CHAPTER I

INTRODUCTION

Background and It’s Scope

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 to 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.

Philippine 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 (Magsino,2009). These were experienced by the elementary and

secondary teachers, especially the public schools. Some of these changes were

manifested in curriculum programs and activities, which include the use of

different approaches and teaching strategies such as the Cooperative Learning

strategy, the Four Pronged Approach, UBD in the secondary level and the

change of the time allotment in the teaching of different subject areas, and lately

the inclusions of the use of both English and the Mother Tongue as the medium
 2

of instruction, of which was included the Double Exposure in Mathematics. This

program was included in the implementation of the Mother Tongue-Based

Multilingual Education (MTB-MLE). Recently, 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 (Hardy,2010).

K-12 Education Plan was published on October 5, 2010, Dep Ed

Discussion Paper (2010). This is part of President Benigno “Noy Noy Aquino III’s

Educational Reform Program. The P-Noy Administration believes that adding

more years 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 kindergarten two more years and one more year on both

primary and secondary levels plus kindergarten. Thus, the opinion and reaction

of the public are divided. Among the main issues that relate to the K-12 program

are the financial capacity of parents, the number of schools and classrooms, the

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

Though, DepEd also stated that the government will basically shoulder most of

the education cost (Retrieved May 2013 from: http://cianeko.hubpages.com).

 3

The enhanced K-12 Basic Education Program is said to be an answer to

the country’s educational reform. This matter is being discussed anywhere by

educators and stuns anyone who hears this new proposal. School administrators

are even bothered on new things to be considered for the program’s

implementation.

In Iligan City, particularly in the schools where several studies were

conducted, there were issues encountered and concerns to be attended by

teachers and school heads along the implementation of K to 12 Program. The

researcher themselves felt the need to reconcile both positive and negative

issues hurled at most by the students, the parents and even by other teachers.

This situation prompted the researcher to conduct a study relative to these issues

and concerns on the implementation of K to 12 which is now a law signed by the

ex- President Aquino (Hardy,2010).

For five years now, K to 12 was implemented as well the spiral

progression approach in science in Junior High School. The significance of this

study is that it will help the Department of Education improve the curriculum as

well as measure the teachers capabilities, skills and teaching strategies inside

and outside the classroom. Moreover, it will also measure the teacher’s

professional reading and development activity such as seminars, conferences,

etc. In addition, it will measure also the preparedness of the science teachers in

teaching earth science, biology, chemistry, physics, environmental and resource

 4

issues and scientific methods and inquiry skills. This research will serve as an

evaluation for the on-going K-12 curriculum.

Statement of the Problem

This study aims to answer the following questions:

1. What is the demographic profile and professional development

activities of the respondents in terms of?

a. Age

b. Gender

c. Educational attainment

d. Employment Status

e. Training's attended (seminars, conferences, workshops)

f. Number of years in teaching

g. Teaching Load

h. Class size

i. Insights on the availability of teaching materials and facilities

2. What are the teacher’s sources of information about the K-12 program?

3. What is the teacher's reaction about the implementation of K-12 program?

4. What is the teacher's perception about the implementation of K-12

program?
 5

5. What are the perceived problems of the teachers regarding the

implementation of K-12 program in teaching science curriculum?

6. Is there a significant relationship between the respondent’s demographic

profile and the teacher’s sources of information?

7. Is there a significant relationship between the respondent’s demographic

profile and their reaction on K-12 program implementation?

8. Is there a significant relationship between the demographic profile and

teacher’s perception on the K-12 implementation?

9. Is there a significant relationship between the demographic profile and

their perceived problems regarding the implementation of K-12 program in

science curriculum?

Research hypothesis

H01: There is no significant relationship between the demographic profile of the

respondents and the teacher’s source of information about K-12 curriculum.

H02; There is no significant relationship between the demographic profile and

teacher’s reaction on the K-12 implementation.

H03: There is no significant relationship between the demographic profile and

teacher’s perception on the K-12 implementation in terms of personal and

student welfare.

H04: There is no significant relationship between the demographic profile and

teacher’s perceived problems regarding on the K-12 implementation.

 6

Below is the conceptual framework that serves as a flow for the research.

Figure 1 Conceptual Framework

Significance of the study

To the Teachers: This study is a significant endeavour by knowing the difficulties

of the Junior High School students in learning lessons under the K-12 curriculum.

It will help the teachers in improving their teaching strategies by means of

knowing the level of understanding of the students. This implies that the lower

years will be taught thoroughly and the gap of understanding will be filled in.

Moreover, it enables the teacher to assess himself/herself on what are the

approaches he/she is using and how often he/she uses such approach. It will

also help the science teachers assess their students for instance, how important
 7

for them to remember formulas and procedures, understand science concepts,

principles and strategies, be able to think creatively, understand how science is

used in the real world and to be able to provide reasons to support their

conclusions. It will measure also the preparedness of the science teachers in

teaching earth science, biology, chemistry, physics, environmental and resource

issues and scientific methods and inquiry skills.

To the Department of Education: This study will help the DepEd improve the

curriculum as well as measure the teachers’ capabilities, skills and teaching

strategies inside and outside the classroom. Moreover, it will also measure the

teachers’ professional reading and development activities such as seminars,

conferences, etc.

To the Learners: This study will help the learners to express their feelings and

understanding towards K-12 curriculum.

To the Administrators: The challenges of the science teachers and school will

be addressed.

To the Curriculum Developers: This study will serve as an assessment of the

implementation of the K-12 curriculum

To the Parents: This will make the parents aware of the spiral progression

approach their child experiences.

Scope and Limitation

 8

This study was limited to science teachers only in public high schools of

Iligan City specifically in Dalipuga National High School, Kiwalan National High

School, Iligan East National High School, Iligan West National High School, Iligan

City National High School, Tomas Cabili National High School and Suarez

National High School for the school year 2017-2018.

Operational Definition of Terms

To facilitate the readers’ understanding of the contents of this study, the

researcher included the operational and conceptual definition of the following

terms:

Administration and Management. This variable as used in this study,

pertains to the modification of the functions of the school heads as an effect of

the change from the old to the new curriculum.

Curriculum adjustment. In this study, the term refers to the new set of

activities and trends integrated in the implementation of the K to 12 program.

Implementation of K to 12 Program. In this study, the term applies only

to the selected public high schools in Iligan CIty.

Instructional Materials. This signifies the new set of teaching materials

and aids directed to attain the goals of the K to 12 Curriculum Program.

 9

Issues and Concerns. The term covers only the items enumerated in the

research instrument as perceived by the respondents of the study. Majority of the

items include ideas that reflect the predicaments of the parents for the additional

burden in terms of time and financial expenses to be incurred for the additional

two years of basic education from 10 to 12 years.

K to 12 Program. As defined by Cruz (2010), refers to the most recently

implemented basic education curriculum signed into a law by the incumbent

President Benigno Aquino III through Republic Act 10533. The Filipino students

are required to undergo one year in Kindergarten, six years in primary school,

four years in junior high school and two years in senior high school. In this study,

the term applies to the curriculum that is being studied.

School Plant and Facilities. It suggests school buildings, furniture and

fixtures, along with the tools and equipment in them to cope with the demands of

the K to 12 Curriculum Program.

School Readiness . As applied in this study, signifies the capability of the

schools to provide better facilities, school buildings, tools, equipment and

instructional materials and aids.

Teacher Readiness. As used in this research, the term implies the

competencies of the teachers to cope with the needs and demands of the K to 12

Curriculum Program.
 10

Teaching Competencies. It denotes knowledge, skills, and attitude of

teachers in the use of different teaching strategies, instructional materials and in

managing the classroom for better and more effective pupils’ learning.

Teaching Strategies. This signifies changes in the use of teaching

strategies to adapt to the requirements of the new curriculum, K to 12.

 11

CHAPTER II

REVIEW OR RELATED LITERATURE

This chapter represents the review of related literature and studies

regarding about the topic. Teacher’s Evaluation on K-12 Curriculum. It presents

surveys and writing of recognized experts, both of which have significant bearing

or relation to the problem under investigation. It is basically intended as a

resource material wherein different related studies and references have been

reviewed and compiled to supplement and add information by the researcher.

Local Literature

The Philippine Online Chronicles (2011) cited in one of its articles that K-

12 has been met with criticism from youth and student groups, teachers, parents

and the academic community. The DepEd, for its part, appears determined to

enact the program with its proposed budget catering mostly to preparing the

grounds for its eventual implementation. The article also stressed that it is

arguably one of the most drastic and controversial programs of the Aquino

administration.

In the same article, the DepEd argues that the K-12 program will be the

solution to yearly basic education woes and the deteriorating quality of education.

Critics, however, counteract that the education crisis needs to be addressed

 12

more fundamentally and adding more school years would only exacerbate the

situation (Bauzon, 2006).

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

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

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

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

that a student would still need an average of P20,000 per school year to cover

transportation, food, school supplies and other schooling expenses. Also, based

on the latest Family Income and Expenditure Survey, families prioritize spending

for food and other basic needs over their children’s school needs. Two more

years for basic education would inevitably translate to higher dropout rate

(Talledo, 2011).

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

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

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

Results of the TIMSS (Trends in International Mathematics and Science Study),

however, negate the connection of the number of years to the performance of

students. According to results of the TIMSS, the length of schooling does not

necessarily mean better scores. In fact, some countries with the same or shorter

school cycle garnered the highest scores while those implementing the K-12

model or more years of schooling got lower scores (Talledo, 2011).

 13

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

Interestingly, countries whose students got high scores in the TIMSS were the

ones whose governments allotted high public spending for education. Despite

nominal increases in the total education budget, the government has been

spending less per capita on education. The real spending per capita per day

dropped to P6.85 in 2009. From 2001 to 2009, education’s portion in the national

budget has steadily decreased. This pales in comparison to neighboring

countries – Malaysia, 7.4 percent and Thailand, 4 percent. It is also lower than

the four percent average for all countries that were included in the World

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

counterparts in public expenditure on education as a percentage of total public

spending (Talledo, 2011).

According to Anakbayan spokesperson Charisse Banez, “Even if you

combine the Department of Education (DepEd) and State College Universities

(SUCs) budgets, it will only equal to three percent of the GDP, a far cry from the

six percent Gross Domestic Product (GDFP) amount advocated by the United

Nations.” Former Education secretary Mona Valisno stated in a separated study

that DepEd needs at least P100 billion to fully address the shortage of 93,599

classrooms and 134,400 seats and P63 million for textbooks and scholarships.

Proponents of the program allude to the experience of St. Mary’s Sagada – a

school implementing K-12 that has been topping the National Achievement Test

in Mountain Province. However, aside from the K-12, the school also has a 1:20
 14

teacher to student ratio and is not suffering any sort of shortage in faculty or

facilities. Fourth, the K-12 will open doors for more jobs for the youth, even

without a college diploma. DepEd says that a K-12 program will improve the

chances for youth employment as it is aimed to improve technical-vocational

skills through focusing on arts, aquaculture and agriculture, among others. The

K-12, it further states, will ensure that students graduating at the age of 18 will

have jobs, thus making them “employable” even without a college degree.

