1. IMPLEMENTATION OF THE SPECIAL PROGRAM
IN THE ARTS IN THE SECONDARY SCHOOLS
OF REGION 02
Final Oral Defense
ROGER S. SEBASTIAN
Doctor of Philosophy in Educational Management
University of La Salette
Santiago City
Philippines

2. Title : IMPLEMENTATION OF THE
SPECIAL PROGRAM IN THE ARTS IN THE
SECONDARY SCHOOLS OF REGION
2
Researcher: ROGER S. SEBASTIAN
Adviser: GLORIA C. YCO, Ph.D./ RHODA
BALUNSAT, Ph.D.
Institution: UNIVERSITY OF LA SALETTE, Santiago,
City
Degree: DOCTOR OF PHILOSOPHY,
Major in Educational Management
Year: 2012

3. OPENING PRAYER
Loving Father,
Source of all wisdom,
help us to use our time
and our intelligence wisely
as we have this final oral exam.
Help us to dispose ourselves
to listen to Your Holy Spirit,
so that You, as our Loving Father,
may place us in a state of prayer
and lead us to understand
that the supreme wisdom
is knowing we are Your children.

4. Help us to remain serene
so that our work may truly reflect
this profound truth.
Mary, Mother of our spiritual life,
guide us in the ways of your Son,
so that our work may help
to transform this world for His glory.
Amen.

5. ACKNOWLEDGEMENT
• Rev. Fr. Pedro Q. Dolar, Dean, Graduate School
• Dr. Gloria C. Yco and Dr. Rhoda Balunsat – advisers
• Dr. Jenifer Raymond Tallungan – external adviser
• Dr. Robert Macatuggal – statistician
• Proposal Defense Panelists: Dr. Myrna Viernes, Dr.
Henry Manaligod , and Sister Nelly Pantua
• Final Defense Panelists

6.  Program to streamline the system of educating
thousands of students in an unstructured academic
environment according to their particular artistic
inclination.
 Cater to those who have artistic talents and therefore
use a curriculum that considers attitude, commitment,
and interests as academic requirements for young
artists.

7.  There is a need to conduct monitoring and
assessment of the program particularly on the
attainment of objectives, teacher competence,
methodology, learning resources, venue and
evaluation process in order to assess progress and
provide intervention when necessary.

8. F
Research Paradigm
INPUT PROCESS OUTPUT
A. Profile of the respondents A. Evaluation on the
involved in the SPA in terms of: implementation of SPA in Efficient and
•Age
terms of:
•Gender
•Objectives
Effective
•Civil status Implementation of
•Teacher competence
•Highest educational attainment
•Number of years in service
•Methodology the SPA
•Learning resources High quality
•SPA subjects being taught
•Venue
•Membership to organization rel.to
•Evaluation
Education
arts Action plan to
•Relevant trainings rel. to arts •Figuring out of the
•Awards received rel. to arts problems encountered in improve the
B. Guidelines set by the the implementation of SPA delivery of the
Department of Education in the •Evaluation on the possible Special Program in
implementation of the Special solution to solve the
the Arts
Program in the Arts identified problems
FEEDBACK

9. STATEMENT OF THE PROBLEM
1. A. What is the profile of the Special Program in the Arts
teachers and administrators in terms of :
 age
 gender
 civil status
 highest educational attainment
 number of years in service
 SPA subject being taught
 number of membership in organization related to arts
 number of relevant trainings related to arts
 number of awards received related to arts

10. B. What is the profile of the Special Program in the Arts
students in terms of :
 age
 gender
 year level
 specialization
 number of membership in organization related to
arts
 number of relevant trainings related to arts
 number of awards received related to arts

11. 2. How do the students, teachers and administrators
evaluate the implementation of the Special Program in
the Arts as to:
 objectives
 teacher competence
 methodology
 learning resources
 venue
 evaluation

12. 3. Is there a significant difference in the
evaluation of students, teachers and
administrators with respect to the
variables mentioned in problem 2?
4. Is there a significant difference in the
evaluation of the implementation of
the Special Program in the Arts when
respondents are grouped according
to school?

13. 5. What problems are encountered by the
students, teachers and administrators
in implementing the Special Program in
the Arts?
6. Based from the identified problems,
what action plan can be proposed to
further improve the implementation of
the Special Program in the Arts?

