Académique Documents
Professionnel Documents
Culture Documents
A Research Paper
Presented to
Practical Research 2
THE RESEARCHERS
Jeremy Claro
School Principal II
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TABLE OF CONTENTS
Title……………………………………………………………………………………………………………….. i
Table of Contents……………………………………………………………………………………………. ii
Dedication…………………………………………………………………….................................. 1
Acknowledgement………………………………………………………………………………………… 16
Introduction………………………………………………………………………………………………… 19
Bibliography…………………………………………………………………………………………………. 87
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DEDICATION
for giving support in all aspects in able to reach the goal in my life.
It is dedicated also to my friend and colleagues who give me a time to shine to show what
I have talents for today not just academics but a good researcher as well. It is dedicated
also my teachers who give support in terms of time, the power that you receive in
able to motivate them as a President of Grade 11, the patience as well because
Moamar D. Ismula
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DEDICATION
wealth of education.
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DEDICATION
and she is always there for me every decision that I made and she gives
me financial support. And also I want to dedicate to my best friends, Liza and
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DEDICATION
specially to my study.
Razima Jalalin
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DEDICATION
Liza Jalalin
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DEDICATION
understanding and love that mold me to become a better niece for them.
To my friends, best friend for they are all by my side in times when I’m down,
encouraging me that I can do all those things. To my parent Mr. and Mrs. MENDOZA,
a lot for us to become where we are know, even she is in hands of our
Elma R. Mendoza
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DEDICATION
every month.
Omael Abdulla
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DEDICATION
and morally. For giving me the opportunity to continue my studies and for giving
my basic needs in home as well as in school. I also dedicate this to my mother who is with
God already, and to our almighty God who gave us the knowledge and everything we need to
finish this research. But before I forgot, I also want to dedicate this to our beloved Adviser,
Mrs. Melba Diaz, for teaching us with patience and for
Glory.
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DEDICATION
love, care, and the courage to pursue this kind of research, and for giving
me financial support in my needs. And also to all my friends and my best friends,
Andrea L. Devivar
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DEDICATION
reaching their dreams, keep up the good work! And of course, I dedicated
it our prettiest teacher, Mrs. Melba A. Diaz, who never failed to support us in doing the
research. To my friends and best friend there, who are making me inspired every day. And
sharing my secrets with them, I love you guys! To my aunt, and my family, who always there
to support me in my studies and loving me unconditionally, Thank you
very much! And mostly to our Almighty God, who is watching us from
Regielyn S. Rico
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DEDICATION
and olds who read it. To my fellow students and to our teachers
and to those people who works really hard to reach their dreams,
keep it up and you will achieve it successfully. I also dedicate this research
to our dearest adviser Mrs. Melba Diaz who showers us her love, support and
patience in finishing this task. Thank you ma’am! And of course, to my lovely and supportive
parents who never failed to inspire me every day to work hard and
God above, for giving us the heart and potency to finish this
Rojean A. Monsanto
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DEDICATION
National High School who became a part of this research. And to all the
MNHS students who worked hard and still working and continuously believed
that they can reach their dreams. I also dedicate it our caring, loving, smart and very
supportive adviser Mrs. Melba Diaz for giving us the time and for expanding the date of
submission just to finish our task. I also want to thank my family for the
Maylyn A. Alvarez
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DEDICATION
always there for me and continuously giving all my needs and, all the
support in moral and financial aspects. To my Adviser who give all her
our task.
Jeremy Claro
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DEDICATION
who have the patience and interest to read our thesis, thanks also to our
Beloved adviser Mrs. Melba Diaz for the support and encouragement
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DEDICATION
Mrs. Melba Diaz who were always there to guide us until we finish our task.
guidance, love and support for my studies, thank you. And lastly
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ACKNOWLEDGEMENT
National High School for providing us the inspiration to finish this academic endeavor.
To our Principal, Dr. Elena F. Balan, for the support and encouragement to the
students. To our Adviser, Mrs. Melba A. Diaz, for her help and precious advice, her
detailed and constructive comments were vital to the development and improvement of this
research. To our Coordinator, Ms. Michelle D.G. Casimiro, for the time you gave to us in
conducting this research as part of our thesis that will help us in the future.
To our Senior High School Teacher’s, thank you for the comments and concerns
about our topic in which we can use in our oral defense in able to become successful in our
topics that we choose. To our Panelist, Dr. Elga Z. Jarlega, Ma’am Evangeline G.
Bartolome and Ma’am Evelyn R. Cabunducan, for revising our title and thank you for the
time you spend just to check our title in able to come up with a good thesis. To our ICT
Coordinator, Sir Rodel C. Manlangit thank you for letting us to use the computer
laboratory in which we need to encode our research paper us part of our requirement in
Practical Research.
To our Respondents of different tribes, thank you for the time in answering our
question in which we need it in our research paper and also allowing us to conduct an
interview with you especially those question regarding your Source of income,
Occupation, Traditions of each tribe and the Educational attainment as well. Thank you
also for making us inspire to continue this research us part of our requirement.
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To our Parent and Guardian thank you for the inspiring word you told
Lastly, to our Almighty Father for his constant guidance and blessing we receive
of our day-to-day needs, to God/Allah, our research become successful even we’re not in
the same tribes. Thank you for your love that you shower to all of us.
