Note: This is an

example of Chapter 3
1
& 4 of Qualitative
Research. All of the
information written GRADING SYSTEM OF GRADE 11 AND 12 OF THE K-12:
should not be copied THE VOICE OF CONCERNED TEACHERS
but to be used as a
guide in doing the said
chapters. Due to time
constraint, we will not
be doing the Chapter 5
(Discussion) anymore
which entails
Implications for
Practice, Implication
for Future Research
and Concluding
Remarks. Good Luck
researchers! You can
make it!
-Sir Pueda

A Research Paper
Presented to the Faculty of the Senior High Department
University of Mindanao, Davao City

________________________________________________

In Partial Fulfillment of the Requirements

In Res1s (Practical Research)
2nd semester, SY 2017–2018

___________________________________

Cruz, Dennis M.
Fuentes, Janna S.
Pueda, Jun Glyn O.

March 2018
 2

Chapter 3

METHOD

This chapter covers an overview of the methodology used in the study. The

discussions in this chapter are the research design, research subjects, data gathering

procedure and data analysis.

In this study, the researcher employed phenomenological methodology.

Phenomenology is a science whose purpose is to describe particular phenomena, or

the appearance of things, as lived experiences. However, phenomenological research

methodology is difficult to explain because it has no clearly defined steps.

Phenomenologist’s opinion is that the clear definition of methodology tends to limit

researcher’s creativity (Burns & Grove, 2003).

Research Design

This study made use of qualitative research methodology and was exploratory

in nature. Thus, any information that may be derived are all based upon their

understanding. We also chose phenomenology as our research design because this

study attempts to identify the experiences of Grade 11 and Grade 12 teachers

concerning the grading system of K-12 Program, to the extent to which the current

system contributes to an educational achievement for students.

As defined by different authors, “phenomenology is a research strategy of

inquiry in which the researcher identifies the essence of human experiences about a

phenomenon as described by participants,” focuses exclusively on the way things

appear and project sober reflection on the lived experience of human existence

(Creswell, 2009).

Thus, as the researchers of this study, we aimed to describe as accurately as

 3

possible the phenomenon, remaining true to facts from the perspectives of people

involved. Likewise, phenomenology focused on the subjectivity of reality, continually

pointing out the need to understand how humans view themselves and the world

around them. Phenomenon is not limited to historical events or frames of linear time.

A shared phenomenon can also be a shared condition (Campbell, 2011 & Willis,

2007).

In addition, this study was also constructed as qualitative phenomenology

design. It is the intended goal of qualitative research to offer a perspective of issues

and provide reports that reflects the researchers’ ability to document the resulting

phenomenon.

The above-mentioned authors believed that qualitative research is exploratory

and inductive in nature. Therefore as the researchers following the qualitative

phenomenology method, we viewed that in its context situated activity that occurs in

the conduct of the study. It consists of a set of interpretive, material practices that

makes the real world visible. It turns the world into a series of representations,

including field notes, interviews, conversations, photographs and recordings.

Since qualitative research is a broad field of inquiry that uses unstructured data

collection methods, such as observations or documents to find themes and meanings

to inform our understanding of the world, it tends to try to uncover reasons for

behaviors, attitudes and motivations, instead of just the details of what, where and

when. Generally, a phenomenological research is well suited for studying affective,

emotional, and often intense human experiences (Creswell, 2009).

Research Subjects

Population of the research subjects constitutes Grade 11 ABM and HUMMS

students of The University of Mindanao regardless of their age, gender, and how
 4

much is their allowance. There were 15 participants of the study for the face-to-face

interview. They were mixed male and female from The University of Mindanao who

shared their experiences about Millennial’s financial issue. The participants were

selected randomly to accurately gather different information and data.

A letter is given to the prospective participants asking them if they would be

interested in participating in our research study about “A Millennial’s Roadmap

towards Financial Excellence.” We contacted each participant to confirm if they are

interested, for us to finalize and prepare a convenient location and time was

determined for the interview. Prior to the interview, we asked the participants to sign a

consent form and completed a demographic form of relevant background data.

Furthermore, our study was based on interview guide questions that will assist

in identifying and understanding the millennials behavior towards financial issue and

how to come up with the problems about finances. In the same way, the interview is

undoubtedly the most common source of data in qualitative studies. In addition, the

face-to-face format was conducted in this study wherein questions are determined

before the day of the interview. Importantly, interviews allow the respondents to talk

in a way that it is not controlled and also, it is less structured.

