Department of Education

Republic of the Philippines
Department of Education
MIMAROPA Region
SCHOOLS DIVISION OF MARINDUQUE
TEACHERS AND GRADE 10 STUDENTS ACCEPTANCE LEVEL

ON THE PROPOSED IMPLEMENTATION OF K-10
CURRICULUM
A Quantitative Research Presented by the Researchers in Partial Fulfillment of the Requirements

in Practical Research 2
Researchers:
Francisco, Leslie V.
Medina, Shaine Anne R.
Mogol, Mara
Monterozo, Alennah
Peñarubia, Claudine P.
Science, Technology, Engineering and Mathematics (STEM)
Alfonso Regenio
Subject Teacher
“DepEd Marinduque: Heart of the Philippines,

Lead to Excel, Excel to Lead!”
Makapuyat National High School
Napo, Santa Cruz, Marinduque
Email: makapuyat.301549@gmail.com
FB Page: Makapuyat National High School
MIMAROPA Region
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter presents the different essentials: the background of the study, which contain
the brief explanation of the reason why the researchers conducted this study; significance
of the study, which enumerates the beneficiaries of the study and the corresponding
benefits each will receive; the statement of the problem and the scope and the delimitation
and lastly, the definition of terms.
Background of the study
Education is important in everyday life, but it’s especially important for students because
it equips us with the knowledge and skills we need to solve a problems and make decisions. It
also gives us a ton of opportunities for our career paths and a better chance at financial stability
in the future. Teachers are people who instruct and educate students in a variety of subjects and
skills. On the other hand, by transferring knowledge, promoting learning, and aiding students in
developing a wide range of intellectual, social, and practical skills, they play a significant
function in the educational system. From preschool to primary, secondary, and higher education,
teachers can work at all levels of education they provide classes using a variety of teaching
strategies, resources, and equipment. The K–10 curriculum, which is a part of it, enhances the
high quality of education in our nation by providing a subject to teachers and students alike in

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order to lessen the teachers’ workloads and to address the learning crisis and educational
regulations in the Philippines.
According to Charie Abarca (2023) the Department of Education (DepEd) launched the
revised K to 10 Curriculum, otherwise known as the Matatag curriculum, adding that its phased
implementation will begin in the School Year (SY) 2024-2025. During its nationwide launch
held, Director Jocelyn D.R. Andaya, of DepEd’s Bureau of Curriculum Development, said the
introduction of the new curriculum is a significant milestone in transforming the Philippine basic
education system. Under the Matatag curriculum, lessons from Kindergarten to Grade 10 will
focus on five foundational skills, which are language, reading and literacy, mathematics,
makabansa, and good manners and right conduct, which is in contrast with the seven learning
areas offered in the current curriculum. These are as follows: mother tongue, Filipino, English,
Mathematics, Araling Panlipunan, Mapeh, and Edukasyon sa Pagpapakatao. The purpose of this
K to 10 curriculum is to improve the quality of education in the Philippines by providing
students with broader knowledge and skills and improving their ability to find employment after
school. It also aims to comply with international education standard and preparing students in the
future e.

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Statement of the Problem
This study aimed to determine the Teachers and Grade 10 Students acceptance level on
the proposed implementation of K-10 Curriculum in Makapuyat National High School.
Specifically, this opted to answer the following questions:
1. What is the demographic profile of the respondents?
2. What is the acceptance level of Teachers and Grade 10 students on the proposed
implementation of K-10 curriculum?
3. What are the factors influencing teachers and grade 10 student’s acceptance level on the
proposed implementation of k-10 curriculum?
Scope and Delimitations

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The scope of this study is to determine the Teachers and Grade-10 student’s acceptance
level on the proposed implementation of the K-10 Curriculum. The primary subject of this study
consists of Grade-10 students enrolled in academic year 2023- 2024 and the teachers of
Makapuyat National High School. The respondents of the study was limited to 101 selected
grade-10 students and 24 teachers. The particular respondents will be given a validated
questionnaire to answer.
Significance of the Study

This study will be undertaken to find out the acceptance level of the teachers and students
on the proposed implementation of k-10 curriculum.
To students- the students will have the awareness and information about the proposed
implementation of K-10 curriculum. This will help them to gain insight about the factors that
influence their acceptance level about it.
To the teachers- the teachers will be acknowledgeable enough to provide a quality education
when the curriculum has been implemented. And this will help them to guide the students to
cope up with the said curriculum.
To the parents- the result of this study would give the parents an opportunity to guide and
support their children when they proposed K-10 curriculum is implemented.

