ASSESSMENT ON SPECIAL PROGRAM IN THE ARTS IMPLEMENTING

GUIDELINES: BASIS FOR A TOOLKIT DESIGN

A Dissertation
Presented to the
Faculty of the Graduate School
PHINMA Cagayan de Oro College
Carmen, Cagayan de Oro City

In Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy in Educational Administration
and Supervision

RONJIE C. ROSETE

March 2017
 APPROVAL SHEET

This dissertation titled, “ASSESSMENT ON SPECIAL PROGRAM IN THE ARTS

IMPLEMENTING GUIDELINES: BASIS FOR A TOOLKIT DESIGN” prepared and
submitted by Ronjie C. Rosete in partial fulfilment of the requirements for the
degree, Doctor of Philosophy in Educational Administration and Supervision,
has been examined and is recommended for oral examination.

ANITA C. OBLINA, PhD

Adviser

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with a grade of ____________

ALMA T. GURREA, EdD

Chairman

CARMELITA O. ELBANBUENA, PhD BRAZIEL L. ONGCACHUY, PhD

Member Member

PEPA V. PONTILLAS, PhD ESTRELLA S. FERENAL, PhD

Member Member

Accepted and approved in partial fulfilment of the requirements for the degree,
Doctor of Philosophy in Educational Administration and Supervision.

ALMA T. GURREA, EdD

Director, Institute of
Professional and
Graduate Studies
 ACKNOWLEDGEMENTS

The researcher articulates his utmost appreciation for all those who facilitated

in the realization of this dissertation precisely to the following:

Alma T. Gurrea, EdD, Dean of Graduate Studies, PHINMA Cagayan de Oro

College for inspiring annotations to push through with the study;

Anita C. Oblina, PhD, researcher’s dissertation adviser, for being too

generous in sharing her expertise about research, for helping the researcher to bring

out the best in him, and unlimited support in all parts of the research;

The panel members: Carmelita O. Elbanbuena, PhD, Braziel L. Ongcachuy,

PhD, Pepa V. Pontillas, PhD, and Estrella S. Ferenal, PhD for their brilliant

suggestions given during the proposal, pre-final defense, and final defense of this

study;

Mr. and Mrs. Rosario C. Rosete, parents of the researcher, for the spiritual

guidance and moral support;

Pastor Herbert Ares, Pastora Joje Ares, Freed Generation family, Cydel

Valmores, Roy Lumban, Michael Espinosa, and Geram Glenn F. Lopon the

researcher’s prayer warriors.

Dr. Cherry Mae Limbaco, Schools Division Superintendent of Misamis

Oriental and Madam Elena M. Borcillo, Schools Division Superintendent of Cagayan

de Oro City for allowing the researcher to administer the questionnaire of his study;

Dr. Pedro R. Estaño Jr., principal of the Misamis Oriental General

Comprehensive High School for supporting and understanding the researcher’s

endeavor;
 iv

Dr. Bienvenido U. Tagolimot Jr., Education Program Supervisor Curriculum

Learning Management Division DepEd Regional Office 10 for giving an idea in

making this toolkit;

The principal of the six schools where the researcher conducted his study, for

the heartfelt accommodation during the administration of the survey questionnaire;

The coordinators, teachers, and students from the Division of Cagayan de

Oro City and Division of Misamis Oriental under the Special Program in the Arts SY:

2016- 2017 for being the respondents for this study and willingness to become part

of this research;

Above all, our Heavenly Father through Jesus Christ for being there all the

time. This study was satisfied with the guidance of the Holy Spirit, the researcher’s

teacher and to all those who extend their arms in one way or another, the researcher

is certainly thankful.

RCR
 v

DEDICATION

To our Father in heaven

The one who gives each individual a gift of talent

To my Parents
For their infinite love, support and inspiration

This labor is respectfully devoted to them.

RCR
 ABSTRACT

The study assesses how the implementing schools implemented the

Guidelines of the Special Program in the Arts (SPA). It focuses on the challenges

and the extent of the implementation of the guidelines of the SPA. It aims at finding

ways to strengthen the implementation of the Guidelines of the SPA by the

implementing schools in the Division of Cagayan de Oro City and the Division of

Misamis Oriental. The respondents are the supervisor, coordinators, specialists, and

students under the SPA in the aforementioned divisions. The study uses a

combination of quantitative and qualitative methods of data collection. It employs

survey, personal interview, and focus group interview. The result shows that the

implementing schools moderately meet the criteria of the selection of the school to

implement the program, and there has been no evaluation tool available from DepEd

on how the schools implemented the program since its operation in 2004. To meet

the challenges, these implementing schools promote the program through school to

school campaign, festival of talents, and word of mouth campaign. The study

encourages specialists to participate in art-related training and seminar. It suggests

regular monitoring and evaluation of the program to meet the selection criteria

highly, so students under the program learn better and perform well. Based on the

findings, a toolkit of evaluation materials was designed and made available for use

to strengthen the operation of the SPA.

Key words: strengthening, assessment, implementing guidelines, SPA

 TABLE OF CONTENTS
Page
TITLE PAGE
APPROVAL SHEET ii
ACKNOWLEDGMENTS iii
DEDICATION v
ABSTRACT vi
LIST OF TABLES ix
LIST OF FIGURES x
Chapter
1 THE PROBLEM

Introduction 1
Theoretical and Conceptual Framework 5
Statement of the Problem 9
Significance of the Study 10
Scope and Limitation of the Study 11
Definition of Terms 12
2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature in Foreign Setting 15

Related Literature in Local Setting 20
3 RESEARCH METHODOLOGY

Research Design 27
Research Setting 28
Research Respondents 30
 viii

Sampling Procedure 31
Research Instrument 32
Validity and Reliability 33
Scoring Procedure 33
Categorization of Variables 35
Data Gathering Procedure 36
Statistical Treatment 37
4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Problem 1 38
Problem 2 45
Problem 3 48
Problem 4 74
Problem 5 81
5 SUMMARY, CONCLUSION AND RECOMMENDATION

Summary 88
Findings 90
Conclusions 91
Recommendations 91
REFERENCES 93

APPENDICES

A. Letter Request to Conduct the Study

A.1 Division of Cagayan de Oro City 99
A.2 Division of Misamis Oriental 100
B. Letter and Questionnaires to the Respondents 101
C. Enclosure No. 335 to DepEd Memo. No. s. 2004 111
SPECIAL PROGRAM IN THE ARTS
IMPLEMENTING GUIDELINES 1

CURRICULUM VITAE 119

 ix

LIST OF TABLES

Table Page

A Distributions of Respondents by School 30

1 Status of the Implementing Schools as Evaluated by Coordinators 39

2 Status of the Implementing Schools as Evaluated by Students 42

3 Level of Implementation in Terms of Students’ Selection, 50

Class Size, Class Schedule, Specialist’s Load, Program Offered,
Physical Facilities/Equipment, and Evaluation as Evaluated by
Coordinators

4 Level of Implementation in Terms of Specialist’s Qualification 61

and Grading System as Evaluated by Specialists

5 The Extend of Special Program in the Arts Implementation 65

As Evaluated by Students
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LIST OF FIGURES
Figure Page

1 Diagram Model of the Conceptual Framework 8

2 Map of Cagayan de Oro City and Misamis Oriental 29
 Chapter 1

THE PROBLEM

Introduction

Art, fundamentally all of its forms, is one of the most captivating educational

topics. Nonetheless, the arts have never increased a major place in either public or

private schools programs and not even undertaken in educational research.

Throughout history, the arts have played an important part in society. Cultures

around the world are rich in practices that use music, dance, drama, and visual arts.

However, in most developing countries art in education is almost non-existent and

little research has been conducted on the benefits of arts education within these

countries (Glenn, 2011).

Quality arts education can produce positive learning outcomes, such as

creating a positive attitude to learning, developing a greater sense of personal and

cultural identity, and fostering more creative and imaginative ways of thinking in

young children (Bamford, 2006). Arts-based processes allow children the opportunity

to express their knowledge, ideas, and feelings in ways that do not necessarily

involve words (Livermore, 2003). Boyer (2000) also mentioned five benefits of arts

education. First, we need the arts to express feelings words cannot convey. Second,

we need the arts to stir creativity and enrich a student’s way of knowing. Third, we

need the arts to integrate the fragments of academic life. Fourth, we need the arts to

empower the disabled and give hope to the disenchanted. Above all, we need the

arts to create community and to build connections across the generations.

 2

Arts educators know well the importance of a strong arts education in the

lives of children. Every culture is surrounded and immersed in music, dance, drama

and visual arts. For many people, the arts are an integrated way of life and of self-

expression from the day they are born. Boyd (2008) states that children are

introduce

In the Philippines, the to DepEd Memorandum No. 335 s. 2004 the Special

Program In The Arts Implementing Guidelines stipulated that in order for the

teachers to teach in the Art Education (Special Program in the Arts), they must

possess the following qualifications: (1) BSE or BS graduate with major in the

subject to be handled, (2) Licensures Exam for teachers passer or any government

eligibility, (3) Trained in Teacher Arts or Literary Arts (for English and Filipino), (4)

Holder of Bachelor of Music degree or its equivalent or has undergone special

training in Music (for Music), (5) Practicing artist or art education (for Arts), (6)

Strongly interested in the arts, and (7) Committed to implement the program.

With these qualifications, it was noted that the teachers at the National

Capital Region did not meet the minimum qualifications because these teachers

used to teach at the regular academic subjects and were transferred to the arts

education during the implementation of the program. The teachers narrated that they

were only informed about having assigned to teach in the program on the day of the

training held in Baguio (Leocario, 2015).

On the other hand, in Region II, the students, teachers, and administrators

declared that under the Special Program in the Arts, objectives were implemented.

They have competent teachers; methodology employed is appropriate; they have

 3

moderately adequate learning resources; venue is conducive to learning, and

evaluation process is appropriate. This means that Special Program in the Arts in

the secondary schools of Region II is a success (Sebastian, 2012).

In Cagayan de Oro City, Special Program in the Arts is implemented as one

of the programs of DepEd to cater students who want to be in the field of Arts

Education. In the Division of the city, the recognized schools implementing the

program are the Cagayan de Oro National High School and Lapasan National High

School. On the other hand, in the Division of Misamis Oriental, the recognized

schools implementing the program are the Alubijid National Comprehensive High

School, Tagoloan National High School, Medina National Comprehensive High

School, and Misamis Oriental General Comprehensive High School as per

mentioned in the DepEd Memorandum No. 335 s. 2004 the Special Program in the

Arts Implementing Guidelines (Appendix C).

The aforementioned schools in the Division of Misamis Oriental as observed

by the researcher have commonality in terms of challenges in the implementation of

the Special Program in the Arts, such as the availability of the venue and materials.

The implementing guidelines under VIII- Physical Facilities/Equipment say that the

school implementing this program must have the following facilities and equipment:

8 classrooms for general education classes for all year levels; 2 classrooms for

music (1 for vocal, 1 for instrumental) with piano and 1 electronics keyboard in each

room; 2 practice rooms with needed instruments (whatever instrumental course

offered by the school); 1 workshop area with sinks and storage space; 1 drama

room; 1 computer room with 10 computers, 3 printers, and 1 scanner; 1 dance studio
 4

with music players and wall to wall mirrors; 1 special library with lots of books and

other materials (audio video) for the six areas in Arts; 2 separate dormitories for

male and female students; 8 cassette tape recorders or 2 VCD players; 2 VHS

players/2 television sets; 1 slide projector; 1 moving camera, 4 still cameras with

accessories; Air conditioned Media Arts room with complete facilities.

From this required facilities and equipment, it has been observed that only

21% were met by the schools implementing the program in the Division of Misamis

Oriental. According to Cabahug (2014) supplying schools with adequate resource

materials, such as textbooks, teaching aids, and stationery will enable teachers and

learners to perform their parts pleasingly in the curriculum implementation processes

crucial in the learning progression of the students.

National Capital Region Schools that implemented the program also

experienced the same problem; lack of funding was found to be a unanimous

inhibitor in curriculum implementation according to teachers of the Special Program

in the Arts who participated in the interview. The lack of facilities, shortage of

instructional equipment and materials, as well as missed training opportunities, were

attributed by teachers to the lack of funding being experienced by the Schools with

the Special Program in the Arts.

This study aims to find out some challenges faced by the implementing

schools in the Division of Cagayan de Oro City and Division of Misamis Oriental,

how they addressed such challenges, and how to strengthen the guidelines to make

the program meaningful. This study can be a help for the implementing schools and

for the Department of Education to reinforce the Arts Education Program in public
 5

schools. The result of this study can be used as a reference of the Department of

Education to help schools implementing the Arts Education and even revise the

implementing guidelines when needed for improved implementation of the program.

Theoretical and Conceptual Framework

The study is anchored on the theory of Sebastian (2012) who asserts that the

implementing guidelines should be firmly followed in order for the program to

streamline the system of educating thousands of students in an unstructured

academic environment according to their particular artistic inclination, and following

the implementation of the Guidelines for Arts Education is a must. The researcher

used the same theory because it would assure a better result in developing the skills

of those who have artistic talents. Using a curriculum that considers attitude,

commitment, and interests as academic requirements for young artists makes a

difference in the life of these students.

There is a need to conduct monitoring and assessment of the program

particularly on the attainment of objectives, teacher competence, methodology,

learning resources, and venue and evaluation process in order to assess progress

and provide intervention when necessary.

The framework of this study follows DepEd Memorandum No. 335 s. 2004, or

the Special Program in the Arts Implementing Guidelines. Figure 1 shows the

interplay of the guidelines of the Special Program in the Arts be implemented in

terms of Schools’ Status, Number of Classes, Size, Schedule and Specialist Load,

Program Offered, Status of Physical Facilities and Equipment, Teachers’

Competence, and their Ways of Assessment. How these guidelines are being
 6

implemented in each school and how the students take these guidelines are the

extent of the study. It is more likely that the guidelines mentioned may be

independent of each other in such a manner that these complement the

implementation that may affect the students’ performance. This study then highlights

on strengthening the implementation of the Special Program in the Arts.

Onojerena (2004) says that the most important person in the curriculum

implementation process is the teacher. With their knowledge, experience, and

competencies, teachers are central to any curriculum improvement effort. Teachers

are expected to be the most knowledgeable about the practice of teaching and are

responsible for introducing the curriculum in the classroom. Since implementation

takes place through the interaction of the learner and the planned learning

opportunities, the role and influence of the teacher in the process is indisputable. If

the teacher is able to translate curriculum intentions into reality, then it is imperative

that the teacher understands the curriculum document or syllabus well and can

implement it effectively.

Gardiner (2010) emphasizes that assessment plays an essential role in

developing, maintaining, and improving effective art program. Assessment is

essential not only to guide the development of individual students but also to monitor

and continuously improve the quality of programs, inform prospective students and

their parents, and provide evidence of accountability to those who pay our way. The

researcher believes that assessing the implementation of Special Program in the

Arts (SPA) will help for the improvement of the program. In as far as the Division of

Cagayan de Oro and Division of Misamis Oriental, there has been no study
 7

conducted in the assessment of the implementation of Special Program in the Arts

(SPA).

Leocario (2015) declares that there is a need to provide continuous training

and other forms of support systems for teachers. The teachers from Special

Program in the Arts will be updated to knowledge with regards to Arts Education and

that will be materialized by means of sending the teachers regularly to relevant

training and seminars. The researcher uses the same theory since this will benefit

the progression of the program. Continuing this study would support the importance

of sending teachers to workshops and seminars. This is to develop the qualifications

of Special Program in the Arts teachers.

 8

Stimulus Response Outcome

Special Program in the

Arts  Schools’ Status
Implementing Guidelines  Student’s
 Schools’ Status Selection
 Student’s Selection  Class Size
 Class Size Capacities  Class Schedule
 Class Schedule in  Specialist’s Load
 Specialist’s Load  Program Offered
 Program Offered Implementation  Physical Facilities
 Physical Facilities and Equipment
and Equipment  Evaluation
 Evaluation  Teacher’s
 Teacher’s Qualification
Qualification  Grading System
 Grading System

Figure 1 shows the Interplay of the Special Program in the Arts Implementing
Guidelines, the capacities of the schools implementing the guidelines,
and the outcome of the school implementing the guidelines.
 9

Statement of the Problem

This study determined the assessment on the Special Program in the Arts

implementing guidelines among the schools in the Division of Cagayan de Oro and

Division of Misamis Oriental. Specifically, this study sought to answer the following

questions:

1. What is the status of the secondary schools that have implemented Special

Program in the Arts in the Division of Cagayan de Oro City and Division of

Misamis Oriental based on the Criteria for Selection as evaluated by:

A. Coordinators; and

B. Students?

2. How do these secondary schools in the Division of Cagayan de Oro City and

Division of Misamis Oriental promote the Special Program in the Arts?

3. To what extent would these schools implement these guidelines in terms of:

3.1 Coordinator:

3.1.1 Students Selection;

3.1.2 Class size;

3.1.3 Class Schedule;

3.1.4 Specialist’s Load;

3.1.5 Program Offered;

3.1.6 Physical Facilities/Equipment; and

3.1.7 Evaluation?

3.2 Specialist:

3.2.1 Specialist’s Qualification; and

 10

3.2.2 Grading System?

3.3 Students:

3.3.1 Students Selection;

3.3.2 Class size;

3.3.3 Class Schedule;

3.3.4 Specialist’s Load;

3.3.5 Program Offered;

3.3.6 Physical Facilities/Equipment;

3.3.7 Evaluation;

3.3.1 Teacher’s Qualification; and

3.3.2 Grading System?

4. How can the implementation of these guidelines be strengthened to make the

learning process of the students meaningful for them?

5. Based on the findings, what toolkit design will be formulated?

Significance of the Study

The researcher establishes that there has been no study on the

Implementation of Special Program in the Arts, such as, strengthening the guidelines

implementation and the capacities of schools that implemented the program in the

Division of Cagayan de Oro City and Division of Misamis Oriental. This study can be

used in enriching and upgrading the implementation of Special Program in the Arts.

