1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Philippine basic education has been undergoing series of changes, modifications and

improvement in the curriculum areas. Changes within the educational system have been

constantly implemented by the Department of Education to adopt the Philippine educational

system to the needs and demands of globalization

From these experiences, it seems that there is an endless change in the educational

system until the desired goal of attaining quality education is reached. It doesn’t mean

however, that the implementation of changes should remain unaccounted. Rather, they

should be evaluated in terms of the outcomes manifested in the performance of the students

to determine their effectiveness and those of the teachers. Measurement of educational

outcomes, is the area of research.

Based on the foregoing discussions, the researcher was prompted to conceptualize

and conduct a study on the extent of implementation of the K to 12 Program particularly in

Public Secondary Schools in Limay , Bataan, along the issues, concerns and reactions of

parents and the community on this implementation. This study hopes to provide an objective

evaluation of the variables included in the study for the purpose of synchronizing both

positive and negative issues and concerns and enlighten the minds of the masses on the

genuine purpose of the implementation of the said program despite the glaring reality that it

connotes additional expenses on the part of the parents, and a longer time period of schooling

on the part of the students.

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Conceptual Framework

This study is anchored on Thorndike’s law of readiness which Magsino (2009)

stressed that learning considers the readiness of the learner so that it could be more lasting

and more effective. Sharma and Sharma (2006) also emphasized that readiness include all

those preparatory adjustments which immediately precede the activity. Reminding the learner

of his past experiences; mental preparation for the understanding of new things , diverting his

attention towards the subject to be learned, changing the environment to suit the learning are

all included in the readiness. This law relates with the topic of the present study which is on

the readiness of the teachers and the schools in the implementation of K to 12 program.

Likewise, this level of readiness could account for the quality of learning that pupils/students

gain and it could also be used as reference to predict future outcomes.

 3

Independent Variables Dependent Variables

1. Readiness of the Schools in

the Implementation of K to 12
Program in terms of:

1.1 curriculum adjustment;

1.2 school plan and facilities;
and
1.3 administration and
management
Readiness of Teachers and
2. Readiness of the Teachers in
Students in the
the Implementation of K to 12
Implementation of K to 12
Program in terms:
Program
2.1 teaching competencies;
2.2 teaching strategies ;and
2.3 instructional materials

3. Problems
Encountered in the
Implementation of K to 12
Program

Figure 1. Paradigm of the Study

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Statement of the Problem

This study aims to determine the “Implementation of K to 12 Program. An

Assessment”. More specifically, it sought to answered the following questions:

1. . To what extent is the readiness of the public and private schools in the implementation of

K to 12 Program in terms of:

4. Is there a significant difference between the assessment on the readiness of the public and

private schools and teachers in the implementation of K to 12 Program?

Hypothesis

There is no significant difference between the assessment on the readiness of the

public and private schools and teachers in the implementation of K to 12 Program.

Scope and Delimitation of the Study

This research study was focused on the “Implementation of K to 12 Program: An

Assessment”.

The respondents of the study are the one hundred and eight (108) public secondary

teachers and forty (40) private secondary school teachers in Limay , Division of Bataan .

This was conducted during the School Year 2017-2018.

Importance of the Study

The findings of the study was beneficial to the following:

Students. Their predicaments may be revealed in this study; so that concerned

authorities may be aware.

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Parents. This study will voice out their concerns on the additional expenses they

would incur in educating their children.

Teachers. This study would demonstrate teachers professional growth and

development that would enhance to further extent their competencies with the new trends in

the educational setting.

School Administrators. This study reflected the same issue and concern in the

implementation of K to 12 Program.

Operational Definition of Terms

To facilitate the readers’ understanding of the study, the researcher defined of the

following terms:

Administration and Management. It refers to the modification of the functions of the

school heads as an effect of the change from the old to the new curriculum.

Curriculum Adjustment . The term refers to the new set of activities and trends

integrated in the implementation of the K to 12 Program.

Instructional Materials. This signifies the new set of teaching materials and aids

directed to attain the goals of the K to 12 Program.

Issues and Concerns. The term enumerated in the research instrument as perceived by

the respondents of the study.

K to 12 Program. It refers to the most recently implemented Basic Education

Curriculum signed into a law by the incumbent President Benigno Aquino III through

Republic Act 10533. The Filipino students are required to undergo one year in Kindergarten,
 6

six years in primary school, four years in junior high school and two years in senior high

school.

School Readiness . Signifies to the capability of the school to provide better facilities

like school buildings, tools, equipment, instructional materials and aids.

Teacher Readiness. The term implies to the competencies of the teachers to cope

with the needs and demands of the K to 12 Program.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the reviewed summary of literature and studies which related to

the K to 12 Program.

Foreign Literature

Hardy (2010) argued that the increasingly rapid rate of change in schools has

exacerbated a trend towards individualistic, de-contextualized and passive learning initiatives

as part of teachers’ work. The provision of opportunities for genuine teacher learning is

therefore difficult to achieve in schooling contexts because of work intensification within

schools and schooling systems. These pressures militate against teachers reflecting upon their

teaching, resulting in the substitution of intellectual creativity with cultures of compliance.

as Lumbera (2011) pointed out that the success of an organization is determined by its

implementation of program and projects which should not be carried out for the sake of

performing them, but have to be cautiously and properly controlled, manipulated and directed

for the results to become satisfactory or in conformity with objectives.

Other important determinants of the effectiveness of an organization and contribute to

the accomplishment of its goals, and affect its performance, as affirmed by Rusmini Ku

Ahmad ( 2008), include school internal elements such as: teachers’ commitment,

competencies and expertise that includes teachers’ judgment of flexibility, adaptability,

innovations and the quality of learning and teaching and job satisfaction. He further stated

that instructional leadership, characteristic of the leader, and the teachers’ profound

knowledge in content and pedagogical will give impact to the school effectiveness and

achievement.
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Problems and needs are continuously a matter of concern of many organizations of

which the school system is no exception. And confronting the problems resolutely and

meeting the needs enthusiastically may transform them into the determinant of success for

any educational endeavor. In this respect, organizational leadership and fellowship should

come into the picture for an organization to survive, compete, lead and flourish in this

increasingly competitive and fast changing environment.

Local Literature

The Philippine Online Chronicles (2011) cited in one of its articles that K to 12 has

been met with criticism from youth and student groups, teachers, parents and the academic

community. The DepEd, for its part, appears determined to enact the program with its

proposed budget catering mostly in preparing the grounds for its eventual implementation.

The article also stressed that it is arguably one of the most drastic and controversial programs

of the Aquino administration.

In the same article, the DepEd argues that the K to 12 program is the only solution to

our education woes and the deteriorating quality of education. Critics, however, counteract

that the education crisis needs to be addressed more fundamentally and adding more school

years would only exacerbate the situation.

Further, the following counter-arguments were presented in the same article: First, K

to 12 will solve the annual growing number of out-of-school youth. Students and parents,

however complain that it would be an added burden to poor families. While public education

is free, a political youth group estimates that a student would still need an average of P20,000

per school year to cover transportation, food, school supplies and other schooling expenses.
 9

Also, based on the latest Family Income and Expenditure Survey, families prioritize spending

for food and other basic needs over their children’s school needs. Two more years for basic

education would inevitably translate to higher dropout rate.

Second, the K to 12 will address low achievement scores and poor academic

performance of elementary and high school students. DepEd says that the poor quality of

basic education is reflected in the low achievement scores of students. Results of the TIMSS

(Trends in International Mathematics and Science Study), however, negate the connection of

the number of years to the performance of students. According to results of the TIMSS, the

length of schooling does not necessarily mean better scores. In fact, some countries with the

same or shorter school cycle garnered the highest scores while those implementing the K-12

model or more years of schooling got lower scores.

