Mabini Academy

THE MABINI ACADEMY
LIPA CITY
SCIENCE, TECHNOLOGY, ENGINEERING, and MATHEMATICS
(5) CHAPTER I The Problem and Its Background | Leslie Tanchico - Academia.edu
CHAPTER I
The Problem and Its Background
Introduction
Filipinos know that there has been a recent change in Philippines’
educational system. Many students are confused about the subjects and strands of the K
to 12. The new curriculum of recent educational system has been a controversial topic in
the society. People are still debating and arguing if the implication of the k to 12
curriculums is helpful plan for Filipino students.
Some students and parents continue to disagree in the curriculum due to poverty.
There are still many students who are not able to graduate before when the 2002 Basic
Education Curriculum (BEC) was implemented. What more in the new curriculum is
that there is an additional 2 years before going to college. How can these lessen the
undergraduate rate in the Philippines by adding 2 more years?
In Basic Education Curriculum, Pre-school is an optional choice for parents and
exclusive for private school, this level is not necessary in BEC. But children with the
ages of 6 to 7 must be enrolled in the first grade but children with ages 8 and above can
be enroll in the grade level that they belong to, but if a child cannot write or read in
Filipino or English subjects he/she must enroll in the Grade 1 level regardless in his/ her
age.
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K to 12 program implements a better understanding and an applicable subjects for
students. Therefore, having changes in the curriculum made the students to adjust on
their studies because they will face a new environment and new applied subjects.
However in the new curriculum, K to 12 or K- 12 means for Kinder, 6 years in
elementary, 4 years in Junior high school and additional two years in Senior high school.
Unlike to the old curriculum, children ages 5 to 6 years old must be enrolled in kinder
even in public schools and students in high school must enroll in additional two years in
high school for the reason that they can find a job even not taking tertiary education.
The Department of Education pronounces the addition of two more years in the
basic Filipino in the Philippines (Luistro, 2010). The former president, Benigno Aquino
III asserts that the additional two more years is needed to our basic education because it
increases the students’ chance at succeeding.
The Aquino administration asserts that with the implementation of such program,
the problem of unemployment in the country will be resolved. Despite numerous
awareness campaign efforts, opposition still exists. In as much as employment in the
Philippines is concerned, the K12 education also responds to the fact that most countries
in the world already have the same plan in their educational institutions. With this, the
standards of these countries go a notch higher than what the country has, thus, creating
an expansion in the global competency (Luistro, 2010).
According to The K to 12 Basic Education Program, some questions about K- 12
curriculum are- what it is, what it covers, what it offers, and what it hopes to achieve.
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The K to 12 Program covers Kindergarten and 12 years of basic education (six years of
primary education, four years of Junior High School, and two years of Senior High
School [SHS]) to provide sufficient time for mastery of concepts and skills, develop
lifelong learners, and prepare graduates for tertiary education, middle-level skill
development, employment, and entrepreneurship.
In addition, the K to 12 Program has four strands namely Accountancy and
Business Management (ABM), Science, Technology, Engineering and Mathematics
(STEM), Humanities and Social Sciences (HUMSS), and General Academic Strand
(GAS).The other track is the Arts and Sports. This track presents a survey of the various
arts and design production for senior secondary students. It intends to provide the
students with knowledge of the different arts and design forms, materials, media and
production in the creative industries. It has nine subjects, eight of which require 80 hours
each per semester. It will also introduce significant and influential artists and their works
across time and place. It also includes Sports. It has nine subjects, which include Safety
and First Aid, Human Movement, Coaching, Sports Officiating, and Sports Leadership.
The fourth track is Technical Vocational Livelihood (TVL) Track. Junior High
School graduates or incoming grade 11 students will study the core compulsory subjects
and a required specialty. They can choose from the three main tracks such as Academic,
Technical-Vocational-Livelihood (TVL), and Sports and Arts.
The Department of Education discussed that if the students picks the TVL track as
specialty in Senior High School ,he\she will continue the TLE course he\she studied in
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9th and 10th grades. This will allow him\her to earn NC II that he\she can use as
credentials in applying for a job if he\she wants to work after senior high school
graduation. Yet, if the student will study further, he\she can pursue the TVL track and
earn a bachelor’s degree in a relative field.
The subjects of the K to 12 Program focus on the strand, course and its
requirements. It offers a 12 year-program that will give the students sufficient time to
master skills and absorb basic competencies which will be based on the subjects. On the
other hand, they are able to develop more subjects than the other country teaches. Due to
K to 12 Program, the students are provided sufficient knowledge regarding the courses
they may take up after the 12th grade.
K to 12 offers to provide mastery in different concepts and skills that will help
prepare students for tertiary education. It has transformed teaching methods that freshens
up the students’ perspective on life after high school. It also offers different tracks that
each student may take right after the two years in Senior High School, whether it will
lead to continuing it to college or being employed merely based on the vocational
courses offered in the two years program.
Each senior high school student must choose one track to master and base his
choice on how he\she wants to advance after completing high school on Grade 12. Also,
Career assessment and amplitude tests and an occupational interest inventory, on the
contrary, will show the student’s strengths and interests. Career Advocacy programs will
also help and guide them in choosing the right track for their selves.
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The Mabini Academy has three strands that is relevant, suitable and applicable in
the new system education. Those three strands are General Academic Strand (GAS),
Humanities and Social Sciences (HUMMS), and Science, Technology, Engineering and
Mathematics (STEM).There are many courses that are related to each strand that is
why students can choose what the course they will be taking up in the college.
Students have their own reasons in selecting the strand that they will be taking up
within the additional two years of the K to 12 curriculum. Some of them wants to be an
engineer, accountant, lawyer, and many more. The majority of the Senior high school
students at The Mabini Academy belongs to STEM Strand.
The K to 12 have core curriculum subjects for Senior High Schools which are
Oral communication and Komunikasyon that aims to develop the listening and speaking
strategies of the students for more effective communication in various situation. Earth
and life Sciences and Physical Sciences provide more understanding in the history of
Earth, Earth structure, laws and the chain of the ecosystem. Also, General Math and
Statistics and Probability aim to improve the mind of students in counting, solving
problems and to make a great decision.
This research will identify the recent perception of the students in the K to 12
Curriculum. It also aims to know the insight of students on the proposed subjects for
each K to 12 strands.
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Statement of the Problem
This study aims to determine the perception of Senior High School
students on the K to 12 subjects at The Mabini Academy. Specifically, this study
answers the following questions:
1).What are the students’ perceptions about the subjects in the k to 12 curriculum?
2).How do students perceive their subjects in their chosen strand?
3).What struggles do the students encounter in dealing with these subjects?
4).How do students face these struggles?
5).What is the effects of these perceptions in students’ chosen strand?
Significance of the Study
This study will probe the students’ perception in the subjects of the K to 12 at The
Mabini Academy. It will be helpful and beneficial to the following entities:
To the National Government, this study will act as a guide in knowing what the
first batch of Senior high school students’ views and opinions concerning the subjects
they are taking at The Mabini Academy.
To the Educational Institution, this study can help the learning institution to build
a moderate and placid relationship with the academy’s students and faculty by giving the
best possible way of teaching to help the students in adapting to the new curriculum.
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To the Mabini Academy, this study will help them to know the insights of the
Senior High School students regarding the teachers’ teaching strategies, the school’s
facilities and accommodation.
To the teachers of the Senior High School, this study will help them to anticipate
the students’ views regarding their subjects. It is important for them to know what
teaching style and strategies they should use to the students, because they will be the one
providing the knowledge to the children.
To the Parents of the students, this study would be able to help the parents of the
students who are affected by the K-12 program, this will give them an idea of what the
students’ subjects and if it will help their children grow from the academic nature.
To the Senior High School Students, this study can help the students by letting
them know how they are going to come up with the new curriculum and fulfill the
subjects’ requirements. It can also help them to develop strategies they can use in coping
and adapting to the new curriculum and subjects.
To the upcoming Senior high school students, this study will help them in
anticipating their selves. The recent perceptions of the students can serve as a guide in
regards to choosing their strand. They can use the recent insights of the senior high
school student as a tool that can help them realize what their strengths and weaknesses
are.
To the researchers, this study can help them to know what their perception and
mind-set should be in order to pass their subjects. This study will also be significant to
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the researchers because they will gain additional insights and will deepen their
knowledge about the different subject on each strand.
Scope and Delimitation
This study focuses on the perception students of the Senior High School of the K-
12 program since it has been implemented. The study will focus on what the students
think and how it will affect them. It will also focus on the subjects the students are
taking in regards to their chosen strand.
The researchers will gather data by providing their respondents a self-constructed
questionnaire that they will use to know the students’ views regarding this topic. The
result will be based on the study conducted by the researchers that will be answered by
the senior high school students of the academy.
Definition of Terms
The following terms were defined conceptually and operationally for the readers’
clear understanding.
Perception. According to the Crescent Moon Blogspot, it refers to a process of
attaining awareness or understanding of the environment by organizing and interpreting
sensory information. In this study, perception refers on how an individual look at certain
things.
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K to 12 Curriculum (K-12). According to DepEd, The K to 12 Curriculum is a
education program that covers Kindergarten and 12 years of basic to provide sufficient
time for mastery of concepts and skills, develop lifelong learners, and prepare graduates
for tertiary education, middle-level skills development, employment, and
