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CHAPTER I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Education in the Philippines has undergone several

stages of development; curriculum had been restructured to

address the needs so as to produce globally competitive

graduates. The DepEd personnel and school administrators

are working hand in hand in mapping out program to come out

with the best possible teaching method. Tapping

philanthropists, in the person of Dr. Christopher Bernido

and his wife, Dr. Ma. Victoria Carpio-Bernido, the couple

introduced the Dynamic Learning Program (DLP) in the

Division of Bohol. On June 3, 2011 the Dynamic Learning

Program (DLP) was launched in public schools in the said

division. The program’s approach is student-centered in

which students are to work independently, to discover and

understand the lesson on their own by reading the concept

notes and by doing the exercises presented by the expert-

teachers.

According to Dr. Lorna E. Rances (2011), former

Schools Division Superintendent, public secondary schools

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face a dilemma of having low achievement test results like

National Achievement Test (NAT) and also with some

indicators such as cohort survival, completion, transition,

and a like. Hence, the Department of Education of Bohol

Division together with the Bohol Provincial Government

adopted a new teaching strategy which is the Dynamic

Learning Program.

Dynamic Learning Program (DLP) is now in its fifth

(5) year of implementation in the public secondary schools

in the Division of Bohol. The researcher is motivated to

conduct this study to determine the effects of the

implementation of the DLP to students’ rate on cohort

survival, completion, dropout, retention, repetition,

transition, failure and National Achievement Test results

as well. Furthermore, the findings of the study will serve

as basis for the review and enhancement of the program so

as to set the standard of quality education in the Province

of Bohol.

Theoretical Background

Dynamic Learning Program’s pedagogical maxim

emphasizes the concept of learning by doing, proposed by

John Dewey, is the advocate of experiential learning. Thus,

this study is anchored on his theory.

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Dewey believed that students should be involved in

real-life tasks and challenges: math could be learnt via

learning proportions in cooking or figuring out how long it

would take to get from one place to another by mule,

history could be learnt by experiencing how people lived,

geography, what the climate was like, and how plants and

animals grew (Pad, 2012).

Experiential learning is based on three

assumptions, that: 1. People learn best when they are

personally involved in the learning experience; 2.

Knowledge has to be discovered by the individual if it is

to have any significant meaning to them or make a

difference in their behaviour; and 3. A person’s commitment

to learning is highest when they are free to set their own

learning objectives and are able to actively pursue them

within a given framework (Ord, 2013). Carl Rogers

maintained that all human beings have a natural desire to

learn. For Carl Rogers, there are two categories of

learning; cognitive learning and experiential learning. The

former refers to academic knowledge and the later refers to

applied knowledge (New World Encyclopedia Contributors,

2013). Figure 1, presents the schematic diagram of the

study.
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THEORIES LEGAL BASES

 Article XIV, Section 1
 John Dewey’s Theory of of the 1987 Phil.
Learning Constitution
 Systems Model for  Republic Act 9155 of
Evaluation (in Palma 2001
1992)  MOA (Adoption of DLP
 Jerome Bruner’s in the Public
Constructivism Theory Secondary Schools of
Bohol Division)

Implementation of
Dynamic Learning
Program (DLP)

Perceptions on Five Students’ Performance

Components of DLP Indicators

1. Parallel Class 1. Cohort Survival Rate

Scheme 2. Completion Rate
2. Activity-Based 3. Drop-out Rate
Multi-Domain Learning
4. Retention Rate
3. Comprehensive Student
Portfolio 5. Repetition Rate
4. Strategic Study/Rest 6. Transition Rate
Periods 7. Failure Rate
5. Assessment 8. NAT Results

Proposed Revisit,
Review &
Enhancement of
Dynamic Learning
Program

Figure 1. Schematic Diagram of the Study

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Applied knowledge is knowledge on how to fix broken

appliances or to bake a cake, which are useful in personal

development. With that, students actively engaged in an

authentic experience that has benefits and consequences.

They are able to discover and experiment first hand

experiences instead of just hearing it from discussions.

