THE IMPACT OF PERCEPTIONS OF THE SELECTE

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

The first years of life are important, according to Harvard (2009), because
what happens in early childhood can matter in a lifetime. Every Filipino child now
has access to early childhood education through Universal Kindergarten. At 5 years
old, children start schooling and are given the means to slowly adjust to formal
education. Research shows that children who underwent Kindergarten have better
completion rates than those who did not. Children who complete a standards-based
Kindergarten program are better prepared, for primary education. Education for
children in the early years lays the foundation for lifelong learning and for the total
development of a child. The early years of a human being, from 0 to 6 years, are the
most critical period when the brain grows to at least 60-70 percent of adult size. (K to
12 Toolkit)
The Department of Education (DepEd) believes that Kindergarten is a
transition stage between informal literacy and formal literacy (Grade 1-12). This is the
period of greatest growth and development, when the brain develops most rapidly,
almost at its fullest. It is a period when walking, talking, self- esteem, vision of the
world and moral foundations are established. Children at this stage should be

immersed

with

activities,

games,

and

plays

to

naturally

acquire

the

skills/competencies appropriate for their holistic development as emergent literates
and be ready for formal school.

1

On the 20th day of January in the year of our Lord, Two Thousand and
Twelve (12), President Benigno “Noynoy” Aquino III signed into law the Republic
Act No. 10157 also known as the Kindergarten Education, the policy statement of the
new law where it provides an equal opportunities for all children to avail of accessible
mandatory and compulsory kindergarten education that effectively promotes physical,
social, intellectual, emotional, and skills stimulation and values formation to
sufficiently prepare them for formal education. Department of Education believes that
a Mandatory Kindergarten is an important step of the child. It will help them learn
skills that they will build on throughout their life. The Department of Education
having been a strong advocate of early childhood education has implemented various
programs for preschoolers for decades now. The Department further strengthens this
through the inclusion of kindergarten in the K to 12 basic education curriculum in the
country.
The K-12 program has been implemented by the Department of Education
throughout the whole country through Republic Act No. 10533 series 2012 also

known as the Enhanced Basic Education Act of 2013 which was signed into law on
the 15th day of May in the year of our Lord, two thousand thirteen (2013). It
restructures the basic education in the country by requiring Filipino students to
undergo one year in Kindergarten, six years in primary school, four years in junior
high school and two years in senior high school. The primary aim of this program is
to provide sufficient time for mastery of concepts and skills, develop lifelong learners,
and prepare graduates for tertiary education, middle-level skills development,
employment and entrepreneurship as Department of Education stated.
Senior High School (SHS) covers the last two years of the K to 12 program
that includes Grades 11 and 12. The Senior High School level comprises two years of
2

specialized upper secondary education wherein students may choose a specialization
based on aptitude, interests, and school capacity. In SHS, students will go through a
core curriculum and subjects under a track of their choice. Department of Education
stated that in school year 2012-2013, there are 33 public high schools, public
technical-vocational high schools, and higher education institutions (HEIs) that have
implemented Grade 11. This is a Research and Design (R&D) program to simulate
different aspects of Senior High School in preparation for full nationwide
implementation in school year 2016-2017. Modelling programs offered by these

schools are based on students’ interests, community needs, and their respective
capacities. After going through Kindergarten, the enhanced Elementary and Junior
High curriculum, and a specialized Senior High program, every K to 12 graduate will
be ready to go into different paths such as education, employment, or
entrepreneurship. Every graduate will be equipped with: information, media and
technology skills; learning and innovation skills; effective communication skills and;
life and career skills.
K to 12 is no longer an option. It is a necessity! The focus in education in
recent years has been on preparing students for the global economy by equipping
them with 21st century skills, such as information and communication technology
skills and problem-solving skills. Using K-12 education will make a school more
competitive and help the students learn better. A 12-year program is found to be the
best period for learning under basic education. It is also the recognized standard for
students and professionals globally.
Change does not necessarily lead to progress. But progress requires change.
The Philippines is the last country in Asia and one of only three countries worldwide
with a 10-year pre-university cycle. Twelve years of basic education is an
3

international standard. With the new K-12 program, Filipino students are at the same

league with the rest of the world. It is also supposed to teach students vocational
college bound subjects expected to help students attain intellectual competencies,
personal and civic responsibilities, and practical skills that will be useful in terms of
college readiness and employment demands.
Along the cited changes are the challenges, issues, concerns and reactions
associated with the said program. When the K–12 program was first brought up, those
who opposed it raised concerns. Especially on the part of the parents and students
who are the primary affected. The additional two (2) years burden will add to the
financial problem of the family so parents have to spend out more money for the
education of their children. Although Department of Education assured that the
government will basically shoulder most of the education cost. Some groups say that
we need a better education and not more education. The drop-out rate will increase,
because of the two extra years.
Another issue has cropped up its effect on the teachers. The transition from the
10-year Basic Education program to the 12 years of the K to 12 programs is also
critical to teachers as these professionals will also need to upgrade their skills so they
will not be left behind. The Department of Education found out a solution to avoid the
shortage of K-12 teachers. With the continuous increase of the Department of
Education budget, more teachers are being hired to fill all necessary gaps in schools.
To aid transition, hiring of (1) graduates of Science, Mathematics, Statistics,

