Filipino Teachers Application of the SOLO Framework in Molino Elementary School: Basis for Improving Instructional Practices
Keywords:
SOLO Taxonomy, higher-order thinking, instructional practices, teacher capacity, formative assessmentAbstract
This action research, “Filipino Teachers’ Application of the SOLO Framework in Molino Elementary School: Basis for Improving Instructional Practices,” studied the Grade 1 to 6 teachers’ application of Structure of Observed Learning Outcomes (SOLO) Taxonomy and the ways teachers promote cognitive engagement to the learners. This study aims to penetrate the level of memorization to the level of thinking that is meaningful and constructive. This study also aims to identify the ways teachers utilize SOLO Taxonomy in formulation of lesson plans, question, and design assessment.
Using a qualitative-descriptive action research design, data were collected via validated survey questionnaires, classroom observations, documentary analysis, and focus group discussions with a sample of 12 Filipino teachers. The study found that although most respondents utilized pedagogical approaches compatible with the Sunway Level of Understanding (SOLO) taxonomy, such as graphic organizers for relational understanding and open-ended questions for extended abstract thinking, only 18.8% had received formal training on differentiating SOLO levels. As such, respondents mostly applied the taxonomy inconsistently, particularly in assessment construction and task designing to promote higher-level cognitive functions. Identified barriers to SOLO implementation were time constraints imposed by the curriculum, large-class sizes, and insufficient resources. Most respondents requested more practical assistance in implementing SOLO, including sample lesson plans, Lesson Assistance Center (LAC) council meetings, and workshops.
The study found that teachers can improve instruction if they receive proper training in using the SOLO taxonomy. The researchers suggested that the school should create a resource bank of information on SOLO Taxonomy, incorporate it into the Learning Action Cell, and promote consistency between classroom practices and assessments at the division level to foster competent, concerned, and caring learners through the MATATAG Curriculum.
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