Perspectives on the Implementation of the K to 12

Program in the Philippines: A Research Review

Rhey L. Dizon 1*

, Jamera S. Calbi 2

, Jipie S. Cuyos 3 and Dr. Marilyn Miranda 4

1 Quality Assurance Analyst Qualfon Philippines Incorporated Cebu City, Cebu,

Philippines.

2 Teacher I, DepEd Cebu City Division Cebu City, Cebu, Philippines.

3 Teacher I, DepEd Cebu Province Division Cebu City, Cebu, Philippines.

4 Professor, Graduate School Cebu Technological University-Main Campus Cebu City,

Cebu, Philippines.

Date of publication (dd/mm/yyyy): 04/12/2019

In
Partial Fulfilment
Of the Requirements in Research Report

by:

Baloyo, Kimberly
Fernandez, Roda Mae
Garcia, Renz Vincent
Gequillana, Aaric John
Legaspi, Regan
Loredo, Jessa Mae
Rallos, Bryan
Tubalhin, April Rhoslene
Valente, Albert

March 2020
 CHAPTER 1: INTRODUCTION

Education was the most important tool for success in life. This encouraged everyone to

step up forward and succeed in creating positive effects where recognition and

achievement can be gained. It is foreseen everyone has the ability to think critically in

both directions to get the best solution to cope and process different life's challenges

and created motivation for everyone to have the best prospects necessary to grow

independently way in life.

Furthermore, All over the world, education is given the most attention among

everything else, because it decided the future of each country. Among the countries of

the world, the Philippines was the last country in Asia and one of only three countries in

the world with a 10-year pre-university program (Yap, R, 2011). To level up curriculum

of the country and meet the needs of the global market, where quality education has

become mandatory for all, the Philippine education system adapted to a modern and

more dynamic curriculum where it followed the 12 annual program. Implementing a K

to 12 program aimed at creating more qualified students with the foundational skills for

lifelong learning and employment. This program fostered mutual recognition of Filipino

learners and professionals among others countries because they were able to master

the skills and acquire the basic skills needed to do so meet the demands of the world

market. This new program produced learners who were prepared for work,

entrepreneurship and medium-level skills development as they had to complete the

program at the age of 18.

 CHAPTER 2
RESULTS AND DISCUSSION

From a positive perspective, the K to 12 program offers a better solution to the

country's problems faced especially during the employment phase when Filipino
graduates worked abroad. These problems include the need for teachers to be trained
in pedagogy, educational research, measurement and evaluation, and classroom
management (Bala, C., 2017) to ensure that instruction is delivered in a meaningful
way and lack state budget to provide the necessary resources to support this new
curriculum, including junior and high school teachers. Despite all the challenges found
in the implementation of this new curriculum, many believed that the long-term effects
of the K to 12 program were very beneficial for all Filipino graduates. Therefore, all
Filipinos should support and encourage the improvement of the new education system
implemented by the government. By investing more time and resources in education,
national growth and development can indeed be achieved.

CHAPTER 3

SUMMARY, CONCLUSION AND RECOMMENDATIONS

3.1 Conclusion

The implementation of the K to 12 program in the Philippines has generated

mixed impressions and assumptions from teachers, parents and students who have

been very involved in these changes, as it has helped the country improve its education

system to meet the demands of the global market. After analyzing and interpreting the

data, it can be concluded that:

1. Despite the various problems the program faced, teachers, parents and students had

high hopes that it would solve the county's problem in developing the country's

economy;

2. K to 12 programs have provided graduates with the necessary skills and

competencies to become competitive in their chosen field of specialization; and

3. This new curriculum should use a variety of interactive learning strategies and

methods because it gives students the opportunity to immerse themselves in the real

world and see the bigger picture.

