Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The objectives of this research is to know what are the impact of K-12 in Philippine

Education. This study aims to answer these following questions (1) What are the

advantages of the K-12 program or the additional 2 years to Basic Education? (2) What

are the good effects of K-12 curriculum.

This research would be able to help the students and their parents who are affected

by the K-12 program. This will give them an idea of what will be the advantages of the

program, and if it will help their children grow from the academic nature. The students will

benefit from the study by letting them know how they are going to be able to understand

the addition of 2 years from their schooling. Students will know how it will provide a better

quality of education to them.

The K-12 Program covers Kindergarten and 12 years of basic education (six years

of Primary Education, four years of Junior High School, and two years of Senior High

School) to provide sufficient time for mastery of concepts and skills, develop lifelong

learners, and prepare graduates for tertiary education, middle-level skills develop,

employment, and entrepreneurship.

1
 The K-12 Basic Education Program aims to provide every Filipino child with the

education he or she needs to complete in a global context.

The goal of new curriculum is to give Filipino students enough time to master skills

and concepts so that they are ready for tertiary education when the time comes.

2
Setting of the Study

The study was conducted in PBTS Academy Tagpos Branch, School year 2018-

2019.

The Vision of PBTS states that “To prepare the students for the next level by

providing them with the high educational standard and practices with the various

academic discipline. To provide the students with an atmosphere suitable the for the

development of a good moral personality in relation to spiritual, mental, physical and

moral values. To establish the student with the highest possible standards of education

within the scope of the facilities available.”

The mission of PBTS is desiring to participate in the teaching mission of the state in

educating each children helps in the task of evangelization by spreading the good news

and forming the spirit, heart, mind of the young towards the fulfillment of their ends.

Emphasizes prayers, work, study, fraternal charity and oneness in community. Seek to

instill in each student love what is truly Filipino traditions, culture and values particularly

family unity.

3
Statement of The Problem

This study is aiming to determine The Effects of K-12 Curriculum towards Grade

10 students in PBTS Academy Tagpos, Binangonan, Rizal during the Year 2018-2019.

The study sought answer to the following questions:

1. What K-12 Curriculum is all about?

2. What are the positive effects of K-12 Curriculum?

3. Why does K-12 Curriculum implement here in the Philippines?

4. What are the good effects of K-12 Curriculum?

5. How K-12 Curriculum affects the Education System of Philippines?

4
Hypothesis of the study

The study tested the null hypothesis stating that:

1. Many students don’t know what are the benefits of K-12 curriculum.

2. More students know why K-12 Curriculum was implemented here in our country.

3. Some parents are confused what is K-12 Curriculum.

4. Many students prove that K-12 helps them to improve their skills.

5
Significance of the Study

The study aimed to utilize the findings toward The Positive Effects of K-12

Curriculum towards Grade 10 Students, the researchers believes that the result of this

study will help to the following persons involved in this endeavor.

Teenagers. This research would be able to help teenagers to know what are the

positive effects of K-12 Curriculum towards Grade 10 students and what are the main

purpose of implementing K-12 Curriculum in our country. This research work aims to

help and to inform teenagers because they are the ones affected with this study.

Parents. Parents can have the idea of what positive effects of the K-12 curriculum

to their child will go through. They can be able to have the idea of what those positive

effects of the curriculum and how it may affect their children.

Future Researchers. This study can be a source of information for the future

researchers especially this study is widely discussed yet, society is not really aware and

conscious about this issue. Researchers can be a way to let people know the

importance of having knowledge about the positive effects of K-12 Curriculum.

Teachers. The results of the study could be used to inform the students what are

the effects of the program, because they will be the one who providw the knowledge to

the children.

6
Scope and Limitation of the Study

The study aimed to determine The Positive Effects of K-12 Curriculum towards

Grade 10 students of PBTS Tagpos during School Year 2018-2019. Two sections of

Grade 10 were considered in the study. This consists of 40 students. They were

described in terms of sex and age.

This study focused on the factors to be considered by Positive Effects of K-12

curriculum. This study discussed also the information about K-12 Curriculum. K-12

Curriculum have been considered as one of the big parts of Education System in our

country.