In this study, the researcher analyzes the ways on how the schools have

implemented the guidelines against the DepEd Guidelines Implementation (DepEd

Memorandum No. 335 s. 2004), and ways that have been used to address the
 11

challenges in the implementation of Special Program in the Arts in the Division of

Cagayan de Oro City and Division of Misamis Oriental specifically in the preparation

of activities and programs in their respective schools. Thus, the study is beneficial to

the following:

This study would serve as a source of the policy maker to enhancing the

implementing guidelines of the SPA that provide insights based on what has been

practiced to improve the operation of the SPA.

The school administrators and the school managers would use this study as

basis for developing the performance of the Special Program in the Arts (SPA) and

directing its operation.

This can serve as a reference for significant training and workshop for

teachers’ competency. The very visual aid of the students is the teacher. The

requirement for expert development and advancement can be accomplished through

training and workshops.

This can be a source of improvement for the program’s implementation to

bring out the best guidelines that are centered on the holistic development of the

learners while developing the artist in them.

Scope and Limitation of the Study

This study is focused only on the schools in the Division of Cagayan de Oro

City and Division of Misamis Oriental that implement the Special Program in the

Arts. The recognized schools in the Division of Misamis Oriental are Alubijid National

Comprehensive High School, Misamis Oriental General Comprehensive High

School, Tagoloan National High School, and Medina National Comprehensive High
 12

School. In the Division of Cagayan de Oro City are City National High School and

Lapasan National High School.

Furthermore, the research limits only to its analysis on the Implementation of

Special Program in the Arts in the schools of Cagayan de Oro Division and Misamis

Oriental Division and how the implementation of the Special Program in the Arts

implementing guidelines can be strengthened to make the learning process of the

students meaningful for them.

Definition of Terms

The following terms are operationally defined for a better understanding of the

study.

Administrator. This term refers to the school principal or school head of the

school implemented the Special Program in the Arts.

Art Research- I. It is the additional subject to be taken by Grade-9 students

in the Special Program in the Arts.

Art Research- II. It is the additional subject to be taken by Grade-10 as a

continuation of Art Research-I in the Special Program in the Arts.

Assessment. It is the process of gathering and discussing information from

multiple and diverse sources in order to develop a deep understanding of what

students know, understand, and can do with their knowledge as a result of their

educational experiences.

Class Schedule. This is the schedule of the students to attain their

specialization under the Special Program in the Arts.

 13

Class Size. This refers to the number of students in one class under the

Special program in the Arts.

Creative Writing. This is a Specialization of Special Program in the Arts that

includes Fiction, Poetry, Playwriting and Journalism both in English and Filipino.

Culminating Activity. This is referred to the performance activity done by the

students per quarter. This performance activity is the basis for student’s grade.

Dance Arts. This is one of the Specializations of Special Program in the Arts

which includes Classical and Modern Ballet, Folk Dance, Improvisation,

Composition, and Staging.

Guidance Counselor. This is the school personnel who is a member of the

selection committees in selecting arts students.

Implementation. This refers to efforts designed to get evidence-based

programs or practices of known dimensions into use via effective change strategies.

Media Arts. This is one of the Specializations of Special Program in the Arts

which includes Photography, Photo Editing through the computer, Music Remixing,

Movie Making and Editing, Materials and Techniques and Computer Art.

Music Vocals. This is one of the Specializations of Special Program in the

Arts which includes theory, Composition, Solo instrument, Ensemble, Chorus, and

Solo voices both Instrumental and Vocal.

Physical Facilities/Equipment. This refers to the facilities/equipment

available to be used for the specialization in the Special Program in the Arts.

Recital. This refers to the annual performance of all specializations in the

Special Program in the Arts as part of its evaluation of the implementation.

 14

Schools Status. This is to the status of the school before the grant to

implement the Special Program in the Arts.

Special Program in the Arts (SPA). This is used in a program made by

the Department of Education in the Philippines to give talented students a chance to

enhance their talents in different fields. There are five specializations in the SPA:

Creative Writing (English and Filipino), Visual Arts, Theater Arts, Vocal Music,

Instrumental Music, Dance and Media Arts.

Specialist Load. This refers to the load of the specialist including both in the

academic and in the specialization.

Specialist. This is the teacher handling a specific genre offered in a school

implementing Special Program in the Arts.

Specialization. This is used to identify the talent of the students in the Arts,

such as Dance, Music, Media, Theater, Visual Arts, and Creative Writing.

Student’s Selection. This refers to the process of the student to be enrolled

in the Special Program in the Arts.

Teacher’s Qualification. This refers to the qualification of the teacher to

handle the specialization in the Special Program in the Arts.

Theater. This is one of the Specializations of Special Program in the Arts

which includes Acting, Stage Management, Technical Theater, Theory and History

of Theater, Dance Theater, and Directing.

Visual Arts. This is the Specializations of Special Program in the Arts which

includes Visual Perception, Sculpture, Painting, Drawing, and Sketching.

 15

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the information culled from the related literature and

studies that are significant in the current study. The presentation starts from foreign

setting to local setting.

Related Literature in Foreign Setting

This review offers fusions of studies concerning Arts Education. Included in

this review are the Understanding Curriculum Implementation, Factors Influence

Curriculum Implementation, and The Impression on Arts Education. The literature

widens the theories of the importance of Arts Education.

Lichter (2015) declares that for the school to be successful in implementing

the program, the process of implementation should be understood because if the

implementation were fully apprehended, it makes easier for the teachers to navigate

the process and at the end of it; the new program will give impact to the

achievement of the students. Fixen (2005) refers implementation as planned

activities and set into practice. The delivery of the program should anchor on the

proposed platform and should not have essential difference appearance between

the planned programs to succeeding practices.

To ensure the quality implementation of the program, Durlak (2013) indicates

that it is important to effectively address the steps in the implementation. Assessing

the settings before implementing a program is necessary; the settings affect the

realistic outlooks on what can be achieved. If the program will be accepted sincerely

by the implementers then excellence execution can be achieved. To start

 16

implementing the guidelines, there must be a technical help to aid staff and to

guarantee quality implementation. Preserving a good implementation is achievable

through monitoring and feedback system during the operation.

Wilson (2013) stresses that having a quality implementation associates with a

quality outcome. In other cases, when execution is poor then it will result in a failure

in attaining the proposed results. It simply means to note that the contributors will

gain extra benefits as an effect of an improved implementation and obtain no

important benefit if the program is not properly implemented. Henderson (2002) also

says that having a quality implementation of the program will connect to the

availability of components, such as instruction, materials, other resources,

assessment and the guide itself. The accessibility of these fundamentals will give

students with a quality program.

Problems like budget constraints, space considerations, and an emphasis on

high-stakes testing have made it increasingly difficult, for even those principals who

understand the value of arts education provide the instruction required under New

York State education law (O'rya, 2012).

Biag (2015) mentions that one of the factors to make a success in

implementing a program is the goal of the school itself. The schools should be self-

motivated in implementing a program in order for the program to survive. Parents

are also one of the elements to consider since they will and should support their

students in booming out the program. Rollins (2013) points out that implementing a

program attaches to piloting the program and should offer a chance to make

changes before the full launch to give a guarantee to the best probable product.
 17

Challenges in its implementation and openness to new ideas are requisite. The

success of implementing an Arts program is critical since the exact number of the

artist should be considered. Guidelines should be followed with regards to the

number of student-artist enrolled in different art genres. This is because the

interactions with the students will make also a difference for the victory of the

execution. Herpin (2012) emphasizes that one of the assurances of quality

implementation is through assessing the improvement of the students. The used to

formative and summative assessment will measure the growth of learners.

However, Russell- Bowie (2004) expresses that there is a decrease of

following the guidelines and procedure from the actual practice of Arts education in

schools from another country like in Australia, Namibia, South Africa, USA, and

Ireland due to some problems. For instance, the teachers lack knowledge,

dedication, and readiness in teaching Arts resulted in producing less quality Artist.

Schools that implemented Arts Education do not give priority for the improvement of

to the program. The teachers’ lack of personal experience of arts and inadequate

resources of materials and equipment resulted in the poor implementation of the

program.

UNESCO (2000) declares that Arts Education can be promoted through

public consciousness as it endorses the importance of the Arts. One of the ways for

the public to know the existence of Arts Education is by means of conducting Arts

activity or showcasing the talents of the students. In as far as resources and

materials are concern; the use of locally available sources is encouraged to aid

scarcity of the needs. Another way to achieve quality implementation is through

 18

supporting the teachers with provisions of seminars and workshops because these

will give confidence on the quality of Arts Education’s implementation.

Schagen (2011) identifies the following factors influencing implementation, as

follows: The principal, Teachers, and Learners. Stetson (2015) addresses that the

principal performs an important part in the provision of excellence education,

ensuring the program to be fully implemented and supports the students’

development. The principal also serves as the organizer, leader, and sponsor of

quality instructional operations.

Handler (2010) implies that the role of the teacher in the implementation is

vital and sensitive. Teachers must have a high understanding of the program and

their lessons, as they will impart knowledge on the students. The competencies of

the teachers are required for they will complement in the solidification of the

program.

Moeday (2013) states that having sufficient supply of materials is another

factor that can influence a quality curriculum implementation. In order for the

guidelines of the implementation be followed accordingly, the Department of

Education should supply schools with enough resources and materials like the

textbook and teaching aids for these will enable teachers and learners to be at its

best upon the implementation of the program.

Henderson (2002) believes that arts play a significant role in life. Arts provide

a path in understanding not just our own culture but also accepting our global

neighbors. The Arts will provide the community with the freedom of expressions and

replicate on their own involvements. The design of the infrastructures of the country
 19

will depend on their own cultures and heritage. Greene (2014) states that students

who are inclined with Arts are expected to achieve high in the academics such as in

Math, Science, recognized to win in essay writing, and poem compares to those

students who are not attached in Arts.

Art Education helps the students to be more innovative; students can take

their experiences of the world and change them into arts, making new associations

and connections through their creative personalities. Art students’ insight,

recollections, and dreams all inspire by their creative ability. Jolley (2013) says arts

permits learners to investigate, expand on and record their own innovative and

creative thoughts. Martin (2014) indicates that arts permit learners to convey freely

compare to math or science subjects.

Bamford (2006) asserts the challenge in acquiring the quality is applicable to

both arts education and to the implementing schools. There should be a partnership

between the schools and to the external Artist- maybe charge with the responsibility

or Arts Education. Having professional Artist involving in the teaching of Arts

Education will increase the quality of art teaching, improve the learners’ skills to its

best, give more confidence to the teacher, and provide wide opportunity to use their

own resources.

In France, Eurydice (2009) points out that even if there is a good foundation

of Arts education, there are still uneven practices and lack of commitment in

continuing its implementation. Certain problem upon the practices of Arts includes

the deficiency of self-confidence on the part of the teacher due to insufficient hands-

on and academic training.

 20

Seidel (2009) declares that in the United States there should be a quality

learning opportunity and an excellence implementation of Arts Education for the

young people because the sort of Arts education offered was uninspired and

infrequent. As a result, there is a poor quality of education in the field of Arts.

The review of the foreign literature sets the tone of the study in terms of the

implementation of the Guidelines of the Arts Education Program to make the

program successful. Implementation refers to the practical application of the

program. The quality of its implementation depends upon the capacity of the

implementers in operating the guidelines. Factors as abovementioned that influence

implementing a curriculum are the principals, teachers, learners, and resources.

Proving full support of the declared factors will lead to a quality implementation. The

discussion of these factors and their influence in quality implementation enrich the

theoretical dimension of the current research study.

Related Literature in Local Setting

This review presents the synthesis of research that relates to arts education.

The presentation is categorized by the following: Understanding Program

Implementation, Factors Influence Curriculum Implementation, and The Impressions

of Arts Education in the local situation.

Department of Education (DepEd) in the Philippines implemented Arts

Education through Special Program in the Arts (SPA), which is intended to the

potential and promising young artist for the development of their God-given talent

and for the preservation of the Filipino culture and heritage as well. The objective of

this Arts Education Program is to develop artist students in different genres, such as;
 21

music, visual arts, theater arts, creative writing, media arts, and dance. Students are

also given freedom to express their thoughts, feelings, and ideas to their chosen

career, as the aid to the theory of Education for All (EFA). Through this program, the

students are expected to develop a sense of patriotism and extend gratitude of

Filipino culture and arts. The program will help students to be prepared for work in a

postmodern society regardless of their chosen career (D.O. # 335 s. 2004).

Sebastian (2012) identifies problems in the implementation of the Special

Program in the Arts (SPA) in Region 2, specifically on the lack of learning resources

and inadequacy of facilities, training of teachers on a new technology for instruction

and the maintenance of facilities and equipment. Leocario (2015) adds that a

consistent annual budget for the Special Program in the Arts should be provided in

order to aid several issues, such as the inadequacy of availability of resources like

the facilities, equipment/ materials, and sending teachers to seminars. Teachers

should be sent regularly to relevant training and seminars in a form of In-service

Training (INSET), legitimate certification programs, or graduate studies that support

to upgrade the credentials of the instructors teaching in Special Program in the Arts.

Other support systems, such as exposure to new technology, will help teachers

expand their range of capabilities.

Special Program in the Arts (SPA) restructures the system of educating

students in a shapeless academic environment depending on their particular artistic

disposition. The program caters to those students with artistic talents and

consequently uses a curriculum that considers attitude, commitment, and interests

as academic requirements for young artists (INHS, 2016). This program offers a
 22

complete secondary education program centered on the Arts, covering diverse

genres. Ilocos Norte National High School takes pride in offering the Special

Program in the Arts (INNHS, 2012).

To ensure the quality of art education in the Philippines, the National

Commission for Culture and the Arts (NCCA) through the Philippine Cultural

Education Task Force (PCETF) conducted the Levels I and II of the Graduate

Diploma in Teaching the Arts (GDTA), a post-baccalaureate in-service teacher

enhancement program.

The scholarship offered by DepEd aims to increase the knowledge of the

applicant, not only in the field of Arts but also to the Filipino heritage and cultures.

Scholars will be taught with theories and practical training to internalize and to attain

the objectives meaningfully. The program will be focusing more on the localization,

to have a deeper understanding and appreciation of the local Arts (DepEd Memo #

14, s. 2016).

Though DepEd strives hard to ensure the quality implementation of Art

Education by means of offering scholarship programs to the teachers, Leocario

(2015) suggests that the guidelines in the implementation of the Special Program in

the Arts should be reviewed. The intended procedures and the actual

implementations were different. In order to address the gap between the intended

and actual practices, the guidelines should be updated. The implementing

guidelines, such as admissions, qualification of teachers, provision of resources, and

classroom instruction were not met by schools who implemented the Special
 23

Program in the Arts and yet they still operate the program, especially in National

Capital Region.

Cabahug (2014) presents some of the factors that Influence the Delivery of

Curriculum and affirmed by the study of Magelang (2012). The researcher believes

that these factors can be the basis for further study.

The Teachers are the most important people in the implementation. Their

knowledge, experience, and competencies are the best apparatuses for the

improvement of the curriculum. Thus, Magelang (2012) claims that the teachers view

their role as autonomous; they will select and decide what to teach provided by the

syllabus. Implementation takes place by the interactions with the students. Then, the

role and influence of the teachers in the process are indisputable.

The Learners are the customers of the curriculum. They will absorb the

objectives of the program. According to Magelang (2012), the learners are a critical

element in the implementation of the curriculum and they will hold the key to what is

truly transferred and modified from the official curriculum.

Resource Materials and Facilities- Providing schools with sufficient resource

materials such as textbooks, teaching aids, and stationery would allow the teachers

and the learners to do their roles pleasingly in the curriculum implementation

process. Magelang says that there is no meaningful learning with inadequate

materials. For the implementation to take completely, the Department of Education

should supply and provide enough resources, such as the materials and equipment.

Mkandawire (2010) emphasizes that the factor that influences the delivery of

curriculum for quality and quantity is the teaching staff. The teaching staff should
 24

meet the expectations of learners for a productive curriculum implementation.

Concerning with the resources, unavailability of school facilities and equipment like

classrooms, libraries, resource centers, offices, desks, schools halls and others,

implementation will be affected negatively.

Quirino (2010) remarks that Arts Education is created essentially because

there is something inside an artist that needs to be developed. All artists from

different forms of arts have a longing to express what they feel and to create

something of measurable value. Many create art for the pure joy of it and from that

expression culture becomes for us more defined as it is enriched.

Tromp (2016) indicates that Art Education is vital to students and allows

students to learn about themselves, their culture, and their community. By taking art

classes, students begin to visualize the world differently. The creativity and

imagination of students are pushed through the development of art. It is necessary

for art educators to cultivate and guide students with quality art lessons to increase

their (students) understanding and relationship with the world. UNESCO (2000)

points out that the aims of arts education are to maintain the human right to

education and cultural contribution, progress individual capabilities, improve the

quality of education, and promote the expression of cultural diversity.

This is corroborated by Philippines High School for the Arts (2012). They

implement a general secondary program, which is integrated with a special

curriculum in the arts and aims to develop cultural leaders in the preservation of the

environment and dynamic evolution of the Philippine Arts and Culture. Arts

Education program is committed to the conservation and promotion of the Filipino

 25

artistic and cultural traditions and makes every effort to develop the potentials of its

young art scholars as future cultural leaders with a nationalistic orientation.

Quirino (2010) supports that Art education is important since it causes people

to look a little closer at the social issues. The artist is able to express his opinion

about the issues in society by means of projecting the issues through his Arts. An

artist expresses which cannot be seen or felt so effortlessly. The works of an artist

are the lenses that describe our world.

Art education is very important in schools. Tromp (2016) believes that through

art, children are allowed to envision and understand the world on a different level, in

ways that are not possible in other areas. Art classes in schools offer the child the

opportunity to learn creatively and expressively. Art education plays an important

role to inspire children and guide their creativity, growth, and understanding of the

world.