Engineering, and other specialists in subjects with a shortage of qualified Licensure
Examination for Teachers (LET) applicants, (2) graduates of Technical-Vocational

4

courses, (3) Higher Education Institution faculty, and (4) Practitioners will be
allowed.
On the other hand, the lack of facilities and equipment are also the main
problem of this program, considering the fact that K-12 program promotes a globally
competitive education that internationally recognized and comparable. Therefore, the
schools, both public and private who are offering the said program must provide
enough technological equipment to the number of students, e-library and internet
connection, computer laboratory and conducive classrooms that suited to the said
program.
“We need to add two years to our basic education. Those who can afford pay
up to fourteen years of schooling before university. Thus, their children are getting
into the best universities and the best jobs after graduation. I want at least 12 years for
our public school children to give them an even chance at succeeding.” (Aquino III,
2011)
The Aquino Administration believes that adding more years to basic education

in the Philippines will 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. It’s given fact that the Aquino Administration has good intensions in
implementing this K-12 plan. But no matter how good these intensions are, there
would still be part of the society who would give them a criticisms and concerns.
Based on the foregoing discussions, the researchers were prompted to
conceptualize and conduct a study on the extent of how the selected Grade 10 students
perceive K to 12 Program and the impact of perceptions of students-respondents to K12 program to their academic performance.
5

BACKGROUND OF THE STUDY
Lacorte (2013) explains that Philippine basic education has been undergoing
series of changes, modifications and improvement in the curriculum areas. Changes
within the educational system have been constantly implemented by the Department
of Education to adopt the Philippine educational system to the needs and demands of
globalization. These were experienced by the elementary and secondary teachers,
especially of public schools. Some of these changes were manifested in curriculum
programs and activities, which include the use of different approaches and teaching
strategies such as the Cooperative Learning strategy, the Four Pronged Approach,
UBD in the secondary level and the change of the time allotment in the teaching of

different subject areas, and lately the inclusions of the use of both English and the
Mother Tongue as the medium of instruction, of which was included the Double
Exposure in Mathematics. This program was included in the implementation of the
Mother Tongue-Based Multilingual Education (MTB-MLE). And most recently, the
implementation of K to 12 initiated in the school year 2012-2013 was considered the
most astounding among the series of changes in the Philippine educational system.
As of 2016, Quintas & Miasco assert that the Philippines is the last country in
Asia to implement the 12-year basic education program. Before the K to 12 Program,
it was one of three countries in the world with a 10-year pre-university cycle (Angola
and Djibouti are the other two). For Filipino graduates to be able to compete globally
and to adopt education standards that are recognized worldwide, the K to 12 Program
was implemented through the Enhanced Basic Education Act of 2013.
6

Corpuz, in her writings “The K to 12 Curriculum” averred that the proposal to
expand the basic education dates back to 1925. K-12 is not new, it has been studied
since 1925 but there is no political will to do it so we need to be more competitive. A
12-year pre-university education has become the international standard. The
Washington Accord prescribes a minimum of 12 years of basic education as an entry
to recognition of engineering professional. The Bologna Process requires 12 years of

education for university admission and practice of profession in European countries.
On account of the Bologna Accord, starting 2010, undergraduate degrees in the
Philippines are no longer recognized in most European countries.
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
that will internationally recognizable and comparable. This program will enhance the
basic education system to functionality to fulfil the basic learning needs of students.
This is in line 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 give every student as opportunity to receive quality
education based on an enhanced and decongested curriculum that is internationally
recognized and capable: (1) develop a curriculum that is rational and focus on
excellence (2) produce a pool of highly qualified and adequately trained teachers (3)
achieve high academic standards, especially in Mathematics, Science and English at
all levels (4) produce graduates who are globally competitive and whose credential
are recognized internationally (5) to change public perception that high school
education is just a preparation to college (6) rather, it should allow one to take
advantage of opportunities for gainful career or employment and/or self –
7

