THE ADVANTAGES AND DISADVANTAGES OF K-12 PROGRAM AS PERCEIVED

BY SELECTED FACULTY OF SITTY AMANIE MOHAMMAD KIRAM

NATIONAL HIGH SCHOOL

A Research Paper
Presented to the Faculty of the
Senior High School Department
Sitty Amanie Mohammad Kiram National High School
Apa Mimbalay, Masiu Lanao del Sur

In Partial Fulfillment
Of the Requirements for the Course
Practical Research

Ampuan, Ayman D.
Jamal, Jalal M.
Macapado, Norolhaya S.
Magandia, Asmaira A.
Maraorao, Junaid C.
Monib, Abdulhalid M.
Oranggaga, Haniah P.
Rangiris, Naharia M.
Saipoden, Asliah B.

March, 2018
 Republic of the Philippines
SITTY AMANIE MOHAMMAD KIRAM NATIONAL HIGH SCHOOL
Masiu Lanao del Sur,
SENIOR HIGH SCHOOL DEPARTMENT
APPROVAL SHEET

In partial fulfillment of the requirement for the Course Practical Research, this
research entitled "THE ADVANTAGES AND DISADVANTAGES OF K-12 PROGRAM
AS PERCEIVED BY SELECTED FACULTY OF SITTY AMANIE MOHAMMAD KIRAM
NATIONAL HIGH SCHOOL", has been prepared by:

1. Ampuan, Ayman D.
2. Jamal, Jalal M.
3. Macapado, Norolhaya S.
4. Magandia, Asmaira A.
5. Maraorao, Junaid C.
6. Monib, Abdulhalid M.
7. Oranggaga, Haniah P.
8. Rangiris, Naharia M.
9. Saipoden, Asliah B.

Camarodin D. Guiling, LPT, MAEd

Adviser

PANEL OF EXAMINERS

APPROVED by the research Committee on Oral Examination with a grade of

.

Alia M. Unda, LPT, MAEd Jahanisa P. Hadjisatar, LPT

Chairman Secretary

Baeronica U. Pamlian, LPT Naima S. Maraorao, LPT Hainie D. Ditucalan, LPT

Member Member Member

Accepted and approved in partial fulfillment of the requirements for the Course
Senior High School.

Camarodin D. Guiling, LPT, MAEd

Adviser
 DEDICATION

TO MY WONDERFUL WIFE
I WISH TO EXPRESS MY THOUGHT DEEPLY. MATABAE P. TAMAY, DO YO
REALIZE HOW MUCH YOU MEAN TO ME? YOU GIVE OF YOURSELF SO
MUCH AND TO UNSELFISHLY.

YOU CARE, SHARE AND ALWAYS THERE WHENEVER I AM IN NEED. I JUST

WANT YOU TO REMEMBER WHAT A WONDERFUL WIFE YOU ARE TO ME.

I AM VERY THANKFUL FOR THE WAY YOU ARE AS I REALIZE IT IS THE ONLY
WAY YOU COULD BE.

THAT'S WHY I WANT TO DEDICATE THIS WORK.

- AMPUAN, AYMAN D. -

iii
 DEDICATION

I would like to dedicate this study to the Almighty God,

to my beloved families.

To my classmates, teachers and to our instructor

of this subject Practical Research 2 Sir Camarodin D. Guiling, LPT, MAEd.

- JAMAL, JALAL M. -

iv
 DEDICATION

I would like to dedicate this study first and foremost to myself.

I also dedicate this study to our Almighty God and to my parents, for all their love,

patience, kindness, and support.

To my adviser in Practical Research 2 Sir Camarodin D. Guiling LPT, MAEd for

encouraging me and helping me. For guiding this kind of work towards in a

successful study.

- MACAPADO, NOROLHAYA S. -

v
 DEDICATION

TO

My mother
A Strong and gentle soul who taught me to trust in ALLAH, believe in hard work
and that so much could be done with towards success.

My father
For earning an honest living for us and for supporting and encouraging me to
believe in myself.

My Brother's and Sister's

For being inspiration. Being teachers also and pieces of advices.

- MAGANDIA, ASMAIRA A. -

vi
 DEDICATION

I humbly dedicate this study for my parents, Adab A. Maraorao and Jamillah C.

Maraorao, and my brothers and sister also. Your guy's encourage me very well.

To my group mates namely; Ayman, Jalal, Junaid, Norolhaya, Asmaira, Haniah,

Naharia and Asliah for being there always for teach me and guiding.

To my instructor Sir Camarodin D. Guiling, LPT, MAEd for motivated me doing

this very well. And to the panelists for the fruitful ideas namely; Ms. Alia M. Unda LPT,

MAEd, Jahanisa P. Hadjisatar, LPT, Ms. Baeronica U. Pamlian, LPT, Mrs. Naimah S.

Maraorao, LPT, Mrs. Hainie D. Ditucalan, LPT, for the time you given to me and to us for

the correction and suggestions. May you inspire me doing this.

Thank you so much!

- MARAORAO, JUNAID C. -

vii
 DEDICATION

I humbly dedicate this study to my parents, Aquino M. Macalawi and

Noraimah M. Dirogongun. For their unconditional love and support.

To my adviser in thesis Sir Camarodin D. Guiling LPT, MAEd for

encourage me helping me. For guiding this kind of work towards in a successful

study.

To my group mates namely; Ayman, Jalal, Junaid, Norolhaya, Asmaira,

Haniah, Naharia and Asliah for being there always for teach me and guiding.

Above all, to our Almighty God for his guidance, knowledge, and blessings

that he has given to me.

- MONIB, ABDULHALID M. -

viii
 DEDICATION

I would like to dedicate this study to

my friends who always here to encourage me and my families whose untiring support

and assistance have made possible the fruition of our efforts.

And most especially to us

Almighty Lord our God. This Research is dedicated to you.

- ORANGGAGA, HANIAH P. -

ix
 DEDICATION

To

My Mother
A strong and gentle soul who taught me to trust in Allah, believe
in hard work and that so much
could be done with little and for being my first teacher.

My Father
For earning an honest living for us and for
supporting and encouraging me to believe in
myself.

Almighty God
Our great creator, the author of knowledge
and wisdom who made this possible.

- RANGIRIS, NAHARIA M. -

x
 DEDICATION

I genuinely dedicated this piece of accomplishment to the Almighty ALLAH, who

gives me the brilliant mind, clemency, guidance and healthy body to make this work

possible. To him who deserves my gratitude, truthfulness, and commendation.

To my beloved parents, siblings, friends, and relatives, this is for you. May the best of

this paper make you realized the essence of its contents.

- SAIPODEN, ASLIAH B. -

xi
 ACKNOWLEDGEMENT

We would like to convey our deepest and sincere thanks to the following
individuals who in one way to another had helped as for the competence of this
study.

First and foremost, we are very thankful as our Almighty God for giving us
strong and knowledge in doing this everything is beyond Gods control so without
him, we will never reach this far.

To our Practical Research 2 instructor Sir Camarodin D. Guiling, LPT,

MAEd for giving us opportunity to learn and experience how to make a thesis. You
exposed us into this kind of objectives which serves as our starting point. Thank
you so Much Sir.

To our panelists namely; Ms. Alia M. Unda LPT, MAEd, Mrs. Jahanisa P.
Hadjisatar, LPT, Ms. Baeronica U. Pamlian, LPT, Mrs. Naimah S. Maraorao, LPT,
Mrs. Hainie D. Ditucalan, LPT. For the time they gave and for the corrections and
suggestions they made. It is really great help in realizing this paper.

Last but not the least, to our dearest family and friend who never fail to
show their love, support, and understanding in good and bad time.

Once again thank you so much everyone!

- AMPUAN, AYMAN D. and JAMAL, JALAL M. -

xii
 ACKNOWLEDGEMENT

First and Foremost, I have to thank my parents for their love and support

throughout my life. Thank you both for encouraging me.

I would like to sincerely thank my thesis teacher, Sir Camarodin D. Gulling,

LPT, MAEd for his guidance and support throughout this study.

To all my friends, thank you for your understanding and encouragement in

many, many moments of critics. Your friendship makes my life a wonderful

experience. I cannot list at all names here, but you are always on my mind.

Thank you Almighty ALLAH for always being there for me.

- MACAPADO, NOROLHAYA S.-

xiii
 ACKNOWLEDGEMENT

With deepest gratitude and appreciation, I humbly give thanks to the

people who, with all they can, helped us in making thesis.

To my beloved parents, Sanawiya S. Magandia and Ali C. Hadji Salic, for

their unending love and support, for providing all my needs financially and morally,
for their patience and understanding during my tiring days, that I can't help them in
the chores, for their never fading advice and for being there for me no matter what.

To my brother, Salahi, Mansawi and Nassief and my sister Almaira and

Salima who serve as an inspiration to me, who keep on encouraging me to always
make the best out of everything and for their being proud and ever supporting
siblings to me.

To the School where I am studying, Sitty Amanie Mohammad Kiram

National High School, where I am continuously growing as a General Academic
Strand student. And to our adviser in Practical Research 2 Sir Camarodin D. Guiling,
LPT, MAEd for giving me opportunity to learn and experience how to make thesis.
You exposed me into this kind of objectives which serve as our starting point. Thank
you so much sir.

