END MATTERS

Pulse of the Senior High School Students on the Eradication of Filipino and
Panitikan in Tertiary Level of Education

Resylray C. Bien
Quizan F. De Lima
Cheyenne Tubianosa
Esther Leanne H. Villaluz
APPENDICES
References:

https://assets.cambridge.org/97805218/52579/excerpt/9780521852579_excerpt.pdf

http://www.linguisticsplanet.com/chomsky-definition-of-language-and-grammar/

Chomsky, N. 1975. Syntactic Structures. The Hague: Mouton.

https://www.sciencedirect.com/science/article/pii/S1877042813001523 Ashraf

M.ZedanaFakhrul Adabi Bin AbdulKadiraMouhammed BinYusofaYusmini Binti

MdYusoffaNorrodzoh Binti HjSirenaRoslan BinMohamedaSekouToureb

https://www.msn.com/en-ph/news/national/ched-verifying-impact-of-filipino-subject-

removal/ar-BBPPRr2

http://thelasallian.com/2014/08/15/a-look-into-ched-memo-no-20-2013-the-end-of-a-

language/

https://ched.gov.ph/blog/2018/11/13/ched-on-the-supreme-court-decision-on-the-

removal-of-filipino-from-the-new-general-education-curriculum/

http://thelasallian.com/2014/08/15/a-look-into-ched-memo-no-20-2013-the-end-of-a-

language/

Literature Texas, Prentis Hall 2002 Boston Massachusetts

Britannica. com, Robery Henry Robins, David Crsytal 2005

Virginia Kid, Literary Agent for Anne Mc Caffrey Susan Boustic Owls Head, New York
2003

Irene Pieper, Coe.int 2011 Languagr as subject

British Council, Teaching English.org.uk Medium of instruction 2008

https://ched.gov.ph/wp-content/uploads/2017/09/Press-Statement-Statement-of-the-
Commission-on-Higher-Education-on-Filipino-and-the-revised-General-Education-
Curriculum-CMO-No.-20-s.-2013.pdf

https://ched.gov.ph/wp-content/uploads/2017/09/Press-Statement-Statement-of-the-
Commission-on-Higher-Education-on-Filipino-and-the-revised-General-Education-
Curriculum-CMO-No.-20-s.-2013.pdf

https://thedailyguardian.net/opinion/removal-of-filipino-and-literature-subjects-in-
college/

Statement of the Commission on Higher Education on Filipino and the Revised

General Education Curriculum (CMO NO. 20, SERIES OF 2013)

https://www.google.com.ph/search?tbm=bks&hl=en&q=+Critical+Discourse+Analysi
s%3A+The+Critical+Study+of+Language

https://benjamins.com/catalog/ct.7\

ies.gov.ed ERIC

Canadian Modern Language Review/ La Revue canadienne des langues vivantes 41

In R. Freiden, ed., Principles and parameters in comparative grammar. Cambridge,

Massachusetts: MIT Press.

Introducing Sociolinguistics. Edinburgh: Edinburgh University Press. Webelhuth

Linguistics Press. O'Grady, W., et.al. (2001)

https://ejournals.ph/article.php?id=6771

https://www.merriam-webster.com/

Grand Canyon University, Center for Innovation in Research and Teaching.

Ballenger, Bruce P. The Curious Researcher: A Guide to Writing Research Papers.

7th edition. Boston, MA: Pearson, 2012; Citing Information. The Writing Center.
University of North Carolina; Harvard Guide to Using Sources. Harvard College
Writing Program.
 Appendix A. Communications (letters)

Republic of the Philippines

Department of Education
Region V- Bicol
Schools Division of Legazpi City
LEGAZPI CITY SCIENCE HIGH SCHOOL
Bitano, Legazpi City
Innovating
Life-changing…

January 24, 2019

Hallen Monreal., Ed. D.

School Principal I
Legazpi City Science High School
Bitano, Legazpi City

Good Day!

The undersigned are Grade 12 Humanities and Social Sciences (HUMSS) - Hobbes students who are
currently conducting a descriptive research entitled “Pulse of the Senior High School Students of
Legazpi City Science High School on the Eradication of Filipino and Panitikan in Tertiary Level of
Education”

In view of our research study, may we ask from your humble office to allow us to gather data among
the Senior High School students of Legazpi City Science High School. Your approval and assistance
to this research will be a great help in the success and completion of our study.

