Curriculum Implementation in Grades Eleven and Twelve at thePublic Secondary School in Masbate City Divission

The purpose of this study was to analyze the
curriculum implementation in grades 11and 12 at the
public secondary school in Masbate City Division, during
school year 2019-2020. Participants in the research
endeavor were teachers in grades 11 and 12, principals,
and assistant principals exclusively for the
recommendations only. The actual number of
respondents was one hundred thirty-three (133) of whom
eleven (11) school heads and one hundred twenty-two
(122) teachers. The data gathered was done through the
distribution of survey questionnaires. The data gathered
were treated using these statistical tools: frequency and
percentage for the profile of teachers, weighted mean and
rank order for the recommendations, to minimize the
problems encountered by the teachers, improve and
sustain curriculum implementation in grades 11 and 12.
Majority of the respondents were on their late adulthood,
most of them female, BSE graduates, Teacher I, had 5
teaching loads, and with satisfactory performance. Along
teachers’ preparation, curriculum enhancement, learning
resources, they were competent. Material resources were
the major problem of the senior high school teachers.
School heads should provide relevant instructional
materials and learning resources. Physical facilities, tools
and science equipment be given preferential attention and
forge partnership with the LGUs, NGOs and other
government agencies for assistance. The practices of
teachers on the initial implementation were generally
competent but “very competent” along curriculum
enhancement.