Special Program in the Arts (SPA) is an avenue for the Filipino promising

artists to develop and express their talents in the art. Artists if given a quality

implementation of Arts program will be fully developed in their craft and useful in

continuing a curriculum. The fact of the significance of Art education is strong and it

is for the holistic development of the learner-artist. Even so, Arts Education in the

Philippines was given less consideration in strengthening its execution. Factors that

influence the implementation aforesaid were given little reputation and it resulted in

the disappointment in accomplishing a quality program implementation.

Arts education is one of the important subjects if not the most. Through Arts

Education, students can be themselves and they can express anything they want
 26

depending on the kind of arts that they are into. Special Program in the Arts (SPA) is

a platform of DepEd that will help students develop the Artist in them. The literature

presented, back-up the researcher on the necessity to study Arts Education. It is

important to revisit the implementing guidelines so that it will be updated and even

change it in accordance to the need and attainability of the implementers. To

guarantee the quality of implementation, a research should be administered and the

result of the study should be given attention for the development of the program. If

there is quality implementation then it will produce excellent output and satisfaction.

The review of the local setting reinforces the current study in revisiting the

guidelines of the implementation of the Special Program in the Arts (SPA). Unlike

the previous studies above, this current study focuses on the implementing schools

in the Division of Cagayan de Oro City and Division of Misamis Oriental. Basically,

the context of this study is differently unique yet similar. Unique in the sense that

this study determines on how the implementation of the guidelines can be

strengthened to make the learning process of the students meaningful for them and

to come up with the toolkit design to be used as an evaluation tool by the DepEd

supervisors or any authority to the implementing schools. Thus, it is similar because

this study reexamines the implementing guidelines of Special Program in the Arts

and the capacities of the implementing schools in operating the program. Quality

implementation as supported by aforementioned studies can be achieved if the

guidelines are followed and monitored.

 27

Chapter 3

Research Methodology

This chapter deals with the procedure as well as research methods to be

used in the study. This includes a brief discussion on the: research design, research

setting, research respondents, sampling procedure, research instrument,

categorization of variables, data gathering procedure, and the statistical treatment of

the gathered data.

Research Design

This study used descriptive designed. It uses questionnaires to collect data

on the responses of the implementing schools of Special Program in the Arts

towards the Guidelines Implementation of the DepEd and it is qualitative for it

employs personal interview and focus group interview in obtaining deeper insights

and thoughts from the regional supervisor, coordinators, teachers, and students in

the Special Program in the Arts.

This research involved the description, recording, analysis, and interpretation

on the different variables related to the study. The researcher selected qualitative

research method for this study which allows the researcher to describe better the

details about the implementation of Special Program in Arts and to determine how to

strengthen the implementing guidelines of the said Arts Program.

Farrel (2003) says that majority of arts education researchers use qualitative

methods in order to show complex and spontaneity. Through this approach, the

researcher was able to gain more in-depth insights and thoughts from the
 28

participants. A qualitative method is flexible, allowing the researcher to effectively

capture important aspects of the transitory life of an arts education program.

Research Setting

The researcher selected the Division of Cagayan de Oro and Division of

Misamis Oriental because these divisions implemented Special Program in the Arts.

The schools in the Division of Misamis Oriental are Misamis Oriental General

Comprehensive High School (MOGCHS), Alubijid National Comprehensive High

School, Tagoloan National high School, and Medina National Comprehensive High

School. The schools in the Division of Cagayan de Oro City are Cagayan de Oro

National High School and Lapasan National High School.

The Province of Misamis Oriental is along the northern coast of the island of

Mindanao. It is bounded on the north of Macajalar Bay, on the west by Iligan Bay,

on the south and southwest by the Province of Bukidnon and Lanao del Norte and

on the east by the Province of Agusan del Norte. The DepEd Division of Misamis

Oriental was established in 1965 with its first Schools Division Superintendent Mr.

Esteban Sarmiento. At present, the depedmissor.net states that the division is

manned by 5,000+ teaching and non-teaching personnel under the able leaders.

The Division of Cagayan de Oro City is used to be part of the Division of

Misamis Oriental. In August 1953, Cagayan de Oro City was created as a separate

Division. A year after, the Division was returned to the Division of Misamis Oriental,

there being no Schools Division Superintendent. Culled at depdcdoc.com, on May 1,

1963, it stood again as a separate Division with Mr. Esteban C. Sarmiento as the

first City Schools Division Superintendent and presently Elena M. Borcillo, CESO V.
 29

Figure 2. A Map Showing the Locale of the Study

 30

Research Respondents

The respondents for this research were the Region X Supervisor, program

coordinators, specialists, and students of the Special Program in the Arts in the

Division of Misamis Oriental and Division of Cagayan de Oro City. The Region X

Supervisor evaluated the implementation of Special Program in the Arts. The

coordinators presented on how the Special Program in the Arts is implemented in

their school. The specialists presented on how a specific specialization is being

implemented. The students were assessed on their level of satisfaction in the

implementation of Special Program in the Arts in their school. All together, they

aid information and insights in the personal communication.

Table A
Distributions of Respondents by School

Regional Program
SCHOOL Specialists Students Total
Supervisor Coordinators
1. Misamis Oriental
General 1 17 150 168
Comprehensive
High School
2. Alubijid National
Comprehensive 1 10 86 97
High School
3. Tagoloan National
1 10 86 97
High School 1
4. Medina National
Comprehensive 1 4 34 39
High School
5. Lapasan National
1 12 125 138
High School
6. Cagayan de Oro
National High 1 14 146 161
School
Total 1 6 67 627 701
 31

Sampling Procedure

A universal sampling method was used in this research for the

coordinators, teachers, and regional supervisor because each of the respondents

has its own experiences in the implementation of Special Program in the Arts.

These experiences were the keys in helping the queries of this research. A

Sloven’s Formula was used in determining the number of students as

respondents.

The result of Sloven’s Formula for each school was divided to the number

of grade level implemented the special program in the arts. A simple random

sampling was used in identifying the respondents who answered the

questionnaire in each year level in every school implemented the Special

Program in the Arts. Except for Medina National Comprehensive High School in

the Division of Misamis Oriental wherein universal sampling was used because

they only have thirty-four (34) students in the Special Program in the Arts.

The Sloven’s Formula is shown as:

n = N
1+ Ne2
Where:

n = Sample Size

N = Population Size

e = error of tolerance (5%)

The questionnaires were circulated to all identified schools in the Division

of Cagayan de Oro City and Division of Misamis Oriental that implemented the
 32

Special Program in the Arts, specifically to the regional supervisor, coordinators,

specialists, and students connected to Special Program in the Arts.

For the personal interview, the researcher interviewed the coordinator-

respondents and one teacher-respondent to represent the teachers in each

implementing schools. Meanwhile, a Focus Group Interview (FGI) was used for

the students. A simple random sampling was used in determining the three

students for the Focus Group Interview (FGI) from each grade level in each

implementing schools. A number of interviewees in the implementing schools

were equally represented. Another personal interview was set for the Region X

supervisor. Overall, there were seventy-four respondents for the interviews.

Research Instrument

There were four instruments used in gathering the data in this study. A

researcher’s made questionnaire referring to the DepEd Memo #335, s. 2004 the

Special Program in the Arts (SPA) Implementing Guidelines, open-ended

questions, interview questionnaire, and focus group interview questionnaire.

Questionnaires for coordinators have Four parts: Part I has two questions that

talk about background information. Part II has nine questions that talk about the

school’s status. Part III has forty-two questions that talk about the level of

implementation in the Special Program in the Arts, and Part IV has two open-

ended questions. Questionnaires for specialists have three parts: Part I has two

questions that talk about background information. Part II is about the level of

implementation with thirteen questions and Part III has two open-ended

questions. Questionnaires for students have two parts: Part I has two questions
 33

that talk about background information. Part II is the student’s level of satisfaction

in the implementation of Special Program in the Arts with twenty questions.

Validity and Reliability

To check the validity of the researcher-made questionnaires, the

researcher conducted a pre-test to the coordinators and teachers who were not

part of the study. After the pilot test has been made, the pattern of understanding

the items by these coordinators and teachers were determined. The reliability

index was tested using the Cronbach Alpha. The value of coefficient was .84.

This value indicated the reliability of the data gathering instrument.

Scoring Guidelines

In the interpretation of the results of the study, the Likert-type scaling

technique was employed using the following rating scales:

For the status of implementation:

Score Interval Description

5 Highly Met

4 Met

3 Moderately Met

2 Slightly Met

1 Not Met
 34

For the level of implementation:

Score Interval Response Description

5 HI Highly Implemented

4 I Implemented

3 MI Moderately Implemented

2 SI Slightly Implemented

1 NI Not Implemented

For the level of satisfaction:

Score Interval Description

5 Highly Satisfied

4 Satisfied

3 Moderately Satisfied

2 Slightly Satisfied

1 Not Satisfied

For the qualitative approach, a personal interview was used for teachers

and coordinators. There were two types of interviewees: one is composed of one

coordinator-respondent and one teacher-respondent. One is a Focus Group

Interview used for the students. Three students per year level from each of the

implementing schools were gathered together to conduct this type of interview.

Region X supervisor was also interviewed as to inquire on the feedbacking

system of the implementation of Special Program in the Arts.

 35

Categorization of Variables

The following categories are created to aid in the analysis and

interpretation of the gathered data:

1. School’s Status implementing the Special Program in the Arts

Scale Mean Range Description

5 4.60- 5.00 Highly Met

4 3.70- 4.59 Met

3 2.80- 3.69 Moderately Met

2 1.90- 2.79 Slightly Met

1 1.00- 1.89 Not Met

2. Coordinators and Teachers Experience on the Level of Implementation

Scale Mean Range Description

5 4.60- 5.00 Highly Implemented

4 3.70- 4.59 Implemented

3 2.80- 3.69 Moderately Implemented

2 1.90- 2.79 Slightly Implemented

1 1.00- 1.89 Not Implemented

4. Students Satisfaction on the Level of implementation

Scale Mean Range Description

5 4.60- 5.00 Very Satisfied

4 3.70- 4.59 Satisfied

3 2.80- 3.69 Somewhat Satisfied

2 1.90- 2.79 Dissatisfied

 36

1 1.00- 1.89 Very Dissatisfied

Data Gathering Procedure

The researcher follows the protocol in administering research questions. A

letter was sent to the Schools Division Superintendent in the Division of Cagayan

de Oro City and Division of Misamis Oriental requesting for the researcher to

conduct the study titled “Assessment on Special Program in the Arts

Implementing Guidelines: Basis for a Toolkit Design” and to administer the

questionnaires to the schools implementing the Special Program in the Arts

(SPA).

After the Schools Division Superintendent approved the letter to

administer the questions, the researcher went personally to the six recognized

implementing schools under the Special Program in the Arts. First in the Division

of Misamis Oriental; Alubijid National Comprehensive High School, Tagoloan

National High School, Medina National Comprehensive High School, and

Misamis Oriental General Comprehensive High School, then in the Division of

Cagayan de Oro City; City National High School and Lapasan National High

School. Included in the interview was the Region X supervisor.

In gathering qualitative data for Region X supervisor, the researcher went

personally to DepEd Regional office to conduct the interview to the regional

supervisor who is a focal person in the Special Program in the Arts. For

coordinator, the researcher personally went to the implementing schools and

conducted a personal interview to the coordinator of Special Program in the Arts.

 37

For specialists- one specialist was selected for the personal interview; the

basis for this selection is the most number of years as a specialist in the Special

Program in the Arts. For the Focus Group Interview (FGI), three students per

year level were selected; the basis for this selection is according to the second

quarter ranking of students. The selected students are one student with the

highest general average, one student whose general average is in the middle,

and one student with the lowest general average.

The researcher presented the approved letter from the Schools Division

Superintendent to Principal and with approval, the researcher then administered

the questions to the Coordinator, the Teachers, and the Students. The

researcher personally explained the content of the instrument and how the

respondent should answer. Precisely, the procedure was planned in order to

answer clarification from the respondents, to establish rapport with the

coordinators, teachers, and students for the easy collection of the questionnaire.

Statistical Treatment

In the analysis and interpretation of data, the researcher employed the

descriptive statistics, such as mean, and standard deviation to described the

variables in the study like the schools’ status, student’s selection, class size,

class schedule, specialist’s load, program offered, physical facilities and

equipment, evaluation, teacher’s qualification and grading system.

 38

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data gathered

from the study. The data are presented in tabular form, and they are analyzed

and interpreted. The presentation of the findings follows the sequence of the

problems.

Problem 1: What is the status of the secondary schools that have

implemented Special Program in the Arts in the Division of Cagayan de Oro

City and Division of Misamis Oriental based on the Criteria for Selection as

evaluated by:

1.1 Coordinators; and

1.2 Students?

There is a need to determine the status of the schools implemented the

aforesaid program in order to know whether the school meets the criteria in the

school’s selection. In this way, the guidelines for the selection of the school will

be strengthened.

The status of secondary schools that implemented the Special Program in

the Arts is going to be presented in tables, then it is going to be discussed and

interpreted in the context of the study.

 39

1.1 Coordinator’s Evaluation

Table 1
Status of the Implementing Schools as Evaluated by Coordinators
SCHOOLS

CDOCNHS

MOGCHS

MNCHS
ANCHS
Indicators Mean SD Description

LNHS

TNHS
A financially autonomous Moderately
1 1 5 5 1 5 3.00 2.19
regular high school Met
A track record of winnings in
0.82 Moderately
cultural competitions for the 3 4 5 3 3 4 3.67
Met
past three years
A track record of active
participation in cultural 1.17
3 5 5 2 4 4 3.83 Met
competitions for the past
three years
School has an administrator 1.21 Moderately
4 4 1 4 4 3 3.33
who is supportive in the arts Met
School has an administrator
1.26
who is knowledgeable in the 2 4 1 4 4 3 3.00 Moderately
arts Met
School has an administrator 1.26 Moderately
2 4 1 4 4 3 3.00
who is interested in the arts Met
School has a department
1.51
head who is knowledgeable 4 4 1 2 4 1 2.67 Slightly Met
in the arts
School has a specialist with a 1.63 Moderately
5 5 5 3 3 1 3.67
strong interest in the arts Met
School has specialists who
1.60
are willing to be trained in the 5 5 5 5 4 1 4.17
Met
arts
0.49 Moderately
Over-all Mean 3.37
Met
Legend: 1:00- 1.89= Not Met; 1.90- 2.79= Slightly Met; 2.80- 3.69= Moderately Met; 3.70- 4.59= Met;
4.60- 5.00= Highly Met; CDOCNHS- Cagayan de Oro City National High School; LNHS- Lapasan
National High School; MOGCHS- Misamis Oriental General Comprehensive High School; ANCHS-
Alubijid National Comprehensive High School; TNHS- Tagoloan National High School; MNCHS-
Medina National Comprehensive High School

Table 1 discloses that the schools implemented the Special Program in

the Arts in the Division of Cagayan de Oro and Division of Misamis Oriental have
 40

slightly met with the mean of 2.67 (SD=1.51) the criteria of having school

department heads who are knowledgeable in the arts. Specifically, the schools

operated the abovementioned program do not have department heads who have

knowledge and skills in the arts, especially MOGCHS and MNCHS. These

schools are considered good schools in the Division of Misamis Oriental.

This finding has been shaded light from the interview conducted. It

revealed that department heads vary their fields of mastery. Some are good in

sports only and some are good in the arts only. So much that they could not

perform beyond their field of specialization. Coordinator-respondent says, “Our

new department head is good at sports but not in the arts unlike the previous

department head who was good both in arts and in sports”. This information

suggests that the department head ought to be versatile in order to understand

how the program ought to be implemented. But this is not always the case.

Reality tells us that not all people have the multi-talents in the arts. Woollven

(2014) said that the distinct responsibilities that effective department head should

possess are knowledge of curriculum and flexibility. Therefore, the school head

must at least upgrade their knowledge in the arts through attending training and

seminars about the arts and possibly the guidelines of having a department head

who is knowledgeable in the arts will be highly met.

On the other note, the data above state the status of the implementing

schools in terms of financially autonomous. It shows that schools have

moderately met with the mean of 3.00 (SD= 2.19) the financially autonomous

regular high schools. This is because there were schools who are non-
 41

autonomous and yet implement the program, such as, CDOCNHS, LNHS, and

TNHS. The budget of these non-autonomous schools comes from DepEd

Division level, unlike MOGCHS, ANCHS, and MNCHS whose budget comes

directly from DepEd National Level; these are called autonomous schools. The

financially autonomous schools are intended a guarantee of separation of powers

and of independence from political agencies (Bernas, 2011). This denotes that

the non-autonomous schools are dependent on the approval of the Division Level

while the autonomous is at National Level. This implies that if the school is an

autonomous school, it can request a budget directly to the National Level to

implement the program and without any discussion coming from the Division

Level like the non-autonomous school.

On the other hand, the finding presents that the status of the implementing

schools has met the mean of 4.17 (SD = 1.60) the criteria of having specialists

who are willing to be trained in the Arts. This states that the specialists are eager

to be trained in the arts for professional growth except in MNCHS. The program

coordinator of MNCHS says that some specialists were discouraged from

attending training and seminars because the school's administrator does not

support them in terms of finances due to lack of funding. This might be the

reason why their specialists are not eager to be trained in the arts. Training and

seminars are important because they are the platforms to meet people with the

same interest, an avenue to refresh skills, and gain new knowledge from

competent speakers and trainers (Navales, 2013). This informs that training and

seminars play a great role in developing and acquiring new knowledge and the
 42

specialist must have the will to be trained for the goodness of the aforesaid

program.

The overall result shows that both divisions have moderately met with the

over-all mean of 3.37 (SD= 0.49) the criteria in the selection of schools to

implement the Special Program in the Arts. This states that the implementing

guidelines under the criteria in the selection of schools is not strictly followed by

the schools implemented the program.

DepEd Memo # 335, s. 2004 or the Special Program in the Arts

Implementing Guidelines posted the criteria in the selection of the school to

implement the program. This guideline must be strictly followed by the

implementing schools. For this to happen, the guidelines must also mention that

the schools must highly meet the criteria before approving the school to operate

the program. This way, the schools will be challenged to follow these criteria and

this particular guideline will be highly met.

