Thesis 1

San Pablo Diocesan Catholic Schools System
Liceo de Cabuyao
A. Mabini St. Brgy Uno Cabuyao City Laguna
Junior High School Thesis Writing
S.Y. 2017-2018
K to 12 Curriculum:
It’s Effect on the selected Grade 10 Student of
Liceo de Cabuyao S.Y 2017-2018
A Basis for: Creating blog site
A Thesis Paper Presented to the
Academic Coordinator/English Teacher of
Liceo de Cabuyao
1
Liceo de Cabuyao
S.Y. 2017-2018
In Partial Fulfilment of the English Requirements
for the Grade 10
Mrs. Josephine R. Buan
Academic Coordinator/English Teacher
Dedication
This piece of work is lovingly dedicated and heartily to the people who made the
researcher to finish this endeavour.
This work is also heartily dedicated to the researchers’ loved ones: their parents, siblings,
relatives and friends for their unconditional support, sacrifices and genuine while they were in
the process of developing this study.
For the researchers’ parents. A special feeling of gratitude to their loving parents whose
words of encouragement and full support they give to the researchers to gain more confident.
For the researchers’ friends. Who have never left their side through ups and down and
also supported them throughout the process.
2
Liceo de Cabuyao
S.Y. 2017-2018
They also dedicated this work and give special thanks to their thesis adviser Ms. Jenn
Racoma for being there throughout the entire study.
Most and foremost, this achievements sincerely dedicated to the Lord, for all the blessing,
strength, gratitude, and protection. To them, the researchers bring back the glory. All of them
have been the best cheerleaders of the researchers.
The Researchers
ACIB; MAEA ;KALV; CARR; KNDG; JAVC;
EJEA; JLLA; ANOS; JCG; JPC
Recommendation for Clearance
This thesis paper entitled “K to 12 Curriculum: It’s Effect on the selected Grade 10
Student of Liceo de Cabuyao S.Y 2017-2018”, prepared and submitted by GROUP 4, Grade 10
students belongs to the section of Grade 10-St. Januarius in partial fulfillment of the English
requirements for the completion of the high school curriculum, has been examined and is
recommended for English Clearance.
__________________________
3
Liceo de Cabuyao
S.Y. 2017-2018
Mrs. Josephine R. Buan
English Teacher
The Researchers,
NAMES
Acknowledgement
This thesis had been made possible through the efforts, sacrifices and passion. The
researchers would like to acknowledge those who became part of this study.
First and foremost, we want to thank God for giving strength and knowledge in exploring
things, for the guidance is helping exceed all the trials that the researchers encountered and for
giving determination to pursue their study and make this study possible:
To our thesis adviser, Ms. Jenn Racoma for her patience, kindness and critical
evaluation to achieve the purpose of the study.
To our class adviser, Ms. Maria Anna Ritualo for his guidance in the study.
To Mrs. Josephine R. Buan for her full support in all the researchers’ request for this
study and for her valuable time and effort in consulting the study.
4
Liceo de Cabuyao
S.Y. 2017-2018
To Ms. Shellyn Mae B. Bareza for her full support and advice for this study.
To Mr. Erick Evardome for all the advice that he gave us for the improvement of this
study.
Heartily, the researcher want to express their thanks to all the respondents, Grade 10
students of Liceo de Cabuyao for their precious time and cooperation to gather the needed data
relevant and significant for this study.
Finally, the researchers wishes to share their achievement with their family, most
especially Bacat Family, Antiporta Family, Cervantes Family, Valles Family, Rodriguez Family,
Alacapa Family, Gimutao Family, Agcaoili Family, Salvador Family, Gecha Family, and Cagang
Family for the encouragement in pursuing up the completion of the study, undying support and
for the unconditional love to finish this endeavour.
To all, who helped in realization of this dream, thank you very much and may God Bless
you all.
5
Liceo de Cabuyao
S.Y. 2017-2018
Abstract
This study titled “K to 12 Curriculum: It’s Effect on the selected Grade 10 Student of
Liceo de Cabuyao S.Y 2017-2018” it sought answer to the following: What is the demographic
profile of the respondents in terms of: gender and their average for the third grading period; How
are the students affected in terms of attendance, academic performance, time management and
interest?. Is there significant relationship between their social media use and Academic
performance?
The respondents of the study were 100 students out of 151. We only chose twenty-five
selected students per section (4): St. Albert the Great, St. Joseph the Worker, St. Paul the Apostle
and St. Lorenzo Ruiz of Liceo de Cabuyao. The following statistical tools used in the study were
Relative frequency, weighted mean. Descriptive method of research was utilized in this study.
The checklist questionnaire was used as primarily instrument in gathering data.
The findings of the study revealed that the overusing of Social media have a negative
effects for us especially to our academic performance. This study sought if there is a significant
relationship between their social media use and academic performance. The demographic profile
in terms of gender had an impact on the satisfaction of using those social media sites. Based on
the findings, there is a significant relationship between their social media use and academic
performance. The null hypothesis is accepted
6
Liceo de Cabuyao
S.Y. 2017-2018
Chapter 1
The Problem and its Background
Introduction 1
Background of the Study 4
Theoretical Framework 5
Conceptual Framework/Research Paradigm 7
Statement of the Problem 7
Hypothesis 8
Significance of the Study 8
Scope and Delimitation 9
Definition of Terms 10
List of Figures
List of Tables
Chapter 2
Review of related literature and studies
Related Literature
Local
Foreign
Related Studies
7
Liceo de Cabuyao
S.Y. 2017-2018
Local
Foreign
Synthesis
Chapter 3
Research Methodology
Research Method
Selection of Respondents
Instrumentation/Materials and Equipment
Data Collection/Procedure
Data Analysis Plan/Statistical Treatment of Data
8
Liceo de Cabuyao
S.Y. 2017-2018
CHAPTER 1
The Problem and Its Settings
Introduction
The Philippines is the last country in Asia and one of the only three countries worldwide
with a 10-year pre- university cycle (Angola and Djibouti are the other two). A 12- year program
is found to be the best period for learning under basic education. It is also the recognized
standard for students and professionals globally. A recent change in the Philippines’ educational
system was implemented starting in 2011. The new K to 12 curriculum guide requires all
Filipino students to have one year of kindergarten, six years of elementary schooling (grades 1 to
6), four years of junior high school (grades 7 to 10), and two years of senior high school (grades
11 to 12). Prior to the implementation of the K to 12 curriculum guide, the Philippines was one
of only three countries in the world and the only one in Asia that still had only 10 years in basic
education. This has always been seen as a disadvantage for our students who are competing in an
increasingly global job market. The longer educational cycle of the K to 12 curriculum is seen as
critical in giving Filipino students a higher quality of education. Private schools also made
adjustments in their own DepEd accredited curricula. The adaptation of the K to 12 curriculum
guide means that students will graduate a bit older compared to those who graduated under the
10-year education cycle. Far from being disadvantageous, however, DepEd states that young
adults graduating at age 18 or so will be more prepared to take on their tertiary education. As a
9
Liceo de Cabuyao
S.Y. 2017-2018
result, Filipino students have trailed behind students around the world in the areas of math,
languages, and science. The new curriculum is aimed to fix that. The K to 12 curriculum is
designed to enable graduates to join the workforce right after high school, and suitably prepare
those who want to go on to higher education. The new curriculum will also support college
graduates seeking work abroad. Developed countries, according to the Department of
Education’s (DepEd) briefer, “view the 10-year education cycle as insufficient.” As such, they
are at the leading age of a major education reform effort that will bring the Philippines primary
and secondary education systems into alignment with international norms. While aimed at the K-
12 sector, the reforms are expected to dramatically affect the nation’s higher education system –
and potentially Filipino students’ international mobility – as well. All in all, the enhanced K to
12 curriculums is designed to provide a holistic education for all. Aside from the additional two
years of Senior High School (SHS), the K to 12 programs totally restructures the basic education
system in the country, aiming to provide some solutions to the widespread unemployment of the
youth. The K-12 program, established by law in 2013, comprises 13 years of basic education in
four stages: Kindergarten to Grade 3; Grades 4-6; Grades 7-10 (junior high school); and Grades
11-12 (senior high school). Senior high school (SHS) students take a core curriculum plus
applied track and specialized subjects based on the track or discipline of their choice: academic,
technical-vocational-livelihood (TVL), sports, and arts and design.
Among the tracks, only academic and TVL have strands or subcategories. The academic
strands are accountancy, business and management (ABM); humanities and social sciences
10
Liceo de Cabuyao
S.Y. 2017-2018
(HUMSS); science, technology, engineering and mathematics (STEM); prebaccalaureate
maritime; and general academic. The TVL strands are agrifishery, home economics, information
and communications technology, industrial arts and TVL maritime.
There are at least 15 core curriculum or general subjects, which aim to advance learning
in English, Filipino, humanities, mathematics, science, mass media and well-being.
Applied track subjects, which are adapted to a particular track and strand, include English
for academic and professional purposes; practical research (qualitative and quantitative);
Filipino; empowerment technologies; entrepreneurship; and inquiries, investigations and
immersion.
A senior high student will take at least 33 subjects, each totaling 80 hours, divided into four
semesters in two years.
Students choose their track and strand after undergoing assessments like aptitude test,
career assessment exam and career advocacy activities. The law states that beginning school year
2016-2017 all must go through Grades 11 and 12 to graduate from high school.
Background of the Study
The K to 12 has been one of the greatest issues in the country ever since 2012 when it
was implemented. Some are in favor yet some of them questioned the capability of the country to
conform to what is generally accepted by the world in terms of educational standards.
Philippines have been trying to keep up with what the world have set as standards especially
11
Liceo de Cabuyao
S.Y. 2017-2018
when it comes to the educational sector. Philippines, as a country known to provide valuable
manpower to the world has to conform with what is generally accepted by the majority as
standards when it comes to a laborer/employee’s educational attainment. Matching to what the
world has set shows that the Philippines is continuously getting more and more globally
competitive.
Under Republic Act No. 10533 (Enhanced Basic Education Act of 2013), learners will
have to complete Kindergarten, Grades 1 to 6 (elementary), Grades 7 to 10 (Junior High School)
