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Abstract

Health Optimizing Physical Education (HOPE) Curriculum Implementation: Inputs to the crafting of competency-based modules.

Author: Sherryl A. Borja

The study was about the implementation of Health Optimizing Physical education (HOPE) curriculum, and the level of readiness of Grade 11 students along HOPE 1 learning competencies which were used as inputs in crafting functional competency-based modules. Specifically, this study sought to answer the following questions: (1) the status of implementation of HOPE1 instruction along teachers’ qualification, quality of instructional facilities and equipment, and supervisory support; (2) the level of readiness of Grade 11 students for HOPE 1 learning competencies along Physical Fitness, Nutrition, Fitness Related Injuries; (3) the significant influence of the quality of the implementation of HOPE curriculum to the level of readiness of students for HOPE1; (4) the kind of functional competency-based module may be crafted to address the students level of readiness in terms of format, design, and content (5) the curricular validity of competency-based modules along significance, interest, functionality, practicality and efficiency. Research and Development was employed in crafting the competency-based modules. The Descriptive-Correlational method was used to reveal the status of HOPE 1 curriculum implementation and the level of readiness of Grade 11 students along HOPE 1 learning competencies. This research was conducted in fourteen (14) Public Secondary Schools in the Second and Third Districts of Camarines Sur. School Administrators, HOPE teachers and 352 students were the respondents of the study. THe statistical tools include frequency, percentage, mean, proficiency level, standard deviation, Pearson’s r and weighted mean. The findings of the study revealed that: (1) All HOPE 1 teachers were qualified but their specialization were not aligned with HOPE or HOPE related subjects and the seminars they attended were limited to congressional levels; Instructional facilities and equipment used in teaching HOPE were rated low (Awm of 1.795); and majority or 64.29% of the HOPE teachers were provided with adequate support by the school heads; (2) Grade 11 HOPE students were not yet ready for HOPE 1 learning competencies along physical fitness (PL=47.25), nutrition (PL=58.36), and fitness related injuries (PL=51.97) whose proficiency level was 52,52; (3) The quality of HOPE 1 curriculum implementation did not affect the level of readiness of Grade 11 students along HOPE 1 learning competencies; (4) The crafted modules were adapted from k12 learners’ Guide using ADDIE (Analyze, Design, Develop, Implement, and Evaluate) design and the content were the HOPE1 learning competencies required in the K-12 curriculum . (5) Lastly, the prepared modules were valid with GWM of 3.88. It is therefore concluded that; (1) (a) most teachers are qualified to teach but were not well equipped with knowledge since line of specializations were not aligned with HOPE and HOPE related learning areas and their professional development is limited to attending local seminars and training which were only focused on dance sports, (b) materials and equipment used in teaching HOPE were low of quality, (c) Hope teachers were provided with sufficient support by the administrators; (2) the Grade 11 students’ level of readiness along HOPE 1 learning competencies were not yet ready; (3) the null hypothesis that the implementation of HOPE 1 curriculum did not affect the level of readiness of Grade 11 students along HOPE 1 learning competencies was accepted but competency-based modules were still crafted since the study revealed that there were no available textbooks of learning materials of HOPE 1 and that there is a need to improve the level of readiness of Grade 11 along HOPE competencies; (4) (a) The format was patterned for the K-12) learner’s modules, (b) the modules crated using ADDIE design, (c) and the content was based from HOPE 1 learning competencies mandated by the DepEd in the K-12 curriculum; (5) and the teachers’ validators of the crafted modules concluded that the modules were highly valid.

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