EXPLORING THE FACTORS WHY GRADE 11 STUDENTS IN ASIA PACIFIC

COLLEGE OF ADVANCED STUDIES FAIL

S.Y. 2018-2019

______________________

A Research
Presented to the
Senior High School Department
Asia Pacific College of Advanced Studies
City of Balanga, Bataan

______________________

In Partial Fulfillment
Of the Requirements for the degree for the
Science, Technology, Engineering, and Mathematics

______________________

By:

Mark Hendrick A. Legaspi

Aldwin Rex A. Francisco
Sherwin G. Flores
Denand S. Garcia

November 2018

Ms. Jieceryl B. Golias

 CHAPTER I

Introduction

The premise is that there is no better way to find out than to ask the students directly if
something has helped and encouraged them to learn and succeed or held them back and
discouraged them from learning (Bain 2004). It means that every students have their own minds
so we don't know what they are thinking, the only way to know it is to ask the students if learning
has helped them and encouraged them to learn or discouraged them from learning.

According to the students from college (2011) motivation is the leading cause behind students’
failure or success in completing schoolwork. Motivation influences students’ attitudes, study
habits, academic readiness, and so on.

This study is about the students who were struggling to pass in grade 11 while getting
STEM strand. This study aims to know why they are failing and struggling to pass.
Statement of the Problem

The researcher aims to determine the

1. What are the reasons of the students why they are failing?

2. What are the ways for them to pass?

Scope of Delimitation

This study focuses on the reasons of students why did they fail in Grade 11. The researcher will
search information and interview about why some of the Grade 11 students in APCAS fail.

Significance of the Study

Students. This study would give information to the students. This will help them know that they
should pick the strand that they wanted and they will know that the strand that they choose is the
right strand for them and to make them not to become fail in Grade 11.

Teacher. It will be more very helpful to the teachers, they can help the students by sharing their
gathered information to them and they can give the students some advices to make them not fail
in grade 11

Future Researchers. This study would help the future student researchers to be a better analyst
and it can be a help as a future reference for more studies in the future. It would help them to gather
more information, if this is their topic too, they will gain more ideas.
CHAPTER II

REVIEW OF LITERATURE

The review of the literature for this study focuses on education and its role in shaping the future
of students in K to 12 Curriculum in response to global competitiveness particularly in ASEAN
Economic Community by 2015. The literature will also discuss issues about job market, job
mismatch, competitiveness and marketability or employability.

At this pace of this changing society and economy a lot of actions should take place. They have to
face a lot of challenges especially educators who are being asked to do more with less due to
rapidly evolving technologies and ongoing shifts in global economy and demography. A successful
education system will need to be of paramount importance if a multicultural society to succeed
and prosper in the future. Education is a gateway to a better job and greater earning potential. One
key to understanding this issue is an appreciation of the overall landscape education and training.

THE ROLE OF EDUCATION

Connelly. (2013) cited that schools have always played a vital role in ensuring that students
have the skills needed for the job or career they have chosen. The key function of education is to
fully prepare students for life after schooling preparation for the world of work is a necessary and
vital part of that equation. As our society and economy continues to evolve, it may be time to
rethink how public education aids students in choosing career and education pathways.
Additionally, due to the present economic and social changes our government is dealing with, it is
imperative that we think more deeply about the future of those students who will enter the
workforce immediately after high school.
 “How can we ensure that education is the right one for the times? “ Different skill sets will
be required for the future. The next generation will need to be entrepreneurial, willing to take risks
and be multicultural. Lynch(2013).

THE CURRICULUM AS RESPONSE TO GLOBAL COMPETITIVENESS

The K to 12 Basic Education Program

Waugh 2013 cited, high standard of living, is an important part of culture and values. The
education system has a significant and direct impact on the quality of our workforce our economic
productivity and ultimately, our ability to prosper as businesses, as people, and as a nation rely on
our public schools to provide highly skilled and educated talent. K to 12 is a solution to create
opportunities that will help all children from the time they enter the classroom to when they join
the workforce –McCleary. (2012)

K–12 (k twelve) is a designed curriculum for the sum of primary and secondary education.
It is used in the United States, Canada, Turkey, Philippines, and Australia. (K) for 4- to 6-year-
olds through twelfth grade (12) for 7- to 19-year-olds, It is a free education from Kindergarten to
Senior High School in the countries mentioned respectively. Wikipedia (2008)

Republic Act K to 12 which is known as “Enhanced Basic Education Act of 2013”or “K

to 12 Basic Education Program Law” states that the graduate of basic education shall be an
empowered individual who has learned, through a program that is rooted on sound educational
principles and geared towards excellence, the foundations for learning throughout life, the
competence to engage in work and be productive, the ability to coexist in fruitful harmony with
local and global communities, the capability to engage in autonomous, creative, and critical
thinking, and the capacity and willingness to transform others and one’s self. (Legal Basis)

The K to 12 Curriculum
 The academic year 2016-2017 is a big turning point in Philippine Education system since
a vast makeover will happen. The new curriculum which is known as K to 12 Enhanced Basic
Education Curriculum, under the newly signed K to 12 Basic Education Program Law Senior High
School (SHS) will officially be implemented nationwide starting with Grade 11 in SY 2016-2017
and Grade 12 in SY 2017-2018. The additional 2 years Senior High School is a specialized upper-
secondary education composed of a common Core Curriculum and Tracks. There are 8 core
curricula or learning areas that include Language, Humanities, Communication, Mathematics,
Philosophy, Science, Social Science and Physical Education and Health and 4 tracks which include
(1) Academic, (2) Technical-Vocational-Livelihood, and (3) Sports and Arts (4) General
Education or Liberal Arts. Each track will have strands, which is also known as specializations
within a track.