Third, the DepEd has enough resources to implement the K to 12. Interestingly,

countries whose students got high scores in the TIMSS were the ones whose governments

allotted high public spending for education. Despite nominal increases in the total education

budget, the government has been spending less per capita on education. The real spending

per capita per day dropped to P6.85 in 2009. From 2001 to 2009, education’s portion in the

national budget has steadily decreased.

According to Anakbayan spokesperson Charisse Banez (2016), “Even if you combine

the DepEd and SUCs (state college and universities) budgets, it will only equal to three

percent of the GDP, a far cry from the six percent GDFP-amount advocated by the United

Nations.” Former Education secretary Mona Valisno stated in a separated study that DepEd

needs at least P100 billion to fully address the shortage of 93,599 classrooms and 134,400

seats and P63 million for textbooks and scholarships.

 10

Proponents of the program allude to the experience of St. Mary’s Sagada – a school

implementing K to 12 that has been topping the National Achievement Test in Mountain

Province. However, aside from the K-12, the school also has a 1:20 teacher to student ratio

and is not suffering any sort of shortage in faculty or facilities.

Fourth, the K to 12 will open doors for more jobs for the youth, even without a

college diploma. DepEd says that a K to 12 program will improve the chances for youth

employment as it is aimed to improve technical-vocational skills through focusing on arts,

aquaculture and agriculture, among others. The K to 12, it further states, will ensure that

students graduating at the age of 18 will have jobs, thus making them “employable” even

without a college degree.However, critics are quick to note that the Philippines, that has a

predominantly young population, also has the highest overall unemployment rate in East

Asia and the Pacific Region. According to World Bank study, the country also has the

highest youth unemployment rate. Young Filipino workers are twice as likely to be

unemployed than those in older age groups as they figure in the annual average of at least

300,000 new graduates that add up to the labor force.The Department of Labor and

Employment (DOLE) reported in 2008 that 50 percent of the unemployed 2.7 million

nationwide were aged 15 to 24. Of these, 461,000 or 35 percent had college degrees while

about 700,000 unemployed youth either finished high school or at least reached

undergraduate levels. Therefore, the persistent high unemployment rates, may not be

necessarily linked with the present 10-year cycle but instead with the country’s existing

economic system and the government’s job generation policies.

Fifth, Filipino graduates will be automatically recognized as “professionals” abroad.

In the present 10-year cycle, the DepEd argues, the quality of education is reflected in the
 11

“inadequate preparation of high school graduates for the world of work or entrepreneurship

or higher education.” What the K to 12 program aims to achieve, therefore, is to reinforce

cheap semi-skilled labor for the global market. With young workers, mostly semi-skilled and

unskilled workers now making up an estimated 10.7 percent of the total Filipino labor

migrant population.

Labor migration, however, has resulted in the brain drain of Filipino skilled workers

and professionals. Ironically, the DepEd and the government mouths a so-called

“professionalization” of the young labor force in foreign markets, their significance to

domestic development and nation-building is sadly being undervalued at the expense of

providing cheap labor under the guise of providing employment.

While proponents and advocates hail the K to12 model as the “saving grace” of youth

unemployment, critics argue that it will only aggravate the country’s dependence on labor

export and the inflow of remittances that do not necessarily contribute to substantive and

sustainable nation-building.

Lastly, the DepEd justifies the K to 12 model by saying that the present short basic

education program affects the human development of Filipino students. Ultimately,

regardless of whatever “model”, what the youth and country direly needs is for the

development and establishment of an education system that caters to the needs of the Filipino

youth and the society in general. The article concluded that the crisis of the Philippine

education system, in all levels, is stemmed not on the superficial, but rather on the conditions

and foundation on which it subsists. Unless the government addresses in earnest poor public

spending, high costs of schooling, the predominance of a colonial curriculum, lack of

transparency and accountability and widespread corruption within the sector and the
 12

development of the country’s science and technology for domestic development, all efforts

will remain on the surface.

Foreign Studies

In a case study on Contextual Teaching and Learning (CTL), Sears & Hersh (2008)

found out that contextual teaching enables learning in which students employ their academic

understandings and abilities in a variety of in- and out-of-school contexts to solve simulated

or real world problems, both alone and with others. Activities in which teachers use

contextual teaching strategies help students make connections with their roles and

responsibilities as family members, citizens, students, and workers. Learning through and in

these kinds of activities is commonly characterized as problem based, self-regulated,

occurring in a variety of contexts including the community and work sites, involving teams

or learning groups, and responsive to a host of diverse learners’ needs and interests. Further,

contextual teaching and learning emphasizes higher-level thinking, knowledge transfer, and

the collection, analysis, and synthesis of information from multiple sources and viewpoints.

CTL includes authentic assessment, which is derived from multiple sources, ongoing, and

blended with instruction.

Cheung and Slavin (2011) reported that on the 2009 National Assessment of

Educational Progress only 17% of eighth graders eligible for free lunch scored at proficient

or better, while 45% of middle class students scored this well. Among African American

students, only 12% scored proficient or better, and the percentages were 17% for Hispanics

and 18% for American Indians, compared to 44% for Whites and 54% for Asian-Americans.

All of these scores have been improving over time, but the gaps remain.
 13

Similarly, two recent reviews by Slavin and his colleagues (Slavin & Lake, 2008;

Slavin et al., 2009) found a modest effect size of +0.19 for elementary schools and a small

effect size of +0.10 for secondary schools in relation to computer-based teaching. The study

set a minimum of 12-week duration, evidence of initial equivalence between the treatment

and control group, and a minimum of two teachers in each group to avoid possible

confounding of treatment effect with teacher effect. It also included a total of 38 educational

technology studies in their elementary review and 38 in a secondary review.

The educational research of Alzoubi and Rahman ( 2011) supports the foregoing . In

this study, they concluded that teachers training programs are necessary in order to upgrade

the teachers’ skills, knowledge and performance. Likewise , it is to enable them to be more

effective and innovative.

Local Studies

In his study, Tullao (2007) indicated that there is a need to upgrade human resources

through various forms of investment in human capital in order to reap the benefits of an

expanded global trade in services,. This upgrading process is intended not only to protect

Filipino professionals from foreign competition but more importantly to build a strong

human resource infrastructure in the light of a globalized trading environment. Specifically,

the readiness to compete internationally should be viewed in terms of the ability of local

professionals to meet the standards and human resource requirements of foreign as well as

domestic companies.

On the other hand , Magno (2013) cited that teachers are one of the key elements in

any school and effective teaching is one of the key propellers for school improvement. This
 14

review is concerned with how to define a teacher’s effectiveness and what makes an effective

teacher. It draws out implications for policymakers in education and for improving classroom

practice.

The schools of today should participate in the educational and social revolution. Thus,

the curriculum in Philippine schools today has to be geared to the rapid societal changes and

the new responsibilities for the new breed of Filipinos. The three most important sectors of

society that give direct input to the improvement of the curriculum are the academe

(institutions), the government, and the industries (both public and private companies).

In PASCN Discussion Paper, Tullao ( 2000, retrieved, May 2013),emphasized

different perfectives/ views on the readiness of professionals to compete internationally -

First, the facility of Filipinos to work abroad and compete with foreign professionals with

similar skills and competence. Second, the ability of professionals to compete with foreign

professionals entering the local economy. The third perspective is focused on the ability of

professionals to meet the standards and human resource requirements of foreign enterprises

as well as domestic companies in their use of various services.

