ATTITUDES OF TEACHERS AND PARENTS OF GRADE I PUPILS

TOWARD K-12 CURRICULUM OF PUBLIC ELEMENTARY

SCHOOLS, DIVISION OF OLONGAPO CITY

A Thesis Proposal
Submitted to the Faculty of Graduate School
Ramon Magsaysay Technological University
Castillejos Campus

In Partial Fulfillment
Of the Requirements for the Course
Master of Arts in Education

by

Dolores A. Umbina
August, 2013
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

One of the most important educational issues facing the Philippines today is the

Enhanced K+12 Basic Education Program. It is an area that is in need of a wide range of

publicity and awareness among education stake holders in the Philippines. The

implementation of the new curriculum started in Grade 1 during the school year 2012-

2013. By school year 2018-2019, a full 12 years of basic education will eventually be

required for entry into college. K +12 means Kindergarten and the 12 years of

elementary and secondary education. It seeks to provide for a quality 12- year basic

education program that each Filipino is entitled to. This is consistent with Article XIV,

Section 2(1) of the 1987 Philippine Constitution which states that “The State shall

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

education relevant to the needs of the people and society.” (DepED discussion paper:

2010)

Moreover, Current Curricular Innovations for inclusion in the K-12 Basic

Education Program include Thematic Approach in Kindergarten, Mother tongue-Based

Multilingual Education, Curriculum for Muslim learners or the Arabic language and

Islamic values education as subjects to be taught in the elementary and secondary levels

and the Strengthened Technical-Vocational Education.

 The poor quality of basic education is reflected in the low achievement scores of

Filipino students. Mullis (2009) reported that Philippines ranked 23rd out of 25

participating countries in Math. In 2008, even with only the science high schools

participating in the Advanced Mathematics category, the Philippines was ranked lowest

as reflected in International tests results like TIMSS (Trends in International Mathematics

and Science Study).

The quality of that education is deteriorating. Only 26% or a little over ¼ of 6th

graders have a mastery of English, where mastery is defined as obtaining a score of 75%

or higher in English, 31% of those students have a mastery of Math and 15% have a

mastery of Science.

School as an agent of social change and transmitter of culture provides the most

powerful source of intellectual energy that shapes our culture and ideology.

Unfortunately, the state of Philippine education system is significantly deteriorating.

There are eloquent proofs of the failing system as reported by the 1925 Monroe Survey to

EDCOM Report in 1991 and the recent Presidential Task Force on Education last 2008.

Not to mention the NCEE experience and the declining standards in higher education: the

recognition problem with which the Washington Accord prescribes and as well as the

Bologna Process requiring 12 years of education in practice of profession in European

countries. Enhanced K+12 Basic Education Program is an educational reform created to

address these issues. It is a major overhaul of our basic education curriculum which

entails costs to the government, families, workers and parents. In the long run, however,

the benefits from the Enhanced K+12 Basic Education Program will outweigh the

additional costs that will be incurred by both government and families.

 Now that the K to 12 system of education is being enforced in the country, mother

tongue or native languages have begun to be used as medium of instruction from

kindergarten to Grade 3. Under DEP-ED Order No. 74, series of 2009, this policy

referred to as mother tongue-based multilingual education (MLE) aims to improve

learning outcomes and promote Education for All (EFA).

This debatable issue on the advantages and disadvantages of K-12 curriculum has

moved the researcher to conduct this study. This will clear the controversy among

scholars on the issue and provide clear picture about the attitude of teachers and parents.

Thus, the researcher is very optimistic in considering the foregoing claims to be

considered as the rationale in conducting a study on the attitude of teachers and parents of

grade I pupil about the K-12 curriculum in Public Elementary Schools, Division of

Olongapo.

Statement of the Problem

The study entitled “Attitudes of Teachers and Parents of Grade I Pupils Towards

K-12 Curriculum in Public Elementary School, Olongapo City, SY: 2013-2014 will seek

to find out the attitude of teachers and parents towards the implementation of K-12

Curriculum.

Specifically, it will answer the following questions:

1. What is the profile of teacher-respondents in terms of:

1.1 Age;

1.2 Gender;

1.3 Civil Status;

 1.4 Educational Attainment;

1.5 Area of Specialization;

1.6 Years in Teaching; and

1.7 Seminars Attended related to K-12 curriculum?

2. What is the profile of parent-respondents in terms of:

2.1 Age;

2.2 Gender;

2.3 Educational Attainment;

2.4 Monthly Income

2.5 Reading materials used at home;

3. How may the attitude of teachers and parents be described towards the K-12

curriculum?

4. Is there a significant difference between the attitude of teachers and parents on the

towards K-12 curriculum?

5. Is there a significant difference on the attitude of teachers and parents when

grouped according to the profile variables mentioned in problems number 1and 2?

6. What are the implications of the findings of the study to the implementation of the

K – 12 curriculum?

Hypothesis

To make the data more vivid, the following hypothesis will be tested:

1. There is no significant difference between the attitude of teachers and parents

towards K-12 curriculum.

 2. There is no significant difference on the attitude of teachers and parents when

grouped according to the profile variables mentioned in problems number 1and 2.

Conceptual Framework

The implementation of K-12 curriculum is anchored on the Education for All

(EFA) 2015 goals, the Millennium Development Goals aimed at significantly reducing, if

not decisively eradicating poverty, by the year 2015 and the Basic Education Sector

Reform Agenda Conceptualized in mid- 2005 to facilitate implementation of Philippine

EFA 2015 Plan. The study will adopt the Input, Process, and Output (IPO).

Input Process Output

1. Profile of Teachers
1.1 Age 1. Documentary Analysis
2. Unstructured Interview
1.2 Gender
3. Questionnaire
1.3 Civil Status 4. Statistical Tools
1.4 Educational
Attainment 4.1 Frequency Count
1.5 Area of Specialization 4.2 Percentage
1.6 Reading Materials 4.3 Weighted Mean Pupil Performance
1.7 Years in teaching 4.4 T-Test
4.5 Analysis of Variance
1.8 Training and Seminar
(ANOVA)
4.6 Pearson r
1. Profile of Parents
1.1 Age
1.2 Gender
1.3 Educational
Attainment
1.4 Monthly Income
1.5 Reading materials used at
home

3.Attitude Towards K-12 Curriculum

 Figure 1. Paradigm of the Study

The conceptual framework of the study is shown in the paradigm in Figure 1. As

reflected, the study is based on the concept that attitude of teachers and parents towards

the implementation of K-12 curriculum will be looked into and is represented by input.

