1

Chapter 1
THE PROBLEM AND ITS BACKGROUND

Introduction
The future of the Filipino children, as cited by Magsino (2009), is marred
by various forms of uncertainties considering the critical conditions of the
Philippine socio-economic and political situations. While the rich become richer
and the poor, poorer it is evident that there is a growing need to minimize or
control the rising unequal distribution of wealth and opportunities for success
among the Filipino constituents, from which the children are greatly affected.
Premised on the foregoing, education is deemed one of the best ways to
neutralize the growing inequality and make the Filipino way of life less conducive
to poverty threats and its multifarious effects on the individual, the family and
society as a whole.
Nevertheless, education itself is undergoing transitions and adaptations to
modern technology and to that of globalization which creates inevitable problems
that imply the need for effective teaching in all levels from pre-elementary to post
tertiary. The dynamic forces and agents of change make obsolete the previous
variables deemed effective in the past. Hence, the teaching of different subject
areas also undergoes various changes at one time or another in response to
curriculum modifications set and implemented by educational authorities.

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.
From these experiences, it seems that there is an endless change in the
educational system until the desired goal of attaining quality education is
reached. It doesnt mean however, that the implementation of changes should
remain unaccounted. Rather, they should be evaluated in terms of the outcomes
manifested in the performance of the students to determine their effectiveness
and those of the teachers. Measurement of educational outcomes, as one of the

areas of research, should be reported to the district or school division for

appropriate actions aimed at improving to further extent the programs
implemented. Ideally, these outcomes could be more reliable after a considerable
period of time has lapsed. Three to five years after implementation, the program
should be evaluated to gather reliable data on its extent of effectiveness. For the
mean time, the only research that could be conducted currently about this K to 12
Program is its implementation and the reactions of people toward the same.
Along the cited changes are challenges associated with, and attributable
to, the transition period wherein issues, concerns and reactions ranging from
positive to negative were met by both school heads and teachers from
stakeholders which include students, parents and community folks. The
foregoing situations necessitate urgent solutions and actions to erase negative
implications on the minds of the masses.
Hardy (2010) argued that the increasingly rapid rate of change in schools
has exacerbated a trend towards individualistic, de-contextualized and passive
learning initiatives as part of teachers work. The provision of opportunities for
genuine teacher learning is therefore difficult to achieve in schooling contexts
because of work intensification within schools and schooling systems. These
pressures militate against teachers reflecting upon their teaching, resulting in the
substitution of intellectual creativity with cultures of compliance.
Based on the foregoing discussions, the researcher was prompted to
conceptualize and conduct a study on the extent of implementation of the K to 12

Program particularly in selected schools in Lucban , Quezon, along with the

issues, concerns and reactions of parents and the community on this
implementation. This study hopes to provide an objective evaluation of the
variables included in the study for the purpose of synchronizing both positive and
negative issues and concerns and enlighten the minds of the masses on the
genuine purpose of the implementation of the said program despite the glaring
reality that it connotes additional expenses on the part of the parents, and a
longer time period of schooling on the part of the students.

Background of the Study

K-12 Education Plan was published on October 5, 2010, Dep Ed
Discussion Paper (2010 ) . This is part of President Benigno Noy Noy Aquino
IIIs Educational Reform Program. The P-Noy Administration believes that adding
more years to basic education in the Philippines could help solve the problem of
unemployment, keep up global standards, and help Filipino students to have
more time to choose the career that best suits their skills.
As of 2010 Luistro averred that the K-12 Basic Education plan is said to be
the answer to add one more year on both primary and secondary levels plus
kindergarten. Though the opinion and reaction of the public are divided, some
are not. Among the main issues that relate to the K-12 program are the financial
capacity of parents, the number of schools and classrooms, the number of
teachers, even the availability of books and other school supplies. Though,

DepEd also stated that the government will basically shoulder most of the
education cost.
The enhanced K-12 Basic Education Program is said to be an answer to
the countrys educational reform. This matter is being discussed anywhere by
educators and stuns anyone who hears this new proposal. School administrators
are even bothered on new things to be considered for the programs
implementation.
In Lucban,

