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CHAPTER 1

Problem

I. Introduction

Do you think that K to 12 programs is the best


solution in our educational problem? Do you think that our
government can provide all the things needed to the
program? Is the teacher ready to the new educational
setting? Why does K to 12 implemented? There are of course
no simple answers for these questions.

Philippine education is a product of a long history of


struggle. It’s an escalating process which was a product of
generations of colonialism and imperialism. It is a vital tool
that is used in the contemporary world to succeed. It is
important because it is used to mitigate most of the
challenges faced in life. The knowledge that is attained
through education helps open doors a lot of opportunities
for better prospects in growth.

Presently, the educational system in the Philippines is


low compare to the other countries. Other countries are able
to learn more advanced subject and they are able to learn
them properly. The K to 12 program covers kindergarten and
12 years of basic education (six years of primary education,
four years of Junior High School and two years of Senior
High School ) to provide sufficient time for mastery of
concepts and skills, develop lifelong learners, and prepare
graduates for tertiary education, middle-level skills

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development, employment and entrepreneurship. Thus, the
curriculum will allocate specialization in Science and
Technology, Music and Arts, Agriculture and Fisheries,
Sports, Business and Entrepreneurship.

With the introduction of the new system, a lot of


challenges and interrogations occur. People often ask about
how the government will address the need of the escalating
problems brought by the new system.

A part of the preparation of the Department of


Education (DepEd) in the implementation of K to 12
programs is the training of public school teachers. However,
teachers noted that the training that they have undergone
were rushed and not well thought of. According to France
Castro, secretary general of the Alliance of Concerned
Teachers, the time spent for teacher’s training is not enough.
There are a lot of things that teachers need to learn in order
to implement the new curriculum. Hence, a problem with the
insufficiency of teachers, classrooms, facilities and
equipment and other instructional and teaching materials is
just another thing. Several schools have been experiencing,
double , and even triple shift . School’s teachers and
apparatus can’t accommodate every student’s learning
especially in public or local schools. Also, parents find it
difficult to bend and there’s a need to gain more income for
the additional two years that must be attended by their
students. An increase in dropouts and out of school youths
in the country occurs because of the increase in budget and
other schemes.

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To address this, the government should still find more
time for the implementation and not to create a quick
transition because it could affect the entire aspects of the
community. A fast adjustment to the foreign system is a bit
difficult. But come to think of it ! Why do you think that
there is a need for a rapid change of educational system?

A. Background of the Study

The new millennium is witnessing a precipitous spike


in the demand for all levels of education across the world.
Despite substantial expenditure on education, the supply of
public financed and operated schooling in both developed
and developing nations has not kept pace with demand.
Driven by contradictory demands in the public agenda- the
political, social and economic imperative to provide an
adequate foundational education to all and the financial
pressure to contain public spending- governments worldwide
have resorted to finding alternatives sources of funding for
the expansion of educational system having its various
struggles and challenges that it faces.

Hence , together with its specialization salient features


of the foreign system. It includes strengthening early
childhood education(universal kindergarten), making the
curriculum relevant to learners (contextualization and
enhancement), building proficiency through language
(mother tongue-based multilingual education), ensuring
integrated and seamless learning (spiral progression) and
gearing up for future (senior high school).

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Currently, DepEd has built 66,813 classrooms from
2010 to 2013. There are 33,608 classrooms completed and
undergoing construction in 2014. As for the teachers,
DepEdis targeting two kinds of teachers ; those who will
teach the core subjects, and those who will teach the
specialized subject. As for the learning apparatus, different
materials have been distributed specifically the textbooks.

Educational new introduced system wasn’t only


expressed by a shift in curricular and instructional contents
from a parochial to a global orientation at local schools, also
reflected by the proliferation of international schools,
international collaborations between public and private
schools from different countries. Although the effects of the
system has been slowly felt by the schools, higher
educational institutions will experience a huge change in a
year . And somehow the population of new college and
university enrolees are to drop drastically over the few
yearthat will follow. Thus, the new system of education
affects not only the students, but the national work force as
well.

Above all the challenges that the new system arises,


there could be a genuine reasons for it aside from being the
last country in Asia and one of only three countries
worldwide with a 10-year pre-university cycle (Angola and
Djibouti are the other two ). Such reasons might be that K to
12 program offers a program that provides mastery of basic
skills and absorb competencies when in fact, its outmost aim
is to enhance and develop the students of future to be well-
prepared in the upcoming battles.Hence, providing an

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application of learning that can be used in day-to-day
encounter with others.