The process will include the collection of data and statistical treatment. As a whole, it is

the concept of this study to determine the relationship of attitude of teachers and parents

to pupil performance in Public Elementary School, Olongapo City as manifested by its

inputs that are to be analyzed and evaluated and by the corresponding output which

represented by the Figure 1.

Scope and Limitation of the Study

Purposively, this study will be limited to the determination of the attitude of

teachers and parents of grade I pupils of Public Elementary Schools, Division of

Olongapo City.

The study will cover the profile of the respondents such as age, gender, civil

status, educational attainment, years in teaching, reading materials, trainings and seminar

attended related to K-12 Curriculum.

(In addition, the respondents’ perception will be correlated to pupils’

performance).

Significance of the Study

This study will be significant to the following people:

 Administrators. The results may provide data for policy formulation with regard

to the implementation of K-12 Curriculum. It will provide attention, monitoring and

support to the K-12 curriculum in pursuit for quality education. This will also serve as

basis for the formulation of policies for an effective teaching which will be incorporated

into the school development plans, programs and activities.

Teachers. Knowing and understanding more the factor and attitude that greatly

affects the implementation of K-12 curriculum, teachers could work effectively to help

pupils improve their performance. Findings will make them realize that teachers need to

identify the reading difficulties of their pupils that will lead to a better implementation of

K-12 curriculum. This would also encourage them to utilize proper instructional materials

and relevant strategies in Current Curricular Innovations for inclusion in the K-12 Basic

Education Program such as Thematic Approach in Kindergarten, Mother tongue-Based

Multilingual Education, Curriculum for Muslim learners or the Arabic language and

Islamic values education as subjects to be taught in the elementary and secondary levels

and the Strengthened Technical-Vocational Education

Pupils. The result of this study will help pupils develop their reading skills and

numeracy skills at optimum level and gain confidence to grasp new words and critically

interpret evaluation, since K-12 Curriculum enforces the use of mother tongue.

Parents and Community. Results will help them realize their vital roles in

educating their children and the significance of K-12 curriculum.

Researchers, curriculum makers, and finally, to the academic community as a

whole, this study would serve as a baseline for further study.

Definition of Terms

For the clarity and better understanding of the study, the following terms are

either operationally or lexically defined:

Attitude: Attitude in this context could be considered as teacher and parents’' feelings

about K-12 curriculum, or their liking or disliking of getting instruction using this

educational system.

Basic Education Curriculum. This refers to the program used by the Department of

education as a means of achieving its educational objectives. Basically, it is what happens

to students as a result of what teachers do, it includes all the experiences of the learners

for which the school should accept responsibility. It refers to the curriculum for

elementary and secondary schools.

BESRA- refers to Basic Education Sector Reform Agenda conceptualized in Mid-

2005 to facilitate the implementation of Philippine EFA 2015 plan.

EFA or EDUCATION FOR ALL - refers to the provision of free and compulsory

primary education for all.

Elementary Education. This refers to the first stage of compulsory education primarily

concerned with providing basic courses usually corresponding to six grades including

pre-elementary.
K-12 Curriculum. K -12 refers to Kindergarten and the 12 years of elementary and

secondary education. It seeks to provide for a quality 12- year basic education program

that will respond to the need of developing the country’s competitiveness.

Kindergarten - refers to a program or class for four to five-year-old children that serves

as an orientation to a new educational environment through varied experiences.

Mother tongue: Is the language which a person acquires in early years and which

normally becomes his natural instrument of thought and communication.

Mother Tongue-Based Multilingual Education – refers to the mother tongue taught as

learning area and used as language of instruction from kindergarten to Grade 3.

Performance : It refers to pupils' academic achievement on mathematics, English,

science and other subjects.

Teaching. This refers to the process of stimulating, directing, guiding and encouraging

learning among students in the school.

Thematic Approach - refers to the domains and themes as tools for the holistic

development of an individual.
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the works of different authors both local and foreign

which were reviewed by the researcher and have bearing to the present investigations.

These local and foreign literature and studies gave direction to the present study.

A. Related Literature

Foreign

K–12 is a designation for the sum of primary and secondary education. It is used

in the United States, Canada, and some parts of Australia. The expression is a shortening

of Kindergarten (5 or 6-year-old) through 12th grade (or grade 12) (17-18 years old), the

first and last grades of free education in the United States, Australia and Canada.

(http://en.wikipedia.org/wiki/)

(K–12 Curriculum includes Thematic Approach in Kindergarten and Mother

tongue-Based Multilingual Education.)

Addis Ababa (Assefa: 2002), explains the effect of attitude towards language.
Unfavorable attitude towards their mother tongue or preference to some language over

the mother tongue could develop due to unawareness and prejudices. In other instances

dislike toward language arises due to political bias, social stratification, economic

incongruity, and other socio-psychological factors.

Holmes shares the same idea with respect to attitude towards language. According

to Holmes, "attitudes to language are strongly influenced by social and political factors."

Then what do we understand from people's attitude towards language? For this question

Holmes further indicates that some people "develop attitudes towards languages which

reflect their views about those who speak the languages, and the contexts and functions

with which they are associated" (Holmes, 1992:346).

Many social psychologists argue that an attitude is an internal state that affects the

overt behavior. There are different views regarding the effect of attitude on behavior and

vise versa. More specifically, "language attitude can have a great influence in areas such

as education". There is some evidence that language attitudes may influence how teachers

deal with pupils; . . .and other evidence suggests that attitudes about language affect

second language learning"

Walter (2008) argued that language is an integral feature of educational practice

in the classroom. Teachers communicate content and instructions via language. Learners

listen and interact via language in the process of learning. The normal assumption is that

the language of the classroom is either well-known to or quickly learned by students so

that educational outcomes meet specified expectations. When this assumption is valid,

evaluation of educational effectiveness can largely ignore the issue of language as a

variable shaping educational outcomes.

