1

THE PERCEPTION OF THE PIONEERING K-12 STUDENTS OF NOTRE

DAME OF JOLO COLLEGE SENIOR HIGH SCHOOL TO THE

K-12 CURRICULUM IMPLEMENTATION

Bennasir, Ar-rauf D.

Hadinil, Haris T.

Hadjail, Alkamir D.

Hadjail, Weng D.

Hadjula, Frashmein M.

Iraji, Fatima Zandara M.

April 05, 2022

 2

Chapter 1

INTRODUCTION

Background of the Study

The Philippines was one of the few countries in the world and the

last in Asia to have had a 10-year pre-university program. To meet the

growing global market, the Philippine Educational System adapted to a

modern and more dynamic curriculum that followed a 12-year program,

namely K-12. This curriculum enables students to have sufficient

training time to carry out subject-related tasks that have made them

more ready in different subjects. Not only that, K-12 graduates are

qualified to enter the workforce within certain fields given that they

obtain the necessary credentials. It is, as said by many, the solution for

problems such as global incompetency and employment.

However, the changes in the educational program incited a few

issues and concerns within the country. Few of such challenges are

listed as; displacement of teachers at tertiary level, lack of initial learning

materials, and the insufficiency within the budget as to improve facilities

and learning environment. Moreover, not all public schools can

accommodate all the strands along the underlying issue of

overpopulation within classrooms and overwhelming ratio of student-

teacher.
 3

The implementation gradually started in 2013, welcoming its first

formal batch of grade 11 students in 2016, and having its first senior

high school graduates roll into college in 2018. Various issues were

raised prior to its implementation, stemming from the teachers, parents,

and students themselves. Given that anything new will always be subject

to question and doubts, this does not hinder the decision that is made

solely for the purpose of progress. Four years later, now 2022, the nation

will be seeing the pioneering students of the system finish university

studies and enter the workforce modeling as the foremost fruit of the new

curriculum. This stage of their lives is where all of the years they allotted

to education would be questions and evaluated. The goal is to prove

whether the K-12 curriculum’s extra two years of high school education

helped in preparing the students in their entry as working individuals,

and whether it truly is beneficial in the eyes of those who experienced it.

How K-12 is perceived by the pioneering students of Notre Dame of

Jolo College may be fairly intertwined with the relation of their former

senior high school strands to their current college courses. How they

evaluate their past experience as senior high school students may

depend on whether they have put their senior high school education,

attainments, and knowledge to practice in a correlated college course.

Various studies have already probed the K-12 curriculum and its

implication to the masses, one of which is The Perception of the Parents

 4

and Students on the Implementation of K-12 Basic Education Program in

the Philippines (Mohammad, 2016) that delves into the minds of the

students and their parents as some of the most affected by the change

brought upon the then newly introduced educational system. This paper

bears a similar concept to the study at hand whose goal is to understand

the insight of which the students gained after their firsthand experience

of the K-12 system. The goal of further data and knowledge that is

continuous to the former mentioned title is what prompted this study, as

we delve into their perception upon the curriculum with its finish nearly

upon the graduating students’ grasps. The question presently lies on

how they view K-12 now that they have experienced it, as opposed or

supporting to their prior judgment and would they conclude it as

necessary and advantageous.

Statement of the Problem

This study targets to define and comprehend the perception of the

pioneering K-12 Students within Notre Dame of Jolo College to the K-12

Curriculum Implementation.

Specifically, this study seeks the answer to the following queries;

1. What is the perception of the pioneering senior high school

students to the K-12 curriculum prior to their involvement?

 5

2. What is the perception of the pioneering senior high school

students to the K-12 curriculum?

3. What is the correlation of the participant’s previous senior high

school strand to their current college course?

4. What is their present perception of the K-12 curriculum as

influence of their previous strand and current course’s alignment

or misalignment?