The first and second views are premised on the need to improve human resources in

order to prepare Filipino professionals for foreign competition here and abroad within a

liberalized global market for services. The third perspective, on the other hand, prepares

professionals as an investment in human capital as part of expanding the infrastructure of the

economy. Such preparation will have the effect of making local professionals competitive

here and abroad plus making the Philippines an attractive site for foreign investment because

of the quality of professional services. In effect the country does not prepare its professionals
 15

merely to protect them from foreign competition but more so to build a strong human

resource infrastructure.
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Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design ,research locale , respondents of the study,

sampling design and techniques , the instrument, validation of instrument , administration of

instrument and statistical treatment of data

Research Design

The descriptive method of research was used in conducting this study. Descriptive as

cited by Campbell , (2004) is a scientific method which involves observing and describing

the behavior of the subject .

Research Locale

Limay is a first class municipality in the province of Bataan, Philippines. According

to the 2010 census, it had a population of 57,207 people. [3] It has a total 10,362 hectares

(25,610 acres) of varied terrain.

Limay is accessible via the Bataan Provincial Expressway, off Exit 45, San Fernando

Exit. Located at the south-eastern section of Bataan Peninsula, and is 140 kilometres (87 mi)

from Manila and 15 kilometres (9.3 mi) south from the provincial capital Balanga, Bataan.

The Dominican and Franciscan friars settled in Limay by the late 1600s, using it rich

limestone deposits to build churches in Orion and Balanga. The town was a barangay of

Orion.

In the Philippine revolution of 1898, Limayan fought for their independence.

American Governor-General Francis Burton Harrison's Executive Order of January 1, 1917

created Limay as the last Bataan municipality.

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Figure 2 shows the Map of Limay, Bataan ,the location where the study was

conducted.
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Respondents of the Study

The respondents of the study are the one hundred eight (108) public secondary school

teachers and forty (40) private secondary school teachers in Limay, Bataan

Table 1

Distribution of Respondents by School

Pubic Secondary Number of Private Secondary Number of

School Teachers School Teachers
1. Bagac NHS 24 Crossroad House of 10
(Parang) Faith Christian
Schoo
2. Balsik NHS 16 Daughters of St. 10
Dominic Schoo
3. Lanao National 10 Higher Ground 10
High School Ecu. Learning
School, Inc
4. Limay National 58 Limay Community 10
High School School
TOTAL 108 40

Sampling Design and Techniques

The researcher used simple random sampling, a simple random sampling is a subject

of statistical population in which each member of the subject has an equal probability of

being chosen.

The Instrument

A questionnaire checklist was used as the main tool or instrument in gathering the

needed data in the research study.

The questionnaire was categorized into three (3) parts .

Part 1 is on the readiness of the schools in the implementation of the K to 12 program in

terms of :
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1.1. curriculum adjustment ;

1.2. school plan and facilities; and

1.3. administration and management?

Part 2 is the readiness of the public and private teachers in the implementation of K to 12

Program in terms of:

2.1. teaching competencies;

2.2 teaching strategies; and

2.3 instructional materials?

Part 3 is the problems encountered in the implementation of K to 12 Program.

Validation of the Instrument

A pre-survey was conducted to determine the correctness and reliability of the survey

questionnaire to ten (10) teacher-respondents who are not included as sample respondent in

the study. Revision of the questionnaire was done to ensure that it is well organize and within

the comprehension of those who answered it before it was administered.

Administration of the Instrument

\letter was addressed to the Dean of Graduate School and Schools Division

Superintendent , for permission to conduct and distribute questionnaires. The distribution

and retrieval of the questionnaires was done personally by the researcher.

Statistical Treatment of Data

For a clearer interpretation of the data gathered from the survey questionnaire, the

researcher used the following statistical procedures:

 20

1. Weighted Mean. This procedure was used to measure the extent by which the

respondents assessed the given research variables, which include schools’ and teachers.

The formula for computing this statistics is as follows:

WM = ∑FW / N

Where:

WM = Computed Weighted Mean

∑ = Summation symbol

F = Frequency for each option

W = Assigned weight

N = Total number of frequencies

The following scale was used in interpreting the computed weighted mean.

Weight Scale/Range Description Code

3 2.34 – 3.00 Great Extent GE
2 1.67 – 2.33 Moderately Extent ME
1 1.00 – 1.66 Little Extent LE
The formula for computing the scale interval is as follows:

SI = UL – LL / N

Where: SI = Scale Interval; UL = Upper Limit; LL = Lower Limit (in reference to

assigned weights); and N = total number of assigned weights.

2. Pearson Product Moment Correlation Coefficient. This statistics was used to

validate the research instrument, the formula of which follows:

NΣXY – (ΣX) (ΣY)

ρ= {NΣX² – (ΣX)²} { NΣY² – (ΣY)²}

3. Spearman Brown Formula. This statistics was used to validate the research

instrument, particularly in transforming computed Pearson r to coefficient of reliability.

 21

The formula for computing this statistics is as follows:

S = 2(roe) / 1 + roe

Where: roe = computed correlation coefficient

5. t Test. This method was used to test the null hypothesis of no significant difference

between the assessment of the teachers from public schools and that of the teachers from

private schools.

The formula for computing this statistics is as follows:

X1 – X2

t= Sp² (1/N1 + 1/N2)

Where: T = Computed T Value

X1 = Greater Mean

X2 = Smaller Mean

N1 = Number of Cases in Variable 1

N2 = Number of Cases in Variable 2

Sp² = Pooled Variance; or

S1² (N1 – 1) + S2² (N2 – 1)

N1 + N2 – 2

Where: S1 and S2 = Standard Deviations of Variables 1 and 2; or

S= ∑( X – x) ²
N
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To interpret the computed T value, the researcher will set the level of significance at

0.01 and/or 0.05 level of significance for two-tailed or non-directional test, with N1 + N2 – 2

degrees of freedom.

The conditions set in decision-making are as follow:

1. Accept Ho if computed T is less than tabular T; and,

2. Reject Ho if computed T is equal to or greater than tabular T.

NOTE: The computer was used in this comparison to minimize the possibility of

human error with the calculator.

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Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter shows data in tabular form supported with corresponding analysis and

interpretation.

Table 2
School Readiness in the Implementation of K to 12 Program in terms of Curriculum
Adjustment

Private
Public School
School
Teachers
Teachers
1.1 Curriculum Adjustment WM VI WM VI
1. design alternative courses of action to adjust
2.58 GE 2.59 GE
itself to the demands of k to 12 Program
2. set schedule of activities aimed to attain goals of
2.68 GE 2.67 GE
K to Program
3. avail of the required guides and list of possible
2.80 GE 2.80 GE
references to help improve the curriculu1.
4. design action plan aimed to improve curriculum
2.77 GE 2.76 GE
activities relevant to the needs of globalization.
5. analyze and interpret more objectively the new
challenges ahead as an offshoot of the new 2.92 GE 2.90 GE
curriculum.
6. pursue innovative activities to strengthen the
2.92 GE 2.90 GE
goals of the new curriculum.
Composite Mean 2.78 GE 2.76 GE
Weight Scale/Range Description Code
3 2.34 – 3.00 Great Extent GE
2 1.67 – 2.33 Moderately Extent ME
1 1.00 – 1.66 Little Extent LE

As provided in the Table, it shows the aggregate assessment of the respondents on

the school readiness in the implementation of K to 12 Program in terms of curriculum

adjustment, with a composite mean of 2.78 indicating great extent based on the assessment of

public school teacher and 2.76 in the part of private school teachers and interpreted as great

extent.
 24

The items pertaining to those of analyzing and interpreting more objectively the new

challenges ahead as an offshoot of the new curriculum and pursuing innovative activities to

strengthen the goals of the new curriculum obtained the highest and equal weighted mean of

2.92. in the part of public school teacher and 2.90 in the part of private school teachers also

great extent.