 As reviewed by Mullis (2009), math skills develop from everyday life experiences

long before they are formalized in the classroom. From writing the numerals correctly to

grasping basic math facts, you can help your child develop math skills according to their

natural ability and learning style. Children develop math skills at different rates and in

different ways. A common problem is that a child has trouble remembering math

problems no matter how many times they review them. It's important to stimulate a

child's mind in various ways to reach him as an individual and build a connection

between his mind and the material he needs to master in school. Here are some ways to

approach the teaching of math and things to watch for that take into account the varied

rates of development in different children.

According to Tchombe (2004), for one to embark on teaching, he must make

relevant research findings on lesson planning, on teaching techniques and on evaluation

techniques. She also confirms that pupils’ participation and involvement in the teaching –

learning process are an essential part of their learning. The quality of education in any

school depends also on the teacher’s competence in teaching. Pupils’ performance will

depend on teacher’s degree of competence in planning, teaching and evaluating. To

confirm this view, Haman Adama (2007) in her address to teachers said: Dear teachers,

you are models for your young learners: deliver second official language lessons with

devotion. Apply the knowledge you acquired during training to this effect.’

Local

The philosophical and legal bases of K-12 Curriculum (DepEd: 2010) include

the following: The 1987 Phil. Constitution; B.P. 232, Education Act of 1982; R.A.
 9155, Philippine Governance Act; The 4 pillars of education (UNESCO); The vision-

mission statement of DepED; The EDCOM Report of 1991; and BESRA.

In terms of the nature of the learner, K-12 curriculum believes that

Individual has a body and spirit, intellect, free will, emotions, multiple intelligences,

learning styles and constructor of knowledge and active maker of meaning not a passive

recipient of information.

However, in terms of needs of the learner, K-12 curriculum believes

that Life skills, Self-actualization’ Preparation for the world of work, entrepreneurship,

and higher education.

Finally, in terms of needs of national and global community, K-

12 curriculum believes that Poverty reduction and human development, Strengthening the

moral fiber of the Filipino people, Development of a strong sense of nationalism,

Development of productive citizen who contributes to the building of a progressive, just

and humane society, Ensuring environment sustainability, and Global partnership for

development.

Multilingualism is the basis for the Language Curriculum of the K-12 Basic

Education Program, building upon the natural ability of Filipinos for language learning.

Mother Tongue include Ilocano, Waray, Pangasinan, Cebuano, Kapampangan,

Chavacano, Tagalog, Maranao, Bikol, Maguindanaon, Hiligaynon and Tausug.

The use of the mother tongue as primary medium of instruction from pre-school

up to at least grade three is now a Department of Education policy, Secretary Jesli A.

Lapus (2009) announced that DEP-ED Order No. 74, series of 2009, nullifies the 35-year
old bilingual directive laid down in the 1970s on English and Filipino as the only

languages of instruction.  Neither English nor Filipino is the first language (L1) of most

Filipinos. The historic policy widely referred to as mother tongue-based multilingual

education (MLE) aims to improve learning outcomes and promote Education for All

(EFA), Lapus said. Citing findings from international and local research, he stated that:

 Learners acquire reading skills more easily in their first language (L1) than in a

second language (L2);

 Pupils who start to speak, read and write in their L1 learn an L2,  like English, 

more quickly than those exclusively taught in an L2.

 Learners develop cognitive, linguistic and academic competencies much faster in

their L1 than in an L2.

Under the new order, Filipino and English will be taught as separate subjects in the early

grades and will be used as media of instruction when students are “ready”. This means,

when they have gained sufficient proficiency in the two L2s, as determined by DEP-ED.

English and Filipino will remain the primary languages of teaching in high school, with

the mother tongue as auxiliary and supplementary medium. Lapus clarified that MLE will

only be implemented at the level of the school, division and region after meeting certain

conditions.  These include: the establishment of a working orthography or spelling

system; the formation of a technical working group to oversee the program; the

development, production and distribution of culturally relevant but inexpensive L1

materials; in-service MLE training of teachers; the use of L1 for testing; and maximum

participation and support from the LGU, parents and community under the concept of
school-based management.  The new policy also extends to the alternative learning

systems and the madaris schools. Philippine education stakeholders and linguistic experts

have been clamoring for a change in the language-in-education policy. They have

identified the disparity in the home and school languages as a major factor in the

worsening functional literacy levels, high drop-out rates, and low learning outcomes

among Filipino pupils.

Mother Tongue Based Multilingual Education (MLE) Primer is entitled "21

Reasons Why Children Learn Better While Using Their Mother Tongue." Below is a

glimpse of the primer: (http://mlephilippines.org:2009)

What is mother tongue-based multilingual education or MLE? MLE is the use 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.

When will children start learning Filipino and English? As they develop a strong

foundation in their L1, children are gradually introduced to the official languages,

Filipino and English, as separate subjects, first orally, then in the written form.

Does MLE only involve changing the language of instruction and translating the

materials into the local languages? MLE is an innovative approach to learning. Apart

from programming the use of several languages, it also involves the following: (a) the

development of good curricula (i.e. cognitively demanding); (b) the training of good
teachers in the required languages for content and methodology; (c) the production of

good teaching materials (i.e., error-free and culturally relevant); (d) the empowerment of

the community (i.e. school-based management). MLE will not work when one simply

changes the language by translating existing materials into the local languages.

What kind of learners does MLE intend to produce? MLE aims to produce
learners who are:

• Multi-literate—they can read and write competently in the local language, the national

language, and one or more languages of wider communication, such as English;

• Multi-lingual—they can use these languages in various situations;

• Multi-cultural—they can live and work harmoniously with people of culture

backgrounds that are different from their own.

What specific weaknesses in the Philippine educational system does MLE seek to

address? MLE seeks to specifically address the high functional illiteracy of Filipinos

where language plays a significant factor. As one educator, Professor Josefina Cortes, has

observed, we have become “a nation of fifth graders.”