employment in a rapidly changing and increasingly globalized environment (7)
produce graduates who possess skills and competencies that will allow them to be
productive members of the society or pursue higher education (8) through
coordination between the academic and business sectors, to change industry hiring
practices into account the enhance skills and competencies of K-12 graduates.
(Discussion Paper, 2010)
What is most pleasing and interesting about this study is the popularity, the
relevance to researcher’s course since the researchers are educators who will teach in
the future that for sure will undergo the said curriculum, and its national trend. K to
12 has been one of the greatest issues in the country ever since it was implemented;
the only research that could be conducted currently about this K to 12 Program inside
the country is its implementation and the reactions of people towards it.
The said study was conducted at Balara High School. It is a public school in
3rd District of Quezon City located in an urban place at Barangay Pansol, UP Balara
Quezon City, Philippines. Balara High School came into existence in the school year
1975-1976. It was then an annex of Flora Ylagan High School. In its first year of
operation, there were only two classrooms used. One room for the first year and
another room for the second year at the Old Balara Elementary School along
Katipunan road. Only 15 students were enrolled in the second year and 45 first year

students were enrolled during this school year. As of now, it has almost 5000 students
wherein 1334 are in 4th year and 215 teaching staff. The school nationally funded and
the local government and division office has given a fund for their new building and
for instructional materials. The school itself has enough and very good population of
students, which the researchers do believe will continue to increase and progress in
the succeeding years. The researchers are very glad and thankful to take that
8

opportunity that can help in their research study. The result of this study may prove
beneficial for the school because the researchers believe that Balara High School
students are not an exemption on this problem.
CONCEPTUAL FRAMEWORK
Figure 1 shows the paradigm of the study. It consists of two frames namely
Independent Variable (profile and perceptions of the respondents) and Dependent
Variable (Academic Performance).
This study was premised from the concept that the academic performance of
the students can affect their perceptions towards K-12 Program.
The Social Learning Theory of Albert Bandura anchored on this study. People
learn through observing others’ behavior, attitudes, and outcomes of those behaviours.
“Most human behavior is learned observationally through modeling: from observing
others, one forms an idea of how new behaviors are performed, and on later occasions
this coded information serves as a guide for action.” (Bandura).
The law of readiness by Thorndike is pertinent on this study. The law of
readiness describes those situations in which the person who learns either invites the
object of his learning or rejects it. Readiness includes all those preparatory
adjustments which immediately precede the action. This law relates with the topic of
the present study which is on the readiness of the teachers and the schools in the
implementation of K to 12 curriculum program.
The Cognitive Development Theory by Jean Piaget explains how a child
constructs a mental model of the world. He disagreed with the idea that intelligence

9

was a fixed trait, and regarded cognitive development as a process which occurs due
to biological maturation and interaction with the environment.
He suggested that the adult’s role in helping the child learn was to provide
appropriate materials for the child to interact and construct.
PARADIGM OF THE STUDY

1. How may profile of the
respondents be described as
to:
1.1 Age
1.2 Gender
1.3 Economic Status
2. What will be the perceptions

Academic Performance

of Selected Grade 10
Students to K-12 program
based on the following:
2.1 Resources and Materials
2.2 Teaching Strategies
2.3 Content

Independent Variable

Dependent Variable

Figure 1. Conceptual Paradigm

10

STATEMENT OF THE PROBLEM
This study aimed to determine the perceptions of selected Balara High School
Grade 10 students towards K-12 Program. This study hoped to gather data that may
be used as basis for the enhancement of the curriculum program.
Specifically, it sought answer to the following questions:
1. How may profile of the respondents be described as to:
1.1 Age
1.2 Gender
1.3 Economic Status
2. What will be the perceptions of Selected Grade 10 Students to K-12 program
based on the following:
2.1 Resources and Materials
2.2 Teaching Strategies
2.3 Content
3. What is the academic performance of the Grade 10 students?
4. Is there a significant relationship between the perceptions of students towards
K-12 program on their academic performance?

11

ASSUMPTION
The whole Philippines will benefit the said program. The country’s economy
will absolutely increase and experience accelerated growth in long run. Our
educational system will level with the international standards for sure. There will be a
long term socio – economic development because the Philippines will be a better
educated society. The graduates will be able to earn higher wages or better prepared
to start business for their own, possess competencies and skills relevant to the job
market, employable and globally competitive, and can recognized abroad. They will
be prepared for higher education. Because of the enhanced curriculum that will
provide relevant content and attuned with the changing needs of the times, basic
education will ensure sufficient mastery of core subjects to its graduates such that
graduates may opt to pursue higher education if they choose to. An immediate work
after high school, without needing an extra TESDA certificate or passing college
requirements such as National Service Training Program (NSTP) and board
examinations will wait them. More job openings for work that previously required a
two-year college course.
Despite of the positive effects of K-12 program, there would be some
problems. Their parents/guardians have to spend out more money for transportation,
food, and for educational expenses of their child. The government does not have
enough money to pay for extra two years of free education since it didn’t even had
enough money to fully support the 10 years education before. They simply stretched
12

