THE READINESS OF BICOL UNIVERSITY ENGLISH DEPARTMENT

FOR THE IMPACT OF K-12 BASIC EDUCATION PROGRAM

An Undergraduate Thesis

Presented To

The Faculty of the College of Arts and Letters

Bicol University

In Partial Fulfillment

of the Requirements for the Degree

Bachelor of Arts in English

By

Sarah Jean A. Dado

March 2014
Republic of the Philippines
Bicol University
College of Arts and Letters
Legazpi City

RECOMMENDATION FOR ORAL EXAMINATION

This undergraduate thesis titled “The Readiness of the Bicol University
English Department for the Impact of K-12 Basic Education Program”, prepared
and submitted by Sarah Jean A. Dado in partial fulfilment of the requirements for
the degree Bachelor of Arts in English, is hereby submitted to the Thesis
Committee for consideration.

JOCELYN I. BARTOLATA, ED.D.
Adviser

THESIS COMMITTEE

This undergraduate thesis titled “The Readiness of the Bicol University
English Department for the Impact of K-12 Basic Education Program”, prepared
and submitted by Sarah Jean A. Dado in partial fulfilment of the requirements for
the degree of Bachelor of Arts in English, is hereby submitted for oral
examination.

MA. JULIETA B. BORRES, PH.D.
Chairman

MA. CELINA ELADIA MENESES, ED.D MARIA B. SARTE, PH.D.
Member Member

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Republic of the Philippines
Bicol University
College of Arts and Letters
Legazpi City

RESULT OF THE ORAL EXAMINATION

Candidate: Sarah Jean A. Dado

Thesis: The Readiness of the Bicol University English Department for the

Impact of K-12 Basic Education Program

Place: English Department Office, Bicol University College of Arts and

Letters

Date: March, 2014

This certifies that Sarah Jean A. Dado has passed the oral examination

with a grade of ____.

Panel of Examiners Action Taken

MA. JULIETA B. BORRES PH.D. ___________________
Chairman
MARIA B. SARTE PH.D ___________________
Member
MA. CELINA ELADIA G.MENESES ED.D ___________________
Member

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ABSTRACT

The Readiness of the Bicol University English Department for the Impact of the

K-12 Basic Education Program

By

Sarah Jean A. Dado

The implementation of the K-12 Basic Education Reform Program in the

Philippines has brought some changes in the educational system, in both

curriculum and educational structure, not only in the basic but also in the tertiary

level. In line with these changes is the proposed revision of the AB English

program which is being utilized by the Bicol University English Department. It has

become necessary to know the level of the department’s readiness in teaching

the subjects that might be included in the future.

The present study attempted to determine the level of readiness of Bicol

University CAL English Department on the changes brought about by the K-12

Basic Education Curriculum. Being governed by the Cognitive Readiness Theory,

the study embarked on finding out the profile of the faculty in terms of

educational qualification, special skills and field of concentration, and trainings

attended; the faculty’s perceived level of understanding of the possible effects of

K-12; the faculty’s perceived level of readiness in teaching the subjects in what

may be prescribed as standards for AB English: GEC, Major Subjects, and

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Electives; and the recommended strategies to better prepare the department for

the impact of K-12.

With the use of a survey questionnaire, the researcher comes up with the

following findings. For the faculty profile: In terms of their educational attainment,

38.8% are holders of Doctorate Degree, 33.3% Master’s degree and 27.7%

Bachelor’s degree; In terms of special skills, 94.4% of the teachers claimed they

have writing skills, 83.3% oral communication skills, 55.5% computer skills and

22% editing skills. Eighty eight percent (88.8%) of the teachers answered that

their field of specialization is literature, 83.3% language, 72.2% communication,

and 38.8% research; On the number of trainings attended, 33.3% of the teachers

attended no trainings, 33% 1-3, 22.2% 4-7, 11.1% 7-10 and 0% more than 10

trainings; The average mean of the faculty's perceived level of understanding of

the possible effects of K12 is 4.24 which means that the effects are well

understood by the faculty. The level of the faculty's readiness in teaching the

subjects in what may be prescribed as standards for AB English curriculum has a

weighted mean of 4.02 which means that they are Ready.; the teachers

recommended the following strategies to prepare the department for the impact

of K-12: more seminars and trainings, further studies, early preparation of

instructional Materials, benchmarking and observation tours.