The 8 core curricula have 17 core subjects while the 4 tracks have 16 track subjects or a
total of 33 subjects for SHSC of which each subject will entail 80 hours of classes per semester
for the four semesters involved in Grades 11 and 12 or a total of 2,640 hours to complete the Senior
High School level.

IMPLEMENTATION
 Implementation is an interaction between those who have created the programme
 and those who are charged to deliver it. According to Ornstein and Hunkins,and those who
are charged to deliver it. According to Ornstein and Hunkins,several of these efforts have
failed. According to Sarason (1990), the main reason for the failure is the lack of
understanding of the culture of the school Successful implementation of curriculum
requires understanding the power relationships, the traditions, the roles and responsibilities
of individuals in the school system. Implementors (whether they be teachers, principals,
district education officers) should be well-versed with the contents of the curriculum.
 education officers) should be well-versed with the contents of the curriculum.benefits of
the innovation.As stated by Fullan and Pomfret (1977); "effective implementation of
innovations requires time, personal interaction and contacts
 in-service training and other forms of people-based support" (p.391). Curriculum
implementation requires winning people over and it takes time. Teachers need to feel
 appreciated and their efforts recognised. Some may argue that they should be given
financial rewards but there is evidence to suggest that external motivation contributes
minimally to the venture. Individuals contribute their best talents when they are internally
motivated and derive a good feeling from
 best talents when they are internally motivated and derive a good feeling from curriculum
implementation process is the teacher. With their knowledge experience and competencies,
teachers are central to any curriculum improvement on, there is no denying that teachers
influence students' learning. Better on, there is no denying that teachers influence students'
learning. Better practice of teaching and are responsible for introducing the curriculum in
the classroom. The key to getting teachers committed to an innovation is to enhance their
knowledge of the programme. This means teachers need be trained and workshops have to
be organised for professional development. Unfortunately, in any curriculum
implementation process not all teachers will have the benefit of such exposure. There are
just too many teachers and insufficient funds to go around. The most common approach is
to have one-day workshops given by experts with the lecture method being the dominant
pedagogical strategy. Among the many extrinsic factors identified that may impede
curriculum change are adequacy of resources, time, school ethos and professional support.
The intrinsic factors are; professional knowledge, professional adequacy and professional
interest and motivation. (see Table 7.1).Hence, professional development of teachers is as
an important factor contributing to the success of curriculum implementation. To what
extent have teacher education programmes required prospective teachers to study
curriculum development? Some view teachers as technicians and as such do not include
curriculum development in their teacher education programmes.Certainly an adequate
teacher education programme should include curriculum development (both the theory and
the work of curriculum development) if teaching is to be a profession and if educational
opportunities for learners are really to be improved.Below are some topics to be addressed
in designing professional development opportunities for teachers who are implementing a
new programme.· Programme philosophy: It is important for teachers to understand both
the philosophy behind the programme as well as how the new programme may impact
students, parents, administrators and other stakeholders.· Content: Teachers may find the
curriculum introduces content with which they are unfamiliar, which they have not taught
 in a while, or is familiar but presented in an unfamiliar way. For example, using a problem-
solving approach rather than a topical approach. Factors Description Adequacy of
resourcesAdequacy of equipment, facilities and general resources required for
implementing a new of the new curriculum. e.g. teachers need enough time to develop their
own understanding of the subject they are required to teach. School ethosOverall school
beliefs towards the new curriculum. Status of the curriculum as viewed by staff,
administrators and community. e.g. school administration recognises the importance of the
subject in the overall school curriculum. Professional

Implementation
Teachers must implement the curriculum in their own classrooms, sticking to the plan that has
taken so much time, careful planning and effort to create. When a teacher fails to properly
implement a strong curriculum, she risks not covering standards or failing to implement effective
practices in the classroom. That does not mean a teacher cannot make minor changes. In fact, a
strong curriculum is designed to allow a teacher to be flexible and to insert a few personalized
components or choose from among a selection of activities.

Reflection
Reflecting on a curriculum allows teachers and others involved in the process to find any
weaknesses in the curriculum and attempt to make it better. Teachers reflect on curriculum in
multiple ways, such as keeping a journal as they implement the curriculum, giving students surveys
and reviewing the results or analyzing assessment data and individual student performance. Not
only can reflection serve to improve a specific curriculum, it may guide the creation of new
curriculum.

