The Implementation of Senior High School Program

in Selected Parochial Schools in the Diocese of Antipolo:

An Assessment, S.Y. 2018-2019

In Partial Fulfilment of the Requirements

in Master of Arts in Education In
Pasig Catholic College

Respectfully Submitted to the Faculty of School of Graduate Studies

Fr. Noeh E. Elnar

July 2019
 Dedication

The researcher would like to dedicate this piece of work to his family and

the schools where he worked.

He fondly dedicates this academic endeavour to all his friends who gave

support in this study.

To God Almighty Father, my heartfelt gratitude, this is mostly of all

dedicated to you.

i
 APPROVAL SHEET

This Masteral Thesis entitled “K to 12 Curriculum Transition Management for

the S.Y. 2018-2019: An Assessment”, prepared and submitted by Rev. Fr. Noeh E.
Elnar, in partial fulfilment of the requirements for the Degree of Master of Arts in
Educational Management has been examined and is hereby recommended for oral
examination.

Adviser

Approved in partial fulfilment for the degree of Education in Educational Management by

the Examination Committee

____________

Chairman

___________ ___________

Member Member

_____________

Member

Accepted in partial fulfilment of the requirements for the Degree of Master of Arts in
Educational Management.

Rosaminda Valdez, Ed.D.

Chair, PCC School of Graduate Studies

ii
 ACKOWLEDGEMENT

The researcher would like to acknowledge the following people who made a
significant role in the completion of this study.

First of all, to my parents, Mr. Mariano Elnar, and Mrs. Amada Elnar who have
been my inspiration in life;

My siblings are also acknowledged who supported me in my studies.

Dr. Rosaminda Valdez, Dean who kept on reminding me on how to go about

this research undertaking.

Dr. Perlita R. Antonio my professor who in one way or another taught me the
fundamental aspects and methods of research and how to revise this,

Rev. Fr. Orlindo Ordoña, the College President of Pasig Catholic College who
inspired me to study like him,

The school directors, principals, and academic coordinators of five Catholic

Schools in the Diocese of Antipolo who gave their contribution in the data gathering as
well as in being the respondents to the questionnaires.

Dr. Evangeline M. Macaso, who helped me out and gave advice in the
completion of this manuscript for colloquium based on the suggestions, lectures and
comments of the professors.

My assistants, Timothy Philip P. Mallari, Gerardo Delos Santos, Bobet Gallego,

Don Demetrio Delos Santos, and Mrs. Abella D. Estebar who have given their time,
effort and potentials to encode and assisted me in the retrieval of data.

Most of all, to God Almighty who is the source of all graces and blessings of
love, hope, justice, peace, joy, strength and courage to complete this research; my
profound thanksgiving and highest reverence and all those who have been involved in
this research output, my kind regards and acknowledgment.

iii
 TABLE OF CONTENTS
Title Page

Dedication………………………………………………… i

Approval Sheet……………………………………………ii

Acknowledgement………………………………………..iii

CHAPTER 1– THE PROBLEM AND ITS BACKGROUND

Introduction……………………………………………….. 1

Statement of the Problem………………………………. 4

Theoretical Framework…………………………………. 5

Conceptual framework…………………………………... 8

Significance of the Study…………………………………9

Scope and Delimitation…………………………………..10

Definition of Terms……………………………………….. 10

CHAPTER 2 – Review of Related Literature and Studies

A. Implementation of Senior High School Program 12

B. Senior High School Program…………………... 18

C. Parochial School in the Diocese of Antipolo

Other Countries………………………. . 19

D. Assessment Program………………………….. 22

E. Synthesis …………………………………….….. 25
CHAPTER 3 – Methodology and Research Design

Research Design………………………………………….. 27

Source of Date ……………………………………………. 27

Subject of the Study …………….. ………………………. 27

Instrumentation …………………………………………… 27

Procedure in Gathering Data ……………………………... 28

Statistical Treatment of Data ………………………………. 28

 CHAPTER 1

The Research Problem

This chapter contains the conceptual basis of the study. It includes related
studies and literature that are closely related to the key variables of this study. It further
presents the paradigm of the study and operational definition of terms.

Introduction

The curriculum planners, implementers and managers must consider

preparedness in the implementation of the K to 12 transition management plan from
Academic School Year 2013-2016. By 2016, the Senior High School Program shall be
implemented on a pre-university school system after graduation from Junior High
School. This is Grade 11 and 12 levels of secondary school learning.
The teachers are being prepared to teach and develop skills and competencies
based on the scope and sequence of topics. It is anticipated that topics included in the
curriculum taught to Senior High nSchool were very well prepared by teachers. The
intended curriculum as describe in the department of Education official documents
(2012), of the desired learning skills and competencies in its further implementation of
rules and regulations was setforth. The policy guidelines on the implementation of the
special curricular programs at the secondary level (DepEd Order No. 465, s..2012) has
corresponding revision in the making up of the curriculum for Senior High School.
Based on the (DepEd Order No. 42; S.2015), High School graduates who are eligible to
enrol in Higher Education Institutions in School Year 2016-2017 are enjoined to find
creative and innovative ways to implement K to 12 Basic Education Program. As a
result, several public and private schools have heeded the challenge by coming up with
varied ways of implementing the enhanced Basic Education Program through the
creation of school K to 12 transition plans; the modelling of the Senior High School
Program as described in DepEd Order No. 36 and 71, S.2012; and the early
 2