entrepreneurship. In this study, K to 12 curriculums refers to the new curriculum the
government implemented.
Students. According to the Oxford Dictionary, Students refers to a person who is
studying at an educational institution, university or other place of higher education. In
this study, the students refer as the respondents that will be the key to determine the
perception on the subjects of the K to 12.
Subjects. According to the Wikipedia, subjects are the parts into which learning
can be divided. In this study, the subjects will refer as the base of all knowledge that will
take and imply by the students.
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CHAPTER II
Review of Literature
This section explains related studies which has found significant to the present
study. This includes conceptual literature, research literature, synthesis, and conceptual
framework.
Conceptual Literature
K to 12 is an education system under the Department of Education
(DepEd) that aims to enhance learners’ basic skills, produce more competent citizens,
and prepare graduates for lifelong learning and employment. “K” stands for
Kindergarten and “12” refers to the succeeding 12 years of basic education (6 years of
elementary education, 4 years of junior high school, and 2 years of senior high school).
K to12 aims to raise the country’s basic education course to world
standards and produce high school graduates ready to be employed even without a
college degree. The two additional years in senior high school are envisioned to serve as
a specialization period for high school students, whether in vocational skills, music, the
arts or sports. This would give high school graduates the option to pursue jobs with a
basic education diploma or proceed to college.
The DepEd started the program with a kindergarten curriculum this year, reaching
out to 5-year-olds to prepare them for entering the grades and curbing the early dropout
rate.
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According to Ganzon (2012), voluntary kindergarten was introduced this school
year to lay the groundwork for universal kindergarten in subsequent years. The
department, along with its partners (education stakeholders), has also made considerable
progress in the development of the K to 12 curriculum. According to her also,
subsequent consultation sessions will be conducted in the succeeding months to provide
feedback to stakeholders on how the K to 12 leadership has addressed their concerns,
and share the updated details about the K to 12 curriculum and its implementation.
Former Education Secretary Armin Luistro, acknowledged that the transition to a
12-year system would be difficult but noted that the Philippines was already delayed in
coming up to the global standard. He also stated that: What we’re looking at now is how
to implement it. In implementing any change, there will be difficulty and this is what we
really have to work on together. It’s not possible for change to be painless.
Furthermore, Luistro (2010) said that education was No. 1 in the President’s
campaign agenda. He pointed out that those who were able to pay for 14 years of
schooling before university were getting into the best schools and getting the best jobs
after graduation.
In relevance to Luistro’s statement, according to President Benigno S. Aquino, the
K to 12 action is the fruit of our effort to achieve meaningful and positive reform not
only in our country's educational system, but also in all other sectors. This is a victory
that mirrors our collective aim to invest in our most important resource- the Filipino
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Citizen. This is a victory that fulfills our promise: no one will left behind on the straight
path to equitable progress.
According to DepEd Undersecretary Tonisito Umali, the K12 program will meet
international standards and will be the key for the graduates to have better employment
opportunities. Umali reiterated that K12 program offers a more balanced approach to
learning that will enable children to acquire lifelong learning skills. The official further
said the K12 program will help high school graduates to be equipped with work skills
that will qualify them for a job or become entrepreneurs.
DepEd Undersecretary for Programs and Projects Yolanda Quijano, said the
department will study which courses and competencies should be introduced in the
additional two years, and review items that appear redundant in the current 10-year
program.
Sheldon Shaeffer, Director of Bureau of Education of the UN Educational,
Scientific and Cultural Organization (UNESCO) Asia Pacific, said the K to 12 program
(Kindergarten plus 12 years) was a necessary reform to make the system comparable to
and competitive with other countries.
The Department of Education stated that only the Philippines, Angola, and
Djibouti have a 10-year basis schooling cycle. The Philippines is the only remaining
country in Asia that is still implementing a 10-year basic education. The program aims
to make Philippine education at par with the rest of the world, with 12 years of basic
education already a global standard.
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Also, some universities in Europe and North America do not longer recognize a
Philippine high school diploma as adequate for admission to their schools because of its
missing two years. Many other Asian countries have already adopted the basic 12 year
system.
The Department of Education has estimated to need as much as P45 billion in
additional funds if it will fully subsidize Grade 11 or Year 1 of the two-year senior high
school to be set up under the ambitious K to 12 Basic Education Curriculum (BEC) plan.
Mona Valisno, former Education Secretary, claimed that DepEd should get
support from Congress for an additional P45-billion funding for the government-
subsidized Grade 11 either in the 2012 or 2013 budget for some 1.5 million high school
graduates in 2016 that will be the first batch to enter the first year of senior high school.
According to Valisno, everybody needs to start K to 12 as early as possible so
they can produce high school graduates that are more employable by the local and
foreign industry. Instead of DepEd providing facilities and other resources to Grades 11
and 12 students in public schools including hiring new teachers, it is a humble viewpoint
that existing facilities in public and private colleges and universities as well as technical
vocational institutions be utilized with DepEd underwriting the cost under a full
scholarship arrangement.
To ease the burden on the parents of the 1.5 million public school graduates that
will be made to go on to Grade 11, either in 2016 or earlier, Valisno suggested that the
government should subsidize the two-year senior high school, as well as encourage
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private colleges and universities and state universities and colleges to convert their
college classrooms to accommodate the two-year senior high school students. Valisno
also amended: instead of DepEd providing facilities and other resources to Grades 11
and 12 students in public schools including hiring new teachers, it is my humble
viewpoint that existing facilities in public and private colleges and universities as well as
technical vocational institutions be utilized with DepEd underwriting the cost under a
full scholarship arrangement.
Valisno issued an appeal as well as a challenge to all senators and congressmen in
the two houses of Congress, whether allies of President Aquino or from the political
opposition, to support the government’s move. Valisno said that the huge funding
requirement would be recouped by the government when the 1.5 million students
graduate and are added to what would become a huge pool of highly skilled and well-
educated graduates that are ready to join the workforce either for jobs in local industries
or overseas. As for the concern about cost, Education Undersecretary for Finance
Francis Varela assured summit participants both government and private schools could
fund K-12. In real terms the education budget has been increasing under President
Aquino, and can meet the requirements for teachers, classrooms and finances. For fiscal
year 2011, when the administration started the budget process, DepEd got P207.2
billion, or 2.2 percent of the GDP (Gross Domestic Product); for 2012 the figures are
P238 billion, also 2.2 percent of the GDP.
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Francis Valera also said that the department intended to address both classroom
and teacher requirements in two years. And he also mentioned that the benefits of the
new program far outweighed costs. Among other things, the additional years of
schooling would increase the earning potential of the graduate.
The additional two years of high school also meant a reduction in cost of
schooling for graduates who would seek employment afterwards, as the additional years
would be free, said Varela. Those graduates would have to pay if they enrolled in two
years of college or post-secondary education.
While a graduate of a four-year high school course would earn P19,876 annually,
Varela said the graduate of a six-year course could earn P35,280, a difference of
P15,404.
“Students who complete senior high school and then work will have better income
opportunities and higher income streams—the cost (of) delayed employment will be
offset by these higher income streams,” Varela added.
Student groups have also protested the plan saying DepEd should instead focus on
addressing perennial shortages in classrooms, teachers, textbooks and other study
materials. In addition, according to the Alliance of Concerned Teachers, the problem lies
on a government that doesn’t put education in its top priority. The ACT stated that the
present administration is more focused in the Conditional Cash Transfer (CCT) program
of the DSWD which hand out money directly to marginal people.
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Meanwhile, at the recent K to 12 Basic Education Program National Summit held
at Miriam College, top educators sought to answer frequently asked questions on the
new elementary and secondary curricula that would mean an additional two years of
study. Organized by the Catholic Educational Association of the Philippines (CEAP),
the summit discussed funding and classroom requirements, among other issues, for the
two extra years.
At the summit held, Viri (2012), chairperson of the RVM Education Ministry
Commission, showed how the 50 schools of her congregation had been adjusting their
curriculum to K-12 in terms of modules, activities, timetable, etc. She said they wanted
to make sure parents, students, businessmen, future employers and all other stakeholders
fully understood K-12.
The superintendent of Catholic schools in Jaro, Iloilo Fr. Fuentes (2012), also
attended the said summit, he said that they included heads of seminaries in consultation
sessions. They also asked graduates about job opportunities and potential employers in
the region about manpower needs. Thefirst male high school principal of Miriam
College, Dr. Fermin (2012) shared that many private schools in the country already had
Grade 7 and various levels of preschool before kindergarten and grade school. In this
sense, they were K-12 ready.
The summit mention the ongoing activities include the production of mother
tongue learning resources in eight major languages, preparation of implementing
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guidelines, and finalization of the design for training of teachers an d
administrators.
In closing, Luistro enjoined the schools “not to forget street children, kariton kids,
our indigenous peoples, and ‘students’ in jail.” He asked everyone, “Let us maximize
opportunities while designing responses to many challenges … We will have to own the
program … to craft and look for answers ourselves.”
Research Literature
K to 12 is a designed curriculum for the sum of primary and secondary education.
It is used in the United States, Canada, Turkey, Philippines, and Australia. K for 4- to 6-
year-olds through twelfth grade for 7- to 19-year-olds, It is a free education from
Kindergarten to Senior High School in the countries mentioned respectively.
Republic Act K to 12 which is known as “Enhanced Basic Education Act of 2013”or “K
to 12 Basic Education Program Law” states that the graduate of basic education shall be
