Cebu Technological University -Argao Campus- College of Education

Vision

CTU is a premier, inclusive, globally recognized research and innovation, smart, community-responsive, and sustainable technological university.

Mission

The University shall primarily provide leading-edge degree programs, innovative professional, entrepreneurial, and technical instruction as well as research and extension programs that address both needs of the region and the nation in the context of the global knowledge economy, Fourth Industrial Revolution, and sustainability.

Goal

• Obtain a Philippine university system status with a CHED SUC Level V recognition or equivalent;
• Be ranked among the Top 10 Universities in the Philippines;
• Be included in the list of internationally recognized ranking of universities (including Quacquarelli Symonds, Times Higher Education, Shanghai University Ranking, and World University Impact Ranking);
• Pursue efforts to pave way for the development of new programs (including natural sciences and Doctor of Medicine) and Transnational Higher Education;
• Achieve world-class performance and excellence in total quality management; and
• Lead innovation in the Fourth Industrial Revolution.

Fitzgerald C. Kintanar serves as the esteemed Dean of the College of Education at Cebu Technological University's Argao Campus, a role that he carries out with utmost dedication and commitment. With a wealth of knowledge and expertise in the field of education, Dean Kintanar plays a pivotal role in shaping the academic and professional development of future educators.

As Dean, Fitzgerald C. Kintanar assumes multifaceted responsibilities aimed at fostering excellence in teaching, research, and community engagement within the College of Education. His primary role is to provide visionary leadership and strategic direction to faculty, staff, and students, ensuring the delivery of high-quality education programs.

One of Dean Kintanar's key responsibilities is the development and implementation of an innovative and relevant curriculum that prepares aspiring educators to meet the demands of a rapidly evolving educational landscape. Furthermore, Dean Fitzgerald C. Kintanar recognizes the importance of community engagement and partnership. He establishes collaborative relationships with local schools, educational institutions, and government agencies to facilitate internships, practicum opportunities, and community outreach programs. 

Fitzgerald C. Kintanar, as the Dean of the Cebu Technological University-Argao Campus College of Education, and his highly capable team are well-positioned to provide effective support for the MIT-LEAP (Leveraging Evidence for Action to Promote change) program, despite having other priorities within the college. Their collective expertise, commitment, and efficient management of resources make them ideal leaders for this important initiative.

Strong leadership and vision: Dean Kintanar's visionary leadership sets the tone for the entire team. His ability to articulate a clear vision for the LEAP Project, align it with the college's goals, and communicate it effectively to his team members ensures that everyone is on the same page. This clarity of purpose and direction enables the team to prioritize the project while managing other responsibilities.

Resource Management Skills: Understanding the importance of effectively managing resources, both human and material, Dean Kintanar and his team have developed strong organizational skills. They are adept at allocating resources efficiently, balancing the demands of the LEAP Project with other college priorities. By carefully planning and coordinating tasks, they optimize productivity and ensure that all projects receive the attention they require.

Collaborative Approach: Recognizing that the success of the LEAP Project relies on collaborative efforts, Dean Kintanar fosters a culture of teamwork and cooperation. He encourages open communication among team members and facilitates interdisciplinary collaboration. By leveraging the diverse expertise within the College of Education, they harness collective strengths to support the LEAP Project without compromising other vital initiatives.

Faculty and Staff Engagement: Dean Kintanar and his team understand the importance of engaging faculty and staff members in the LEAP Project. Through effective communication channels, they ensure that the project's objectives are shared with all stakeholders. By promoting a sense of ownership and involvement, they inspire faculty and staff to actively contribute their expertise and resources to the project's success.

Strategic Prioritization: Dean Kintanar and his team excel at strategic planning and prioritization. They conduct a thorough assessment of all ongoing projects and commitments within the college, weighing their relative importance and impact. By strategically allocating time and resources, they create a balance that allows for focused support to the LEAP Project while upholding other essential responsibilities.