implementation of SHS in S.Y.2014-2015 and 2015-2016. The League of Filipino

Students denounces the Commission on Higher Education’s (CHED) initial
implementation of the bridging program in various Senior High Schools under K-12
claiming to provide guidance for Senior High School students into their higher education
programs admission, The DepEd and CHED have once again devised a mechanism to
cover-up for the rotting failures of the K-12 program. This program is set to be
implemented to require Senior High School students having “Mismatched Curriculum”
with that of the course or program they plan to take in college. Those who have also
failed or deemed as “not fully-equipped” with their needed subjects in collage are
required to take additional two years for certain subjects. This is despite the fact, most
public senior high schools do not offer much options for the students in choosing their
tracks; hence, they are pushed to enrol in private high schools. Additional information to
and changes in DepEd Order No. 36, S. 2012 stipulated guidelines on the 2012
implementation of Senior High School modelling in selected technical-vocational
education and general secondary schools under the K to 12 Basic Education Program.
DepEd Order No. 36, s. 2012 was issued to provide information for the Senior High
School Modelling Program for School Year 2012-2013. The said DepEd Order provided
the list of schools which will implement the SHS modelling program. Thus, those
schools which are currently implementing the SHS Modelling Program this S.Y. 2012-
2013 but are not included in the revised list contained in enclosure No. 2 to their DepEd
Order to replace those schools which have not implemented the said SHS modelling
Program. Under the Senior High School Support Program, The DepEd will be
implementing the agreed Disbursement-Linked Indicators (DLIs) while a focal unit
established within DepEd will undertake monitoring- and support- related
responsibilities. The Diocese of Antipolo Catholic Schools Association (DACSA) is on
guard on its implementation of guidelines given directives of the DepEd. It has formed a
Curriculum Committee to convene for this matter to come up with the unified system for
its implementation. In Partnership with the Philippine Government and Asian
Development Bank (ADB) through the Senior High School Support Program (SHSSP), it
will greatly support in the full implementation of the Senior High School Program for the
K to 12 Basic Education reform. Funded through a Results-Based Lending (RDL)
 3
modality, the US $ 300 Million supports program course both the 2014-2015 preparatory
phases and the 2016-2019 implementation phase of the K to 12 refrain, specifically the
Senior High School Program. Through an RBL model, drawdowns can only be made
pre-identified results or Disbursement – Linked Indicators (DLIs) are accomplished or
met. As of January 1, 2016, DepEd has achieved (6) DLIs of the SHSSP. This covers all
four (4) DLIs for 2014 and two (2) for 2015. The corresponding total disbursement is US
$30.83 million.
The additional two years of Senior High School intend and provide time for the
students to consolidate acquired academic skills and competencies and will equip
learners with skills that will better prepare them for the future, whether it be for
employment, enterprising, skills development, and higher education for college. The
Senior High School Curriculum was developed in line with the curriculum of the
Commission on Higher Education to insure that by the time the students graduate from
Senior High School, they will have the standard knowledge, skills, and competencies
needed to go to college. The Senior High School courses eight (8) learning areas as
part of its core curriculum, and adds specific track (similar to college courses) based on
four (4) disciplines are: 1.) Academic includes business, Science and Engineering,
Humanities and Social Science, and a General Academic Strand 2.) Technical
Vocational Livelihood with highly specialized subjects with TESDA qualifications 3.)
Sports 4.) Arts and Design. The development of tracks based on different competencies
and/or student interest is on integral component for the program. These tracks – based
competencies are developed to meet the country’s varied human capital requirements,
and to prepare students for productive endeavour. The target of the DepEd is to put in
place the necessary infrastructure and other S.Y. 2016-2017 when the first batch of
senior high schools will start. The nationwide rollout of senior high school impacts those
who are working in the higher education since students go through two more years of
high school instead of going straight to college, resulting in low enrolment in colleges
and universities nationwide. This makes the private higher education sector especially
vulnerable to the loss of revenue, since they depend almost entirely on tuition for salary
of their personnel and operating expenses of the schools. Low enrolment means low
teaching loads, and low salaries for faculty, resulting in a diminished income, or loss of
 4
jobs. CHED has conducted studies that project the anticipated job losses during the
transition period, and has partnered with DepEd and DOLE to put programs in place to
insure that personnel in the higher education sector are not only taken care of during
the transition, but that this challenge is transformed into an opportunity to upgrade
higher education in the country.
The selected parochial schools in the Diocese of Antipolo are Marikina Catholic
School, Nuestra Señora De Aranzazu, Our Lady of Peace School and St. Joseph Parish
School offering Senior High School. They are all under one unifying organization
umbrella of MAPSA (Manila Ecclesiastical Province Parochial Schools Association)
under the leadership of Bishop Francis De Leon, DD. Who is concerned with the
improvement of the Senior High School Program that started in S.Y. 2016 to abide by
the IRR (Implementing Rules and Regulations), DepEd Republic Act No. 10533.
In line with the general provisions of the enhanced Basic Education Curriculum,
the research would like to assess the effectiveness of the Senior High School Program
based on what has been discovered, already completed to provide new tips to help
deliver SHS program effectively and to what extent the parochial schools are prepared
in its implementation. Thus, this study will be undertaken.

Statement of the Problem

This study aims to assess the implementation of Senior High School Program in

Selected Parochial Schools in the Diocese of Antipolo, S.Y. 2018-2019, specially, it will

seek to answer the following questions.

1. What is the profile of the respondents in terms of mage, gender, educational

attainment?

2. What is the extent of the effectiveness of the different areas of concern with

regards to the implementation of Senior High School Program in Selected

 Parochial Schools in the Diocese of Antipolo in terms of age, gender, educational
5
attainment?

3. IS there a significant difference on the effectiveness of the different areas of

concern in the implementation of Senior High School Porgam in selected

Parochial Schools in the Diocese of Antipolo in terms of the above mentioned

variables.

Null Hypothesis

The null hypothesis states that there is no significant difference between the

effectiveness of the different areas of concern Senior High School Program and the

implementation of SHS Program in the selected parochial schools in the Diocese of

Antipolo in terms of the above mentioned variables.