the 10 years curriculum to 12 years curriculum without improving the content such as
lack of teachers and classrooms. The problem is the content, not the length, of basic
education. We need to have better education, not more education. There are also some
schools and institutions that are offering K-12 program but not yet ready and globally
competitive for the said curriculum due to lack of facilities and equipments as well as
the incapable teachers who are not well-trained. For schools to be able to shift to the
K-12 program, administrators have to make adjustments to the movement of faculty,
as well as resources. Another issue has cropped up its effect on the teachers. The
transition from the 10-year Basic Education program to the 12 years of the K to 12
programs is also critical to teachers as these professionals will also need to upgrade
their skills so they will not be left behind.
To summarize it up, the K-12 Program views both negative and positive
perceptions based on the three (3) variables such as content, the materials, and the
teaching agency. With that standing, the researchers assume that there is a significant
relationship between the perceptions of Grade 10 students towards K-12 program on
their academic performance.

13

SIGNIFICANCE OF THE STUDY
The study is considered significant because it discusses the K-12 Program for
the students who will benefit from the additional two years. And also this will provide
better understanding about the said program.
The result of the study will be beneficial to the following people as it will
give them a clearer view about K-12 Program.
The School Administrators. The result of the research may serve as a basis for them.
They will be gaining insights as to what measures are appropriate to help the teachers
orient both students and teachers regarding the K-12 program.
The Students. The students will be greatly benefited by the present study as they will
be exposed and be familiarized to the issues and open to the solutions needed. This
research may enlighten them and help them for their future career, for the
improvement of their community and for the development of the country.
The Teachers. This study will help teachers to be prepared themselves to handle both
skills-based and academic subjects. The teachers will become more productive and
efficient in developing their teaching skills in the field of recent curriculum.
The Parents. This study will help parents to prepare their child/children in choosing
their field in the foreseeable future and to be aware about the additional two years and
also to come up the additional expenses. Through the implementation of K-12
programs, many schools will be hiring more teachers to create the pupil needs.
14

The Community. They play a vital role in the development of every learner. The
school is part of the community se every parent of the learner must know what the
problems of the school are. So that they will understand what is happening and what
is the good solution to that problem.
The Government Agencies. This study will help them who are concerned with the
development of young minds specially the Department of Education which
continuously shapes the country’s future. In this study, the agency is benefited for it
will gain wisdom in providing quality service to everybody particularly t the
secondary students through the realization of the K-12 program.
The Future Researchers. This study would make them realize and broaden their
knowledge about the importance and the possible effects of K-12 Curriculum. They
could even assess the situation and make recommendations for the betterment of the
community.

15

SCOPE AND LIMITATIONS OF THE STUDY
The researchers conducted this study to know what will be the perceptions of
selected Grade 10 students of Balara High School towards K-12 program and how
this program will benefit them. Additionally, the researchers seek to answer if there is
a significant relationship between the perceptions of students towards K-12 program
and impact on their academic performance.
The study will be conducted at Balara High School located at H Ventura St.,
Balara Filters, Diliman, Quezon City. The attainment of the objectives of the study is
dependent on the response of section St. Augustine with forty-six (46) Grade 10
students-respondents of Balara High School.
The scope of the study will be from the School Year 2016-2017. The school
itself has enough population and continue to increase and progress in the succeeding
years. The researchers are very glad and thankful to take that opportunity which can
help in the researchers’ study.
This study was limited to the information given by the respondents based on
the questionnaires. The results of the study may also be a basis for other similar study.

16

DEFINITION OF TERMS
The following terms are defined conceptually and operationally for their better
understanding.
Academic Achievement (Academic Performance) – The extent to which a student,
teacher or institution has achieved their educational goals. It refers to the academic
achievement of the pupils as evidenced by test results or marks given by the teacher
based from the criteria such as: periodical test, written outputs, and participation or
recitation.
Education – in its broadest, general sense education is the means through which the
aims and habits of a group of people lives on from one generation to the next.
Generally, education occurs through any experience that has a formative effect on the
way one thinks, feels, or acts. In its narrow, technical sense, education is the formal
process by which society deliberately transmits its accumulated knowledge, skills,
customs and values from one generation to another, e.g. instructions in schools.
Curriculum – The term curriculum refers to the lessons and academic content taught
in a school or in a specific course or program. In dictionaries, curriculum is often
defined as the courses offered by a school, but it is rarely used in such a general sense
in schools.
Impact – have a strong effect on someone or something.
K-12 (K+12 or K to 12) Program – The K -12 Program covers 13 years of basic
education from Kindergarten to Grade 6, Grades 7 to 10 or Junior High School and
Grades 11 to 12 or Senior High School.
17

