LEVEL OF AWARENESS AMONG GRADE 10 STUDENT OF DOÑA FRANCISCA ALVAREZ

REJANO INTEGRATED SCHOOL TOWARDS ACADEMIC BENEFITS OF SEÑIOR HIGH

SCHOOL CURRICULUM

A Research Proposal to the Faculty of

Señior High School in Doña Francisca Alvarez Rejano Integrated School

Patabog Mulanay, Quezon

in Partial Fulfilment of

The requirements of Señior High School

GAS TRACK

Cerdon, Mae P.

Milambiling, Rea F.

Villa, Joshua

Odfiminina, Justine R.

Savedia, Carlo P.

Asia, Jojie

Quintana, Mary Grace

Researchers

Nomerto John M. Revilla

Research Adviser
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Senior High School (SHS) refers to the last two years of the K-to-12 program that has been

implemented by the Department of Education in the Philippines since 2012- namely grade 11

and 12. Students are now required to choose their preferred senior high strand upon their

entrance and to begin studying the subjects that are going to introduce them to the carrer path

that they want to take.

One of the most important requirements for college admissions is completing senior

high. It claims that if you are planning on studying a four or five year degree program at the

college of your dreams, finishing senior high school is a must. In addition, finishing senior high

school also allows students to study general education subjects that they would not have

otherwise until their first or second year in college. This gives the students more time to

familliarize themselves with the specialization that they have chosen if they eventually decide to

pursue higher education.

Senior High school Curriculum is said to be helpful and plays an important role should

student intend to pursue jobs and qualify for employment in countries require a minimum of 16

years of formal education as opposed to the 14 years of education under the old system. It also

claims that it has a big help for the students who wanted to proceed find a job after finishing

Senior high school because this curriculum allows students to have a work even if they not

spent in college. Taking senior high school making them employable and competitive already

thus, adding up to the nation's manpower.

 Dona Francisca Alvarez Rejano Integrated School is one of the school in the philippines

who offers Senior high school curriculum. This school is said to have an academic track and

have a large members of students that's why the researcher tend to conduct a study at this

school. As said that the senior high school serves academic benefits to the students who take it,

students surely have a knowledged and aware about this. The aims of this study is to find out

not just the level of the awareness of Grade 10 students towards academic benefits of senior

high school but also to know if there is significant difference in the awareness towards academic

benefits of Senior High School Curriculum between male and female Grade 10 students.

Furthermore, conducting this study will help to give factual information about senior high school

curriculum to the people who are still in stage of adopting the system.
 CONCEPTUAL FRAMEWORK

The conceptual model that will be used in this research study is the input- proces- output

model where it show the series of boxes there are connected to each other.

Input

•Demographic profile of the

respondents

-age
-gender
•Chosen track of respondents
-General Academic Strand
-Technical Vocational Livelihood
• The level of awareness among
Grade 10 students towards
academic benefits of Señior
HighSchool Curriculum in terms
of:
-employment
-entrepreneurship
Process
-The researcher will provide
survey questinaires.
-The survey questionaires
randomly distributed to
respondents.
-Answered questionaire will
be process to reached
proposed objective according
to methodology chosen.
-The researcher will analyze
and interpret the results.
Output
The researcher will provide
flyers to help students be
more knowledgeable and
aware towards the academic
benefits of Senior High
School Curriculum. Also, to
give factual information
about Senior Hogh School
Curriculum to the people
who are still in stage of
adopting the system.

•Is there siginificant difference in

the awareness towards academic
benefits of Señior High School
Curriculum between male and
female Grade 10 students?
 The conceptual framework that was used in the study is the input-process-output model in

presenting the flow of the study. The researchers’ illustrate the various variables utilize in

obtaining an outcome.

By this paradigm, It begins with the input with the demographic profile of the respondents

by Grade 10 students in terms of gender and age,the chosen track of theirs in terms of General

Academic Strand and Technical Vocational Livelihood. Also the level of awareness among

Grade 10 students towards academic benefits of Senior High School Curriculum in terms of

employment and entrepreneurship and if there is significant difference in the awareness towards

academic benefits of Senior High School Curriculum between male and female Grade 10

students.

For the process, the researchers will provide questionnaire that the respondents will

answer. The researcher will distribute the questionnaire to the respondents and it will be

process to reached proposed objective according to methodology chosen. Then the researcher

will analyze and interpret the results.

Result of the study will be that basis to identify the level of awareness among Grade 10

students towards academic benefits of Senior High School Curriculum.

SCOPE AND LIMITATIONS

The aims of this study is to know the level of awareness among Grade 10 Students of Doña

Francisca Alvarez Rejano Integrated School towards academic benefits of Senior High School

Curriculum. Also,of there is significant difference in the awareness towards academic benefits of

Senior high school curriculum between male and female Grade 10 students.Forty (40) Grade 10

students will the respondents of this study. This study was conducted within the intimacy of

Doña Francisca Alvarez Rejano Integrated School campus.

SIGNIFICANCE OF THE STUDY

Benefiting the study are the various sectors to follows:

The Students, This study will help them at ease with the new system enjoy, it and accept it

since it will uplift their achievements and prepare them for future job, that within their capability

and skills.

The Parents, This study will be beneficial for parents for them to have a wide knowledge and

become aware on why senior high school curriculum implemented and the benefits that their

children may acquire once they finish it.

The Teachers, The teachers can help diffuse the information of the senior high school

curriculum to their immediate locality to strengthen additional factual information about senior

high school curriculum to the people who are still in stage of adopting the system.

The future Researchers, The results of the study is crucial to the neither present on the future

researchers. This study will be a great significance to create a wider awareness, to provide

information useful in conducting related studies.

DEFINITION OF TERMS

For a better understanding of this study, the following terms are operationally defined.

Academic- is use to describe things that relate to the work done in schools, colleges, and

universities, especially works which involves, studying and reasoning rather than practical or

technical skills.
Awareness- is the state of being conscious of something. More specifically, it is the ability to

directly know and perceive, to feel, or to be cognizant of events.

Señior high school curriculum- refers to the last two years of the K to 12 program that has

been implemented by the Department of Education in Philippines since 2012- namely grade 11

and grade 12.

