Final Research Jac 1-5.docx

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Chapter I PROBLEM AND ITS BACKGROUND Rationale Education is about teaching and learning skills and knowledge. These skills and knowledge help and guide individuals to transform from generation to generation. Through education, the knowledge of society, country, and of the world is passed all from generation to generation. Education frequently takes place under the guidance of educators, but learners may also educate themselves. It is commonly and formally divided into stages such as preschool or kindergarten, primary school, secondary school, and then college, university or apprenticeship. It is also important for educators to teach ways of finding and using information in order to create and discover new things. Education can take place in any experience maybe formal or informal settings that has a formative effect on the way one thinks, feels or acts maybe considered educational. Now, every Filipino child has access to early childhood education through universal kindergarten. At the age of five, the children start schooling and are given the means to slowly adjust to formal education. Education becomes the foundation of lifelong learning and total development of every child while preparing him/her to face the real world. In Southeast Asia, the Philippines was the only country and one of the only three countries in the world with a ten-year program prior to entry the university until the implementation of K-12 curriculum in 2012. Rivera (2011) stated that, in-order to align the Philippine education to that of the global standards, K-12 curriculum was a necessity, by

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adding one year for mandated kindergarten and an additional two years for Senior High School to the current four-year secondary education program. O the statement of Cuenco (2016), “The implementation of the K-12 Basic Education Program prepares the students to be globally competitive”. Furthermore, it also develops the competencies and qualifications for certain occupations through intensive trainings of mentors in order to equip the students with standardized skills. Moreover, according to Lacanilao (2012) the K-12 Basic Education Program aims to improve the knowledge and skills of Filipino students so that they may contribute to a better society. Cuenco (2016) said that the K-12 Basic Education Program offers advanced education in various subject such as sports, arts and entrepreneurship. The senior high school is part of the said K-12 Basic Education Program designed by the Department of Education and with the cooperation of Commission on Higher Education (CHED) which is the governing body for tertiary level in the Philippines. Where-in students will study a certain related subject. (Cuenco, 2016). The additional two years in secondary education is beneficial according to Lagoon (2014) as it aims to, better prepare the Filipino youth to proceed to higher education, entrepreneurship, employment, or mid-level skills development, and to be at part with international standards. Stated on the Academic Exchange (2016) students choose their strand based on different factors and according to Geronimo (2014) the chosen track and strand will help the student decide his/her next step: higher education, entrepreneurship, employment, or middle level skills development. The major education reform known as Basic Education Curriculum or K-12 is the respond of the Department of Education (DepEd) and allied stakeholders to the urgent and critical need to improve the quality of basic education in the Philippines, which means

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kindergarten and the six years of elementary and six years of secondary education. To master basic competencies, lengthening the cycle of basic education to cover kindergarten through year 12 the reform includes decongesting and enhancing the basic education curriculum for learners. Expanding the basic education by adding kindergarten and two years in high school ensures that graduates earn the necessary skills and reach the employable age to qualify entrance into the world of work, if they desire or need to do so. On the other hand, graduates who opt to go to tertiary education are deemed better prepared for college study/work. As a result, it is expected that the Philippines will improve its performance in international academic examinations and gain international recognition of Filipino professionals. The K to 12 Basic Education Curriculum will prepare students with life skills that they earn while schooling and also better prepared for college. In the conclusion of Hanushek (2005) a more educated society may lead to higher rates of investment, make everybody more productive through the ability to introduce new and better production methods; and lead to introduction of new technologies. The vision or purpose of the K-12 Basic Education Curriculum is very beneficial not just for the learners but also to our country and most especially to our future generation but in behalf of that we can’t prevent the problems that occur or it may encounter. In the article of Bala, (2017) different problems encountered in K-12 curriculum were enumerated. According to him the problems include insufficient instructional materials like teacher’s manuals, lack of available classroom for growing number of students, the newly – hired teachers although many of them are highly knowledgeable in the subject matter, but they need to attend some seminars to develop their teaching skills, the different pedagogical approaches. The changes in the grading system; classroom assessment, it also gives confusion

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to the new way of selecting honor students; awards and recognition guidelines created complaints from the parents. Some parents are still insisting the recent policy pertaining the giving of additional points for the extra and co – curricular activities of their children, the students. They need to address the different arising questions coming from the minds of the parents because they are not fully informed. Aside from the above mentioned problems, the need for appropriate immersion program to grade 12 students also arises. It is necessary that the school should have partnership in different industries related to the courses offered and approved by high authority. The problem for the teachers is the need for them to be trained on pedagogy, educational research, measurement and evaluation and classroom management. Basically, newly-hired teaching personnel are not actually BS Education graduates. They only have four-year course diploma before being inducted into service. Lack of competence is a serious concern that must be addressed immediately. Schools administrators should guide them in choosing appropriate portals that can be accessed from the Internet. Hence, DepEd provides technical assistance to teachers in looking for alternative or remedy to their problems eased its implications. The K-12 Basic Education Program is new to our education system, private schools are the one who claim that they are ready in implementing the said program. Because of this above mentioned scenario, the researchers developed to examine the perceived extent of attainment on the K-12 objectives of a private senior high school.

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Statement of the Problem Generally, this study examined the perceived extent of attainment on the K-12 Basic Education Program objectives of a private senior high school. Specifically, it sought to answer the following questions: 1. What is the profile of the SMU Senior High School students in terms of: a. Sex; and b. Strand? 2. What is the perceived extent of attainment of the K-12 Basic Education Program objectives by the respondents? 3. Is there a significant difference on the perceived extent of attainment on the K-12 Basic Education Program objectives when grouped according to the selected profile variables? 4. What are problems encountered on the attainment of K-12 Basic Education Program of SMU Senior High School?

Null hypothesis There is no significant difference on the perceived extent of attainment on the K-12 Basic Education Program objectives when grouped according to the selected profile variables.

Conceptual Framework It was stated on Discussion Paper (2010), faced with stiffer economic competition and worried about the skills of the future work forces, the government lead by the President of the

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Philippines and his Department of Education Secretary are trying to connect education from preschool through post-secondary so that more students are prepared for further study and work. Under the administration of President Benigno “NoyNoy” Aquino III’s. In October 5, 2010, the recent program on Philippine Education as part of the K-12 Education Plan. The Pnoy administration believes that adding more years to basic education in the Philippines could help solve the problems of unemployment, keep with global standards, and help Filipino students to have more time to choose the career that best suits their skills. Psychologically speaking, the short education program affects human development of the Filipino children. A Filipino is legally a child before he or she turns 18 years old. Psychologists and educators say that children under 18 are generally not emotionally prepared for entrepreneurship or employment or higher education disciplines. Commonly, Grade 6 pupils graduate at the age ranging from 11-13 years old, and fourth year high school students graduates at the range of 15-17 years old. Therefore, these learners are still considered children and they are not capable to handle serious situations like decision making and work task. In the Philippines, there is a harvesting practice which is called “Hinog sa Bunga”, meaning a fruit which was taken from the trunk of the tree. The ripened fruits which were taken from the trunk of tree are more sweet and tasty compared to fruits which were taken ahead of time. The goal of the K-12 Basic Education Program is to create a functional basic education system that will produce productive and responsible citizens equipped with the essential competencies and skills for both life - long learning and employment. This program will enhance the basic education system to full functionality to fulfil the basic learning needs of students. This is in life with the agenda of the President Aquino of having quality education as a long-term solution to poverty, in order to achieve these goals. The program has the following twin objectives: to