B. Statement of the Problem

Accordingly, the government is now on act of


implementing k to 12 program to provide a better learning for
every student and to produce a quality education to students
of higher value. Since, the Philippines is now one of those
developing countries, in relation to producing students which
are worthy of international jobs and acknowledgement- we
need not only to discuss K to 12 but to implement it.

However, a lot of people asked on the reasons why the


implementation of the K to 12 should happen when in fact
we are now satisfied with the educational system that we
have. Indeed, we all have various reasons but some aren’t
satisfied and some are still looking for more reasons that
could satisfy and answer their differentiated questions. Such
reasons might vary but somehow I we must see in a positive
view and know that the government is doing their part.

The specified study will be conducted in fields of the


environmental ecosystem – preferably at school, at home
and at local government offices responsible for the matter
and giving up opinions.

J. What is the profile of the learners in terms of :


 Name
 Age
 Sex
 Educational Attainment

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2. What are the suggested reasons of the K to 12 curriculum
implementation.

C. Significance of the Study

Understanding the new educational system helps


student to become more curious and definitely figure out
reasons on why such system is implemented. To make sense
on how global and local affairs are interdependent, to
recognize global opportunities, and to have skills to act on
those opportunities, advancing progress, global stability and
peace.

Finding explanations on the implementation of K to 12


curriculum will help not just an individual but the many in
many ways. It would enable the person to:

Students-It will enable them to know the reason of the


sudden change or implementation of curriculum, understand
the practicality of the world in which we live, in all its
complexity which is a need especially in this dynamic era.
Thus, enables every student to study hard and to cope up
with the constant change not just in the educational system
but in all varied field of life.

Parents-this study enable the parents to know the intention


of the K to 12 programs and the aim of the system’s
implementation. Contribute something or suggest something
and to speak out their opinion about the problem. Think of
numerous causes/reasons with regards to the
implementation.

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Teachers- this study enables teachers to adapt the sudden
change and to find alternatives and ways to strengthen the
fruit of the new system. They become instruments in the
production and strengthening of the program. Through the
implementation of K to 12 programs, may schools will be
hiring more teachers to cater the pupils.

To all Community Organization- it is important for them


know the educational status of the country that they belong
to and to adapt precautions or remedies to pre-empt other
undesirable comings and goings.

D. Objectives of the Study

The main objective of the study is to search and find


diverse reasons on the implementation of the newbie system.
Thus, to achieve this main objective, some sub-objectives are
formulated:

 Make individual understand the educational system


that we are in.
 Enhances student’s ability to acquire and utilize
knowledge.
 Access, adopt and apply the knowledge that was
gained.
 Think independently to exercise appropriate
judgement.

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 Produce persons of quantity scientifically and
technically knowledgeable persons.

E. Scope and Delimitation

The study will somehow focused on finding and


researching for the full picture of the new introduced
educational system using various methodologies and data
gathering. The researchers will somehow ask queries to
teachers and students, particularly high school students
(which are basically the most affected one) on the new
system. The teachers will be asked on the things they
prepared for the preparation of the new system and how did
they react on it during its implementation. Somehow it faces
on the responses and their presumption reasons of why the
implementation happens. The result of the study might also
be the basis for the occurrence of other research which is
somehow similar to this.

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F. Conceptual Framework

The study is anchored by the concept on K to 12


implementation and the Philippine’s old educational system
and the education itself.

K to 12 Curriculum Implementation: Why’s and


Wherefores

Demographics
Process Types of
Respondents
Name:  Survey  Teachers An analysis of
Age: (Data  Students the research
Sex: Gathering) and
Educational  Interviews evaluation of
Attainment: the result

G. Theoretical Framework

Education is one of the ways to change life, change


values and change fate of one’s individual. K to 12 program
is a part of the proposed educational reforms of the
Philippines present President which shifts Philippine Basic
Education system . This study was anchored on the point of
view and theories of the following well-known authorities
which are closely relevant to the research study.

Cognitive Development Theory by Jean Piaget (1980)

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He was a French speaking Swiss theorist who posited
that children learn through actively constructing knowledge
through hands-on experience. He suggested that the adult’s
role in helping the child learn was to provide appropriate and
sufficient material for the child to interact and construct.

Researcher’s Theory (2012)

The participation and reaction of parents in the K to 12


program will be a greater help along with finding solutions
with it to address and cope up with solving the difficulties of
the program which will lead to a better and effective
implementation of the K to 12 program.