To our panelists namely; Ms. Alia M. Unda LPT, MAEd, Jahanisa P. Hadjisatar,
LPT, Ms. Baeronica U. Pamlian, LPT, Mrs. Naimah S. Maraorao, LPT, Mrs. Hainie D.
Ditucalan, LPT. For the time they gave and for the corrections and suggestions they
made. It is really great help in realizing this paper.

- MAGANDIA, ASMAIRA A. -

xiv
 ACKNOWLEDGEMENT

I wish to express my gratitude sincere to those people who in one

way or another gave their cooperation and support in making this study

towards success.

To my beloved parents, Adab A. Maraorao and Jamillah C. Maraorao,

for their moral and financial support. And for the unconditional love and care

that you gave to me. Thank you so much.

Especially to the panelist namely; Ms. Alia M. Unda LPT. MAEd, Mrs.

Jahanisa P. Hadjisatar, LPT, Ms. Baeronica U. Pamlian, LPT, Mrs. Naimah S.

Maraorao, LPT, Mrs. Hainie D. Ditucalan, LPT. And especially to my adviser

Sir Camarodin D. Guiling, LPT, MAEd. To give their times for the correction

and suggestion they made.

Once again thank you very much!

- MARAORAO, JUNAID C. -

xv
 ACKNOWLEDGEMENT

I wish to express my gratitude sincere to those people who in one way or

another gave their cooperation and support in making this study towards success.

To my beloved father, Aquino M. Macalawi, for his eternal love and support.

Thank you so much for being one of the best fathers in this world. Thank you for

nurturing me as better as I am today.

To my beloved mother, Noraimah M. Dirogongun, for her unconditional

love, support, understanding, care and guidance and for being my inspiration in

everything I do. Thank you so much for being so patient and understanding every

time I was not able to do my work task. Thank you for everything. You are the best

mother in my life.

Especially to the panelist namely; Ms. Alia M. Unda LPT, MAEd, Mrs.

Jahanisa P. Hadjisatar, LPT, Ms. Baeronica U. Pamlian, LPT, Mrs. Naimah S. Maraorao,

LPT, Mrs. Hainie D. Ditucalan, LPT. And especially to my adviser Sir Camarodin D.

Guiling, LPT, MAEd. To give their times for the correction and suggestion they

made.

Once again thank you very much!

- MONIB, ABDULHALID M. -

xvi
 ACKNOWLEDGEMENT

I would like to acknowledge and thank the following important people who

have supported and encouraging me.

Firstly, I would like to express my gratitude to my instructor Sir Camarodin D.

Guiling, LPT, MAEd for his unwavering support, guidance, and insight throughout this

research project.

And finally, I would like to thank all my close friends and family. You have all

encouraged and believed in me. You have all helped me to focus on what has been a

hugely rewarding and enriching process.

- ORANGGAGA, HANIAH P. -

xvii
 ACKNOWLEDGEMENT

I wish to thank all the people who in their own effort, have
helped me and pushed me to write this piece of work. To others
whose names may be omitted I lay my sincere apologies,
nonetheless, to them who deserve my hearth felt gratitude.

Let me now make my honorary to the following:

 To my mother and my father for their unstoppable love,

patience, kindness and for their financial support to my
studies.
 To my close friends who is there when I’m about to give up.
 To our instructor, Sir Camarodin D. Guiling LPT, MAEd who
gave me an opportunity to do this wonderful research on
the topic, “The Advantages and Disadvantages of K to 12 as
Perceived by Selected Faculty of Sitty Amanie Mohammad
Kiram National High School”.
 To our panelist namely, Ms. Alia M. Unda, LPT, MAEd, Mrs.
Jahanisa P. Hadjisatar, LPT, Ms. Baeronica U. Pamlian, LPT,
Mrs. Naimah S. Maraorao, LPT and Mrs. Hainie D. Ditucalan,
LPT, for understanding, supporting and guiding us.
 To almighty ALLAH, our great creator, the author of
knowledge and wisdom, for his countless love.

This piece of work would never be possible without the

consolidated efforts from my beloved parents, friends and my
group mates.

- RANGIRIS, NAHARIA M. -

xviii
 ACKNOWLEDGEMENT

Thanks to Almighty ALLAH, who enable me to do this research. I revere the

patronage and moral support extended with love, by my parents whose financial

support and passionate encouragement made it possible for me to complete this

project.

I submit my heartiest gratitude to my respected teacher Sir Camarodin D.

Guiling LPT, MAEd for his sincere guidance and help for completing this project.

My joy knows no bounds in expressing my cordial gratitude to my close

friends. Their keen interest and encouragement were a great help throughout the

course of this research work.

I humbly extend my thanks to all concerned persons who cooperated with me

in this regard.

- SAIPODEN, ASLIAH B. -

xix
 ABSTRACT

Ayman D. Ampuan, Jalal M. Jamal, Norolhaya S. Macapado, Asmaira A. Magandia,

Junaid C. Maraorao, Abdulhalid M. Monib, Haniah P. Oranggaga, Naharia M.
Rangiris, and Asliah B. Saipoden" ADVANTAGES AND DISADVANTAGES OF K-12
PROGRAM AS PERCEIVED BY SELECTED FACULTY OF SITTY AMANIE
MOHAMMAD KIRAM NATIONAL HIGH SCHOOL". March 2018.

Adviser: Camarodin D. Guiling, LPT, MAEd

The Philippines being the only country in Asia with a 10-year basic education
cycle has recently shifted to a 12- year cycle just this June of 2012. This curriculum shift
is called the K to 12 education policy. This study was conceived to determine the
advantages and disadvantages in Sitty Amanie Mohammad Kiram National High School,
Philippines towards this new curriculum.

This research summarizes the results of a qualitative description, methods, and

survey research that examines how a public secondary school in implementing the
curriculum of its special program. The findings of the research initially described the
curriculum of the school bases on its objectives, selection of content, organization of
learning experience, and evaluation. This provided a rich background for exploring the
curriculum implementation process of the program.

Examining the various aspects of the program's curriculum implementation

revealed. Includes the differences from what is required in the program's implementing
guidelines. Despite the program's success in implementing its admission process,
deficiencies in attaining the desired results were noted in the aspects of available
resources and support systems. The study also indicated the challenges were brought in
curriculum just like the education system and many facilities cannot be provided it. Lack
of funding, concerns over the administration structure, and low enrollment rate have
show to hinder the program from achieving high levels of curriculum implementation.
Finding from the classes observation conducted also showed that there was a positive
interaction resulting from the learning experience provided to the students. It was evident
that the students, despite their diverse characteristics were responsive to instructions in
varying levels of learning ability.

Throughout the study, valuable insights have been noted on how factors such as
the teacher, learner, learning environment, resources, and pedagogy have influenced the
curriculum implementation.

xx
 TABLE OF CONTENTS

PAGES

TITLE PAGE i
APPROVAL SHEET ii
DEDICATION iii
ACKNOWLEDGEMENT xii
ABSTRACT xx
TABLE OF CONTENTS xxi
LIST OF TABLES xxiii
LIST OF FIGURES xxv

CHAPTER
1 The Problem and Its Setting
Introduction 1
Theoretical Framework 3
Conceptual Framework 5
Statement of the Problem 7
Significance of the Study 8
Scope and Limitations 9
Definition of Term 10
2 Review of Related Literature and Studies
Review of Related Literature 12
Review of Related Studies 18
3 Methodology
Research Design 21
Setting of the Study 21
Locale of the Study 22
Sampling Procedure 23
Respondents of the Study 24
Data Gathering Instruments 24
Statistical Tools 25

xxi
4 Presentation, Analysis, and Interpretation of Data
Profile of the Respondent's 26
Civil Status 26
Gender 27
Year in Services 27
The Advantages of K-12 Program in Academic
Performance of the Students as Perceived by
the Teachers of Sitty Amanie Mohammad Kiram
National High School 28
The Disadvantages of K-12 Program in Academic
Performance of the Students as Perceived by the
Teachers of Sitty Amanie Mohammad Kiram
National High School 33
5 Summary, Findings, Conclusion, and
Recommendation
Summary 37
Findings 38
Conclusion 40
Recommendation 41

Bibliography 42

Appendices
A. Letter to the Principal 45
B. Letter to the Respondents 46
C. Questionnaire 47
D. Certificate of Editing

Curriculum Vitae 50

xxii
 LIST OF TABLES

TABLES PAGES

1. Frequency and Percentage Distribution of the respondents

as to civil status. 26

2. Frequency and Percentage Distribution of the respondents

as to gender 27

3. Frequency and Percentage Distribution of the year in service. 27

4. Frequency and Percentage Distribution as to K-12 program is

effective 28

5. Frequency and Percentage Distribution as to K-12 program

is successful on its goal. 28

6. Frequency and Percentage Distribution regarding K-12

textbooks can enhance the skills of their students 29

7. Frequency and Percentage Distribution regarding knowledge

and experience of handling that program for preparing college 30

8. Frequency and Percentage Distribution regarding in considering

their student’s ad some competencies after handling K-12 31

9. Frequency and Percentage Distribution regarding students’ after

handling K-12 will be prepared for higher education also, provide a

better socioeconomic for society. 32

xxiii
10. Frequency and Percentage Distribution about textbooks of

K-12 program ate enough to implementation 33

11. Frequency and Percentage Distribution as if their complete

materials for implementing that program 34

12. Frequency and Percentage Distribution regarding K-12 solution

to poverty. 35

13. Frequency and Percentage Distribution regarding K-12 activities

have spent so much money. 36

xxiv
 LIST OF FIGURES

FIGURE PAGE

1. The Schematic Diagram of the Conceptual Framework 6

2. Map of Sitty Amanie Mohammad Kiram National High School 21

xxv
 CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Republic Act No.10533 or the Enhance Basic Education law also popularly

known as the K to 12 Basic Education Program is the flagship program of the

Department of Education in its desire to offer a curriculum that is attuned to 21st century.