Theoretical Framework

Based from the DepEd stipulations in the memorandums and curriculars, the
areas of concern to be assessed are the 1.) Design of the Curriculum wherein the
overall design of the curriculum follows the spiral approach across subjects. Teachers
are expected to use spiral/progression approach in teaching competencies 2.) Desired
outcomes of the K to 12 program are defined in terms of expectancies as articulated in
the learning standards. Students are expected to demonstrate communicative
competence, make information and values –based decisions, perform their civic duties,
use resources sustainably, and participate actively in artistic and cultural activities and
in the promotion of wellness of lifelong fitness. The general expectancies are expressed
in specific terms in the form of context and performance standards 3.) Nomenclature/
learning area and its description where there are eight learning areas comprising the
6
core curriculum: Integrated Language Arts (Mother Tongue, Filipino, English) Science,
Mathematics, Araling Panlipunan, Edukasyong Pantahanan at Pangkabuhayan, Mapeh,
Edukasyon sa Pagpapakatao 4.) Medium of Instruction such as Filipino, English and
Mother Tongue. 5.) Time allotment for each subject is the minimum period including off-
school learning experiences at home or in the community for transfer of learning to real
life situations 6.) Class programming that shows the learning areas and time allotments.
7.) Learning resource. Web-bases resources and video materials are encouraged.
Existing textbooks are used where appropriate. Resources for teacher included
teaching guides, prototype lesson plans, and lesson exemplars, matrix of existing
books, workbooks, and modules.8.) Assessment and Rating of Learning Outcomes. The
assessment process is holistic, with emphasis on the formative or developmental
purpose of quality developmental purpose of quality assuring student learning.
Assessment is standards-based as it seeks to ensure that teachers will teach to the
standards and students will aim to meet or even exceed the standards. The student’s
attainment of standards in terms of content and performance is a critical evidence of
learning 9.) Culminating Resources Activities/Performances. Student’s products across
subjects are put-up. There is an exhibition or students’ performance in different subjects
as evidence of their learning of attainment of performance standards. Report card is
received by parents and confer with teachers witnessing what students are learning in
school.
Assessment plan includes the program mission, student learning
outcomes, learning opportunities, measures, target and a process for carrying out the
plan. Assessment plans need to be sustainable by the program of faculty/staff
throughout many assessment cycles. Assess what is important and keep the plan
simple, because time, money and energy are limited. Results of the assessment should
include conclusions based on analysis of the result. The most important aspect of
assessment is taking action to improve student learning.
(https://www.stthomas.edu/acceleration.assesment)
 7

University Mission

ACTION
STUDENT LEARNING
-How will you use OUTCOMES
the information
gained from -What will students
assessment to learn and achieve
improve students
learning?

RESULT
LEARN
- Comparison of the OPPORTUNITIES
result to the target
- Curriculum
-Conclution about
-Co -Curriculum
the result

MEASURES AND
TARGET

Program Mission
 8

Conceptual Framework

INPUT PROCESS OUTPUT

 Assessment of the Areas of  Effectiveness Of the

Respondents in terms of
Concern in the Senior High Senior High School
age, gender and educational
Program
School Program.
attainment.
 Now SHS Curriculum
 Design of Curriculum
Offering According to
 Desired Outcomes
the Following Career
 Nomenclature/learning Area
Tracks and Pathways:
and Its Description
 ABM-Accountancy,
 Medium of Instruction
Business and
 Time Allotment for each Management

Subject  HUMSS- Humanities

 Class Programming and Social Sciences

 Learning/Teaching  GAS- General

Resources Academic Strand

 STEM- Science,
 Assessment and Rating of
Technology,
Learning Outcomes
Engineering &
 Culminating Resources,
Mathematics
Activities and Performances
 ICT- Information

Communication

Technology

 HE- Home Economics

 TECHVOC- Technology
 9

and Vocational

The Input presents the profile of the Senior High School Program of the Selected
Parochial Schools in the Diocese of Antipolo such as the Colegio De San Clemente,
Marikina Catholic Schools, Nuestra Señora De Aranzazu, Our Lady of Peace School,
and St. Joseph Parish School.
The Process is the assessment itself of the design of the curriculum, desired
outcomes of the K to 12 program especially Senior High School, nomenclature/learning
area and its description, medium of instruction, time allotment for each subject, class
programing, learning/teaching resources, assessment and rating of learning outcomes
and culminating resources activities/performances.
The Outputs is the product of the assessment which is the effectiveness of the
Senior High School Program and newly devised curricular offering of SHS in
accordance to the different career tracks or pathways such as in the area of
ABM,HUMSS, STEM, GAS, ICT, HE and TECHVOC.

Significance of the Study

To the School Superintendent. This Study will help the Superintendent to monitor
the Parochial Schools in the Diocese of Antipolo in the IRR of the Enhanced Basic
Education curriculum through the Management Committee Meeting and school
visitation of Senior High Schools. .

To the Curriculum Committee. This group of curriculum planners shall lead the
schools by coming up with the Diocesan Transition Management Plan for the Senior
High School through consolidating all the plans of the Catholic Schools in the Diocese
of Antipolo for sharing of resources.

To the School Administrator. He will be guided by the conduct and extent of Senior
High School curricular program that shall be prepared specifically for Grades 11 and 12
for 2017-2019.
 10

To the Subject Teacher. He will realign the objectives and activities for teaching and
learning to produce significant outputs and desired learning outcomes of the learners.

Scope and Delimitation

The (5) five member schools of the Diocese of Antipolo are the target
respondents. These are situated from Baras to San Mateo, Rizal. They offer
Kindergarten to College courses. Four (4) of which are Basic Education and one (1) is
tertiary, offering TESDA courses. This is limited to the implementation of the Senior
High School Program and its assessment to find out the effectiveness of the program in
School Year 2017-2018.

The scope of the curriculum for Grades 11 and 12 shall be prepared depending
upon the survey to be conducted at the institutional level and community-wide through
curriculum mapping after the environmental scanning has been done.

Definition of Terms-

The following terms have been defined nominally and operationally as used in the

study.

Assessment – Is the process of describing a plan to develop and improve it used for
future programming of the learning outcomes. The Senior High School Program will be
assessed according to its manner of implementation.

Diocese of Antipolo – This is an ecclesiastical district under the jurisdiction of a

bishop. In this study, the Diocese of Antipolo is one cluster in the association of Catholic
 11

Schools under the umbrella organization of MAPSA ( Manila Archdiocesan Parochial

Schools Association)

Implementation – This means a carrying out or to put into effect according to or by

means of a definite plan or procedure. In the study, this is the process of following the

directives setforth in the implementing guidelines of K-12 curriculum.

