Republic of the Philippines

Bulacan State University   
City of Malolos, Bulacan
 COLLEGE OF EDUCATION 
Tel/Fax (044) 791-0153
                            

IMPLEMENTING RULES AND

REGULATIONS 
OF THE ENHANCED BASIC EDUCATION
ACT OF 2013

ALBANIA, BIANCA MARIS

GARCIA, KELLY ANN
JAVIER, FRANCES NAOMI
JULIANO, HAIDEE
NEPACINA, FATIMA
REYES, JANINE CARLA
(BTVTED FSM 3A)

JOSEPHINE G. CONTRERAS, PHD

Teacher
 Questionnaire for Project (REPUBLIC ACT NO. 10533)

 IMPLEMENTING RULES AND REGULATIONS  5 4 3 2 1

OF THE ENHANCED BASIC EDUCATION ACT OF 2013

1.I know the Republic Act. No. 10533 known as the “Enhanced Basic Education Act
of 2013,”

2.I integrate career concepts in the curriculum and undertake teaching in relevant
learning areas.

3.I conduct career assessments on my students.

4.I am gender- and culture-sensitive in developing the enhanced basic education

5. I see to it that I established a learner-centered classroom and brought huge

development to students in the enhancement of basic education.

6.I use different approaches in teaching and learning for the development of enhanced
basic education.

7.I use the spiral progression approach to ensure mastery of knowledge and skills after
each student

8.I use languages as my medium of instruction that can be understood by the learners.

9.I develop proficiency in Filipino and English, provided that the first and dominant
language of the learners shall serve as the fundamental language of education
10. I guide the students and equip them with the necessary life skills and values

11.I guide secondary level students in choosing the career tracks that they intend
to pursue
12.I am undergoing trainings to meet the content and performance standards of
the enhanced basic education curriculum
13.I know the appropriate guidelines for the implementation of the programs of
assistance
14.I refer to comprehensive programs for the gifted and talented learners in all
levels of basic education

15. I refer to the comprehensive programs designed for learners with disabilities
which may be home-, school-, center- or community based
16.I am aware ALS coordinators, instructional managers, mobile teachers, and
learning facilitators should undergo workshops and training to enhance their skills
on their roles as academic, administrative, and community leaders.

Numerical Rating Verbal Interpretation

5 ALWAYS
4 MOST OF THE TIME
Numerical
3 Rating Range SOMETIMES Verbal
Interpretation
2 RARELY
5 4.50-5.00 ALWAYS
1 NEVER
4 3.50-4.49 MOST OF THE TIME
3 2.50-3.49 SOMETIMES
2 1.50-2.49 RARELY
1 1.00-1.49 NEVER
 ANALYSIS AND INTERPRETATION:

Frequency Distribution and Descriptive Measures on Academic Maturity of Private and

Public Teachers that would Serve them as a Guide to Effectively and Efficiently in
implementing rules and regulations of the enhanced basic education act of 2013 in terms of
facilitating their student’s quality education.

