in the intended antecedents. Figure 2 shows the processes
involved in the conduct of this study.
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Figure 2. Processes involved in the evaluation of the Antecedents of the ITL Flexible Learning
Program

Intendent antecedents were identified in this study: (1) ITL Flexible Learning Program Framework;
(2) Training and Orientation; and (3) Course Design which, in this case, is the MEDIA Model.
From these components, evaluation questions, intents, and standards were developed and
validated by the ITL Director and Research Coordinator. From this point, a data collection analysis
and plan were designed in congruence with the validated components, intents, and standards.

With these in mind, the study used qualitative approach that focuses on understanding the
program from the perspective and context of the participants. The researcher’s role was to
become an instrument in collecting and analyzing data.

Using qualitative methods in this evaluation was apt as it helps in the local groundness and
contextualization of the program (Shaw, 1999). As the objective of the study is to see the
congruency of intents and actions, qualitative methods are helpful in understanding people’s
construction and meanings in the context of being studied (Greene, 2000). For this evaluation,
qualitative methods and analysis are summarized in Table 1.

Table 1. Summary of Data Collection and Analysis Plan

FLD Components Data Data Data Analysis


Source Collection
ITL FLP Framework Manual/Handbook Available Document analysis
Memorandum (Office) documents/records
Faculty Questionnaire (Survey) Descriptive
Students Statistics

Content Analysis
Training and Orientation Manual/Handbook Available Document analysis
Training Program documents/records
(office-initiated, Questionnaire (Survey) Descriptive
University-initiated) Statistics
Faculty
Content Analysis
Course Design (MEDIA Manual/Handbook Available Document analysis
Model) MEDIA Model Lesson documents/records
Plan Questionnaire (Survey) Descriptive
Faculty Statistics
Students
Content Analysis
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Note: This data collection and analysis plan was adapted from PNU EPRDC’s data collection and analysis
plan for the monitoring and evaluation of the University’s Kaway-Aralan sa Bagong Kadawyan

Anchored on the three identified flexible learning delivery (FLD) components— (1) ITL FLP
Framework; (2) Training and Orientation; and (3) Course Design—various data sources,
collection, and analysis are employed. All components employ document analysis which is mainly
looking at the manual and/or handbook pertaining to the preparation and implementation of the
ITL FLP. Document analysis, according to Merriam (2002), can be in form of public records,
documents and materials of physical individuals are examples of documents that can be used as
a reference. The strength of using this method is that documents exist in most of situations and
can be obtained easily in the current situation because of digitization. The researcher is part of
the unit implementing the ITL FLP hence, securing the needed documents were obtained through
proper request from the concerned office. All documents analyzed for the evaluation of the
program were in digital format due to the limited face-to-face transactions in the University.

The use of a questionnaire (survey) to capture the stakeholders’ view of the implementation of
the ITL FLP’s components under antecedents was also employed to see the congruence of the
intents set and the actual implementation. Two parallel survey questionnaires were adapted from
an existing program evaluation of the University. Both forms of the questionnaire have four (4)
parts. The first part asked for the respondent’s demographic characteristics (as a student or
faculty of ITL), while the succeeding parts elicited the respondents’ view on the implementation
of the ITL FLP antecedent components—(1) framework; (2) training and orientation; and (3)
course design (MEDIA Model). These survey questionnaires deployed to the faculty and student
participants were originally developed by the Monitoring and Evaluation Team of the Kaway-
Aralan sa Bagong Kadawyan: Flexible Learning delivery, headed by the EPRDC Director. With
the team’s permission, the author revised the two parallel survey questionnaires to fit the context
of the ITL Flexible Learning Program (e.g., replacing Flexible Learning Delivery to ITL Flexible
Learning Program, using MEDIA Model for the course syllabus). No validation of the survey
questionnaire was done since the original survey was already validated by selected academic
officials, faculty, and students of PNU. Moreover, the survey questionnaire for student has a
Filipino translation so that young students may be able to respond with the guidance of their
parent or guardian. This version of the survey questionnaire was formatted to be answered in
Google Forms by the respondents. The two survey questionnaires are exhibited in Appendix B
and C.

Specific for the survey on the implementation of the ITL FLP antecedent components, a Google
Form link was disseminated to all enrolled students and faculty members of the Institute from April
19 to 30, 2021 via email using their official PNU Google Main addresses. To reach more students
from all grade levels, the survey’s link was also posted in the respective Messenger groups of
each class through their class advisers. The Institute also scheduled Zoom sessions for each
class to respond to the survey.

From the 371 enrolled students at the Institute for School Year 2020-2021, a total of 131 (around
35% of the target population) have responded and were able to participate in the survey.
Distribution of the student respondents per grade level is presented in Table 2.
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Table 2. Frequency and percentage distribution of ITL Student respondents by grade level

Grade Total number of Total number of actual Percentage of actual


Level students respondents respondents
K 30 3 10
1 36 6 16.67
2 33 4 12.12
3 31 8 25.81
4 33 21 63.64
5 33 17 51.52
6 34 16 47.06
7 35 17 48.57
8 36 9 25
9 34 17 50
10 36 13 36.11
Total 371 131 35.31

For the faculty respondents, from the 23 full-time faculty of the Institute, a total of 10 (around 43%
of the target population) were able to participate in the survey. Majority of the faculty respondents
were female (80%) and are teaching subjects in grades 7, 8, and 9. Figure 3 shows the frequency
and percentage of faculty respondents by grade level.

