Gap Analysis

DEADLINE: May 26

Table 1 – An Example of Gap Analysis

WHAT SHOULD BE? WHAT IS ACTUAL? WHAT IS THE GAP?
1. All 9 secondary Only 1 secondary school There are 8 secondary
schools must have (ACSHS) has 75% schools whose MPS in
75% proficiency in proficiency in NAT NAT English are below
NAT English. English. 75% proficiency.
2. All elementary Only 30, 091 out of 30, 679 pupils (Grades III-VI)
pupils must be 770 pupils (Grades III-VI) are still non-readers.
readers by Grade are readers based in Phil-
III. IRI results.
3. All Grade 7 Grade 7 teachers and All Grade 7 teachers and
teachers and students only have copies students do not have
students must have of TG and LM for the first copies of TG and LM for
complete copies of semester. the second semester.
TG and LM.
4. All Master Only 2 out of 7 Master Five Master Teachers
Teachers (English) Teachers (English) in the (English) in the secondary
in the secondary secondary level conducted level do not conduct
level must conduct action research last year. action research at least
action research at once a year.
least once a year.
5. All Kinder teachers Only 45 out of 95 Kinder 50 kinder teachers use
must use the teachers use the National textbooks (per subject
National Kindergarten Curriculum area) instead of following
Kindergarten Guide instead of the National Kindergarten
Curriculum Guide textbooks. Curriculum Guide.
instead of
textbooks (per
subject area).
6. All English Only 50% of English Fifty percent of English
teachers must be teachers use multi-media teachers are not adept in
adept in using instruction and using multi-media
multi-media interactive learning in instruction and
instruction and their classrooms. interactive learning in
interactive learning their classrooms.
in their
classrooms.
7. All schools must Only 30 out of 53 schools 23 schools do not borrow
borrow books from borrow books from the books from the Library
the Library Hub Library Hub based on Hub based on schedule.
based on their schedule.
given schedule.
8. Mother tongue Only 32 out of 43 schools Eleven schools do not
 classes in Grade I organize Mother Tongue organize Mother Tongue
must be organized classes in Grade I based classes based on DepEd
based on DepEd on DepEd guidelines. guidelines.
guidelines.
9. All Grade 7 Only 55% of Grade 7 44% of Grade 7 learners
learners must learners exhibit oral and do not exhibit oral and
exhibit oral and written proficiency in written proficiency in
written proficiency English. English.
in English.
10. All Grade II pupils No one among the Grade All Grade II pupils do not
must have copies II pupils has copies of have copies of Learner’s
of learner’s Learner’s Materials in all materials in all subject
Materials in all subject areas. areas.
subject areas.

After conducting the GAP Analysis and answering the essential questions, you do
the write-up for this process.

A. Exercise 1
Taken from the Sample Gap Analysis, Critical Thinking Tool Problem Tree,
Opportunity Tree and Decision Making Model of Alma B. Gueco, Education Supervisor
I, Mathematics, Division of Angeles City, Region III.

Exercise 1: Worksheet 1
Direction: Analyze the data or information on the What Should Be and What is
Actual columns. Identify the gap in each item.

GAP ANALYSIS
TABLE 2
WHAT SHOULD BE WHAT IS ACTUAL WHAT IS THE GAP
1 Division MPS in Math Division MPS in Math
NAT must be 75% NAT is 65%
2 All teachers must cover Only 50% of the
the course outline of the teachers cover the
grade/year level. course outline.
3 All teachers must teach Only 50% of the
the subject regularly. teachers teach the
subject regularly.
4 Teachers must achieve a Only 50% of the
moderate and high teachers have high
proficiency in the subject. proficiency level in the
subject.
5 Students should have a Students have a low
high mastery level on the mastery level on the
competencies involving competencies involving
fractions. fractions.
6 All pupils must be Sixty percent of the
numerates by Grade 3. pupils are numerates.
7 Pupils must be numerates Seventy five percent of
in the four fundamental the pupils are proficient
operations. only in addition and
subtraction.
8 Teachers should apply Teachers commonly use
varied strategies and the problem-solving
techniques in teaching strategy in teaching the
the lesson. lesson.
9 School heads with low School heads with low
NAT MPS in the subject NAT MPS provide
provide effective learning learning interventions.
interventions.
10 Teachers should use Instruments use
varied evaluation monotype/limited tool
techniques to measure in assessing learning
learning outcomes. outcomes.