The Researchers
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ACKNOWLEDGEMENT
We would like to bestow our appreciation to the following staff of the Manicahan National
High School for giving us the inspiration and knowledge to finish our research paper.
To our Principal, Dr. Elena F. Balan, we are giving our thanks for the support and
encouragement for the students that are studying here in our beloved school.
To our Adviser, Mrs. Melba A. Diaz, we give our heart whelming gratitude for her fulltime
help and for giving us the inspiration to do our research paper and for teaching us for the
development and improvement of our research.
To our Coordinator, Ms. Michelle D.G. Casimiro, we are sincerely giving our thanks for giving
us her moral support and for the inspiration.
To the Manicahan Senior and Junior High School Teachers, we give our thanks for the word of
wisdoms, moral lessons and learning that we get from them every day.
To the Panelists, Dr. Elga Z. Jarlega, Ms. Evangeline G. Bartolome and Mrs. Evelyn R.
Cabunducan, we give also our thanks to them for remodelling our title.
And lastly to our ICT Coordinator, Mr. Rodel C. Manlangit, we give our gratitude for letting us
use the computer laboratory. Without him, we can’t make our research papers easily.
The Researchers
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Chapter I
Introduction
K12 educational systems are additional years to secondary level. This research
contains some information about curriculum of K12. This means that the present four years in
high school will be called Junior High School and additional two years as senior High School.
The model, which is being proposed, is K-6-4-2 where K means Kindergarten (5 years old), 6
means six years in elementary (6 to 11 years old), 4 means four years in Junior High School
(12 to 15 years old) and 2 means two years in Senior High School (16 to 17 years old). (DepEd,
n.d).
Kindergarten will start in school year 2011 – 2012. The new and enhanced curriculum
in Grade 1 and first year high school will start in school year 2012 – 2013. The first year senior
high school or the eleventh year will begin in school year 2016 – 2017. The first graduates of
the 12- year curriculum will be in 2018. (DepEd, n.d).
Enhancing the quality of basic education in the Philippines is urgent and critical. The
poor quality of basic education is reflected in the low achievement scores of Filipino students.
One reason is that students do not get adequate instructional time or task.
Our children deserve to receive the best education our country can provide for them
and our economy depends on an educated and skilled workforce to be successful in the
global market.
It was almost a year ago that advocacy on the change of educational curriculum of the
Philippine Educational System was started and that orientation and information
disseminations had been conducted to several venues that cater different stakeholders
coming from different sectors in the community. It is along with this activity that made
everyone if not everybody come to the point of awareness on what is going on with our
educational system .With this new transformation it came to the minds of the masses why
this should be done? Is it a must to change our curriculum? Will it pose a great difference
between the old to the upcoming innovation? Nevertheless, it is now high time that this long
planned implementation of this new curriculum be flourished on the field of education such
that queries be addressed with this much awaited K to 12 Basic Education Curriculum
program; a collaborative efforts not only by the Dep Ed but also with the two giant agencies
of the government; TESDA and CHED. This coming school year 2012-2013 will be the starting
year for this change which started from the roll – out of Grades 1 and 7.Implementation of
this curriculum will be simultaneous both the public elementary and secondary schools and of
course with no exception to the private schools hence further enhancement could be done to
suit their school vision / mission is allowed. On this aspect it is expected that general
guidelines will be followed which covers all possible areas and that, schools are challenge to
perform in a creative and innovative ways. Part and parcel of the successful implementation
is the full support of the teachers and should serve as the human dynamite that could create
an atmosphere being the catalyst of change. Paramount to this, a teacher must possess basic
competencies in order to become an effective K to 12 implementers; although each one of us
has our own unique style based from orientations in life and the way we come up with
different changes to any presented innovations.
foremost by the parents and importantly by the teachers. A teacher should teach with
example on doing right in the right possible ways and perspectives. Possessing all and
equipping with all these qualities of a teacher will facilitate the planned change of our
curriculum wherein it evolves on different context but with common goal on achieving –
Quality and Competitive Education. The main purpose of which is to facilitate pupil’s ability
to understand and acquire knowledge, and to find methods of gaining and storing this and
come to use it in a real-life situations.
The administration asserts that with the implementation of such program, the
problem of unemployment in the country will be resolved. In as much as employment in the
Philippines is concerned, the K12 education also responds to the fact that most countries in
the world already have the same plan in their educational institutions. With this, the
standards of these countries go a notch higher than what the country has, thus, creating an
expansion in the global competency. (DepEd, 2010)
Philippine Government
This study will allow the Government to produce productive and skilled persons. It
helps to strengthen the educations of the learners as well as to provide finance to the DepEd
for the development and enhancement of the education in the Philippines.
Community
This study will help to understand the importance of the K – 12 Basic Education
Curriculum on developing the learners for them to become better persons.
Parents
This study will help parents to understand why there should be a need to extend two
more years of K – 12 Curriculum in able to know about the implementations of former
President Aquino.