and Grades 11 to 12 (Senior High School)—in all 13 years—before they can receive a high school
diploma. The two years of SHS consists of two parts: Track Subjects—covering the development
of skills for immediate employment or entrepreneurship, and Core Subjects—to ensure college
readiness of K to 12 graduates. It also facilitates four career tracks for students to choose from:
Academic, Technical-Vocational-Livelihood, Sports, and Art & Design. The four different career
tracks provide flexibility. Depending on the goals of the student, as well as the community and
industry requirements in a particular region, the Track Subject Curriculum enhances the value
and relevance of the high school diploma. Equally important, the Core Subject Curriculum,
remaining invariable for all schools, provides an opportunity for everyone to be equally well-
prepared for a college education academically.
The K to 12 program is just another step closer to a brighter and more competitive future
to all students and professionals alike. The K to 12 Program covers thirteen years of basic
12
Liceo de Cabuyao
S.Y. 2017-2018
education with the following key stages: Kindergarten to Grade 3, Grades 4 to 6, Grades 7 to 10
(Junior High School), and Grades 11 and 12 (Senior High School). Learners begin to study in
Junior High School, Grades 7 to 10, to SHS Senior High School (SHS), Grades 11 and 12 that will
introduce them to their preferred career path. High School in the old system consisted of First Year
to Fourth Year. What corresponds to those four years today are Grades 7 to 10, also known as
Junior High School (JHS). Moreover, the SHS curriculum also addresses the redundancy of
college-level general education programs, which presently cover material that should have
already been mastered at the pre-university level. Learners cannot be forced to spend two more
years in school, but if they stop at Grade 10, they will only receive a JHS certificate, not a high
school diploma. Learners who belong to the K to 12 generation but do not complete Grade 12 will
be disadvantaged in that they will not be accepted into a college degree or technical-vocational
certificate program without a SHS diploma. They will also miss out on an opportunity to learn
skills that can qualify them for employment right after SHS, or prepare them for starting up a
business.
Grade 10 completers from public schools who want to enroll in a private or non-DepEd
SHS automatically qualify for financial assistance through the SHS voucher program. All Grade 10
completers from private schools may also apply for a voucher. According to the Department of
Budget and Management, P12.2 billion has been set aside for the SHS voucher program. The SHS
voucher represents funds that will cover the tuition, or a part of it, when public school students
13
Liceo de Cabuyao
S.Y. 2017-2018
enroll in non-DepEd SHS. Expenses such as daily allowance and transportation cost are not part of
the deal. The voucher is not a physical piece of paper that can be transacted like cash, but its
monetary value may be enough to cover the full cost of SHS tuition and miscellaneous fees at a
private institution, depending on its location. It will be released directly to the non-DepEd schools
where Grade 11 voucher recipients choose to enroll. Public school Grade 10 completers and all
private school Grade 10 completers who are Education Service Contracting (ESC) grantees need
not apply as they are automatically qualified to receive the vouchers. According to Isagani Cruz,
“The whole point of the entire K to 12 reforms is to answer the needs of about 30 million young
people (those below 24 years of age) who have not finished Fourth Year High School. Of the
out-of-school youth of employable age, more than six million are unemployed, primarily because
they do not have the skills that employers want.”
Moreover, the program aims to uplift the quality of education in the Philippines in order
for graduates to be easily employed. The program also aims to meet the standards required for
professionals who would want to work abroad. Most importantly, the system aims to fully
enhance and develop the students in order for them to be well-prepared especially in emotional
and cognitive aspects. Through this, graduates will be able to face the pressures of their future
workplace. The curriculum designed by educational institutions will be tested in terms of
outcomes of students. The Voucher Program is intended for Grade 10 (Junior High School)
completers who wish to pursue Senior High School (SHS) education in non-DepEd Schools such
14
Liceo de Cabuyao
S.Y. 2017-2018
as Private High Schools, Colleges, and Universities; Local Universities and Colleges (LUC);
State Universities and Colleges (SUCs); and Technical and Vocational Schools, starting SY
2016-2017.
Theoretical Framework
According to George, Lawrence and Bushnell (1998), if critics are correct, the traditional
curriculum has less and less vitality and relevance in the schools of the last years of the twentieth
century and the first year of the twenty-first. Little wonder, then, that today's middle school
educators are more interested and enthusiastic, about parallel, interdisciplinary and integrated
curriculum models.
If this is true, it obligates educators to find ways to include the vitality and relevance in
their teaching. Curriculum integration, appropriately implemented, can help teachers involve the
students and make the lessons relevant to their needs and interest.
15
Liceo de Cabuyao
S.Y. 2017-2018
Conceptual framework
INPUT OUTPUT
PROCESS
1.1
 Data Collection  Department of
Demographic Profile
Education (DepEd)
A. Name  Data Analysis rolled out a Career
B. Age Guidance Program
C. Gender  Survey that helps them in
making informed
1.2 choices regarding
 Knowledge about their SHS track
the K to 12
curriculum
 K to 12 program
affect the career
oriented choices
of the students
 The objective of
K to 12 program
on students
16
Liceo de Cabuyao
S.Y. 2017-2018
Statement of the Problem
The enhanced K to 12 Basic Education Program is said to be an answer to the country's
curriculum, or education system is K to 12 curriculum. The K to 12 curriculum is said to be the
most effective way and high quality. The K to 12 Basic Education Program aims to provide
every Filipino child with the education he/she needs to compete in a global context. The purpose
of the program is to give Filipino students enough time to master ability, strength and idea so that
they are ready for any possible education when the time comes. This study is conducted to
answer these following questions:
1. Knowledge about the K to 12 Curriculum of the selected Grade 10 students of Liceo de
Cabuyao S.Y 2017-2018
2. K to 12 program affect the career oriented choices of the students
3. The objective of K to 12 program on students
Assumption
Assuming that the future of K to 12 Curriculum will be a must watched progress in the
Philippines education. Future Filipinos will have a better equipped skill to join the world’s job
competition. This said program will shape up and prepare the students for their future. This can
also provide enough time for the students to master their skills and the concepts for them to be
ready for tertiary education when the time comes. It can re-introduce technical and vocational
education in the public and private high school. These can give Filipino students the practical
skills to achieve employment after graduation. The demand of a better quality education is high.
17
Liceo de Cabuyao
S.Y. 2017-2018
Parents will be looking forward for more opportunities for the success of these program and their
children. It can also give the learners more time to decide for their future and shape it up. This
can make learners be competitive academically and resourcefully. K to 12 program will shape up
the future of the graduates.
Hypothesis
Significance of the Study
The study on the effects of K to 12 Curriculum to the selected Grade 10 students of Liceo
de Cabuyao is going to be conducted to contribute to the following.
The School Administrators. The result of this study would serve as a basis for school
administrators in implementing strategies that would help the school to understand more on how
to promote and improve the understanding of the Grade 10 students about the effects of the new
curriculum.
The Teachers. The result of this research would serve as a guide for the teachers in
educating their students on how understand the K to 12 Curriculum..
The Students. This research would be able to help the students to have clear idea in the
effects of K to 12 Curriculum to their education and cope up in a better way.
18
Liceo de Cabuyao
S.Y. 2017-2018
The Future Researchers. The result of this study would serve as a reference and guide for
the future researchers.
Scope and Delimitation of the Study
This study will measure how selected Grade 10 students of Liceo De Cabuyao SY. 2017-
2018 are affected by the K to 12 Curriculum. Since they are the incoming K to 12 students, they
will be the respondents of this research. These individuals are be able to represent the whole
target population and are chosen randomly.
Definition of Terms
19
Liceo de Cabuyao
S.Y. 2017-2018
CHAPTER II:REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a review and summary of literature and studies related to K to 12
curriculum enhancement and development, along with conceptual framework, research
hypothesis and operational and conceptual definition of terms.
Related Literature
This chapter presents a review and summary of literature and studies related to K to 12
curriculum enhancement and development, along with conceptual framework, research
hypothesis and operational and conceptual definition of terms.
Local Literature
The Philippine Online Chronicles (2011) cited in one of its articles that K to 12 has been
met with criticism from youth and student groups, teachers, parents and the academic
community. The DepEd, for its part, appears determined to enact the program with its proposed
budget catering mostly to preparing the grounds for its eventual implementation. The article also
stressed that it is arguably one of the most drastic and controversial programs of the Aquino
administration. In the same article, the DepEd argues that the K to 12 program will be the
solution to yearly basic education woes and the deteriorating quality of education. Critics,
however, counteract that the education crisis needs to be addressed more fundamentally and
adding more school years would only exacerbate the situation.
Further, the following counter-arguments were presented in the same article: First, K to
20
Liceo de Cabuyao
S.Y. 2017-2018
12 will solve the annual growing number of out-of-school youth. Students and parents, however
complain that it would be an added burden to poor families. While public education is free, a
political youth group estimates that a student would still need an average of P20,000 per school
year to cover transportation, food, school supplies and other schooling expenses. Also, based on
the latest Family Income and Expenditure Survey, families prioritize spending for food and other
basic needs over their children’s school needs. Two more years for basic education would
inevitably translate to higher dropout rate.
Second, the K to 12 will address low achievement scores and poor academic performance
of elementary and high school students. DepEd says that the poor quality of basic education is
reflected in the low achievement scores of students. Results of the TIMSS (Trends in
International Mathematics and Science Study), however, negate the connection of the number of
