REVISITING THE BACHELOR OF SCIENCE IN MANAGEMENT

ACCOUNTING PROGRAM AT UNIVERSITY OF MAKATI: BASIS FOR

CURRICULUM DEVELOPMENT, ACADEMIC YEAR 2015-2016

Abanto, Daniza
De Roxas, Stephanie Jane
Dela Cruz, Ralph Carlo
Manalese, Roziene
Pietas, Jessica
Ramos, Genecca Rose

II-AMA

College of Arts and Sciences

February, 2016

CHAPTER 1
THE PROBLEM

Introduction
An enormously recognized author, Robin Sharma, once said, All change is
hard at first, messy in the middle and gorgeous at the end. As what the quote
implies, some may support the changes and some may resist it, for many will
settle to their everyday routine and some will be brave enough to take the risk no
matter how hard the middle of the change is. At the end, we can compare which
is better, easier, more efficient, more effective and more beneficial for the one
who is the focus for this change.
Learning might be hard especially when time does not permit you to study
especially when youre mastering accountancy. Accounting is one of the most
rigorous college program where students encounter many difficulties in passing
every semester. It requires the students to work hard, spend a lot of attention and
effort to fully analyze and understand each lessons to gain that skills required to
pass this program. It demands good concentration and enough investment of the
most precious thing every accounting student has to deal with, the time, as it
plays as the measurement of learning upon reading the materials required and
needed in order to pass the said course.

Different major subjects comprise the program for accountancy. It starts from
learning the fundamentals, expounding different elements from that basic and
down to other complex and complicated areas. Aside from these, minor subjects
are also part of the curriculum especially for freshmen and sophomores. For
freshmen, they normally have twenty-six (26) units per semester while
sophomores have twenty-eight (28) units, both has only one (1) major subject
covering six (6) units and the rest are minor subjects. Junior and senior students
have fewer minor subjects and more major subjects as they try to concentrate on
the needed areas rather than on the added ones, for the preparation for the
board examination.
It is undeniable that as time goes by, students carry heavy loads of projects,
assignments, reports and group works, on minor subject, resulting for the
students to cram for tomorrows major examination and experience lack of sleep
due to allocation of time on less necessary subjects. Every student know how
hard it is to manage time wisely, from household chores down to school works
and other stuff that completes ones daily task, but wise management of time
does not always work for everyone, sometimes, its the students lined activities
that should compromise in order to balance things out.
Good analysis and some adjustment on required tasks may help to reduce
the students cramming moments and late night sleeps. This study will find out
what curriculum design is the best curriculum for the accountancy students of
the University of Makati who greatly need this major change on the said
curriculum. It will help the students to invest time, effort, and concentration on

major subjects without eliminating the importance of the minor subjects which will
eventually help at some future time and to finally help them pass the Certified
Public Accountant Board Examination.
The former dean of the University of Makatis College of Business
Administration, Professor Jose Emmerico Cruz (2016) said that the course of
accountancy is a skill-based program. It does not simply rely to data but rather,
practice what lies behind those data, how to gather those data and how to
disseminate them to the right persons. This thought guides the researchers to
increase the skills of every accounting student by spending time on learning
without increasing the time they must spend to stay in the university. The
researchers, even the respondents, were pioneers of the K to 12 program who
will took the burden of an accumulated sum of seven (7) years stay in the
university to finish the course, which Prof. Cruz exclaimed that this reason shall
definitely outweigh the negatives of the program that the researchers are trying to
proposed.
The researchers are looking forward to the full implementation of what will be
the recommendation of this study as it aims to make a productive learning on
subject areas that needs enough time and concentration. This study does not
undermine the importance of minor subjects but enhances the skills and
knowledge of the student without the pressure of time and to enable them to
focus on major subjects during the school year. The researchers believe that this
change in the curriculum of University of Makati is necessary for the improvement

of every accounting student, betterment of the institution and to achieve the

100% passing rate on the CPA board examinations.
Thus, the study aims to modify the school calendar by giving the accounting
students the best curriculum by making their summer break shorter but
productive rather than a longer one where most of the students are relaxing.
According to the former outstanding accounting professor, Mr. Ulysses Valladolid
(2014), "students of accountancy must not relax during summer but rather read,
study hard and don't take a break". This principle leads him to give a very hard
examinations on the first meeting of the class to know how much of the students
summer break were allocated to study and master the subject.
The study attempts to provide and come up with the better and practical
approach on how to lessen the students difficulties regarding with time
management especially in minor subjects in contrary with major subjects. This
study will also modify the old curriculum and justify it to create a better one to
enable the students to grow, to be the best accounting students and to eventually
top the board examination by maximizing all the time in one year.
Implementing the new curriculum has a significant value for accountancy
students who are taking a 5-year course, for it will become a 4-year course. In
order to fulfill this, the researchers will prepare a proposal, a curriculum that is inline with the format and requirements of the Commission on Higher Education
along with the approval of the University Dean. This approval will only push
through if and only if, the study can get a positive response from the respondents
who will definitely enjoy the benefit of the proposed program.

As the University of Makati envisions to mold Makati youth into productive

citizens where the university will serve as the primary instrument to offer high
quality education and highly competent professionals, the study will take part on
improving the academic capabilities and accounting skills of every accounting
student who will take the Certified Public Accountant Board Examination. The
College of Business Administration (CBA), which handles the Bachelor of
Science in Management Accounting leading to Bachelor of Science in
Accountancy, has proved its ability to handle numerous courses in which, justifies
to manage the said program that would sustain the high expectation among
accounting student.
The 50% and above passing rate on the annual board examination is an
enough pressure for every accounting student aside from the fact that minor
subjects are demanding a lot of time and effort to pass as their pre-requisites. As
the change in curriculum which the researcher are intending to offer takes over,
problems regarding to this rants and complains among accounting students will
not be out of sight but will rather diminish as the academic year goes by. As a
support to this, Prof. Cruz emphasized that this change is a necessity for the
curriculum development of the department of accountancy. He even added, .. we
need changes to enable to achieve something that never happened before...

The positive feedback of this study will definitely benefit the accounting
students, the professors who will share the essence of high quality education,
and the administrators who will run the institution which aims for a high passing

rate among the accountancy students as the expectation for them gets higher
over time.
Statement of the Problem
The study aims to determine the current status of the curriculum upon
revisiting the Bachelor of Science in Management Accounting Program at
University of Makati: Basis for Curriculum Development, Academic Year 20152016, in order to prepare the students who will be taking the Certified Public
Accountant Board Examination.
Specifically, it will seek to answer the following questions:
1. What is the demographic profile of the respondents of the study in terms
of:
1.1 Age
1.2 Gender
1.3 Section
1.4 Occupation
2. What are the factors affecting the revisiting of the Bachelor of Science in
Management Accounting Program at University of Makati: Basis for
Curriculum Development:
2.1 Level of Implementation
2.2 Evaluation of students to the program
2.3 Curriculum
2.4 Professor
2.5 Income and Expense
2.6 Time
3. What is the significant relationship between the demographic profile of the
respondents of the study to the factors affecting the revisiting the Bachelor
of Science in Management Accounting Program at University of Makati:
Basis for Curriculum Development?

4. What are the present problems of Bachelor of Science in Management

Accounting Program?
5. What is the best developmental program for the Bachelor of Science in
Management

Accounting

out

of

the

findings,

conclusions

and

recommendations of the study?

Conceptual Framework

INPUT

PROCESS

The respondents of

The factors

the study are:

Second Year

affecting the study

are:

Accounting in
University of
Makati

Level of
Implementation

The study aims to:

Determine the
current status

Students of
Management

OUTPUT

Evaluation of
students to the

of the
curriculum
Identify the
present

problems
program
Curriculum
related to the
Professor
Figure
Working
and
I. The
conceptual framework
of the and
Revisiting the Bachelorcurriculum
of Science in
Income
Management
Accounting
Program
at
University
of
Makati:
Basis
for
Curriculum
Non-working
Development, Academic Year 2015-2016.
Differentiate the
Expense
Time
present
Male or Female

Scope and Limitations of the Study

curriculum to
the new

The respondents of the study are the second year college students
under the
curriculum
researchers
program of Bachelor of Science in Management Accounting at the University of
intend to offer.
Makati, enrolled in second semester, academic year 2015-2016.
The study was limited to second year college students for the fact that they
have more experience in taking up the said program and they have been the pilot

testing of the K-12 program in the Philippines. In addition, they have the enough
number of population to comply the information needed .