5 4 3 2 1

1.I know the Republic Act. No. 10 18 2 0 0 4.26 MOST OF THE

10533 known as the “Enhanced TIME
Basic Education Act of 2013,”
2.I integrate career concepts in 9 18 3 0 0 4.26 MOST OF THE
the curriculum and undertake TIME
teaching in relevant learning
areas.
3.I conduct career assessments 7 16 7 0 0 4 MOST OF THE
on my students. TIME
4.I am gender- and culture- 13 13 3 1 0 4.26 MOST OF THE
sensitive in developing the TIME
enhanced basic education
5. I see to it that I established a 13 16 1 0 0 4.4 MOST OF THE
learner-centered classroom and TIME
brought huge development to
students in the enhancement of
basic education.
6.I use different approaches in 16 13 1 0 4.5 MOST OF THE
teaching and learning for the 0 TIME
development of enhanced basic
education.
7.I use the spiral progression 10 17 3 0 0 4.23 MOST OF THE
approach to ensure mastery of TIME
knowledge and skills after each
student
8.I use languages as my 14 15 1 0 0 4.43 MOST OF THE
medium of instruction that can TIME
be understood by the learners.
9.I develop proficiency in 15 13 2 0 0 4.43 MOST OF THE
Filipino and English, provided TIME
that the first and dominant
language of the learners shall
serve as the fundamental
language of education
10. I guide the students and 16 12 2 0 0 4.46 MOST OF THE
equip them with the necessary TIME
life skills and values
11.I guide secondary level 8 10 5 6 1 3.6 MOST OF THE
students in choosing the career TIME
tracks that they intend to
pursue
12.I am undergoing trainings 8 17 4 0 1 4.03 MOST OF THE
to meet the content and TIME
performance standards of the
enhanced basic education
curriculum
13. I know the appropriate 4 22 3 0 1 3.93 MOST OF THE
guidelines for the TIME
implementation of the
programs of assistance
14.I refer to comprehensive 5 21 3 0 1 3.96 MOST OF THE
programs for the gifted and TIME
talented learners in all levels of
basic education
15. I refer to the 4 20 5 0 1 3.86 MOST OF THE
comprehensive programs TIME
designed for learners with
disabilities which may be
home-, school-, center- or
community based
16.I am aware ALS 9 16 3 1 1 4.03 MOST OF THE
coordinators, instructional TIME
managers, mobile teachers, and
learning facilitators should
undergo workshops and
training to enhance their skills
on their roles as academic,
administrative, and community
leaders.
Weighted Mean 4.16 Most of the Time

Teachers are encouraged to facilitate the child's learning by planning activities and lessons based
on the child's interests, asking questions to further understanding, and actively engaging in the
activities alongside the child, instead of sitting back and observing the child learning. "As partner
to the child, the teacher is inside the learning situation" (Hewett, 2001). Teachers are responsible
of developing students' abilities to learn on their own and provide them the information and skills
they'll need in future success. Without a doubt, teachers are the most significant person in this
program. Teachers are the center of any curriculum development because of their knowledge,
experience and competencies; they are in charge of introducing the curriculum both within and
outside the classroom.

This table showed that the lowest weighted mean is 3.6 of the respondents. According to the
results, the teacher responds "most of the time" that they guide secondary level students in
choosing the career tracks that they intend to pursue Teachers can therefore help students toward
proper career choice through providing awareness concerning different career students can
choose, depending on their areas of specialization. Khan et al, (2012) in their study on the role of
teachers in providing educational and career counseling to the secondary school students in
Gilgit-Baltistan revealed that although providing career guidance is not obligatory for the
teachers but in most cases, teachers can act as career guides considering it as their moral
responsibility. With this respect, teachers can give students awareness about the various career
opportunities and guidelines according to their own ability and areas of specialization.

the table showed the highest weighted mean 4.46 of the respondent. Based on the result, the
teacher respondents "most of the time" that they guide the students and equip them with the
necessary life skill and values. A relevant and proper implementation of life skill education is a
need of an hour, for today’s society. Imparting life skills education to the students, can be helpful
as it specifically addresses the needs of children, helps in motivating, providing practical,
cognitive, emotional, social and self-management skills for life adjustments. Yadav P, Iqbal
N(2009) showed positive results of imparting life skills education to students and bringing the
change in adolescent’ s attitude, thought and behavior by providing supportive environment to
them.

In Abueva, A. (2019), implementing the K-12 Program in the Philippine Curriculum of Basic
Education was the key to the growth of our country. Although the government has faced
many problems as it implements the program over several years, it has been a necessary
improvement as it has been critical to the success of our nation to increase the quality of our
education. With the weighted mean value of 4.16 having most of the time as its descriptive
interpretation, it can be assumed that the respondents, in implementing rules and
regulations of the enhanced basic education act of 2013 in over the years after they declare
the k-12 program the teachers fully facilitate their student’s quality education.

REFERENCE:

https://www.k12academics.com/educational-philosophy/reggio-emilia-approach/role-
teachers#:~:text=Teachers%20are%20encouraged%20to%20facilitate,and%20observing%20the
%20child%20learning.

https://www.researchgate.net/publication/
336717303_Perception_of_students_regarding_the_role_of_teachers_and_parents_on_career_choice
_preparedness_A_case_of_secondary_schools_in_Meru_District_Tanzania?hl=en_US

https://files.eric.ed.gov/fulltext/EJ1126842.pdf

https://www.ijires.org/administrator/components/com_jresearch/files/publications/
IJIRES_1638_FINAL.pdf