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Comparative Study in Mathematics Learning Competencies in Philippines and of

the Top Countries in Trends in International Mathematics and Science Studies


2015

A Research Proposal
Presented to the Graduate School of
Negros Oriental State University

In Partial Fulfillment
of the Requirements for the Course
Methodology of Research in
Master of Science in Mathematics

LEE MARIE M. MARFIEL


EUNILYN T. PORIO
JENALYN Y. MANLANGIT

Negros Oriental State University


September 2017
Chapter I The Problem and Its Scope

A. Introduction

Prior to the implementation of the K-12 curriculum guide, the Philippines

was one of only three countries in the world and the only one in Asia that still had

only 10 years in basic education. This has always been seen as a disadvantage for our

students who are competing in an increasingly global job market. Therefore, the

longer educational cycle of the K-12 curriculum was implemented with the main

objective which to provide Filipino students a higher quality of education making

them more prepared to enter the labor force. It was on October 05, 2010 that DepEd

announced the K+12 proposal. On December 2010, DepEd started the Universal

Kindergarten or the start of the K+12 curriculum. On June 17, 2001, the enhanced

K+12 Basic Education Program has begun implementation for S.Y. 2011-2012. On

March 31, 2012, the enhanced 12-year curriculum was implemented starting with

incoming grade 1 students and freshmen of S.Y. 2012-2013 who are the first

beneficiaries. Last March 11, 2015, after 4 years of implementation of the K-12

program, the first graduates of Junior High School will now undergo Senior High

School Program.. And last June 11, 2016, the pilot batch of the K+12 Program will be

the first beneficiaries of a free Senior High School before entering college.
B. Rationale and Research Gap

K-12 is a work in progress that will go through many changes as it was

fully implemented way back March 31, 2012 in the Philippines. One way of

assessing this curriculum is to look at other curricula and compare it. This gives

different views of, for example, how a curriculum can be structured, what it should

contain, and how detailed it should be. This study looks at the learning competencies

for mathematics in Basic Education specifically those grades level being assessed by

Trends in International Mathematics and Science Study or TIMSS. Selection of the

countries to compare Philippines’ learning competencies with was based on

performance in international comparative surveys made by TIMSS on 2015. The

researchers in this study therefore see a great importance in assessing the current

Philippines K-12 curriculum specifically its learning competencies based on the

learning competencies in curricula of the top performing countries in TIMSS. No

formal study has been conducted in the Philippines so far about this; hence, this

present study is the first of its kind in the country.