Another theory that will further substantiate this

study is Constructivism of Jerome Bruner. Constructivism is

an active process in which learners construct new ideas or

concepts based upon their current or past knowledge. The

learner selects and transforms information, constructs

hypotheses, and makes decisions, relying on a cognitive

structure to do so. Cognitive structure (i.e., schema,

mental models) provides meaning and organization to

experiences and allows the individual to "go beyond the

information given" (McLeod, 2008). This theory suggests

that students must construct their own understanding of the

world they lived in based on their experiences and

reflections. Students use active techniques to create more

knowledge and then to reflect on and talk about what they

are doing and how their understanding is changing, thus

developing new skills, attitudes, and ways of thinking.

Luna (2000 as cited by Calacar, 2012), pointed out that the

ultimate goal of any teaching activity is to effect a

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change in the learner’s behaviour, attitudes, skills or

knowledge from a certain base level to a pre-determined

level.

It has always been said that the youth is the hope

of the nation. However, they can never become as such if

they are being chained by these basic problems on the lack

of access to education and social services, joblessness,

hunger, and poverty (Mongaya, 2012). These issues must be

addressed properly by our government in order to uplift

Filipino’s economic life and to ensure a better future for

the children & youths.

This study is anchored in the Systems Model for

Evaluation, which is illustrated in Figure 2.

Context Inputs Process

Output Outcome

Figure 2. System Model for Evaluation

The context in the model represents the school

setting and surrounding. The input represents the “raw

materials” appropriated from the context or environment and

introduced into the system according to specifications

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called for by the intended product. The process or the

input consists of the complex set of operation procedures

or activities which transform the input. The output is the

“finished product” of the material in its terminal state

with new valued added which is then reverted to the context

(Palma, 1992).

The outcome of system action is evaluated by the

consumers of the product. Thus, if a system intends to

sustain its operation, it has also to sustain the

acceptability of its output or product. One way of ensuring

acceptability is a continuous assessment in that

improvement can be made at any point in the process (De

Guzman-Santos, 2007; Palma, 1992).

The 1987 Constitution Article XIV, Section 1 states

that “The State shall protect and promote the right of all

citizens to quality education at all levels, and shall take

appropriate steps to make such education accessible to

all.” It is clear that at all cost our government is

expected to commit itself in advancing the right to

education of every Filipino. Thus, Dynamic Learning Program

came in as one of the avenues to make education an

accessible one. DLP ensures innovation, low-cost, and

effective basic education

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even under Philippine conditions of great scarcity and

daunting poverty.

Republic Act 9155 of 2001, strengthen further the

expected commitment of our government to protect and

promote the right of all citizens to quality basic

education and to make such education accessible to all by

providing all Filipino children a free and compulsory

education in the elementary level and free education in the

high school level. Such education shall also include

alternative learning systems for out-of-school youth and

adult learners. It shall be the goal of basic education to

provide them with the skills, knowledge and values they

need to become caring, self-reliant, productive and

patriotic citizens.

The Education for All (EFA) movement is a global

commitment to provide quality basic education for all

children, youth and adults. At the World Education

Forum (Dakar, 2000), 164 governments pledged to achieve EFA

and identified six goals to be met by 2015. The Philippines

is one of the countries who supported the said movement.

However, according to Irina Bokova Director-General of

Unesco (2015), people in the most marginalized groups are

still denied education opportunities. She also mentioned

how, aside from access, poor quality of education is still

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learning the basics, whether they have been to school or

not.” Inspite of the effort of our government to address

such issues our government falls short in the educational

program.

As observed, students nowadays have poor

concentration on their studies, low retention and failed to

master the basics in which is the grounds for higher

knowledge. For that reason, Governor Edgar M. Chatto in

cooperation with the Department Of Education (DepEd)

represented by Dr. Lorna E. Rances (2011) Schools’ Division

Superintendent; entered into a Memorandum of Agreement with

Central Visayas Institute Foundation (CVIF) represented by

its owners, Dr. Christopher Bernido and Dr. Ma. Victoria

Carpio-Bernido, for the adoption and implementation of the

Dynamic Learning Program (DLP) in the public secondary

schools in the Division of Bohol, the MOA states that:

I. CVIF shall allow the DepEd to adopt and implement the

DLP in the Secondary Level of the Division of Bohol and

provide technical assistance whenever needed relative to

the training of the teachers and the other officials of the

DepEd;

II. DepEd shall adopt and implement the DLP effective

School year 2011-2012 and beyond and provide monitoring and

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feedback of its implementation to the CVIF and the

PROVINCE; and

III. PROVINCE shall provide financial assistance in the

initial amount of ONE MILLION SEVEN HUNDRED SEVEN THOUSAND

EIGHT HUNDRED FORTY (1,707,840.00) PESOS for the expenses

incurred and will be incurred for the Pre-implementation

Phase to the Implementation Phase and Launching of DLP on

June 3, 2011.

Thus, it clearly shows how supportive and true to

their words the Government Officials of Bohol as what they

have mentioned in their Vision-Mission & Goals.

One of the former DepEd Superintendent of Bohol

Division pointed out that public secondary schools in Bohol

faced a dilemma of having low achievement test results

alongside with other performance indicators such as

participation, cohort survival, completion and drop-out

rates for quite a time already similar to that of the whole

country (Rances, 2011). However those above mentioned

dilemmas rooted from the realities of vicious cycle of

poverty, lack of quality human and physical resources and

low quality education are the obvious reasons of the

current status of educational system particularly in the

secondary level. Moreover, we are facing with the new

pedagogical perspectives like; the brains of the new

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generation of learners are wired differently, information

now are readily accessible to learners and worldwide,

higher global standards of quality and transparency in

measures of education and training of the youth, lack

qualified teachers to teach Science and Technology, English

and Mathematics. Based on observations, teachers tend to

use more often the lecture method that fosters passive

learning and dependency on teacher abilities (Bernido,

Bernido & Carpio, 2014).

This program (DLP) was being adopted to somehow

improve or if not to alleviate the kind of education that

we have. At this point, it is deemed necessary to elucidate

what DLP is all about and its components. The following are

the components of DLP: a)Parallel Classes Scheme; b)

Activity-based Multi-domain Learning; c) In-school

Comprehensive Student Portfolio; d) Comprehensive Teacher’s

Portfolio; and e)Strategic Study/Rest Periods.

Parallel Classes Scheme – Controlling Teacher

Intervention. It is one of the critical components of the

Dynamic Learning Program. Its schedule is designed to

enable to harmonize with natural biological cycles. It

places proverbially more difficult subjects in the earlier

morning periods when the students’ minds are still fresh

and more capable of longer concentration time while less

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rigorous subjects are scheduled latter part of the day

(Bernido et al., 2014). Teachers intervention is being

controlled, there is much time allocated for students to

work on their activities independently at about 40 to 45

minutes. However, it does not mean that while the activity

is on-going, the teacher will be turned into a mere a

passive observer.

Section 1 Section 2 Section 3

Facilitator Facilitator Facilitator

Expert Teacher

Figure 3. Expert Teacher-Facilitator Scheme

Figure 3 illustrates a sample of parallel class

scheme. One expert teacher is in charge of three sections

and one teacher facilitator in each section. The expert

teacher is responsible in preparing the concept notes and

exercises, checking the activities and giving grades. The

facilitators will be the one who will manage the classroom,

makes sure students are working on the activity however

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they are not allowed to interfere with the student’s

performance, nor are they allowed to answer questions

related to the subject matter.

Activity-based Multi-domain Learning. The second

component develops a student holistically in a sense that

they are given 70 percent of the class time spent

performing individual task while the remaining 30 percent

of the class time is spent for the expert teacher to

reinforce student’s impressions and interpretations of the

subject matter. When students are performing their

individual task, they are facilitated with a concept notes

prepared by the expert teacher. The concept notes are to be

copied by the student on their activity sheets. Upon

copying the activity sheets it uses its psychomotor and

visual skill and this practice reinforces reading and

comprehension skills as well as vocabulary expansion.

In this program, there is no introductory lecture

given by the expert teacher before students work on the

activity. Discussion for clarification and interaction are

always done after students have worked on the learning

activity. Thus, this kind of activity students has a

greater chance to express theirselves more thoughtfully and

reflectively since they are to write it down on their

activity sheets. Less effect of social factors such as

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shyness, anxiety, fears of failure and humiliation. Figure

4 presents the format for the Learning Activities.