However, critics are quick to note that the Philippines, that has a predominantly

young population, also has the highest overall unemployment rate in East Asia

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

highest youth unemployment rate. Young Filipino workers are twice as likely to

be unemployed than those in older age groups as they figure in the annual

average of at least 300,000 new graduates that add up to the labor force. The

Department of Labor and Employment (DOLE) reported in 2008 that 50 percent

of the unemployed 2.7 million nationwide were aged 15 to 24. Of these, 461,000

or 35 percent had college degrees while about 700,000 unemployed youth either

finished high school or at least reached undergraduate levels. Therefore, the

persistent high unemployment rates may not be necessarily linked with the

present 10-year cycle but instead with the country’s existing economic system

and the government’s job generation policies (Ruvirosa, 2013).

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

abroad. In the present 10-year cycle, the DepEd argues, the quality of education
 15

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

of work or entrepreneurship or higher education.” What the K-12 program aims to

achieve, therefore, is to reinforce cheap semi-skilled labor for the global market.

With young workers, mostly semi-skilled and unskilled workers now making up

an estimated 10.7 percent of the total Filipino labor migrant population, it comes

as no surprise then that the government is now programming its youth to

servicing needs of the global market. Labor migration, however, has resulted in

the brain drain of Filipino skilled workers and professionals. Ironically, while the

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

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

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

labor under the guise of providing employment. While proponents and advocates

hail the K-12 model as the “saving grace” of youth unemployment, critics argue

that it will only aggravate the country’s dependence on labor export and the

inflow of remittances that do not necessarily contribute to substantive and

sustainable nation-building.

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

basic education program affects the human development of Filipino students.

Ultimately, regardless of whichever “model”, what the youth and country direly

needs is for the development and establishment of an education system that

caters to the needs of the Filipino youth and the society in general The article

concluded that the crisis of the Philippine education system, in all levels, is
 16

stemmed not on the superficial, in this case the number of schooling years, but

rather on the conditions and foundation on which it subsists. Unless the

government addresses in earnest poor public spending, high costs of schooling,

the predominance of a colonial curriculum, lack of transparency and

accountability amid widespread corruption within the sector and the development

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

remain on the surface (Madamba, 2011).

According to (Santos, 2011), the Republic Act 10533 signed by the

incumbent President Benigno Aquino III aims to restructure basic education in

the country by requiring Filipino students to undergo one year in Kindergarten,

six years in primary school, four years in junior high school and two years in

senior high school. Present during the signing were House Speaker Feliciano

Belmonte Jr., Education chief Bro. Armin Luistro, and senators and House

members who authored the legislation. The legislation also provides for a

mother-tongue, multi-lingual approach to instruction to facilitate the early learning

process of students. Teachers will be required to use a region’s mother tongue

as medium of instruction from Grades 1 to 3.

Some groups, such as the progressive youth group Anakbayan, however

expressed concerns on the signing of the K to 12, saying the additional two years

in basic education may just worsen the country's educational woes.

 17

Vencer Crisostomo, Anakbayan national chairperson, said the newly

signed law will bring additional burden to parents and students who do not have

funds for school expenses, which may further lead to higher drop-out rates. “The

K-12, unlike what Aquino is promising, is not a solution to education and

employment woes. Instead, it will further worsen and deepen the problems,”. He

likewise said that the K to 12 program will also mean the government's

"abandonment of tertiary education," since students who finish the program may

already choose to work instead of going to college. “The K-12 aims to create

cheaper, more ‘exploitable’ labor. The program is to make sure more ‘semi-

skilled’ youths enter the labor force as early as 18 years old, which will make the

unemployment problem worse,”( Press Release, May 3, 2013).

Luistro, for his part, said the K to 12 program will not bring additional costs

to Filipino parents and students, since the government will fund public schools for

the two more years in basic education. He added that his agency is currently

coordinating with the Commission on Higher Education (CHED) to discuss the

possibility of shortening college education in the country once the K to 12

program goes on full implementation in 2016. Luistro also said that the K to 12

program will not discourage students from pursuing tertiary education (Press

Release, May 3, 2013).

Meanwhile, during the Nov. 10 episode of “Pagtuki”, Dinampo ( 2012),

head of the Curriculum and Learning Management Division of Department of

 18

Education in Central Visayas (DepEd-7), said that some elementary and

secondary teachers have already underwent divisional, regional and national

trainings for the K to 12 program. The school administrators who have

undergone trainings will share their knowledge to fellow teachers in their division.

In the K to12 program as cited by (Madamba, 2011), the DepEd official

further stated, teachers are provided guides aligned to the new system. But

teachers can modify these modules to fit the needs of their students. She also

mentioned that consultations were made with the local government units and

non-government organizations on the K to 12. The education expert also pointed

out that providing quality education cannot be done by schools alone, but

partnership is a must. She further stressed that the goal of the K to 12 is

communicative competence. However, further researches and studies are

needed to address certain problems in the new education system. According to

her also, another important task along with the introduction of K-12 is to

capacitate the teachers to become efficient in the delivery of the lessons.

In his MINI CRITIQUE column that appears in The Philippine Star,

October 14, 2010, Isagani Cruz summarized the pros and cons on the K-12

debate. The PROS included the following: enhancing the quality of basic

education in the Philippines is urgent and critical; the poor quality of basic

education is reflected in the low achievement scores of Filipino students, one

reason of which is inadequate instructional time; international test results

 19

consistently show Filipino students lagging way behind practically everybody else

in the world; the congested curriculum partly explains the present state of

education since 12 years of education were crammed into 10 years; this quality

of education is reflected in the inadequate preparation of high school graduates

for the world of work or entrepreneurship or higher education; most high school

graduates are too young to enter the labor force; the current (now previous)

system also reinforces the misperception that basic education is just a

preparatory step for higher education; the short duration of the basic education

program also puts the millions of OFW’s, especially the professionals, and those

who intend to study abroad, at a disadvantage; and the short basic education

program affects the human development of the Filipino children (Santos, 2011).

On the other hand, the CONS are as follow: parents have to shell out

more money for the education of their children; the government does not have

the money to pay for two more years of free education, since it does not even

have the money to fully support 10 years in terms of classrooms, furniture and

equipment, qualified teachers and error-free textbooks; we can do in 10 years

what everyone else in the world takes 12 years to do, as sustained by the

acceptance of Filipinos in prestigious graduate schools even with only ten years

basic education; as far as the curriculum is concerned, DepEd should fix the

current (now previous) subjects instead of adding new ones since the problem is

the content and not the length of basic education reflecting the concept that we

need better instead of more education; a high school diploma will not get
 20

anybody anywhere, because business firms will not hire fresh high school

graduates; every family dreams of having a child graduate from college; while

students are stuck in Grades 11 and 12, colleges and universities will have no

freshmen for two years thus a financial disaster for many private higher

education institutions; and the drop-out rate will increase because of the two

extra years (http://www.philstar.com retrieved April 2017).

An excerpt from (http://cianeko.hubpages.com retrieved April 2017 )stated

the following: The implementation of the K- 12 education plan in the Philippine

Basic Education Curriculum is the key to our nation’s development. Though the

government will face many problems in the long run of the implementation of the

program, there really is a need to implement it because the enhancement of the

quality of our education is very urgent and critical. Implementation of K to 12

enables students to get sufficient instructional time to do subject- related tasks

which makes them more prepared and well- trained on that subject area. With

the new curriculum, senior high school students can choose a field that they are

good at and that they are interested in. As a result, they will be equipped with the

skills needed for a specific job even without a college degree. At the age of 18,

the age when they graduate from high school, they will be employable and

competitive already. Finally, with K- 12, Filipino graduates will be automatically

recognized as professionals abroad because we are following the International

Education Standard as practiced by all nations. There will be no need to study

again and spend more money in order to qualify to their standards. With this,
 21

Filipino professionals who aspire to work abroad will not find a hard time in

getting jobs in line with their chosen field and will be able to help their families

more in the Philippines as well as the country’s economy with their remittances,

property buying, and creation of businesses. Meanwhile, an excerpt from

http://www.mindanews.com, retrieved August 2017 verified the launching of a

partnership between Australia and the Philippines aimed to raise the quality of

education in the Philippines by investing in research to support the

implementation of the Department of Education’s (DepEd) Kindergarten to 12

Program. Australian Ambassador to the Philippines Bill Tweddell, Department of

Education Secretary Bro. Armin Luistro, and Commission on Higher Education

Commissioner Dr Cynthia Bautista led the opening of the Assessment

Curriculum and Technology Research Centre (ACTRC), a partnership of the

University of the Philippines’ (UP) College of Education and the University of

Melbourne’s Assessment Research Centre

Villafania (2012) averred that the implementation of K to 12 was also

marked with many challenges, particularly in terms of infrastructure as many

schools have not yet completed repairs. In fact, the Department of Education

(DepEd) said that it still needs additional 50,000 classrooms and about 1.3

million chairs. Some schools also lack enough teachers especially in high school

to accommodate the extra load of students entering Grade 7 this year. DepEd

also stressed that it needs an additional 74,000 teachers. On the other hand, the

DepEd has already implemented a number of training programs for teachers. For
 22

the new Grade 1 curriculum, DepEd has trained over 3,000 people composed of

1,545 Grade 7 trainers and 1,478 elementary trainers, who will comprise the

national core of trainers on the K+12 curriculum. In addition, the education

agency also finished a training program for some 73,655 Grade 1 teachers and

70,227 Grade 7 teachers from public schools who will teach the initial K+12

curriculum. Educational reform in the Philippines, if we may call it that, is being

primarily driven by an effort to meet standards of education in the global world –

where our graduates with only ten years of elementary education, no matter the

quality of their knowledge through their engineering and nursing degrees, were

disadvantaged. That is why both public and private schools in the Philippines, the

latter through the leadership of the Coordinating Council of Private Educational

Association (COCOPEA) – already embarked on the K-12 reform, even though

this is still in the process of being legislated. The global world with its unforgiving

agenda won’t let us wait. That is also why there has been much discussion,

sometimes passionate debate, about quality assurance. The outcomes of our

schools and Higher Education Institutions (HEIs) must be quality outcomes. And

so our Commission on Higher Education has proposed its Outcomes and

Typology Based Quality Assurance (OTBQA) Proposal. Implementing urgent

reforms in collaboration with national government, however, should not allow us

to forget fundamental mission-commitments we have to transformative education

(Tabora, 2012).
 23

The government’s K-12 program is a much-needed change for the

country’s education system. Through this program, people may expect better-

trained citizens who could be competitive with the knowledge and skills of people

trained abroad (De los Santos, 2012). Before the Implementation of the K-12

program began, the Philippines is one of the very few countries remaining that

provide only ten years of basic education, six years in elementary and four years

secondary. This short period makes it difficult for Filipinos to be competitive with

countries like Japan or Korea, that have at least 12 years of basic education

under their belt. In most cases, the extra years spent in basic education should

enable students to tackle subjects like mathematics and science in more details,

instead of the rushed manner used in the old education system.