This is in pursuance of the reform thrusts of the Basic Education Sector Reform Agenda

(BESRA), a package of policy reforms that seeks to systematically improve critical

regulatory, institutional, structural, financial, cultural, physical and informational

conditions affecting basic education provision, access and delivery on the ground. The

Department seeks to create a basic education sector that is capable of attaining the

country's Education for all Objectives and the millennium Development Goals by the year

2015 and President Noynoy Aquino's 10-point basic education agenda by 2016. These

policy reforms are expected to introduce critical changes necessary to further accelerate,

broaden, deepen, and sustain the Department's effort in improving the quality of basic

education. The challenges of the Department are great but are not insurmountable.

Education outcomes in terms of achievement, participation and completion rates point to

the urgent need to improve the quality of basic education in the country. The National

Achievement Test (NAT) results for SY 2005-2010 show that many students who finished

basic education do not possess sufficient mastery of basic competencies. The goal of the
 2

new curriculum is to give every Filipino student enough time to master skills and

concepts so that they are ready for tertiary education when the time comes. K to 12

teachers have taken extensive coursework in math, language arts, science, or other

content areas and received training for working with elementary, middle, or secondary

students. However, the teachers were handed only a curriculum guide consisting of a few

pages, and teaching modules contained lessons only for the first quarter, Rivera said.

“It’s hard to see the continuity when you do not know where you're supposed to go by the

end of school year, " she said." We cannot blame the trainers since these were the same

materials given to them. They assured us the lessons up to the fourth quarter period

have been completed. Maybe it’s in the production," she went on.

K to 12 Curriculum is a bold program meant to align the Philippines with the

global 12-years basic education cycle. It is not going away soon, along with the usual

problems encountered at the beginning of each school year. The K to 12 Basic Education

Programs aims to provide every Filipino child with the education she/he needs to

complete in a global context. It has been four years since the Philippines shifted to a new

educational system. But this reform program, which added two more years to the old

basic education system, has since met with so much public opposition. Until now, critics

are not yet prepared for this transition. Many have been said about K to 12 program

curriculum- what it is, what it is covers, what it offers, and what it hopes to achieve.

Despite numerous awareness campaign efforts, opposition still exists. This is, perhaps,

due to lack of information about the differences between two systems.

 3

One of the best things about K to 12 schemes is that it offers opportunities for

students to learn about modern yet rarely tapped fields of specialization. Moreover, it is

also intended to understand the evolution of student’s profiles, from classic to present

time in order to understand certain attitudes, behaviors, accomplishments and

acknowledgements acquired over the educational degree to the highest.

The of this study is to developed ahead the powerful knowledge and being able

to advance towards their implementation and moving up what we product to choosing

achievement may occur.

Theoretical Framework

Teacher’s education and development study learning to teach mathematics

(TEDS-M) carried out under the supervision of the international association for the

evaluation of educational achievement provided the opportunity to examine the

outcomes of teacher education in terms of teacher knowledge and beliefs both across

countries and especially with respect to mathematics for the first time. This chapter

describes the conceptual framework that guided TEDS-M and its study.

Idealism

Theory by Bl meke 2002; Baumert and Kunter 2006. According to them,

teacher’s knowledge as one facet of competence can further be in literate. In the seminal

work, identified three content related facets and one generic facet, namely (1) Content
 4

knowledge is future primary and lower secondary teachers. (2) Pedagogical content

knowledge is including facet "curricular knowledge"- this includes knowledge's about

how to present fundamental concepts and methods to students adapted to their prior

knowledge. Their lesson planning in accordance with curricular requirements (Good et al.

2007; Vollrath 2001). It is a concept of teachers is working in and other culture influence

such as difference between traditional and new curricular. (3) Curricular knowledge and

general pedagogical knowledge involve “broad principles and strategies for classroom

management and organization that transcend subject matter. As well as generic

knowledge about learners and learning, assessment and educational contexts and

purposes. McDonald (1992) calls the wild triangle that connects learned, subject matter

and teacher in the classroom. A teacher has to develop all four of these to be able to deal

effectively with the various challenges of her job; Classroom management, Assessment

supporting student’s social and moral development, counseling and participating in

school activities.

Thus, they may also serve as an indicator of the type of teaching methods that

teacher will use in the classroom. In addition, empirical evidence exists that beliefs of the

teachers’ influence students’ achievement (Dubberka et al. 2008)

Despite the rich literature about beliefs, they are not a well- defined construct

clear between terms such as attitude, perception conception. With respect to the

teachers the distinction towards knowledge in particular towards pedagogical knowledge

is more heuristic that is can strictly be kept up. (Gold in et al. 2009)
 5

Therefore, teacher’s education must be major pillars in the teaching and learning

process. Without doubt, the most important person in the practice curriculum is the

teachers with their knowledge, experience and competencies teachers are central to any

curriculum in the classroom as well. It is become into the curiosity with motivated to allow

the development of being standard school.

Conceptual Framework

The following diagram presents the conceptual framework of this study which

consists of the Advantage and Disadvantage of K to 12 Program in the academic

performance of the students as perceived by the teachers of Sitty Amanie Mohammad

Kiram National High School. Which include the profile of respondents in term of name,

address, civil status, gender, handled subject and age. The perceived outcomes of this

study are the effective implementation of K to 12 programs.

 6

RESPONDENTS PROFILE
- Name - Gender
- Address - Handle subject
- Civil Status - Age

Advantages of the K -12 program in Disadvantages of the K -12 program

the academic in the academic
performance of the students as performance of the students as
perceived by the teachers of Sitty perceived by the teachers of Sitty
Amanie Mohammad Kiram National Amanie Mohammad Kiram
High School National High School

OUTCOMES
Effective Implementation of K-12 Program
Curriculum

Figure 1. Schematic Diagram of the Conceptual Framework of the Study

 7

Statement of the Problem

This study aims to study the Advantages and Disadvantages of K to 12 programs

Sitty Amanie Mohammad Kiram National High School. The experience of respondents,

their coping mechanisms life and satisfaction.

Specially, this study aims to answer the following questions.

1. What is the profile of the respondents in terms of:

1.1 Name;

1.2 Address;

1.3 Civil Status;

1.4 Gender;

1.5 Handle subject;

1.6 Age;

2. What are the Advantages of the K to12 program in the academic

performance of the students as perceived by the teachers of Sitty Amanie

Mohammad Kiram National High School?

3. What are the Disadvantages of K to 12 programs in the academic

performance of the students as perceived by the teachers of Sitty Amanie

Mohammad Kiram National High School?

 8

Significance of Study

This study aimed to provide substantial information on the Advantages and

Disadvantages of K to 12 programs as perceived by selected faculty in Sitty Amanie

Mohammad Kiram National High School. Specifically, the results of the study may

contribute to the following:

Parents of the Students. The research would be able to help the parents of the

students who are affected by the K to 12 programs. This will give them an idea of what

will be the Advantages and Disadvantages of the program. And if it will help their children

grow from the academic nature.

Students. The students will benefit from the study by letting them know how they

are going to be able to understand the children/students to giving additional of two years

from their schooling. Students will know how it will provide a better quality of education to

them.

Teachers. This study will benefit the teachers from the school, for them to be

prepared for the additional two years to the basic education. It is important for them to

know the Advantages and Disadvantages of the program, because they will be the one

who providing the knowledge to the students.

School. This research will also benefit the school, so they will anticipate the

additional teachers and everything that will be anticipating for. It is founded area in Sitty

Amanie Mohammad Kiram National High School to give their permission to allow this

research.
 9

Researchers. The study will improve and develop the compliance of

respondents from the data gathered and insight elicited as a basis for their planning,

implementation and evaluation.

Readers. Information gathered and evaluation in this study may help readers to

contributed in the dissemination of information regarding the K to 12 program

implemented and it will benefit to better understanding why implementing it.

Scope and Limitation

This study focuses only the perception of the Advantages and Disadvantages of

K to 12 programs as perceived by selected faculty in Sitty Amanie Mohammad Kiram

National High School. Since it has been implemented this year 2011 - 2013. The study

will only focus on what Advantages and Disadvantages think of teachers in, and how it

will effective them.

One limitation of this study was the availability of time and financial resources.

Time constraints prevented the researcher from extending into a much wider area of

study and with a much deeper scope. Financial constraints were also felt due to the

constant visit to the respondents. The researchers endeavored to produce a thorough

and complete research work within the scope and limits of her investigation.
 10

Definition of Terms

For better understanding of this study, the terms used in the study are defined

conceptually and/or operationally as follows:

Department of Education. It is the executive department of the Philippines

government responsible for the management and governing of the Philippines system of

the basic education. In this study, it focuses on academic study and how they publish this

type of program.

