MISCONCEPTION OF INCOMING SENIOR HIGH SCHOOL

STUDENTS ABOUT THE IMPLEMENTATION OF DepEd’s K-

12 REQUIREMENTS

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A Thesis Proposal Presented to the Faculty of the School

St. Francis de Assisi Montessori School

( Plaridel, Bulacan ) Inc.

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in Partial Fulfillment of the Requirements

For the Senior High School Course

Practical Research I

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by:

AVRIL ROGUE D.R. IGNACIO

JOHN BENEDICT E. LOREÑO

ILEANA MARIZ S.YANEZA

JOHN FRANCIS L.VARGAS

GABRIELLE C. BALTAZAR

CLARIZ JOY F.FUENTES

DANIELLA B.LUCAS

CYRIL V. MELECIO

February 2020

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 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

The K-12 curriculum, also known as Republic Act No. 10533 entitled as

"Enhanced Basic Education Act of 2013", was first proposed on May of 2013,

later approved by former President Benigno Aquino III. This aimed to further

increase the level of education and add two additional years of studying, Grade 11

and 12, also known as the Senior High School. Since it was new, it was bound to

cause misunderstandings about the implementation of the K-12 Curriculum. The

K-12 curriculum, specifically in the Senior High School, you are to choose one of

four tracks, Academic, TVL/TVE, Arts and Design, and Sports. Students are also

to choose from eight different strands, STEM, HUMMS, ABM, GAS, Home

Economics, Agri-fishery arts, Industrial arts, and ICT.

In the Philippines, the K to 12 Program was launched in 2012 that adds an

additional 2 years to the Philippines’ basic education. This meant that the

Philippines is finally catching up to the global standards in secondary education.

Masayoshi Okabe, 2013 stated that the program’s key points for its new policies

are preparation, eligibility for domestic and overseas higher educational

institutions and immediate employability.

In this study, the researchers are to identify the misconceptions incoming

senior high school students are encountering and having problems with.

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According to the Former President, this ensures that the Filipino youth will have a

brighter future than those before them. But this caused an outrage from parents

and learners around the Philippines, complaining about the costs, and the time

their children will spend just for study

This study will benefit many mostly students. It will help clear the

misconceptions and misunderstandings that most people believe. This study will

help them to fully understand and learn the real purpose of the K-12 curriculum.

Statement of the Problem

How may the misconceptions about Senior High School requirements

mislead the Junior High School?

1. What are the misconceptions of Incoming Senior High Students about the K-

12 curriculum in the following aspects?

1.1 Subject in each Strands

1.2 Academic Tracks

2. What are the misconceptions about the Requirements?

2.1 School Activities

1.1.1 Written Works

1.1.2 Performance Task

1.1.3 Quarterly Assessment

2.2 Thesis

2.3 Work Immersion

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 3. What are the causes of the misconceptions of Incoming Senior High

Students?

3.1 Parents

3.2 Students

3.3 Social Media

3.4 Senior High School Students

Significance of the study

The findings of this research will be useful to different stakeholders:

Students. Students will acquire knowledge, learn skills, and form values

that will be beneficial to them. This will help them fully understand the benefits

and advantages of this generation’s curriculum. This will also influence the

students to take a more active role in the learning process

Parents. Parents will understand the program better and correct their own

mistakes or misconceptions about the program and also help their child by

orienting them about the program’s purpose and its requirements.

Teachers. The findings will also contribute to the teachers in teaching the

students. This would also help the teachers harness their skills and also maintain

supportive relationships with students.

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 Schools. Schools can see the missteps the K-12 program have and find

better ways to implement it.

Future Researchers. Future Researchers will be benefited from having

the same topic also getting the background from this study result will help serve

as template to modify their research regarding DepEd’s K-12 curriculum. It

would help them to be a better analyst and it can be a help as a future reference

for more studies in the future.

