The study investigated the extent of integration of environmental education in the curriculum of Miriam College High School using Daniel Stufflebeam’s Context-Input-Process-Product (CIPP) Model of Evaluation. The research design employed the descriptive method with emphasis on educational evaluation. There were 17 administrators, 50 teachers and 425 fourth year high school students who participated in the study in SY 2010–2011. The researcher formulated the research instrument MCHS Integration of Environmental Education Questionnaire (MCHS-IEEQ) which puts details on the Input and Process components. The findings revealed that EE is moderately integrated in the curriculum of MCHS. Data showed that there were significant differences in the perceptions of administrators, teachers and students. Based on the Input Evaluation, general implications for improvement of strategies, plans, and programs were identified in the input components: 1) academic curriculum; 2) teachers and instructional strategies; 3) school facilities & resources; 4) administration support for EE; and 5) environmental policy, whereas on the Process Evaluation, general implications for improvement of systems on monitoring, documenting and evaluating were provided based on the process components: 1) academic program evaluation process; 2) lessons and modules implementation process; 3) environmental education practices; 4) general school operation of EE; and 5) formation of the academic community.
|Keywords:||Context-Input-Process-Product (CIPP) Model, Curriculum, Environmental Education, Evaluation, Integration|
Administrative Officer, High School Unit, Miriam College High School, Quezon City, Philippines