1.2 Student’s Evaluation

Table 2
Status of the Implementing Schools as Evaluated by Students
Standard
Indicators Mean Deviation Description

Your school capacities in implementing the

4.25 0.73 Satisfied
SPA
The SPA- Coordinator assistance in your
4.44 0.67 Satisfied
school
The SPA-Teacher/Specialist availability to help
4.55 0.71 Satisfied
improve your artistic skills
Overall 4.41 0.48 Satisfied
Legend: 1:00- 1.89= Very Dissatisfied; 1.90- 2.70= Dissatisfied; 2.80- 3.69= Somewhat Satisfied;
3.70- 4.59= Satisfied; 4.60- 5.00= Very Satisfied
 43

Table 2 reveals that students under the Special Program in the Arts in the

Division of Cagayan de Oro City and Division of Misamis Oriental are satisfied

with the mean of 4.41 (SD =0.48) on the capacity of the school in implementing

the program. Even if the schools had moderately met the criteria in the selection

of schools to implement the program as shown in Table 1, students are still

satisfied on the status of the school to implement the program. These data may

tell that student’s satisfaction does not matter to the status of the school in the

criteria for selection. Students are satisfied if they achieve their main objective for

enrolling (OWC, 2004). In an interview conducted, students revealed that

students like to be in the said program because their talents are being enhanced.

Further, it also reveals that Special Program in the Arts has helped

students in terms of enhancing talent and developing self-confidence. One

student says, “I like to be in the Special Program in the Arts because this

program has helped me a lot in improving my talent and developing my self-

confidence”. Talents of students are developed through Special Program in the

Arts because they have a specialist who will help and teach them in improving

their talent and students are trained for two hours daily as indicated in the

implementing guidelines. Students are also given the opportunity to show their

talent by means of the recital. Thus, students will be able to develop their self-

confidence especially on presenting their talent to the audience. Another student

says, “I am always excited with the recital because I can show my talent, perform

in front of many audience and recital helps me to be confident”.

 44

Students’ development of their talent and self-confidence is the reason

why students are satisfied with the capacity of their school in implementing the

Special Program in the Arts even though the schools had moderately met the

criteria as presented in table 1. Still another student said, “As a student in the

Special Program in the Arts, I am satisfied with the program because I feel like a

celebrity. Some of my schoolmates approached me just to have a picture with me

because they said I am a good performer and I feel great”.

This implies that students’ satisfaction is highlighted by their personal

experience in the program. Developing students’ talents, developing self-

confidence, and feeling celebrity have been experienced by the students.

According to Cane (2015), arts-related activities are important; they have been

proven to boost a child’s self-image, whether in an individual setting or as part of

a group, arts, and creativity in education improves a child’s confidence.

Continuing the implementation of the Special Program in the Arts may help more

students in becoming a better person.

The status of the SPA implementing school-respondents is not enough to

make students be very satisfied with the program since the school-respondents

have just moderately met the criteria of the school selection. Therefore, if the

school can highly meet the criteria then possibly students will be very satisfied

with the said program.

 45

Problem 2: How do these secondary schools in the Division of Cagayan de

Oro City and Division of Misamis Oriental promote the implementation of

the Special Program in the Arts?

This section presents data gathered during the personal interview with the

coordinators and specialists as to their ways in promoting the SPA. Program

coordinators and specialists under the Special Program in the Arts (SPA) in the

Division of Cagayan de Oro City and Division of Misamis Oriental exert common

effort in promoting the abovementioned program.

This reveals that majority of the schools conduct a school to school

campaign. The Coordinator, together with the specialists, go to nearby

elementary schools, specifically to the grade six level to introduce the Special

Program in the Arts being offered to Junior High School. Usually, school to

school campaign is done during the last quarter of the school year in order for the

grade six pupils to be informed regarding the said program as offered in the

junior high school. The school to school campaign is applied by few schools by

the time school implemented the Special Program in the Arts in the Division of

Cagayan de Oro City and Division of Misamis. The idea of school to school

campaign is advocated by Leocario (2015) in order to improve its student

population rate, the Special Program in the Arts should spearhead initiatives to

spread awareness about the program. Schools offering Special Program in the

Arts can coordinate to elementary schools and conduct information campaigns to

attract students inclined with the arts. This type of promotion helps the
 46

elementary learners to be aware of the offering of the Special Program in the Arts

in the secondary school.

Another way of promoting the said program is through the recital or show

of talents. This type of activity is required in the Special Program in the Arts

Implementing Guidelines. Majority of the implementing schools have their recital

wherein the students will showcase their talents through performance and display

of their works. The recital is open to the community to watch as implemented by

many schools. In an interview conducted, students revealed that there are few

who learned about the Special Program in the Arts because they are able to

witness the recital. One student-respondent said, “When I was in elementary, my

mother brought me in this school to watch the Special Program in the Arts recital.

I like watching the recital because it is so much fun and I want to be part of it.

That is why I am here now”. This information suggests that the recital enables to

encourage students to enroll in the Special Program in the Arts and perhaps the

stakeholders are encouraged also to support the program. Another way of

promoting Arts Education is through public consciousness as it endorses the

importance of the Arts. Still another way for the public to know the existence of

Arts Education is by means of conducting Arts activity or showcasing the talents

of the students (UNESCO, 2000).

During the enrollment period, coordinator and teachers promote the

Special Program in the Arts by means of information drive. Other students

learned about the Special Program in the Arts through lip-service or heard

information from others. One student-respondent said, “My older sister is also a
 47

student in the Special program in the Arts and she told me to enroll in this

program because I have talent in dancing”. This information implies that students

under the Special program in the Arts encourage other students to enroll in the

program. Likewise, some of the students were informed about the program

during the information campaign made by the coordinator and teachers. Another

student-respondent said, “It was during enrollment I knew about the Special

program in the Arts. There was a teacher informing the enrollees about the

program”. It is inferred that information drive during enrollment is a good way to

promoting the Special Program in the Arts and must continue its way of

endorsing.

Nonetheless, few students did not personally choose to be enrolled in the

Special Program in the Arts. A significant sharing of the student is when he said,

“I belong to a regular class and my adviser at that time told me to transfer in the

Special Program in the Arts because accordingly, I have a talent. Even if I do not

like to be transferred to this program because I do not have much believed in

myself, I still followed my adviser because I respect her”. In turn, he is grateful to

his teacher for he develops his talents through this program. Another significant

conversation is when one student-respondent said, “My parents told me to enroll

in the Special Program in the Arts so that my talent will be developed and I just

followed my parents’ advice”. This student becomes grateful to his parents.

Some students are directed by their parents and the teachers to be in the

program because they are seen to have the potential in the field of arts.
 48

The data reveal that some students need someone to push them to be in

the Special Program in the Arts because some do not have self-confidence and

self-esteem. Later on, these students learn not just to like but to love the Special

Program in the Arts because the program helps them a lot in developing their

talent, self- confidence, and gain more friends.

Thus, the findings say that SPA can be promoted through school to school

campaign, recital or showing to talents, and information drive during enrolment.

These were the activities that were performed in the Division- respondents to

promote that aforesaid program and encouraged to be followed by other

Divisions who have schools implemented or planning to implement the program

and the principal, coordinator, and teachers have to work together in order to

promote the program.

Problem 3. To what extent would these schools implement these

guidelines in terms of:

3.1 Coordinator

3.1.1 Students Selection;

3.1.2 Class size;

3.1.3 Class Schedule;

3.1.4 Specialist’s Load;

3.1.5 Program Offered;

3.1.6 Physical Facilities/Equipment; and

3.1.7 Evaluation?
 49

3.2 Specialist

3.2.1 Teacher’s Qualification; and

3.2.2 Grading System?

3.3 Students

3.3.1 Students Selection;

3.3.2 Class size;

3.3.3 Class Schedule;

3.3.4 Specialist’s Load;

3.3.5 Program Offered;

3.3.6 Physical Facilities/Equipment;

3.3.7 Evaluation;

3.3.1 Teacher’s Qualification; and

3.3.2 Grading System?

The Implementation of the Guidelines of Special Program in the Arts on

students’ selections, class size, class schedule, specialist load, program offered,

physical facilities/equipment, and evaluation as evaluated by Coordinators is

presented and analyzed.

The purpose of the assessment of the abovementioned guidelines is to

determine on what specific area that the schools are capable in implementing

and also to know the area that needs improvement. Through assessment, the

implementation of the said program can be strengthened. The presentation is

done by topics to better appreciate the findings.

 50

Table 3
The Level of Implementation in Terms of Students’ Selection, Class Size, Class Schedule, Specialist’s Load, Program
Offered, Physical Facilities/Equipment, and Evaluation as Evaluated by Coordinators
Students’ Selection Mean SD DS
One of the selection committees in selecting Arts students is the Principal 2.33 1.37 SI
One of the selection committees in selecting Arts students is the Coordinator 4.5 0.55 I
One of the selection committees in selecting Arts students are the SPA Specialist 5.00 0.00 HI
One of the selection committees in selecting Arts students is the School Guidance Counselor 2.83 0.98 MI
Students shall maintain an average grade of 85% and above in their Specialization and a general
average grade of 82% and above to be retained in the Program 4.67 0.52 HI
Students who could not maintain an average grade of 85% and above in their Specialization and a
general average grade of 82% and above will be transferred to the regular class 3.67 1.21 MI
Sub Mean 3.83 0.38 I
Class Size
The maximum class size is 50 students 4.00 1.55 I
Class Schedule
Two hours per day is allotted in teaching the Specialization 5.00 0.00 HI
Has one specialist for each specialization in each year level 3.33 1.03 MI
Sub Mean 4.17 0.52 I
Specialist’s Load
The teacher has a minimum load of five
(This includes the subject being taught and special assignment handled) 3.83 1.60 I
The teacher has a maximum load of seven
(This includes the subject being taught and special assignment handled) 4.33 0.82 I
Specialization is considered as two (2) teaching loads 4.83 0.41 HI
Sub Mean 4.33 0.70 I
Program Offered
Music Instrument 4.17 1.60 I
Music Vocals 4.33 1.63 I
Visual Art 5.00 0.00 HI
Theater Art 4.33 1.63 I
Creative Writing 3.67 2.07 MI
Media Art 4.33 1.63 I
Dance Art 4.33 1.63 I
Art Research I 3.50 1.97 MI
Art Research II 2.83 2.04 MI
Sub Mean
4.06 1.24 I
Physical Facilities/Equipment
8 classrooms for general education classes for all year levels 3.17 1.47 MI
1 classroom for vocal with piano and 1 electronic keyboard 2.67 1.63 SI
1 classroom for instrumental-arts with piano and 1 electronic keyboard 2.83 1.47 MI
1 workshop area with sink and storage space 2.00 1.26 SI
1 drama room for theater-arts 2.17 0.75 SI
1 computer room with 10 computers, 3 printers, and 1 scanner 2.50 1.38 SI
1 dance studio with music players and wall to wall mirrors 2.00 0.63 SI
1 special library with lots of books and other materials (audio video) for the six specializations in Arts 1.50 0.55 NI
2 VCD players 1.50 0.84 NI
1 slide projector 1.83 1.60 NI
2 VHS 1.00 0.00 NI
2 television sets 1.67 0.82 NI
1 moving camera 1.59 0.84 NI
4 still cameras with accessories 1.33 0.52 NI
1 Air conditioned Media Arts room with complete facilities for Media-Arts 1.33 0.52 NI
Sub Mean 1.97 0.66 NI
Evaluation
Annual Recital for Special Program in The Arts 4.50 1.22 I
Annual Recital is evaluated by the Regional Supervisor 2.67 1.51 SI
Annual Recital is evaluated by the Division Supervisor 2.83 1.60 MI
Annual Recital is evaluated by the school coordinator 4.17 1.60 I
The regional committee conducts semestral consultations with the school head regarding instructional
and administrative concerns 1.83 0.98 NI
The regional committee conducts semestral consultations with the teachers regarding instructional and
administrative concerns 1.83 0.98 NI
Sub Mean 2.97 1.10 MI
Over-all 3.62 0.85 MI
Legend: 1:00- 1.89= Not Implemented (NI); 1.90- 2.79= Slightly Implemented (SI); 2.80- 3.69= Moderately Implemented (MI);
3.70- 4.59= Implemented (I); 4.60- 5.00= Highly Implemented (HI); SD= Standard Deviation; DS= Description.
 51

Table 3 displays the level of implementation in terms of students’

selection, class size, class schedule, specialist load, program offered, physical

facilities/equipment, and evaluation as evaluated by coordinators are moderately

implemented with an over-all mean of 3.62 (SD= 0.85). This suggests that

Department of Education should update the implementing guidelines because

there are some indicators in the guidelines that is outdated such as VHS which is

no longer available nowadays. At the same time, Department of Education might

as well evaluate the schools implemented the Special Program in the Arts as

how the schools operated the program and perhaps can suggest on how to

implement the guidelines as intended.

Students’ Selection
The finding shows that the specialist as one of the committees in selecting

arts students is highly implemented with the mean of 5.00 (SD= 0.00). This

shows that specialists of Special Program in the Arts are proactive in recruiting

students to be enrolled in the said program. As what Specialist-respondent said,

“Specialists were the one assigned during enrollment to accommodate students

for the Special Program in the Arts so that we can be sure to have potential and

quality student-artist as enrollees”. It revealed that specialist, as assigned to a

committee in accepting students to be enrolled in the Special Program in the

Arts, can possibly choose potential artist-students.

On the contrary under the Students’ Selection, it is also revealed on the

table that the principal as a member of the committee in selecting Arts students

was not active during the enrollment, thus this specific guideline is slightly
 52

implemented with a mean of 2.33 (SD= 1.37). The Coordinator-respondent said,

“Our principal is not active during the selection of Arts students due to his hectic

schedule during enrolment time”. This finding attests the absence of the principal

during the selection of students in the arts. It would have been good if the

principal set time to engage in the selection of students in the arts so that the

principal could appreciate the program to the extent of giving a full support in its

implementation. Likewise, the over-all mean of the 3.83 (SD= 0.38) has been

implemented. This informs that in the guideline about the selection of students

can be implemented.

Class size

The finding presents that the Class size is implemented with a mean of

4.00 (SD=1.55) by the implementing schools. This indicates that majority of the

schools follow this specific guideline. However, few schools have more than 50

students in the class. The Coordinator-respondent mentioned, “Some grade level

had more than 50 students in one classroom because our school does not have

enough classrooms to implement the maximum of 50 students in Special

Program in the Arts”. The shortage of classrooms perhaps is the reason why

schools have more than 50 students in Special Program in the Arts. In smaller

classes, students tend to be as much as one to two months ahead in content

knowledge, and they score higher on standardized assessments. Thus, it

enforces the need to implement this guideline. Thus, the maximum of 50

students in the class is encouraged to be followed because if not, then this is a

precedence of some schools not to follow the guidelines (NCTE, 2014).

 53

Class Schedule

The finding shows that the two hours per day in teaching the specialization

is highly implemented with a mean of 5.00 (SD= 0.00). This means that the

Special Program in the Arts implementing guidelines in terms of the schedule in

teaching the specialization was fully implemented by all schools implemented the

abovementioned program. The finding reflects that this particular guideline is

attainable to its full implementation and should be followed by all schools

implemented or planning to implement the said program. Further, one specialist

for each specialization in each year level is moderately implemented with a mean

of 3.33 (SD= 1.03).

This finding indicates that there is a shortage in the specialist since it is

not highly implemented. As one of the teacher-respondents suggested that there

should be one specialist to each specialization in each year level because

combining students with other year level will result to a less productive teacher.

But according to ECS (2014), combining one year level to the other is somehow

beneficial to the students. There is an interaction with other students in a different

level and students can learn from each other. Nonetheless, as specified in the

Special Program in the Arts Implementing Guidelines, the school may fuse two

year levels (first and second year; third and fourth year) in the specialization

classes. This shall depend on the number of teachers, facilities, and availability

of rooms. These data above denote that the guidelines in class scheduling for the

specialization is flexible depending on the capacity of the school.

 54

Interestingly, one of the utmost benefits of combined classes is the

expanded chances for peer interaction. Younger students can observe older

peers and imitate social behaviors while older students have the opportunity to

show leadership and reinforce their own understanding through teaching their

classmates. This ability to work outside their grade cohort expands students’

understanding of their learning and the learning environment. Many older

students develop leadership skills while developing a more sophisticated

understanding of responsibility. Younger students too, have opportunities for

peer interactions that are not available in the regular classroom setting (ECS

2014).

Over-all, class schedule is implemented with a mean of 4.17 (SD= 0.52).

This supports that the implementation of the class schedule for the specialization

which is implemented.

Specialist’s Load

The table displays that specialization is considered as two teaching loads

is highly implemented with a mean of 4.83 (SD= 0.41), which denotes that the

guidelines in making specialization as two teaching loads are observed by the

schools implemented the Special Program in the Arts. The finding says that this

particular guideline is achievable and schools are capable of implementing this

rule.

Moreover, the data show that the teacher has a minimum load of five,

which is implemented with a mean of 3.83 (SD= 1.60); and has a maximum load

of seven with a mean of 4.33 (SD= 0.82). The reasons perhaps of why these are
 55

implemented because some schools do not follow the minimum. There are some

specialists who have more than 5 loads. On the other hand, the maximum load is

implemented because there are some specialists who have more than seven

loads. Personal interview with teachers reveals that the reason why the minimum

and the maximum loads are not followed due to a shortage of teachers in their

school.

Furthermore, the implementing guidelines for Specialist’s Load is

implemented with an over-all mean of 4.33 (SD= 0.70). Thus, for the Specialist’s

load to be highly implemented, Department of Education perhaps would hire

more teachers that are inclined with the arts and will handle the specialization.

Program Offered

The table presents that Visual Art is highly implemented with a mean of

5.00 (SD= 0.00) compare to any form of arts. This shows that of all specialization

only Visual Arts is offered by all schools implemented the Special Program in the

Arts. Coordinator-respondent states, “Compare to other specialization, visual arts

does not demand much in terms of facilities. Our students can afford the

materials needed, such as the pastel, cardboard, and bond paper since it is not

costly, unlike the facilities needed by Music Arts, such as piano and keyboard.

Besides that, many students are inclined into drawing”.

This justifies the full implementation of the visual arts. Contrary to Visual

Arts, Arts Research I is moderately implemented with a mean of 3.50 (SD= 1.97)

same with Arts Research II with a mean of 2.83 (SD= 2.04). According to

Coordinator-respondent, “Arts Research I and II are not implemented in our

 56

school because we don’t have an available teacher who can handle these

subjects”. With this, it implies that specialization will not be offered unless there is

an available teacher who is capable of handling such. This information suggests

that to hire teachers that can handle research subject. Through this, possibly Arts

Research subjects will be highly implemented.

It is ideal for implementing school to offer all the specialization as

indicated in the guidelines. Having said, students will be able to enroll in the

specialization that suits their talents. Student-respondent says, “My talent is

dancing but then Dance Art was not offered in school then I enrolled in Media Art

since I like media arts also”. This denotes that there are few students joining in

the specialization even if the genre that they are into is not their first choice.

Likewise, the Program Offered is implemented with over-all mean of 4.06 (SD=

1.24). This informs that not all programs are being offered by the implementing

schools of the Special Program in the Arts in the Division of Cagayan de Oro City

and Division of Misamis Oriental are implemented.

Physical Facilities/Equipment

The table confirms that the 2 VHS are not implemented with a mean of

1.00 (SD= 0.00) since at this point in time no one uses that gadget anymore. This

finding tells that the implementing guideline in the physical facilities/equipment

needs to be updated. Regarding with the 8 classrooms for general education

classes for all year levels, it is moderately implemented with a mean of 3.17 (SD=

1.47).
 57

This denotes that there is a shortage of the classrooms of the schools

implemented the Special Program in the Arts. Personal Interview from

coordinator discovered that majority of the challenges faced by the teachers

under the Special Program in the Arts is a lack of classrooms for Specializations.

Coordinator-respondent shared, “During specialization time, we used the lobby

as our classroom because there were no available rooms for us”.

This finding tells that activities can be done anywhere or at any vacant

space. In this way, the implementation of the program will be possibly be

weakened because of lack of resources and facilities. This can discourage

teachers from teaching the arts in their classrooms (Russell- Bowie, 2004).

The Physical Facilities/Equipment is not implemented with an over-all

mean of 1.97 (SD= 0.66). This denoted that there is a need for the DepEd to

support the schools implemented the Special Program in the Arts especially in

providing the facilities and equipment. Cabahug expresses that supplying

schools with facilities needed will enable teachers and learners to perform their

parts pleasingly in the implementation of the program.

Evaluation

It is noted in the table that the regional committee as to conduct semestral

consultations with the school head and teachers regarding instructional and

administrative concerns are not implemented with a mean of 1.83 (SD= 0.98).

This entails that the regional workforce did not conduct an evaluation of the

schools implementing the Special Program in the Arts in the Division of Cagayan

de Oro City and Division of Misamis Oriental. Personal Interview for Region X
 58

supervisor reveals that Regional Committee was not able to conduct evaluation

because there was no evaluation tool available. Regional Supervisor said,

“Evaluation of the schools implemented the Special program in the Arts was not

conducted by regional personnel because there was no evaluation tool

available”.

The finding tells that evaluation tool is needed to conduct the assessment

of the aforesaid program. Since the said tool is not available that would perhaps

explain why assessment was not done by the regional committee.

Additionally, the regional supervisor plans to call all Special Program in

the Arts coordinators to construct an evaluation tool specifically designed for

Special Program in the Arts. This way, if the plan to make evaluation tool be

materialized then the regional committee can perform the assessment on the

schools implemented the Special Program in the Arts. Perhaps the

implementation of the Special Program in the Arts will be strengthened.

Sebastian proposes that there is a need to conduct evaluation and assessment

of the program mainly on the attainment of teacher competence, methodology,

learning resources, venue, and evaluation process in order to examine if the

program is implemented as designed. This finding supports the need to have an

evaluation tool.

Furthermore, Gardiner (2010) declares that evaluation and assessment

are essential in developing, maintaining, and improving effective art program.

Evaluation and assessment are not only beneficial to students but also to monitor

and continuously develop the worth of the program. This denotes that
 59

assessment is a crucial tool in giving feedbacks and suggestions for the

development of the implementation of Special Program in the Arts.

The plan of the regional supervisor to craft an evaluation tool better to be

realized as soon as possible in order for the implementing guidelines of the

Special Program in the Arts be executed to its best. Through this, regional

supervisor perhaps can identify ways on how to improve and strengthen the

program based on the results of their assessment. Having said that, schools

implemented the program might be guided on how the Special Program in the

Arts should operate.

Moreover, the annual recital for Special Program in the Arts is

implemented with a mean of 4.50 (SD= 1.22). This tells that there are few

schools that do not conduct the recital since this particular is not highly

implemented. The recital is one of the activities that the students from the Special

Program in the Arts look forward to. Student stated, “Our school always

conducted the recital and I am always looking forward to the recital because it is

my opportunity to show my talent to the audience”. But unfortunately, not all

students were given a chance to show their talent through recital because there

are few schools did not implement this activity.

Personal Interview for coordinator reveals that due to financial constraint

few schools did not implement the recital. Coordinator shares, “We don’t have

financial resources to fund our recital. The students’ costumes, sound system,

lights for special effects and food for the guest are expensive and we have no

resources for those”. However, majority of the schools implemented their recital
 60

as one way of promoting the Special Program in the Arts received financial help

coming from General Parents and Teachers Association (GPTA). This implies

that recital can be materialized with full support from GPTA.

Thus, a collaborative effort coming from the coordinator, teachers, and

General Parents and Teachers Association in conducting the recital is

encouraged. Some of the schools receive financial support from Local

Government Office (LGU). However, there are few schools implemented recital

by means of solicitation from their co-teachers and few teachers have used their

own money just to have a recital. This finding reveals that recital is expensive

and suggests that the schools should allocate funding and help hand in hand to

materialize this specific activity.

Likewise, the Evaluation is moderately implemented with an over-all mean

of 2.97 (SD= 1.10). This implies that the evaluation process to the schools

implemented the abovementioned program is moderately implemented.

Therefore, the schools that are implementing the Special Program in the

Arts must follow the implementing guidelines accordingly. This way the

guidelines will be highly implemented and perhaps a highly implemented

program will produce a highly quality artist-students.

The specialist’s evaluation on the Implementation of the Guidelines of

Special Program in the Arts on specialist qualification and grading system

follows. The appearance is done by topics for better presentation.

 61

Table 4
Level of Implementation in Terms of Specialist’s Qualification
and Grading System as Evaluated by Specialists

Standard
Specialist’s Qualification Mean Description
Deviation
A Bachelor in Secondary Education (BSE) or
BS graduate with major in the subject to be 4.11 1.41 Implemented
handled.
Highly
A LET passer or any government eligibility 4.68 0.69
Implemented
Trained in Teacher-Arts or Literary-Arts in Moderately
3.07 1.50
English. (For Arts Research teacher) Implemented
Trained in Teacher-Arts or Literary-Arts in Moderately
3.07 1.57
Filipino. (For Arts Research teacher) Implemented
A holder of Bachelor of Music degree (for Moderately
3.02 1.42
Music Teacher) Implemented
Undergone special training in Music (for Music Moderately
3.36 1.29
Teacher) Implemented
A practicing artist (for all Specialization) 3.98 1.07 Implemented
Strongly interested in the arts 4.52 0.78 Implemented
Committed to implement the program 4.56 0.70 Implemented
Sub Mean 3.82 0.59 Implemented
Grading System
The use of Rubrics for assessment 4.48 0.85 Implemented
Highly
For students’ Performance is 50% 4.61 0.69
Implemented
For students’ Written Test is 25% 4.54 0.79 Implemented
For students’ Portfolio is 25% 4.59 0.71 Implemented
Highly
The teacher conducts culminating activities 4.72 0.69
Implemented
Sub Mean 4.59 0.52 Implemented
Overall Mean 4.21 0.54 Implemented
Legend: 1:00- 1.89= Not Implemented; 1.90- 2.79= Slightly Implemented; 2.80- 3.69= Moderately
Implemented; 3.70- 4.59= Implemented; 4.60- 5.00= Highly Implemented.

Table 4 exposes the Level of implementation in terms of specialist’s

qualification and grading system as evaluated by specialists. They are

implemented with an over-all mean of 4.21 (SD= 0.54). This indicates that the

guidelines for specialist’s qualification and grading system are achievable.

 62

Specialist Qualification

Table 4 presents that the specialists teaching in the Special Program in

the Arts as passers of the Licensure Exam for teachers is highly implemented

with a mean of 4.68 (SD= 0.69). This points out that this guideline is highly

attainable. In connection with this, this specific guideline should be followed by all

schools that implemented the Special Program in the Arts in the same manner as

to the schools that are planning to operate the said program. In contrary, the

qualification for Music teacher is moderately implemented with a mean of 3.02

(SD= 1.42).

In an interview conducted, teachers reveal that there are few specialists

teaching Music since they have the ability to play a musical instrument and can

sing well. Even though they are not a graduate of a Music Degree but they are

interested in teaching music because they have the talent in playing a musical

instrument like the guitar. This information exposes that there are teachers

teaching the Music Arts, not because they are Music degree holder but because

these teachers have talent in music.

According to Balter (2016), a Music teacher must have skill in at least one

musical instrument and has an experience in teaching music. A Music Teacher

needs to have a skill in playing even one instrument because it can make

learning fun. Thus, teaching music even if the specialist is not a music degree

holder still can teach music as long as the specialist has the ability to play even

one instrument.
 63

Moreover, the qualification of specialist to teach in the Special Program in

the Arts is implemented with an over-all mean of 3.82 (SD= 0.59). This signifies

that the implementing guidelines about the qualification of specialist are just

implemented.

Grading System

The students’ performance is 50%, which is highly implemented with a

mean of 4.61 (SD= 0.69) since the students under the Special Program in the

Arts are expected to have an output by means of performance. Criteria for

grading the students are important; teachers will be able to establish parameters

that will serve as a reference for grading the students. The activities in the

program are dominantly outputs and performances oriented that are subjective in

nature; the use of specialized evaluation tools will provide the basis for

interpreting student outputs (Leocario).

Performance-based assessments are also used often to track student

learning in music, dance, and drama. There is a need to follow-up the prevalence

of assessing participation, behavior, and attitude in light of the pedagogical

literature on best practices in the assessment of arts learning (Morin, 2010). In

this way, the implementing guidelines for the grading system as indicated in the

Special Program in the Arts implementing guidelines is fairly distributed of its

percentage and recommended to be followed by other schools implementing the

Special Program in the Arts.

Furthermore, table 4 also reveals that the teachers as to conduct

culminating activity is highly implemented with a mean of 4.72 (SD= 0.69). This
 64

indicates that culminating activity was done by the teachers as one of the means

in computing the grades of the students. Nevertheless, Rubrics for assessment is

implemented with a mean of 4.48 (SD= 0.85).

Personal Interview for teachers reveals that few teachers do not use

rubrics, but instead follow their own judgment in assessing the performance of

the students. Rubrics are important because they clarify the qualities of the

students’ work, Rubrics will guide teachers in assessing the students’

performance. For this reason, rubrics help teachers in evaluating students, help

coordinate instruction and assessment, and help students learn more about their

subject (Brookhart, 2013).

Finally, grading system in the specialization in Special Program in the Arts

is implemented with an over-all mean of 4.59 (SD= 0.52). This information tells

that grading system is achievable in its implementation and therefore to be

followed accordingly.

Next, is the presentation of the extend of the implementation of the special

program in the arts implementing guidelines in terms of student’s selection, class

size, class schedule, specialist’s load, program offered, physical

facilities/equipment, evaluation, teacher’s qualification, and grading system as

evaluated by students.
 65

Table 5
The Extend of Special Program in the Arts Implementation
as Evaluated by Students
Students’ Selection Mean SD Description
The committees in selecting students for SPA 4.12 0.69 Satisfied
The process of selecting students for SPA 4.12 0.71 Satisfied
The system for retention in the SPA 4.22 0.83 Satisfied
Sub Mean 4.15 0.58 Satisfied
Class Size
Your class size 4.17 0.94 Satisfied
Class Schedule
The class schedule of your Specialization 4.45 0.85 Satisfied
Specialist’s Load
The attendance of your Specialist 4.39 0.78 Satisfied
Program Offered
The Specializations offered in your school 4.35 0.71 Satisfied
The Specialization for the development of your talent 4.48 0.72 Satisfied
Sub Mean 4.41 0.72 Satisfied
Physical Facilities/Equipment
Somewhat
The classrooms for every Specialization 3.67 1.13
Satisfied
The books to be used in teaching for every Somewhat
3.53 1.10
Specialization Satisfied
The audio and video materials for Specialization 3.80 1.04 Satisfied
Somewhat
Sub Mean 3.67 1.16
Satisfied
Teacher’s Qualification
The mastery of your Specialist in teaching Satisfied
4.41 0.83
Specialization
The commitment of your Specialist in implementing the Satisfied
4.28 0.77
SPA
Sub Mean 4.35 0.69 Satisfied
Evaluation
Somewhat
Your Recital 3.49 1.59
Satisfied
Grading System
The orientation of the SPA grading system 4.29 0.81 Satisfied
The grading system of your specialization 4.37 0.81 Satisfied
Moderately
The culminating activity 3.50 1.54
Satisfied
Sub Mean 4.05 0.70 Satisfied
Overall Mean 4.13 0.34 Satisfied
Legend: 1:00- 1.89= Very Dissatisfied; 1.90- 2.79= Dissatisfied; 2.80- 3.69= Somewhat Satisfied; 3.70-
4.59=Satisfied; 4.60- 5.00= Very Satisfied

Table 5 shows that students are satisfied with an over-all mean of 4.13

(SD= 0.34) to the extent of implementing the Special Program in the Arts in terms

of Student’s Selection, Class size, Class Schedule, Specialist’s Load, Program

Offered, Physical Facilities/Equipment, Evaluation, Teacher’s Qualification, and

 66

Grading System. If the implementation of the aforesaid program is given with a

full support by DepEd, then students might be very satisfied with the program.

The table also reveals under Student’s Selection that the students are

satisfied with a mean of 4.22 (SD= 0.83) in the system of retention in the Special

Program in the Art. This indicates that students are contented with the process of

retaining in the Special Program in the Arts. The students must maintain an

average grade of 85% in the Specialization and a general average of 82% to be

retained in the said program (DO # 335, s. 2004). This denotes that students

under the said program are expected to perform well not only in their

specialization but also in all of the subjects in order to be retained in the program.

Students are satisfied with a mean of 4.12 (SD= 0.69) of the service of the

committees in selecting the students for the said program. Perhaps, the

committees in the selection of students for the Special Program in the Arts are

good enough during the enrolment. Moreover, the students are satisfied with an

over-all mean of 4.15 (SD= 0.58) to the selection process for the said program.

This tells that the process is comprehensible.

Furthermore, the students are satisfied with a mean of 4.17 (SD= 0.94) in

their class size. The data infer that the school’s implementation of the class size

offered satisfaction to the students. Majority of the students under the Special

Program in the Arts are satisfied with their number of classes. Student says, “I

like to be in the Special Program in the Arts because we are not crowded unlike

in the regular classes they had more than 50 students in a classroom”. According

to NCTE (2004), students display less disruptive behavior in small classes, and
 67

teachers spend less time on discipline, leaving more time for instruction. The

finding tells that the implementing guidelines in terms to the class size give

students comfort in learning. But it was discussed in table 3 under the class size

that there are some schools had more than 50 students under the class of

Special program in the Arts. This perhaps is the reason why the students are not

very satisfied in the class size.

In an interview, students disclosed that most of the students in the Special

Program in the Arts appreciate being in the program because the number of the

classes are not congested compared to regular classes and students can focus

more on the academics and specialization. The finding supports the need to

implement the guidelines in terms of class size for the aforesaid program so that

this particular guideline will be strengthened.

The table also displays that the students are satisfied with a mean of 4.45

(SD= 0.85) with their Class Schedule in teaching specialization in Special

Program in the Arts. The data say that the capacity of the school in implementing

the class schedule stretches students’ satisfaction. In some way, the student-

respondent said, “Our specialist is not always present to teach us for the

specialization and if we have a class, it will end after an hour only instead of two

hours”. This finding contradicts to the evaluation of coordinators as revealed in

table 3 under the Class Schedule that the two hours per day is allotted to the

specialization is highly implemented. The information says that the coordinator is

not monitoring the attendance of the specialist in teaching the specialization.

Probably no monitoring of the specialist in handling the specialization is the

 68

reason why students are not very satisfied with their class schedule in the

specialization of Special Program in the Arts.

To strengthen the implementing guidelines of Special Program in the Arts

in terms of class schedule in teaching the specialization, a strict monitoring of the

attendance of specialists during specialization time is encouraged. To ensure a

quality implementation in the attendance of teachers, Ndungu (2015) suggests

that the schools should improve the monitoring of school attendance for teachers

consistently, for school attendance has an impact on teaching and learning

process. There should be close monitoring of the teachers’ class attendance and

take updated records. This way, students probably will be very satisfied with the

schedule of their specialization.

Under the Specialist’s Load, it is revealed that the students are satisfied

with a mean of 4.39 (SD= 0.78) to the attendance of their specialist. This implies

that loads of specialist are mostly present to teach during specialization time. The

reason perhaps students are satisfied with this particular guideline is because

there are some specialists who are not present at all time to teach the

specialization. Student-respondent shared, “Most of the time we don’t have class

during specialization”. Teacher-respondent said, “I am teaching in the

specialization even if I am not an artist, I was given teaching load for the

specialization since we were required to have 6 teaching loads”. This information

expresses that some schools implemented the Special Program in the Arts have

specialists teaching the specialization just to fill-up their teaching load though
 69

teachers are not inclined in the arts. This might result in the poor implementation

of the program.