Scope and Delimitations of the study

This study will be conducted this school year 2019-2020 at Banga 2nd,

Plaridel, Bulacan. The respondents will be the Grade 10 Students from Dr. Felipe

de Jesus National High school, Jesus Is Lord Christian School, St. Francis de

Assisi Montessori School in Plaridel, Bulacan.. This study focuses on the

Misconceptions of grade 10 students regarding the DepEd’s K-12 curriculum and

requirements in senior high school. The goal of this study is to identify and

determine the sources of these misconceptions.

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Definition of Terms

ABM or Accountancy, Business and Management. The ABM strand in its most

fundamental sense refers to the accountancy, business, and management academic

GAS or General Academic Strand. The most flexible strand among the four

strands offered in the Academic Track because students get to learn and

experience something from all the other strands. Gas is essentially for students

who are undecided on which strand to take.

HUMSS or Humanities and Social Sciences. This strand is for learners who aim

to take up journalism, communication arts, liberal arts, education, and other social

science-related courses in college.

Implementation. An act or instance of implementing something the process of

making something active or effective

Misconceptions. An idea that is wrong because it is based on a failure to

understand a situation

STEM or Science, Technology, Engineering, and Mathematics. Is an

educational program developed to prepare primary and secondary students for

college and graduate study in the fields of STEM

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 CHAPTER II

THEORETICAL FRAMEWORK

This chapter contains the relevant theories, related literature, related

studies, the conceptual framework and hypothesis of the study to show the

Misconception of Incoming Senior High School students on the Implementation

of DepEd's K-12 Requirements.

Review of Relevant Theories

Sociocultural Theory. It is an emerging theory in psychology that looks

at the important contributions that the society makes to individual development.

This theory stresses the interaction between developing people and the culture in

which they live. (Cherry, 2019)

According to Lev Vygotsky in his Sociocultural Theory, students could

exceed the expected learnings as long as they were provided enough resources

and appropriate guidance. He called it “instructional scaffolding” meaning a

short-term framework like the ones used to erect buildings and allow a sturdy

structure be built inside. The K-12 program’s main intent is to become stepping

stones for higher education or, if the student wishes, to go straight to their own

business or join an already ongoing business of their family or a company.

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 Curriculum Theory is an academic discipline devoted to examining and

shaping educational curricula. There are many interpretations of curriculum

theory, being a narrow as the dynamics of the learning process of one child in a

classroom to the lifelong learning path an individual takes.

According to John Dewey in his Curriculum Theory, the curriculum

should result in students who would be able to excel in the modern world.

Therefore, curriculum should not be presented as a finished concept, but should

involve the child’s expectations and should consolidate the child’s perception of

his/her world. Dewey stated that there are 4 types of instincts, social, constructive,

expressive, and artistic. These 4 instincts are essential for making a replica or

representation of a student’s life. This helps them become more connected to

studying, encouraging them to become better. By replicating their safe space, you

naturally make students comfortable within the walls of the school or under the

implementation of the curriculum which is better than making a complex but

confusing curriculum.

In summary, these theories focuses on the things that a child needs for

them to develop, learn, and grow. Every student needs enough resources and

support for them to excel in the modern world. Without proper guidance and

learning, it could possibly lead to a deep misunderstandings and misconceptions.

Constructivism Theory is a learning theory found in psychology which

explains how people might acquire knowledge and learn. It therefore has direct

application to education. The theory suggests that humans construct knowledge

and meaning from their experiences.

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 When applying this theory to independent learning, it is essential to

understand that we need to consider the cultural environment in which this

learning takes place. The constructivistic learning approach involves educators

building school curriculum around the experience of their students.

Constructivists believe learner-centric instructional classroom methods will

strengthen the commitment and involvement of self-motivated learners because of

their high level of interaction. Today, there is a trend for incorporating technology

into the classrooms to support instructional learning methods. Yet, recent studies

have revealed technology is not effectively integrated with the concepts of

constructivism (Hare et al, 2005).

Review of Related Literature

This part of the study presents the related literature taken from secondary

sources. It consists of discussion of facts and principles to which the present study

is related. Each related literature caters a wide perspective with the variables

involved in the study. Moreover, these related literatures provides intellectual

context that supports the students.