Objective of the Study

This study aims to determine and understand the perception of the

pioneering K-12 students of Notre Dame of Jolo College to the K-12

curriculum implementation. This is also to learn the influence of senior

high school tracks and its alignment to courses provided in tertiary level

education to a potential change in their pre-senior high school and

afterward perception of the K-12 curriculum.

Significance of the Study

This study aims to determine and understand the discernment of

the forerunner batch of K-12 senior high school students of Notre Dame

of Jolo College to the K-12 curriculum implementation, and enable the

information to be of assistance to the following:

 6

Administrators. This study would enable for the curriculum

administrators to view the system in the perspective of the students thus

give them an insight on where the program may lack in and assist them

in providing solutions to said difficulties.

Senior High School Students. This study would help the current

senior high school students to fully understand the importance of this

curriculum in their journey of decision making for their future.

Incoming Senior High School Students. This study would assist

the incoming senior high school students in deciding their senior high

school strand by giving them the chance to understand the curriculum

through the point of view of those who went through the system. This

shall also provide them an in depth understanding of the curriculum.

Future Researchers. This study would provide aid in terms of

information and framework for further knowledge to the future

researchers who may have chosen a study in relation to this topic.

Scope and Limitation of the Study

This study emphasizes the perception of the pioneering K-12

students of Notre Dame of Jolo College to the K-12 curriculum

implementation and how these insights could help shape the future of

the educational system. This study does not aim to question the current
 7

curriculum of whether it is worthy, but to provide an image drawn in the

perspective of those who experienced it first. The image then would be

used as a basis for further growth and enhancement in the system. The

limit may lay on the ability to initiate a proper a semi-structured

interview that is intended to be done for data gathering, as actual

interactions are obstructed by the current situation with regards to the

Covid-19 pandemic and safety regulations. In addition, only a certain

number of students are to be included in the process, seeing to it that a

quota type of sampling helps minimize the number of contact as per

mandated by said regulations. Moreover, this study will involve the 4th

year college students currently enrolled in Notre Dame of Jolo College for

academic year 2021-22, with a prerequisite of being part of the

pioneering senior high school students of academic year 2016-17. Their

busy schedules may also pose a limit to the participation that we aim to

achieve within the target respondents. It should also be noted that the

results of the study are subjective to the participants, hence should not

be treated as a fact but as an opinion.

Definition of Terms

The following terms are operationally defined in this study:

Academic Year 2021-2022. The academic year in which the

pioneering K-12 students are expected to graduate from college.

 8

K-12 Curriculum. The new and current educational curriculum

imposed in the Philippines.

Perception. It refers to the process in which people recognize and

view things. This signifies the insight of the pioneering K-12 students

with regards to the K-12 curriculum.

Pioneering K-12 Students. The first generation of senior high

school students that were enrolled back in 2016. they are the current

4th year college students of the academic year 2021-2022.

 9

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter encompasses on the literature and studies related to

the perception of the pioneering K-12 students of Notre Dame of Jolo

College to the K-12 curriculum implementation along with the research’s

theory base and conceptual framework.

Related Literature

K-12 Curriculum Implementation

The K - 12 Basic Education Program is the flagship program of the

Department of Education in its desires to offer a curriculum which is

attuned to the 21st century. This is in the pursuance of the reform

thrusts of the Basic Education Sector Reform Agenda, a package of

policy reforms that seeks to systematically improve critical regulatory,

institutional, structural, financial, physical, cultural and information

conditions effecting basic education provision access and delivery on the

ground. (Mohammad, 2016)

The changes in the educational program incited a few issues and

concerns within the country, few of which listed as; displacement of

teachers at tertiary level, lack of initial learning materials, and the

 10

insufficiency within the budget as to improve facilities and learning

environment. However, the advantages and progress that will be brought

upon this reform should it be adequately delivered outweighs the

expense of its implementation.