Figure 2. Frequency and percentage of ITL faculty respondents by grade level


Note: This chart shows the frequency of grade levels taught by a faculty; one faculty respondent may be
teaching two or more grade levels.

Quantitative data from the survey were analyzed using descriptive statistics through frequency
count and percentages. Thematic analysis was employed with qualitative responses from the
respondents in the open-ended questions of the survey.

Despite the thorough data collection and analysis plan, the study has its methodological limitation.
Primarily, the data collection was done during a General Community Quarantine in NCR. Hence,
data collection was only through online means—documents gathered were in electronic format
sent through email or shared through a Google Drive link, and survey was conducted through the
online mode only. Particularly for the survey, the population turnout was pretty low with less than
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50% respondents vis-à-vis the target population. It is possible that some of the faculty and student
who have not responded in the survey were not able to do so because of the limited access or
problems with their respective internet connection at home or other places. Survey results may
have some minor to major variations if the target population for respondents were higher than the
actual. On the other hand, documents and other digital artifacts relevant for this study were easily
accessed because of its digital format. The relevant offices that provided the needed documents
and/or data were able to provide access to the researcher through email and Google Drive links.
With the digital format, document analysis became easier and manageable. Despite the described
methodological limitations, the study yielded results that will provide vital information on the
stakeholders’ view of the implementation of ITL’s Flexible Learning Program.

VI. Results and Discussion

On the account of the data collected through survey and documents analyzed for the ITL Flexible
Learning Program, the results of the evaluation are presented in three parts based on the
components identified for the antecedents in Stake’s countenance model. Each component
presented the results from the document analysis and the survey results from faculty and students
of the Institute.

A. Part I – ITL Flexible Learning Program Framework

The first component of the ITL FLP antecedents is the program framework. The intent of
this component is divided into four: (1) Stakeholders should be consulted in the design of
the ITL FLP framework; (2) Information about the ITL FLP framework should be cascaded
to faculty and students; (3) The framework must have all the essential features or
components which describe flexible learning delivery in the university; and (4) The
implementation of the ITL FLP should be supported by university policies. Each intent has
a corresponding standard which will be the basis for the congruency of the intent and the
actual implementation.

From the available minutes of the meetings and communications of the ITL Director’s
Office, the ITL Framework was reviewed by the faculty and the Academics Management
Committee during their meetings. As early as May 2020, series of meetings were held with
a team of ITL faculty to draft and improve the ITL FLP Framework, and eventually, was
presented to the whole ITL Faculty. After series of refinements, the framework was
presented to the Academics Management Committee for information. Documents
analyzed showed that there was no consultation with the students and/or parents on the
ITL FLP Framework.

In terms of the information dissemination of the ITL FLP Framework to the stakeholders,
it was included in the ITL Student-Parent Handbook and ITL Faculty Handbook. Both
documents were finalized and disseminated to the intended users. The survey also
showed that all of the faculty respondents (n=10) agreed that there was information about
the ITL Flexible Learning framework disseminated, while 96.2% student respondents
(n=131) agreed that they received information on the ITL FLP Framework. For the faculty
and students, the most used mechanism in receiving the ITL Framework was through a
meeting/briefing/orientation and email. Tables 3 and 4 show the various methods that the
ITL FLP was disseminated to faculty and students, respectively.
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Table 3. Mechanisms in which the ITL FLP Framework was received by ITL faculty

Mechanism Frequency
memorandum 5
Meeting/briefing/orientation (virtual) 11
Infographic 3
email 10

Table 4. Mechanisms in which the ITL FLP Framework was received by ITL Students

Mechanism Frequency
memorandum 45
Meeting/briefing/orientation (virtual) 87
Infographic 28
email 93
social media (e.g., Facebook) 2
Messaging App (e.g., Messenger) 1
Not sure 1
None 3

Going through the ITL FLP Framework, each component is unique for the flexible learning
set-up. According to the ITL Faculty Handbook (2020):

“The program framework shows the components that are primarily identified for
the ITL flexible learning. At the heart of ITL’s flexible learning program is the ITL
Student. This program is committed to deliver learning to ITL students despite
the issues brought by this pandemic. For School Year 2020-2021, modifications
in the teaching-learning process will be applied. The salient features of this
learning are: (1) responsive; (2) meaningful; (3) independent; (4) quality; and
(5) authentic. Each feature will be addressed by providing programs and/ or
policies such as curriculum revision (curricular requirements); upskilling of
teachers (teacher competencies); university support; home-school
partnerships; and logistical planning and design (logistic readiness).”

From this description, Figure 3 shows the ITL FLP Framework.