years to the performance of students. According to results of the TIMSS, the length of schooling
does not necessarily mean better scores. In fact, some countries with the same or shorter school
cycle garnered the highest scores while those implementing the K to 12 model or more years of
schooling got lower scores.
According to Anakbayan spokesperson Charisse Banez, “Even if you combine the DepEd
and SUCs (state college and universities) budgets, it will only equal to three percent of the GDP,
a far cry from the six percent GDFP-amount advocated by the United Nations.” Former
Education secretary Mona Valisno stated in a separated study that DepEd needs at least P100
billion to fully address the shortage of 93,599 classrooms and 134,400 seats and P63 million for
21
Liceo de Cabuyao
S.Y. 2017-2018
textbooks and scholarships. Proponents of the program allude to the experience of St. Mary’s
Sagada – a school implementing K to 12 that has been topping the National Achievement Test in
Mountain Province. However, aside from the K to 12, the school also has a 1:20 teacher to
student ratio and is not suffering any sort of shortage in faculty or facilities.
However, critics are quick to note that the Philippines, that has a predominantly young
population, also has the highest overall unemployment rate in East Asia and the Pacific Region.
According to World Bank study, the country also has the highest youth unemployment rate.
Young Filipino workers are twice as likely to be unemployed than those in older age groups as
they figure in the annual average of at least 300,000 new graduates that add up to the labor force.
The Department of Labor and Employment (DOLE) reported in 2008 that 50 percent of
the unemployed 2.7 million nationwide were aged 15 to 24. Of these, 461,000 or 35 percent had
college degrees while about 700,000 unemployed youth either finished high school or at least
reached undergraduate levels. Therefore, the persistent high unemployment rates may not be
necessarily linked with the present 10-year cycle but instead with the country’s existing
economic system and the government’s job generation policies. Fifth, Filipino graduates will be
automatically recognized as “professionals” abroad. In the present 10-year cycle, the DepEd
argues, the quality of education is reflected in the “inadequate preparation of high school
graduates for the world of work or entrepreneurship or higher education.”
What the K to 12 program aims to achieve, therefore, is to reinforce cheap semi-skilled
labor for the global market. With young workers, mostly semi-skilled and unskilled workers now
22
Liceo de Cabuyao
S.Y. 2017-2018
making up an estimated 10.7 percent of the total Filipino labor migrant population, it comes as
no surprise then that the government is now programming its youth to servicing needs of the
global market. Labor migration, however, has resulted in the brain drain of Filipino skilled
workers and professionals. Ironically, while the DepEd and the government mouths a so-called
“professionalization” of the young labor force in foreign markets, their significance to domestic
development and nation-building is sadly being undervalued at the expense of providing cheap
labor under the guise of providing employment. While proponents and advocates hail the K to 12
model as the “saving grace” of youth unemployment, critics argue that it will only aggravate the
country’s dependence on labor export and the inflow of remittances that do not necessarily
contribute to substantive and sustainable nation-building. Lastly, the DepEd justifies the K to 12
models by saying that the present short basic education program affects the human development
of Filipino students. Ultimately, regardless of whichever “model”, what the youth and country
direly needs is for the development and establishment of an education system that caters to the
needs of the Filipino youth and the society in general The article concluded that the crisis of the
Philippine education system, in all levels, is stemmed not on the superficial, in this case the
number of schooling years, but rather on the conditions and foundation on which it subsists.
Unless the government addresses in earnest poor public spending, high costs of schooling, the
predominance of a colonial curriculum, lack of transparency and accountability amid widespread
corruption within the sector and the development of the country’s science and technology for
domestic development, all efforts will remain on the surface.
23
Liceo de Cabuyao
S.Y. 2017-2018
Republic Act 10533 signed by the incumbent President Benigno Aquino III aims to
restructure basic education in the country by requiring Filipino students to undergo one year in
Kindergarten, six years in primary school, four years in junior high school and two years in
senior high school. Present during the signing were House Speaker Feliciano Belmonte Jr.,
Education chief Bro. Armin Luistro, and senators and House members who authored the
legislation. The legislation also provides for a mother-tongue, multi-lingual approach to
instruction to facilitate the early learning process of students. Teachers will be required to use a
region’s mother tongue as medium of instruction from Grades 1 to 3.
Some groups, such as the progressive youth group Anakbayan, however expressed concerns on
the signing of the K to 12, saying the additional two years in basic education may just worsen the
country's educational woes.
Meanwhile, during the Nov. 10 episode of “Pagtuki”, Dinampo ( 2012), head of the
Curriculum and Learning Management Division of Department of Education in Central Visayas
(DepEd-7), said that some elementary and secondary teachers have already underwent
divisional, regional and national trainings for the K to 12 program. The school administrators
who have undergone trainings will share their knowledge to fellow teachers in their division.
In the K to 12 program, the DepEd official further stated, teachers are provided guides
aligned to the new system. But teachers can modify these modules to fit the needs of their
students. She also mentioned that consultations were made with the local government units and
non-government organizations on the K to 12. The education expert also pointed out that
24
Liceo de Cabuyao
S.Y. 2017-2018
providing quality education cannot be done by schools alone, but partnership is a must. She
further stressed that the goal of the K to 12 is communicative competence. However, further
researches and studies are needed to address certain problems in the new education system.
According to her also, another important task along with the introduction of K to 12 is to
capacitate the teachers to become efficient in the delivery of the lessons.
In his MINI CRITIQUE column that appears in The Philippine Star, October 14, 2010,
Isagani Cruz summarized the pros and cons on the K to 12 debates. The PROS included the
following: enhancing the quality of basic education in the Philippines is urgent and critical; the
poor quality of basic education is reflected in the low achievement scores of Filipino students,
one reason of which is inadequate instructional time; international test results consistently show
Filipino students lagging way behind practically everybody else in the world; the congested
curriculum partly explains the present state of education since 12 years of education were
crammed into 10 years; this quality of education is reflected in the inadequate preparation of
high school graduates for the world of work or entrepreneurship or higher education; most high
school graduates are too young to enter the labor force; the current (now previous) system also
reinforces the misperception that basic education is just a preparatory step for higher education;
the short duration of the basic education program also puts the millions of OFW’s, especially the
professionals, and those who intend to study abroad, at a disadvantage; and the short basic
education program affects the human development of the Filipino children.
25
Liceo de Cabuyao
S.Y. 2017-2018
On the other hand, the CONS are as follow: parents have to shell out more money for the
education of their children; the government does not have the money to pay for two more years
of free education, since it does not even have the money to fully support 10 years in terms of
classrooms, furniture and equipment, qualified teachers and error-free textbooks; we can do in 10
years what everyone else in the world takes 12 years to do, as sustained by the acceptance of
Filipinos in prestigious graduate schools even with only ten years basic education; as far as the
curriculum is concerned, DepEd should fix the current (now previous) subjects instead of adding
new ones since the problem is the content and not the length of basic education reflecting the
concept that we need better instead of more education; a high school diploma will not get
anybody anywhere, because business firms will not hire fresh high school graduates; every
family dreams of having a child graduate from college; while students are stuck in Grades 11 and
12, colleges and universities will have no freshmen for two years thus a financial disaster for
many private higher education institutions; and the drop-out rate will increase because of the two
extra years.
The implementation of the K- 12 education plan in the Philippine Basic Education
Curriculum is the key to our nation’s development. Though the government will face many
problems in the long run of the implementation of the program, there really is a need to
implement it because the enhancement of the quality of our education is very urgent and critical.
Implementation of K to 12 enables students to get sufficient instructional time to do subject-
related tasks which makes them more prepared and well- trained on that subject area. With the
26
Liceo de Cabuyao
S.Y. 2017-2018
new curriculum, senior high school students can choose a field that they are good at and that they
are interested in. As a result, they will be equipped with the skills needed for a specific job even
without a college degree. At the age of 18, the age when they graduate from high school, they
will be employable and competitive already. Finally, with K to 12, Filipino graduates will be
automatically recognized as professionals abroad because we are following the international
education standard as practiced by all nations. There will be no need to study again and spend
more money in order to qualify to their standards. With this, Filipino professionals who aspire to
work abroad will not find a hard time in getting jobs in line with their chosen field and will be
able to help their families more in the Philippines as well as the country’s economy with their
remittances, property buying, and creation of businesses.
Meanwhile, verified the launching of a partnership between Australia and the Philippines
aimed to raise the quality of education in the Philippines by investing in research to support the
implementation of the Department of Education’s (DepEd) Kindergarten to 12 Program.
Australian Ambassador to the Philippines Bill Tweddell, Department of Education Secretary
Bro. Armin Luistro, and Commission on Higher Education Commissioner Dr Cynthia Bautista
led the opening of the Assessment Curriculum and Technology Research Centre (ACTRC), a
partnership of the University of the Philippines’ (UP) College of Education and the University of
Melbourne’s Assessment Research Centre
Villafania (2012) declare that the implementation of K to 12 was also marked with many
challenges, particularly in terms of infrastructure as many schools have not yet completed