Thank you.

Truly yours,
Resylray Bien
Quizan De Lima
Cheyenne Tubianosa
Esther Leanne Villaluz

The Researchers

Noted by:

Ms. Mildred Bilolo

Research Mentor

Approved by:

Mrs. Hallen Monreal., Ed. D.

School Principal
 Republic of the Philippines
Department of Education
Region V- Bicol
Schools Division of Legazpi City
LEGAZPI CITY SCIENCE HIGH SCHOOL
Bitano, Legazpi City
Innovating
Life-changing…

January 24, 2019

Dear Respondents,

Good Day!

The undersigned are Grade 12 Humanities and Social Sciences (HUMSS) - Hobbes students who are
currently conducting a descriptive research entitled “Pulse of the Senior High School Students of
Legazpi City Science High School on the Eradication of Filipino and Panitikan in Tertiary Level of
Education”

In view of our research study, you have been chosen as one of the respondents. May we kindly ask for
your time and consideration to answer the questionnaires attached. Rest assured that all information
provided will be kept in utmost confidentiality and would be used only for academic purposes.

Thank you so much!

Truly yours,

Resylray Bien

Quizan De Lima

Cheyenne Tubianosa

Esther Leanne Villaluz

The Researchers

Noted by:

Ms. Mildred Bilolo

Research Mentor

Approved by:

Mrs. Hallen Monreal., Ed. D.

School Principal
 Appendix B. Instrument Used in the Study

Republic of the Philippines

Department of Education
Region V- Bicol
Schools Division of Legazpi City
LEGAZPI CITY SCIENCE HIGH SCHOOL
Bitano, Legazpi City
Innovating

Life-changing…
QUESTIONNAIRE
I. PROFILE
Name (Optional):______________________________ Strand:________________
Grade Level:___________

Pulse of the Senior High School Students of Legazpi City Science High School
on the Eradication of Filipino and Panitikan in Tertiary Level of Education
II. LEVEL OF STUDENTS’ UNDERSTANDING
INSTRUCTION: Put (x) on the option which you think best suit the statement.
Rating scale: 4 - Strongly Agree 3 - Agree 2 - Disagree 1-
Strongly Disagree

INDICATORS 4 3 2 1
1. I have deep understanding about the
eradication of Filipino and Panitikan in
tertiaty level of education.
2. I am well aware of the possible effects of
the issue.
3. I agree that Filipino and Panitikan is
important in both secondary and tertiary
level of education.
4. Filipino and Panitikan are core subjects
that is needed to be included in the
curriculum.
5. I have mastered the Filipino language.

6. I appropriately use the Filipino language in

both verbal and non-verbal aspects.
7. Filipino people should study Filipino and
Panitikan.
 8. The repetition of Filipino and Panitikan in
tertiary level of education is perfectly fine.
9. The eradication of the said subject will
affect the students.
10. The abolishment of Filipino and Panitikan
will lessen the engagement of Filipino
citizens in national and local matters.

III. IMPORTANCE OF FILIPINO AND PANITIKAN

INSTRUCTION: Put (x) on the option which you think best suit the statement.
Rating scale: 4 - Strongly Agree 3 - Agree 2 - Disagree 1 - Strongly Disagree

INDICATORS 4 3 2 1
A. Academic Aspect
I am comfortable to use the Filipino language in participating in class
I express myself clearly using Filipino in recitations
I can write more effectively using Filipino than English
Others: Please Specify.

B. Social Aspect
I communicate with my friends and peers using Tagalog
I can express my thoughts clearly through Filipino language
I use Filipino language in interacting with different social groups
Others: Please Specify.

C. Personal Aspect
I use Filipino language when writing my personal accounts
Filipino language has been a big part of my development and growth
I use Filipino language in expressing my feelings
Others: Please Specify.