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Figure 3. ITL Flexible Learning Program Framework

The developed ITL Framework which was refined by the ITL Faculty and was presented
to the Academics Management Committee will be pilot tested for the School Year 2020-
2021. Hence, another round of validation is needed after the implementation of the said
school year. Nevertheless, this evaluation asked again the ITL faculty to review the
program framework in accordance to the set intents and standards of the component. All
of the ITL faculty has agreed that the ITL FLP Framework articulates a clear philosophy,
and describes the processes and outcomes of flexible learning delivery. Moreover, all
faculty respondents (100%) agreed that the framework also provides information on how
to teach, assess, and prepare instructional materials in a flexible learning delivery set-up.
Hence, it can be concluded that the intent of having essential features or components in
a flexible learning program framework has been achieved by the ITL FLP Framework.

It is equally important to note that the implementation of the ITL Flexible Learning Program
adheres to the University Policy on Flexible Learning Delivery, or also known as the
Kaway-Aralan sa Bagong Kadawyan. ITL, being an academic unit of PNU, is also
mandated to implement a flexible learning set-up for the basic education and practice
teaching programs. PNU University Memoranda Nos. 167 and 170, series of 2020, both
announced that the school year 2020-2021 will be delivered in a flexible modality.
Likewise, the Office of the Vice President for Academics issued a memorandum to the
PNU faculty on September 24, 2020 a handbook that supports the University’s shift to
flexible learning delivery. These University issuances are the actual policies on flexible
learning that the ITL FLP adhered to. Though there are no exact University issuances on
the implementation of basic education program under flexible learning delivery, it is the
mandate of ITL to craft these details based on the existing policies of the University.
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With the existence of these policies, the survey asked the student and faculty respondents
of their knowledge if that there is, indeed, a University policy on flexible learning delivery.
All faculty respondents agreed (100%) that there is a University policy on flexible learning
delivery. On the other hand, 97.7% of student respondents have agreed on the existence
of such policy. It can be said that majority of both faculty and student respondents are
aware of the existence of the University policy on flexible learning delivery for School Year
2020-2021. Likewise, the survey also asked if there are guidelines set in relation to the
ITL Flexible Learning Program for given that there is an existing university policy on flexible
learning delivery. Majority of the student respondents (97.7%) and faculty respondents
(90%). These guidelines are actually written in the PNU ITL Handbook on Flexible
Learning Program with versions for faculty and students. This version of the handbook
was developed exclusively for the implementation of the ITL FLP for School Year 2020-
2021, and serves as a complement to the existing BOR-approved ITL Handbook (2016).
The issuance of this handbook was crucial to the preparation both faculty and students in
the flexible learning set-up hence, it was digitally released by the ITL Director’s Office
before the school year started. Contents of the handbook were also used during the
orientation program for ITL Students on September 2, 2020.

In relation to this, the survey also asked the respondents on the existence of a handbook
in relation to the implementation of the ITL FLP. Majority of faculty respondents (90%)
have agreed that there is a handbook for flexible learning for the faculty. Likewise, the
faculty respondents have also agreed (90%) that this handbook contained essential
information needed to guide them on flexible learning delivery. Moreover, contents of the
ITL FLP handbook for faculty based on the intents of the program evaluation were studied.
Figure 4 shows the contents that the flexible learning program must contain and the
frequency of the faculty respondent’s agreement if the handbook contained such.

Figure 4. ITL faculty’s level of agreement on the provisions of the ITL Handbook for
Flexible Learning Program for Faculty

Table 5 presents the major themes that emerged from the thematic analysis of the faculty
respondents’ qualitative responses on the other information or guidelines that the ITL FLP
Handbook should contain.
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Table 5. Major themes of additional information/guidelines for the ITL FLP Handbook

Major themes Sample statements


Guidelines on transitioning to flexible learning Guidelines on term transitions
(e.g., calendar of activities)
calendar of students activities
Implementation of basic education Aside fr sangandiwa to include other
components (e.g., teaching and learning, suggestive assessment tools and online
assessment, technological support) teaching strategies

Guidelines on the roles of parents and


guardians in assisting key stage 1
learners (K-3)

Learning contract for online classes

Technological Support given to parents


Miscellaneous responses recent revisions made in response to
the observed shortcomings while
implementing FLP this SY

None

N/A

On the other hand, 89.3% of student respondents have agreed that they have a handbook
for flexible learning intended for them. When asked if there’s anything that they would like
to add to the handbook, majority of the student respondents have nothing to add and the
handbook that was given for the flexible learning program was enough. Qualitative
responses from the student respondents who have given their recommendations for the
ITL FLP handbook for students revolved around the themes of: (1) guidelines on the use
of technology (e.g., consensus on the platform to be used for synchronous and
asynchronous sessions; (2) changes in the grading system; (3) conduct and behavior in a
flexible learnings set-up; and (4) future plans for transitioning to full or limited face-to-face
classes.

Table 6 summarizes the evaluation of the ITL FLP Framework as a component of the ITL
FLP Program.