7
Definition of Terms

For better understanding of the study, the following terms were defined

operationally and/or conceptually:

Effect. A change that is a result or consequence of an action or other cause.

Good Effect. The benefit or advantage to someone or something.

Advantage. Benefit resulting from some course of action

Curriculum. The courses offered by an educational institution.

K-12 Curriculum. Kindergarten and 12 years of Basic education.

8
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discussed pertinent information about the study, this information are in

the form of literature from foreign and local authors. Similarly, studies with bearing on the

topic will also be presented to give light on the topic that will be investigated.

Foreign Literature

According to Tan (2011) he discussed and pointed out the important details about

K-12. He enumerated the four phases of the K-12 program as follows; Phase I refers to

Laying the Foundations, the goal of which is to finally implement the universal

kindergarten (offered since S.Y. 2011-2012) and the ‘development of the (entire) program

Phase II is that of Modeling and Migration aimed to promote the enactment of the basic

education law, to finally start of the phased implementation of the new curriculum for

Grades 1 to 4 and 7 to 10, and for the modeling of the senior high school; Phase III is

Complete Migration, the goal of which is to finally implement the Grades 11-12 or the

Senior high school and to signal the end of migration to the new educational system; and

Phase IV is that of Completion of the Reform aimed to complete the implementation of K-

12 education system. However, during the new educational cycle, from 2016-2018,

college enrollment could slow down because of the entrance of the lower-year students

to the new educational.

Dinham and Scott (2008) caution against false dichotomies in education that can

militate against effective leadership decisions and that often reflect polarizing ideologies

in education. For the school leader, a sensitivity to the pressures that are or can be

9
exerted by the policy context and an awareness of the distortions that may be forced on

the school’s program as a result seem to be important imperatives in getting the balance

right.

Drawing on a review of good practices in teacher professional learning, Webster-Wright

(2009) concluded that quality professional development must integrate theory with

practice, enabling teachers to make ongoing decisions about their classroom practice

within the context deeply understood relevant theory. It therefore engages with teachers

as thinking professionals, as intellectual workers, rather than treating them as technicians

who merely need to be taught what to do and then subjected to compliance measures to

ensure that they do it. In any final analysis, true teacher professional learning is human,

social and relational. Teachers, like students, need time to learn and people from whom

to learn. A wide range of possible strategies provide options for learning. The challenge

for school leaders is to bring these together in a meaningful way.

10
Foreign Studies

The study of Odugu (2011) argues that understanding education language policy in

multilingual societies requires multiple shifting theoretical lenses that map onto the actual

policy processes. On the other hand, by promoting cultural identity and instilling values of

justice as fairness, mother language education minimizes the conditions of inequities that

fuel social and political conflicts, there by installing ‘the defense of peace’ in ‘the minds of

men”. On the other, the ecological needs of linguistic-cultural diversity – an extension of

the self-contained goals coincide in pursuit of multilingualism that invite revisions of

language policies in education. While the meaning and conditions of globalization

continue to unfold, we witness greater academic evidential consensus supporting mother-

language education and multilingual education, increased resource commitment by

national and international agencies, stronger vigilance against language marginalization

and amplified grassroots participant in policy making, and yet continued ambivalence or

outright resistance to ELP changes in India and Nigeria. The study reveals that

contestations about ELP’s persist partly due to pervasive lack of shared understanding

about the implications of mother- language education and multilingual education and

misconceptions about ELP processes. In a case study on Contextual teaching and

learning (CTL)

Sears & Hersh (2008) found out that contextual teaching strategies help students

make connections with their roles and responsibilities as family members, citizens,

students, and workers. Learning through and in these kinds of activities is commonly

characterized as problem based, self-regulated, occurring in a variety of contexts

including the community and work sites, involving teams or learning groups, and

11
responsive to a host of diverse learners’ needs and interests. Further, contextual teaching

and learning emphasizes higher-level thinking, knowledge transfer, and the collection,

analysis, and synthesis of information from multiple sources and viewpoints. CTL includes

authentic assessment, which is derived from multiple sources, ongoing, and blended with

instruction.