Based on the findings, the study came up with the following conclusions: (1) the

faculty members are qualified according to the standards of educational

attainment, field of specialization and trainings attended; (2) the teachers

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understand the perceived effects of the K-12 program; (3) the teachers are all

ready to teach the proposed subjects included in the curriculum; (4) that the

teachers are aware that they are still in need of further studies and trainings for

them to be equipped in teaching the proposed curriculum.

The following are the recommendations: (1) In terms of the faculty profile that

teachers pursue higher studies for them to qualify as AB English Language

teachers; (2) that since most claimed that literature is their field, teachers focus

more on communication and language studies since the proposed curriculum will

be more language and communication-based; (3) that the administration as well

as other authorities conduct more trainings and seminars encouraging more

teachers to attend; (4) all the teachers be given comprehensive instruction on the

K-12 features so that they may fully understand the whole K-12 system; (5) That

teachers be more active in joining K-12 related trainings and seminars

conducted; (7) That the administration make use of the strategies presented in

this study to better prepare and equip the teachers with the right tools they will

need for the changes brought about by the K-12 Basic Education Program; (8)

That future researchers focus on the effects of K-12 program to the Higher

Educational Institutions (HEIs) to better know their level of preparedness for K-

12; (9) That future researchers conduct a study on the actual not perceived

readiness of the teachers to teach the subject; (10) That curriculum developers

and administrators use the results of this study in identifying what subjects need

to be included in the new curriculum and which areas should the teachers be

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more focused on and; (11) That profiling based on the documents to validate the

study further be made.

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ACKNOWLEDGEMENTS

“The road goes ever on and on
Down from the door where it began
Now far ahead the road has gone
and I must follow it if I can
Pursuing it with weary feet
Until it joins some larger way
Where many paths and errands meet
And wither then I cannot say.”
- JRR Tolkien

I never felt that I was alone in this road.
I will never cease expressing my unfathomable gratitude to the following
people who showed and taught me that life is not a primrose path, that life is
something that should never be taken for granted and that I should bring out the
best of me in every trial along the way.
Dr. Jocelyn I. Bartolata, my exceptional and effective thesis adviser and
the “live portrait of what I want to become”*; to whom I offer my deepest
admiration; for the effort and time she had rendered me; for boosting my nerves
and for believing in my obscured abilities.
My very dynamic set of panelists headed by our dean, Dr. Ma. Julieta
Borres, Dr. Ma. Celina Eladia Meneses and Dr. Maria Sarte, who is also my
research professor; for all the scrutiny, comments and suggestions that
substantially helped the completion of this study. I would also like to thank you for
the time, effort and all.
The BUCAL English Department. My dear respondents, without them this
research will never be realized. Thank you for all the teachings and wisdom you
have shared with me.
Dr. Jean Salalima-Go; for your generosity and kindness, lending me the
most valuable materials for this research. I would also like to thank the people
from CHED Region V office for the smiles and reception during those fussy days
when I come to their office.
My mama and papa; for the moral, emotional and financial support; for
letting me feel like you’re always beside me though we’re a thousand miles away.