Kindergarten – Department of Education believes that Kindergarten is a transition
stage between informal literacy and formal literacy (grade 1-12). This is the period of
greatest growth and development, when the brain develops most rapidly, almost at its
fullest. It is a period when walking, talking, self- esteem, vision of the world and
moral foundations are established. Children at this stage should be immersed with
activities, games, and plays to naturally acquire the skills/competencies appropriate
for their holistic development as emergent literates and be ready for formal school.
Parent – The one that begets or brings forth offspring, a person who brings up and
cares for another.
Perception – The ability to understand or notice something easily. It is the process of
attaining awareness or understanding of the environment by organizing and
interpreting sensory information.
Profile – Refers to the respondent’s age, gender and economic status.
Program – Refers to the listing of the order of the pertinent activities or plan by the
Department of Education which is essentialists for the development of the department
as well as the learners.
Private School – School that is established, conducted, and primarily supported by a
nongovernmental agency.
Public School – A free tax-supported school controlled by a local governmental
authority.
Students – The one who attends a school; the one who studies.

18

Senior High School (SHS) – Covers the last two years of the K-12 program and
includes Grades 11 and 12. In SHS, students will go through a core curriculum and
subjects under a track of their choice.
Teacher – One that teaches especially one whose occupation is to instruct.

19

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter must compose of related literatures and studies. The researchers
have gone through intensive readings of materials, both printed and downloaded
through internet which has a great significance to problem during the course of thesis
writing.
This chapter also shows and discusses the relevance of the reviewed literature
and studies to the present study.

LOCAL LITERATURE
Shahani (2015) in her article on The Philippine Star “The challenges of basic
education: dealing with K-12”. She discussed about the nature of the K-12 curriculum
and how it differs from the previous 10-year basic education curriculum. She also
mentioned some problems of the program in terms of content such as lack of teachers,
classrooms, facilities and equipments and the additional cost to parents for food and
transportation expenses to send their children for two more years of high school
Oteyza (December 2012) in her “Enhanced K to 12 Basic Education Program:
opportunities and challenges” she simply defined and explained what K-12 is.
According to her, the change is two-fold. It will give focus not only to the curriculum
enhancement but also to the transition management as well. The intention of K to 12
is not merely to add two years of schooling but more importantly, to enhance the basic
education curriculum. The researcher also cited about the challenges: issues and
concerns that K-12 program has been facing on. “Critics argued that it is merely a
20

superficial solution and does not truly address the more fundamental problems of the
educational system.” And the opportunities waiting for us as a whole country which
DepEd strongly believes that K-12 program is the best solution to our main problems.
According to the International Journal of Education and Research, Montebon
(2014) in her journal “K12 Science Program in the Philippines: Student Perception on
its Implementation” it determined the perception of students on the new science
curriculum in terms of the concepts they learn, the skills they acquire, and the values
and attitude they develop. This journal also aims to assess how judicious science
teachers implement the new curriculum and seeks to evaluate if the goals in the
different learning domains in the new science curriculum are being met as perceived
by the students.
Moreover, in the article of Quintas & Miasco (2016) “K TO 12 Are we ready
for Senior High? (CONCLUSION)” talked about the readiness of the Philippine
education towards K-12 Senior High. They referred K-12 curriculum as a “Halfbaked” curriculum. Our system has not solved problems, according to them, like lack
of classrooms, shortage of teachers, lack of books and chairs, no comfort rooms in
schools, no water system etcetera. Our educational system should solve first all these
problems before it will implement such curriculum, they cited. They also discussed
about the Voucher that the private schools are the ones benefitting from it. If the
students want to take up any of all those strands but the nearest schools do not offer
such thing, students have to look for schools that are far from where they are living.
Graduates who are not tech-voc and sports-inclined students, they cited, will have to
go to other schools, mostly private, where General Academic and Science,
Technology, Engineering and Mathematics (STEM) tracks are offered.

21

Cabansag (2014) in her journal “Impact Statements on the K-12 Science
Program in the Enhanced Basic Education Curriculum in Provincial Schools” she
describes the impact statements on the initial implementation of the science program
in the K-12 enhanced basic education curriculum in provincial schools. The journal
discussed the views of the teachers, students and parents on the implementation of the
Science program in the K-12 enhanced basic education curriculum.

