Julie Grace Nipaz-Dolores, Julios S. Borje, Reagan M. Paguinto, Jonalyn N. Masaoay

Abstract

This study described and examine school heads and teachers’ perceptions on the effects of universal access policies on learners’ achievement among the selected secondary schools in the Philippines. It used descriptive research through researcher-made survey-questionnaire. The study was participated by 250 school heads and 250 Junior High School teachers. Results revealed that Universal access policies in relation to learners’ achievement were perceived as highly effective in terms of access to resources, equity in education and motivation and engagement of learners. Teachers and school heads’ efforts in the design and development of resources, it ensured that all learners are provided with innovative, relevant and inclusive educational resources regardless of their cultural, economic and social background, they are provided with fair and equitable learning opportunities. Meanwhile, the study found no significant difference between the assessment of school heads and teachers on the effectiveness of universal access policies in learners’ achievement. Conclusively, both groups generally perceived that universal access policies in education are significantly effective to learners’ achievement in terms of equity in education, access to resources and motivation and engagement. Hence, the study recommends the development and use of funding model, curriculum contextualization and administration of comprehensive training programs which can be of great help in the provision of equal and quality-based educational resources.

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Keywords: Universal Access Policies, Teachers, School Heads, Learners, Achievement, Equity, Access, Resources, Engagement, Motivation, Opportunities