Continuous Evaluation and Adaptation: To ensure the LEAP Project's effectiveness, Dean Kintanar and his team are committed to continuous evaluation and adaptation. They regularly assess project milestones, identify areas for improvement, and make necessary adjustments. This iterative approach enables them to address any challenges that may arise without compromising the overall progress of the project or neglecting other priorities.

Adopt a public elementary school and help improve the pupils literacy and numeracy skills to address the learning gap.

The learning gap that needs to be addressed in the program is the disparity in literacy and numeracy skills among students at the adopted public elementary school, which has been exacerbated by the challenges posed by the pandemic. Here are some key aspects of the learning gap that our program aims to address:

Academic Regression: Due to school closures, remote learning challenges, and disrupted education systems during the pandemic, many students have experienced a regression in their literacy and numeracy skills. The prolonged absence from regular classroom instruction and limited access to resources and support have contributed to a widening gap between students who were able to adapt and continue learning effectively and those who struggled to keep up.

Learning Loss: The pandemic's disruption of learning has caused significant learning loss for students, particularly in foundational subjects like reading, writing, and mathematics. Many students may have missed out on crucial concepts and learning opportunities, leading to gaps in their knowledge and understanding. Addressing these gaps is vital to ensuring they can progress academically and meet grade-level expectations.

Socioeconomic Disparities: The pandemic has also highlighted the existing socioeconomic disparities that affect educational outcomes. Students from disadvantaged backgrounds may face additional challenges such as limited access to technology, a lack of parental support, or inadequate learning environments at home. These factors further contribute to the learning gap and require targeted interventions to bridge the divide and provide equitable opportunities for all students.

Individual Learning Needs: Each student has unique learning needs and may require specific support to address their learning gaps effectively. Some students may struggle with reading comprehension, while others may have difficulty with mathematical concepts. Our program recognizes the importance of identifying and addressing these individual learning needs through personalized tutoring, targeted instruction, and differentiated approaches to ensure that all students receive the support they require.

Motivation and Engagement: The pandemic's disruption has also had an impact on students' motivation and engagement in the classroom. Extended periods of remote learning, a lack of social interaction, and reduced opportunities for hands-on activities may have dampened students' enthusiasm for academic pursuits. Our program seeks to reignite students' interest and engagement in learning by providing engaging and interactive activities, fostering a positive learning environment, and promoting a sense of achievement and growth.

By addressing these aspects of the learning gap, our program aims to bridge the disparities in literacy and numeracy skills among students. Through targeted interventions, personalized support, access to resources, and fostering a supportive learning community, we strive to ensure that all students have the opportunity to succeed academically, regardless of the challenges they have faced during the pandemic.

Our program aims to make a meaningful impact on the learning outcomes of students at a public elementary school by focusing on improving their literacy and numeracy skills. We want to offer targeted support, resources, and interventions that address the unique needs of the students and foster academic success in light of the learning gap that the pandemic has exacerbated.

Program Goals:

Improve Literacy Skills: We prioritize enhancing students' reading, writing, and comprehension abilities. By implementing evidence-based strategies and interventions, we aim to develop their language proficiency, vocabulary, and critical thinking skills. Through engaging activities and literacy-focused initiatives, we strive to cultivate a love for reading and improve overall literacy outcomes.

Enhance Numeracy Skills: We are dedicated to strengthening students' mathematical abilities and problem-solving skills. Our program emphasizes a hands-on, practical approach to learning mathematics, utilizing interactive teaching methods, educational resources, and engaging activities. By addressing foundational math concepts and fostering a deep understanding of mathematical principles, we aim to enhance numeracy skills and increase students' confidence in mathematics.

Program Components and Activities:

Tutoring and Mentoring: We provide individualized tutoring and mentoring sessions to students, pairing them with trained volunteers or educators who offer personalized support. These sessions focus on improving specific literacy and numeracy skills through targeted instruction, practice exercises, and feedback.

