MARINDUQUE STATE COLLEGE

GRADUATE SCHOOL

CURRICULUM PLANNING AND IMPLEMENTATION STRATEGIES AND

SCHOOL PERFORMANCE BEFORE AND DURING THE ADOPTION OF

MODULAR LEARNING MODALITY IN THE DIVISION OF MARINDUQUE:

BASIS FOR INSTRUCTIONAL POLICY FORMULATION

A Doctoral Dissertation

Presented to the Faculty of Graduate School

Marinduque State College

In Partial Fulfillment

of the requirements for the Degree

of Doctor of Education

Major in Curriculum Development and Management

MA. CORAZON ADATO BORJA

JULY 2022
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RECOMMENDATION FOR ORAL EXAMINATION

This dissertation attached hereto, entitled “CURRICULUM PLANNING AND

IMPLEMENTATION STRATEGIES AND SCHOOL PERFORMANCE BEFORE

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AND DURING THE ADOPTION OF MODULAR LEARNING MODALITY IN THE

DIVISION OF MARINDUQUE: BASIS FOR INSTRUCTIONAL POLICY

FORMULATION” prepared and submitted by MA. CORAZON ADATO BORJA, in

partial fulfillment of the requirements for the Degree of Doctor of Education, major in

Curriculum Development and Management has been examined and recommended for oral

examination.

______________________
JULIETA Q. NABOS, PhD
Adviser

____________________________ ____________________________
LIZA MARIE M. MANOOS, PhD JOY S. MONTEJO, EdD
Statistician Language Editor/ Copy Editor

APPROVAL SHEET

This dissertation, attached hereto, entitled, “CURRICULUM PLANNING AND

IMPLEMENTATION STRATEGIES AND SCHOOL PERFORMANCE BEFORE

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MARINDUQUE STATE COLLEGE
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AND DURING THE ADOPTION OF MODULAR LEARNING MODALITY IN THE

DIVISION OF MARINDUQUE: BASIS FOR INSTRUCTIONAL POLICY

FORMULATION,” prepared and submitted by MA. CORAZON ADATO BORJA, in

partial fulfillment of the requirements for the degree of Doctor of Education, major in

Curriculum Development and Management is hereby accepted.

COMMITTEE ON ORAL DEFENSE

_______________________________________
DIOSDADO P. ZULUETA, DPA
Chairperson

_____________________________ _____________________________
LEODEGARIO M. JALOS JR., EdD LIZA MARIE M. MANOOS, PhD
Member Member

_____________________________ _____________________________
VERNA LIZA L. CAPIÑA, DBA HOMER L. MONTEJO, EdD
Member Member

Accepted in partial fulfillment of the requirements for the Doctoral Degree in

Education Major in Curriculum Development and Management

___________________________
JULIETA Q. NABOS, PhD
Dean, Graduate Studies
Marinduque State College

ACKNOWLEDGEMENT
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Every endeavor is a product of support and inspiration. This research is not an

exception. It will not be completed without the support and guidance of people who are

close to the heart of researcher:

First of all, to ALMIGHTY GOD for giving me strength, wisdom and the resources

so that I can carry on the task of completing this research;

To Dr. Julieta Q. Nabos, my adviser who has painstakingly exerted effort in

enhancing this research and spent as many sleepless nights as I did. She has constantly

nurtured my patience and endurance every time I felt giving up;

To Dr. Leodegario M. Jalos, Jr. whose methodical and organized system of working

has made aware of all tiny details in coming up with a research;

To Dr. Diosdado P. Zulueta whose expertise and advice served as my guiding light

in this endeavor;

To Dr. Liza Marie M. Manoos and Dr. Rex Emmanuel L. Asuncion who

constantly provided me with support and encouragement and inspiration;

To the members of the panel Dr. Homer L. Montejo and Dr. Verna Liza L.

Capina who contributed their knowledge and expertise unselfishly to ensure that this

research will be at its best;

To my family, Emil for his knack in writing, Seth for constantly running errands,

Anne and Sarah for encoding and helping me in little details and Levine who is my

inspiration.
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To my brothers and sisters, Gerry, Rommel, Martin, Jr., Inna and Tin Tin and the

Magic 4 in heaven Tatay, Nanay, Ate Inday and Kuya Doy who are always with me in all

endeavors I decide to undertake and;

To others who helped and supported me in this endeavor, Elizalde, Riena, Eugene,

Teng, Alfred and Liza who are always willing to extend help and support whenever I need

them.