THEORITICAL FRAMEWORK

John Dewey Curriculum Theory

John Dewey thought that the program was primarily design to produce graduates who could

cope successfully with the modern world. Curriculum should therefore not be viewed as

completed abstract concepts but should provide perceptions of the individual and should reflect

how the child sees his/her environment . As define how to classify the actions of students,

Dewey uses four urges, or tendencies. According to Dewey the four tendencies are social,

constructive, expressive and artistic curriculum will build a balanced sense the person lives in.

Dewey wanted to use jobs to link miniature versions of basic life curriculum events activities.

Dewey's way to accomplish this purpose was also to merge subject areas and materials. By

doing so, Dewey formed relations between the subjects and the existence of the individual.

Dewey is known for the innovative school growth some of which skill currently exist. So, as

perceived of a Senior high school curriculum, this will offer different tracks that may help the

students be prepare and gives more time to familiarise themselves with the specialization that

they have chosen if they eventually decide to pursue higher education.

 Theory explain how the education curriculum helps to mold one life's future. It is

connected how hatking Senior high school curriculum help to plan, build and secure our future.

John Dewey's curriculum theory overall says that we need to consider the child's lives or how

they saw the views of his or her own world. So to connect to our topic, in order to the Grade 10

students really undestand the senior high school curriculum help them prepared and secure

their future. It also explains that in every student they have their own way of they learn and how

they absorb the knowledge that was given to them. It also explain that Dewey has four tendency

in his Curriculum Theory the School, Expressive and Artistic and it connects to the Senior high

school strands, STEM, ABM, HUMSS, GAS, and TVL, every track has skills and have their

own way to learn and apply to themselves. Theory says that Dewey merge subject areas, and

inthe New Enhanced Curriculum, Department of Education merge every subject in every track

that the student will take. So, student wouldn't have to suffer the subject that they are not

needed.

Dewey wanted to produce graduates that could cope up successfully, like how DepEd and

CHED want to make every student's life successful. It explains here that we need to consider

the child's how they want to life their lives because this is the other way that can child easily

cope up to the subjects that will be given to them.

It explains here that in order to produce a srudent we need to find a way that they can deal with

all the curriculum easily. And students that are capable to deal with the modern world. As we all

know nowadays, students are gotten use to a very easy work and a lot of students is very

pressured on doing some activities. Other curriculum, they just stick to giving all the works to a

students without enough knowledge of it. We need to consider the child's how they want to life

their lives because this is the other way that can child easily cope up to the subjects that will be

given to them. This is the curriculum which Dewey wants to introduce. So Dewey made some

idea that he will use the subjects and all the material on the activities which a lot students enjoy
to make it easy for the students to learn or to deal with the curriculum. To connect in our topic,

we need to know the level of awareness among Grade 10 students towards the academic

benefits of senior high school curriculum. Creating Education's Curriculum need skills,

knowledge and talents. Every student have their own perspective in future successful and like

how the Dewey's Theory, Senior high school curriculum and its benefits can be a great help. It

simply allows every student to create and lead to their own way of life that bring them in to

success.

HYPOTHESIS

Is there significant difference in the awareness towards academic benefits of senior high school

curriculum between male and female Grade 10 students?

Ho: There is no significant difference in the awareness towards academic benefits of senior

high school curriculum between male and female grade 10 students

 CHAPTER ll

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literatures that helped the researcher in further

understanding the research and give meaning to the results of the study.

Related Literature

K to 12 program had been implemented by the Department of Education that aims to

enhance learners basic skills, readiness to join the workforce, and preparedness for tertiary

learning. K-12 curriculum in the country drew a positive and negative reactions from the societal

group. Some are in favor yet some of them questioned the capability of the country in terms of

educational standards. There are certain cases that K-12 curriculum are in relation to College

programs. According to Lorenz, et. al. (2017), with their journal entitled “Assessment for the

preparedness of Senior High School students under Academic Strands for College.” The

students who belong to the Academic Strand are the ones who will mostly benefit from the

courses and programs being extracted from college and adopted. Based on their research one

of the advantages of Academic Senior High School students are the broad and diverse subjects.

The Academic Strand were classified as applied and specialized subjects that guide and lead

student on their chosen course for college. The Senior High School program offers core, applied

and specialized subjects that will shape and equip them on their fields of interest that re based

on the strand they are belong to. Senior High School program is being recognized as the pre-

college level wherein it serves as the preparatory stage for students before entering tertiary
level of education. It develops students through the use of higherlevel of teaching together with

actual application of learnings in real life. The Role and Function of Senior High School program

equip learners with skills that will prepare them for college or higher education. There are

Indications or Basis in order to be prepared for College/ Tertiary Level of Education. First is

Field of interest, it serves as the basis and foundation for the student’s upon his/her chosen

course in college. It is being extracted on the different subjects that is being offered by the

Academic Strands of Senior High School.

According to Veraflor, (n.d). (YEAR) From Senior High School (SHS) Curriculum to the

New College General Education (GEC) Curriculum. One of the features of the K to 12 is the

Senior High School (SHS) program which aims to equip learners with necessary skills to

prepare them in Employment, Higher Education, or Middle-Level Skills Development (DepEd,

2015). As a specialized education, students enrolling in Senior High School may choose a

specialization based on their aptitude and interests. Applied track subjects are subjects that use

different content based on their chosen track or strand to develop the same competencies

(DepEd, 2015). For example, an ABM student who is enrolled in Empowerment Technologies

will learn computing using a worksheet while a student of Arts and Design will learn digital

illustration using computer software. CHED Memorandum Order No. 20, 2013 series (CMO 20),

entitled General Education Curriculum: Holistic Understandings, Intellectual and Civic

Competencies, provides the new 36 Minimum Standards Units for the All undergraduate

Program for General Education. The new GE program is outcome-oriented, complying with the

Outcome-Based Education (OBE) principle. Students under the new GEC must also required to

take three elective subjects equivalent to nine. These elective courses mustapply “inter- or

cross- disciplinary perspective” and “traverse disciplinary borders”. Apart from the 36-unit

minimum requirements, higher education institutions are still allowed to add courses as long as
the courses are of a liberal nature and are not introductory disciplinary courses. The new

General Education Curriculum should be implemented in all of the country's higher education

institutions. CHED released CHED Memorandum Order No. 10, s with this preceding

development. Of 2017, which categorized students applying HEI’s into three. Students that are

high school graduates who are early Senior High School adopters. If they intend to proceed to

college prior to the implementation before the new GEC is introduced, they will be credited to

the existing GEC with subjects taken in Grades 11 and 12.