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give every student as opportunity to receive quality education based on an enhanced and decongested curriculum that is internationally recognized and comparable; develop a curriculum that is rational and focus on excellence; produce a pool of highly qualified and adequately trained teachers; achieve high academic standards, especially in mathematics, science and English at all level; produce graduate who are globally competitive and whose credential are recognized internationally; change public perception that high school education is just a preparation for college; rather it should allow one to take advantage of opportunities for gainful career or employment and/or self-employment in a rapidly changing and increasingly globalized environment; produce graduates who possess skills and competencies that will allow them to be productive members of the society or pursue higher education, through coordination between the academic and business sectors, to change industry hiring practices between the academic and business sectors, to change inducts hiring practices into account the enhance skills and competencies of K-12 graduates. The goal of implementing the K-12 Basic Education Program is to create a functional basic system that will produce productive and responsible citizens equipped with the essential learning and employment. This is in line with the agenda of the President Aquino of having quality education as a long term solution to poverty. Truly, the implementation of K-12 program of the Department of Education is a great help to every student. But some which has a noble purpose for every Filipino pupil or student. But then, some parents were not convinced of this program. From their own view this is another burden on the part of the students and parents. It will add to the financial problem of the family and advantage of implementing this program are for the people who wants to continue studying or work abroad because the curriculum is almost parallel to another country.

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Marston (2011) conducted a study about the perception of students and parents involved in primary to secondary school transition programs. Transition programs, of different formats and complexities, based on both Australian and international research have been introduced in some schools to facilitate transition. The aims of this research was to investigate and compare the perception of students, parents and teachers involved in several of these programs and to examine the extent to which transition programs can alleviate issues associated with transition between primary and secondary schools. Although executive staff and teachers also provided valuable information and perceptions. The above discussion of concepts, principles and finding of studies formed the premise of the present study. The concept of this study is illustrated in Figure 1, the conceptual framework of the study.

Respondents profile Sex Strand

Perceived extent of attainment of the K12 Basic Education Program objectives

Problems encountered on the attainment of k-12 Basic Education Program of SMU Senior High School students.

Figure 1. Paradigm of the Study The figure shows the first box, which contains the independent variable in terms of the profile of the respondents along sex and strand. This box is connected to the second box,

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which contains the dependent variable in terms of perceived extent of attainment on the K-12 Basic Education Program objectives. The arrow connected from the first box to second box illustrates the differences in the assessment of the respondents in their perceived extent of attainment on the account of the identified profile variables. In the third box illustrate the different problems encountered by the respondents on the implementation of the K-12 Basic Education Program.

Significance of the Study This study will benefit the following people as it will give them clearer view on the perceived extent of attainment on the K-12 Basic Education Program objectives. It hopes to be beneficial to the following: Students. Their predicaments may be revealed in this study so that concerned authorities may become aware. Teachers. After knowing the perceived extent of attainment of the students on the implementation of K-12 Basic Education Program, it teaches them to demonstrate innovativeness by seeking further professional growth and development that would enhance to further extent their competencies deemed essential in coping with the new trends in the educational setting. School. The information they may get from this study may be used as reference on the perceived extent of attainment on K-12 Basic Education Program along with the problems encountered by the students on such implementation.

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School Administrators. This study may reflect the same problems they encounter along the attainment on K-12 Basic Education Program from which they may gather ideas on how to synchronize the predicaments of the students and their position as the implementers of the new program.

Scope and Delimitation The foremost concern of the study is limited to the perceived extent of attainment on the K12 level Basic Education Program objectives of Senior High School students. The respondents are the students of SMU Senior High School Department. A survey questionnaire containing three parts will be used. The questionnaire was adapted from the study of Canezo (2016) some adjustment were made to make the instrument suitable to the context of the study. It consists of 16 indicators. This study focus only on getting the perception of the respondents on the perceived extent of attainment on the K-12 Basic Education Program objectives of a private senior high school in the school year 2018-2019.

Definition of Terms For better understanding on the study and to enlighten the readers, the following terms are conceptually and operationally defined. Attainment. The action or fact of achieving a goal toward which one has worked. Looking for the objectives of the K-12 Basic Education Program if they are achieved in a private senior high school.

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Extent. The area or length. The study covers only the attainment of the K-12 Basic education Program in a Private Senior High School. K-12 Basic Education Program. As defined by Cruz (2010), refers to the most recent implemented basic education curriculum signed out a law by the incumbent President Benigno Aquino III through Republic Act 10533. The Filipino students are required to undergo one year in Kindergarten, six years in primary school, four years in junior high school and two years in senior high school. Objectives. A thing aimed at or sought. The study focuses on the objectives of the K-12 Basic Education Program on a private Senior High School. Perceived. Interpret or look something in a particular way. The researchers wants to know the different perceptions of the students in a private senior high school. Sex. It’s either male or female. It was used to know the profile variables in-terms of their sex. Strand. Thread running through a course offer. It was used to know the profile variables of the respondents in-terms of their strand in Senior High School.

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Chapter II REVIEW OF RELATED LITERATURE AND STUDIES

The K to 12 Basic Education Program Republic Act K to 12 which is known as “Enhanced Basic Education Act of 2013”or “K to 12 Basic Education Program Law” expresses that the graduate of essential training should be an enabled person who has scholarly, through a program that is established on sound instructive standards and outfitted towards brilliance, the establishments for learning all through life, the competence to take part in work and be productive, the capacity to exist together in productive agreement with nearby and worldwide groups, the ability to take part in independent, imaginative, and basic reasoning, and the limit and readiness to change others and one's self (Legitimate Basis, 2013).

Nurturing the Holistically Developed Filipino Sec. Luistro (2010) of Aquino administration said during a discussion that after going through Kindergarten, the improved Elementary and Junior High curriculum, and a specialized Senior High program, every K to 12 graduate will be prepared to go into various paths – may it be further education, employment, or entrepreneurship. Each graduate will be equipped with information, media and innovation abilities, learning and development aptitudes, effective communication skills, and life and career skills. This law is essential to the study as a backbone of this research. The researcher will be guided by means of this K to 12 Toolkit.

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Challenges in Facing K to 12 Angara (2014) in his speech clarified that it is fundamental that we should add two years for basic education program, so that Philippines will not remain as one among the three countries in the UNESCO with less than 12 years of education--the others being Angola and Djibouti. To enhance the nature of workmanship and employment status we need to upgrade our BEC so as qualified professionals will not be treated like second-rate workers. Angara (2014) said that "We must face the fact that our current educational system is dysfunctional.” Some of the reasons are: (1) physical deficiency or chronic shortages in classrooms seats, books, even in hygiene facilities, as well as qualified teachers. (2) undertrained professionals (3) job mismatch between the academic programs being offered and the market demand. The former UP president explained that even our country's top universities still struggle to compete with educational institutions in our neighbouring countries.

Foreign Literature Tan (2011) in his compositions, discussed and called attention to critical insights about K to 12. He listed the four periods of the K to 12 Program as takes after: Phase I alludes to Laying the Foundations, the objective of which is to at long last execute the general kindergarten (offered since on S.Y. 2011-2012), and the "advancement of the (whole) program"; Phase II is that of Modeling and Migration intended to advance the institution of the fundamental instruction law, to at last beginning of the staged execution of the new educational programs for Grades 1 to 4 and 7 to 10, and for the displaying of the senior

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secondary school; Phase III is Complete Migration, the objective of which is to at long last actualize the Grades 11 and 12 or the senior secondary school, and to flag the finish of movement to the new instructive framework; and Phase IV is that of Completion of the Reform planned to finish the usage of K to 12 education system. Be that as it may, amid the new educational cycle, from 2016 to 2018, school enlistment could back off in view of the passage of the lower-year understudies to the new educational.