Significance of the Study

The researchers believed that this study will play a very significant role to the
following:
The government, can gain knowledge on this study as the researchers lay
out the current condition of facilities and equipments as perceived by the
respondents of this study. This may include the educational funds and other
matter that government might be concern of.
This study contains very important information as it helps the institution,
University of Makati, to point out the problems currently encountered by the
students specifically the accountancy students. It aims to enhance the
capabilities of every accounting student as the institution play as the starting and
final stage of their personal development. In line with this, students can make a
name for the university as they strive to be one of the aspiring certified public
accountant in the near future.
To the Department of College of Business Administration, in order to help
them to attain the highest level in accreditation, to improve their management
system and other areas they are greatly affected with.
To the Department Head of Accountancy, in order to guide him/her on making
action plans for the development of the program and to ensure that the needs
listed on this study came from the accounting students, themselves.

To the Junior Philippine Institute of Accountants as an organization, for them

to analyze how the students respond on their events, their way of handling the
organization and to find for effective ways to handle every situation that students
may play an important role.
To the accountancy students, that they may serve as the eye opener to the
difficulties they are experiencing and to answer them through the use of this
study by informing the management concerned thereof.

To the future researchers, to guide them on making their own research paper
as this may serve as their reference and basis for the current status of second
year accounting students.

To the readers, to gain information from this study as it figures out the
different areas that accounting department, accounting organization and
accounting students can be greatly affect of.

Background of the Study

The summer class program is not new to the University of Makati, since it
has been implemented to the College of Allied Health and Sciences (COAHS)
and College of Education (COE). This fact supported the proposed program,
strengthened the hope of the researchers and increased the possibility of its
implementation. The researchers hope that the procedures on modifying the

school calendar will not be a hindrance for its implementation as any changes on
it may apply particularly on accounting students.

Definition of Terms
Accounting a program that requires analytical skills, critical thinking, logical
reasoning, communication skills and most of all, devotion of time.
Accountancy is a profession that is practicing accounting.
Bachelor of Science in Management Accounting is one of the program in the
University of Makati that is competing with other programs in the campus. It is
said to be the very challenging program because of its philosophy in terms of
quality education and competitive students.
Certified Public Accountant Board Examination is a licensure examination
wherein all the graduates that took Bachelor of Science in Accountancy is
qualified to practice accounting.
College Business Administration is the college division in University of Makati
that the Department of Accountancy and Finance which the Bachelor of Science
in Management Accounting belongs.
Curriculum is a list of subjects per semester including the units that must be
accomplished by the students who will be taking a certain program.

Junior Philippine Institute of Accountants is an organization at the University

of Makati that handles the accountancy students in all levels. It is a part of the
National Federation of Junior Philippine Institute of Accountants.
Semester is a range of 15 to 18 weeks that divides an academic year into two
terms.
Summer Class Program is a program designed to conduct classes during
summer breaks, to prepare students for the opening of the academic year;
usually conducted to improve students retention of information.
Units refer to required load per subject, ranges from 1-3 units for minor subject
and 6 units on major subjects.
University of Makati is the only university that the City of Makati created and
envisioned to mold Makati youth to a competitive and successful individuals. It
became known in the country because of its high level of competency.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDY
Curriculum plays a very significant role in the improvement of the
students in their values, beliefs, attitude and all other aspects that they will
use in the future in respect to their preferred career.
Summer program is a schools way of information retention during the
long summer break and other concerns that summer program may be a
solution.

Students everyday routine and activities may hinder one to

accomplish other task from misallocation of time due to heavy loads of task

to finish. Factors affecting the effectiveness of summer program were studied

and concluded by the following foreign and local studies and literatures.

Foreign Studies
Jonathan Wickert, on his study entitled The Effectiveness of Summer
Program for First Time Ninth-Grade Students (2014), concluded that the
physical environment is one of the many factors that affect the students in
relation with their academic capability during the summer class program. This
may include the punctuality of students and teaching methods conducted by
instructors. Aside from the physical factors, social acclimation was also listed,
as it promotes the student-teacher and student-student relationship. He
noted that students who attended were more likely to help other students in
need, regardless of whether they knew them. It often form friendships that
instructors believe existed before the program.
During the first year of the summer program, the researcher found out
that the difference between the attendees and the non-attendees were not
significantly different but the summer program was proven to be effective
during the succeeding years. This overall effectiveness of acclimation to
transition environment is measured through changes in academic outcomes
of the student.
Hanover

Research

reviews

effective practices

in

summer literacy

programming, entitled Best Practices in Summer Literacy Programs. They

examine methods for improving literacy achievement, identify structural
components of effective literacy programs, and provide a framework for

program evaluation. It stated that all students are susceptible to summer

learning loss, but low income students are at greater risk, especially in
reading. Different rates of summer loss, when repeated annually, contribute
to widening achievement gaps as students enter middle and high school.
Research suggests that high quality academic enrichment programs can
decrease and perhaps eliminate summer learning loss for low income
children. Providing learning opportunities to children is typically viewed as the
responsibility

of

school

districts,

but

summer

programs

offered

by

traditionally non academic organizations also appear poised to meet the

challenge.
Furthermore, research suggests that offering varied reading materials to
children increases their motivation to read. Furthermore, a range of materials
is necessary to ensuring students read appropriately challenging texts. Many
programs have addressed the need for reading materials by creating an
onsite library and/or visiting community libraries.
According to the study How Summer Programs Can Boost Childrens
Learning McCombs, et al. (2011) the literature on summer learning loss and
the effectiveness of summer learning programs, determines key cost drivers
of and available funds for summer programs, and gathers information about
how such programs operate in district and city contexts, including facilitators
and challenges.
The clear challenge to extending the school year is its cost. In addition, in
cities across the country, districts that have tried to extend the school year
(or modify the calendar) have met resistance from parents, employers of

teenagers, and family recreation businesses. And data suggest that more
time was cut away from the instructional calendar in the 20102011 school
year as fiscal pressures forced school districts to weigh options to furlough
teachers or shorten the instructional calendar. For instance, 16 of the 30
largest school districts in California reduced the number of school days to
balance their budgets, and 12 districts cut instructional time by the maximum
of five days (Benefield, 2010; Freedberg, 2010).
Summer programs, the focus of this monograph, are less costly than
extending the school year because they are typically offered only to a subset
of students. Thus, research demonstrates that there are clear differences in
the summer learning rates of low-income and higher-income students. It
noted that comparing the school year to summer break provides an
opportunity to isolate the effects of non-school influences on a young
persons intellectual development. Children from lower-income families lost,
on average, more learning specifically in reading comprehension and word
recognition than children from higher-income families.
Research also suggests that summer learning loss is cumulative. Given
that low-income students are more likely to forget what they have learned,
particularly in reading, than their higher-income peers (who can gain
knowledge and skills in certain reading areas during the summer months),
repeated episodes of loss result in low-income students falling further and
further behind their more affluent peers.
Research indicates that summer vacation may have detrimental learning
effects for many students. On average, all students lose skills, particularly in
mathematics. However, summer learning loss disproportionately affects low-

income students, particularly in reading. While their higher-income peers, on

average, post gains in reading, low-income students show losses at the end
of the summer. Most disturbing is that it appears that summer learning loss is
cumulative and that, over time, these periods of differential learning rates
between low-income and higher-income students contribute substantially to
the achievement gap. It may be that efforts to close the achievement gap
during the school year alone will be unsuccessful.
Given the established connection between academic learning time and
achievement and the findings regarding summer learning losswhich is
particularly acute for low-income studentsit is reasonable to assume that a
structured program of summer instruction could help mitigate this loss. It
might even produce gains.
In addition, the general learning literature indicates that low-achieving
students need more time to master material and that spacing learning out
over time is an effective instructional technique. Summer programs would
provide these students with this additional, spaced, time. Therefore, summer
learning programs might be a key strategy for improving the academic
performance of struggling students.
On Chantel Zwiefelhofers research paper, Using Progress Monitoring to
Evaluate the Effectiveness of a Remedial Summer School Program (2010),
research has indicated that the summer break can have a significant impact
on skill retention for most students. The purpose of this study was to examine
the effectiveness of a remedial summer school program for 11 middle school
students.