Senior High School Curriculum in the Philippines, USA, and Japan

states that the Philippines is the last country in Asia to have a 10- year basic

education and pre university program. And after the Enhanced Basic Education

Act or “Republic Act 10533” was passed on May, 2013 it made the 10 year basic

education into 13 years. (Sarmiento, 2016)

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 Senior High School is the last level of basic education program in the

Philippines. The SHS curriculum in the Philippines have at least four tracks

(academics, tech-voc, sports, arts & design) and it have at least ten strands.

The K to 12 Basic Education program aims to provide “sufficient time for

mastery of concepts and skills, develop lifelong learners,” and prepare graduates

for tertiary education, middle-level skills development, employment and

entrepreneurship. Surely, the successful implementation of this law should define

the greatest contribution and achievement of President Aquino’s administration to

Philippine basic education. (Orale, 2016)

The Implementation of the 11th Grade Senior High School Program

Academic Track in Science Technology Education Center (STEC): An

Action Plan stated that This study is anchored on the Republic Act 10533 also

known as “Enhanced K-12 Basic Education,” The idea is derived from the

concept of Washington Accord which prescribes 12 years basic education as an

entry to recognition of engineering professionals and the Bologna Accord which

requires 12 years of education for university admission and practice of profession

in European countries (Department of Education (2010). SemeoInnotech (2010)

explained that the implementation of K12 curriculum in the Philippines is

supported by the 1987 Philippine Constitution which stated that, “The State shall

establish, maintain, and support a complete, adequate, and integrated system of

education relevant to the needs of the people and the society.” Such mandate

gives justice to the basic rights of every Filipino child: the right to quality

education and the right to a quality life (Acar, 2017).

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 International Journal of Social Sciences stated that in the Philippines,

The K-12 curriculum started in school year (2012-2013) and was concretized

through Republic Act 10533 in the year 2013. Despite of the good intentions of

this curriculum, it has faced many controversies from the public and critics.

Among these are the shortages of school equipment and learning materials;

absence of concrete scientific evaluation of the program’s efficiency and

effectiveness after its pilot year; hasty implementation and poor dissemination;

absence of academic conferences and seminar-workshops to fully understand the

new curriculum, and lack of resources and misery of subject (Umil, 2017).

Moreover, the changing landscapes and the education 4.0 add up to the challenges

faced by the present curriculum.

The goal of implementing K-12 Basic Education Program is to create a

functional basic system that will produce productive and responsible citizens

equipped with the essential learning and employment. This is in line with the

agenda of the President Aquino of having quality education as a long term

solution to poverty (DepEd, 2010).

Review of Related Studies

According to Jesus Mateo, Undersecretary for Governance, Operations

and Planning of DepEd, "Although the first batch of Senior High School (Grades

11 and 12) students are not set to graduate until 2018, schools that piloted the

program have observed that their alumni were able to land jobs shortly after

graduating”. This shows that the K-12 program is showing signs of success and

after a few years might become permanently a part of the learning process.

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Despite being just implemented a few years back the K-12 program is proving to

be effective and being accepted by the parents and students around the country.

This means that someday the confusions might go and finally become clear for all

that the curriculum is a necessity.

According to PBEd chair Ramon del Rosario Jr "There's a conscious

effort, I guess, to sell the idea that you really don't need college degrees for many

jobs. So I guess that's the way industry is trying to participate, because it's very

important that in the long run, people do realize and accept the reality that the

graduates of K to 12 are in fact ready for some of the kinds of work that are

available in our economy," since some companies are still hesitant, this is one of

the priorities of CHED, because becoming employable after graduating Senior

High School is one of the promises or goals of the program. But if this doesn’t

work, the program’s other main goal is to prepare students for higher education to

pursue other things not business related.

According to Anabel D. Intal, the K-12 implementation was one of the

keys to our country’s continued development. But this sparked some problems at

first, Junior High Schools that do not offer a course that students prefer so they

have to find a different school to pursue their desired course. But through the

years, the number of high schools that also provide Senior High School has gone

up, due to the low cost of enrolling, more and more are willing to enroll.