The Role of Teachers

The term “learning experience” is not the same as the content with which a course
deals nor the activities performed by the teacher. The term “learning experience”
refers to the interaction between the learner and the external conditions in the
environment to which he/she can react. Learning takes place through the active
behavior of the student. (p. 63)

Tyler argues that the teacher’s problem is to select learning experiences that will
foster active involvement in the learning process in order to accomplish the expected
learning outcomes. Tyler outlined five general principles in selecting learning
experiences:

1. The learning experience must give students the opportunity to practice the desired
behavior. If the objective is to develop problem-solving skills, the students should
have ample opportunity to solve problems.

2. The learning experience must give the students satisfaction. Students need satisfying
experiences to develop and maintain interest in learning; unsatisfying experiences
hinder their learning.
3. The learning experience must “fit” the students’ needs and abilities. This infers that
the teacher must begin where the student is ability-wise and that prior knowledge is
the starting point for new knowledge.
4. Multiple learning experiences can achieve the same objective. There are many ways
of learning the same thing. A wide range of experiences is more effective for learning
than a limited range.
5. The learning experience should accomplish several learning outcomes. While
students are acquiring knowledge of one subject or concept, they are able to integrate
SCHOOLING
Each student in Senior High School can choose among three tracks: Academic; Technical-
Vocational-Livelihood; and Sports and Arts. The Academic track includes three strands: Business,
Accountancy, Management (BAM); Humanities, Education, Social Sciences (HESS); and
Science, Technology, Engineering, Mathematics (STEM).

One interesting part of the program is the students immersion, which may include earn-
while-you-learn opportunities, this will provide them relevant exposure and actual experience in
their chosen track.
Challenges in Facing K to 12
Angara in his speech explained that it is necessary that we should add two years for basic
education program, so that Philippines will not remain as one among the three countries in the
UNESCO with less than 12 years of education--the others being Angola and Djibouti. To improve
the quality of workmanship and employment status we need to upgrade our BEC so as qualified
professionals will not be treated like second-rate workers.

Angara cited that today, education and training are being judged based on global standards.
We might have good universities but this is not enough since institutionally and as a country, we
are looked down upon by the world education leaders," he moaned. We should prepare not only
for K-12 but as well as ASEAN 2015 based on AEC or also known as ASEAN Economic
Community.

Angara said that "We must face the fact that our current educational system is
dysfunctional.” Some of the reasons are: (1) physical deficiency or chronic shortages in classrooms
seats, books, even in hygiene facilities, as well as qualified teachers. (2) undertrained proffesionals
(3) Job mismatch between the academic programs being offered and the market demand.

The former UP president explained that even our country's top universities still struggle to
compete with educational institutions in our neighboring countries.
 Theoretical Framework

Career education
Career education helps a student make informed decisions in developing a career. Instead
of focusing on academic subjects, a student learns the tools of an occupation through hands-on
training. Career education is accomplished through a variety of programs, such as adult education
and employment training, mentoring programs and community education Career education helps
a person develop the knowledge and skills they need to choose and pursue a career path.

Balana(2013) in her research pointed out that one of the most and major important steps is
landing an appropriate job is having a planned course choice/career path in pursuing a degree. A
student must plan first on what course to take as he goes on or continue his study before entering
tertiary level. There are many things to consider before an individual arrives in a conclusion on
what path to take. Foremost is what future he wants to get for himself. His Special skills and stock
knowledge gained during their secondary level of education.

CAREER CHOICE
Career selection is one of many imperative choices students will make in determining
future plans and success. This decision will shape them and serve as their path walk throughout
their lives. The essence of who the student is will revolve around what the student wants to do with
their life-long work and career. Basavage (1996,) in her thesis probed “What is it that influences
children one way or another?” Over the school’s front door at Rindge School of Technical Arts is
the saying, “Work is one of our greatest blessings. Everyone should have an honest occupation”
(Rosenstock& Steinberg, cited in O’Brien, 1996, p.3). This is how we can view history and its
importance. Each individual has his own history that shapes out present and future lives. That
history created, in part by the student’s environment, personality, and opportunity, it will determine
how students make career choices. It then follows that how the student perceives their
environment, personality, and opportunity also will determine the career choices students make.

Edwards (2011) cited that career choice is a complex decision for students since it
determines the kind of profession that they intend to pursue in life. Students should make career
choice while in secondary school, so they will be able to face problem of matching their career
choices with their abilities and school performance.

Since the career process is ever evolving, it is important for students to learn just what their
opportunities are, capitalize on them, and then move on. When it comes to predicting costs versus
benefits of education, this is where students can make a mistake in either overestimating or under
estimating their economic situations. Students should not confine themselves to just one
opportunity, nor should they stop trying if the one possible opportunity dries up. If opportunity is
not present they have to make their own opportunities or move on.

Factors in Career Choice

The first factor in career choice is environment it influence the career students choose. For
example, students who have lived on an island may choose a career dealing with the water, or they
may choose to leave the island behind, never to have anything to do with water again. Maybe
someone in the student’s life has made a significant impact or impression, leading to a definite
career choice. Parents’ educational background may influence student views on whether or not to
continue their education. Basavage (1996, p.1) Someone they saw on television may have
influenced the student, or parents may have demanded that they
 In the study of Perez regarding Factors Affecting Career Preferences indicated that gender,
area of residence, school attended, attitude , self-employment, prestige, employment security,
financial support, career specialization, career flexibility, personal interests, availability of job,
apply, advancement, knowledge and lastly learning experiences are among the top resons in
choosing their career.