Aristotle’s Theory

He looked to both education through reason and


education through habit. By the latter he meant learning by
doing- anything that we have to learn to do we learn by the
actual doing of it.. We become just by doing just acts,
temperate by doing temperate ones, brave by doing brave
ones (Aristotle Niconachean Ethics, Book II,p.91)

Progressivism Theory

It’s the support for or advocacy of improvement of society by


reform. It is based on the idea of progress, which asserts that
advancements in science, technology, economic development
and social organization are vital to improvement of the
human condition.

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Strength doesn’t come from winning. It comes from struggles
and hardships. Everything that one goes through prepares
him/her to the next higher level. (Germany Kent)

The important thing is not to stop questioning. Curiosity has


its own reason for existing. (Albert Einstein)

H. Assumptions

This study was premised by the following assumptions.

 The parents sources of information about K to 12


program are the media and teachers.
 There are both positive and negative reasons about the
implementation of the K to 12 program.

J. Definition of Terms

For the purpose of clarification, the important terms


are used in this study have been defined. The following terms
are:

Analysis- this refers to the breaking down of ideas into small


particles to be studied critically.

Curriculum- defined as the totality of student experiences


that occur in the educational process.

Framework. Broad overview, outline, or skeleton of


interlinked items which supports a particular approach to a

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specific objective, and serves as a guide that can be modified
as required by adding or deleting items.

K to 12. Letter K refers to kindergarten and “12” refers to the


additional two years in the basic education. It is the
additional year after fourth years in secondary schooling.

Profile. Refers to the respondent’s sex, age, address and


parent’s occupation

Reaction. Connotes to an immediate feedback for an issue


such as issue on K to 12 program. This is the main focus of
the study, to know the varying reaction of the respondents
and the other externalities.

Reasons. The power of the mind to think, understand and


form judgements by a process of logic.

Theories. Are principles or idea made in writing that is


applicable in different times and individuals for this is what
is expected to happen.

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Chapter 2

Review of related literature

Republic Act No. 10533

AN ACT ENHANCING THE PHILIPPINE BASIC


EDUCATION SYSTEM BY STRENGTHENING ITS
CURRICULUM AND INCREASING THE NUMBER OF YEARS
FOR BASIC EDUCATION, APPROPRIATING FUNDS
THEREFOR AND FOR OTHER PURPOSES.

An act enacted by the Senate and House of


Representatives of the Philippines in Congress known as the
“Enhanced Basic Education Act of 2013”, that states that
the State will establish, maintain and support a complete,
adequate, and integrated system of education relevant to the
needs of people, the country and society-at-large. Likewise it
is hereby stated that every graduate of basic education shall
be an empowered individual who has learned, through a
program that is rooted on sound educational principles and
geared towards excellence, the foundations for learning
throughout life, the competence engage in work and be
productive, the ability to coexist in fruitful harmony with
local and global communities, the capability to engage in
autonomous, creative, and critical thinking, and the capacity
and willingness to transform other’s and one’s self. Hence,
the DepED will formulate the design and details of the
enhanced basic education curriculum. It shall work with the
Commission on Higher Education (CHED) and Technical

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Education and Skills Development Authority (TESDA) to
craft harmonized basic and tertiary curricula for the global
competitiveness of Filipino graduates. and Technical
Education and Skills Development Authority (TESDA). The
DepED shall also adhere to standards and principles in
developing the enhanced basic education curriculum : (a)
The curriculum shall be learner-centered, inclusive and
developmentally appropriate ; (b) The curriculum shall be
relevant, responsive and research-based ; (c) The curriculum
shall be culture-sensitive ; (d) The curriculum shall be
contextualized and global ; (e) The curriculum shall use
pedagogical approaches that are constructivist, inquiry-
based, reflective, collaborative and integrative ; (f) The
curriculum shall adhere to the principles and framework of
Mother Tongue Based Multilingual Education (MTTB-MLE)
which starts from where the learners are and from what
they already knew proceeding from the known to the
unknown ; instructional materials and capable teachers to
implement the MTB-MLE curriculum shall be available ; (g)
The curriculum shall use the spiral progression approach to
ensure mastery of knowledge and skills after each level ; and
(h) The curriculum shall be flexible enough to enable and
allow schools to localize, indigenize and enhance the same
based on their respective educational and social contexts.
The production and development of locally produced
teaching materials shall be encouraged and approval of these
materials shall devolve to the regional and division education
units.

