Applicability of the Proposed Policy Guidelines on the Acceleration for Filipino Gifted Learners

Policy Guidelines on the Acceleration for Gifted Learners

Abstract

In its relentless efforts to address the learning requirements of students in public schools, through the provision of quality basic education, the Philippine Department of Education (DepEd), has proposed a policy on acceleration for gifted learners. Through a mixed-method study design, 14 teachers, 14 principals, and 17 supervisors from various regions of the country were invited to participate. In effect, the focus group discussions (FGDs) gathered insights, suggestions, and recommendations for possible integration in the policy, while the quantitative aspect of the study yielded a composite mean of 2.315, thereby reflecting the view that, among the participants, the policy was deemed to be acceptable and beneficial. In addition, the stability of the participants’ responses concerning the policy’s acceptability is shown by the test statistic yielding a probability estimate of 0.24074, surpassing the 0.05 criterion for significance, which further demonstrates that the participants’ answers did not vary at a statistically significant level. While the participants are unanimous in their agreement relative to the proposed policy containing the essential components and standards, necessary for a successful implementation, it was also mentioned that the following enabling conditions would effectively enhance its feasibility: (1) capacity and capacity-building for field implementers; (2) clarification of the incentive system to strengthen advocacy and sustained support; (3) establishment of enabling mechanisms with clear operational guidelines, and (4) provision of instructional support, particularly through technical assistance and improved instructional delivery.