Evaluating the Alignment of the Intended and Enacted School-based Social Studies Curricula Using Seitz’s Methodological Framework

This study determined whether Seitz’s Methodological Framework could be used to evaluate the alignment between the intended and enacted school-based curricula of Araling Panlipunan 3 or Social Studies 3 in the Philippine setting. In the intended curriculum, the cognitive processes called for by the learning competencies were determined using the Delphi Method while for the enacted curriculum, data was gathered using classroom observations, teacher survey, lesson plans, and teacher interview. The results of the study showed that for the content dimension, there was 100% alignment between the intended and the enacted curricula, and for the cognitive process dimension, there was only 57.89% alignment between the intended and the enacted curricula. Through this study, the usefulness of Seitz’s Methodological Framework was examined using the following parameters: process, achievement of goal, and ease of use or practicality.