These findings indicate the teachers’ awareness of the new challenges and changes

brought about by the implementation of K to 12. This implies their effective choice and

utilization of the approaches and teaching strategies designed to mobilize the teaching-

learning process for the attainment of the goals of the new curriculum.

The item of designing action plan aimed to improve curriculum activities relevant to

the needs of globalization, reveals a weighted mean of 2.77 while that of setting schedule of

activities aimed to attain the goals of K to 12 Program , gives a weighted mean of 2.68.

In terms of designing alternative courses of action to adjust itself to the demands of

K to 12 Program, states the lowest weighted mean of 2.58.

The above cited findings imply that the attainment of the new curriculum’s goals and

objectives necessitates a plan of action designed to suit the curriculum activities to the

desired improvement in the quality of basic education in the Philippines.

As a whole, the findings generally point out great extent readiness of the schools in

the implementation of K to 12, as sustained by both composite means and individual

weighted means on all the listed items pertaining to curriculum adjustment.

Table 3
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School Readiness in the Implementation of K to 12 Program in terms of School Plant and

Facilities

Private
Public School
School
Teachers
Teachers
1.2 School Plant and Facilities
WM VI WM VI
1. Plan for expansion schemes designed to
accommodate the widest possible increase in school 2.6 GE 2.6 GE
population.
2. Persuade the authorities and other stakeholders to
contribute a part in the widening or expansion
2.76 GE 2.76 GE
schemes resulting from the implementation of K to
12 program.
3. Accommodate the increasing number of pupils
/students through gradually setting up the stage for 2.67 GE 2.67 GE
the cited expansion scheme.
4. Improve the facilities designed to make convenient
the teaching-learning process. in infrastructural 2.84 GE 2.84 GE
projects.
5. Apply the values of frugality, along with economy,
in infrastructural projects. 2.76 GE 2.76 GE

6. make wise use of all school resources to cope with

demands of expansion scheme 2.87 GE 2.86 GE

Composite Mean 2.75 GE 2.74 GE

Weight Scale/Range Description Code
3 2.34 – 3.00 Great Extent GE
2 1.67 – 2.33 Moderately Extent ME
1 1.00 – 1.66 Little Extent LE

Table 3 shows the school readiness in the implementation of K to 12 Program in

terms of school plant and facilities the assessment of the respondents on the readiness of their

schools in the implementation of K to 12 Program in terms of school plant and facilities, with

a composite mean of 2.75 indicating great extent, and 2.74 inn the part of private school

teachers.
 26

The first item, that of planning for expansion schemes designed to accommodate the

widest possible increase in school population posts the lowest weighted mean of 2.60 While

the sixth item, that of making wise use of all school resources to cope with demands of

expansion scheme indicates the highest weighted mean of 2.87 .

The item, that of accommodating the increasing number of pupils/students through

gradually setting up the stage for the cited expansion scheme gets a weighted mean of 2.67.

On the other hand, the item of improving the facilities designed to make convenient

the teaching-learning process obtains a weighted mean 2.84, while both the items, that of

persuading the authorities and other stakeholders to contribute a part in the widening or

expansion schemes resulting from the implementation of K to 12 program and applying the

values of frugality, along with economy, in infrastructural projects reveal a weighted mean of

2.76.

Truly and indeed, the effects of additional two years of basic education inevitably

require additional classrooms and buildings for expansion. Hence, the schools, through their

school heads and teachers manifested awareness on the wise use of all available resources to

cope with the current demands.

Table 4

School Readiness in the Implementation of K to 12 Program in terms of Administration and

Management
 27

Public School Private School

Teachers Teachers
1.3 Administration and Management
WM VI WM VI
1. adopt more innovative management practices
relevant to the demands of the new 2.96 GE 2.95 GE
curriculum.
2. manage wisely and effectively all its
2.94 GE 2.93 GE
resources.
3. perform administrative and management
functions 2.86 GE 2.85 GE
suited to the needs of the new curriculum.
4. conform to principles of management of
2.07 ME 2.07 ME
change
5. look forward to further strengthening and
improvement of the administration, as well as 2.16 ME 2.16 ME
management
6. keep abreast of the more current trends in
2.16 ME 2.16 ME
administration and management.
Composite Mean 2.03 ME 2.00 ME
Weight Scale/Range Description Code
3 2.34 – 3.00 Great Extent GE
2 1.67 – 2.33 Moderately Extent ME
1 1.00 – 1.66 Little Extent LE

The assessment of the respondents on the school readiness in the implementation of K

to 12 program in terms of administration and management. The composite mean of 2.03

corresponding to moderate extent interpretation to the public school teachers, and 2.00 in the

part of private school teachers.

The same weighted mean of 2.16 were posted on the following items: looking

forward to further strengthening and improvement of the administration, as well as

management and keep abreast of the more current trends in administration and management.

The cited findings of school heads awareness of the need to strengthen and improve

their performance of administrative and management functions to cope with the current

trends and demands of the new curriculum.

 28

In item conforming to principles of management of change obtains a weighted mean

of 2.07.

This finding coheres with one of the functions of the school head managing change,

as there is a change from the old to the new curriculum.

Meanwhile, adopting more innovative management practices relevant to the demands

of the new curriculum gets a weighted mean of 2.5 .

Correspondingly, the cited finding reflects the implementation of more innovative

management practices which will suit the attainment of the goals of the new curriculum.

The item, managing wisely and effectively all its resources. posts a weighted mean of

2.94 and 2.83 for public and private school teachers respectivley.

This finding relates with the school heads’ wise and effective use of all its resources

which include human, material, technological, financial and community resources to adapt to

the demands of the new curriculum.

The item, performing administrative and management functions suited to the needs of

the new curriculum ,gains a weighted mean of 2.86 to the public school teachers abd 2.85 to

the private school teachers..

Table 5

Teacher’s Readiness in the Implementation of K to 12 Program in terms of Teaching

Competencies
 29

Public Private
School School
Teachers Teachers
2.1 Teaching Competencies
WM VI WM VI
1. use varied types of teaching strategies designed to ME
2.04 ME 2.04
suit the needs of the new curriculum.
2. employ more innovative techniques such as ME ME
2.09 2.09
portfolio to make learning more output base.
3. keep abreast of the modern techniques of ME ME
2.18 2.18
teaching, particularly the use of multi-media.
4. make use of every possible resource to improve ME ME
themselves professionally, most particularly in 2.11 2.11
terms of instruction.
5. utilize more reliable assessment tools and ME ME
2.16 2.16
techniques to evaluate the pupils’ performance.
6. enhance teaching through using research- ME ME
2.07 2.07
informed strategies.
Composite Mean 2.11 ME 2.11 ME
Weigh
Scale/Range Description Code
t
3 2.34 – 3.00 Great Extent GE
2 1.67 – 2.33 Moderately Extent ME
1 1.00 – 1.66 Little Extent LE

The assessment of the respondents on the teachers’ readiness in the implementation of

K to 12 program in terms of teaching competencies. with a composite mean of 2.11

corresponding to moderate extent interpretation, and 2.11 in the part of private school

teachers.

The highest weighted mean of 2.18 was noted on the item, that of keeping abreast of

the modern techniques of teaching, particularly the use of multi-media. This finding is a clear

indication of the teachers’ awareness of the utilization of multi-media in teaching, which

corresponds to the inclusion of the subject, Educational Technology in teacher education

courses, as implemented by the Commission on Higher Education. Hence, the modern

 30

teacher uses multi-media technology such as computer and the like, to facilitate and make

more meaningful and relevant the teaching-learning process.