We gathered the research subjects through referrals from co-researchers. The

participation in the study was voluntary in nature and the respondents ended their

participation in the study at any time without any harm. Moreover, there was no

compensation for participating in the study and the demographics were not identified

to protect the anonymity of the participants.

Pursuing the above concept further, we used purposive sampling, also known

as judgement, selective or subjective sampling, as essential step in a qualitative

research. Also, it is a non-profitable sampling method. This type of sampling can be

 5

very useful in situations when you need to reach a targeted subject sample quickly. In

addition, they define sampling schemes as specific techniques that are utilized to

select units (e.g., people, groups, subgroups, situations, events). Sampling design as

represented their framework within which the sampling occurs, comprising the

numbers and types of sampling schemes and the sample size (Lavrakas, 2008 and

Crossman, 2017).

However, sample for qualitative research are generally much smaller than

those used in a quantitative research because qualitative research is concerned with

meaning and not making generalized hypothesis statements. Moreover, qualitative

research is very labour, intensive and analyzing a larger sample can be time

consuming and often simply impractical (Crouch & McKenzie 2006).

Data Gathering

To conduct this study we followed the protocol consisting of a written

questionnaire for one-on-one interview to obtain the data in this study. Also, we used

a non-directive tone of interviewing using open-ended questions allowing the

participants to answer with freedom, for them to control the pacing and subject matter

of the interview. Then, we recorded the information from the interview by making

hand-written notes and tape recorder.

Qualitative interview emphasizes the role of the researchers’ questions and

participants’ interpretations as opposed to facts regarding how millennials will be a

financial literate. Interviews are the most familiar strategies for collecting qualitative

data and it is easy because you can personally talk and thank your respondent for

cooperating. Furthermore, the individual face-to-face interview allows the

interviewers to dig deeply into social and personal matters (Bloom & Crabtree, 2006).
 6

On the other hand, the participants had a worth of complex knowledge

regarding the phenomenon, under the investigation including their explicit and

immediate assumptions and answers that can be expressed spontaneously during a

semi-structured interview. Thus, semi-structured interviews can be used to reconstruct

the subjective theory that participants possess (Flick, 2006). As presented in the

interview process, we recorded using an auditory recording gadget, and later it was

transcribed into text that was used in the data analysis process. The use of recording

devices ensured that the data will be obtained through the interviews, also it helps to

accurately capture the exact answer of our respondents. Thus, it will not distort the

information obtained from the respondents. Recorded interview was a big help in

reviewing information extracted from the respondents during the interview process.

Meanwhile, the time that we had completely done with our interviews, the

data that was gathered were transcribed into text that was used in the interview

process. Following the preliminary analysis of the research data, respondents were

informed to verify the information obtained from the interviews. Also, the discussion

provides the participants with the opportunity to confirm the interview that has been

accurately transcribed, as well as provided a forum to make a certain revision or add

some information that they made.

Data Analysis

Three steps were taken during the data analysis namely: data reduction, data

display, conclusion and data verification. After the in-depth interview, the audiotaped

conversations were transcribed, translated, and analyzed.

In data reduction, answers of the interviews were transcribed, translated, and

organized. In the drawing of conclusion and verification, preliminary thoughts and

patterns were developed.

 7

The researchers selected strategies of inquiry. Pieces of data ought to be

carefully labeled and organized in such a way that eases ongoing analysis. This

process of analysis involves making sense out of data recorded in text, image, audio

and/or video formats. Steps may be helpful to analyze data. It is important to organize,

prepare, and read the data for analysis (Creswell, 2009). Similarly, the analysis of

qualitative research notes begins in the field, at the time of observation, interviewing,

or both, as the researcher identifies the problems and concepts that appear likely to

help in understanding the situation.

During the interview, the responses of the teachers during in-depth interviews

were recorded. Before the data were analyzed, each interview was assigned a code.

The process of transcribing helped the researchers to gain deep understanding of the

data gathered as it encompasses what is presented in the transcript like talk, time,

nonverbal actions, speaker/hearer relationships, physical orientation, multiple

languages, translations; who is representing whom, in what ways, for what purpose,

and what outcome; and how analysts position themselves and their participants in

their representation of form, content, and action (Green, 2013).

Therefore, the researchers transcribed key words, phrases, statements,

interviews, observations, documents, and field notes in order to allow the voices of

the research participants to speak.