Results of this study demonstrated that the remedial summer

school program being evaluated had no effect on curriculum-based measures

of seventh and eighth graders' performance in reading fluency, no effect on

curriculum-based measures of seventh graders' performance in math
computation, and a small effect on curriculum-based measures of eighth
graders' performance in math computation.
Summer school programs have been a popular choice by school districts
to help address the issue of summer learning loss. However, there is another
group of supporters who have come up with a different solution to summer
learning loss. Advocates for year-round education strongly believe that
modifications to the traditional school calendar will not only prevent summer
learning loss, but it will also help school districts meet the high state
standards and accountability measures (Huebener, 2010).
The summer school program that was evaluated consisted of 24 students
and one teacher, with additional support provided by the researcher two days
a week. Research has indicated that smaller class sizes are needed to better
provide support to students. Another downfall of the summer school program
evaluated was that the instruction was not individualized to the needs of the
students. The program consisted of students who struggled across a variety
of academic areas, reason why the program covered a variety of subjects.
However, some students may have spent excessive time working on
academic skills that were adequately developed, while spending very little
time in the areas of need. It may have been more effective to group students
based on their academic needs, then trying to addresses everything in a
short amount of time.
The curriculum and instructional method used was mostly packet
work developed from textbooks used during the regular school year. Research

has indicated that most of these low performing students were not able to
learn the material the first time around during the regular school year;
therefore, the delivery of the information needs to be different and more
engaging for these students. The lack of instruction in the areas of need
appeared to result in greater frustration for students, resulting in many to act
out and refuse to do the work required of them during the summer program.
Research on the effectiveness of summer school programs is inconsistent.
There

are researchers who have concluded that summer school programs

can be successful in helping low achieving students catch up to their peers,

losing the achievement gap between low-income students and their
advantaged peers, and helping students retain academic skills over the
summer break.
Due to the mixed data on the success of summer school programs and
because the body of literature on the matter is quite small, more research
needs to be conducted in order to address and measure student's academic
gains relative to completing remedial programs during the summer break.
This

inconsistency

can have

a great effect on how well a research

studies are able to actually measure the impact that the summer vacation
has on students' academic skills. Future researchers need to develop studies
that are able to better control the influence of additional academic
instruction, or lack of, when determining any increases or decreases in skills
over the summer break.

Foreign Literatures

An article entitled Is Summer School a Good Idea for Your College

Student? stated that summer school takes only six to eight weeks long this
shorter time period allows them to maintain a focus they might find difficult
for a traditional 13-15week semester. Because summer classes are more
intensive, students generally take only one or two classes at a time. This also
allows students to be more focused, rather than trying to balance 3-6 classes
at a time. Taking summer classes helps some students stay in the mode of
studying.

It helps them maintain a routine of learning and studying

throughout the summer. It may also help them retain information from spring
semester that they will need in the fall semester. Summer classes are often
smaller than during the traditional semester. Students often receive more
individualized attention and have more interaction with other students.
Summer classes are often less formal and more low-key.
Although there are many reasons that students may opt for summer
college classes, there are some important considerations which students
should evaluate before signing up. College financial aid generally does not
cover summer classes. Taking classes in the summer does not allow the
student a break from the school routine. While this may be an advantage for
some students, others may find that they need the hiatus in order to return to
school in the fall refreshed and ready for another full semester. Because
summer classes are short (generally about six weeks), there is very little
room for flexibility on attendance. Missing even one class can put a student
significantly behind, and could affect the students grade. Students also need
to stay focused and organized and keep up with their classwork diligently.
There is no time to fall behind. Summer classes usually cover the same

material that would be covered in a traditional semester, but in about half of

the time. Some students need to balance summer school with summer job.
They should consider how taking a summer class might impact their earning
capabilities.
Cost in enrolling is one of the main disadvantage of summer program, as
it is cleared by the article entitled Summer Classes: To Enroll or Not to Enroll,
That is the Question. Summer classes tend to be more expensive than
courses taken during traditional semesters, because there are fewer students
but similar overhead costs. Students should also be aware that many
financial aid packages do not cover summer classes. As mentioned
previously, summer courses generally move faster than other classes
because there is less time to cover the same amount of material. Most
summer courses meet between 3-5 days a week for several hours over the
course of 3-6 weeks. This can limit a students ability to get a job or
internship during the summer, an ideal time to make money and build
resumes, and can keep a student from enjoying well-deserved vacation.
Nevertheless, taking summer courses allows students to earn credits offseason, which may allow them to graduate a semester (or year) early,
saving money on tuition. These credits can also lighten a students course
load during the fall and springs semesters, allowing them to better focus on
challenging classes the following year. Students can use summer sessions to
fulfill requirements theyre less than enthusiastic about or take a prerequisite
course so that they can dive into a subject at a higher level come the fall. It
may be easier for students to get into popular courses during the summer, a

perfect time to dabble in subjects of personal interest or introductory classes

for possible majors.
A blog from Course Advisor, Summer School: The Fast Track, reiterated
the benefits from enrolling in a summer program. One benefit of summer
school is the opportunity to earn credits ahead of schedule. Some students
take summer school classes to get associate degree or bachelor degree core
courses out of the way. Others take advantage of special-topic or interesting
classes that schools offer only during summer school sessions.
In both cases, summer school's accelerated, concentrated class time
most programs are four to eight weeks long allows for intense focus on
their topics. This can be a big help with challenging courses that might be
tough to handle with a lot of other classes during the regular school year, and
a true pleasure if the class is in a favorite or fascinating subject.
Either way, students and teachers seem to agree that summer school
often provides the opportunity for more thorough learning. And of course,
fulfilling all your class requirements and earning a passing grade get you that
much closer to graduation.
Small class size is another benefit of working on your college degree
during summer school sessions. Despite summer school's fast pace, the
smaller class size allows for greater interaction between students and
instructors, often in a more personal and relaxed atmosphere.
Along with the intense focus, summer school's increased collaboration
with teachers can translate into a richer learning environment, which may
help you to obtain a better grade in a challenging class.

There can be drawbacks as well as advantages to summer school

programs.

Along with the intense focus, summer school's increased

collaboration with teachers can translate into a richer learning environment,

which may help you to obtain a better grade in a challenging class.
Although a successful schedule for some, summer school's accelerated
pace can also be a little overwhelming. It often depends on the course, and
how familiar you are with the subject matter. Both students and teachers
acknowledge that it can be challenging to absorb a large amount of
information in the shortened term schedule.
Summer program can be look at positively when we can think of that
were getting the general education out of the way., as what is written in The
Pros and Cons of Taking Summer Class. There might be a few subjects you're
good at, but mostly they tend to be boring, simple and not within your
interests. Well, now you have a chance to take them in less time. This means
that you will be able to get them out of the way and have more time for
classes directly related to your major, or just more fun.
During the school year, it's pretty easy to fall into a sort of rhythm. You'll
hit your stride and be able to keep momentum and work ethic up. Once the
school year rolls around, though, you might notice that you've lost your
rhythm while goofing off during summer break. If you don't stop working, that
work ethic doesn't go away. So by taking summer classes you'll already be
fully in the swing of things by the time you get back to school.
Just about every school has some sort of credit minimum for graduation. If
nothing else, summer classes help minimize that. If you can find classes that

help you in your major, you can work towards your degree in both credit
amount as well as major requirements. This means that during the year you'll
be able to take less of a packed course-load and spend more time doing
things like hanging out with friends, or just napping.
If you pick a class that you really don't want to take but have to, there is
at least one thing to look forward to. In a much shorter time than during the
school year, you'll be done. You won't have to put up with a subject or
teacher you hate for very long, and once you've finished you'll probably still
have a week or two of summer left. Some students actually excel at the
shorter programs, so if you're one of those students then summer classes are
probably right for you.
On the other side, sometimes, people use summer to get job experience
and make a little extra cash. It can really set you ahead for future resumes
and make school life more financially comfortable next semester. If you're
taking summer classes, it makes your schedule a little more hectic. Some
places you would rather work at might not even hire you because of your
inability to work certain hours.
At college, you might find a huge selection of classes. If you don't want to
study European history, you can study ancient Asian civilizations instead!
With summer classes you probably won't get that kind of selection. You'll
have to take whatever is available with whatever teachers are available. Even
though you won't have to be in the class for very long, it can still be a drag if
you're studying something you have no interest in.