Why use the mother tongue or the first language (L1) in school? One’s own

language enables a child to express him/herself easily, as there is no fear of making

mistakes. MLE encourages active participation by children in the learning process

because they understand what is being discussed and what is being asked of them. They

can immediately use the L1 to construct and explain their world, articulate their thoughts

and add new concepts to what they already know.

 But our children already know their language. Why still learn it in school? What

we and our children know is the conversational language or the everyday variety used

for daily interaction. Success in school depends on the academic and intellectualized

language needed to discuss more abstract concepts.

Why use the national language or Filipino in school? The Philippines is a

multilingual and multicultural nation with more than 150 languages. A national language

is a powerful resource for inter-ethnic dialogue, political unity, and national identity.

Will the use of Filipino as medium of instruction and as a subject be

advantageous to native Tagalog speakers? It is partially true that native speakers of

Tagalog enjoy a small advantage under the present bilingual education set-up in which

some subjects are taught in their L1. But this is nothing compared to the overwhelming

bias of the present system for English.

Will the use of the local and regional languages be detrimental to building one

nation? No, it won’t. On the contrary, it is the suppression of local languages that may

lead to violent conflicts, disunity, and dissension.

Why use an international language like English in school? Languages of wider

communication like English should be part of the multilingual curriculum of a country.

The graduates of this system should find relevance beyond their ethnic and national

boundaries. Most world knowledge is accessible in English, and so, knowledge of

English is certainly useful. It is not true, however, that students will not learn science and
mathematics if they do not know English. The ideas of science are not bound by one

language and one culture.

Will using the mother tongue as language of instruction hinder the learning of a

second language like English? No. Many studies indicate that students first taught to read

in their L1, and then later in an L2, outperform those taught to read exclusively in an L2.

Learning to read in one’s own language provides learners with a solid foundation for

learning to read in any L2.

Will increasing the time for English or making it the exclusive medium of

instruction improve our English? No. This popular belief is increasingly being proven

untrue. Large scale research during the last 30 years has provided compelling evidence

that the critical variable in L2 development in children is not the amount of exposure, but

the timing and the manner of exposure.

What is the best way to attain proficiency in English? For non-native speakers of

English, the best way is to teach it as an L2 and to teach it well. This depends on the

proficiency of teachers, the availability of adequate models of the language in the

learner’s social environment, and sufficient reading materials. Simply increasing the time

for English will not work.

Are local languages capable of being used as languages of instruction? Definitely

yes. As far back as 1925, during the American colonial period, the Monroe Commission

already recommended the use of the local languages in education. Beginning 1957, the

local languages, or vernaculars, became the medium of instruction in Grades 1 and 2.

This vernacular education policy was abruptly abolished in 1974, when the bilingual

education policy was launched by the Marcos government. Languages grow and change

in response to changes in the physical, social, political, spiritual and economic

environments in which they are used. As a language is used for instruction, for example,

it intrinsically evolves to adapt to the demands of its users.

Why not use an early exit program where the L1 is used from pre-school up to

Grade 3 and English is used as the exclusive medium of instruction thereafter? Early-exit

programs can help but may not be enough. The international experience on the use of L1

and L2 in education, especially in Africa, reveals that children need at least 12 years to

learn their L1. It takes six to eight years of strong L2 teaching before this can be

successfully used as a medium of instruction. The consolidated Gullas, Villafuerte and

Del Mar Bill (or the “English-only” MOI Bill) pending in Congress appears to support

the use of the local languages and also the national language in education, as it provides

that “English, Filipino or the regional/native language may be used as the MOI in all

subjects from preschool until Grade III.” However, the Declaration of Policy section

betrays the Bill’s real intention and this is to strengthen English “as the medium of

instruction in all levels of education, from the preschool to the tertiary level.” The

optional use of L1 and the national language as MOI really means that they may not be

used at all.

Don’t we need more English since the language will provide more jobs for our

countrymen, such as in the call center industry? Many believe that this is an extremely

shortsighted view because not all Filipinos will become call center agents. The more
important concern is how to solve the current mismatch between industry and the

educational system. According to former Education Undersecretary Miguel Luz, the

consensus among employers is that a high school diploma with its current coverage is

inadequate for its purposes because Filipino high school graduates are weak in their

ability to communicate, to think logically, and to solve problems. Luz adds: “It (the

Gullas Bill) is a dangerous bill, however, because it places a misleading emphasis on

English as the medium of learning. As such, the young learners and their teachers will

concentrate on the language, not on Science and Math and literacy (that is more

fundamental to learning).” The best way to learn basic science and math, problem solving

skills, and reasoning skills is through the L1.

18. What is a better alternative to the English-only Bill? A better alternative is House Bill

No. 3719, filed by Congressman Magtanggol Gunigundo II of Valenzuela. The Bill is

also known as the Multilingual Education and Literacy Bill, or the Gunigundo Bill, which

is far superior to the English-only Bill in many respects.

Is it costly to practice MLE? Contrary to popular belief, L1-based education may

actually cost less than a system that is based on L2. If we consider the money wasted on

drop-outs, repeaters, and failures, as well as other added costs, studies show that L2-

based education systems are more costly than L1 systems.

What do Philippine stakeholders say about MLE? • The Department of

Education, through Secretary Jesli Lapus: “We find the bill (the Gunigundo bill) to be

consistent with the Basic Education Sector Reform Agenda (BESRA) recommendations
and the bridging model proposed by the Bureau of Elementary Education where pupils

were found to comprehend better the lessons in class.”

• The National Economic Development Authority, through NEDA Director General

Ralph Recto: “From the economic and financial vantage points, we believe that adopting

this education policy (HB 3719), in the final analysis, is cost-effective...

• The Philippine Business for Education (PBED), one of the largest associations of

businessmen in the country: “English and Filipino are languages `foreign’ to most

children and legislating either as medium of instruction will do more harm to an already

ailing system of education.”

• The Department of Foreign Affairs and UNESCO Philippines, through Secretary

Alberto Romulo: “Multilingualism is the order of things in the UN and in the world. The

unique richness of the world’s national identities draws on the many traditions that make

up different countries and are expressed through local and indigenous languages.

