Dr. Nelia V. Benito

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The K to 12 English Language Learners

• Dr. Nelia V. Benito
• Director III
• DepED-National Education Testing and Research
  Center

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Outline
A. What K to 12 Learners Ought to be
B. Profile of English Language Learners
C. Challenges of English Language Learners for
the K to 12 Basic Education Program
D. What Needs to be Done
E. DepED Initiatives
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A. What K to 12 Learners Ought to be

• Graduates will possess competencies and skills
  relevant to the job market.
• They will attain Certificate of Proficiency,
  Certificate of Competency or National
  Certification in their areas of specialization.
• Graduates will be better prepared for higher
  education.

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• The potential annual earnings of a K to 12
  graduate will be higher compared to the earnings
  of a 10-year high school graduate.
• Graduates will now be recognized abroad.

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• Senior high school will be in alignment with the
  21st century skills and college readiness
  standards of CHED.
• Graduates will be accredited in their areas of
  specializations which include Academics,
  Technical-Vocational, Sports and Arts.

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• Holistically Developed Learners
• Learners who possess a healthy mind and body
• Have solid moral and spiritual grounding
• Have essential knowledge and skills for lifelong
  learning and self-actualization
• Engage in critical thinking and creative problem
  solving
• Contribute to the development of a progressive,
  just, and humane society
• Appreciate the beauty around them and care for
  the environment for a sustainable future

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B. Profile of English Language Learners based on
National Test Results

• The Performance Profile of Grade Three Pupils
• in the National Achievement Test (NAT)

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• The Performance Profile of Grade Six Pupils
• in the National Achievement Test (NAT)

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The Performance Profile of Fourth Year High
School Students in the National Achievement Test
(NAT)
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C. Challenges of English Language Learners of
the K to 12

1. Learning Environment of Students
2. Teachers English Proficiency

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• Factors Associated with the 2012 NAT G3
  Performance

Area Variable Category with Best Performance MPS
Learning Environment School Location Science Laboratory Computer Laboratory Electricity Supply Internet Access/Connection EDQ 3 Reading materials/aids Outside the town proper With Science Laboratory Without Computer Lab. With Electricity Without Internet Access Textbooks 61.43 61.24 60.58 60.61 60.63 59.31
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Factors Associated with the 2012 NAT G6
Performance
Area Variable Category with Best Performance MPS
Learning Environment School Location Science Laboratory Computer Laboratory Internet Access/Connection Electricity Supply Outside the town proper Without Science Laboratory Without Computer Lab. Without Internet Access With Electricity Supply 70.76 68.60 70.71 79.29 68.07
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Teachers English Proficiency

• In 2012, the pre-test of the Teachers English
  Proficiency Test (TEPT) was administered to the
  1st Cohort
• 1st Cohort Grades 1 and 2 public school teachers
  with permanent positions (nationally funded) in
  all regions
• Total Number of Test Takers 117,728

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Standard Setting

• The Criteria for the Proficiency Level

Percentage Descriptive Equivalent
76 - 100 High
51 - 75 Moderate
26 - 50 Low
0 - 25 Very Low
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Teachers Mean Performance in the TEPT (Scope
Total Country)
English Proficiency MPS Descriptive Equivalent
Structure 42.82 Low
2. Written Expression 37.13 Low
Reading Comprehension 59.55 Moderate
TOTAL TEST 50.53 Low
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• Test Performance of English Teachers in the
  Elementary Level

Fifty percent of the Grades 1 and 2 teachers
obtained low performance in the test.
Percentage Distribution of Teachers by Level of
Performance in the 2012 TEPT
Level of Performance MPS TEPT TEPT
Level of Performance MPS No. of Examinees Percentage
High 76-100 2,449 2.08
Moderate 51-75 55,590 47.22
Low 26-50 58,617 49.79
Very Low 0-25 1,072 0.91
TOTAL 117,728 100.00
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Percentage Distribution of Teachers by Subtest
and Level of Performance in the 2012 TEPT
Level of Perfor-mance Descriptive Equivalent N Mean Percentage Score (MPS) Mean Percentage Score (MPS) Mean Percentage Score (MPS) Mean Percentage Score (MPS)
Level of Perfor-mance Descriptive Equivalent N Structure Written Expression Reading Compre-hension Total Test
76-100 High 2,449 74.97 73.05 85.09 80.06
51-75 Moderate 55,590 49.93 43.17 69.90 59.15
0-50 Low/Very Low 59,689 35.10 30.30 49.01 41.49
Overall 117,728 42.82 37.13 59.55 50.53
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Percentage Distribution of Teachers by Subtest
and Level of Performance in the 2012 TEPT
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D. What Needs to be Done