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The four fold role of CHED in this educational
program are : (1) CHED has been actively involved as part of
the curriculum consultative committee for K to 12. CHED
has tapped experts from universities to contribute to
designing and revising the K to 12 curriculum. (2) CHED is
also mandated to partner with DepEd and other institutions
for teacher training and education, including making sure
that the curricula of teacher education institutions meet
standards of quality. This ensures that the teachers of the
next generation are equipped to teach young . (3) CHED is
mandated to partner with DepEd and DOLE in career
guidance and counseling activities for high school students.
Helping students choose what courses to take in college can
help them pursue careers that lead to better jobs.(4) CHED is
mandated to help formulate and implement strategies to
ensure a smooth transition into the new K to 12 system. This
includes making sure that the college curriculum is revised
to complement the new K to 12 curriculum. CHED is also
mandated to implement strategies to protect higher
education institutions and their employees from severe
losses during the transition.

On the other hand, Secretary Joel Villanueva, TESDA


director general, also announced that more than a hundred
Technology and Livelihood Education (TLE) teachers and
supervisors have completed the mandatory training and are
now ready to teach the new curriculum. TVET will play a
central role in the new education model that prepares
students for tertiary education, middle-skills development,
employment and entrepreneurship," he said.

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Brother Armin Altamirano Luistro is a major
proponent of the K+12 Basic Education Program in the
Philippines. “The biggest achievement of the department is
the capacity for change and reform, which is a huge
undertaking,” he said.

“This is a radical reform, with its own share of critics,” he


added. The DepEd chief, who is expected to step down with
President Aquino on June 30, said he hopes that the next
administration will continue the reforms that they have
introduced in the past six years.

And yes, current administration have been continuing


the program for various purposes stated. But apart from it
are issues and challenges that arises. “There are still no
sufficient teachers, classrooms, facilities and equipment and
other instructional and teaching materials. Several schools
have double, even triple shifts!” Raymond Basilio, ACT
secretary general said.

Basilio stressed that the education budget for school


year 2017-2018 may have increased by 17 percent, but this
has not addressed the long time problem of shortages. He
said the budget, which increased from last year’s P435
billion to P543 billion ($8.8 billion to $11 billion) this year, is
still far from international standards, which sets the
education budget to 20 percent of the national budget and
six percent of the country’s gross domestic product.

The lack of learning materials has become a burden


not only to students but teachers. Joselyn Martinez of ACT

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National Capital Region (NCR) Union said, teachers have to
make do with the insufficient learning materials provided to
them. In NCR for instance, in a class with 50 students, only
35 learning materials are provided. It is worse for teachers in
the regions where they were not provided with learning
materials at all. “They have to look for their own learning
materials,” said Martinez.

Vladimir Quetua, senior high school teacher at Araullo


High School, said facilities for senior high school were often
lacking. In Araullo High School for one, no facilities were
provided for courses like automotive and baking. A colleague
of his had to teach automotive theoretically, without hands-
on exercises. “He was saddened that he was not able to teach
the students the course in a practical way,” he
told Bulatlat in an interview.

Meanwhile, ACT Teachers Party Rep. Antonio Tinio


said the government still failed to address the increasing
dropouts and out-school-youths in the country. This, despite
the increase in budget and other schemes like voucher
system and conditional cash transfer program, which
requires beneficiaries to send their children to school.

The Philippines is the only country in the ASEAN


region that still has only ten years of basic education for its
students. In fact, aside from a few African countries, we are
the only country in the world that maintains that ten years is
sufficient for basic education.

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The total number of years of basic and pre-university
education in the ASEAN countries: Brunei: 15 years;
Cambodia 13 years; Indonesia: 13 years; Laos: 13 years;
Malaysia: 13/14 years; Myanmar: 12 years; PHILIPPINES; 10
YEARS; Singapore: 12 to 14 years; Thailand: 12 years;
Timor: 12 years; Vietnam: 14/15 years.

One can argue that we cannot match the more


advanced and richer countries in our region like Singapore,
Brunei and Malaysia. It is hard to believe that there are still
Filipinos who maintain that we cannot afford to give our
students the same basic education as countries like Laos,
Timor, Myanmar and Cambodia. There are those that argue
that we should postpone the start of the K to 12 program. I
argue that the deadline for starting this program is long
overdue. For the sake of the Filpino youth, this should be
started immediately. Again, are we prepared to say that we
are less ready than the other countries in ASEAN, like Laos
and Cambodia? Surely not and they pushed through with
their own 12-year basic program because they considered it
a necessity and not a luxury that can be postponed..