Quezon, particularly in the schools where the study was

conducted, there were issues encountered and concerns to be attended by

teachers and school heads along the implementation of K to 12 Program. As a
teacher in one of these schools, the researcher herself felt the need to reconcile
both positive and negative issues hurled at most by the students, the parents and
even by other teachers. This situation prompted the researcher to conduct a
study relative to these issues and concerns on the implementation of K to 12
which is now a law signed by the incumbent President Aquino.
.
Theoretical Framework
This study is anchored on Thorndikes law of readiness which Magsino
(2009) stressed that learning considers the readiness of the learner so that it
could be more lasting and more effective. Sharma and Sharma (2006) also
emphasized that readiness include all those preparatory adjustments which
immediately precede the activity. Reminding the learner of his past experiences;

mental preparation for the understanding of new things , diverting his attention
towards the subject to be learned, changing the environment to suit the learning
are all included in the readiness. 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. Likewise, this level of readiness
could account for the quality of learning that pupils/students gain and it could also
be used as reference to predict future outcomes.
Supportive to the law of readiness is the resource-based theory of Wright,
et al. (2006) which highlighted the unique contribution of human, organizational
and physical resources possessed by the organization. As the organization
acquires additional resources, unique synergies occur between its new and
existing resources and because each organization already possess a distinct
combination of human, organizational and physical resources, the particular type
of synergies that occur will differ from one organization to another.
The situation of the different schools in Lucban, Quezon may be the
concrete manifestations of the foregoing theory. Each of them may be having
organizational structure and possessing more or less the same human and
physical resources which are some of the inputs of the study; but they may differ
in the utilization of these resources and in acquiring additional ones; such that
the synergy between the existing resources and those that are added and the
manner by which they are utilized become the determinant of the readiness of

the teachers and the schools in the implementation of K to 12 curriculum

program.
And as Hostede pointed out (in Lumbera 2011), the success of an
organization is determined by its implementation of program and projects which
should not be carried out for the sake of performing them, but have to be
cautiously and properly controlled, manipulated and directed for the results to
become satisfactory or in conformity with objectives.
Other important determinants of the effectiveness of an organization and
contribute to the accomplishment of its goals, and affect its performance, as
affirmed by Rusmini Ku Ahmad ( 2008), include school internal elements such
as: teachers commitment, competencies and expertise that includes teachers
judgment of flexibility, adaptability, innovations and the quality of learning and
teaching and job satisfaction.

He further stated that instructional leadership,

characteristic of the leader, and the teachers profound knowledge in content and
pedagogical will give impact to the school effectiveness and achievement.
Problems and needs are continuously a matter of concern of many
organizations of which the school system is no exception. And confronting the
problems resolutely and meeting the needs enthusiastically may transform them
into the determinant of success for any educational endeavor. In this respect,
organizational leadership and fellowship should come into the picture for an
organization to survive, compete, lead and flourish in this increasingly
competitive and fast changing environment.

Conceptual Framework
This study was premised from the concept that the implementation of a
new educational program requires an assessment of the extent of its
INPUT
Respondents Profile
Age
Gender
Educational Attainment
Length of Service
Readiness of the
Schools in the
Implementation of K to
12 Program

Curriculum
Adjustment

School Plant
and Facilities

Administration
and Management
Readiness of the
Teachers
Teaching
Competencies
Teaching Strategies
Instructional Materials

PROCESS

OUTPUT

Gathering of
Conceptual and
Research Literature
Formulation, Validation
and Administration of
Research Instrument
Analysis and
Interpretation of Data
through the Use of
Statistical Tools
Testing of Research
Hypotheses

Problems
Encountered in the
Implementation of K to
12

Feedback

Figure 1. Research Paradigm

Significant/Nonsignificant difference
between the
assessment of the
public and private
school teachers:

Readiness of the
Schools

Readiness of the
Teachers

Problems in the
Implementation of K to
12

Implementation and the issues and concerns that go along with it for the purpose
of determining the current status of affairs relative to such implementation to
arrive at a further decision and action aimed at to enhance further what was
started. Hence, the foregoing paradigm presents the variables of the study and
the processes through which it was conducted using the systems approach with
the input, process and output.
The input frame houses the following input or independent variables:
respondents profile in terms of age, gender, educational attainment and length of
service; extent of readiness of the schools in the implementation of K to 12 in
terms of curriculum adjustment, school plant and facilities and administration and
management; teachers readiness in terms of teaching competencies, teaching
strategies and instructional materials. Along with these are the problems
encountered in the implementation of k to 12.
The process frame indicates the steps by which the study was conducted.
These steps are as follow: gathering of conceptual and research literature,
formulation, validation and administration of research instrument; analysis and
interpretation of data through the use of statistical tools; and the testing of
research hypotheses.
The output frame indicates the outcomes or dependent variables of the
study which include the following: significant/non-significant difference between
the assessments of the public and private school teachers on school readiness,
teachers readiness and problems encountered in the implementation of K to 12.