3.2 Recommendations

The K to 12 curriculum was something that should be at the top of the government's

priorities because it was believed to be the solution to all the problems facing the

country today. There have been various studies is being conducted to find out what

needs to be worked on as part of the implementation of this new curriculum gave

different perspectives among teachers, parents and students. Therefore, this document

would like to recommend the following:

1. Involvement of teachers in various trainings and seminars should be maximum to

ensure that they possessed the necessary competencies and skills to deal with students

who became part of this new curriculum;

2. School equipment, laboratory and teaching materials should be improved for this

new curriculum to ensure that learning is sustained among students;

3. Schools should focus on engaging students in a variety of research activities where

they can create inventions to develop self-confidence and independence; and

4. Further research is needed to determine and track progress in this new curriculum.

Chapter 5: Reflection

The K to 12 Basic Education Program in the Philippines aims to produce the graduate as

an empowered individual who has learned through a program based on sound

educational principles and aims to achieve excellence, a foundation for lifelong learning,

the competence to participate in to work and be productive, the ability to coexist in

fruitful harmony with local and global communities, the ability to engage in autonomous

critical thinking, and the ability to transform others and oneself. The K to 12 Basic

Education Program is not new because it was established some years ago, although we

are currently trying to implement it to improve the education system in our country.

The K to 12 Basic Education Program is not new because it was established some years

ago, although we are currently trying to implement it to improve the education system

in our country. K to 12 was made not only by the central office of DepEd but also

through the cooperation of CHED, TESDA, DEPED and various stakeholders such as

parents of children in schools. The whole human development of each graduate is at

the heart of the expanded K to 12 basic education program. Each graduate has an
understanding of the world around them and a commitment to lifelong learning that

meets each child's basic learning needs, including learning to learn, acquiring

numeracy, literacy, and scientific and technical knowledge in everyday life. I realized

that we teachers must have the 5Cs to make this program successful.

Commitment, competence, creativity, compassion and character help the K to 12

program achieve its purpose through the transformed people who participate in the

program. Now that I know the importance of DepEd's K to 12 program, I will

wholeheartedly assist and cooperate in the implementation process for the benefit of

our country and its people.

Therefore, this study focused specifically on how study habits contribute to the

academic performance of 11th graders. Moreover, the above-mentioned studies have

highlighted the importance of study habits for students. Therefore, this study is timely

and necessary to build a correlation between learning outcomes and study habits in a

potentially beneficial and informative manner.

 FACTORS AFFECTING THE IMPLEMENTATION OF THE MOTHER TONGUE-BASED
MULTILINGUAL EDUCATION AS PERCEIVED BY TEACHERS IN BAGUIO AND BENGUET

  

DIALYN A. GORIO

ANDREA M. GALINO

JOCHELLE B. MORALES

JOMAR B.PALILENG

  
A RESEARCH SUBMITTED TO DR. DESIREE F. BOTENGAN  OF THE GRADUATE SCHOOL
BENGUET STATE UNIVERSITY, LA TRINIDAD, BENGUET IN PARTIAL FULFILMENT OF
THE REQUIREMENTS IN ADVANCE EDUCATIONAL ANTHROPOLOGY

FOR THE DEGREE 

DOCTOR OF PHILOSOPHY

(Educational Management)

  

MAY 2014

CHAPTER 1: INTRODUCTION

Moreover, according to Hudson (2010), language is the main medium of education;

literacy as the mode of education is one of the foundations of education; verbal

intelligence is one of the most-used predictors of educational success; foreign or second

languages are traditionally an important part of the school curriculum; language has a

profound effect on education.

With these connections of language and education, the importance of teaching in

indigenous and vernacular languages surfaced in the 1950s (King & Benson, 1999).

Vernacular language is defined as a language which is the mother tongue of a group

which is socially or politically dominated by another group speaking a different language

(UNESCO, 1968, cited by King and Benson, 1999).

To support the importance of indigenous and vernacular languages, UNESCO in 1953

released a policy paper recommending that every pupil should begin formal education

in his or her mother tongue.

UNESCO has clearly supported initial reading, writing, and learning in the language of

the learner on psychological and pedagogical grounds. This position has since been

strengthened by abundant researches that students learn to read and write most

efficiently and effectively when instruction takes place through the medium of their

mother tongue (Dutcher, 1995).