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 Conceptual Framework

Independent Variable Dependent Variable

Source / Causes of
Misconception

Misled Acts

Misconceptions of

Incoming Senior High

School Students

Figure 1
Conceptual Paradigm of the Study
This figure shows the conceptual paradigm of the study. The independent

variable is the misconceptions, the wrong beliefs that are common to people or

the lack of knowledge. The dependent variable which is misled acts, these types

of acts are the acts only made without caution and proper guidance. The lack of

knowledge for the Senior High School program causes these acts that causes even

more problem for the students, parents, teachers, and schools alike.

Misconceptions are those beliefs, which are not accepted scientifically. The 20%

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of the interviewees were not familiar with notion of “misconceptions” and

subsequently they were unable to define misconceptions. Most of the teachers

(80%) gave the definition of misconceptions. But, those definitions were not

much clear.

Hypothesis of the Study

1. Most of the students think that the K-12 program is just a waste of time,

money, and effort.

2. Such misconceptions are caused by nonscientific beliefs and

misunderstandings of the people.

3. Having not enough orientations that serves as an eye opener to students

about k-12 curriculum causes unpreparedness and leads to misconceptions

about the curriculum due to lack of knowledge

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 CHAPTER III

METHODS OF RESEARCH

The methods and techniques used in conducting this research were presented to

show the systematic way of solving the research problem. Moreover, the

population and sample of the study were presented in tables, the research

instruments; data collection procedure, data processing and statistical treatment

utilized were also discussed.

Methods and Techniques of the Study

Quantitative method is a systematic process in which numerical data are used to

obtain information about the research. This method is used to describe variables,

to examine relationship among the variables, and to determine the cause and

effect interactions between the variables.

Descriptive research is a research method used to describe systematically

and accurately the facts and characteristics of a given population or area of

interest. This method includes proper analyses, interpretation, comparisons,

identification of trends and relationships.

This study describes the misconceptions that most students encounter when they

enter the Senior High School level, by using the descriptive research method we

can easily understand and point out the main reasons of the problem. This method

also allows us to accumulate findings on all forms of data.

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Sample of the Study

The researchers will take 100 respondents from private and public schools within

Plaridel, Bulacan. The respondents can either be male or female from the 10 th

grade. The 100 students are the respondents used to identify the misconceptions

among the incoming Senior High School students. The researchers will use

purposive sampling for selecting specific respondents for this research.

Research Instrument

The researchers used the Survey Questionnaire method as the research instrument

in getting the results from this study.

Survey Questionnaire. The researchers will conduct a survey to all the 100

students from private and public schools within Plaridel, Bulacan which the

following questions are the specific problems within the K-12 curriculum

program. This survey will be a big help for the researchers to identify the

misconceptions of the incoming Senior High School students about the DepEd’s

K-12 curriculum requirements.

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Data Analysis

1. Percentage. The researcher will use percentage in identifying the

percentage of students who responded to the given items in the
questionnaire correctly and to identify the percentage of students who got
the wrong answers. This will also help the researchers to determine the
frequency of the students’ responses to the questionnaire. To get the
percentage of the number of students. The researchers used the formula:

n
P= x 100 %
p
Where P = the percentage of the respondents

n = number of students

p = population

2. Arithmetic Mean. The researchers will use the arithmetic mean to

measure central tendency of the grades attained by the students and to

acquire the average of all the Incoming Senior High School. To get the

arithmetic mean researchers use this formula:

x=
∑x
n

Where x = Arithmetic Mean/Average

∑x = the sum of the Scores

n = the class size or number of Respondents

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3. Point Scale. The researchers will also use point scale to determine the

points that corresponds with the students answer in the survey

questionnaire. This will help the researchers to get the specific value of

the gathered answers from the survey. The point will be rated based on the

following scale:

Range Interpretation

4.01- 4.99 Strongly Agree

3.01- 3.99 Agree

2.01 - 2.99 Moderately Agree

1.01 – 1.99 Disagree

0.01 – 0.99 Strongly Disagree

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 CHAPTER IV

DATA ANALYSIS

This chapter presents, analyzes and interprets the data will be gathered to

draw out important and relevant information and shows the results and discussion

of the study.