With adaptation of K-12 scheme, students are expected to graduate at age a bit older

than past graduates’. This is an advantage, according to DepEd, as graduates will be

considered young adults. Hence, they will be more equipped to deal with much higher level of

learning as they enter college education. Readiness to join the workforce, Unlike the old system,

K-12 does not compel each student to take college after completing Senior High School (SHS).

In fact, this scheme empowers students to make a choice on their own. They may not pursue

college education especially if they have chosen a track other than academic track. The good

thing is SHS graduates will be equipped with skills (through electives) that will make them good

at certain field(s). Skill competency in the global job market K-12 system aims to improve

Filipino students’ mathematical, scientific, and linguistic competence. With the new curriculum,

DepEd promised to offer higher quality education through tracks. Each track will give students

enough time to master a field and enhance their skills. In the end, K-12 graduates will become

globally competitive and are set to obtain spot in the stiff labor market. (Three Practical Benefits

of the Philippines’ K to 12 Curriculum, n.d.). Be sure of your personality and life goals. You must

have a vivid picture of your personality, so you can pick a track to match your taste and

experience. Do your research, like internet which is rich with updated info about the K-12

curriculum. In fact, you’ll find many sources that can help you make the choice from the course
content or outline for each track. Other sources offer personality tests to help you with

selfassessment.

Aside from reading on your own, you could interview career people relevant to your chosen

track. This way, you gather honest and practical insight to provide you with better judgments.

Analyze the subjects included in each course. After creating a shortlist of some strands or tracks

from the senior high school curriculum, you must dive deeper into each track’s core. Are you

looking forward to study the subjects listed under your chose track? However, if you do not see

yourself taking its prescribed subjects, take a step back and select other tracks with subjects to

suit your liking.( Steps to Knowing Which Senior High School Track Best Fits You, 2017).By

Universal Kindergarten, every Filipino child now has access to early childhood education.

Children start schooling the age of 5, and are given the means to adjust slowly to formal

education. Children who complete a kindergarten curriculum based on standards are better

prepared for primary schooling. Early childhood education lays the foundations for a child's

lifelong learning and overall development. In kindergarten, through games, songs, and dances,

students learn alphabet, numbers, shapes, and colors in their mother tongue. To make the

lessons relevant and easy to understandLocal culture and history are the basis of examples,

activities, poems, illustrations and tales. Through continuity and consistency across all levels

and subjects, students gain in-depth knowledge, skills, values and attitudes. Discussions are

included in the expanded curriculum on topics like Disaster Risk Reduction, Climate Change

Adaptation, and Information & Communication Technology.Subjects are taught from the

simplest concepts through grade levels in spiral progression to more complicated concepts.

Students gain knowledge in such fields as Biology, Geometry, Earth Science, Chemistry, and

Algebra as early as elementary. Thatensures that knowledge and skills are mastered after each
level.(The Kto12 Basic Education Program, n.d.).

According to Tabora, (2017). “Readiness means being prepared. The new DepEd K+12

curriculum helps to prepare high school students for higher education through one of the four

strands in its academic track: Accountancy, Business and Management (ABM), Humanities and

Social Sciences Strand (HUMSS), Science, Technology, Engineering and Mathematics (STEM),

and General Academic Strand(GAS) Looking at these strands demonstrates that not only

should students bechoosing whether to prepare oneself for work or college, but also commit to a

particular area or discipline. The first question that comes to mind is whether public schools in

the Philippines have the teachers qualified to teach these subjects. Looking at the strands in

greater detail sparks even greater apprehension.”

The review of the literature for this study focuses on the educationalsystem of the

Department of Education which is the K to 12 program. The related literature is based on how

effective is K-12, for the student whose preference isto take Maritime strand. As cited in the

study of (Thompsom 2018), he found out that according tothe reported statistics in 2013 from

the United States Bureau of Labor Statistics there is a direct correlation between the levels of

education you achieve with thelevel of finding a job. Based from the study made by the bureau

states that people who are only high school graduate had an unemployment rate of 8.3percent

comparing to a college graduates who have only 4.5 percent ofunemployment rate. Also

( Ramiro, 2016) added that in order to build students’ knowledge and skills in different subject

areas including with those courses thatmake someone employable after graduating from high

school, there must be avery strict compliance and a rigorous implementation of K to 12 Program

andthere must be a use of high standard instructional programs. Additionally, Craddock 2016

cited that a Filipino youngsters will turn intothe main understudies are required to finish grades

11 and 12 because they areat the main stage of a note worthy training change exertion that will
bring the Philippines essential and optional instruction frameworks into arrangements with

global standards . This was the reason why K to 12 curriculum was born in our country

Philippines because of the drastic influence that other advancedcountries have in terms with

their educational framework. With this program the Filipinos who are a graduate of the said

curriculum could now be globally competitive.If we have to compare the Philippines educational

system with that ofIndia which is one of the most developed in the entire world. The researchers

do believe and agree with the UK Essay, 2016 that cited “People need higher Education for a

better future”. Hence, an on-going change in the Philippines instructive framework was executed

beginning in 2011. The K to 12 educational modules was marked into law in 2013, adding three

years to the nation’s essential instruction educational modules. The new K to 12 educational

programs manage requires every single Filipino under study to have one year of Kindergarten,

six years of rudimentary tutoring (grades 1 to 6), four years of middle school ( grades 7 to 10),

and twoyears of Senior Secondary School ( grades 11 to 12) mentioned by

(Uyquiengco,2015)Furthermore, in this curriculum to be fully a helpful tool to increase

theeducational standard of our country subject areas were increased. The use of Mother is one

of the subjects added in grades I-III. Reasearches/ implementers of the curriculum hoped that

and it aims to help every Filipino child to have wideunderstanding on the skills to be developed

by the teachers to their pupils.