Local Literature The Philippine Online Chronicles (2011) referred to in one of its articles that K to 12 has been met with feedback from youth and understudy gatherings, educators, guardians and the scholarly group. The DepEd, as far as it matters for its, seems resolved to establish the program with its proposed spending providing food for the most part to setting up the reason for its inevitable usage. The article additionally focused on that it is ostensibly a standout amongst the most uncommon and questionable projects of the Aquino organization. In a similar article, the DepEd contends that the K-12 program will be the answer for yearly essential instruction burdens and the decaying nature of training. Faultfinders, notwithstanding, balance that the training emergency should be tended to all the more essentially and including more school years would just fuel the circumstance. Further, the accompanying counter-contentions were exhibited in a similar article: First, K to 12 will solve the annual growing number of out-of-school youth. Students and parents, however grumble that it would be an additional burden to poor families. While public is free education, a political youth group assesses that a student would still need an

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average of P20,000 per school year to cover transportation, sustenance, school supplies and other tutoring expenses. Likewise, in light of the most recent Family Income and Expenditure Survey, families organize spending for nourishment and other essential needs finished their kids' school needs. Two more years for fundamental instruction would definitely mean higher dropout rate. Second, the K-12 will address low achievement scores and poor academic performance of elementary and high school students. DepEd says that the low quality of essential education is reflected in the low achievement scores of students consequences of the TIMSS (Trends in International Mathematics and Science Study), however, invalidate the association of the quantity 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 accumulated 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-12. Strangely, nations whose understudies got high scores in the TIMSS were the ones whose legislatures assigned high open spending for training. In spite of ostensible increments in the aggregate training spending plan, the administration has been spending less per capita on instruction. The genuine spending per capita every day dropped to P6.85 in 2009. From 2001 to 2009, training's bit in the national spending plan has relentlessly diminished. This could not hope to compare to neighboring nations – Malaysia, 7.4 percent and Thailand, 4 percent. It is additionally lower than the four percent normal for all nations that were incorporated into the World Education Indicators in 2006. The nation is likewise falling behind its Asian partners in broad daylight consumption on instruction as a level of aggregate open spending.

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According to Anakbayan representatives Charisse Banez, “Even if you combine the DepEd and SUCs (state college and universities) budgets, it will only equal to three percent of the GDP, a long ways from the six percent GDFP-amount advocated by the United Nations.” Former Education secretary Mona Valisno expressed 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. Advocates of the program insinuate the experience of St. Mary's Sagada a school executing K-12 that has been topping the National Achievement Test in Mountain Province. Nonetheless, beside the K-12, the school additionally has a 1:20 educator to understudy proportion and isn't enduring any kind of lack in staff or offices. Fourth, the K-12 will open entryways for more occupations for the adolescent, even without a school confirmation. DepEd says that a K-12 program will enhance the odds for youth work as it is intended to enhance specialized professional abilities through concentrating on expressions, aquaculture and horticulture, among others. The K-12, it additionally states, will guarantee that understudies graduating at 18 years old will have occupations, along these lines influencing them "employable" to even without a professional education. Be that as it may, commentators rush to take note of that the Philippines, that has a dominatingly youthful populace, additionally has the most noteworthy general joblessness rate in East Asia and the Pacific Region. As indicated by World Bank consider, the nation likewise has the most noteworthy youth joblessness rate. Youthful Filipino specialists are twice as liable to be jobless than those in more established age bunches as they figure in the yearly normal of no less than 300,000 new graduates that indicate the work compel. The Department of Labor and Employment (DOLE) announced in 2008 that 50 percent of the

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jobless 2.7 million across the nation were matured 15 to 24. Of these, 461,000 or 35 percent had professional educations while around 700,000 jobless youth either completed secondary school or if nothing else achieved undergrad levels. Therefore, the constant high joblessness rates, may not be fundamentally connected with the present 10-year cycle however rather with the nation's current financial framework and the administration's activity age approaches. Fifth, Filipino graduates will be naturally perceived as "experts" abroad. In the present 10-year cycle, the DepEd contends, the nature of instruction is reflected in the "lacking readiness of secondary school graduates for the universe of work or business enterprise or advanced education." What the K-12 program expects to accomplish, thusly, is to fortify shabby semi-talented work for the worldwide market. With youthful specialists, for the most part semi-gifted and untalented laborers now making up an expected 10.7 percent of the aggregate Filipino work vagrant populace, it does not shock anyone then that the administration is currently programming its childhood to adjusting needs of the worldwide market. Work relocation, be that as it may, has brought about the mind deplete of Filipino gifted specialists and experts. Amusingly, while the DepEd and the administration mouths a purported "professionalization" of the youthful work drive in outside business sectors, their noteworthiness to residential improvement and country building is tragically being underestimated to the detriment of giving shoddy work under the appearance of giving work. While defenders and promoters hail the K-12 show as the "redeeming quality" of youth joblessness, faultfinders contend that it will just disturb the nation's reliance on work trade and the inflow of settlements that don't really add to substantive and reasonable country building.

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Lastly, the DepEd justifies the K-12 model by saying that the present short basic education program affects the human development of Filipino students. At last, paying little respect to whichever "display", what the adolescent and nation desperately needs is for the improvement and foundation of a training framework that takes into account the requirements of the Filipino youth and the general public in general The article reasoned that the emergency of the Philippine instruction framework, in all levels, is stemmed not on the shallow, for this situation the quantity of tutoring years, yet rather on the conditions and establishment on which it subsists. Unless the administration addresses decisively poor open spending, high expenses of tutoring, the power of a pioneer educational modules, absence of straightforwardness and responsibility in the midst of across the board debasement inside the area and the advancement of the nation's science and innovation for residential improvement, all endeavors will stay at first glance. Republic Act 10533 marked by the officeholder President Benigno Aquino III intends to rebuild essential training in the nation by requiring Filipino understudies to experience one year in Kindergarten, six years in grade school, four years in middle school and two years in senior secondary school. Show amid the marking were House Speaker Feliciano Belmonte Jr., Education boss Bro. Armin Luistro, and representatives and House individuals who composed the enactment. The enactment additionally accommodates a native language, multilingual way to deal with guideline to encourage the early learning procedure of understudies. Instructors will be required to utilize a locale's native language as medium of guideline from Grades 1 to 3.