Hence, accordingly, the proposal to extend the number


of years of basic education is not new. In July 1949, the
UNESCO Consultative Educational Mission to the Philippines
submitted a comprehensive report on the Philippine
educational system to then President Elpidio Quirino. Among
its general conclusions was the following statement: “The
program of six years in the elementary school and four years
in the secondary school does not seem adequate for a

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common school period. Eventually this should be extended
to at least 12 years, with compulsory attendance in the
elementary grades and free schooling for those desiring it in
the secondary grades.”

The question many might want to ask is why only is it


being implemented now if the K to 12 program is such a
necessity. Even DepEd Secretary Armin Luistro says that
this is not a new idea. The name may be new but past
administrations have considered this program. Luistro said:
“ it’s not new. If you review the history of the Department (of
Education), the Monroe commission during the American
period, their first recommendation was to add a fifth year
(high school).

” So where did the idea germinate. Br. Luistro was


former President of De La Salle University. He explains:
“When I was in La Salle, I was part of the Philippine
Business for Education ( PBE). PBE as a group , and this
included industry partners and educators and other civil
society leaders, put together an education agenda. At that
time, the thinking was we cannot just support government,
we also have to push and do our share in terms of reforming
society, and te best way is to start in education. If you look
at how it evolved, educators came together and said what do
we need to do? Most of what you find in the K to 12 reform is
there, pushed by the PBE and supported by an even bigger
network.”

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Thus, just currently, there was a collective sigh of relief from
educators when President Rodrigo Duterte, a month before
assuming office in 2016, decided to support the K to 12
program. They believed the education reform was long
overdue.

But during his 100-minute-long State of the Nation


Address in July 2016, there was no mention of the K to 12
program – a landmark legislation that was almost a staple in
former President Benigno Aquino III's SONAs.

Instead, what Duterte announced was a two-liner on


education priorities for his first year in office: increased
spending on basic education, mandatory education on the
evils of drugs, and the Alternative Learning System.

Under the Duterte administration, people no longer


talked as much about the controversial K to 12 program.
Former Education Secretary Armin Luistro suspects it's
because the final push to stop the program before the
Supreme Court (SC) did not succeed.

"You need to kind of shake at the very foundation of the


house now to tear it down, so it's almost like, it's a done
deal, and I think whatever legal remedies they're waiting for,
in my mind, I suppose the Court will say it's moot and
academic because it's already ongoing," Luistro told Rappler.

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True enough, in June 2016, the nationwide rollout of senior
high school proceeded as planned, even exceeding enrollment
expectations despite fears that dropout rates would soar.

Department of Education (DepEd) chief of staff Nepomuceno


Malaluan said there were 1.45 million Grade 11 enrollees in
2016 – 96% of the projected number of enrollees.

"We were surprised with the huge number of students who


came back. We were all expecting a 50% dropout rate
because after elementary going to high school, the dropout
rate happens. Despite the additional two years, enrollment
even increased," Education Secretary Leonor Briones said in
a mix of English and Filipino during the opening of classes
on June 5.

But 2017 brings news challenges to the program. While it is


the second year of the full implementation of the K to 12, it is
the first year that Grade 12 will be rolled out nationwide.

For one, since Grade 12 is focused on the specialization of a


student's chosen track (either academic, technical-
vocational-livelihood, sports, or arts and design), it will mean
more skills training, more hands-on courses, and work
immersion programs.

"The curriculum designed by educational institutions will be


tested in terms of outcomes of students. One big challenge to
the Grade 12 program is the 80 hours required for all

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students to undergo immersion program in the workplace,"
said. Joseph Noel Estrada, legal counsel of the Coordinating
Council of Private Educational Associations, the Catholic
Educational Association of the Philippines, and the
Philippine Accrediting Association of Schools, Colleges, and
Universities.

He said if there are 1.4 million Grade 12 enrollees, there


won't be enough available industry partners to accommodate
these students.

"On the other hand, industries that require actual training


and certification of skills for its workers see that the 80-hour
actual training is insufficient. This should be resolved [by]
the DepEd soon," Estrada added.

The department actually started preparing for this in 2016.


Back then, the DepEd signed a memorandum of
understanding with at least 13 industry partners, which
committed to support the full implementation of senior high
school.

Hence, there are some factor’s to be considered but as long


as we open our minds to change we will be on a positive way,
we will definitely attain our most desired and aspired, it’s a
great role in our country’s development and uplift us from
poverty. As a people, we have to strive beyond certainty, and
transcend timidity and trepidation. Or else we will be left

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behind farther and farther behind in the relentless march of
mankind to progress.

