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Abstract: This research determined the factors affecting STEM Instruction in the K to 12 implementation at Private Higher Education Institution in
Maasin City, Southern Leyte, during School Year 2017 - 2018 as basis for Development Plan. The respondents were 44 instructors and 238 Grade 12
students in STEM. The researcher used the descriptive method to measure teacher’s instructional competency, school climate and teaching – learning
facilities. Another questionnaire was used to measure student’s attitudes toward STEM. The following were the highlights of the study: (a) Majority of
STEM teachers were females and at their young age, married and have master’s degree units. The teachers are in need of adequate number of hours
K to 12 trainings and seminars. (b) In terms of Instructional competence results are highly proficient; Further, school climate and teaching-learning
facilities are proficient. (c) In students’ academic performance, majority of the students got very satisfactory and have a desirable attitudes toward
STEM. (d) The teacher-respondents’ Hours of K to 12 Trainings correlates with Teachers’ Competence; Curriculum Content and Pedagogy is also
correlated with Teacher-respondents’ Bachelor’s Degree Course. Also, School Climate is correlated with Gender. (e) There is no significant
relationship between the factors affecting K to 12 implementation and the Academic performance of students. (f) The best practices observed by the
teachers manifest their preeminent obligation to give their best to be effective of the entire school system.
INTRODUCTION as the Enhanced Basic Education Act which was made into
Most countries across the globe operate on a 12-year basic a law last May, 2013 making the pre-university and basic
education cycle. Nearly all countries in the world revitalized education from 10 to 13 years. The expansion of basic
educational system during the last two decades. Even education brings the country into conformity with other
Indonesia and Japan reformed their curriculum in the countries worldwide. The educational shift does not only
primary and secondary school to meet global and social focus on curriculum enhancement but also aims to produce
demands of changing technology. Worldwide, the holistically developed citizens equipped with 21st century
Philippines joined Djibouti and Angola of Africa having the skills essential for both life-long learning and employment.
shortest pre-university education system with the other The government had decided to implement the K to 12
countries having 13 or 14 year cycle. These facts has been basic education after considering various proposals and
seen as an academic disadvantage for our students who studies, the design that is crafted by DepEd is the K-6-4-2.
are competing in an increasingly global job market. The This design involves Kindergarten, six years of elementary
educational system has failed the Filipino students whose education, four years of junior high school (Grades 7 to 10)
achievement scores are very low. The results in and two years of senior high school (Grades 11 to 12). The
International test like TIMSS (Trends in International purpose of adding two years of senior high school is to
Mathematics and Science Study) showed that the provide time for students to acquire academic skills and
Philippines was ranked 34th out of 38th countries in HS Math competencies that will equip them with skills for the future,
II and 43rd out of 46 countries in HS Science II. For whether it be for employment, entrepreneurship, skills
elementary level, the Philippines ranked 23rd out of 25th development (further Tech-Voc training), and higher
participating countries in both Math and Science subjects in education or college. The Senior High School Curriculum is
grade 4. In 2008, even with only the Science high schools aligned with the curriculum of the Commission of Higher
participated in the Advanced Mathematics category, the Education (CHED) to ensure that by the time students
Philippines was ranked lowest. Report on the World graduate from senior high school, they are enhanced with
Economic Forum which showed the Philippines ranks a the knowledge, skills and competencies needed to go to
poor seventh among the ninth Southeast Asian nations in college. The collaboration of state universities and colleges
the area of education and innovation. The result also (SUCs) and local universities (LUCs) are required in the
showed that the Philippines were only faring better than implementation of the K to 12 program to fill up the lack of
Cambodia among the Southeast Asian countries that were classrooms and teachers. Senior high students could be
surveyed in the field of education, science and technology put up in the already existing classrooms in SUCs and
and innovation. In all categories, the Philippines was LUCs and college teachers could be tapped to teach senior
behind Singapore, Brunei, Malaysia, Indonesia, Thailand high. However, for private HEIs that do not offer high
and Vietnam. Because education program in the school, this could be a valid concern that might lead to
Philippines is described as congested students have limited displacement of teachers. The students after undergoing
time to perform tasks in a span of 12 years. Furthermore, Senior High School can choose among four tracks:
because Filipino students are not equipped with the basic Academic; Technical-Vocational-Livelihood; Sports Track;
skills or competencies needed at work, therefore, they are and Arts and Design Track. The Academic track includes
not yet ready to go to college or employment. Given all four strands: Accountancy, Business, Management (ABM);
these supported facts, there is a need to improve the quality Humanities and Social Sciences (HUMSS); Science,
of basic education by enhancing it and expanding the basic Technology, Engineering, Mathematics (STEM); and
education cycle (Vellasco, 2012). The much – needed General Academic Strand (GAS). These tracks-based
overhaul of the Philippine’s basic education system competencies are developed to meet the country’s varied
becomes a reality through Republic Act 10533, also known human capital requirements, and to prepare students for
productive endeavor (Calderon, 2013). The absence of the
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much needed tech-voc facilities and availability of qualified 2. What is the information of students’:
teachers limit the accessibility of the programs to many. In 2.1 academic performance; and
Maasin City, Southern Leyte, most of the students are 2.2 attitude toward STEM instruction of:
enrolled in the Academic track because they believe that 2.2.1 Science;
this course will prepare them for more rigorous training in 2.2.2 Technology and Engineering; and
the higher education or go immediately to employment or 2.2.3 Math?