Table 6. Evaluation of the ITL FLP Framework

Evaluation Intents Observations Standards Judgment


Questions
Was the ITL FLP Stakeholders All stakeholders, except Representatives from There is a
framework should be the student and parents, administrative congruency
designed in consulted in the were consulted in the officials, faculty and of
consultation with design of the design of the ITL FLP students are intended
relevant ITL FLP Framework. consulted in the antecedent
stakeholders? framework. design of the ITL FLP and
framework through observed
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meetings. The antecedent


questions, comments,
and recommendations
of the consulted
stakeholders are
adequately addressed
and/or used in
designing or refining
the ITL FLP
framework.

Was the ITL FLP Information The ITL FLP Framework Information is
framework about the ITL was cascaded to the disseminated to all
cascaded to FLP framework faculty and students in stakeholders through
faculty and should be various mechanisms memorandum,
students? If yes, cascaded to such as memorandum, briefings/meetings,
how? faculty and email, meetings/virtual infographics, and
students. orientation, and all other appropriate
possible channels of channels of
information available. information.

Is the ITL FLP The framework Faculty and student The framework
framework must have all respondents have describes the
complete? the essential agreed that the ITL FLP processes and
features or Framework have all the outcomes of ITL FLP
components essential in the university. The
which describe features/components framework articulates
flexible learning needed for flexible a clear philosophy.
delivery in the learning delivery. The framework
university. contains sufficient
details (e.g., guide for
instruction, guide for
assessment) on ITL
FLP that can guide
teaching and learning.

Are there policies The The ITL FLP is backed There is at least one
that provide implementation up by the University university policy on
support to the of the ITL FLP policy on flexible FLD. There are
ITL FLP should be learning delivery university guidelines
implementation? supported by (Kaway-aralan sa on ITL FLP for faculty
If not, what university Bagong Kadawyan). and students. There is
policies are policies. Moreover, a handbook a handbook or manual
needed? for faculty and students that provides
was provided for the ITL guidelines and
FLP implementation. information about ITL
Both versions of FLP in the university.
handbook contain
guidelines on the ITL
FLP with some
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recommendations for
improvement.

B. Part II – Training and Orientation

The second component of the antecedents of the ITL FLP is the training and orientation done
in preparation for the implementation of the program. The intents of this component focused
mostly on the faculty training and orientation of the students. The intent of this component
was to assure that faculty training sessions are relevant, adequate, and satisfactory. Likewise,
these training sessions must be evaluated and used for further improvement. Additionally,
student orientations must also be relevant, adequate, and satisfactory.

The ITL faculty started reporting on June 10, 2020 through the issuance of University
Memorandum No. 122, series of 2020. A virtual faculty assembly was held in the morning and
in the afternoon, a faculty meeting was held with the ITL Director facilitating. This kicked-off
the series of transition activities that aimed to equip the ITL faculty in the flexible learning
program for School Year 2020-2021. The ITL Director, in an email on June 10, 2021, informed
the faculty of the transition plan of the unit from June 10 to August 17, 2020. This transition
plan is composed of various panel discussions to prepare the ITL faculty. From the observed
video recordings of the sessions, it covered topics such as challenges of the ITL community
in light of online learning; the most essential learning competencies; thematic and
interdisciplinary approach and its advantages and procedures; online educational tools for
teachers; designing lessons through MEDIA Model; orientation on the PNU LMS (ePNU); and
assessment in the ITL Flexible Learning Program. Aside from these unit-initiated trainings and
orientation, the University, through its other offices, have conducted various trainings on
flexible learning delivery such as the Copyright Webinar (July 5, 2020) and Assessment in the
Flexible Learning Delivery (November-December 2020) of the Office of the Vice President for
Academics; Turnitin trainings (various dates) by the Publications Office (PO); and research
trainings by the Educational Policy and Research Development Center (EPRDC). Crucial also
to the preparation of the ITL FLP was the training, orientation, and support by the assigned
faculty lead from the College of Flexible Learning and ePNU (CFLeX). The services received
from CFLeX ranges from the use of ePNU and other essential tools in flexible learning that is
catered to the needs to the basic education students of ITL.

Having been a recipient of these various trainings and orientations, the faculty respondents
evaluated these in terms of its relevance, adequacy, and satisfaction. Tables 7 and 8 show
presents the faculty response on the relevance, adequacy, and satisfaction from external
agency and University-initiated trainings and/or orientations, respectively.

Table 7. Rating of flexible learning training sessions provided by external agencies

Very Relevant/ Relevant/ Somewhat Not relevant at


Very Adequate/ Relevant/ all/
Adequate/ Satisfactory Inadequate/ Very
Highly Unsatisfactory Inadequate/
Satisfactory Very
Unsatisfactory
Relevance 10 0 0 0
Adequacy 4 6 0 0
Satisfaction 6 4 0 0
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Table 8. Rating of flexible learning training sessions provided by the University

Very Relevant/ Relevant/ Somewhat Not relevant at


Very Adequate/ Relevant/ all/
Adequate/ Satisfactory Inadequate/ Very
Highly Unsatisfactory Inadequate/
Satisfactory Very
Unsatisfactory
Relevance 9 1 0 0
Adequacy 4 5 1 0
Satisfaction 5 5 0 0

From the data presented, majority of the faculty respondents have found that the trainings
and orientation provided by the external agencies and those that are University-initiated
were very relevant and adequate to the delivery of the flexible learning program, and the
conduct was highly satisfactory. Equally important to these activities are the collection of
feedback for further improvement of the conduct of these activities. Majority of faculty
respondents (80%) have agreed that feedbacks were collected from the participants after
the training/webinars/workshops on flexible learning delivery. It has been a practice of the
organizers that responding to the evaluation of the activity conducted entails a certificate
of participation or attendance to the said activity.

