K-12 education reform at a private senior high school

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SAINT MARY’S UNIVERSITY

SENIOR HIGH SCHOOL
Bayombong, Nueva Vizcaya
RESEARCH DEPARTMENT
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 Perceived extent of

attainment of the K12
Sex
Basic Education
Strand 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, multi-
lingual 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
respondents
Overall result for level of 16 18 .841 84.1%
awareness on 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 Retrieve the instruments from

research instrument through pilot
the drawn respondents.
testing
Subject the gathered data for

Administer the instruments to
statistical treatment.
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 K-
12 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 Grand Mean Qualitative
Description 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 Frequency Percentage

Male 122 37.00
Female 208 63.00
TOTAL 330 100.00
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 Frequency Percentage

Science, Technology, Engineering,
161 48.80
Mathematics (STEM)
Humanities and Social Sciences (HUMSS) 42 12.70
Accountancy and Business Management
81 24.50
(ABM)
Arts and Designs 15 4.50
General Academic Strand (GAS) 10 3.00
Home Economics (HE) 14 4.20
Information Communication Technology (ICT) 7 2.10
TOTAL 330 100.00
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 K-
12 Basic Education Program Objectives
Weighted Qualitative
K-12 Basic EducationP Program Objectives
Mean Descriptions
1. It gives students more time to master competencies and skill as well. 2.34 Satisfactory
2. The K-12 program accelerates mutual recognition of Filipino graduates and
2.42 Satisfactory
professionals in other countries.
3. It will help students learn skills which are relevant to have a sustainable and
2.23 Satisfactory
decent life in the future.
4. The new curriculum gives students the chance to choose among three tracks
2.18 Satisfactory
(Academic, Technical-Vocational-Livelihood and Sports and Arts)
5. The students will undergo immersion, which provides relevant exposure and
2.22 Satisfactory
actual experience in their chose track.
6. Students will have sufficient instructional time for subject-related tasks,
2.43 Satisfactory
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 2.39 Satisfactory
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 2.17 Satisfactory
life career skills.
9. Graduate of K-12 program will possess competencies and skills relevant to
2.25 Satisfactory
the job market
10. Graduate of K-12 program will be prepared for higher education and now
2.23 Satisfactory
be recognized abroad
11. It will equip graduates with 21st century skills 2.17 Satisfactory
12. The K-12 program offers a decongested 12-year program that gives students
2.23 Satisfactory
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 2.41 Satisfactory
higher education upon graduation
14. Graduate of K-12 program will compete globally and can be given
2.38 Satisfactory
recognition to work abroad.
15. Graduate of K-12 program will get a better and professional work. Give
2.22 Satisfactory
hope to change the economic status.
16. Graduate of K-12 program will receive certificate like National Certificate
2.32 Satisfactory
II (NCII). That gives students a credibility for a better work.
GRAND MEAN 2.29 SATISFACTORY
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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 K-
12 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 K-
12 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 Computed Sig. Remarks

value
Sex Male 2.39 330 2.086 .150 Not
Female 2.25 significant
Strand STEM 2.42
HUMMSS 2.00
ABM 2.67 7&
A&D 2.27 323 6.091 .000 Significant
GAS 2.00
HE 2.14
ICT 2.14
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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 Frequency Percentage

Additional financial burden of the parents. 144 43.64
Deprive especially the poor to avail for college education 84 25.45
because of the additional 2 years in high school.
Lots of requirements, most especially on the 68 20.61
performance task that is not related to the topic,
No statement 34 10.3
Total 330 100
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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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”, San Diego Institute for Learning,

URFMP25SchoolPrograms.pdf.
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).
46
SENIOR HIGH SCHOOL
RESEARCH DEPARTMENT
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 Strongly Agree

2 Agree
3 Disagree
4 Strongly Disagree
K-12 Basic Education Program Objectives 1 2 3 4

1. It gives students more time to master competencies and skill as
well.
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.
47
SENIOR HIGH SCHOOL
RESEARCH DEPARTMENT
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?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
____________________________________________
48
SENIOR HIGH SCHOOL
RESEARCH DEPARTMENT
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: Approved:
Mr. Denson M. Liday Mr. Melencio G. Bernardino Jr.