According to Ogahayon, 2014 “states that “after implementing k-12 ourgovernment see

how effective and how K-12 program become a big help to many Filipino students. Also, based

from the Philippine Basic Education 2014, cited that “ Anefficient system is one that achieves so

much even with quite limited resources. A recent report attempts to assess the efficiency of

school systems worldwide by considering teacher salaries and pupil to teacher ratio as

indicators of input andtest scores in an international standardized test score as a gauge for the

output.In addition as what ( Gulliver & Doumbia 2014) mentioned that higher education serves
many purposes but only some of which are emphasized in our culture but it is so sad to think

that some members of our society don’t acknowledge the full span of reasons for pursuing

education after high school, some young people may think it’s not for them and therefore miss

out on many of the potential benefits that such an educational experience provides. Also, having

higher Education gives people a knowledge of the world around them andchanges it into

something better. It helps people build opinions and have pointsof view on things in life.We the

researchers have found out that according to The K-12 SchoolEffectiveness Framework (2014):

A support for school improvement and student success identifies evidence-based indicators of

successful practice in a number of components of effective schools. The indicators, with

samples of evidence, assist educators in building coherence and aligning practices across an

entire school. Furthermore as cited by Roland (2014) this k-12 curriculum is going to harnessthe

innovative spirit of incoming students who already have the coding skills tocreate these

products, institutions may want to consider interdisciplinary coursesthat bring together lower-

and upper-division students in different subject areas.

The culminating project could be an app that solves a real-world problem. To ensure that

students receive the credits appropriate to their level in school, it maybe necessary to have two

different course numbers for the same class section.

Hence education empowers people and strengthens nation. It capacity to enhance one's

economic and social status, particularly in the Philippines, cannot be questioned. Recently, this

capacity will be put to test following the legislation of the K to 12 program. The Department of

Education (DepEd), when it push the adoption of the K to 12 program sees improve academic

competencies and labor opportunities for the Filipino graduates (Du, 2014)
 Advances education enhances person's personal satisfaction. Studies demonstrates that,

better dietary and wellbeing rehearses more prominent network administration and initiative,

more charitable effort, more - self assurance, and less criminal action and imprisonment (Allen,

2014).

K to 12 Curriculum and Entrepreneurship. The K - 12 Basic Education Program is the

flagship program of the Department of Education inits desires to offer a curriculum which is

attuned to the 21st century. This is in the pursuance ofthe reform thrusts of the Basic Education

Sector Reform Agenda, a p beackage of policy reforms that seeks to systematically improve

critical regulatory, institutional, structural, financial, physical, cultural and information conditions

effecting basic education provision access anddelivery on the ground. The department seeks to

create basic education sector that’s capable ofattainting the country’s Education for all

Objectives and the Millennium Development Goals bythe year 2015 and President Noynoy

Aquino’s 10-point Basic Education Agenda by 2016. This policy reforms are expected to

introduce critical changes necessary to further accelerate, broaden, deepen and sustain the

department’s effort in improving the quality of basic education.(Esther & Ethel, 2012) The K-12

education system is the public education system that most people are familiar with today.

Comprised of 13 grades, kindergarten through 12th, it refers tothe public school system in all of

the United States, Canada, the United Kingdom, and parts of Europe as well. It is difficult to

pinpoint the exact history of education, as it has been occurringin some form for centuries in all

parts of the world. The K12 Program has been initiated by theAquino administration where

students will have to undergo a new system of education. The Enhanced K-12 Basic Education

Program is a DepEd program that will improve the standard ofeducation and give more

opportunities for graduating students. Last school year 2012, Philippine education officially

implemented the K12 curriculum. Everyone knows the country (in public schools preferably) is

drastically left behind in terms of curriculum adjustments. Grade 1 entrantsin SY 2012– 2013
are the first batch to fully undergo the program, and current 1st year JuniorHigh School students

(or Grade 7) are the first to undergo the enhanced secondary education program. (Kynemarie,

2013) Nolledo (1992) Article XIV of the constitution which focused on education in which section

I states that “the state shall protect and promote the right of all citizens to quality education at all

levels and shall take appropriate steps to make such education accessible to all”. The K – 12

Program “We are the last country in Asia and one of only three countries in the world with a 10-

year pre-university program” (SEAMEO, 2011) The Department of Education has formally

launched its K - 12 Program, which adds 2 years to basic education in the country. This means

that aside from kindergarten, 6 years of elementary, and 4years of high school, students will

have to undergo an additional 2 years of study in senior highschool. The Department of

Education (DepEd) is currently implementing mothertongue basedmultilingual education (MTB-

MLE) as part of our K-12 reform. This is not a purely pedagogicalstrategy for language but a

learner-centered approach.By using the language students are comfortable with, the MTB-MLE

in the enhanced curriculumhelps them develop the language skills they need to learn the

fundamentals of various subjects from kindergarten to third grade, and to move seamlessly from

home to school. Children clearlylearn best when we use the language they understand,

especially in elementary education.Additionally, prior to the launch of MTBMLE, studies had

shown that language skills masteredwith the mother tongue can enable students to learn a

second and subsequent language faster. The program has the following twin objectives: To give

every student as opportunity to receive quality education based on an enhanced and

decongested curriculum that is internationally recognized and comparable; Develop a

curriculum that is rational and focus on excellence;Produce a pool of highly qualified and

adequately trained teachers; Achieve high academics tandards, especially in Mathematics,

Science and English at all levels; Produce graduates who are globally competitive and whose

credential are recognized internationally; To change public perception that high school

education is just a preparation for college; rather, it should allow one to take advantage of
opportunities for gainful career or employment and/or self-employment in arapidly changing and

increasingly globalized environment; produce graduates who possess skill sand competencies

that will allow them to be productive members of the society or pursue higher education; through

coordination between the academic and business sectors, to change industry hiring practices

into account the enhance skills and competencies of K - 12 graduates (DepEd,2010). The goal

of implementing the K - 12 Basic Education Program is to create a functional basic system that

will produce productive and responsible citizens equipped with the essentiallearning and

employment. This is in line with the agenda of the President Aquino of having quality education

as a long term solution to poverty. The K - 12 Education vision from the Department of