To strengthen the implementing guidelines in the Special Program in the

Arts in terms of class schedule in teaching the specialization, the coordinators

should strictly monitor the attendance of specialist during specialization time and

teacher should be interested in teaching the specialization even if they are not

aligned with the arts. This way, the implementing guidelines will be reinforced

and this will give other schools an awareness to hire more talented and skillful

teachers aligned in the arts.

For the Program Offered students are satisfied with a mean of 4.35 (SD=

0.71) with the specialization that is being offered in their school. This tells that

majority of the students are satisfied with the specializations implemented in their

school. However, in an interview, students revealed that there are some students

under the specialization even if it is not their first choice. This is because the

students’ first choice is not being offered in his school. This is possibly the reason

why students are just satisfied with an over-all mean of 4.41 (SD= 0.72) with the

program offered in the school and not very satisfied. If this concern will not be

addressed by the implementing schools, then possibly this will result to poor

implementation of the program. Thus, offering all the specializations as indicated

in the implementing guidelines might result in students to have options to choose

from in addressing their talents in arts.

For the Physical Facilities/Equipment, the table shows that the students

are somehow satisfied with a mean of 3.53 (SD= 1.10) to the books being used
 70

in teaching their specialization. In an interview, students exposed that their

teacher will give the topic and students will be the one to do a research about the

topic. Akomolafe (2016) says that facilities/equipment most like will motivate

students towards learning. But Student said, “Our teacher will give us a topic to

be researched because there is no book available about our specialization”. This

data tell that books as one of the facilities needed are not at all available as a

reference in teaching the Special Program in the Arts. This denotes that the

specialist conducted their lessons in the specialization even without a book

coming from the DepEd to guide them in their teaching. In order for the program

to be executed well, there should be a unified reference book to be circulated

nationally to all schools implemented the Special Program in the Arts for

consistent topics. This way, the implementation of the aforesaid program will be

strengthened.

On the other hand, students are satisfied with a mean of 3.80 (SD= 1.04)

with the availability of audio and video materials for specialization as shown

under the Physical Facilities/equipment. Personal Interview for specialist-

respondents informs that the teachers used their laptop as instructional material

in teaching their specialization. This is probably the reason why students are

satisfied with this specific guideline. Magelang (2012) declares that there is no

meaningful learning with inadequate facilities.

Moreover, students are somewhat satisfied with an over-all mean of 3.67

(SD= 1.16) with the status of physical facilities/equipment for Special Program in

the Arts. This finding associated on how the schools implemented the guidelines
 71

under the physical facilities/equipment as presented in table 3 which informed not

implemented. The data pointed out that the guidelines are too challenging to the

extent that the school cannot afford in providing all of the physical

facilities/equipment as indicated in the implementing guidelines and it results to

students to be somewhat satisfied with the availability of physical

facilities/equipment in their school.

For the teacher’s Qualification, the table shows that the students are

satisfied with a mean of 4.41 (SD= 0.83) with the mastery of specialist in teaching

the specialization in Special Program in the Arts. In an interview, students reveal

that few students suggested that specialist should have high knowledge in

teaching the specialization. This finding tells that students are keen in their

observation as to whether their teachers are masters in teaching the

specialization. This information also tells that there are teachers teaching yet not

master in the specialization. Russell-Bowie mentioned that teacher’s lack of

knowledge about the syllabus requirements, the teacher’s lack of time to prepare

effective arts lessons, the alleged lack of time in the teaching the arts, lack of

priority for arts education, and the teacher’s lack of personal art experiences will

complicate the implementation of arts education. This information perhaps the

reason why students are satisfied with a mean of 4.28 (SD= 0.77).

Furthermore, students are satisfied with an over-all mean of 4.35 (SD=

0.69) with their Teacher’s Qualification. Onojerena (2004) said the teachers are

the most important person in the curriculum implementation process. Teachers

are likely to be the most knowledgeable about the lesson and are responsible for
 72

introducing the curriculum in the classroom. The teachers will make the intention

of the curriculum into actuality and are expected to perform effectively. In this

view, students may not only be satisfied but will be very satisfied with the

execution of the implementing guidelines of Special Program in the arts in terms

of teacher’s qualification.

Under Evaluation, table discloses that the students are somewhat satisfied

with a mean of 3.49 (SD= 1.59) with their recital. This means that there are some

students who are not satisfied with the recital perhaps because there were few

schools did not implement this activity as discussed in table 3 under Evaluation.

Mann (2016) affirmed that when a student is performing in a recital they are

learning stage etiquette, audience etiquette, stage set up, how to deal with

performance anxiety, how they personally react to being on stage, recovering

from mistakes, listening skills, how to perform under pressure, and perform with

others. This supports the full implementation of the recital.

In an interview, students revealed that many students look forward to the

recital. Students are feeling excited about the recital because they will perform

together with all the students coming from different specialization in their school.

Somehow, the majority of the students shoulder the expenses of their costumes

to be used during the recital. Hence, this finding tells that parents who have

students enrolled in the Special Program in the Arts should prepare an extra

budget to supply the needs for the recital.

Under the Grading System, the table presents that students are

moderately satisfied with a mean of 3.50 (SD= 1.54) with their culminating
 73

activity. In an interview, students informed that there are some students

performed their culminating in the classroom only and some are on stage. This is

possibly the reason why students are not very satisfied with the culminating

activity. Mann (2016) said, performing on stage will help the student to overcome

stage fright. This will enforce that the culminating activity should also be

performed on stage.

Additionally, students are satisfied with a mean of 4.37 (SD= 0.81) with the

grading system of their specialization. In an interview, students revealed that few

of the students enrolled in the Special Program in the Arts are somehow felt

worried because they have to maintain good grades to be retained in the

program and their teachers are expecting good performance from both

academics and their specialization. Student-respondent declared, “I felt

pressured because I have to maintain a good grade from both academics and

specialization and since I wanted to stay in the Special Program in the Arts I will

do my best to balance and perform well in academics and specialization”. It

shows that requiring students to maintain grades is an effective way in helping

learners to strive for excellence.

According to Kurtus (2012), it is important for the students to do their best

and produce excellent work. This will increase students’ confidence, self-esteem,

and good grades. Moreover, some students develop self-disciplined especially in

time management as to balance academics and specialization. Student-

respondent mentions, “As a Special Program in the Arts student, I was able to

develop self-discipline in terms of time management because I need to balance

 74

academics and specialization”. This denotes students in the Special Program in

the Arts are becoming into responsible scholars. Nevertheless, the Special

Program in the Arts implementing guidelines in terms of students’ selection

should be followed accordingly because it has been revealed that strict

implementation in selecting students foretells quality learners.

Moreover, the students are satisfied with an over-all mean of 4.05 (SD=

0.70) with the grading system in the Special Program in the Arts. Thus, this

specific guideline is attainable and should be strictly followed.

Students are the core to any DepEd program. Students’ satisfaction can

be a basis to assess whether the program is beneficial to the students. The

implementation of the SPA offers satisfaction to the student-respondents

although to be very satisfied with the program was not achieved by the learners.

Hence, the implementing guidelines of the SPA if executed according to its

design, it may stretch out to a total satisfaction of the students.

Problem 4: How can the implementation of these Guidelines be

strengthened to make the learning process of the students meaningful for

them?

In establishing the answer to this query, an Open Ended Question was

administered to all coordinators and teacher- respondents handled the Special

Program in the Arts in the Division of Cagayan de Oro City and Division of

Misamis Oriental. Then In order to fortify the findings, the Personal Interview with

coordinators and teacher, and the Focus Group Interview (FGI) with the

students are considered.

 75

The findings are being arranged from most recurring statements to lesser

ones. The presentation of the results is organized by themes such as

Professional Growth and Development, Human Capital Resource, Financial

Provision, Physical Capital Resources, Reference Books, then Program

Evaluation and Assessment. The findings are, as follows:

Professional Growth and Development

Specialist-respondents shared lack of knowledge, confidence, and

experienced in the arts are the reasons why there are complications in achieving

high quality in implementing the program. To address these challenges, sending

teachers to workshop and seminars are probably the answer for this. In fact,

workshops and seminars are suggested by majority of the teacher-respondents

as the main factor to strengthen the implementation of the program. These

activities play a vital role for the teachers to enhance skills and to be more

effective in teaching the specialization.

Thus, workshops and seminars must be encouraged to all specialists in

the Special Program in the Arts. In this way, the specialists will be updated in

their field of specialization as well as students will experience new pedagogy in

the concentration. Teacher- respondent said, “There should be proper and

unified dissemination of Memorandum for Arts Training because most of the

times memorandum about workshops and seminars for the Special Program in

the Arts was not sent to us teachers”. There is no proper dissemination of the

memorandum because according to teacher-respondent that there are no

personnel in-charge to inform them with regard to the said memo. This finding
 76

tells that there is no proper dissemination of information with regards to seminars

and workshop. The information regarding the said matter must be well circulated

to all implementing schools of the Special Program in the Arts.

Leocario states that providing continuous training and other form of

support system for teachers will update the teachers’ knowledge with regards to

Arts education. This finding affirms that sending teachers to workshops and

seminars will help them to be more prepared in teaching the specialization.

Teacher-respondent mentioned, “I am willing to participate in the workshop and

seminars but the school will not support the expenses due to lack of funding”. In

case of seminar and workshops, budget should be allotted for the teachers for

professional growth and development.

Sending teachers to related workshops and seminars can strengthen the

implementation of the Special Program in the Arts and therefore schools

administrators should allocate funds especially for professional growth and

development of teachers.

Human Capital Resource

Schools implemented the Special Program in the Arts have principal and

department head who are not highly knowledgeable in the arts and do not have

full support in implementing the program as perceived by coordinator-

respondents. With this, personal interview for coordinator-respondents and

specialist- respondents suggested that the department head and principal should

be in full support and willing to implement the Special Program in the Arts.

Coordinators and teachers in the program can function well and can meet the
 77

demands of the program with the help of Principal, Department Head, and

Stakeholders. Coordinator-respondent says, “The administrator should support

the Special Program in the Arts so that the specialist will be encouraged to

implement the said program to the fullest”. This discloses that there is no support

from the administrators.

Another teacher-respondent in the personal interview says, “The principal

must help in implementing the Special program in the Arts. In this way, teachers

will be stimulated more in continuing the operation of the program”. The finding

shows that the existence of support coming from the administrators, specifically

from the principal, is one of the factors to strengthen the implementation of the

Special Program in the Arts. The principal performs an important part in the

providing an excellence of education, ensuring the program to be fully

implemented and supports the students’ development. The principal also serves

as the organizer, leader, and sponsor of quality instructional operations (Stetson,

2015).

Principals, head teachers, teachers, and students if they work together

and support each other in the implementation of the program, the quality of

implementation will be achieved.

Financial Provision

The schools implemented the Special Program in the Arts must join in

the competition or the regional festival of talents to choose a winner and

represent the region at the national level (DM# 309, s. 2016). This activity is

costly as exposed by the coordinator- respondents and specialist- respondents

 78

because there are elements that need to be funded like the costumes to be used

by the students, registration fee, transportation, allowance and accommodations.

Coordinator-respondent shared that she uses her own money to finance

the transportation and costumes of the students and no refund coming from the

school because accordingly there was no budget for the transportation and

costume. To address this problem, it is suggested by the coordinator-

respondents and specialist-respondents that the funding for the Special Program

in the Arts must be clearly defined because teachers and coordinators do not

know where to get the funding especially when it is needed during the

competition, culminating activities, and recital. Coordinator- respondent

mentioned, “Annually our problem, especially during the recital, is funding

because we do not have a budget for that activity”. This states that budget in the

implementation of the Special Program in the Arts has been always a problem.

Schools find ways to conduct the recital show despite no budget from DepEd.

Student-respondent shared, “I spent for my own costume and materials that are

needed for the recital, sometimes my parents were somehow discouraged

because to be a student of Special Program in the Arts is pricey.” This fact

perhaps disappoints parents to continue their children in the program and might

anticipate other parents not to enroll their children in the Special Program in the

Arts. If this will happen then possibly closure of the Special Program in the Arts

takes place.
 79

Physical Capital Resources

Some of the specialists have their class at the lobby of the building during

specialization period and some are in any vacant areas in the school. Personal

interviews for coordinators and specialists reveal that they lack classrooms as

demanded in the implementing guideline. To solve this problem, it was

suggested by the coordinator-respondents and specialist-respondents that

DepEd should provide building allocated for the Special Program in the Arts and

rooms to each specialization with complete facilities because the school cannot

afford in providing building but the DepEd only. The principal must request from

the DepEd to provide their school with the rooms, especially for the

abovementioned program. Coordinator- respondent shares that the school alone

has no budget or capacity to construct another classroom.

Reference Books

Specialists do not know what topic to be discussed during specialization

time hence there was no reference book provided to them. Special Program in

the Arts to be implemented and strengthened, there should be available

comprehensive book for all specialization. Coordinator- respondent shares,

“There should be feasible book provided for teachers teaching the specialization

of the Special Program in the Arts. Some of the specialists are dependent on the

internet and just browse any website as to what topic to be imparted to the

students in the specialization”. This conveys that generally, specialization is

taught in different content because of the nonreference book available. There

should be a common book to be given to all schools implemented the Special

 80

Program in the Arts for every specialization at the national level so that there will

be synchronization of topics.

Program Assessment and Evaluation

The schools implemented the Special Program in the Arts do not have an

idea whether they operated the program accordingly since there was no

evaluation done from the DepEd Regional Level.

The implementation of the program should be strictly assessed by the

Regional Supervisor to have a basis on what aspects need more support and

need to enhance. Coordinator-respondent informed, “No evaluation happened

from the Regional Level and I do not know why”. With this information, schools

may continue implementing the Special Program in the Arts even if the

implementation is weak or strong. This information may preempt that the

implementing guidelines for the Special Program in the Arts is not at all

necessary to be followed because schools are not monitored upon their

implementation. If no evaluation from regional office, then probably the schools

will still remain their implementation without knowing if the operation is accurate

or not. This might prevent of having a quality implementation of the Special

Program in the Arts.

Regional supervisor mentioned during the personal interview that he

considers designing an evaluation tool for Special Program in the Arts. The

aforesaid evaluation tool must be realized as soon as possible so that schools

implemented the said program will be guided and the implementation will also be

strengthened.
 81

The Department of Education offers the Special Program in the Arts as a

way to materialize the theory of Education for All (EFA). The said program is

designed to cater students who are inclined in the arts. For the schools to be

guided on how to implement this program, DepEd Memo. # 335 s. 2004, known

as Special Program in the Arts Implementing Guidelines has been disseminated.

The information gathered in this study shows that the Special Program in the Arts

as implemented in the schools in the Division of Cagayan de Oro City and

Division of Misamis Oriental needs to be evaluated on how the program has

been operated. This matter will help the implementers to execute the program to

its fullness.

Thus, in promoting the SPA, the abovementioned activities work well to

recruit potential artist students and to make the program productive.

Problem 5. Based on the findings, what toolkit design will be formulated?

The findings reveal that there has no evaluation done to the schools that

implemented the Special Program in the Arts. For this, the researcher came up

with three evaluation tools: (1) Class evaluation tool for specialist. This particular

tool can be used to assess the capacity of the specialist in handling the

specialization. (2) Recital evaluation tool for the recital. This particular tool will

determine the output of the students in the program. (3) School evaluation tool

for the schools implemented the program. This specific tool can be used to

assess the capacity of the schools in implementing the said program.

These tools can be used by any focal person in the Special Program in the

Arts for evaluation purposes. These are as follows:

 82

A. Class Observation Tool

CLASS OBSERVATION TOOL

Directions: Please check the appropriate columns.

5- Outstanding
4- Very Satisfactory
3- Satisfactory
2- Fair
1- Needs Improvement
INDICATORS 5 4 3 2 1 Remarks
I- PREPARATORY ACTIVITY
1. Preparation of Lesson Plan
2. Preparation of board work
3. Availability of instructional devices
4. Availability of textbook/references
5. Checking of attendance
6. Shows good command and knowledge of subject matter
II- LESSON ACTIVITIES
1. Application of motivation techniques
2. Implementation of various techniques
3. Application of the art of questioning
4. Monitoring and enhancing students’ participation
5. Uses examples that are simple, clear, precise, and appropriate
6. Congruency of objectives with activities and content
7. Emphasizes and summarizes main points
8. Conduct of students’ evaluation
9. Mastery of the subject matter
10. Giving of assignments and agreements
III- Classroom MANAGEMENT/ DISCIPLINE
1. Establishing routine class activities
2. Imposing class discipline
3. Utilization of time
4. Maintains discipline and control
IV- TEACHER’S PERSONALITY AND ABILITY
1. Choice of appropriate language/ medium of instruction
2. Proficiency of the language
3. Rapport with the students
4. Observation of dress code
5. Shows enthusiasm
6. Provides feedback
7. Demonstrates leadership ability
8. Evidences self-confidence
Mean:
Description:
Description: 1:00- 1.89= Needs Improvement, 1.90- 2.79= Fair, 2.80- 3.69= Satisfactory,
3.70- 4.59=Very Satisfactory, 4.60- 5.00= Outstanding
 83

This class observation tool is a modified tool from TISS Instructional

Supervisor, a Class Observation Guide. The above tool was designed by the

researcher for the class observation of the specialist.

B. Recital Evaluation Tool

RECITAL EVALUATION TOOL

Directions: Please check the appropriate columns.

