POSSIBLE EFFECTS ON THE REMOVAL OF FILIPINO

SUBJECTS IN TERTIARY LEVEL AS PERCEIVED BY

SECOND YEAR STUDENTS OF POLYTECHNIC
UNIVERSITY OF THE PHILIPPINES
LOPEZ BRANCH A.Y. 2019-2020
Introduction
In every school, Filipino subject has an integral part in
the curriculum. In this subject, students are taught about the
essence of Filipino language and also the Filipino culture as a
whole.
According to the CHEd Memorandum Order No. 20
series of 2013, revisions are made to the General Education
Curriculum (GEC). One of these will be the removal of
Filipino subject from the curriculum, transferring the course
to senior high school.
General education thus lays the groundwork for the
development of a professionally competent, human and
moral person. It also prepares the Filipino for the demands
of 21st century life and the requisite abilities to anticipate
and adapt to swiftly changing situation, to think innovatively
and create solutions to problems, and to achieve higher
standard of learning.
 Amongst all the changes the new General Education
Curriculum (GEC) will inflict to tertiary level education,
the revision of core courses and removal of subjects
especially Filipino from the curriculum gained various
reactions from the social media, faculties of different
universities and colleges, and students of Polytechnic
University of the Philippines Lopez Branch. Wherefore, the
researchers come up with the idea of choosing second year
students as the respondents because they were the first
batch of K-12 graduates who have encountered Filipino
subjects in senior high school and in tertiary level.
Statement of the Problem
The major aim of this study is to find out the point of
views of selected second year students enrolled at
Polytechnic University of the Philippines Lopez Branch.
A.Y 2019-2020.

1. What is the profile of the respondents in terms of:

a) Name (Optional)
b) Sex
c) Age
d) Course
1. What are the reactions of second year students regarding
on the Removal of Filipino subjects in Tertiary level?

2. What are the possible effects on the Removal of Filipino

subjects in Tertiary level?

3. Is there any significant difference in the reactions and

on the possible effects on the removal of Filipino
subjects in tertiary level?
Hypotheses
1. Removal of Filipino subjects in Tertiary level earned
positive reactions and possible effects from second year
students of PUP-Lopez.

2. There is no significant difference in the reaction and on

possible effects among the different courses on the
Removal of Filipino subjects in Tertiary level from
second year students of PUP-Lopez.
Significance of the Study
This study helped the students to reflect about this
argument. In this manner the students’ reactions can be used as a
basis whether this removal of Filipino subjects in tertiary level is
paramount. It can also be a fundament for the development of
Senior High schools’ new curriculum in the near future. Thru
this study, Polytechnic University of the Philippines will be
guided on the idea that CMO no.20 s.2013 in capacitating
students to be more globally competitive in terms of their chosen
career and pave a way to achieve higher standards of learning as
per Commission on Higher Education (CHEd).
CHEd Chairperson Patricia Licuanan - The revised general
education curriculum, part of the K-to-12 program, aims to
expose college students to various domains of knowledge and
ways of comprehending social and natural realities,
developing in the process intellectual competencies and civic
capacities. The memorandum order resulted to various
reactions to the public. But citizens must realize that this came
about because of a need to rationalize and enhance the
curriculum following the adoption of the K to 12 program.
Aside from that, this is beneficial, first, to the first batch of
graduates of senior high school and to the succeeding college
students, second to the parents of the said students, third to the
teachers, fourth to schools, fifth to the country’s economy, and
lastly to the Philippines’ education system
Foreign Related Literature
Seretta Kesola of Laurea Universities of Applied
Sciences - I totally agree, using mother tongue in higher
education has its positive outcomes because the students are able
to understand better what they are studying. However, without
English language, there is limitation to access literature that
are available in English than any other language. In countries
where English is not an official language, English can be used as
a second language which will allow students to access materials
which can translate in their own mother tongue if needed. They
also have their own literatures in their own language and their
students are doing fine.
 Synthesis of the Reviewed Literature and
Studies
There are many related literatures and studies that
the researchers found which revealed different points of
views.
According to Commission on Higher Education’s
(CHED) Memorandum Order No. 20, series of 2013 also
known as the “General Education Curriculum Holistic
Understandings, Intellectual and Civic Competencies,”
which excluded the study of Filipino, Panitikan, and the
Philippine Constitution as core subjects. The changes in
the GE curriculum were implemented to ensure that there
would be no duplication of subjects in Grades 1 to 10,
Senior High School and College.
Methods of Research