an empowered individual who has learned, through a program that is rooted on sound
educational principles and geared towards excellence, the foundations for learning
throughout life, the competence to engage in work and be productive, the ability to
coexist in fruitful harmony with local and global communities, the capability to engage
in autonomous, creative, and critical thinking, and the capacity and willingness to
transform others and one’s self.
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K to 12 has been met with criticism from youth and student groups, teachers,
parents and the academic community. The Department of Education, for its part, appears
determined to enact the program with its proposed budget catering mostly to preparing
the grounds for its eventual implementation. DepEd also stressed that it is arguably one
of the most drastic and controversial programs of the Aquino administration. The
Department of Education argues that the K-12 program will be the solution to yearly
basic education woes and the deteriorating quality of education. Critics, however,
counteract that the education crisis needs to be addressed more fundamentally and
adding more school years would only exacerbate the situation.
The Department of Education stated that only the Philippines, Angola, and
Djibouti have a 10-year basis schooling cycle. The Philippines is the only remaining
country in Asia that is still implementing a 10-year basic education. The program aims
to make Philippine education at par with the rest of the world, with 12 years of basic
education already a global standard. Some countries does not accept the 10 years of
basic education.
Further, the following counter-arguments were presented: First, K to 12 will solve
the annual growing number of out-of-school youth. Students and parents, however
complain that it would be an added burden to poor families. While public education is
free, a political youth group estimates that a student would still need an average of
P20,000 per school year to cover transportation, food, school supplies and other
schooling expenses. Also, based on the latest Family Income and Expenditure Survey,
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families prioritize spending for food and other basic needs over their children’s school
needs. Two more years for basic education would inevitably translate to higher dropout
rate.
In relevance to the article, Marston (2011) conducted a related study about the
Perceptions of Students and Parents involved in Primary to Secondary School Transition
Programs. Transition programs of different formats and complexities have been
introduced in some schools to facilitate transition. The aims of this search were to
investigate and compare the perceptions of students, parents and teachers involved in
several of these programs and to examine the extent to which transition programs can
alleviate issues associated with transition between primary and secondary schools.
Second, the K-12 will address low achievement scores and poor academic
performance of elementary and high school students. DepEd says that the poor quality of
basic education is reflected in the low achievement scores of students. Results of the
TIMSS (Trends in International Mathematics and Science Study), however, negate the
connection of the number of years to the performance of students. According to results
of the TIMSS, the length of schooling does not necessarily mean better scores. In fact,
some countries with the same or shorter school cycle garnered the highest scores while
those implementing the K-12 model or more years of schooling got lower scores.
According to Villenes (2012), K to 12 was crafted to plug the shortcomings of the
10 year basic education cycle in which students had less time to understand their lessons,
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had to compete with better prepared gradually from other countries. Competing with the
international standards challenges the Philippine government to innovate the former
curriculum.
Furthermore, Carrington (2003) supported and suggested that the needs of
students in the middle years of schooling are not always met by the traditional primary
and secondary school which were often “designed a long time ago, for a different social
and economic world” It is also claimed by Carrington that students of the 21st century
too are perceived to be very different to the students for whom these structures were
designed. They bring different skills, backgrounds, experiences and knowledge of
technology that may not have been considered when the present school structure was
designed.
Due to the additional two years of education caused by K to 12 program, the first
batch of the K to 12 curriculum will be finishing senior high school at the age of 18 and
college at the age of 22. The Department of Education asserted that the 18 and 22 is the
appropriate age to decide and start one’s career.
In relevance to the DepEd’s claim, according to Deering (2002), students are maturing
physically, “five years earlier than for children 100 years ago.” The age at which
students make the transition matters, as does their gender and cultural background. It
was found that the perceptions and expectations of parents, caregivers and teachers are
not necessarily the same as the students but may have a bearing on the students’
reactions to it.
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After K to 12’s implementation, critics continue to arise. They asserted that the
newly implemented curriculum will just be a burden to the families who belong to the
lowest class or standard of living, especially to the broken families that barely supports
the education of their offspring. They claimed the undergraduates rate will increase due
to the government’s unhelpful act.
Regarding the critics’ claim, Nartates (2011) conducted a study about the Effects
of Broken Homes among Early Teenagers to their Academic Performance this study
cited by the researchers have also shown that the country’s education program is
equivalent to the 12- year education cycle followed abroad except that it is being
completed in only 10 years. These researchers analyze and study what will be the effects
of the K to 12 educational systems to the country, parents, and students.
Manalo (2012) conducted a study about the Enhanced K- 12 program as
Perceived by the Parents of Grade Six Pupils at Baao District, Baao Camarines Sur,
School Year 2011- 2012. This study is about the perception of the parents and the
perceived problem regarding the new program of the Department of Education.
In related to the problems regarding K to 12, with the introduction of K-12, there
will be an increase in student population, translating into a requirement for 20,000 to
28,000 additional classrooms for each additional year-level; 40,000 to 56,000
classrooms for the two years of Senior High School. Another pressing issue is the
retrenchment of teaching and non-teaching college personnel. An estimated 25,000 are
being held at bay.
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DepEd, however, says that it has closed the gap of 66,800 classroom shortage in
2010 and has built 86,478 classrooms from 2010 to 2014. This year, an additional
27,499 classrooms are on line to be constructed to cover the Senior High School
implementation in 2016. DepEd has announced that it will be hiring 39,000 additional
teachers in 2016 to meet the personnel requirements of the program.
Third, the DepEd has enough resources to implement the K-12. Interestingly,
countries whose students got high scores in the TIMSS were the ones whose
governments allotted high public spending for education. Despite nominal increases in
the total education budget, the government has been spending less per capita on
education. The real spending per capita per day dropped to P6.85 in 2009. From 2001 to
2009, education’s portion in the national budget has steadily decreased. This pales in
comparison to neighboring countries – Malaysia, 7.4 percent and Thailand, 4 percent. It
is also lower than the four percent average for all countries that were included in the
World Education Indicators in 2006. The country is also lagging behind its Asian
counterparts in public expenditure on education as a percentage of total public spending.
Zellman (2012) conducted a study about the implementation of the K- 12
Education Reform in Qatar’s Schools, this study is a reform of education for a new era
because it views education as the key to the nation’s economic and social progress. This
study is one of a number of RAND studies that trace and document the reform process in
Qatar, was designed to assess progress made in the first year of the K to 12 reform’s
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implementation in Qatar’s schools and the perception of the parents on the
Implementation of the K to 12 program.
While, Aviola (2012) asserts that K to 12 starts with universal kindergarten which
mandates all public elementary schools to offer kindergarten classes and accepts 5 year
old learners beginning 2011.
Fourth, the K-12 will open doors for more jobs for the youth, even without a
college diploma. DepEd says that a K-12 program will improve the chances for youth
employment as it is aimed to improve technical-vocational skills through focusing on
arts, aquaculture and agriculture, among others. The K-12, it further states, will ensure
that students graduating at the age of 18 will have jobs, thus making them “employable”
even without a college degree.
In his Mini Critique column, Isagani Cruz summarized the pros and cons on the K
to 12 debate. The PROS included the following: enhancing the quality of basic
education in the Philippines is urgent and critical; the poor quality of basic education is
reflected in the low achievement scores of Filipino students, one reason of which is
inadequate instructional time; international test results consistently show Filipino
students lagging way behind practically everybody else in the world; the congested
curriculum partly explains the present state of education since 12 years of education
were crammed into 10 years; this quality of education is reflected in the inadequate
preparation of high school graduates for the world of work or entrepreneurship or higher
education; most high school graduates are too young to enter the labor force; the current
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(now previous) system also reinforces the misperception that basic education is just a
preparatory step for higher education; the short duration of the basic education program
also puts the millions of OFW’s, especially the professionals, and those who intend to
study abroad, at a disadvantage; and the short basic education program affects the
human development of the Filipino children.
On the other hand, the cons are as follow: parents have to shell out more money
for the education of their children; the government does not have the money to pay for
two more years of free education, since it does not even have the money to fully support
10 years in terms of classrooms, furniture and equipment, qualified teachers and error-
free textbooks; we can do in 10 years what everyone else in the world takes 12 years to
do, as sustained by the acceptance of Filipinos in prestigious graduate schools even with
only ten years basic education; as far as the curriculum is concerned, DepEd should fix
the previous subjects instead of adding new ones since the problem is the content and
not the length of basic education reflecting the concept that we need better instead of
more education; a high school diploma will not get anybody anywhere, because business
firms will not hire fresh high school graduates; every family dreams of having a child
graduate from college; while students are stuck in Grades 11 and 12, colleges and
universities will have no freshmen for two years thus a financial disaster for many
private higher education institutions; and the drop-out rate will increase because of the
two extra years.
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Furthermore, Cruz (2012) stated that both the k to 12 curriculum and the new
general education curriculum which builds on the College Readiness Standards (CRS)
recognize that the students today are digital natives. As the century progresses more and
more teachers will also have been after 1985 and will also be digital natives, at that time,
the generational digital gaps should disappear.