Education. The wealth of knowledge acquired by an individual after studying

particular subject matter or experiencing life lessons that provide an understanding of

something. In this study, it focuses on the shifting of program of education. Also known

as k-12 program, in matters it connects in our studies.

K to 12 Programs. A scheme of department of education which contain the

additional one year for elementary and additional two years for secondary. In this study, it

gives us more information in our research about some matters of K to 12 programs which

helps us to provide strong information.

Secondary. It is an institution where the final stage of schooling usually a

compulsory up to specific age takes place. It follows elementary or primary school and

may be followed by university (tertiary) education. In this study, it targets the secondary

foundation, to implement K to 12 programs, to provide their ideas about advantages and

disadvantages.
 11

Senior High School. It refers to the secondary school typically comprising the

two highest grades. In this study, it is used to mean a secondary school that consists of

Grade 11 and Grade 12 with distinct parts; first, a core curriculum that prepares students

for college and second, a set of subject (called "career pathways") that prepares students

for careers.

Sitty Amanie Mohammad Kiram National High School. This is where the

results of this study shall serve as reference in the materialization of the Department of

Education (DepEd) Program particularly the K to 12. In this study, it relates this because

this is one of the school that implements the K to 12 program with Senior High School.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

The review of the literature for this study focuses on education and its role in

shaping the future of the students in K to 12 curriculums in response to global

competitiveness particularly in ASEAN Economic Community by 2015. The literature will

also discuss issues about job market, job mismatch, competitiveness and marketability

or employability.

At this pace of this changing society and economy a lot of actions should take

place. They have to face a lot of challenges especially educations who are being asked

to do more with less due to rapidly evolving technologies and ongoing shifts in global

economy and demography. A successful education system will need to be of paramount

importance if a multicultural society to succeed and prosper in the future. Education is a

gateway to a better job and greater earning potential. One key to understanding these

issues is an appreciation of the overall landscape education and training.

In the study of Connelly, The Role of Education (2013) cited that schools have

always played a vital role in ensuring that students have the skills needed for the job or

career they have chosen. The key function of education is to fully prepare students for life

after schooling preparation for the world of work is a necessary and vital part of that

equation. As our society and economy continues to evolve, it may be time to rethink how
 13

public education aids students in choosing career and education pathways. Additionally,

due to the present economic and social changes our government is dealing with, it is

imperative that we think more deeply about the future of those students who will enter the

workforce immediately after high school.

How can we ensure the education is the right one for the times? "Different skill

sets will be required for the future. The next generation will need to be entrepreneurial,

willing to take risks and be multicultural. Lynch (2013).

In the study of Waugh, The Curriculum as Response to Global Competitiveness

the K to 12 Basic Education Program (2013), cited high standard of living, is an important

part of culture and values. The education system has a significant and direct impact on

the quality of our workforce our economic productivity and ultimately, our ability to

prosper as businesses, as people, and as a nation rely on our public schools to provide

highly skilled and educated talent. K to 12 is a solution to create opportunities that will

help all children from the time they enter the classroom to whom they join the workforce.

McCleary. (2012)

K to 12 is a designed curriculum for the sum of primary and secondary education.

It is used in the United States, Canada, Turkey, Philippines, and And Australia. K for 4-6

year olds through twelfth grade 12 for 7 to 19 year olds. It is a free education from

kindergarten to Senior High School in the countries mentioned respectively. Wikipedia

(2008).
 14

Republic Act K to 12 which is known as "Enhanced Basic Education Act of 2013"

or " K to 12 Basic Education Program Law" states that the graduate of basic education

shall be an empowered individual who has learned, through a program that is rooted on

sound educational principles and geared towards excellence, the foundation for learning

throughout life. The competence to engage in work and be productive, the ability to

coexist in fruitful harmony with local and global communities, the capability to engage in

autonomous, creative, and critical thinking and the capacity and willingness to transform

others and one's self. (Legal Basis)

The K to 12 Curriculums

The academic year 2016-2017 is a big turning point in Philippines Education

system since a vast makeover will happen. The new Curriculum which is known as K to

12 Enhanced Basic Education Curriculum, under the newly signed K to 12 Basic

Education Program Law Senior High School (SHS) will officially be implemented

nationwide starting with Grade 11 in SY 2016-2017 and grade 12 in SY 2017-2018. The

additional 2 years Senior High School is a specialized upper-secondary education

composed of a common core curriculum and tracks. There are 8 core curricula or

learning areas that include Language, Humanities, Communication, Mathematics,

Philosophy, Science, Social Science and Physical Education and Health and 4 tracks

which include (1) Academic, (2) Technical-Vocational-Livelihood, and (3) Sports and Arts

(4) General Education or Liberal Arts. Each track will have strands. Which is also known
 15

as specializations within a track?

The 8 core Curricula have 17 core subjects while the 4 tracks Have 16 track

subjects or a total of 33 subjects for SHS of which each subject will entail 80 hours of

classes per semester for the four semesters involved in Grades 11 and 12 or a total of

2,640 hours to complete the Senior High School Level.

IMPLEMENTATION

Implementation is an interaction between those who have created the

programmed and those who are charged to deliver it. According to Ornstein and Hunkins,

and those who have failed. According to Sarason (1990). the main reason for the failure

is the lack of understanding of the culture of the school Successful implementation of

Curriculum requires understanding the power relationships, the traditions, the roles and

responsibilities of individuals in the school system implementers (whether they be

teachers, principals, district education officers) should be well- versed with the contents

of the Curriculum. Education officers should be well versed with the contents of the

curriculum benefits of the innovation. As stated by Fullan and Pomfret (1977), "effective

implementation of requires time, personal interaction and contacts. In service training

and other forms of people based support. Curriculum implementation requires winning

people over and it takes time. Teachers need to feel appreciated and their efforts

recognized. Some may argue that they should be given financial rewards but there is

evidence to suggest that external motivation contributes minimally to the venture.

 16

Individuals contribute their best talents when they are internally motivated and derive a

good feeling from, best talents when they are internally motivated derive good feeling

from curriculum implementation process is the teacher. With their knowledge experience

and competencies, teachers are central to any curriculum improvement on. There is no

denying that the teachers influence student's learning better on. There is no denying that

the teachers influence student's learning Better practice of teaching and responsible for

introducing the curriculum in the classroom. The key to getting teachers committed to an

innovation is to enhance their knowledge of the programmed. This means teachers need

to be trained and workshops have to be organized for personal development.

Unfortunately, in any Curriculum implementation process not all teachers will have the

benefit of such work shops have to be organized for personal development. Unfortunately,

in any Curriculum implementation process not all teachers will have the benefit of such

exposure. There are just too many teachers and insufficient funds to go around. The

most common approach is to have one day workshops given by experts with the lecture

method being the dominant pedagogical strategy. Among the many extrinsic factors

identified that many impede Curriculum change are adequacy of resources, time, school

professional adequacy and professional interest and motivation. Hence, professional

development of the teachers is as an important factor contributing to the success of the

Curriculum implementation. To what extent has teacher education programmed required

prospective teachers to study Curriculum development? Some view teachers as

technician and such do not include Curriculum development in their teacher’s education
 17

programmers. Certainly an adequate teacher education programmed should include

Curriculum development (both the theory and the work of Curriculum development) if

teaching is to be a profession and if educational opportunities for learners are really to be

improved.

The Role of Teachers in the term "learning experience" is not the same as the

content with which a course deals nor the activities performed by the teacher. The term

“learning experience “refers to the interaction between the learner and the external

conditions in the environment to which he/she can react. Learning takes place through

the active behavior of the students.

Tyler argues the teacher's problem is to select learning experience that will foster

active involvement in the learning process in order to accomplish the expected learning

outcomes. Tyler outlined five general principles in selecting learning experience.

1. The learning experience must give students the opportunity to practice the desired

behavior. If the objective is to develop problem solving skills, the students should have

ample opportunity to solve problems.

2. The learning experience must give the students satisfaction. Students need satisfying

experience to develop and maintain interest in learning. Unsatisfying experience hinder

their learning.

3. The learning must "fit" the students need and abilities. This infers that the teacher must

begin where the student is ability wise band that prior knowledge is the starting point for

new knowledge.
 18

4. Multiple learning experiences can achieve the same objective. There are many ways

of learning the same thing. A wide range of experiences is more effective for learning

than a limited range.

5. The learning experience should accomplish several learning outcomes. While

students are acquiring knowledge of one subject or concept, they are able to integrate

schooling that knowledge in several related fields and satisfy more than one objective.

(Tyler, 2000)

Related Studies

This teachers- respondents to a study conducted by Dr. Aurelio Vilbar, University

of the Philippines (UP) High School principal, for his research study on implementation of

the grade 7 English curriculum, of the 200 questionnaires sent out by Vilbar, only 20

teachers responded, and they asked that their identity and the name of their schools be

kept secret. Vilbar presented his research at a forum organized by UP Cebu's research

arm, the Central Visayas Studies Center. Vilbar said some teachers are worried about

their work while some feel they are not yet well-equipped to evaluate the new curriculum

because they are new teachers. The respondents came from regular, vocational,

mountain Barangay and night schools.