SFAMS; 24%
DFDJNHS; 26%

BHS; 24%
JILCS; 26%

SFAMS BHS JILCS DFDJNHS

Figure 2

Distribution of Respondents

This figure shows the distribution of respondents in this study. The study

Used 50 respondents and used 2 private and 2 public schools around Plaridel,

Bulacan. The researchers distributed equal amounts of questionnaires per school

to avoid having biased results.

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 Table 1. Mean score for Positive Opinion in Curriculum

Statement n Score V.I. Mean V.I.

1.I think my 50 2.4 Moderately

schedule will only Agree
be the same when
I am in Senior
High School

2. I think that the 50 3.26 Agree

Senior High
School can help
me prepare for
college

3. I think that all 50 2.26 Moderately 2.53 Moderately

schools offer all Agree Agree
the academic
tracks

4. I think that the 50 2.2 Moderately

grading system in Agree
Senior High
School is the same
as junior high
school

The table 1 shows the scores given by the respondents for positive opinions in

curriculum. In the first statement. Out of 50 respondents, 4 gave a score of 1, 23

gave a score of 2, 22 gave a score of 3, and 1 gave a score of 4. The overall mean

is 2.4 and is verbally interpreted as Moderately Agree. For the second statement,

2 gave a score of 1, 3 gave a score of 2, 25 gave a score of 3, and 20 gave a score

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of 4. The overall mean is 3.26 and is verbally interpreted as Agree. For the third

one, 11 gave a score of 1, 19 gave a score of 2, 16 gave a score of 3, and 4 gave a

score of 4. The overall mean is 2.26 and is verbally interpreted as Moderately

Agree. For the last statement, 2 gave a score of 1, 37 gave a score of 2, 10 gave a

score of 3, and 1 gave a score of 4. The overall mean is 2.2 and is verbally

interpreted as Moderately Agree. The overall mean of table 1 is 2.53 and is

verbally interpreted as Moderately Agree

Based from the answers on statement 1. The respondents Moderately

Agree on the statement “I think my schedule will only be the same when I am in

Senior High School” because they think that the subject don’t change in one

academic year. Based from the answers on statement 2. The respondents Agree on

the statement “I think that the Senior High School can help me prepare for

college” because there are subjects that serves as a basic in a specific career path

in college. Based on the answers on statement 3. The respondents Moderately

Agree on the statement “I think that all schools offer all the academic tracks”

because almost all the ad about a certain school that states that this specific school

has almost the academic track. Based on the answer on statement 4. The

respondents Moderately Agree in the statement “I think that the grading system in

Senior High School is the same as junior high school” because senior high is just

an addition to high school they think that it also has the same system.

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 Table 2. Mean score for Negative Opinions in Curriculum

Statement n Score V.I Mean V.I.

1. I think stem is the

hardest strand of 50 2.66 Moderately
them all Agree

2.I think Senior High

School curriculum 50 3.12 Agree
has so much
activities

3. K-12 is a waste of 50 2.04 Moderately

time Agree
4.Enrolling on 50 1.96 Disagree
Senior High School
is just a waste of
money 3.03 Agree
5. I think K-12 is 50 2.82 Moderately
very stressful Agree

6. I think Senior 50 2.52 Moderately

High School has less Agree
sporty activities
because it focuses on
academics

The table 2 shows the scores given by the respondents for the negative

opinions in curriculum. In the first statement. Out of 50 respondents, 1 gave a

score of 1, 23 gave a score of 2, 18 gave a score of 3, and 8 gave a score of 4. The

overall mean is 2.66 and is verbally interpreted as Moderately Agree. For the

second statement, none gave a score of 1, 2 gave a score of 2, 40 gave a score of

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3, and 8 gave a score of 4. The overall mean is 3.12 and is verbally interpreted as