The Researcher
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DEDICATION

This research is hereby dedicated to

My beloved children:

EMILIO, SETH, RAZEC, ANNE, SARAH, RACHELLE AND LEVINE

To my supportive brothers and sisters

EENA, TIN TIN, MARTIN, ROMMEL and GERRY

The Magic 4 Tatay, Nanay, Ate Inday and Kuya Doy

And to God Almighty

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ABSTRACT

The initial exploratory research method for this study comprises of a survey-

questionnaire of curriculum planning and implementation strategies and practices

implemented by various schools in the Schools Division of Marinduque. The data gathered in

the resulting survey of an amply represented local population of subjects includes aspects of

curriculum planning and development across school profiles, which was then processed via

descriptive and inferential statistical treatments that sought to establish relationships between

curriculum planning and implementation strategies and performance as well as gain insights

into possible trends uncovered by the data reported by the survey.

The context of the research is outlined by the emergence of blended learning –

distance learning modalities used in conjunction with traditional forms of instruction delivery

– as the prescribed curriculum delivery model; necessitated in large part due to the sudden

onset and rapid spread of the COViD-19 pandemic, the shift to distance-learning modalities

(DLM) heralded a paradigm shift after the interlude of “academic pause” suffered as

education institutions worldwide – and in the Philippines, specifically - struggled to come up

with a solution. A general analysis of the data gathered from the research survey revealed

that there was a downward trend across most strategies in the aspects of curriculum planning

and development the study sought to analyze. More specifically, aspects of curriculum

planning and development were better implemented before the adoption of distance learning

modalities compared to
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Further statistical analysis of the data also showed that while strategies related to

curriculum planning and development trended downward during the COViD-19 pandemic, a

comparative assessment of school performance metrics between pre-pandemic and pandemic

timeframes suggest that the dip in the implementation of pre-pandemic practices in

curriculum planning and development is not ‘statistically significant’ enough to have affected

overall school performance as this current research finds.

Lastly, data reported by the study infers that a re-examination of organizational and

institutional doctrines on teacher/instructor well-being as the current reform model projects a

high rate of rank-and-file stress and burnout due to the increase in workload and blurring of

home and work spaces, as it stands at the very least in the local setting. It is also

recommended that further studies on the possible effects that factors such as an ordered

decrease in the required Most Essential Learning Competencies (MELCs) had on school

performance considering that institutional emphasis on most curriculum and development

practices decreased during the switch to DLM.

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TABLE OF CONTENTS

Preliminaries Page
No.
Title Page…………………………………………………………………. i
Plagiarism Scan…………………………………………………………… ii
Recommendation for Oral Examination ………………………………… iii
Approval Sheet…………………………………………………………… iv
Acknowledgment ………………………………………………………… v
Dedication………………………………………………………………… vi
Abstract ………………………………………………………………….. vii
Table of Contents………………………………………………………… ix
List of Tables…………………………………………………………….. xii
List of Figures……………………………………………………………. xiv
List of Appendices…………………………………………...…………… xv

Chapter 1. THE PROBLEM AND ITS BACKGROUND

Introduction……………………………………………………………. 1
Statement of the Problem………………………………………………. 6
Significance of the Study………………………………………………. 8
Scope and Delimitation of the Study…………………………………… 10
Chapter II. REVIEW OF RELATED LITERATURE AND STUDIES
School Profile………………………………………………………….. 11
The Concept and Scope of Curriculum………………………………… 13
Curriculum Change and the Development of Curriculum…………….. 14
Curriculum Planning…………………………………………………… 16
Curriculum Implementation…………………………………………….. 19
Models of Curriculum Implementation………………………………… 23
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Curriculum Implementation Strategies……………………………………….. 28