According to San Juan (2012), K to 12 has been criticizes and opposed by a broad
array of forces. In his studies, he found out and conducted a tokenistic consultations
right there and hue to make it appear that the scheme is not a trim down imposition, but
never really engaging in genuinely democratic bottom-up dialogue prior to K to 12’s
inception, adoption and implementation.
Synthesis
The review of related literature had similarities and differences in the present
study. The researchers come up with a perceptible comparison that helps to broaden the
present study.
The study of Martson had found related to the researcher’s study in the sense
that both focuses about how the students, parents and teachers deal with the school
transition programs from primary to secondary school but also found different in terms
of the investigation and comparison of the perception of the students, parents and
teachers involved in several of those programs.
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Carrington's claims are similar to the present study's claim, that the needs of the
students are not always met by the traditional and secondary school. Though, it is
different to other claims that the present study focuses.
Also, Deering's study is related to the present study in which it claims that the age
of the students by the time they graduate affects their perceptions and expectations.
While, his study is different to the present study by means of it focuses on how age
affects the perceptions of the students.
Likewise, Nartates analyzed and study the effect of the curriculum to the country,
parents, and students in which the present study similarly discussed and provided
statements that supports the claims of the study.
Meanwhile, the present study is related to Manalo’s study, it both have mentioned
study, it is also about the perceived problems that affect the students’ performance
regarding the subjects of the newly implemented curriculum. And it discussed the
efficiency of the program to the students. The difference from the present study is that, it
focused more on the parents’ perception and it used the grade six pupils’ parents as his
respondents.
While Zellman's study is relevant to the present study due to its similar claim that
economic and social progress depends upon the citizens' education. But it differs to
Zellman's way of providing evidence to his claim.
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The present study is similar to Aviola's study by means of the similar claim that
Kindergarten is the start of K to 12 and the previous curriculum. While it differs to the
present study because it focused more to Kindergarten.
Cruz's study is somehow related to the present study due to its discussion
regarding how the K to 12 curriculum builds the college standards. It is dissimilar to the
present study because of its claim about the digital natives.
Villenes’ study on K to 12 was crafted to plug the shortcomings of the 10-year
basic education cycle which the student had less time to understand their lesson. Present
study has the same claim and concern, but goes beyond more recommendations, for the
years in school which will be proposed in this study.
San Juan’s study is related in the thought of the K to 12’s inception, adaptation,
and implementation. But it is dissimilar to the fact that he conducted a tokenistic
consultation.
Conceptual Framework
This study seeks to describe the students’ perception about the subjects in
the K to 12 curriculum at The Mabini Academy. This part of study shows the research
paradigm of the research study using the input-process (IPO) model. This paradigm will
give a clearer understanding on the development of this research.
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INPUT PROCESS OUTPUT
Students’ Analysis and Provide clear
Perceptions About Interpretation of information and
the Subjects in the Data through the understanding of the
K to 12 Use Self- subjects of K to 12
Curriculum at The Constructed curriculum at The
Mabini Academy Questionnaire Mabini Academy
Figure 1.
Research Paradigm
The foregoing paradigm presents the title of the study. It was conducted
using the systems approach with the input, process and output.
The input frame houses the topic of the study. It also gives an idea of
what the study is all about.
The process frame indicates the steps by which the study was conducted.
These steps are as follow: analysis and interpretation of data through the use of self-
constructed questionnaire.
The output frame indicates the aim of the study which is to have a better
and clear understanding of the subjects of the K to 12 curriculum at The Mabini
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Academy. The researchers also aim to know what the Senior High School students of
The Mabini Academy think and how they adapt to the newly implemented curriculum.
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CHAPTER III
Research Methodology
This chapter discusses the research design that the researchers used in the
present study. This will also present the subject of the study that is used to identify the
respondents that will be concluding in this study. It will also describe the research and
the data gathering process.
Research Design
The main purpose of this study is to know the perception of students at
The Mabini Academy on the subjects of K to 12 curriculum. The present study also
includes the strategies to use in adapting the new trend of education that the curriculum
provides.
Waters (2000) said that the goal of qualitative phenomenological research
is to describe a "lived experience" of a phenomenon. This qualitative analysis of
narrative data and its methods of analyzing data are quite different from more traditional
or quantitative methods of research. The first principle of analysis of phenomenological
data is to use an emergent strategy, to allow the method of analysis to follow the nature
of the data itself. Phenomenology was used in the present study since the researchers and
the respondents are also experiencing the newly implemented curriculum.
Subject of the Study
The respondents who are included in this study are 45 the senior high
school students of The Mabini Academy. The researchers employed a non-probability
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sampling technique, specifically the availability sampling, due to the fact that the target
respondents are those Senior high school students who are currently studying at The
Mabini Academy. Furthermore, the questionnaire will serve as the basis to identify the
recent perception of students in The Mabini Academy.
Research Instrument
The main data gathering instrument used in the study is the researchers-
made questionnaire. Self- constructed questionnaire is suitable in gathering data to
compose information in order to know the perceptions of the senior high school students
about their subject.
Data Gathering Procedure
After the approval of the present research topic, the researcher gathered
data to identify the whole content of the topic. The questionnaire made by the researcher
relies the topic of the study and gathered from different reading materials, such as books,
articles and related studies.
In making final draft, it is necessary to composed different ideas that are
based from the research study. Every questionnaire refers to the topic and must be
identify properly by the respondents. The research adviser also considered the validation
of this context.
The researchers asked permission to the teacher of the Senior High
School students of the academy to conduct and give the Senior High School students a
questionnaire. Upon granting the permission, the researcher distributed the questions to
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their fellow Senior High School students who are the respondents of the study. After the
retrieval of the accomplished questionnaire, the researchers tabulated, analyzed and
interpreted the gathered data.
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CHAPTER IV
Presentation, Analysis, and Interpretation of Data
This chapter presents the evaluation and the graph on what the senior high school
students’ responses on the questionnaire that the researchers made. The graph has been
evaluated in percentage presentation to easily identify the differentiation of answer based
on the question.
1). Students’ Perception on the K to 12 Curriculum
The graph below presents the students’ perception on the K to 12 curriculum.
Figure 1
Students’ Perception on the K to 12 Curriculum
4.44%
It will just be a burden for
the students
It is an effective program
that can help the students
to attain higher skills and
knowlegde.
95.55%
It won't affect the students
at all.
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Based on the survey, 96% of the respondents answered that K to 12
Curriculum is an effective program that can help the students to attain higher skills and
knowledge. On the other hand, 4% of the respondents answered that K to 12 Curriculum
will just be a burden for the students. However, no respondents answered K to 12 won’t
affect the students at all. It indicates that there are no students who think that K to 12
won’t have an impact to them.
This findings was supported by Cruz (2012). He stated in his Mini Critique that K
to 12 is an effective program that can help the students to attain higher skills and
knowledge. He also explained that implementation of K to 12 enables students to get
sufficient instructional time to do subject- related tasks which makes them more
prepared and well- trained on that subject area. With the new curriculum, senior high
school students can choose a field that they are good at and that they are interested in.
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2). Students’ perceptions on the subjects of their chosen strand
The graph below presents how the students perceive the subjects in their chosen
strand.
Figure 2
Students’ perceptions on the subjects of their chosen strand
6.66%
It is fit and applicable for
26.66% the students' chosen
strand
It is not appropriate or
adequate for the students'
chosen strand
66.00% The subjects has no ef-
fects on the students'
chosen strand
Based on the study, the Senior High School students find the subjects of their
chosen strand fit and applicable for their chosen strand. 52% of the surveyed Senior
High School students from Science, Technology, Engineering and Mathematics (STEM)
chose Pre-Calculus as the most difficult subject in their strand. It was followed by
General Biology 1 with 23.8%. Next is General Biology 2 with 14.3% and Gen bio 2
with the least percentage of 9.5%.
Further, Humanities and Social Sciences students responded and chose Philippine
Politics and Governance as the most difficult subject of their strand is with 52.60%.
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Introduction to World Religion came next with 31.57% and the last subject, Disciplines
and Ideas in the Social Sciences with 15.78%.
The General Academic Strand also responded to the study, 50% of the surveyed
students chose Applied Economics as their difficult subject of their strand. Next is
Social Science with 37.5 %. Lastly, Humanities as the subject with the least percentage
of 18.75%
The researchers also conducted an interview to know more on how the students
perceive their subjects in their chosen strand. Four STEM Students, four HUMMS, two
GAS Students, responded with the same answer in the conducted interview. Their
answers were it is fit and applicable for the students’ chosen strand.
While, one STEM Student, one HUMMS Student, and two GAS students responded
with it is not appropriate or adequate for their strands. And one GAS student responded
that the subjects have no effects on the students’ chosen strand.
The result of the study was supported by Vergara (2013) delved with the
implementation of K to 12 and its subjects. This study is related to the present study as it
focused on the relevance of the subjects of the K to 12 curriculum. He also concluded
that the subjects of the K to 12 Curriculum are appropriate and applicable for the
students’ chosen strand.
3). Struggles encountered by the students in dealing with the subjects
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The graph below shows the struggles encountered by the students in dealing with
their subjects.
Figure 3
Struggles encountered by the students in dealing with the subjects
17.78%
33.33% Managing Time