D. National Aspect
I use Filipino language to strengthen my ethnicity and patriotism
Filipino language helps secure our national identity
Filipino language molds our country’s culture and tradition
Others: Please Specify.
IV.EFFECTS OF THE ELIMINATION OF FILIPINO AND PANITIKAN
Check the box of the variable which you think will be greatly affected by the
Eradication of Filipino and Panitikan in tertiary level of Education.

Culture
Education
Patriotism
Identity
National engagement
Local engagement

V. RESPONDENT’S COMMENT
What are your comments on CHED’s decision on the eradication of Filipino and
Panitikan in tertiary level of education?
 Appendix C. Mean Results

Table 2
Summary Results of the Level of Student’s Understanding
N =104

INDICATORS Weighted Mean Description

11. I have deep understanding
about the eradication of 3.37 Agree
Filipino and Panitikan in
tertiaty level of education.
12. I am well aware of the 2.99 Agree
possible effects of the
issue.
13. I agree that Filipino and Strongly Agree
Panitikan is important in 3.58
both secondary and tertiary
level of education.
14. Filipino and Panitikan are Strongly Agree
core subjects that is 3.51
needed to be included in
the curriculum.
15. I have mastered the Filipino 2.70 Agree
language.
16. I appropriately use the 2.99 Agree
Filipino language in both
verbal and non-verbal
aspects.
17. Filipino people should 3.75 Strongly Agree
study Filipino and
Panitikan.
18. The repetition of Filipino 3.30 Agree
and Panitikan in tertiary
level of education is
perfectly fine.
19. The eradication of the said 3.34 Agree
subject will affect the
students.
20. The abolishment of Filipino 3.41 Agree
and Panitikan will lessen
the engagement of Filipino
 citizens in national and
local matters.
Scale: 3.50-4.49 = Strongly Agree 2.50 -3.49 = Agree
1.50 -2.49 = Disagree 0.51-1.49 = Strongly Disagree

Table 3

Summary Results of the Importance of Filipino and Panitikan

N =104

INDICATORS Weighted Mean Description

A. Academic Aspect
I am comfortable to use the Filipino 3.53 Strongly Agree
language in participating in class
I express myself clearly using Filipino in 3.41 Agree
recitations
I can write more effectively using Filipino 2.95 Agree
than English
Average Weighted Mean 3.30 Agree
B. Social Aspect
I communicate with my friends and peers 3.41 Agree
using Tagalog
I can express my thoughts clearly through 3.43 Agree
Filipino language
I use Filipino language in interacting with 3.41 Agree
different social groups
Average Weighted Mean 3.42 Agree
C. Personal Aspect
I use Filipino language when writing my 2.56 Agree
personal accounts
Filipino language has been a big part of 3.12 Agree
my development and growth
I use Filipino language in expressing my 3.51 Strongly Agree
feelings
Average Weighted Mean 3.06 Agree
E. National Aspect
I use Filipino language to strengthen my 3.35 Agree
ethnicity and patriotism
Filipino language helps secure our 3.52 Strongly Agree
national identity
Filipino language molds our country’s 3.42 Agree
culture and tradition
Average Weighted Mean 3.43 Agree

Scale: 3.50-4.49 = Strongly Agree 2.50 -3.49 = Agree

1.50 -2.49 = Disagree 0.51-1.49 = Strongly Disagree
Appendix D. Legal Bases
CHED Memorandum Order No. 20, s. 2013

A total of 9 units elective courses, each must qualify as GE subject where it must:

1. conform to the philosophy and goals of GE,

2. apply as inter or cross-disciplinary perspective, and

3. draw materials, cases or examples from Philippine realities, and not just from those
other countries

Section 1: Goals and Context of General Education

CURRICULUM OVERVIEW

Practical Skills

As proposed GEC will be reduced to minimum of 36 units, distributed as follows:

24 units of core courses, 6 units of elective courses, and 3 units of Rizal. Eight Core
Courses described as follows:

Understanding the Self - Nature of identity; factors and forces that affect the
development and maintenance of personal identity
Readings in Philippine History - Philippine History viewed from the lens of selected
primary sources in different periods, analysis and interpretation

The Contemporary World - Globalization and its impact on individuals, communities

and nations, challenges and responses

Mathematics in the Modern World - Nature of Mathematics, appreciation of its practical,

intellectual and aesthetic dimensions and application of mathematical tools in daily life

Purposive Communication - Writing, speaking and presenting to different audiences

and for various purposes

Art Appreciation - Nature, function and appreciation of the arts in contemporary society

Section 3: Revised Core Courses

- Working effectively in a group.

