Chapter 1

The Problem and Its Background

Introduction

The future of the Filipino children, as child by Magsino (2009), is married by various

forms of uncertainties considering the critical conditions of the Philippine socio-economic and

political situations. While the rich become richer, and the poor becomes poorer it is evident that

there is a growing need to minimize or control the rising unequal distribution of wealth and

opportunities for success among the Filipino constituents, from which the children are greatly

affected. Premised on the foregoing, education is deemed one of the best ways to neutralize the

growing inequality and make the Filipino way of life less conducive to poverty threats and its

multifarious effects on the individual, the family and society a whole.

Nevertheless, education itself is undergoing transitions and adaptations to modern

technology and to that of globalization which creates inevitable problems that imply the need for

effective teaching in all levels from pre-elementary post tertiary. The dynamic forces and agents

of change make obsolete the previous variables deemed effective in the past. Hence, the teaching

of different subject areas also undergoes various changes at one time or another in response to

curriculum modifications set and implemented by educational authorities.

Philippines basic education has been undergoing series of changes, modifications and

improvement in the curriculum areas. Changes within the educational system have been

constantly implemented by the Department of Education to adopt the Philippine educational

system to the needs and demands of globalization. These were experienced by the elementary

and secondary teachers especially in public schools. Some of these charges were manifested in
curriculum programs and activities, which include the use of different approaches and teaching

strategies. The implementation of K to 12 initiated in the school year 2012-2013 was considered

the most astounding among the series of changes in the Philippine educational system.

From these experiences, it seems that there is an endless change in the educational system

until the desire goal of attaining quality education is reached. It doesn’t mean however, the

implementation of changes should remain unaccounted. Rather, they should be evaluated in

terms of the outcomes manifested in the performance of the students to determine their

effectiveness and those of the teachers.

Background of the Study

K-12 Education Plan was published on October 5, 2010, Department of Education

Discussion Paper. This is part of Former President Benigno “Noy Noy” Aquino III’s Educational

Reform Program. The P-Noy administration believes that adding more yeqars to basic education

in the Philippines could help solve the problem of unemployment, keep up global standards, and

help Filipino students to have more time to choose the career that best suits their skills.

As of 2010, Luistro averred that the K-12 Basic Education plan is said to be the answer to

add one more year on both primary and secondary levels plus kindergarten. Though the opinion

and reaction of the public are divided, some are not. Among the main issues that relate to the K-

12 Program are the financial capacities of parents, the number of schools and classrooms, the

number of teachers, even the availability of books and other school supplies. Though,

Department of Education also stated that the government will basically shoulder most of the

education cost.
 The enhanced K-12 Basic education program is said to be the answer to the country’s

educational reform. This matter is being discussed anywhere by educators and stuns everyone

who hear the new proposal. School administrations are even bothered on new things to be

considered for the program’s implementation.

Theoretical Framework

This study is anchored on Thorndike’s law of readiness which Magsino (2009) stressed

that learning considers the readiness of the learner so that it could be more lasting and more

effective. Sharma and Sharma (2009) also emphasized that readiness include all those

preparatory adjustments which immediately precede the activity. Reminding the learner of his

past experiences; mental preparations of new things diverting his attention towards the subject to

be learned, changing the environment to suit the learning are all included on the readiness. This

law relates with the topic of the present study which is on the readiness of the teachers and the

schools in the implementation of K to 12 Curriculum Program. Likewise, the level of readiness

could account for the quality of learning that pupils/students gain and could also be used as

reference to predict future outcomes.