People can also expect that the new K-12 system will produce graduates

who are more prepared for college education. The program is expected to

provide a clear view of which career they would take. This may lead to less drop-

outs, and more chances of success in graduating from whatever course they

choose. The K-12 system is not without its critics. Some people say that it is not

the number of years that should be increased, but the quality of instruction that

the students receive. In a way, adding a few years to basic education can still

provide the quality that students need. Now on its first year of implementation,

the K-12 program is not without challenges, but it is an endeavor worth pursuing

if we truly intend to improve the Philippine education system. By investing more

time and resources in our education, we can expect our graduates to become
 24

competitive in the global business arena, and bring more success that would

contribute towards building our nation (De los Santos, 2012).

DepEd Order No. 74, which supplants the 35-year-old BEP, takes effect in

preschool education on June 2010. Asserting that “the lessons and findings of

various local initiatives and international studies in basic education have

validated the superiority of the use of the learner’s mother tongue or first

language in improving learning outcomes and promoting Education for All,” Order

No. 74 institutionalizes Mother Tongue-Based MLE—that is, the use of more than

two languages for literacy and instruction—as a fundamental policy and program

in the whole stretch of formal education, including preschool.Under this

framework, the learner’s first language (L1) will be used as the primary medium

of instruction from preschool to at least Grade 3, and as the main vehicle to teach

understanding and mastery of all subject areas like Math, Science, Makabayan,

and language subjects like Filipino and English. Moreover, the mother tongue as

a subject and as a language of teaching and learning will be introduced in Grade

1 for conceptual understanding, while additional languages such as Filipino,

English, and other local or foreign languages are to be introduced as separate

subjects no earlier than Grade 2.

Nolasco (in mothertongue@yahoo.com, 2012) cited 21 reasons why

Filipino children learn better while using their Mother Tongue. These include the

following excerpts from his primer. Multilingual Education (MLE) is the use
 25

of more than two languages for literacy and instruction. It starts from where the

learners are, and from what they already know. This means learning to read and

write in their first language or L1, and also teaching subjects like mathematics,

science, health and social studies in the L1. The first language or L1 is defined

by United Nations Educational, Scientidfic and Cultural Organization (UNESCO)

as the language that a person (a) has learned first; (b) identifies with or is

identified as a native speaker of by others; (c) knows best; or (d) uses most. Any

language which is not an L1 is a second language (L2) or a third language (L3) in

this primer. What the constitution is to a state, the curriculum is to an educational

institution. The issues, problems and prospects of an educational institution are

intimately intertwined with those of the curriculum. In fact, the curriculum can be

viewed as the very heart of all educational systems. Thus, curriculum decisions

are essentially crucial to the tasks involved in education (Bauzon, 2006).

Cabrera (2011) stated that school principals are the primary shapers of

school culture because they connect on a daily basis with other teachers, their

students, and with parents. The diverse perspectives on instructional practices

gained from students and parents provide teachers with rich, ongoing feedback.

No school can improve unless it has a culture that supports improvement,

collaboration, and a shared vision for what it wants to achieve. An evaluation

system that focuses on collaboration among teachers and principals, reflective

practices among teachers, and students’ learning will have a positive effect upon

a school’s culture. The following citations excerpted from

 26

mothertongue@yahoo.com (2012) relates with the some of the features of K to

12 Curriculum Program. The important tasks in formulating a community-based

MLE program include the following: conducting preliminary research, mobilizing

resources and developing linkages, recruiting and training staff, developing a

writing system, developing curriculum and instructional materials, developing

literature, evaluating the program and documenting progress, and coordinating

the program.

Conducting preliminary research involves collecting information that will be

used to plan and implement the program, like language attitudes and uses in the

community, the community’s goals, needs and problems, and resources for the

program. Mobilizing resources and developing linkages involves encouraging a

sense of ownership for the program among the stakeholders and encouraging

people to work together to support the program. Recruiting and training staff

involves identifying the people that will be needed for the program, identifying the

qualifications they will need, recruiting them and providing initial and on-going

training for them. Developing a writing system involves identifying the symbols

that will form the writing system, or adapting an existing one, which is acceptable

to the majority of stakeholders and which promotes ongoing reading and writing

in the language.Developing curriculum and instructional materials involves

identifying the teaching methods that will be used, developing teacher’s guides,

and planning the content of the lessons in the local languages. Developing

literature involves writing, illustrating, editing, testing, producing and distributing a

 27

variety of graded materials in the local language that are interesting to the

readers. Evaluating the program and documenting progress involves assessing

the program and the learners’ progress regularly to find out if the program is

serving the needs of the community and if you are achieving the program’s

objectives. It also involves keeping records of the planning and implementing

process and of the learner’s progress. Coordinating the program involves

obtaining and allocating funds, keeping records, writing reports, and ensuring

that staff care is supervised and supported.

Local Studies

In his study, Tullao (2007) indicated that there is a need to upgrade

human resources through various forms of investment in human capital in order

to reap the benefits of an expanded global trade in services,. This upgrading

process is intended not only to protect Filipino professionals from foreign

competition but more importantly to build a strong human resource infrastructure

in the light of a globalized trading environment. Specifically, the readiness to

compete internationally should be viewed in terms of the ability of local

professionals to meet the standards and human resource requirements of foreign

as well as domestic companies.

On the other hand, Vergara (2013) cited that teachers are one of the key

elements in any school and effective teaching is one of the key propellers for

school improvement. This review is concerned with how to define a teacher’s

 28

effectiveness and what makes an effective teacher. It draws out implications for

policymakers in education and for improving classroom practice.

Furthermore, the study of Valencia (2007) suggested that in order for

schools and universities to cope with new innovations, they should keep at pace

with the tempo of societal changes and technological progress. The schools of

today should participate in the educational and social revolution. Thus, the

curriculum in Philippine schools today has to be geared to the rapid societal

changes and the new responsibilities for the new breed of Filipinos. The three

most important sectors of society that give direct input to the improvement of the

curriculum are the academe (institutions), the government, and the industries

(both public and private companies).

In PASCN Discussion Paper, Tullao ( 2000, retrieved, May

2013),emphasized different perfectives/ views on the readiness of professionals

to compete internationally - First, the facility of Filipinos to work abroad and

compete with foreign professionals with similar skills and competence. Second,

the ability of professionals to compete with foreign professionals entering the

local economy. The third perspective is focused on the ability of professionals to

meet the standards and human resource requirements of foreign enterprises as

well as domestic companies in their use of various services.

The first and second views are premised on the need to improve human

resources in order to prepare Filipino professionals for foreign competition here

 29

and abroad within a liberalized global market for services. The third perspective,

on the other hand, prepares professionals as an investment in human capital as

part of expanding the infrastructure of the economy. Such preparation will have

the effect of making local professionals competitive here and abroad plus making

the Philippines an attractive site for foreign investment because of the quality of

professional services. In effect the country does not prepare its professionals

merely to protect them from foreign competition but more so to build a strong

human resource infrastructure.

Maligaya (2007) conducted a study on co-curricular activities in

Mathematics V and VI as complement to the Mathematics curricular program for

improving achievement. Certainly, students gained experiences from

participating in co-curricular activities. Hence, it was found out that in order to

improve students’ performance in co-curricular activities, holding or conducting

contests and competitions in Mathematics must be fully exercised. Furthermore,

it was concluded that implementing co-curricular in Mathematics helps enhance

students’ learning. The study recommended that school heads and teachers

must help one another to equip their students learning in co-curricular activities

and other related undertakings that will help improve their performance.

Dinglasan (2007) found out the effectiveness of a variety of methodologies

in teaching Mathematics in two Science High Schools in the Division of Lipa City.

These methods include the inductive, deductive, discussion, discovery and

 30

integrated. In support to these findings, the use of printed and audio-visual

materials was also effective, but that of community resources was only

moderately effective. Corollary to these findings was the very satisfactory

performance of the students as reflected in their quizzes, recitation, assignment,

periodical test and projects. Hence, a highly significant relationship was revealed

between the effectiveness of teaching methodologies and the students’ academic

performance reflected in their grades. The same study concluded that the use of

teaching methods is complemented by that of instructional materials, but also

dependent on the nature of the learners, the teacher’s personal and professional

qualities and the classroom climate. The study of Famatigan (2009) revealed a

highly significant relationship between the effectiveness of theory-based

instructional strategies and its effects on the students’ academic performance

based on the increase in their grade point average, as reflected by computed

multiple r value of 0.969, r square of 0.939, adjusted r square of 0.929, standard

error of 0.901, all of which exceeded the critical r value of 0.834 at 0.01 level of

significance, based on six degrees of freedom. Based on the findings, an

instructional model of theory-based instructional strategies adapted to the needs,

interests and abilities of the students was designed.

Valencia (2007) concluded in her study that the students of Canossa

Schools in Region IV A revealed a satisfactory performance in Mathematics

based on the mean results of placement, pre and post tests. There was an

improvement from the pre-test to post test. The standard deviations indicate a
 31

close dispersal of the individual scores, particularly from the pre-test to post test.

She accounted this finding to the teachers’ skills and competencies in the use of

various teaching strategies and instructional materials. She concluded further

that there is a highly significant association between academic performance and

the teacher’s use of various teaching strategies and instructional materials.

The study of Cortiguerra (2011) found out a highly significant relationship

between the extent by which values were integrated in the teaching of

Mathematics in the primary level and the extent of effectiveness of theory-based

instructional methods/strategies, as evidenced by a computed r square value of

0.6336 which exceeded 0.6226, the critical r value at 0.01 level of significance

based on 14 degrees of freedom.

Katigbak (2011) concluded that the use of teaching methods is generally

effective in teaching, but its effectiveness depends much on the nature of the

learners, the difficulty of the lesson, the availability and adequacy of instructional

materials, the teacher’s professional qualities and the classroom climate. While

instructional materials facilitate, accelerate and make learning experiences more

concrete, meaningful and enjoyable, the students’ level of performance is still

affected by the effectiveness of the teacher and the teaching methods. It is

measured through varied teacher-made tests.

 32

In Valenzuela’s study (2011) the enhancement of the teaching of

Mathematics was triggered by the use of different teaching strategies and

instructional materials suited to the capability level of the Grade Two students.

She concluded that variation in the use of both teaching strategies and

instructional materials motivates students, maximizes their class participation and

improves their academic performance. Further, she suggested the use of more

innovative strategies and technological tools as that of using a computer in the

presentation of lessons to strengthen the students’ awareness of the wonders of

modern technology.

