Lleane Chapter Ii
Lleane Chapter Ii
Lleane Chapter Ii
THEORETICAL FRAMEWORK
This chapter presents the relevant theories, the related literature and studies,
the conceptual framework, the hypothesis of the study and the definition of the
Relevant Theories
program evaluation theory by Rogers (2000) , the scaffolding by Jerome Bruner and
zone of proximal development (ZPD) by Lev Vygotsky guided the description and
and one empirical. This theory consists of an explicit theory or model of how the
program causes the intended or observed outcomes and an evaluation that is at least
objectives and argued for the benefit of doing this. A program theory evaluation
consists of a set of statements that describe a particular program, explain why, how,
and under what conditions the program effects occur, predict the outcomes of the
program, and specify the requirements necessary to bring about the desired program
effects (Sedani & Sechrest). According to this theory, once a program has been
program and the mechanism utilized to reach the intended outcomes (Rogers, 2000).
the occurrence of this objective. The evaluation of the program is necessary when
(CIP) assumed to give proper support to the Grade II teachers and to the level of
and conditions necessary for the CIP to achieve its intended results. It could also
identify several possible interventions that could support the school and the learners.
The evaluation theory shows how the CIP developed and how it uses to guide the
achievement of the school and will definitely increase the academic learning
opportunities for pupils. These aspects will help children achieve good result upon
Verenikina, citing Wells, 2005). It is a key feature of effective teaching and can
include modeling a skill, providing hints and cues, and adapting material or activity
( Copple & Bredekamp, 2009). As used by Bruner, scaffolding describes the process
or more skilled classmate) leads the child to a step by step procedure in learning a
new task. Any support given is considered as scaffold Vygotsky’s Zone of Proximal
Development (ZPD) is an area where a child cannot solve a problem alone. But
skilled peer. The concept of zone of proximal development (ZPD) eventually leads
current knowledge and experience for the academic content (Silver, 2011).
Program (CIP) in that it is the support mechanism that helps a learner successfully
perform task. When the assistance is given the learner became able to achieve his
goal. This illustrates that scaffolding and the concept of zone of proximal
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development (ZPD) are effective when the support is matched to the needs of the
learner. This puts learner in the position to achieve success in an activity that they
would previously not have been able to do alone. This practical implication of
Vygotsky’s theory, the metaphor of scaffolding which is used to capture the nature
such techniques.
proximal development will help the learners to learn and explore new things in their
Thorndike’s The Law of Exercise (1949). The law maintains the idea that
can be increased by use while the connection can be weakened by disuse. The
The Law of Exercise is used in this study to refer that if the connections of
stimulus and response are strengthened through practice or exercise, the child’s
Exercise. This states that learning is facilitated when easier tasks precede those that
During the conduct of this study, the researcher observed the teacher who
facilitates the learning and each pupil while performing the task assigned to them.
The facilitator prepared different activities and explained the process of the said
activities and let the pupils repeat the process until it will done correctly.
In preparing the materials and executing the activity, the facilitator was very
creative and resourceful. Materials such as human size shirt made in manila paper
written with syllable was used during the activity. The pupils were assigned to wear
the shirt and asked to stop in station 1, if the pupils read the word correctly they
would jump to the next station with the same objectives and procedure.
The evaluation and practice theory and the idea of scaffolding and zone of
proximal development (ZPD) are relevant in this study because it explains the how
Related Literature
(CIP) in preparing learners for Grade III, the researcher has included its history to
developed by Morris and Heibert (2011) which requires effective means for
evidence use and analysis- not only for traditional formative evaluation designs, but
also for quick experimentation. It is usually involves multiple tests or small changes
to improve education transfer, services or system and process. Among the most
variation, defects and cycle times. Thus, schools, work environments, communities
can improve from knowledge gained through experience. Lessons learned from
products, public shareable materials for teaching that can accumulate improvements
over time as researchers and teachers create them, try them out, and feed the
information from the trials back into the products and rationales for the changes that
Imai and Choi (2011) stated that the main purpose of such programs was
Physical Resources
These are the resources that you can feel, move, smell etc. these are
normally resources that are made by man and helps us do our daily activities much
quicker and easier. The physical, human and financial resources invested not only
the education provided to pupils but also aspects of teachers and their teaching that
properties of a school, consisting of the grounds, buildings, and the various facilities
within the school grounds and inside the school buildings. It is considered
educational facilities will support the teaching and learning process and ultimately
improve the quality of basic education. Hence, Ogunsaju (1980) emphasized that
teacher to accomplish his/her task and help the learner to learn and achieve
school facilities can affect the interest of the teacher to teach effectively in turn that
positively affects pupil’s achievement. Therefore the school facilities need attention
as they have a great value in the support to the Continuous Improvement Program
Hedges and Theoreson (2000), also argue that the adequacies of school
facilities are not a guarantee for pupil’s performance but the proper utilization has a
great value.
managed on the basis of comprehensive plan of action of the school, prepared by all
Facilities are relevant in this study because it will provide the proper school
which includes active learning and assessment. Basically any resource a teacher
Hsu (1999), states that teaching serves as an important vehicle foe achieving
instructional goals of enhancing pupil’s knowledge and learning and engaging them
in the learning community to prepare for future citizen. Therefore, educators always
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are looking for ways to make their educational initiatives more effective. The
For instance, Bakare (1986), posited in his study that instructional materials
are meant to improve the quality of education for effective pupil’s academic
performance in school.
teaching and learning but it cannot be implemented without the use of appropriate
something and to the quality and quantity of knowledge, skills, techniques and
Skinner (1945) advised that for proper learning to take place, learning
the learners and to inform the teacher about what is needed to cover based on the
developmental levels of the learners. From the result of pre-test, the teacher can set
program or segment and often used in conjunction with pretest to measure their
appropriateness of the goals and objectives of the CIP, also to recognize pupils who
need additional help and to target any instructional needs to improve the program.
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These two variables are relevant to this study to measure the level of pupil’s
(CIP). In this way, the teacher will see the improvement of the child and he/she
The result of post- test indicated that Continuous Improvement Program (CIP) helps
Related Studies
The review of related studies presents some of the works locally gathered
(2011), he stated that the Department of Education shall require school districts and
programs. The process shall involve the public schools in the setting of local goals.
The district shall ensure that the representatives of their schools are invited in the
leaders.
process necessities that individuals do not simply the same work differently but
Conceptual Framework
Based on the literature and studies, the researcher assumed that the extent of
3.EGRA
first framework contains the input which shows the remedial for reading: ECARP,
PHIL.IRI and EGRA. The target respondents of the study were the Grade II pupils
The second frame explained the Process on how the teachers will going to
conduct a CIP for Grade II pupils. The school conducted a pre test about reading to
find out the number of Grade II pupils who had difficulties in reading.
The third frame presented the Output which was to improve instruction and
The Evaluation of Continuous Improvement Program (CIP) does not affect the
Definition of Variables
around the continuous improvement of an identified school, process with the end
which includes active learning and assessment. Basically any resource a teacher
to the quality and quantity of knowledge, skills, techniques and positive attitudes,
program or segment and often used in conjunction with pretest to measure their