Agree. For the third statement, 13 gave a score of 1, 27 gave a score of 2, 5 gave a

score of 3, and 5 gave a score of 5. The overall mean is 2.04 and is verbally

interpreted as Moderately Agree. For the fourth statement, 16 gave a score of 1,

23 gave a score of 2, 8 gave a score of 3, and 3 gave a score of 4. The overall

mean is 1.96 and is verbally interpreted as Disagree. For the fifth statement. 2

gave a score of 1, 9 gave a score of 2, 35 gave a score of 3, and 4 gave a score of

4. The overall mean is 2.82 and is verbally interpreted as Moderately Agree. For

the last statement, 5 gave a score of 1, 18 gave a score of 2, 23 gave a score of 3,

and 4 gave a score of 4. The overall mean is 2.52 and is verbally interpreted as

Moderately Agree. The overall mean of table 2 is 3.03 and it is verbally

interpreted as Agree.

Based from the answers, the respondents Moderately Agree to the first

statement “I think STEM is the hardest strand of them all”. They think it is the

hardest strand because it has so many activities and doesn’t only focus on one

category. The respondents Agree to the second statement “I think Senior High

School curriculum has so much activities” because Senior High School is a

program that requires students a lot of participations. The respondents Moderately

Agree to the third statement “K-12 is a waste of time” because they think that

they if there is no senior high they will already be in college. The respondents

Disagree to the forth statement. ”Enrolling on Senior High School is just a waste

of money” because the respondents know that senior high is going to be useful for

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them and for their future. The respondents Moderately Agree on the fifth

statement “I think K-12 is very stressful” because there are a lot of requirements

in senior high like the thesis and work immersion. The respondents Moderately

Agree on the last statement “I think Senior High School has less sporty activities

because it focuses on academics” because there is a specific track for sport in

senior high.

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 Table 3. Mean score for Positive Opinions in Requirements

Statement n Score V.I. Mean V.I.

1. I think thesis
subject is really easy 50 1.82 Disagree

2. I think that the

subject are the same 50 2.4 Moderately Agree
in the first and
second semester

3. I think that I can 2.26 Moderately

make a thesis even 50 1.8 Disagree Agree
on my own

4. I think that the

work immersion is an 50 3.04 Agree
experience of my
chosen field of work

5. I think that
modeling is a part of 50 2.22 Moderately Agree
senior high in every
school

The table 3 shows the scores given by the respondents for the positive

opinions in requirements. In the first statement. Out of 50 respondents, 16 gave a

score of 1, 28 gave a score of 2, 5 gave a score of 3, and 1 gave a score of 4. The

overall mean is 1.82 and is verbally interpreted as Disagree. For second

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statement, 4 gave a score of 1, 27 gave a score of 2, 14 gave a score of 3, and 5

gave a score of 4. The overall mean is 2.4 and is verbally interpreted as

Moderately Agree. For the third statement, 20 gave a score of 1, 21 gave a score

of 2, 8 gave a score of 3, and 1 gave a score of 4. The overall mean is 1.8 and is

verbally interpreted as Disagree. For the forth statement, 1 gave a score of 1, 4

gave a score of 2, 37 gave a score 3, and 8 gave a score of 4. The overall mean is

3.04 and is verbally interpreted as Agree. For the last statement, 3 gave a score of

1, 33 gave a score of 2, 14 gave a score of 3, and none gave 4. The overall mean

is 2.22 and is verbally interpreted as Moderately Agree. The overall mean of table

3 is 2.26 and its verbal interpretation is Moderately Agree.

Based from the data in table 3. The respondents Disagree to the first

statement “I think thesis subject is really easy” because they still lack the

knowledge and orientation about it. The respondents Moderately Agree on the

second statement “I think that the subjects are the same in the first and second

semester” because they know that first and second semester are two different

stage of senior high. The respondents Disagree on the third statement “I think that

I can make a thesis even on my own” because they know that thesis is a hard

subject and that it requires a lot of effort and time. The respondents Agree to the

fourth statement “I think that the work immersion is an experience of my chosen

field of work” because they know that work immersion is an activity that prepare

them for their chosen career path. The respondents Moderately Agree on the last

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statement “I think that modeling is a part of senior high in every school” because

they know that in senior high you won’t just learn you will also develop yourself.