The study of Cabrera (2011) dwelt on the importance of training for

teacher’s professional growth and development, which in turn, enhances

instruction. More specifically, her study found out that school based training

conducted by the DepEd contributed much in the teachers’ development of

further competencies which they may use in their performance of instructional

functions.

In terms of training for teacher’s professional development, the same

researcher cited the following tips designed to make training sessions more

successful: Experienced, enthusiastic mentors make excellent trainers. Consider

bringing experienced mentors together in a “mentor panel” to share their

experiences with the trainees and stimulate discussion. To keep the program

interesting, trainers should not lecture at length but should use a variety of
 33

learning techniques such as role playing, slides and films, and training manuals.

The training sessions should help the new mentors enhance their skills, as well

as learn new ones. During the practice sessions, new mentors should receive

feedback on how they are doing. The training site should be pleasant, conducive

to learning, and centrally located; refreshments should be provided. At the end of

the sessions, the mentors should complete a course evaluation form. This will

help the program evaluate the training process and determine ways in which it

could be improved.

Synthesis

The researchers would like to know the teachers' evaluation on K to 12

Program. Moreover, the researchers would also like to know the demographic

profile of the respondents as well as their professional development activities. In

addition to that, the researchers would also like to know the respondents' sources

of information about K to 12 program, reaction, perception as well as the

perceived problems. Furthermore, the researchers would also like to know if

there is a significant relationship between the respondents' demographic profile

and their sources of information; demographic profile and teacher’s reaction on

the K-12 implementation; demographic profile and teacher’s perception on the K-

12 implementation in terms of personal and student welfare; demographic profile

and teacher’s perceived problems regarding on the K-12 implementation. On the

other hand, the result for this research would be the basis for improving the
 34

curriculum.

In the K to12 program as cited by (Madamba, 2011), the DepEd official

further stated, teachers are provided guides aligned to the new system. But

teachers can modify these modules to fit the needs of their students. She also

mentioned that consultations were made with the local government units and

non-government organizations on the K to 12. The education expert also pointed

out that providing quality education cannot be done by schools alone, but

partnership is a must. She further stressed that the goal of the K to 12 is

communicative competence. However, further researches and studies are

needed to address certain problems in the new education system. According to

her also, another important task along with the introduction of K-12 is to

capacitate the teachers to become efficient in the delivery of the lessons.

The teachers' evaluation could be measured by the research instrument:

questionnaire. The result then be analyzed using SPSS in terms of percentage,

frequency, mean and pearson correlation.

 35

CHAPTER III

RESEARCH METHODOLOGY

This chapter describes the methodology of research study, supervision of

interviewers, and data analysis techniques, including collection of data, study

design, sampling frame, research instruments and statistical treatment.

Research Design

This study used a descriptive - correlation type of research. The goal of

these designs was to get a picture of the current thoughts, feelings, or behaviors

in a given group of people. Moreover, correlation is a statistical measure of a

relationship between two or more variables, gives an indication of how one

variable may predict another. The descriptive techniques discussed above permit

a statement, in the form of correlations, about that relationship. Furthermore,

Likert Scale was also used in is a psychometric scale commonly involved in

research that employs questionnaires. It is the most widely used approach to

scaling responses in survey research. A Likert item was simply a statement that

the respondent was asked to evaluate by giving it a quantitative value on any

kind of subjective or objective dimension, with level of agreement/disagreement

being the dimension most commonly used. Well-designed Likert items exhibit

both "symmetry" and "balance". Symmetry means that they contain equal

numbers of positive and negative positions whose respective distances apart are

bilaterally symmetric about the "neutral"/zero value (whether or not that value is
 36

presented as a candidate). Balance means that to the distance between each

candidate value is the same, allowing for quantitative comparisons such as

averaging to be valid across items containing more than two candidate values.

Often five ordered response levels are used, although many psychometricians

advocate using seven or nine levels; an empirical study found that items with five

or seven levels may produce slightly higher mean scores relative to the highest

possible attainable score, compared to those produced from the use of 10 levels,

and this difference was statistically significant.

Subject of the Study

The respondents were composed of 50 teachers from different schools of

Iligan City namely: Dalipuga Nationanal High School; Kiwalan Annex National

High School; Sta. Felomina National High School; Santiago National High

School, Iligan City National High School; Tomas Cabili National High School and;

Suarez National High School. The researchers purposively selected the science

teachers among these schools to answer the research instrument.

 37

Research Locale

Figure 2 Map of Iligan City

The research locale of the study is located in Iligan CIty. The respondent

schools of the study were, Dalipuga National High School, Kiwalan National High

School, Iligan City East National Hgh School, Iligan City West National High

School, Iligan City National High School, Suarez National High School.
 38

Data Gathering Procedure

The researchers wrote a letter to the School Division's Superintendent

(Appendix A) to ask permission to conduct the study in selected high schools in

Iligan City. Moreover, the researchers also wrote a letter to the school head

(Appendix B) in the respected schools. Upon the approval of the superintendent

and principal, the researchers conducted and selected the science teachers

(Appendix C) of each school to answer the questionnaire prepared by the

researchers.

To ensure accuracy of the data, the researchers personally conducted the

collection of data to the respondents. This is to ensure a high retrieval rate of the

questionnaire.

Research Instrument

This study generated data from the following instruments: a questionnaire to

gather data for teachers' evaluation on the implementation of the K to 12 program

in Iligan City. The questionnaire (Appendix D) has 2 parts. The first part is the

demographic profile of the respondents and the second part was the K-12 related

questions. The questionnaire is composed of questions that will enable the

teacher to assess himself/herself what are the approaches he/she is using and

how often he/she uses such approach. Furthermore, it will also help the science

teachers assess their students for instance, how important for them to remember

formulas and procedures, understand science concepts, principles and

strategies, be able to think creatively, understand how science is used in the real
 39

world and to be able to provide reasons to support their conclusions. The

questionnaire was adapted from the study of Ramos, 2017 about Readiness that

was conducted in selected places in Luzon, Philippines.

Statistical Treatment

Four statistical tools were used in this study, namely: percentage,

frequency, mean and pearson product moment correlation-coefficient. The

researchers analysed the data using Statistical Package for Social Science or

SPSS.

1. The percentage was used to determine proportion and distribution of the

respondents in each of the items considered in their profile.

2. Frequency was used to determine the profile of the respondents in terms of

age, gender, educational attainment, trainings attended, number of years in

teaching, teaching loads, class size, insights on the availability of teaching

materials and learning facilities.

3. Mean was used to determine the respondents’ perception regarding the

availability of the teaching and learning materials as well as the availability of the

learning facilities; the teacher’s sources of information about the K-12 program;

their reaction about the implementation of the K-12 program; the teacher's

perception about the implementation of K-12 program and the perceived

problems of the teachers regarding the implementation of K-12 program in

teaching science curriculum.

4. Pearson correlation coefficient was used to test if there is a significant

 40

relationship between the respondents’ demographic profile and the teacher’s

sources of information; between the the respondents’ demographic profile and

their Reaction about the Implementation of K-12 Program; between the

demographic profile and teacher’s perception on the K-12 implementation and

between the respondents’ demographic profile and their perceived problems

regarding the Implementation of K-12 Program in teaching Science Curriculum.

It likewise measured correlation which quantified the strength as well as the

direction of such relationships.

Data Analysis

The following scale was used in interpreting the average weighted mean.

a.

Weight Scale/ Range Description

1 1.00 - 1.49 Yes

2 1.50 - 2.00 No

This scale was used in describing the mean of respondents in terms of

available teaching and learning materials as well as available learning facilities.

b.

Weight Scale/Range Description

1 1.00-1.79 Very Low

2 1.80-2.59 Low
 41

3 2.60-3.39 Fair

4 3.40-4.19 High

5 4.20-5.00 Very High

This scale was used in describing the distribution of respondents'

perception on Teachers' Sources of Information about the K to 12 program. It was

also used in describing the respondents' Reaction and Perception both a.

personal and b. students' welfare about the Implementation and the Perceived

problems regarding the implementation of the K to 12 Program.

 42

CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents, analyzes, and interprets the collected data. Here,

the presentation of the various data is according to their respective arrangement

as what have been mentioned in the statement of the problem. Significant

implications then reinforced each tabular finding.

The table below shows the distribution of respondents in terms of

demographic profile.

Table 1.1 Distributions of Respondents in terms Demographic Profile

Demographic Profile Frequency Percentage (%)
Age Range
25-30 8 16
31-35 13 26
36-40 13 26
41-45 6 12
46-50 9 18
51-55 1 2
Total 50 100
Gender
Female 48 96
Male 2 4
Total 50 100
Educational Attainment
College Graduate 14 28
Post graduate Studies
21 42
(Ongoing)
Post Graduate Studies
15 30
(Graduated)
Total 50 100
Number of Seminars / Trainings Attended
1 Seminar 16 32.0
2 Seminars 18 36.0
3 Seminars 6 12.0
 43

(Table 1 Continued)
4 Seminars and more 10 20.0
Total 50 100.0
Number of Years in Teaching
0-5 4 8
6-10 12 24
11-15 20 40
16-20 9 18
21 up 5 10
Total 50 100
Teaching Loads
English 7 1 2
Math 7 2 4
Science 7 20 40
Science 8 27 54

Total 50 100
Class Size
less than 30 students 4 8
31-40 students 6 12
41-50 students 40 80
Total 50 100

From the gathered information, 8% of the respondents belongs to the age

range of 25-30, 13% of the respondents belongs to the age range of 31-35, 13%

of the respondents belongs to the age range of 36-40, 6% of the respondents

belongs to the age range of41-45, 9% belongs to the age range of 46-50 and 1 %

belongs to the age range of 51-55

During the data gathering, the researchers observed that the respondents

were mostly in their 30’s. As a whole, the respondents are in their middle age

period. This finding sustains the reliability of the information gathered from the

respondents, considering their age status. Further, the variation in the

 44

frequencies of the different ages is a strong indicator that the respondents were

varied. The relative age effect (RAE) has been described as the consequence of

differences in ages between individuals (Lacorte, 2014).

There were 2 male respondents and 48 female respondents. This implies

that most of the respondents were female. This is because more women finish

college than men in the Philippines. Courses with high female enrollment include

liberal arts, home economics, teaching and nursing said Licuanan. Men are

inclined toward the law, agriculture, engineering and natural science

(Quismondo, 2011).

The teachers’ profile in terms of educational attainment was that 28%

belongs to college graduate. 42% of the respondents' educational attainment

belongs to ongoing post graduate studies. 30% of the respondents' educational

attainment belongs to graduated in post graduate studies.

Most of the respondents were on their ongoing post graduate studies with

frequency of 21 over 50 respondents. Educational attainment is a strong

predictor of employment and earnings. For decades, school districts have

rewarded educators for earning advanced degrees with salary increase and/or

bonuses (Douglas,2013).

The profile of the teachers' number of seminars/trainings was that 32% of

the number of seminar/training(s) attended by the respondents belongs to 1

 45

seminar. 36% belongs to 2 seminars attended, 12% belongs to 3 seminars

attended and 20% belongs to 4 seminars or more training attended.