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CHAPTER 3

Research Methodology

As it is indicated in the title, this chapter includes the


research methodology. In more details, in this part the
researcher outlines the research strategy, the research
method, the research locale, and the respondents of the
study, the research instrument, the sampling procedure and
statistical treatment.

Research Method

In the study, the research method that will be


going to use is the survey research design which fits
best to answer the questions and the intention of the
study. It involves either identifying an observed
phenomena or exploring possible correlations among
two or more phenomena. It examines a situation as it
is.
Survey research design method aims to classify
features, count them and construct statistical models
in an attempt to explain what is observed. In such,
researcher/s knows clearly in advance what he/she is
looking for and data is in the form of numbers and
statistics. To be specific, it somehow involves
interviews that are usually carried out in person in
order to gather the information directly and to be able
to ask for further question if there are any because the
means of communication is easy and the response of
the respondents is not delayed (i.e face-to-face but can
be carried out through telephone ).

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Research Locale

The study will be based on the teachers and


students of Libertad Elementary School and Nuestra
Señora Del Pilar High School randomly selected.
Libertad Elementary School is located at
Libertad Elementary School. It can be walked and can
be ride by any terrestrial based transportation from the
city proper or from the public highway. It is composed
of 17 teachers- and 2 teachers from Kindergarten, 3
teachers from Grade 1, 3 teachers from Grade 2, 3
teachers from Grade 3, 2 teachers from Grade 4, 2
teachers from Grade 5, and 2 teachers from Grade 6
with their highly respected principal, Mr. Felix
B.Mangubat.
Meanwhile, Nuestra Senora Del Pilar High School is a
catholic school managed by nuns and priests. It is just
a walking distance from the highway.

The Respondents

The target population for the study is 10 public


and private teachers and 10 public and private
students. According to Chandran, population in
research refers to human or non-human items under
investigation. The randomly selected population will
undergo an interview and will be given questionnaires.

Sampling Procedure

A stratified random sampling procedure was


used in the selection of the participants in the study.

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This technique was used to ensure fairness among the
representation of the respondents. Sampling is
choosing a sub-group from a population to participate
in the study. Within each school, selection of students
is done by simple random sampling. This was done by
writing out the names of each student in a piece of
paper which was folded to ensure fairness and putting
those names in a basket. After that the researcher now
selects the element by picking names that were inside
the basket, records it and continuing the process until
the desired number of respondents is obtained. The
simple random sampling procedure provides the base
from which the other more complex sampling
methodologies are derived.

Research Instrument

The researcher deliberate and design an


interview schedule that is intended for interviewing of
the respondents selected being one of the data
collection instrument used. Both teachers and
students were interviewed. The interview questions
aimed to gather and internalize opinions with regards
to the implementation of the K to 12 curriculum and
the various foreseen and previous problems that might
takes place and primarily, the respondent’s point of
view on the reason of the K to 12 curriculum
implementation.

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Statistical Treatment

By using the following research methodologies and


instrument, the researchers are able to find certain
answers to the research made. The result of the
research will be based on the result of the survey and
interviews that were to be made.

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REFERENCES

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CURRICULUM VITAE

Name: Jocer Ann M. Labador

Birthdate: October 28, 1998

Age: 19 years old

Birthplace: Purok- 1,Dumalama, Quezon Bukidnon

Citizenship: Filipino

Religion: Roman Catholic

Civil Status: Single

Educational Attainment:

March, 2018-Present Quezon Institute of Technology


Bachelor in Elementary Education
Poblacion,Quezon,Bukidnon

June, 2011 Nuestra Señora Del Pilar HighSchool


Balangay 3, Poblacion Quezon Bukidnon

June, 2005 Quezon Central Elementary School


Balangay 2, Poblacion Quezon Bukidnon

Academic Awards:

Elementary Level

S.Y 2005-2006 Second Honors


S.Y 2006-2007 Second Honors
Best in Spelling
S.Y 2007-2008 Third Honors
S.Y 2008-2009 Second Honors
S.Y 2009-2010 Third Honors
S.Y 2010-2011 Fifth Honors
Journalist of the Year

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Athlete of the Year
Best in Hekasi
Secondary Level

S.Y 2011-20012 Ninth Honors


S.Y 2012-2013 Fourth Honors
Deportment Awardee
S.Y 2014-2015 Eighth Honors
S.Y 2015-2016 Sixth Honors (Special Honors)
Outstanding Leader
News Writer
Lector Awardee
Service Awardee
Performer of the Year

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