In the case of student trainings and orientations, the most notable activity was the virtual
orientation held on September 2, 2020. The virtual orientation was divided into three
clusters (K-3, 4-6, 7-10) to cater to the different needs to the students. In this orientation,
students were introduced to the various modes of learning, home routines and conduct
during online classes, academic calendar, assessment and evaluation procedures, extra-
curricular activities, and the online guidance counseling. From their experience of this
orientation, Table 9 shows the relevance, adequacy, and satisfaction from the said activity.

Table 9. Rating of flexible learning training sessions provided by the University

Very Relevant/ Relevant/ Somewhat Not relevant at


Very Adequate/ Relevant/ all/
Adequate/ Satisfactory Inadequate/ Very
Highly Unsatisfactory Inadequate/
Satisfactory Very
Unsatisfactory
Relevance 77 47 6 1
Adequacy 66 54 10 1
Satisfaction 63 58 7 3

From the data presented in Table 9, majority of the student respondents agree that the
orientation was relevant and adequate for their needs in the flexible learning program. In
addition, they were satisfied with how the orientation program was conducted. Likewise,
when asked if there’s feedback collected from the orientation activity, half of the student
respondents (54.2%) have respondent that there is indeed a feedback form. However,
41.2% were unsure if there was feedback collected, and 4.6% responded that there was
no feedback.
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In summary, Table 10 presents the congruency of the intents of the training and orientation
to the actual observed and evaluated implementation.

Table 10. Evaluation of the ITL FLP Training and Orientation

Evaluation Intents Observations Standards Judgment


Questions
Were the faculty The faculty Training and orientation At least 80% of the There is a
training sessions training sessions for faculty, faculty rate the training congruency
conducted sessions which were conducted sessions as very of
relevant and should be virtually by external relevant, very intended
adequate, and relevant, agencies and University adequate, and very antecedent
satisfactorily adequate, and officers, were very satisfactorily and
conducted? satisfactory relevant, adequate, and conducted. There are observed
conducted. highly satisfactory. more strengths than antecedent
Observed strengths weaknesses observed
were more than the in the faculty training
weaknesses. sessions.

The faculty Majority of the faculty Feedback on the faculty


training are aware that there training sessions is
sessions must was a feedback collected and used for
have an mechanism on the improvement.
evaluation activities conducted.
mechanism.

Were the faculty The orientation The orientation for At least 80% of faculty
and student sessions faculty and students, and students rated the
orientation should be which were conducted LMS orientation as very
sessions on relevant, virtually, were very relevant, very
LMS relevant, adequate, and relevant, adequate, and adequate, and very
adequate, and satisfactory highly satisfactory. satisfactorily
satisfactorily conducted. Observed strengths conducted. There are
conducted? were more than the more strengths than
weaknesses. weaknesses observed
in the faculty and
student orientation
sessions.

C. Part III – Course Design

The last component of the ITL FLP evaluation (antecedents) is the course design. With
the shift to flexible learning, ITL has taken into consideration the changes in the teaching
and learning by recalibrating the PNU-ITL Curriculum Design. In line with this, the ITL FLP
Curriculum adapted a “thematic and interdisciplinary curriculum design” which, “is based
on the principle that students' knowledge development and skill acquisition is efficient
when instruction is done in the context of a coherent and holistic way. Under the thematic
instruction, the Institute has organized the MELCs around macro themes---myself, my
community, my country, and my world; for teaching one or many concepts. Each lesson
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should have a focus on the thematic idea. This is to ensure that lessons are not
fragmented but rather seamlessly integrated.” (PNU-ITL, 2020)

This design also adapted the Department of Education’s Most Essential Learning
Competencies (MELCs) to make learning as basic as possible given the limitation brought
by flexible learning. The PNU-ITL Handbook for Flexible Learning has stated that,
“Strategically, the ITL’s FLP in thematic instruction means that the competencies will be
designed and clustered around a common theme. Such is to ensure that the lessons to
be taught are not fragmentary but are seamlessly integrated with each other. Moreover,
designing the program in themes can ensure that only the essential competencies are
taught in classes. Initially four (4) main themes are proposed—My Self (Body),
Environment, Country, and Earth and Universe.” (PNU-ITL, 2020). Adding to the thematic
characteristic of the curriculum is the interdisciplinary nature. According to the handbook
(2020): “. This means, two or more disciplines are clustered together in terms of the
interrelatedness of their competencies within the same theme in a week. Learning
activities are harmonized as well to ensure that the clustered disciplines for instance
Mathematics, Science, and Physical Education as shown in the figures that follow could
utilize or share with one learning resource material as much as possible for instructional
and assessment purposes.” It is important to note that these characteristics of the PNU-
ITL Curriculum is intended for the flexible learning set-up. Moreover, collaboration and
understanding between and among faculty members are crucial in the success of an ITL-
brand of basic education curriculum.