Most of the respondents were able to attend 2 seminars at least with a

frequency of 18 out of 50. Part of the preparations of the Department of

Education (DepEd) in the implementation of the K to 12 program is to train public

school teachers. However, teachers noted that trainings they have undergone

were rushed and not well thought of. France Castro, secretary general of the

Alliance of Concerned Teachers (ACT) said the time spent for teachers’ training

is not enough. “There are lots of new things for teachers to learn in order to

implement the new curriculum. One to two months training is not enough (Umil

and Viray, 2012).

It is the goal of the Department of Education that every teacher will

become not only efficient but also effective. It is in this mission that today, a lot of

trainings and seminars are being conducted to improve and develop the craft of

each mentor in school (Ruvirosa, 2013).

From the gathered information, 8% of the respondent’s number of years in

teaching belongs to the range of 0-5 years, 24% belongs to the range of 6-10

years, 40 % belongs to the range of 11-15 years, 18% belongs to the range of

16-20 years and 10% belongs to the range of 21 years and up.
 46

Most of the respondents belong to the range of 11-15 years in terms of

number of years in teaching with the frequency of 20 out of 50 respondents.

Experienced teachers have years of practice in the classroom. They know what

types of lessons work well, they know how to manage students, and they connect

with the individuals in their classes. Having experience in any field is highly

valued. The assumption is that if the teacher has been active in the profession for

that long, he/she knows what to do in most any situation. (Sibelle,2016)

From the gathered information, 6% of the respondents have other subject

aside from science which is English 7 and Math 7 with 2% and 4% respectively,

94% of the respondents were having science teaching loads specifically Science

7 and Science 8 with 40% and 54% respectively. Teachers have other subjects

aside from science to avoid being under load.

Under DepEd Memorandum 291,s.2008, public school teachers shall

render at most six hours of actual classroom teaching per day except when

undertaking academic activities done outside school premises such as

educational trips. The memorandum said public school teachers with less than

six hours of actual teaching load shall render additional hours of teaching-related

activities and duties to complete the six hours ( ABS-CBN News, 2008).

The profile of the teachers' in terms of class size was that 8% of the

respondents class size belongs to less than 30 students, 12% belongs to 31-40

students and 80% belongs to 41-50 students. This implies that most of the class
 47

size of the respondents ranges from 41-50 students with the frequency of 40 out

of 50.

The standard class for public schools in elementary and high schools is

clearly defined by Department of Education policies. However, in the Philippines

where the number of students far out-number the classroom available, the

scenario where 50 and even 60 students in some cases is not surprising (Sunga,

2016).

“The DepEd (Department of Education) has yet to resolve the large gap in

student-classroom ratio in public schools and yet it still wants to push through

with an additional two years [under K-12],” said PMAK convenor Obeth Montes in

a statement. “We seriously doubt that schools will be more conducive to learning

for our children in those two additional years” (Gamil, 2015).

The table below shows the distributions of respondents in terms of

available teaching and learning materials.

Table 1.2 Distributions of Respondents in terms of Available Teaching and

Learning Materials
Available Teaching and Learning
Yes No Mean Description
Materials
1. Module 40 10 1.20 Good
2. Textbook 40 10 1.20 Good
3. Teachers’ Manual 46 4 1.08 Good
4. Locally Produced 18 32 1.64 Poor
5. Pamphlets 1 49 1.98 Poor
6. Documents 12 38 1.76 Poor
7. Electronic resources (CD, DVD,
36 14 1.28 Good
Multimedia etc)
 48

(Table 1.2 Continued)

GRAND TOTAL 31 19 1.38 Good
Mean:
1.00-1.49 = Good
1.50-2.00 = Poor

As shown in table 1.2, the grand total of available teaching and learning

materials that the respondents availed was good. This implies that module,

textbook, teachers' manual, and electronic resources were often used and are

available in the classroom. However, locally produced, pamphlets and

documents were least available in the classroom. Student learning improves with

effective use of textbooks and teachers’ guides, therefore development,

distribution, and procurement plans are critical.(UNESC0,2008)

The study of Dinglasan (2007) also attributed the use of printed and audio

visual materials, along with different teaching strategies, as the factors for the

very satisfactory performance of the students as reflected in their quizzes,

recitation, assignment, periodical test and projects. Further, the study of Katigbak

(2011) cited that instructional materials facilitate, accelerate and make learning

experiences more concrete, meaningful and enjoyable.

The table in the preceding page shows the distributions of respondents in

terms of available learning facilities.

 49

Table 1.3 Distributions of Respondents in terms of Available Learning Facilities

Available Learning Facilities Yes No Mean Description
1. Library 23 27 1.54 Poor
2. Library Hubs 4 46 1.92 Poor
3. Arts 1 49 1.98 Poor
4. Science Laboratory 24 26 1.52 Poor
5. Sports 0 50 2.00 Poor
6. Music 0 50 2.00 Poor
7. Computer Laboratory 30 20 1.40 Good
GRAND TOTAL 3 47 1.94 Poor
Mean:
1.00-1.49 = Good
1.50-2.00 = Poor

In table 1.3, the grand total of the available learning facilities was

considered poor. This implies that library, library hubs, arts, science laboratory,

sports and music were least available. On the other hand, only computer

laboratory was considered good.

The unavailability of learning facilities is just one of the problems still

hounding the country’s new basic education program, K-12, in its implementation

(Legaspi, 2014). A growing body of research has found that school facilities can

have a profound impact on both teacher and student outcomes. With respect to

teachers, school facilities affect teacher recruitment, retention, commitment, and

effort. With respect to students, school facilities affect health, behavior,

engagement, learning, and growth in achievement. Thus, researchers generally

conclude that without adequate facilities and resources, it is extremely difficult to

serve large numbers of children with complex needs (Jeff, 2015).

 50

The table below shows the distributions of respondents’ perception on

teacher’s sources of information about the K-12 program.

Table 2.1 Distributions of Respondents’ Perception on Teacher’s Sources of

Information about the K-12 Program
5-Very 4-Much 3- 2- 1-Not at Total
Much True Moderatel Slightly All True
INDICATORS True y True True
f % f % F % f % f % f %

1. Television 25 50 10 20 8 16 5 10 2 4 50 100
2. Newspaper 9 18 16 32 1 30 9 18 1 2 50 100
and 5
Magazines
3. Books 18 36 9 18 9 18 4 8 10 20 50 100
4. Radio 8 16 9 18 1 36 1 26 2 4 50 100
8 3
5. Internet 26 52 11 22 5 10 3 6 5 10 50 100
6. PTA Meetings 14 28 8 16 1 26 8 16 7 14 50 100
3
7. Friends and 5 10 9 18 2 40 1 24 4 8 50 100
Relatives 0 2
8. Teachers and 17 34 20 40 4 8 1 2 8 16 50 100
School
Administrators
9. Orientation 16 32 14 28 9 18 6 12 5 10 50 100
Conferences
Mean : 3.68
Description : High
Standard Deviation : 1.019

Indicators such as Television was very much true with 50% with frequency

of 25 out of 50; News Papers and Magazines was much true with 32% and has a

frequency of 16 out of 50; Books was very much true with 36 % and a frequency

of 18 out of 50; Radio was moderately true with 36% and a frequency of 18 out of

50; Internet was very much true with 52% and a frequency of 26 out of 50; PTA

meetings was very much true with 28% and a frequency of 14 out of 50; Friends

and Relatives was moderately true with 40% and a frequency of 20 out of 50;
 51

Teachers and School administrators was much true with 40% and a frequency of

20 out of 50; and Orientation Conferences was very much true with 32% and a

frequency of 16 out of 50.

In addition, teachers sources of information about the K to 12 program had

a mean of 3.68 and a standard deviation of 1.019. This implies that most of the

teachers have high perceptions on their sources of information. In a design-

based research study examined changes in teacher perceptions after having

completed a systematic curriculum focused on k-12 online learning, the result

indicate that even in a jurisdiction where online learning has become a

graduation requirement, teachers often have many misconceptions about K-12

online learning (Barbour and Harrison,2016)

The table below shows the distributions of respondents’ reaction about the

implementation of the K-12 program.

Table 3.1 Distributions of Respondents’ Reaction about the Implementation of

` the K-12 Program
5-Very 4-Much 3- 2- 1-Not Total
RATIONALE Much True Moder Slightl at All
True ately y True True
True
f % f % f % f % f % f %
1. I am happy that the 3 6 10 20 15 30 4 8 18 36 50 100
implemented
curriculum will
decongest academic
workload.
2. Gives students more 0 0 19 38 7 14 12 24 12 24 50 100
time to master
competencies and
skills as well.
 52

(Table 3.1 Continued)

3. Enough time for other 0 0 11 22 25 50 10 20 4 8 50 100
learning opportunities
beyond the classroom.
4. Allows learning for a 3 6 19 38 13 26 12 24 3 6 50 100
more holistic
development
5. I do appreciate that 9 18 12 24 10 20 14 28 5 10 50 100
the graduates will
possess
competencies and
skills relevant to the
job market.
6. I understand that 9 18 10 20 18 36 7 14 6 12 50 100
graduates will prepare
for higher education.
7. Basic education will 10 20 8 16 18 36 14 28 0 0 50 100
ensure sufficient
mastery of the core
subjects to its
graduates such that
graduates may pursue
higher education if
they choose to.
8. Advantage for those 10 20 10 20 19 38 11 22 0 0 50 100
who intend to continue
studying abroad
because the
curriculum is almost
parallel with other
country’s curriculum.
9. Most graduates in 7 14 26 52 13 26 4 8 0 0 50 100
high school are too
young to enter the
labor force. Therefore,
I am happy that this K
– 12 program would
be productive and not
be vulnerable to
exploitative labor
practices.
 53

(Table 3.1 Continued)

10. The most basic 15 30 9 18 20 40 6 12 0 0 50 100
education program
affects the human
development of the
Pilipino children. The
implementation of K –
12 program will make
the graduates
prepared emotionally
for entrepreneurship
or employment or
higher education
disciplines.
Mean : 3.18

Description : Fair

Standard Deviation : 1.044

Based on the data presented, the teachers are happy the implemented

curriculum will decongest academic workload was not at all true with 36% and a

frequency of 18 out of 50. Gives students more time to master competencies and

skills as well was much true with 38% and a frequency of 19 out of 50. Enough

time for other learning opportunities beyond the classroom was moderately true

with 50% and a frequency of 25 out of 50. Allows learning for a more holistic

development was much true with 38% and a frequency of 19 out of 50. I do

appreciate that the graduates will possess competencies and skills relevant to

the job market was lightly true with 28% with a frequency of 14 out of 50. I

understand that graduates will prepare for higher education was moderately true

with 36% and a frequency of 18 out of 50. Basic education will ensure sufficient

mastery of the core subjects to its graduates such that graduates may pursue
 54

higher education if they choose to was moderately true with 36% and a

frequency of 18 out of 50. Advantage for those who intend to continue studying

abroad because the curriculum is almost parallel with other country’s curriculum

was moderately true with 38% and a frequency of 19 out of 50. Most graduates in

high school are too young to enter the labor force. Therefore, I am happy that this

K – 12 program would be productive and not be vulnerable to exploitative labor

practices was much true with 52% and a frequency of 26 out of 50. The most

basic education program affects the human development of the Pilipino children.