10

Statement of the Problem

This study aimed to determine the readiness of the teachers on the
implementation of K to 12 Program in selected private and public schools in
Lucban ,Quezon. More specifically, it sought answers to the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1. age;
1.2. gender;
1.3. educational attainment; and
1.4. length of service?
2. To what extent is the readiness of the selected private and public
secondary schools in the implementation of K to 12 Program in terms of:
2.1. curriculum;
2.2. school plant and facilities; and
2.3. administration and management?
3. To what extent is the readiness of the teachers in the selected private
and public schools in the implementation of K to 12 Program in terms of:
3.1. teaching competencies;
3.2 teaching strategies; and
3.3 instructional materials?
4. What are the problems encountered in the implementation of K to 12
Program, as assessed by the respondents?

11

5. Is there a significant difference between the assessment of the public

and private school teachers on the readiness of the schools and teachers in the
implementation of K to 12 program?

Hypothesis
The following null hypothesis was tested in this study: There is no
significant difference between the public and private school teachers
assessments of the following research variables: schools readiness, teachers
readiness and problems encountered in the implementation of K to 12.

Scope and Limitations of the Study

The topics of this study include only the extent of implementation of K to
12 Program in selected private and public schools in Lucban, Quezon, in terms of
school and teachers readiness.
The variables that comprise school readiness are curriculum adjustment,
school plant and facilities, and administration and management; while those of
teachers readiness are teaching competencies, teaching strategies and
instructional materials.
The respondents of the study were 68 teachers from public schools and
40 teachers from private schools in Lucban, Quezon. On the other hand, the time
frame covered the school year 2013-2014.

12

The treatment of data was delimited to the interpretation of the

perceptions of the respondents along the items provided in a researchers-made
questionnaire on the previously cited topics.

Significance of the Study

This study is deemed significant to the Department of Education, the
schools, administrators, teachers, parents and students, along with the
government and non-government organizations.
Department of Education. This study is a manifestation of the extent of
implementation of K to 12 in some private and public schools where this study
was conducted. This information may be used as a feedback of the compliance
of the schools used in this study, relative to such new curriculum.
Parents. This study will voice out their concerns on the additional
expenses they would incur in educating their children.
Schools. The information they may get from this study may be used as
reference on the implementation of K to 12, along with the issues and concerns
the school heads and the teachers encountered on such implementation.
School Administrators. This study may also reflect the same issues and
concerns they encounter along the implementation of K to 12 from which they
may gather ideas on how to synchronize the predicaments of the parents and
their position as the implementers of the new program.

13

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

concerned authorities may become aware.
Teachers. This study teaches them to demonstrate innovativeness by
seeking further professional growth and development that would enhance to
further extent their competencies deemed essential in coping with the new trends
in the educational setting.

Definition of Terms
To facilitate the readers understanding of the contents of this study, the
researcher included the operational and conceptual definition of the following
terms:
Administration and Management. This variable as used in this study,
pertains to the modification of the functions of the school heads as an effect of
the change from the old to the new curriculum.
Curriculum adjustment . In this study, the term refers to the new set of
activities and trends integrated in the implementation of the K to 12 program.
Implementation of K to 12 Program. In this study, the term applies only
to the selected schools private and public high schools in Lucban, Quezon.
Instructional Materials. This signifies the new set of teaching materials
and aids directed to attain the goals of the K to 12 Curriculum Program.
Issues and Concerns. The term covers only the items enumerated in the
research instrument as perceived by the respondents of the study. Majority of the

14

items include ideas that reflect the predicaments of the parents for the additional
burden in terms of time and financial expenses to be incurred for the additional
two years of basic education from 10 to 12 years.
K to 12 Program. As defined by Cruz (2010), refers to the most recently
implemented basic education curriculum signed into a law by the incumbent
President Benigno Aquino III through Republic Act 10533. The Filipino students
are required to undergo one year in Kindergarten, six years in primary school,
four years in junior high school and two years in senior high school.
School Plant and Facilities. It suggests school buildings, furniture and
fixtures, along with the tools and equipment in them to cope with the demands of
the K to 12 Curriculum Program.
School Readiness . As applied in this study, signifies the capability of the
schools to provide better facilities, school buildings, tools, equipment and
instructional materials and aids.
Teacher Readiness. As used in this research, the term implies the
competencies of the teachers to cope with the needs and demands of the K to 12
Curriculum Program.
Teaching Competencies. It denotes knowledge, skills, and attitude of
teachers in the use of different teaching strategies, instructional materials and in
managing the classroom for better and more effective pupils learning.
Teaching Strategies. This signifies changes in the use of teaching
strategies to adapt to the requirements of the new curriculum, K to 12.