Cheungand slavin (2011) reported that on the 2009 national assessment of

Educational progress only 17% of eighth grades eligible for free lunch scored at proficient

of better, while 45% of middleclass students scored this well. Among African American

students, only 12% scored proficient or better, and the percentages were 17% for

Hispanics and 18% for American Indians, compared to 44% for whites and 54% for Asian-

Americans. All of these scores have been improving over time, but the gaps remain.

12
Local Literature

The Philippines Online Chronicles (2011) cited in one of its articles that K-12 has

been met with critism from youth and student groups, teachers, parents and the academic

community. The DepEp, for its part, appears determined to enact the program with its

proposed budget catering mostly to preparing grounds for its eventual implementation.

The article also stressed that it is arguably one of the most drastic and controversial

programs of the Aquino administration. In the same article, the DepEd argue that the K-

1 2 program will be the solution to yearly basic education woes and the deteriorating

quality of education crisis needs to be addressed more fundamentally and adding mare

school years would only exacerbate the situation.

Further, the following counter-arguments were presented in the same article:

First, K to 12 will solve the annual growing number of out-of-school youth.

Students and parents, however complain that it would be an added burden to poor

families. While public education is free, a political youth group estimates that a student

would still need an average of P20,000 per school year to cover transportation, food,

school supplies and other schooling expenses. Also based on the latest Family Income

and Expenditure Survey, families prioritize spending for food and other basic needs over

their children’s school needs. Two more years for basic education would inevitably

translate to higher dropout rate.

Second, the K-12 will address low achievement scores and poor academic

performance of elementary and high school students. DepEd says that the poor quality

of basic education is reflected in the low achievement scores of students. Results of the

13
TIMSS (Trends in International Mathematics and Science Study), however negate the

connection of the number of years to the performance of students. According to results

of TIMSS, the length of schooling does not necessarily mean better scores. In fact, some

countries with the same or shorter school cycle garnered the highest scores while those

implementing the K-12 model or more years of schooling got lower scores.

Third, the DepEd has enough resources to implement the K-12. Interestingly,

countries whose students got high scores in the TIMSS were the ones whose

governments allotted high public spending for education, despite nominal increases in the

total education budget, the government has been spending less per capita on education.

The real spending per capita per day dropped to P6.85 in 2009. From 2001 to 2009,

education’s portion in the national budget has steadily decreased. This pales in

comparison to neighboring countries – Malaysia, 7.4 percent and Thailand, 4 percent. It

is also lower than four percent average for all countries that were included in the World

Education Indicators in 2006. The country is also lagging behind its Asian counterparts in

public expenditure on education as a percentage of total public spending.

According to Anakbayan spokesperson Charisse Banez, “Even if you combine the depEd

and SUCS (state college and universities) budgets, it will only equal to three percent of

the GDP, a far cry from the six percent GDFP-amount advocated by the United Nations.”

Former Education secretary Mona Valisno stated in a separated study that DepEd needs

at least P100 billion to fully address the shortage of 93,599 classrooms and 134,400 seats

and P63 million for textbooks and scholarships. Proponents of the program allude to the

experience of St. Mary’s Sagada – a school implementing K-12 that has been topping the

14
National Achievement Test in Mountain Province, However, aside from the K-12, the

school also has a 1:20 teacher to student ratio and is not suffering any sort of shortage in

faculty or facilities

Fourth, the K-12 will open doors for more jobs for the youth, even without a

college diploma. DepEd says that a K-12 program will improve the changes for youth

employment is it is aimed to improve technical-vocational skills through focusing on arts,

aquaculture and agriculture, among others. The K-12, it further states, will ensure that

students graduating at the age of 18 will have jobs, thus making them “employable” even

without a college degree. However, critics are quick to note that the Philippines, that has

a predominantly young population, also has the highest overall unemployment rate in

East Asia and the Pacific Region. According to World Bank study, the country also has

the highest youth unemployment rate. Youth Filipino workers are twice as likely to be

unemployed than those in older age groups as they figure in the annual average of at

least 300,000 new graduates that add up to the labor force. The Department of Labor and

Employment (DOLE) reported in 2008 that 50 percent of the unemployed 2.7 million

nationwide were aged 15 to 24. Of these, 461,000 or 35 percent had college degrees

while about 700,000 unemployed youth either finished high school or at least reached

undergraduate levels. Therefore, the persistent high unemployment rates, may not be

necessarily linked with present 10-year cycle but instead with the country’s existing

economic system and the government’s job generation policies.

