CHAPTER 2

REVIEW RELATED LITERATURE AND STUDIES

This chapter deals on the different literature and studies related to the present
study. This principally includes both the foreign and local literature as well as local
and foreign.

LOCAL LITERATURE

Okabe highlights pedagogical and social issues with the 10-year basic
education program in the Philippines. Schools often overcrowd curricula to meet
educational requirements, leading to underqualified graduates for overseas
occupations. The K-12 program, enacted in 2013, aims to address these concerns
by addressing policies and initiatives, ensuring graduates are under the legal
working age and eligible for jobs.

Rivera provided an in-depth assessment of the K-12 curriculum in the

Philippines by identifying the misalignment of teaching pedagogies. The study
finds that a thorough review of the curriculum’s content is needed for the
development of more robust pedagogies. Trance and Trance examined various
accounts of teachers and students to gain an understanding of how they
approach the K-12 curriculum. The study found a mismatch between the
perception of students and teachers with the set of expectations of the program.

A similar finding was revealed by Barrot (2018) regarding the new English
curriculum in that it is misaligned with the traditional language teaching and
learning principles. As such, Barrot (2018) maintains that the new K-12 curriculum
needs to improve its specificity, internal coherence, and integration of some
essential principles of 21st-century learning and language teaching.

Jessie S. Barrot, a professor at National University stated the curriculum

analysis matrix suggests curriculum refinements, including constructive alignment,
technology integration, and specificity, and potential implementation challenges
in instructional delivery, assessment, lesson preparation, and school-based
initiatives.

This essay by Rhona B. Caoli-Rodriguez (2007) analyzes the Philippine

government's policy changes and initiatives related to the EFA 2015 Goals,
focusing on 2000-present. It provides an overview of the Philippine educational
system, analyzes policies and supportive environments, summarizes progress, and
assesses the nation's likelihood of achieving the goals.
 FOREIGN LITERATURE

(Esther & Ethel, 2012) stated the Enhanced K-12 Basic Education
Program is a DepEd program that will improve the standard of education and
give more opportunities for graduating students

Nitin Sharma The K-12 system strengthens students’ foundation in

crucial subjects and skills, including math, science, language, and social
sciences. K-12 education also helps students master basic skills like reading and
writing, which are crucial in attaining higher education and the job market.

According to Enderun Colleges, Inc. 2020 Getting a K to 12

education can open new doors and increase the chance of finding a stable job.
Students can get the opportunity to build a network, acquire more skills, and find
the career that they really love. K to 12 can get students the access to all these
great opportunities and have a fulfillment during this learning experience.
Obtaining a K to 12 diploma will make students more likely to be hired because
employers usually assume that someone who completed the K to 12 curriculum
has the basic skills necessary for the job, have adequate communication skills,
can get along with the rest of the team and follow objectives like they are suppos
ed to.

Obama signed the Every Student Succeeds Act in 2015, aiming to

provide equal education to all children in the US, regardless of race, income,
background, or location. The system, which is layered with tests from Congress,
the US Department of Education, and state and local governments, has become
confusing and unwieldy.

Yong Zhao comments on an interview “It’s an expensive and futile

exercise that will likely cause more damages in terms of narrowing the curriculum
and leading to more teaching to the test
 LOCAL STUDIES

The 2012 thesis by HELEN GRACE A. DE JUSTO, ELMAR JOHN O.

DIGAL, and GLENNE B. LAGURA of the University of Southern Philippines focuses on
the K-12 education program's objectives, including enhancing the curriculum,
developing tracks based on competencies and student interest, ensuring input
adequacy, modifying change through curriculum enhancement and transition
management, and adopting an open, consultative process for promotion.

Raphael Ray L. Perez's 2010 study on Senior High School students

aimed to identify factors influencing career preferences using a descriptive
survey method. Based on Donald Super's theory, the research assessed socio-
demographic characteristics and the top three career choices.

Aimi Contonio's 2011 study on parents' perceptions of students

impacted by an additional two years in basic education highlights the Philippine
education system's focus on achieving excellent undergraduates. The
Department of Education has announced two additional years of basic
education for Filipino youth, aiming to benefit the country’s youth and the wider
community.

The study by Caup and Buda (2017) suggests that the K to 12

program provides job market assurance due to agreements with business
organizations and industries. It prepares graduates with necessary skills, helps
them acquire certificates and national certifications, and offers better
opportunities for employment or entrepreneurship. Additionally, school industry
partnerships provide work experience and company sorption.

Mohammad, N. (2016) argues that while some parents view the new
curriculum negatively, it helps learners choose the career that best suits their skills.
The new curriculum standardized the educational system, strengthened
academic subjects, prepared students for work, and produced competent,
skilled, and highly employable graduates, despite some negative impressions.

Madamba (2011) highlights the K to 12 program, which provides

teachers with guides and allows them to modify modules to suit student needs.
She emphasizes the need for partnership between schools and local government
units. Critics argue that the program adds financial burdens to poor Filipino
families.
 FOREIGN STUDIES

William H. Schmidt well-known researcher in the field of education,

states K to 12 gives Equity and Access to all individuals to reach at least a basic
minimum level of skills.

Helen Abadzi The program was developed to provide high quality

specialized instruction and to promote voluntary integration. The program is in
its third year of implementation and is currently implemented in two high
schools, two middle schools, and an elementary school.

Howard Gardner eloquently argues that the purpose of K–12

education should be to enhance students' deep understanding of the truth
(and falsity), beauty (and ugliness), and goodness (and evil) as defined by their
various cultures.