5- Outstanding
4- Very Satisfactory
3- Satisfactory
2- Fair
1- Needs Improvement
DANCE 5 4 3 2 1 Remarks
I- BODY
1. Flexibility
2. Balance
3. Grace
II- SPACE
1. Level of steps
2. Size of steps
3. Smoothness of steps
III- ENERGY
1. Fluidity of movement
2. Tension
3. Weight
IV- ACTION
1. Transition from one formation to next
2. Facial expression
3. Gestures
V- TIME
1. Timing to the music
2. Tempo
3. Rhythmic pattern
VOCAL- MUSIC
I- TIMBER
1. Quality of the voice
2. Pronunciation of the words
3. Clarity of the words
II- PITCH
1. Quality of high notes
2. Quality of low notes
3. Intervals between scales
III- TEMPO
1. Pattern of the song
2. Rhythm of fast notes
3. Rhythm of slow notes
IV- TEXTURE
1. Quality of monophonic voice
 84

2. Quality of polyphonic voice

V- DURATION
1. Song in relation to the theme
2. Conjunct melody (small interval)
3. Disjunct melody (large interval)
VI- DYNAMICS
1. Quality of the loud sound
2. Quality of the soft sound
INSTRUMENTAL- MUSIC
I- TIMBER
1. Quality of the sound
3. Clarity of the notes
II- PITCH
1. Quality of high notes
2. Quality of low note
3. Intervals between scales
III- TEMPO
1. Pattern of the notes
2. Rhythm of fast notes
3. Rhythm of slow notes
IV- TEXTURE
1. Quality of monophonic sound
2. Quality of polyphonic sound
V- DURATION
1. Musical piece in relation to the theme
2. Conjunct melody (small interval)
3. Disjunct melody (large interval)
VI- DYNAMICS
1. Quality of the loud sound
2. Quality of the soft sound
THEATER ARTS
I- PLOT
1. Storyline of the play
2. Conflict of the play
II- THEME
1. Meaning of the play to its theme
2. Concept of the play
III- CHARACTERISTICS
1. Characterization of the actor
2. Facial expression
3. Confidence of the actor
IV- DIALOGUE
1. Clarity of the voice
2. Pronunciation of the words
V- MUSIC/RHYTHM
1. Quality of the background music
2. Appropriateness of the music to the scene
VI- SPECTACLE
1. Costumes used
2. Special effects
3. Set of the stage
VISUAL ARTS
I- LINE
1. Point in space
 85

2. Clarity of lines in two-dimension

3. Clarity of lines in three- dimension
II- SHAPE
1. Flatness of the subject
2. Height of the subject
3. width of the subject
III- FORM
1. Quality of the three-dimension
2. Volume of the subject
3. Depth of the subject
IV- VALUE
1. Lightness of the color
2. Darkness of the color
3. Middle gray
V- SPACE
1. Positive areas
2. Negative areas
VI- COLOR
1. Hues lightness
2. Hues darkness
2. Intensity of colors
VII- TEXTURE
1. Quality of the surface
2. Message of the art work
3. Design of the art work
MEDIA ARTS
I- LIGHT
1. Quality of brightness
2. Quality of darkness
II- SOUND
1. Clarity of the voice
2. Quality of the background music
III- TIME
1. Pacing of the film
IV- POINT OF VIEW
1. Setting of the film
V- FRAMING
1. Supporting structure of the film
2. Placement of the character
VI- EDITING
1. Arrangement of the film
2. Flow of transition
VII- BALANCE
1. Stability of the camera
2. Visual placement of the object
VIII- NARRATIVE
1. Pronunciation of the words
2. Language used
Mean
Description
Description: 1:00- 1.89= Needs Improvement, 1.90- 2.79= Fair, 2.80- 3.69= Satisfactory,
3.70- 4.59=Very Satisfactory, 4.60- 5.00= Outstanding
 86

This evaluation tool is designed specially to be used during the recital of

the Special Program in the Arts. The tool will help in determining the quality of

the output of the students. This can be used by quarter or annual by any of the

authorized DepEd personnel.

C. Implementing Schools Evaluation Tool

Implementing Schools Evaluation Tool

Directions: Put 1 to the next items if observed/available and put 0 if not observed/available.
1. Student Selection
- Principal serves as one of the committees in selecting Arts students is the
Principal
(With picture and certificate as evidence)
- SPA Coordinator is one of the selection committees in selecting Arts students
(With picture and certificate as evidence)
- SPA Specialist is one of the selection committees in selecting Arts students
(With picture and certificate as evidence)
- Guidance Counselor as one of the selection committees in selecting Arts students
(With picture and certificate as evidence)
- Students have an average grade of 85% and above in their Specialization and a
general average grade of 82% and above
(Form 137 record as the evidence)
Total Rating of Part I (Total Score/5)
2. Class Size and Schedule
- The maximum class size is 50 students
- Two hours per day is allotted in teaching the Specialization
Total Rating of Part II (Total Score/2)
3. Specialist’s Load
- The teacher has a minimum load of five (5)
(This includes the subject being taught and special assignment handled)
- The teacher has a maximum load of seven (7).
(This includes the subject being taught and special assignment handled)
- Specialization is considered as two (2) teaching loads.
Total Rating of Part III (Total Score/3)
4- Specialization Offered
- Music Instrument
- Music Vocals
- Visual Art
- Theater Art
- Creative Writing
- Media Art
- Dance Art
- Art Research I
- Art Research II
Total Rating of Part IV (Total Score/9)
5- Physical Facilities/Equipment
- 8 classrooms for general education classes for all year levels
- 1 classroom for vocal with piano or 1 electronic keyboard
 87

- 1 classroom for instrumental-arts with piano or 1 electronic keyboard

- 1 workshop area with sink and storage space
- 1 drama room for theater-arts
- 1 computer room with 10 computers, 3 printers, and 1 scanner
- 1 dance studio with music players and wall to wall mirrors
- 1 special library with lots of books and other materials (audio video) for the six
specializations in Arts
- 1 slide projector
- 2 television sets
- 1 moving camera
- 4 still cameras with accessories
- 1 Air conditioned Media Arts room
Total Rating of Part V (Total Score/13)
6- Specialist’s Qualification
- A Bachelor in Secondary Education (BSE) or BS graduate with major in the
subject to be handled.
(With Certificate as evidence)
- A LET passer or any government eligibility.
(With Certificate as evidence)
- Undergone special training in the Specialization.
(With Certificate as evidence)
Total Rating of Part VI (Total Score/3)
7- Grading System for Specialization
- For students’ Performance is 50%
- For students’ Written Test is 25%
- For students’ Portfolio is 25%
Total Rating of Part VI (Total Score/3)
Rating (Grand Total/ 7)
Descriptive Rating
For Description: 0- 0.25= Needs Improvement (NI), 0.26- 0.49= Fair (F), 0.50- 0.75= Satisfactory (S),
0.76- 0.92= Very Satisfactory (VS), 0.93- 1.00= Outstanding (O)

The process of this evaluation tool is modified from EFC (2010) the

Facilities Integrating Disaster Risk Deduction in School Curriculum. This

Evaluation tool is specially designed to evaluate the schools that implemented

the Special Program in the Arts. The indicators in this tool are taken from DepEd

Order # 335, s. 2004 The Implementing Guidelines for The Special program in

the Arts. This tool is made by the researcher and it can be used by DepEd

Region X focal person in the said program or to anyone who has the authority to

evaluate the program.

 88

Chapter 5

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion, and

recommendation. The arrangement follows the organization of the presentation

of the findings.

Summary

This study intended to assess the Implementation of Special Program

(SPA) in the Arts in the schools of Cagayan de Oro City Division and Misamis

Oriental Division and as the basis for a toolkit design that would serve as an

evaluation for the schools implemented the program. There are two schools

implemented the SPA in the Division of Cagayan de Oro, namely: Cagayan de

Oro City National High School and Lapasan National High School. There are four

schools implemented the said program in the Division of Misamis Oriental,

namely: Misamis Oriental General Comprehensive High School, Alubijid National

Comprehensive High School, Tagoloan National High School, and Medina

National Comprehensive High School.

It employed a descriptive survey method of research and it uses universal

sampling method for teachers and coordinators. It uses Slovens Formula to

identify the number of students to be the respondents of the study. Two kinds of

interviews are used in this study: Personal Interview for regional supervisor,

coordinators, and teachers and Focus Group Interview (FGI) for students.
 89

The respondents consisted of one (1) regional supervisor, six (6)

coordinators, sixty-seven (67) specialists, and six hundred twenty-seven (627)

students. A total of seven hundred one (701) are taken as respondents from six

schools implemented the Special Program in the Arts in the Division of Cagayan

de Oro City and Division of Misamis Oriental.

A researcher’s made questionnaires were used in this study.

Questionnaires for coordinators have three parts. Part I has two questions which

seek with the respondent’s background information. Part II has fifty-one

questions that deal with the level of implementation in the Special Program in the

Arts. Part III has two open-ended questions. Questionnaires for teachers have

three parts also. Part I is about background information with two questions, Part

II is about the level of implementation with thirteen questions and Part III has two

open-ended questions. Questionnaires for students have two parts. Part I is

about background information with two questions and Part II is about the

student’s level of satisfaction in the implementation of Special Program in the

Arts with twenty questions.

The questionnaire for coordinators and teachers were tried to ten teachers

and questionnaire for students was tried to one class who were not respondents

of the study. The try-out of the questionnaires is for validity and it results in no

changes in the questionnaire. Questionnaires are shown to the adviser and some

authorities for final content validation. The Cronbach Alpha method is likewise

used for reliability testing. The reliability coefficient of 0.84 is obtained and this

signifies that the items in the questionnaires are highly reliable and consistent.
 90

The data are analyzed using the descriptive statistics, such as mean,

standard deviation, and percentage. A personal interview, open-ended questions,

and Focus Group Interview (FGI) are used in collecting the qualitative data.

Findings

The following are the main findings of the study.

1. The status of the schools implemented the Special program in the Arts in

the Division of Cagayan de Oro City and Division of Misamis Oriental has

moderately met the criteria of selection of the school. Furthermore, even if

the schools implemented the program has moderately met the criteria, the

students under the said program are still satisfied with the schools in

implementing the program.

2. Schools implemented the Special Program in the Arts in the Division of

Cagayan de Oro City and Division of Misamis Oriental reveal that in

promoting the said program, majority of the schools structured the

following approaches; School to School Campaign, Recital, Lip-service,

and Information Drive. These promotional activities are incorporated by

the coordinators, teachers, and students under the Special Program in the

Arts.

3. The extent of implementation of the schools implemented the Special

Program in the Arts in the Division of Cagayan de Oro City and Division of

Misamis Oriental based on the program’s implementing guidelines in

terms of Student’s Selection, Class size, Class Schedule, Specialist’s

load, Program Offered, Physical Facilities/Equipment, and Evaluation as

 91

evaluated by coordinators are moderately implemented, while the

Teacher’s Qualification and Grading System are implemented. These data

tell that schools operated the said program has not fully implemented the

guidelines. Moreover, students are still satisfied on how the schools

employed the aforesaid guidelines.

Conclusion

The Special Program in the Arts if implemented according to the proposal

from the implementing guidelines, can help students to elicit their potential in the

arts. Hence the implementation will be strengthened. In connection with this,

challenges in the execution of the program should be addressed and full support

from the DepEd is necessary. The theory of supporting the implementation of the

program is needed by the schools in the Division of Cagayan de Oro City and

Division of Misamis Oriental. Generally, the Guidelines of the SPA in the

abovementioned Divisions is not highly implemented.

Recommendations

Established in the findings and conclusions, the researcher offers the

following recommendations:

1. The DepEd Memo No. 335 s. 2004 or the Special Program in the Arts

Implementing Guidelines should be revisited because there is outdated

information in the guidelines. It has not been revisited since its operation in

2004.

2. DedEd officials should hire more artist teachers to teach in the schools

implementing the Special Program in the Arts.

 92

4. For future researchers, these are potential topics for research related to this
study:

4.1 Career preference of the Special Program in the Arts’ Students

4.2 Teachers qualifications in teaching the specialization in the Special
Program in the Arts
4.3 Comparative study on the implementation of Special Program in the Arts
between urban and rural area
4.4 Pedagogy in the implementation of the Special Program in the Arts

5. Support from DepEd, Principal, Department Head, and Stakeholders of the

SPA:

5.1 Workshops and seminars must be granted to all specialists.

5.2 Books as references to all specializations must be available.

5.3 Budget for Special Program in the Arts must be established.

5.4 Facilities and equipment needed by the SPA must be available.

5.5 Evaluate the implementation of the Special Program in the Arts.

6. The evaluation tools made by the researcher should be used by DedEd to

assess the class observation for specialist, to evaluate recital, and to

evaluate the capacity of the schools in implementing the guidelines of

Special Program in the Arts.

7. This study can be a reference to anyone who wants to study about the

Special Program in the Arts or any associated art educational research as

related study.
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 Appendix A

Letter Request to Conduct the Study

A.1 Division of Cagayan de Oro City

A.2 Division of Misamis Oriental
 Appendix B

Letter and Questionnaires for the Respondents

Dear Respondents,

This questionnaire seeks to gather specific information about the

Implementation of the Special Program in the Arts in your school. Please fill up
this questionnaire sheet with a sincere and honest response. The value of this
survey depends on you. Rest assured that your responses will be treated as
restricted information and will only be used strictly for statistical purposes.

Thank you very much for giving a part of your time and cooperation.

Very truly yours,

RONJIE C. ROSETE
Researcher
PHINMA COC Graduate Studies
 102

Questionnaire for Coordinators

I- Background Information
Directions: Please write your answer in the space provided. Rest assured
that the information given will be treated confidentially.
Name (optional) : _______________________________________________
School : _______________________________________________

II- School’s Status

Directions: Please check the appropriate column which best describes the
status of your school as the implementer of the Special Program in the Arts
in your school as indicated:
5 Highly Met
4 Met
3 Moderately Met
2 Slightly Met
1 Not Met

School’s Status 5 4 3 2 1
1. A financially autonomous regular high school
2. A track record of winnings in cultural
competitions for the past three years
3. A track record of active participation in cultural
competitions for the past three years
4. School has an administrator who is supportive
in the arts
5. School has an administrator who is
knowledgeable in the arts
6. School has an administrator who is interested
in the arts
7. School has a department head who is
knowledgeable in the arts
8. School has a specialist with a strong interest in
the arts
9. School has specialists who are willing to be
trained in the arts
 103

III- Level of Implementation

Directions: Please check the appropriate column which best describes your
experience on the level of the implementation of the Special Program in the
Arts in your school as indicated:
5 Highly Implemented
4 Implemented
3 Moderately Implemented
2 Slightly Implemented
1 Not Implemented

Student Selection 5 4 3 2 1
10. One of the selection committees in selecting
Arts students is the Principal.
11. One of the selection committees in selecting
Arts students is the Coordinator.
12. One of the selection committees in selecting
Arts students are the SPA teachers.
13. One of the selection committees in selecting
Arts students is the School Guidance
Counselor.
14. Students shall maintain an average grade of
85% and above in their Specialization and a
general average grade of 82% and above to be
retained in the Program.
15. Students who could not maintain an average
grade of 85% and above in their Specialization
and a general average grade of 82% and
above will be transferred to the regular class.
Class Size 5 4 3 2 1
16. The maximum class size is 50 students.
Class Schedule 5 4 3 2 1
17. Two hours per day is allotted in teaching the
Specialization
18. Has one teacher for each specialization in each
year level
Specialist’s Load 5 4 3 2 1
19. The teacher has a minimum load of five (5)
(This includes the subject being taught and
special assignment handled).
20. The teacher has a maximum load of seven (7).
(This includes the subject being taught and
 104

special assignment handled).

21. Specialization is considered as two (2) teaching
loads.
Program Offered 5 4 3 2 1
22. Music Instrument
23. Music Vocals
24. Visual Art
25. Theater Art
26. Creative Writing
27. Media Art
28. Dance Art
29. Art Research I
30. Art Research II
Physical Facilities/Equipment 5 4 3 2 1
31. 8 classrooms for general education classes for
all year levels.
32. 1 classroom for vocal with piano and 1
electronic keyboard.
33. 1 classroom for instrumental-arts with piano
and 1 electronic keyboard.
34. 1 workshop area with sink and storage space.
35. 1 drama room for theater-arts.
36. 1 computer room with 10 computers, 3 printers,
and 1 scanner.
37. 1 dance studio with music players and wall to
wall mirrors.
38. 1 special library with lots of books and other
materials (audio video) for the six
specializations in Arts.
39. 2 VCD players
40. 1 slide projector
41. 2 VHS players
42. 2 television sets
43. 1 moving camera
44. 4 still cameras with accessories
45. 1 Air conditioned Media Arts room with
 105

complete facilities for Media-Arts.

Evaluation 5 4 3 2 1
46. Annual Recital for Special Program in The Arts
47. Annual Recital is evaluated by the Regional
Supervisor.
48. Annual Recital is evaluated by the Division
Supervisor
49. Annual Recital is evaluated by the school
coordinator.
50. The regional committee conducts semestral
consultations with the school head regarding
instructional and administrative concerns.
51. The regional committee conducts semestral
consultations with the teachers regarding
instructional and administrative concerns.

IV- Open- ended Questions

Directions: Please answer the following questions. Write your answer on the
space provided.

1. Describe yourself as a coordinator of the Special Program in the Arts.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. What are your recommendations in order to strengthen the implementation of

Special Program in the Arts?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 106

Guide questions for Personal Interview for Coordinator

1. Describe the status of Special Programs in the Arts in your school.

2. What is your source for the Annual Recital?
3. What were the challenges faced by your school in implementing the Special
Program in the Arts?
4. What have you done to address these challenges?
5. What will happen to the students who were not able to maintain the required
grades to stay in the Special Program in the Arts?
6. How do you promote Special Program in the Arts in school?

Guide questions for Personal Interview for Regional Supervisor

1. In the DepEd Regional level, what is the process in evaluating the school
implemented the Special Program in the Arts?
2. Do you have any evaluation tool during the evaluation?
 107

Questionnaire for Specialist

I- Background Information
Directions: Please write your answer in the space provided. Rest assured
that the information given will be treated confidentially.
Name (optional) : ____________________________________________
School : ____________________________________________

II- Level of Implementation

Directions: Please check the appropriate column which best describes your
experience on the level of the implementation of the Special Program in the
Arts in your school as indicated.