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To the community- the K-10 curriculum will be a critical component of a community's
educational infrastructure, providing foundational education, fostering personal and social
development, and contributing to the overall well-being and vitality of the community.
To the future researchers- the conducted study will further open doors for future researchers to
refine and expand studies in relation to K-10 curriculum. This may be serves as their source of
information.
Hypothesis
As the curriculum becomes more focused on a reduced number of subjects, students will
exhibit increased concentration and mastery in those subjects, leading to improved academic
performance. Simultaneously, the reduced workload on teachers will result in greater job
satisfaction, more effective teaching, and enhanced overall work performance.

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Conceptual Framework
Input Process Output

Demographic Profile Understanding the
1. Profiling
Students 2. Survey acceptance level of Teachers
1. Section Questionnaire and Grade 10 Students on
2. Gender: the Proposed
3. Data interpretation
Teachers 4. Data analysis Implementation of K-10
1. Age Curriculum
2. Years of Teaching
Experience
3. Highest Educational
Attainment
Figure 1. Research Paradigm
The conceptual framework shows the input, process and output approach of the study.
The input is the independent variable in the study which are the demographic profile of students,
the age and sections and for teachers, it includes the age, years of teaching experience and
highest educational attainment. The process includes profiling, formulation of survey
questionnaires and a conduct of a systematic data analysis which are the tools used in obtaining
the data needed. The output represents the dependent variable of the study-understanding the

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Teachers and Grade 10 Student’s Acceptance Level on the proposed implementation of K-10
Curriculum in Makapuyat National High School.
Definition of terms
Acceptance Level. Refers to measurable standard use to judge if the respondents meets set
criteria and considered satisfactory of the proposed new k-10 curriculum
K-10 Curriculum. The new proposed curriculum that the study will examine. This is the
curriculum that the respondents are going to rate their acceptance of level for.
Grade 10 Students. The students at the tenth-grade level of the educational system who are
affected by the proposed implementation of the K-10 curriculum.
Teachers. In this study, “teachers” refers to educators and instructors responsible for teaching
Grade 10 students within the context of the K-10 curriculum.

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CHAPTER 2
RELATED REVIEW OF LITERATURE AND STUDIES
The curriculum is crucial to giving instruction in all educational institutions, including
schools and universities. In this generation, all are making efforts to raise their education
standards as an essential factor in improving the quality of education provided to their students.
This will help all students develop desirable, useful knowledge and skills to be applied in their
real social daily lives. As for many educators, it is conventionally regarded as the planned
pedagogical activities offered to the students under the guidance of teachers at schools. In order
to carry out the pedagogical actions, teaching a students undertake a methodical reconstruction of
their knowledge and experiences in order to meet specific, predetermined goals and produce
better results for their ongoing, deliberate improvement in academic, personal, and other areas
with regard to social skills (Kaharuddin et al. 2020). The curriculum is seen as a structured set of
activities led by teachers to help students gain valuable knowledge and skills that can be applied
in their daily lives. It highlights the current efforts to enhance educational standards to improve
the quality of education for students. Educators use planned methods to guide students in

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achieving specific educational goals, leading to improvements in academic, personal, and social
skills.
According to Mendoza (2023) the Department of Education (DepEd) introduced a new
curriculum that is anticipated to solve the problems plaguing the current K–12 curriculum put in
place ten years ago as the country continues to struggle with learning poverty and the ongoing
challenges of post–pandemic education. The DepEd developed a major revision known as the
Matatag Basic Education Curriculum in an effort to address this, aiming to focus on key
competencies and foundational skills of students from Kindergarten to Grade 10. According to
the WB, “only 10 to 22 percent of Grade 4, 5, and 9 students in the Philippines posted scores at
or above minimum proficiency” when they conducted tests across the three global assessments.
This new curriculum, called the Matatag Basic Education Curriculum, is designed to address
issues with the current K–12 curriculum implemented a decade ago. The problems being
addressed include learning poverty and the challenges of post-pandemic education. The focus of
the Matatag curriculum is on enhancing key competencies and foundational skills for students
from Kindergarten to Grade 10.
Salceda (2021) stated that the learners are stunted and undernourished, learning materials
are substandard, the curriculum is impractical, and our teachers are overworked. The schools are
underequipped and the lack of usable skills, especially in this hypercompetitive global economy,
is a life sentence to poverty. DepEd Bureau of Curriculum Development director Jocelyn Andaya

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added that 70 percent of the competencies of the previous curriculum had been removed as there
were "repeat" ones, meaning those that are "nice" to know but not a "must to know." This would
also solve the problem of a "congested" curriculum with many learning areas not focused on
critical thinking. It is a decongested curriculum that emphasizes 21st century abilities like critical
thinking and media literacy along with fewer study areas and competencies. The said curriculum
will focus on foundation skills for Kinder, Grades 1, 2 and 3, including Good Manners and Right
Conduct (GMRC) for the elementary level; so, this is greatly beneficial as they can not only
focus on social skills, but also improving their competencies in the foundation skills, preparing
them for the higher grade levels. It would benefit learners as they would be able to focus on
mastering the most essential skills given for a particular subject at a given grade level. (Bringas,
2023). The changes aims to streamline the curriculum, reducing congestion and focusing more
on critical thinking. The said curriculum will focus on foundation skills for Kinder, Grades 1, 2
and 3, including Good Manners and Right Conduct (GMRC) for the elementary level; so, this is
greatly beneficial as they can not only focus on social skills, but also improving their
competencies in the foundation skills, preparing them for the higher grade levels. It would
benefit learners as they would be able to focus on mastering the most essential skills given for a
particular subject at a given grade level.
Studies have shown that subject-specific training of teachers is responsible for more
effective teaching resulting in higher student proficiency (Porsch and Whannell, 2019). Duterte
(2023) stated that One of the issues discovered in the current curriculum was overloaded with too
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many lessons or subjects, it required instructors to teach an “excessive number of learning
competencies, with very limited time available for instruction. With teachers and learners
“overburdened” with lessons and other school tasks and activities, she also said that their
mastery of fundamental skills such as reading and solving simple math problems was
compromised. Overworking experienced by teachers within the workplace is often a risk factor
with direct implications for the category of scholars where they work, which may undermine the
social and academic adaptation of youngsters. Overwhelmed teachers may unintentionally treat
children less, leading to inappropriate impact and emotional exhaustion, hindering close
relationships, and achieving curricular goals over harmonious ones. (Hoglund et al., 2015).
Teachers typically perform other tasks while teaching, like providing individual support to
students, managing the classroom, and completing assessment forms and tools (Assunção &
Oliveira, 2009). Their teaching activity does not always happen in optimal conditions; they are
subject to a hierarchy and are under the pressure of constant supervision, while trying to market
an interesting and artistic teaching environment (Giannini &Passos, 2006). The teachers often
have additional responsibilities alongside teaching, such as providing individual support to
students, managing the classroom, and handling administrative tasks. Teaching conditions are not
always optimal, as teachers work within hierarchies and under constant supervision while
striving to create engaging and creative teaching environments.
The offers K to 10 curriculum called the "Matatag curriculum" can be more relevant to
the needs of students and society. It lessens the burden of teachers about the curriculum as well
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as it gives students more comprehensive and foundational education, which can improve their
knowledge and skills not just to improve the quality of education in our country for students but
also it develops the professionalism of each teachers because it gives an opportunities to enhance
their teaching skills and knowledge, which can lead to improved instruction moreover. It reduces
the workload of teachers and students with lessons and other activities because being
overworked can lead to emotional exhaustion that can affect teachers and students' mental health.
It's important to remember that the K–10system's effectiveness rests on both its ongoing
development and implementation. The particular advantages might change based on how well
the system is used.