Education (DepEd, 2010) every graduate of the Enhanced K - 12 Basic Education Program is

an empowered individual who has learned through a program that is rooted on sound principles

and geared towards excellence.Truly, the implementation of K - 12 program of the Department

of Education is a great help toevery students. But, some which has a noble purpose for every

Pilipino pupil or student. Fromtheir own point of view or perspective this is another burden on

the part of the students and parents. It will add to the financial problem of the individual family,

and the advantage ofimplementing this program are for the people who wants to continue

studying or work abroad because the curriculum is almost parallel to another country. This is

some of the problems thatthis study is going to focus on and to hear the sentiments of the

parents regarding theimplementation of K - 12 program (Jennilyn, 2013). One of the aims of the

Department ofEducation is to prepare the students to be globally competitive. To achieve this,

educationalreforms of the government must also focus into the mastery of English as the

second language.

Such attempt will greatly help to harness the productive capacity of the country’s human

resource base towards international competitiveness. Competitiveness may be gauged

fromsociolinguistic competence of a person. Sociolinguistic competence is the ability to use

language appropriate to a given communicative context taking into account the roles of the

participants,the setting and the purpose of interaction. It is the ability to use and respond to

language appropriately, given the setting, the topic, and the relationships among the people

communicating, particularly the lingua franca of the educational society and community, in

itsvarious contexts and dimensions relatively guarantees the teachers competitive advantage in

thecomplex society like the Philippines (Alatis, 2009). Education Secretary Armin A.

Luistro(2011) says the additional 2 years will help students decide what course they will take in

college.It will also help high school students to be given a chance to specialize in science

andtechnology, music and arts, agriculture, fisheries, sports, business entrepreneurship, and

others.K - 12 Program aims to make basic education sufficient enough so that anyone who

graduatescan be gainfully employed and have a productive life. K– 12 Program will look at the

possibilityof specialized education such as a high school or community, which will focus on the

arts oragriculture. Bro. Armin said that the proposal will make high school graduates

employable,making tertiary education unnecessary to get a job. That proposal of Department of

Education toadd two more years to basic education drew mixed reactions in the Senate.

SenatePresident JuanPonce Enrile (2011) expressed support to the DepEd’s K- 12 Program as

he agrees with the proposal because the country needs to increase its competitiveness at the

international level, hesaid: We are underrated by other countries, our educational system. It is

painful for others. But for the country we have to do it.

Implementation of SHS Curriculum

The K to 12 program promises an enhanced curriculum developed to offer studentsfurther

education that serves their interests, equips them with specialized skills and knowledgeand

makes them at par with their global counterparts. According to the Department of Education

(DepEd), graduates from SHS may have greater employment options, including opportunities

forentrepreneurial activities. Students are also expected to be better prepared for higher
education,with middle-level skills that can be further enhanced to improve job opportunities. The

SHScurriculum is developed to include some subjects from the College General

Educationcurriculum, thus allowing students to have a head start to tertiary education. It

offersstandardized subjects to ensure that students receive comparable education and

training.Specialization in the two tracks is facilitated through subjects with special focus on

every trackand strand. The curriculum offers three types of subjects. First, “Core” subjects are

given to all students regardless of chosen track and strand. Such subjects include Language,

Humanities,Mathematics, Science, Social Science, Philosophy, and PE and Health subjects.

Students diverge as they take “Applied Track” subjects, which are given to develop standard

competencies among students, albeit implemented in the context of chosen track and strand.

Third, the “SpecializedTrack” subjects, which also set students apart, cover different contents,

developing different sets of competencies among students.In the FGDs, students expressed

varied opinions about their SHS experience, whichcovers their thoughts about the subjects they

had taken, the implementation of SHS curriculum,and effectiveness of the two-year program vis-

à-vis its objectives. Most of the time, studentswould assess importance of subjects depending

on their relevance to the track and strand theywere enrolled. Aside from the specialized

subjects, both the Academic and TVL students foundthe following subjects to be very useful:

Entrepreneurship, Oral Communication, and WorkImmersion. Students also tend to enjoy and

excel in subjects that were related to their area ofspecialization, especially in the case of most

TVL students, who preferred subjects that enhancetheir practical skills. This is the reason why

they believed that Math and Science subjects may be less relevant compared to the specialized

subjects10. Interest of students, which may not belimited only to their area of specialization,

somehow influenced the extent of their appreciationof the subject. On the other hand, there

were also subjects which appeared to be challenging formost of the students. Research, in

particular, was the most difficult for many of the students. Thechallenge came from the required

rigor and time in finishing research outputs, working ingroups. Others also highlighted burden
from research costs (e.g. computer and internet rental, printing).Despite challenges in the

implementation of the new curriculum, students, in general, thoughtthat senior high school

allowed them to be trained further in their chosen area of specialization.Most of the students,

apart from specialized knowledge and skills, have likewise developed softskills such as

communication, people skills, critical thinking, positive attitude, teamwork andwork ethic. And

although there were a few who felt that the additional two years of schoolingcould already be

spent for working, most still realized the value of SHS in their preparation fortertiary education

and in developing their competencies that could help should they decide to jointhe workforce.

RELATED STUDIES

A. FOREIGN LITERATURE

Readiness for College, Career and Life: The Purpose of K-12 Public Education Today

The current design of our K-12 public education system delivers the followingresults:

After decades of policy reforms and targeted improvementstrategies, the on-time graduation

rate has inched up to 82%, with statesranging from 61% to 91%. Yet, Alaska Natives, students

with disabilities,Native American, African-American, and Latino students continue tograduate at

much lower rates: 55, 64, 70, 73 and 76%, respectively. Amongthose students who do graduate

high school, nearly 25% of them, from allsocioeconomic groups, require remedial courses in

college, costing them andtheir families $1.5 billion a year. Graduates who enter the world of

workdirectly after high school fare no better, with 62% of employers by one account indicating

that “high schools aren’t doing enough to prepare theirgraduates to meet the expectations of the

workplace.” Students are not fully prepared for civic engagement to ensure a functioning

democracy (only 30% of today’s young people believe it is “essential” to live in a country that

isgoverned democratically). These results are evidence that students are notgetting what they

need, and the implications ripple through their lives, theirfamilies, communities and our
economy. We will explore why the traditionalsystem is designed to produce these results. First,

let’s consider what resultswe want instead.So, what is the purpose of public education today

and what are the resultswe want it to deliver? The purpose of public education has

evolvedsignificantly since the first public school, Boston Latin School, wasestablished in the

17th century to educate white males in, among other things, “religion, Latin and classical

literature.” Today, states and districts define the purpose of education in variety of different

ways. Increasingly that purpose is stated as “college and career readiness,” or a variation

thereof. But what does it really mean to be college and career ready?