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A few gatherings, for example, the dynamic youth aggregate Anakbayan, however communicated worries on the marking of the K to 12, saying the extra two years in essential instruction may simply compound the nation's instructive hardships. Vencer Crisostomo, Anakbayan national director, said the recently marked law will convey extra weight to guardians and understudies who don't have reserves for school costs, which may additionally prompt higher drop-out rates. "The K-12, dissimilar to what Aquino is promising, isn't an answer for instruction and work hardships. Rather, it will additionally exacerbate and develop the issues”. He similarly said that the K to 12 program will likewise mean the administration's "deserting of tertiary instruction," since understudies who complete the program may as of now work as opposed to heading off to college. "The K-12 expects to make less expensive, more 'exploitable' work. The program is to ensure more 'semi-gifted' adolescents enter the work compel as ahead of schedule as 18 years of age, which will exacerbate the joblessness issue,( Press Release, May 3, 2013). Luistro, as far as it matters for him, said the K to 12 program won't convey extra expenses to Filipino guardians and understudies, since the legislature will subsidize state funded schools for the two more years in essential instruction. He included that his organization is presently planning with the Commission on Higher Education (CHED) to talk about the likelihood of shortening school training in the nation once the K to 12 program goes on full usage in 2016. Luistro likewise said that the K to 12 program won't demoralize understudies from seeking after tertiary training (Press Release, May 3, 2013). Villafania (2012) affirmed that the execution of K to 12 was additionally set apart with numerous difficulties, especially as far as foundation the same number of schools have not yet finished repairs. Indeed, the Department of Education (DepEd) said that despite

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everything it needs extra 50,000 classrooms and around 1.3 million seats. A few schools likewise need enough instructors particularly in secondary school to oblige the additional heap of understudies entering Grade 7 this year. DepEd likewise focused on that it needs an extra 74,000 educators. Then again, the DepEd has effectively actualized various preparing programs for instructors. For the new Grade 1 educational programs, DepEd has prepared more than 3,000 individuals made out of 1,545 Grade 7 mentors and 1,478 basic coaches, who will include the national center of mentors on the K+12 educational modules. Likewise, the instruction office additionally completed a preparation program for somewhere in the range of 73,655 Grade 1 instructors and 70,227 Grade 7 educators from government funded schools who will instruct the underlying K+12 curriculum. Prior to the Implementation of the K-12 program started, the Philippines is one of the not very many nations remaining that give just ten years of essential instruction, six years in basic and four years auxiliary. This brief period makes it troublesome for Filipinos to be focused with nations like Japan or Korea, that have no less than 12 years of fundamental instruction added to their repertoire. Much of the time, the additional years spent in fundamental training should empower understudies to handle subjects like arithmetic and science in more points of interest, rather than the hurried way utilized as a part of the old instruction framework. Individuals can likewise expect that the new K-12 framework will deliver graduates who are more arranged for school training. The program is relied upon to give an unmistakable perspective of which vocation they would take. This may prompt less dropouts, and more odds of accomplishment in moving on from whatever course they choose.

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The K-12 framework isn't without its commentators. A few people say that it isn't the quantity of years that ought to be expanded, yet the nature of guideline that the understudies get. As it were, adding a couple of years to essential instruction can in any case give the quality that understudies need. Now on its first year of usage, the K-12 program isn't without challenges, yet it is an undertaking worth seeking after on the off chance that we really plan to enhance the Philippine training framework. By putting additional time and assets in our training, we can anticipate that our graduates will end up focused in the worldwide business field, and bring more achievement that would contribute towards building our country (Delos Santos, 2012).

Local Studies The study of Vergara (2013) relates with the implementation of K to 12. His study delved with the implementation of double exposure for the Grade Three pupils of Tanauan East District which employed the use of both Mother Tongue and English alternately as media of instruction. The findings of the study revealed that such new program was implemented to a very great extent in the schools covered by the study. On other hand Magsino (2013) cited that educators are one of the key components in any school and effective teaching is one of the key propellers for school improvement. This audit is concerned with how to define educator’s effectiveness and what makes an effective teacher. It draws out implications for policymakers in education and for enhancing classroom practice.

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Katigbak (2011) presumed that the utilization of showing techniques is for the most part compelling in educating, yet its viability depends much on the idea of the students, the trouble of the lesson, the accessibility and ampleness of instructional materials, the educator's expert characteristics and the classroom atmosphere. While instructional materials encourage, quicken and make learning encounters more concrete, significant and agreeable, the understudies' level of execution is as yet influenced by the adequacy of the instructor and the educating techniques. It is estimated through differed instructor made tests. The study of Cabrera (2011) dwelt on the significance of training for teacher’s professional development and improvement, which in turn, enhances instruction. More specifically, her study discovered that school based training conducted by the DepEd contributed much in the teachers’ development of further competencies which they may use in their performance of instructional functions. In his study, Valencia (2007) concluded that there is a need to upgrade human resources through different forms of interest in human capital in order to reap the benefits of an expanded global trade in services. This upgrading procedure 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.

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Synthesis The literature and studies that were stated in this research project will serves as the specific evidences, proofs and facts that will support our study.

In this study, the review

literature is relevant and significant, deals to come up with this study to determine the extent of attainment on the K to 12 Basic Education Program. According to (Delos Santos, 2012) The K-12 framework isn't without its commentators. As it were, adding a couple of years to essential instruction can in any case give the quality that understudies need, it is to enhance the Philippine training framework by putting additional times and assets in our training, so that we can anticipate that our graduates will end up focused in the worldwide business field, and bring more achievement that would contribute towards building our country. Valencia (2007) also states that there is a need to upgrade human resources through different forms of interest in human capital in order to reap the benefits of an expanded global trade in services. It 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 that will enhance our readiness to compete internationally that will 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. These are the reason why the researchers aim to know the extent of attainment of the respondents because it will serve as the basis for the Department of Education in able to encourage students to know the essence of the K to 12 program that will serve them motivations in order them to build a huge understanding and preparations for themselves. The previous writing and studies were strong of the factors utilized as a part of this investigation, which incorporate the accompanying: the availability of the schools in the execution of K to 12 Curriculum Program as far as

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educational modules change, school plant and offices, instructional materials and organization and administration; preparation of the educators as far as showing skills, use of showing systems, usage of instructional materials and alteration methodology; issues and worries in the execution of K to 12 Program; and the impacts of these issues and concerns. A greater amount of the related examinations we’re not specifically centered around K to 12, but rather they mirrored alternate factors inside the investigation.

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Chapter III RESEARCH METHODOLOGY

Research Design This study is combination of quantitative and qualitative method. In the quantitative part the researchers will be using the descriptive-comparative design. The descriptive comparative method aims to describe the nature of a situation as it exists at the time of the study and exploring the causes of a particular phenomenon. It is also a fact-finding or information gathering with analytical interpretations. The descriptive method is concerned with conditions or relationships that exist, practices that prevail, and effects that are being felt or trends that are developing. The descriptive method also involves hypothesis formulation and testing, uses logical inductive methods to arrive at generalizations, and often employs methods of randomization so that error may be estimated when referring to population characteristics. (Travers, 1988:109, as cited by Bantayan, 2003) At the qualitative part the researchers used the Phenomenology to describe the meaning of their lived experience on the implementation of K-12 basic education program of senior high school students in a private senior high school for the school year 20182019. The Phenomenology Research was used to identify the problems encountered on the K-12 basic education program objectives of a private Senior High School.

Research Environment This will be undertaken at Saint Mary’s University, Bayombong, Nueva Vizcaya Senior High School Department.

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A private institution run by missionaries of the Congregation of the Immaculate Heart of Mary (CICM). The school envisions the formation of competent, creative, community supportive and Christian disciple among all its students, faculty and staff.

Figure 2. Map of Nueva Vizcaya specifically Bayombong Source:https://www.zamboanga.com/z/index.php?title=Bayombong,_Nueva_Vizcaya,_P hilippines#/media/File:Bayombong_map.png

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Figure 3. SMU Senior High Buildings (right: Grade 11 Building left: Grade 12 Building) Source: http://smu2.smu.edu.ph/gallery/jdv/ Captured at SMU campus

Respondents and Sampling Method The respondents of this study will be the senior high school students of Saint Mary’s University, Bayombong, Nueva Vizcaya both grade 11 and 12. There are 330 respondents by employing random sampling; specifically, the proportionate allocation random sampling technique.

