Iloilo Science and Technology University

Burgos Street, La Paz, Iloilo City

COLLEGE OF EDUCATION

Chapter I

INTRODUCTION

Background of the Study

The Philippines have been experiencing series of enhancements in its educational system

since the pre-Spanish time. These helps the country to develop an individual who is more equipped

with necessary skills and knowledge for both local and global community. However, our

performances in education have remain low, drop outs have high percentage, and assessments

remains unsatisfied.

Academic performance is the outcome of education; it is the extent to which a student,

teacher or institution has achieved their educational goals. Thus performance is characterised by

performance on tests associated with coursework and the performance of students on other types of

examinations (Kyoshaba, 2009). Various studies have been carried out on the factors that affect

students’ academic performance or achievement in schools, colleges and universities. Some of the

factors identified and reported to have affected the academic performance of students in these

different settings are: student effort, previous or prior educational performance, self-motivation,

the social-economic status of the students’ parents, the students’ age, number of hours of the day,

admission points, different entry qualifications, tuition trends and the students’ area of residents

(rural or urban) (Farooq, Chaudry, Shafiq & Berhanu, 2011; Ali, Haider, Munir, Khan & Ahmed,

2013).
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Before implementing K-12, the Philippines was the last Asian country and one of only

three nations in the world with 10 years of basic education. The new system, which follows a

global standard, will put Filipino students at par with the rest of the world. Students’ low scores in

the National Achievement Test (NAT) and Trends in International Math and Science Study

(TIMMS) are a reflection of the current quality education. Supported by the findings of the study

performed by SEAMEO INNOTECH, the country’s old curriculum was too congested and lacked

practical application. While students did not get enough instructional time to learn, they also

missed the chance to be prepared for actual professional work. Due to lack of practical application,

past high school graduates could not qualify to pursue higher education. Filipino professionals who

have finished a 10-year basic education may not be acknowledged in many parts of the world. This

is due to education requirements set by some international accreditation agreements.

In this regard, the researchers conducted a study to find out whether the achievement in

Science of the K-12 graduates is more highly competitive than those of Non K-12 graduates.

Statement of the Problem

This study aimed to determine the achievement in Science of K to 12 and non-K to 12

graduates

Specifically, it sought to answer the following:

1) What is the level of achievement in Science of the respondents on entire group and

classified according to type of graduates?

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2) Is there significant difference in the level achievement in Science between K to 12

and Non-K to 12 Graduates?

Statement of the Hypothesis

To further test the difference and relationship among the variables, the following

hypotheses were tested:

1) K to 12 graduates has higher level of achievement in Science than those of non K to

12 graduates.

2) There is no significant difference in the achievement in Science between K to 12

and Non K to 12 graduates in Science.

Conceptual Framework

Independent Variable Dependent Variable

K to 12 Graduates Achievement in Science

Non-K to12 Graduates

Figure 1: A paradigm showing the graduates of two different curricula and the

achievement in Science.
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Theoretical Framework

John Dewey felt that the curriculum should ultimately produce students who would be able

to deal effectively with the modern world. Therefore, curriculum should not be presented as

finished abstractions, but should include the child's preconceptions and should incorporate how the

child views his or her own world. Dewey uses four instincts, or impulses, to describe how to

characterize children's behavior. The four instincts according to Dewey are social, constructive,

expressive, and artistic. Curriculum should build an orderly sense of the world where the child

lives. Dewey hoped to use occupations to connect miniature versions of fundamental activities of

life classroom activities. The way Dewey hoped to accomplish this goal was to combine subject

areas and materials. By doing this, Dewey made connections between subjects and the child's life.

Dewey is credited for the development of the progressive schools some of which are still in

existence today.

Furthermore, theorists Ross, Bobbitt, Gilbreth, Taylor, and Thorndike were aiming to

design a curriculum that would optimize the "social utility" of each individual in a society. By

using education as an efficiency tool, these theorists believed that society could be controlled.