This study is quantitative in nature. The researchers

used the descriptive method of research. Descriptive method
was used to describe characteristics of a population being
studied. This method involves the collection of data in order
to test the hypothesis. Using this method, it gives us
information rather than normative.
Population Sample Size and Sampling Technique
The researchers conducted the research study entitled
“Possible Effects on the Removal of Filipino Subjects in
Tertiary Level as Perceived by Second Year Students A.Y.
2019-2020”. The population of this study is consisting of
740 students enrolled at Polytechnic University of the
Philippines Lopez Branch. Out of 740 second year students,
the researchers selected 35% of the total population of the
students each course with the total of 260 respondents. The
gathered data from the total of 260 respondents were
analyzed and tallied by researchers and the result was
interpreted according to the given interpretation. The result
was used as the basis of the conclusion and
recommendation.
Slovene’s Formula: this formula was used to determine the
number of respondents or the sample size that will
represent the population of this study.

𝑵
𝒏=
𝟏 + 𝑵𝒆²

Where:
N = population
n = sample size
e = desired marginal error
Simple random sampling: All members of the population
have a chance of being included in the sample.

Research Instrument
Questionnaire was the instrument that used by the
researchers in gathering data. It is composed of respondents’
profile which included the name, sex, age and course. It also
contained several questions involving the reactions and
possible effects to the second year students of PUP-Lopez
on the removal of Filipino subjects in tertiary level.
Data-Gathering Procedure
The researchers assured the confidentiality of the
survey sheets since the identities were not important. They
also understand that people’s consciousness may affect the
honesty and effectiveness in answering the survey, and so
the researchers gave the respondents an option of being
anonymous. Participants have given time to respond and
then the researchers collected the survey-questionnaire
when the respondents were done. There were no incentives
to offer for participating in the research when all the
questionnaires were collected. Then, they started tallying
and tabulating the results.
Statistical Treatment of Data

After data gathering, the retrieved questionnaires

were tallied, tabulated, analyzed and interpreted to
determine the insights of second year students enrolled at
PUP-Lopez. In order to analyze the data collected, the
researchers used descriptive and inferential tool by using
the percentage distribution and weighted mean.
A. Percentage Distribution
Percentage distribution was used to determine the
relationship of part of a whole. The formula for the
percentage is:

𝒇
𝒑 = 𝒙𝟏𝟎𝟎
𝒏

Where:
p = percentage
f = frequency
n = total number of respondents
100 = constant
B. Weighted Mean

𝜮𝒇𝒙 𝟓𝒇 + 𝟒𝒇 + 𝟑𝒇 + 𝟐𝒇 + 𝟏𝒇
𝒙𝒘 = , 𝒙𝒘 =
𝑵 𝑵

Where:
xw = weighted mean
f = frequency
N = total number of respondents
To provide the clear interpretation of the mean, a scale was constructed
as follows;
SCALE DESCRIPTION