According to Radhakrishnan, 2012 The K to 12 Program is an

educational system that provides the necessities for the student's learning
development depending on their aptitudes and specialties.

Mamba et 2020 states that stakeholders in the K–12 Program are driven
to look into the best ways to support students in smoothly transitioning from high
school to higher education because college readiness is crucial to helping
students succeed in their chosen careers .
 RELEVANCE OF THE REVIEWED STUDIES
AND LITERATURE OF THE PRESENT STUDIES

For these studies, we refer a Senior High school student to answer a

survey on their opinions about the K-12 curriculum. The ability to understand the
aspects of it, based on measures of one's own and others' feelings and emotions,
to discriminate among them, and to use this information to guide one's thinking
and actions.

The new curriculum (K-12) emerged as an ability to improve the

education system to provide sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for tertiary education, middle-
level skills development, employment, and entrepreneurship. A common aspect
in many of these measures is to focus on the student’s response we prioritize a set
of widely used measures and summarize the evidence for their validity, reliability,
and conceptual basis. Our review includes studies.

Ninoy Aquino lll, defined K to 12 as “having quality education as a

long-term solution to poverty” as this also creates a functional basic system that
will produce productive and responsible citizens equipped with essential learning
and employment.

.How Respondents may be

described in terms of:
1.1 Year Level
1.2 Strand
1.3 School
2. How the emotional
Survey
intelligence affects the
Questionnaire
students:
To provide better
2.1 Stress
Chat Groups understanding on
2.3 Financial Needs
2.4 Graduation year Interview
the effects of the K-
prolonged 12 curriculum ever
2.5 Lack of opportunities Collecting Data sicne it was delared
3. How does K-12
curriculum hone their
by the law
Statistical Treatment of
future Data
3.1 fosters gainful
employment and
entrepreneurship.
3.2 makes high-quality
education accessible to
student
 PARADIGN OF THE STUDY

In this topic we described the aspects of the K to 12 curriculum on

the students selected in Electron College of Technical Education. The research
formulated several ways to evaluate the specific numbers, the process initially
began with the initiating surveys then furthermore the researcher proceed to
collecting data to help the students how to gain more information in data. After
the conducting the process the researcher that could be solutions to the problem
this present the process of the statistical treatment of data

ASPECTS OF THE K-12 CURRICULUM

POSITIVE NEGATIVE

Most company in the

Provide more job philippines wont take
oppurtunities without Senior Highschool
going to college Graduates

Makes high quality of Stress and Financial needs

education free for all in order to graduate

Figure 2. CONCEPTUAL FRAME WORK

Conceptual framework

This revised conceptual framework outlines the intent to explore

conceptual research in understanding the K-12 curriculum's impact on tourism
education. It aims to examine the conceptualization, significance, and potential
improvements of this educational framework within the specified context.
 THEORETHECIAL FRAMEWORK

The knowledge and contributions of numerous educators,

academics, and policymakers are incorporated into the theoretical framework
that underpins the K–12 curriculum in the Philippines. The following respectable
people, whose theories and works have impacted the creation of the K–12
curriculum: According to Armin Luistro, the former Secretary of the Department of
Education (DepEd) in the Philippines, played a pivotal role in the
conceptualization, implementation, and development of the K-to-12 curriculum.
While Luistro himself is not a theoretical architect in education, his tenure and
leadership embodied a pragmatic and inclusive approach to educational
reform, which was reflected in the K-to-12 curriculum's principles. Some key
elements and principles associated with Luistro's approach include: Holistic
Education, Enhanced Basic Education, Alignment with Global Standards, Socio-
Cultural Relevanc,: Stakeholder Engagement and, Emphasis on Skills
Development

Respected educator Fe Hidalgo made substantial contributions to

educational research and curriculum development in the Philippines. Although
she may not have had any specific theories associated with the K–12 curriculum,
her work and experience in curriculum studies have probably impacted the ideas
and methods that are ingrained in it. The following are possible domains in which
her efforts have impacted the K–12 curriculum: Curriculum Development
Expertise, Pedagogical Approaches, Cultural Relevance and Localization,
Assessment and Evaluation, Teacher Professional Development. Although her
specific theories regarding the K–12 curriculum may not be explicitly
documented, her knowledge may have influenced the theoretical underpinnings
and practical elements of the K–12 educational reform in the Philippines. Her
contributions to Philippine education are probably responsible for the curriculum's
inclusion of learner-centeredness, cultural relevance, and innovative pedagogy.

Rex Victor Cruz, former director of UP NISMED, is known for his expertise
in science and mathematics education. His contributions likely influenced the
integration of STEM components into the K-to-12 curriculum.

As claimed by these researchers we’ll briefly review the grounds of the

implementation of the K-12 curriculum. The Former Secretary of the Department
of Education (DepEd) Armin Luistro concludes K- 12 enhances basic education
and provides holistic approach to education that aims to develop not only
academic competencies but also the socio-emotional skills, values, and attitudes
of learners. The K-to-12 curriculum incorporated a comprehensive framework that
focused on the holistic development of students. If we choose to accept this
implementation, then we can ensure that Filipino students are globally
competitive. This included integrating 21st-century skills, critical thinking, and
proficiency in English and other subjects to meet international benchmarks.
 This module aims to unpack this theory on K-12 curriculum, as well as
what can be learned about its impact on our fellow Filipino's , Benigno Aquino III
first explored and established the program. They explained the K-12 as “the ability
to provide endless possibilty in the future and a way to escaping poverty”