14. HYPOTHESES
1. There is no significant difference in the evaluation of the SPA
students, teachers and the administrators on the implementation
of the Special Program in the Arts in terms of :
 objectives
 teacher competence
 methodology
 learning resources
 venue
 evaluation
2. There is no significant difference in the evaluation of the
implementation of the Special Program in the Arts when
respondents are grouped according to school.

15. SIGNIFICANCE OF THE STUDY
The findings, conclusions and recommendations
may serve as guides if not the bases for enriching and
upgrading the Special Program in the Arts. Through
this study, workable and practical solutions to some of
the weaknesses and needs confronting the schools are
recommended for administrators to consider especially
in the preparation of activities and programs in their
respective schools

16. SCOPE AND DELIMITATIONS
 This study focused on the assessment on the
implementation of the Special Program in the Arts
in the secondary schools of Region 2
 This study involved the Department of Education
Region 2 seven (7) recognized Special Program in
the Arts school. A total of two hundred ninety five
(295) students, teachers and administrators from
the SPA schools of the region 2 as of school year
2011-2012

17. RESPONDENTS
Table 1 . Table of Respondents
Frequency and Percentage Distribution of the Sample
respondents based on Stratified random sampling method
Schools Students Total Percentage samples
Nueva Vizcaya GCHS 87 87 7.75 23
Cagayan National High School 195 195 17.38 51
Lallo National High School 161 161 14.35 42
Maddela Comprehensive HS 165 165 14.71 43
Cauayan City High School 158 158 14.08 42
Dona Aurora National H S 157 157 13.99 41
Isabela National High School 124 124 11.05 33
1, 047 Students (275)

18. Frequency and Percentage Distribution of the Sample respondents based
on Stratified random sampling method
Schools Teachers Admin Total Percentage samples
Nueva Vizcaya GCHS 6 2 8 0.71 2
Cagayan National High School 12 2 14 1.25 3
Lallo National High School 8 2 10 0.89 3
Maddela Comprehensive HS 9 2 11 0.98 3
Cauayan City High School 8 2 10 0.89 3
Dona Aurora National H S 8 2 10 0.89 3
Isabela National High School 10 2 12 1.07 3
Teachers/admin 20
75 100.00 295

19. SAMPLING PROCEDURE
Stratified sampling procedure was used in the selection of
the respondents. A random sample from each stratum is
taken in a number proportional to the stratum's size when
compared to the population.
These subsets of the strata are then pooled to form a
random sample, hence, a total of two hundred ninety five
(295) students, teachers and administrators from the SPA
schools Region 2 as of school year 2011-2012 served as
the respondents in this study.

20. TREATMENT OF DATA
1. Mean, rank, percentage and frequency were used to analyze
the data
2. Interview and actual observation of the school’s resources
were also used.
3. The statistical problems were answered by using the analysis
of variance to determine the level of significance in the
attainment of objectives, teacher competence, methodology
resources, venue and evaluation.
4. The Tukey method was used to determine the level of
significance in the difference in the means if grouped
according to respondents and school.

21. FINDINGS OF THE STUDY

22. Table 2
Mean and Frequency Distribution of the Students, Teachers and Administrator-respondents
According to Age
Students Teachers Administrators
Age f % Rank Age f % Rank Age f % Rank
13 5 1.82 5 34 1 7.69 6.5 38 1 14.29 4
14 54 19.64 3 37 2 15.38 2.5 50 1 14.29 4
15 108 39.27 1 38 1 7.69 6.5 51 1 14.29 4
16 101 36.73 2 42 2 15.38 2.5 52 2 28.57 1.5
17 7 2.55 4 43 1 7.69 6.5 53 2 28.57 1.5
275 100.00 44 1 7.69 6.5 7 100.00
45 3 23.08 1
46 1 7.69 6.5
53 1 7.69 6.5
13 100.00
Mean 15.19 Mean 42.38 Mean 49.86

23. Table 3
Frequency and Percentage Distribution of the Respondents According to Gender
Students Teachers Administrators
Gender
f % f % f %
Male 91 33.09 2 15.38 3 42.86
Female 184 66.91 11 84.62 4 57.14
Total 275 100.00 13 100.00 7 100.00
Table 4
Frequency and Percentage Distribution of the Student Respondents According to Year Level
Year Level f % Rank
First Year 9 3.27 4
Second Year 18 6.55 3
Third Year 129 46.91 1
Fourth Year 119 43.27 2
Total 275 100