Aside from the questionnaire, Vilbar also conducted interviews to determine the

teachers’ experiences. The curriculum is theoretically sound and good," said Vilbar. But
 19

the findings of the research show that teachers experienced below satisfactory internal

and external support, he added

His research revealed that half of the respondents considered the curriculum to

be worse and difficult to implement than the previous curriculum. To adjust to the

curriculum, Vilbar said, majority of the respondents made changes to their classroom

practice, conducted assessment and analysis of their teaching methods, and promoted

learners centered instruction. Vilbar found that many of the respondents were not

satisfied with the support of the Department of education.

One of the advantages of the new curriculum is encouraging the use of

alternative teaching tools, like TV and video player. But one teacher said she had to use

her own funds to buy the equipment for her class as the school did not have a budget for

them there were no materials for the third and fourth grading period last year and it was

not clear if they had to prepare their own literature for the lessons.

A thesis entitled "An Analysis of the Policy K to 12 Education Program" by

HELEN GRACE A. DE JUSTO, AND GLENNE B. LAGURA of UNIVERSITY OF

SOUTHEASTERN PHILIPPINES (2012). Analyzes the problems faced in the program

and the steps and options to be considered in implementing it. The researchers stated

the objectives of the K to 12 education system these are (1) to enhance the curriculum of

the Enhanced K+12 basic Education Program as the central focus (2) to develop tracks

based on different competencies and/or students interest as an integral component of

the program (3) to enhance the basic education Curriculum being undertaken hand in
 20

hand with the vigorous efforts to ensure adequacy of inputs as part of the bigger basic

education reform.

The implementation of the K to 12 education plan in the Philippine Basic

Education Curriculum is said to be the key to the nation's development. Though the

government will face many problems in long run of the implementation of the program,

these really are a need to implement it because the enhancement of the quality of the

education is very urgent and critical.

Enhancing the quality of basic education in the Philippines is urgent and critical

because of that, one of the discussions of DepEd is to enhance the basic education

program in the country in a manner that is least disruptive to the current Curriculum most

affordable for government and families and aligned with international practice through

the K to 12 policies. The poor quality of basic training is reflected in lower achievement

scores of Filipino students. Many students who complete basic education do not posses

sufficient control of Basic competencies. One reason is that; students do not get enough

instructional time or time on ask. This quality is reflected in the inadequate preparation of

high school graduates for the world of work or entrepreneurship or higher education.

High school graduates also do not have the basic competencies or emotional maturity

essential for the world of work.

Education Secretary Armin Luistro said the initial roll out of the K to 12 basic

education program for five-year-old in the Philippines were a defining moment for the

administration of President Aquino, as it seeks to implement reforms with deep impact on

 21

the welfare of Filipino children and the youth (Malipot 2011) Phil. Star, Jan 7, 2013.
 CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the design setting, respondents, sampling data gathering,

instruments and statistical tools of the study.

Research Design

This descriptive study was design of this study. Particularly utilizing quantitative

methods, conducted thus study involved survey in three phases. The first phase

consisted of developing a survey with one Sitty Amanie Mohammad Kiram National High

School. The second phases include completing the survey. Finally, the third phase

entitled distribution to the students and teachers of a questionnaire. The survey research

maintained an objective approach.

Setting of the Study

The study was conducted at Sitty Amanie Mohammad Kiram National High

School. The school was former because of standard of academic. For instance, this

school is they only applied the curriculum of K to 12. It was has given at several

outstanding output. Which is the national figure?

 23

Locale of the Study

Figure 2. The locale of the study “Apa Mimbalay, Masiu, Lanao del Sur”,
specifically in the School of “Sitty Amanie Mohammad Kiram National High School”

This study was conducted in the School of Sitty Amanie Mohammad Kiram

Senior High School. It is found in Masiu, specifically in the Barangay of Apa Mimbalay

where the Municipal of the Masiu stand.

 24

Historical Background of the School

The creation of SITTY AMANIE MOHAMMAD KIRAM NATIONAL HIGH

SCHOOL was under the Republic Act 9155 on November 2003 through the effective

leadership of Dr. Mahid Miraato Mutilan, former DepEd-ARMM Regional Secretary. Upon

approval, this school already started its operation on June 2, 2004.

The said school is located at Apa Mimbalay, Masiu, Lanao del Sur, a very historic

place. It was told that when Raja Indarapatra arrived in the Southern Land of the

Philippine Archipelago, he visited and built his house in this particular place. The school

was created through the effort of Mohammad Kiram Lomontod and her wife Sindawan

Tomawis Lomontod, the present school head of the school, with the dedication to give

quality education to the learners of Masiu, Lanao del Sur. The name of the school was

derived from the name of the eldest daughter of Mohammad Kiram Lomontod, Sitty

Amanie Mohammad Kiram.

Furthermore, this secondary school aims to provide quality education to the

students in order to achieve the Mission, Vision and Objectives of the Department of

Education. Also, it aims to produce globally competitive graduates.

Sampling Procedure

This research has drawn 20 students as their respondents. As shown on the

table there was 15 teachers’ respondents that somehow provide adequate data. The total

population was all considered as the respondents.

 25

Respondents of the Study

The respondents of the study were the students and teachers of Sitty Amanie

Mohammad Kiram National High school. Officially enrolled this school year 2017 - 2018

which was selected through sampling data. Only 35 totals of the respondents among

distributions were shown on the table 1.

Table 1: Population of the Study

Respondent's Frequency Percentage

Teachers in Junior 22 73.33%

Teachers in Senior 8 26.67%

Total 30 100%

Data Gathering Instruments

The instrument used in this study is a self structured questionnaire. It composed

of three (3) parts. (1) Deal with the profile of the respondents. (2) Deals with perception of

the respondents on our study. (3) Deals with the Advantages and Disadvantages of K-12.
 26

Statistical Tools

The statistical procedure was employed analysis the data of this study.

1. Frequency and percentage. This was used determined the demographic profile

of respondents.

Formula:

P= F/X (100)

Where:

P = Percentage

F = Frequency

N = Total Number of Respondents

 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter represents an analyzed and interpretation of the data obtained in

the study. Its finding was based on the data gathered through the questionnaire retrieved

from the respondents. Those data were then analyzed to be presented, discuss and

interpreted.

1. Profile of the Respondents

The respondents of this study are Teachers who are teach in Sitty Amanie

Mohammad Kiram National High School.

Table 2. Frequency and Percentage Distribution of the Respondents as to Civil

Status

PR Frequency Percentage
Single 8 26.67%
Married 22 73.33%
Total 30 100%

Table 2 shows that 8 (26.67%) of the respondents are single and 22 (73.33%)

are married. This implies the majority of the respondents within their status are exposed

in married.
 28

Table 3. Frequency and Percentage Distribution of the Respondents as to Gender

PR Frequency Percentage
Male 2 6.67%

Female 28 93.33%
Total 30 100%

Table 3 shows that 2 (6.67%) of respondents are male while 28 (93.33%) are

female. This means is majority female are employees of Sitty Amanie Mohammad Kiram

National High School. Whose teach in Junior and Senior with K-12 curriculum.

Table 4. Frequency and Percentage Distribution of the Respondents as to Year in

Service

PR Frequency Percentage
1-2 yrs 8 26.67%

3-4 yrs 4 13.33%

5-6 yrs 5 16.67%
7 yrs above 13 43.33%
Total 30 100%

Table 4 shows the year in service of teachers. There are 8 (26.67%) are 1-2 yrs,

4 (13.33%) are 3-4 yrs, 5 (16.67%) are 5-6 yrs and 13 (43.33%) are 7 yrs and above. So

that, in this table majority 7 yrs and above is long run in services. Second 5-6 yrs and

lowest is 1-2 yrs. That because is new employee that they entered.
 29

2. The Advantages of K-12 Program in Academic Performance of the Students as

Perceived by the Teachers of Sitty Amanie Mohammad Kiram National High
School.

Table 5. Frequency and Percentage Distribution of Respondents as to K-12

Program is Effective

PR Frequency Percentage
SA 20 66.67%

A 10 33.33%
SD 0 0%
D 0 0%
Total 30 100%

LEGEND: SA - Strongly Agree A-Agree SD - Strongly Disagree D - Disagree

Table 5 shows the teacher’s perspective on the program as if it’s effective. There

are 20 (66.67%) said that strongly Agree while 10 (33.33%) are agree while others are 0.

This means K-12 program is effective on their response.

Table 6. Frequency and Percentage Distribution of Respondents as to K-12

Program is Successful on its Goals

PR Frequency Percentage
SA 20 66.67%
A 8 26.67%
SD 2 6.66%
D 0 0%

Total 30 100%

LEGEND: SA - Strongly Agree A - Agree SD - Strongly Disagree D - Disagree

 30

Table 6 presents the teachers response on the questions "Do you believed that

K-12 program is successful on its goal". There are 20 (66.67%) said Strongly Agree on

achieving its goal, 8 (26.67%) said Agree, and 2 (6.66%) said Strongly Disagree that K

-12 cannot achieved in its goal. In this mean, majority Strongly Agree that K-12 is

success on its goal than Strongly Disagree.

This defines the teacher’s attitude perception on the success of the K-12

programs. The teacher respondents are positive that the program will be success in

achieving its goal. Thus, finding provides an overview on the success of the program.

Since these teachers are the ones who will received training on the additional of two

years of the curriculum.

Table 7. Frequency and Percentage Distribution Regarding K-12 Textbooks Can

Enhance the Skills of their Students

PR Frequency Percentage
SA 18 60%
A 12 40%
SD 0 0%
D 0 0%

Total 30 100%

LEGEND: SA - Strongly Agree A - Agree SD - Strongly Disagree D - Disagree

 31

Table 7 presents the response of the respondents regarding K-12 textbooks can

enhance the skills of their student. We are 18 (60%) said Strongly Agree that textbooks of

K-12 are effective for enhancing the skills of their students. While 12 (40%) said Agree on

that concept. While others are not responding, this means they are believed their skills of

their students that they can do it.

Table 8. Frequency and Percentage Distribution Regarding Knowledge and

Experience of Handling that Program for Preparing College

PR Frequency Percentage
SA 19 63.33%
A 10 33.33%
SD 0 0%

D 1 3.33%
Total 30 100%

LEGEND: SA - Strongly Agree A - Agree SD - Strongly Disagree D – Disagree

Table 8 shows the response of respondents regarding preparing for college, if its

knowledge and experience of K-12 is effective. There are 19 (63.33%) said strongly

agree that knowledge take in K-12 is good enough for preparing college. 10 (33.33%)

said agree. While only 1 said that she Disagree that experience came from K-12 is not

enough for college. Thus, majority Strongly Agree is so much response in questions.
 32

Table 9. Frequency and Percentage Distribution Regarding in Considering Their

Students as a Competencies after Handling K-12

PR Frequency Percentage
SA 18 60%
A 12 40%
SD 0 0%
D 0 0%

Total 30 100%

LEGEND: SA - Strongly Agree A - Agree SD - Strongly Disagree D - Disagree

Table 9 shows the K-12 program can consider their students if there are

competencies after handling K-12. We have 18 (60%) said Strongly Agree that they

believed after taking K-12 may them consider their students as competencies. While 12

(40%) said agree. This means Strongly Agree is majority that others.
 33

Table 10. Frequency and Percentage Distribution Regarding Graduating Students

After Handling K-12 Will Be Prepared for Higher Education. Also Provides a Better
Socioeconomic for Society

PR Frequency Percentage
SA 11 36.67%
A 19 63.33%
SD 0 0%
D 0 0%
Total 30 100%

LEGEND: SA - Strongly Agree A - Agree SD - Strongly Disagree D - Disagree

Table 10 present that graduating students may take a higher education after

taking K-12. Also for socioeconomic may provides for society. We have 11 (36.67%)

respondents said that Strongly Agree for taking higher education for K-12 may provide for

society as a socioeconomic provides. While 19 (63.33%) said Agree, for K-12 higher

education. This means majority Agree is exist for higher education of that students after

K-12.
 34

3. The Disadvantages of K-12 Program in Academic Performance of the Students

as Perceived by the Teachers of Sitty Amanie Mohammad Kiram National High
School.

Table 11. Frequency and Percentage Distribution about Textbooks of K-12 Program
are Enough to Implementation

PR Frequency Percentage
SA 7 23.33%
A 6 20%
SD 17 56.67%
D 0 0%
Total 30 100%

LEGEND: SA - Strongly Agree A - Agree SD - Strongly Disagree D - Disagree

Table 11 shows that textbooks of K-12 programs are enough for implementing

K-12. It reveals that 7 (23.33%) is strongly agree, 6 (20%) are said Agree and the

majority 17 (56.67%) said Strongly Agree that textbooks of K-12 is not enough. Which is

inadequate facilities and equipment that is why, it’s hard to taking K-12 without textbooks

for the students also for the Teachers.

 35

Table 12. Frequency and Percentage Distribution as if Their Complete Material for
Implementing that Program

PR Frequency Percentage
SA 6 20%
A 5 16.67%
SD 19 63.33%
D 0 0%

Total 30 100%

LEGEND: SA - Strongly Agree A - Agree SD - Strongly Disagree D - Disagree

Table 12 shows that if they are complete in material for implementing K-12

program. We have 6 (20%) said Strongly Agree, 5 (16.67%) for agree and 19 (63.33%)

for Strongly Disagree. Thus, majority Strongly Disagree for material is not complete to

implement curriculum. Mostly, materials are very necessarily for implementing K-12

program because materials are part of study to support for teaching. To a better

understanding for matters that's not easily to teach. It seems like curriculum module. It is

really needed for program.

 36

Table 13. Frequency and Percentage Distribution Regarding K-12 Solution to

Poverty

PR Frequency Percentage
SA 10 33.33%
A 20 66.67%
SD 0 0%
D 0 0%
Total 30 100%

LEGEND: SA - Strongly Agree A - Agree SD - Strongly Disagree D - Disagree

Table 13 shows the response of respondents about K-12 solution to poverty. At

this point, we have 10 (33.33%) said Strongly Agree that K-12 is the best Solution to

poverty of our community. While 20 (66.67%) said Agree, is that it is better solution for

poverty of people in community. That is why, majority Agree that K-12 is better solution

for poverty.
 37

Table 14. Frequency and Percentage Distribution Regarding K-12 Activities have
Spent so much Money

PR Frequency Percentage
SA 2 6.67%
A 19 63.33%
SD 7 23.33%
D 2 6.67%

Total 30 100%

LEGEND: SA - Strongly Agree A - Agree SD - Strongly Disagree D - Disagree

Table 14 shows financial used for activities in K-12 program. We have 2 (6.67%)

said Strongly Agree, 19 (63.33%) said Agree, 7 (23.33%) said Strongly Disagree, and 2

(6.67%) said Disagree. This concept reveals that Agree, where financial is so much

spent for activities in K-12. This means majority Agree.

 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of finding, conclusion and recommendation

based on the result of data gathering and analyzed.

Summary

This paper attempted to determine the Advantages and Disadvantages of K to 12

program as perceived in Sitty Amanie Mohammad Kiram National High School.

This research design used in this study is the descriptive and survey method

wherein data from documents were used to answer the researcher question posed.

Education in the Philippines has and always been a treasure for all Filipinos who

wish to improve life a little bit especially, those belonging to the middle and low income

group. But with the advent of the K to 12 basic program of the department of education

where formal education starts from kindergarten, six years in elementary, and two years

in senior high school. Counting the number of the years that the teachers will devote to

spending for their students education means more work, more efforts to exert, More

waiting years before they will finally see their students graduate for basic education also

teachers think of the longer period in before they can witness their students earn their

living, a common dream of a typical Filipinos students/teachers.

 39

However, if this program will be fully materialized, student’s graduates of basic

education become highly comparable and competent as with their other Asian and global

counterparts. Teachers may shall more for school needs but they just have to think that

their students can already enroll in other countries, if they wish to, because of the

competitive basic education curriculum this should be the thinking of the teachers but

also the students, a must from a progressive among like in the Philippines.

Nevertheless, the teachers said that the implementations of the K to 12 program

that it is a must, because the primary objectives of the program is to improve the quality

of education so that, when the students finishing d the basic education they will be more

productive. The most important contributions of the program to the teachers, is to

improve their abilities and revolutionized the Philippines in terms of educational

attainments.

Findings

Profile of the Respondents

1. Majority 22 (73.33%) teachers were married.

2. Majority 28 (93.33%) teacher were females.

3. Majority 13 (43.33%) teacher with regards to their length of service were 7

years and above.

 40

Advantages of the K-12 Program in the Academic Performance of the

Students as Perceived by the Teachers of Sitty Amanie Mohammad Kiram National
High School

4. Majority 20 (66.67%) teacher respondents are "Strongly Agree" where K-12

program is effective.

5. Majority 20 (66.67%) are "Strongly Agree" that K-12 program is achieved on its

goals.

6. Majority 18 (60%) are "Strongly Agree" that K-12 textbooks are enhanced the

skills

that their students.

7. Majority 19 (63.33%) are "Strongly Agree" that knowledge and experience to

taking for preparing college.

8. Majority 18 (60%) are "Strongly Agree" that considering their students may have

competencies.

9. Majority 19 (63.33%) are "Agree" where K-12 may provide higher education and

to society into socioeconomics.

 41

Disadvantages of the K-12 Program in the Academic Performance of the

Students as Perceived by the Teachers of Sitty Amanie Mohammad Kiram National
High School

10. Majority 17 (56.67%) are "Strongly Disagree" where textbooks of K-12 are not

enough to implementing program.

11. Majority 19 (63.33%) are "Strongly Disagree" that K-12 is not complete materials

to the program curriculum.

12. Majority 20 (66.67%) "Agree" that K-12 solution for poverty.

13. Majority 19 (63.33%) are "Agree" that K-12 activities have so much spent by

money.

Conclusion

The following are the findings of the study: the teachers were positive to the

implementation of the K to 12 programs, they also are optimistic that it will be successful

in achieving its goals. Moreover, the teachers are willing to invest their time and

resources to undergo the program.

The teachers also approve the implementation of the program. They believe that

the program will effectively equip the students in the fields and careers that they have

chosen. Although they are willing to embrace the program still they find themselves not
 42

equipped to teach the students since they believe that they need more training.

Problems that affect the program level of Curriculum implementation such as the

inadequacy of facilities, equipment, and material were identified in this study. Despite

these hindrances, the adaptability and resources of teachers to maximize what the

learning environment provides are very evident.