 8

Chapter 4

RESULTS

It is presented in this chapter the differentiated concepts, insights and real life

experiences of the participants which was the concrete result of the facilitated in-

depth interview. Presented also are the results of phenomenology research as noted by

Polkinghorne (1989), that phenomenology explore the structure of consciousness in

human experience.

The qualitative data gathering was based on the following research questions:

1. What are the experiences of the Grade 11 and Grade 12 teachers in the

implementation of the K-12 Program?

2. How do they cope with the challenges if the implementation?

3. What insights can be obtained regarding the study in the implementation of

the K-12 Grading System?

Participants

There were twenty participants in this study, ten women and ten men who are

currently teaching at the University of Mindanao. They were chosen on the basis of

their experiences in teaching Grade 11 and Grade 12 of the K-12 Program. They were

able, willing and eager to be part of the interview right from the start of this research.

They, in one way or another, have contributed much through their time and effort

exerted especially in sharing their various experiences in meeting the challenges of

the new program. The twenty participants were specified as shown in Table 1.
 9

All of the participants answered the same set of questions. They were so eager

and willing to share their different experiences and issues regarding the study because

they know in return they will gain additional inputs and credible insights from it. We

were able to gain colorful and bright experiences in the in-depth interviews. For us,

face-to-face interview, was so interesting, gaining rich information and sharing of

experiences were brought out. Thus, our goal was successfully met. Essentially,

participants shaped our outlook because they were strangers for us. But as experience

was our great concern, we found out that there was no big difference or gap the way

they addressed the said issue, and it moved us to dig out more information with

regards to their experiences, challenges, and insights on this matter.

Our aim of knowing, learning and understanding the real life experiences of

Grade 11 and Grade 12 teachers in the University of Mindanao in their journey of the

new program which is K-12, motivated us to conduct this study that would open up

the concern of the educational system since this problem on K-12 grading system is

also the concern of most private schools. As its early implementation is concerned,

uncertainties occurred and remain an issue to the implementers, and even to the

students, parents, and to the community as well. Thus, the participants in this study

played an important role to address problem being raised.

The interview took place in different venues. In addition, the in-depth

interviews depend on the accessibility of our participants since we met them one by

one; in a quite conference room of a restaurant, in an office, and in a storage corner of

a school canteen. We used a tape recorder along with a log book to record notes as the

interview went on. We were also with our field note taker who backed us up in case

of disruptions that will occur during the interviews. We asked the participants to sign

the informed consent and secure their approval before conducting the interview, thus
 10

it ended successfully.

To safeguard the true identities of the participants, they were being coded in

Assumed Gender Location Educational Subject Study

Name Level Taught Group

alphanumeric form F1, F2, F3, F4, F5, F6, F7, F8, F9, F10, M1, M2, M3, M4, M5,

M6, M7, M8, M9, and M10 from Davao City.

 11

F1 Female Davao City College Level English In-depth

F2 Female Davao City College Level MAPEH In-depth

F3 Female Davao City College Level Math In-depth

F4 Female Davao City College Level Filipino In-depth

F5 Female Davao City College Level Science In-depth

F6 Female Davao City College Level English In-depth

F7 Female Davao City College Level Science In-depth

F8 Female Davao City College Level Science In-depth

F9 Female Davao City College Level MAPEH In-depth

F10 Female Davao City College Level Filipino In-depth

M1 Male Davao City College Level Filipino In-depth

M2 Male Davao City College Level Math In-depth

M3 Male Davao City College Level Math In-depth

M4 Male Davao City College Level Math In-depth

M5 Male Davao City College Level English In-depth

M6 Male Davao City College Level English In-depth

M7 Male Davao City College Level Science In-depth

M8 Male Davao City College Level Filipino In-depth

M9 Male Davao City College Level MAPEH In-depth

M10 Male Davao City College Level MAPEH In-depth

Table 1

Participant’s Information

Research Question No. 1: What are the experiences of Grade 11 and Grade 12

teachers in the implementation of the K-12 Grading System?

 12

In order to answer the queries of this research problem, the researchers

formulated guide questions and asked the participants: What can you say about your

experiences in the K-12 Grading System? How do you find it? Which of such

experiences you consider favorable or unfavorable? Why is it favorable or

unfavorable experiences to you?

