Home⇛Universitas⇛vol. 10 no. 1 (2022)

Transitory Adaptations and Implementation of Instructional Innovations in Reading and Writing Skills

Marnel B. Caga | Marivic C. Mercado | Minerva V. Tamayosa | Elsa C. Villanueva

 

Abstract:

The Philippines scored low in Reading, Mathematics, and Science among the 79 participating countries in the 2018 Program for International Student Assessment (PISA). This problem punctuated the lack of reading comprehension skills of students despite a series of studies and programs implemented. Hence, DepEd introduced new strategies in the form of MELCS, DepEd Commons, the Learning Resources Management and Development Portal, and the DepEd Self-Learning Modules (SLM). However, the COVID-19 pandemic complicated the application of such strategies due to quarantine restrictions. This led the researchers to initiate adaptations and improvements in the DepEd programs to implement instructional innovations in the Higher School ng UMak to make its curriculum more relevant amidst the pandemic. This study investigated the DepEd programs on the reading and writing teaching strategies through document analysis as a method for data gathering. They applied a qualitative approach that the curricular and instructional adjustments made by the faculty of the Higher School ng UMAK, especially the Languages teachers. The results revealed various instructional innovations such as flipped classrooms, design thinking, or project-based learning classrooms were relevant to improve the learners’ reading and writing skills during distance and remote learning. It is then recommended that enhanced capability-building programs using software applications for language teachers be applied.



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