entrepreneurship. Among the four strands in Academic
track, the Science, Technology, Engineering and 3. To what extent do the factors affect the STEM
Mathematics (STEM) got the highest number of enrollees in instruction as to:
the public and private institutions in the said place. STEM 3.1. Instructional Competencies
is a science and mathematics-oriented curriculum devised 3.1.1 teacher competence;
for high schools in the Philippines. The STEM program is 3.1.2 curriculum content and pedagogy;
offered by specialized high schools, whether public or 3.1.3 home school involvement; and
private, supervised by the Department of Education. The 3.1.4 personal, social growth and
National Academy of Science and Technology, Philippines, professional characteristics
through the Mathematical and Physical Sciences Division 3.2 School climate; and
(MPSD), conducted the Forum on the challenges and 3.3 Teaching-learning facilities?
opportunities in the implementation of the K to 12 Science,
Technology, Engineering and Mathematics (STEM) 4. Is there a significant relationship between the extent of
Curriculum on June 23, 2016. Various stakeholders of the perceived factors affecting K to 12 implementation and
program together with high school teachers in the private the:
and public institutions attended. They raised their concerns 4.1 identified variables; and
and problems regarding proper implementation of the 4.2 academic performance of students?
program. Issues such as, addressing the teachers training
needs, teaching – related changes in the curricula, DepEd 5. What are the best practices observed in the
allowing the employment of non-license holders in high implementation of the K to 12?
school, provided that they obtain one within the next 5
years and students enrolling the STEM strand even if their 6. Based on findings, what development plan can be
skills do not match with the requirement of the strand. formulated?
These are just some of the factors which were mentioned
that hinders students in achieving quality education. SIGNIFICANCE OF THE STUDY
Having highly qualified and competent teachers within The generalization of this present study would be a great
classrooms are essential factors that most directly influence contribution to the Higher Private Education Institution of
student’s academic performance. Therefore, there is a Maasin City which offers Senior High School. Vital results
need to improve teacher competencies and professional of this investigation could be highly significant and
development, together with crafting an innovative curricula beneficial specifically to the following:
and teaching methods suited to the learners which will
be at the heart of the drive to make STEM instruction Government Agencies who are concerned with the
effective. Since the implementation of the K to 12 program development of young minds especially the Department of
in 2013, until the present where Senior High School Education and the Commission on Higher Education which
curriculum is fully implemented this academic year 2017- continuously shape the country’s future. In this study, the
2018, no further assessment has been made to ensure the agency is benefited for it will gain wisdom in providing
efficiency of STEM instruction in the K to 12 curriculum. quality service to everybody particularly to the students
The issue as to how to make it efficient becomes a pressing through the realization of its effectiveness of the
concern for the researcher to determine the factors implementation of the K – 12 curriculum.
affecting the STEM instruction as basis for a development
plan. School Administrators.The result of this research will
contribute to the improvement of the Senior High School
STATEMENT OF THE PROBLEM Department particularly on the academic field. This will be
This research aimed to determine the factors affecting the useful in identifying the appropriate qualifications and the
STEM Instruction in the K to 12 implementation at Private competency of the teachers. The level of adequacy of
Higher Education Institution in Maasin City, Southern faculty members on the various knowledge concepts and
Leyte, during School Year 2017 - 2018 as basis for skills needed in teaching the said subjects will provide data
Development Plan. Specifically, this research sought to to administrators and teacher training institutions to guide
answer the following problems: them in planning courses and in-service training programs.