Social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994)
emphasizes cognitive-person variables that enable people to influence their own career
development, as well as extra-person (e.g., contextual) variables that enhance or constrain personal
agency.

MARKETABILITY/ EMPLOYAB ILITY

Employability is a difficult concept to define succinctly and comprehensively. As Hillage
and Pollard (1998) state, it is a term used in a variety of contexts with a range of meanings and
can lack clarity and precision as an operational concept. This literature review is an attempt to
draw together the concepts of employability in relation Education. This is a rapidly growing area
for publication and this literature review cannot hope to comprehensively cover all publications,
but it aims to put the main issues into context. Students attends school to find better job opportunity
or employment.

Most of the studies on employability have been rooted in higher education; few or none
have really paid attention to secondary school ‟employability. Yet, education providers are
expected to respond to employability imperative at all levels (McGrath, n.d.). This study fills the
gap in focusing attention on employability skills at the junior high school level. Education at this
level is intended to produce graduates with all-round development‟ (NERDC, 2008), however, a
lot is still left to be desired. According to Imaginative Mind (2013). Despite teacher and student
effort over recent years, a shocking 17% of teenagers are leaving school functionally illiterate and
unable to cope with the challenges of everyday life.

Based on a recent report from UNESCO's Institute for Statistics more than 57 million
children are denied the right to basic education. Nigeria tops the list with 10.5 million out-of-
school children. The top five countries are: Nigeria (10.5 million); Pakistan (5.1 million); Ethiopia
(2.4 million); India (2.3 million) and the Philippines (1.5 million). This huge number of out of
school youth will loose their chance to be employed or be able to find a better job oppurtunities.
Dixons (2013) warned that schools may be failing in their responsibility of teaching life- and work-
related skills and leaving youths unemployed or stagnated in careers. Employability skills are even
more needful in developing countries where secondary school students‟ drop-out rate is high and
the prospect for further education is slim.

Graduate employability is centrally located in the changing relationship between education

and the labour market. The development of mass education has intersected with the shift towards
a so-called knowledge-driven or post-industrial economy (Drucker, 1993; Amin, 1994). The
notion of employability challenges traditional concepts of education and raises the question of
what the point of curriculum is; subject knowledge and understanding, or learning how to learn.
Some academics feel that this agenda is too driven by government policy and employers, rather
than the academy, and this can lead to unrest amongst academics who are expected to teach
employability skills and attributes in the classroom. De la Harpe et al. (2000) suggest that there is
concern worldwide that existing undergraduate programmers are not producing graduates with the
kind of lifelong learning skills and professional skills which they need in order to be successful in
their careers. In a study of Lee (2002) he emphasized the importance of education for employability
– focusing on the development of key skills and the importance of work experience. This literature
review will look in turn at first, the employability agenda, second, curriculum developments and
academic perspectives, third, employability attributes – reflective learning, work experience, team
work, and forth, Employability Performance Indicators and Employer’s needs.

Hirschi (2010) mention in a Journal of Career Assessment that many of the strengths and
abilities of graduates are "marketable." This means that they are of value to employers. The
marketable skills can be applied to specific jobs. Employers will want you to have both job-specific
skills and the right disposition and interpersonal skills to adapt to the workplace. Job-specific skills
might include: carpentry, sewing, electrical wiring and bookkeeping. General skills could include
getting along with others, being a team player, managing time, respecting diversity, organizing
work, and problem-solving.

The Following shows and example of Key Marketable Skills and Ways You Can Develop
them
When you do the following: You build marketable skills in:
Participate in sports, clubs and other group Leadership and team work
activities
Participate in group presentations in class Listening, organization, public speaking
or at club or community meetings and processing information
Attend class, club, or community meetings Time management, organization,
on assignment; meet deadlines for turning follow-through, dependability and
in work responsibility
Cooperate with others on team efforts and Adaptability, flexibility, and teamwork
respect the different cultures and opinions
of those with whom you work
Write letters and reports; solve everyday Critical thinking, writing and problem
problems at home, in school or at work solving
Other Skills
Writing Organizing Projects
Public Speaking Researching
Planning Training Others
Computer Skills Decision-making
Budgeting Negotiating
Managing People Problem Solving
Leading

EMPLOYABILITY SKILLS

Curriculum is very essential to human development. Farkas (1993) indicated that

curriculum update must be a continuing process, with educators remaining up-to-date with the
changes and leading the changes. According to Purcell (1993), when writing curriculum, changes
that have taken place in the past should be considered as well as changes that are likely to happen.
According to Brand III (2005),

One certainty is that continuous efforts must be made to revise and update curriculum to
ensure it is meeting student needs in the ever-changing workforce.” The message from these
studies is that educators should reassess their curriculum to ensure that their curriculum is
adequately developing students’ necessary employability skills (Purcell, 1993; Walo, 2000).
Reflecting on the above assertions, it can be argued that curriculum should be reviewed
periodically to keep up with changes and trends, in order not to be passing old and outdated
knowledge and irrelevant competencies onto the students (Farkas, 1993; Purcell, 1993; Walo,
2000). Several studies (Miranda, 1999; Dittman, 1993) indicate that most existing hospitality
programs are still focused towards producing technically oriented students with marginal attention
given to management or employability skills for entry-level positions with little or no emphasis on
upper-level management skills.
 Breiter and Clements (1996) indicated that human resources skills, conceptual skills and
planning skills would be the key focus of future curricula. Pavesic (1991) also contended that
customer service skills, communication skills, analytical skills and problem solving skills are the
essential element of in every curriculum. He indicated that employers usually train their employees
on the necessary technical skills.