Research Instrument In order to collect the data needed in the study, the following instruments will be utilized:

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Respondent’s Profile. This will be used to establish the profile of the respondents in terms of sex and strand. Perceived extent of attainment on the Implementation of K-12 Basic Education Program. This will be elicited the respondents’ assessment on the perceived extent of attainment of K-12 Basic Education Program of Saint Mary’s University, Bayombong, Nueva Vizcaya. The questionnaire was adapted from the study of Canezo (2016) some adjustment were made to make the instrument suitable to the context of the study. It consists of 16 indicators. The reliability coefficients are stated below. Table 1. Reliability coefficient No. of items

No.

of

Cronbach’s alpha

Percentage

.841

84.1%

respondents Overall result for level of awareness

on

16

18

the

implementation of K-12 basic education program

Open ended question. This will be used to assess the different perceptions of the respondents on their own experience, to evaluate the different problems encountered on the attainment of the K-12 Basic Education Program of a private Senior High School.

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Data Gathering Procedure The researchers initially sought permission from the research teacher of the senior high school of Saint Mary’s University to conduct this study at Saint Mary’s University, Bayombong, Nueva Vizcaya.

Formulation and validation in the research instrument through pilot testing

Subject the gathered data for statistical treatment.

Retrieve the instruments from the drawn respondents.

Administer the instruments to the respondents.

Result and Discussion Figure 4. Data Gathering Flowchart

After permission was granted, the researchers prepared the research instruments. Since the researchers adapted the questionnaires that were previously used by Canezo (2016), some adjustments were made to make the instrument suitable to the context of the study. After having done these steps, the researcher asked the adviser and the experts for further validation on the instrument. After the instruments were validated and after incorporating the comments and suggestions of the adviser and the experts, the questionnaires will administer to the students of SMU Senior High School who were drawn as respondents. A maximum of 4-7 minutes

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was given for the respondents to accomplish the questionnaire and after which, the retrieval of such and the data gathered will subject for statistical treatment and analysis of the result.

Treatment of Data In order to answer the specific questions posted in Chapter I, the following statistical tools will be utilized: Frequency and Percentage. These will be utilized to establish the profile of the respondents in terms of sex and strand Weighted Mean. This will be used to determine how the respondents assessed the extent of attainment of the K-12 Basic Education Program objectives of Saint Mary’s University. Independent t-test. This will be used to determine the significant differences on the respondents’ assessment on the perceived extent of attainment of K-12 Basic Education Program of Saint Mary’s University when they are grouped according to sex. Analysis of Variance (ANOVA). This will be used to treat the significant differences on the respondents’ assessment on the perceived extent of attainment of K-12 Basic Education Program of Saint Mary’s University when grouped according to strand. Thematic Analysis. To analyse the qualitative data, the inductive method will be used. To determine the different problems encountered of SMU Senior High School students of K12 basic education program.

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The evaluation of the respondents on the perceived extent of attainment on the K-12 basic education program will interpreted using the following response categories with their qualitative description:

Scale

Item Qualitative

Range

Description

Grand Mean Qualitative Description

1

Strongly Agree

1.00-1.49

Very Satisfactory

2

Agree

1.50-2.49

Satisfactory

3

Disagree

2.50-3.49

Poor

4

Strongly Disagree

3.49-4.00

Very Poor

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Chapter IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This study was designed to determine the perceived extent of attainment on the objective and the problems encountered on K-12 Basic Education Program. The presentation, analysis and interpretation of data in this chapter follows the sequence of the specific questions posted in Chapter I.

A. Profile of the Respondents Table 2 Frequency and Percentage Distribution of the Respondents When Grouped according to Sex Sex Male Female TOTAL

Frequency 122 208 330

Percentage 37.00 63.00 100.00

As reflected in Table 2, two hundred eight (208) or 63.00% of the respondents are female while 122 or 37.00% are male, indicating a slight dominance of female respondents. This suggests that most of the students of Saint Mary’s University Senior High School are female. This fact was supported by the records from the school registrar of the school, which shows that more female students were enrolled.

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Table 3 Frequency and Percentage Distribution of the Respondents When Grouped according to Strand Strand Science, Technology, Engineering, Mathematics (STEM) Humanities and Social Sciences (HUMSS) Accountancy and Business Management (ABM) Arts and Designs General Academic Strand (GAS) Home Economics (HE) Information Communication Technology (ICT) TOTAL

Frequency

Percentage

161

48.80

42

12.70

81

24.50

15 10 14 7 330

4.50 3.00 4.20 2.10 100.00

As reflected from Table 3, one hundred sixty-one (161) or 48.80% of the respondents were enrolled to Science, Technology, Engineering and Mathematics; 81 o 24.50% were enrolled to Accountancy and Business Management (ABM); 42 or 12.70% were enrolled to Humanities and Social Sciences (HUMSS); 15 or 4.50% were enrolled to Arts and Designs; 14 or 4.20% were enrolled to Home Economics (HE); 10 or 3.00% were enrolled to General Academic Strand; and 7 or 2.10% were enrolled to Information Communication Technology (ICT).

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B. Perceived Extent of Attainment of the K-12 Basic Education Program Objectives Table 4 Mean Assessment of the Respondents on the Perceived Extent of Attainment of the K12 Basic Education Program Objectives

1.

K-12 Basic EducationP Program Objectives

Weighted Mean

Qualitative Descriptions

It gives students more time to master competencies and skill as well.

2.34

Satisfactory

2.42

Satisfactory

2.23

Satisfactory

2.18

Satisfactory

2.22

Satisfactory

2.43

Satisfactory

2.39

Satisfactory

2.17

Satisfactory

2.25

Satisfactory

2.23

Satisfactory

2.17

Satisfactory

2.23

Satisfactory

2.41

Satisfactory

2.38

Satisfactory

2.22

Satisfactory

2.32

Satisfactory

2.29

SATISFACTORY

2.

The K-12 program accelerates mutual recognition of Filipino graduates and professionals in other countries. 3. It will help students learn skills which are relevant to have a sustainable and decent life in the future. 4. The new curriculum gives students the chance to choose among three tracks (Academic, Technical-Vocational-Livelihood and Sports and Arts) 5. The students will undergo immersion, which provides relevant exposure and actual experience in their chose track. 6. Students will have sufficient instructional time for subject-related tasks, making them more prepared in every subject area. 7. With K-12 education, Filipino graduates will be automatically recognized as professionals abroad because they are following the international education standard as practiced by all nations. 8. The students will be equipped with information, media and technology skills; learning and innovative skills; effective communication skills, and life career skills. 9. Graduate of K-12 program will possess competencies and skills relevant to the job market 10. Graduate of K-12 program will be prepared for higher education and now be recognized abroad 11. It will equip graduates with 21st century skills 12. The K-12 program offers a decongested 12-year program that gives students sufficient time to master skills and absorb basic competencies. 13. Students of the new system will graduate at the age of 18 and will be ready for employment, entrepreneurship, middle level skills development , and higher education upon graduation 14. Graduate of K-12 program will compete globally and can be given recognition to work abroad. 15. Graduate of K-12 program will get a better and professional work. Give hope to change the economic status. 16. Graduate of K-12 program will receive certificate like National Certificate II (NCII). That gives students a credibility for a better work. GRAND MEAN