1. What is the profile of the teachers in terms of: Priorities are directed towards the current needs of
1.1 age and gender; teachers.
1.2 civil status;
1.3 highest educational attainment; Teachers. Results of this study would make the teachers
1.4 professional license; aware of their professional competencies as well as their
1.5 length of service; deficiencies. It would also provide them with the necessary
1.6 number of hours of training in K to 12; and information that will guide them in choosing the approach,
1.7 appropriate trainings/seminars attended?
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the subject matter, the instructional materials and methods As can be gleaned in Table 1, each school was represented
of teaching to be used. with 25 teacher – respondents and 200 Grade 12 STEM
students in Saint Joseph College and 19 teacher –
Students.The study will offer the students a clearer respondents and 38 Grade 12 STEM students in the
perspective of the new educational program, enhancing College of Maasin. Based on the study, Saint Joseph
appreciation of the opportunities it offers. College has the largest teacher population since it has also
the largest student population enrolled in STEM among all
Parents.This study would give them the needed information other schools in Maasin City.
to monitor and guide their children’s academic performance
to become better achievers. Research Instruments
The research instrument was adapted from DepEd’s
Researcher.The researcher believes that the study is very COMPETENCY –BASED PERFORMANCE APPRAISAL
relevant to any educational institution in response to the SYSTEM FOR TEACHERS(CB-PAST) and School Climate
new framework of Philippine’s basic education program Assessment Tool. The questionnaire was divided in four
which is the K to 12 curriculum. parts. The first part of the aimed to answer the profile of the
teacher respondent’s. This includes respondents’ age and
Future Researchers.This study may provide other gender, civil status, highest educational attainment, length
researchers with supplementary knowledge and basis for of service, number of hours training/seminar attended in the
studies related to STEM instruction or other strands offered K to 12 and the appropriate trainings/seminars attended.
in the K to 12 curriculum. The second part is on the Instructional Competencies as to
teacher’s competence, curriculum content and pedagogy,
RESEARCH METHOD personal, home, school involvement and social growth and
This provides the overall design of the research study which professional characteristics. The third part deals with the
-was used to obtain the research questions. This describes School climate assessment divided into two elements: the
the structure of the investigation, the respondents of the physical environment and teaching-learning facilities. The
study, data gathering instrument, data gathering procedure fourth part identifies the best practices observed by the
and the data processing technique. teachers. Another instrument used was the STEM
Symantic Survey, a questionnaire that measures students
Design STEM attitudes. This tool is adapted from Wood, et.,al.
The descriptive survey method of research was used in this (2000).
study and a standardized questionnaire which is the
Competency–Based Performance Appraisal System for Data Gathering Procedure
teachers (CB-PAST form 3A) from DepED was employed The researcher sought permission from the School
to determine the factors affecting the STEM instruction of President of the College of Maasin as well as the Senior
the K to 12 implementation. To measure the attitude of the High School Principal of Saint Joseph College for approval
students toward STEM, the questionnaire used was to distribute the questionnaire for the needed data. The
patterned from Friday Institute for Educational Innovation academic ratings of the Senior High School in STEM strand
(2012), Middle/High School Student Attitudes toward STEM was collected from the Office of the Principal of the Senior
Survey. High School Department.
Table 1.Distribution of Respondents Weighted Mean. This procedure was used to measure the
extent by which the respondents identify the perceived
factors affecting STEM instruction in K to 12
implementation.
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management of time and learning environment. In the study which correspond to the measured achievement of the
of Katigbak (2011) she mentioned that the use of teaching student in particular subject. In the Philippines, there are
methods is generally effective in teaching, but its two types of grading systems which measure the students’
effectiveness depends much on the nature of the learners, academic performance: the averaging system and the
the difficulty of the lesson, the availability and adequacy of cumulative grading system. The averaging system is done
instructional materials, the teacher’s professional qualities by looking at the average of the learner from the past
and the classroom climate. Therefore, students learn better learning period and the present. In the cumulative system,
if they pass through the educational instruction of the present learning is observed to have improved or not
competent teachers who have adequate instructional based from the previous grading period. One of the critical
materials and who provide appropriate and interesting variables that greatly affect learning is the physical
lessons. Tejero (2009) remarked that given all the best in structure. Student’s involvement in the process of creating
terms of the instructional requirements, teaching and their environment can empower them, develop community
learning may fall short of the desired expectation if the and increase motivation. Students spend much of their day
teacher is not judicious in establishing the right environment in classrooms that almost never feel warm and homelike.