27
Liceo de Cabuyao
S.Y. 2017-2018
repairs. In fact, the Department of Education (DepEd) said that it still needs additional 50,000
classrooms and about 1.3 million chairs. Some schools also lack enough teachers especially in
high school to accommodate the extra load of students entering Grade 7 this year. DepEd also
stressed that it needs an additional 74,000 teachers. On the other hand, the DepEd has already
implemented a number of training programs for teachers. For the new Grade 1 curriculum,
DepEd has trained over 3,000 people composed of 1,545 Grade 7 trainers and 1,478 elementary
trainers, who will comprise the national core of trainers on the K to 12 curriculum. In addition,
the education agency also finished a training program for some 73,655 Grade 1 teachers and
70,227 Grade 7 teachers from public schools who will teach the initial K to 12 curriculum.
Educational reform in the Philippines, if we may call it that, is being primarily driven by
an effort to meet standards of education in the global world – where our graduates with only ten
years of elementary education, no matter the quality of their knowledge through their
engineering and nursing degrees, were disadvantaged. That is why both public and private
schools in the Philippines, the latter through the leadership of the COCOPEA – already
embarked on the K to 12 reform, even though this is still in the process of being legislated. The
global world with its unforgiving agenda won’t let us wait. That is also why there has been much
discussion, sometimes passionate debate, about quality assurance. The outcomes of our schools
and HEIs must be quality outcomes. And so our Commission on Higher Education has proposed
its Outcomes and Typology Based Quality Assurance (OTBQA) Proposal. Implementing urgent
28
Liceo de Cabuyao
S.Y. 2017-2018
reforms in collaboration with national government, however, should not allow us to forget
fundamental mission-commitments we have to transformative education (Tabora, 2012).
According to De los Santos (2012) the government’s K-12 program is a much-needed
change for the country’s education system. Through this program, people may expect better-
trained citizens who could be competitive with the knowledge and skills of people trained
abroad. Before the Implementation of the K to 12 program began, the Philippines is one of the
very few countries remaining that provide only ten years of basic education, six years in
elementary and four years secondary. This short period makes it difficult for Filipinos to be
competitive with countries like Japan or Korea, that have at least 12 years of basic education
under their belt. In most cases, the extra years spent in basic education should enable students to
tackle subjects like mathematics and science in more details, instead of the rushed manner used
in the old education system.
People can also expect that the new K to 12 system will produce graduates who are more
prepared for college education. The program is expected to provide a clear view of which career
they would take. This may lead to less drop-out, and more chances of success in graduating from
whatever course they choose.
The K to 12 system is not without its critics. Some people say that it is not the number of
years that should be increased, but the quality of instruction that the students receive. In a way,
adding a few years to basic education can still provide the quality that students need. Now on its
first year of implementation, the K to 12 program is not without challenges, but it is an
29
Liceo de Cabuyao
S.Y. 2017-2018
endeavour worth pursuing if we truly intend to improve the Philippine education system. By
investing more time and resources in our education, we can expect our graduates to become
competitive in the global business arena, and bring more success that would contribute towards
building our nation (De los Santos, 2012). DepEd Order No. 74 (Guidelines on the Selection of
Honor Pupils and Students of Grades 1 to 10 of the K to 12 Basic Education Curriculum), which
supplants the 35-year-old BEP, takes effect in preschool education on June 2010. Asserting that
“the lessons and findings of various local initiatives and international studies in basic education
have validated the superiority of the use of the learner’s mother tongue or first language in
improving learning outcomes and promoting Education for All,” Order No. 74 institutionalizes
Mother Tongue-Based MLE—that is, the use of more than two languages for literacy and
instruction—as a fundamental policy and program in the whole stretch of formal education,
including preschool. Under this framework, the learner’s first language (L1) will be used as the
primary medium of instruction from preschool to at least Grade 3, and as the main vehicle to
teach understanding and mastery of all subject areas like Math, Science, Makabayan, and
language subjects like Filipino and English. Moreover, the mother tongue as a subject and as a
language of teaching and learning will be introduced in Grade 1 for conceptual understanding,
while additional languages such as Filipino, English, and other local or foreign languages are to
be introduced as separate subjects no earlier than Grade 2.
Nolasco cited 21 reasons why Filipino children learn better while using their Mother
Tongue. These include the following excerpts from his primer. Multilingual Education (MLE) is
30
Liceo de Cabuyao
S.Y. 2017-2018
the use of more than two languages for literacy and instruction. It starts from where the learners
are, and from what they already know. This means learning to read and write in their first
language or L1, and also teaching subjects like mathematics, science, health and social studies in
the L1. The first language or L1 is defined by UNESCO as the language that a person (a) has
learned first; (b) identifies with or is identified as a native speaker of by others; (c) knows best;
or (d) uses most. Any language which is not an L1 is a second language (L2) or a third language
(L3) in this primer. What the constitution is to a state, the curriculum is to an educational
institution. The issues, problems and prospects of an educational institution are intimately
intertwined with those of the curriculum. In fact, the curriculum can be viewed as the very heart
of all educational systems. Thus, curriculum decisions are essentially crucial to the tasks
involved in education (Bauzon, 2006).
Cabrera (2011) stated that school principals are the primary shapers of school culture
because they connect on a daily basis with other teachers, their students, and with parents. The
diverse perspectives on instructional practices gained from students and parents provide teachers
with rich, ongoing feedback. No school can improve unless it has a culture that supports
improvement, collaboration, and a shared vision for what it wants to achieve. An evaluation
system that focuses on collaboration among teachers and principals, reflective practices among
teachers, and students’ learning will have a positive effect upon a school’s culture.
Mobilizing resources and developing linkages involves encouraging a sense of ownership
for the program among the stakeholders and encouraging people to work together to support the
31
Liceo de Cabuyao
S.Y. 2017-2018
program. Recruiting and training staff involves identifying the people that will be needed for the
program, identifying the qualifications they will need, recruiting them and providing initial and
on-going training for them. Developing a writing system involves identifying the symbols that
will form the writing system, or adapting an existing one, which is acceptable to the majority of
stakeholders and which promotes ongoing reading and writing in the language. Developing
curriculum and instructional materials involves identifying the teaching methods that will be
used, developing teacher’s guides, and planning the content of the lessons in the local languages.
Developing literature involves writing, illustrating, editing, testing, producing and distributing a
variety of graded materials in the local language that are interesting to the readers. Evaluating the
program and documenting progress involves assessing the program and the learners’ progress
regularly to find out if the program is serving the needs of the community and if you are
achieving the program’s objectives. It also involves keeping records of the planning and
implementing process and of the learner’s progress. Coordinating the program involves obtaining
and allocating funds, keeping records, writing reports, and ensuring that staff care is supervised
and supported.
The study of Region 4B (Mindoro, Marinduque, Romblon and Palawan) as presented by
Giron and Lim (2009) manifested improvement on the achievements in Mathematics of Grades I
to III pupils all over the region as a result of the implementation of Double Exposure in
Mathematics with the Mother Tongue as the first language of instruction. This finding indicates
32
Liceo de Cabuyao
S.Y. 2017-2018
the effectiveness of the use of Mother Tongue both foreign and local sources which were earlier
presented.
Foreign Literature
Tan (2011) in his writings, discussed and pointed out important details about K to 12. He
enumerated the four phases of the K to 12 Program as follows: Phase I refers to Laying the
Foundations, the goal of which is to finally implement the universal kindergarten (offered since
on S.Y. 2011—2012), and the "development of the (entire) program"; Phase II is that of
Modeling and Migration aimed to promote the enactment of the basic education law, to finally
start of the phased implementation of the new curriculum for Grades 1 to 4 and 7 to 10, and for
the modeling of the senior high school; Phase III is Complete Migration, the goal of which is to
finally implement the Grades 11 and 12 or the senior high school, and to signal the end of
migration to the new educational system; and Phase IV is that of Completion of the Reform
aimed to complete the implementation of K to 12 education system. However, during the new
educational cycle, from 2016 to 2018, college enrollment could slow down because of the
entrance of the lower-year students to the new educational
Dinham and Scott (2008) caution against false dichotomies in education that can militate
against effective leadership decisions and that often reflect polarizing ideologies in education.
33
Liceo de Cabuyao
S.Y. 2017-2018
For the school leader, a sensitivity to the pressures that are or can be exerted by the policy
context and an awareness of the distortions that may be forced on the school’s program as a
result seem to be important imperatives in getting the balance right.
Drawing on a review of good practices in teacher professional learning, Webster-Wright
(2009) concluded that quality professional development must integrate theory with practice,
enabling teachers to make ongoing decisions about their classroom practice within the context of
deeply understood relevant theory. It therefore engages with teachers as thinking professionals,
as intellectual workers, rather than treating them as technicians who merely need to be taught
what to do and then subjected to compliance measures to ensure that they do it. In any final
analysis, true teacher professional learning is human, social and relational. Teachers, like
students, need time to learn and people from whom to learn. A wide range of possible strategies
provide options for learning. The challenge for school leaders is to bring these together in a
meaningful way.
Fullan (2008) stressed that teachers of today and tomorrow need to do much more