Research Coordinator Principal, SHS
49
SENIOR HIGH SCHOOL
RESEARCH DEPARTMENT
Appendix C
Curriculum Vitae
Jadewanni Jac Dugay aranca

Banauag North, Lamo, Dupax del Norte, Nueva Vizcaya
09361361513
Email: acnarawannijac@gmail.com
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
2013-2016
Senior High School: Saint Mary’s University- Senior High School
2017- 2019
50
SENIOR HIGH SCHOOL
RESEARCH DEPARTMENT
Jewayne Corales Bullecer

Banauag Centro, Lamo, Dupax del Norte, Nueva Vizcaya
09454529880
Email: enyawej01@gmail.com
Birthday: May 01, 2001
Birth place: St. Lukes Medical Center
Quezon City, Manila Philippines
Age: 17
Religion: Roman Catholic
Fathers Name: Walter Anniver Ocampo Bullecer
Mothers Name: Jennifer Batoon Corales
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
2011-2013
2013-2016
Senior High School: Saint Mary’s University-Senior High School
2017- 2019
51
SENIOR HIGH SCHOOL
RESEARCH DEPARTMENT
Tiffany Vadil Abrias

Casantolan Norte, Mabasa, Dupax del Norte, Nueva Vizcaya
09557383013
Email: tiffanyvadilabrias@gmail.com
Birthday: February 26, 2001
Birth place: Dupax District Hospital
Malasin, Dupax del Norte, Nueva Vixcaya
Age: 17
Religion: Iglesia Ni Cristo
Fathers Name: Teofilo Sumaling Abrias JR.
Mothers Name: Janeth Banaga Vadil
Elementary: Mabasa Elementary School
Mabasa, Dupax del Norte, Nueva Vizcaya
2007-2012
2013-2016
2017- 2019
52
SENIOR HIGH SCHOOL
RESEARCH DEPARTMENT
Joshua Reuben Tubayan Alvarez

Banggot, Bambang, Nueva Vizcaya
Email: joshua.alvarez1120@gmail.com
Birthday: November 11, 2000
Birth place: Nueva Vizcaya Provincial Hospital
Bambang, Nueva Vizcaya
Age: 18
Religion: United Methodist Church
Fathers Name:
Mothers Name: Myrna Tubayan Alvarez
Elementary: Bambang Central School
Buag, Bambang, Nueva Vizcaya
2007-2012
Junior High School: Saint Catherine’s School
Buag, Bambang, Nueva Vizcaya
2013-2016
2017- 2019
53
SENIOR HIGH SCHOOL
RESEARCH DEPARTMENT
Marc Eian Valtoribio Borje

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

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1

SAINT MARY’S UNIVERSITY

kindergarten, primary school, secondary school, and then college, university or

thinks, feels or acts maybe considered educational.

be globally competitive”. Furthermore, it also develops the competencies and qualifications

youth to proceed to higher education, entrepreneurship, employment, or mid-level skills

development, and to be at part with international standards.

academic examinations and gain international recognition of Filipino professionals. The K to

schooling and also better prepared for college.

better production methods; and lead to introduction of new technologies.

on pedagogy, educational research, measurement and evaluation and classroom management.

eased its implications.

Education Program objectives of a private senior high school.

Specifically, it sought to answer the following questions:

objectives by the respondents?

3. Is there a significant difference on the perceived extent of attainment on the K-12

of SMU Senior High School?

There is no significant difference on the perceived extent of attainment on the K-12

decongested curriculum that is internationally recognized and comparable; develop a

adequately trained teachers; achieve high academic standards, especially in mathematics,

for gainful career or employment and/or self-employment in a rapidly changing and

in primary to secondary school transition programs. Transition programs, of different formats

provided valuable information and perceptions.

framework of the study.

Respondents profile Perceived extent of

Problems encountered on the

Figure 1. Paradigm of the Study

Significance of the Study

be beneficial to the following:

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

authorities may become aware.

implementation of K-12 Basic Education Program, it teaches them to demonstrate

encountered by the students on such implementation.

Scope and Delimitation

high school in the school year 2018-2019.

are conceptually and operationally defined.

private senior high school.

education Program in a Private Senior High School.

and two years in senior high school.

Basic Education Program on a private Senior High School.

Perceived. Interpret or look something in a particular way. The researchers wants to

of the respondents in-terms of their strand in Senior High School.

The K to 12 Basic Education Program

Republic Act K to 12 which is known as “Enhanced Basic Education Act of 2013”or

and one's self (Legitimate Basis, 2013).

Nurturing the Holistically Developed Filipino

paths – may it be further education, employment, or entrepreneurship. Each graduate will be

universities still struggle to compete with educational institutions in our neighbouring

passage of the lower-year understudies to the new educational.

accompanying counter-contentions were exhibited in a similar article:

compare to neighboring nations – Malaysia, 7.4 percent and Thailand, 4 percent. It is

in broad daylight consumption on instruction as a level of aggregate open spending.

134,400 seats and P63 million for textbooks and scholarships.

proportion and isn't enduring any kind of lack in staff or offices.

youth work as it is intended to enhance specialized professional abilities through

concentrating on expressions, aquaculture and horticulture, among others. The K-12, it

Fifth, Filipino graduates will be naturally perceived as "experts" abroad. In the

administration is currently programming its childhood to adjusting needs of the worldwide

noteworthiness to residential improvement and country building is tragically being

all endeavors will stay at first glance.

instruction may simply compound the nation's instructive hardships.

exacerbate the joblessness issue,( Press Release, May 3, 2013).

who will instruct the underlying K+12 curriculum.