The use of mother tongue in education has ranged from psychological and pedagogical

to human rights-based and to sociocultural context. This idea on the use of mother

tongue leads to the multiple definitions of literacy such as literacy as not simply knows

how to read and write a particular script but applying this knowledge for specific

purposes in specific cultural contexts (Hull & Fernandez, 1999). Moreover, Hymes

(1964), as mentioned by Spolsky (2010), urged the study of language in context and

inclusion of language in the study of cultures. The ethnography of communication is

further defined that language can be learned in a cultural context.

The findings on the significance of mother-tongue based education have been

paralleled by a large number of international agreements supporting this language

policy. King and Benson (1999) have compiled these findings which include the 1966
International Covenant on Civil and Political Rights recognizing the right of minority

persons to use their language in communication with the other members of the group

(Article 27); the 1989 International Labor Organization (ILO) Convention 169

concerning Indigenous and Tribal Peoples in Independent Countries requiring that

children belonging to the peoples concerned shall wherever practicable, be taught to

read and write in their own indigenous language or in the language most commonly

used by the group to which they belong (Article 28); the 1989 Convention on the Rights

of the Child confirming that the child`s education shall be directed to the development

of respect for the child`s cultural identity, language and values; and the 1992

Declaration on the Rights of Persons belonging to National or Ethnic, Religious and

Linguistic Minorities noting that states should take appropriate measures so that,

wherever possible, persons belonging to minorities have adequate opportunities to

learn their mother tongue.

As demonstrated by the international agreements on the use of mother-tongue,

UNESCO has really been a major voice in defending both the human rights basis and

the pedagogical effectiveness of mother tongue literacy in formal education. It has also

emphasized the promotion of indigenous literacies as the protection of endangered

languages, stressing that safeguarding diversity today is one of the most urgent

challenges facing our world. The concern of the mother tongue based education is not

only on the endangered languages, but on the safe languages as well, viewed in the

context that the safe languages are learned through the mother tongue, and the

mother tongue being the endangered language continues to exist.

 CHAPTER 2

RESULTS AND DISCUSSION

The findings regarding the acceptance of the teachers in the implementation of the

language policy revealed that 100 percent of the teachers as the primary implementers

of the MTB-MLE is not attained because of the transition period from the bilingual

education to the mother-tongue based education as part of the k to 12 curriculum

reform of the government. According to the research of Paulson (2011), teachers are

into the trainings with two distinct viewpoints about mother tongue instruction; some

were positive towards it and others were negative about it. After a series of trainings,

however, teachers will not all be more positive about using the mother tongue as the

language of instruction. Based on the results, the following are the salient findings; 1)

Not all teachers agree in the implementation of the MTB-MLE. 3) Teacher factors were

moderately serious; pupil factors were slightly serious while instructional material

factors were very serious in affecting the implementation as well as achievement of the

targets of MTB – MLE. 4) Teachers sometimes used varied teaching strategies in the

implementation of the language policy. 5) There is a strong correlation between the

level of implementation of the MTB – MLE objectives and degree of seriousness of the

teacher factors affecting the implementation as well as achieving its goal, slight

correlation between the degree of implementation of the MTB – MLE objectives and

degree of seriousness of the pupil factors, and very strong correlation between the

degree of implementation of the MTB – MLE objectives and degree of seriousness of

the instructional material factors 6) There is a moderate correlation between the degree
of implementation of the MTB – MLE objectives and the frequency of use of varied

teaching strategies.

CHAPTER 3

CONCLUSION AND RECOMMENDATIONS

Despite of the different attitude of the teachers in the implementation of the MTB-MLE,

they still highly implemented the objectives.

This finding of the study accepts the hypothesis that states that the teachers highly

implement the objectives of the MTB-MLE. The problem on instructional materials is

found out to be very serious affecting the implementation of the language policy.

Despite these problems experienced by the teachers, findings indicate that they still

highly implement the language program.