Parochial School – It is pertaining to a belief in a Roman Catholic Church that possess

exclusively the notes or characteristics of the one, only, true and universal Church

having unity, visibility, indefectibility, apostolic succession, universality and sanctity. For

a school to be Catholic, is a body representing the Christian witness of teachers and

students.

Program – It is a scheme or method of acting, doing, proceeding, making, etc.

developed in advance. It is a design of how to implement the Senior High School

curriculum for the purpose of coming up with a curricular program and strategies for its

implementation.

Senior High School – Grade 11-12. This is the Philippine educational system of the
enhanced basic education curriculum.
 CHAPTER 2

Review of Related Literature and Studies

This contains the literature reviews and studies related to the variables of the
study. Those were further synthesized at the end of the chapter.

A. Implementation of Senior High School Program

DepEd Order No 31, S, 2012 stated policy guidelines of the

implementation of Grade 1 to 10 of the K to 12 Basic Education Curriculum (BEC),
effective school year 2012-2013. The K to 12 Basic education shall be implemented
starting with the roll-out of Grade 1 and 7 in all public elementary and secondary school.
Private schools are enjoined to do the same. They may further enhance the curriculum
to suit their school vision/mission. The general guidelines of the implementation of
Grade 11 and 12 Curriculum cover the following areas; a) design of the curriculum
b) desired outcomes of the Program c) nomenclature/learning area and its description;
d) medium of instruction; e) time allotment; f) sample class program; g) learning
resources; h) assessment and learning; and i) culminating activities/performances. The
sample Report Card for Grade 11 and 12 are in Enclosure No. 2. Schools are
challenged to implement the guidelines in creative and innovative way for the curriculum
can be localized without compromising the philosophy of total learning development.

The Department of Education (2010) discussed further the Enhanced K to12

Basic Education curricular program reviewed by Dr. Flordeliza Reyes in 2013. It was a
discussion paper about the curriculum rationale, historical background, education vision,
goals, and benefits of enhanced K to 12 education model for the Senior High School
guiding principles and action steps.
Reyes (2000) suggested in her book on future curriculum design and content that
with the availability of the new technologies, especially of the World Wide Web, the
 13

curriculum will be flexible and jointly determined by the teacher and the student in the
light of those policies and strategies, implementing measures that were adopted by
DepEd. Further, Reyes (2006) utilized the Constructive Learning Theory in the delivery
of the curriculum pattern, The key theorists Vygotsky, Freud De Cartes as well as Marx,
St. Augustine, Aristotle, and Plato and far to many others to give proper credit here in
the Philippines to boosting social instruction on adult guidance, peer, collaboration and
instructor. The philosophy of constructivism states that the potential skill range is a
result of social interaction, zone of proximal development and individual skill range.
Thus, the individual-learner is engaged with cognitive development through social
instruction. The theory also stipulates that learning is a change in meaning constructed
from experience. Its focus is on internal aspects and building understanding. Andaya,
(2012) discussed this in the seminar held at the Manila Hotel in the context of UBD
(Understanding by Design) wherein KPUP (Knowledge, Process, Understanding and
Product) is a better design utilized by the High School teachers in the delivery of the
curriculum to prepare themselves for the Senior High School tracks and strands career
pathways.
K to 12 Basic Education Curriculum for Senior High School, (2013) lined
up the contextualized subject to be taken by the students within the duration of (40) forty
sessions every grading period which for example in Filipino, taught four times a week.
the core subject titled, Understanding Culture, Society and Politics. For the specialized
subjects such as in the STEM (Science and Technology, Engineering and Mathematics
Tracks), the number of the hours per semester is 80 hours. The same shall be
implemented for ABM (Accountancy, Business and Management Track) also at 80
hours with prerequisites of Economics, Organization and Management. For Arts and
Design Track specialized subject, the same holds true with regards to teaching hours.
TESDA (Technical Education and Skills Development Authority, 2006)
offers training regulations for several strands for TVET (Technical and Vocational
Education Track) such as in the field of tourism, hotel and restaurant, Front Office
Services NCII (National Certification) II for NC III Bookkeeping. The University academic
strands for ABM Track consists of competencies to formalize transaction and prepare
financial reports of West London, (2011- 2015) at the College of Music Education,
 14

offered Music Performance and Teaching Diplomas and Syllabus for Senior High
School. It contains the content, assessment, awarding and reporting, regulations and
information as well as its framework and accreditation. It is designed to help prepare
students for the four levels of performance and three levels of teaching diplomas
awarded by University of West London Qualification. It provides a structured approach,
in cooperating a choice of progression routes, which enables the students to develop
their capability and expertise as a performance and three levels of teaching diplomas
awarded the University of West London Qualification. It provides a structured approach,
in cooperating a choice of progression routes, which enables the students to develop
their capability and expertise as a performance at an advanced level. The syllabus
clearly describes what is expected and how the achievements of the candidate are to be
assessed, so that students can be taught to master the requirements and to
demonstrate these in an examination in (2) components of teaching Music and
presentation and demonstration and performance using English. Foreign students are
provided with component translator. For assessment of performance, technical
accomplishment, communication, knowledge, clarity and presentation are related before
marks are awarded. Marketing for ABM course has set of standards relative to
accounting and finance. Training regulations for Social Service Track, Health, Social,
and Other Community Development Services Sector is the basics of other Diocesan
schools with separate competency standards and assessment and certification
arrangements. For course design on the track language, TESDA offers Call Contact
Center Services NC II for some schools to adopt for Senior High School when
interviewed. Computer Hardware Servicing is another strand to allow the students to
participate in workplace communication covering elements and performance criteria.
Some schools based their course offering form TESDA Commercial Cooking, Security
Service, Electrical Installation and Maintenance and Tour Guiding Service.
On the other hand, CHED( Commission on Higher Education), in 2006
with the demands of global competitiveness, set policies and standard suggested
Tourism Course could be a part of either the academic or social science track since it is
the world’s largest industry employing hundreds of million worldwide. The
aforementioned factors have ramifications on the Philippines Tourism education system
 15

to make a thorough review of the management oriented curriculum to produce Senior