• Policy Recommendations based on the NAT Results
• School Level
• Provide remedial classes to poor readers.
• Early detection of potential non-readers in the
  first grade should be a primary concern in each
  school.
• Producing fluent readers in the third grade
  should form part of the crafted vision in each
  school.
• Developing reading comprehension skills should
  permeate all learning areas not only in reading.
• Maximize the implementation of ECARP at the
  school level.

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D. What Needs to be Done

1. Expose students to authentic learning activities
   using constructivist approach (learning by
   doing).
2. School-based assessment for learning (formative
   assessment) should utilize varied forms of
   assessment.
3. Conduct Parent-Teacher-Child Conferencing on the
   childs progress in school.
4. Maximize the utilization of NAT results for
   intervention and remedial instruction.

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• Division Level
• Support sustainable implementation of programs
  geared towards raising learning outcomes
• School commitment
• R.O., C.O. support
• Strengthen educational supervision at the school
  level.
• Subject area specialists be made available to
  schools without specialists (twinning system).
• Provide supplementary materials (modular form) to
  enhance the competencies of those in schools with
  more than one shift as an enabling mechanism to
  extend time on task.

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• Capability Building for Teachers
• Make developing genuine love for reading among
  children a part of the in-service training for
  teachers.
• Provide training for teachers on developing
  childrens strategies in reading.
• Provide formative assessment/evaluation training.
• Central Office
• Reinforce the stipulations of the DECS Order
  No. 34, s. 2001, requiring all students to
  read two books a year and must show evidence of
  having at least read one book in the vernacular
  and one book in English per year before being
  promoted to the next grade or year level.

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Policy Implications based on the TEPT Results

• For the Department of Education
• English Proficiency. There is a need to hone
  further the English Proficiency of teachers in
  the different components specifically in
  Structure, Written Expression and Reading
  Comprehension.
• Training Needs. Provide teacher trainings on the
  following topics
• Preparing instructional aids
• Improving their speaking and writing abilities in
  English
• Managing the classroom effectively
• Integrating values in the basic subjects
• Writing tests/test items
• Diagnosing/identifying pupils difficulties
• 3. Provide instructional materials and digital
  learning resources to increase teaching
  effectiveness.

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• For Teacher Education Institutions (TEIs)
• Raise the standards of admission into the teacher
  education programmes.
• Training on on-the-job action research aside from
  subject matter knowledge and pedagogy. TEIs
  competency levels should have a strong focus on
  scientific methods/skills.
• Conduct research on matching teaching styles and
  learning styles.
• Formulate a Career Development Plan for teachers
  from entry to in-service and future options.

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E. DepED Initiatives

• 1. Learning Environment
• Engaging broad stakeholders support through
• Public-Private Partnership Programs
• Philippines School Infrastructure Project (PSIP)
• Local communities through Brigada Eskwela
• Partnership with Local Government Units (LGUs)
  Special Education Fund Utilization
• BSP through Tulong Barya and other programs
• DTI through Personal Computers for Public Schools
• ADB computer donations
• DENR, TESDA and PAGCOR through school seats
• International organizations and AID agencies
  through various projects
• Establishment of Library Hubs in partnership with
  LGUs
• Legislative support through budget,
  education-related legislation and other
  initiatives

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• 2. Teachers Proficiency
• Partnership with Assessment Curriculum Technology
  Research Centre (ACTRC) of the University of the
  Philippines (UP) and Research Center for Teacher
  Quality (RCTQ) of the Philippine Normal
  University (PNU) for teachers training and
  research
• School-level training based on assessment results

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