84.44% Adjusting to the new sub-
jects and curiculum
Coping up to the curicu-
lum's grading system
Paying the school's
51.11% expenses and fees
Based on the survey, 45% of the surveyed students answered that the
struggle they encounter in dealing with the subject is Managing time, followed by
adjusting the new subjects and curriculum with 27%. This is followed by coping up to
the curriculum’s grading system with 18% in average .Lastly, 10% of the answer
gathered to the problem paying the school’s expenses and fees.
The result of the study was supported by Tan (2011). He conducted a study on
the Most Perceived Problems on K – 12 Implementation of the Students Luzon
Elementary School,Tagkawayan Quezon. This study is related to the present study as it
also focused on the problems perceived about the K – 12 program which affects the
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students’ performance and parents perception. His study concluded that the most
perceived struggle is the additional expenses and fees due to the implementation of the
K to 12 Curriculum. It is relevant to the present findings by means of adding further
insight and basis to the study.
4). Students’ way of facing the struggles
The graph below presents how students face the struggles they are encountering in
dealing with their subjects.
Figure 4
Students’ way of facing the struggles
20% 13%
Advance studying
Paying enough attention to
the lessons
Asking further briefing
20%
and examples from the
teachers
46% Self/Group Study
Based on the study and interview that the researchers conducted, 60% of the
surveyed students from the STEM strand responded that they face the struggles they are
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encountering by asking further briefing and examples from their teachers. While, paying
enough attention to the lessons gathered 40%.
On the interviewed conducted, two out of five interviewee also responded with
they face those struggles by paying enough attention to the lessons. While three of the
five respondents has the same response in the conducted interview, they shared that they
face those struggles by asking further briefings and examples from my teacher.
The same questionnaire and interview was conducted to the HUMMS
strand. 2 out of 5 respondents shared that their way of facing their struggles is by having
a group or self-study. One respondent answered that she faces her struggles by advance
studying. One respondent answered that her way of facing the struggles in her subjects
is by paying enough attention to their lessons. And the last respondent from the
HUMMS strand said that asking further briefing and examples from his teachers is his
way of facing his struggles.
The GAS strand of The Mabini Academy also responded to the interview.
4 out of 5 respondents answered that they face those struggles by paying enough
attention to the lessons. While, one respondent stated that advance studying is his way of
facing those struggles in her subjects.
In connection with this findings, Waithe (2012) stated in his study that the
students’ strategies in dealing with their struggle is time management. He also included
in his study that the students must also use advance studying as a strategy in coping with
their struggle.
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5). Effects of the perceptions in students’ chosen strand
The graph below presents the effects of the perceptions in students’ chosen strand.
Figure 5
Effects of the perceptions in students’ chosen strand
Students are able to man-