Professional Development for Teachers: Recognizing the crucial role of teachers in students' academic development, we conduct professional development workshops and training sessions for the educators at the adopted school. These sessions focus on best practices in teaching literacy and numeracy, incorporating innovative instructional techniques, and effectively utilizing resources to support student learning.

Parent and Community Engagement: We actively involve parents and the wider community in supporting students' literacy and numeracy development. We organize workshops, seminars, and parent-teacher meetings to provide guidance on how families can support learning at home. Additionally, we collaborate with local organizations and businesses to create opportunities for students to apply their skills in real-world contexts.

Assessments and Progress Monitoring: We regularly assess students' progress through formative and summative assessments. These evaluations help identify areas for improvement and enable us to tailor interventions to meet individual needs. Progress reports are shared with parents and teachers to foster a collaborative approach to student support and ensure a holistic approach to academic growth.

Learning Loss and Academic Disruptions

Studies have shown significant learning loss among students in the Philippines during the pandemic (Abad, 2023; UNICEF, 2022; UNICEF, 2023; DepEd, 2022; Philstar, 2023).The shift to remote learning has resulted in reduced instructional time, limited access to resources, and disparities in learning opportunities (Alvarez, 2021). The learning gap has disproportionately impacted disadvantaged students, particularly those from low-income families and marginalized communities, further exacerbating existing educational inequalities (Engzell et al., 2020).

Unequal Access to Technology and Resources

The transition to remote learning has highlighted the unequal access to technology and resources in the Philippines. Many students face challenges in accessing devices, reliable internet connectivity, and appropriate learning materials, particularly those in remote and underserved areas. This digital divide has widened existing disparities, hindering equitable educational opportunities and contributing to the learning gap (Alvarez, 2021; Engzell et al., 2020).

Impact on Social and Emotional Well-being

The pandemic's disruption of traditional schooling has had a significant impact on students' social and emotional well-being in the Philippines. The loss of face-to-face interactions, peer support, and extracurricular activities has led to increased levels of stress, anxiety, and disengagement (Alvarez, 2021; Engzell et al., 2020; Malolos et al., 2021; Cleofas & Rocha, 2021; Hou et al., 2020). Addressing students' social and emotional needs becomes crucial to mitigate the negative impact on learning and narrow the learning gap.

Educational Inequities and Marginalized Populations

Marginalized populations in the Philippines, including students with disabilities, indigenous learners, and those from socioeconomically disadvantaged backgrounds, have faced heightened challenges during the pandemic. Existing educational inequities have been further magnified, as these students often encounter additional barriers to accessing remote learning resources, specialized support, and accommodations. Targeted interventions and inclusive approaches are necessary to address the specific needs of these populations and bridge the learning gap (Alvarez, 2021; Engzell et al., 2020; Malolos et al., 2021; Cleofas & Rocha, 2021; Hou et al., 2020).

Educational Strategies and Interventions

Various strategies and interventions have been implemented in the Philippine context to mitigate the learning gap during the pandemic. These include alternative delivery modes such as modular learning, online platforms, and televised lessons. Additionally, efforts have been made to provide printed modules, educational radio programs, and mobile learning solutions to reach students with limited connectivity. Ensuring equitable access to these interventions is crucial to reducing disparities and promoting inclusive learning environments (Alvarez, 2021; Engzell et al., 2020; Malolos et al., 2021; Cleofas & Rocha, 2021; Hou et al., 2020).

Long-Term Consequences and Policy Implications

The long-term consequences of the learning gap in Philippine education brought on by the pandemic are far-reaching. Persistent disparities can have lasting effects on individuals and society, perpetuating inequality and hindering economic progress. Policymakers and education stakeholders must prioritize targeted interventions, resource allocation, and policy reforms that address the specific challenges faced by the Philippine education system to mitigate the long-term consequences of the learning gap (Alvarez, 2021; Engzell et al., 2020; Malolos et al., 2021; Cleofas & Rocha, 2021; Hou et al., 2020).