This was already listed as a pro, but it can also be a con. With no time for
study groups, reviewing tests and asking teachers for help, you'll be forced to
adapt or risk failing. The material also comes at you so fast that if you're not
clear on an initial concept, you probably won't understand the later related
concepts. If you're the kind of student who can't easily deal with a fast paced
class that has no time for review, then summer classes probably aren't the
best choice for you.
The article, How Taking a Summer Course Can Help You Decide to Study
Abroad, find out about the teaching methods and the academic system.
Summer courses offer a more complete and hands on university experience
compared to regular visiting days. As you will spend a relatively longer time
on the university premises, you will have plenty of time to decide. The
intensive study experience will give you a taste of academic expectations and
the way professors teach. You will also be able to prepare for the admission
process in advance. For example, students in Europe can greatly benefit from
a summer course in the U.S., as many of the admission requirement and
academic rules are significantly different from other continents. Increase your
chances of admission by developing new skills.
If your mind is already made up, enrolling in a summer course is a great
opportunity to strengthen your university application and add relevant
academic achievements to your CV. In a highly competitive academic
environment, any evidence of extra involvement and desire to learn will add
to your desirability as a potential student. Advanced knowledge on a certain
topic is proof of maturity and commitment to completing a higher education
degree.

According to the Financial Accounting Summer Course at Harvard whose

course duration is from June 4, 2015 to July 24, 2015 during summer . Join
Harvard Summer School for a challenging and enriching experience this
summer. Our more than 300 courses are taught by Harvard professors and
visiting scholars during the day, evening, and online. This course is an
introduction to financial accounting, its concepts, and the techniques of
recording, summarizing, and reporting the flow of financial information
through the entity concerned. It offers an understanding of the information
flow process and the necessary techniques for analysis and evaluation of the
firm's potential in light of historical data.
A blog written by Laura Magerkurth (2015) entitled Your Guide to Taking
On a Summer Semester can help you to make decision for summer classes.
The first and most important step in deciding what classes to take over the
summer is to make sure that whatever youre taking at a different institution
can be transferred to your school for credit.
If the class you want to take is not one thats already transferable, you
can probably apply for it to transferable by providing a syllabus and some
basic information. The transfer office of your school will be able to give you
more information about that.
The best courses to take over the summer are probably general education
classes. Theyre generally more relaxed anyway, since everyone from every
major has to take them, so they wont pile on a lot of extra stress.These are
also generally easier to transfer from one institution to another, and if you

want to take one on your home campus, there will likely be more sections
open so you can work around your schedule.
If youre considering adding a minor or another major, summer classes
are generally not the way to start that course loadstart off by taking new
classes during the academic year.This way, youll get to figure out whether
you actually enjoy the topic and youll have a better idea of what the class
will be like before you have to make the decision of whether to drop.
The cost of summer school is something that many college students
forget about before enrolling. Theyre used to paying a certain amount for
semester classes, and may assume that because the summer session is
shorter, it will cost less. However, this isnt usually the case.
Even if your school charges semester tuition up to a certain amount (say,
you can take 16 hours per semester but if you want to take more you have to
pay for the additional credit hours), summer tuition will likely be based
entirely on amount of credit hours. This makes sense, but it can catch
students off guard, so make sure you know what to expect on your bill.
Another factor that can make a dent in your bank account is the fact that
scholarships given by the school often dont apply to summer semestersor
if you choose to apply them to summer sessions, you will forfeit one semester
of scholarship usage during the academic year.
Dont forget to consider financial factors when planning your summer,
and ask your financial aid office if you have any questions specific to your
situation.

According to Denver, Colorado a new study suggested that school and

university professors tend to give lower grades to least attractive women
while giving higher one for those who look physically attractive.
All of us who have been through college days heard the explanation that
students grades are theoretically based on their test scores, the quality of
their papers, and their class participation.
However, a new study done by two economists at the Metropolitan State
University of Denver found that the way a student looks, especially for female
students, might also have an impact on the final grade in a class.
An article by Scott Jaschik for the Inside Higher Ed published on January 5
said the study was done on similarly qualified female students, those who
were deemed more physically attractive received better grades than their
less attractive classmates.
The study also found that for male students, there is no significant
relationship between attractiveness and grades.
An article by CBS News published on January 6 (2016) said that according
to the researchers, it is not only the male professors who give higher grades
to attractive females as the same results were observed whether the faculty
member was a man or a woman.
While doing the research, the two economists showed photos of students
to people who were not attending or teaching at the university. The people
were then asked to rate the attractiveness of the students on a scale of 1-10.
The accumulative responses allowed the researchers to divide the students
into three groups, average, more attractive and less attractive.
Once the groups were established, the researchers determined the

academic ability by examining 168,092-course grades awarded to all of the

students and used factors such as standardized test scores as a control.
After the analysis, the study found out that least attractive female
students

were

affected

the

most

while

the

women

deemed most

attractive received a small increase of 0.024-grade points on a scale of 4.0.

The study said that the least attractive group had average course grades
that were 0.067-grade points below those earned by others.
An article by Allisson Pohle for Boston.com published on January 5 said
that in order to further confirm the findings, the researchers also analyzed
grades in online courses, where they found no difference in grades for men or
women.
Is it that professors invest more time and energy into the better-looking
students, helping them learn more and earn the higher grades? said Rey
Hernandez-Julian, one of the studys authors.
Or do professors simply reward the appearance with higher grades given
identical performance? The likely answer, given our growing understanding of
the prevalence of implicit biases, is that professors make small adjustments
on both of these margins, Julian said.
In the article, Efforts to Improve Teaching Cannot Rely Entirely on
Traditional Measures of Teacher Quality says that there is little evidence to
suggest that the teachers who can increase student achievement are
concentrated in a few high-performing schools. Some education reform
efforts focus on improving low-performing schools' repertoires of high-quality,
effective teachers by redistributing teachers among schools. Using the
multilevel data gathered, the researchers assessed whether teachers who are

effective at raising test scores are indeed unevenly distributed.

They found that the teachers who were effective at raising achievement were in fact
evenly distributed across schools and that the teacher effectiveness gap between low- and
high-performing schools is only about 1 percentage point. This suggests that simply
reshuffling teachers from one school to another is unlikely to produce substantial
improvement in student achievement in low-performing schools.
Traditional

teacher

qualifications

have

little

influence

on

classroom

achievement. Teacher pay is typically based on teacher experience and education level,
and these characteristics are commonly assumed to correlate with greater teacher
effectiveness. Therefore, it is important to assess whether these qualities positively affect
student achievement scores to ensure that the reward system is in fact helping school
districts attract and retain the teachers who will achieve the desired effects.
However, when the researchers analyzed student achievement data along with
teacher qualifications, they found that a five-year increase in teaching experience affected
student achievement very little less than 1 percentage point. Similarly, the level of
education held by a teacher proved to have no effect on student achievement in the
classroom. These findings have implications for the way in which teacher quality and
effectiveness should be assessed and valued by a school district.
Student achievement is unaffected by teacher licensure scores. Licensure tests restrict
entry into the teaching profession. Moreover, considerable resources are expended on
these exams. The State of California requires new elementary teachers to pass general

aptitude, subject-matter, and reading instruction competency tests. If a candidate fails one
or all of these examinations on the first attempt, he or she may opt to retake one or all of
the examinations in order to obtain licensure.
When the researchers compared teacher licensure test results with teacher
performance in terms of student test scores, they found no relationship between student
achievement and teachers' test scores. The researchers also analyzed whether failing the
exam before later passing it was related to student achievement and found no statistically
significant link. These findings suggest that the measured basic skills, subject-matter
knowledge, and reading pedagogy scores of elementary teachers do not contribute to
improved student achievement, implying that new methods of teacher assessment might
be needed.