The item, that of utilize more reliable assessment tools and techniques to evaluate the

pupils’ performance, obtains a weighted mean of 2.16, while make use of every possible

resource to improve themselves professionally, most particularly in terms of instruction, gets

a weighted mean of 2.11, whereas the item, employing more innovative techniques such as

portfolio to make learning more output base, posts a weighted mean of 2.09.

These findings relate with the new trends in educational measurement and evaluation,

which is now termed as assessment of student learning, which emphasizes the use of

authentic assessment and portfolio, along with rating scales to describe the pupils’/students’

academic performance. Further, the second of the cited findings relates with the teacher’s

professional growth and development which can be pursued through further education and

training. Hence, many teachers nowadays enroll in graduate schools and attend various

trainings and seminars to cope with the demands of the new curriculum and that of the

attainment of quality education.

Table 6

Teacher’s Readiness in the Implementation of K to 12 Program in terms of Teaching

Strategies
 31

Public School Private School

Teachers Teachers
2.2 Teaching Strategies
WM VI WM VI
1. employ effective motivational techniques to
sustain 2.20 ME 2.21 ME
pupils’ interest in the lessons
2. present lessons logically and sequentially and
2.34 GE 2.34 GE
supports them with concrete examples
3. phrase simple questions that encourage pupils
2.35 GE 2.35 GE
’ participation
4. give detailed and redundant explanations for
2.32 ME 2.32 ME
difficult points
5. direct discussion effectively and allow pupils
to 2.34 GE 2.34 GE
participate in the discussion
6. give clear and specific directions and
emphasize
2.45 GE 2.45 GE
the values to be internalized during learning
activities
Composite4Mean 2.33 GE 2.11 ME
Weight Scale/Range Description Code
3 2.34 – 3.00 Great Extent GE
2 1.67 – 2.33 Moderately Extent ME
1 1.00 – 1.66 Little Extent LE

The assessment of the respondents on the teachers’ readiness in the implementation of

K to 12 program in terms of teaching strategies with a composite mean composite mean of

2.33 corresponding to moderately extent interpretation for the public school teachers and

2.11 in the part of private school teachers.

All of the listed indicators fall within the very great extent scale, the highest of which

is on the item , give clear and specific directions and emphasizing the values to be

internalized during learning activities, with a weighted mean of 2.45. This finding could

emanated from the teachers’ frequent and repetitive explanation of the directions on what the

pupils/students ought to do during varied classroom activities. They ensure that every
 32

direction stated or uttered in relation to the performance of an activity would be understood

clearly by the pupils/students.

The item, phrase simple questions that encourage pupils’ participation, reveals a

weighted mean of 2.35. It should be noted that the Socratic method necessitates asking

questions and the cited finding shows that teachers do their best in making the questions as

simple and clear as possible to ensure that pupils understand what is being asked and to

enable them to cope with the lesson. The same finding also recommends that questions

during class discussion must be made simple so that the maximum number of pupils will be

encouraged to participate.

Meanwhile, present a lessons logically and sequentially and supporting them with

concrete examples indicates a weighted mean of 2.34. This finding signifies a part of the

teaching-learning process whereby the teacher follows the strategy of starting from the most

simple to the more complex and from concrete examples to abstraction and generalization.

Item 5 , that of directing discussion effectively and allowing pupils to participate in

the discussion, signified with a weighted mean of 2.34, while 2.32 for that of giving detailed

and redundant explanations for difficult points. The cited findings correspond to that part of

the lesson whereby the teacher uses the strategy of ensuring the pupils’ understanding of the

previously presented lesson through effective explanation of its details and repeating more

often those that seem to be difficult.

Finally, that of employ effective motivational techniques to sustain pupils’ interest in

the lessons obtained a weighted mean of 2.21 interpreted moderately extent. This finding

stresses that motivation is an important part in the process of delivering instruction,

 33

specifically in terms of tickling the interests of the pupils and enable their maximum

participation in classroom activities designed to develop their varied competencies.

Table 7

Teacher’s Readiness in the Implementation of K to 12 Program in terms of Instructional

Materials

Public School Private School

Teachers Teachers
2.3 Instructional Materials
WM DI WM DI
1. select instructional materials based on ME
their suitability to attain the objectives of 2.24 ME 2.24
the lesson
2. use instructional materials to motivate ME ME
and sustain the varied interests of the 2.28 2.28
pupils
3. select instructional materials that are ME ME
consistent
2.16 2.16
with pupils’ capabilities and learning
styles
4. use mock-ups, realia, models, dioramas
and exhibits 2.86 GE 2.86 GE
to expedite the teaching-learning process
5. prepare aids such as rulers and templates ME ME
to save time and improve the quality of 2.07 2.07
work
6. adapt teaching techniques to the selected ME ME
2.16 2.15
instructional materials
Composite Mean 2.13 GE 2.12 ME
Weight Scale/Range Description Code
3 2.34 – 3.00 Great Extent GE
2 1.67 – 2.33 Moderately Extent ME
1 1.00 – 1.66 Little Extent LE

The assessment of the respondents on the Teachers’ Readiness in the Implementation

of K to 12 Program in terms of Instructional Materials with a composite mean of 2.13 and

interpreted as moderately extent in the part of public school teachers and 2.12 in mean and

interpreted as great extent in the part of private school teachers.

 34

Despite the over-all interpretation of moderately extent, two indicators manage to

qualify for the moderately extent interpretation. These are as follow: use instructional

materials to motivate and sustain the varied interests of the pupils, with a weighted mean of

2.28 and select instructional materials based on their suitability to attain the objectives of the

lesson, with a weighted mean of 2.28. These findings point out the motivational function of

the utilization of instructional materials, of which choice and adaptability to the pupils’

capabilities, needs and interests were considered essential.

The remaining indicators are interpreted as great extent. These include the following:

select instructional materials that are consistent with pupils’ capabilities and learning styles

and adapt teaching techniques to the selected instructional materials, with similar weighted

mean of 2.16 prepare aids such as rulers and templates to save time and improve the quality

of work, with a weighted mean of 2.07; and use mock-ups, realia, models, dioramas and

exhibits to expedite the teaching-learning process, with the lowest weighted mean of 2.86 .

The cited findings stress that the respondents made wise use of instructional materials

to attain the lesson objectives and made learning more meaningful and enjoyable for the

pupils. It should also be noted that the effective use of instructional materials requires careful

attention to planning, selecting, and utilization. Teachers should be familiar with wide range

of audio-visual, printed and other resources available for classroom use, and then fit these

materials in their instructional plan when appropriate. Classroom physical facilities also need

to be considered when selecting and using these materials. It is useful to look at the trends in

media and technology to have a perspective on what media will likely be of great use in the

future.
 35

The findings also implied that the effectiveness of instructional materials depends

much on the frequency and appropriateness by which they are used in the teaching-learning

process

Table 8

Problems Encountered in the Implementation of K to 12 Program

Public School Private School

Teachers Teachers
Problems Encountered WM VI WM VI
1. The program is unfair to parents especially ME ME
2.22 2.22
those who are not economically stable.
2. It will rather add burden to the already ME ME
suffering 2.07 2.07
Filipinos.
3. It deprives the poor students the chance to GE GE
2.98 2.98
avail of college education.
4. The implementation of the program is a
drastic move and only a few elite groups
were consulted, while a great majority of
the parents were not asked whether they can 2.34 GE 2.34 GE
afford to support their children’s
educational expenses for another two years
in high school.
5. It is not the solution to the problems of the
Filipinos, but that of the eradication of graft 2.26 ME 2.26 ME
and corruption in the government.
6. The educational law signed by the President
is 2.94 GE 2.94 GE
oppressive rather than impressive.
7. The implementation of the program
bypassed the parents’ rights to express their
economic predicaments over the two years 2.98 GE 2.99 GE
additional burden of supporting the basic
education of their children.
8. It is a treacherous act against the parents
which GE
2.85 2.88
rather manifest an act characteristic of GE
dictatorship and not of democracy.
9. Its implementation created the notion that
laws are not always meant to govern
2.74 2.75
people’s lives into order but rather add GE GE
chaos and poverty to people’s lives.
 36