22

FOREIGN LITERATURE
Omoruyi (2014), in her European Journal of Educational and Development
Psychology entitled “Influence of Broken Homes on Academic Performance and
Personality Development of the Adolescents in Lagos State Metropolis” revealed that
broken homes, single parenting and socio- economic status of the parents are
determinant of adolescents’ academic achievement in schools. The study was
conducted in Nigeria.
Guo, Linyuan (2012) “New Curriculum Reform in China and its Impact on
Teachers” discussed the transformation of China’s education system through a nationwide curriculum reform and the impact of the new curriculum on teachers through
understanding what the new curriculum reform meant to them.
Aloraini (2012) in her journal on Journal of King Saud University –
Languages and Translation “The impact of using multimedia on students’ academic
achievement in the College of Education at King Saud University” pointed out the
impact of using multimedia on students’ academic achievement in the “computer &
its use in education” curriculum. At the end of her study, she recommended to use
multimedia in theoretical faculties, expansion in using multimedia in teaching other
theoretical curriculums and stressing the use of computer as an educational tool in
teaching. She also recommended giving training courses to computer teachers
regarding the use of multimedia in teaching educational subjects and conducting more
studies on using multimedia in the academic curriculum in the University atmosphere.
Zellman, Constant & Goldman (2012) in their “K-12 Education Reform in
Qatar” talked about a reform of education for a new era because the leadership of the
Arabian Gulf nation of Qatar sees education as the key to Qatar’s economic and social
23

progress. This study is one of a RAND’s studies that trace and document the reform
process in Qatar, was designed to assess progress made in the first year of the K-12
reform’s implementation in Qatar’s schools and the perception of the teachers,
parents, students and school administration on the implementation of the K-12
program.
EY Ernst & Young publication (2014) in their “Private sector’s contribution to
K-12 education in India” discussed the current status of the K-12 education in India.
“The current K-12 school system in India is one of the largest in the world with more
than 1.4 million schools with 250+ million students enrolled. Schools have grown at a
CAGR of 2.5% from 1.2 million in 2005 to 1.4 million in 2011 and enrolment has
grown at a CAGR of 2.2% to reach 253 million students in 2011. The Indian K-12
system is facing two major challenges- access and quality. While the GER at primary
grades has peaked, the dropout ratios in senior classes is still fairly high. There are
issues due to lack of proper infrastructure facilities, high pupil-teacher ratio and lack
of trained teachers which are impacting the quality of education imparted to students.
Low learning level across elementary and secondary has seen an increase in the need
for paid supplemental help by students.” The publication also discussed the
contribution and role together with the key challenges faced of the private sector in K12.

24

LOCAL STUDIES
Lacorte

(2013)

conducted

a

study

“Readiness of the Teachers on the

Implementation of K-12 Program in selected Private and Public Schools in Lucban,
Quezon City” she indicated that the schools in Lucban, Quezon City are adequately
prepared in the implementation of K to 12 in terms of curriculum adjustment, school
plant and facilities and administration and management. The teachers are likewise
adequately prepared in the implementation of K to 12 in terms of teaching
competencies, teaching strategies and instructional materials. The problems the
teachers encountered in the implementation of K to 12 are of average gravity and they
are manageable.
Parica (2012) in her related study “The Reaction of the Grade VII Parents on
K–12 Implementation” discussed on how and where parents learn the information
about the K–12 program. It aims to recognize the parents reactions based from the
rationale. The study also likes to know the parents perception about the K – 12
program in terms of personal and student’s welfare. Problems which perceived by the
parents in regards to the implementation of K-12 program were enumerated.
The study of thecrescentmoon (2011) “The Perception of Parents of the
Students Affected by Additional Two Years in Basic Education” enumerated the
advantages and disadvantages of K-12 Program. The study categorized the advantages
into two. First is To Individuals and Families and second is For the Society and the
Economy. On the other hand, the disadvantages are as follow: Parents have to shell
out more money (for transportation and food) for education of their children; the
government does not have the money to pay for two more years of free education; and
many more.

25

The study of Jinnu et.al (2014) “Effectiveness of K-12 assessment to Grade 7
to 9 high school students of Living Stone International School” relates to the
researhers’ study with its aimed to answer if K-12 can make the academic
performance of the students better. They tend to measure also the students’
thoughts/opinions on the effectiveness of K-12 assessment.
In their policy paper, De Justo, Digal & Lagura (2012) “An Analysis of the
Policy: K-12 Education Program” analyzed K-12 program by stating the questions;
what is the status of the country’s educational resources; what are the provisions of
the policy to the following direct entities; what is the level of preparedness of the
concerned implementing stakeholders e.g. DepEd, CHED as to the execution of this
educational reformation?; and what is the level of acceptance of the following
affected stakeholders. In their recommendation, the presenters select option two,
suspend the realization of the policy and reschedule for the next succeeding
years, as the best option not due to the fact that the Philippines is the last country in
the region to adopt a K-12basic educations system because it is not all about the
trending basis but checking in accordance to the “reality”.