The literature review above on the learning gap in Philippine education during the COVID-19 pandemic provides valuable insights that can inform and shape the design of our project aimed at improving the learning outcomes of students at a public elementary school.

Understanding the Context: The literature review helps us gain a deeper understanding of the specific challenges faced by students, educators, and education systems in the Philippines due to the pandemic. It highlights the learning loss, unequal access to technology and resources, and the impact on social and emotional well-being among students. This understanding of the context is crucial to tailoring our project to address these specific challenges.

Identifying Targeted Interventions: The literature review presents various educational strategies and interventions that have been implemented in the Philippine context to mitigate the learning gap. These include alternative delivery modes, printed modules, educational radio programs, and mobile learning solutions. By reviewing these interventions, we can identify effective approaches that align with the unique needs of the students at the public elementary school.

Addressing Educational Inequities: The literature review highlights the educational inequities and marginalized populations that have been disproportionately affected by the pandemic. This information can guide us in developing targeted interventions and support mechanisms that address the specific needs of disadvantaged students, such as those from low-income families and marginalized communities.

Consideration of Policy Implications: The literature review emphasizes the long-term consequences of the learning gap and the importance of policy reforms. This knowledge can inform our project by considering the policy implications and advocating for policy changes that prioritize equitable access to resources, teacher training, and support systems for students.

Collaboration and Partnerships: The literature review also emphasizes the significance of collaboration and partnerships in addressing the learning gap. It highlights the involvement of parents, communities, local organizations, and businesses in supporting students' learning. This information can inspire us to incorporate collaborative elements into our project, fostering partnerships with parents, community stakeholders, and local organizations to create a holistic and sustainable approach to improving learning outcomes.

By incorporating the findings and insights from the literature review, our project can be more informed, targeted, and responsive to the specific challenges and needs identified in the Philippine context. It can help us design evidence-based interventions, allocate resources effectively, foster collaboration, and contribute to narrowing the learning gap and fostering academic success for the students at the public elementary school.

The Cebu Technological University-Argao Campus, College of Education's need to strengthen the evidence base of our solution towards the learning gap indicates a proactive approach in addressing the challenges faced by students in the context of the learning gap. We want to make sure that the empirical research supports our interventions and strategies and shows them to be successful in closing the learning gap.

We need help in conducting rigorous research and data collection efforts to gather data that will serve as a foundation for evidence-based decision-making and the design of targeted interventions. We also need support in implementing pilot studies or small-scale interventions  to test the effectiveness of your strategies before scaling them up. We also understand that there is a need for collaboration with researchers and experts, and external stakeholders in the field of education to enhance the credibility and validity of our evidence base. Engaging in these partnerships can provide us access to specialized knowledge, resources, and methodologies to strengthen our evidence base.  

To understand the long-term impact of our interventions, conducting longitudinal studies and follow-up assessments and continuous monitoring and evaluation is crucial. We need a system for regular data collection, analysis, and feedback allows us to track the progress of students, identify areas for improvement, and make data-informed decisions to refine our interventions to ensure that our solution remains evidence-based and responsive to the evolving needs of students.

1. To what extent do targeted tutoring and mentoring sessions improve the literacy and numeracy skills of students at our selected public elementary school, and  how can it contribute to narrowing the learning gap?

2. What are the key factors and strategies that contribute to successful parent and community engagement in supporting students' literacy and numeracy development?

3. How does the implementation of professional development workshops and training sessions for teachers at the identified public elementary school contribute to enhancing instructional practices and improving student learning outcomes?

Needs Assessment Results- This assessment provides us with insights into the underlying causes of the learning gap, identifies the specific skills or knowledge areas that need improvement, and informs the design of targeted interventions.