Instruction is equally important in the implementation of the ITL FLP. To complement its
curriculum design, a model was adapted to be the course or subject design in relation to
instruction. As such, the MEDIA Model (2016), which was developed by the ITL Director,
Dr. Darryl Roy T. Montebon, was used as a springboard in fleshing out the thematic and
interdisciplinary characteristics of the PNU-ITL Curriculum Design. Table 11 presents the
five (5) steps for instruction in using the MEDIA model.

Table 11. MEDIA Model Steps


Steps Description Example Activities
Motivate Elicit prior knowledge Videos
Direct student attention Puzzles in Apps
Explore Investigations/Activities about Videos, Simulations
the topic
Discuss Procession of experiences and Zoom meeting, Google meet,
discussion of concepts MS Teams, Recorded Lectures
Innovate Production/performances that Zoom Concert, e-portfolio
show students learning
Assess Formative/Summative Kahoot
assessments to check on Clipper
student learning

The MEDIA model was introduced to the ITL faculty during one of its panel discussions
before the opening of classes. The discussion was spearheaded by the ITL Director given
that the model was originally developed by him. Each quarter, the faculty prepares their
lesson plan using the said model with the guidance of the Curriculum Coordinator and the
ITL Director. This process has resulted into different iterations of the MEDIA Model.
Consequently, the model was also made known to the students by adapting the
components of the model to the layout of their ePNU classrooms.
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The evaluation of the course design, which, in this case, is the MEDIA Model, revolves
around the alignment of the characteristic of the curriculum and the use of the MELCs.
Tables 12 and 13 presents the quantitative responses of faculty and student respondents,
respectively, on their evaluation of MEDIA Model, MELCs, and the PNU-ITL Curriculum
Design.

Table 12. ITL faculty’s evaluation of the Course/Subject Design (MEDIA Model/Inter-
disciplinary/Most Essential Learning Competencies)

Characteristics Not To a To a To a To a
at small moderate Great Very
All extent extent Extent Great
Extent
1. The subject content matches the 0 0 2 5 3
Most Essential Learning
Competencies (MELCs) and
Thematic Competency.
2. The learning activities are aligned 0 0 3 3 4
with the Most Essential Learning
Competencies (MELCs) and
Thematic Competency.
3. The written works and 0 0 3 3 4
performance tasks match the Most
Essential Learning Competencies
(MELCs) and Thematic Competency.
4. The different delivery modes of 0 0 3 3 4
teaching and learning (online, offline)
are parallel.
5. The MEDIA lesson plan integrate 0 0 2 5 3
the principles of gender fair
education and inclusive education.
6. The MEDIA Lesson Plan is 0 0 3 4 3
reflective of flexible learning delivery.
Total 0 0 16 23 21

Table 13. ITL students’ evaluation of the Course/Subject Design (MEDIA Model/Inter-
disciplinary/Most Essential Learning Competencies)

Characteristics Not To a To a To a To a
at small moderate Great Very
All extent extent Extent Great
Extent
1. The subject content matches the 2 3 39 63 24
Most Essential Learning
Competencies (MELCs) and
Thematic Competency.
2. The learning activities are aligned 2 7 27 63 32
with the Most Essential Learning
Competencies (MELCs) and
Thematic Competency.
3. The written works and 3 6 36 55 31
performance tasks match the Most
Essential Learning Competencies
(MELCs) and Thematic Competency.
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4. The different delivery modes of 3 6 35 56 31


teaching and learning (online, offline)
are parallel.
5. The MEDIA lesson plan integrate 3 8 30 54 36
the principles of gender fair
education and inclusive education.
6. The MEDIA Lesson Plan is 3 4 31 52 41
reflective of flexible learning delivery.
Total 16 34 198 343 195

In the data presented, majority of the faculty respondents see that the Course/Subject
Design is aligned to a great extent in the intent of the ITL FLP. From the use of
competencies to the various delivery modes, and the adoption of the MEDIA Model as a
springboard for instruction, it can be concluded that the intents of the course/subject
design is congruent to the observed or actual implementation.A good presumption of the
satisfactory evaluation of the respondents are the virtual orientation, dissemination of
handbook, and constant communication between faculty and student through their
synchronous and asynchronous meetings. Below is a table that summarizes the
congruency of the intents and observations for the Course Design.