for learning. The establishment of a favorable classroom Rooms that are homelike improved students morale and
atmosphere which is conducive to effective teaching and make students happier to be there. This requires having
learning activities is an essential condition that has to be more on the walls than butcher paper! It provides the
looked into by any seasoned and perceptive teacher. opportunity for students to help create an inviting
Bretz, (2001) pointed out that the development of positive environment that supports positive interaction (Phillips,
attitudes toward any school subject is fundamental for 2014). In several studies, it has also been found that the
several reasons. First, attitude is related to achievement climate in a school covaries with achievement. However,
and may enhance cognitive development directly. Second, factors that have been found to correlate with student
positive attitude toward a subject makes students more achievement are a calm classroom climate, teacher’s
likely to engage in lifelong learning both formally and management of disruptive behavior, and student’s feeling of
informally. More specifically, in the area of science safety in school. Teachers who are considered to be the
teaching, positive attitude affects both course and career most important enabling inputs need to have professional
choices. Laviña (2000) emphasized that ―the dismal result trainings. This can also mean increasing the qualifications
of the Trends International mathematics and Science Study for teachers and instituting a merit-based system along with
(TIMSS) was a much-needed wake up call for the country.‖ increasing salaries to attract the best and the brightest.
Analysis of the test and the results showed that the Filipino Likewise, instructional learning facilities and other school
students have difficulty for the following reasons: 1) they infrastructure need to be sufficiently provided. A better
have not mastered the concepts needed to answer the system of testing that focuses on skills and competencies to
items; 2) they do not understand the problem; and 3) the properly gauge outcomes is also essential. On the other
content related to some items is not formally taken up in the hand, teachers are at the heart of every academic and
curriculum. This implies that students do not have mastery professional world. They are the pivotal points around
of the skills and competencies and lack of conceptual which all the educational programs rotate in so far as the
understanding regarding the topics. In other words, implementation is concerned. They play a very vital and
learning never takes place. This is the reason why the significant role not only in the educational system but also
teaching of science must be student-centered and equipped in society in general. Thus, teachers could be considered
with a variety of instructional learning strategies. Wamala very important persons in the country for they mold the
(2013) conducted a study focused on the influence of future citizens and leaders.
teacher competence on the academic achievement of sixth
grade students in Urganda. The results showed students’ DATA ANALYSIS AND INTERPRETATION
high academic achievement in reading and numeracy was
significantly associated with high teacher competency in the Age and Gender. This is simply the relations between male
same disciplines. In a study of math teachers to explore or female teachers. It is the identity of one’s individual,
the effects of teacher characteristics and teaching styles on distinct from one another measured by years from birth.
student achievement, Opdenakker and Van Damme (2006)
found teaching style matters. In a survey of teachers, the Table 2. Percentage Distribution of Teachers as to Age and
positive effects of a student - centered teaching style are Gender
seen in student achievement. Moreover, Bell (2009)
emphasized that academic performance reflects the
learning of a student and on how well the students meet the
standard set by the educational governing bodies.
Peterson (2000) described this as the core concern about
educational program and adding that student achievement
is the most compelling evidence about teacher quality. In
particular, the interest is in what students gain while
working with the teacher the difference between where
pupils start and end in their achievement. Essentially, it
determines the contributions of the teacher, or teacher
effects, on student learning. In Philippine colleges and
universities, the letters are replaced with numerical values
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The result shown in Table 2 indicates the profile of the Table 4.Distribution of Teachers as to Highest Educational
respondents as to age and gender with age group 26 – 30 Attainment
posts the highest frequency of 23 or 52.27% of the total 44
teacher – respondents. The youngest teacher-respondents
were 9 or 20.45% who belonged to the age bracket 21 – 25.
Six or 13.64% were in the age bracket 31 – 35 and 1 or
2.27% were within 36 – 40 age bracket. 5 or 11.36% were
above 40 years old. The data reveal that most of the
teachers are at the prime of their teaching career and
implies a positive approach to teaching challenges.