High School Graduates that will not only survive but also thrive in a borderless
economy, a paradigm shift from Supply-driven to market- driven curriculum in terms of
content and structure was adopted. The new program emphasizes skills and
competencies on management but more focused on options for the students in terms of
career paths. Hence, the curriculum is designed to allow flexibility and creativity on the
part of higher educational institutions with Senior High School. This program will equip
students with competencies related to the basic and core requirements including
elective courses. Three specific careers are lined-up for the completion of the program
such as travel account management, food and beverage preparation, bartending,
housekeeping, front office services, bookkeeping, field sales, enterprising, cooking,
operations management, business management, marketing and financing, and
information system technology. The curricula description has features of common case,
competency-based, industry-driven, curriculum design and orientation which enables
the students to leave school after completing the first two years and take on empty-level
positions in accommodation, food and beverages, travel agencies, government or non-
government agencies. The last two years will have the students supervisory positions
as they progress with their career. Since the curricula leave room for innovation and
enhancement, schools are encouraged to think global and act local, scan their milieu,
understand their clientele and develop subject to respond to the need of the
environment.
K to 12 implements what was originally intended to benchmark Philippines
basic education with global standards while decongesting a crowded curriculum and
deepening learning of 21st century skills, (CHED Memo Order No. 32, series of 2015).
Supporting the implementation of Senior High School, CHED (2015), in
coordination with DepEd, and in partnership with the Philippine Normal University
(PNU), has undertaken a SHS support project to ensure high quality of teaching in SHS
amid varying contexts, locations and experience of teachers across the country. It has
two major components namely the development of teaching guides and SHS support
websites for teachers who may lack resources to download those teaching guides and
have access to materials such as presentations, videos, teaching demonstrations, and
 16

links to reliable academic references. For teacher training, retooling models will equip
SHS teachers to teach college readiness skills and independent thinking, preparing
learners to pursue higher education and lifelong learning. There was a national hearing
on Graduate Education to develop faculty and staff in K-12 transition period. (2015)
The seeds of the K to 12 have been in place as early as 1925 from the Monroe
Survey to 2013 Senate Bill No. 3286 Enhanced Basic Education Act of 2012 to Republic
Act of 2012 to Republic Act 10533, (2013). The transition began with the removal of
Grade 7 from elementary but the addition of two years to high school was never
completed. The Philippines had been one of only three remaining countries in the world-
the other two being Djibouti and Angola to have a 1 year basic education cycle manner
of implementation starting S.Y.2017-2018. As of August 2015, DepEd (public) schools
are estimated to comprise 60 percent of total SHS supply, while the other 4 percent are
non-DepEd providers such as private high schools or higher school institutions, that
have secured SHS permits from DepEd classified in the CHED K to 12 Transition
Program Management, (2015) to enter college after its two-years period
implementation.

In response to the vision of the Philippine Education (Ramos, 2000) focus

should be given to functional curricular offering that will enable the youth to earn a
decent living after high school graduation. Vocational Courses should develop skills
which are relevant to the needs of industry and small-scale entrepreneurship
endeavours. There should be a strong linkage between educational institutions and
industry to ensure the production of graduates who will be able to respond to the
demand of the industry. Science and technology services and facilities will have to be
upgraded to develop world class graduates who are at par with the rest of the world. For
students who cannot pursue college education, post-secondary level vocational-
technical education shall provide special emphasis on the dual-training system which
will enable the students to earn while undergoing quality hands-on training. The DepEd
and CHED officials presently implemented the policies and strategies by prioritizing the
basic education especially the elementary education, qualitative improvement in
education shall be pursued, especially too in the areas of curriculum development,
 17

teacher training, instructional materials presentation, and physical facilities, chartered

state colleges and universities shall be rationalized by defining their primary goal in the
educational system more carefully including the nature of their courses offering, school-
industry linkages will be strengthened to ensure the relevance of education to the
demands of the workplace, assess and review the present teacher education program
such as the entrance examination and Licensure Examination for Teachers (LET).
Enrich and diversify degree and non-degree programs with emphasis on science and
technology, develop pre-elementary education programs which are home-based,
community-based, school-based, improve the delivery of technical-vocational education
through the upgrading skills training and extension services to provide livelihood and job
opportunities; set-up minimum standards for higher educational degree awarded entirely
through correspondence course, increase the daily standard contact hours in priority
subjects (Science, Mathematics, and Technology, and Home Economics) emphasize
good manners and right conduct in the curriculum, adopt eleven grades in basic
education, sustain linkages between the education sector and the industry or business
sectors, pursue voluntary education as a method of recognizing quality schools, and
formulate accreditation guidelines for literacy-level institutions based on the new thrust,
provide dual-training system through the participation of NGOs in work oriented delivery
modes and institutionalize and systematize staff training and development to rationalize
tertiary enrolment and much supply and demand for certain critical level skills. These
strategies are incremental changes in the school curricula in the twenty-first century.
The Ontario Business Curriculum for Grades 11 and 12, (2006) and the
New York Culinary Training Institute, (2010) and Florida State University offering of
global entrepreneurship, (2004), were some of the basis of the curricula to be offered by
some schools in the Philippines utilized in K-12 Technology and Livelihood Education
learning module, (2014).
DepEd Order No.8 S.2015, In line with the implementation of the
Enhanced Basic Education Act of 2013, the DepEd adopted the policy guidelines on
classroom assessment for the K-12 Basic Education Program which is an integral part
of the curriculum implementation that uses a standard and competency-based grading
system.
 18

B. Senior High School Program

The Senior High School is the third stage of compulsory basic education. Two

(2) years devoted to the Senior High School Basic Education. The entrant age to this

level is sixteen (16) years old respectively for Grade 11 and 12, (Republic Act No.