5 - Highly Implemented
4 - Implemented
3 - Moderately Implemented
2 - Slightly Implemented
1 - Not Implemented

Specialist’s Qualification 5 4 3 2 1
1. A Bachelor in Secondary Education (BSE) or
BS graduate with major in the subject to be
handled.
2. A LET passer or any government eligibility.
3. Trained in Teacher-Arts or Literary-Arts in
English. (For Arts Research teacher)
1. Trained in Teacher-Arts or Literary-Arts in
Filipino. (For Arts Research teacher)
5. A holder of Bachelor of Music degree (for Music
Teacher)
6. Undergone special training in Music (for Music
Teacher).
7. A practicing artist (for all Specialization).
8. Strongly interested in the arts.
9. Committed to implement the program
 108

Grading System in a Specialization in Special 5 4 3 2 1

Program in the Arts (SPA)
10. The use of Rubrics for assessment
11. For students’ Performance is 50%
12. For students’ Written Test is 25%
13. For students’ Portfolio is 25%
14. The teacher conducts culminating activity

III- Open- ended Questions

Directions: Please answer the following questions. Write your answer on the
space provided.

1. Describe yourself as a teacher of the Special Program in the Arts.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What are your recommendations in order to strengthen the implementation of
Special Program in the Arts?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Guide questions for Personal Interview for Specialist

1. Describe the status of Special Programs in the Arts in your school.

2. What is your source for the Annual Recital?
3. What were the challenges faced by your school in implementing the Special
Program in the Arts?
4. What have you done to address these challenges?
5. What will happen to the students who were not able to maintain the required
grades to stay in the Special Program in the Arts?
6. How do you promote Special Program in the Arts in school?
 109

Questionnaire for Students

I- Background Information

Directions: Please write your answer in the space provided. Rest assured
that the information given will be treated confidentially.

Name (optional) : _______________________________________________

School : _______________________________________________

I- Level of Satisfaction
Directions: Please check the appropriate column which best describes your
level of satisfaction on the implementation of the Special Program in the Arts
in your school as indicated.
5 Very Satisfied
4 Satisfied
3 Somewhat Satisfied
2 Dissatisfied
1 Very Dissatisfied

School’s Status 5 4 3 2 1
1 Your school capacities in implementing the SPA
2 The SPA- Coordinator assistance in your school
3 The SPA-Teacher/Specialist availability to help
improve your artistic skills
Student Selection 5 4 3 2 1
4. The committees in selecting students for SPA
5. The process of selecting students for SPA
6. The grading system for retention in the SPA
Class Size 5 4 3 2 1
7. Your class size
Class Schedule 5 4 3 2 1
8. The class schedule of your Specialization
Specialist’s Load 5 4 3 2 1
9. The attendance of your Specialist

Program Offered 5 4 3 2 1
10. The Specializations offered in your school
 110

11. The Specialization for the development of your

talent
Physical Facilities/Equipment 5 4 3 2 1
12. The classrooms for every Specialization
13. The books to be used in teaching for every
Specialization
14. The audio and video materials for
Specialization
Teacher’s Qualification 5 4 3 2 1
15. The mastery of your Specialist in teaching
Specialization
16. The commitment of your Specialist in
implementing the SPA
Evaluation 5 4 3 2 1
17. Your Recital
Grading System 5 4 3 2 1
18. The Orientation of the SPA Grading System
19. The grading system of your specialization
20. The culminating activity

Guide questions for Focus Group Interview (FGI).

1. Is it your personal choice to be in the Special Program in the Arts?
2. Do you enjoy being a student of Special Program in the Arts? Please
expound.
3. What benefits have you experienced as a Special Program in the Arts
students?
4. Will you promote Special Program in the Arts? Why?
5. What will be you recommendations in order to strengthen the Special
Program in the Arts?
 Appendix C

Enclosure No. 335 to DepEd Memorandum No. s. 2004

Department of Education
Bureau of Secondary Education
SPECIAL PROGRAM IN THE ARTS
IMPLEMENTING GUIDELINES

I- Vision:
SPA envision an excellent young artist with aesthetic potential and
renewed spirituality committed to the preservation of Filipino culture and heritage.

II- Objectives:
• Development student with a special inclination to music, visual arts,
theater arts, creative writing, media arts, and dance.
• Development student to express their ideas and feeling through their
chosen art forms.
• Develop a sense of nationalism through deepened appreciation of
Filipino culture and arts.
• Develop aesthetic awareness and perception
• Develop the general skills and attitudes, the habits of heart and mind
student will need as preparation for life and work in a postmodern society
regardless of their chosen career.

III- Scope/Coverage
The Special Program for the Arts (SPA) is a nationwide program for
student with potentials or talents in the Arts, namely, Music, Visual Arts, Theater
Arts, Media Arts, Creative Writing, and Dance. The school shall offer a
comprehensive secondary education program centered in the arts, covering a
range of art forms and disciplines. Arts education is an integral component of a
balanced educational program in all year levels, which will also provide the
background and for post-secondary level work.

IV- Criteria in the Selection of Schools Implementing the program

• A financially autonomous regular high school.
• Is strategically located and surrounded by resources such as libraries,
museums, instructional materials as well as local artist and musicians.
• A track record of active participation or winnings in cultural competitions
for the past three years.
• An administrator who is supportive knowledgeable and interested in the
arts.
• A department head knowledgeable in the arts.
• Teacher specialist in the arts.
• Teachers with strong interest in the arts and are willing to be trained.
• Site for an auditorium and additional classrooms to serve as dance
studio, drama room, music room, practice rooms, art room with sinks and storage
space and computer rooms.
 112

V- Student Selection/Admission/Retention/Transfer
1. Student selection

1.1 Organization of the Selection Committee:

Chairperson : Principal
Co-Chairs : Spa Coordinator
Members : SPA Teachers
Guidance Counselor

1.2. Selection Procedure

There shall be three phases in the conduct of the selection of student after
qualifying in the High School Readiness Test.
Phase I: (HSOII)
Only Grade VI or Grade VII pupils with an average of 82% and have
passed the HSRT shall qualify to take the HSOII. The HSOII is an inventory of
what interest student may have about tasks and occupation, and their feeling
about them.
Phase II: (Arts Test)

MUSIC
Musical Performance based on the following:
1. Rhythmic and Melodic Accuracy
2. Tone Production and Projection
3. Musical Interpretation
4. Personality and Status Deportment Rating:
5 – Excellent – When all the criteria are present
4 – Very Good – Has rhythmic and melodic accuracy and musical
interpretation but lacks in any one of the other two.
3 – Fair – Has rhythmic and melodic accuracy and musical interpretation
but lacks in the other two
2 – Poor – Has rhythmic and melodic accuracy but lacks in the other three
1 – Fair – Does not possess any of the above criteria

VISUAL ARTS
Standard Criteria
1. Choice of Subject
2. Symbolism/Message
3. Technique and Style
4. Use of Space and Light
Rating:
5 – Excellent – when all the criteria are present
4 – Very Good – lacks one of the criteria
3 – Good – Lacks two of the criteria
2 – Fair – meet only one of the criteria
1 – Poor – fail to meet all the criteria
 113

THEATER ARTS
Performance Based on the following:
1. Acting ability
2. Stage Presence
3. Voice Project
4. Use of body and mind
Rating
5 – Excellent – when all the criteria are present
4 – Very Good – with acting ability but failed in one of the other three
3 – Good – with acting ability but failed in two of the other three
2 – Fair – meet only one of the criteria
1 – Poor – does not possess any of the above criteria

MEDIA ARTS (Photography)

Standard criteria in Judging a Photo
1. Composition (contrast of light and shadow, focus texture)
2. Concept (angling, interpretation of subjects)
3. Consistency in style (variety of subject taken thematic element shown in
photo)
4. Creativity (artistic perception of subject, aesthetic value of photo)
Rating
5 – Excellent – the student demonstrates knowledge in photography as
evidenced in her/his outputs. The photos display her/his artistic talent through
his/her perception of the different subjects with utmost consideration
4 – Very Good – have display photographic skills but failed to meet one of
the standard/criteria of a good photo.
3 – Good – fail to meet two of the criteria of a good photo.
2 – Fair – meet only one standard/criteria of a good photo
1 – Poor – does not possess any of the above criteria

DANCE
Performance based on the following:
1. Musicality, rhythm, tempo
2. Performance skill; Body coordination, grace, poise
3. Body composition (capability to move with ease and flexibility)
4. Experience in dance knowledge and intent Performance experience
Rating
5 – Excellent – When all the criteria are present
4 – Very Good – Lacks one of the criteria
3 – Good – Lacks two of the criteria
2 – Fair – Meet only one of the criteria
1 – Poor – Fail to meet all the criteria

2. Admission
The first 16 pupils in every specialization shall be admitted to the SPA. In
cases where an area fails to come up with the 16 passers, the unfilled slot shall
 114

be given to the first and second areas with then greater number of qualifiers. The
same policy shall be implemented for the remaining four slots.

3. Retention
The student shall maintain an average grade of 85% in the Specialization
and a general average of 82% to be retained in the Program.

4. Transfer
Only student from any of the school with Special Program in the Arts, or
from the Philippine high School for the Arts shall be allowed to transfer.

VI- Number of Classes, Size, Schedule and Teachers Load

1. Number of Classes/Size
The class size shall have a maximum of 50 students. The number of
classes shall depend on the total number of passers in the program and available
facilities and teacher.
2. Schedule of Classes.
The schedule will be designed to provide large time blocks for study. The
school may fuse two year levels (first and second year third and fourth year) in
the specialization classes. This shall depend on the number of teachers,
facilities, and availability of rooms.
3. Teachers Load
The teacher in the SPA will have a minimum load of five (5) and a
maximum load of seven (7).
This load will include the subject being taught and special assignment handled.
The number of loads assigned to the teachers shall be for SPA’s core and
specialization subject only. The number of loads assigned to the teachers will on
a case to case basis depending on the capability of the school.

VII- Curricular Offering:

The curriculum will be the general high school curriculum with
strengthened humanities. The general education subjects will be an integral part
and will broaden understanding of the arts. The program offers six areas: music,
visual arts, theater arts, creative writing, media arts and dance. Two periods will
be allotted for applied arts, whichever area a student will choose. Additional
subject shall be added for two year levels.
Third Year - Art Research I -
Fourth Year - Art Research II -
Research shall be integrated in all the Specialization in the Third and Fourth
Year.
The school may offer a foreign language but shall depend on the availability of a
qualified teacher.
 115

A. Specialization

I. Music
The music program is designed for music student with interest in vocal or
instrumental music. The regional high schools may differ in their course offering.
A region in Mindanao may offer Kulintang music, NCR may offer piano. The
language of instruction will be in English.

2. Visual Arts
The visual arts program will help student discover what they can produce
through their own creativity through painting, printmaking creative crafts and
designs, computer graphics, sculpture etc. The Ilocos region may offer pottery;
another region may offer mat making or woodcarving. The language of the
instruction will be in English.

3. Theater Arts
There’s a great deal of emphases on group work skills and live
performance on spoken text in a number of styles and genres in the theater arts
program. Contemporary and classical acting techniques will be introduced.
Regions may also use their own theater art form as materials. The language of
instruction will be bilingual.

4. Creative Writing
Student will be trained to explore and write their own ideas and
experiences. They will study and work on all genres like poetry, fiction, nonfiction
etc. The study and use of local materials like their own folklore will be
encouraged. The language of instruction will be bilingual.

5. Media Arts
The media arts programs teachers students to use elements and tools of
current and emerging technologies to create works and express feeling and
ideas. Students will be trained to analyze and create work through photography,
video, audio, interactive media etc. the language of instruction will be in English.

6. Dance
Student will develop techniques, movement vocabulary, and a deeper
understanding of dance as a form, ballet and jazz. Emphasis should be given on
the native dances of the regions. The language of instruction will be in English.

B. Time Allotment:
First-Second Year Units
Science 1.8 360 min. /week
Mathematics 1.5 300 min. /week
English 1.5 300 min. /week
Filipino .9 180 min. /week
Araling Panlipunan .9 180 min. / week
 116

TLE .6 120 min. /week

MAPEH 1.2 240 min. /week
Specialization 3.0 600 min. /week
11.4
Total - 2,320 min. /week
Third – Fourth Year
Mathematics 1.5 300 in. /week
English 1.5 300 min. /week
Filipino 1.9 180 min. /week
Araling Panlipunan .9 180 min. /week
TLE .6 120 min. /week
MAPEH 1.5 300 min. /week
Art Research .3 60 min. /week
Specialization 3.0 600 min. week
10.2
Total - 2,440 min. /week

VIII- Physical Facilities/Equipment

The school implementing this program must have the following facilities and
equipment:
 8 classrooms for general education classes for all year levels.
 2 classrooms for music (1 for vocal, 1 for instrumental) with piano
and 1 electronics keyboard in each room.
 2 practice rooms with needed instruments (whatever instrumental
course offered by the school)
 1 workshop area with sinks and storage space
 1 drama room
 1 computer room with 10 computers, 3 printers and 1 scanner
 1 dance studio with music players and wall to wall mirrors
 1 special library with lots of books and other materials (audio video)
for the six areas in Arts
 2 separate dormitories for male and female students
 8 cassette tape recorders and 2 VCD players
 2 VHS players/2 television sets
 1 slide projector
 1 moving camera/4 still cameras with accessories
 Air conditioned Media Arts room with complete facilities

IX- Qualification of implementers

1. Qualifications of the Administrator

Administrators for this programs must possess the following.
 Excellent administrative skills
 Supportive and interested in the arts
 Good rapport with the community and the local government
 117

2. Qualification of Teachers
SPA teacher must be:
 A BSE or BS graduate with major in the subject to be handled;
 A LET passer or any government eligibility
 Trained in Teacher Arts or Literary Arts (for English and Filipino)
 A holder of Bachelor of Music degree or its equivalent or has
undergone special training in Music (for Music)
 A practicing artist or art education (for Arts)
 Strongly interested in the arts
 Committed to implement the program

X- Administration and Supervision

1. The Special program in the Arts shall be under the direct supervision of
the Secretary of the DepEd through BSF.
2. An ADHOC composed of the Chief of SED, Regional and Divisional
Education Supervisor in Music, Physical Education, English and Filipino
headed by the ARD and ASDS shall supervise the program at the local level.

XI- Evaluation and Assessment

1. Evaluation
 The national and regional committee shall convene to formulate an
evaluation instrument for the program.
 The evaluation shall be conducted at the end of the SY by the
regional, division and school coordinator.
 The regional committee shall have semestral consultations with the
school head and teachers regarding instructional and
administrative concerns.
 The regional committee shall provide feedbacks to the national
committee on issues/concerns regarding the implementation of the
program by semester or as the need arises.

2. Grading System
The general education subject shall follow the BEC rating system. The
ratings for specialization shall be based on the written tests and the portfolio
assessment which records progress of the individual (based on work outputs)
towards a marked competency and is given a weight of 50%. The performance
assessment of the individual for every grading period is also given a weight of
50%.
A. Performance ------------------------------------------------- 50%
Class Participating 20%
Practical Test 30%
B. Written Test --------------------------------------------------- 25%
Quizzes 10%
Periodical Test 15%
C. Portfolio ------------------------------------------------------ 25%
 118

A culminating activity in the form of exhibits/recitals shall be conducted before the

end of the school year to display evidence of their art work and/or perform their
special talents.

3. Recognition
 A gold medal will be awarded to the most outstanding student per
specialization at the end of the school year.

XII- Effectively
These policies and guidelines shall take effect immediately upon its
approval by the Secretary of the DepEd or his official representative.
 119

CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Ronjie C. Rosete

Date of Birth : June 28, 1981

Place of Birth : Cagayan de Oro City

Father : Mario P. Rosete

DENR- Employee (Retired)

Mother : Rosario C. Rosete

House Wife

EDUCATIONAL BACKGROUND

Post Graduate Study : Cagayan de Oro College- PHINMA

Education, Cagayan de Oro City
Carmen, Cagayan de Oro City
School Year: 2016- 2017
Graduate Study : Southern de Oro Philippine College
Puntod, Cagayan de Oro City
School Year: 2011- 2012
Tertiary : Bukidnon State University
Malaybalay City
School Year: 2002- 2003
 120

Secondary : City National High School

8th St. Nazareth, Cagayan de Oro City
School Year: 1997- 1998

Elementary : Camaman-an Elementary School

Camaman-an, Cagayan de Oro City
School Year: 1993- 1994

WORK EXPERIENCES

Teacher III : Permanent

Misamis Oriental General
Comprehensive High School
(MOGCHS)
August 24, 2015- Present

Teacher I : Permanent
Misamis Oriental General
Comprehensive High School
(MOGCHS)
November 13, 2012- August 23, 2015

Teacher I : Substitute Teacher

Misamis Oriental General
Comprehensive High School
(MOGCHS)
June 11, 2012- August 9, 2012

WORKSHOPS AND SEMINARS ATTENDED

 Move this World

3rd International Conference on Innovative Practices on Integrated
Peace Education Subjects to Address Bullying in Schools
April 22- 24, 2015

 National Dance Training and Workshop

December 21- 23, 2014
 121

 Sanay Guro
2014 National Training for Special Program in the Arts (SPA)
Teachers
October 13-16 2014

 2nd Regional Dance Workshop for Teachers and

Echo Seminar- Workshop on Philippine Folk Dance
August 9- 11, 2013

 K-12 Basic Education Curriculum

Five Day Training Workshops for Grade 8 Teachers in MAPEH
May 6- 10, 2013

WINNINGS

Division Level : First Place

2015 Nestle Wellness Campus
October 9, 2015
Division Level : First Place
1st Special Program in the Arts (SPA)
Division Festival of Talent
September 25, 2013

SPEAKERSHIPS

Resource Speaker : 2016 In-Service Training for Teachers

(INSET)
June 8, 2016

: 2014 In-Service Training for Teachers

(INSET)
October 22- 24, 2014

: 2013 In-Service Training for Teachers

(INSET)
October 31, 2013