The teachers sometimes use varied teaching strategies and or activities in the

implementation of MTB – MLE, negating the hypothesis that teachers always use varied

teaching strategies in attaining the objectives of the program. The correlation between

the pupil factors and the degree of implementation of the MTB-MLE indicates that if

The pupil problems are not serious, the implementation becomes better. The

implementation of MTB-MLE, therefore, also depends on pupil factors. There is a very

strong correlation between the level of implementation and the degree of instructional

material preparation. The scarcity and difficulty of making instructional materials pose a

very serious problem in the implementation of the program. This correlation suggests

that in the implementation of the language policy, there is a great need of instructional
materials. The moderate correlation, negating the hypothesis, indicates that if the

teachers cease to use varied teaching strategies, the implementation is negatively

affected.

Chapter 5: Reflection

The Philippines has a language problem. Of its more than 7,000 islands, nearly 200

languages have emerged, each with speakers ranging from a few hundred to millions

around the world. With so many different languages, which one will be the common

denominator? Spanish, English and Filipino were once offered as a solution, but

problems of inclusion, representation, and efficiency have hindered their status as

official national languages.

This is the gap that Mother Tongue Multilingual Education (MTBMLE) aims to address.

Under Republic Act 10533 or Advanced Basic Education Act 2013, MTBMLE is

implemented under the Department of Education K12 Basic Education Program

(DepEd). DepEd describes it as an early education program in which lessons are taught

in the learner's mother tongue or first language. The program is currently translating

materials and lesson plans into eight languages for regions across the country.
Less than a decade after the birth of MTBMLE, educators continue to predict its

outcomes, weighing educational benefits, costs, and inclusion issues. MTBMLE is an

opportunity for some Filipino cultures to flourish, but given its many shortcomings, it is

too early to determine when it will reach its full potential. Meanwhile, Calabias

encourages other educators to foster young people's appreciation of the native

language. His approach is to introduce different types of texts from the national

literature to try to distinguish which is Filipino. “The Philippine identity is not a single

identity, nor is it a single national identity. That's the mockery of all identities here.

With appreciation, publicity and support for indigenous literature and other art forms,

and Asenjo hopes to effectively implement a program that celebrates cultural diversity

and the language of the Philippines.

Investigating Reading Literacy in International Electronic Journal of Elementary

Education

İlhan Koyuncu*, a, Tahsin Fırat

December 2020, Volume 13, Issue 2, 263-275 PISA 2018 Assessment

CHAPTER 1: INTRODUCTION

In that regard, countries willing to test their academic achievement at the national level

and to see their level of competence in international platforms participate in some

assessment processes and accordingly review their systems (Berberoğlu & Kalender,

2005; Tavsancil,Yildirim, & Bilican Demir, 2019). The fact that reading skills are chosen

as the focal subject means that PISA 2018 results focus on reading skills rather than

mathematics and science literacy. This study is important in terms of revealing which

factors are more effective on reading performance and its relationship with

mathematics and science Reading literacy refers to understanding, evaluating using and

engaging with written text to participate in society, to achieve one`s goals and to

develop

one`s knowledge and potential (OECD, 2019b). Studies reveal that achievement in

reading comprehension is affected by a variety of factors, i.e., fluent reading

(Kim, Petscher, Schatschneider, & Foorman, 2010; Klauda & Guthrie, 2008), text

structure information(Englert & Hiebert, 1984; Pyle et al., 2017), cognitive

andmetacognitive strategies knowledge (Fırat & Koçak,2018; King, 1991; Wu, 2014),

vocabulary (Elleman, Lindo,Morphy, & Compton, 2009; Nelson & Stage,

2007),motivation (Becker, McElvany, & Kortenbruck, 2010;Logan, Medford, & Hughes,

2011; Taboada, Tonks,

Wigfield, & Guthrie, 2009) and previous knowledge (Kendeou & Van Den Broek, 2007;

Ozuru, Dempsey, &McNamara, 2009). The factors of achievement in such a difficult and

multidimensional process also involves socioeconomic and familial conditions, school

type,
reading habits, learning strategies, and participation in preschool education (OECD,