Concept Notes
(Introduction;
background; concept
to be learned)

Examples
Sample Problems and
Solutions

Questions/study
guides/exercises/dri
lls/graphs/drawings/
paper cut-outs

Figure 4. Format for the Learning Activities

In-school Comprehensive Student Portfolio. A key

innovative tool in the DLP is students Portfolio. This is a

compilation of all activity sheets accomplished by a

student in each subject area. Students no longer utilize

notebooks in taking down notes. This portfolio cannot be

brought home to ensure student’s independence in doing the

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activity. Further, it will be inconsistent to the last

component of the DLP if it will be brought home.

According to Bustos and Espiritu, as cited by

Calacar (2012), that the process of thinking without notes

and books is found to enhance learning. It also coincides

with Bruner’s Theory of Learning when he pointed out that

learning at its best is thinking, which is the process of

making sense of hodgepodge of perceived facts through a

process called conceptualization.

Comprehensive Teacher’s Portfolio. Instead of

Lesson Plan, every expert Teacher has a Comprehensive

Teacher’s Portfolio containing the following; Year-long

plan of Learning Activities with complete references and

timetable; all learning activities; DepEd Learning

competencies for the subject area; long examination and

quizzes with answer key and table of specification for

exams. The benefits of having Teacher’s Comprehensive

Portfolio will allow self-evaluation, teachers reflects,

faculty efficiency and boosts professional advancement of

teacher-author (Bernido et al., 2014).

Strategic Study/Rest Periods. According to da

Vinci, “Every now and then go away, have a little

relaxation, for when you come back to your work your

judgement will be surer; since to remain constantly at work

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will cause you to lose power of judgement…Go some distance

away because the work appears smaller and more of it can be

taken in at a glance, and lack of harmony or portion is

more readily seen.”

As an approach to promoting adequate rest, allowing

students to have quality time at home, and developing good

habits on time management; proper allocation and scheduling

of subjects are to be observed. Every Wednesday is

allocated for MAPEH, remedial works, meetings; training and

rehearsal, the rest of the days are for academic work.

Further, “No Homework Policy” for all subjects is strictly

implemented since learning activities and projects are not

to be brought home it must be done purely in school. Thus,

it gives way to pleasurable time at home, more relaxing

family time, able to get enough rest so as to be energized

for the next day’s schoolwork (Bernido et al., 2014).

As advocated by Jean Jacques Rousseau as cited by

Calacar (2012) “do nothing and allow nothing to be done”,

develops a child as his inner nature demanded. Let

experience be the only teacher. Education should not hamper

nor restrain the child’s natural capacities and interest.

Calacar (2012) studied on attitude towards and

implementation of the Dynamic Learning Program. In her

study on the implementation of Dynamic Learning Program

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students, teachers and administrators were the one being

studied. Among the tree respondents teachers found it

difficult in the implementation phase.

According to Evardo (2008) in her studies on

Students’ Perception on and Attitude toward the DLP in

relation to Academic Performance, the used of activity-

based multi-domain learning should be emphasized and

maintain since it would help the students improve their

academic performance which highly agree on the

experimentalist and pragmatist’s view of education the

“learning by doing”.

Victorino (2011), in her study on Factors Affecting

the National Achievement Test Performance the following

were the attributing factors: Socio-demographic and Family

Background, Technological Factors, Study Habits and

Motivational Practices of the Family. In this scenario

students must be well-equipped with the power to

discretionize so they can calculate the allowable levels of

prioritizing in the mentioned factors of learning.

In sum, this study is a combination of the concepts

of Dynamic Learning Program, Performance Indicators and

National Achievement Test Results. Thus, the researcher is

encourage to pursue this study to check whether Dynamic

Learning Program has an impact on our education system

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specifically on the performance indicators and on the

National Achievement Test.

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THE PROBLEM

Statement of the Problem

The study aims to present the components of the

Performance Indicator and National Achievement Test Results

of the schools under first congressional district from S.Y.