10533, Sec 6 2013) The DepEd may allow the private education institutions flexibility in

adopting the program provided that they comply with the DepEd- prescribed minimum

standards consistent with the Act. Private Educational Institution may offer

specializations in senior high school that are essential to the economic and social

development for the nation, region or locality. Local planning in the development of

educational policies and programs shall be encouraged consistent with the states policy

to take into account regional and sectorial needs of conditions, (Sec.16). The DepEd

shall regulate the offering of senior high school in private educational institutions.

Private educational institution may only offer Senior High School when so authorized by

the DepEd. The DepEd shall prescribe the guidelines on the issuance and revocation of

permits and/or recognition of senior high schools, (Sec15). The result of the SHS

modelling program may be considered in the nationwide implementation of the SHS

program in S.Y. 2016-2017,(Sec.30) to manage the initial implementation of the

enhanced basic education program and mitigate the expected multi-year low enrolment

turnout for HEIs and TVIs starting S.Y. 2016-2017, The DepEd shall engage in

partnership with HEIs and TVIs for the utilization of the latter’s human and physical

resources, and issue relevant guidelines on such partnership. Moreover, the DepEd ,

CHED, TESDA, TVIs and HEIs shall coordinate closely with one another to implement
 19

strategies that ensure the academic, physical, financial, and human resources

capabilities of HEIs and TVIs to provide educational and training services for graduates

of the enhanced basic education program to ensure that they are not adversely affected

with the start of senior high school, the Department of Education has called on qualified

and highly-competent teachers, professional, practitioners, and experts interested in

teaching subject areas of the 4 senior high school track: academic, technical-vocational-

livelihood, arts and design, and sports, (Acosta 2016). General Education teacher can

apply to become high school teachers or part-time senior high school teachers while

retaining their college post, if their institution allows. This change in the basic education

system has integrated the general education courses of the higher education program

for the senior high school core courses. If the college or university plan to offer the

Senior High School Program, its existing faculty members can teach incoming Grade 11

students given that they undergo retooling and training, (Luistro, 2016)The DepEd’s

hiring needs of SHS include 30,000 teaching staff and 6,000-non- teaching staff every

year for school years 2016-2017 and 2017-2018

C. Parochial Schools in the Diocese of Antipolo and Other Countries

Catholic education in South Australia is aimed at families who went on

education based on Christian principles in the Catholic tradition, (Tantamergo, 2011)
Hence, just like our Catholic school in Philippines, they emphasize the development of
the whole person, spiritually, academically, socially, emotionally and physically as part
of their commitment to the vision-mission. They provide extensive support, including
English as a Second Language programs, city and college orientation programs,
academic performance/progress reports, pastoral care study support and social activity
 20

program. Various accommodation options are offered, from excellent boarding facilities
to caring home stay environments. Catholic schools provide superior academic
outcomes, home experience that translates into graduates’ enrolment in more
prestigious colleges and universities, more advanced degrees and higher house hold
income.

Courses in Catholic Schools studied focus on both theological and the cultural
dimension of Catholicism, showing the connection between Catholic faith and life,
(O’Brein, 2011). Just like the Basic Education Curriculum, the very essence of teaching
is to know what life is and how to go about life. It seeks to develop the personal life of
the students. Students explore the theological development of Catholicism from the
biblical world through major thinkers of the first past to contemporary thought. They
also, examine the many ways in which Catholicism has shaped a view of God, world,
and human experience as manifested in art, literature, ethics, and spirituality. Catholic
Studies courses are divided into three categories offered by the University of Chicago:
Systematic, Catholic Culture and Society and Biblical offerings. Systematic course
explores the source, tradition, and doctrinal elaboration of Catholicism has expressed
itself in art, literature, ethic, spirituality, and other areas of human culture: and current
scholarly methods to examine the foundational text of the religion. Students are required
to take two Systematic courses, two Catholic Culture and Society courses, and Biblical
course. No course may be counted twice to satisfy the Core course requirement and the
five Catholic Studies course requirements. A course may be counted twice to satisfy
Human Values course requirement and the five Catholic Studies course requirements.
for the Learning Areas of the K to 12 Curriculum, Values Education is a core
compulsory learning subject in the Senior High School.

The Catholics school seek to provide a balanced and holistic education that will
liberate the individual to develop their full potential to take their place in the society and
contribute to the Common Good. The education of the child from post primary to
secondary is a continuum of varied learning experiences that develop the moral,
emotional spiritual, academic, physical and social intelligence of the individual. During
their life at school the students will be involved in a diverse range of educational visits
 21

at home and abroad, interview opportunities, work-based programs and

budding/mentoring programs that contribute to the preparation for playing a full role in
society whether they leave school. The program for the school deals specifically with life
related issues such as: healthy eating and living, alcohol drugs awareness, personal
relationship, learning for life and work, interpersonal skills etc. Catholic school also
encourage students to be involved in local, community and global initiatives that work in
partnership and the solidarity with the disadvantaged and marginalized. At post primarily
level, all students receive expert support in career guidance. The Catholic School seeks
to instill the Spirit of Christ, therefore, enabling the human person to make a significant
contribution to the modern world.

The DACSA (Diocese of Antipolo Catholic Schools Association) or MAPSA-

(Manila Ecclesiastical Parochial Schools Association) Antipolo Parochial Schools are

herein arranged alphabetically:

 Binangonan Catholic School

 Cainta Catholic School
 Colegio de San Clemente
 Marikina Catholic School
 Nativity of Our Lady Parochial School
 Nuesta Señora de Aranzazu Parochial School
 Our Lady of Peace School
 Sacred Heart Catholic School of Cainta
 San Francisco Parish School
 San Ildefonso College
 Sta. Cecilia Parish School
 St. Jerome Academy
 St. John the Baptist Parochial School
 St. Joseph Parish School
 St. Michael Parochial School
 22