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Chapter IV
Presentation of Data, Interpretation of Results
1. Demographic Profile of the Respondents

Table 1. Section and Gender of the Students
Sections Total Number Gender Percentage
of Students Male Female M% F%
Aristotle 13 5 8 4.95% 7.92% 12.87%
Einstein 18 7 11 6.93% 10.89% 17.82%
Faraday 19 13 6 12.87% 5.94% 18.81%
Galileo 19 8 11 7.92% 10.89% 18.81%
Newton 21 15 6 14.85% 5.94% 20.79%
Socrates 12 3 9 2.97% 8.91% 11.88%
Total 51 51
Questions Section Very High Low Very Mean Verbal

High (3) (2) Low (X) Description
(4) (1)
1. How would you rate Aristotle 2 9 2 0
your understanding Einstein 1 16 1 0
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of the K-10 Faraday 6 12 1 0

curriculum called Galileo 5 13 1 0
DepEd Matatag? Newton 3 16 2 0 3.15 High
Socrates 3 8 1 0
20 × 4=8074 × 3=222
8 ×2=16 0
Table blah blah shows the

(4) (1)
2. To what extent do Aristotle 4 8 1 0 2.84 High
you agree that
Einstein 4 10 4 0
enhancing key
competencies and Faraday 8 9 2 0
foundational skills Galileo 7 12 0 0
for students will
benefit you in the Newton 2 18 1 0
future?
Socrates 5 6 1 0
30 × 4=8063 ×3=189
9 ×2=18

(4) (1)
3. How often do you Aristotle 1 8 3 1 2.83 High
feel that your learning Einstein 4 10 4 0
progress is hindered Faraday 1 16 2 0
due to a lack of Galileo 2 16 1 0
resources or support?
Newton 2 7 12 0
Socrates 4 7 1 0
12 ×4=4864 × 3=192
23 ×2=46
0

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(4) (1)
4. How confident are Aristotle 4 6 3 0 High
you that the DepEd Einstein 4 8 6 0
Matatag curriculum Faraday 7 11 1 0 3.18
promotes critical Galileo 7 10 2 0
thinking, problem Newton 7 8 6 0
solving and Socrates 5 6 1 0
creativity?
34 × 4=136
49 × 3=147
19 ×2=38
0

(4) (1)
5. How would you rate Aristotle 6 5 2 0 3.14 High
your overall Einstein 2 13 3 0
acceptance level of
Faraday 3 15 1 0
the proposed K-10
curriculum? Galileo 6 12 1 0
Newton 2 14 5 0
Socrates 5 6 1 0
24 × 4=9665 ×3=195
13 ×2=26
0
Factors Aristotle Einstein Farada Galileo Newton Socrates Total

y
Allowing you to 8 14 18 18 21 10 89
concentrate on essential
subjects.
The subjects are 12 11 12 3 11 9 58

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relevant to the real-

world skills.
It will improve critical 10 15 19 11 17 8 80

thinking.
It can lead to stronger 10 8 19 12 15 10 74

connections and
understanding between
teachers and students
Having limited task. 5 6 9 11 4 3 38
Lack of awareness and 2 7 11 5 6 5 36

understanding of the
curriculum changes.
Difficulty in adapting to 6 6 12 7 11 4 46
new teaching methods
and approaches.
Pressure to perform 6 10 11 5 10 4 46
well.
Teachers
Age Frequency Percentage

21-30 years old 9 37.5 %
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31-40 years old 7 29.17 %