Ghanizadeh and Moafian (2009) discovered that the older
the teachers, the higher their beliefs regarding self –
efficacy in a study regarding the relationship between
Iranian teachers’ self – efficacy, scores and pedagogical
success. Other research indicates teachers who are
younger in age are associated with stronger beliefs of self –
efficacy and higher expectations (Edwards and Robinson,
2012). In terms of gender, the findings clearly show that As presented in Table 4, the biggest group of teacher –
there are more female than male teachers with a frequency respondents were 23 or 52.27 % having Master’s Units,
of 13 males and 31 females. Based on the study, the which is apparently due to the presence of nearby state
finding implies that teaching profession is dominated by colleges and universities offering graduate studies among
women.Numerous studies in different parts of the world teachers which give them convenience to enrol during
have shown women to be more satisfied with the teaching weekends and summer classes; 18 or 40.91% were
profession than men (Akhtar& Ali, 2009). In a study of Bachelor’s Degree. Only 2 or 4.55 % graduated a Master’s
Koustelios (2001) he found out that women teachers were Degree Holder. So far, only 1 or 2.27 % has obtained
more passionate and committed to teaching profession than Doctoral units. These data imply that most of the teachers
the men, because women employees tend to consider the have the desire to upgrade their teaching skills and
working conditions to be more favourable than men do. eventually advance their teaching careers. One of the
thrusts of DepEd is to encourage teachers to pursue
Civil Status. This identifies if the teacher - respondents graduate studies to be updated on the latest trends and
are single, married or in any form of family ties or affinity strategies of teaching to ultimately improve student’s
with another person. academic performance to eventually become globally
competitive. Taking master’s units signifies the willingness
Table 3. Distribution of Teachers as to Civil Status and desire of the teachers to constantly update their
teaching profession as prescribed by Neim Singh (2009) on
teacher’s personal growth because the greater complexity
and the more numerous innovation and problems in
education, teacher, more than ever, are being urged to take
graduate course. She cited that an added advantage of
attending graduate schools bring teachers into close
contact with each other, thus providing for much exchange
of views. If the teacher knows his subject very well, and is
up – to – date with new information about the subject he
teaches, he goes forward with energy and enjoyment.
In terms of teachers’ professional license, the result in computers in their teaching that teachers with more
Table 5 indicates that 24 or 54.55% among the teacher – teaching experience.
respondents are LET licensed holder; 2 or 4.55% were
having PBET; and 9 or 20.45% were civil service eligible. Number of Hours of Training in K to 12. K to 12 trainings
Out of the 44 teacher – respondents only 35 were have been conducted to understand the new program
professional licensed. The researcher had the assumption implementation. Trainings/seminars are conducted during
that the remaining 9 teachers may not have acquired summer or when the need arise. This is sponsored by
professional licensure, although DepEd is allowing non- CHED or PEAC and DepEd.
eligible teachers to teach provided that they pass the LET
within five (5) years after their date of hiring. However, Table 7. Distribution of Teachers as to Number of Hours of
Riney M.R (2006) emphasized that passing the teacher Training in K to 12
licensure examination is important because this ensures
that teachers are well trained before entering the
classrooms and it is a defining attribute of a high quality
teacher. Looking into the data, the private higher education
institutions had intensified the implementation policies
pertaining to prescribing the qualified teachers to handle
STEM subjects. According to Sapungan (2013), the quality
performance of the schools depend on the qualification and
skills of personnel hired to work in the school.
Length of Service. Teacher competence is determined The data in Table 7 show that majority of the teacher -
through the adequate exposure in the field. Experienced respondents with 23 or 52.27% attended seminars/trainings
teachers may have more knowledge about the content and with a number of 24 hours and 5 or 11.36% had 8 hours.
found out to have dedication and devotion to their With similar weighted mean of 5.3%, a frequency of 2
profession. It refers to the number of years in the practice teachers had 21 hours, another 2 with 32 hours and
of teaching profession whether in the private or public. another 2 had 64 hours of training. 1 or 2.27% similar
weighted mean had 80, 126, and 144 numbers of hours of
Table 6. Percentage Distribution of Teachers as to Length training. In order for teachers to effectively apply the new
of Service curriculum to actual classroom situations, they need to
know the concept, objectives, and importance of the
framework through proper trainings to effectively implement
the goals and objectives of the curriculum change.
