Instead of inserting them in the first three parts, I deliberately delayed the inclusion of statistical data on Engineering Education because statistical data prior to 1998 are not available on-line. Possibly these data are available on brick-and-mortar libraries or the National Statistics Office, but I do not have the luxury of time to visit these sources. Thus, on available on-line data, their repercussions to Engineering education are discussed below.
Based on Mean Percentage Score (MPS) of the National Achievement Tests [NAT] administered by the National Education Testing and Research Center (NETRC) to assess the effectiveness of the Basic Education Curriculum, in place since 2002, for Elementary courses: English, Filipino, Mathematics, Science and Makabayan (Social Studies, Music and Arts, Technology and Livelihood, and Values Education). In secondary level, Araling Panlipunan (Social Studies) is the equivalent of the elementary Makabayan courses.
Mean Percentage Score (MPS) indicates the ratio between the number of correctly answered items and the total number of test questions or the percentage of correctly answered items in a test, the National Achievement Test (DepEd, 2008). The percentages in red are MPS in respective subjects below the Achievement Rate.
For elementary, from 2003 to 2008, although Mathematics, Science and English were taught in English; the Achievement Rate (MPS) in these respective subjects were generally lower than those achieved in Filipino and Hekasi (Heograpiya, Kasaysayan, Sibika) for Grades III to VI.
Mathematics and Science
In the secondary level, the Achievement Rate in Science remained low, and Mathematics was lower in the past two years. Similar to the NAT results for elementary, the Achievement Rates (MPS) in secondary subjects taught in English were generally lower than those taught in Filipino, i.e., Filipino and Araling Panlipunan (Social Studies).
Compared to other Asian countries, as cited by King & Guerra (2005), the Philippines is really lagging behind in Mathematics and Science. This also leads the Mayor of Naga City, Robredo (2005) to remark: “Simply put, the Philippines is on the tailend.”
Should English apologists rejoice at this trend? Is the major focus at pre-college levels on Filipino as a media of instruction irreparably causing these same students to do poorly in engineering?
I have yet to find a study or research on the effect of the use of Filipino majority of the time in Basic Education Curriculum and its effect to achievement in college education. In the event that such study exist, a review will be done and its implications shall be included in the future edition of this post.
The National Achievement Test (NAT), for elementary level, was given in Grade IV in SY 2003-2004 and in Grade VI from SY 2004-2005 to SY 2007-2008. For secondary level, NAT was given to 4th Year in SY 2003-2004 to SY 2005-2006. In SY 2006-2007 and 2007-2008, NAT was administered to Yr. 2. back to text
King, Elizabeth M. & Susana Cordeiro Guerra (2005). Educational Reforms in East Asia: Policy, Process and Impact. East Asia Decentralizes, Chapter 9. New York: World Bank, May 2005. pp. 179-207. back to text
Robredo, Jesse M. (2005). Relevance of Mathematics in Nation-Building, Speech delivered during the National Convention of Mathematics Society of the Philippines, , Arrupe Hall, Ateneo de Naga University. 21 May 2005. back to text
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