2019a). For example, Hemmerechts, Agirdag, and Kavadias (2017)determined that

participation of parents in literacy activities in preschool education of their children,

parental education status, and socioeconomic status have significant effects on

students` acquisition of reading skills achievement. Students` achievement in reading is

important in terms of demonstrating their skills in other academic domains. In order to

be successful in science and mathematics, the reader must first read and understand

well the text and symbols and interpret what they read. Rindermann and Baumeister

(2015) emphasized that it is very important to consider reading performance when

interpreting students` achievement (including science and mathematics performance)

in PISA. From PISA 2006, 2009 and 2012 data, as well as from their relevant studies

with students and teachers, Akbaslı, Sahin and Yaykiran (2016) found that reading

comprehension is a significant predictor of mathematics and science achievement. It is

possible to come across a number of studies that reveal the relationship between

reading skills and mathematics achievement (Erdem, 2016;Ding & Homer, 2020;

Grimm, 2008; Lerkkanen, RaskuPuttonen, Aunola, & Nurmi, 2005; Osterholm, 2005).In

a longitudinal research on the covariance of the relationship between reading and

mathematics achievement, for example, Grimm (2008) examined the associations

between third grade reading comprehension and changes in three components of

mathematics achievement (problem solving and data interpretation, mathematical

concepts and estimation, mathematical computation) from third through eighth grade.

It is possible to come across several other studies that likewise reveal a close
relationship between reading ability and science achievement (Bayat, Sekercioglu, &

Bakir, 2014; Cano, García, Berbén, & Justicia, 2014; Cromley, 2009; O`Reilly &

McNamara, 2007). O`Reilly and McNamara (2007) found that reading skills help the

learner compensate for deficits in science knowledge for most measures of

achievement. Similarly, in a study via the PISA 2000, 2003 and 2006 data, Cromley

(2009) revealed that greater level of reading skill brought higher science achievement.

Students` achievement in reading is important in terms of demonstrating their skills in

other academic domains.

CHAPTER 2

RESULTS AND DISCUSSION

According to Table 1, `Index of economic, social and cultural status`, `Meta-cognition:

Assess credibility`, `Meta-cognition: Summarizing, `Teacher-directed instruction`,

`Disciplinary climate in test language lessons`, `Self-concept of reading: Perception of

difficulty`, `Highest education of parents`, `Perceived feedback`, `Meta-cognition:

Understanding and remembering`, `Teacher`s stimulation of reading engagement

perceived by student`, `Parents` emotional support perceived by student`, `Joy/Like

reading, and `General fear of failure` are 13 significant variables that explained 41%

variance of reading literacy of Turkish students, respectively. In addition to these

variables, `gender` and ‘learning time (minutes per week) - in total` are also significant

variables for Chinese (B-S-J-Z) students and 14 significant variables explained 41%
total variation in reading literacy of Chinese (B-S-J-Z) students. Except the `highest

education of parents`, `parents` emotional support perceived by student`, and

`general fear of failure` variables, the rest of the significant variables for Turkish

students are also significant for Mexican students. In addition to these variables,

`gender`, `self-concept of reading: Perception of competence`, and `teacher support

in test language lessons` are also significant variables for Mexican students and 13

significant variables explained 39% total variation in reading literacy of Mexican

students. Besides, Table 2 includes pairwise comparisons of countries in terms of

standardized regression coefficients for each of independent variables. In Table 2, it can

be seen that `Index of economic, social and cultural status`, `Meta-cognition: assess

credibility`, and `Meta-cognition: summarizing` are the most significant factors

affecting students` reading literacy in all three countries. In addition, irrespective of

significance order, `Teacher-directed instruction`, `Disciplinary climate in test language

lessons`, `Self-concept of reading: Perception of difficulty`, `Perceived feedback`,

`Meta-cognition: understanding and remembering`, `Teacher`s stimulation of reading

engagement perceived by student`, and `Joy/Like reading` are significant predictors of

reading literacy of students from all three countries. `Highest education of parents`

variable is significant for only Turkish students; `Learning time (minutes per week) - in

total`the variable is significant for only Chinese students; and `Self-concept of reading:

Perception of competence` and `Teacher support in test language lessons` are

significant variables for only Mexican students. `Parents`emotional support perceived

by students` and `Joy/Like reading` are significant variables for both Turkish and

Chinese (B-S-J-Z) students.