15
 Fifth, Filipino graduates will be automatically recognized as “professionals”

abroad. In the present 10-year cycle the DepEd argues, the quality of education is

reflected in the “inadequate preparation of high school graduates for the world of work or

entrepreneurship or higher education” What the K-12 program aims to achieve, therefor,

is to reinforce cheap semi-skilled labor for the global market. With young workers, mostly

semi-skilled and unskilled workers now making up an estimated 10.7 percent of the total

Filipino labor migrant population, it comes as no surprise then that the government is now

programming its youth to servicing needs of the global market. Labor migration, however,

has resulted in the brain drain of Filipino skilled workers and professionals. Ironically,

while the DepEd and the government mouths a so-called “professionalization” of the

young labor force in foreign markets, their significance to domestic development and

nation-building is sadly being undervalued at the expense of providing cheap labor under

the guise of providing employment. While proponents and advocates advocate hail the

K-12 model as the “saving grace” of youth unemployment, critics argue that it will only

aggravate the country’s dependence on labor export and the inflow of remittances that do

not necessarily contribute to substantive and sustainable national-building.

16
Lastly, the DepEd justifies the K-12 model by saying that the present short basic

education program affects the human development of Filipino students. Ultimately,

regardless of whichever “model” what the youth and country direly need is for the

development and establishment of an education system that caters to the needs of the

Filipino youth and the society in general. The article concluded that the crisis of the

Philippine Education System, in all levels, is stemmed not on the superficial, in this case

the number of schooling years, but rather on the conditions and foundation on which it

subsists. Unless the government addresses in earnest poor public spending, high costs

of schooling, the predominance of a colonial curriculum, lack of transparency and

accountability amid widespread corruption within the sector and the development of the

country’s science and technology for domestic development, all efforts will remain on the

surface.

17
Local Studies

In his study, Magno (2013) cited that teachers are one of the key elements in any

school and effective teaching is one of the key propellers for school improvement. This

review is concerned with how to define a teacher’s effectiveness and what makes an

effective teacher. It draws out implications for policymakers in education and for improving

classroom practice.

The study of Vergara (2013) relates with the implementation of K-12. His study

delved with the implementation of double exposure for the Grade Three pupils of Tanauan

East District which employed the use of both Mother Tongue and English alternately as

media of instruction. The findings of the study revealed that such new program was

implemented to a very great extent in the schools covered by the study.

18
 Questionnaire-Checklist

Of The Effects of K-12 Curriculum towards Grade 10 students in PBTS

Academy Tagpos

(2018-2019)

Name:

Age: ______ Sex: ______ Grade & Section: ______________

Direction: Please encircle the corresponding answer

1. Do you know what is K-12 Curriculum all about?

A. Yes B. No C. Slight

2. Do you know why K-12 Curriculum was implemented here in the Philippines?

A. Yes B. No

3. Does K-12 Curriculum help you to improve your skills?

A. Yes B. No

4. Are you prepared to take a strand or track in senior high?

A. Yes B. No

5. What is the expression of your parents when they heard about K-12 Curriculum?

A. Confuse B. Angry C. Happy D. Nothing

19
6. Does K-12 Curriculum affects your financial status?

A. Yes B. No

7. Do you think K-12 Curriculum will help you to become a successful and better

person in the near future?

A. Yes B. No

8. Do you think K-12 Curriculum is a struggle for the students like us?

A. Yes B. No

9. Do you think K-12 helps the late bloomers/slow learners to enhance their skills

before they go to college?