The implementation of K – 12 program will make the graduates prepared

emotionally for entrepreneurship or employment or higher education disciplines

was moderately true with 40% and a frequency of 20 out of 50.

Moreover, respondents’ reaction about the implementation of K to 12

program had a mean of 3.18 and standard deviation of 1.044. This implies that

teachers had fair reaction about the implementation of the K to 12 program. Only

the rich will benefit from it since poor families cannot really afford to have more

financial burden and thus it would only end up in a greater percentage of

dropouts. Bright students would become bored and indolent. However, it is good

for our country so that our educational standard will be at par with our Asian

neighbours and we can easily meet their demands (Balcanao, 2011).

K+12 is one way of improving the quality of education in our country,

especially now that we have an outdated curriculum compared to other

 55

successful countries (Santos, 2011). K to 12 Implementation is a response to

trade liberalization, the growing global market, international agreements such as

the Bologna and Washington Accords have kept countries focused on the

comparability of educational degrees. Filipino graduates need to develop a

competitive advantage over others in the ASEAN region and in the world.

Unfortunately, the ten-year basic education system handicaps overseas Filipino

professionals competing in the world market. ( Hawsnetph, 2016)

The table on the preceding page shows the respondents’ perception about

the implementation of K-12 Program in terms of personal perception.

Table 4.1a Distributions of Respondents’ Perception about the Implementation of

K-12 Program in terms of Personal Perception
5-Very 4-Much 3- 2- 1-Not Total
Much True Modera Slightly at All
A. PERSONAL True tely True True
True
f % f % f % f % f % f %

1. It is remarkable and I am 3 6 14 28 11 22 15 30 7 14 50 100

excited with the full
implementation of K – 12
program.
2. Just in time and appropriate. 0 0 17 17 13 26 17 34 3 6 50 100

3. Teachers are well informed 7 14 9 18 21 42 10 20 3 6 50 100

about the program and its
implementation since enough
information are given by the
institution
4. Additional burden in the part 7 14 7 14 24 48 4 8 8 16 50 100
of the teacher.
5. It will require additional 11 22 10 20 11 22 8 16 10 20 50 100
trainings for the teachers.
6. Difficult to implement due to 15 30 12 24 6 12 14 28 3 6 50 100
lack of materials, equipment
and facilities
 56

(Table 4.1a Continued)

Mean : 3.16
Description : Fair
Standard Deviation : 1.113

Based on the data presented, it is slightly true that the respondents are

excited with the full implementation of K-12 program and that it is just in time and

appropriate. It is moderately true that teachers are well informed about the

program and its implementation since enough information are given by the

institution but it is an additional burden for them. And that it requires additional

trainings. And it is very much true that it is difficult to implement due to lack of

materials, equipment and facilities.

Detractors of K+12 should compare graduates from public to private

schools. Even among private schools themselves, they will find considerable

differences. Students who took six years of high school are better prepared for

college, are more adept in math and the sciences, have better command of the

English language, among others. It’s the best investment parents can give their

children ( Young, 2011).

The table on the preceding page shows the distribution of respondents'

perception about the implementation of K to12 program in terms of student's

welfare perception.
 57

Table 4.1b Distributions of Respondents’ Perception about the Implementation of

K-12 Program in terms of Student’s Welfare Perception
B. Students' Welfare Perception 5-Very 4- 3- 2-Slightly 1-Not Total
Much Much Modera True at All
True True tely True
True
F % f % f % f % F % f %
1. It enhances knowledge and skills 3 6 21 42 19 38 7 14 0 0 50 100
of the students.

2. It boost the self-confidence of the 1 2 18 36 18 36 13 26 0 0 50 100

students.
3. It will help my students learn 5 10 14 28 25 50 6 12 0 0 50 100
skills which are relevant to have a
sustainable and decent life in the
future.
4. It gives hope to change the 4 8 15 30 13 26 17 34 0 0 50 100
economic status of the family.

4. It help my students to be molded 1 2 24 48 20 40 1 2 4 8 50 100

as a better person.
6.It is an enjoyable experience. 1 2 21 42 13 26 8 16 7 14 50 100

7. It gives students more time to 2 4 20 40 12 24 13 26 3 6 50 100

other learning opportunities beyond
the classroom.

8. Graduates will possess 2 4 21 42 17 34 10 20 0 0 50 100

competencies and skills relevant to
the job market.

9. Graduates will be prepared for 8 16 18 36 15 30 8 16 1 2 50 100

higher education.
10. It will prepare the students to be 5 10 19 38 20 40 6 12 0 0 50 100
more competent in ASEAN
Economic Community
st
11. It will equip graduates with 21 8 16 17 34 17 34 4 8 4 8 50 100
century skills to compete globally
and can be given recognition to
work abroad.
12. The government is in a hurry to 22 44 13 26 7 14 7 14 1 2 50 100
implement and yet the students
are not ready.
Mean : 3.44
Description : High
Standard Deviation : 1.042
 58

Based on the data presented, the curriculum enhances knowledge and

skills of the students were much true with 42 % and had a frequency of 21 out of

50. It boosts the self confidence of the students which were much true and

moderately true with 36% and had a frequency of 18 out of 50. It will help

students learn skills which are relevant to have a sustainable and decent life in

the future was moderately true with 50% and had frequency of 25 out of 50. It

gives hope to change the economic status of the family was slightly true with 34

% and a frequency of 17 out of 50. It helps students to be molded as a better

person was much true with 48% and a frequency of 24 out of 50. It is an

enjoyable experience was much true with 42% and a frequency of 21 out of 50. It

gives students more time to other learning opportunities beyond the classroom

was much true with 40 % and a frequency of 20 out of 50. Graduates will

possess competencies and skills relevant to the job market were much true with

42% and a frequency of 21 out of 50. Graduates will be prepared for higher

education was much true with 36% and a frequency of 18 out of 50. It will

prepare the students to be more competent in ASEAN Economic Community was

moderately true with 40% and a frequency of 20 out of 50. It will equip graduates

with 21st century skills to compete globally and can be given recognition to work

abroad were much true and moderately true with 34% and a frequency of 17 out

of 50. The government is in a hurry to implement and yet the students are not

ready was very much true with 44% and a frequency of 22 out of 50.

Moreover, teachers' perception involving student's welfare was considered

 59

high with a mean of 3.44 and a standard deviation of 1.042. Adding two years to

the basic education curriculum can further hone and produce a reinforced

educational foundation, which can prepare the students for more meticulous and

updated potentials for educational development (Madamba, 2011).

In addition, two more years in the basic education curriculum will make it

harder for the children of the poor to pursue their education, due to financial and

time constraints. Even 10 years’ BEC will suffice to improve our educational

output if qualified teachers are employed, with sufficient facilities, reliable

textbooks, equipment (like computers), and hard-up children are supported with

proper nutrition (Cruz, 2011).

The table below shows the distributions of respondents’ perceived

problems regarding the implementation of K-12 Program in teaching science

curriculum.

Table 5.1 Distributions of Respondents’ Perceived Problems regarding the

Implementation of K-12 Program in Teaching Science Curriculum
Problems 5-Very 4-Much 3- 2- 1-Not at Total
Much True Moderate Slightly All True
True ly True True
f % f % f % f % f % f %
5. It will prolong the years of stay of 14 28 18 36 5 10 8 16 5 10 50 100
the students in school.
6. Additional burden to the teachers 15 30 17 34 4 8 5 10 9 18 50 100
and students.
7. This will cause additional financial 16 32 20 40 6 12 3 6 5 10 50 100
problem.
8. It will deprive the other siblings to 13 26 17 34 4 8 13 26 3 6 50 100
study.
9. This will cause confusion to the 13 26 14 28 8 16 10 20 5 10 50 100
student what course to get.
 60

(Table 5.1 Continued)

10. There are lots of facilities lacking 20 40 18 36 8 16 2 4 2 4 50 100
like computer laboratory, library and
others;
11. There will be shortage of 16 32 13 26 8 16 8 16 5 10 50 100
classroom, teachers and non-
teaching personnel.

12.Additional dependency to 8 16 15 30 7 14 11 22 9 18 50 100

teachers.

13. Vague future. 6 12 17 34 11 22 9 18 7 14 50 100

14. It will detrail their plan of having 12 24 22 44 8 16 3 6 5 10 50 100

their children to work early to be able
to help them financially.
Mean : 3.66
Description : High
Standard Deviation : 1.287

Based on the data presented, prolonging the years of stay of the students

in school was much true with 36% and a frequency of 18 out of 50. Additional

burden to the teachers and students was much true with 34% and a frequency of

17 out of 50. This will cause additional financial problem was much true with

40% and a frequency of 20 out of 50. It will deprive the other siblings to study

was much true with 34% and a frequency of 17 out of 50. This will cause

confusion to the student what course to get was much true with 28% and a

frequency of 14 out of 50. There are lots of facilities lacking like computer

laboratory, library and others was very much true with 40% and a frequency of

20 out of 50. There will be shortage of classroom, teachers and non-teaching

personnel was very much true with 32% and a frequency of 16 out of 50.

Additional dependency to teachers was much true with 30% and a frequency of

15 out of 50. Vague future was much true with 34% and a frequency of 17 out of
 61

50. It will detrail their plan of having their children to work early to be able to help

them financially was much true with 44% and a frequency of 22 out of 50.

Moreover, teachers' perceived problems regarding the implementation of K

to 12 program was considered high with a mean of 3.66 and standard deviation

of 1.297. For reference see chapter 3. It’s going to be an additional burden to poor

parents. Better invest on upgrading the skills of mentors, good facilities and

equipment, coupled with decent pay and allowances to make a difference

(Alagano,2011).

It’s a waste of time and money. We don’t need two more years of basic

education, as children these days are mostly mature (Calmerin, 2011). If the

government can financially sustain the program without adding too much burden

on parents, it’s worth giving it a try (Talledo, 2011).

The table below shows the distribution of respondents' relationship

between the demographic profile (independent variable) and the teacher's

sources of information (dependent variable).