learning on the job, or in parallel with it where they can constantly test out, refine, and get
feedback on the improvements they make. They need access to other colleagues in order to learn
from them.
In San Diego City Schools a professional development system is aligned with standards,
curricula, and implementation guidelines. It recognizes that effective professional development
must be focused on the schools themselves and based on daily classroom practice. It provides
34
Liceo de Cabuyao
S.Y. 2017-2018
training and support for instructional leaders, school principals, school-based peer coach/staff
developers and teachers. This training includes regular seminars, school visits by instructional
leaders, and cross-school visitations by principals to each other's schools. The schools believe
that effective professional development must be focused on the schools themselves and based in
daily classroom practice (San Diego Institute for Learning, URFMP25SchoolPrograms.pdf).
A major theme in the constructivist theoretical framework of Bruner is that learning is an
active process in which learners construct new ideas or concepts based upon their current/past
knowledge. The learner selects and transforms information, constructs hypotheses, and makes
decisions, relying on a cognitive structure to do so. Cognitive structure provides meaning and
organization to experiences and allows the individual to "go beyond the information given".
Local Studies
In his study, Tullao (2007) indicated that there is a need to upgrade human resources
through various forms of investment in human capital in order to reap the benefits of an
expanded global trade in services,. This upgrading process is intended not only to protect
Filipino professionals from foreign competition but more importantly to build a strong human
resource infrastructure in the light of a globalized trading environment. Specifically, the
readiness to compete internationally should be viewed in terms of the ability of local
professionals to meet the standards and human resource requirements of foreign as well as
domestic companies.
35
Liceo de Cabuyao
S.Y. 2017-2018
On the other hand, Magno (2013) cited that teachers are one of the key elements in any
school and effective teaching is one of the key propellers for school improvement. This review is
concerned with how to define a teacher’s effectiveness and what makes an effective teacher. It
draws out implications for policymakers in education and for improving classroom practice.
Furthermore, the study of Dejarme (2008) suggested that in order for schools and
universities to cope with new innovations, they should keep at pace with the tempo of societal
changes and technological progress. The schools of today should participate in the educational
and social revolution. Thus, the curriculum in Philippine schools today has to be geared to the
rapid societal changes and the new responsibilities for the new breed of Filipinos. The three most
important sectors of society that give direct input to the improvement of the curriculum are the
academe (institutions), the government, and the industries (both public and private companies).
In PASCN Discussion Paper, Tullao (2000, retrieved, May 2013), emphasized different
perfectives/ views on the readiness of professionals to compete internationally - First, the
facility of Filipinos to work abroad and compete with foreign professionals with similar skills
and competence. Second, the ability of professionals to compete with foreign professionals
entering the local economy. The third, perspective is focused on the ability of professionals to
meet the standards and human resource requirements of foreign enterprises as well as domestic
companies in their use of various services.
The first and second views are premised on the need to improve human resources in order
to prepare Filipino professionals for foreign competition here and abroad within a liberalized
36
Liceo de Cabuyao
S.Y. 2017-2018
global market for services. The third perspective, on the other hand, prepares professionals as an
investment in human capital as part of expanding the infrastructure of the economy. Such
preparation will have the effect of making local professionals competitive here and abroad plus
making the Philippines an attractive site for foreign investment because of the quality of
professional services. In effect the country does not prepare its professionals merely to protect
them from foreign competition but more so to build a strong human resource infrastructure.
Maligaya (2007) conducted a study on co-curricular activities in Mathematics V and VI
as complement to the Mathematics curricular program for improving achievement. Certainly,
students gained experiences from participating in co-curricular activities. Hence, it was found out
that in order to improve students’ performance in co-curricular activities, holding or conducting
contests and competitions in Mathematics must be fully exercised. Furthermore, it was
concluded that implementing co-curricular in Mathematics helps enhance students’ learning. The
study recommended that school heads and teachers must help one another to equip their students
learning in co-curricular activities and other related undertakings that will help improve their
performance.
Dinglasan (2007) found out the effectiveness of a variety of methodologies in teaching
Mathematics in two Science High Schools in the Division of Lipa City. These methods include
the inductive, deductive, discussion, discovery and integrated. In support to these findings, the
use of printed and audio-visual materials was also effective, but that of community resources was
only moderately effective. Corollary to these findings was the very satisfactory performance of
37
Liceo de Cabuyao
S.Y. 2017-2018
the students as reflected in their quizzes, recitation, assignment, periodical test and projects.
Hence, a highly significant relationship was revealed between the effectiveness of teaching
methodologies and the students’ academic performance reflected in their grades. The same study
concluded that the use of teaching methods is complemented by that of instructional materials,
but also dependent on the nature of the learners, the teacher’s personal and professional qualities
and the classroom climate.
The study of Famatigan (2009) revealed a highly significant relationship between the
effectiveness of theory-based instructional strategies and its effects on the students’ academic
performance based on the increase in their grade point average, as reflected by computed
multiple r value of 0.969, r square of 0.939, adjusted r square of 0.929, standard error of 0.901,
all of which exceeded the critical r value of 0.834 at 0.01 level of significance, based on six
degrees of freedom. Based on the findings, an instructional model of theory-based instructional
strategies adapted to the needs, interests and abilities of the students was designed.
Valencia (2007) concluded in her study that the students of Canossa Schools in Region
IV A revealed a satisfactory performance in Mathematics based on the mean results of
placement, pre and posttests. There was an improvement from the pre-test to post test. The
standard deviations indicate a close dispersal of the individual scores, particularly from the pre-
test to post test. She accounted this finding to the teachers’ skills and competencies in the use of
various teaching strategies and instructional materials. She concluded further that there is a
38
Liceo de Cabuyao
S.Y. 2017-2018
highly significant association between academic performance and the teacher’s use of various
teaching strategies and instructional materials.
The study of Cortiguerra (2011) found out a highly significant relationship between the
extent by which values were integrated in the teaching of Mathematics in the primary level and
the extent of effectiveness of theory-based instructional methods/strategies, as evidenced by a
computed r square value of 0.6336 which exceeded 0.6226, the critical r value at 0.01 level of
significance based on 14 degrees of freedom.
Katigbak (2011) concluded that the use of teaching methods is generally effective in
teaching, but its effectiveness depends much on the nature of the learners, the difficulty of the
lesson, the availability and adequacy of instructional materials, the teacher’s professional
qualities and the classroom climate. While instructional materials facilitate, accelerate and make
learning experiences more concrete, meaningful and enjoyable, the students’ level of
performance is still affected by the effectiveness of the teacher and the teaching methods. It is
measured through varied teacher-made tests.
In Valenzuela’s study (2011) the enhancement of the teaching of Mathematics was
triggered by the use of different teaching strategies and instructional materials suited to the
capability level of the Grade Two students. She concluded that variation in the use of both
teaching strategies and instructional materials motivates students, maximizes their class
participation and improves their academic performance. Further, she suggested the use of more
39
Liceo de Cabuyao
S.Y. 2017-2018
innovative strategies and technological tools as that of using a computer in the presentation of
lessons to strengthen the students’ awareness of the wonders of modern technology.
The study of Cabrera (2011) dwelt on the importance of training for teacher’s
professional growth and development, which in turn, enhances instruction. More specifically, her
study found out that school based training conducted by the DepEd contributed much in the
teachers’ development of further competencies which they may use in their performance of
instructional functions.
In terms of training for teacher’s professional development, the same researcher cited the
following tips designed to make training sessions more successful: Experienced, enthusiastic
mentors make excellent trainers. Consider bringing experienced mentors together in a “mentor
panel” to share their experiences with the trainees and stimulate discussion. To keep the program
interesting, trainers should not lecture at length but should use a variety of learning techniques
such as role playing, slides and films, and training manuals. The training sessions should help the
new mentors enhance their skills, as well as learn new ones. During the practice sessions, new
mentors should receive feedback on how they are doing. The training site should be pleasant,
conducive to learning, and centrally located; refreshments should be provided. At the end of the
sessions, the mentors should complete a course evaluation form. This will help the program
evaluate the training process and determine ways in which it could be improved.
According to a study released by former Deputy Education Minister Abraham I. Felipe
and Fund for Assistance to Private Education (FAPE) Executive Director Carolina C. Porio, as
40
Liceo de Cabuyao
S.Y. 2017-2018
cited in Philippine Online Chronicles (2011), the DepEd’s arguments relative to K to 12 are
“impressionistic and erroneous” because there is no clear correlation between the length of
schooling and students’ performance. The said study shows that fourth graders from Australia
had respectable TIMSS scores despite having only one year of pre-schooling, while Morocco
(two years of pre-school), Norway (three years) and Armenia and Slovenia (both four years) had
lower scores than Australia. South Korea, which has the same length of basic education cycle as
the Philippines, was among the top performers in the TIMSS, while those with longer pre-
schooling (Ghana, Morocco, Botswana and Saudi Arabia, three years) had lower test scores.