Teachers and Students
This study will allow students and teachers to test their own opinion about K – 12
Curriculum in able to know what are the tracks that will be chosen and what will be the
future of the students here in Manicahan National High School. When the students can
express themselves, teachers can diagnosed what has been learned especially the Junior High
School Students can be the one to choose the tracks and strands that they want for the
Senior High School. Same goes with Senior High School Students will be choosing three plans
in able to proceed (Ready for Job, College Ready and Ready for Business).
The Purpose of this study is to know their age, their gender, and their civil status of
the respondents and know the responses of the respondents based on the Survey
Questionnaires of their Personal and as a Student in our Society either Not All True, Slightly
True, Moderately True, Much True and Very Much True and lastly is to understand the other
perceptions towards K – 12 Curriculum.
1. What is the demographic profile of the students in terms of?
a. Age
b. Gender
c. Civil Status
2. What are the factors affecting towards the K – 12 Basic Education Curriculum?
a. Personal
b. Student
Theoretical Framework:
According to Olivia Thomas in the website of Blabla Writing, education is one of the
ways to change life, change values and change fate of one’s individual. K – 12 program is part
of the proposed educational reforms of the Philippines present President which shifts the
Philippine Basic Education system to twelve years plus the kinder from the current ten years.
The theoretical framework has a star to symbolize the students as the center of the K – 12
program/curriculum. This study was anchored by the point of view and theories of the
following well – known activities which are relevant to the researchers study. The perception
of the students in K – 12 programs will be a best solution to all the problems to be
encountered of this program which will lead to a better and effective implementation of the
K – 12 Programs.
Conceptual Framework:
DEPENDENT VARIABLE
INDEPENDENT VARIABLE
*AGE
*GENDER
*CIVIL STATUS
Hypothesis:
There is no significant difference on the factors affecting towards K – 12 Curriculum
because the teachers and the parents cannot be approved in this implementation of the K –
12 Curriculum based on the administrators that they possess in this manner. And for this,
there is a rejection of this decision making it’s because of their computed value is greater
than the critical value in between personal and student therefore the null hypothesis is
rejected.
Scope and Delimitation of the Study:
The study focused on the FACTORS AFFECTING of the students, parents and teachers
regarding the implementation of the K – 12 program which is implemented under former
President Aquino administration. The study is interested on how and where they learn the
information about K – 12 program. It aims to recognize their perceptions based from the
rationale. The study would also like to know about perception of the students towards K – 12
program in terms of personal and student’s welfare. This research study is limited and
focuses only on the students, parents and teachers. The results of the study may also be a
similar basis of a study.
Sources - Refers to the basis and foundation where the K – 12 program was been
known enough for teachers, parents and students. This can be a through media such as radio,
television, etc.
Theories - Are principles or idea made in writing that is applicable in different times
and individuals for this is what is expected to happen.
Age - the length of time that a person has lived or a thing has existed.
Gender - the state of being male or female (typically used with reference to social and
cultural differences rather than biological ones).
Civil Status - corresponds to your family situation. It can mean being single, married, in
a civil union, adopted, divorced, a member of a single-parent family, or any form of family
ties or affinity with another person.
Personal -of or concerning one's private life, relationships, and emotions rather than
matters connected with one's public or professional career.
This chapter must compose of related literatures and studies and related readings.
The researcher has gone through intensive readings of materials, both printed and
downloaded through internet which has a great significance to problem during the course of
thesis writing.
Related Literature
From the Isagani Cruz (The Philippine Star) | Updated November 22, 2012 - 12:00am.
The researcher states that in the current (about to be old) basic education curriculum,
literature is taught mainly as part of language courses, except for explicitly literature-oriented
sessions on novels such as the Noli and the Fili. Because literature is taught as a particular
form of language use, what makes a literary text literary is often ignored.
The recent interest around the world in literature (emphasized in the STAR columns
last Monday of Butch Dalisay and Krip Yuson) has made it clear that literature should be
taught as literature and not only as an example of excellent language use.
What is the role of literature in the new K to 12 curriculum? We can take a quick
glance at the learning competencies and standards in the new curriculum to see if literature
will finally be given its proper place in the education of our youth.
Creative writing is included in the curriculum now used for Kindergarten classes. Our
children are going to be prepared to appreciate and even to produce literature from Day One
of their stay in public schools.
Songs, poems, and narratives are included among the texts that should be understood
and appreciated by elementary school pupils.
The K to 12 Curriculum Guide for English for Grades 1 to 3, for example, lists the
following competencies, Describe literary elements of text including characters, plot (specific
events, problem and solution), and setting, Describe characters (e.g., traits, roles, similarities)
within a literary selection, Make simple inferences about thoughts and feelings and reasons
for actions, Identify key themes and discuss reasons for events.
Florante at Laura, the Noli, the Fili, and some of the novels included in the 1997 Canon
of Philippine Literature are still going to be read in Junior High School (Grades 7 to 10), as
they are now. The Competencies Matrix for Grades 7-10 for English lists skills such as the
following: Identify dominant literary devices and figures of speech that add color and
heighten meaning in the reading selection, Use specific cohesive and literary devices to
construct basic literary and expository written discourse such as poetry, drama, fables,
parables, myths, legends, personal essays, biographies, and vignettes, Ascertain the features
of the reading selection that clarify its adherence to or dismissal of a particular tradition of
literary production, Organize an independent and systematic approach to critiquing a reading
selection, The last two competencies assume that literary history, literary theory, and literary
criticism will be taught in Junior High School, In the draft curriculum for Senior High School,
there are two subjects explicitly focused on literature and not on language (they can be
taught in any language).
Why is literature being given much more attention now than in the past? Simply
because literature has proven its worth in preparing what DepEd calls the “holistically
developed Filipino with 21st century skills.”
DepEd breaks down this overall outcome of basic education into four verifiable types
of skills: information, media and technology skills; learning and innovation skills; life and
career skills; and effective communication skills.
Film and television shows, for example, which are major forms of media, all use
literary techniques such as narrative, character, and theme. Newspapers also use narrative,
particularly in feature articles and continuing news stories.
Literary writers are nothing if not innovators. They continually create pieces that have
never been seen or read before. They explore and extend established forms of writing. They
reinvent language with every literary text they write.
There is admittedly no chance of making big money if you pursue a literary career,
unless your penname is J. K. Rowling or Bob Ong, but if you want to understand life itself,
your best bet is to read literature. Remember that all the persons who changed the world
loved literature — Plato, Aristotle, Confucius, Jesus, Muhammad, Rizal, Freud, Marx, Einstein,
Mao, Gates, Jobs.
Needless to say, writers are the best users of language. Literature is the benchmark for
all effective communication.
Will knowing literature prepare a student for college?
The College Readiness Standards already approved and disseminated by CHED has a
section on literature. CHED requires that, “after 12 years of pre-university education, a
student wishing to enter college should be able to (among others): Analyze themes,
structures, and elements of myths, traditional narratives, and classical and contemporary
literature, Read a poem with proper pronunciation and appropriate emotion, Recite at least
ten poems from memory, Identify the characters, setting, theme, conflict, and type of a work
of fiction, Discuss literary devices, such as point of view and symbolism, used in a work of
fiction.
According to Gloria Sanchez, the review of the literature for this study focuses on
education and its role in shaping the future of students in K to 12 Curriculum in response to
global competitiveness particularly in ASEAN Economic Community by 2015. The literature
will also discuss issues about job market, job mismatch, competitiveness and marketability or
employability. At this pace of this changing society and economy a lot of actions should take
place. They have to face a lot of challenges especially educators who are being asked to do
more with less due to rapidly evolving technologies and ongoing shifts in global economy and
demography. A successful education system will need to be of paramount importance if a
multicultural society to succeed and prosper in the future. Education is a gateway to a better
job and greater earning potential. One key to understanding this issue is an appreciation of
the overall landscape education and training.
Connelly (2013) cited that schools have always played a vital role in ensuring that
students have the skills needed for the job or career they have chosen. The key function of
education is to fully prepare students for life after schooling preparation for the world of
work is a necessary and vital part of that equation. As our society and economy continues to
evolve, it may be time to rethink how public education aids students in choosing career and
education pathways. Additionally, due to the present economic and social changes our
government is dealing with, it is imperative that we think more deeply about the future of
those students who will enter the workforce immediately after high school.
How can we ensure that education is the right one for the times? Different skill sets
will be required for the future. The next generation will need to be entrepreneurial, willing to
take risks and be multicultural. Lynch (2013)
Waugh (2013) cited, high standard of living, is an important part of culture and values.
The education system has a significant and direct impact on the quality of our workforce our
economic productivity and ultimately, our ability to prosper as businesses, as people, and as
a nation rely on our public schools to provide highly skilled and educated talent. K to 12 is a
solution to create opportunities that will help all children from the time they enter the
classroom to when they join the workforce. McCleary (2012)
The K to 12 Curriculum
The academic year 2016-2017 is a big turning point in Philippine Education system
since a vast makeover will happen. The new curriculum which is known as K to 12 Enhanced
Basic Education Curriculum, under the newly signed K to 12 Basic Education Program Law,
Senior High School (SHS) will officially be implemented nationwide starting with Grade 11 in
SY 2016-2017 and Grade 12 in SY 2017-2018. The additional 2 years Senior High School is a
specialized upper-secondary education composed of a common Core Curriculum and Tracks.
There are 8 core curricula or learning areas that include Language, Humanities,
Communication, Mathematics, Philosophy, Science, Social Science and Physical Education and
Health and 4 tracks which include (1) Academic, (2) Technical-Vocational-Livelihood, and (3)
Sports and Arts (4) General Education or Liberal Arts. Each track will have strands, which is
also known as specializations within a track. The 8 core curricula have 17 core subjects while
the 4 tracks have 16 track subjects or a total of 33 subjects for SHSC of which each subject will
entail 80 hours of classes per semester for the four semesters involved in Grades 11 and 12 or
a total of 2,640 hours to complete the Senior High School level.
The 8 core curricula have 17 core subjects while the 4 tracks have 16 track subjects or
a total of 33 subjects for SHSC of which each subject will entail 80 hours of classes per
semester for the four semesters involved in Grades 11 and 12 or a total of 2,640 hours to
complete the Senior High School level.
IMPLEMENTATION
Time lines are 'fixed' - from annual to term/semester to daily. Resources are
generated or sourced or created. Teaching & learning aids, activities, projects are identified.
Instructional strategies are determined. Assessment & evaluation tools, techniques &
methods are determined & implemented. Hope this helps you get started. All the very best, a
curriculum is broad-based. Only the teacher knows the demographics, diversity & abilities of
her students. It is s/he who has to "customize" it in order to cater to individual needs &
requirements of the class. S/he is the one who can determine/choose which method of
instruction would be best suited to the class so as to achieve the larger curricular objectives.
A travel analogy would be : (curricular) Goal : To reach a certain destination by year-end.
Teacher now has to decide which road(s)/route(s) to take, which mode of transport(s) would
be best, what supplies to take, how to deal with emergencies & contingencies, how to reach
the destination in the quickest possible time, how much distance should be covered each day,
how to make the journey as interesting & enlightening as possible, & so on & so forth
The term ―learning experience is not the same as the content with which a course
deals nor the activities performed by the teacher. The term ―learning experience refers to
the interaction between the learner and the external conditions in the environment to which
he/she can react. Learning takes place through the active behavior of the student.
Tyler argues that the teacher‘s problem is to select learning experiences that will
foster active involvement in the learning process in order to accomplish the expected learning
outcomes. Tyler outlined five general principles in selecting learning experiences: 1. The
learning experience must give students the opportunity to practice the desired behavior. If
the objective is to develop problem-solving skills, the students should have ample
opportunity to solve problems; 2. The learning experience must give the students
satisfaction. Students need satisfying experiences to develop and maintain interest in
learning; unsatisfying experiences hinder their learning; 3. The learning experience must fit
the students‘ needs and abilities. This infers that the teacher must begin where the student is
ability-wise and that prior knowledge is the starting point for new knowledge; 4. Multiple
learning experiences can achieve the same objective. There are many ways of learning the
same thing. A wide range of experiences is more effective for learning than a limited range; 5.
The learning experience should accomplish several learning outcomes. While students are
acquiring knowledge of one subject or concept, they are able to integrate schooling.
Each student in Senior High School can choose among three tracks: Academic;
Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three
strands: Business, Accountancy, Management (BAM); Humanities, Education, Social
Sciences(HESS); and Science, Technology, Engineering, Mathematics (STEM).One interesting
part of the program is the students immersion, which may include earn-while-you-learn
opportunities, this will provide them relevant exposure and actual experience in their chosen
track.
TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONALCERTIFICATE
After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a
National Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood track in
Grade 12, a student may obtain a National Certificate Level II (NC II), provided he/she passes
the competency-based assessment of the Technical Education and Skills Development
Authority(TESDA). NC I and NC II improves employability of graduates in fields like
Agriculture, Electronics, and Trade.
Luistro said during a talk that after going through Kindergarten, the enhanced
Elementary and Junior High curriculum, and a specialized Senior High program, every K to 12
graduate will be ready to go into different paths may it be further education, employment, or
entrepreneurship. Every graduate will be equipped with information, media and technology
skills, learning and innovation skills, effective communication skills, and life and career skills.
This law is very important to the study as a backbone of this research. The researcher will be
guided by means of this K to 12 Toolkit.
Challenges in Facing K to 12
Angara in his speech explained that it is necessary that we should add two years for
basic education program, so that Philippines will not remain as one among the three
countries in the UNESCO with less than 12 years of education--the others being Angola and
Djibouti. To improve the quality of workmanship and employment status we need to upgrade
our BEC so as qualified professionals will not be treated like second-rate workers. Angara
cited that today, education and training are being judged based on global standards. We
might have good universities but this is not enough since institutionally and as a country, we
are looked down upon by the world education leaders," he moaned. We should prepare not
only for K-12 but as well as ASEAN 2015 based on AEC or also known as ASEAN Economic
Community. Angara said that "We must face the fact that our current educational system is
dysfunctional.
Some of the reasons are: (1) physical deficiency or chronic shortages in classrooms
seats, books, even in hygiene facilities, as well as qualified teachers. (2) undertrained
professionals (3) Job mismatch between the academic programs being offered and the
market demand.
The former UP president explained that even our country's top universities still
struggle to compete with educational institutions in our neighboring countries.
Career education
There are many benefits that career education can offer to the students. This has been
recognized over the last decade or so as various ministries of education have introduced
mandatory career education courses and/or re-examined their approaches to technical
training programs. This is a welcome development.
K to 12 responses 2 to Career Education and Technical/Vocational Training Programs
In study of Cook (2013) he cited that from an economic perspective, countries with a
greater proportion of students in vocational education at secondary school tend to have
lower youth unemployment.
While this connection should not be overstated, it is important to note that student
engagement is an important aspect of education. Their future plans and career matters most.
In order to facilitate engagement, education programs must be accessible to students of
varying abilities and aptitudes, particularly for those who do not see themselves attending
university. These programs must be supported by clear pathways to work. In some provinces
and school boards, technical programs, specifically those delivering Technical Vocational
Education and training (TVET), are closely aligned with labor market demands and in STEM
(science, technology, engineering, mathematics) fields and high demand career paths. This
approach can create options for students that lead to entry-level jobs, higher education
degrees, and advanced career paths.
CAREER CHOICE
Career selection is one of many imperative choices students will make in determining
future plans and success. This decision will shape them and serve as their path walk
throughout their lives. The essence of who the student is will revolve around what the
student wants to do with their life-long work and career. Basavage (1996), in her thesis
probed. What is the influences child one way or another? Over the school‘s front door at
Rindge School of Technical Arts is the saying, Work is one of our greatest blessings. Everyone
should have an honest occupation (Rosenstock & Steinberg, cited in O‘Brien, 1996, p.3). This
is how we can view history and its importance. Each individual has his own history that
shapes out present and future lives. That history created, in part by the student‘s
environment, personality, and opportunity, it will determine how students make career
choices. It then follows that how the student perceives their environment, personality, and
opportunity also will determine the career choices students make.
Edwards (2011) cited that career choice is a complex decision for students since it
determines the kind of profession that they intend to pursue in life. Students should make
career choice while in secondary school, so they will be able to face problem of matching
their career choices with their abilities and school performance.
Since the career process is ever evolving, it is important for students to learn just
what their opportunities are, capitalize on them, and then move on. When it comes to
predicting costs versus benefits of education, this is where students can make a mistake in
either over estimating or under estimating their economic situations. Students should not
confine themselves to just one opportunity, nor should they stop trying if the one possible
opportunity dries up. If opportunity is not present they have to make their own opportunities
or move on.
The first factor in career choice is environment it influence the career students choose.
For example, students who have lived on an island may choose a career dealing with the
water, or they may choose to leave the island behind, never to have anything to do with
water again.
Maybe someone in the student‘s life has made a significant impact or impression,
leading to a definite career choice. Parents‘ educational background may influence student
views on whether or not to continue their education. Basavage (1996, p.1) Someone they saw
on television may have influenced the student, or parents may have demanded that they In
the study of Perez regarding Factors Affecting Career Preferences indicated that gender, area
of residence, school attended, attitude , self-employment, prestige, employment security,
financial support, career specialization, career flexibility, personal interests, availability of
job, apply, advancement, knowledge and lastly learning experiences are among the top
reasons in choosing their career. Social cognitive career theory (SCCT; R. W. Lent, S. D. Brown,
& G. Hackett, 1994) emphasizes cognitive-person variables that enable people to influence
their own career development, as well as extra-person (e.g., contextual) variables that
enhance or constrain personal agency.
MARKETABILITY/ EMPLOYABILITY
Hirschi (2010) mention in a Journal of Career Assessment that many of the strengths
and abilities of graduates are "marketable." This means that they are of value to employers.
The marketable skills can be applied to specific jobs. Employers will want you to have both
job-specific skills and the right disposition and interpersonal skills to adapt to the workplace.
Job-specific skills might include: carpentry, sewing, electrical wiring and bookkeeping.
General skills could include getting along with others, being a team player, managing time,
respecting diversity, organizing work, and problem-solving.
EMPLOYABILITY SKILLS
McGrath (n.d.) asserts that students‟ employability skills will improve by maintaining
a working relationship/interaction between schools and employers, understanding of
industrial realities, work placement for staff and students, as well as adapting new approach
to teaching and learning that highlights core skills and attitudes, job seeking skills and a
repackaged set of technical and occupational skills. According to Learner (2012), students
may develop employability skills through learning activities. The opportunity to engage in a
range of learning activities, both co-and extra-curricular activities contribute to students‟
employability. Employability is enhanced when students actively engage in a range of
learning activities (including personal development planning), and when the connection of
these activities with employability is made clear to them. (The Higher Education Academic,
2006)
Related Studies
Our researcher conducted a related study about the Perception of the Students
towards K - 12 Program from Kindergarten to Senior High School Programs. This was
implemented by the former President Aquino and accordingly, we are the list of those
countries which is Philippines with 10 years of Basic Education Only and that’s why we add 2
more years in able to learn the students in the 21 st Century as they finish this K – 12 Program
whether the students should proceed to college in able to learn more, the students also
should proceed to work or the students should proceed to have their own business based on
the tracks that they get. The aims of this research is to investigate and compare the
perceptions of students as long as the parents and teachers involved in this program and to
examine the extent to which programs can make their own violent reactions regarding the
issues associated with this program between primary and secondary schools. Although
executive staff and teachers also provided valuable information and perceptions of their own
responses with regards to our program which is the K – 12 Program in able to know them why
is it like that kind of implementation.
Another researcher which is Marston (2011) was also conducted a related study about
the Perception of Students and Parents involved in Primary to Secondary School Transition
Programs. Transition programs, of different formats and complexities, based on both
Australian and international research, have been introduced in some schools to facilitate
transition. The aims of this research were to investigate and compare the perceptions of
students, parents and teachers involved in several of these programs and to examine the
extent to which transition programs can alleviate issues associated with transition between
primary and secondary schools. Although executive staff and teachers also provided valuable
information and perceptions.
This study is related to the researcher’s study for this also focuses on the perception of
parents but differ because it focuses on both the perception of students and parents
regarding the transition programs from primary to secondary school.
Another also researcher which is Nartates (2011) was conducted a study about the
Effects of Broken Homes among Early Teenagers to their Academic Performance this studies
cited by the researchers have also shown that the country’s education program is equivalent
to the 12-year education cycle followed abroad except that it is being completed in only 10
years. These researches analyze and study what will be the effects of the K+12 educational
systems to the country, parents, and students. This study becomes related to my study in the
sense that it is concerned on the effects of K – 12 program to the parents. The only difference
is that this study is focused on the effects of K – 12 program to the students whose parents
are working abroad, and how it affect to their academic performance.
Another also researcher which is Manalo (2012) was conducted a study about the
Enhanced K – 12 program as Perceived by the Parents of Grade Six Pupils at Baao District,
Baao Camarines Sur, School Year 2011-2012, this study id related to the researchers study
because this focus on the perception of parents and reactions on K -12 implementation only
differ on the respondents because this study has a wider respondents than the researchers
study.
The second to the last researcher which is Zellman (2012) was conducted a study
about the implementation of the K – 12 Education Reform in Qatar’s Schools, this study is a
reform of education for a new era , because it views education as the key to the nation's
economic and social progress. This study, one of a number of RAND studies that trace and
document the reform process in Qatar, was designed to assess progress made in the first
years of the K–12 reform's implementation in Qatar's schools and the perception of the
parents on the Implementation of the K – 12 program. This study has a relation to the
researchers study because it also get the perception of the parents on the K – 12
implementation.
And last but not the least, the researcher which is Tan (2011) conducted a study on the
Most Perceived Problems on K – 12 Implementation of the Students Luzon Elementary
School, Tagkawayan Quezon. This study is related to the researchers study as it also focus on
the problems perceived about the K – 12 program which affects the student’s performance
and parents perception.
Related Readings
The operation of our educational system revolves around laws legislated by congress.
The primary source of these laws is the 1987 constitution. A separate Article of education is
provided in the 1987 constitution. It prescribes that the state shall assign the highest
budgetary priority to education and ensures that teaching will attract and retain its rightful
share of the best available talents through adequate remuneration and other means of job
satisfaction and fulfillment. (Nolledo:1992). Article XIV of the constitution which focused on
education in which section I states that “the state shall protect and promote the right of all
citizens to quality education at all levels and shall take appropriate steps to make such
education accessible to all”.
The K – 12 Program
“We are the last country in Asia and one of only three countries in the world with a 10-year
pre-university program” (source: SEAMEO Innotech 2011) The Department of Education has
formally launched its K-12 program, which adds 2 years to basic education in the country. This
means that aside from kindergarten, 6 years of elementary, and 4 years of high school,
students will have to undergo an additional 2 years of study in senior high school. Education
Secretary Armin Luistro (2011) says the additional 2 years will help students decide what
course they will take in college. It will also help high school students to be given a chance to
specialize in science and technology, music and arts, agriculture, fisheries, sports, business
entrepreneurship, and others. K-12 aims to make basic education sufficient enough so that
anyone who graduates can be gainfully employed and have a productive life. K – 12 will look
at the possibility of specialized education such as a high school or community, which will
focus on the arts or agriculture. Education Secretary Bro. Armin Luistro said that the proposal
will make high school graduates employable, making tertiary education unnecessary to get a
job. That proposal of Department of Education to add two more years to basic education
drew mixed reactions in the Senate. Senate President Juan Ponce Enrile (2011), expressed
support to the DepEd’s K – 12 as he agrees with the proposal because the country needs to
increase its competitiveness at the international level. He said: We are underrated by other
countries, our educational system. It is painful for others. But for the country we have to do
it. To implement the program, the DepEd has to work with Congress to amend the existing
law, Batas Pambansa 232 or the “Education Act of 1982,” which states that the basic formal
education is a 10-year program. Senate education committee head Senator Edgardo Angara
(2010) had earlier said that they have created technical working groups (TWG) to study the
proposal and call for a wider consultation regarding the matter. The Reactions about K – 12
program Senator opposes proposed DepEd K-12 program. Senate Majority Floor Leader
Vicente "Tito" Sotto explained why he opposed the proposal of the Department of Education
(DepEd) to amend the law on the country’s basic education to increase the number of school
years to 12 from the present 10- yearprogram. "I oppose the addition of two years to basic
education. There is no clear benefit to adding two years to basic education," Sotto said in a
privilege speech at the Senate. He added that the national budget can't even provide
sufficient funds to maintain the present number of years of basic education, but now the
DepEd wants to add more to it. According to him, adding two years to basic education will
further increase our budget deficit. We need quality education, not quantity of years in
education. We need more schools, not more years in school. Kabataan Partylist Rep.
Raymond Palatino called this move by Education Secretary Armin Luistro a "delusions of
grandeur". He said that in a poverty- stricken country like the Philippines, the
implementation of the K+12 was a "question of survival", especially for parents who could
barely send their children to school. He added that this new education plan will not address
the escalating number of out-of-school youths, nor lift the employment rate, because the real
problem is the low employment opportunities. Senators Chiz Escudero was also against the
implementation of the K+12 Education plan. Escudero pointed out that it is not in the length
of educational years, but the quality of education a student can acquire. And this has to begin
by training teachers to be competitive, create more classrooms and improve learning
facilities, and provide budget for textbooks.