Students would be scientifically evaluated (such as IQ tests), and educated towards their predicted

role in society. This involved the introduction of vocational and junior high schools to address the

curriculum designed around specific life activities that correlate with each student's societal future.

The socially efficient curriculum would consist of minute parts or tasks that together formed a

bigger concept. This educational view was somewhat derived with the efficiency of factories
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which could simultaneously produce able factory workers. Critics believe this model has too much

emphasis on testing and separating students based on the results of that testing.

The meaningful learning theory by Ausubel, students must relate new knowledge (concepts

and proposition) to what they already know. He proposed the notion of an advanced organizer as a

way to help students link their ideas with new material or concepts. Ausubel’s theory of learning

claims that new concepts to be learned can be incorporated in to more inclusive concepts or ideas.

In the Constructivist theory of Jerome Bruner states that learning is an active process in

which learners construct new ideas or concepts based upon their current or past knowledge. The

learner selects and transforms information, construct hypotheses and make decisions, relying on a

cognitive structure to do so. Cognitive structure (i.e., schema, mental models) provides meaning

and organizations to experiences and allows the individual to “go beyond the information given’’.

Bruner (1966) also states that a theory of instruction should address four major aspects: (1)

Predisposition towards learning, (2) the ways in which a body of knowledge can be structured so

that it can be most readily grasped by the learner, (3) the most effective sequences in which to

present material, and (4) the nature and pacing of rewards and punishments. Good methods for

structuring knowledge should result in simplifying, generating new propositions, and increasing

the manipulation of information.

Dale’s Cone of Experience theorized that learners retain more information by what they

“do” as opposed to what is “heard”, “read”, or “observed”. The cone charts the average retention

rate for various methods of teaching. The most effective methods at the bottom, involves direct,

purposeful learning experiences, such as hands-on or field experience. Direct purposeful

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experiences represent reality or the closest thing to real, everyday life. The further you progress

down the cone, the greater learning and more information is likely to be retained. It also suggests

that when choosing an instructional method it is important to remember that involving students in

the process strengthens knowledge retention.

Gardner’s early work in psychology and later in human cognition and human potential led

to the development of the initial six intelligences. Today there are nine intelligences and the

possibility of others may eventually expand the list. These intelligences relate to person’s unique

aptitude set capabilities and ways they might prefer to demonstrate intellectual abilities. Gardner’s

multiple intelligences theory can be used for curriculum development, planning, instruction,

selection of course activities, and related assessment strategies. Instruction which is designed to

help students develop their strengths can also trigger their confidence to develop areas in which are

not strong. Students’ multiple learning preferences can be addressed when instruction includes a

range of meaningful and appropriate methods, activities, and assessments. Gardner himself asserts

that educators should not follow one specific theory or educational innovation when designing

instruction but instead employ customized goals and values appropriate to their teaching and

student needs. Addressing the multiple intelligences and potential of students can help instructors

personalize their instruction and methods of assessment.

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Definition of Terms

For clarity and understanding, the following terms were defined:

Achievement – is measured by the final grade earned in the course (Shelton and Pedersen,

2016)

In this study, it is the dependent variable of the study and the one being measured to from

the participants.

K to 12 – A term used in education and educational technology in the United States,

Canada, and possibly other countries ; it is a short form for the publicly supported school grades

prior to college. This grades are kindergarten (K) and the 1st through the 12th grade (1-12) (Gale,

2005).

In this study, the graduates of the K-12 Curriculum will be one of the participants whom

the researchers will measure the academic performance.

Non K to 12 - A term used in education wherein the learning process is based on

traditional strategies and methods (DepEd.gov).

In this study, the graduates of the previous curriculum (BEC) will be one of the

respondents of the study whom the researchers will measure the academic performance.

Science- application of knowledge and understanding of the natural and social world

following a systematic methodology based on evidence (The Science Council, 2019).

In this study, it refers to the subject where the researchers will measure the academic

achievements of the participants.