Local Studies
Study on Philippines Curriculum Development was conducted by Bella O.
Marias and Maria Pelagia Ditapat, concerned the basic education system
and curriculum policies and legislation. Curriculum policies are usually set
forth by the Department of Education, Culture and Sports through various
orders, circulars, memoranda and bulletins. They are aligned with national
priorities and contribute to the achievement of development goals. However,
several laws passed by the national legislature specifically relate to the
school curriculum: Section 3(10), Article XIV of the Constitution mandates the
study of the Philippine Constitution; Section 6, Article XIV, designates Filipino
as the language of instruction; Section 19(2), Article XIV, states that: All

educational institutions throughout the country shall undertake regular sports

activities in co-operation with athletic clubs and other sectors. Republic Act
No 4723 mandates music teaching in the schools. The most recent
curriculum-specific laws designate: (a) lengthening of the school calendar
from 185 to not less than 200 school days per school year; and (b) integration
of concepts on human rights, the environment, dangerous drugs and
computer education.
Basic education in the Philippines is free and compulsory at the
elementary level only. The basic education system in the Philippines is
composed of six years of elementary and four years of secondary education
a total of ten years. Compared to many countries, this is a relatively short
time period. Filipinos complete their basic education at the age of 16 or 17
years.
Elementary and secondary schools are either government-supported or
privately-funded. At the elementary level, the government schools constitute
92% of the total; at the secondary level, their share is 60%. The school year
in the Philippines begins on the first Monday of June and ends on the last
Friday of March. The school year for the elementary and secondary levels
consist of not less than 40 weeks or 200 days. Class sessions are held
Monday to Friday and the school year is divided into four grading periods.
The education system is decentralized. The central/national office is
engaged in policy formulation; while the regional and the division offices are
the implementing bodies. Supervision of schools is accomplished at the
regional and sub-regional levels.
In addition to the fact that the Philippines has one of the shortest time

spans for the completion of basic education, studies point to curriculum

overcrowding. Every day, learners must study and do homework in seven of
the eight subject areas. When combined with the learning competencies
required for each grade/year level, this has proven to be excessive. Reports
that science and mathematics content cannot be completed in one school
year have confirmed this observation. In this context, a backlog occurs and a
carry-over of the previous years content and competencies to the following
school year adversely affects the teaching/learning process. Furthermore, the
scope and sequencing of education (from elementary to secondary level)
have also been identified as design defects. Here, content and skills gapsas
well as overlaps and duplicationshave emerged. While overlap and
duplication further aggravate the curriculum overload, the gaps have helped
to produce elementary school graduates who are not entirely ready for
secondary school. Frequently, the inability to limit the number of core or basic
subjects has led to curriculum overload. The national examinations are
limited to the five subject areas of English, Filipino, science, mathematics and
social studies. Very few concepts are included from other subject areas.
However, lobby pressure from professional groups to include or increase the
time allotments for other subjects has had an impact (i.e. subject area
practitioners who demand home economics teaching for both sexes, or an
increased time allotment for physical education) with the result that
programming problems have occurred.
For the nationwide implementation of the present school curriculum,
there has been massive training of schoolteachers and orientation of school
heads and supervisors. However, the national-level training of trainers

programme was watered down at the regional and division levels and this
affected the school implementation. Another major concern is the availability
of instructional materialsmost of the time there are none or, if available,
they are inadequate. The instructional materials deficit includes not only the
students textbooks and teachers manuals, but also science and vocational
subject facilities, equipment/apparatus and supplementary teaching/learning
materials. Other barriers to effective curriculum implementation are large
classes, teacher availability (for the specialized secondary subject areas) and
quality of instructional supervision.
Three main concerns regarding the institutionalization of curriculum
reforms are the quality of local leadership, monitoring and evaluation, and
sustainability. Local leadership is critical to a smooth reform implementation.
Since the local/field offices are the implementing bodies, institutionalization
of the reform is dependent on their priorities and capabilities. Unfortunately,
curriculum improvement is often a low priority for local education leaders.
The result is curricular reform mis-implementation; or misinterpretation of
guidelines

and

procedures.

Monitoring

and

evaluation

of

curriculum

implementation are also key activities that are not effectively attended to. For
example, not all the elementary schools are visited because there are so
many of them. Also, the secondary schools are seldom visited because
supervisors are unable to provide technical assistance on specialized subject
matter. While supervisors at the regional level are subject specialists, those at
the division level are mostly generalists. Because most reforms are foreignfunded, post-funding sustainability is usually a concern. Sustainability
concerns encompass not only the financial aspectsrather more frequently,

it is the technical and management aspects that are problematic. In most

cases, the success of a reform depends on the quality and feasibility of the
proposals/plans for sustainability.
The results of a comprehensive appraisal of the Philippines education
system revealed that a great deal was desired as far as the quality of
education was concerned. There was a need for students to develop higher
critical, logical thinking skills; communication skills, values development
and/or general manual skills for higher education or the world of work. It was
also projected that, due to financial difficulties, students would remain in the
government schools and families would begin to move away from the private
schools to less expensive public schools. Therefore, the public school sector
had to be prepared to accept anyone wishing to complete basic education.
The comprehensive appraisal reports became the basic reference documents
for improving the quality and efficiency of the education system, and
enhancing its utility in terms of access and equity. Finally, it was recognized
that, unless greatly improved, the systems existing capacity would be unable
to cope with the educational demands generated by the escalating
competitiveness of a growing technological society. Thus, the curricular
reforms were also undertaken in order to meet the constant new demands
being made on the system.
The curriculum is continuously undergoing refinement to ensure its
relevance to changing needs and demands. The ongoing basic education
curriculum review has provided for more in depth indigenization/ localization
of the curriculum and integration of information technology or multimedia
resources in the teaching/ learning process. Benchmarking has provided

valuable and reliable data about school and student performance. At this
point in time, significant improvements in the learners and schools
performances have been recorded. See Table 2 for an overview of curricula.
And therefore concluded that in the context of international assessments,
the educational performance of the Philippines still needs a lot of
improvement. The need for the curriculum to develop students who are
globally competitive is another factor with which the educational sector will
have to contend in the future.

Local Literatures
On the Reflection on Philippine Education Status. ", by Leonor D.
Cagalawan, Jr. (2011) told that in the Philippines, we can hardly speak of
education without suggesting at once the school, for the school is the center
of our education. To most Filipino educators the educational process and the
school process are one. It is in the school where we have a sure manifestation
of the educational process. A student in school is expected to grow, to
improve, and to advance in his studies, and is regarded by some as the whole
education.
I learned that we have an excellent educational system in the Philippines.
What makes the education really deteriorating is the support of the
government. It is deteriorating to a certain degree especially in the rural
public schools. Accommodating fifty students or more in a sub-standard
classroom, sub-standard books, lack of speech and science apparatus, and
learning materials greatly affect the learning condition of the students.
Teachers will be stressed with the condition of jam-packed classrooms and

handling six to seven classes a day. You could imagine how unsuitable that
atmosphere is, not conducive for learning anymore.
Dilapidated and sub-standard classrooms, lack of teaching and learning
materials have been a long-time problem. But still sub-standard textbooks,
obsolete books which does not conform to the topic and learning skills
designed in the curriculum remained to be an issue. Moreover, some subjects
do not even have the prescribed textbooks.
One of the examples why I personally say that education should be taken
seriously by some implementers is the existing problems of slow readers and
even students who could hardly read a two-syllable or more words. It has
been already expected that an elementary graduate can already read and
comprehend, but there are some who were tagged as slow readers and a few
considered to be non-readers in Medina high schools, especially in the first
year level. High school teachers are not tasked of teaching them the very
basic of reading, yet the problem is there. Why do we allow students in
elementary that could hardly read and write to be promoted in high school?
They will only have a hard time coping with a more challenging task in
learning.