In the high school level, Singapore which also has a four-year high school cycle, got the
highest score. Ironically, the Philippines got a lower score together with countries that have
longer high school cycles like South Africa, Chile, Palestine, Morocco and Saudi Arabia.
The study of Vergara (2013) relates with the implementation of K to 12. His study delved
with the implementation of double exposure for the Grade Three pupils of Tanauan East District
which employed the use of both Mother Tongue and English alternately as media of instruction.
The findings of the study revealed that such new program was implemented to a very great
extent in the schools covered by the study.
Foreign Studies
The study of Odugu (2011) argues that understanding education language policy in
multilingual societies requires multiple shifting theoretical lenses that map onto the actual policy
processes.
41
Liceo de Cabuyao
S.Y. 2017-2018
On one hand, by promoting cultural identity and instilling values of justice as fairness,
mother-language education minimizes the conditions of inequities that fuel social and political
conflicts, thereby installing “the defenses of peace” in “the minds of men”. On the other, the
ecological needs of linguistic-cultural diversity – an extension of the logic of biodiversity –
demands mother-language education as an end in itself. Both the instrumental and the self-
contained goals coincide in pursuit of multilingual ELPs. Third, recent growth in immigration
and the restructuring of nation-states by processes associated with globalization create cross-
cultural encounters, which signal new waves and forms of multilingualism that invite revisions
of language policies in education. While the meaning and conditions of globalization continue to
unfold, we witness greater academic evidential consensus supporting mother-language education
and multilingual education, increased resource commitment by national and international
agencies, stronger vigilance against language marginalization and amplified grassroots
participation in policy making, and yet continued ambivalence or outright resistance to ELP
changes in India and Nigeria. The study reveals that contestations about ELPs persist partly due
to pervasive lack of shared understanding about the implications of mother-language education
and multilingual education and misconceptions about ELP processes.
In a case study on Contextual Teaching and Learning (CTL), Sears & Hersh (2008) found
out that contextual teaching enables learning in which students employ their academic
understandings and abilities in a variety of in- and out-of-school contexts to solve simulated or
real world problems, both alone and with others. Activities in which teachers use contextual
42
Liceo de Cabuyao
S.Y. 2017-2018
teaching strategies help students make connections with their roles and responsibilities as family
members, citizens, students, and workers. Learning through and in these kinds of activities is
commonly characterized as problem based, self-regulated, occurring in a variety of contexts
including the community and work sites, involving teams or learning groups, and responsive to a
host of diverse learners’ needs and interests. Further, contextual teaching and learning
emphasizes higher-level thinking, knowledge transfer, and the collection, analysis, and synthesis
of information from multiple sources and viewpoints. CTL includes authentic assessment, which
is derived from multiple sources, ongoing, and blended with instruction.
Cheung and Slavin (2011) reported that on the 2009 National Assessment of Educational
Progress only 17% of eighth graders eligible for free lunch scored at proficient or better, while
45% of middle class students scored this well. Among African American students, only 12%
scored proficient or better, and the percentages were 17% for Hispanics and 18% for American
Indians, compared to 44% for Whites and 54% for Asian-Americans. All of these scores have
been improving over time, but the gaps remain.
Similarly, two recent reviews by Slavin and his colleagues (Slavin & Lake, 2008; Slavin
et al., 2009) found a modest effect size of +0.19 for elementary schools and a small effect size of
+0.10 for secondary schools in relation to computer-based teaching. The study set a minimum of
12-week duration, evidence of initial equivalence between the treatment and control group, and a
minimum of two teachers in each group to avoid possible confounding of treatment effect with
43
Liceo de Cabuyao
S.Y. 2017-2018
teacher effect. It also included a total of 38 educational technology studies in their elementary
review and 38 in a secondary review.
Further, Li & Ma (2010) examined the impact of computer technology on mathematics
achievement. A total of 41 primary studies were included in their review. The findings provide
promising evidence in enhancing mathematics achievement in K-12 classrooms, with an effect
size of +0.28.
In contrast to the findings of previous reviews, both the Dynarski (2008) and
Campuzzano (2009) studies found minimal effects of various types of education technology
applications (e.g., Cognitive Tutor, PLATO, and Larson Pre-Algebra) on math achievement.
These two studies are particularly important not only because of their size and use of random
assignment, but also because they assess modern, widely used forms of CAI, unlike many studies
of earlier technology.
Nwaocha (2010) collected 82 surveys on the student preference of multimedia
presentation as opposed to traditional instruction in Mathematics for high school students. The
survey instrument presented a 5-point Likert scale with students rating 17 statements associated
with acceptance of the presentation. Throughout the term the students had experienced two types
of presentation methods during the lecture period. The teacher would alternate the presentation
method every other unit. The class teacher distributed the survey to the students on resumption
for the term, again at midterm and once again at the end of the term. The results of the study
44
Liceo de Cabuyao
S.Y. 2017-2018
indicated that students prefer multimedia presentation to the traditional classroom instructional
method.
Recent research, according to McCulla (2011) points to the absolute primacy to teachers’
professional growth through social networks in education and the informal mentoring
relationships that often result. This is of particular importance in succession from one career
stage to the next. It is through gaining access to these professional networks that informal
mentoring relationships are formed, which is just as important as the content of professional
development programs. Some of the conditions that can be seen to enable teacher professional
growth and career path progression might be summarized as follows: to be identified by school
leaders as having leadership potential, to be “nudged‟ forward to experience aspects of
leadership roles, to be given opportunities to lead both within the school and beyond, to be
supported in gaining access to professional networks locally and beyond the school, to be
supported and mentored in adopting leadership responsibilities, and to experience aspects of
formal leadership roles as the basis of capacity.
The educational research of Alzoubi and Rahman ( 2011) supports the foregoing . In this
study, they concluded that teachers training programs are necessary in order to upgrade the
teachers’ skills, knowledge and performance. Likewise , it is to enable them to be more effective
and innovative.
Synthesis
The review of related literature both foreign and local and the review of related
45
Liceo de Cabuyao
S.Y. 2017-2018
studies both foreign and local provide insight to the researchers the effects of K to 12
Curriculum in the Grade 10 students of Liceo de Cabuyao. It clearly discusses the situations,
problems, issues, and activities and the effects of the K to 12 Curriculum to the learners. These
presented studies also have a great implication with the current study that displayed relationship
and difference as well.
The local literature stated the different criticisms that the K to 12 Curriculum received
from different people in the society (Philippine Online Chronicles 2011). This literature also
stated the different effects that the K to 12 Curriculum has to the new generation. The following
counter-arguments were presented that the K to 12 will solve the annual growing number of out-
of-school youth. The K to 12 will address low achievement scores and poor academic
performance of elementary and high school students to improve. (Isagani Cruz, October 14,
2010) Summarizing the pros and cons on the K to 12 considers the all-time complications of the
Philippines educational cycle. Though the government will face many problems in the long run
of the implementation of the program, there really is a need to implement it because the
enhancement of the quality of our education is very urgent and critical. (Webster-Wright , 2009)
A wide range of possible strategies provide options for learning. The challenge for school leaders
is to bring these together in a meaningful way.
These related studies both local and foreign stated their different insights on how K to 12
Curriculum effects the learners future. (Tullao, 2007) A study that upgrading process is intended
not only to protect Filipino professionals from foreign competition but more importantly to build
46
Liceo de Cabuyao
S.Y. 2017-2018
a strong human resource infrastructure and the readiness to compete internationally should be
viewed in terms of the ability of local professionals to meet the standards and human resource
requirements of foreign as well as domestic companies. (Alzoubi and Rahman, 2011) In
educational research they concluded that teachers training programs are necessary in order to
upgrade the teachers’ skills, knowledge and performance. Likewise , it is to enable them to be
more effective and innovative in teaching the learner.
These studies and literature proved to us the pros and cons of the K to 12 Curriculum to
the Grade 10 students of Liceo de Cabuyao. This can give us clarifications and some statements
answer the question that sometimes bears in our minds. With the help of the people who
contributed their studies gave us more insight on how K to 12 Curriculum will effect our
educational cycle.
This research stated above dealt with the pros and cons of the new educational cycle
whereas the similarity with the current studies proved to be relevant.
47
Liceo de Cabuyao
S.Y. 2017-2018
CHAPTER III: RESEARCH METHODOLOGY
This chapter presents the research method to be used, respondents, instrumentation, data
collection procedures, data analysis plans and treatment of data that the researchers will use for
the study especially to understand the effects of the K to 12 Curriculum to the students.
Research Method Used
The researchers are going to conduct a survey to determine the effects of K to 12
curriculum to the selected Grade 10 students at Liceo de Cabuyao. The questionnaire that is
distributed to the respondents is supplemented by statements from the preceding chapters and
various ideas that might also be a respondent’s considered result. In that way, the researchers
will be able to weigh the response of each student and also, it will be easier and faster for the
researchers to interpret the data coming from the respondents. The researcher used the
quantitative research; quantitative research is used to quantify the problem by way of generating
numerical data or data that can be transformed into usable statistics.
Subjects of the Study/Respondents