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Scope and Limitations

This descriptive study aimed to determine the achievement in Science of 60 K to 12

graduates who were enrolled in Iloilo Science and Technology University in La Paz, Iloilo City. Of

these 60 students, 30 were K to 12 graduates and 30 were non K to 12 graduates. The levels of

achievement in Science were determined through the 100 items researchers made test in Science.

The data gathered were subjected to appropriate mean and standard deviation for descriptive and t-

test for inferential data analysis. The level of significance was set at alpha=0.05.

Significance of the Study

The result of the study is beneficial to the following:

Students. The result of the study will motivate students to study and aspire them to attain

higher academic performance in their studies.

Teachers. This will allow the teachers to identify methods or strategies they will utilize in

order to give an appropriate learning between the two different curriculums.

Parents. It will increase the awareness of the parents to understand the differences

between curriculums and why the Government implemented the K-12.

Future Researchers. This will enable future researchers to have basis for replication.

In general findings of this study will help teachers and parents to understand the two curriculums

and to find way to help students to improve their achievement in Science

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Chapter II

Review of Related Literature

Basic Education Curriculum

According to Roco (2002), Basic Education Curriculum (BEC) is the product of 16 years of

study conducted under the various DepEd secretaries. Starting 1995, intensive consultations were

held with various stakeholders- the school, parents, students, business, trade and industry. NGOs

and the people in the Education Department who administer the education system on ground level.

Almost immediately after assuming the post, the undersigned continued the consultations March

2001. The DepEd people consulted included experts, public and private school teachers.

Integrative and interactive teaching-learning approaches are stressed. The curriculum is a form of

tool which will stand as one point of learning areas adequate for the development of competencies

starting from basic education up to the second level of which is renounce as high school. This will

focus more on developing knowledge, skills, habits and attitudes throughout the guidance of the

educationalists assigned. The BEC focuses on the basics of reading, writing, arithmetic, science

and patriotism. Values is integral to all the subject areas. Students can then be ready for lifelong

learning. It seeks to cure the inability of students who cannot read with comprehension at grade 3

and worse, at grade 6. These are characterized by group learning and sharing of knowledge and

experiences between teachers, between teachers and students and among students. For instance,

under the old curriculum, English and values teachers prepared for values education. Under the

BE, the English and Values Education teachers work together on their lesson plans. High School
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math shifts from the spiral system which introduced all math subjects in every level to the linear,

sequential approach where only Elementary Algebra is taught in 1st year, Intermediate Algebra in

the 2nd year and Geometry in the 3rd year.

In the Philippines the Basic Education Curriculum contains mother tongue-based

multilingual education, universal kindergarten, college, and livelihood readiness and specialized a

secondary education. As for 2015, implementation has been made for the Philippine Education For

All also known as EFA.

The ideal Filipino learners are empowered learners, who are competent in learning how to

learn and have life skills so that they become self-developed persons who are makabayan,

makatao, makakalikasan and maka-Diyos. Functional literacy is the essential ability for lifelong

learning in our dynamically changing world. The ideal teacher of the 2002 curriculum is not the

authoritarian instructor but the trustworthy facilitator or manager of the learning process. That

enables the learners to become active constructors of meaning and not passive recipients of

information. As regards secondary education, the Committee on Information Technology, Science

Mathematics Education and other Technologies of the Presidential Commission on Educational

Reform (PCER, 2000) writes. The ideal teaching-learning process is interactive where the learners,

the teachers, instructional materials and information technology interact with one another

reciprocally.
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Philippine K to 12 Curriculum

In Denosta (2016), beginning school year 2011-2012, a new curriculum called the

K to 12 curriculum was implemented for grade 1 and grade 7. This K-12 Basic Education

Curriculum comes after the implementation of the 2002 Basic Education Curriculum, which in

turn was introduced after the 1983 New Elementary School (NESC) and the 1989 New Secondary