Table 4. Mean score of Negative Opinions in Requirements

Statement n Score V.I. Mean V.I.

1. The senior high 50 2.94 Moderately

activities are more on Agree
performance

2. I think Senior High 50 2.76 Moderately

School is more on Agree
written works based

3. I think there would 50 2.78 Moderately

still be books on Senior Agree
High School

4. I think work 50 1.86 Disagree 2.78 Moderately

immersion is not Agree
important

5. I think Senior High 50 3 Agree

School is more on
research than academics

6. I think Senior High 50 2.76 Moderately

School has more Agree
extracurricular activities

7. I think written works 50 2.9 Moderately

in Senior High School Agree
are hard

8. I think Senior High 50 3.22 Agree

School is full of
reporting and interview

9. The test examination 50 2.82 Moderately

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 is much more difficult Agree
in Senior High School
level

The table 4 shows the scores given by the respondents for the negative

opinions in requirements. In the first statement. Out of 50 respondents. 1 gave a

score of 1, 9 gave a score of 2, 32 gave a score of 3, and 8 gave a score of 4. The

overall mean is 2.94 and is verbally interpreted as Moderately Agree. For the

second statement, none gave a score of 1, 17 gave a score of 2, 28 gave a score of

3, and 5 gave a score of 4. The overall mean is 2.76 and is verbally interpreted as

Moderately Agree. For the third statement, 1 gave a score of 1, 16 gave a score of

2, 26 gave a score of 3, and 7 gave a score of 4. The overall mean is 2.79 and is

verbally interpreted as Moderately Agree. For the forth statement, 15 gave a score

of 1, 28 gave a score of 2, 3 gave a score of 3, and 3 gave a score of 4. The overall

mean is 1.86 and is verbally interpreted as Disagree. For the fifth statement, none

gave a score of 1, 9 gave a score 2, 32 gave a score of 3, and 9 gave a score of 4.

The overall mean is 3 and is verbally interpreted as Agree. For the sixth

statement, 1 gave a score of 1, 15 gave a score of 2, 29 gave a score of 3, and 5

gave a score of 4. The overall mean is 2.76 and is verbally interpreted as

Moderately Agree. For the seventh statement, none gave a score of 1, 9 gave a

score of 2, 37 gave a score of 3, and 4 gave a score of 4. The overall mean is 2.9

and is verbally interpreted as Moderately Agree. For the eighth statement, 2 gave

a score of 1, 1 gave a score of 2, 31 gave a score of 3, and 16 gave a score of 4.

The overall mean is 3.22 and is verbally interpreted as Agree. And for the last

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statement, 1 gave a score of 1, 14 gave a score of 2, 28 gave a score of 3 and 7

gave a score of 4. The overall mean is 2.82 and is verbally interpreted as

Moderately Agree. The overall mean of table 4 is 2.78 and its verbal

interpretation is Moderately Agree.

Based from the data in table 4. The respondents Moderately Agree on the

first statement “The senior high activities are more on performance” because they

already know that senior high requires much more participation. The respondents

Moderately Agree on the second statement “I think Senior High School is more

on written works based” because the respondents are used to being written work

based in their junior high school. The respondents Moderately Agree on the third

statement “I think there would still be books on Senior High School” because

Senior High School is still also part of high school. The respondents Disagree on

the fourth statement “I think work immersion is not important” because they

know that it is a useful experience for their chosen career path. The respondents

Agree to the fifth statement “I think Senior High School is more on research than

academics” so that they will be ready and be prepared in college’s future

researchers. The respondents Moderately Agree on the sixth statement “I think

Senior High School has more extracurricular activities” because to expand their

experience and enhance their skills especially their confidence. The respondents

Moderately Agree on the seventh statement “I think written works in Senior High

School are hard” because the Senior High School is the same level as college. The

respondents Agree on the eight statement “I think Senior High School is full of

reporting and interview” because Senior High School focuses on enhancing the

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ability and confidence of an individual. The respondents Moderately Agree on the

ninth statement “The test examination is much more difficult in Senior High

School level” because the format of the tests examinations in Senior High School

are different and the lessons are much more difficult. The negative opinions in

requirements resulted with an overall mean of 2.78 which has a verbal

interpretation of moderately agree, The respondents agreed that the requirements

in Senior High School are difficult.

