THE IMPLEMENTATION OF TRIFOCALIZATION IN PHILIPPINE EDUCATION AND ITS IMPACT ON QUALITY, ACCESSIBILITY, AND RELEVANCE IN THE PROVINCE OF MARINDUQUE: A STRATEGIC ANALYSIS

Abstract

Implementing trifocalization in Philippine education, encompassing curriculum development and alignment with local needs, teacher quality and teaching practices, financing educational initiatives and programs, and governance structures and mechanisms, is critical to improving educational outcomes. This study aims to assess the level of implementation of trifocalization in Marinduque and to analyze its impact on the quality, accessibility, and relevance of education as assessed by local government officials, administrators, school heads, teachers, members of the PTA, and students. Despite national efforts to enhance education through trifocalization, a more comprehensive evaluation of its effectiveness locally in Marinduque is needed. This research seeks to fill that gap by providing empirical data on the implementation and outcomes of trifocalization. This study employed a rigorous and comprehensive methodology, leaving no stone unturned in its pursuit of accurate data. It utilized a mixed-methods approach that combines quantitative surveys—triangulated and refined through pretesting, Key Informant Interviews (KIIs), and Focus Group Discussions (FGDs)—with qualitative data analyzed through Thematic Analysis. A total of 279 key stakeholders, including local government officials, administrators, school heads, and teachers, were surveyed. Additionally, 268 students provided their insights. The data collected were then meticulously analyzed using descriptive statistics to determine the level of trifocalization implementation and its perceived impact on education. This thorough methodology ensures the reliability and validity of the study's findings. The findings of this study reveal that the level of implementation of trifocalization in Marinduque is moderate across various dimensions: curriculum development and alignment with local needs (Mean = 2.99), quality of teachers and teaching practices (Mean = 2.66), financing educational initiatives and programs (Mean = 2.59), and governance structures and mechanisms (Mean = 2.73). The overall grand mean is 2.74, indicating moderate implementation. In terms of impact, respondents expressed satisfaction with the quality of education (Mean = 3.15), adequacy of curriculum (Mean = 3.23), and teaching practices (Mean = 3.13). However, the study also identified areas that require attention, such as the accessibility of educational materials (Mean = 2.23) and internet connectivity (Mean = 2.46), suggesting these as potential areas for improvement of quality, accessibility, and relevance of education in the Province of Marinduque. This research is significant to Marinduque's education system and the stakeholders who play a crucial role in its success. The findings of this study, which provide critical insights into the implementation of trifocalization, offer invaluable data for policymakers, local government officials, administrators, school heads, teachers, and students. These findings can serve as a roadmap for strategic planning and resource allocation, aiming to enhance the effectiveness of trifocalization and ultimately improve educational outcomes in the Province.

Keywords: Trifocalization, curriculum development, teacher quality, educational financing, equitable access, Marinduque, Philippine education.