(Manila Archdiocesan Parochial School Association MAPSA Historical

Milestone (1950-2010), the idea of unifying the Archdiocese and Parochial Schools of
Manila under one unifying umbrella organization was conceived to improve the direction
and administration of 57(fifty seven) schools where the 15(fifteen) Diocese of Antipolo
School are included. Under the leadership of Bishop Manuel Sobreviñas in 1980, there
were instructional activities conducted including syllabi development and values
integration in each subject in the curriculum. In 1999-2008, there was a need to
strengthen religion as the core of curriculum with the Adoption of the Whole Brain
Learning System as a strategy for enabling teachers. In 2009, there was an
improvement of the delivery of instruction through the implementation of the UbD
(Understanding by Design) framework of K to 12 curriculum. Strengthening of
academics systematization of scope and sequence; development of supervisory plans;
push for accreditation, inter-school visitation; and faculty development program became
the organizational highlights. “That
Christ Be Formed “is the reason of strengthening the core of the curriculum which is the
major thrust of the member schools, (Santos, 2010). The focus of the MAPSA Antipolo
School is on the meaningful integration of Religion in all academic subjects in line with
the objective of making spirituality the very core of the curriculum (Gallego, 2010)

D. Assessment of Program

An assessment plan contains the details of how you will work through the steps
of the assessment cycle for one or two learning outcomes. As you read through the
description below of what is typically included is an assessment plan you might discover
that you have already completed some of the work described. If you find this, be sure
you have a record of what you’ve already accomplished and develop your plan
accordingly. There are no set rules for how to construct an assessment plan for your
program. This guide is intended to introduce you to physical questions answered by a
plan of assessing learning outcomes, help you develop a plan that answers those
questions, share your idea on how to document your plan, and provide new tips to help
you effectively, at its most basic level. An assessment plan answers these three
 23

questions: 1.) Which student learning outcomes will you focus on?, 2.) What evidence
will you use to determine how well students are achieving the selected outcomes?, 3.)
how will you use the information to improve your program?. If your learning does not
have learning outcomes, the plan to develop this plan is a first step. If your program has
a learning outcomes, then plan to consider if these reflected in your current program or
if they need revision. If you satisfy with your program’s learning outcomes, then plan to
select one or two learning outcomes to focus your assessment plan on. If you need to
determine what evidence is available to you, then plan time to determine the practices
with your program that help students to achieve the selected outcomes. The best way to
approach this is with a curriculum or outcome map. If you have determined the practices
in your program that will help students achieve the outcomes, then plan to select the
evidence of student learning you will use (e.g., an existing exam, survey, presentation,
paper, performance). If you have selected the evidence you will use, then plan when,
where, and those who have to collect the evidence. If you have collected the evidence
you will use, then plan to determine what method you will use to know for if students
are accomplishing the learning outcomes (e.g., you could use the components of rubrics
that address the learning outcomes, exam items or exam sections that address the
learning outcome). If you have determined how you will know if the students are
accomplishing the learning outcomes, then plan to apply your method (e.g., apply your
rubric, score your items). If you have applied your method (i.e., applied your rubric,
scored your items), then plan to analyze your data. These do not necessarily mean that
you have to compute statistics. It means that the collected data are summarized in a
meaningful way-that is the data tells you whether the outcomes are being achieved. If
you have analyzed the data, then plan to prepare user-friendly report of the finding you
share with all of the members of your program. If you have prepared a report of your
findings, then plan to interpret the findings as a program. Decide together what the
findings mean. If all the aspects of a learning outcomes where satisfactory achieved,
then plan to reassess the outcomes at the later time to determine if they are still being
satisfactory achieved. If all aspects of the learning outcomes were not satisfactory
achieved, then plan to make changes designed to improve student learning in your
program (e.g., to the curriculum, pedagogy, assignments). You will also plan to
 24

reassess outcomes at a later time to determine if improvement in student learning

occurred. If you are uncertain about where to begin your assessment plan, or what
steps to take next, you might try using the Creating an Assessment Plan Flowchart as a
guide. Documenting your assessment plan will help stay recognized and on-track
while working on the assessment, and later help you to remember what you did. It is
important that you specify who does that when. If responsibility is clearly defined, the
tasks are much more likely to be completed. Creating a plan that your program can
manage and sustain is essential. Here are a few ideas for how to achieve this in your
planning: 1.) Choose to focus only one or two learning outcome at a time. Pick the
learning outcomes that are most important to you to assess now, and then plan to begin
assessments of one or two additional outcomes each year, 2.) Be sure to include
sufficient time for each step for the assessment plan. For example, designing a rubric
and collecting your data can each take a seminar or more to complete. Consider also
that you may need to pilot to test your rubrics, exam items, or survey before they are
ready to be used. Allow a years to two year to complete all the assessment step for your
chosen learning outcomes. You want to allow your sufficient time for each steps but
also complete the cycle in a reasonable amount of time. Keep in mind that the purpose
of the assessment is to improve the students learning. Staying focused on this goal can
you stay motivated, (Nationwide Institute for Learning Outcomes Assessment.)

Program assessment is a systematic collection, review, and use of information

about educational programs undertaken for the purpose of improving students learning
and development (Lowe et.al, 2019). It is not evaluation of an individual advisor or
student. Such assessment benefits encourage reflective advising, provide data to guide
program modifications, create a cohesive advising program, increase the likelihood that
students meet desired goals and outcomes and help program celebrate and advertise
successes. The assessment cycle starts with the program outcomes, learning
opportunities, collection and analysis of data, result and come up with an improvement
plan, (University of Hawaii, 2019).
 25
Synthesis