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Table 4 presents the mean assessment of the respondents on the perceived extent of attainment of the K-12 Basic Education Program Objectives. Data in the table show that the respondents assessed the perceived extent of attainment of the K-12 Basic Education Program Objectives as “Satisfactory” as supported by the grand mean of 2.29. The respondents rated the 16 items with mean scores ranging from 2.17 to 2.43 with qualitative description of “satisfactory”. It could be noted further that among the indicators of the perceived extent of attainment of the K-12 Basic Education Program Objectives, the respondents gave the three highest ratings to the items “Students will have sufficient instructional time for subject-related tasks, making them more prepared in every subject area”, “The K-12 program accelerates mutual recognition of Filipino graduates and professionals in other countries” and “Students of the new system will graduate at the age of 18 and will be ready for employment, entrepreneurship, middle level skills development , and higher education upon graduation” with mean ratings of 2.43, 2.42 and 2.41, respectively. Similarly, the respondents rated “satisfactory” to the items “With K-12 education, Filipino graduates will be automatically recognized as professionals abroad because they are following the international education standard as practiced by all nations”, “Graduate of K12 program will compete globally and can be given recognition to work abroad” and “It gives students more time to master competencies and skill as well” with mean ratings of 2.39, 2.38 and 2.34, respectively.

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In addition, the items “Graduate of K-12 program will receive certificate like National Certificate II (NCII). That gives students a credibility for a better work” and “Graduate of K12 program will possess competencies and skills relevant to the job market” with mean ratings of 2.32 and 2.25, respectively, qualitatively described as “satisfactory”. The respondents assessed the items “It will help students learn skills which are relevant to have a sustainable and decent life in the future”, “Graduate of K-12 program will be prepared for higher education and now be recognized abroad” and “The K-12 program offers a decongested 12-year program that gives students sufficient time to master skills and absorb basic competencies” with mean ratings of 2.23, qualitatively described as “satisfactory”. Likewise, the respondents rated “satisfactory” to the items “The students will undergo immersion, which provides relevant exposure and actual experience in their chose track”, “Graduate of K-12 program will get a better and professional work. Give hope to change the economic status”, “The new curriculum gives students the chance to choose among three tracks (Academic, Technical-Vocational-Livelihood and Sports and Arts)”, “The students will be equipped with information, media and technology skills; learning and innovative skills; effective communication skills, and life career skills” and “It will equip graduates with 21 st century skills” with mean ratings of 2.22, 2.22, 2.18, 2.17 and 2.17, respectively. Result in the study of Santa Maria (2012) shows that majority of the students support the new K-12 education system as they believe that it will help the graduates to be better prepares for college or joining the workforce. Under the new system, Grade 7 is the first year of junior high school will include Grade 11 and 12 for a total of 2 years additional schooling. This imply that the students recognized the efforts of the government, through the department of education, to improve the quality of education via the senior high school

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program. They understood that the program is one among the responses to the President’s proposed ways to fix the Philippine Basic Education. They realized that the program is not actually adding two years in the basic education schooling rather it is minus two years in college studies and a way of reducing the expenses of the parents in sending their children to college and most importantly employment is already assured in the basic education level. They learned that the SHS is an answer on the need to address the issue on mismatch of competencies and the job requirements of industries and the business sector. They realized that program prepares to every learner for higher education, employment, entrepreneurship, and middle level skills development C. Significant Difference on the Perceived Extent of Attainment of the K-12 Basic Education Program Objectives when grouped according to the Selected Profile Variables Table 5 Summary of Analysis on the Mean Differences in the Assessment of the Perceived Extent of Attainment of the K-12 Basic Education Program Objectives When Grouped according to Profile Variables Variable

Groupings

Mean

Df

Sex

Male Female STEM HUMMSS ABM A&D GAS HE ICT

2.39 2.25 2.42 2.00 2.67 2.27 2.00 2.14 2.14

Strand

Sig.

Remarks

330

Computed value 2.086

.150

Not significant

7& 323

6.091

.000

Significant

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As gleaned from the table, the variable strand brought significant difference on the respondents’ assessment on the perceived extent of attainment of the K-12 Basic Education Program objectives, as indicated by the computed F-value of 6.091 (df=6,23; p=.000) at 0.05 level of significance. This led to the rejection of hypothesis which states that significant difference does not exist in the assessment of the respondents on the extent of attainment of the K-12 Basic Education Program Objectives when grouped according to strand. This result of implies that mean responses of the respondents significantly vary when they are grouped according to strand. Among the different strand, respondents enrolled at Accountancy and Business Management (ABM) reflected the highest mean of 2.67, qualitatively described as “very satisfactory”, as compared to other strands indicating that they perceive higher than to the students enrolled to other strands. Result in the study of Yu (2018) on the satisfaction of the students in the different strands in the senior high school showed that Accountancy and Business Management (ABM) students are satisfied on the implementation of the K-12 Basic Education Program because this strand opens the avenues for the students to gain more nuanced appreciation of the elements that make up the world of accounting and business management courses in the Philippines without having to dive deeper into the specialized complexities of mathematical fields. On the other hand, sex did not register significant difference in the respondents’ assessment on the perceived extent of attainment of the K-12 Basic Education Program Objectives. Having been subjected to independent sample t-test, sex obtained a computed value of 2.086 (df=328; sig.=.150) at 0.05 level of significance.

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This could be interpreted to mean that the above-mentioned variable does not have a significant bearing on the respondents’ assessment on the perceived extent of attainment of the K-12 Basic Education Program Objectives. Finding therefore implies that whether the respondent is male or female, his assessment is the same with that of the other respondents. It supports the study of Miguel (2016) that no difference between a male and female in terms of education. He also stated that everyone has the right to receive quality education. Although the process of female dominance in educational attainment has been going for long enough. D. Problems Encountered on the Attainment of K-12 Basic Education Program Table 5 Thematic analysis on the different problems encountered by the students on the attainment of the K-12 Basic Education Program. Statements Additional financial burden of the parents. Deprive especially the poor to avail for college education because of the additional 2 years in high school. Lots of requirements, most especially on the performance task that is not related to the topic, No statement Total

Frequency 144 84

Percentage 43.64 25.45

68

20.61

34 330

10.3 100

Majority of the respondents answered that one of the problems encountered on the attainment of K-12 Basic Education Program is the additional financial burden of the parents meaning the parents cannot afford to support their children’s educational expenses for another two years in high school.

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Few of the respondents answered that they were deprive especially the poor to avail of college education because of the additional two years in high school. This finding could happen, considering that the poor ones could hardly send their children to four years of high school education and much more for six years. Few of the respondents answered that they have lots of requirements especially on the performance task that is not related to the topic. As a whole, these problems mentioned above should be observed in the treatment of the problems or issues. All the foregoing statements should rather remain as challenges that must be met and not problems that should trouble the DepEd and the people. These are natural pros and cons associated with the cited issues. In his MINI CRITIQUE column that appears in The Philippine Star, October 14, 2010, Isagani Cruz summarized the pros and cons on the K-12 debate. The PROS included that of enhancing the quality of education, while the CONS is summarized as that of the additional financial burdens both on the part of the parents and the government. Along with this is the foresight of an increase in drop-out rate because of the additional two years in basic education (http://www.philstar.com retrieved 2013).

