Abstract

This research aimed to conduct a formative assessment in the implementation of Accountancy, Business and Management (ABM) Strand in the Division of Science City of Muñoz for years 2016 and 2017. The study assessed three main areas or variables, namely: instructional input, conduct of instruction and outcomes of instruction. The study revealed a tremendous increase of over one and one-half times its number compared to the previous year (2016) enrolment in ABM Strand which also accounted to learners’ own preference and decision to enrol along this track was documented. It was also observed that the most basic instructional inputs such as classrooms, television, LCD projector, computer, and printer were deficient. Textbooks still served as the daily instructional material followed by hand outs and modules. It further revealed that teaching methodologies and strategies employed by the ABM teachers were varied as to the extent of use. Results further revealed that much of the instructional time was devoted to lecture method. The teacher-student and student to student interactions were not evidently seen in the study. In terms of assessment, Paper and Pen test was used as mode of assessment in order to measure and evaluate the learners’ learning outcomes. On the contrary, in terms of output of instruction, learners still obtained outstanding and very satisfactory grades. Given the qualifications and vertical specialization of teachers and the limitations cited, student-learners managed to acquire quality education.

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