The researcher’s ‘study is somewhat similar to the examination conducted by

Hammond on how the curricular programs had been prepared that represented a
variety of approaches and design. Furthermore, from the suggestion of Villegas, he
articulated how the vision of the school is integrated in the curriculum especially in
teaching-learning process of different and diverse cultures of high schools. The same
examination was conducted by Bjork on the formulation of goals and objectives in the
lining up of activities to facilitate change in the curriculum. Gaff suggested a
comprehensive guide to prepare the curricular program for high school. According to
Foy et. al…, the preparation of the curriculum plan should mainly focus on the students
and teacher’s data for continuous training and development. In line with the delivery of
parochial Senior High Schools of an education that is rooted in faith on Christian
principles and traditions, part of the transition plan is to provide curriculum that gives
emphasis on the development of the whole person for superior academic outcomes.
The courses that are offered in Catholic Schools all over Australia, London, Canada,
United States of America and the Philippines as well as in Hawaii focus on theological
and cultural dimension integrative in values education as well as balanced and holistic
education. Side by side with these, since religion is the core of the curriculum especially
that of the St. Paul’s University System and all the five(5) catholic schools in the
Diocese of Antipolo, business and information technology as well as language sciences
promote Church’s heritage. These Catholic School, Universities and colleges under the
umbrella of the CEAP (Catholic Education Association of the Philippines) and the
MAPSA (Manila Archdiocesan and Parochial Schools Association) and DACSA
( Diocese of Antipolo Catholic School Association) brought the idea of unifying core and
charism of a strong Catholic Christian formation to strengthen the academic program of
both the faculty and the students in the Senior High School where it boosts the
spiritually, an integral part of the vision, mission, goals and objectiveness of instruction
not only in academic but also in humanities arts and sciences. As there are pertinent
DepEd orders, memorandum, circular vital to the K to 12 is implemented, the curriculum
planners shall consistently follow the Implementing Rules and Regulations to serve as
guide post in the making up of the Transition Management Plan for Senior High School
 26

Program as well as the policies to adopt the funding for the Grades 11-12. Dr Reyes in
her curriculum plan of 2010, shall be one of the actions to take, and concurrent with
what the DepEd cited as measures for implementing the program for Senior High
Schools. The scope of entire study will respond to the vision of Philippine Education to
prepare Junior High School for the Senior High School Offerings to make productive
citizenry after hands-on training on industry and business technology, vocational,
academic degree and non-degree track and career pathways in preparation for tertiary
education. Henceforth the transition management plan being prepared by the catholic
Schools shall contain the basic fundamentals and requisites for the extent of the
implementation of the rules and regulations for K to 12 curriculum in terms of badgering
requirements, timeline, management and governance, performance resources, service,
educational principles and most importantly the curriculum realignment for such survey
and the results of which were presented by PLANSPONSOR. In this research study,
enabling the researchers to discern how would become an efficient and effective
administrator in the future in terms of time frame and budgetary requirements as well as
other areas of concerns of the program: DepEd and CHED go hand-in hand to support
the schools and colleges to prepare for the challenges that the K to 12 administrators,
officials and the staff making especially the five (5) DACSA schools to adopt for future
decision on curricular offering and deliver effectively the K-12 Senior High School
Program preparing for College in the years to come. Lowe, on the other hand utilized a
systematics way of collecting data for assessment of the Senior High School Program.
The Senior High School Program must be assessed according to Thomas with one or to
learning outcomes in the process. .
 CHAPTER 3

Methodology and Research Design

This chapter deals with the research design, source of data, subject of the
study, instrumentation, procedure in gathering data and the statistical treatment of data.

Research Design
Descriptive normative research survey design will be used to describe the extent
of implementation of the program for Senior Catholic High Schools in the Diocese of
Antipolo on as initial stage of investigation to described the variables that exist in a
situation by documentary analysis observed in the school’s day-to-day operations of the
academic committees and interviews to further described the effectiveness of the
program after assessment to achieve a solution to the problem..

Sources of Data
The data will be gathered from the result of interviews and meetings with the
administrators and curriculum planners and Senior High School Coordinators of the
different schools extent of implementation of the Senior High School Curricular program
shall be assessed and find out how the schools are effective in their Grades 11 to12
Senior High School curricular offerings.

Subject of the Study

The subject of the study are the ten (10) administrators or principals/coordinators
of five (5) Catholic Schools in the Diocese of Antipolo such as the St. Joseph Parish
School, Our Lady of Peace School, Colegio De San Clemente, Marikina Catholic School
and Nuestra Señora De Aranzazu managing the Basic Education Department of the
Senior High Schools.

Instrumentation
A questionnaires checklist on the extent of implementation of K to 12 Senior High
School curriculum with a 5- point Scale rating and verbal interpretation 5 – highly
effective 4- moderately effective, 3- effective, 2- slightly effective 1- ineffective
 28

following the Implementing Rules and Regulations of the Enhanced Basic Education
curriculum. The Transition Management Plan being prepared by the Catholic Schools
shall contain the basics of the criteria and strands which was patterned after the DepEd
matrices of the IRR. Henceforth, The areas of concern stipulated in the Senior High
School Program. shall contain the basics, fundamentals and requisites of the extent of
the implementing of the rules and regulations of the K to 12 curriculum, in terms of the
design of the curriculum, desired outcomes, nomeuclature/learning area and its
description, medium of instruction, time allotment, class program, learning/teaching
resources, assessment and rating, and culminating resources activities/ performance.

Procedure in Gathering Data

The conduct of the interview will be done through school visitation. Checklist
questionnaire shall be distributed to each school from Baras, Rizal to Maly, San Mateo
Rizal. It will be done side by side with the requested copy of their plans and programs
for Senior High School. These will be consolidated based on how the respondent
schools provided the documents needed for textual discussion. If the retrieval of the
documents would entail weeks or so, then another visit shall be done as scheduled by
these schools, then the questionnaire checklist will be distributed and figures are tallied.
The line-up of tracks and strands will be summarized and find out the commonalities of
the Senior High School curricular offerings.

Statistical Treatment of Data

The statistical tools used were the following:

For Problem No. 1 to determine the profile of the respondents in terms of age,
gender and educational attainment, the percentage rank will be used.
 29

For Problem No. 2 – the weighted mean will be used to assess the effectiveness
of the implementation program in selected Parochial Schools in the Diocese of Antipolo
in terms of the above mentioned variables.

For Problem No. 3 – F test and eve-way ANOVA will be used to assess the
significant differences between the effectiveness of the implementation of the program
in selected Parochial Schools in the Diocese of Antipolo with respect to the variables.

School based on the survey of each school must be prepared in tables and matrices
showing the commonalities in summary table established the K to12 Transition
Program.