15

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review and summary of literature and studies

related to K to 12 curriculum enhancement and development, along with
conceptual framework, research hypothesis and operational and conceptual
definition of terms.

Foreign Literature
Tan ( 2011) in his writings, discussed and pointed out important details
about k to 12 . He enumerated the four phases of the K to 12 Program as
follows: Phase I refers to Laying the Foundations, the goal of which is to finally
implement the universal kindergarten (offered since on S.Y. 20112012), and
the "development of the (entire) program"; Phase II is that of Modeling and
Migration aimed to promote the enactment of the basic education law, to finally
start of the phased implementation of the new curriculum for Grades 1 to 4 and 7
to 10, and for the modeling of the senior high school; Phase III is Complete
Migration, the goal of which is to finally implement the Grades 11 and 12 or
the senior high school, and to signal the end of migration to the new educational
system; and Phase IV is that of Completion of the Reform aimed to complete the
implementation of K to 12 education system. However, during the new

16

educational cycle, from 2016 to 2018, college enrollment could slow down
because of the entrance of the lower-year students to the new educational
Dinham and Scott (2008) caution against false dichotomies in education
that can militate against effective leadership decisions and that often reflect
polarizing ideologies in education. For the school leader, a sensitivity to the
pressures that are or can be exerted by the policy context and an awareness of
the distortions that may be forced on the schools program as a result seem to be
important imperatives in getting the balance right.
Drawing on a review of good practices in teacher professional learning,
Webster-Wright (2009) concluded that quality professional development must
integrate theory with practice, enabling teachers to make ongoing decisions
about their classroom practice within the context of deeply understood relevant
theory. It therefore engages with teachers as thinking professionals, as
intellectual workers, rather than treating them as technicians who merely need to
be taught what to do and then subjected to compliance measures to ensure that
they do it. In any final analysis, true teacher professional learning is human,
social and relational. Teachers, like students, need time to learn and people from
whom to learn. A wide range of possible strategies provide options for learning.
The challenge for school leaders is to bring these together in a meaningful way.
Fullan (2008) stressed that teachers of today and tomorrow need to
do much more learning on the job, or in parallel with it where they can constantly

17

test out, refine, and get feedback on the improvements they make. They need
access to other colleagues in order to learn from them.
In San Diego City Schools a professional development system is aligned
with standards, curricula, and implementation guidelines. It recognizes that
effective professional development must be focused on the schools themselves
and based on daily classroom practice. It provides training and support for
instructional leaders, school principals, school-based peer coach/staff developers
and teachers. This training includes regular seminars, school visits by
instructional leaders, and cross-school visitations by principals to each other's
schools. The schools believe that effective professional development must be
focused on the schools themselves and based in daily classroom practice (San
Diego Institute for Learning, URFMP25SchoolPrograms.pdf).
A major theme in the constructivist theoretical framework of Bruner is that
learning is an active process in which learners construct new ideas or concepts
based upon their current/past knowledge. The learner selects and transforms
information, constructs hypotheses, and makes decisions, relying on a cognitive
structure to do so. Cognitive structure provides meaning and organization to
experiences and allows the individual to "go beyond the information given".
(http://carbon.cudenver.edu/~mryder/itc_data/constructivism.html, retrieved June
2013) As far as instruction is concerned, the instructor should try and encourage
students to discover principles by themselves. The instructor and student should
engage in an active dialog (i.e., Socratic learning). The task of the instructor is to

18

translate information to be learned into a format appropriate to the learner's

current state of understanding. Curriculum should be organized in a spiral
manner so that the student continually builds upon what they have already
learned (http://www.infed.org/thinkers/bruner.htm retrieved May, 2013).
Bruner states that a theory of instruction should address four major
aspects: (1) predisposition towards learning, (2) the ways in which a body of
knowledge can be structured so that it can be most readily grasped by the
learner, (3) the most effective sequences in which to present material, and (4) the
nature and pacing of rewards and punishments. Good methods for structuring
knowledge should result in simplifying, generating new propositions, and
increasing

the

manipulation

of

information

(http://www.infed.org/thinkers/bruner.htm retrieved May 2013).