26

FOREIGN STUDIES
In the study of VanderJagt (2013) “The Student Thoughts and Perceptions on
Curriculum Reform” he examined how students experience and respond to
Michigan’s increased graduation requirements, the impact of school reform by
eliciting the voices of students relative to a state-sponsored reform that directly
impacts the way students experience and make decisions about their high school
program. Additionally, this study engaged focus groups of one or more parents of the
participating students and a cross-section of teaching, counseling, and administrative
staff from the case study site.
On the other hand, Brown (2011) concluded that technology in the classroom
is already a reality in most schools. The extent to which technology is integrated into
curriculum is likely to increase exponentially as technological advances continue and
the cost of technology decreases, he cited. This meta-analysis sought to understand if
technology could enhance students‟ learning experience and overall academic
performance, as well as to provide additional understanding of the role of technology
enhanced learning (TEL) programs in curriculum.
Furthermore, the study of Martinez (2012) “technology implementation in K12 schools: a research study of perceptions and practice” stated the following:
Throughout my research and my own survey, I found that teachers do not believe they
are given the tools needed to integrate technology effectively to any serious degree.
The small amount of help that is given is only for beginners and does not carry the
teachers into actually infusing the technology into the curriculum. When beginning
this project, I had thought that a school like PATHS, with different resources and a
specific objective, might be more successful at integrating technology. After reading

27

some similar studies, however, and analyzing the results of my survey, my study
revealed that PATHS faces the same issues and barriers that plague other schools. The
issues are not a simple matter of resources and funding; they runs deep into the
foundation of the pedagogy and attitudes of the teachers.
Sha Li (2013) in her comparative study of K-12 foreign language education in
American and Chinese public schools: a case study of six foreign language teachers.
The study concluded that it has contributed knowledge for a more complete picture of
how the U.S. and China have developed their foreign language education—
specifically in secondary public schools. It has shown the similarities and differences
that China and America have in developing each foreign language education through
an analysis of three fundamental/essential elements--social/political investment,
teachers’ professional development, and curriculum and instruction, which are
considered as the most important factors to successful K-12 foreign language
environments. Besides these necessary elements for successful K-12 foreign language
curriculum, parental influence is another important factor put forward by the teachers
in the focused group interview.
Jee Young Lee (2013) “Multicultural Education in the Republic of Korea:
How Elementary School Teachers Interpret Multicultural Education and Its Practical
Use in Classrooms”. The Korean government has recently implemented multicultural
education in its schools and textbooks. Textbooks are, in general, a guideline for
teachers concerning what subjects and themes they must educate students on and are
widely utilized in the classroom, he cited. This dissertation explores how elementary
school teachers incorporate multicultural content into their classrooms in order to
evaluate the effectiveness of the current programs and the practical educational
process in the Korean school system. This study furthermore illuminates the direction
28

of Korean schooling toward multicultural education. Since Korean multicultural
education has been initiated relatively recently, it continues to evolve. This study then
offers substantial material with which to analyze the current situation of Korean
multicultural education. Moreover, this research suggests what aspects of
multicultural education should be included in schooling.

29

RELEVANCE OF THE REVIEWED LITERATURE AND STUDIES TO THE
PRESENT STUDY
Generally, the foregoing literatures and studies, both local and foreign were
supportive of the variables used in this study, which include the following: the
perceptions of students towards K-12 Program in terms of content, materials and
teaching agency; the reaction of students towards the same; the academic performance
of the students; the relationship between the academic performance of the students
and their perceptions; and the effects of these issues and concerns. More of the related
studies were not directly discussed and focused on K to 12 Program, but they
reflected the other variables within the study which is really helpful and useful.

CHAPTER III
30

METHODOLOGY OF RESEARCH
This chapter deals with the procedural operation on how the research problems
were answered. It includes the research design to be used, respondents of the study,
sampling techniques, research instrument, construction of the instrument, validation
of the instrument, administration and retrieval of the instrument and statistical
treatment of data.

RESEARCH DESIGN
Carague, O., Castolo C., and Nava, V. (2009) defined research design as a
plan, structure and strategy of the research investigation.
In this study, the researchers used the Survey Research to assess the profile of
the respondents such as age, gender, and financial status. It is a strategy that tackles
the occurrence of events in varying situation and circumstances. It involves gathering
and analyzing data about the issue rather than about individuals and involves
collection of data in order to test the hypothesis or answer questions concerning the
current status of the study. The broad area of Survey Research encompasses any
measurement procedures that involve asking questions of respondents. Survey
research is a method for collecting and analyzing social data via highly structured
questionnaires in order to obtain information from large numbers of respondents
presumed to be representatives of a specific population.

RESPONDENTS OF THE STUDY
31

This study involved a total of forty-six (46) Grade Ten (10) students of Balara
High School.
Table 1
Frequency and Percentage Distribution of Respondents by Gender
Gender

Frequency

Percentage

Male
Female
Total

31
15
46

67.39
32.61
100.00

Table 1 shows that out of 46 students-respondents, 31 or 67.39 % are males
and 15 or 32.61 % are females with a total of 100. The finding shows that most of
respondents are male students.