Table 10. Evaluation of the ITL FLP Course Design

Evaluation Intents Observations Standards Judgment


Questions
Is the course content The course content The course The course content There is a
structured around must be structured content matches matches the Most congruency
the Most Essential around the Most the MELCs and Essential Learning of
Learning Essential Learning thematic Competencies intended
Competencies Competencies competencies to a (MELCs) and antecedent
(MELCs) and (MELCs) and great extent. thematic and
thematic thematic competencies to a observed
competencies? competencies. great extent. antecedent

Are the learning


activities aligned The learning The learning The learning
with the Most activities should be activities are activities are aligned
Essential Learning aligned with the aligned to the with the Most
Competencies Most Essential MELCs and Essential Learning
(MELCs) and Learning thematic Competencies
thematic Competencies competencies to a (MELCs) and
competencies? (MELCs) and great extent. thematic
thematic competencies to a
competencies. great extent.

Do the outputs, The outputs, The outputs and


requirements, and requirements, and other The outputs,
assessment tasks assessment tasks requirements requirements, and
match the Most should match the matches the assessments match
Essential Learning Most Essential MELCs and the Most Essential
Competencies Learning thematic Learning
(MELCs) and Competencies competencies to a Competencies
thematic (MELCs) and great extent. (MELCs) and
competencies? thematic
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thematic competencies to a
competencies. great extent.

Are the different The different modes The different The different
modes of delivery of delivery should delivery modes delivery modes are
parallel? be parallel. are parallel to a parallel to a great
great extent. extent.

Does the course The course design The course design


design integrate the integrates the integrates the The course design
principles of gender principles of gender principles of integrates the
fair education and fair education and gender fair principles of gender
inclusive education? inclusive education. education and fair education and
inclusive inclusive education
education to a to a great extent.
great extent.

After evaluating all the components of ITL FLP antecedents, there is indeed a congruency
between the intended antecedents and the actual antecedents based from the analyzed
documents and survey responses of both faculty and student respondents. There is indeed an
organized and systematic approach to which the ITL FLP should be introduced to the
stakeholders of the Institute. Since these antecedents are still part of the preparation for the actual
implementation of the ITL FLP, the congruency of the intents to the actual implementation is a
good kickoff point towards a smooth-sailing “transactions” and “outcomes.” With the set limitations
of this study, the other components of the ITL FLP evaluatio using Stake’s Countenance Model
will be covered by other studies.

VII. Conclusion and Recommendation

The intended antecedents of the ITL Flexible Learning Program came out as congruent to the
actual antecedents from the evaluation of stakeholders (faculty and students) and the official
documents related to the conduct of activities. The preparation for the ITL FLP came as a
challenge to the Institute since the unprecedented pandemic has forced everyone to a paradigm
shift. The usual face-to-face activities were converted into online workshops, meetings, trainings,
and orientations. Nevertheless, it did not become a hindrance to actualize the planned activities
to continue learning in the new normal.

The strength of the preparation for the implementation of ITL FLP lies on the clear communication
between the Institute and its stakeholders. Most of the needed activities and processes to achieve
the intended outcome are always backed with official announcements and briefings. The Institute
took advantage of the digital communication to reach and understand the needs of its
stakeholders. Moreover, it also helped to track all the activities and processes because it can be
searched online through email, social media, and messaging applications.

However, it is recommended that a follow-up evaluation of the other components—transactions


and outcomes—must be made to have a general overview on how the ITL FLP was actually
implemented until the end of the school year. Its impact as a program cannot be materialized
without a complete picture of how all the intentions were achieved and its congruency to the actual
observations.
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References:

Department of Education (2020). Learning opportunities shall be available: The Basic Education
Learning Continuity Plan in the Time of COVID-19. https://www.deped.gov.ph/wp-
content/uploads/2020/07/DepEd_LCP_July3.pdf

Greene, J. C. (1998). Qualitative Program Evaluation: Practice and Promise. In N. K. In Denzin,


Collecting and Interpreting Qualitative Materials, 372-399, Thousand Oaks: Sage.

International Association of Universities (IAU) (2020). The Impact of COVID-10 on Higher


Education Around the World: IAU Global Survey Report. https://www.iau-
aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf

Merriam, S. B. & Simpson, E. L. (2000). A guide to research for educators and trainers
of adults. Malabar, Florida: Krieger.

Philippine Normal University-Institute of Teaching and Learning (PNU-ITL) (2020). ITL Faculty
Handbook on the Flexible Learning Program. Unpublished handbook. Philippine Normal
University.

Philippine Normal University-Institute of Teaching and Learning (PNU-ITL) (2020a). ITL Student-
Parent Handbook on the Flexible Learning Program. Unpublished handbook. Philippine
Normal University.

Philippine Normal University (2020, June 6). PNU Online Faculty Assembly on June 10, 2020
[University Memorandum]. Office of the University President.

Philippine Normal University (2020, August 19). Pagbubukas ng Unang Termino, Taong
Pampanuruan 2020-2021 [University Memorandum]. Office of the University President.

Philippine Normal University (2020a, August 24). Pagpapaliban ng Pagbubukas ng Unang


Termino, Taong Pampanuruan 2020-2021 [University Memorandum]. Office of the
University President.

Philippine Normal University (2020b, September 24). Kaway Aralan sa Bagong Kadawyan: PNU
Flexible Learning Delivery Handbook [Office Memorandum]. Office of the Vice President
for Academics.