UNESCO supports mother tongue instruction as a means of improving educational

quality by building upon the knowledge and experience of the learners and teachers.”

Do we have to wait for legislation to implement MLE? No. The Lubuagan

experience, the DepEd Lingua Franca Project, and other existing programs using the local

languages tell us that it is already possible to undertake an MLE program without waiting

for legislation.

B. Related Studies

Foreign
 Assefa (2009) on his study entitled “Student’s Attitude towards Mother Tongue

Instruction as a Correlate of Academic Achievement: The case of Sidama” revealed the

following results: (1) Comparison of means between upper and lower 25% and above and

below the median score indicated that there was a significant difference between pupils

with high and low attitude and motivation scores regarding achievement. That is those

students who scored high on attitude and motivation achieved better in Sidama language

and those who had low score in attitude and motivation also achieved low in Sidama

language. (2) There was no sex difference regarding attitude towards Sidama language as

a medium of instruction. Both boys and girls had positive attitude towards their native

language being used as a medium of instruction. (3) There was significant difference

between rural and urban dwellers regarding attitude and motivation towards the use of

Sidama language as a medium of instruction. That is rural students had favorable attitude

and motivation towards Sidama language as a medium of instruction and achieved high

than urban students. (4) All the variables incorporated in the study contributed

significantly to Sidama language achievement. More precisely, among the variables

added to the model, attitude had strong direct effect and was the superior predictor of

Sidama language achievement. (5) The major causes for the development of negative

attitude towards Sidama language as medium of instruction were 'A shortage of trained

teachers', ' Lack of general reading materials', ' Lack of textbooks and other educational

materials', Inadequacy of vocabulary' and 'problem of writing system'. Their degree of

effect follows the order they are presented here. (6) Attitude, motivation, sex and place of

residence had significant direct effect on achievement. (7) Sex has no significant direct

effect on attitude and motivation.

 Walter, S. and Trammel, K. (2010) on “The Kom Experimental Mother Tongue

Education Project Report for 2010” observed that the Fulfulde-speaking children in the

Kom-medium schools substantially outperformed their Fulfulde-speaking peers in

English-medium schools by a factor of 72.4 percent in Grade 2 and by 127 percent.

Interestingly, the Fulfulde-speaking children outperformed the Kom-speaking children on

all measures except the Kom-medium Language Arts measures in both grades.

How do we explain this finding? The most logical explanation for this finding is

that the Fulfulde-speaking children are sufficiently bilingual in Kom (and not English) so

that they are learning much more in Kom-medium schools than are those attending

English-medium schools. Other possible explanations include the following: (1) the

greater transparency of the Kom orthography—in comparison to English—which

facilitates access to literacy in the Kom language2; (2) a greater commitment to education

on the part of the Fulfulde community; (3) selectively sending only the most able

Fulfulde children to school; or (4) some other unknown biasing factor in education in the

Kom area. Further research or documentation will be required to more precisely identify

the observed effect. In the meantime, we can, at a minimum, observe that the population

of Fulfulde-speaking children living in the Kom community is NOT being compromised

educationally by their participation in Kom-medium classrooms. To the contrary, the data

suggest that this population benefits markedly from attending Kom-medium schools.

In sum, two principles seem to be suggested by these data. First, mother tongue

strategies for education are best suited to settings where there is a high degree of both

linguistic homogeneity and monolingualism. Second, children CAN be effectively

educated in a second language if and only if they speak that language well when they

begin school.

Walter, Stephen L. and Ronald Morren. (2004) on “Twenty years of bilingual

education in Guatemala” reported the performance of their teachers was cast in terms of

percentiles (based on the standard used for the TAKS test in the state of Texas). Without

doubt, this is a somewhat biased scale because of the international comparison. At the

same time, the teachers taking the test had completed their studies in a pedagogical high

school in Guatemala, the normal standard for the training of primary level teachers in

Guatemala. All but one scored at or below the 14th percentile. The low-performing

teachers had received all of their education in second language (Spanish-medium)

schools. An examination of group performance on individual test items demonstrated that

the test group performed reasonably well on items involving basic computations and

simple word problems. When test items required multiple computations, modeling, or

abstract thinking, performance declined quite dramatically.

Because of the very small sample size and a simple design, we cannot draw major

conclusions from this data set. Nonetheless, support is lent to the suspicions of many

researchers that primary school teachers in developing countries, themselves, have weak

skill sets and are not capable of teaching that which they do not know or understand

themselves.

Walter (2003) explained that among students who participated in the ESL pullout

model (no instructional support in their first language), barely 10 percent scored 50

percent or higher—a level that could be considered minimal for going on to college.

Performance below this level would be associated with blue-collar jobs, manual labor or
unemployment. In contrast, 70 percent of students educated in two-way bilingual

programs scored at or above the mean, thus giving them potential access to university and

higher level professional careers.

This analysis suggests that the workplace and economic consequences of

educational language choice are great, even in the USA where a minority of children is

learners of the national language. In low-income multilingual countries where virtually

all children are learners of an official language, the economic consequences would seem

to be even greater.

Local

In a study conducted by Casupanan (2012) on the level of K+12 awareness among

parents of Saint Anthony’s High School, Subic, Zambales which involved a total of two

hundred forty six (246) respondents with children currently enrolled in the kindergarten,

elementary and secondary program of the school, SY: 2011-2012 revealed the following

results:

The findings of this study clearly show that there is a low level of K+12

awareness among parents of St. Anthony’s High School, Subic, and Zambales. There is a

knowledge gap; parents are not fully aware that Enhanced K+12 Program will fully

benefit us locally and internationally. Findings revealed that not enough is being done at

the school and community level education using a face to face approach. There is

obviously a need for agencies promoting Enhanced K+12 Program at a community level.