However well-meant the K-12 is, without the required legislation,

the sustained collaboration among various stakeholders, the unflinching

commitment of the President backed up by the hardworking team of

implementers, and the full support of the industry and the parents, it is

more likely to face the fate of other programs which ended when the term

of the main proponent expired. A long-term solution, such as the K-12, is

undoubtedly most daunting but, once implemented, is sure to bring the

best rewards. (Sergio, 2012)

Initial perception of K-12 before its implementation as perceived by

both students and parents

As quoted from the study The Perception of the Parents and

Students on the Implementation of K-12 Basic Education Program in the

Philippines (Mohammad, 2016), “During the survey the participants were

still commenting and asking so many questions as if K -12 is a new

program. Is K - 12 really needed or necessary? Is the additional two years

the answer to the emerging problems in our country? “Why not invest on

teachers’ education and on their salary to be able to hire competent ones

instead of adding two more years?” These are the same questions asked
 11

several times especially by the parents. Some believe, simply adding two

more years in the education of a child does not guaranty that the child

will have the skills they hope to achieve.”, “On the other side, some

agreed that 10-year education program is becoming outdated. It is true

that it will cause financial difficulty to everybody especially to the poor

but as a nation that is hoping to stand out in the global market, we need

to invest to our children’s education. Our graduates need quality

education that our country can be proud of.”

To conclude, a mixed discernment of the K-12 curriculum surfaced

with both parents and students. As any reform will be facing a blend of

doubts and hopeful thinking, a mixed discernment is to be expected.

Senior High School Strands as College Preparation

The paper Aspiration and Readiness of Filipino Senior High School

Students in Pursuing College Degree (Cuy and Salinas, 2019) probed into

whether there is a difference in the level of aspiration and level of

readiness in pursuing college degree when grouped according to age,

gender, average monthly family income and academic track. Within this

research, samples upon college preparedness was concluded high.

However, one must be aware that the majority of respondents were of

academic course of which is defined as college preparation and had a

moderate-high level of Socio-economic Status. These rate of college

 12

preparedness was also concluded with senior high school and college

courses alignment in mind.

“Nearly half of the respondents belonged to STEM; forty (40) of

them belonged to AB; thirty-six (36) belonged to TVL; twenty-five (25)

belonged to HUMSS and only eleven (11) of the respondents belonged to

GAS.” “The results imply that majority of the respondents were young

adults, female, with an average monthly family income of 30,000 or less

and under the academic track of STEM.”, “The respondents had very

high level of aspiration in pursuing college degree as evidenced by an

overall weighted mean of 3.65. The respondents’ level or readiness in

pursuing college degree ranged from high to very high with an obtained

weighted means of 3.19 to 3.66. Likewise, the respondents were very

positive and confident of their academic abilities and skills needed in

college.” (Cuy and Salinas, 2019)

However, College and Career Readiness: A Review and Analysis

Conducted for Generation Next (Mueller, D. and Gozali-Lee, E. ,2013) said

that many students are not ready for college-level courses based on

national and local data. Almost 54 percent of high school graduates in

Minnesota public colleges and universities and 53 percent from Saint

Paul school district needed to take remedial courses. (Cuy and Salinas,

2019)

Socio-economic Status and its Effect to Education

 13

As cited from The Effect of Socio-Economic Status on Academic

Achievement (Barry, 2006), “An increase in positive administrative views

of a school increases test scores the most for the high Socio-economic

Status (SES) group (3.792), second for the mid SES group (3.004), and

least for the low SES group (2.847).” “Students who expect to graduate

from college increase the most for the high SES group (5.648), second for

the mid SES group (5.298), and least for the low SES group (3.715).”

Related Study

Profiling and Mapping of Prospective Senior High School Students

on the Implementation of K12 in the Philippines.