A. Yes B. No

10. Do you think K-12 is a benefit or a hassle?

A. Benefit B. Hassle C. Both

20
 Interpretation of Gathered Data

Yes No Slight

On Question #1, 40 respondent’s Grade 10 Students, were asked. ‘Do you know

what K-12 Curriculum is all about?’ 16 out of 40 answered yes, 1 out of 40 answered

no, and 23 out of 40 answered slight, with the total of 100%.

21
 Interpretation of Gathered Data

Yes No

On Question #2, 40 respondent’s Grade 10 Students were asked. ‘Do you know

why K-12 Curriculum implemented here in the Philippines?’ 25 out of 40 answered yes

and 15 out of 40 answered no, with the total of 100%.

22
 Interpretation of Gathered Data

Yes No

On Question #3, 40 respondent’s Grade 10 Students were asked. ‘Does K-12

Curriculum help you to improve your skills?’ 38 out of 40 answered yes and 2 out of 40

answered no, with the total of 100%.

23
 Interpretation of Gathered Data

Yes No

On Question #4, 40 respondent’s Grade 10 Students were asked. ‘Are you

prepared to take a strand or track in senior high school? 34 out of 40 answered yes and

6 out of 40 answered no, with the total of 100%.

24
 Interpretation of Gathered Data

Confuse Angry Happy Nothing

On Question #5, 40 respondent’s Grade 10 students were asked. ‘What is the

expression of your parents when they heard about K-12 Curriculum? 18 out of 40

answered confused, 0 out of 40 answered angry, 1 out of 40 answered happy, 20 out of

40 answered nothing, with the total of 100%.

25
 Interpretation of Gathered Data

Yes No

On Question #6, 40 respondent’s Grade 10 Students were asked. ‘Do you think K-

12 Curriculum affects your financial status?’ 29 out of 40 answered yes and 11 out of 40

answered no, with the total of 100%.

26
 Interpretation of Gathered Data

Yes No

On Question #7, 40 respondent’s Grade 10 Students were asked. ‘Do you think K-

12 Curriculum will help you to become successful and better person in the near future?’

36 out of 40 answered yes and 4 out of 40 answered no, with the total of 100%.

27
 Interpretation of Gathered Data

Yes No

On Question #8, 40 respondent’s Grade 10 Students were asked. ‘Do you think K-

12 Curriculum is a struggle for the students like us?’ 13 out of 40 answered yes and 27

out of 40 answered no, with the total of 100%.

28
 Interpretation of Gathered Data

Yes No

On Question #9, 40 respondent’s Grade 10 students were asked. ‘Do you think K-

12 Curriculum helps the late bloomers/slow learners to enhance their skills before they

go to college?’ 39 out of 40 answered yes and 1 out of 40 answered no, with the total of

100%.

29
 Interpretation of Gathered Data

Benefit Hassle Both

On Question #10, 40 respondent’s Grade 10 Students were asked. ‘Do you think

K-12 is a benefit or hassle?’ 18 out of 40 answered benefit, 3 out of 40 answered

hassle,19 out of 40 answered both, with the total of 100%.

30
 Chapter 3

SUMMARY, CONCLUSION AND RECOMMENDATION

SUMMARY

Positive Effects of K-12 Curriculum

K-12 Curriculum has positive effects towards grade 10 students, which can help

them on their educational background. The following are the examples:

 It may give encouragement

 It may enhance their self-esteem and self-confidence

 It can also help them face certain things that they are afraid or shy to do like

performing in front of everyone or doing something they always want to do.

 It gives them also the opportunity to meet and gain new friends in Senior high

school.

 It could also improve their social skills, ability and interaction with their people.

 To be well prepared before they enter to college.

 K-12 graduates can be easily employed after they finished senior high school.

 K-12 graduates can be classified as professionals abroad.

31
Conclusion

According to our research, Grade 10 students are affected by K-12 Curriculum but

it ends with many results. Grade 10 Students will either end good or bad outcome

because of the Curriculum. It all depends to the student if he/she look for the advantage

or disadvantages of. The positive and negative effects of K-12 Curriculum have aspects

regarding with the social status of a student. It always depends to the student with

his/her understanding on it.