The level of Enhanced K+12 Program Awareness varies with age, sex, marital status and

educational attainment of parents in St. Anthony’s High School

 In a paper on the Lubuagan Mother Tongue-Based (MTB) MLE Program, Norma

Duguiang of DepEd-Kalinga and SIL Literacy Specialist Diane Dekker (2010) confirmed

the effectiveness of the program. “Many parents were afraid their children would not

learn English if the mother tongue was used in the classroom. However, they found out

that children learned faster and better from the very beginning when we taught in our

mother tongue. A former Mayor said his young granddaughter learned to read quickly

and fluently in the mother tongue in Grade 1 while her older siblings, who were taught to

read only in English and Filipino, could not read as fluently or with comprehension,” they

write. “Because of the initial success of the program, more teachers wanted to be trained

to use MLE. Parents who once were hesitant about the program were asking for their

children to be enrolled in experimental classes and began talking about implementing the

program in the whole district.”

The Culture-Responsive Curriculum for Indigenous People-Third Elementary

Education Project (CCIP-TEEP) case study (2003-07) showed that when teachers use the

pupils’ mother tongue, the latter learn to read more quickly; learn better in Math and

Science; and improve in cognitive skills. They also participate more actively in classes

that use the mother tongue as medium of instruction. Furthermore, children who have

learned to read and write in their first language learn to speak, read, and write in the

second and third languages more quickly. Overall, those who begin school in their first

language with careful bridging with the two second languages emerge as more competent

in all areas of study than the children who do not. The March 2006 SWS survey on the

Filipino's self-assessed proficiency in the English language showed a decline over the last

twelve years if compared to earlier SWS surveys in December 1993 and September 2000.
The decline is manifested in all aspects of English proficiency from ability to speak and

write and to think in English. Only two out of three Filipino adults (65%) say they

understood spoken English and could read English in the March 2006 survey in contrast

to three fourths (75%) in the September 2000 and the December 1993 surveys. About

half (48%) could write English in the latest survey while it was 61% in the two earlier

surveys. Only a third (32%) in March 2006 said they spoke English compared to more

than half (54%) in the two other surveys.

C. Relationship of the Present Study to the Previous Study

The previous literature and studies cited were all related to the present study since

these studies dealt with the issue of K-12 Curriculum. However, these studies differ in

some degree because this is the first study that will be conducted in Olongapo City with

regards to the attitude of teachers and parents towards the implementation of K-12

Curriculum.

The present study will be utilizing survey questionnaire to obtain the attitude of

the respondents on the implementation of K-12 Curriculum.

There is no duplication because this research will be conducted in a different

environment and in another period of time.

 Chapter 3

RESEARCH METHODOLOGY

This chapter includes the method of research, the respondents, research instruments,

validation of the instruments, data gathering procedure and treatment of data.

Research Method

In facilitating the gathering of data, method was devised depending on the

purpose and scope of which the study was undertaken. The descriptive survey method

was used to highlight the level of attitude of grade I teachers and parents on the

implementation of the K-12 curriculum. Descriptive survey according to Calmorin,

(2008) is an organized attempt to analyze, interpret and report the present status of an

institution, group or area and this method signifies the gathering regarding present

condition.
 Since the present investigation was concerned with liking and disliking on the

implementation of K-12 curriculum, the descriptive survey method research was the most

appropriate method that to be used because it deals with survey and present conditions.

The Research Locale

The study will be conducted in the Division of Olongapo City in Region III.

The name Olongapo was derived from the phrase “ULO NG APO” or head of the

Chieftain. The history is that the beheaded body of an old chieftain was discovered

after a mysteriously long disappearance. Frantic efforts of the villagers to find the severed

head failed and village declined. After many trials and hardships, a strapping youth came

upon the old man’s head resting upon the tip of bamboo pole victim enemy rival tribes.

Upon seeing the head, the natives ran crying around the village, “Ulo ng Apo!” They

contracted around and the village named as it is today – Olongapo.

Olongapo City is located in the western coast of Luzon, 126 kilometers

Northwest of Manila. On the boundary is the municipality of Subic, on the North, the

Zambales and Bataan mountain range on the east, Subic Bay Freeport on the South and

the waters of Subic Bay on the west. The city has a land area of 185 square kilometers.

Olongapo City is a community that used to be economically dependent on the U.S. Naval

Base Military Facility. When the U.S. left in 1992, the Subic Bay Metropolitan Authority

(SBMA) was created by the Base Conversion Development Authority (BCDA).

The vision of the government was to convert the resources that were left by the

USN into a Freeport Zone. Foreign as well as local investors were invited to participate.
To date, many foreign investors put up a business firms that brought employment

opportunities to the people of Olongapo City. The presence of the Koreans boosts the

tourism industry in Olongapo City. With the rising population of Olongapo City due to

employment opportunities, lots of schools were being opened. (Bersamina: 2009)

 Figure 2 Map of Olongapo City Showing the Location of Study

Respondents

This study will involve randomly selected grade I teachers and parents who are

employed during the academic year 2013 – 2014 of Public Elementary School in

District IV, Olongapo City. The researcher decided to consider the total of ____

respondents to obtain the parametric reliability and validity of the data gather through the

questionnaire.

Instrument

The researcher will utilize the survey-questionnaire developed by the researcher

which include the attitude of grade I teachers and parents on the implementation of K-12

curriculum. It is composed of two parts.

Part I of the instrument will gather the profile of the respondents such as age, civil

status, and educational attainment, length of service, reading materials used at home as

well as trainings and seminar attended related to K-12 curriculum.

Part II of the instrument will gather the perceptions of respondents on their level

of attitude towards the Implementation of K-12 Curriculum. Each column contains a

descriptive rating such as (5) Strongly Agree, (4) Agree, (3) Undecided, (2) Disagree, and

(1) Strongly Disagree.

 The research instrument will be pre-tested for face and content validity. This will

be subjected to ten (10) grade I teachers in Olongapo City who are not included in the

study. This will be done for the purpose of determining whether the respondents

understood all items in the checklist.

From the results, the researcher will refer to some authorities for additional

suggestions and comments.

Data Gathering Procedure

The researcher will seek permission and recommendation from the Dean of

RMTU College Graduate School to field the research questionnaire to Public Elementary

School in Olongapo City. The researcher will personally distribute the research

questionnaires to all respondents.