It has been viewed by the participants and informants that they were

challenged with those difficulties they met. Yet, they have seen it holistic on the part

of the students and that is why they took initiatives to fully serve the purpose of the

K-12 grading system. They have in their mind also the benefits of the K-12 grading

system.

As taken from the data collected on the experiences of the study participants,

three main themes emerged as presented in Table 2. These themes helped us

determine which core ideas to report. These themes were extracted during the

interview process as they were willing and eager to share to the researchers. These

were: challenges, opportunities, and training issues in the implementation of the K-12

grading system.

Table 2
 13

Themes and Core Ideas on Experiences of Teachers in the

Implementation of the K-12 Grading System

Major Themes Core Ideas

-have difficulty in categorizing components

in the grading system
-it is laborious and task-intensive
Challenges -hard time coping with the KPUP
-computation of grades is difficult
-grading system is confusing
-have difficulty with test construction
-have to study to really understand it
-have to make adjustments
-have problem with time constraints

-students’ skill can really be assessed

Opportunities -happy of the chance to experience the system
-computation is easier than previous
-not much different than previous computation

-trainers were not that good

Training issues - different interpretations from trainers
-there were reactions during trainings
-they underwent a lot of trainings and seminars
-the grading system was not discussed in detail
 14

Challenges in the Implementation of the K-12 Grading System

Responses to the questions asked on experiences of Grade 11 and Grade 12

teachers in the implementation of the K-12 grading system revealed that there were

challenges of implementation as concerned teacher. Almost all the participants

disclosed that they have difficulty in categorizing the components of the grading

system.

At the start F10 was impatient to answer the question and said that she was

having a difficulty on how to categorize the components whether her activities fall

under knowledge, process, skill, or understanding. What is difficult for her is the

performance of the output.

“Pare-pareho lang man unta ang sistema sa una ug sa karon. Ang

nakalisod lang jud kay ang activity sa mga bata ang resulta sa ilang
mga performances kung asa siya dapita mabutang; sa knowledge ba,
process, skill, understanding ug unsa ang i record ug dili kay dili man
daw ang uban labi na ang quizzes.” The system is just the same as
before, the only difference for now is that, it is performance based,
students should do well. There is confusion where to put knowledge,
process, understanding, and performance because other results will not
be recorded especially the quizzes. (F10Q1)

Meanwhile, some participants answers as it is laborious and task-intensive,

hard time coping with the KPUP, computation of grades was difficult and grading

system is confusing. As M5 revealed,

“I find it hard in the computation of grades, and it takes time, unlike

before, dali lang mag-kompyut ug grado, klaro pa ang mga activities.”
Before the computation of grade is much easier and it is more clear.
(M5Q1)

During the in-depth interview, one of the informants remarked,

“Teachers should know about this for their task to become easy, and
slowly it will not have bad effects. We should have to make
adjustments, and study to understand it. (F6Q1)

The other responses are having difficulty with test construction, how to

classify, have to study to really understand it, have to make adjustments, and problem
 15

with time constraints. F4 pointed out,

“I have difficulty in test construction, having a hard time in

classifying where to put the questions in every item.” (F4Q1)

M8 hoped,

“I should study the system. I need to understand the system and I am

really challenged. Daghan pa ug mga pamaagi kung gustuhon para
lang maging successful ang atong system.” There are several ways to
do if we really aim to improve our system. (M8Q1)

F8 nodded,

“Adjustments will be observed from the old system to the new one.
It’s just a way of adjusting ourselves where we are called to serve and
what to do to give good service to our clientele.” (F8Q1)

F10 added,

“I also have time constraint because students are considered seasonal,

they have to be absent during planting and harvest time, so teachers
make alternatives or give extra time for them to cope.” (F10Q1)

Opportunities in the Implementation of the K-12 Grading System

The participants of the in-depth interview to the succeeding sub-questions

pointed out the opportunities of implementation in the K-12 grading system. There

were those who really have discussed opportunities in the implementation. In general,

most of the study participants were amenable in the grading system.

F4 laughingly shared his opinion that she was amenable to the grading system

because it is advantageous on her part of the students, since it calls for mass

promotion.

“Maski ang bata magsige ug absent papasaron gihapon sa maestro,

pangitaan ug mga pamagi (interventions) para lang mopasar. Since
K-12 aims for mass promotion.” Even those students who are always
absent will pass because teachers will really find ways for them to
pass. (F4Q1)

Some answers are: KPUP is nice, authentic and holistic, students’ skills can

really be assessed, happy of the chance to experience the system, learning from
 16

students’ own surrounding, and computation is easier than previous.