I realized that education is forever developing, changing, growing and

alive. It is a continuous process. One should not cease finding opportunities
for learning new things; the knowledge that a person acquires for himself/
herself is his/ her treasure in life. Yes, it is slowly deteriorating, sad but true,
with the different factors involved. Idealistic curriculum should not only be
reflected in a paper as a mere vision, but it should be something realistic and

attainable. Try to note of the newly implemented Secondary School

Curriculum, yet, no single textbook is being provided for it. It is really sad and
depressing when we look at our public school system nowadays. Teachers in
the far-flung areas or in rural public schools will have a hard time reproducing
the learning materials and students also will have a hard time doing a followup activity for the suggested topic. Be reminded that not all public schools
have the Internet connection, and not all teachers and students are computer
literate. Thus, teachers will have a hard time modifying the activities to be
given. With this, there is no assurance that the ultimate goal of our
educational system will be achieved.
Curriculum developers are tasked to design models which are subjectcentered, learner-centered, and problem- centered based on the different
theories of learning. Maybe, it is time also to re-align the funds directly to
educational program of government like school buildings, hiring legible and
dedicated teachers, and providing standard textbooks, audio-visual gadgets
and other learning materials to make teaching be a goal-oriented.

From now on, education standard will be more improved if the

government and implementers of our educational system will work hand-inhand to move with its trends and implement innovations. Learning
competencies should be designed to enable one to learn the skills and
positive human values that will help one grow into an articulate, socially
committed and productive Filipino citizen. It should not only tend to rely on
the theories, rather than on practical things which will be useful once a
student leaves the school.

There are factors involved in the educational system we have today and
the solution lies primarily in our government. The government should do
something about this issue. Education is very important if we want to have
progressive Philippines. Revision of curriculum should be done because it is
really necessary and not because we have a new set of political leaders in our
country. It should be a long-time productive program geared towards the
information and technological age and not just for experimentation. Filipinos
are really talented and smart. All we need is good education to hone the
talents and to learn more so we can be more competitive out there.
A blog written by Dr. Olga C. Alonsabe (May 2011) entitled Curriculum
Development in the Philippines, K+12 and more, stated his opinions on facts
that follows. I often hear the word curriculum as much as I read about it
especially when I enrolled for my Masters Degree here in DLSU-D. Whenever
the professor would ask what that means, I definitely whisper subjects at
the back of my mind. And true enough, probably the easiest definition for
curriculum is an organized body of subjects for learning.
However, I think the class derived a deeper meaning of the curriculum
from our Saturday-morning sharings. I realized that curriculum is much more
important than a simple educational requirement.

It is conceptualized so the

educational system would move forward from the word currere which
means to run.
I can compare curriculum to life itself and this is one of the best truths I
learned.

We are made to function. We are made to work. Everyday is a

challenge a constant reminder that it is through experiences that we learn.

The curriculum is like our experiences. Experiences mold us into learning

more about life. How we should act, how we should speak, and how we
should respond to a certain stimulus is dictated by what we learned from our
personal

encounters

with

similar

situations.

Through

these

learning

experiences, we survive.
In the school setting, the curriculum lets the students fulfill their most
important educational needs which are the experiences. Subjects, I realized,
are just the fronts of a much more important hidden curriculum. English,
for example, teaches literature inside the classroom, but through literature,
values are empowered and imagination is nurtured. In Math, operations are
taught inside the classroom, but the learning behind it is a clear way to
survive in this world in simple situations as to when you buy the things that
you need, when you need to know the time or when you ride a jeepney going
places. Curriculum, therefore, is a preparation to the big life after school.
Philosophical Foundation of the K+12 Curriculum
I remember the first question that popped from Dr. Ayuk Ayuks mouth in
our Trends and Issues in Education class more than a year ago was What is
the philosophical basis of our current curriculum today? Everybody froze,
including me. Weve been studying philosophies of education since the first
time I stepped into the LDH rooms what are the foci of these philosophies?
What is the importance of each in the educational system? What is their
curriculum focus? What is their instructional objective? But I dont remember
anybody asking what our professor just asked.
So, what is the philosophical basis of our current curriculum today? I
researched

both

from

books

and

from

the

internet

about

K-to-12s

philosophical basis, and just like us more than a year ago, articles focused
much on the technicalities and the foreseen benefits of the program. It did
not originally interest me in any way, but now, through sharings from my
classmates and with guiding questions from Dr. Albert Lupisan that funnily
leads us to answering our own questions; I began to be curious about it.
The K to 12 programs goal according to DepEd is Functional Literacy for
all Filipinos. This curriculum is designed to develop learners of solid moral
and spiritual grounds, of skills for lifelong learning, of critical thinking and of
creative problem solving so they can be progressive, just and humane. With
this goal and curriculum description, I believe that the K to 12 program is
founded on the Constructivist foundation, with mixed concepts of the
progressivism

and

reconstructionism. However,

let

me

dwell

on

constructivism a little deeper.

Below are some of the highlights on DepEd Order No. 31, s. 2012 and why
I think that this curriculum is under the Educational Philosophy of
Constructivism:
The overall design of Grade 1 to 10 curriculum follows the spiral approach
across subjects.
In K+12, subjects are taught in spiral progression to enhance integrated
and maximum learning.

In this spiral progression, learners continuously

reflect on their experiences while developing the needed abilities and skills to
achieve this kind learning.

This approach is clearly a constructivists

approach. Constructivism encourages different activities where students can

reflect, discuss with their teacher or with their peers their outcomes,

understand it, then learn it. It is about learning which depends on the basic
skills and accomplishing or acting on more complicated skills in the future.
Spiral progression is a concept of Constructivism.
The content standards define what students are expected to know
(knowledge: facts and information), what they should be able to do (process
or skills) with what they know, and the meanings or understandings that they
construct or make as they process the facts and information.
Constructivism provides enough time for the child to have an in-depth
investigation of his/her new learning to boost the curiosity and make ways to
better understand things he/she does not know. A constructivist teacher,
DeVries (2002) says that a child cannot construct complex relations with just
15 minutes of exploration a day. K to 12 allots 40 t0 50 minutes for every
subject in any given day for class interaction. The learning time can be
extended to include off-school learning experiences which will reflect on the
transfer tasks and products and performances, activities which are also
slanted to constructivism.
Teachers

should

differentiate

how

students

will

manifest

their

understanding, and the students, on the other hand, can have the option to
express their understanding in their own way.
In the constructivist philosophy, assessment is part of the learning
process of the student.

According to DeVries, assessment should link

documents like tests, anecdotal reports or written observations to the

curriculum itself and to the childs level of understanding.

K to12

implements the Standard-Based Assessment as an assessment tool. If a test

is done following the SBA, the student is graded when he/she fully understood
the lesson. Formative tests will be given prior to a quiz, but will not be
graded to give chance for the students to practice their knowledge first until
they get the topics point.
Psychology, I believe, does not just take effect when it comes to the
curriculums delivery, but is a very important consideration in curriculum
planning. While the philosophical foundation explains more on why we need
the curriculum, I think the psychological foundation would stress more on
how will this curriculum be used? In simple terms, the curriculum itself, just
like what Dewey said, should be psychologized.

There should be complete

understanding between the aim of the curriculum and the needs of the
students.
The study of psychology is not just about cognition but it is more
manifested in the students behavior. It is therefore important to stress that
the curriculum implemented would display a deep understanding of the
needs, the drives, the wants, and the urges of the learner because this would
eventually show their behavior.
As a teacher, it is important for me to first reflect on how my past year
went through. I often ask myself: What topics did my students find hard?
What made these topics hard? Have I moved on with the next topics without
them understanding the previous topics? What day did I discuss my most
important lessons? Was it after a holiday? Was it before intramurals? What
activities did I give in the most difficult topics? Were these activities effective

in making them understand important points? Did these activities reach

them?
After silently reflecting on these questions, I organized my topics based
on the needs of my students, which should come first? Which should be
emphasized more? I believe that simply following the book in its sequence
will not make the instruction effective, but understanding how the students
will take lesson per lesson is much more worth the try.
It also helps me when I think of my experiences as a student. As you
know, I hate memorizing data which will not be of use to me, so I do not give
test types similar to how I believe education should be. Education is all about
correct functioning. It is about understanding concepts and how to make use
of it in real life, and not just focus on the subjective and memorized data
which will not last.