Although the terminology and details may vary, almost all states and districts continue to

use a combination of time-based academic credits, stategraduation exams and state

accountability exams to measure learning. Forthe majority of states, these elements prioritize

content knowledge ratherthan skills, with a focus upon a narrow set of areas— math and

Englishlanguage arts.High-quality systems of competency-based education start with a

community’s aspirations for students. Completing twelve years of school is an insufficient

outcome for students. Students who are able to articulate avision for their futures, exercise

agency in pursuing that vision andeffectively navigate their own paths is commonly expressed

as the goal forstudents in competency-based districts and schools. That vision is one that

ismade available to all students, not simply those on a particular path or froma limited set of

backgrounds. While college and career readiness areabsolutely central to any educational

system, the definition used in moststates today is more limited than the vision of educational

equity thatcompetency-based education makes possible. For this reason, it is importantthat we

begin with a statement of the intended purpose for competency-based education.Unlike

traditional systems of K-12 education, competency-based structuresplace an equal emphasis

upon lifelong skills such as growth mindset,metacognition, learning how to learn, problem-

solving, advocacy,collaboration, creativity and the habits of success as they do upon

academiccontent knowledge and skills. Districts that are pursuing competency-basedsystems

share a belief that the current purpose of K-12 education is tofacilitate a process through which

all students graduate high school with theacademic and lifelong learning skills to be leaders in

their communities, andagents of their own success— whether in college, career, or navigating

theopportunities and challenges they will encounter in their lives. While eachcommunity

expresses its own values and goals in the choices it makesaround curriculum, pedagogy and

school rituals, this core purpose is sharedby districts leading the way in competency-based

education.We believe competency-based education offers the most effective structurefor

achieving this educational purpose. However, realizing this purpose forall students requires

attention to issues of equity and quality, meetingstudents where they are, and policies that

create the conditions for success.This clear articulation and understanding of purpose sets us

up now to turnto how and why to best achieve that purpose.

B. LOCAL LITERATURE

Three Practical Benefits of the Philippines' K to 12 Curriculum

The implementation of K-12 curriculum in the country drew negativereactions from

various societal groups. Since 2011, critics have been veryvocal on their primary concerns.

They insist thatthe government isn’t yet ready for this new system and that this is more of

additional burden tostudents and their parents.Despite calls to suspend the program, the

government remained firm sayingthis new educational system offers opportunities for Filipino

students andthe national economy.For its part, the Department of Education (DepEd) stresses

that the countryis prepared for a big shift in education system. In fact, it has worked to fulfillthe

gaps on the number of classrooms, teachers, and textbooks. Also, it hasfinished the planning

phases along with stakeholders.But what does K-12 scheme really have to offer to students?To
prove that K-12 system is more than just adding two more years to highschool, below are three

of the many practical benefits of schooling under a12-year education.

1. Preparedness for tertiary learning

– With adaptation of K-12 scheme,students are expected to graduate at age a bit older than

pastgraduates’. This is an advantage, according to DepEd, as graduateswill be considered

young adults. Hence, they will be more equippedto deal with much higher level of learning as

they enter collegeeducation

2. Readiness to join the workforce

– Unlike the old system, K-12 doesnot compel each student to take college after completing

Senior HighSchool (SHS). In fact, this scheme empowers students to make achoice on their

own. They may not pursue college educationespecially if they have chosen a track other than

academic track. Thegood thing is SHS graduates will be equipped with skills (throughelectives)

that will make them good at certain field(s).

3.Skill competency in the global job market

– K-12 system aims toimprove Filipino students’ mathematical, scientific, and

linguisticcompetence. With the new curriculum, DepEd promised to offerhigher quality education

through tracks. Each track will give studentsenough time to master a field and enhance their

skills. In the end, K-12 graduates will become globally competitive and are set to obtainspot in

the stiff labor market.

The government believes that K to 12 curriculum in the Philippines will putFilipino students at

par with the rest of the world. Truly, investing ineducation is the key toward reaching national

growth and development.

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents relevant literature and research findings thatsupport the consistency and

reliability of the study.

Work immersion

Mendoza (2017) stated that the acquired skills of the senior high schoolstudents gained after

adding two years to basic education through the K to 12Curriculum, the Department of

Education (DepEd) has released the guidelinesfor the conduct of work immersion activities for

SHS students in the country. According to DepEd Secretary Leonor Briones, the work

immersion is a key feature in the senior high school curriculum. It can be conducted in different

ways depending on the purposes and needs of the learners. It was stated in the guidelines that

work immersion will help develop among learners life and career skills, and will prepare them to

make decisions on postsecondary education oremployment gearing towards the four exits

envisioned for SHS graduates tochoose from --- employment, entrepreneurship, further skills

training throughTESDA and college education.Contained in the enclosure of Deped Order No.