32
Treatment

K-12 Curriculum has a lot of positive effects that really matters the most and will

help the students to become more skillful and well trained.

Many students may struggle about the 2 years additional because of its costs, but

in the other side all students even they want or they don’t want, they are going to be

trained and enhance.

Do not allow yourself to look at the negative sides because it will never help you to

become successful, look at the positive sides for you to get the positive and best results

in the near future.

We as a researcher, we also look at the K-12 Curriculum as a nonsense before but

after this research we salute to the one who invented it.

33
Recommendation

We researchers, want to recommend the following:

1) Grade 10 Students must look always at the positive side of K-12 Curriculum,

2) Always encourage yourself and others that you may be more positive.

3) Avoid looking at the negative side because it has no positive results.

4) Learn to manage you time, don’t waste your time to nonsense things so that you

will have more time to your studies, family and yourself.

5) Always be positive because it will help you to strive more on the goals you

wanted.

6) Put God in the center of everything.

34
 BIBLIOGRAPHY

https://en.m.wikipedia.org/wiki/K-12

https://www.academia.edu/6791837/Reseach_K_to_12_chapters_1_to_5_READINESS

https://www.officialgazette.gov.ph/k-12/

https://www.pressreader.com/

35
 CURRICULUM VITAE

I - PERSONAL DATA

Name : STEPHANIE NICOLE C. PABLO

Address : 178 (D) C. Bulado Ave. Santos Comp. Tatala Bin. Rizal

Religion : Christian

Birthday : December 7, 2002

Birthplace : Muzon, Taytay Rizal

Father : Epifanio Sj. Pablo

Mother : Syra C. Pablo

II - EDUCATIONALBACKGROUND

Primary : PBTS Academy Inc.

2009 - 2015

Secondary : PBTS Academy Inc.

2015 – 2019

36
 CURRICULUM VITAE

I - PERSONAL DATA

Name : ERICKA JANE B. DELA CRUZ

Address : 0950 San Vicente St. Bilibiran, Binangonan, Rizal

Religion : Christian

Birthday : September 16, 2003

Birthplace : Bilibiran, Binangonan, Rizal

Father : Rodelio S. Dela Cruz Jr.

Mother : Venus L. Bulfa

II - EDUCATIONALBACKGROUND

Primary : Bilibiran Elementary School

2009 - 2015

Secondary : PBTS Academy Inc.

2015 - 2019

37
 CURRICULUM VITAE

I - PERSONAL DATA

Name : ALTHEA ROSE S. FERNANDEZ

Address : 371 San Valentin Pantok, Binangonan, Rizal

Religion : Christian

Birthday : January 11, 2003.

Birthplace : Pasig Hospital

Father : Geoffrey T. Fernandez

Mother : Jovyleen L. Sotelo

II - EDUCATIONALBACKGROUND

Primary : Dona Susana Madrigal Memorial School

2009 – 2015

Secondary : PBTS Academy Inc.

2015 – 2019

38
 CURRICULUM VITAE

I - PERSONAL DATA

Name : ROI LENMOR D. PORRAS

Address : 0047 St. Ibayo Tayuman, Binangonan, Rizal

Religion : Christian

Birthday : November 14, 2002

Birthplace : Clinica Miranda Hospital

Father : Romel S. Porras

Mother : Arlene D. Porras

II - EDUCATIONALBACKGROUND

Primary : Tayuman Elementary School

2009 – 2015

Secondary : PBTS Academy Inc.

2015 – 2019

39
 CURRICULUM VITAE

I - PERSONAL DATA

Name : OCSEPMEL R. MANALANG

Address : 208 Don Justo St. Barangay San Pedro Angono, Rizal

Religion : Iglesia Ni Christo

Birthday : July 13, 2003

Birthplace : Angono Hospital

Father : Rommel P. Manalang

Mother : Rhenalie R. Manalang

II – EDUCATIONALBACKGROUND

Primary : San Jose Elementary School

2008 – 2014

Raises Academy Inc.

2014 – 2015

40
Secondary : PBTS Academy Inc.

2015 – 2019

41