As a teacher, we should find ways on how our students

can give the effort to attain a goal.

I always have high belief in education and the educational system no
matter what surveys say and other people say. As an educator, trust in the
value of education itself regardless of the working conditions, or the lacking
problem is enough to continue our sworn thrust.

Even teachers need

psychologizing.
The curriculum which the Philippine school today use is the K to 12
curriculum.

When the K to 12 was conceptualized years before its actual

implementation this school year, there was apparently intense study on what
bases will it be created. And if we are to look at it closely, we can say that a
big part of the K to12 curriculum is based on Filipino culture and society.

Several studies made since the Monroe study says the educational system of
the Philippines is lapsing, and this is reflected through the society, therefore,
a change in the society may also mean a change in the curriculum.
To get a clearer view, let me take some of the K to 12 curriculum concepts
from the DepEd Primer as an example to prove the existence of its
sociological foundation:
Our high school graduates are not adequately prepared for the world of
work. Considering the high unemployment rate today, high school graduates
from the old curriculum should still wait for 2 more years for them to be
employable since employers do not hire under-aged workforce.

They are

also forced to rethink of going to college even though their families cannot
afford the unreasonable fees of several colleges today. No college = no
work.

This is a societal issue that can be solved, and is taken into

consideration in the present curriculum.

Our high school graduates are not adequately prepared to pursue higher
education. They still have to undergo remedial and high school level classes
in colleges and universities. In the former curriculum, a college degree is a
must if a student would want to change his/her future. However, it was
observed that minor subjects taken at colleges for the first two years are high
school level subjects and it is simply a waste of time. K to 12 considers time
and the needs of the students today, contrary to some reactions from those
against it. The society influences the school to act. On the other hand, the
school influences the society into the development of the learners.

The Philippines is the only country in Asia and among the three remaining
countries in the world that has a 10-year basic education cycle. On
sociological grounds, it is clear that the Philippines is deeply affected by the
released Comparative Data on Duration of Basic and Pre-University Education
in Asia status in 2010.

Part of the reason therefore why K to 12 was

conceptualized is to eradicate the idea that Filipinos cannot be professionals

in their fields because we lack the standard years of schooling. This is still
sociological in nature.
According to researches published on the historical foundation of the
Philippine curriculum, it is said that the development of the curriculum in the
history of the Philippines depend on five motives: Religion, Political,
Utilitarian, Mass Education and Excellence in Education.
Filipinos, although lacking of formal education, has acted civil in their
contacts with foreign people from Arabia, India, China and Borneo. They do
not have a system of education other than their belief of a Bathala, the
solidarity of families, the modesty of women and the childrens respect for
their elders. Their education was oral, practical and hands-on. They only
learn from experiences and gives reasoning from their observations.
The curriculum created focused on their version of 3Rs: reading, writing
and religion.

Schools were managed by the convents and religious

organizations the Church in general. The main reading materials were all
religion-based. The main method of learning is individual memorization.
Spanish is taught as the medium of instruction.

The curriculum was based on American traditions and hierarchy. English

now became the medium of instruction. The primary curriculum prescribed
by the Americans to the Filipinos were the body training and the mental
training. Body training includes singing, drawing and physical education.
Mental training on the other hand, includes English, Nature Study and
Arithmetic. Elementary subjects have civics and geography as subjects while
the Intermediate curriculum has arithmetic, geography, science, plant life,
physiology and sanitation. Many college schools then opened for teachertraining appropriate for elementary. Its aim was to replace the Thomasites
when the Philippines can stand on their own. Also, during the American
Period, religion became a non-compulsory subject for the Filipinos in public
schools.
The educational leaders expanded the curriculum by adding faming, trade
and business science. The training for elementary teachers too expended to
secondary level and the tertiary level. The Educational Act of 1940 also
eliminated Grade 7.
The Japanese included Niponggo as the medium of Instruction and
abolished English. All textbook were censored and revised according to how
the Japanese wanted it. The educational system was impeded because of
these big changes.
The vernacular were used as the medium of instruction for grades 1 and
2. The schools concept is toward the improvement of the pupil and the
community life through the curriculum. Preservation of the cultural heritage
was given focus.

The curriculum of the Philippine education involves drastic changes, from

one invader to another; each invader defined its own educational motive.
Each has its own curricular focus. This may be the reason why Philippine
education may be based on mixed philosophical foundations through the
years.
On

the

book

entiled,

Curriculum

Development:

The

Philippine

Experience by Adelaida L. Bago (2012) provides an overview of the

principles, policies and practices that guide curriculum planning in the
country. It aims to contribute to the available information on the manner by
which curriculum planners and educators design and develop the curriculum.
Likewise, it is designed to be a basic reading material for students, faculty,
administrators, and researchers of teacher-training institutions. It also
attempts to relate policies and practices in curriculum development in the
Philippines to established principles and approaches discussed in current
literature on the process. It furnishes valuable information on how curriculum
developers and educators undertake curricular reforms. It explores the
decision-making processes involved in determining goals and objectives,
selecting and organizing content, choosing learning strategies, and the
procedures for implementing and evaluating the curriculum. It provides a
historical perspective to the changes that have taken place in Philippine
education throughout the years, and discusses as well the issues that have
significant impact on education in the country.
The major premise of the book is that curriculum development is a
complex decision-making process that requires collective effort, and demands
adequate training, experience and sensitivity from those involved in the

exercise. Th is is because there are many areas of concern to consider in

developing a curriculum design that will meet the expectations of society.
Failure of curriculum practitioners to recognize this reality usually has
distressing consequences on the educational system.

A blog written by Suzette Krille Matias on New Curriculum Development

Today in the Philippines, looked at education as on the frontline of the battle
for the Philippines future competitiveness. With the help of a good curriculum
there will be a productive education. The organization of schooling and
further education has long been associated with the idea of a curriculum.
As I go on with my masters class on curriculum development
subject. I now understand its significant and effect on the product of
education. So what is curriculum by the way some say that :

1. Curriculum is a body of knowledge to be transmitted.

2. Curriculum as an attempt to achieve certain ends in students - product.
3. Curriculum as process.
4. Curriculum is a body of knowledge-content and/or subjects.

Many people still equate a curriculum with a syllabus. Basically it means a

concise statement or table of the heads of a discourse, the contents of a
treatise, the subjects of a series of lectures. A syllabus will not generally
indicate the relative importance of its topics or the order in which they are to
be studied.

In the form that many of us will have been familiar with it is

connected with courses leading to .What we can see in such documents is a

series of headings with some additional notes which set out the areas that
may be examined.
Education in this sense, is the process by which these are transmitted or
'delivered' to students by the most effective methods that can be devised .
In making the curriculum there should be a curriculum leader as what my
classmates discussed during the report. The principal as the curriculum
leader in which the principal preparation initiatives rightfully focus attention
upon instructional leadership skills. He/she elevates curriculum leadership
skills to a new status and principals need support to assume the mantle of
curriculum leadership called for today.
The dominant modes of describing and managing education are today
couched in the productive form. Education is most often seen as a technical
exercise.

Objectives are set, a plan drawn up, then applied, and the

outcomes (products) measured.

It is the work of two American writers Franklin Bobbitt (1918; 1928) and
Ralph W. Tyler (1949) that dominate theory and practice within this tradition.
In The Curriculum Bobbitt writes as follows:
The central theory [of curriculum] is simple. Human life, however varied,
consists in the performance of specific activities. Education that prepares for
life is one that prepares definitely and adequately for these specific activities.
However numerous and diverse they may be for any social class they can be
discovered. This requires only that one go out into the world of affairs and
discover the particulars of which their affairs consist.

These will show the

abilities, attitudes, habits, appreciations and forms of knowledge that men

need. These will be the objectives of the curriculum. They will be numerous,
definite and particularized.