- Application of computing and information technology to assist and facilitate research.

- Ability to negotiate the world of technology responsibly.

- Problem-solving (including real-world problems).

- Basic work-related skills and knowledge.

Section 2: General Education Outcomes

In the pursuit of the ongoing educational reforms that include the enhanced basic
education curriculum through K to 12 which in its consideration of the College
Readiness Standards has integrated GE courses of higher education programs in the
senior high school core courses. Thus, has created a new window for the revision of
the current GE curriculum. It aims to expose undergraduate students to various
domains of knowledge and ways of comprehending social and natural realities,
developing in the process, intellectual competencies and civic capacities

Intellectual Competencies

SUBJECT:

Article II: Transitory Provisions

BACKGROUND AND RATIONALE

- higher level of comprehension (textual, visual etc.

- proficient and effective communication

- understanding of basic concepts across the domains of knowledge

- critical, analytical and creative thinking

- application of different analytical modes in tackling problems methodically

Science, Technology and Society - Interactions between science and technology and
social, cultural, political and economic contexts which shape and are shaped by them;
specific examples throughout human history of scientific and technological
developments

Ethics - Principles of ethical behavior in modern society at the level of the person,
society, and in interaction with the environment and other shared resources

Section 3: Revised Core Courses

Section 4: General Education Electives

Electives must cover at least 2 Domains of Knowledge:

1. Arts and Humanities,

2. Social Sciences and Philisophy, and

3. Science, Technology and Mathematics

To produce thoughtful graduates imbued with:

1. values reflective of a humanist orientation (e.g., fundamental respect for others as

human beings with intrinsic rights, cultural rootedness, an avocation to serve;

2. analytical and problem solving skills;

3. the ability to think through the ethical and social implications of a given course of
action; and

4. competency to learn continuously throughout life-that will enable them to live

meaningfully in a complex, rapidly changing and globalized world while engaging in
their community and and the nation's development issues and concerns

General Education Curriculum: Holistic Understandings, Intellectual and Civic

Competencies
Prior to the entry of the first batch of Grade 12 students to college for AY 2018-2019,
CHED shall prepare the basic requirements in the implementation of the revised GE
curriculum as follows:

1. orientation and training of GE faculties

2. design of new, interesting, challenging elective courses that satisfy the GE criteria

3. development of up to date and appropriate course syllabi, readings, materials and

resources

4. development of a monitoring and assessment system of GE programs as

implemented by various departments or colleges and universities

General Provision:

Personal and Civic Competencies

Appendix E. Compliance Certificate

COMPLIANCE
 (ORAL DEFENSE)
Title: “Pulse of the Senior High School Students on the Eradication of
Filipino and Panitikan in Tertiary Level of Education”

Suggestions Compliance
CHAPTER I
1

4
CHAPTER II
5

6
CHAPTER III
7

9
CHAPTER IV
10

11

12

13

14

15
CHAPTER V
16
17

Appendix F. Documentation
 Data Gathering Procedure
Appendix G. Curriculum Vitae
 CURRICULUM VITAE

Passport size
PERSONAL DATA
School uniform
Name : Resylray Bien
No nametag
Address : Tamaoyan Legazpi City
Age : 18
Sex : F
Date of Birth : August 14, 2000
Place of Birth : Legazpi City
Civil Status : Single
Father’s Name : Felix Bien Jr.
Occupation : Teacher
Mothers Name : Nelly Bien
Occupation : Teacher

EDUCATIONAL ATTAINMENT
Name of School Year
Pre-School : Tamaoyan Day Care Center 2005
Elementary : Tamaoyan Elementary School 2012
Secondary : Legazpi City Science High School 2017

