Assessmentof the Curriculum Delivery in the K-12 Transition

in Selected Schools in Caraga: Basis for the

Development of Instructional Materials
Gladys L. Lagura
Caraga State University

Grace T. Flores
Caraga State University
Miraluna L. Herreraa
Ity Concepcion G. Rodriguezb
ABSTRACT
This study is one of the activities in the analysis stage of the project on the development of
outcomes-based instrcutional materials (OBIMs) for K-12 education in Caraga which aims to establish
the status of K-12 transition in the region in curriculum delivery in terms of instructional materials (IMs).
Specifically, it endeavors to identify the type of IMs utlized in the curiculum delivery and their physical
characteristics, determine the adequacy of IMs as to quantity and quality, identify the issues and concerns
and the best practices of curriculum delivery in the K-12 transition. An open-ended interview guide was
used to address these objectives with 166 basic education teachers as participants coming from the
elementary and secondary schools in Butuan City and Agusan del Norte.
Findings of the analysis revealed that K-12 transition in the region faced a major challenge in
curiculum delivery. Majority of the teachers were relying on old books while some utlized available
instructional materials such as the globe and map and the suplementary materials and module that are
updated and revised. However, these materials are not adequate for learners’ utitlization. The ratio of
learning materials is not proportionate to the number of learners; thus, the teacher will find ways to
provide materials for the learners. Moreover, the content of some books are not suited for the learners
and not contextualized. Issues such as lack of learning or instructional materials, no workbooks and
absence of reference materials are repeatedly mentioned by teachers. At present, the teachers could only
mention very limited practices employed to address the challenges of K-12 transition; to wit, research
through internet and making of IMs to fit their learners. These efforts are not very effective since
teachers are also confronted with the dilemma with the spiraling progression and unfamiliarity with the
content.

Keywords: K-12 transition issues and challenges, curriculum delivery in K-12 transition, instructional
materials