Curriculum (NESC). Some important feature of the K to 12 curriculum that have a bearing on pre

service teacher education and development first is the Mandatory Kindergarten signed by President

Simeon Benigno Aquino III on January 20, 2012, nobody goes to Grade 1 without passing through

Kindergarten starting school year 2012-2013. The K to 12 Curriculum focused on the development

of the 21st century skills which may be more encompassing than functional literacy. This

curriculum makes use of a constructivist, inquiry-based, integrative, collaborative and reflective

approach of teaching-learning. This means that would-be teachers should be trained to use

methods of teaching that makes students think, analyse, make connections of and reflect on what

they are taught. With emphasis on the teaching of the 21st century skills, multiple intelligences, and

learning styles, the traditional paper-and-pencil tests are obviously inadequate to measure learning.

A balanced system of assessment also means the use of formative assessment and summative

assessment. The assessment practice that goes with K to 12 is one that includes assessment of

knowledge, processes or skills, understanding, and products and performances. To develop the

love for independent learning, the K to 12 Curriculum also stresses on self-assessment. Learners

must be taught to assess their own learning. With clear learning targets or learning outcomes, with
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students owning these same learning targets and outcomes and with the help of scoring rubrics,

self-assessment (referred to as assessment as learning) won’t be a problem. A student learns more

than two languages-the student’s Mother Tongue, Filipino and English, in that order. There may be

some exceptions. For instance, in some private school, the first language (L1) taught in school may

be English, followed by the Mother Tongue (L2) and then Filipino (L3). According to the K-12

curriculum Framework, Mother Tongue is taught as a subject from K to 3 and all subjects from K

to 3 must be taught in the Mother Tongue.

The Music, Arts, Physical Education, and Health (MAPEH) subjects will be offered

starting from Grade 1. Each is given a separate time allotment across the Grades. This indicates

that a teacher must be prepared to handle these subjects as early as Grade 1. The problem has

always been the lack of features who can teach all of four- Music, Arts, PE and Health or a

combination of Music and Arts and PE and Health. If a teacher wants more chances of

employment, specialized in these subjects if a teacher haven’t specialized yet or better still expand

its field of specialization by including any of this four or at least two of these four.

In the 2002 BEC, we have 6 years of elementary (termed primary in other countries) and 4

years of secondary, a total of 10. In the K to 12 Curriculum, in addition to the already existing 6

years elementary and 4 years secondary or high school, 2 more years are added, hence basic

education is 12 years. The 4-year high school (Grade 7-10) is called Junior High School; the 2

years (Grades 11-12) is called Senior high School. Unlike the 2002 BEC where Science, Math and

other subjects are taught using the discipline-based approach, in the K-12 curriculum Science and

Math will be taught using the Spiral progression approach. In the 2002 BEC, High School Math is
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taught by discipline-Elementary Algebra in the First Year, Intermediate Algebra in the Second

Year, Geometry in the Third Year and Business Math and Statistics or Trigonometry and

Advanced in the Fourth Year. In contrast, in the K to 12 Curriculum Algebra, Geometry,

Trigonometry and Probability and Statistics are taught across the grades.

The same spiral progression approach is used in teaching of Science, meaning a

combination of different disciplines are taught in each Grade level-Integrated Science, Biology,

Chemistry and Physics. In the 2002 BEC, Integrated Science is taught in First Year (Grade 7),

Biology in the Second Year (Grade 8), and Chemistry in the Third Year (Grade 9) and Physics in

the Fourth Year (Grade 10).

The introduction of the spiral progression approach in the teaching Math and Science is

more for junior high school as the approach in Math and Science teaching in the elementary level

has been necessarily spiral progression considering the foundational function of elementary

teaching. By way of the spiral progression approach, a student will have knowledge of Biology,

Chemistry, Earth Science, and Physics as early as Grade 1. This means that a student does not have

zero knowledge of Physics even, if four one reason or another, he or she cannot reach Fourth Year

(Grade 10). Same thing happens in Math. A student is not required to wait to be in Third Year

(Grade 9) to learn Geometry because it is learned as early as Kindergarten. For those who

specialize in Science, it is no longer enough to specialize in one discipline such as biology or

chemistry or earth science. They have to specialize in at least two or even more areas in discipline.