M10 proudly exclaimed that she considered KPUP nice, authentic, and

holistic. (M10Q1). As well as M9 proved that it is really clear because you can really

assess the skills of the students.

“Masala jud kung ang usa ka bata maayo kay makita man asa jud ang
ang iyan mastery level, unsa jud ang iyang tinuod na jud sa iya. Asa
siya maayo sa knowledge lang ba, sa pag proseso, sa pagsabot
(understanding) or mismo sa perpormans ba niya.” There should
really a credible screening of students especially in their mastery level,
skills and the over-all performance. (M9Q1)

Typically, a participant exclaimed in this case that time will come that a

certain school can no longer have an honor student.

“Lisod na kayo kuhaon ang honor grade kailangan walay grado ang
estudyante nga ubos sa eighty five percent sa kada subject so dapat
ninety percent ug taas pa iya kuhaon. Unsaon nalang kung ang
studyante dili kayo maayo sa usa ka subjects liban lang sa usa tanan
ninety percent o taas pa so dili jud siya ma honor na. Sakit pud siya
huna-hunaon.” It is hard to be an honor student since a student has to
target for a grade of eighty five percent per subject. So he/she has to
target ninety nine percent above. The problem is those who got eighty
four percent. It is painful on their part. (M1Q1)

When prompted to explain, she said that the criteria or guidelines for ranking
of honors may be modified in such a way that it will not be a standard, considering
that students in remote areas have hard time coping different requirements in each
subject or there were really a lot of factors to be considered in each student. But
students do not get much affected on it, especially those passive ones. For them, it is
not a big deal. But for parents, something should be done for this matter. As M5
confirmed,
“Students attitude toward this, they were just taking things for granted.
Balewala lang man sa ila, as if nothing happened. They don’t even
care. Ang big deal sa ila ang additional two years man, referring to
Senior High School.” These students are just taking things for granted.
What is the big deal is the additional two years in high school. (M5Q1)

Training Issues in the Implementation of the K-12 Grading System

A common frequency response resulted in this theme having core ideas such

as: trainers were not good, different implementations from trainers were various

reactions during the trainings, we underwent a lot of seminars and trainings, few were
 17

enlightened, but KPUP (knowledge, process or skills, understanding, products or

performance was not discussed.

A participant was a little bit hesitant as she started criticizing the seminar or

training she attended. Especially in her first training she felt so confused and doubtful.

It showed that there was really a problem in this case.

“At first, the new grading system was not well emphasized by our
trainer. We are so depressed with the result of our seminar. The worst
was when we were in school, our school head was also confused of this
new grading system. What our school head did, he changed the
percentage. So, our first grading at first was that clear and reliable.
Until this time was is not so clear to us is the classification of this
grading system, where or what we supposedly classify in each
component as knowledge, skills, process, and understanding. Yet, I am
not hopeless with this experience since I am very much positive that
every now and then of studying and experiencing or applying this
system, I will be enlightened with this. Kay magtutudlo man ta,
gitahasan sa pagtudlo sa atong mga kabatan-unan, so dapat pud
maningkamot ta para sila matabangan. Ug matabangan nato sila
pinaagi sa paghatag sa ilaha ug tamang edukasyon para sa ilang
kalambuan.” Because we are teaching, it is our duty to help these
students by giving them the good education they deserve to improve.
(F2Q1)

Another participant M4 added same experience as far as training is concerned.

She pauses for a while in the middle of the conversation but she promptly informed

that her purpose is not to condemn the trainers since they were also doing their best

but all she wanted is to address their problem in the field, to eradicate confusions, and

for smoother implementation of the said system. All she wants is to give the best they

can offer for the benefit of the students.