After few days, the researcher will return for retrieval of instruments assuring

each respondent that all information will be treated with utmost confidentiality and those

respondents who prefer to conceal their identity by not writing their names in the

questionnaire would still be considered and same respect will be regarded to them.

Statistical Treatment of Data

Descriptive statistics will be used in the analysis of data gathered. Specific tools for

treatment are illustrated as follows:

1. Frequency Counts and Percentage was applied in order to gain information in the

frequency of respondents categorized in the different profile variables considered in

this study. The formula is as follows:

where: P – percentage
P= F x 100
N
 F - frequency

N- total number of respondents

2. Weighted Mean. It is a mean where there are some variations in the relative

contribution of individual data values to the mean. Each data value has a weight

assigned to it. Data values with larger weights contribute more to the weighted mean

and data values with smaller weights contribute less to the weighted mean. Weighted

mean will be used in this study because each individual data value might actually

represent a value that is used by multiple people in the sample. The weight, then, is

the number of people associated with that particular value. The following formula is

used:

where: X – weighted mean

X = Efx E – summation of
N
f - frequency

x - weight of each score

N – total number of respondents

3. Analysis of Variance (ANOVA). It will be used to measure the significant difference

on the level of perceptions when grouped according to the profile of the respondents.

Whenever the t-test is not the appropriate tool to use, as in cases where there are three

(3) or more groups of variables to be tested, the ANOVA or F will be used and highly

developed statistical method in modern research.

Steps in the Computation of ANOVA

1. Compute the total sum of the squares

TSS = (∑x) 2 - (∑x) 2 / N

where: TSS = Sum of the Squares

∑x 2 = sum of the squares of each entry
∑x = sum of all columns
N = total number of entries

2. Compute the squares between columns

SS b = 1 / no. of rows x ∑ (Sum of each column) 2– (∑x) 2/N

where: SS b = sum of squares between column

∑x = sum of all columns

N = total number of entries

3. Compute the sum of squares within column

SSW = TSS – SSb

where: SSb = sum squares within-column

TSS = total sum of squares

SSb = sum of squares between-column

4. To complete the ANOVA table, calculate the mean of sum of squares.

MSS = SS / df

SS = sum of squares (between – column and within column)

Df = degrees of freedom

F = test formula will be applied after completing the ANOVA table.

where: SSb = mean of squares between-column

 SSW = mean sum of squares within-column

5. ANOVA will be used to test the hypothesis

F = MSSb / MSSW

where: TSS = Sum of square total

SSb = sum of square between

SSw = sum of squares within

T – test. This will be used in the study to determine the significant difference

between variables.

The formula is:

where: T = T – test
T= ∑D
√ N ∑D2 - (∑ D) 2
D = difference between mean
N-1
D2= the square of the difference of the mean

Likert Scale. In interpreting the averages of the rating for the questions, the following

scale was adopted:

Scale Interpretation

4.20 – 5.00 Strongly Agree

3.40 – 4.19 Agree

2.60 – 3.39 Moderately Agree

 1.80 – 2.59 Disagree

1.00 – 1.79 Strongly Disagree

Part I: Parents Data Form

Direction: Please furnish the information requested below by checking on the

appropriate boxes or by writing specific answers to the given questions.

1. Name (optional)______________________________________________

2. Name of School______________________________________________

3. Age: 21-25 26-30

31-35 36-40

41-45 46-50

51-55 56-60

4. Gender Male Female

5. Highest Degree Obtained

6. Monthly Income. ____________________________________

7. Reading Materials at home_____________________________

Part II. K-12 Curriculum Attitude Survey Questionnaire

Directions: Please show the extent of your agreement or disagreement for the

following 20 statements using the 5-point scale which are given in front of each statement

by marking check on your answer using the code below:

4.20 – 5.00 Strongly Agree

 3.40 – 4.19 Agree

2.60 – 3.39 Moderately Agree

1.80 – 2.59 Disagree

1.00 – 1.79 Strongly Disagree

1. The K-12 Curriculum is clear, objective and precise. (5) (4) (3) (2) (1)
2. The K-12 Curriculum is a faulty educational system.

3. Continual usage of the K-12 Curriculum in the classroom

instruction would accomplish nothing worthwhile for the
society
4. The K-12 Curriculum could be used as efficient instructional
Tool.
5. The K-12 Curriculum should be discouraged from being
implemented.
6. The K-12 Curriculum must be accepted if pride is to develop
among pupils of the native speakers.
7. If use of the K-12 Curriculum were encouraged, pupils would be
more motivated to achieve academically.
8. Attempts to avoid the K-12 Curriculum can be psychologically
damaging to the pupils of native speaker.
9. The scholastic level of school will fall if the K-12 Curriculum
will be implemented
10. Widespread acceptance of the K-12 Curriculum is absolutely
necessary
11. The K-12 Curriculum should be accepted socially

12. The acceptance The K-12 Curriculum will lead to a lowering of

standards in school.
13. Mother tongue be the medium of instruction at the elementary
level under the K-12 Curriculum
14. Pupil achievement would be better if the K-12 Curriculum
should be discouraged from being implemented.
15. K-12 Curriculum would serve the learners more
efficiently at elementary level.
16. K-12 Curriculum helps learners to get a job after graduation.
17. It is unsuccessful to K-12 Curriculum, because of inadequacy of
financial support.
18. Using K-12 Curriculum would impede national unity.

19. One should try to use K-12 Curriculum as much as possible.

20. To teach in the K-12 Curriculum, it will make more difficult for
a youngster to learn a second language later.
Part I: Teacher Data Form

Direction: Please furnish the information requested below by checking on the

appropriate boxes or by writing specific answers to the given questions.

1. Name (optional)______________________________________________

2. Name of School______________________________________________

3. Age: 21-25 26-30

31-35 36-40

41-45 46-50

51-55 56-60

4. Gender Male Female

5. Civil Status Married Single

Widow/er Separated

6. Highest Degree Obtained _____________________________________

Field of Specialization ____________________________

7. Reading Materials_________________________

8. Years in Teaching ________________________

 9. Seminars Attended Related to K-12 Curriculum

Part II. K-12 Curriculum Attitude Survey Questionnaire

Directions: Please show the extent of your agreement or disagreement for the

following 20 statements using the 5-point scale which are given in front of each statement

by marking check on your answer using the code below:

4.20 – 5.00 Strongly Agree

3.40 – 4.19 Agree

2.60 – 3.39 Moderately Agree

1.80 – 2.59 Disagree

1.00 – 1.79 Strongly Disagree

1. The K-12 Curriculum is clear, objective and precise. (5) (4) (3) (2) (1)
2. The K-12 Curriculum is a faulty educational system.