The study was also providing valuable insights on how the factors such as the

teachers, learners, learning environment, and resources have influences a certain aspect

of curriculum implementation of that program. It is evident that interrelated manners.

Recommendations

From the conclusion the following recommendations is here suggested:

1. The students should continue to pursue their studies despite the changes in the

curriculum.

2. Orientations about K-12 program should be given to the students for them to be

motivated to continue their education

3. Teachers should find ways for professional growth, especially with the current

trends in education for them to be effective in their fields.

4. Future researchers should consider looking into other aspects of the K-12

curriculum shift such as cognitive preparedness, environment conditions and

others.
 43

5. There is a need to address the lack of facilities, equipment and materials through

consistent finding.
 44

BIBLIOGRAPHY

A. Online Resources
Bl meke,(2002); Baumert and Kunter (2006)). Three facets ralates in
teachers Knowledge as one in competence. Retrieved from
http://threefacetsinquirer.com/?p=5455

Connelly, (2013); Lynch, (2013). The role of education. Retrieved from

http://www.DepEd.gov.pH/

Department of Education (2010). Briefer on the enhanced k+12 basic-on

-the-enhanced-k12-basic-education-program-/

Department of Education (2010). Discussion paper on the enhanced k+12

basic Education Program.

Department of Education (2011). K-12 Basic Education Program Primer

DepEd Updates. Retrieved from http:// www.DepEd.gov.pH/

Good et al. (2007); Vollrath (2001); McDonald (1992); Dubberke et al. (2008);
Goldin et al. (2009). Understanding, premises on prepositions
Approaches emphasizing the experiential bound nature beliefs.
Retrieved from http://www.experientialbeliefs.com

Helen Grace A. De Just and Glenne B. Lagura (2012); An Analysis of the policy
of K to 12 Education program.

Rhona B. Caoli-Rodriguez (2007); Major policy reforms and program implemented

in the Philippines government.

Quismundo, T. (2011, October 7 ) DepEd readies k+12 curriculum for the next
year. Philippines Daily Inquirer. Retrieved from
http://multilingual Philippines.com/?p=5350

Tyler (2000); Outlined five general principle in selecting learning.

 45

Velasco, P.T. (2012). A Primer on the new k-12 Philippines education

Curriculum. Retrieved from http://www.Philippinedailyinquirer.

Dr. Aurelio Vilbar, University of the Philippines (UP) High School principal, for his
research study on implementation of the grade 7 English curriculum

Waugh and McCleary (2012); The curriculum as response to global

competitiveness the K to 12 basic education program.
 46

APPENDICES

Appendix A- Letter to the Principal

Republic of the Philippines

Autonomous Region in Muslim Mindanao
 47

SITTY AMANIE MOHAMMAD KIRAM NATIONAL HIGH SCHOOL

Masiu, Lanao Del Sur, Philippines
SENIOR HIGH SCHOOL DEPARTMENT

February 28, 2018

Mrs. Sindawan M. Tomawis

School Principal II

Dear Sir/Madam:

Assalamu Alaykom Warahmatullahi Wabarakatuhu! The undersigned are

graduating students of the course General Academic Strand (GAS) from Sitty Amanie
Mohammad Kiram National High School, Apa Mimbalay Masiu, Lanao del Sur. We are
conducting a research study entitled "ADVANTAGES AND DISADVANTAGES OF K-12
PROGRAM AS PERCEIVED BY SELECTED FACULTY IN SAMKNHS", in partial
fulfillment of the requirements in the course Practical Research 2.

Your utmost sincerity and cooperation is very much needed for the success of
this study. Rest assured that the data and all your responses will be treated confidentially
and will be used for academic purpose only.

Your cooperation in answering honestly the questionnaire will be highly

appreciated by humble researchers.

Very Sincerely Yours,

1. Ampuan, Ayman D. 6. Monib, Abdulhalid M.

2. Jamal, Jalal M. 7. Oranggaga, Haniah P.
3. Macapado, Norolhaya S. 8. Rangiris, Naharia M.
4. Magandia, Asmaira A. 9. Saipoden, Asliah B.
5. Maraorao, Junaid C.

Noted by:

Camarodin D. Guiling, LPT, MAEd

Thesis Adviser
Appendix B- Letter to the Respondents

Republic of the Philippines

Autonomous Region in Muslim Mindanao
 48

SITTY AMANIE MOHAMMAD KIRAM NATIONAL HIGH SCHOOL

Masiu, Lanao Del Sur, Philippines
SENIOR HIGH SCHOOL DEPARTMENT

February 28, 2018

Dear Respondents:

Good morning! and Assalamu Alaikom Warahmatullahi Wabarakatuho!

The undersigned are grade 12 Senior High School Students from Sitty Amanie
Mohammad Kiram National High School. Taking up General Academic Strand. Here in
Apa Mimbalay Masiu, Lanao del Sur. We are presently conducting a research study
entitled “Advantages and Disadvantages of K-12 Program as Perceived by selected
Faculty in Sitty Amanie Mohammad Kiram National High School ". In partial fulfillment of
the requirements in the course Practical Research 2.

Your utmost sincerely and cooperation in very much needed for the success of
the study. Rest assured that the data and all your responses will be treated confidentially
and will be used for academic purpose only.

Your cooperation in answering honestly the questionnaire will be highly

appreciated by the humble researcher.

Sincerely yours,

1. Ampuan, Ayman D. 6. Monib, Abdulhalid M.

2. Jamal, Jalal M. 7. Oranggaga, Haniah P.
3. Macapado, Norolhaya S. 8. Rangiris, Naharia M.
4. Magandia, Asmaira A. 9. Saipoden, Asliah B.
5. Maraorao, Junaid C.

Noted by:

Camarodin D. Guiling, LPT, MAEd

Thesis Adviser

Appendix C – Questionnaire

ADVANTAGES AND DISADVANTAGES OF K-12 PROGRAM AS PERCEIVED BY

SELECTED FACULTY OF SITTY AMANIE MOHAMMAD KIRAM NATIONAL
 49

HIGH SCHOOL

1. Respondents Profile

Direction: Please read the instruction below carefully and put a check mark ( ) to your
sincerity and willingness to respond. Rest assured that all data will be kept confidentially.

1.1 Name (optional)

1.2 Address:
1.3 Civil Status
( ) Single ( ) Married
1.4 Handled Subject:
1.5 Age (optional)
1.6 Gender
( ) Male ( ) Female
1.7 Year in Service
( ) 1-2 yrs ( ) 3-4 yrs ( ) 5-6 yrs ( ) 7 above

2. Advantages and Disadvantages of K-12 Program in the academic performance of

the students as perceived by the teachers of Sitty Amanie Mohammad Kiram
National High School.

Direction: Please check ( ) the appropriate item that corresponds to your answer.
Please answer as honestly as possible; there are no wrong answers here.

Legend: 1 – Strongly Agree 2 – Agree 3 – Disagree 4 – Strongly Disagree

 50

1 2 3 4
1. Do you believe that K to 12 programs is effective?
2. Do you believe that K to 12 is successful on its
goals?
3. Is K to 12 textbooks can enhance the skills your
students?
4. The knowledge and experiences of your students,
Do you believe it can help in college?
5. Do you think the K to 12 programs can help students
for choosing course in college?
6. Do you think your students consider as a
competencies after handled K to 12 programs?
7. Do you think the graduate students will be prepared
for higher education?
8. Do you think that K to 12 is a better educated society
provides a sound foundation for long term
socioeconomic development?
9. Are the textbooks of K to 12 programs are enough for
implementing curriculum?
10. Do you have complete materials for implementing
K to 12?
11. Do you have a complete curriculum module in
implementing K to 12?
12. Do you prepare to implement K to 12 programs?
13. Do you think the knowledge that gained in
curriculum module is effective for the students?
14. Is K to 12 is solution to poverty?
15. Do you think the K to 12 activities has spent so
much money?

Republic of the Philippines

Autonomous Region in Muslim Mindanao
SITTY AMANIE MOHAMMAD KIRAM NATIONAL HIGH SCHOOL
Masiu, Lanao Del Sur, Philippines
 51

SENIOR HIGH SCHOOL DEPARTMENT

March 20, 2018

To whom It May Concern:

This is to certify that the editing of the Practical Research of Ayman D. Ampuan,

Jalal M. Jamal, Norolhaya S. Macapado, Asmaira A. Magandia, Junaid C. Maraorao,

Abdulhalid M. Monib, Haniah P. Oranggaga, Naharia M. Rangiris, and Asliah B.

Saipoden entitled “ADVANTAGES AND DISADVANTAGES OF K-12 PROGRAM AS

PERCEIVED BY SELECTED FACULTY IN SITTY AMANIE MOHAMMAD KIRAM

NATIONAL HIGH SCHOOL” was done by the undersigned.

Camarodin D. Guiling, LPT, MAEd

CURRICULUM VITAE

Ayman D. Ampuan
Magompara Apa Mimbalay, Masiu, Lanao del Sur
 52

Contact No. 09487709110

PERSONAL DATA

Name: Ampuan, Ayman D.