Table 6.1 Relationship between the Demographic Profile and the Teacher’s
Sources of Information
Pearson
VARIABLES Correlation p-value Interpretation
Coefficient
ns
Age 0.011 0.937 not significant
ns
Gender -0.138 0.341 not significant
Teacher’s Educational ns not significant
Sources of 0.139 0.337
Attainment
Information Number of not significant
ns
Seminars/Trainings 0.040 0.784
Attended
 62

(Table 6.1 Continued)

Number of Years in ns not significant
0.161 0.263
Teaching
ns
Teaching Load -0.137 0.344 not significant
ns
Class Size 0.083 0.566 not significant
Available Teaching Significant
and Learning -0.324 0.022*
Materials
Available Learning ns not significant
-0.247 0.084
Facilities
Legend: * - significant 0.05; ** - highly significant at 0.05; ns- not significant

Based on the data presented, since the p-value (2-tailed) is 0.022 which

is less than 0.05 level of significance, the null hypothesis is disconfirmed in favor

of the research hypothesis. This means that there is a significant relationship

between the availability of teaching and learning materials and the teachers

sources of information.

The process of teaching and learning largely depends on the available

teaching materials. Today there are a wide range of teaching aids which can be

audio, video, books, DVDs etc. Teaching aids are those materials that help the

teachers explain better knowledge and help the students understand. It is like the

picture of the lesson. It is especially important in lessons or topics that are

strange to the kids. There are many other tested teaching tools and resources

that have had a great impact in improving learning processes for students

(Toscany Academy, 2013)

The table in the preceding page assesses the relationship between the

demographic profile and the reaction about the implementation of K-12 Program

of the respondents.
 63

Table 7.1 Relationship between the Demographic Profile and their Reaction
about the Implementation of K-12 Program
Pearson
VARIABLES Correlation p-value Interpretation
Coefficient
ns
Age 0.060 0.680 not significant
ns
Gender -0.134 0.352 not significant
Educational highly significant
0.377 0.007**
Attainment
Number of not significant
ns
Seminars/Trainings 0.233 0.103
Reaction about Attended
the Number of Years in ns not significant
0.040 0.785
Implementation of Teaching
ns
K-12 Program Teaching Load -0.162 0.262 not significant
ns
Class Size -0.144 0.318 not significant
Available Teaching not significant
ns
and Learning -0.176 0.221
Materials
Available Learning ns not significant
-0.201 0.163
Facilities
Legend: * - significant 0.05; ** - highly significant at 0.05; ns -not significant

Based on the data presented, since the p-value (2-tailed) of the

educational attainment is 0.007 which is less than 0.05 level of significance, the

null hypothesis is disconfirmed in favor of the research hypothesis. This means

that there is a highly significant relationship between the respondents’

educational attainment and their reaction about the implementation of K-12

program. Getting a Master’s degree is an excellent way to enrich and advance

your teaching career. It establishes you as an expert teacher and increases your

job opportunities, as well as the benefits you receive once you have a job. But an

advanced teaching degree will also help your students in many ways, by

preparing you to be the best teacher you can be, and ensuring that your students

learn the most from you that they can ( Teach, 2017).
 64

The table below assesses the relationship between the demographic

profile and perception about the implementation of K-12 Program.

Table 8.1 Relationship between the Demographic Profile and their Perception
about the Implementation of K-12 Program
Pearson Interpretation
VARIABLES Correlation p-value
Coefficient
Age 0.044 0.763ns not significant
Gender -0.060 0.680ns not significant
Educational not significant
0.069 0.633ns
Attainment
Number of not significant
Seminars/Trainings -0.018 0.902ns
Perception
Attended
about the
Number of Years in not significant
Implementation 0.152 0.293ns
Teaching
of K-12
Teaching Load -0.017 0.906ns not significant
Program
Class Size -0.351 0.013* Significant
Available Teaching not significant
and Learning 0.052 0.718ns
Materials
Available Learning not significant
-0.173 0.231ns
Facilities
Legend: * - significant 0.05; ** - highly significant at 0.05; ns -not significant

Based on the data presented, since the p-value (2-tailed) of class size is

0.013 which is less than 0.05 level of significance, the null hypothesis is

disconfirmed in favor of the research hypothesis. This means that there is a

significant relationship between the class size and their perception about the

implementation of K-12 program.

Students in smaller classes perform better in all subjects and on all

assessments when compared to their peers in larger classes. In smaller classes

students tend to be as much as one to two months ahead in content knowledge,

 65

and they score higher on standardized assessments. It is worth noting, however,

that some studies analyze student assessment results in terms of individual

student performance and others in terms of class-wide aggregated performance,

which can obscure the differences in individual students’ performances (Monks

and Schmidt, 2010).

The table below assesses the relationship between the demographic

profile and personal perception about the implementation of K-12 Program.

Table 8.1a Relationship between the Demographic Profile and their Personal
Perception about the Implementation of K-12 Program
Pearson Interpretation
VARIABLES Correlation p-value
Coefficient
Age 0.011 0.941ns not significant
Gender -0.030 0.838ns not significant
Educational not significant
A. Personal 0.115 0.425ns
Attainment
Perception
Number of not significant
Seminars/Trainings 0.073 0.615ns
Attended
Number of Years in not significant
0.088 0.545ns
Teaching
Teaching Load -0.231 0.107ns not significant
highly
Class Size -0.385 0.006**
significant
Available Teaching not significant
and Learning -0.039 0.789ns
Materials
Available Learning Significant
-0.345 0.014*
Facilities
Legend: * - significant 0.05; ** - highly significant at 0.05; ns -not significant

Based on the data presented, since the p-value (2-tailed) of class size is

0.006 which is less than 0.05 level of significance, the null hypothesis is
 66

disconfirmed in favor of the research hypothesis. This means that there is a

highly significant relationship between the class size and their personal

perception about the implementation of K-12 program.

Also, since the p-value (2-tailed) of available learning facilities is 0.014

which is less than 0.05 level of significance, the null hypothesis is disconfirmed

in favor of the research hypothesis. This means that there is a significant

relationship between the available learning facilities and their personal perception

about the implementation of K-12 program.

Research and common sense suggest that teachers with smaller class

sizes have more time to spend with individual students, that they spend less time

managing student behaviour, and that they are thus able to implement

instructional methods that engage students in learning. Teachers, however, do

not necessarily change their teaching strategies when they have fewer students

in the classroom. Reductions in class size, therefore, need to be accompanied by

extensive professional development efforts so that teachers can improve their

effectiveness and thus capitalize on smaller class sizes (Johnson, 2011).

The table in the preceding page assesses the relationship between the

demographic profile and student’s welfare perception about the implementation

of K-12 Program.
 67

Table 8.1b Relationship between the Demographic Profile and the Student’s
Welfare Perception about the Implementation of K-12 Program
Pearson Interpretation
Correlatio
VARIABLES p-value
n
Coefficient
Age 0.080 0.580ns not significant
Gender -0.173 0.230ns not significant
Educational Attainment 0.070 0.627ns not significant
Number of not significant
Seminars/Trainings -0.044 0.761ns
Attended
B. Student’s
Number of Years in not significant
Welfare 0.176 0.221ns
Teaching
Perception
Teaching Load -0.020 0.890ns not significant
Class Size -0.276 0.052ns not significant
Available Teaching not significant
-0.019 0.895ns
and Learning Materials
Available Learning not significant
-0.168 0.243ns
Facilities
Legend: * - significant 0.05; ** - highly significant at 0.05; ns - not significant

Based on the data presented, since the p-value (2-tailed) of all the

demographic profiles exceed the 0.05, the null hypotheses is accepted.

Government schools need to be places where every student can learn and

grow with confidence. Students develop best in schools where teaching and

learning occur in a context of student welfare. Schools need to be safe and

happy places for students and their teachers. Student welfare is enhanced

when all members of the school community participate in the learning

programs and life of the school (Retrieved

from:https://education.nsw.gov.au/policy-library/policies/student-welfare-policy)
 68

The table below shows the relationship between the moderating variables

and the dependent variable.

Table 9.1 Relationship between the Demographic Profile and their Perceived
Problems regarding the Implementation of K-12 Program in Teaching
Science Curriculum
Pearson Interpretation
VARIABLES Correlation p-value
Coefficient
Age 0.100 0.491ns not significant
Gender -0.106 0.465ns not significant
Educational not significant
0.234 0.102ns
Attainment
Perceived
Number of not significant
Problems
Seminars/Trainings 0.249 0.081ns
regarding the
Attended
Implementation
Number of Years in not significant
of K-12 -0.078 0.588ns
Teaching
Program in
Teaching Load -0.038 0.793ns not significant
Teaching
Science Class Size -0.229 0.110ns not significant
Curriculum Available Teaching not significant
and Learning -0.114 0.429ns
Materials
Available Learning not significant
-0.067 0.642ns
Facilities
Legend: * - significant 0.05; ** - highly significant at 0.05; ns - not significant

Based on the data presented, since the p-value (2-tailed) are 0.491,

0.465, 0.102, 0.081, 0.588, 0.793, 0.110, 0.429 and 0.642 which are greater than

0.05 level of significance, the null hypothesis is confirmed. This means that there

is no significant relationship between the respondents’ profile and their perceived

problems regarding the Implementation of K-12 Program in teaching Science.

Despite the petitions having been filed at the Supreme Court to prevent

the implementation of K-12, teachers are certain that the new curriculum—which
 69

covers Kindergarten, six years of Primary Education, four years of Junior High

School, and two years of Senior High School—will enhance the quality of

education in the Philippines, and they are equally confident that they are

prepared for the pioneering batch of Senior High School students in June 2016

(Shahani, 2015).
 70

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary or the research work undertaken, the

conclusions drawn and the recommendations made based on the findings of the

study.

Summary of Findings

Based on the interpretation and results of the data, following findings are

shown:

1. Most of the respondents were around 36 years old which comprised of about

10% and 45 years old which comprised of about 8 % of the total. This shows that

the teachers here in Iligan City are varying from 36 to 45 years old.

2. The respondents surveyed were composed of 48 females and 2 males or 96

% and 4%, respectively. This implies that most of the respondents were female.

3. When it comes to educational attainment most of the respondents were on

their ongoing post graduate studies which is 42%. This implies that most of the

respondents are still doing their post graduate studies.

4. Most of the respondents have attended at least 2 seminars with percentage of

36%.

5. Most of the respondents belongs to the range of 11-15 years with percentage

of 49% in terms of their number of years in teaching.

 71

6. The 54% of the respondents teach Science 8; 40% of the respondents teach

Science 7; 7% of the respondents teach Math 7 and 2% teaches English 7.

7. Most of the respondents have 41-50 students (80%).

8. Module, textbook, teachers' manual, and electronic resources were often used

and are available in the classroom (Good). However, locally produced, pamphlets

and documents were least available in the classroom (Poor).

9. The library, library hubs, arts, science laboratory, sports and music were least

available (Poor). On the other hand, only computer laboratory was considered

good.

10. Most of the teachers have high perceptions on their sources of information

with a mean of 3.68 and standard deviation of 1.019.

11. From the gathered information, most of the respondents have Fair (34%)

reaction about the implementation of the K-12 Program with frequency of 17,

standard deviation of 1.044 and a mean of 3.18.

12. Most of the respondents have High (38%) perception about the

implementation of the K-12 Program with frequency of 19.