Curriculum Planning and Implementation Strategies………………………… 30
Process……………………………………………………………………….. 39
People………………………………………………………………………... 40
Curriculum Assessment……………………………………………………… 40
Climate………………………………………………………………………... 41
Classroom Management ……………………………………………………... 41
Teaching Strategies…………………………………………………………… 42
Curriculum Delivery…………………………………………………………. 42
Issues on Curriculum Change, Delivery, and Implementation………… 42
Modular Distance Learning Modality………………………………………… 47
Curriculum Planning and Implementation Strategies and School
48
Performance ………………………………………………………….
Curriculum Delivery and Implementation during Pandemic and School
50
Performance ……………………………………………………………
School Performance……………………………………………………. 56
Policy…………………………………………………………………… 56
Theoretical Framework of the Study…………………………………… 57
Conceptual Framework of the Study…………………………………… 59
Research Hypotheses…………………………………………………… 62
Definition of Terms…………………………………………………….. 63
Chapter III. RESEARCH METHODOLOGY
Research Design………………………………………………………... 66
Research Locale……………………………………………………… 66
Population and Sample…………………………………………………. 68
Respondents of the Study………………………………………………. 69
Research Instruments………………………...………………………… 71
Data Gathering Procedure……………………………………………… 73
Data Analysis Procedure……………………………………………….. 74
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Statistical Treatment of Data…………………………………………… 76

Chapter IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF
DATA………………………………………………………….. 78
Chapter 5. SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS
Summary of Findings…………………………………………………... 110
Conclusions ……………………………………………………………. 114
Recommendations …………………………………………………… 115
REFERENCES…………………………………………………………………… 119
APPENDICES ……………………………………………………………………. 129
CURRICULUM VITAE…………………………………………… ……………. 207
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LIST OF TABLES

Table No. Title Page

1 Number of Respondents by District 69
2 Respondents Frequency and Percentage by Rank 70
3 Validators’ Ratings for Content Validation of Research Instruments 72
4.1 Curriculum Planning and Implementation Strategies Before and 82
During Adoption of Modular Learning Modality based on
School Level
4.2 Curriculum Planning and Implementation Strategies Before and 85
During Adoption of Modular Learning Modality based on
School Sizes
4.3 Curriculum Planning and Implementation Strategies Before and 90
During Adoption of Modular Learning Modality based on
Position Classifications of School Heads
5.1 Practice of Strategies Before and During Adoption of Modular 92
Learning Modality based on Process
5.2 Practice of Strategies Before and During the Adoption of Modular 94
Learning Modality based on People
5.3 Practice of Strategies Before and During the Adoption of Modular 95
Learning Modality based on Curriculum Assessment
5.4 Practice of Strategies Before and During the Adoption of Modular 96
Learning Modality based Curriculum Delivery
5.5 Practice of Strategies Before and During the Adoption of Modular 97
Learning Modality based Classroom Management
5.6 Practice of Strategies Before and During Adoption of Modular 98
Learning Modality based Teaching Strategy
5.7 Practice of strategies before and during the adoption of Distance 99
Learning Modality based Climate
6.1 Performance of Schools by Profile Before and During the Adoption 100
of Modular Learning Modality based on School Level
6.2 Performance of Schools by Profile Before and During the Adoption 102
of Modular Learning Modality based on School Size
6.3 Performance of Schools by Profile Before and During the Adoption 103
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of Modular Learning Modality based on Position Classifications

of School Heads
7.1 Significant Difference in Schools Performance by Profile before and
104
during Adoption of Modular Learning Modality
7.2 Significant Difference in the Performance Level of Schools by
Profile before and during Adoption of Modular Learning 105
Modality
7.3 Significant Difference in the Performance Level of Schools by
Profile before and during Adoption of Modular Learning 106
Modality
8 Correlation of Performance of Schools and Implementation of
Strategies Before and During the Adoption of Modular Learning 107
Modality according to School Size and Level
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LIST OF FIGURES

Figure No. Title Page

1 Variable Input Process Output Model 61

2 Map of Marinduque 68

3 Respondents Sample Population Percentage by Rank 71

4 Respondents Percentage by Level 79

5 Respondents Percentage by Size of School 80

6 Respondents by Position Classification of School Head 81

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LIST OF APPENDICES

APPENDIX Title Page

A Proposed Policy Paper 131

B Relevant Laws 145

C The Research Instrument 155

D Administrative Letters 161

E Results of Statistical Treatment and Analysis 169

F Plagiarism Scan 185

G Results of Cronbach Test 186

H General Scholastic Average of 9 Districts 204