1 – 1.80 Strongly disagree

1.81 – 2.60 Disagree

2.61 – 3.40 Neutral

3.41 – 4.20 Agree

4.21 – 5.00 Strongly agree

 To complete this study properly, it is necessary to
analyze the data collected in order to answer research
questions. As already indicated in the preceding chapter, data
is interpreted in a descriptive form. This chapter comprises the
analysis of questionnaires, presentation of tables, and
interpretation of the data gathered from this study.
With the total of 260 questionnaires distributed, all of
these were answered by the second year students of
Polytechnic University of the Philippines. This means the
desired sample size was completed and used to interpret the
result.
Summary of Findings
After tallying, tabulating, and interpreting the data
gathered the following findings were drawn by the researchers.
1.1. Course
Out of 260 respondents, 20 (7.69%) are BAPA, 19
(7.31%) are BSArch, 13 (5 %) are BSA, 33 (12.69 %) are
BSAME, 16 (6.15%) are BSBA, 21 (8.08 %) are BSCE, 22
(8.46 %) are BSEd, 20 (7.69 %) are BSEE, 22 (8.46 %) are
BSHM, 17 (6.54 %) are BSIT, 17 (6.54 %) are BSOA, 5 (1.92
%) are DEET, 13 (5 %) are DICT, 22 (8.46 %) are DOMT.
1.2. Sex
The majority of the respondents are female, having a
total number of 166 respondents which is equivalent to
64% of the total respondents and 94 or 36% male with a
total combined number of 260 respondents.

2. Age
Out of 260 respondents from the total combined 14
courses, majority of them are 19 years old with 188
respondents or 72%, followed by 18 years old with 38
respondents or 15%, and the remaining numbers are 20
years old with 34 respondents or 13%.
3. Most reactions of the second year students enrolled at
Polytechnic University of the Philippines strongly agreed that
they encountered some of the following topics of Filipino
subjects (Komunikasyon sa Akademikong Filipino, Pagbasa at
Pagsulat Tungo sa Pananaliksik and Retorika) during their
Grade 11 and 12 having weighted mean of 4.20.
4. Out of 260 respondents, majority of them agreed to the
following reactions:
a) There is repetition of lesson they took in Senior High
school to other courses taught in their present level having
weighted mean of 3.72.
b) Filipino subject in Senior High school needs enhancement
that is why CMO no. 20 was created having weighted mean
of 3.83.
5. Out of 260 respondents, majority of them agreed to the
following possible effects:
Removal of Filipino subjects in tertiary level will:
a) Enable the students to focus in their specialization having
weighted mean of 3.72
b) Pave the way to achieve higher standards of learning as per
Commission on Higher Education (CHED) having weighted
mean of 3.71.
c) Capacitate students to be more globally competitive in terms
of their chosen career having weighted mean of 3.78
d) Provide the students more opportunities to learn other
interdisciplinary courses/subjects having weighted mean of
3.88.
e) Enable the students to avoid any repetition about the subject
having weighted mean of 3.85.
6. Lastly, most of the respondents disagreed to the
following possible effects:
Removal of Filipino subjects in tertiary level will:
a) Lead to the erosion of the Filipino language and identity
having weighted mean of 2.56.
b) Lessen patriotism and nationalism as Tanggol Wika
fighting for having weighted mean of 2.45.
Conclusions
Based on the findings, Removal of Filipino subjects in
Tertiary level earned positive reactions and possible effects
from second year students of PUP-Lopez and most of the
respondents strongly agreed that they already encountered some
of the topics in Filipino subjects in senior high school. They
agreed that there are repetitions of lesson and Filipino subjects
in Senior High School that needs enhancement.
Respondents agreed on all the possible effects except for
CMO no. 20 will lead to the erosion of the Filipino language
and identity, and will lessen patriotism and nationalism.
Furthermore, the researchers concluded that there is no
significant difference in the reactions and on the possible
effects in the removal of Filipino subjects in tertiary level.
Recommendations
Recommendations for the Future Researchers
 Related study/research should be pursued to find out
whether if there’s any changes of findings and conclusion
that depends on the setting (time place conducted) of study.
 Conduct their study in a school who offered education
Major in Filipino.
 Conduct their study to two or more schools to determine
any differences depending on the institutions.
 Include professors and other year level as respondents to
broaden the data gather.
 Choose topic that’s already implemented and as much as
possible avoid study that haven’t been approved.
Recommendation for the Institution
 In revising curriculum, choose disciplines/ courses that
may enhance the knowledge and skills of the students in
their chosen career.
 Researchers:
ARANDELA, RONALYN G.
BALLESTEROS, JERRA MARIE C.
BUAN, MA. JOYCE L.
LAROGA, ROSE G
MARAÑAN, JEREMY
NAVARRO, MICHELLE F.
PILARCA, AIZA R.