3. Continuous use of the K-12 Curriculum in the classroom

instruction would accomplish nothing worthwhile for the
society
4. The K-12 Curriculum could be used as an efficient instructional
Tool.
5. The K-12 Curriculum should be discouraged from being
implemented.
6. The K-12 Curriculum must be accepted if pride is to develop
among pupils of the native speakers.
7. If use of the K-12 Curriculum were encouraged, pupils would be
more motivated to achieve academically.
8. Attempts to avoid the K-12 Curriculum can be psychologically
damaging to the pupils of native speaker.
9. The scholastic level of school will fall if the K-12 Curriculum
will be implemented
10. Widespread acceptance of the K-12 Curriculum is absolutely
necessary
11. The K-12 Curriculum should be accepted socially
12. The acceptance The K-12 Curriculum will lead to a lowering of
standards in school.
13. I prefer mother tongue under the K-12 Curriculum to be the
medium of instruction at the elementary level.
14. I believe that pupil achievement would be better if the K-12
Curriculum should be discouraged from being implemented.
15. I believe K-12 Curriculum would serve the learners more
Efficiently at elementary level.
16. In my opinion it is desirable to K-12 Curriculum because it helps
to get a job.
17. It is unsuccessful to K-12 Curriculum, because of inadequacy of
financial support.
18. Using K-12 Curriculum would impede national unity.
19. One should try to use K-12 Curriculum as much as possible.

20. To teach in the K-12 Curriculum, it will make more difficult for
a youngster to learn a second language later.
 Webliography

http://mlephil.wordpress.com/2009/07/21/use-mother-tongue-to-improve-learning-lapus/ Use
mother tongue to improve learning–LapusJul21 (July 20, 2009 Press Release issued by the 170+
Talaytayan MLE consortium)

http://mlephilippines.org 1.22.2009

http://mlephil.wordpress.com/2009/07/21/use-mother-tongue-to-improve-learning-lapus/

http://blogs.gmanews.tv/winnie-monsod/archives/3-English-vs-mother-tongue-as-a-
medium-of-instruction.html

http://mlephil.wordpress.com/2010/03/06/mother-tongue-based-multilingual-education-
the-lubuagan-experience/ (accessed April 14, 2010).

http://lalayjavier.multiply.com/journal/item/17/On_English_as_a_Medium_of_Instructio
n (accessed April 15, 2010).

http://www.philstar.com/Article.aspx?articleId=530802&publicationSubCategoryId
 Bibliography

DepEd discussion paper, October 2010, Department of Education, Philippines

Mullis, I.V.S., Martin, M.O., Robitaille, D.F., & Foy, P. (2009). Chestnut Hill, MA.Trends in
International Mathematics and Science Advanced 2008.

Philippines. Department of Education. DepEd Order s. 2009 (July 14,2009)

Institutionalizing Mother Tongued-Based Multi Lingual Education (MLE).

Mullis, I.V.S., Martin, M.O., Robitaille, D.F., & Foy, P. (2009). Chestnut Hill,
MA.Trends in International Mathematics and Science Advanced 2008.

DepEd 2010. DIiscussion Paper on The Enhanced K+12 Basic Education program.

Gilbert, D. T., Fiske, S. T. & Lindzey, G. (1998). The handbook of social psychology.
(4th ed. Vol. 1.). Boston: The McGraw-Hill

Assebe Buli (1981). Bilingualism in Kistane nationality. Unpublished MA Thesis, Addis

Ababa University

Holmes, J. (1992). An introduction to sociolinguistics. London: Longman

Walter S. 2008. The Language of Instruction Issue, in Spolsky, Bernard and Hult.

Francis (ed) The Handbook of Educational Linguistics. Malden MA: Blackwell. 129 – 146

ADAMU ASSEFA, 2002, STUDENTS' ATTITUDE TOWARDS MOTHER TONGUE

INSTRUCTION AS A CORRELATE OF ACADEMIC ACHIEVEMENT: THE CASE
OF SIDAMA, ADDIS ABABA UNIVERSITY SCHOOL OF GRADUATE STUDIES
Walter, S. and Trammel, K. 2010. - The Kom Experimental Mother Tongue Education
Project Report for 2010.

Walter, Stephen L. and Ronald Morren. (2004) ‗Twenty years of bilingual education in
Guatemala‘, Paper presented to the GIAL Academic Forum, Dallas, TX

Walter, S. 2003. ‗Does language of instruction matter in education?‘, in Wise, Mary,

Headland, Thomas and Brend, Ruth (eds) Language and Life: Essays in Memory of
Kenneth L. Pike,. Dallas TX: SIL International/University of Texas 611-635

Norma Duguiang and Diane Dekker. “Mother Tongue Based Multilingual Education–The
Lubuagan Experience.” Multilingual Education-Philippines: Advocacy for Mother
Tongue-Based Education. February 18-20, 2010. Patricia B. Licuanan. “Language and
Learning.” January 24, 2007. Tchombe TM (2004). Psychological Parameters In
Teaching. Yaoundé: Presses Universitaires d’Afrique

Adama H (2007). Message on the 5th Bilingualism Day celebration”. Yaoundé.

(unpublished).

Calmorin, Lauretina P. and Melchor Calmorin. Methods of Research and Thesis Writing.
Rex Book Store. Manila. 2008

Salazar Melito Jr. Published May 28, 2007 in The Manila Bulletin

Santos Augusto Socioeconomic Planning Secretary

Casupanan, Rodolfo, 2012 Level of K+12 Basic Education Program Awareness among
Parents of Saint Anthony’s High School, Subic, Zambales, Action Research. Saint
Anthony Journal Publication 2012.