24. Table 5
Frequency and Percentage Distribution of the Student and Teacher- Respondents According to
Specialization
Students Teachers
Specialization f % f %
Instrumental Music 41 14.91 2 15.38
Vocal Music 41 14.91 2 15.38
Visual Arts 49 17.82 1 7.69
Creative Writing 16 5.82 2 15.38
Dance 95 34.55 4 30.77
Media Arts 14 5.09 1 7.69
Theater Arts 19 6.91 1 7.69
Total 275 100.00 13 100.00
Table 6
Summary table on the mean distribution of the students, teachers and administrator-respondents in the
number of membership in arts organization, number of trainings in arts attended and number of
awards received related to arts.
Means Students Teachers Administrators
Membership in Arts organizations 1 2 3
Trainings in Arts attended 3 8 4
Awards received 2 6 5

25. Table 7
Summary table on the frequency distribution of the teachers and administrator-respondents in
their civil status
Teachers Administrators
Civil Status
f % f %
Single 0 0.00 2 28.57
Married 13 100.00 5 71.43
Total 13 100.00 7 100.00
Table 8
Summary table on the frequency distribution of the teachers and administrator-respondents in
their highest educational attainment.
Teachers Administrators
Highest Educational Attainment
f % Rank f % Rank
Bachelor's Degree
With Masteral Units 4 30.77 2
Masteral Degree 6 46.15 1 3 42.86 2
With Doctorate Units 3 23.08 3 4 57.14 1
Doctorate Degree
Total 13 100.00 7 100.00

26. Table 9
Frequency , Percentage and Rank Distribution of the Teacher and Administrator- Respondents
According to the Number of Years in Service
Number of Years in Service Teachers Administrators
f % Rank f % Rank
7 1 7.69 5.5 0 0.00
12 5 38.46 1 1 14.29 4.5
14 1 7.69 5.5 0 0.00
15 1 7.69 5.5 0 0.00
17 2 15.38 2.5 1 14.29 4.5
19 2 15.38 2.5 0 0.00
20 0 0.00 1 14.29 4.5
22 0 0.00 1 14.29 4.5
23 1 7.69 5.5 2 28.57 1
25 0 0.00 1 14.29 4.5
Total 13 100 7 100
Mean 14.69 20.29

27. 2. The evaluation of the teachers, administrators and students on the
implementation of the Special Program in the Arts as to: objectives,
teacher competence, methodology, learning resources, venue and
evaluation
Teaching Learning
Objectives Competence Methodology Resources Venue Evaluation
Means
Students 4.366 4.400 4.288 4.086 4.142 4.354
Teachers 4.453 4.306 4.476 3.355 3.698 4.127
Administrator 4.743 4.471 4.443 3.914 4.043 4.457
Overall 4.38 4.40 4.30 4.05 4.12 4.35

28. 3. Significant difference in the evaluation of students, teachers and
administrators on the implementation of the SPA
Table 16
Computed p-values for the comparison of the evaluation of the SPA by the students,
teachers and administrators
Objectives Teaching Methodology Learning Venue Evaluation
Competence Resources
Means
Students 4.366 4.400 4.288 4.086 4.142 4.354
Teachers 4.453 4.306 4.476 3.355 3.698 4.127
Administrator 4.743 4.471 4.443 3.914 4.043 4.457
Pairwise P-values
Student-Teacher 0.4633 0.0006 0.0216 0.0006
Student-Admin 0.0032 2.62E-05 0.0041 5.98E-06
Teacher-Admin 0.0193 0.2444 .4903 0.0918
P-value 0.0084 .4604 .2989 0.0001 0.0104 2.11E-05
Decision Reject Ho Accept Ho Accept Ho Reject Ho Reject Ho Reject Ho

29. 4. Significant difference in the evaluation of the
implementation of the Special Program in the Arts
when respondents are grouped according to school
Computed p-values for the comparison of the evaluation of the SPA when
respondents are grouped according to school
School Objectives Teaching Methodology Learning Venue Evaluation
Respondents Competence Resources
NVGCHS 4.64 4.371 4.248 3.876 3.920 4.340
LNHS 4.54 4.516 4.422 4.020 4.018 4.438
MCHS 4.47 4.380 4.222 4.007 3.976 4.396
CNHS 4.16 4.264 4.176 3.989 3.987 4.131
INHS 4.33 4.458 4.397 4.300 4.361 4.489
DANHS 4.37 4.480 4.334 4.082 4.343 4.445
CCHS 4.32 4.341 4.332 4.050 4.239 4.266
p-values 3.18E-05 .1683 .2268 .0008 .0059 .0006
decision Reject Ho Accept Ho Accept Ho Reject Ho Reject Ho Reject Ho

30. 5. Problems encountered in implementing the
Special Program in the Arts?
Some problems were identified after the assessment by the
students, teachers and administrators of the SPA. These
were categorized into:
a) attainability of objectives,
b) teacher competence,
c) methodology,
d) learning resources ,
e ) venue and
f ) evaluation.