Breiter and Clements (1996) and Pavesic (1991) emphasized the importance of upper-level
leadership skills such as human resources skills, conceptual skills, communication skills, analytical
skills, problem solving skills and planning skills as the key focus of future curricula. They
contended that these skills are more important than technical skills, which are usually acquired
through specific organizational training at various places of employment. Similarly, literatures that
encouraged the development of employability skills indicated that leadership skills, critical
thinking skills, communication skills, problem solving skills, creative and flexible-thinking, and
human resources management skills are necessary for career success (Gustin, 2001; Kay
&Russette, 2000; Moscardo, 1997; Tas et al., 1996). The importance of leadership skills cannot be
over emphasized among the employability skills, according to Mumford, Scott, Gaddis, and
Strange (2002) “leadership, at least certain types of leadership, is apparently related to creativity
and innovation in “realworld” setting.” They also contended “the influence tactics used by leaders
apparently affect people’s willingness to engage in, and the likely success of, creative ventures”
(p.707). Robinson (2006) identified 67 employability skills that were perceived important by
educators, employers and employees in entry-level positions for employment success

Martin et al. (2008) however identified and based their study on 14 employability skills:
communication, team-working, problem-solving, literacy, numeracy, general information
technology (IT), timekeeping, business awareness, customer-care, personal presentation,
enthusiasm/commitment, enterprising, vocational job-seeking and advanced vocational job-
specific skills. Careers and Employability Centre, Loughborough University (n.d.) described
employability skills as the professional competency sought after by employers which their students
are helped to develop alongside subject/discipline. These skills include analytical and problem-
solving skills, numeracy, confidence, time management, team working, communication skills,
information technology, and monitoring skills. Similarly, the Placement and Careers Centre of
Brunel University London (n.d.) identified 9 employability skills: communication, self-reliance,
organization, initiative and enterprise, commercial awareness, problem-solving, team work and
leadership, time management, and customer services. According to Learner (2012), eight
nationally agreed employability skills in Australia are: communication; planning and organizing;
teamwork, problem solving; self-management; initiative and enterprise; technology; and learning.
The Victorian Certificate of Education (VCE) Chemistry students were provided opportunities to
develop the skills. Helping students develop employability skills is vital for coping with today‟s
economic realities. Researchers, employers and education providers are devising strategies to
promote development of soft, transferable or employability skills. McGrath (n.d.) asserts that
students‟ employability skills will improve by maintaining a working relationship/interaction
between schools and employers, understanding of industrial realities, work placement for staff and
students, as well as adapting new approach to teaching and learning that highlights core skills and
attitudes, job seeking skills and a repackaged set of technical and occupational skills. According
to Learner (2012), students may develop employability skills through learning activities. The
opportunity to engage in a range of learning activities, both co- and extra-curricular activities
contribute to students‟ employability. Employability is enhanced when students actively engage
in a range of learning activities (including personal development planning), and when the
connection of these activities with employability is made clear to them (The Higher Education
Academic, 2006).
Conceptual Framework

ASEAN INTEGRATION in 2015 and its IMPLICATIONS on LABOR

When ASEAN turned 30 years old in 1997, the ASEAN leaders adopted the ASEAN Vision 2020,
and largely agreed to create a
deeper partnership amongst member nations. By 2003, the idea of an ASEAN Community
(probably patterned after the European
Union model) was established.

The ASEAN Community is comprised of three pillars, namely:

  Political-Security Community;
 Economic Community; and
 ASEAN Socio-Cultural Community.

The AEC (ASEAN Economic Community) is the realization of the end goal of economic
integration as espoused in the
Vision 2020, which is based on a convergence of interests of ASEAN Member Countries
to deepen and broaden economic integration through existing and new initiatives with clear
timelines. In establishing the AEC, ASEAN shall act in accordance to the principles of an open,
outward-looking, inclusive, and market-driven economy consistent with multilateral rules as well
as adherence to rules-based systems for effective compliance and implementation of economic
commitments. In 2013 Valente reported that by 2015, the 10 nations that make up the Association
of Southeast Asian Nations envisions an ASEAN Economic Community will establish a highly
competitive single market and production through the integration of their economies.

Single Market and Production Base

An ASEAN single market and production base shall comprise five core elements: (i) free
flow of goods; (ii) free flow of services; (iii) free flow of investment; (iv) freer flow of capital; and
(v) free flow of skilled labour. In addition, the single market and production base also include two
important components, namely, the priority integration sectors, and food, agriculture and forestry.

