The K-12 Filipino Program in the Enhanced Basic Education Curriculum: The Case of MSU-Sulu Laboratory High School

Abstract

This study aimed to discover the relationship of the different teaching methods in Filipino. It explore further to answer three research question: [1] What is the status of Filipino Program in the Enhanced Basic Education Curriculum at MSU-Sulu Laboratory High School? [2] What is the status of teaching method in Filipino in the Enhanced Basic Education Curriculum at MSU-Sulu Laboratory High School? [3] Is there significant relationship of the Filipino Program on the teaching method in Filipino in the Enhanced Basic Education Curriculum at MSU-Sulu Laboratory High School? 34 students randomly selected to analyze the performance of the students; seven Filipino teachers were invited for Focus Group Discussion. The Focus Group Discussion was conducted with a facilitator and documentor. The teacher were asked the different method of teaching they used in the Filipino classes. The methods such as playing, cooperative, learning, dramatization and oral group discussion were commonly used teaching the Filipino subjects. Frequency and Percentage distribution were used to determine the performance of the students according to the qualitative description in the K-12 curriculum. Chi Square was to test the null hypothesis. In the lights of the findings of the study, it can be concluded that the status of the Filipino Program in MSU-Sulu Laboratory High School in the K-12 Enhanced Basic Education Curriculum is good that contributed to the satisfactory level of performance of the students which is indicates that the students meets the requirements of the subject in terms of basic knowledge and skill with little guidance of the teachers or peers. Consequently, the null hypothesis is rejected, therefore there is significant relationship between the methods of teaching and the students` performance in Filipino.