Bughaw Review

by: Jojen Peralta Guzman, LPT, MAEd(un.)

ABSTRACT
The study aimed to investigate the experiences and challenges encountered by the teachers in the implementation of curriculum adaptation. The study utilized the phenomenological approach with the use of Colaizzi’s (1978) strategy of data analysis. The findings were drawn from the open – ended questionnaires and the semi – structured interviews with six teacher-respondents chosen using purposive and snowball sampling techniques. Curriculum adaptation is the process of modifying or adjusting an existing curriculum to better suit the needs of a particular group of students, teachers, or educational institution. This can include adjustment, changes to the content, delivery methods, or assessment strategies of a curriculum. Study participants had almost the same experiences and challenges as they implement curriculum adaptation. Despite the challenges, teachers had a sense of accomplishment and growth after successfully adapting to a new curriculum. They discovered new teaching strategies or gained a deeper understanding of the subject matter. The researchers concluded that to satisfy each student’s unique and diverse learning needs, the teacher participants maintain or adjust the curriculum outcomes for specific learners. Without curriculum adjustment, students may be left behind and unprepared for the challenges they will face in the future. With the right curriculum changes, students will be better equipped to navigate the challenges of the future and achieve their full potential. In teaching practice, always consider the aptitude level of learners, their learning needs and preferences, contextualization of the lesson, and lesson planning to help students learn the content. Effective methods and techniques in the classroom are crucial for creating a positive and engaging learning environment. By recognizing and adapting to different learning styles, providing regular feedback and opportunities for self-reflection, teachers improve their teaching practices and help students achieve better learning outcomes. Moreover, assessment tools are crucial in the teaching and learning process because they provide valuable feedback to both teachers and students. It helps students understand their own strengths and weaknesses, allowing them to focus on areas where they need to improve. This feedback can be motivating and encourage students to work harder and achieve better results. Evidently, the pandemic has had a profound impact on every aspect of our lives, including education. Learning gaps are disparities in academic achievement between different groups of students. These gaps can be caused by a variety of factors, including socioeconomic status, language barriers, and inadequate school resources. Also, lack of financial and educational resources in schools is a serious issue that can have long-lasting effects on students’ academic performance, mental health, and future opportunities. Relative to the results of the qualitative study, the researcher recommends that a select group of highly proficient teachers [Master Teachers] will receive specialized training on curriculum adaptation, this will include both in-person and online training sessions, as well as ongoing support from a team of curriculum specialists. On the other hand, to address the lack of financial and educational resources maintain constant communication with local businesses and community organizations to establish a school sponsorship program and cooperation with the stakeholders to launch a campaign through Brigada Eskwela that will encourage alumni, parents, and other community members to donate to school. Thus, the school shall offer recognition and rewards to the top donors.

Citation & Access:

This article is archived and citable via DOI:
https://doi.org/10.5281/zenodo.15788133