The impact AEC will primarily be on skilled labor since it is one of our main craft. Basilio
said, citing that it is “reciprocal” which means that our country “will also allow service providers
from other ASEAN countries to send their skilled workers to the Philippines in the course of
rendering a contracted for service.” Filipinos have an advantage in terms of the number of skilled
workers who are able to speak English and lower wages than some ASEAN countries, it is more
likely that there will be a net outflow in our favor,” Basilio explained. However this doesn’t mean
that it will prevent ASEAN service providers from hiring Filipinos to perform services not only in
the Philippines, but in other ASEAN countries as well.
 Basilio says To cope up with this major change in Economy it is even more important to
have mutual recognition of professional standards and that our curriculum are in consonance with
ASEAN-wide requirements.

The ASEAN region is a huge market; it is home to many emerging markets,” Abad said,
citing that there would be even more economic opportunities, but the Philippine government still
has a lot to do. For our country to properly gear up for ASEAN 2015, the government must
continue a structural transformation of the economy to make it more investment and industry-led,
he said.
“The free entry of goods and services across economic borders can only mean more economic
opportunities for countries in the region and therefore more opportunities for employment and
livelihood,” Abad said. “The challenge for us in preparation for this new regime is to sharpen our
competitiveness and facilitate the ease of doing business in our jurisdiction,” he added.

Industrial internships are an important part of the Rowan Engineering Programs.

These internships are designed with industrial partners to provide the optimum learning.
Begun and held in Metro Manila, on Monday, the twenty-third day of July, two thousand twelve.

[REPUBLIC ACT NO. 10533]

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY

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

Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:
SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act of
2013″.

SEC. 2. Declaration of Policy. —The State shall establish, maintain and support a complete,
adequate, and integrated system of education relevant to the needs of the people, the country and
society-at-large.

Likewise, it is hereby declared the policy of the State that every graduate of basic education shall
be an empowered individual who has learned, through a program that is rooted on sound
educational principles and geared towards excellence, the foundations for learning throughout life,
the competence to engage in work and be productive, the ability to coexist in fruitful harmony with
local and global communities, the capability to engage in autonomous, creative, and critical
thinking, and the capacity and willingness to transform others and one’s self.

For this purpose, the State shall create a functional basic education system that will develop
productive and responsible citizens equipped with the essential competencies, skills and values for
both life-long learning and employment. In order to achieve this, the State shall:

(a) Give every student an opportunity to receive quality education that is globally competitive
based on a pedagogically sound curriculum that is at par with international standards;

(b) Broaden the goals of high school education for college preparation, vocational and technical
career opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly
changing and increasingly globalized environment; and

(c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity,
the circumstances and diversity of learners, schools and communities through the appropriate
languages of teaching and learning, including mother tongue as a learning resource.

SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs which
provides the foundation on which subsequent learning can be based. It encompasses kindergarten,
elementary and secondary education as well as alternative learning systems for out-of-school
learners and those with special needs.
SEC. 4. Enhanced Basic Education Program. — The enhanced basic education program
encompasses at least one (1) year of kindergarten education, six (6) years of elementary education,
and six (6) years of secondary education, in that sequence. Secondary education includes four (4)
years of junior high school and two (2) years of senior high school education.

Kindergarten education shall mean one (1) year of preparatory education for children at least five
(5) years old as a prerequisite for Grade I.

Elementary education refers to the second stage of compulsory basic education which is composed
of six (6) years. The entrant age to this level is typically six (6) years old.

Secondary education refers to the third stage of compulsory basic education. It consists of four (4)
years of junior high school education and two (2) years of senior high school education. The entrant
age to the junior and senior high school levels are typically twelve (12) and sixteen (16) years old,
respectively.

Basic education shall be delivered in languages understood by the learners as the language plays a
strategic role in shaping the formative years of learners.

For kindergarten and the first three (3) years of elementary education, instruction, teaching
materials and assessment shall be in the regional or native language of the learners. The
Department of Education (DepED) shall formulate a mother language transition program from
Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as languages of
instruction until such time when these two (2) languages can become the primary languages of
instruction at the secondary level.

For purposes of this Act, mother language or first Language (LI) refers to language or languages
first learned by a child, which he/she identifies with, is identified as a native language user of by
others, which he/she knows best, or uses most. This includes Filipino sign language used by
individuals with pertinent disabilities. The regional or native language refers to the traditional
speech variety or variety of Filipino sign language existing in a region, area or place.
SEC. 5. Curriculum Development. — The DepED shall formulate the design and details of the
enhanced basic education curriculum. It shall work with the Commission on Higher Education
(CHED) to craft harmonized basic and tertiary curricula for the global competitiveness of Filipino
graduates. To ensure college readiness and to avoid remedial and duplication of basic education
subjects, the DepED shall coordinate with the CHED and the Technical Education and Skills
Development Authority (TESDA).