31. Item
number Items Area Mean Rank
44 The school provides for specific arts library with Venue
humanities books. 3.71 1
47 Laboratory facilities and equipment are sufficient. Venue 3.74 2
35 Equipment and supplies are up-to-date. Learning resources 3.79 3
26 Community is used as laboratory for teaching and Methodology
learning. 3.80 4
45 Laboratory, stage and studio are spacious enough to Venue
allow freedom of movement. 3.87 5
31 The ratio of textbooks to students is acceptable. Learning resources 3.93 6
36 Manuals, textbooks, and other instructional materials Learning resources
are available for use by SPA students and teachers. 3.97 7
19 Teachers design appropriate and effective testing Teacher competence 8
tools. 4.02
38 Classes use varied and available resources outside Learning resources
the classroom (i.e. experts and multimedia) to 9
support learning. 4.05
33 Classrooms of the specialization classes are Learning resources
equipped with sufficient and appropriate facilities that 11
enable the class to work efficiently. 4.06
34 Supplies and materials are available to attain the Learning resources
objectives of SPA subjects. 4.06 11
10 Objectives are specific, measurable, attainable and Objectives
time-bound. 4.06 11

32. 6. Proposed action plan to further improve the implementation of
the Special Program in the Arts
The action plan that evolved from the weaknesses and problems of the
Special program in the Arts focused on:
 the instructional programs;
 organization of SPA classes;
 improvement of instructional learning resources supplies,
materials, equipment and facilities;
 formation of functional maintenance and repair unit;
 improvement of laboratory, studio, stage and work rooms;
 utilization of appropriate instructional media( audio/video
equipment, training kits, projectors, multi media equipment);
 creation of separate laboratory, stage, studio and library for
SPA specialization classes;
 preparation of teachers to teach SPA specialization subjects;
 formulation of evaluative criteria in SPA; and
 development of applicable instructional programs.

33. SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
In light of the findings of the study, the following are derived
conclusions and implications :
The teachers and administrators met the minimum
educational requirements set by Implementing
Guidelines, Department of Education Order No. 43, s.
2002 . They are qualified to teach and lead the Special
program in the Arts curriculum.

34. The students, teachers and administrators
perceived that under the Special Program in
the Arts, objectives are implemented. The
implementing schools have competent
teachers; methodology employed is
appropriate; there are moderately adequate
learning resources; venue is conducive to
learning; and evaluation process is
appropriate. This means that SPA in the
secondary schools of Region 2 is a
success.

35. Now heading to the fifth year of full implementation, the SPA
schools seem to be in the right track of the realization of
the program. It is also implied that the program could be a
part of the solutions to the many problems that the
Department of Education is facing today as shown in the
attained objectives, teacher competence, methodology,
learning resources, venue and evaluation.
Though they differ in their evaluation, the main objectives of
the program which is to develop students with special
inclination in the arts is a success as evidenced by their
winnings in the various competitions in the school, division,
regional and to the national level.

36. When respondents are grouped according to school, it was
found out that there are significant differences in the
evaluation of the implementation of the program
according to attainment of objectives, learning resources,
venue and evaluation, whereas, the hypothesis is
accepted in teacher competence and methodology.
Despite the varying degrees of assessment in the
attainment of objectives, learning resources, venue and
evaluation, the program still succeeds. The above findings
substantiate the observations of the researcher that
desired outputs have been attained since the students
were able to develop necessary skills presented in
culminating activities, one of which are those presented in
the recently concluded National festival of talents in Iloilo
City.

37. This study identified problems specifically on learning
resources and inadequacy of facilities, training of teachers
on new technology for instruction and the maintenance of
facilities and equipment. Despite these problems that hinder
the smooth implementation of the program, the internal
mechanisms of the schools in implementing the program are
very much evident..

38. To address the weaknesses and problems of the SPA
schools the following factors should be the focus of
curricular development: instructional programs;
organization of SPA classes; improvement of
instructional learning resources supplies, materials,
equipment and facilities; formation of functional
maintenance and repair unit; improvement of laboratory,
studio, stage and work rooms; utilization of appropriate
instructional media(audio/video equipment, training kits,
projectors, multi media equipment); creation of separate
laboratory, stage, studio and library for SPA
specialization classes; preparation of teachers to teach
SPA specialization subjects; formulation of evaluative
criteria in SPA; and development of applicable
instructional programs.

