Ave Maria College

COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
___________________________________________________________________________
PED 9-The Teacher and The Community,
School culture and Organizational
Leadership
Name: Keth Ty Boquida Date: 01-30-24
Program & Year: BSED English III Score:

Activity No. 2
A Research-based Analysis on the K-12 Curriculum

Studies on K-12 Curriculum:

The study entitled "In Retrospect and Prospect: An Analysis of the Philippine
Educational System and the Impact of K-12 Implementation" by Marsha H. Malbas and
others, examines the Philippine educational system, focusing on the effects of the K-12
program. The study looks at the program's historical context, challenges, and outcomes.
The findings of the study reveal several important findings. Firstly, the integration of the
K-12 program has had a positive impact on educational outcomes, providing a more
comprehensive learning experience for students and better preparing them for higher
education and the job market. Secondly, challenges related to infrastructure inadequacies
and teacher preparedness have hindered the smooth implementation of the program.
Thirdly, socio-economic disparities have affected labor market integration for K-12
graduates, highlighting the need for better alignment between skills and job market
demands. Lastly, there are ongoing challenges regarding inclusivity and equity, with
disparities in educational access and financial burdens faced by students and their
families. These findings emphasize the need for targeted interventions and policy
adjustments to address these challenges and promote equitable access to education for all
Filipino students.
A study by Ruby Jean Balasabas and Maria Sumalhag entitled “Philippine K to 12
Implementation: Difficulties and Coping Strategies of Public Elementary School
Administrators” said that the K to 12 curriculum created novel challenges among
educators, parents, students, school administrators, and stakeholders. Thus, this study
described the difficulties and coping strategies of elementary school administrators in
dealing with the K to 12 program implementations. This study employed the qualitative
phenomenological research design, which included twelve (12) school administrators in
Davao del Sur in selected public elementary schools. Key Informant Interview was
utilized to gather necessary data to bring out the difficulties and coping strategies of
elementary school administrators on the K to 12 implementation in the Philippines.
Results revealed that participants experienced scarcity of learning materials, lack of
training and orientations, low-quality materials, and additional workload. Despite the
challenges, school administrators find ways to mitigate their current situation, such as
employing innovative strategies, social support systems, and personal coping strategies.
The results of this study would bridge to future research about the experiences of other
school administrators, teachers, and students who had undergone the K to 12 curriculum.

Another study of the curriculum by Jessie S. Barrot is entitled as “K to 12

Curriculum Reform in the Philippines: Towards making Students’ Future Ready.” Is a
study that critically examines the K-12 curriculum reform in the Philippines and suggests
ways on how it can move forward. Specifically, three recent curriculum guides (i.e.,
science, mathematics, and English) were analyzed to determine how they fit with the
Education 4.0 milieu. Using a curriculum analysis matrix, the findings indicate that these
curricula may require conceptual and pedagogical refinements, particularly in the area of
constructive alignment, technology integration, and specificity of its components.
Potential implementation challenges in terms of instructional delivery, assessment, lesson
preparation, school-based initiatives, and commitment of teachers and school leaders to
curriculum reform were also discussed. Recommendations for future design,
implementation, and studies are offered.

Next, the study of Gerald Quijano entitled “Assessing the K-12 program
implementation in the Philippines as an input to school-based policy plan ”. The
Philippines used the K-12 program also known as the Republic Act 10533 (RA 10533) to
raise the quality of its education so that it would be on par with that of other countries.
However, since this is a new educational scheme, the Filipinos may have some
shortcomings on the knowledge and skills they need to meet the requirements of the K-12
program which triggers the researcher to come up with this study. This study looked at
how secondary school teachers of Nueva Ecija University of Science and Technology
(NEUST) implemented the K-12 program during the 2019-2020 school year.It looked at
the curriculum, instruction, challenges, changes, and compliance with the standard. The
descriptive method was used in the study to describe how the K–12 curriculum was being
used in the school at the time. Purposive sampling was used to choose 69 people from
NEUST's four campuses. Weighted means were used to figure out how they felt about the
curriculum, teaching-related factors, and the problems and changes they had to deal with.
The results showed that the curriculum's content, goals, and teaching-related factors are
in line with the standards, policies, or guidelines set by RA 10533. However, some
improvements are needed because elective subjects have been added.
Analysis:

Based on the findings of these studies, we can conclude that the K-12 program in
the Philippine education system has both positive impacts and challenges. The K-12
program has made education better by giving students a more complete learning
experience and helping them get ready for college and jobs. This is great, because it
means students are getting a higher quality education that they deserve.
However, there are challenges that need to be addressed. Some schools don't have
enough resources like buildings and materials, and some teachers may not feel ready to
teach the new curriculum. These challenges need to be fixed so that the program can
work better. Another challenge is that some students have more difficulties than others
because of their family's money situation. We need to make sure that all students have the
same opportunities to succeed. This means giving extra help to students who need it and
making sure that what they learn matches what employers are looking for.
To improve the program, we need to make changes to the curriculum and provide
better support for teachers. We also need to address the challenges with school facilities
and make sure that all students have equal access to education.
In Conclusion, the K-12 program has made education better in the Philippines.
However, there are still some problems that need to be solved. By fixing these problems
and making things better, we can make sure that all students get a good education and are
ready for the future.
References

Blasabas, R. J., & Sumaljag, M. V. (2021). Philippine K to 12 Implementation:

Difficulties and Coping Strategies of Public Elementary School
Administrators. SLONGAN, 5(1). Retrieved from
https://rpo.cjc.edu.ph/index.php/slongan/article/view/25

Malbas, M., Kilag, O. K.., Diano, Jr., F., Tiongzon, B., Catacutan, A., & Abendan, C. F.
(2023). In Retrospect and Prospect: An Analysis of the Philippine Educational
System and the Impact of K-12 Implementation. Excellencia: International Multi-
Disciplinary Journal of Education (2994-9521), 1(4), 283-
294. https://multijournals.org/index.php/excellencia-imje/article/view/65

Quijano, G. (2023). Assessing the K-12 program implementation in the Philippines as an

inputtoschoolbasedpolicyplan.Dialnet.com.https://dialnet.unirioja.es/servlet/
articulo?codigo=8928334

Jessie S. Barrot (2023) K to 12 curriculum reform in the Philippines: towards making

students future ready, Asia Pacific Journal of Education, 43:4, 1193-
1207, DOI: 10.1080/02188791.2021.1973959