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Chapter V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary The main thrust of this study was to determine the perceived extent of attainment on the objectives and the problems encountered on K-12 Basic Education Program in a private senior high school. The data were gathered using a survey questionnaire which composed of three parts: Respondents’ Profile, which was used to establish the profile of the respondents in terms of sex and strand; Perceived Extent of Attainment on the K-12 Basic Education Program Objectives, which was used to determine the respondents’ assessment on the perceived extent of attainment on the K-12 Basic Education Program Objectives; and an open-ended question on the problems encountered on K-12 Basic Education Program. Moreover, frequency and percentage, weighted mean, independent t-test, ANOVA and inductive method were the statistical tools used to treat the gathered data. The following are the findings of the study: 1. Majority of the respondents are female, indicating a dominance of female respondents. While on the strand majority of the respondents were enrolled to Science, Technology, Engineering and mathematics (STEM) and the least respondent were enrolled to information Communication Technology (ICT). 2. The respondents’ assessment on the perceived extent of attainment on the K-12 Basic Education Program objectives is satisfied.

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3. Strand brought significant difference on the respondents’ assessment on the perceived extent of attainment of the K-12 Basic Education Program objectives. Sex did not represent significant differences on the respondents’ assessment on the perceived extent of attainment of the K-12 Basic Education Program objectives. 4. Majority of the respondents answered that one of the problems encountered on the attainment of K-12 Basic Education Program is the additional financial burden of the parents meaning the parents cannot afford to support their children’s educational expenses for another two years in high school. Few of the respondents answered that they were deprive especially the poor to avail of college education because of the additional two years in high school. Few of the respondents answered that they have lots of requirements especially on the performance task that is not related to the topics.

Conclusion Based on the foregoing findings, the conclusions were drawn. Most of the respondents were female and enrolled to Science, Technology, Engineering and Mathematics. On the perceived extent of attainment on the K-12 Basic Education Program objectives is satisfactory. The strand of the respondents differentiates the respondents’ assessment on the perceived extent of attainment on the K-12 Basic Education Program objectives. And the problems encountered on the K-12 Basic Education Program are the additional financial burden of the parents, it deprives the poor to avail college education and too much requirements especially on the performance tasks that is not related to the topic.

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Recommendations From the drawn conclusions, the following recommendations are hereby directed and forwarded. 1. The schools should maintain and even bring to a higher level to attain the K-12 Basic Education Program Objectives through adopting more innovative trends, improving their facilities and preparing themselves for globalization through utilization of multimedia. 2. The school should iron out the differences from among of their assessment of the schools’, and the teachers’ attainment of the K-12 Basic Education Program objectives so that they could work in unison for the attainment of the goals of the curriculum. 3. Teachers and the school should find enough time conferring with parents by institutionalizing a problem where a regular orientation, and consultation not only with the students but also with other stakeholders, particularly the parents, so that the former may know their problems encountered on K-12 Basic education program and that they may provide assistance for the parents and their children. This move will empower the parents and will have them realize their significant role as partners of the school in furthering and meeting the quality education for students. Likewise, this will further strengthen school-community relationship. 4. Other researchers are encouraged to underpin the investigation on other variables not considered in this study that further influence the extent of attainment on the K-12 basic education program objectives.

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References Bala,

Jr. (2017) Problems encountered in K-12 curriculum, retrieved from http://depedne.net/?page=news&action=details&opt=popup&REFECODE=ARP RO2017070002

Cabrera, Victoria I. (2011) “The Extent of Implementation of In-Service Training Programs for Grade IV Science Teachers in the Division of Lipa City and its Effects on Pupils’ Performance: Implication to Educational Leadership, SY 2010-2011”, Master’s Thesis, Tanauan Institute, School of Graduate Studies, Tanauan City. Cruz, I. (2016) Senior high school, retrieved from http://www.philstar.com/educationandhome/2015/02/26/1427702/senior-high-school De los Santos, Erica (2012) “K to 12 Program in the Philippines”, (Retrieved May 2013 from: http://studymode.com). DepEd Order No. 74 Deped. (n.p.). Academic Track. Retrieved from, http://www.deped.gov.ph/k-to12/curriculumguides/Academic-Track Deped. (2013). Wwwdepedgovph. Retrieved from, http://www.deped.gov.ph?sites/defeault/files/music%20Curriculum%20Guide%2 0Grades%201-10%20December%202013.pdf Deped. (n.p.) SHS core 21st century literature from the Philippines and the world CGpdf. Retrieved from http://www.deped.gov.ph/sites/default/files/SHS%20Core_21st%20Century%20L iterature%20from%20the%20Philippines%20and%20the%20World%20CG.pdf Director’s Corner (2010): Building self-esteem & independencce. Retrieved from, http://www.psy.cmd.edu/cs/parents/Directors_Corner_2010_11.pdf Felipe, Abraham I. and Carolina C. Porio (2011) “The DepEd’s arguments on the implementation of K to 12”, Philippine Online Chronicles. Geronimo, J.Y. (2014). What senior high school tracks fit your locality?.Retrieved from, http://www.rappler.com/nation/50974-senior-high-school-curriculum-tracks-fitlocality Gratz, G (n.d.) The impact of parents’ background on their children’s Education. Retrieved from, http://www.macalester.rdu/educationreform/publicintelletualessay/Gratz.pdf

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Hubpagescom. (2015). Why does the Philippines need the K-12 Eduaction System? Retrieved 22 March, 2016, from http://hubpages.com/educatiom/TheImplementaion-o-the-K-12-Program-in-thePhilippine-Basic-EducatiomCurriculum Katigbak, Edna M. (2011). “Extent of utilization of teaching methodologies in mathematics instruction in the division of Lipa City: Its implications to Instruction”, Master’s Thesis, Tanauan Institute School of Graduate Studies, Tanauan City. Lacanilao, F. (2012). A Critique of Some Commentaries on the Philippine K-12 Program. Retrieved from http://josecarilloforum.com/forum/index.php?topic=2326. Martin, F. (2015). The factors that affect students’ decision in choosing their college courses. Retrieved from, http://www.academia.edu/9627266/The _Factors_that_Affect_Students_Decision_in_Choosing_their_College_Courses Montebon. D. (2014). K12 Sciencea program in the Philippines: student perception on its implementation, Retrieved from, http://www.ijern.com/journal/2014/December2014/15.pdf New things quotes. (n.d.). Retrieved from, http://www.earlychildhoodaustrailia.org.au/nqsplp/wpcontent/uploads/2013/10/NQS_ PLP_E-Newsletter_No64.pdf “Professional Development System”, URFMP25SchoolPrograms.pdf.

San

Diego

Institute

for

Learning,

Republic Act 10533, Press Release, May 3, 2013. Rivera, R. (2011). The K-12 Program Retrieved from, Philippine Free Press vol.102 no. 24 (June 2011) P.16,34 Valencia, Nelia (2007) “Instructional enhancement on mathematics among grade one pupils at Canossa Schools in Region IV A: Implication to administration, guidance and Instruction,” Master’s Thesis, Lipa City Colleges Graduate School, Lipa City. Vergara, June V. (2013) “Double exposure of grade three pupils in mathematics: An Assessment”, Master’s Thesis, Polytechnic University of the Philippines, Sta. Mesa, Manila. Villafania, Alexander (2012) “The implementation of the K+12 program”, (Retrieved May 2013 from: http://loqal.ph).

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APPENDIX A SURVEY QUESTIONNAIRE I. Respondent’s Profile Please provide the blanks with the desired information or check the box as needed. Name (optional): ___________________________________________ Sex:

( ) Male

( ) Female

Strand/Track: ( )STEM ( )ABM ( )GAS ( )HUMMSS ( )A&D ( )ICT

( )H.E.