SAMPLING TECHNIQUES
The attainment of the objectives of the study is dependent on the response of
selected Grade 10 students of Balara High School particularly section St. Augustine
with forty-six (46) students for the school year 2016-2017.
There are 10 sections of Grade 10 in Balara High School. Through a fish bowl
technique, class random sampling was utilized. It was used in this study to minimize
the number of students-respondents. Every section has an equal chance of inclusion in
the sample. Grade 10 – section St. Augustine was chosen.
INSTRUMENTS USED
This study used survey questionnaires as the instrument. The researchers
prepared a questionnaire to determine the views and perception of the Grade 10
32

students regarding the K-12 Program. It was used as the primary data gathering
instrument with focus on the perceptions of the students towards K-12 Program in
terms of resources and materials, teaching strategies and content.

CONSTRUCTION OF THE INSTRUMENT
A researchers’ made questionnaire was designed personally by the researchers.
Revisions were noted to improve the phrasing of the questionnaire items before the
instrument was finally administered to the actual respondents of the study.
Questionnaires consisted of two (2) parts to be utilized by the researchers for data
gathering.
a. The cover letters (respondents) describe the study and its purpose, and
indicating the confidentiality of the information that may be given out by the
respondents.
b. Perceptions of selected Grade 10 students of Balara High School towards
K-12 Program. This consisted of three (3) questions where student-respondents were
asked to rate using five-point Likert type Scale.

VALIDATION OF THE INSTRUMENT
The instrument underwent content validation by three professors and experts
of Mary The Queen College of Quezon City in the field of thesis writing. Then, a trial
33

run of the instrument was conducted to different undergraduate researchers of a
school not covered by the study. They were not included as actual respondents but
were used only for validation purposes to determine whether the contents of the
questionnaire are comprehensible and reliable.

ADMINISTRATION AND RETRIEVAL OF THE INSTRUMENT
The researchers made a request letter for the copy of grades of the students in
first quarter and second quarter. The request letter also included to conduct the said
survey. Upon approval, the researchers asked the assistance of the adviser of the
Grade10 Section St. Augustine. The researchers personally asked and obtained the
questionnaires. A copy of the letter addressed to the respondents and the
questionnaires to be distributed.
The researchers personally distributed the questionnaire to the respondents in
Balara High School during a classroom meeting. In the cover letter, a clear
explanation stated that the researchers were respectfully asking about ten (10) minutes
of the respondents’ time to complete the attached questionnaire. The purpose and
objectives of the study have also been indicated. Confidentiality was given in order to
assure cooperation and to avoid inhibitions from the respondents in accomplishing the
questionnaire.
All data relevant to the topics of this study were gathered personally by the
researchers. Secondary data were gathered from news items, books, and from the
Internet. While the primary data were gathered from the filled-up questionnaire
administered to the respondents covered in this study.

34

STATISTICAL TREATMENT OF DATA
After data gathering, the researchers tallied the scores and applied the
appropriate statistical treatment and analyses were employed. Students’ responses to
the questionnaire were statistically analyzed with the use of the following instruments.
 Percentage was used to describe the respondents’ profiles. It is a proportion
expressed either in decimal or fractional form that can be computed into
percentage by multiplying the proportion by 100 and affixing the percentage
symbol (%).
The formula for computing this statistics is as follows:
Percentage (%) = f / N x100
Where: P = computed percent
F = Frequency for each class or category
N = Total number of respondents
100 = constant multiplier to change the decimal into percentage value

 Stratified Sampling was used to reflect randomly samples from the different
strata of the population.

 Chi-square is used to test the significant relationship of the perceptions of the
students to K-12 program on their academic performance. It is a test for
independence compares two variables in a contingency table to see if they are
35

related. In a more general sense, it test to see whether distributions of
categorical variables differ from each another using the formula:

Add: Mean, Standard Deviation
c √n Σ fd 2 −( Σ fd )2
Σ fd
´x =´x o + n sd=
n

 Weighted Mean was used to measure the extent by which the respondents
assessed the given research variables, which include schools’ and teachers’
readiness and problems encountered in the implementation of K to 12.
The formula for computing this statistics is as follows:
WM = ∑FW / N
Where:
WM = Computed Weighted Mean
∑ = Summation symbol
F = Frequency for each option
W = Assigned weight
N = Total number of frequencies

The following interpretations were used to describe the weighted mean obtained.
The responses to each item statement were evaluated according to Likert Scale as
shown below
36

Ranges

Scale

Verbal Interpretation

4.2-5.0

5

Strongly Disagree

3.4-4.1
2.6-3.3
1.8-2.5
1.00-1.7

4
3
2
1

Moderately Agree
Agree
Disagree
Strongly Disagree

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter shows data in tabular form supported with corresponding analysis