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Mak, Mika, my grandparents, aunts, uncles and cousins; for being there
for me all this time.
The management and the network (my housemates), my beloved family
by heart ,B-Ann, Ganda, Shin, Pete, Nini, Joa, Gladys, Emps and BB; for lifting
my spirit during the hard times I had with this thesis. Thanks for the warm
acceptance, the funny drama and horror nights, the forgivable felonies and for
the love and friendship that filled our humble abode.
The group of gifted individuals who call themselves SALOTs- Mae, Peter,
Jobelle, Cha, Clur, Justine, Alea, Shy and Ate Tin; for everything. I cannot find
the words to say how I feel. Thanks for the four years of love and laughter.
The AB English Block B (Batch 2010-2014); for being a joyous company in
this journey. Thank you classmates for the fruitful and happy years.
The Wordsmith and SEM family; my beloved editorial staff, Sir Vince, SEM
officers and co-facis.
All of my precious friends. You know who you are.
Hypnerotomachia Poliphili; for making me BELIEVE.
All the hobbits, elves, wizards and Valars; for taking me away from reality
every time the earth becomes a real Mordor.
Everyone who believed in my abilities. Thanks to those numerous
unnamed faces who became part of my academic strife. A handful of thanks to
those kind and loving souls who believed in my colorful vanity, who trusted my
capabilities, who taught me to refrain from demoting myself and go out of the box
that houses my weak spirit.
And most of all, I would like to thank the Supreme Being up there for all
the things he had rendered to me. I offer this work in His holy name and glory.
Grazie dal profondo del mio cuore.

-sara

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TABLE OF CONTENTS

TITLE PAGE i
RECOMMENDATION FOR ORAL EXAMINATION ii
RESULT OF ORAL EXAMINATION iii
ABSTRACT iv
ACKNOWLEDGEMENTS viii
TABLE OF CONTENTS x
LIST OF FIGURES xii

CHAPTER 1 –Introduction

Rationale 1
Statement of the Problem 6
Scope and Delimitation 7
Significance of the Study 8
Notes 12

CHAPTER 2 –Review of Related Literature

Literature Review 13
Theoretical Framework 22
Conceptual Framework 25
Definition of Terms 27
Notes 30

CHAPTER 3 –Research Methodology

Research Method 32
Sources of Data 32

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Research Instrument 33
Data Gathering Procedure 34
Statistical Treatment of Data 36
Notes 37

CHAPTER 4-Results and Discussions 38

Faculty Profile of the BUCAL English Department 38
The Faculty’s Perceived Level
Of Understanding the Effects of K-12 49
The Level of Faculty's Readiness
in Teaching the Subjects as Prescribed Standards
for AB English Language Program 54
Recommended Strategies to Better Prepare
the Department for the Impact of K-12 67
Notes 69

CHAPTER 5-Summary of Findings, Conclusions and Recommendations 71

Findings 71
Conclusions 74
Recommendations 74

BIBLIOGRAPHY 77
APPENDICES
The Questionnaire
General Education Courses
CHED Proposed Curriculum
Classification of Courses
CURRICULUM VITAE 126

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List of Figures

Figures Page

Figure 1. The Theoretical Model 24
Figure 2. The Conceptual Model 26
Figure 3. Distribution of the Faculty Members 39
of the BUCAL English Department
by Highest Educational Attainment
Figure 4. Distribution of the Level of Understanding 51
of the Faculty Members on the Possible Effects
of K-12 Program
Figure 5. Distribution of the Regular Teachers 64
by the Level of Readiness in
Teaching the Electives

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List of Tables
Tables Page
Table 1. Profile of the Faculty Members of 38
BUCAL English Department
by Highest Educational Attainment
Table 2. Profile of the Regular Teachers by their Special Skills 42
Table 3. The Profile of the Regular Teachers
According to their Field of Concentration 45
Table 4 Profile of the Faculty Members
of BUCAL English Department
by Seminars and Trainings Attended 47
Table 5 The Perceived Level of Understanding
of the Faculty Members
on the Possible Effects of the K-12 Program 50
Table 6 Level of the Perceived Readiness
of the Faculty Members in Teaching the GEC 55
Table 7 The Level of Readiness of the Regular Teachers
in Teaching the Major Subjects 57
Table 8 Level of Readiness of the Regular Teachers
in Teaching the Electives 64
Table 9 Level of Readiness of the English Department
in Teaching All the Subjects
Included in the Proposed Curriculum 66
Table 10 The Recommended Strategies 67

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