Sources:
https://www.slideshare.net/yethan/thesis-24524096
CHAPTER III
RESEARCH METHODOLOGY
This research methodology is part of our research because without data, how we will
interpret this variable that we have such as Personal and Student.
The method that we use is SPSS Method in able to identify if there is the significance
of the research according to age, gender and civil status as long as the personal and student
can be determined also or not.
If the computed value is greater that critical value, the null hypothesis should be
rejected from them. If the computed value is less than the critical value, the null hypothesis
should be accepted from the critical value because there is an error in making the decision.
CHAPTER IV
This data shows the different tables of frequency distribution of each independent
variable and dependent variable in able to know who got the highest number of respondents
in each independent variable and what is the result of each variable, is it a rejection of null
hypothesis or accepted from the critical value as we used in SPSS Method based on the
respondents that we surveyed about the Perception of the Students towards K – 12 Program.
Based on the demographic profile in terms of age that the ages of 16 – 18 got the highest
number of respondents with the percentage of 85, followed by the ages of 19 – 21 got 19
respondents with 13.57% and lastly the ages of 22 – above got 2 respondents with 1.43%.
TABLE 2. FREQUENCY DISTRIBUTION
Based on the demographic profile in terms of Status that the Respondents with Single got the
highest number of respondents with the percentage of 98.57% and the Respondents with
Married got 2 respondents with 1.43%.
Based on the demographic profile in terms of gender that the Female Respondents got the
highest number of respondents with the percentage of 55.71%, followed by the Male
Respondents got 45 respondents with 32.14%, followed also by Gay Respondents with 12
respondents with 8.57%, and lastly the Lesbian Respondents got 5 respondents with 3.57%.
TABLE 4. RESPONSES OF THE RESPONDENTS FROM THE SURVEY QUESTIONNAIRE
Based on the fourth table that we have which is the responses of the respondents
from the survey questionnaire, there are two dependent variables that we focus which is
Personal and Student. At first, we interpret the Personal Variable because based on the
questions that they respond, 50% of the respondents responded as Moderately True and 50%
of the respondents responded as Much True but if we total the number of responses and
what is the average and their interpretation of the Personal Question will be computed as
3.55 and which is under Much True because the respondents have something much true of
this implementation of K – 12 Program but somehow, there at times that there are something
true or not about this implementation based on their own personal responses and therefore,
the result of this if we will make the decision is a Very Good Result. At second, we interpret
the Student Variable based on the questions that they respond, 40% of the respondents
responded as Moderately True, 40% of the respondents responded as Much True and 20% of
the respondents responded as Very Much True but if we total the number of responses and
what is the average and their interpretation of the Students Question will be computed as
3.62 and which is under Much True because the respondents have something much true of
this implementation of K – 12 Program but somehow, there at times that there are something
true or not about this implementation based on their own student responses and therefore,
the result of this if we will make the decision is also a Very Good Result.
TABLE 5. THE SIGNIFICANCE OF THE STUDY IN BETWEEN INDEPENDENT VARIABLE AND
DEPENDENT VARIABLE
Age Sum of Mean Computed F -
Squares Decision Square value Sig.
Person Between .345 Rejected .173
al Groups .637 .557
Within Groups 1.697 Rejected .271
Total 1.942 Rejected
Studen Between .095 Rejected .048
t Groups .307 .745
Within Groups 1.076 Rejected .155
Total 1.161 Rejected
Table 5 ANOVA
Table 5 represents the Age. Base on the answers from the questions under Personal, the null
hypothesis is rejected because significance is more than 0.05 with the total significance of
0.557 while the questions under Student, is also rejected because the significance is more
than 0.05 with the total significance of 0.754 . In using ANOVA Method, as we put the
percentage of the respondents in terms of age, the decision of in between groups and within
groups in terms of age is all rejected and it has the positive result because the result is
greater than the critical value.
Table 6 ANOVA
F- test significance difference on the factors affecting the ------------- analyzed according their
gender.
Table 6 represents the Gender. Base on the answers from the questions under Personal, the
null hypothesis is rejected because significance is more than 0.05 with the total significance
of 0.180 while the questions under Student, is also rejected because the significance is more
than 0.05 with the total significance of 0.231 . In using ANOVA Method, as we put the
percentage of the respondents in terms of gender, the decision of in between groups and
within groups in terms of gender is all rejected and it has the positive result because the
result is greater than the critical value.
F- test significance difference on the factors affecting the ------------- analyzed according their
civil status.
Table 7 represents the Civil Status. Base on the answers from the questions under
Personal, the null hypothesis is rejected because significance is more than 0.05 with the total
significance of 0.818 while the questions under Student, is also rejected because the
significance is more than 0.05 with the total significance of 0.868 . In using ANOVA Method,
as we put the percentage of the respondents in terms of civil status, the decision of in
between groups is accepted because it has the negative result and therefore the result is less
than the critical value and within groups in terms of gender is rejected and it has the positive
result because the result is greater than the critical value. If we total it, the result in terms of
civil status is still rejected because the result is still greater than the critical value even if in
between groups is accepted.