10. Its implementation demonstrated that the

elite and powerful groups think merely with 2.86 GE 2.87 GE
their heads and not with their hearts.
Composite Mean 2.02 ME 2.12 ME
Weigh
Scale/Range Description Code
t
3 2.34 – 3.00 Great Extent GE
2 1.67 – 2.33 Moderately Extent ME
1 1.00 – 1.66 Little Extent LE

The respondents’ assessment of the nature and extent of problems encountered in the

implementation of K to 12, with a composite mean of 2.02 indicating moderate extent, in the

part of public school teachers and 2.12 in mean and interpreted as moderately extent in the

part of private school teachers

In number 4 , a weighted mean of 2.34 was posted on the following indicator. The

implementation of the program is a drastic move and only a few elite groups were consulted,

while a great majority of the parents were not asked whether they can afford to support their

children’s educational expenses for another two years in high school.

The moderate extent finding on the cited indicator and in all others as well supports

the implied description that the respondents can manage whatever issue and concern on the

implementation of K to 12. Indeed, opinions of the public and of the teachers vary, but what

is most important is that the teachers respondents’ assessment of the extent of problems

encountered. When a variable in research is perceived as moderate, it applies to a concept

that moderateness in everything is better than being great in one thing but not in others.

Further, it connotes that when applied to problems, moderateness may mean that problems

are not so serious.

More specifically, the concurrent issues aired through the website relate with some of

the problems cited in this study. The Philippine Online Chronicles (2011) cited in one of its
 37

articles that K to 12 has been met with criticism from youth and student groups, teachers,

parents and the academic community. The DepEd, for its part, appears determined to enact

the program with its proposed budget catering mostly to preparing the grounds for its

eventual implementation. The article also stressed that it is arguably one of the most drastic

and controversial programs of the Aquino administration.

In number 5, another issue assessed by the respondents pointed out that it is not the

solution to the problems of the Filipinos, but that of the eradication of graft and corruption in

the government, with a weighted mean of 2.26. This finding, although to a moderate extent,

can be considered a reality as there are a lot of reports about graft and corruption in the

government as those of the tried and convicted politicians, the most recent of which is the

pork barrel issue.

The item stating that the program is unfair to parents especially those who are not

economically stable posted a weighted mean of 2.22 . From the standpoint of additional

expenses on the part of the parents, the cited issue has enough truth in it, although the

defense of the authorities is that it will improve the quality of education and that of the

graduates.

Table 9

Comparison between the Readiness of the Public and Private Schools in the Implementation
of K to 12 Program

Composite Mean Com-

Critical
Variables puted Description Decision
Public Private t
t
 38

Curriculum 2.571 at
3.70 3.86 2.704 Significant Reject Ho
Adjustment 0.05
School Plant 2.571 at
3.64 3.86 3.102 Significant Reject Ho
and Facilities 0.05
Administration
4.032 at Highly
and 3.82 4.23 5.822 Reject Ho
Management 0.01 Significant

The comparison between the readiness of the public and private schools in the

implementation of K to 12 program. In terms of administration and management, the

comparison revealed a highly significant difference as sustained by a computed T value of

5.822 which exceeded the critical T value of 4.032 at 0.01. Further, significant differences

were noted in the areas of curriculum adjustment and school plant and facilities, as confirmed

by respective computed T values of 2.704 and 3.102 both of which exceeded the critical T

value of 2.571 at 0.05 level. In all three areas, the null hypothesis was rejected.

In detail, the higher composite means were noted from the assessment of the teachers

from private schools compared to that of the public schools. This finding is quite reasonable

since the student population in the public schools is generally greater than that in the private

schools. In effect, the greater the population the more difficult is the process of

administration and management and vice versa. It also redounds to curriculum adjustment

and school plant and facilities. Hence, the private schools can adjust more easily and in a

shorter period than do the public schools in terms of the changes and challenges brought up

by the implementation of K to 12.

Table 10

Comparison between the Readiness of the Teachers of Public and Private Schools in the
Implementation of K to 12 Program

Variables Composite Mean Com- Critical Description Decision

Public Private puted t
 39

t
Teaching 2.571 at Not
4.03 4.19 1.673 Accept Ho
Competencies 0.05 Significant
Teaching 4.032 at Highly
4.17 4.50 8.302 Reject Ho
Strategies 0.01 Significant
Instructional 4.032 at Highly
4.36 3.90 6.244 Reject Ho
Materials 0.01 Significant

The comparison between the readiness of the teachers from public and private schools

in the implementation of K to 12, In terms of teaching competencies, no significant

difference existed from the comparison. This finding was revealed by a computed T value of

1.673 which did not exceed the critical T value of 2.571 at 0.05 level. Hence, the null

hypothesis in this area of comparison was accepted.

On the other hand, highly significant differences existed between the assessment of

the public and private school teachers in the areas of teaching strategies and instructional

materials, as sustained by respective computed T values of 8.302 and 6.244, both of which

exceeded the critical T value of 4.032 at 0.01 level. These findings resulted into the rejection

of the null hypothesis in the said areas of comparison. The assessment of the public school

teachers in terms of instructional materials was greater than that of the private school

teachers, while opposite in terms of their assessment on teaching strategies. But despite these

differences, what is more important is their confirmation of their considerable extent of

readiness in the implementation of K to 12. This implies their resourcefulness, as the teachers

should be.

Table 11

Comparison between the Problems Encountered by Public and Private Schools in the
Implementation of K to 12 Program

Variable Composite Mean Com- Critical Description Decision

Public Private puted t
 40

t
Problems 3.250 at Highly
3.31 2.74 8.052 Reject Ho
Encountered 0.01 Significant

The summarized result of the comparison between the assessments of the teachers

from private and public schools on the problems and issues they encountered in the

implementation of K to 12 program.

The assessment of the teachers from public schools was greater than that of their

counterpart from private schools, as sustained by a higher composite mean of 3.31 compared

to that of 2.74. This finding resulted into a highly significant difference, as reflected by a

computed T value of 8.052, which exceeded the critical T value of 3.250 at 0.01 level.

Hence, the null hypothesis associated with this area of comparison was rejected. This finding

further means that the gravity of problems encountered by the public school teachers

exceeded that of the private schools, which may be attributable to the situation wherein many

of the parents and students from public schools could be very vocal in their complaints

against the additional expenses for the added two years of basic education; whereas, the

parents of students from private schools can afford such additional expenses.

Chapter 5

SUMMARY , FINDINGS , CONCLUSIONS, AND RECOMMENDATIONS

 41

This chapter presents the summary of findings, and conclusions taken from the results

of the study. It also provides recommendations drawn from the conclusions which are

deemed important .

Summary

This study aimed to determine the extent of the implementation of K to 12 Program.