To achieve an effective enhanced basic education curriculum, the DepED shall undertake
consultations with other national government agencies and other stakeholders including, but not
limited to, the Department of Labor and Employment (DOLE), the Professional Regulation
Commission (PRC), the private and public schools associations, the national student organizations,
the national teacher organizations, the parents-teachers associations and the chambers of
commerce on matters affecting the concerned stakeholders.

The DepED shall adhere to the following standards and principles in developing the enhanced
basic education curriculum:

(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

(c) The curriculum shall be culture-sensitive;

(d) The curriculum shall be contextualized and global;

(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative;

(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based
Multilingual Education (MTB-MLE) which starts from where the learners are and from what they
already knew proceeding from the known to the unknown; instructional materials and capable
teachers to implement the MTB-MLE curriculum shall be available;
(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and
skills after each level; and

(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and
enhance the same based on their respective educational and social contexts. The production and
development of locally produced teaching materials shall be encouraged and approval of these
materials shall devolve to the regional and division education units.

SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum consultative

committee chaired by the DepED Secretary or his/her duly authorized representative and with
members composed of, but not limited to, a representative each from the CHED, the TESDA, the
DOLE, the PRC, the Department of Science and Technology (DOST), and a representative from
the business chambers such as the Information Technology – Business Process Outsourcing (IT-
BPO) industry association. The consultative committee shall oversee the review and evaluation on
the implementation of the basic education curriculum and may recommend to the DepED the
formulation of necessary refinements in the curriculum.

SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic education program
meets the demand for quality teachers and school leaders, the DepED and the CHED, in
collaboration with relevant partners in government, academe, industry, and nongovernmental
organizations, shall conduct teacher education and training programs, as specified:

(a) In-service Training on Content and Pedagogy — Current DepED teachers shall be retrained to
meet the content and performance standards of the new K to 12 curriculum.

The DepED shall ensure that private education institutions shall be given the opportunity to avail
of such training.

(b) Training of New Teachers. — New graduates of the current Teacher Education curriculum
shall undergo additional training, upon hiring, to upgrade their skills to the content standards of
the new curriculum. Furthermore, the CHED, in coordination with the DepED and relevant
stakeholders, shall ensure that the Teacher Education curriculum offered in these Teacher
Education Institutes (TEIs) will meet necessary quality standards for new teachers. Duly
recognized organizations acting as TEIs, in coordination with the DepED, the CHED, and other
relevant stakeholders, shall ensure that the curriculum of these organizations meet the necessary
quality standards for trained teachers.

(c) Training of School Leadership. — Superintendents, principals, subject area coordinators and
other instructional school leaders shall likewise undergo workshops and training to enhance their
skills on their role as academic, administrative and community leaders.

Henceforth, such professional development programs as those stated above shall be initiated and
conducted regularly throughout the school year to ensure constant upgrading of teacher skills.

SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other

Specialists in Subjects With a Shortage of Qualified Applicants, Technical-Vocational Courses
and Higher Education Institution Faculty. — Notwithstanding the provisions of Sections 26, 27
and 28 of Republic Act No. 7836, otherwise known as the “Philippine Teachers Professionalization
Act of 1994″, the DepED and private education institutions shall hire, as may be relevant to the
particular subject:

(a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with
shortages in qualified Licensure Examination for Teachers (LET) applicants to teach in their
specialized subjects in the elementary and secondary education. Qualified LET applicants shall
also include graduates admitted by foundations duly recognized for their expertise in the education
sector and who satisfactorily complete the requirements set by these organizations: Provided, That
they pass the LET within five (5) years after their date of hiring: Provided, further, That if such
graduates are willing to teach on part-time basis, the provisions of LET shall no longer be required;

(b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary
education: Provided, That these graduates possess the necessary certification issued by the
TESDA: Provided, further, That they undergo appropriate in-service training to be administered
by the DepED or higher education institutions (HEIs) at the expense of the DepED;
(c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the
secondary education: Provided, That the faculty must be a holder of a relevant Bachelor’s degree,
and must have satisfactorily served as a full-time HEI faculty;

(d) The DepED and private education institutions may hire practitioners, with expertise in the
specialized learning areas offered by the Basic Education Curriculum, to teach in the secondary
level; Provided, That they teach on part-time basis only. For this purpose, the DepED, in
coordination with the appropriate government agencies, shall determine the necessary qualification
standards in hiring these experts.

SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the students in
choosing the career tracks that they intend to pursue, the DepED, in coordination with the DOLE,
the TESDA and the CHED, shall regularly conduct career advocacy activities for secondary level
students. Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise
known as the “Guidance and Counselling Act of 2004″, career and employment guidance
counsellors, who are not registered and licensed guidance counsellors, shall be allowed to conduct
career advocacy activities to secondary level students of the school where they are currently
employed; Provided, That they undergo a training program to be developed or accredited by the
DepED.

SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by or the “Expanded
Government Assistance to Students and Teachers in Private Education Act”, shall be extended to
qualified students enrolled under the enhanced basic education.

The DepED shall engage the services of private education institutions and non-DepED schools
offering senior high school through the programs under Republic Act No. 8545, and other financial
arrangements formulated by the DepED and the Department of Budget and Management (DBM)
based on the principles of public-private partnership.