“A lot of interpretations from our facilitators made us confused and a

lot of reactions also. Kung mangutana gud pud mi kay dili pud sila
maka elaborate pud ug maayo. Ni ingon ra pud sila na dili jud mo
magbagsak ug studyante tungod ani nga sistema. Unta kay maklaro
lang jud nila ang gitutukan ani nga sistema. Makuha jud unta ang
pinaka-concern ani. Step-by-step ug han-ay ang pagpasabot nila sa
mga seminars kay ang nahitabo, diha pa lang mismo sa trainings, gubot
na daan kay daghan ang wala napasabot.” Because every time we ask
questions they cannot elaborate fully. There should be a detailed
process of understanding the system which should be applied during
 18

trainings. (M8Q1)

M8 prompted to explain that in school, they helped each other to make it

understandable and clear to everyone. Those who had confusion in a certain area they

will ask assistance from those who knew it. They invited resource persons to clarify

their queries. Give and take relationship is well established in their school if problem

arises for the benefit of everyone especially for the welfare of the students. The spirit

of teamwork was developed among the faculty, a way of solving such crisis in the

workplace. It was even their conversation during their bonding time. They even spent

vacant periods having department and year level conferences to discuss issues on

grading system.

Above all, a manifestation of their dedication and commitment towards their

duties and responsibilities was developed. They considered themselves partners with

one goal, and together they want to achieve the best they can.

Research Question No. 2: How do they cope with the challenges of the

implementation?

The following questions were asked during the in-depth interview to find out

how they cope with the challenges of the implementation: What are the challenges

you have encountered in the implementation of the K-12 grading system? What have

you done to address such challenges? How would you describe the students, parents,

and fellow implementers’ reactions on the challenges in the implementation of the

K-12 grading system? How do you handle them? How do such challenges help

change your outlook as implementer of the K-12 grading system? Explain your

present dilemma as K-12 grading system is concerned.

It has been manifested in their own way of sharing their views that they were
 19

so eager in adapting the system, endeavored to follow the procedures, and willing to

communicate to the clientele to the best of their ability according to what they gained

from the seminar they have attended. It was so touching upon hearing from them that

they humbly accepted the fact that they cannot give what they do not have. Teachers

coping to the said challenges are the most critical situation on their part since it is

their own initiative and they are afraid if ever it will not be acceptable to others,

especially the parents of the students. For them, they were taking risks, being

implementers of the said grading system.

Data collected from the aforementioned questions emerged three main themes

as shown in Table 3: adaptation, collaboration, and innovation and creativity.

Adaptation of the Challenges in the Implementation

Apparently, the general response of the participants indicated their adaptation

of the grading system beyond negative issues, reactions, and feedbacks. They

accepted and help in the implementation even. Responses are presented below:

M8 participant proudly stressed out,

“Of course I should accept and help in the implementation. As a

teacher, I should implement what is supposed to be implemented, we

must follow accordingly.” (M8Q2)

“Teachers just accepted it or else we will be in the DepEd Blog.

Teachers are honest followers and good leaders.” (M3Q2)

 20

Table 3

Themes and Core Ideas on How Teachers Cope with the Challenges

of the K-12 Grading System Implementation

Major Themes Core Ideas

-accept it and help in the implementation

-endeavor to follow procedure of the grading
system
Adaptation -tried to be open-minded and patient
-positive thinking, just hopeful of positive outcome
-levelled up/upgraded knowledge
-learn by doing
-made adjustments

-thorough teachers’ orientation, seminars and

Collaboration trainings
-communicate with the parents; disseminate
information on the grading system properly;
conduct orientation, assemblies, and meetings
-explain it well to the students, conduct
orientation, assemblies, and meetings
-clear up inconsistencies and doubts, make vague
things clear
-teachers help one another

-give remediation
Innovation and Creativity -provide alternative or supplementary activities
-deal with students on a case-to-case basis
-organize groupings or else some students will fail
-add 50 o every score to pass the child
-use multiple intelligences approach
-information dissemination through social media
i.e. Facebook and media exposure through print,
radio, TV
 21

Common responses showed teachers were determined to follow procedures of

the grading system. They tried to be open-minded, patient, and manifest positive

thinking, just hopeful of a positive outcome, and leveled up or upgraded their

knowledge. They were determined whatever rules to be followed but it should be

given clearly to avoid such confusion on their part. Supportive participants

emphasized,

“I just followed the procedure of giving grades based from the K-12

guidelines in computing grades. There’s no harm in following it only

needs time and patience, as teachers we are bound to. We all know that

our students are expecting so much from us, being their second

parents. We need to provide them the best we can offer for their

development, given them the chance that they can be successful in the

future.” (I9Q2)

“Teachers should initiate in dealing with the K-12 grading system. As

direct implementers, of every school program, we are tasked to lead in

every activity or program that the department has. Whether we like it

or not, we should embrace the said program. Wala tay choice but to

follow, we will be kicked from the service.” We have no choice but to

follow the system. (M7Q2)