To find answers to the foregoing questions, the researcher conducted a survey using

the descriptive method of research with the questionnaire as the primary data gathering

instrument which was validated and administered to 108 public school teachers and 40

private school teachers. The data gathered from these respondents which analyzed and

interpreted through weighted mean and t - test for the testing of hypothesis of difference

between the assessments of the two groups of respondents on the main variables which

include school and teachers’ readiness and problems encountered in the implementation of K

to 12 program.

Findings

The data was analyzed and the following findings were formulated in accordance

with the specific questions given under the statement of the problem:

1. The school readiness in terms of curriculum adjustment was assessed by the

respondents to a great extent, as sustained by a composite mean of 2.78. In terms of

school plant and facilities, the schools’ readiness was likewise measured to a great

extent, as confirmed by a composite mean of 2.75 .In terms of administration and

management, the schools’ readiness in the implementation of K to 12 program was

also assessed by the respondents to a moderately extent, as supported by a composite

mean of 2.03.
 42

2. The teachers’ readiness as regards with teaching competencies in the implementation

of K to 12 program was fixed to a moderately extent, as indicated by a composite

mean of 2.11.Whereas, as regards with teaching strategies, the respondents assessed

their readiness to a moderately extent, as sustained by a composite mean of 24.33.

Finally, the teachers’ readiness in the implementation of K to 12 program in terms of

their utilization of instructional materials was measured to a moderately extent, as

reflected by a composite mean of 2.13.

3. All the listed problems were assessed by the respondents to a moderate extent, as

evidenced by a composite mean of 2.02. This implies that the gravity of the problems

is moderate; hence, manageable.

4. As regards with the school readiness in terms of administration and management, the

comparison revealed a highly significant difference as sustained by a computed T

value of 5.822 which exceeded the critical T value of 4.032 at 0.01. Further,

significant differences were noted in the areas of curriculum adjustment and school

plant and facilities, as confirmed by respective computed T values of 2.704 and 3.102

both of which exceeded the critical T value of 2.571 at 0.05 level. In all three areas,

the null hypothesis was rejected. In detail, the higher composite means were noted

from the assessment of the teachers from private schools compared to that of the

public schools. As far as the teachers’ readiness, in terms of teaching competencies is

concerned there was no significant difference existed from the comparison. This

finding was revealed by a computed T value of 1.673 which did not exceed the

critical T value of 2.571 at 0.05 level.

 43

5. Hence, the null hypothesis in this area of comparison was accepted. On the other

hand, highly significant differences existed between the assessment of the public and

private school teachers in the areas of teaching strategies and instructional materials,

as sustained by respective computed T values of 8.302 and 6.244, both of which

exceeded the critical T value of 4.032 at 0.01 level. These findings resulted into the

rejection of the null hypothesis in the said areas of comparison. The assessment of the

public school teachers in terms of instructional materials was greater than that of the

private school teachers, while opposite in terms of their assessment on teaching

strategies. In relation to problems encountered, the assessment of the teachers from

public schools was greater than that of their counterpart from private schools, as

sustained by a higher composite mean of 3.31 compared to that of 2.74. This finding

resulted into a highly significant difference, as reflected by a computed T value of

8.052, which exceeded the critical T value of 3.250 at 0.01 level. Hence, the null

hypothesis associated with this area of comparison was rejected.

Conclusions

From the summarized findings, the following conclusions were drawn:

1. The schools are adequately prepared in the implementation of K to 12 program in

terms of curriculum adjustment, school plan and facilities and administration and

management. .

2. The teachers are likewise adequately prepared in the implementation of K to 12 in

terms of teaching competencies, teaching strategies and instructional materials.

3. The problems the teachers encountered in the implementation of K to 12 program are

of average gravity and they are manageable.

 44

4. There is a considerable variation in the readiness of the private and public schools, as

well as the readiness of their respective teachers and this is most attributable to the

different settings and conditions in the two groups of schools.

Recommendations

From the drawn conclusions, the following are recommended.

1. Schools should maintain their higher level of readiness in the implementation of K to

12 program through adopting more innovative trends, improving their facilities and

preparing themselves for globalization through utilization of multimedia.

1. Both public and private school teachers should maintain and strengthen further their

readiness in the implementation of K to 12 program through attending in-service

training and seminars related to K to 12 program. They should also be more

resourceful and creative by keeping themselves abreast of the current educational

trends.

2. The school heads should iron out the differences from among their teachers in terms

of their assessment of the schools’, and teachers’ readiness on the implementation of

K to 12 program , so that they could work in unison for the attainment of the goals

of the said curriculum.

3. Teachers and school heads should find enough time conferring with parents by

institutionalizing a program where a regular orientation, and consultation not only

with the students but also with other stakeholders, particularly the parents ( eg.,

during HSA meetings, forums) , so that the former may know their problems related

to the implementation of K to 12 program and that they may provide assistance for

the parents and their children.

 45

LITERATURE CITED
 46

Alzoubi and Rahman ( 2011) “Effective Pedagogy in Mathematics”, Educational Series 19.
Brussels: International Academy of Education; Geneva: International Bureau of
Education.

Cheung, Allan C.K. and Robert E. Slavin (2011). “The Effectiveness of Technology
Applications for Enhancing Mathematics Achievement in K 12 Classrooms: A Meta-
Analysis”, John Hopkins University, www.bestevidence.org

Campbell , RE (2004) Developing Competencies in Research and Thesis Writing.

Mandaluyong City: Books Atbp. Publishing Corporation.

Hardy, I. (2010) “Critiquing Teacher Professional Development: Teacher Learning within

the Field of Teachers' Work”, Critical Studies in Education, 51(1), 71-84.

Lumbera, Lichel A. (2011) “Determinants of Success of Science Instruction in the Division

of Lipa City as Basis for Curriculum Enrichment”, Master’s Thesis, Tanauan Institute
Graduate School, Tanauan City.

Magno (2013) “K to 12 Program in the Philippines”, (Retrieved May 2013 from:

http://studymode.com). Rusmini Ku Ahmad ( 2008), Active learning in the
workplace: Transforming individuals and institutions”, Journal of Education and
Work. 19(4), p 363–381.

Magsino, Jally D. (2009) “An Analysis on the Application of Selected Theories in the
Teaching of Grade I – English: An Exploratory Study”, Master’s Thesis, Lipa City
Coilleges Graduate School, Lipa City”.
Slavin, R. E., & Lake, C. (2008). “Effective Programs in Elementary Mathematics: A Best
Evidence Synthesis”, Review of Educational Research, 78(3), 427-455.

Philippine Online Chronicles (2011) Economic perspectives on investments in teacher

quality: Lessons learned from research on productivity and human resource
development. (Retrieved 2013 from: www.epaa.asu.edu/epaa/v8n33.html.).

Rusmine Ku Ahmad . (2008). The new meaning of educational change. New York: Teachers
College Columbia University (4th Ed.).

Sears & Hersh (2008) “Case Study on Contextual Teaching and Learning (CTL)”,
(Retrieved November 2012 from: www.contextual.org/abs2.htm).

Sharma and Sharma (2006 “Effective Programs in Middle and High School Mathematics: A
Best Evidence Synthesis”, Review of Educational Research, 79(2), 839-911.
 47

Tullao (2007) “Co-Curricular Activities in Mathematics V and VI as Complement to the

Mathematics Curricular Program for Improving Achievement”, Master’s Thesis, Lipa
City Colleges Graduate School, Lipa City.

Tullao (2000) “ Mathematics V and VI as Important Details to the Mathematics Curricular

Program for Improving Achievement”, Master’s Thesis, Lipa City Colleges Graduate
School, Lipa City.