SEC. 11. Appropriations. —The Secretary of Education shall include in the Department’s program
the operationalization of the enhanced basic education program, the initial funding of which shall
be charged against the current appropriations of the DepED. Thereafter, the amount necessary for
the continued implementation of the enhanced basic education program shall be included in the
annual General Appropriations Act.

SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate the
appropriate strategies and mechanisms needed to ensure smooth transition from the existing ten
(10) years basic education cycle to the enhanced basic education (K to 12) cycle. The strategies
may cover changes in physical infrastructure, manpower, organizational and structural concerns,
bridging models linking grade 10 competencies and the entry requirements of new tertiary
curricula, and partnerships between the government and other entities. Modeling for senior high
school may be implemented in selected schools to simulate the transition process and provide
concrete data for the transition plan.

To manage the initial implementation of the enhanced basic education program and mitigate the
expected multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs)
starting School Year 2016-2017, the DepED shall engage in partnerships with HEIs and TVIs for
the utilization of the latter’s human and physical resources. Moreover, the DepED, the CHED, the
TESDA, the TVIs and the HEIs shall coordinate closely with one another to implement strategies
that ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs
to provide educational and training services for graduates of the enhanced basic education program
to ensure that they are not adversely affected. The faculty of HEIs and TVIs allowed to teach
students of secondary education under Section 8 hereof, shall be given priority in hiring for the
duration of the transition period. For this purpose, the transition period shall be provided for in the
implementing rules and regulations (IRR). SEC. 13. Joint Congressional Oversight Committee on
the Enhanced Basic Educational Program (K to 12 Program). —There is hereby created a Joint
Oversight Committee to oversee, monitor and evaluate the implementation of this Act.

The Oversight Committee shall be composed of five (5) members each from the Senate and from
the House of Representatives, including Chairs of the Committees on Education, Arts and Culture,
and Finance of both Houses. The membership of the Committee for every House shall have at least
two (2) opposition or minority members.
SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015, the DepED
shall conduct a mandatory review and submit a midterm report to Congress as to the status of
implementation of the K to 12 program in terms of closing the following current shortages: (a)
teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be
addressed.

The DepED shall include among others, in this midterm report, the following key metrics of access
to and quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement
Test results; (d) completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding
requirements; and (g) other learning facilities including, but not limited to, computer and science
laboratories, libraries and library hubs, and sports, music and arts.

SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to increase the
per capita spending on education towards the immediate attainment of international benchmarks.

SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the effectivity of
this Act, the DepED Secretary, the CHED Chairperson and the TESDA Director-General shall
promulgate the rules and regulations needed for the implementation of this Act.

SEC. 17. Separability Clause. — If any provision of this Act is held invalid or unconstitutional,
the same shall not affect the validity and effectivity of the other provisions hereof.

SEC. 18. Repealing Clause. — Pertinent provisions of Batas PambansaBlg. 232 or the “Education
Act of 1982″, Republic Act No. 9155 or the “Governance of Basic Education.

Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees,
executive orders and rules and regulations contrary to or inconsistent with the provisions of this
Act are hereby repealed or modified accordingly.

SEC. 19. Effectivity Clause. —This Act shall take effect fifteen (15) days after its publication in
the Official Gazette or in two (2) newspapers of general circulation.

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aspirations/expectations 26

CHAPTER 3

METHODOLOGY
Research Design

The study used a descriptive research design. The research findings are described based
on data gathered and analyzed.

Research Method

The researcher will use the survey method. Asking the other students how did the other
grade 11 students in Asia Pacific College of Advanced Studies.

Research Design

The study of the subject are the grade 11 students of Asia Pacific College of Advanced
Studies, S.Y. 2018-2019. They consist of 30 grade 11 students.

Sampling Method

The researchers will use nonprobability sampling method. The respondents will be chosen based
on judgment sampling which is a common nonprobability method. The researchers are confident
that the chosen sample is truly representative of the entire population of students from APCAS.
Student representatives are selected to be sampled based on their official registration of present
academic year and credible judgment.

Instrumentation and Data Collection

 This will be an individual interview to know each other opinions about this study. This can
have many different opinions than a group interview to know different angle about the research.

A questionnaire example is a tool for data gathering and research that consists of a set of
questions in a different form of question type that is used to collect information from the
respondents for either survey or statistical analysis study.

The most common structure of a questionnaire is that the open-ended questions are
placed at the first section of the questionnaire. It is not bad, but it is not good either. You see,
open-ended questions tend to require more thought and effort and takes more time in answering
than any other type of questions.

There may be a possibility that respondents cannot answer in detail, they need to be warmed up.
In this case, easy to answer questions must be placed at the first section then the questions that
require more thought can then be placed at the end of the questionnaire. The respondents are
warmed up and the response of the questionnaire will be better.

Data Gathering Procedure

An interview guides administered by Senior High School Students were employed to gather data
for this study. The interview guide includes data on the personal attributes of the respondents in
terms of environmental. The survey was conducted to gather pertinent data in research. The
schedules of the interview were pre-arranged by the students. Each respondent was asked
several questions indicated in the interview guide. Through this, the researcher had personally
administered and retrieved the necessary information.