ABSTRACT
This study was conducted to assess the Learning Resources Management and Development System in the Division of Quezon City and the teachers’ proficiency. Likewise, identified the facilitating and hindering factors relative to LRMDS, and the results were used as the basis for crafting the Three-Year Enhancement Model.
This study aimed to assess the Learning Resources Management and Development System and Teachers’ Proficiency in the Division of Quezon City as the basis for a Three-Year Enhancement Model. Specifically, it sought to answer the following sub-problems: How do LRMDS supervisor/school administrators, LRMDS coordinators, teachers, and home learning partners assess the integrated sub-system of the Learning Resources Management and Development System in terms of: Objectives; Structure; Supplies and Materials Technical Support; Facilities; System Administration and Maintenance; Quality of Instructional Materials; and Evaluation and Monitoring?; Is there a significant difference among the assessments of the four groups of respondents on the Learning Resources Management and Development System using the abovementioned variables?; How do the four groups of respondents assess the teachers’ proficiency in terms of: Content, Knowledge, and Pedagogy; Learning Environment; Diversity of Learners; Curriculum and Planning; Assessment and Reporting; Community Linkages and Professional Engagement; and Personal growth and Professional Development?; Is there a significant relationship between the Learning Resources Management and Development System and Teachers’ Proficiency?; What are the facilitating and hindering factors of the Learning Resources Management and Development System?; Based on the findings, what enhancement model may be proposed?; How suitable, acceptable, and feasible is the Three-Year Enhancement Model?
This study used descriptive kind of research and was conducted in 16 public Junior High Schools in the Division of Quezon City.The respondents of this study included 16 LRMDS supervisor/School Administrators, 16 LRMDS Coordinators, 317 teachers, and 96 home-learning partners from the 16 public Junior High Schools of the Division of Quezon City. The main instrument used in the study is the survey questionnaire. Statistical tools used are percentage, weighted arithmetic mean (WAM), ANOVA, Pearson Moment-Product Coefficient of Correlation, t-test for significance of the coefficient of correlation and Slovin’s Formula.
The following are the salient findings of the study; On the assessment of the integrated sub-systems of the Learning Resources Management and Development System in the Division of Quezon City, the respondents rated the Integrated Sub-systems of the Learning Resources Management and Development System as Very Good as indicated by the grand mean of 4.11; On the comparison of assessments of the four groups of respondents on the Learning Resources Management and Development System, the assessment of the LRMDS Supervisor/Administrators, LR Coordinators, Teachers, and Home Learning Partners resulted in F values of 2.734 for Objectives, 2.255 for Structure, 2.549 for Supplies and Materials, 2.996 for Technical Support, 2.237 Facilities, 2.255 for System Administration and Maintenance, 2.629 for Quality of Instructional Materials, and 2.792 for Evaluation and Monitoring, respectively. These values fell below their respective critical values and were verbally interpreted as not significant accepting the null hypothesis that there is no significant difference in the assessments of the four groups of respondents on the components of the Learning Resources Management Development System as to objectives, structure, supplies and materials, technical support, facilities, system administration and maintenance, quality of instructional materials, and evaluation and monitoring. On the assessment of teachers’ proficiency, the teachers were highly proficient in the Division of Quezon City as manifested by the grand mean of 4.36.