Address: Magompara Apa Mimbalay, Masiu Lanao del Sur
Date of Birth: November 19, 1997
Place of Birth: Magompara Apa Mimbalay, Masiu Lanao del Sur
Civil Status: Married
Citizenship: Filipino
Religion: Islam
Tribe: Meranao

FAMILY BACKGROUND

Father’s Name: Mangontawar P. Ampuan

Occupation: Farmer
Mother’s Name: Bidore M. Dibaratun
Occupation: Housewife

EDUCATIONAL ATTAINMENT

Elementary: Mimbalay Elementary School

Junior High School: Sitty Amanie Mohammad Kiram National High School
Senior High School
 Grade 11: Sitty Amanie Mohammad Kiram National High School
 Grade 12: Sitty Amanie Mohammad Kiram National High School

PERSONAL SKILLS AND COMPETENCE

 Good in Basketball
 Good in Volleyball

CURRICULUM VITAE

Jalal M. Jamal
Sawir, Masiu, Lanao del Sur
 53

Contact No. 09105113118

PERSONAL DATA

Name: Jamal, Jalal M.

Address: Sawir, Masiu, Lanao del Sur
Date of Birth: April 09, 1999
Place of Birth: Sawir, Masiu, Lanao del Sur
Civil Status: Single
Citizenship: Filipino
Religion: Islam
Tribe: Meranao

FAMILY BACKGROUND

Father’s Name: Jamal M. Cabiran

Occupation: Farmer
Mother’s Name: Lawanun C. Macatampo
Occupation: Housewife

EDUCATIONAL ATTAINMENT

Elementary: Sawir Elementary School

Junior High School: Lacoto Ayaon Memorial National High School
Senior High School
 Grade 11: Sitty Amanie Mohammad Kiram National High School
 Grade 12: Sitty Amanie Mohammad Kiram National High School

PERSONAL SKILLS AND COMPETENCE

 Good in Arabic
 Good in Memorizing Qur’an

CURRICULUM VITAE

Norolhaya S. Macapado
Raya Paniambaan Pantao, Lanao del Sur
 54

Contact No. 09059570616

PERSONAL DATA

Name: Macapado, Norolhaya S.

Address: Raya Paniambaan Pantao, Lanao del Sur
Date of Birth: December 25, 1999
Place of Birth: Ampuan Lakadun, Masiu, Lanao del Sur
Civil Status: Single
Citizenship: Filipino
Religion: Islam
Tribe: Meranao

FAMILY BACKGROUND

Father’s Name: Macapado B. Mangogawan

Occupation: Farmer
Mother’s Name: Somiyara A. Liyawaw
Occupation: Housewife

EDUCATIONAL ATTAINMENT

Elementary: Pangandaman Elementary School

Junior High School: Pangandaman Provincial Science High School
Senior High School
 Grade 11: Sitty Amanie Mohammad Kiram National High School
 Grade 12: Sitty Amanie Mohammad Kiram National High School

PERSONAL SKILLS AND COMPETENCE

 Good in Arabic
 Good in Memorizing Qur’an
 Good in Arabic Pronunciation

CURRICULUM VITAE

Asmaira A. Magandia
Buadi Amaloy, Masiu, Lanao del Sur
 55

Contact No. 09465115698

PERSONAL DATA

Name: Magandia, Asmaira A.

Address: Buadi Amaloy, Masiu, Lanao del Sur
Date of Birth: October 27, 1998
Place of Birth: Buadi Amaloy, Masiu, Lanao del Sur
Civil Status: Single
Citizenship: Filipino
Religion: Islam
Tribe: Meranao

FAMILY BACKGROUND

Father’s Name: Ali C. Hadji Salic

Occupation: Farmer
Mother’s Name: Sanawiya S. Magandia
Occupation: Housewife

EDUCATIONAL ATTAINMENT

Elementary: Magandia Elementary School

Junior High School: Sitty Amanie Mohammad Kiram National High School
Senior High School
 Grade 11: Sitty Amanie Mohammad Kiram National High School
 Grade 12: Sitty Amanie Mohammad Kiram National High School

PERSONAL SKILLS AND COMPETENCE

 Good in Reporting
 Good in Math
 Good in English
 Good in Science
CURRICULUM VITAE

Junaid C. Maraorao
Magompara Apa Mimbalay, Masiu, Lanao del Sur
 56

Contact No. 09507573837

PERSONAL DATA

Name: Maraorao, Junaid C.

Address: Magompara Apa Mimbalay, Masiu, Lanao del Sur
Date of Birth: March 28, 1991
Place of Birth: Mati Davao Oriental
Civil Status: Single
Citizenship: Filipino
Religion: Islam
Tribe: Meranao

FAMILY BACKGROUND

Father’s Name: Adab A. Maraorao

Occupation: Businessman
Mother’s Name: Jamillah C. Maraorao
Occupation: Businesswoman

EDUCATIONAL ATTAINMENT

Elementary: Geronimo Santiago Elementary School

Junior High School: Sitty Amanie Mohammad Kiram National High School
Senior High School
 Grade 11: Sitty Amanie Mohammad Kiram National High School
 Grade 12: Sitty Amanie Mohammad Kiram National High School

PERSONAL SKILLS AND COMPETENCE

 Good in Volleyball
 Good in Basketball

CURRICULUM VITAE

Abdulhalid M. Monib
Talaguian, Masiu, Lanao del Sur
 57

Contact No. 09505848719

PERSONAL DATA

Name: Monib, Abdulhalid M.

Address: Talaguian, Masiu, Lanao del Sur
Date of Birth: October 09, 1998
Place of Birth: Talaguian, Masiu, Lanao del Sur
Civil Status: Single
Citizenship: Filipino
Religion: Islam
Tribe: Meranao

FAMILY BACKGROUND

Father’s Name: Aquino M. Macalawi

Occupation: Farmer
Mother’s Name: Noraimah M. Dirogongun
Occupation: Housewife

EDUCATIONAL ATTAINMENT

Elementary: Macadaag Elementary School

Junior High School: Sultan Macalawi National High School
Senior High School
 Grade 11: Sitty Amanie Mohammad Kiram National High School
 Grade 12: Sitty Amanie Mohammad Kiram National High School

PERSONAL SKILLS AND COMPETENCE

 Good in Basketball
 Good in Volleyball

CURRICULUM VITAE

Haniah P. Oranggaga
Buadi Amaloy, Masiu, Lanao del Sur
 58

Contact No. 09462508969

PERSONAL DATA

Name: Oranggaga, Haniah P.

Address: Buadi Amaloy, Masiu, Lanao del Sur
Date of Birth: August 05, 1999
Place of Birth: Saint Merrry Hospital Iligan City
Civil Status: Single
Citizenship: Filipino
Religion: Islam
Tribe: Meranao

FAMILY BACKGROUND

Father’s Name: Hadji Nauzat P. Oranggaga

Occupation: None
Mother’s Name: Hadja Asliah M. Pangandaman
Occupation: Government Employee

EDUCATIONAL ATTAINMENT

Elementary: Pangandaman Central Elementary School

Junior High School: Sitty Amanie Mohammad Kiram National High School
Senior High School
 Grade 11: Al Bangsamoro Shari’ah and Professional Education
College (ABSPEC)
 Grade 12: Sitty Amanie Mohammad Kiram National High School

PERSONAL SKILLS AND COMPETENCE

 Good in Editing
 Good in Singing
 Good in Filipino
CURRICULUM VITAE

Naharia M. Rangiris
A. Balindong, Masiu, Lanao del Sur
 59

Contact No. 09486138282

PERSONAL DATA

Name: Rangiris, Naharia M.

Address: A. Balindong, Masiu, Lanao del Sur
Date of Birth: November 05, 1999
Place of Birth: Dalog Balt, Masiu, Lanao del Sur
Civil Status: Single
Citizenship: Filipino
Religion: Islam
Tribe: Meranao

FAMILY BACKGROUND

Father’s Name: Sowaib A. Rangiris

Occupation: Farmer
Mother’s Name: Noraisa M. Malawani
Occupation: Housekeeper

EDUCATIONAL ATTAINMENT

Elementary: Mimbalay Elementary School

Junior High School: MSU-MASIU Community High School
Senior High School
 Grade 11: Al Bangsamoro Shari’ah and Professional Education
College (ABSPEC)
 Grade 12: Sitty Amanie Mohammad Kiram National High School

PERSONAL SKILLS AND COMPETENCE

 Good in Editing
 Good in Computer
 Good in English
CURRICULUM VITAE

Asliah B. Saipoden
Labay Moriatao Bae, Masiu, Lanao del Sur
 60

Contact No. 09099140753

PERSONAL DATA

Name: Saipoden, Asliah B.

Address: Labay Moriatao Bae, Masiu, Lanao del Sur
Date of Birth: April 03, 1998
Place of Birth: Labay Moriatao Bae, Masiu, Lanao del Sur
Civil Status: Single
Citizenship: Filipino
Religion: Islam
Tribe: Meranao

FAMILY BACKGROUND

Father’s Name: Saipoden H.U. Solaiman

Occupation: Farmer
Mother’s Name: Norma F. Binatara
Occupation: Housekeeper

EDUCATIONAL ATTAINMENT

Elementary: Sharief Maruhom Bae Central Elementary School

Junior High School: MSU-MASIU Community High School
Senior High School
 Grade 11: Lanao National College of Arts and Trades
(MSU-LNCAT)
 Grade 12: Sitty Amanie Mohammad Kiram National High School

PERSONAL SKILLS AND COMPETENCE

 Good in Scrabble
 Good in Reporting
 Good in Filipino