HONORS AND AWARDS

Graduated Valedictorian
Completed with High Honors
Best Debater - Interactive Debate, LCSHS 2018
Best Speaker - Interactive Debate, LCSHS 2018
3rd Place Story Telling Contest, LCSHS 2018
Best Research Presenter - Aral Oral Defense, PNHS 2017
Journalist of the Year, PNHS 2017
Gov. Al Bichara Leadership award, PNHS 2018
Leadership Awars, PNHS SSG 2017
Best in Social Sciences, PNHS 2017
Outstanding in Communication Arts, PNHS 2017
Young Global Leader - International Linkage Program, Kuala Lumpur, Malaysia
2016
Young Global Public Speaker - International Linkage Program, Kuala Lumpur,
Malaysia 2016

SEMINAR/TRAININGS ATTENDED
Asia Youth International Model United Nations, Bangkok Thailand 2018
International Linkage Program, Kuala Lumpur, Malaysia 2016
Tayo Youth Conference, Legazpi City Philippines 2016
 CURRICULUM VITAE

Passport size

School uniform
PERSONAL DATA
No nametag
Name : Quizan De Lima
Address : Masoli Bato Camarines Sur
Age : 18
Sex : F
Date of Birth : August 25, 2000
Place of Birth : Masoli Bato Camarines Sur
Civil Status : Single
Father’s Name : Salvador De Lima
Occupation : Farmer
Mothers Name : Mary Flor De Lima
Occupation : Teacher

EDUCATIONAL ATTAINMENT
Name of School Year
Pre-School : Holy Trinity College 2005
Elementary : Bato South Central School 2012
Secondary : Legazpi City Science High School 2017

HONORS AND AWARDS

Graduated 1st honorable mention
Completed with honors
Best debater and Speaker

SEMINAR/TRAININGS ATTENDED
Asian Parliamentary Debate Seminar
British Parliamentary Debate Seminar
Cross Training for Brit. Parl Debate
Leadership Summit
CURRICULUM VITAE

Passport size
PERSONAL DATA
School uniform
Name : Cheyenne Tubianosa
No nametag
Address : Washington Drive, Legazpi City
Age : 17
Sex : F
Date of Birth : March 5, 2001
Place of Birth : Irosin, Sorsogon
Civil Status : Single
Father’s Name : Jesus Jay Perciano
Occupation : Welder
Mothers Name : Thea Candice Tubianosa
Occupation : Nurse

EDUCATIONAL ATTAINMENT
Name of School Year
Pre-School : Gulang-Gulang Day Care Center 2005
Elementary : Gulang-Gulang Elementary School 2012
Secondary : Legazpi City Science High School 2017

HONORS AND AWARDS

Graduated 1st honorable mention
Completed with honors
F. Aquende Leadership Awardee, GHS 2017
Gov. Al Francis C. Bichara Leadership Awardee, Ghs 2017
M. Lhuillier Family Protect Program of M. Lhuillier Pamilya Life Insurance Plans
Awardee, Ghs 2017
Outstanding Girl Scout of the Year, Troop Leader, Ghs 2017
Best in Social Science, Ghs 2017
6th Placer, Science Quiz, Festival of Talents, Division Level, Ghs 2017
3rd Placer Oratorical Speaking Competition, Division Level, 2014
Girl Scout of The Year, Ghs 2017
3rd Placer Poem Writing Competition, Ghs 2013

SEMINAR/TRAININGS ATTENDED
Sex Education Awareness Seminar, 2018
School Journalism Seminar, 2016
PDEA, Drug Awareness SEMINAR, 2014
National Council for Children’s Television (NCCT), 2015
City Tourism Services Unit Immersion Training, 2018
 CURRICULUM VITAE

Passport size
PERSONAL DATA
School uniform
Name : Esther Leanne Villaluz
No nametag
Address : Ems Barrio East
Age : 18
Sex : F
Date of Birth : November 14, 2000
Place of Birth : Legazpi City
Civil Status : Single
Father’s Name : Deceased
Occupation :
Mothers Name : Maria Teresa Villaluz
Occupation : Housewife

EDUCATIONAL ATTAINMENT
Name of School Year
Pre-School : Albay Central School 2005
Elementary : Ems Barrio Elementary School 2012
Secondary : Legazpi City Science High School 2017

HONORS AND AWARDS

Completed with Honors
Best in Filipino Grade 7
SEMINAR/TRAININGS ATTENDED
N/A