3.00% age the chosen strands and
18.00% subject
Students will be able to

have good grades because
52.00% they know how to handle
the new ground they are
facing
Students will be frightened

33.33% to face the new ground in
academics
The perception in their

chosen strand will have no
effect to their studies
Based on the survey that the researchers made, majority of the
respondents agreed that the effect of the students’ perception in their strand is that they
can easily manage the chosen strands and subject. This statement comprised of 49% of
the total survey percentage. This is followed by the answer, “students will be able to
have good grades because they know how to handle the new ground they are facing.” It
gathered 31%. While, 17% of the respondents answered that the students will be
frightened to face the new ground in academics. The last option in the survey which is
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the “perception in their chosen strand will have no effect to their studies” got the least
percentage which is, 3%.
According to Ferreira (2008), examined the relationship between students’
perceptions and students’ performance is affected with one another. His study involved
undergraduate and graduate students enrolled in management accounting subjects. His
findings indicate that students' performance is negatively affected by the negative
perceptions of accounting that students bring to the subject and it also suggest that
positive perceptions of accounting held by students at the end of the semester have a
positive impact on students' performance.
CHAPTER V
Conclusions and Recommendations
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This chapter presents the conclusion drawn in the gathered data and
recommendations based on the data revealed in the study.
Conclusions
In the light of the important findings revealed in this study, the following
conclusions are drawn.
1. The study determined that the students’ perception on the K to 12 curriculum. It
revealed that the K to 12 curriculum is an effective program that can help them to attain
higher skills and knowledge.
2. The study also determined that the students’ perceptions on the subjects of their
chosen strand were fitted and applicable to their strand.
3. The study determined that the struggle faced by the students regarding their
strands is having problem in managing their time.
4. The study identified how the students face the struggles in their subjects. It
revealed that paying enough attention to the lessons is their way or strategy of facing
their struggles.
5. The study also identified the effects of the perceptions of the students to their
strand. Majority of the respondents agreed that the effect of the perception in their strand
is that they can easily manage the chosen strands and subject
Recommendations
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Considering the conclusions drawn in this study, the researchers suggested to
following recommendations.
1. The students must give more attention to their subjects. The teachers may also
encourage the students to improve their skills. The teachers may do some exciting
projects, activities and interesting skill lecture.
2. The K to 12 program may improve to enhance and develop the skills of the
students and for the knowledge to be applicable for the courses the students will take
after Grade 12. This program may identify the subjects that can enrich the students’
knowledge and credentials to improve the skills needed for the course that they may
choose.
3. The students must be able to evaluate the skills and knowledge that is applicable
for their strand and courses. Also, they may identify their needed strategies to cope with
their chosen strand.
4. All of the students must how know to manage their time appropriately. The
teachers may give consideration in assigning projects. Also, the teachers may provide
sufficient time to submit the requirements of the students to accomplish the tasks given
to them.
BIBLIOGRAPHY
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Article
Aquino, Benigno Simeon, III 2009.” Keynote Speech: Launching of the K to 12 Program
of the Department of Education of the Philippines”Rappler.(
http://www.rappler.com/thought-leaderk-12-curriculum.)
Aquino IV,P.B.June 2015“The K to 12 challenge.”Rappler. (Retrieved February 2017,

http://www.rappler.com/thought-leaders/96459-k-12-challenge.)
Cardiño,A.,Yee,J.2016. “DepEd: K-12 program to reduce number of dropouts.”

Philippine Daily Inquirer. (Retrieved February 2017,
http://newsinfo.inquirer.net/791296/deped-k-12-program-to-reduce-number-of-
dropouts.)
Cayabyab,M.J.2016. “Incoming DepEd Sec. Briones vows to improve K to

12.Inquirer.net” (Retrieved February 2017,
http://newsinfo.inquirer.net/788624/incoming-deped-sec-briones-vows-to-
improve-k-to-12.)
Choundry,P.A.January 2012. “Who’s afraid of ‘K to 12’?.”(Retrieved January 2017,

https://sites.google.com/site/k12philippines/articles?mobile=true.)
Cruz,I.June 2015.“ The challenges of basic education: dealing with K-12”Philstar.

(Retrived February 2017
http://www.philstar.com/opinion/2015/06/15/1466151/challenges-basic-
education-dealing-k-12.)
Cruz,I.October 2014. “Pros & Cons in the K+12 Basic Education Debate.”(Retrieved
January 2017, https://mlephil.wordpress.com/2010/10/14/pros-cons-of-the-k12-
debate/.)
Cruz,I.July 2013. “The New General Education Curriculum” ?.”(Retrieved January 2017,
http://www.philstar.com/education-and-home/2013/07/11/964096/new-general-
education-curriculum.)
Ferreira, A. June 2007.“Do students' perceptions matter?”.A study of the effect of

students' perceptions on academic performance. ( Retrieved January 2017,
https://www.researchgate.net/publication/4725864_Do_students'_perceptions_ma
tter_A_study_of_the_effect_of_students'_perceptions_on_academic_performance
)
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Kinman, T. October 2016. “High School and ADHD: Facing Academic and Social
Challenges.”(Retrieved January 2017,
http://www.healthline.com/health/adhd/high-school-challenges.)
Mangunay,K.. ,Ibañez,C.2016.“DepEd:Ready for senior high.” Philippine Daily Inquirer.

(Retrieved February 2017, http://newsinfo.inquirer.net/788008/deped-ready-for-
senior-high.)
Quismundo, T. January 2012. “DepEd Needs P45 B More to Subsidize Grade

11.”(Retrieved January 2017,
Quismundo, T. January 2012. “K+12 program ‘absolutely essential,’ says

expert .”(Retrieved 2012, https://sites.google.com/site/k12philippines/articles.)
Quismundo, T.January 2012. “The Philippines is the only remaining country in Asia that
is still implementing a 10-year basic education, according to the
DepEd.”(Retrieved January 2017,
Quismundo, T.October 2011. “DepEd readies K+12 curricula for next year.”(Retrieved
January 2017, http://newsinfo.inquirer.net/71693/deped-readies-k12-curricula-for-
next-year.)
Torres,E.,Yee,J.2016. “Baldoz: Teachers displaced by K-12 to be helped.” Philippine

Daily Inquirer. (Retrieved February 2017 ,
http://newsinfo.inquirer.net/792569/baldoz-teachers-displaced-by-k-12-to-be-
helped.)
Udtohan,L. 2016. “Use of gadget teachers’ way to adjust to K-12.”Inquirer Visayas.

(Retrieved February 2017, http://newsinfo.inquirer.net/790691/use-of-gadget-
teachers-way-to-adjust-to-k-12)
Valisno, M (2014)”. K to 12 Education in the Philippines: For better or for worse?”

(Retrieved February2017,
http://www.academia.edu/6937076/K12_Education_in_the_Philippines_For_the_
better_or_for_worse-Critique-Paper
“Unstructured Article. June 2011.” K12 Philippines.

https://sites.google.com/site/k12philippines/articles.
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“Unstructured Article. May 2016.” The Asian Parent.

https://ph.theasianparent.com/advantages-new-k-12-curriculum/.
Thesis
Montebon,D. 2014 “K12 Science Program in the Philippines: Student Perception on its
Implementation.” Published Thesis.Philippine Normal University:Ermita,Manila.
Perica,R.P.2011“The Reaction of the Grade VII Parents on K – 12

Implementation.”Published Thesis. University of North Eastern Philippines:Iriga
City.
Ditablan,D. 2014.“ Perception of Selective Students on K-12 Curriculum in Comparison

with Basic Education Curriculum (BEC).” Published Thesis.
Internet
Brusola,J.T.2008. “12 Chapter 2 FINAL 1.”(Retrieved February 2017,

https://www.scribd.com/doc/298345829/12-Chapter-2-FINAL-1.)
Cruz, Isagani (2010) Implementation of K to 12, Mini Critique, The Philippine Star.
(Retrieved May 2013 from: http://www.philstar.com).
Roux, A. July 2016. “The 3 Challenges Most Students Face Making The Transition From
High School To College”. (Retrieved January 2017,
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transition-high-school-college/4/.)
“ Unstructured Interview. October 2011” Perception of Parents of the Students Affected

by Additional Two Years in Basic Education..” http://katherine-
thecrescentmoon.blogspot.com/2011/11/k12-research-paper.html.
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Waithe, A. 2013. “Common Struggles in High School.” (Retrieved February 2017,

http://classroom.synonym.com/common-struggles-high-shcool-
6892511.html.)
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http://www.capilanou.ca/psychology/student-resources/research-guidelines/
Phenomenological-Research-Guidelines/
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Dear Respondent,
We are bona fide students of The Mabini Academy presently enrolled as Grade 11-STEM. Weare currently
conducting a study entitled “Students’ Perceptions About the Subjects in the K-12 Curriculum at The
Mabini Academy”.
In this regard, we are humbly asking for your cooperation to answer the questionnaire prepared for the
purpose. Rest assured that all the gathered information will be treated with utmost confidentiality.
We are hoping for your full support regarding this request. Thank you and God Bless.
Very truly yours,

Researchers
Instruction: Please complete the following questions by putting a on the that corresponds
to your response regarding the K to 12 curriculum.
1). What do you think of the K to 12 curriculum?
 It will be just a burden for the students.
 It is an effective program that can help the students to attain higher skills and knowledge.
 It won’t affect the students at all.
2). How do you perceive the additional 2 years brought by the K to 12 Curriculum?
 The additional two years will cause an increase in the undergraduate rate.
 The additional two years due to the K to 12 program will provide sufficient time to enhance
the skills of the students.
 The additional two years won’t have an impact to the students.
3). To what strand do you belong?
 Science, Technology, Engineering and Mathematics (STEM) Strand
 General Academic Strand (GAS) Strand
 Humanities and Social Sciences (HUMSS) Strand
4). For those who are in the STEM strand, what is the most difficult subject in your strand?
 Pre-Calculus General Biology 1
 Basic Calculus General Biology 2
5). For those who are in the HUMSS Strand, what is the most difficult subject in your
strand?
 Introduction to World Religions and Belief Systems
 Disciplines and Ideas in the Social Sciences
 Philippine Politics and Governance
6).For those who are in the GAS Strand, what is the most difficult subject in your strand?
 Humanities  Applied Economics
 Social Science
7). What is the most common problems you encountered/ are still encountering in your
strand?
 Adjusting to the new subjects and curriculum
 Managing time
 Paying the school’s expenses and fees.
 Coping up to the curriculum’s grading system.
DOCUMENTATION PICTURES WITH CAPTION

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(Students from General Academic Strand (GAS A) answering the researcher-made
questionnaire)
(Science Technology Engineering and Mathematics Students answering the research
made- questionnaire)
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(Humanities and Social Sciences (HUMMS A) Students answering the researcher-made
questionnaire)
CURRICULUM VITAE
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CAPONPON, JOHNCEL M.
Block 18, Sampaguita West,Lipa City, Batangas
Mobile No.: 09063696915
E- Mail Address: caponpon_johncel@yahoo.com
HIGHLIGHTS OF QUALIFICATION
 Hardworking and Responsible

 Morally upright
 Proficient in writing and speaking
 Pliant and flexible
 Computer Literate
 Fast learner
EDUCATIONAL BACKGROUND
SECONDARY The Mabini Academy The Mabini Academy

Balintawak Lipa City Balintawak Lipa City
2013-2016-JHS 2016-2017- SHS
PRIMARY Emmanuel Christian Learning Foundation

B.Morada Avenue, Lipa City
2006- 2013
PERSONAL INFORMATION
Age: 17 Religion: Roman Catholic

Sex: Male Civil Status: Single
Date of Birth: June 23, 1999 Father’s Name: Ramil J. Caponpon
Place of Birth: Air base, Lipa City Mother’s Name: Mary Grace M. Caponpon
51
THE MABINI ACADEMY
LIPA CITY
DIAZ, PATRICK JOHN H.