13. Most of the respondents have Fair (30%) personal perception about the K-12

program with a frequency of 15.

14. Most of the respondents have High (40%) perception in terms of students'

welfare.
 72

15. Most of the respondents have High (42%) perceived problems regarding the

implementation of K to 12 program in teaching science curriculum.

16. There is a significant relationship between the respondents’ available

teaching and learning materials and the teachers’ sources of information.

17. There is a highly significant relationship between the respondents’

educational attainment and their reaction about the implementation of K-12

program. This means that there is a significant relationship between the class

size and their perception about the implementation of K-12 program.

18. This means that there is a highly significant relationship between the class

size and their personal perception about the implementation of K-12 program.

19. There is no significant relationship between the demographic profile and the

students' welfare perception about the implementation of K-12 program.

20. There is no significant relationship between the respondents' profile and their

perceived problems regarding the implementation of K-12 program in teaching

Science Curriculum.

Conclusion

Based on the findings of this study and statistical results made, the

researchers hereby conclude that there is a highly significant association

between the respondents' demographic profile and the teachers' sources of

information.
 73

Moreover, based in the data, there is a significant relationship between the

respondents' demographic profile and their reaction about the implementation of

K-12 program.

Furthermore, there is a significant relationship between the respondents'

demographic profile and their perception on the K-12 implementation.

On the other hand, there is no significant relationship between the

respondents' demographic profile and their perceived problems regarding the

implementation of K-12 program in teaching science curriculum. Since the p-

value (2-tailed) are 0.491, 0.465, 0.102, 0.081, 0.588, 0.793, 0.110, 0.429 and

0.642 which are greater than 0.05 level of significance. Thus the null hypothesis

is accepted.

Recommendations

Based on the findings and conclusion of this study, the following

recommendations were drawn.

1. It is recommended that the tool used may not limit for just one but many such

as observation checklist, interview, etc.

2. It is recommended that the research locale may be wide such as whole

division, whole region, whole Mindanao and even whole Philippines to further

understand the results and assessed the implementation of this curriculum.

3. This study may serve as a basis or reference for another studies specifically
 74

related to the implementation of K to 12 program.

 75

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`
 82

APPENDIX A
LETTER TO THE SUPERINTENDENT IN ILIGAN CITY DIVISION
 83

APPENDIX B
LETTER TO THE PRINCIPAL
 84

APPENDIX C
LETTER TO THE RESPONDENT
 85

APPENDIX D
QUESTIONNAIRE

TEACHER PROFILE

Name: _____________________________________Date of Birth

(mm/dd/yyyy): / / / / Age: ____________

Sex: Male Female Civil Status: Single Married

Widowed Seperated Others, Pleas specify _______

Employment Status: Permanent Substitute Locally Paid

Volunteer Others, Pleas specify _______

Current Address:

________________________________________________________________

_______________________

ContactNo. : _________________________________________ Email Address:

_____________________________________

HIGHEST EDUCATIONAL ATAINMENT

COURSE NAME OF HIGHEST

SCHOOL GRADE/

(Write in full) UNITS

EARNED
 86

(if not

graduated

COLLEGE

GRADUATE

STUDIES

OTHER QUALIFICATION

VOCATIONAL /TRADE AREA/QUALIFICATION Number of

COURSE/ NATIONAL Hours

CERTIFICATION
 87

SEMINAR/CONFERENCE/WOR CONDUCTED/ SPONSORED Number of

KSHOP/SHORT COURSES BY Hours

(Write in full)
(Write in full)

Please put a check mark for the corresponding answer.

 88

TEACHING LOAD MASS TRAINING CLASS SIZE

ATTENDED

Filipino 7 Filipino 7 < 30 31-40 41-50 >50

English 7 English 7 < 30 31-40 41-50 >50

Math 7 Math 7 < 30 31-40 41-50 >50

Science 7 Science 7 < 30 31-40 41-50 >50

Araling Panlipunan 7 Araling Panlipunan 7 < 30 31-40 41-50 >50

TLE 7 TLE 7 < 30 31-40 41-50 >50

MAPEH 7 MAPEH 7 < 30 31-40 41-50 >50

ESP 7 ESP 7 < 30 31-40 41-50 >50

Filipino 7 Filipino 7 < 30 31-40 41-50 >50

English 8 English 8 < 30 31-40 41-50 >50

Math 8 Math 8 < 30 31-40 41-50 >50

Science 8 Science 8 < 30 31-40 41-50 >50

Arsaling Panlipunan Araling Panlipunan 8 < 30 31-40 41-50 >50

TLE 8 TLE 8 < 30 31-40 41-50 >50

MAPEH 8 MAPEH 8 < 30 31-40 41-50 >50

ESP 8 ESP 8 < 30 31-40 41-50 >50

AVAILABLE TEACHING AND LEARNING MATERIALS

Module Locally Electronic resources

produced
(CD, DVD, Multimedia etc)

Textbook Pamphlets Others, Pleas specify

Teachers Documents

Manual
 89

AVAILABLE LEARNING FACILITIES

Library Science Computer Laboratory

Laboratory

Library Hubs Sports Others, Please specify

Arts Music

TEACHER PERCEPTION

(Please choose from the verbal indicators the answer which you think and

feel is right. There is no right or wrong answer.) Please put a check on

your answer.

1-Not at all 2-Slightly 3 -Moderately True 4-Much 5-VeryMuch

True True True True

I. What are the teacher’s sources of information about the K-12

program.

INDICATORS 5 4 3 2 1

1.Television

2.Newspaper and Magazines

3.Books

4.Radio
 90

5.Internet

6.PTA Meetings

7.Friends and Relatives

8.Teachers and School Administrators

9.Orientation Conferences

10. Others(Please Specify)_________________________________________

(Please choose from the verbal indicators the answer which you think and

feel is right. There is no right or wrong answer.) Check () the number of

your chosen answer)

1-Not at all True 2 -Slightly True 3 -Moderately True 4 -Much True

5-Very Much

True

II. What is your reaction about the implementation of the K-12 program?

RATIONALE 5 4 3 2 1

1.I am happy that the implemented curriculum will

decongest academic workload.

2.Gives students more time to master competencies and

skills as well.

3.Enough time for other learning opportunities beyond

the classroom.
 91

4.Allows learning for a more holistic development

5.I do appreciate that the graduates will possess

competencies and skills relevant to the job market.

6.I understand that graduates will prepare for higher

education.

7.Basic education will ensure sufficient mastery of the

core subjects to its graduates such that graduates may

pursue higher education if they choose to.

8.Advantage for those who intend to continue studying

abroad because the curriculum is almost parallel with

other country’s curriculum.

9.Most graduates in high school are too young to enter

the labor force. Therefore, I am happy that this K – 12

program would be productive and not be vulnerable to

exploitative labor practices.

10.The most basic education program affects the human

development of the Pilipino children. The implementation

of K – 12 program will make the graduates prepared

emotionally for entrepreneurship or employment or

higher education disciplines.

11. Others ( Please Specify)

_____________________________________________
 92

_________

III. What is the teacher’s perception about the implementation of K – 12

program.

A. PERSONAL 5 4 3 2 1

1.It is remarkable and I am excited with the full

implementation of K – 12 program.

2.Just in time and appropriate.

3.Teachers are well informed about the program and its

implementation since enough informations are given by

the institution

4.Additional burden in the part of the teacher.

5.It will require additional trainings for the teachers.

6.Difficult to implement due to lack of materials,

equipment and facilities

Others (please specify)______________

B. STUDENT’S WELFARE

1. It enhances knowledge and skills of the students.

2. It boost the self-confidence of the students.

3. It will help my students learn skills which are relevant to

have a sustainable and decent life in the future.

4. It gives hope to change the economic status of the family.

 93

5. It help my students to be molded as a better person.

6. It is an enjoyable experience.

7. It gives students more time to other learning opportunities

beyond the classroom.

8. Graduates will possess competencies and skills relevant

to the job market.

9. Graduates will be prepared for higher education.

10. It will prepare students to be more competent in

Asean Economic Community

11. It will equip graduates with 21st century skills to

compete globally and can be given recognition to work

abroad.

12. The government is in a hurry to implement and yet

the students are not yet ready.

Others (please specify)______________

IV. What are the perceived problems of the teachers regarding the

implementation of K – 12 program.

1. It will prolong the years of stay of the students in school.

2. Additional burden to the teachers and students.

3. This will cause additional financial problem.

4. It will deprive the other siblings to study.

 94

5. This will cause confusion to the student what course to

get.

6. There are lots of facilities lacking like computer

laboratory, library and others;

7. There will be shortage of classroom, teachers and non-

teaching personnel.

8. Additional dependency to teachers.

9. Vague future.

10. It will detrail their plan of having their children to work

early to be able to help them financially.

11. Others. (Please

specify)_______________________________________

______________

Suggestions:
 95

CURRICULUM VITAE

Name: Rufel D. Sarmiento

Age: 20

Sex: Male

Civil Status: Single

Date of Birth: July 15, 1997

Place of Birth: P-2 Malingao, Tubod, Lanao del Norte

Address: Malingao, Tubod, Lanao del Norte

Father’s Name: Jerson Q. Sarmiento

Mother’s Name: Evangeline A. Dapiton

EDUCATIONAL BACKGROUND

Elementary: Malingao Central Elementary School

Year Graduated: 2010

Secondary: Lanao Norte National Comprehensive High School

Year Graduated: 2014

Collegiate: Mindanao State University – Iligan Institute of Technology

College: College of Education

Course: Bachelor of Secondary Education

Major: Biology
 96

CURRICULUM VITAE

Name: Merjorie A. Villareal

Age: 20

Sex: Female

Civil Status: Single

Date of Birth: October 17, 1997

Place of Birth: Tubaran, Tubod, Lanao del Norte

Address: Tubaran, Tubod, Lanao del Norte

Father’s Name: Joel Villareal

Mother’s Name: Mercury Villareal

EDUCATIONAL BACKGROUND

Elementary: Tubaran Elementary School

Year Graduated: 2010

Secondary: Teofila C. Quibranza National High School

Year Graduated: 2014

Collegiate: Mindanao State University – Iligan Institute of Technology

College: College of Education

Course: Bachelor of Secondary Education

Major: Biology
 97

CURRICULUM VITAE

Name: Nickjohn M. Ortega

Age: 20

Sex: Male

Civil Status: Single

Date of Birth: November 6, 1997

Place of Birth: General Santos City

Address: Matugas Bajo, Jimenez, Misamis

Occidental

Father’s Name: Nicasio R. Ortega

Mother’s Name: Mila M. Ortega

EDUCATIONAL BACKGROUND

Elementary: Malibacsan Elementary School

Year Graduated: 2010

Secondary: Jimenez National Comprehensive High School

Year Graduated: 2014

Collegiate: Mindanao State University – Iligan Institute of Technology

College: College of Education

Course: Bachelor of Secondary Education

Major: Biology