K-12 is a 12-year program is found to be the best period for

learning under basic education. It is also the recognized standard for

students and professionals globally. The Philippines is implementing the

K-12 Program on the early stage and the first batch of this study of

Prospective Senior High School Students is crucial for the Universities to

attract Grade 10 Students to enter its Senior High School. Data were

gathered from different prospective High Schools to know the profile of

the Junior High School students and their family status in order for the

University to be prepared to welcome the first batch of Senior

High/Grade 11 students. (Robles, 2018)

 14

K12 Science Program in the Philippines: Student Perception on its

Implementation

The Department of Education in the Philippines implemented the

new K to 12 Curriculum which started last school year 2012-2013 by

virtue of the Republic Act 10533 or the Enhanced Basic Education 2013.

The new science program has many innovations in terms of the

arrangement of competencies, integration of each branch of science in

every grade level, mode of instruction, and learning pedagogies. It is the

aim of this research to determine the perception of students on the new

science curriculum in terms of the concepts they learn, the skills they

acquire, and the values and attitude they develop. This research also

aims to assess how judicious science teachers implement the new

curriculum. To achieve such goal, a qualitative survey method was

utilized. The respondents of this research are 216 grade 8 students of the

selected schools in Metro Manila. (Montebon, 2015)

Theory Base

Horizontal Alignment Theory

Horizontal alignment within an educational system is the degree to

which an assessment matches the corresponding content standards.

When strongly aligned, standards and assessments bring clarity to the

education system by providing a coherent set of expectations for

 15

students and educators. Alignment to the standards also ensures that

the assessment is a trustworthy source of data, seeing to it that a study

of an assessment’s alignment to the standards can serve as evidence of

validity. (Case Ph.D., 2005)

Walberg’s Theory of Academic Achievement

This theory posits that psychological characteristics of individual

students and their immediate psychological environments influence

educational outcomes (cognitive, behavioral, and attitudinal). (Reynolds

& Walberg, 1992)

Conceptual Framework

As seen in the figure above, there are three boxes demonstrating

the variables in the study. The first box represents K-12 Curriculum
 16

Implementation as the independent variable. The pioneering student’s

perception of K-12 Curriculum Implementation is then located within the

second box as the dependent variable. A uni-directional line connects the

two variables, with another box placed below to contain the intervening

variables that could influence the dependent variable.

Chapter 3

METHODOLOGY

This chapter presents the method used, sources of data,

instrument for data-gathering, sampling technique, data analysis, and

procedure of the study. Each subsection describes the steps taken by the

researcher to conduct the study in detail.

Method Used

In order to learn the perspective of the pioneering K-12 students

currently enrolled in Notre Dame of Jolo College to the K-12 Curriculum,

the researchers will employ a qualitative study specifically of the

phenomenological research design making use of methods such as

conducting interviews to gain the insight of the research participants

with regards to the research study. The design would enable for there to

be an in-depth understanding of the perception coming from the

pioneering K-12 students as reflected from their own experiences of the

curriculum.
 17

Sources of Data

The research will be using primary data gathered from the

pioneering senior high school students of Notre Dame of Jolo College

using a semi-structured interview. This primary data will then be put

into analysis and group deliberation, procuring a conclusion by following

majority rule. Noteworthy opinions may also be included as a particular

answer regardless of the number of like replies. A direct personal

investigation method of collecting primary data will be applied if

permitted by the school administrators, and a telephonic interview

method if not given consensus.

Data Gathering Instrument

An interview, specifically a semi-structured interview will be

utilized as an instrument for data gathering. It allows there to be a

considerable amount of flexibility for the researchers to inquire the

respondents while maintaining basic interview structure as it would still

follow a list of overall topics and questions. This general list will be

comprised of the following details: name; current course; former senior

high school strand; socio-economic status in terms of an estimated

monthly family income; initial perception of the K-12 curriculum prior

involvement; and perception of the K-12 curriculum post involvement.

Sampling Technique
 18

This study will employ quota sampling with a mix of stratified

random sampling, whereas a target quantity of fifty (50) respondents

from Notre Dame of Jolo College's fourth-year graduating students is set

while ensuring to have at least one random representative from each

course present. Data gathering may be held online, although is preferred

to be held physically if given the chance and permission. Participants

may be of any gender, religion, and belief so long as they are within the

prerequisite being part of the Academic Year 2016-17 when the first

generation of students were welcomed to senior high school. Only the

current 4th year college students within Notre Dame of Jolo College would

be included as research sample, their senior high schools however would

be allowed to be at random.