The more specialization, more competencies acquired, therefore, better chances for employment.
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Achievement

All of the research reviews support the hypothesis that student performance depends on

different socio-economic, psychological, environmental factors. The findings of research studies

focused that student performance is affected by different factors such as learning abilities because

new paradigm about learning assumes that all students can and should learn at higher levels but it

should not be considered as constraint because there are other factors like race, gender, sex that

can affect student’s performance (Hansen, Joe B. 2000). Some of the researchers even tried to

explain the link between students achievements, economic circumstances and the risk of becoming

a drop-out that proved to be positive (Goldman, N., Haney, W., and Koffler, S., 1988, Pallas, A.,

Natriello, G., McDill, E., 1989, Levin, H., 1986).

B. A. Chansarkar and A. Mishaeloudis (2001), explained the effects of age, qualifications

distance from learning place etc. on students’ performance. The performance of students on the

module is not affected by such factors as age, sex, and place of residence but is associated with

qualification in quantitative subjects. It is also found that those who lived near the University

perform better than other students.

Yvonne Beaumont Walters, Kola Soyibo, (1998) further elaborated that student

performance is very much dependent on SEB (socio economic background) as per their statement,

‘’High school students’ level of performance is with statistically significant differences, linked to

their gender, grade level, school location, school type, student type and socio-economic

background (SED). ‘’Kirby, Winston et al. (2002) focused on student’s impatience (his time

discount behaviour) that influences his own academic performance. Goethe found out that weak
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students do better when grouped with other weak students. (As implied by Zajonc’s analysis of

older siblings (1976) it shows that students’ performance improves if they are with the students of

their own kind.

There are often different results by gender, as in Hoxby’s K-12 results (2000); Sacerdote

(2001) finds that grades are higher when students have unusually academically strong roommates.

The results of Zimmerman (1999, 2001) were somewhat contradictory to Goethe results but again

it proved that students performance depends on number of different factors, it says that weak peers

might reduce the grades of middling or strong students.

Another study conducted by Alexander, Gur et al. 1974; Fraser, Beam et al.(1977)

explained that some of the practices adopted by college administration in higher education like

residential colleges or organized study groups also help to increases performance. Keeping in view

all of the variables discussed by different researchers we have chosen only those variables that are

recognizable in Pakistani Setting.

Synthesis

The Philippines have been experiencing series of enhancements in its educational system

since the pre-Spanish time. These helps the country to develop an individual who is more equipped

with necessary skills and knowledge for both local and global community. However our

performances in education have remained low, drop outs have high percentage and assessments

remains unsatisfied. Does, the conduct of this kind of study is essential in order to identify gaps in

order to provide appropriate intervention.

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There are other researchers that have been conducted to find the differences in the level of

achievement of K to 12 and Non K to 12 graduates, however it did not focus on the graduates’

whole achievement in Science. And it have encourage the researchers to conduct the study. The

researchers believe that the different factors of the two curriculum attributed to learner’s

achievement in Science is important in determining their effectiveness in teaching-learning

process.
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Chapter III

METHODOLOGY

This chapter includes research design, respondents, data gathering instruments, data gathering

procedure and statistical analysis.

Research Design

This descriptive study attempted to determine the achievement in science of K to 12 and

non K to 12 graduates. The descriptive method of research describes and interprets what is (Punch,

K.F 2013). This study aimed to investigate the status of achievement in science of K to 12 and non

K to 12 graduates.

Locale of the study

This educational research was conducted at Iloilo Science and Technology University in La

Paz, Iloilo City on February 2019.