II. PERCEIVED EXTENT OF ATTAINMENT OF K-12 BASIC EDUCATION PROGRAM OBJECTIVES Please answer the item sincerely and honestly as you possibly can by putting a check mark (/) at the proper column after each item. The questionnaire was adapted from the study of Canezo (2016) some adjustment were made to make the instrument suitable to the context of the study. The questionnaire will assess the different objectives of K-12 Basic Education Program. Scale: 1 2 3 4

1. 2. 3. 4.

5. 6. 7.

Strongly Agree Agree Disagree Strongly Disagree

K-12 Basic Education Program Objectives It gives students more time to master competencies and skill as well. The K-12 program accelerates mutual recognition of Filipino graduates and professionals in other countries. It will help students learn skills which are relevant to have a sustainable and decent life in the future. The new curriculum gives students the chance to choose among three tracks (Academic, Technical-Vocational-Livelihood and Sports and Arts) The students will undergo immersion, which provides relevant exposure and actual experience in their chose track. Students will have sufficient instructional time for subjectrelated tasks, making them more prepared in every subject area. With K-12 education, Filipino graduates will be automatically recognized as professionals abroad because they are following the international education standard as practiced by all nations.

1

2

3

4

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8. The students will be equipped with information, media and technology skills; learning and innovative skills; effective communication skills, and life career skills. 9. Graduate of K-12 program will possess competencies and skills relevant to the job market 10. Graduate of K-12 program will be prepared for higher education and now be recognized abroad 11. It will equip graduates with 21st century skills 12. The K-12 program offers a decongested 12-year program that gives students sufficient time to master skills and absorb basic competencies. 13. Students of the new system will graduate at the age of 18 and will be ready for employment, entrepreneurship, middle level skills development , and higher education upon graduation 14. Graduate of K-12 program will compete globally and can be given recognition to work abroad. 15. Graduate of K-12 program will get a better and professional work. Give hope to change the economic status. 16. Graduate of K-12 program will receive certificate like National Certificate II (NCII). That gives students a credibility for a better work. III. What are the different problems you encountered on the K-12 Basic Education Program? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ ____________________________________________

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APPENDIX B Communication Letter September 19, 2018 Dear Respondents, Good Day! We, the students of Grade 12 GAS A, are conducting a research study entitled “Perceived Extent of Attainment on the K-12 Basic Education Program Objectives of a Private Senior High School” in partial fulfillment of the requirements in Practical Research 2. Your sincere cooperation and attention in answering our survey questionnaire will provide us the needed data for our research. This will be a great help for us to complete our study. We assure you that the information we gathered will be treated confidentially. Thank you very much! Sincerely yours,

Tiffany V. Abrias

Joshua Reuben Alvarez

Jadewanni Jac D. Aranca

Marc Eian Borje

Jewayne C. Bullecer

Noted: Miss Dayana C. Hermoso Research Adviser

Recommending Approval: Mr. Denson M. Liday Research Coordinator

Approved: Mr. Melencio G. Bernardino Jr. Principal, SHS

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Appendix C Curriculum Vitae Jadewanni Jac Dugay aranca Banauag North, Lamo, Dupax del Norte, Nueva Vizcaya 09361361513 Email: [email protected] PERSONAL INFORMATION Birthday: February 04, 2001 Birth place: Veterans Regional Hospital Bayombong Nueva Vizcaya Age: 17 Nationality: Filipino Religion: United Methodist Church Civil Status: Single Fathers Name: Stephen Flores Aranca Mothers Name: Sharon Bartolazo Dugay EDUCATIONAL BACKGROUND Elementary: Lamo Elementary School Lamo, Dupax del Norte, Nueva Vizcaya 2007-2013 Junior High School: Lamo National High School Lamo, Dupax del Norte, Nueva Vizcaya 2013-2016 Senior High School: Saint Mary’s University- Senior High School Bayombong, Nueva Vizcaya 2017- 2019

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Jewayne Corales Bullecer Banauag Centro, Lamo, Dupax del Norte, Nueva Vizcaya 09454529880 Email: [email protected] PERSONAL INFORMATION Birthday: May 01, 2001 Birth place: St. Lukes Medical Center Quezon City, Manila Philippines Age: 17 Nationality: Filipino Religion: Roman Catholic Civil Status: Single Fathers Name: Walter Anniver Ocampo Bullecer Mothers Name: Jennifer Batoon Corales EDUCATIONAL BACKGROUND Elementary: Dr Albert Elementary School Sampaloc, Manila, Philippines 2007-2009 Baguio Central University Elementary School Baguio City, Philippines 2009-2010 Lubas Elementary School La Trinidad, Benguet 2010-2011 Lamo Elementary School Lamo, Dupax del Norte, Nueva Vizcaya 2011-2013 Junior High School: Lamo National High School Lamo, Dupax del Norte, Nueva Vizcaya 2013-2016 Senior High School: Saint Mary’s University-Senior High School Bayombong, Nueva Vizcaya 2017- 2019

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Tiffany Vadil Abrias Casantolan Norte, Mabasa, Dupax del Norte, Nueva Vizcaya 09557383013 Email: [email protected] PERSONAL INFORMATION Birthday: February 26, 2001 Birth place: Dupax District Hospital Malasin, Dupax del Norte, Nueva Vixcaya Age: 17 Nationality: Filipino Religion: Iglesia Ni Cristo Civil Status: Single Fathers Name: Teofilo Sumaling Abrias JR. Mothers Name: Janeth Banaga Vadil EDUCATIONAL BACKGROUND Elementary: Mabasa Elementary School Mabasa, Dupax del Norte, Nueva Vizcaya 2007-2012 Junior High School: Lamo National High School Lamo, Dupax del Norte, Nueva Vizcaya 2013-2016 Senior High School: Saint Mary’s University-Senior High School Bayombong, Nueva Vizcaya 2017- 2019

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Joshua Reuben Tubayan Alvarez Banggot, Bambang, Nueva Vizcaya Email: [email protected] PERSONAL INFORMATION Birthday: November 11, 2000 Birth place: Nueva Vizcaya Provincial Hospital Bambang, Nueva Vizcaya Age: 18 Nationality: Filipino Religion: United Methodist Church Civil Status: Single Fathers Name: Mothers Name: Myrna Tubayan Alvarez EDUCATIONAL BACKGROUND Elementary: Bambang Central School Buag, Bambang, Nueva Vizcaya 2007-2012 Junior High School: Saint Catherine’s School Buag, Bambang, Nueva Vizcaya 2013-2016 Senior High School: Saint Mary’s University-Senior High School Bayombong, Nueva Vizcaya 2017- 2019

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Marc Eian Valtoribio Borje Salvacion, Bayombong, Nueva Vizcaya 09192964143 PERSONAL INFORMATION Birthday: September 27, 2000 Birth place: Veteran’s Regional Hospital Bayombong, Nueva Vizcaya Age: 18 Nationality: Filipino Religion: Roman Catholic Civil Status: Single Fathers Name: Mario G. Borje Mothers Name: Eileen V. Valtoribio EDUCATIONAL BACKGROUND Elementary: Saint Mary’s University-Grade School Dept. Bayombong, Nueva Vizcaya 2007-2012 Junior High School: Saint Mary’s University Science High School Bayombong, Nueva Vizcaya 2013-2016 Senior High School: Saint Mary’s University-Senior High School Bayombong, Nueva Vizcaya 2017- 2019