Chapter 3: Conclusion and Recommendation

The results obtained from PISA data indicate that the reading achievement of countries

with high (China) and low (Turkey and Mexico) performance is affected by the same

factors, which provides important clues about the variables that should be supported

and/or changed to improve reading skills. So, what will be effective in improving

reading skills at child- and school-level? Besides, family support received by the

students significantly contributes to their reading achievement. From a school

perspective, quality of schools in terms of opportunities for reading activities, school

administration and teacher support, and collaboration with families is an important

indicator for high level reading performance. The fact that these results obtained from

three countries with different performance levels and characteristics have significant

similarities indicates that they are generalizable.

Chapter 5: Reflection

The results of the PISA studies, which have been conducted seven times since 2000,

are widely used in the assessment of education systems around the world. In the

technical report and evaluation and analysis framework document published after each

PISA cycle, the construction of the scale and the effectiveness of the construction, the

selection of a representative sample, and the assurance of the reliability of the

application. , reliability of encryption, reliability of Investigation. Reading

Comprehension Text in PISA Review 2018 / Koyuncu & Fırat 267, the scaling process is

discussed in detail and shared in open access (see OECD, n.d; OECD, 2019a). In the

book The Assessment and Analysis Framework, the structure of the scales used

(reading, math, science, quizzes, etc.) is explained in detail. The technical report covers

the construction of the scale, ensuring the reliability of the coding, and the details of

the scaling process. Therefore, the PISA data also collected for use in scientific studies

are highly valuable and reliable data. PISA aims to live however well students will apply

information obtained each in and out of college to real-world tasks as they're nearing

the tip of obligatory schooling. 1st conducted in 2000, PISA rotates the main target of

the assessment among reading, arithmetic, and science skill in every cycle, with one

being the most important domain and therefore the alternative 2 being minor domains.

(PISA) examines what students understand in reading, arithmetic and science, and

what they'll do with what they understand. It provides the foremost comprehensive and

rigorous international assessment of student learning outcomes so far. Results from city

indicate the standard and equity of learning outcomes earned round the world, and

permit educators and policy manufacturers to find out from the policies and practices

applied in alternative countries. There square measure six volumes accustomed analyze

the results from the 2018 assessment. These six volumes is employed to determined

What students understand and might do, wherever all students will succeed, What

faculty life suggests that for students' lives, square measure students sensible regarding

money? , Effective Policies, productive faculties, square measure students able to thrive

in associate degree interconnected world? The best strength of city lies in its operating
ways. Most assessments square measure centrally planned then narrowed to engineers

who build them. That’s however tests square measure created that square measure in

hand by an organization – however not by the people that square measure required to

alter education. City turned that on its head. The concept of city attracted the world’s

best thinkers and mobilised many consultants, educators and scientists from the taking

part countries to create a world assessment. Today, we'd decision that crowdsourcing;

however no matter we tend to decision it, it created the possession that was vital for

fulfillment .In a shell, city owes its success to a cooperative effort between the taking

part countries, the national and international consultants and establishments operating

inside the framework of the PISA association, and therefore the OECD. Subject-matter

consultants, practitioners and policy manufacturers from the taking part countries

worked inexhaustibly to create agreement on that learning outcomes square measure

necessary to live and the way to live them best; to style and validate assessment tasks

which will replicate those measures adequately and accurately across countries and

cultures; and to search out ways that to check the results meaningfully and faithfully.

The OECD coordinated this effort and worked with countries to form sense of the

results and compile the reports.

References:

(PDF) Investigating Reading Literacy in PISA 2018 Assessment (researchgate.net)

Mother tongue is home: Reflections on MTB-MLE – The LaSallian

 RESEARCH

COMPILATION

IN SPECIAL TOPICS 2

BY: MA. SHIELA T. AMAR - BEED 2A

TO: MR. REGIE M. BANGOY, PhD

ED 212 COURSE FACILITATOR