The Respondents

The subjects of the study were 60 randomly selected K to 12 and non K to 12 graduates, 30

were K to 12 graduates and 30 were non K to 12 graduates. Table 1 shows the distribution of the

subjects. The distribution of respondents is shown in Table 1.

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Table 1

Distribution of Respondents

Category F %

A. Entire Group 60 100

B. Type of Graduates

K-12 30 50

Non K-12 30 50

Table 1 presents the distribution of respondents according to categories. There is a total of 60

respondents. The samples size categorized according to 30 K to 12 graduates or 50% and 30 non K

to 12 graduates or 50% of the entire group.

Research instrument

To gather data for the study, a survey questionnaire was utilized by the researchers that

determine the number of K-12 and non-K12 graduates. This tool was served as the basis of the

researchers to ensure the homogeneity of the sample of the K-12 and Non-K12 graduates.

Furthermore, a researcher-made 100 items multiple test was composed of (a) Earth Science -25 (b)

Biology -25 (c) Chemistry -25 (d) Physics -25 areas of science that was being chosen by the

researchers. The type of scoring procedure was checking the correct answers and totals the number

of correct answers over the total test item which is 100.

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Validation of Research Instruments

The researcher-made test was distributed to the three (3) validators for face and content

validation.

Suggestions and corrections by the validators were integrated in the instrument.

The instrument was pilot tested to the first year K to 12 and non K to 12 graduates of Iloilo

Science and Technology University Barotac Campus who were not the final respondents of the

study.

Item analysis was used to determine the reliability of the instrument. Alpha values ranging

from 0.70 or higher are considered acceptable, therefore, items in the questionnaire with

acceptable alpha values may be retained. Those items that do not meet acceptable standards have

to be revised to fit into the context of the study before the questionnaire is administered in its final

form.

Data Gathering Procedure

The researchers asked permission from the office of the administrator of Iloilo Science and

Technology University Barotac Campus to pilot test the researcher-made test.

The researchers distributed a letter to the respondents for the approval of data collection

and as well as the conduct of the study. Upon approval, the researchers administered the final form

of the instrument to the respondents of the study. The completed instrument was retrieved,

tabulated, and computer-processed using the Statistical Package for Social Sciences (SPSS).
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Data Analysis

The data gathered was subjected to descriptive and inferential statistics.

Descriptive Statistics

The mean and standard deviation were used to describe achievements in Science.

Mean was used to determine the level of science content knowledge. To obtain mean where

interpreted in the following scale:

Legend:

Score Level Interpretation

80.01 - 100 Very High Outstanding

60.01- 80.00 High Very Satisfactory

40.01 – 60.00 Moderate Satisfactory

20.01 – 40.00 Low Fairly Satisfactory

00.00 – 20.00 Very Low Beginner

For inferential statistics the researchers used t-Test analysis with the alpha level of significance set

at 0.05, was used to show the significance of the differences in the Science achievement of K to 12

and non K to 12 freshmen students of ISAT-U.

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Chapter IV

RESULTS AND DISCUSSION

This chapter presents the results and discussion of the study. There are two parts of the results and

discussion. Part one deals the achievement in Science of K to 12 and non K to 12 graduates. Part

two talks about the difference in the achievement in Science between K to 12 and non K to 12

graduates.

Achievement in Science of K to 12 and non K to 12 Graduates

The achievement in Science of K to 12 and non K to 12 graduates was determined utilizing

the mean and standard deviation. Table 2 shows the result.

Table 2

Achievement in Science of the K to 12 and Non to 12 Graduates

Category Mean Level SD

A. Entire Group 47.47 Moderate 13.20

B. Type of Graduates

K to 12 46.47 Moderate 13.73

Non K to 12 48.47 Moderate 12.80

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The respondents of this as an entire group (M=47.47, SD=13.20) had moderate level of

achievement in Science categorized as to type of graduates, the K to 12 (M=46.47, SD=13.73) and

the non K to 12 (M=48.47, SD=12.80) had moderate level Science achievement.

