This study examined an educational innovation in the elementary school (IMPACT) implemented in the Philippines to provide an effective, low-cost delivery system for mass primary education through an ungraded, self-paced modular teaching-learning process. An accredited teacher, assisted by older pupils and non-professional teaching aides, directed a learning system for more than 100 pupils organized into small multi-level groups. Individuals from the community served as resource persons for general instruction in local specialized skills. / The general problem of the investigation was to learn why innovations fail or succeed. The major premise was that meanings generated in the planning and implementation of the innovation played a role in creating the uncertain conditions surrounding it and thus could help to explain the innovation's success or failure. / The data were collected during six months in an IMPACT school in Bulacan, Philippines, from document analysis and from observations and interviews with pupils and school staff members. The primary field research strategy was ethnography within a naturalistic inquiry paradigm. / While IMPACT succeeded in its initial implementation in the Philippines, it failed to be integrated into the main educational system to deliver mass primary education. Its success resulted from financial and technical assistance from its proponents; however, its main features were in conflict with the country's national agenda for elementary education development, as the Ministry of Education perceived it to be designed for non-formal education. At the school/community level, IMPACT generated conflicts and contradictions with the culture of teaching in Sapang Palay; with prevailing beliefs and understanding of teaching, and the roles of teachers in educating children in Sapang Palay; and the prevailing economic and socio-cultural realities and orientations of the families in the community. Overall, the conflicting meanings held by the participants, the proponents, and the host education system provided a greater understanding of why IMPACT succeeded in the pilot phase, yet failed to be integrated as an alternative system to deliver mass primary education in the Philippines. / Source: Dissertation Abstracts International, Volume: 47-12, Section: A, page: 4364. / Thesis (Ph.D.)--The Florida State University, 1986.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75987 |
| Contributors | RIVERA, CATALINO P., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 497 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.0021 seconds