2009 – 2010 up to S.Y. 2012 -2013, covering the two years

before and after the implementation of the Dynamic Learning

Program (DLP). Specifically, this study seeks answers to

the following questions:

1. What are the perceptions of the respondents in the

implementation of DLP in terms of the following

components;

1.1 parallel class scheme;

1.2 activity-based multi-domain learning;

1.3 comprehensive student portfolio;

1.4 strategic study/rest periods; and

1.5 assessment

2. What are the profiles of students in their

performance rater such as cohort survival, dropout,

completion, retention, repetition, transition,

failure rates and NAT results before and after the

implementation of the DLP?

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3. Is there a significant difference between cohort

survival, dropout, repetition, completion,

transition, failure rates and NAT ratings before

and after the implementation of DLP?

4. Is there a significant difference of perceptions in

the implementation of DLP as perceived by the

teachers and student respondents?

5. What training design can be proposed in the

enhancement of the Dynamic Learning Program?

Hypotheses

This study seeks to test the hypotheses as follows:

1. There are no significant differences of students’

performance indicators before and after the

implementation of Dynamic Learning Program

2. There are no significant differences on the

perceptions of the five components in the

implementation of DLP between teacher and student

respondents.

Significance of the Study

The researcher believes that the output of this

study would be beneficial to the following individuals:

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School Administrators. This study will enable them

to see the whole picture of the scenario of how DLP affects

our Educational System and its goal to offer quality

education. This would further serve as guide for School

Administrators during their supervisory and administrative

function. This would help them in planning strategies to

increase survival rate and lessen the dropout rate and the

factors identified in this study.

Teachers. This study will serve as tool that will

provide a good feedback to teacher’s performance. Teachers

are the most important school-based determinant of

students’ academic success. Thus, it will address teacher’s

present status in facilitating teacher-learning process.

Parents and Community. This study shall provide

parents and community people substantial data and

information to assist the school so that optimum learning

can be ensured. This may also help provide baseline

information from which meaningful home-school partnership

in education shall progress for the benefit of the

learners.

Scope and Limitation

The study focused on Dynamic Learning Program,

Performance Indicators and National Achievement Test

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results to the schools under the First Congressional

District of Bohol.

Moreover, the data and information gathered were

limited to the following School Year 2009 – 2010; 2010 –

2011; 2011 – 2012; 2012 – 2013. This study was limited to

two years before and two years after the implementation of

DLP since there are some data which are not available

during the course of study by the researcher.

RESEARCH METHODOLOGY

Research Design

This study employed descriptive design. It gathers

data on the five components of dynamic learning program,

performance indicators and national achievement test

results of the identified schools under First Congressional

District in the Division of Bohol.

Research Environment

The study was conducted in the secondary schools of

First Congressional District in the Division of Bohol.

These were the following secondary schools under the said

district; San Roque National High School of Alburquerque;

Bantolinao National High School of Antequera; Baclayon

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National High School of Baclayon; Cong. Pablo Malasarte

National High School of Balilihan; Calape National High

School of Calape; Catigbian National High School of

Catigbian; Corella National High School of Corella; Fatima

National High School of Cortes; Dauis National High School

of Dauis; Sandingan National High School of Loon; Pagnito-

an National High School of Maribojoc; Lourdes National High

School of Panglao; Sikatuna National High School of

Sikatuna; Tubigon West National High School of Tubigon.

Furthermore, only rates of cohort-survival, completion,

drop-out, retention, repetition, transition, failure rate

and National Achievement Test results from School Year 2009

–2010; 2010 – 2011; 2011 – 2012; 2012 – 2013 were subjected

with the study.

Research Respondents

The respondents of the study were the faculty

members of the fourteen (14) secondary schools in the First

Congressional District of Bohol who were implementing DLP.

Further, in determining the actual student respondents in

each school the researcher used stratified random sampling.