According to Rice (2003), teacher quality matters. In fact, it
is the most important school – related influencing student
achievement. Therefore, teachers should attend more
trainings/seminars and also enrol advance courses in order
to become an effective teacher. In similar study of
Bantugan (2009), he pointed out that teachers are the
As revealed in table 6, 25 or 56.82% teachers had been in potent factors in education responsible for shaping the
the service for five years and below and 11 or 24.4% were youth through quality education. As such, it is imperative
serving for 6 – 10 years. With similar weighted mean, 4 or that teachers should be the source of information and
8.9% were serving for 16 – 20 years and less than a year. acquire the qualities of education through instructions and
The data imply that most of the teachers are new in the field professional trainings which maximize the development of
of teaching but this would never hinder their competencies an individual physically, mentally and morally. Educators
to teach effectively. In a related study by Isler (2008) on who do not seek additional professional development do
teachers’ efficacy, beliefs and perceptions of primary not improve their skills and thus, student learning is affected
mathematics curriculum and its relation on their major, negatively. Effective professional development is often
gender, teaching experience and the number of students in seen as vital to school success and teacher satisfaction
classroom, the results indicated that teachers’ major and (Professional Development, 2011).
experience of teaching has a significant effect on each level
of the dependent variable neither did the number of Appropriate Trainings/Seminars Attended. According to
students and gender. Contrary to this study, teachers with DepEd, training and development is the process by which
11 – 15 and 21 and more years of experience were an organization or institution provides professional
significantly reported to use more special techniques than development activities to enhance individuals with
teachers with 10 years or less experience. Klassen and knowledge, skills and attitudes to enable them to perform
Chiu (2010) suggested that teachers increase in self – their functions effectively.
efficacy through their early years and into the mid – career
years but decrease in efficacy as they enter the last stage
of their career. Since K to 12 curriculum aimed to develop
the learners’ skills and competencies especially the use of
instructional media and ICT, the US National Center for
Educational Statistics (2008) reported that teachers with
less experience in teaching are more likely to integrate
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allowing them to apply their knowledge in Science Table 13. Instructional Competencies in Terms of Teacher
successfully. Competence
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Curriculum Content and Pedagogy. Teachers should Home School Involvement. Reaching out to community is
learn the new pedagogical approaches following the very important since they are an extension of the school
curriculum guide in STEM instruction in the K to 12 which provides the needed services. The indispensable
program. role of the community could not be taken for granted
because they support the aims and objectives of the school
Table 14. Instructional Competence in Terms of Curriculum in promoting quality education.
Content and Pedagogy
Table 15. Instructional Competence in Terms of Home
School Involvement
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Table 16. Instructional Competence in Terms of Personal, Table 17 displays the factors affecting STEM instruction in
Social Growth and Professional Characteristics terms of school climate. The weighted mean of 3.16
indicates that teachers and students are - and feel - safe
everywhere on school property. This is followed by
teachers hold classes in an environment conducive to
learning with a weighted mean of 3.07. The least indicator
with a weighted mean of 2.80 was ―noise level is
appropriate for learning and activities being conducted‖.
The overall average mean of 2.97 was interpreted as
Proficient. According to Magulod (2017) the stress of the
public schools on safe and orderly environment indicates
that among all other physical make – up or structure of the
school is the most important for them. This finding is
reflected in the practices of the Department of Education
(DepED) such as Adopt – a School, Clean and Green
Project, Zero Waste Management, Vegetable Gardening
and competition on the Most Friendly Elementary Schools
The result in Table 16 shows that teachers are Highly initiated by the Local Government Units (LGU) as well as
Proficient in terms of personal, social growth and personal DepEd offices. The result signifies that the school one
characteristics with an average mean of 3.38. The highest attends in the institutional environment sets the parameters
weighted mean is 3.44 in terms of teachers updated of a student’s learning experience. Depending on the
themselves with recent development of education and environment, a school can either open or close the doors
abide by the Code of Ethics for Professional Teachers that lead to academic achievement.
followed by the weighted mean of 3.43 in terms of improved
teaching performance based on feedbacks from mentors, Teaching – Learning Facilities. The skills in STEM
learners, peers, superiors and others. The data is instruction can be more enhanced if teaching – learning
supported from the conclusion of Kearney (2011) that facilities are available and utilized in the classroom.
improved teacher education and professional development, Instructional materials and facilities which include the
together with the development of effective and attractive textbooks, equipment, school supplies and other
curricula and teaching methods are at the heart of the drive instructional materials.
to make STEM studies and professions more popular. The
results also indicate the awareness and importance Table 18. Teachers’ Perception in Teaching-Learning
teachers play in student success. However, in terms of Facilities
teachers’ participate actively in professional organizations
they only got 3.18 interpreted as proficient. It only shows
that there is a need for the school administration to get
involved in any school related organization that would
enhance professional development to cope effectively the
changes in the K to 12 curriculum. Further, teachers are
also responsible to extend boundaries of professional
knowledge by engaging themselves in research to develop
their competencies.