41-50 years old 3 12.5 %
50 years old and above 5 20.83 %
TOTAL 24 100 %
The table shows the age of the partcipants, 9 which respresents (37.5%) of the respondents were
between 21-30 years old, 7 which represents (29.17 %) were between 31-40 years old, 3 which
represents (12.5 %) were between 41-50 years old, and 5 which represents (20.83 %) were between 50
years old and above.
Years of teaching experience Frequency Percentage

31 years and above 2 8.33 %
21-30 years 3 12.5%
11-20 years 4 16.67%
6-10 years 7 29.17%
5 years and below 8 33.33 %
TOTAL 24 100 %
TEACHERS AND GRADE 10 STUDENTS ACCEPTANCE LEVEL ON THE PROPOSED

IMPLEMENTATION OF K-10 CURRICULUM
SURVEY QUESTIONNAIRE
Dear Sir/ Madam,
We are the students of Grade 12 STEM-A who will be conducting a survey questionnaire for our study
entitled “TEACHERS AND GRADE 10 STUDENTS ACCEPTANCE LEVEL ON THE

MIMAROPA Region
PROPOSED IMPLEMENTATION OF K-10 CURRICULUM” your answers are meant to be

anonymous. All information will be kept confidential. Thank you for your time and cooperation!
PART I. Demographic Profile
Directions: Please answer the questionnaire honestly by filling in the blanks and put a check in the box.
Name (Optional): __________ Sex: Male Female
1.1 Age 1.2 Years of Teaching Experience
 21-30 years old  5 years and below

 31-40 years old  6-10 years
 41-50 years old  11-20 years
 50 years old and above  21-30 years
 31 years and above
1.3 Highest Educational Attainment:
 Bachelor Degree
 Master’s Degree (Unit Earned)
 Master’s Degree (Graduated)
 Doctorate
PART II. Likert Scale Questionnaire
Directions: Please indicate your level of agreement or disagreement with each of these questions. Place a
check () mark in the box of your answer.

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Verbal Interpretation
4-Very High 2-Low
3-High 1-Very Low
Questions Very High High Low Very Low

(4) (3) (2) (1)
1. How would you rate your understanding of
K-10 Curriculum?
2. How likely are you to support the
implementation of the K-10 curriculum in
our school?
3. How confident are you that the K-10
curriculum will positively impact student
learning?
4. How aware are you that the K-10 curriculum
aligns with the educational needs of
students?
5. To what degree do you think that the K-10
curriculum will enhance student’s overall
educational experience?
6. How optimistic are you about the potential
success of the K-10 curriculum in our
school?
PART III. Checklist
Directions: Please put a check (). Tick all the answers that applies to you.
Factors influencing teacher’s acceptance level on the proposed implementation of K-10 curriculum:
 Help to prevent learning crisis.

 Ensures consistent education standards.
 Sets a strong foundation for future education.
 Emphasizes critical thinking and practical skills.
 Lack of teacher training and preparedness.
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 Insufficient learning resources and materials.

 Heavy workload and time constraints.
 Lack of awareness and understanding of the curriculum changes.
TEACHERS AND GRADE 10 STUDENTS ACCEPTANCE LEVEL ON THE PROPOSED

IMPLEMENTATION OF K-10 CURRICULUM
SURVEY QUESTIONNAIRE
Good day our beloved respondents! We are the students of grade 12 STEM-A who will be
conducting a survey questionnaire for our study entitled “TEACHERS AND GRADE 10
STUDENTS ACCEPTANCE LEVEL ON THE PROPOSED IMPLEMENTATION OF K-
10 CURRICULUM” your answers are meant to be anonymous. All information will be kept
confidential. Thank you for your time and cooperation!
PART I. Demographic Profile

Name (Optional):________ Sex: Male Female
Section:________________
PART II. Likert Scale Questionnaire

Directions: Please indicate your level of agreement or disagreement with each of these
questions. Place a check (✔️) mark in the box of your answer.
Verbal Interpretation
4-Very High 2-Low
3-High 1-Very Low
Questions Very High High Low Vey Low