On the relationship between Learning Resources Management and Development Systems and Teachers’ Proficiency, the correlation between teachers’ proficiency in terms of the domain content knowledge and pedagogy with the LRMDS, it is indicated that there is a significant relationship between Content Knowledge and Pedagogy and LRMDS as to Structure, Facilities, System Administration and Maintenance, and Quality of Instructional Materials indicated by t values of 2.121, 2.014, 2.067, 2.852, respectively. On the other hand, it is revealed that there is no significant relationship between Content Knowledge and Pedagogy and LRMDS as to Objectives, Supplies and Materials, Technical Support, and Evaluation and Monitoring as shown by the t values of 1.590, 0.989, 1.815, and 1.722, respectively. On the correlation between teachers’ proficiency in terms of the domain diversity of learners with the LRMDS, it is indicated that there is a significant relationship between the diversity of learners and LRMDS as to Structure, Supplies and Materials, System Administration and Monitoring, Quality of Instructional Materials and Evaluation and Monitoring as revealed by the t values of 3.307, 2.121, 2.177, 2.235 and 3.021, respectively. On the other hand, it is shown that there is no significance between the diversity of learners, and the LRMDS as to objectives, technical support, and facilities as revealed by the computed t values of 0.955, 1.863, and 1.722, respectively. However, on the correlation between teachers’ proficiency with the domains learning environment, curriculum and planning, assessment and reporting, community linkages and personal engagement and personal growth and professional development and the LRMDS, it is revealed that there is a significant relationship between these domains and LRMDS in terms of quality of instructional materials as obtained by the computed t values of 1.962, 2.295, 2.419, 2.014, and 2.553, respectively. On the other hand, it is found out that there is no significant relationship between the domains Learning Environment and LRMDS as revealed by the t values of 0.989 for objectives, 1.198 for structure, 0.668 for supplies and materials, 1.023 for technical support, 0.955 for facilities, 0.889 for system administration and maintenance, and 1.271 for evaluation and monitoring; Curriculum and Planning and LRMDS as shown by the t values of 1.386 for objectives, 1.506 for structure, 0.577 for supplies and materials, 1.126 for technical support, 0.518 for facilities, 0.668 for system administration and maintenance, and 1.347 for evaluation and monitoring; Assessment and Reporting and LRMDS as obtained by the t values of 1.677 for objectives, 1.677 for structure, 0.638 for supplies and materials, 1.506 for technical support, 0.889 for facilities, 0.989 for system administration and maintenance, and 1.386 for evaluation and monitoring; Community Linkages and Personal Engagement and LRMDS as shown by the t values of 1.023 for objectives, 1.347 for structure, 0.547 for supplies and materials, 1.425 technical support, 0.793 for facilities, 0.793 system administration and maintenance, 1.057 for evaluation and monitoring and Personal Growth and Professional Development and the LRMDS as shown by the computed t values of 1.815 objectives, 1.863 for structure, 0.825 for supplies and materials, 1.722 for technical support, 1.234 for facilities, 1.271 for system administration and maintenance, and 1.590 for evaluation and monitoring which all fell to the critical t of 1.943 at 0.05 level of significance, respectively.
On the facilitating and hindering factors relative to the Learning Resources Management and Development System, there were highly facilitating factors to the Learning Resources Management and Development System as shown by the overall weighted mean of 4.26. However, there were also existing hindering factors relative to the Learning Resources Management and Development System in the Division of Quezon City as reflected by the overall weighted mean of 3.80.
On the Three-Year Enhancement Model based on the findings, a Three-Year Enhancement Model was crafted based on the results of the study focusing on the variables of the Learning Resources Management and Development System in terms of Facilities, Supplies, and Materials, System Administration and Maintenance, Technical Support, Evaluation, and Monitoring, Quality of Instructional Material, and Structure and lastly, the hindering factors relative to LRMDS. The key features of the Enhancement Model are the Key Result Areas (KRAs), Objectives/Targets, Program/Activities, Strategy, Persons Involved, Performance Indicators, Time Frame, and the Budget/ Source of Funds. It was designed to address the weak areas of LRMDS and enhance its implementation for the target users of the Division of Quezon City. This shall be used to further improve the components of the LRMDS to boost the use of the learning resources and provide target users with a highly efficient system in the Division of Quezon City.
On the Suitability, Acceptability, and Feasibility of the Three-Year Enhancement Model, the Three-Year Enhancement Model is highly suitable, highly acceptable, and highly feasible as indicated by the obtained overall weighted means of 4.56, 4.60, and 4.70, respectively.
Keywords: Acceptability, Assessment and reporting, Community linkages and professional engagement, Content knowledge and pedagogy, Curriculum and planning. Diversity of learners, Evaluation and monitoring, Facilitating factors, Facilities, Feasibility, Hindering Factors, Home Learning Partners, Learning environment, Learning Resources Management and Development System (LRMDS), Learning resource portal, Objectives, Personal growth and professional development, Three-Year Enhancement Model, Quality instructional materials, School Administrator, Structure, Supplies and materials, Suitability, System administration & maintenance, Teachers’ proficiency, Technical support
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