30, series of 2017released on June 5, the guidelines specify that the said work immersion will

enable students to become familiar with the workplace, experience workplacesimulation and

apply their competencies in areas of specialization. The said workimmersion activity can range

from 80 to 320 hours. DepEd hopes that partnerinstitutions will provide learners with work

immersion opportunities, workplace orhands-on experience, and additional learning resources

through partnershipbuilding. The schools may partner with recognized institutions or

organizations tocome up with agreements on work immersion for students and because

thestudents are still minors, work immersion requires parental consent. Because thesafety of

learners is primary to Deped, the department shall ensure that allschools and venues for
learning are conducive to the education and safety of thelearners.This endeavor is in

collaboration with its partners and stakeholders foundnear where the schools are located. The

guidelines further provide that the maximum number of hours spent in the work immersion

venue is 40 hours per week and no more than eight hours per day as provided by law. So as not

toexploit the students who are still minors, DepEd stressed that work immersionshould not be

reduced as a mere recruitment tool for a partner institution, saying that the students should also

gain skills that will enable them to qualify for other job options. Consequently, the schools and

students should not be asked to paythe senior high school partner institution for any work

immersion activityconducted. The guidelines added that fees for work immersion must only be

set after consultation with parents. This Corner hopes that these guidelines will serveits purpose

of providing the students, parents and the stakeholders a documentto refer that will govern the

work immersion and a piece of paper that will realizedthe full potential of our SHS graduates

towards creating a climate of owning anddoing a responsibility. According to Trade Congress of

the Philippines (2015) the word “immersion” as it applies to the K to 12 curriculum is defined in

the Department of Education (DepEd) Order No. 40, series of 2015:

“Work Immersion refers to the part of the Senior High School (SHS) Curriculum consisting of 80

hours of hands-on experience or work simulationwhich the Grades 11 and 12 students will

undergo to expose them to the actualworkplace setting and to enrich the competencies provided

by the school under the supervision of the School Head and the designated personnel of the

Partner.”Immersion is done outside the school campus in a “Workplace Immersion Venue,”

defined as “the place where work immersion of students is done.

Examples of work immersion venues include offices, factories, shops and project sites.” What

could lead to confusion is that the word “immersion” actually has two meanings in K to 12. The
first meaning refers to a required SHS subject in thecurriculum. The second meaning refers not

to a subject but to a preferred modeof delivery of Tech-Voc subjects. Let us take the first

meaning –immersion as a subject in the curriculum. In the Curriculum Guides posted on the

DepEd website, the word “immersion” occurs in the Specialized Subjects of the tracks

(Academic, Technical-Vocational-Livelihood or TVL, Sports, and Arts andDesign).

Immersion is only one of four options under “Work Immersion / Research /Career Advocacy /

Culminating Activity.” (Let us call that subject WRCC for convenience.) In the Academic Track,

WRCC is the ninth required specialized subject in the Accountancy, Business and Management

(ABM), Humanities andSocial Sciences (HUMSS), and Science, Technology, Engineering,

andMathematics (STEM) strands. WRCC is not listed in the General AcademicStrand (GAS),

but since two Electives may be taken from the other strands, itmay be required also by

particular schools.WRCC is a required specialized subject in the Sports Track. In this particular

track, the phrase “Apprenticeship (off -campus)” is added as an example of a WRCC. The use

of this phrase is unfortunate, because the word “apprenticeship” has a legal meaning in RA

1826 (National Apprenticeship Act of 1957). Legally, an apprentice is “a worker of at least 16

years of age who is covered by a written apprenticeship agreement with an employer, an

association of employers, an organization of workers, or an apprenticeship committee registered

with the Apprenticeship Division, which contract provides for not lessthan two thousand hours of

reasonably continuous employment for such worker and for his participation in an approved

schedule of work experience through employment and supplemented by related classroom

instruction. No person shallwork or be engaged as apprentice unless he is at least sixteen years

of age, has completed the high school course or such course or courses as the Secretary of

Labor may prescribe.” There are two things that show that the word “apprentice” cannot be used

within the Sports track. First, the apprentice must already have finished highschool, and second,

the apprentice must render at least 2,000 hours. Immersion as a subject covers only 80 hours,
or if the student spends all day Monday toFriday, only two weeks out of the school year.

According to Henry (2011) having the immersion was really a good start toexperience how does

it feel to be in a work place. These students provide unique insights into what it’s like to get

hands on experience through full time employment in a technology-driven global work

environment. One reason manyof us go to college is to learn the knowledge necessary to

acquire a job andpursue a career after we graduate. We aim to gain the skills that we will need

towork in an industry. This is what really sold me on the GET experience. I wasable to go to

work for 40 hours a week, get real, hands on knowledge ofapplications, development, and

corporate culture, as well as earn credit towards my major. The best part was that they treated

me like a full time employee, notan intern. This is what really sold me on the GET experience. I

was able to go to work for 40 hours a week, get real, hands on knowledge of applications,

development, and corporate culture, as well as earn credit towards my major. The best part was

that they treated me like a full time employee, not an in term. According to Ronda (2018) The

Department of Education (DepEd) is banking on the “strong partnerships” it has forged with the

Philippine Chamber of Commerce and Industry (PCCI) and other industry groups as the Grade

12students under the K-12 basic education curriculum take their work immersioncourse

requirement. Work immersion, according to the DepEd, is a key subjectunder the Senior High

School curriculum that may be conducted in different waysand time frame as needed by SHS

learners. The subject provides learnersopportunities to familiarize themselves with the

workplace; to simulateemployment, and to apply their competencies in areas of

specialization/appliedsubjects in authentic work environments.

The SHS curriculum provides four “exits” for graduates – higher

education,entrepreneurship, employment or middle-level skills development – where thefirst

batch of Grade 12 learners is expected to become full-fledged contributors tosocial development

and nation-building. The DepEd noted that the K-12 BasicEducation Program was created to
equip graduates with values, knowledge andskills that communities, businesses and industries

need. The DepEd said it recognized the PCCI’s concern regarding the minimum number of

training hours of SHS graduates, as it maintains its confidence on its partnership with

thebusiness group and continues to foster cooperation with various industry partnersby

addressing concerns that could arise as the work immersion subject isimplemented.Specifically,

DepEd Order No. 30, series of 2017 or Guidelines for Work Immersion provides learners with

access to industry partners’ facilities and employment simulation where they are given

opportunities to apply theircompetencies, gain practical industrial skills and develop good work

ethics andvalues relevant to pursuing further education and/or joining the world of work.Under

the DepEd order, a learner is required to render a minimum of 80 hours forwork immersion.