After determining the participants, a semi-structured interview

would be employed by four (4) out of the seven (7) researchers following a

phenomenological research design. As the study is qualitative by

intention, the dependent data will likely not be put into a statistical

process but rather a comprehensive one analyzing the varying

perspectives presented by the respondents.

Data Analysis

A Thematic Analysis will be utilized to evaluate the data gathered

from the samples. A repeated pattern of aligned and misaligned previous

senior high school strand and current college course will be noted, and a
 19

classification will be done. Categories would entail the following details:

aligned courses; and misaligned courses. This is in in order to give duly

prioritization to the aligned courses as per their ability to properly assess

the value of senior high school seeing to it that they can use what they

have learned during this period. Misaligned courses would still be

relevant only with less priority compared to the former.

Procedure of the Study

To begin, a questionnaire that asks of the following will be

prepared; the participant’s name, current college course, and former

senior high school strand. They will then be questioned if the former

strand played an integral part in their decision of their current course,

and if they see a significant connection between the two. Next, they will

be inquired about their pre-senior high school perception of K-12, and

their current view about the matter. Whether they themselves believe

that there is a significant change between their insights in the two

situations presented and what they believe this signifies will also be

asked. Lastly, they will be enquired about the struggles they may have

faced back in senior high school as the pioneering batch, and what

solutions can they suggest to solve the issues stated.

The group will request for the necessary papers to perform an

interview within campus from the principal and other administrators

whose consent are required. Given that the request would be approved,
 20

an actual interview involving a physical meeting would be conducted

within the Notre Dame of Jolo College campus. A quota of fifty (50) 4 th

Year College Students with at least one (1) representative from each

course will undergo a semi-structured interview conducted by four (4)

out of the seven (7) members of our group. The participant’s name may

or may not be taken note of should they give their permission, as per

ethical reasons. An alternative of online interviews conducted via Meta

Messenger and google forms would be prepared in a less fortunate

situation where consensus to conduct actual interviews from the school

is absent.

Finally, a group deliberation would be held to analyze the

dependent information collected from the samples. A thematic analysis of

the data gathered will be done, and a conclusion that follows the majority

rule will be finalized. Noteworthy answers may be specially included

within the written conclusion regardless of its quantity like responses.

 21

References

Abueva, A. (2021, September 03). Why Does the Philippines Need the K-

12 Education System? Retrieved from Soapboxie.com:

https://soapboxie.com/social-issues/The-Implementation-of-the-

K-12-Program-in-the-Philippine-Basic-Education-Curriculum

Barry, J. (2006). The Effect of Socio-Economic Status on Academic

Achievement. Wichita, Kansas, United States: Wichita State

University.

Case Ph.D., B. (2005). Horizontal and Vertical Alignment. Alignement of

Assessment and Instruction, Pearson Education Inc.

Cuy, N. a. (2019). Aspiration and Readiness of Filipino Senior High

School Students in Pursuing College Degree. Open Journal of

Social Sciences, 7.
 22

Mohammad, N. K. (2016). The Perception of the Parents and Students on

the Implementation of K-12 Basic Education Program in the

Philippines. Cotabato City, Philippines: LPPM, University of

Muhammadiyah Jember.

Montebon, D. R. (2015). K-12 Science Program in the Philippines: Student

Perception on its Implementation. Metro Manila, Philippines:

Institute of Teaching and Learning, Philippine Normal University.

Robles, R. J. (2018). Profiling and Mapping of Prospective Senior High

School Students on the Implementation of K12 in the Philippines.

International Journal of Education and Learning, Vol.7, No.2, pp.

33-42.

Sergio, M. R. (2012). K-12 Education Reform: Problems and Prospects.

Ateneo de Naga University.