The non K to 12 graduates together with the K to 12 graduates was both satisfactory in the

science achievement. Thus, it can be gleaned that both of the respondents were moderately

competitive. No difference when it comes to science achievement as prescribed by the criteria set

herein. (Kyoshaba, 2009).

Difference in the Level of Achievement in Science

The difference in the level of achievement in Science was determined using the t-Test for

independent sample. Table 3 shows the result.

Table 3

Difference in Achievement in Science of K-12 and Non K-12 Graduates

Mean t-value df p

K to 12 46.47

-0.584 50.00 0.753

Non K to 12 48.47
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Table 3 revealed that there is no significant difference in the level of achievement in

Science between the K to 12 and d K to 12 graduates. The overall t-value of -0.854 with the

corresponding probability of 0.753 is not significant at Alpha 0.05. The results showed that the

second hypothesis is correct which then paved way to the interpretation that the K to 12 and non K

to 12 achievement are both moderately competitive – as it was evident that the result on the

difference in the level of achievement in science as determined through t-Test is not significant.

This was supported by Dale’s Cone of Experience where the students’ achievement of

Direct Purposeful Experiences needs to follow a series of level with corresponding skills to be

acquired. Likewise, Gardner’s Multiple Intelligences are also relay the importance of utilization of

varied techniques to allow learner’s to learn at their own.

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Chapter V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, conclusions, and recommendation, of the study based

on the result of analysis of the data gathered.

Summary of the Problem and Hypotheses

This study aimed to determine the achievement in Science of the K to 12 and non K to 12

graduates.

Specifically this study sought to the following questions:

1. What is the level of achievement of Science of the respondents taken as an entire group

and classified according to type of graduates?

2. Is there significant difference in the level of achievement in Science between K to 12 and

non K to 12 graduates?

To further test the difference and relationship among the variables, the following

hypotheses were tested:

1. K to 12 graduates has higher level of achievement in Science than those of non K to 12

graduates.

2. There is no significant difference in the achievement in Science between K to 12 and

Non K to 12 graduates in Science.

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Findings

The following are the findings of the study:

1. The level of achievement in Science of the respondents as an entire group was moderate

regardless on the categorization on the type of graduates.

2. There is no significant difference was noted in the achievement in Science in terms of

type of graduates.

Conclusions

Based on foregoing findings, the following conclusions were drawn:

1. The level of achievements of K to 12 and non K to 12 graduates are both in moderate

level certainly, it may be influenced by many factors such as learners interest to the subject, peers

where he belongs, and his motivation to do certain behaviour. Also, maybe the teacher used the

same instructional materials, strategies, and methods in teaching. Thus, it is understood that there

should be a limitations when comparing or no comparison at all regarding on the attributes as to

achievement between K to 12 and non K to 12 Graduates. Furthermore, students graduated under

K to 12 and non K to 12 curriculum may have the same sets of academic standards.
 Iloilo Science and Technology University
Burgos Street, La Paz, Iloilo City
COLLEGE OF EDUCATION

26

2. The null hypothesis must not be rejected for there is no sufficient evidence to prove that

there significant difference in the achievement in Science of K to 12 and non K to 12

graduates could vary.

Recommendations

On the basis of the following findings and conclusions, the following recommendations

were advanced:

1. Students should have determination or should review more on Science subjects to

achieve higher goals towards their studies.

2. Future researchers are encouraged to further study this Non K to 12 graduates to give

intervention for the incoming freshmen students.

3. For the teachers, it is recommended that they should utilize variety of strategies and

methods in order to cope with the two curricula. They should also motivate their students to

study and encourage them to learn not just in the four walls of the classroom but even

outside the classroom.

Iloilo Science and Technology University
Burgos Street, La Paz, Iloilo City
COLLEGE OF EDUCATION

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 Iloilo Science and Technology University
Burgos Street, La Paz, Iloilo City
COLLEGE OF EDUCATION

28

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