Consequently, as provided by law, a child below the age of 18but older than 15 must spend a

maximum of 40 hours per week and no morethan eight hours per day in the work immersion

venue. The same issuance doesnot limit a learner’s practical work experience hours to 80 hours

and offers several delivery models from which schools may choose based on the number of

hours (80 hours, 240 hours, 320 hours), learner’s purpose and needs, school capabilities and

compliance to the Technical Education and Skills Development Authority (TESDA), Department

of Labor and Employment (DOLE) and DepEdWork Immersion Guidelines.Schools may also

design their own delivery models as they deem fit for aspecific situation or concern, subject to

the approval the Regional Office. TheK-12 program was crafted in close coordination with the

Commission on HigherEducation, TESDA and representatives of the business community. It

aims toproduce lifelong learners who are locally and globally competitive, and ready topursue

their desired path

 CHAPTER lll

RESEARCH METHODOLOGY

This Chapter Consist the Research Design , Respondent, Sampling Procedures ,

Instrumentation , Data Gathering and Statistical Treatment and Research Locale .This Present

or explain the procedure ,Which the Researcher had followed in conducting this study.

RESEARCH DESIGN

The study made use of the descriptive-survey method. According to Best and Kahn

(2007), descriptive research employs the process of disciplined inquiry through the gathering

and analysis of empirical data, and each attempts to develop knowledge. To be done

competently, each requires the expertise of the careful and systematic investigator. Salaria

(2012) defines descriptive-survey research as a method of research which concerns itself with

the present phenomena in terms of conditions, practices beliefs, processes, relationships or

trend invariably.

RESEARCH LOCALE

The researcher decided to choose Doña Francisca Alvarez Rejano Integrated School as

the research locale for it is highly accessible.

POPULATION AND SAMPLING

The respondents of this study were chosen by means of purposive sampling

technique ,which was based in choosing individual and samples according to the purpose of the

researcher.
DATA GATHERING INSTRUMENT

This study employed the use of quantitative research methodology which is survey

questionnaire. It is composed of two (2) parts. The first part consists the demographic profile

and the chosen track of the respondents. The second part includes two variables: qualifying for

employment (10 items) and entrepreneurship (10 items).

The survey questionnaire were subjected to construct and content validity. The responses

were processed and we're subjected to reliability test.

DATA GATHERING PROCEDURE

The respondent of this study was the Grade 10 students at Doña Francisca Alvarez

Rejano Integrated School. The student survey questionnaire was the data collection instrument

to investigate the level of awareness among Grade 10 students towards the academic benefits

of Senior High School Curriculum. After the questionnaire was designed by the researchers,it

was presented to the adviser for consultation. Then after redrafting of the instrument,it was

clarified under discussions with the panels of experts follow by providing a letter request that

was given personally to the adviser of Grade 10 and to the principal of Doña Francisca Alvarez

Rejano Integrated School to obtain permission to conduct the study. After the approval was

granted,the data were collected after the respondents answered the questionnaire and analyzed

to answer the research questions.

To the Proponents,

This is a good research topic, however, it will require more efforts to finish and extract
good results. Nevertheless, I APPROVED THIS ONE.

GENERAL COMMENTS

1. Review your Theoretical Framework and Conceptual Framework. Make sure that the
presentation is aligned with your research topic. Consider your independent and
dependent variables.

2. Link your RLL (related literature) to your current study

3. The output of this research will be an Action Plan for the level of awareness among grade 10
student of DFARIS towards academic benefits of SHS curriculum which will be based on the
findings of this study.
 CHAPTER III

METHODOLOGY

This chapter provides information on the research methods used in this study supporting

the concepts established previously. It gives further details about the methods to be employed in

conducting the research. This part shows and describes all the important considerations and

undertakings involved in the study.

Research Design

The researchers will use the descriptive survey questionnaire in their study since

information about the interns will be obtained through survey method. It is primarily focused on

the impact of covid-19 pandemic on on-the-job training (OJT) programs of Tayabas Western Academy:

an input to academic planning

Purposive sampling method will be utilized in choosing the 30 intern-respondents of this

study since it is primarily concentrated on the impact of covid-19 pandemic on on-the-job training

(OJT) programs of Tayabas Western Academy: an input to academic planning. Thirty (30) Interns of

Bachelor of Science in Accountancy in Tayabas Western Academy (TWA) will be the

respondents of this study because they are applying the on-the-job training (OJT) as part of

requirement for graduation.

The researchers believe that he will be able to gather reliable and pertinent data if every

student will be given an equal chance of participation in the selection process.

Research Locale

The research locale of this study will be the Accountancy in Tayabas Western Academy

(TWA) which is situated at Candelaria, Quezon. The interns of Bachelor of Science in

Accountancy were the respondents.

To mention, the researcher is also a student of the aforementioned institution, as such it

will be easier for him to conduct his study and to attain valid result

Research Procedure

The researcher will make first a letter of request to the On-the-job training (OJT) adviser

of the Bachelor of Science in Accountancy students before the conduct of the study. Upon

seeking the adviser’s approval, a questionnaire which had been prepared by the researchers will

be given to the student-respondents. The questionnaire will be distributed personally to the

students to obtain valid results. The students’ responses will be analyzed and will be tabulated

using the Percentage Formula.

Research Instrument

To obtain validity in this study, data should be gathered accurately. As such, the

researcher prepared a questionnaire focused the level of satisfaction of the continuance of on-the-

job training (OJT) be described in terms of onsite internship and job performance measures.

Statistical Treatment of Data

The researcher will assess the gathered data by tabulating the frequency of the

respondents’ response to each item in the research questionnaire. The statistical treatments to be

used in this study are the following:

1. Frequency will be used in Part 1, Part II and Part V whereas the percentage will be taken by

dividing the number of responses to the item by the number of cases involved in the study.
To illustrate:

P = f x 100
N
Where: P = percentage

f = frequency

N = total number of respondents

100 = constant

2. Part III and Part IV, however, will utilize weighted mean distribution wherein the percentage

will be taken by dividing the number of responses to the item by the number of cases

involved in the study.

To illustrate: WM = 3 + 2 + n
N

Where: WM = weighted mean

n = number of respondents

N = total number of respondents