Pilot Testing Results -This allows us to gather feedback, evaluate feasibility, and identify potential issues or challenges before implementing the project on a larger scale. The outputs of pilot testing include data on the effectiveness, feasibility, and acceptability of our interventions.

Outcome Evaluation- It helps us answer questions such as: Did the project succeed in narrowing the learning gap? What were the improvements in students' literacy and numeracy skills? 

Impact Assessment- This assessment provides us with a holistic view of the project's influence on students' overall educational experience and well-being. 

The College of Education at Cebu Technological University-Argao Campus is committed to utilizing these outputs generated through formative research and summative research to drive action and improve the implementation of interventions aimed at addressing the learning gap. 

At the College of Education, we recognize the importance of evidence-based decision-making and the value of research outputs in guiding our actions towards narrowing the learning gap. The outputs generated through formative research, such as needs assessments, pilot testing results, and refined intervention plans, serve as a foundation for the design and implementation of our interventions.

We will actively utilize the data, feedback, and insights gathered from formative research to inform our instructional strategies, materials, and delivery methods. By leveraging the knowledge gained through pilot testing, we identify areas for improvement and make necessary refinements to ensure the effectiveness and feasibility of our interventions.

Based on the findings and recommendations generated from summative research, we take proactive measures to enhance the quality and sustainability of our interventions. We use these insights to refine our approaches, adjust our strategies, and allocate resources effectively. The lessons learned guide us in developing evidence-based recommendations for program improvement, policy changes, and resource allocation, ensuring a long-term impact on narrowing the learning gap.

Moreover, we foster a culture of collaboration and continuous learning, actively engaging with researchers, experts, and stakeholders in the field of education. By exchanging knowledge, sharing best practices, and collaborating on research projects, we contribute to the broader educational community and stay at the forefront of evidence-based practices in addressing the learning gap.

Through our commitment to utilizing research outputs, the College of Education at Cebu Technological University-Argao Campus remains dedicated to implementing effective interventions, advancing educational practices, and making a meaningful impact on the learning outcomes of our students. By putting these outputs into action, we strive for continuous improvement and contribute to the broader goal of ensuring equitable and quality education for all.

Short-term Outcomes:

For our organization:

• Increased awareness and understanding of the learning gaps and challenges faced by students at our chosen public elementary school.
• Enhanced capacity to design evidence-based interventions and strategies to address the learning gap.
• Improved collaboration and partnerships with stakeholders, researchers, and experts in the field of education.
• Enhanced professional development opportunities for faculty members, fostering a culture of continuous learning and growth.
• Strengthened monitoring and evaluation systems to track the progress and effectiveness of interventions.

For Our Solution

• Increased student participation and engagement in targeted tutoring and mentoring sessions.
• Improved literacy and numeracy skills among students of the chosen school, as evidenced by measurable learning gains.
• Enhanced self-confidence and motivation among students to pursue academic success.
• Increased parental involvement and community engagement in supporting students' learning outcomes.
• Positive feedback from students, parents, and teachers regarding the impact of the interventions on student learning.

Long-term Outcomes:

For Our Organization:

• Established reputation as a leader in addressing the learning gap and promoting evidence-based educational practices.
• Increased capacity to advocate for policy changes and resource allocation to support effective interventions and bridge the learning gap.
• Sustained partnerships and collaborations with local organizations, businesses, and academic institutions to leverage resources and expertise.
• Continuous improvement in instructional practices and curriculum design based on research and data.
• Graduates from the College of Education who are equipped with the knowledge and skills to address the learning gap in their future careers as educators and administrators.

For Our Solution:

• Significant reduction in the learning gap among students at the chosen public elementary school.
• Improved overall literacy and numeracy outcomes, as demonstrated by standardized test scores and academic achievements.
• Increased graduation rates and successful transitions to higher education or the workforce.
• Positive long-term impacts on students' educational trajectories and future opportunities.
• Recognition of our solution as an effective model for addressing the learning gap, with potential for replication in other educational institutions.