is a widely used instructional material it is found that (2002) that duration or the number of hours of training have
different types of instructional materials are now being used no effect on teaching practice. This contradictory findings
to achieve learning outcomes or to improve quality can be explained that producing more time of trainings will
education. Although the DepEd claims that the K to 12 produce no benefits of the training being offered is of low
curriculum is centered on an inquiry – based approach, quality. However, in a study, it is suggested that on-going
present material realities could render any form ineffective. professional development must be provided for all teachers
Data from the Department of Education reveals a serious to model the new pedagogies and tools for learning with the
lack of science laboratories. This is supported in the study aim of enhancing teacher’s competencies (Afshari,M., et al,
of Ajayi (2007) as cited by Owolabi (2012) from a survey of 2009). The other variables as well as the Average of all the
schools which revealed that inadequacy of good factors were found out not significantly correlated with any
instructional materials, equipment and laboratory facilities in of the factors.
the schools also affect negatively the effect of learning of
Physics in the schools. However, according to the study of Table 20. Relationship Between the Perceived Factors
Suarez (2007) professional teachers were considered as AffectingK to 12 Implementation and the Identified
the most important resources, still the school must procure Variables
and enhanced their instructional materials especially on
audio – visual aids and laboratory rooms.
THE EXTENT OF PERCEIVED FACTORS AFFECTING Table 22. Best Practices Observed in the Implementation of
THE K TO 12 IMPLEMENTATION AND THE ACADEMIC K to 12
PERFORMANCE OF STUDENTS
12 STEM students, the highest average grade percentage The teacher-respondents who have not yet finished
occurred within the 85 – 89 average bracket with 96 or their master’s degree should consider the option of
40.34% which revealed that STEM students were very pursuing it for professional growth and
satisfactory. The students also show that they have enhancement.
favourable attitudes in STEM, Further, in terms of teachers’ Instructional quality which includes maximum use
instructional competence all variables were seen as highly of instructional materials, classroom management,
proficient, except for home school involvement which strategies and approaches should be employed
teachers rated themselves as proficient. Likewise, teachers based on the needs of the students.
need to collaborate with external school partners to actively Internet connections and ICT programs of every
work together to ensure that students achieve better. school should be given priority by the school
Schools must have a favourable classroom atmosphere administrator.
which is conducive to effective teaching and learning which The school should adopt more innovative trends,
has to be looked into by the teacher. School climate and improving the facilities and preparing themselves
Teaching - Learning Facilities were interpreted as for globalization.
Proficient. The relationship between the factors affecting Strengthen the support of all stakeholders by
STEM instruction in the K to 12 implementation and the involving them in school -related activities.
identified variables revealed a positive correlation between Explore and establish linkages with different
the number of hours K to 12 training/seminars and sectors in the community as well as other
teachers’ competence; curriculum content and pedagogy educational institutions, agencies and
and teacher-respondents’ bachelor degree course; and establishments to act as partners in the effective
school climate significantly correlated with gender. On the implementation of K to 12 curriculum.
other hand, there is no significant relationship between the The proposed development plan should be
perceived factors affecting STEM instruction in the K to 12 evaluated and implemented by the administrators
implementation and students’ academic performance. In the and teachers to improve the quality of education
implementation of K to 12 curriculum, the teachers were especially in STEM instruction.
able to refine best practices observed in the classroom. Researchers in the field of education are
The following were ranked accordingly: Appreciate the K to encouraged to conduct the same study but
12 program to enhance and develop student capacities different in setting. This is suggested for constant
and capabilities was ranked 1st; uses varied instructional research in education leads to the better
strategies ranked 2nd. The third in rank was develop implementation of the curriculum in the country.
student’s competence, followed by develop students to
make a research paper, write a film review, make story - ACKNOWLEDGMENT
telling and employ group discussion. Next in rank was the The author wishes to express her sincere appreciation and
teacher is resourceful, flexible, organize and have a heart to profound gratitude to her family and to all the generous and
teach; motivate students to use higher order thinking skills; inspiring people who unselfishly shared their valuable time,
relate the lesson in real life setting; teaching-learning effort and cooperation for the completion of this paper.
process is student/learner – centered. Another practices
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