Home⇛Asia Pacific Journal of Management and Sustainable Development⇛vol. 12 no. 3 Part 2 (2024)

Filipino Learning Support Program for Foreign Students: Provus’ Discrepancy Evaluation Model

Marcel E. Baril

Discipline: others in language and area studies

 

Abstract:

This paper presents a comprehensive evaluation of a Filipino language learning support program for foreign students implemented in a Philippine private basic education school utilizing Provus' Discrepancy Evaluation Model (DEM). Through a mixed method design, it aimed at assessing the desired program standards, actual performance, and discrepancies. Findings from surveys, Phil-IRI assessments, content analysis and thematic analysis revealed discrepancies in program installation, process, and product which include lack of alignment of lessons with standards, teachers lack formal training, students face scheduling conflicts impacting participation, and a ceiling grade that almost hinder the students to earn the highest academic awards. It is recommended that the proposed suggested alterations be looked into to further enhance the program.



References:

  1. The PIE News. (2024). Inbound, outbound and TNE: The Philippines’ commitment to mobility. Retrieved from https://thepienews.com/philippines/
  2. Department of Education, Republic of the Philippines. (2012). K to 12 curriculum guide. Retrieved from https://www.deped.gov.ph/k-to-12/
  3. Department of Education, Republic of the Philippines. (2023). MATATAG curriculum guide. Retrieved from https://www.deped.gov.ph/matatag-curriculum/
  4. Poggensee, A. (2016). The effects of globalization on English language learning: Perspectives from Senegal and the United States.
  5. Sobkowiak, P. (2019). The impact of studying abroad on students’ intercultural competence. Studies in Second Language Learning and Teaching, 9(4), 681-710.
  6. Williams, M. (2014). Globalizing education through academic exchange programs. Japan Spotlight, 46. Retrieved from https://www.jef.or.jp/journal/pdf/197th_Globalizing_Education.pdf
  7. Al Qunayeer, H. S. (2021). An investigation of the relationship between reading comprehension, vocabulary knowledge, and English language proficiency level of Saudi EFL learners. Advances in Language and Literary Studies, 12(2), 59-69.
  8. British Council. (2014). Exploring the impacts of transnational education on host countries: A pilot study. Retrieved from https://www.britishcouncil.org/sites/default/files/tne_report_2014.pdf
  9. Verano, K. (2023). Connecting to my roots: Filipino American students’ language experiences in the U.S. and in the heritage language class. Retrieved from https://escholarship.org/uc/item/214494vk
  10. Liu, J. (2016). Role of Vocabulary Levels Test (VLT) in Chinese Undergraduate Students’ Comprehension of Textbooks. Journal of Language Teaching and Research, Vol. 7, No. 2, pp. 364-369.
  11. Oakhill, J. V., Berenhaus, M. S., & Cain, K. (2015). Children’s reading comprehension and comprehension difficulties. The Oxford handbook of reading, 344-360.
  12. Rayner, K., & Reichle, E. D. (2010). Models of the reading process. Wiley Interdisciplinary Reviews: Cognitive Science, 1(6), 787-799.
  13. Catts, H. W. (2018). The simple view of reading: Advancements and false impressions. Remedial and Special Education, 39(5), 317-323.
  14. Verhoeven, L., & Van Leeuwe, J. (2012). The simple view of second language reading throughout the primary grades. Reading and writing, 25, 1805-1818.
  15. Bonifacci, P., & Tobia, V. (2017). The simple view of reading in bilingual language-minority children acquiring a highly transparent second language. Scientific Studies of Reading, 21(2), 109-119.
  16. Department of Education, Republic of the Philippines. (2018). Philippine informal reading inventory (Revised Phil-IRI). Retrieved from https://lrmds.deped.gov.ph/detail/13908
  17. Provus, M. M. (1969). The Discrepancy Evaluation Model: An Approach to Local Program Improvement and Development.
  18. Kpolovie, P. J., & Obilor, I. E. (2014). Utilitarian evaluation of the National Open University of Nigeria. Merit Research Journal of Education and Review, 2(3), 028-053.
  19. Stufflebeam, D. L., & Coryn, C. L. (2014). Evaluation theory, models, and applications (Vol. 50). John Wiley & Sons.
  20. The jamovi project (2022). jamovi. (Version 2.3) [Computer Software]. Retrieved from https://www.jamovi.org.
  21. Macmillan Education. (2023). Learner support programmes. Macmillan Education. Retrieved fromhttps://www.macmillaneducation.com/learner-support
  22. Mays, T. (2000). Learner support: A South African programme perspective. International Journal of Lifelong Education, 19(3), 205-217. https://doi.org/10.1080/02601370050125791
  23. OECD. (2019). Teacher enthusiasm. In PISA 2018 Results (Volume III): What School Life Means for Students’ Lives (pp. 87-88). OECD Publishing.
  24. Shao, G. (2023). A model of teacher enthusiasm, teacher self-efficacy, grit, and teacher well-being among English as a foreign language teachers. Frontiers in Psychology, 14, 1169824.
  25. Abu Abeeleh, T. W., Al-Ghazo, A., & Al-Sobh, M. (2021). Reading comprehension problems encountered by           EFL students at Ajloun National University. MEXTESOL Journal, 45(4), 1-15.            
  26. EdWeek Research Center. (2024). Reading comprehension challenges and opportunities, in charts. Education Week. Retrieved from https://www.edweek.org/research-center/reports
  27. Tomas, M. J. L., Villaros, E. T., & Galman, S. M. A. (2021). The perceived challenges in reading of learners: Basis for school reading programs. Open Journal of Social Sciences, 9(5), 107-122.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic