Chapter 2

Review of Literature

This chapter reviews of literature that is helpful in

understanding this study. This chapter presents the scholarly

readings and research on the K-12 Basic Education Curriculum.

Teachers’ expectations, challenges and problems in Grade 7

Science with the K-12 Curriculum had never been the subject of a

comprehensive study, which made it challenging to collect related

literature concerning the study. Thus, the researcher had to resort

to reading and examining a variety of related studies in other

discipline to enlighten her in the work to be undertaken.

The order of the presentation is as follows: Legal Bases of the K-

12 Basic Education Curriculum, Theoretical Underpinnings, Studies on

K-12 Basic Education Curriculum according to Discipline, Teaching

Strategies and Approaches, Instructional Materials, Assessment of

Learning Outcomes, Challenges Encountered by Teachers, Problems

Encountered by Teachers, Assistance Provided by Administrators, and

Insights.

Legal Bases of the K-12 Basic Education Curriculum

The flagship program of Department of Education (DepEd) is the K

to 12 Basic Education Program. The Department is yearning to offer a

curriculum which is in concurrence to the 21st century. The

implementation is in pursuance to Republic Act 10533 also known

as the “Enhanced Basic Education Act of 2013” enabled the

implementation of the K-12 in the country since the graduates of 10

years of basic education to have some incompetence in knowledge and

skills. The implementation of the new curriculum is said to enhance the

quality of basic education in the country. Furthermore, it will help

students to be prepared when facing the demands of the 21st century.

This implementation is in fact in line with Article XIV, Section 2(1) of the

1987 Philippine Constitution which states that “The State shall establish,

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

education relevant to the needs of the people and society.”

Furthermore, Filipino learners would become “scientifically,

technologically and environmentally literate and productive members of

society who are critical problem solvers, responsible stewards of nature,

innovative and creative citizens, informed decision makers and effective

communicators” (K-12 Curriculum Guide-Science, 2013). In other

words, this would holistically develop the students with the 21 st century

skills (K-12 Deped Primer, 2011) or the heart of the K-12 Basic

Education Program is the total human development of every Filipino

graduate (DepEd Discussion Paper, 2010).

 Philippine Basic Education (2015) postulated that K-12 Basic

Education Curriculum is challenging teachers to teach students to

master the skills and competencies so that they would become

productive members of society (DepEd Primer, 2011). Furthermore, the

advocates of DepEd's K to 12 envisioned that this curriculum would

bring benefits to Filipino learner. Fioriello (2016) claimed that this

curriculum benefits or help learner builds essential knowledge and skills

relevant to the job market and have a supportive environment.

SEAMEO-INNOTECH (2012) claimed that K-12 Curriculum

provides the necessary skills and competencies of the learners to prepare

them for college, career to pursue, and entrepreneurship. This claim

was supported by CIIT Philippines (2016); DoE Pennsylvannia (2016).

This supports the claim of Briefer Department of Education (2010).

The K-12 Curriculum Guide-Science (2013) stipulated that this

program is to develop the holistic aspect of the Filipino learners with the

21st century skills. Giron (2016) claimed that K-12 learners would

develop the 21st century skills such as life and career; information,

media, and technology; learning and innovation; and effective

communication. Stevenson (2008) cited the paradigm shift to a world

of the 21st century education which focused on the development of the

21st century skills of learners to be carried in the core subjects.

 According to Robinson and Kay (2010) the learners of the 21st

century should be prepared to master the academic content from its core

subjects. They would also need to master the skills such as critical

thinking, communication, technology literacy, and collaboration which

are needed for the next grade level, college degree, and for life and career.

These 21st century knowledge and skills are the indispensable factors for

participation, achievement, and competitiveness in our global

community.

The learners further protect the community as well as its

environment and conserve its resources through environmental lessons

in the K to12 Program (K to12 Curriculum Guide- Science, 2013).

Moreover, Robinson and Kay (2010) asserted that learners should be

taught with environmental literacy such as demonstrating knowledge

and understanding of the environment especially on protecting and

conserving it; taking individual and collective action towards addressing

environmental challenges.

Stevenson (2013) and Alexandar and Poyyamoli (2014)

explained that integration of environmental awareness or literacy would

make learners develop its knowledge, attitude and behavior and skills

towards the environment. NAAEE (2010) claimed that the integration of

environmental concepts would provide every student the chances to

obtain knowledge, skills, attitudes, commitment, and values necessary

for environmental protection and improvement.

The K-12 Program engages students with relevant issues that

involve science, technology, and environment. The learners must

determine the connections between classroom and environment (K-12

Curriculum Guide-Science, 2013). This idea supports Abd-El-Khalick

(2003) who claimed that science instruction in K-12 would provide a

strong foundation to the decision-making skills the students need to

become scientifically literate, contributing citizens in society. Moreover,

Mansour (2009) claimed that students would gain vital science skills

and would become critical thinkers, informed decision makers, problem

solvers. Furthermore, students would work collaboratively and become

technologically efficient.

The Enhanced Basic Education Curriculum boosts the self-

confidence of the learners thus making learners more efficient. Henson

(2003) affirmed that teachers must provide a safe learning environment

wherein learners feel welcomed, comfortable and respected. They also

feel free from fear and open to constructive learning. Irizarry (2013)

assumed that through group work in a constructivist classroom, learners

increase their self-esteem by learning together and from one another.

Peidong (2004) supports the claim of Henson; while Irizarry supports

the claim of Peidong that through active learning, the students

participate dynamically and build its self-confidence through its

activities.

The learners who want to pursue their studies or even work abroad

may only be a few, as stated by Felipe and Porio (2010). Hence, the K-12

Curriculum does not benefit all students. However, Cabansag (2014)

pointed out that K-12 Enhanced Basic Education Curriculum is a

reform in education geared toward global responsiveness and

competitiveness. The students could continue their studies abroad, or

the quality of graduates produce would be accepted to work in regional

or international economic communities (Garcia, 2013; K-12 Primer/K-12

Update, Teachers’ Lounge (2013); SEAMEO-INNOTECH, 2012). This idea

supports Fioriello (2016) who claimed that the K-12 curriculum

learners have the chance to work and study abroad provided that they

meet the requirements of the foreign schools.

Moreover, the level of learning may differ in every grade level. The

K-12 Primer/K-12 Update, Teachers’ Lounge (2013) claimed that to

develop the holistic being of the learner, ample time should be given for

the acquisition and mastery of learning competencies and skills

integrated in the co-curricular and community activities. The Science

Grade 7 Curriculum Guide (2013) supported that each student would

improve at different rates while they finished specific outcomes. When

this happens, those who have gain knowledge and skills can land a job

after senior high school and improve the economic status of the family.

On one hand, Cabansag (2014) claimed that the strong

motivating factor that students would continue their education is the

economic status of the family. There is a common belief that education is

a way to improve one’s living standards. Fiorellio (2016) affirmed that

equipping learners with the required skills to handle different chores in

life increase their chances of getting better jobs hence ensuring the better

family income. GEM Report (2013) explained that education helps

individuals escape poverty by developing the skills they need to improve

their livelihoods. UNESCO (2013) concluded that education transform

lives in the sense that it enhances job opportunities, helping households

escape poverty.

On the other hand, the nature of the K-12 Curriculum in Science

is provided in the K-12 Curriculum Guide-Science (2013), which cited

that the science curriculum recognizes the place of science and

technology in everyday human affairs. Science and technology is

integrated in the various facets of life. The science curriculum promotes

a strong link between science and technology, including indigenous

technology, thus preserving the country’s cultural heritage. This idea

supports Chetty (2012), who claimed that science and technology are key

drivers to development because technological and scientific revolutions

underpin economic advances, improvements in health systems,

education, and infrastructure. Balagot (2013) added that no nation can

develop without science and technology.

This curriculum also integrates science and technology in the

social, economic, personal and ethical aspects of life. Vombatkere (2011)

stated that science and technology is involved in all aspects of life.

Aikenhead (2004) asserted that science and technology should be more

accessible and relevant to learners to experience its interconnectedness

to society, to help them become better critical thinkers, creative problem

solvers, and especially better decision makers, in a science-related

everyday context. Chowdhury (2016) claimed that the rapid science and

technological advancements, globalization and emerging complexities in

a societal structure are influencing and changing the social dynamics on

economics, politics and environment as well as how science is organized

and operated.

Furthermore, the K-12 Program focuses on understanding for

mastery. Alberto and Gabinete (2014) explained that the enhanced

curriculum with decongested academic workload would allow learners to

have more time to study and master the desired learning competencies

thus allowing them for a more holistic development of life skills. This

notion supports the claim of SEAMEO INNOTECH (2012) and RA

10533 (2013) that the K-12 Enhanced Basic Education Curriculum is

“enhanced and decongested.” This means that learners have sufficient

time to master their abilities and extra-curricular activities for more

holistic development. The holistic development of learners is focused

more on attaining in-depth knowledge, skills, values, and attitudes

through continuity and consistency across all levels. Stabback (2016)

stated that a curriculum must be contextualized and balanced that

every learner has the best opportunities possible to achieve his or her full

capability (Chong & Cheah, 2009). Ferido (2013) and K-12 Curriculum

Guide-Science (2013) claimed that the learners’ full potential must be

developed to allow them to be prepared to land a job; entrepreneur or

proceed to college.

Additionally, the DepEd Discussion Paper (2010) on the K-12

basic education program described that this new curriculum should

provide quality 12- year basic education program to every Filipino. This

is not simply to add 2 more years of education, but this curriculum is to

enhance the basic education curriculum of the country.

Theories and Concepts

The students build their knowledge actively based on the things

they learned from the past and present; this is according to Bruner’s

Constructivism theory (1966). Bruner (1966) proposed that

Constructivist theory views learners as endlessly checking new

knowledge with the old ones and then revising them when they no longer
function (Slavin, 2003). For the learner to completely understand the

concepts, the curriculum should always emphasize the basic ideas and

recurrently build upon these concepts.

Moreover, in 1966 Bruner elucidated his four major tenets that

include: inclination towards learning; learners’ comprehension depends

on how the concepts or knowledge are arranged; teachers’ effectual ways

of delivering the concepts or knowledge to the learner; and the presence

and kind of rewards as well as punishments. He further emphasized that

the best method to design teacher worksheets, teaching exemplars, and

study skills for the learners is to craft a curriculum which permits each

student to be problem-solvers whilst the teacher supervises and guides

the students to the correct answer while encouraging critical thinking.

According to SEAMEO INNOTECH (2012), the implementation of

the Enhanced Basic Education Curriculum is in line with the standards

of constructivism theory of Bruner, particularly on the spiral progression

approach. Teaching Science using Spiral Progression Approach in the

new Science curriculum deeply links science and technology to

contextualization and localization for the preservation of the country’s

diverse culture. In 2013, Ferido emphasized that the scope and

complexity of the topics increase from grade level to another in Life

Sciences, Physics, Chemistry, and Earth Sciences which then focuses on

the mastery of learning competencies until learners completely

understand the concepts from elementary to high school.

The role of the teacher in spiral progression is to guide accelerate

the learners thinking and not merely on teaching facts by memorization

or repetition. A good teacher can create lessons that assist the student to

make connections between different experiences in learning. The teacher

can do this by giving students the essential information without

organizing for them (SEAMEO-INNOTECH, 2012). According to McLeod

in 2008, the use of the spiral progression approach can help the process

of discovery learning. Discovery Learning is a constructivist approach

used by Science Teachers. Bruner (1990) put forward that the learner

would advance at his or her pace to some degree while teachers present

concepts during teaching.

Constructivist teaching behaviors are identified by Brooks, J., and

Brooks, M. in 1993. They emphasize that teachers must urge students

to search for links through independence and creativity amidst

differences in opinions or thoughts. The cognitive terms like classifying,

analyze, predict, and create must be used by teachers when setting

tasks. Also, the learners’ experiences, knowledge, and interest must be

considered by teachers since these may guide in determining lessons,

changing instructional strategies, and modifying content.

 Moreover, teachers must expose the students to further the

discussion when they experience negations to their initial hypotheses.

When the teacher asked a question, more time should be provided for the

students to formulate their answers and form connections of concepts.

Teachers must use the learning cycle model in teaching science:

discovery, concept introduction, and concept application which cultivate

students’ inquisitiveness (Brooks, J. & Brooks, M, 1993).

The theory of experience by Dewey (1897) explained how each

person is influenced by experience. In his work, he stressed that

experience is a natural happening; it is a vital part of an individual; it is

whatever an individual live through in their respective environs. Dewey

as cited by Berding (1997) defined experience as anything a person does.

Experience consists of the real-life experience of a person. Every

experience is a moving force. The teacher who has the greater maturity of

experience placed him in a position to evaluate each experience of the

learners. Notwithstanding, in a person’s daily experience it influences the

formation of attitudes of desire and purpose (Dewey, 1938).

In Dewey’s (1916) earlier clarified the peculiarity between the

active and the passive side of the experience. On the active side, the

experience is trying —which can be related to the experiment. On the

passive, it is undergoing. When a person experiences something, he acts

and does something with it; and later suffers or endures the
consequences. The link of these two parts of experience measures the

success or significance of the experience. Mere activity does not

constitute experience.

Additionally, Dewey (1938) presented that experience is the

result of the collaboration of two principles of the theory of experience --

continuity and interaction. Continuity means that each experience of a

person will influence his/her future, for better or for worse. Interaction

is the situational effect on one's experience. In other words, the work of

the interaction between one's past experiences and the present situation

is the formation of one's current experience.

In 2010, Rice emphasized that the experience gained over time,

boosts the knowledge, skills, and productivity of the learners. As

advocated by David Kolb (1984), experiential learning is learning that

happens by making sense of direct everyday experiences. Experiential

learning theory defines learning as knowledge that is produced from the

transformation of experience. Knowledge is the outcome of grasping and

transforming experience (Kolb 1984, p. 41). It is not enough that learners

encounter real- life situations.

Lastly, this study anchors on differentiated instruction of

Tomlinson (1999). This focus on learners’ individual needs and teachers

could vary the content, process, and product based on learner’s

interests, readiness and learning preferences.

Studies on K-12 Basic Education Curriculum According to Discipline

Fabre (2014) conducted a study on the teaching practices of

Grade of Grade 7 Science Teachers using the four K-12 innovative

approaches in teaching Earth Science content in the Fourth Quarter with

twenty-six participants in the school year 2013-2014 at Cagayan de Oro

City. This study used the mixed method using survey questionnaire,

class observation, and interview. The data treatments were frequency,

mean, and standard deviation. An intervention plan was made to address

the problems encountered by the participants.

The study revealed that the level of practice using K-12

innovative teaching was satisfactory. Moreover, the level of practice

using interdisciplinary, science-technology-society and problem- based

approaches was satisfactory; while fair in inquiry- based approaches.

The assessment practices of Grade 7 Science Teachers to attain

competency- based standards was studied by Laranio (2014). This

study was conducted at Kapalong National High School in the Division

of Davao del Norte for the school year 2013-2014. Three (3) Grade 7

Science teachers were purposively chosen as participants of the study.

Moreover, the study used a descriptive- narrative design with actual

guided class observation, video, and focus group discussion as the data

gathering tools.
 The study revealed that the most preferred assessment of Grade

7 Science Teachers was the experimentation, while the less preferred

was the paper and pencil test. The independent and experiential learning

among students were the most preferred by the teachers. The Grade 7

Science teachers attained the four levels of assessment which were

knowledge, process, understanding and product/performance. Teacher-

participants achieved the competency-based standards.

Arazo (2013) assessed the perceptions of Grade I Teachers in the K

to 12 Curriculum for the school year 2012-2013 at North 1 District.

Descriptive research design was used in the study. The following areas

were studied: mother tongue as medium of instruction in most of the

subjects were used; level of pupils’ participation; time allotment in every

subject; transition from L1 to L2 to L3; textbooks and teacher’s manual

provided; the challenges/ problems encountered by teachers in the K to

12 Curriculum; and the actions recommended to address the problems,

challenges and impediments in the implementation of the K to 12

Curriculum.

The findings revealed that Mother Tongue was effective as the

medium of instruction in most subjects. The level of pupils’ participation

using mother tongue was very high. Time allotment was not enough in

every subject which means the core subjects should have more time for

mastery and high retention of pupils’ learning. The transition from L1 to

L2 to L3 was moderately difficult. The K to 12 Curriculum learners’

module and teaching guide were insufficient and books were not

provided to the pupils. Grade I teachers in the K to 12 Curriculum

encountered the least extent of challenges / difficulties in areas like

observance of the proposed time allotment, introduce oral Filipino in 2nd

grading and introduce oral English in 3rd grading.

However, the respondent encountered challenges / difficulties in

the following areas: the use of mother tongue as medium of instruction

in most of the learning areas; use of differentiated activities; teaching of

MAPEH as a separate subject; production of pupils’ activity sheets;

teaching mother tongue as a separate subject; lack of textbooks and

teachers’ manuals, and assessment of learning outcomes in most of the

areas.

The way pupils learn using mother tongue in a multilingual setting

was investigated by Lartec et al. (2014). This study further analyzed

the teaching strategies used in implementing Mother Tongue – Based

Instruction in a Multilingual Classroom. Moreover, some problems

encountered by teachers were identified during the implementation.

Qualitative analysis was used in the study with the interview as

the primary data gathering tool. The teacher-participants were

purposively selected from Baguio City’s pilot schools of Mother Tongue -

Based Multilingual Education (MTB-MLE). The findings showed that

the teachers used the following strategies: translation of target language

to mother tongue, multilingual teaching, lingua-franca, improvisation of

instructional materials written in mother tongue, remediation of

instruction, and literary piece written in mother tongue as motivation.

There were some problems encountered by the teachers namely:

the absence of books written in mother tongue, lack of vocabulary, and

lack of teacher-training. However, the study showed that necessary

attention and actions should be done for Mother Tongue - Based

Multilingual Education.

The Rural Grade 7 Public High School Teachers’ problems and

solutions on the K to 12 Mathematics Curriculum Implementation in the

Philippines was investigated by Braza and Supapo (2014). This study

was qualitative research with a single sample. These focused on three

main problems including administrative-related, teacher-related and

student-related.

The findings revealed the following: lack of training and seminars

with unclear standard operating procedures; late arrival and lack of

modules; developing/weak teaching skills and strategies; teacher’s

difficulty in teaching the subjects or contents; lack of time to tackle the

content efficiently; unavailability or lack of instructional materials; non-

mastery of the basic concepts and skills; poor problem-solving and

critical thinking skills; indifferent student behaviour.

 This research used the mixed method with survey checklist as

the main gathering tool. However, for group interview the following

gathering tools were used: classroom observation guide, video recordings,

and guide questions. The data were treated using frequency counts and

percentage. Consequently, the study revealed that the Grade 1 Teachers

encountered challenges in a) the selection and adoption of appropriate

teaching strategy in Mathematics teaching, b) schools’ stakeholder’s

support, c) lesson planning and d) assessment of teachers’ teaching

performance in the implementation of the MTB-MLE.

In 2014, Abao assessed the instructional challenges of elementary

music and art teachers of Quezon II District, Division of Bukidnon for the

school year 2012-2013. The study used description method of research

with an interview, focus group discussion and actual classroom

observation as the gathering tools. A total of 167 Music and Art Teachers

participated in the study. The research used Frequency count in the

treatment of data.

The findings showed that the Music and Art teachers were

challenged most in the areas of instructional skills, teaching skills,

developing instructional materials and evaluation skills. All the teachers

have difficulties in teaching both Music and Art subjects in the

elementary school, as they have inadequately in concept, inability to

teach, in performing and assessing the skills. Easy, undemanding,

familiar coping mechanisms were employed by the music and art

teachers to cope up with the instructional challenges. A proposed

intervention plan was designed to help the teachers cope with their

problems in the teaching of Music and Art subjects.

Teaching Strategies and Approaches

In 2016, MERLOT Pedagogy opined that to improve student

learning; teachers must use appropriate teaching strategies, and the use

of teaching strategies would determine the classroom learning

environment (Hudson, 2010). Effective teachers must select certain

teaching strategy to enhance the teaching and learning of science so that

students are involved in learning. There are teaching strategies that can

be used across the curriculum and to a subject area. Furthermore, the

systematic use of a variety of techniques leads to an increase in student

performance (Brophy & Good, 1986).

According to Cheng (2000) the new model of science teaching

considers teachers as world-class and networked facilitators of learning.

It is using various local and global resources outside their school to

make the most of the unlimited opportunities for science teaching to be

developed and become a world-class science teaching that contributes to

students' science learning.

Martin (2012) claimed that locally sourced teaching aids would

engage the students, improve the quality of education, and stimulate

students’ imagination as well as its being economical. Moreover, Taylor

(1995) emphasized that the resources found in the community are the

most effective, cost-efficient and readily accessible resources for

teaching. Teachers can ascertain a new realm of innovative instructional

resources for preparing students for local and global responsibility

through linkages to our global society. The teachers use cooperative

learning activities that allow the students to develop skills necessary for

success in the 21st century.

Using audiovisual aids are mostly utilized by teachers during

instruction since these stimulate the students to learn (Mallick, 2012).

Ashaver and Igyuve (2013) stated that audio-visual aids are essential in

the teaching-learning process. Using audio-visual aids would allow the

learners to learn from their sense experience (Ngozi, Samuel,& Ameh,

2012); extends experience (Gopal, 2010); encourages participation

(Natoli, 2011); stimulates interest (Katherine, 2009); individualizes

instructions (Dike,1993); serves as a source of information

(Mcnaught, 2007); and makes learning permanent (Gopal, 2010;

Natoli, 2011).

The study of Rasul, Bukhsh and Batool (2011) found out that

audiovisual aids play an important role in teaching learning process,

make teaching learning process effective, provide knowledge in depth and

detail, it brings change in the classroom environment, and it motivates

teachers and students.

 Moreover, teachers employ deductive and inductive strategies or

may shift teaching strategies depending on its necessity (Pasha, 2016).

Moreover, Tarsoly and Valijärvi (2012) asserted a connection between

deductive and inductive strategies. In teaching and learning, these

strategies should not be isolated with each other instead a combination

of these strategies are always present. The claim of Alzu’bi (2015) have

shown that deductive and inductive methods provide learners the ability

to validate what information is necessary that would make them aware of

the objective and content of the lessons given to them. Furthermore,

Tarsoly and Valijärvi (2015) explained that by using both strategies,

the teacher maintains the enthusiasm among students, and this caters

to varied learners’ preferences. Mix methods also manifest how teachers

treat information in real life.

In 2009, Kuder conducted a study on the effectiveness of

deductive and inductive strategy. It found out no significant difference

between the two strategies. This idea supported the claim of Pasha

(2016), Tarsoly and Valijärvi (2012; 2015) and Alzu’bi (2015).

Kibirige et al. (2014) affirmed that Predict-Observe-Explain

strategy was able to improve learners’ performance. PROBEX emphasizes

the use of student’s prior knowledge as the foundation of their learning.

DoE (2003) claimed that this strategy is a learner-centred and activity-

based rather than teacher-centered. Ayvaci (2013) revealed that

PROBEX is one of the methods that are successful in uncovering the

ideas on an issue, realizes the meaningful learning through enabling to

construct these concepts in their minds, entails the science teachers to

develop positive attitudes towards lessons, and increases the motivation,

effective and easy to implement.

Science teachers make use of simulations in the classroom. Shaw

(2010) claimed that the use of simulations is not new. The teachers

have been engaging this teaching technique which is also known as

“active learning technique” for many years now. This technique permits

students to take part in building their knowledge. In 2016, Sorenson

affirmed that teachers at all levels use simulation; this allows students

to immerse into deep learning. The idea of Sorenson is supported by

Gende (2011) that by using the simulation they can see a concrete

situation or mimic a real-life scenario that helps them build a mental

model. Moreover, Jaakkola (2012) claimed that simulations are

suitable for naive and inexperienced learners.

Another teaching strategy used by teachers in the science class

instruction is experimentation. Hart et al. (2000) affirmed that

experiments in the classroom are universal; its great importance to

science education is almost evident since it is included in its curriculum.

According to Cardak et al. (2007); Ottander and Grelsson (2006); and

Tan (2008) teachers agreed that experiment is essential to the

understanding of science. This claim was supported by Duit and Tesch

(2010) that science teaching without any experiment is hardly plausible.

The experiments used by teachers would engage students in unique ways

of self-responsible processes of inquiry such as observing, measuring,

documenting of results, comparing and ordering, hypothesizing, and

verifying, discussing, arguing and interpreting as well as investigating

and communicating.

Teaching is not possible without the use of instructional media

because the science teachers are exhausting all efforts to use from

human to material resources; from traditional to digital form of

instructional media to aid instruction (Adekola, 2008). According to

Joseph and Kipkoech (2014), instructional media are meant to help the

teacher achieve his/her course objectives more effectually. In 2014,

Njoki claimed that the utilization of instructional media would reinforce

learning, motivate learners and make learning real. Onasanya and

Adegbija (2007); and Adegbija (2010) supported the idea that

instructional media supplements and aid classroom teaching.

Furthermore, Fakomogbon and Abegbija (2011) corroborated with the

idea that for the teachers to convey the ideas, information or skills

efficiently, as well as to prevent misunderstanding, they should use the

most appropriate instructional media to actively engage the students’

senses. The study of Nwike and Catherine (2013) affirmed that

instructional media helped students perform better during classroom

instruction.

A teaching strategy not fully utilized by science teachers is the use

of resource speaker in the classroom. Kizlik (2014) explained that this

method entails thorough planning and coordination between teacher and

students. They further explained that resource speaker may not be

good and can unintentionally present information not suitable for

students’ age and maturity. Leor (2015) argued that having a resource

speaker in the classroom may not always be fruitful and can certainly

influence the way a student performs in class. He stressed that time and

preparation is needed to include this practice in the class. If it happens,

some other important topics might be set aside to give the way to

planning and implementing this strategy.

Science Teachers engaged less on the use argumentation and

debate in the class. Hernandez and Rincones (2016) affirmed that

students during argumentation and debate must not only prepare their

arguments, however, they must also analyze and know their opponent's

side. Tumposky (2004) stated that debate in the classroom might lead

to confrontation among learners rather than presenting its argument and

debate about the topic. Furthermore, she pointed out that students

opted to have dualism (yes or no) idea instead of a diversity of perspective

in the class. In 2003, Goodwin emphasized that learners disengage in

debate exercises because it involves negative interpersonal or emotional

qualities and it is unfamiliar to them.

On the other hand, Salandanan (2012) stated that teaching

approach is a technique that access better understanding and effective

learning, using different strategies. The use of strategies would allow the

teacher to achieve long-range goals.

RA 10533 section 5 (e) of 2013 which stated that the inquiry-

based approach is one of the instructional methods used in Enhanced

Basic Education Curriculum. SEAMEO-INNOTECH (2012) also

supported this idea which asserted that inquiry-based approach is

used to develop the competencies of learners that would make the K-12

curriculum, an enriched curriculum. Trautmann et al. (2004) claimed

that the keystone of current and long-standing efforts to reform the

science education is to engage K-12 students in inquiry-based learning

in which they use inquiry to make authentic questions generated from

experiences which are the central strategy for teaching science. In 2005,

Kubicek affirmed that inquiry-based approach through realistic

investigations of the students would achieve a genuine outset of scientific

endeavor as well as providing a more learner-centered and motivating

environment.

Moreover, the Constructivism theory of Bruner (Richardson, 2003)

cited that the use of inquiry would allow the learners to be creators and
thinkers. Inquiry plays a vital part of experience in learning (Olsen,

2016; So, 2002; Duit, 2001; Keogh & Naylor; 1996). According to

SEAMEO INNOTECH (2012), K to 12 Curriculum is an enhanced

curriculum since it uses the constructive approach to develop learners’

skills. This notion is also supported by the RA 10533 (2013) Section 5

(e) which stated that the K-12 Curriculum uses the constructivist

method in teaching core subjects.

Teachers use one of the common teaching approaches known as

the process approach. Fredericks (2014) claimed that process

approach to science implies that students can manipulate, decide, solve,

predict, and structure the knowledge of science in ways that are

meaningful to them. Institute of Progressive Education and Learning

(2016) claimed that the process approach allows students to show their

skills and evaluate their learning by preparing portfolios, learning and

research logs, and using rubrics. Rusbult (2015) affirmed that process

approach has allowed learners to have deeper integration of their skills.

Furthermore, the individual learner should be provided with the

adequate competencies and skills in science to make the students learn

the scientific knowledge. This approach also enables the learner to

develop a desire to learn many scientific facts, concepts, and

generalizations related to his daily life, thus a positive attitude towards

science learning is cultivated (Al Rabadi, I., Al Momani, & Al Rabadi,

K., 2013).
 Spiral Progression Approach being used in the K-12 Program

implies that teachers find a little difficulty using spiral progression in

teaching the four core areas of science. According to Loucks-Horsley et

al. (1998), the teachers’ acceptance of the new ideas in teaching does not

mean that they have learned how to teach, accordingly. Therefore, most

of them need a comprehensive professional development on how to apply

spiral progression in the teaching-learning process especially on

designing lessons and activities.

Instructional Materials

Orleans (2007) as cited by Liwagon (2012) emphasized that with

the exponential increase of students’ population in the school, the

advancement of knowledge, and varied distractions, challenges the

teachers to properly select instructional materials (IMs). The IMs have to

address the differences of learners’ interest and learning styles, as well

as the escalating demands of society. The contextualized IMs would make

the teaching and learning process more appealing, encouraging and

engaging.

According to Simbulan (2001), there are various kinds of

instructional materials like written, visual or manipulative forms. She

further emphasized that instructional materials are things or objects

explicitly prepared for efficient delivery of instruction thereby augmenting

or nurturing effective teaching and better learning.

 Awolaju (2014) concur with the idea of Onyejemezi et al. (1987)

that instructional materials help increase the level of learning; save the

teacher time and effort, increase learners interest, and facilitate retention

of what is learned. Also, Wiggins (2012) stated the benefits that both

teacher and students can get when using instructional materials in the

teaching process. There is less stress for both teacher and students

during class instruction. IMs serve as an extension of the wide range of

experience available to learners. IMs make learning experience richer

because these supplement and complement the teacher’s verbal

explanations. Lastly, the teacher can provide wide variety of learning

activities through IMs.

Reiser et al. (2003) claimed that instructional materials serve as

learning resources for both teachers and learners. Instructional Materials

further serve as the prime source of science concepts; present the nature

of scientific practices and advancement of scientific knowledge. Teaching

science is primary influenced by instructional materials. Moreover,

Olumorin et al. (2010) and Olayinka (2015) stressed that instructional

materials help teachers to teach with comfort and the learners learn

without pressure since these appeal to the senses.

Assessment of Learning

According to National Research Council [NRC] (2001),

assessment is a manner of gathering and interpreting evidence of

student progress about the identified learning objectives to alter teaching

and learning (Black & William, 1998).

DepEd Order No. 8 series of 2015 stipulated that the essential

part of the curriculum implementation is classroom assessment. The

teachers can track and measure learners’ progress and adjust

instruction accordingly. Classroom assessment made by teachers will

inform the learners, as well as their parents and guardians of their

learning progress. Moreover, assessment can be viewed as: assessment

as learning, assessment of learning and assessment for learning.

According to UNESCO-TLSF, as cited in the DepEd Order No. 8

series of 2015, assessment of learning is conducted at the end of the

lesson to determine if the students achieved the content and

performance standards. Furthermore, the result of the assessment of

learning is used for proper actions regarding the future learning of the

students.

Garrison and Ehbinghaus (2010); Wagner (2015); and Schreiner

(2016) claimed that the type of assessment of learning frequently used

by the teachers is the summative test. This would allow teachers to

define at a particular point in time what learners understand and do not

understand and this is part of the grading process (DepEd Order No. 8

series of 2015). Furthermore, this would help in the improvement of the

teaching- learning process and curriculum implementation.

 The formative assessment tests like practice exercises, post-test,

quizzes and recitations are usually incorporated in the classroom

practices which provide the information needed to adjust teaching and

learning while they happen (Garrison & Ehbinghaus, 2010). According

to Kleeman (2014) practice tests/exercises tell the learners which topics

they have not mastered. This could encourage them to focus future

learning on weak areas. He further claimed that giving practice test

reduce test anxiety of learners since this allow the learners to be

accustomed and more comfortable when taking the post test.

The study of Roediger et al. (2011) supports the claim of

Kleeman (2014) that testing identifies the gaps in knowledge and makes

the learner more productive. Furthermore, in 2014 Gooblar pointed

that students should always be given regular, short quizzes since these

would ensure that they are studying regularly. He stated that “frequency

breeds comfort” which means that if tests or quizzes are always a part of

a class’ routine, then students’ performance anxiety is lessened

considerably. Department of Education issued an order which teachers

must follow strictly in classroom assessment. It cited that practice test

should be given before and after the lesson. Recitations and quizzes

should be given during and after the lesson; and post-test after the

lesson or a practice test (DepEd Order no. 8 s 2015).

According to DepEd order no. 8 series of 2015, assessment of

learning of various forms must ensure learners’ success from guided to

independent display of knowledge, understanding, and enabling them to

transfer this successfully in future. This DepEd Order further pointed

out that the learners’ higher order thinking skills, as well as the 21 st

century skills, would be developed when the present learning is

connected to the future conditions. Kolb's experiential learning theory

(1984) affirmed that learning as a holistic adaptive process which link

across life situations such as school and work. Wiggins (2012) further

affirmed that transfer of learning is the ultimate goal of education.

Haskell (2001) also claimed that transfer of learning takes place when

there is the influence of past learning on current and future ones. All

learning involves connecting past learning to new situations, all transfer,

therefore, entails transfer of learning.

Performance-based, as an alternative assessment of learning, must

be used fully in the classroom. Brualdi (2000) pointed that teachers

used performance-based assessment to determine how the student

comprehends and utilizes knowledge, skills and work habits using

performance tasks that are significant and engaging to students

(Hibbard, et al., 1996). The claim of Hibbard, et al. (1996) was

supported by Lund and Kirk (2016) that performance- based

assessments contain real-world tasks that challenged and engaged

students. Lund and Kirk (2016) further claimed that teachers using

performance-based assessment could evaluate various learning areas,

provide excellent feedback to students, and employs best practices of the

teacher (School Redesign Network, 2008).

On the other hand, journals and learning logs are progressively

popular assessment (Friesner & Hart, 2005) that the teachers are not

using in schools. University of Exeter (2016) claimed that students might

find difficulty especially when they lack familiarity and practice that

made teachers opted not to use journals or learning logs. Johnson (2016)

pointed out that it is a tedious work when reading a student journal or

learning log.

Interviews are used at a lesser rate, as a form of learning

assessment during the teaching learning process. Chan (2016) claimed

that interview as an assessment is time- consuming, bias from teachers,

and bias of interpretation and subjectivity of teachers. Minter (2003)

supported the claim of Chan that interviews are time-consuming,

needs preparation, bias, inconsistencies across interviews, analysis may

be difficult and expensive. Business Communication (2015) supported

the claimed of Chan and Minter that interview is time-consuming and

bias; and costly (Minter, 2003).

Science teachers are challenged to integrate portfolio as a learning

assessment during class instruction. According to Birgin and Baki

(2007), using portfolio in the class was burdensome for some students

and teachers. Birgin (2003) emphasized that portfolio could be time-

consuming. Stecher (2008) pointed out some disadvantages of the

portfolio when used in the class: teachers with large class size need more

time to score students’ portfolio and assess students’ performance;

difficult to analyze; students’ scores in portfolios may not show their real

performance; to store, to handle and to control the portfolios in the

crowded classroom was a problem; lack of parental support and low

reliability of scores.

Sewell et al. (2016) support the claim of Birgin and Stecher

that it was time-consuming. They supported the claimed of Birgin

that it was not reliable and was hard to analyze. Moreover, Sewell et al.

stressed out that if goals and criteria were not clear then, the portfolio

could be just a miscellaneous collection of artifacts that do not show

patterns of growth or achievement. Language Assessment Development

(2013) affirmed that portfolio require the teachers an extra time to plan.

Portfolio is difficult to manage and to score since it involves the use of

rubrics as rating scales and professional judgment. This would restrict

reliability.

Challenges Encountered by Teachers

Stenhouse (1985) asserted that teachers are vital agents of

curriculum implementation. When a particular program is to be

implemented, the teachers are left with no choice but to implement

because it is DepEd ‘s mandate (Cabras, 2014). Like in any innovation or

implementation, teachers will certainly have resistance (Neary, 2002) and

encounter challenges that may hinder their way to a successful

implementation of the K-12 Curriculum.

Reiser et al. (2003) claimed that instructional materials serve as

learning resources for both teachers and learners. These further serve as

the prime source of science concepts as well as present the nature of

scientific practices and advancement of scientific knowledge. Teaching

science is primary influenced by instructional materials. Moreover,

Olumorin et al. (2010) and Olayinka (2015) stressed that instructional

materials help teachers to teach with comfort and the learners to learn

without pressure since these appeal to the senses.

However, Okonkwo (2012) cited certain obstacles associated with

developing instructional materials: wills obstacles denote to the desire,

intention or determination; skills obstacles talks about the ability,

techniques or expertise; and hills obstacles denotes to natural/

environmental challenges that obstruct progress in the development of

IMs. Thus, teachers are challenged to develop IMs because of the skills

obstacles where they lack knowledge in developing IMs.

According to DOST-SEI (2011), teachers need to know how to

improvise and use instructional support materials, preferably made of

indigenous and easily available materials, suitable for teaching science in

a specific grade or year level. Teachers must learn how to use their local

environment for teaching science. All these can be used to motivate

students about the lesson, develop concepts, and assess learning.

 Another challenge in the teaching- learning process is the

provision of activities for discovery learning as well as creating activities

for mastery of competencies or skills. Mayer (2004) claimed that

students are expected to work in groups in a learning environment with

little or no guidance in discovery learning. However, he cited that

discovery learning might as well have its disadvantages. One of it is that,

discovery learning is not easy to implement since learners need to

possess cognitive skills and must be intrinsically motivated. It does not

work with beginning and intermediate learners. Discovery learning

creates misconceptions, takes a long time to reach objective, and most of

all learners would not participate in the activity especially when it is too

difficult for them.

Lartec et al. (2014) emphasized that the K-12 Basic Education

Curriculum features the use of mother tongue (the persons’ first

language). The use of mother tongue is a bit of a challenge to teachers,

however; the use of mother tongue in teaching affects the way students

learn. Students could express their ideas freely as teachers speak their

native language. They can communicate without hesitation thus teachers

determine if students learn or not. However, it is the duty of teachers to

use Cebuano or translate some science concepts into Cebuano because

it is considered as one of the regional languages and an auxiliary

language of instruction (Yanagahira, 2007).

 The participation of parents as stakeholders of education hinders

teachers to achieve more support. Brown (2009) explained that it is not

easy for parents to participate or attend any school events. All the

teachers experience frustration when there is less or no involvement of

parents to school activities. Some teachers then conclude that parents do

not care about their children's education. For many parents, the lack of

time is a major barrier to be involved. Greenberg (1989) implied that

parents might feel uneasy if their cultural style or socioeconomic level

differs from those of teachers. The importance of parent involvement to

school should be explained if not, the parents would think they do not

have skills to be able to help in school. There are parents who are even

confident and willing to help but would not participate for the reason

that they might go beyond their functions.

In addition, Stouffer (1992) emphasized that parent

involvement fall offs as students grow older so when their children reach

secondary schools they participated less. The following are the reasons:

lack of understanding of non-traditional families on the part of the school

system, shortage of time, confusion, embarrassment and insecurity,

resources and know-how to help out (Duncan, 1992; Lewis, 1992; &

Wanat, 1992). Cooper and Crosnoe (2007) further claimed that

parental involvement was significantly associated with family income;

parental participation decreased as the financial disadvantage of the

family increased. Some parents have two or more jobs or work the night
shift to provide for the family’s most basic needs, which made it nearly

impossible to attend school functions (Gardner, 2007).

Colton (2002) asserted that the school perceived some barriers

that parents may not be involved in school activities. Parents’ feelings of

inadequacy, failure, and poor self-worth could be one of the reasons.

Their negative attitudes of bad experiences with school could be another

reason. Parents’ suspicions or anger that schools are not treating some

families equally could be the last reason. The study of Hamentenya

(2013) revealed that parents were not attending meetings / reminding

children to study after school, thus negatively affect learners’

performance.

Problems Encountered by Teachers

Many problems may confront a teacher during science instruction.

Longert (2016) emphasized that the students with learning

disabilities may fail to demonstrate their ability in written work

(LeHouillier, 2012). LeHouillier also asserted that the learners struggle

to use their fine motor skills necessary for printing or handwriting.

Urrutia and Vega (2010) investigated and found out that students have

difficulty in expressing their idea since their speaking skill is mostly

affected by lack of vocabulary, shyness, and fear of being humiliated.

Hart (2016) revealed that providing academic support for the

children might be difficult especially if the family has a lower

socioeconomic status. It is hard to create a home-based learning

environment when families have limited time and lack of financial

resources.

Lohrman (2013) claimed that if a student is not effectively engaged

in a science lesson, he or she will lose interest in learning or retaining

the science concept. Morgan (2012) revealed that the lack of parental

involvement, cultural attitude towards education, educational resources

available at home, the school and its teachers, student motivation,

administrative support and the educational resources available to

science teachers could significantly impact on student’s education which

is the gap in retention of science content.

Hart (2016) claimed that teachers might affect classroom

instruction when they lack of knowledge of the subject matter and new

pedagogies. However, the National Science Teachers Association

(2003) refuted this idea because they believe that high school teachers

particularly in science are generally well-prepared. Teachers have in-

depth knowledge in the content of a given field like the major divisions of

the natural sciences: biology, chemistry, Earth and space sciences, and

physics. All teachers licensed in a certain discipline are well-versed with

the breadth of understanding reflected in the core competencies. All

secondary teachers should also be prepared to lead students to

understand the unifying concepts of science.

Assistance Provided by the Administrators to Teachers

Crayne (2015) pointed out that school administrators are

familiar with available resources to ensure appropriate support for all

teachers in school. They show a vital role in the improvement of student

achievement through their facilitation, guidance, and support of effective

teaching strategies. They are willing to collaborate to determine

appropriate strategies and support teachers through active involvement

and effective leadership.

Stetson and Associates, Inc. (2011) however, emphasized that

school administrators must provide professional development that

assists teachers in analyzing data and the use of effective teaching

strategies. Southwest Educational Development Laboratory (SEDL)

(2016) claimed that principals should support teachers' instructional

methods and their modifications of instructional approaches and

materials and one of the roles of the principal is to assist teachers in

acquiring needed instructional resources.

Moreover, Renihan and Noonan (2012) stated that Principals

regarded assessment as a matter of teacher responsibility and as a focus

for the school administration. They considered themselves as teachers

first, emphasizing their significance as sources of teacher support,

serving a ‘buffer role,’ enhancing external constraints to effective

assessment and learning.

 Furthermore, Newton et al. (2010) claimed that administrators

take part in assisting one another as well as teachers in understanding

and contextualizing results, and monitoring the progress of assessment

in school. Knowledge of assessment is highly variable among schools and

administrators. However, many of the administrators admitted that there

is much work to do on assessing learning outcome.

Insights

The K-12 Basic Education Curriculum is a flagship program of

the DepEd. This curriculum would improve the quality of education in

the country especially that each Filipino learner acquires the life skills

while in school. The curriculum implementation would also for the entire

social and economic progress of the country which is the goal of

Education for All (EFA) Plan of Action 2015. The K-12 Program increases

the duration of the basic education services from ten (10) years to twelve

(12) years. Thus, it has the following significant aspects: decongested

curriculum; seamless; relevant and responsive; enriched; and learner-

centered curriculum.

Several studies had been conducted relative to K-12

Curriculum: the perceptions of Grade I Teachers in the K to 12

Curriculum (Arazo , 2013); the teaching practices of Grade 7 Science

Teachers using the K-12 innovative approaches (Fabre, 2014);

assessment practices of Grade 7 Science Teachers (Laranio, 2014);

strategies for teachers in implementing Mother Tongue – Based

Instruction in a Multilingual Classroom and problems that teachers

encounter (Lartec et al. ,2014): problems and solutions of grade 7 teacher

in the implementation of K to 12 Mathematics Curriculum (Braza &

Supapo, 2014) ; challenges encountered by Grade 1 Mathematics

Teachers in the implementation of the Mother Tongue- Based

Multilingual Education (MTB-MLE) Program (Balaoro, 2014) and

instructional challenges of elementary music and art teachers (Abao,

2014). Additionally, no studies exist which highlight the teachers’

expectations and challenges with Grade 7 Science in the K-12

Curriculum in the Division of Malaybalay City.

Of the research available on K-12 Basic Education Curriculum,

the studies of Braza & Supapo (2014), Balaoro (2014), Arazo (2013),

Lartec et al. (2014) as well as of Abao (2014) had guided the researcher

in the conceptualization of this study on teachers’ expectations and

challenges in the Grade 7 Science with the K-12 Curriculum. The study

of Fabre (2014) and Balaoro (2014) helped the researcher in the design

of the study using the mixed method. Abao (2014), Laranio (2014),

Fabre (2014) and Balaoro (2014) guided the researcher on the data

gathering tools such as interview, survey questionnaire and focus

group discussion while Fabre (2014) on the treatment of the data

using frequency, mean and standard deviation.

 The various literature as well as studies on the following

aspects: teaching strategies and approaches; instructional materials and

assessment of learning had guided the researcher in the formulation of

its questionnaire, motive questions for the focus group discussion and

interview guide questions for the semi-structured interview. The cited

challenges and problems encountered as well as the assistance being

provided by school administrators to the teachers had widen her

understanding of the study.

Finally, the state of education in a country is always changing

and improving. The expectations, challenges and problems of the

teachers in the Grade 7 Science with the K-12 Curriculum are not

recently fully documented; thus, this study is conceptualized. The results

would further encourage educational leaders and administrators to

better support the Grade 7 Science Teachers in teaching strategies,

development of instructional materials and the assessment of learning.

This study may also serve as guide for a concerted effort of more

experienced teachers, master teachers, and school administrators to help

address the issues that may come out of from this endeavor.

The learners would further benefit from this research because

they would acquire the best teaching-learning process in the classroom.

Through the help of the master teachers and school administrators, the

Grade 7 Science teachers may gain more self- esteem that would enable
them to construct significant activities that are thought-provoking and

enjoyable for the learners. Thus it may improve the learners’

performance. The stakeholders, as well as the community as whole,

could benefit from this research because the results of this study would

serve as the basis for any external support to the school.

The findings of this study would be of great help to the

Department of Education, as well as the Science Education, who are the

leaders in the implementation being provided in the framework of the K-

12 Basic Education Curriculum. They would specifically identify the

demands of K-12 Basic Education Curriculum implementation by

assessing the teachers’ expectations, thus providing the teachers specific

solutions for the challenges and problems being encountered in the field.