Chapter I

INTRODUCTION
Background of the study
Education is one of the most important things if you were to visit a household's budge
t. It contributes mainly to a family's expenses. A lot of success stories got viral not just in soci
al media but also in national televisions regarding successful graduates coming from the lowe
r section of our society. These stories signify how we,Filipinos, value the importance of educ
ation in our lives.
In order to have a high school diploma you must finish Kindergarten, Elementary loca
lly known as Grade 1 to Grade 6 and High School, also known as First year toFourth year. Th
is sums up to 11 years of attending school to have a high school diploma. But in the year 201
3, under Republic Act No. 10533,Enhanced Basic Education Act of 2013, government added
two more additional years in high school, 13years in all, which creates the two parts of Philip
pines' secondary education, the JuniorHigh School (Grade 7 to Grade 10) and the Senior High
School (Grade 11 to Grade 12).This act was commonly known as the K to 12 Program (Form
oso, 2016).
These two additional years in high school were made to help the students choose the r
ight career track with the help of specific subjects related to their chosen course in college an
d needed skills to be fit in their preferred field of work. These additional years also aim to ad
vance the students in their chosen field of expertise.
Senior High School (SHS) of K-12 Basic Education program refers to the last two yea
r extension in High School that cover’s Grade 11 and 12. It is an enhanced and compulsory c
urriculum that gives the students the possible tools and career choices after high school. By m
eans of SHS, the students are now bridging themselves to some career choices that they may
choose from, according to their personal interests and chosen field of specialisation in either
vocational or collegiate courses. It also equips the students with the knowledge and skills to p
ursue a better life and helps student’s families and community.
According to Republic act no. 10533, also known as the enhanced basic education act signed
into law by Pres. Benigno Aquino III, the vision of Senior High School (SHS) is to establish
a system of education that truly provides for the youth.
The skills they need to pursue their dreams. This means that the role of SHS is to build the stu
dents completely and preparedness before going to college or to work, whatever necessary.
Senior High School serves as the preparatory level of students before stepping into college. It
consists of various subjects according to their chosen strand that is under different tracks. The
se programs develop students through the method of using a higher level of teaching broader
lessons and actual application of learning in real life. Some of the subjects were extracted fro
m college-level courses and this serves as an introductory phase for them in order to be prepa
red. Students under academic strand such as STEM, ABM, HUMSS, and GAS are the ones w
ho mainly receive these subjects that were subdivided into core, applied contextualize and
specialized. The given subjects mainly focus on broad reading, writing, memorizing, reportin
g and then actually applied. Every strand has its own uniqueness, they differ on the major sub
jects that will guide and lead students to their chosen course in college.
According to the official website of the Department of Education (DepED), the two a
dditional years will equip learners with skills that will better prepare them for the future, whet
her it is in aspects of employment entrepreneurship skills development (Technical Vocational
Track) and higher education (Academic Track).
Among all the changes being made by the K to 12 programs, Senior High School is th
e most recognized and noticeable due to its traditional years and pre-college learning system.
It is adapted from other countries as a response to globalisation in order to provide and achiev
e higher quality of education.
The government's adoption of the K-12 program will assist students to improve their abilities,
become more competent, and grasp and deal with new courses. The curriculum has been impr
oved to satisfy the needs of students on a local level, allowing them to choose a specialty that
best suits their interests.
The choice of a job path is crucial to the lives of a young man or woman. The careers
that students choose will have an influence on the rest of their life.Grades,age,personal interes
ts,experiences,and other things affected students' career choices, and it was through their lear
ning experiences that these students selected what they wanted to accomplish in terms of their
future professions (Quinter et al., 2011). Furthermore,the senior high school students observe
d that decision-making, motivation, peer pressure, institutional concerns, and future employm
ent chances all had an impact on their choices (Ibid.).
Grade 10 students might encounter different struggles in entering Senior High School.
Before they enter SHS, they need to be prepared. Some of them are not sure about their stran
ds and can’t make decisions. Also, they’re not yet informed about the system in SHS. SHS an
d JHS have different learning systems. Learning system in Senior High was the same in Colle
ge.

The researchers are motivated to conduct a study regarding the level of preparedness of Grad
e 10 students in entering Senior High School. The researchers wants to assess in order to kno
w the point of view from Grade 10 as well as to provide clear insights to the faculty and staf
f of SCA to make an innovative step to address the gaps.
Methodology
This study is made by the means of qualitative methods of researchers. The
researchers attempted to get the answers to the aforementioned problem and to justify and
satisfy the objectives of the study. Likewise, it also attempted to know the level of
preparedness of Grade 10 students of SCA in taking SHS. According to Denzin and Lincoln
(2005) qualitative research involves the studied use and collection of a variety of empirical
materials – case study, personal experience, introspective, life story, interview, observational,
historical, interactional, and visual texts – that describe routine and problematic moments and
meanings in individuals' lives.
The respondents of this study are the Grade 10 students of St. Columbans Academy in
Cauayan, Negros Occidental. All of these participants are selected through random sampling.
This sampling methods is aims to determine where each member of a population as a
capability to become part of the sample. The chosen participants are containing of 50
participants from selected in Grade 10 of St. Columbans Academy. Those participants are
chosen by the researchers because they are suitable and applicable to the study.
To make data collection easier, the researchers will be using a questionnaire by Davao
Institute for Educational Research Development & Consultancy (November 2010) to be used
as a guide for an interview. A questionnaire typically consists of a combination of close
ended and open-ended questions. The researchers will be using long farm question because
they allow respondents to expand on their responses. The researchers will jot down the
respondent’s answers to interpret the data. The data gathered through an interview guide will
be transcribe, analyze, coded, and interpreted. In essence, the analysis will involve extracting
significant statement from the transcribed interviews so that key phrase and statements that
spoke directly to the phenomenon in question could be extracted to determine the level of
preparedness of Grade 10 Students of St. Columbans Academy.
 Student Course Evaluation Questionnaire
(To be filled by each Student at the time of Course Completion)
Name: Grade and Section: Date:

Questionnaire Strongly Agre Uncertain Disagre Strongly

Agree e e Disagree
1. The course objectives were
clear
2.The course workload was
manageable
3. The course was well
organized (e.g., timely access to
materials, notification of
changes, etc.)
4. I think the Course was well
structured to achieve the learning
outcomes (there was a good
balance of lectures, tutorials,
practical etc.)
5. The learning and teaching
methods encourage participation.
6. The overall environment in
the class was conducive to
learning.
7. Classroom were satisfactory
8. The course stimulated my
interest and thought on the
subject area
9. The pace of the Course was
appropriate
10. Ideas and concepts were
presented clearly
11. The method of assessment
were reasonable
12. Feedback on assessment was
timely
13. Feedback on assessment was
helpful
14. I understood the lectures
15. The material was well
organized and presented
16. The instructor was
responsive to student needs and
problems
17. Had the instructor been
regular throughout the course?
18. The material in the tutorials
was useful
19. I was happy with the amount
of work needed for tutorials
20. The tutor dealt effectively
with my problems