Popham, W. J. (1993). Educational evaluation. Boston: Allyn and Bacon.

Shaw, I. (1999). Qualitative Evaluation. London: Sage Publications, Inc.


https://dx.doi.org/10.4135/9781849209618

Stake, R.E. (1975). Evaluating the arts in education: A responsive approach. Columbus, OH:
Merrill.

Stake, R. E. (1967). Toward technology for the evaluation of educational programs. In R. W. Tyler,
R. M. Gagne, & M. Scriven (Eds.), Perspectives of curriculum evaluation, 1-12, Chicago:
Rand McNally.
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Wood, B.B. (2001) Stake's Countenance Model: Evaluating an Environmental Education


Professional Development Course, The Journal of Environmental Education, 32:2, 18-27,
DOI: 10.1080/00958960109599134

Woods, J. D. (1988). Curriculum Evaluation Models: Practical Applications for Teachers.


Australian Journal of Teacher Education, 13:1,
http://dx.doi.org/10.14221/ajte.1988v13n2.1
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Appendix A
ITL Flexible Learning Program Matrix of Components, Intents and Standards
(Antecedents)

ITL FLP Components Evaluation Intents Standards


Questions
Antecedents ITL FLP Was the ITL FLP Stakeholders should be Representatives from
Framework framework consulted in the design administrative officials,
designed in of the ITL FLP faculty and students
consultation with framework. are consulted in the
relevant design of the ITL FLP
stakeholders? framework through
meetings. The
questions, comments,
and recommendations
of the consulted
stakeholders are
adequately addressed
and/or used in
designing or refining
the ITL FLP
framework.

Was the ITL FLP Information about the Information is


framework ITL FLP framework disseminated to all
cascaded to should be cascaded to stakeholders through
faculty and faculty and students. memorandum,
students? If yes, briefings/meetings,
how? infographics, and other
appropriate channels
of information.

Is the ITL FLP The framework must The framework


framework have all the essential describes the
complete? features or components processes and
which describe flexible outcomes of ITL FLP
learning delivery in the in the university. The
university. framework articulates
a clear philosophy.
The framework
contains sufficient
details (e.g., guide for
instruction, guide for
assessment) on ITL
FLP that can guide
teaching and learning.

Are there policies The implementation of There is at least one


that provide the ITL FLP should be university policy on
support to the ITL supported by university FLD. There are
FLP policies. university guidelines
implementation? If on ITL FLP for faculty
and students. There is
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not, what policies a handbook or manual


are needed? that provides
guidelines and
information about ITL
FLP in the university.
Training Were the faculty The faculty training At least 80% of the
and training sessions sessions should be faculty rate the training
Orientation conducted relevant, adequate, and sessions as very
relevant and satisfactory conducted. relevant, very
adequate, and adequate, and very
satisfactorily satisfactorily
conducted? conducted. There are
more strengths than
weaknesses observed
in the faculty training
sessions.

Were the faculty The faculty training Feedback on the


and student sessions must have an faculty training
orientation evaluation mechanism. sessions is collected
sessions on LMS and used for
relevant, improvement.
adequate, and
satisfactorily
conducted?

The orientation sessions At least 80% of faculty


should be relevant, and students rated the
adequate, and LMS orientation as
satisfactory conducted. very relevant, very
adequate, and very
satisfactorily
conducted. There are
more strengths than
weaknesses observed
in the faculty and
student orientation
sessions.

Course Is the course The course content must The course content
Design content structured be structured around the matches the Most
(MEDIA around the Most Most Essential Learning Essential Learning
Model) Essential Learning Competencies (MELCs) Competencies
Competencies and thematic (MELCs) and thematic
(MELCs) and competencies. competencies to a
thematic great extent.
competencies?

Are the learning The learning activities


activities aligned The learning activities are aligned with the
with the Most should be aligned with Most Essential
Essential Learning the Most Essential Learning
Competencies Learning Competencies Competencies
(MELCs) and (MELCs) and thematic
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thematic (MELCs) and thematic competencies to a


competencies? competencies. great extent.

Do the outputs, The outputs,


requirements, and requirements, and
assessment tasks The outputs, assessments match
match the Most requirements, and the Most Essential
Essential Learning assessment tasks Learning
Competencies should match the Most Competencies
(MELCs) and Essential Learning (MELCs) and thematic
thematic Competencies (MELCs) competencies to a
competencies? and thematic great extent.
competencies.
Are the different The different delivery
modes of delivery modes are parallel to a
parallel? The different modes of great extent.
delivery should be
parallel.
Does the course The course design
design integrate integrates the
the principles of The course design principles of gender
gender fair integrates the principles fair education and
education and of gender fair education inclusive education to
inclusive and inclusive education. a great extent.
education?

Prepared by:

NIKOLEE MARIE A. SERAFICO-REYES, PhD


ITL Faculty

02.20.2021
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Appendix B
Survey Questionnaire for Faculty
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Appendix C
Survey Questionnaire for Students
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