#091 United Homes Subd. Brgy. 2, Lipa City, Batangas
Mobile No.: 09056994408
E- Mail Address: pdiaz22222@yahoo.com

 Morally upright
 Fast learner

2013-2016-JHS 2016-2017- SHS
PRIMARY The Mabini Academy

Balintawak, Lipa City
2006- 2013

Date of Birth: February 7, 1899 Father’s Name: Patricio Diaz
Place of Birth: Lipa City, Batangas Mother’s Name: Elisa Haplos
52
THE MABINI ACADEMY
LIPA CITY
LESCANO, BIANCA MARIZ M.

Purok 2, #0278 Tangway, Lipa City, Batangas
Mobile No.: 09051641719
E- Mail Address: bmlescano11@gmail.com

 Morally upright
 Fast learner

2013-2016-JHS 2016-2017- SHS
PRIMARY Tangway Elementary School

Tangway, Lipa City
2006- 2013

Sex: Female Civil Status: Single
Date of Birth: October 17, 1999 Father’s Name: Amor M. Lescano
Place of Birth: Tangway, Lipa City Mother’s Name: Amor P. Lescano
53
THE MABINI ACADEMY
LIPA CITY
MANZO, JOHN PATRICK S.

Purok 1, Riverside, Kayumanggi, Lipa City, Batangas
Mobile No.: 09305558802
E- Mail Address: john_patrick_manzo@yahoo.com

 Morally upright
 Fast learner

Balintawak Lipa City BalintawakLipa City
2016-2017- SHS 2013-2016-JHS
PRIMARY G.B. Lontok Memorial School Senator Claro M. Recto

P. Laygo St. Sabang, Lipa City Granja, Lipa City
2009- 2013 2006-2007

Date of Birth: April 20, 1999 Father’s Name: Rouelito B. Manzo
Place of Birth: Lipa City Mother’s Name: Mildred S. Manzo
54
THE MABINI ACADEMY
LIPA CITY
QUIRAS, DAIROM R.
#blk 11,blk 12, Lynville Subd., Latag,Lipa City, Batangas
Mobile No.: 09051964491
E- Mail Address: dairomquiras@gmail.com

 Morally upright
 Fast learner

2013-2016-JHS 2016-2017- SHS
PRIMARY Bulaklakan Elementary School

Bulaklakan, Lipa City
2006- 2013

Date of Birth: August 23, 2000 Father’s Name: Romeo R. Quiras
Place of Birth: Lipa City Mother’s Name: Diana R. Quiras
TANCHICO, LESLIE E.
#013, Villa de Lipa 1, Marawoy, Lipa City, Batangas
Mobile No.: 09053332726
55
THE MABINI ACADEMY
LIPA CITY
E- Mail Address: leslietanchics@gmail.com

 Morally upright
 Fast learner

2013-2016-JHS 2016-2017- SHS
PRIMARY Senator Maria Kalaw Katigbak Memorial School

Purok 1, Marawoy, Lipa City
2006- 2013

Sex: Female Civil Status: Single
Date of Birth: June 18, 2000 Father’s Name: Ariel T. Tanchico
Place of Birth: Marawoy, Lipa City Mother’s Name: Eufrocina E. Tanchico
56

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THE MABINI ACADEMY

The Problem and Its Background

Filipinos know that there has been a recent change in Philippines’

curriculums is helpful plan for Filipino students.

undergraduate rate in the Philippines by adding 2 more years?

In Basic Education Curriculum, Pre-school is an optional choice for parents and

K to 12 program implements a better understanding and an applicable subjects for

However in the new curriculum, K to 12 or K- 12 means for Kinder, 6 years in

increases the students’ chance at succeeding.

the problem of unemployment in the country will be resolved. Despite numerous

awareness campaign efforts, opposition still exists. In as much as employment in the

an expansion in the global competency (Luistro, 2010).

According to The K to 12 Basic Education Program, some questions about K- 12

development, employment, and entrepreneurship.

In addition, the K to 12 Program has four strands namely Accountancy and

Business Management (ABM), Science, Technology, Engineering and Mathematics

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

earn a bachelor’s degree in a relative field.

they may take up after the 12th grade.

lead to continuing it to college or being employed merely based on the vocational

courses offered in the two years program.

students at The Mabini Academy belongs to STEM Strand.

problems and to make a great decision.

Statement of the Problem

This study aims to determine the perception of Senior High School

students on the K to 12 subjects at The Mabini Academy. Specifically, this study

answers the following questions:

2).How do students perceive their subjects in their chosen strand?

3).What struggles do the students encounter in dealing with these subjects?

4).How do students face these struggles?

5).What is the effects of these perceptions in students’ chosen strand?

Significance of the Study

Mabini Academy. It will be helpful and beneficial to the following entities:

they are taking at The Mabini Academy.

facilities and accommodation.

providing the knowledge to the children.

and adapting to the new curriculum and subjects.

knowledge about the different subject on each strand.

Scope and Delimitation

taking in regards to their chosen strand.

The researchers will gather data by providing their respondents a self-constructed

the senior high school students of the academy.

Perception. According to the Crescent Moon Blogspot, it refers to a process of

attaining awareness or understanding of the environment by organizing and interpreting

K to 12 Curriculum (K-12). According to DepEd, The K to 12 Curriculum is a

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

entrepreneurship. In this study, K to 12 curriculums refers to the new curriculum the

Students. According to the Oxford Dictionary, Students refers to a person who is

studying at an educational institution, university or other place of higher education. In

perception on the subjects of the K to 12.

take and imply by the students.

K to 12 is an education system under the Department of Education

K to12 aims to raise the country’s basic education course to world

basic education diploma or proceed to college.

According to Ganzon (2012), voluntary kindergarten was introduced this school

progress in the development of the K to 12 curriculum. According to her also,

subsequent consultation sessions will be conducted in the succeeding months to provide

feedback to stakeholders on how the K to 12 leadership has addressed their concerns,

Former Education Secretary Armin Luistro, acknowledged that the transition to a

In relevance to Luistro’s statement, according to President Benigno S. Aquino, the

path to equitable progress.

that will qualify them for a job or become entrepreneurs.

Sheldon Shaeffer, Director of Bureau of Education of the UN Educational,

and competitive with other countries.