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Table 1. Distribution of Research Respondents

No. of Student No. of Teacher

NAME OF SCHOOL Respondents Respondents

Baclayon NHS
53 25

Bantolinao NHS
62 23

Calape NHS
104 43

Catigbian NHS
54 24

Cong. Pablo Malasarte NHS

50 23

Corella NHS
87 33

Fatima NHS
25 14

Lourdes NHS
165 69

Pagnitoan NHS
44 19

San Roque NHS

110 36

Sandingan NHS
66 29

Sikatuna NHS
56 22

Tabalong NHS
101 42

Tubigon West NHS

109 39

1086 441
TOTAL NO. OF RESPONDENTS

Research Instrument

The research instruments used in the study were

perceptionnaires made by the researcher. The first set was

for the student respondents which were divided into 5

components namely: parallel class scheme, activity-based

multi-domain learning, students’ comprehensive portfolio,

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strategic study/ rest periods and assessment. Each

components is composed of 5 questions regarding their

perceptions on the mechanics and beneficiality on the five

components of DLP. The second one was information sheet

which dealt with the data regarding the rates of

performance indicators such as students’ cohort-survival,

completion, dropout, retention, repetition, failure and NAT

results ranging from School Years 2009-2010, 2010-2011,

2011-2012 & 2012-2013.

Research Procedure

A letter asking permission for the conduct of study

was secured from the Schools Division Superintendent. The

perceptionnaires were then distributed to the principal of

the schools of the research participants. Thorough

explanations were given on the purpose of the study and how

the research participants could answer the

perceptionnaires. Retrieval of the accomplished forms was

made on the agreed date. Another letter was forwarded to

the Planning Office to secure the data regarding

performance indicators and NAT results. After which, the

data were subjected to statistical treatment with the

assistance of the researcher’s statistician.

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Statistical Treatment

In the analysis of the data, the following

procedures were followed. The responses were collected,

tallied and tabulated.

To determine the profile of the respondents

according to cohort survival, dropout rates and NAT results

before and after implementation of the DLP, frequency

counts were employed and transmuted into percentages based

upon the responses of the items. The formula is:

P = f/ n x 100
where: P = percentage
f = frequency
n = number of cases

To get the overall picture of the problems

encountered respondents, the computation of the weighted

mean were applied. The formula were:

WM = ∑fx / N
where: WM = Weighted Mean
∑ = Summation
f = frequency
x = weight assigned to each scale
N = Number of respondents

To test the null hypothesis, t- test of mean

differences between the responses of two groups were used.

The formula is:

X1 - X2

SD12 + SD22
n1 n2
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where: X1 = mean of the first group

X2 = mean of the second group
SD12= standard deviation of the first group
SD22= standard deviation of the second group
n1 = number of cases in the first group
n2 = number of cases in the second group

To prove the significance of difference, the

computed t value is referred to the table of Significance

for t-value.
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DEFINITION OF TERMS

To provide a clear understanding of the terms in

this study, the following terms are defined:

Cohort Survival Rate. The percentage of a cohort of

students who are able to reach grade X. It is used to

assess the internal efficiency and “wastage” in education.

Completion Rate. The percentage of grade 7 entrants

who graduated in secondary education.

DLP. Dynamic Learning Program, developed by spouses

Dr. Christopher Bernido and Dr. Ma. Victoria Carpio-

Bernido. It is a program centered on activity-based

multidomain learning which requires students to work

independently, discover and understand the lesson on their

own by reading the concept notes and by doing the exercises

before the lesson is discussed and explained.

Dropout Rate. Percentage of dropout students who

left school without completing the prescribed year level

within the specified school year.

Failure Rate. The extent of students who failed a

given grade level.

Impact to Students. Refers to changes in students

performance after the implementation of DLP such as: cohort

survival, completion, dropout, retention, repetition and

failure rates.
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National Achievement Test Performance. It refers to the

student's performance in the National Achievement Test. This is

obtained through computing for the Mean Percentage Score of the

Student per section.

Performance Indicators. Are sets of quantifiable

measures that DepEd used to gauge or compare performances.

Repetition Rate. An indicator which determines the

magnitude of students who repeat a grade level.

Retention Rate. The degree of students in a

particular school year who continue to be in school in the

succeeding year.

Survival Rate. Percentage of students who were able

to complete the year level within the specified school

year.

Transition Rate. The indicator assesses the extent

by which pupils are able to move to the next higher level

of education (i.e. primary to intermediate and elementary

to secondary).