The curriculum will then be that series of

experiences which children and youth must have by way of obtaining those
objectives. (1918: 42)
With the concept of theories of the curriculum theorist and their models
has able to understand more about curriculum .
The idea of curriculum is hardly new - but the way we understand and
theorize it has altered over the years . Several factors affect all curriculum
development in meeting the needs of 21st century learners in both organized
academic settings and corporation learning center. Blueprinting curriculum
development requires selecting learning goals, designing knowledge delivery
models while creating assessment methods for individual and group progress.
Factors affecting curriculum development include government norms,
which in turn brings other factors into the process. Valid curriculum
development requires awareness of the diversity of the target community
socially, financially and psychologically.
The political, economical, technological, diversity and environmental
aspect are the factors that influence the curriculum:
Politics affect curriculum development in numerous ways. How politics
influences curriculum design and development starts with funding. Both
private and public educational institutions rely on funding for hiring
personnel, building and maintaining facilities and equipment. All aspects of
curriculum depend on local, state and national political standards. From

defining goals, interpreting curricular materials to approving examination

systems, politics affects curriculum development.
Curriculum developed for in house training in corporations focuses on
educating employees for promotions that bring better returns in profits.
Nations financing education expect an economic return from educated
students contributing to the country's economy with global competition
abilities in technical fields. Curriculum content influences learner goals,
standards for academic achievement with an underlying influence of the
nation's economy.
Technology driven curriculum development is the norm of the 21st
century. The computer technology of the 21st century influences curriculum
development at every level of learning. Learning centers and classrooms
increasingly provide computers as requisite interaction for studies among
students. Technological multimedia use influences educational goals and
learning experiences among students. Undergraduate and graduate degrees
in computer technology are in increase in popularity.
Curriculum

development

affect

from

diversity

opens

learning

opportunities. Social diversity including religion, culture and social groupings

affects curriculum development because these characteristics influence the
types of topics and methods for teaching information. Developing relevant
curriculum takes into account society's expectations, accommodating group
traditions and promoting equality.
Environment issues affect curriculum development. World awareness and
action toward reversing and ending pollution continues affecting curriculum

development. Typical elementary classrooms teach recycling and healthy

environmental

practices.

Higher

education

in

the

sciences

offers

environmentally-focused degrees.
With curriculum innovation, you would be teaching the subject in a new
way, perhaps connected with other activities. If it hasn't been done before, it
might be useful to include an simulation of some experience, bring in
someone who lived in those times--an experience that will transform the
knowledge that the students have.
A change in curriculum will affect the subjects being taught. An
alternative book, like A Time To Kill would be required reading instead. To Kill
A Mockingbird might be moved to a reading list for juniors from the freshman
year or to the curriculum of another class, such as history.

Synthesis and Justification

According to the following studies, there are certain factors that can
influence the curriculum development and there are certain adjustments that
should keep in mind in order to change the curriculum for innovation and
simplicity.
Class size, attendance and income of the students, facilities, equipments
and teachers training are some of the factors listed that can affect the
development of the curriculum. As what the word implies, development leads
to improvement and progress of the institution.

Studies has revealed that the lack of knowledge on objectives of the

curriculum development can be a great barrier for its implementation as it
may serve as the main feature of resisting change to the curriculum.
The academic capability of the students can be enhanced during summer
breaks by reading constantly and attending summer class program. It is the
best way to retain information and to prepare the students for the academic
year ahead.

CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methods and procedures used in collecting the
information needed to complete the study conducted by the researchers. It
contains the research design, sources of data, data gathering, procedures,
respondents and sampling design. It further discusses the instruments used that
help the researchers in analyzing the data. Statistical tools used for the treatment
of the data that will be helpful in fulfillment and success of the study are likewise
discussed in this chapter.

Research Design
The researchers used the descriptive-analysis method of research wherein
the principal aim in engaging this method is to describe and interpret the data

collected and it provides both qualitative and quantitative data. It is concerned

with the factors of relationships that exists, the policies and strategies being
implemented, the development and evaluation regarding the program.

Sources of Data
The researchers used both primary and secondary data. The primary source
are coming from the answers of the respondents that is needed in the inquiry of
the study. The researchers will construct a set of questionnaires designed for this
study as validated by the research adviser, as well as the interview to the
respondents and selected officers of the university were also conducted to
support the needed data for this study.
The secondary data came from the printed materials such as books, manuals
or the curriculum for the program, journals or studies and internet publications
that were reckoned essential to the present study.

Data Gathering Procedure

Questionnaires are one of the most popular methods of conducting academic
research. It provides a convenient way of gathering information from a target
population. Nevertheless, a succession of interview to the deans, department
head and professors of the university also used to attain essential information
needed to make a valid and reliable questionnaire.

The first part of the questionnaire queried on the demographic profile of the
respondents. A combination of Dichotomous, Likert Scale and Multiple Choice will
be used on the second part to evaluate the factors regarding the subject matter.
A draft was submitted to our research professor for approval together with the
prepared letter of consent to seek permission for the operation of the
questionnaire.
The significant importance of this type of questionnaire is to test the clarity,
accuracy, and racial effectiveness of the questions before the final distribution of
the questionnaire to selected respondents.
After the approval of the questionnaire, it was personally administered to the
respondents for almost two (2) weeks. The researchers will systematically review
and analyzed using the appropriate statistical tools.

Respondents of the Study

The 2nd year Accounting students enrolled for the year 2015-2016 are the
respondents of the study. The researchers will use the Slovens Formula in order
to shorten the number of sample size. Likewise setting of respondents criteria will
also be realized in condition of the following:
1. Enrolled 2nd year Accounting Students of the University of Makati
2. Enrolled for the year 2015-2016, 2nd semester
3. Only regular Accounting Students

To determine the number of respondents for the study:

Year and Section
II- AMA
II-BMA
II-CMA
II-DMA
Total Number of
Population

Population
36
36
37
36
145

Applying the Slovens Formula with 5% margin error:

145
n =

[(1 + 145 (.05))]2

Therefore, the total number of respondents would be 106 respondents.

Sampling Design
The researchers used the cluster, stratified and random sampling method to
give equal chances to answer all the respondents of the study by means of giving
questionnaire to specific respondents of the study.
A Slovens formula will be used for the sampling such as follows:
N
N =
Where:
n = sample size

1 + N(e)2

N = size of the population

e = margin of error

Research Instrument
The research instruments used in this study is by means of questionnaire
validated by research adviser. After validation, it will be personally administered
to selected second year Accounting students that will serve as our pilot study.
The primary purpose of the pretesting is to check the clarity or vagueness of the
questions before given to selected respondents.
The questionnaire will personally administer during distribution. A maximum
of 10-20 minutes will be given to selected respondents to answer the survey
questionnaire then it will also be personally collected by the researchers.
The questions are composed of both close ended type of questions asking
the views and perceptions about the factors in terms of income while
Dichotomous type of questions is used in determining the factors in revisiting.
A Likert scale will also be used to determine the level of implementation
within the university premises . Below are the value and description of the Likert
Scale System.

Point

Scale Value

Description

Interpretation

3.51-04.00

Highly Preferred

Highly Effective

2.51-03.50

Satisfactorily
Preferred

Very Effective

1.51-02.50

Maybe

Less Effective

0.00-1.50

Dont Like

Not Effective

Statistical Treatment of Data

The following are the appropriate statistical tools needed for the tabulation,
analysis and interpretation of data.
1. Percentage
Percentage was used to determine the demographic profile of the
respondents. It was obtained by dividing the ratio of the frequency of
response (f) and the total number of respondents (n) as symbolized as
presented by the following formula:
f
% =

Where:
% = percentage
f = frequency
n = total number of respondents
2. Weighted Mean

X 100

This was used to interpret the degree of importance of each item in the
questionnaire. The weighted mean was used by multiplying each value to
the appropriate weight factor and the product will be summed up and
divided to the total respondents. The formula is:

Sum of (W)
X =

Sum of F

Where:
X = weighted Arithmetic mean
F = frequency
W = unit weight
3. Chi-Square Test
The chi-square distribution was used to test the significant relationship
between a set of expected values and a set of values observed in a
sample referred to this study as the motivational factors and work
performance of the respondents
(fo fe)2
X=
Where:
X = chi-square

fe

 = summation
fo = observed frequency
fe = expected frequency