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 Sources of Misconceptions
35 33
31
30 28

25
20 21
20 19

15

10
5
5

0
er rs nt
s
nt
s ia ch rs
th he de de ed ar he
r/
F a ac u u M es
e Ot
Te st st l
he w S ci a Re
ot l lo SH So
M Fe

Figure 3

Figure 3 shows the total scores of the different sources of misconceptions.

Based on the figure above, SHS students with a total of 33, teachers with a total

of 31, and parents with a total of 28 comprised the highest source. While research

with a total of 21, fellow students with a total of 20, and social media with a total

of 19 comprised the lowest source

Based on the results of the figure above, Senior High School is one of the

highest source of misconceptions. Most students gather information from Senior

High School students because they are the ones who experience the life in senior

high. They know all of the performances/activities and all of the different things

that are required in senior high. And maybe because of the friends of the Junior

High School that are from Senior High School. The teachers are the second

highest source because some of the teachers also teach in Senior High School,

which means that they also know the difficulty in senior high based on the lessons

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that they teach and the requirements that they give to the students. Parents are the

third highest source because they believe that senior high is just like college. They

think that all the requirements including the schedule are the same, they also

gather such information with other parents that have a child who are in senior

high level. Research which resulted with a total of 21 is one of the lowest source

because there aren't much students who research the senior high curriculum and

requirements. Fellow students is the second lowest source because they are not

well informed about it and they still do not experience being in Senior High

School. And social media with a total of 19 is the lowest source because there are

just a few posts that are related in senior high. and social media are more on

pictures and status of the people.

This explains that the common misconceptions of the grade 10 students about

the k-12 program were from the past senior high school students. They believe

that the source that they have gathered and received were all true and factual

because it is from the people who experienced the program. This will be clearly

explained by one of our theories which is the Constructivism theory that can be

seen in the chapter 2, where it explains that humans learn from their experiences.

This directly shows how the Grade 10 students believe the senior high school

students more than the other choices. It is because they know that the senior high

school students have already experienced senior high school.

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 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATION

This chapter will show the summary of the study, the conclusion of the

results that have been studied by the researchers and recommendations that

researchers could give about the study.

Summary of Findings

The misconceptions of Incoming Senior High Students about the K-12

curriculum.

Based on the findings, most of the respondents only moderately agree

about the questions for the statement of the problem number 1. This means that

the knowledge of the incoming senior high school students about the K-12

curriculum is very vivid.

The misconceptions about the Requirements.

Based on the findings, there were no misconceptions among the students

about the senior high school requirements. They are well aware of the school

activities, thesis and work immersions that are required to do in this level.

The causes of the misconceptions of Incoming Senior High Students.

Based on the result of the findings, it is true that the causes of

misconceptions are mainly from the senior high school students. This concludes

that the common misconceptions of the incoming senior high school students

about the k-12 program were from the past senior high school students. They

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believe that the source is all true because it is from the people who experienced

the program.

Conclusion of the Study

Researchers therefore conclude that Most of the students think that the K-12

program is just a waste of time, money, and effort.

 Researchers conclude that most of the students think that the K-12

program is just a waste of time, money, and effort, is false.

 Researchers conclude that such misconceptions are caused by

nonscientific beliefs and misunderstandings of the people, is true.

 Researchers conclude that having not enough orientations that serves as an

eye opener to students about k-12 curriculum causes unpreparedness and

leads to misconceptions about the curriculum due to lack of knowledge, is

true.

Recommendation of the Study

1. Researchers recommend that future researcher to conduct this research not

only on 10th grade students but also in another grade level such as the 9 th

grade.

2. Researchers would recommend that upcoming Senior High School

students use this thesis as a guide for Senior High School to avoid

misconceptions.

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3. Researchers recommend that future researchers use this study as a

reference for future studies and researches.

4. Researchers would recommend that future researchers find a way to

prevents such misconceptions.