The researchers identify forty (40) selected Grade 10 students of Liceo de
Cabuyao for School Year 2017- 2018 as respondents to furnish the data needed for the study.
Sampling Design
48
Liceo de Cabuyao
S.Y. 2017-2018
The researcher used random sampling method to gather information that was relevant to
the study. Fifty (40) selected Grade 10 students from Liceo de Cabuyao.
Instrumentation/Materials and Equipment
The major data gathering will be used to answer the main problem in this study will
gather through the use of checklist. It is composed questions that respondents will answer 5 being
the highest and 1 as the lowest.
Statistical Design
The easiest and fastest way of gathering information’s through questionnaire. According
to Calderon and Gonzales (1993), a questionnaire is a set of question which, when answered
properly by required number of properly selected respondents, will supply the necessary
information to complete a research study. The questionnaire was designed so that most of the
respondents could be able to answer the question by placing a mark of check on the appropriate
space provided on the right position of the questionnaire.
Every student was rated on the basis of the student respondents affected on the scale. The scales
used as follows:
5- Strongly Agree, 4- Agree, 3- Moderately Agree, 2- Disagree, 1- Strongly Disagree
Weight Score Limits Category
49
Liceo de Cabuyao
S.Y. 2017-2018
5 1.00-2.00 Strongly Disagree
4 3.00-4.00 Disagree
3 5.00-6.00 Moderately Agree
2 7.00-8.00 Agree
1 9.00-10.00 Strongly Agree
50
Liceo de Cabuyao
S.Y. 2017-2018
Mia France B. Dacillo
Mia
Francemia4@gmail.com
Personal Information
Date of Birth: September 21 2002
Age: 15 years old
Gender: Female
Place of Birth: Pasig City
Address: Blk 4 Lot 22 Grand Riverstone Dita Sta. Rosa Laguna
Educational Background
Elementary: Dita Elementary School.
Secondary: Liceo de Cabuyao
Ambition: to be an accountant
Motto: The road to success and the road to failure are almost exactly the same- Colin R. Davis
51
Liceo de Cabuyao
S.Y. 2017-2018
Vivien Bryll A. Potutan
Vivien
vienpotutan12@gmail.com
Date of Birth: December 12, 2000
Age: 17 years old
Gender: Female
Place of Birth: Cagayan de Oro City
Address: blk 3 lot 9 regatta subd, niugan
Elementary: Niugan Elementary School.
Ambition: to be an architect
Motto: Your goals don’t care that you’re tired.
52
Liceo de Cabuyao
S.Y. 2017-2018
Krizha Mae B. Gapasin
Kim
krizhamaegapasin@yahoo.com
Date of Birth: March 4,March 4, 2002
Age: 16 years old
Gender: Female
Place of Birth: Muntinlupa City
Address: blk 11 lot 18, St. Joseph 8, Butong, City of Cabuyao, Laguna
Elementary: Cabuyao Central Elementary School
Ambition: to be an fashion designer
Motto: Women are the real architects of society
53
Liceo de Cabuyao
S.Y. 2017-2018
Angeline Kerlen N. De Vera
Angeline
akdevera@yahoo.com
Date of Birth: February 02, 2002
Age: 16 years old
Gender: Female
Place of Birth: San.Pablo City
Address: blk 37 lot 12
Elementary: Cabuyao Central Elementary School
Ambition: to be a psychology
Motto: If you believe, you can achieve.
54
Liceo de Cabuyao
S.Y. 2017-2018
Christian Paul G. Pagalilauan
Pao
Paul.Pagalilauan25@gmail.com
Date of Birth: December 25 2001
Age: 16 years old
Gender: Male
Place of Birth: St.james
Address: Brgy.Butong Cabuyao, Laguna
Elementary: Permaja Montessori School
Ambition: To be a Computer Engineer
Motto: With great power comes with great responsibility
55
Liceo de Cabuyao
S.Y. 2017-2018
Ronald A. Buno
"Ron"
Ronald_buno@yahoo.com
Date of Birth: May 3 2002
Age: 15 yrs old
Gender: Male
Place of Birth: Sta rosa
Address: Sjv 7 Marinig Cabuyao, Laguna
Elementary: Well of wisdom
Secondary: Liceo de cabuyao
Ambition: To be a mechanical engineer
Motto: When you can't find the sunshine, be the sunshine
56
Liceo de Cabuyao
S.Y. 2017-2018
John Ruel G. Caringal
John
Jrgc2002@gmail.com
Date of Birth: November 20, 2002
Age:15 years old
Gender: Male
Place of Birth: City of Cabuyao, Laguna
Address: blk 6 lot 16 phae 1 St. Joseph Village 7 Marinig,Cabuyao, Laguna
Elementary: St. Clair Learning Elementary School
Secondary: Liceo de cabuyao
Ambition: to be a businessman
Motto: try and try until you succeed
57
Liceo de Cabuyao
S.Y. 2017-2018
Rio Roy A.Romoc
Roy
rioroyromoc21@gmail.com
Date of Birth: August 19, 2001
Age:16 years old
Gender: Male
Place of Birth: Malanggas Zambuanga Sibugay
Address:91 A Mabini St. Brgy Uno, Cabuyao, Laguna
Elementary: Kulisap Payao Zambungga Sibugay
Ambitions: to be a navy
Motto: EDUCATION is not received.it is achieved.
58
Liceo de Cabuyao
S.Y. 2017-2018
Jairus Benedict O. Acu
Jairusacu@yahoo.com
June 15 2002
Age: 15years old
Gender: Male
Place of Birth: Paete laguna
Address: Lakeside Nest phase 1 block 5 lot 39 Banay banay cabuyao laguna
Elementary: Paete elementary school
Secondary: liceo de paete/liceo de cabuyao
Ambition: To be a electronic engineer
Motto: Always keep on smiling
59

