Application of Curriculum Mapping in Relation to Classroom Learning Outcomes of Public Elementary Schools

Mary Shielo D. Miano

Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.

Josephine B. Baguio *

Faculty, Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.

*Author to whom correspondence should be addressed.


Abstract

This study was conducted to determine the relationship between the application of curriculum mapping and classroom learning outcomes of public elementary schools in South District of Governor Generoso, Division of Davao Oriental. This utilized the non-experimental quantitative research design employing correlational method. The respondents were composed of teachers using universal sampling. The statistical tools used were Mean, Pearson Product Moment Coefficient Correlation (Pearson r) and Regression Analysis. The application of curriculum mapping and classroom learning outcomes in public elementary schools is oftentimes manifested by the teachers. There is a significant relationship between application of curriculum mapping and classroom learning outcomes in public elementary schools. The domains of analysis on the application of curriculum mapping indicators significantly influence classroom learning outcomes indicators. Thus, the application of curriculum mapping in relation to learning outcomes should be strengthened in school to help the teachers recognize the school vision, arm them with the motivation and tools to achieve it and compensate them appropriately for their efforts by being aware of teachers need and treating everyone fairly, to find that employees will be more motivated to do their work.

Keywords: Curriculum mapping, classroom learning outcomes, public elementary schools, Philippines


How to Cite

Miano, Mary Shielo D., and Josephine B. Baguio. 2024. “Application of Curriculum Mapping in Relation to Classroom Learning Outcomes of Public Elementary Schools”. Asian Journal of Education and Social Studies 50 (11):136-45. https://doi.org/10.9734/ajess/2024/v50i111641.