“APPENDIX A”
 48

QUESTIONAIRE

Name _________________________________________________________
(Optional)
School_________________________________________________________

PART I –
Directions: Please rate your answer using the scale below. All information obtained from
this questionnaire checklist was treated with strictest confidentiality.
Please put a check mark ( ) in the appropriate column corresponding to your answer.
Please use the coding system below.

Scale/Rang
Weight Description
e
3 2.34 – 3.00 Great Extent
2 1.67 – 2.33 Moderately Extent
1 1.00 – 1.66 Little Extent
Readiness of the Schools in the Implementation of K to 12 Program

1.1 Curriculum Adjustment 3 2 1

1. design alternative courses of action to adjust itself to the demands of k to 12
Curriculum Program
2. set schedule of activities aimed to attain goals of K to 12 Program
3. avail of the required guides and list of possible references to help improve
the curriculum.
4. design action plan aimed to improve curriculum activities relevant to the
needs of globalization.
5. analyze and interpret more objectively the new challenges ahead as an
offshoot of the new curriculum.
6. pursue innovative activities to strengthen the goals of the new curriculum

1.2 School Plant and Facilities

1. plan for expansion schemes designed to accommodate the widest possible

increase in school population.
2. persuade the authorities and other stakeholders to contribute a part in the
widening or expansion schemes resulting from the implementation of K to 12
program.
3. accommodate the increasing number of pupils /students through gradually
setting up the stage for the cited expansion scheme.
4. Improve the facilities designed to make convenient the teaching-learning
process. in infrastructural projects.
5. apply the values of frugality, along with economy, in infrastructural projects.
 49

6.make wise use of all school resources to cope with demands of expansion
scheme

1.3Administration and Management

1. adopt more innovative management practices relevant to the demands of the
new curriculum.
2. manage wisely and effectively all its resources.
3. perform administrative and management functions suited to the needs of the
new curriculum.
4. conform to principles of management of change
5. look forward to further strengthening and improvement of the administration,
as well as management
6. keep abreast of the more current trends in administration and management.

2. Readiness of Teachers in the Implementation of K to 12 Program.

2.1 Teaching Competencies 3 2 1

1. use varied types of teaching strategies designed to suit the needs of the new
curriculum.
2. employ more innovative techniques such as portfolio to make learning more
output base.
3. keep abreast of the modern techniques of teaching, particularly the use of
multi-media.
4. make use of every possible resource to improve themselves professionally,
most particularly in terms of instruction.
5. utilize more reliable assessment tools and techniques to evaluate the pupils’
performance.
6. enhance teaching through using research-informed strategies.
2.2 Teaching Strategies
1. employ effective motivational techniques to sustain pupils’ interest in the
lessons
2. present lessons logically and sequentially and supports them with concrete
examples
3. phrase simple questions that encourage pupils’ participation
4. give detailed and redundant explanations for difficult points
5. direct discussion effectively and allow pupils to participate in the discussion
6. give clear and specific directions and emphasize the values to be internalized
during learning activities
2.3 Instructional Materials
1. select instructional materials based on their suitability to attain the
objectives of the lesson
2. use instructional materials to motivate and sustain the varied interests of
the pupils
 50

3. select instructional materials that are consistent with pupils’ capabilities

and learning styles
4. use mock-ups, realia, models, dioramas and exhibits to expedite the
teaching-learning process
5. prepare aids such as rulers and templates to save time and improve the
quality of work
6. adapt teaching techniques to the selected instructional materials

4. Problems Encountered in the implementation of the K to 12 program

Directions: Please rate your answer using the scale below. All information obtained from
this questionnaire checklist was treated with strictest confidentiality.
Please put a check mark ( ) in the appropriate column corresponding to your answer.
Please use the coding system below.

Scale/Rang
Weight Description
e
3 2.34 – 3.00 Great Extent
2 1.67 – 2.33 Moderately Extent
1 1.00 – 1.66 Little Extent

Statement 3 2 1

1. The program is unfair to parents especially those who are not

economically stable.
2. It will rather add burden to the already suffering
Filipinos.
3. It deprives the poor students the chance to avail of college
education.
4. The implementation of the program is a drastic
move and only a few elite groups were consulted, while a great
majority of the parents were not asked whether they can afford to
support their children’s educational expenses for another two years
in high school.
5. It is not the solution to the problems of the Filipinos, but that of
the eradication of graft and corruption in the government.
6. The educational law signed by the President is
oppressive rather than impressive.
7. The implementation of the program bypassed the parents’ rights to
express their economic predicaments over the two years additional
burden of supporting the basic education of their children.
8. It is a treacherous act against the parents which
rather manifest an act characteristic of
 51

dictatorship and not of democracy.

9. Its implementation created the notion that laws are not always
meant to govern people’s lives into order but rather add chaos and
poverty to people’s lives.
10. Its implementation demonstrated that the elite and powerful
groups think merely with their heads and not with their hearts.

Thank You !!!

IMELDA S. CORPUZ
Researcher

“APPENDIX B”
SAMPLE LETTER TO THE DEAN, GRADUATE SCHOOL
 52

SAN JOSE CHRISTIAN COLLEGES

San Jose City, Nueva Ecija
Graduate School

DR. FELINA L. CARIAGA

Dean, Graduate School
SAN JOSE CHRISTIAN COLLEGES
San Jose City, Nueva Ecija

Mam;

Greetings in the name of our Almighty Lord Jesus Christ!

In partial fulfillment of the requirements for the degree, Master of Arts in Education Major in
Educational Management, I am conducting a research study entitled “IMPLEMENTATION
OF K TO 12 PROGRAM: AN ASSESSMENT In this connection, I have the honor to
request your permission to distribute questionnaires to Public Secondary School Teachers in
Limay, Division of Bataan
.

I am hoping that this request will be given the preferential consideration the soonest possible
time of your good office.

Thank you very much and God Bless!

Respectfully yours,

IMELDA S. CORPUZ
Researcher

Approved

FELINA L. CARIAGA Ph.D.

Dean, Graduate School

“APPENDIX C”
 53

“SAMPLE LETTER TO THE SCHOOLS DIVISION SUPERINTENDENT”

SAN JOSE CHRISTIAN COLLEGES
San Jose City, Nueva Ecija
Graduate School

JESSIE D. FERRER, CESO V

Schools Division Superintendent
Division of Bataan

Sir:

This is to respectfully request permission to administer questionnaire to Public

Secondary School Teachers in Limay, Division of Bataan in relation to my thesis entitled:
IMPLEMENTATION OF K TO 12 PROGRAM: AN ASSESSMENT
The proposal has been approved and endorsed by the thesis committee of the Graduate
School of San Jose Christian Colleges , San Jose City , Nueva Ecija as partial fulfillment of
the requirements for the Degree Master of Arts in Education , major in Educational
Management .

Thank you for your kind consideration to this request.

Respectfully yours,

IMELDA S. CORPUZ
Researcher

Noted:

DANILO D. CRUZ, Ph.D

Adviser
 54

“APPENDIX D”

SAN JOSE CHRISTIAN COLLEGES

San Jose City, Nueva Ecija
Graduate School

Dear Respondent!

Greetings in the name of our Almighty Lord Jesus Christ!

I am a Master of Arts in Education, Major in Educational Management Student is conducting
a study about the “IMPLEMENTATION OF K TO 12 PROGRAM: AN ASSESSMENT
In line with this undertaking, I am requesting your utmost participation and cooperation for
the completion of the study. I have prepared some questions for you to answer in an
interview.

Please feel free to do so. Your identity and responses are to be kept confidential.

Your participation will be of great help to me and will surely be highly regarded.

Thank you very much and God Bless!

Respectfully yours,

IMELDA S. CORPUZ
Researcher