Thesis 1

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Thesis 1

Diunggah oleh

Hak Cipta:

Format Tersedia

San Pablo Diocesan Catholic Schools System

It’s Effect on the selected Grade 10 Student of

Liceo de Cabuyao S.Y 2017-2018

A Basis for: Creating blog site

A Thesis Paper Presented to the

Academic Coordinator/English Teacher of

In Partial Fulfilment of the English Requirements

for the Grade 10

Mrs. Josephine R. Buan

Academic Coordinator/English Teacher

researcher to finish this endeavour.

the process of developing this study.

also supported them throughout the process.

Racoma for being there throughout the entire study.

have been the best cheerleaders of the researchers.

ACIB; MAEA ;KALV; CARR; KNDG; JAVC;

EJEA; JLLA; ANOS; JCG; JPC

Recommendation for Clearance

recommended for English Clearance.

Mrs. Josephine R. Buan

evaluation to achieve the purpose of the study.

relevant and significant for this study.

for the unconditional love to finish this endeavour.

The checklist questionnaire was used as primarily instrument in gathering data.

performance. The null hypothesis is accepted

The Problem and its Background

Background of the Study 4

Conceptual Framework/Research Paradigm 7

Statement of the Problem 7

Significance of the Study 8

Scope and Delimitation 9

Review of related literature and studies

Instrumentation/Materials and Equipment

Data Analysis Plan/Statistical Treatment of Data

The Problem and Its Settings

graduates seeking work abroad. Developed countries, according to the Department of

technical-vocational-livelihood (TVL), sports, and arts and design.

(HUMSS); science, technology, engineering and mathematics (STEM); prebaccalaureate

and communications technology, industrial arts and TVL maritime.

in English, Filipino, humanities, mathematics, science, mass media and well-being.

Filipino; empowerment technologies; entrepreneurship; and inquiries, investigations and

semesters in two years.

Background of the Study

conform to what is generally accepted by the world in terms of educational standards.

standards when it comes to a laborer/employee’s educational attainment. Matching to what the

have to complete Kindergarten, Grades 1 to 6 (elementary), Grades 7 to 10 (Junior High School)

prepared for a college education academically.

they do not have the skills that employers want.”

workplace. The curriculum designed by educational institutions will be tested in terms of

Statement of the Problem

The enhanced K to 12 Basic Education Program is said to be an answer to the country's

curriculum, or education system is K to 12 curriculum. The K to 12 curriculum is said to be the

answer these following questions:

1. Knowledge about the K to 12 Curriculum of the selected Grade 10 students of Liceo de

Cabuyao S.Y 2017-2018

2. K to 12 program affect the career oriented choices of the students

3. The objective of K to 12 program on students

the future of the graduates.

Significance of the Study

de Cabuyao is going to be conducted to contribute to the following.

educating their students on how understand the K to 12 Curriculum..

effects of K to 12 Curriculum to their education and cope up in a better way.

the future researchers.