39. RECOMMENDATIONS
Supervisors
1. Provide more intensive in-service trainings, seminar-workshops
for SPA teachers in their respective specialization
2. Conduct rigid follow-up of the carry-over of implementation of
knowledge and skills developed in the in-service training programs
undergone by the SPA teachers.
3. Plan and implement regional or division supervisory plan, in
collaboration with principals, head teachers and SPA coordinators,
focused on skill, teaching methodology and professional development.
Regular meeting maybe called to check on the development of
approved plans.
4. The Regional SPA coordinator should consider the proposed
action plan since this is based on the assessment of the SPA students,
teachers and administrators of the SPA implementing schools of
Region 2. This maybe done by calling a meeting and talk about the
action plan to be discussed and commented by the seven different
school heads.

40. 5. Demonstration teaching should be conducted by
the regional pilot school in different specialization and
should be re-echoed by the participants in the division to
determine whether they have acquired the desired
learning competencies
a. Require the SPA pilot school to put up its Regional
Teaching Resource Center
b. Motivate SPA teachers through appropriate
incentives to pursue further studies and training in
teaching one’s area of specialization.
c. Disseminate immediate information on changes and
enrichment made by the Bureau of Secondary Education
.d. Monitor the strict compliance on the DepEd policies
and the Implementing Guidelines, Department of
Education Order No. 43, s. 2002 .
e. Conduct research studies on the school, division
and regional levels.

41. Principals
1. Formulate and implement Personal and Professional
Development Plan to enhance teachers’ capabilities.
2. Use different follow-up techniques to monitor the carry-over or
implementation of learning derived from in-service training attended.
3. Seek solutions to problems of inadequacy of instructional
materials and references; laboratory facilities and equipment through
assistance from government and non-government agencies. School
facilities and instructional materials should be provided to SPA
schools to warrant better teaching and learning outputs. These could
be shouldered by the government and self help projects. The school
administrators may make representation to the LGUs to support the
school financially through the Special Education Fund.
4. Prioritize the provision of facilities and instructional materials in
the disbursement of school funds.
5. Correct the school’s deficiency in the implementation of the
program through following the Implementing Guidelines, Department
of Education Order No. 43, s. 2002

42. Head Teachers/ SPA coordinators
1. Design and implement individualized supervisory
programs that would meet the growth needs of SPA teachers.
2. Conduct regular clinical supervision or intensive guided
instructional supervision to weak teachers.
3. Schedule regular dialogues with teachers regarding
personal and instructional problems to reduce resistance to
change and alleviate negative attitude towards teaching.
4. Re-orient teachers with the Implementing Guidelines,
Department of Education Order No. 43, s. 2002 of the Special
Program in the Arts particularly its philosophy, goals and
objectives.
5. Generate teachers’ commitment and support to carry out
the objectives of the Special Program in the Arts curriculum.
6. In-service trainings for teachers should be conducted .
Teachers should undergo intensive capability building to
improve their teaching competence. Parents may opt to adopt or
sponsor SPA activities and be its benefactor in the many school
activities undertaken the whole year round.

43. Teachers
1. Have a deeper understanding of the philosophy, goals and objectives
of the subject being taught for more comprehensive operation of the
educational purposes.
2. Balance the theory and practicum in the learning experience of the
students.
3. Apply learning and skills gained in staff development program
undergone.
4. Maximize the effective use of available resources to optimize
instructional results.
5. Focus attention on the development of creative thinking, in addition to
the development of manipulative skills which is the prime goal of the
curriculum.
6. Develop greater competence in teaching one’s area of specialization
by:
a. Undertaking graduate courses
b. Attendance to graduate courses, in addition to regular attendance to
in-service training programs.
c. Taking active part in faculty meetings
d. Participate in personal and professional development program for
faculty members provided by the school
e. Participate or conduct research studies oriented to improve instruction

44. A follow up study should be conducted after
three years to find out the weakness and
strengths of the implementation of the Special
Program in the Arts .
Parallel study to other regions should also be
considered to find out if the same problems are
experienced by the students, teachers and
administrators following suggested
topics.“Effectiveness or Impact of Implementing
the Special Program in the Arts in Region 2”

45. Thank you very much.