(4) (3) (2) (1)
4. How would you rate your
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understanding of the K-10 curriculum

called DepEd Matatag?
5. To what extent do you agree that
enhancing key competencies and
foundational skills for students will
benefit you in the future?
6. How often do you feel that your
learning progress is hindered due to a
lack of resources or support?
7. How confident are you that the Deped
Matatag curriculum promotes critical
thinking, problem solving and
creativity?
8. How would you rate your overall
acceptance level of the proposed K-10
curriculum?
PART III. Checklist
Directions: Please put a check (✔️). Tick all the answers that applies to you.
Factors influencing Grade 10 student’s acceptance level on the proposed implementation of K-10
curriculum:
 Allowing you to concentrate on essential subjects.

 The subjects are relevant to the real world skills.
 It will improve critical thinking.
 It can lead to stronger connections and understanding between teachers and students.
 Having limited task.
 Lack of awareness and understanding of the curriculum changes.
 Difficulty in adapting to new teaching methods and approaches.
 Pressure to perform well.

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TEACHERS AND GRADE 10 STUDENTS ACCEPTANCE LEVEL

A Quantitative Research Presented by the Researchers in Partial Fulfillment of the Requirements

Science, Technology, Engineering and Mathematics (STEM)

“DepEd Marinduque: Heart of the Philippines,

and lastly, the definition of terms.

Background of the study

“DepEd Marinduque: Heart of the Philippines,

regulations in the Philippines.

K to 10 curriculum is to improve the quality of education in the Philippines by providing

“DepEd Marinduque: Heart of the Philippines,

Statement of the Problem

the proposed implementation of K-10 Curriculum in Makapuyat National High School.

Specifically, this opted to answer the following questions:

1. What is the demographic profile of the respondents?

implementation of K-10 curriculum?

proposed implementation of k-10 curriculum?

Scope and Delimitations

“DepEd Marinduque: Heart of the Philippines,

Significance of the Study

on the proposed implementation of k-10 curriculum.

influence their acceptance level about it.

cope up with the said curriculum.

support their children when they proposed K-10 curriculum is implemented.

“DepEd Marinduque: Heart of the Philippines,

To the community- the K-10 curriculum will be a critical component of a community's

educational infrastructure, providing foundational education, fostering personal and social

satisfaction, more effective teaching, and enhanced overall work performance.

“DepEd Marinduque: Heart of the Philippines,

Input Process Output

Figure 1. Research Paradigm

highest educational attainment. The process includes profiling, formulation of survey

“DepEd Marinduque: Heart of the Philippines,

Curriculum in Makapuyat National High School.

criteria and considered satisfactory of the proposed new k-10 curriculum

affected by the proposed implementation of the K-10 curriculum.

Grade 10 students within the context of the K-10 curriculum.

“DepEd Marinduque: Heart of the Philippines,

The curriculum is crucial to giving instruction in all educational institutions, including

“DepEd Marinduque: Heart of the Philippines,

According to Mendoza (2023) the Department of Education (DepEd) introduced a new

from Kindergarten to Grade 10.

“DepEd Marinduque: Heart of the Philippines,

particular subject at a given grade level.

many lessons or subjects, it required instructors to teach an “excessive number of learning

have additional responsibilities alongside teaching, such as providing individual support to

striving to create engaging and creative teaching environments.

the system is used.

“DepEd Marinduque: Heart of the Philippines,

Presentation of Data, Interpretation of Results

1. Demographic Profile of the Respondents

Questions Section Very High Low Very Mean Verbal

of the K-10 Faraday 6 12 1 0

Table blah blah shows the

Questions Section Very High Low Very Mean Verbal

“DepEd Marinduque: Heart of the Philippines,

Questions Section Very High Low Very Mean Verbal

Questions Section Very High Low Very Mean Verbal

Factors Aristotle Einstein Farada Galileo Newton Socrates Total

“DepEd Marinduque: Heart of the Philippines,

relevant to the real-

It will improve critical 10 15 19 11 17 8 80

It can lead to stronger 10 8 19 12 15 10 74