According to Scanduras (2007) Structural Learning Theory, what is
learned are rules which consist of a domain, range, and procedure. There may
be alternative rule sets for any given class of tasks. Problem solving may be
facilitated when higher order rules are used, i.e., rules that generate new rules.
Higher order rules account for creative behavior (unanticipated outcomes) as well
as the ability to solve complex problems by making it possible to generate (learn)
new rules.
Unlike information processing theories which often assume more complex
control mechanisms and production rules, structural learning theory postulates a
single, goal-switching control mechanism with minimal assumptions about the

19

processor and allows more complex rule structures. Structural learning theory
also assumes that "working memory" holds both rules and data (i.e., rules which
do not act on other rules); the memory load associated with a task depends upon
the rule(s) used for the task at hand (Scandura, 2007).
Structural analysis is a methodology for identifying the rules to be learned
for a given topic or class of tasks and breaking them done into their atomic
components. The major steps in structural analysis

are: selecting a

representative sample of problems, identifying a solution rule for each problem,

converting each solution rule into a higher order problem whose solutions is that
rule, identifying a higher order solution rule for solving the new problems,
eliminating redundant solution rules from the rule set and noticing that steps 3
and 4 are essentially the same as steps 1 and 2, and continue the process
iteratively with each newly-identified set of solution rules. The result of repeatedly
identifying higher order rules, and eliminating redundant rules, is a succession of
rule sets, each consisting of rules which are simpler individually but collectively
more powerful than the ones before (Scandura, 2007).
Structural learning prescribes teaching the simplest solution path for a
problem and then teaching more complex paths until the entire rule has been
mastered. The theory proposes that we should teach as many higher-order rules
as possible as replacements for lower order rules. The theory also suggests a
strategy for individualizing instruction by analyzing which rules a student has/has

20

not mastered and teaching only the rules, or portions thereof, that have not been
mastered (Scandura,2007
The following are the principles underlying this theory: whenever possible,
teach higher order rules that can be used to derive lower order rules, teach the
simplest solution path first and then teach more complex paths or rule sets, rules
must be composed of the minimum capabilities possessed by the learners
(http://www.scandura.com/Articles/SLT%20Status-Perspectives.PDF

Retrieved

May 2013 ).
The citation of Par & Le Maistre (2008) relates with the functions
considered a part of everyday life. They averred that knowledge of basic skills
may be considered important for the successful transition of students into the
workplace. Technical skills may also be required for specific jobs, but there are
some additional skills, often coined soft skills, that are necessary for bridging the
gap between book knowledge and work application.
As Sullivan (2011) points out, more attention needs to be paid to
developing students abilities to work adaptively that is to be able to apply what
they have previously learnt in answering non-routine questions and that this in
turn has implications for the curriculum and associated pedagogies.
Meanwhile, supervision and utilization of instructions provide
access to worthwhile and challenging learning in a way which takes into account
the needs and aspirations of a wide range of students. While respecting the
influence of the individual teacher on student learning, the fundamental question

21

identified in enabling teacher learning is that of how leaders work with their staff
(Victorian Curriculum and Assessment Authority, 2011).
Consequently, Robinson and Timperley (2009) observed five key areas for
leadership roles. These include the following: providing educational direction/goal
setting; ensuring strategic alignment; creating a community for improved student
success; engaging in productive problem talk; and selecting and developing
smart tools.
Harris (2008) averred that the school heads awareness of and sensitivity
to the contexts in which they employ their own value systems and authenticity as
professional educators and their approaches to supporting the professional
development of staff, are unquestionably the cornerstones of teacher
professional learning in each school. Who coordinates and resources wholeschool professional development, and how, are insights into the culture of the
school. Collegial cultures opt for cooperative planning teams as a basis for
distributed forms of leadership. While decisions taken here result in a formal and
resourced program of professional development, the essence of true professional
learning resides more in the interrelationships and social networks that form
among teachers within and beyond the school.
Sullivan (2011) framed a new theory of enhancing teaching through using
research-informed strategies. This theory asserts that the enhancement
procedure starts from a review of assessment results which include both the
previous student learning outcomes and the test items in which they excelled,

22

fared moderately or failed. From a review of test results at different levels

(national down to school or even classroom level) is manifested the range of
student responses to different test items which will serve as basis for curriculum
modifications. Sullivan pointed out the need to develop students abilities to work
adaptively that is, enabling them to apply previous learning to current and
relevant situations.
Further, Turner (2010) cited the importance of strategic competence in
guiding students to effectively recognize, formulate and solve problems. This skill
is characterized as selecting or devising a plan or strategy to use mathematics to
solve problems arising from a task or context, as well as guiding its
implementation.
In planning and programming, Hughes (2009) stressed that an effective
learning environment is one in which students and teachers interact in ways that
allow students to have an opportunity to maximize how much they learn. There
are a variety of ways in which students and teachers interact in a learning
environment. Some interactions result in student learning; however, others have
very little effect on student learning. Classroom discussions, teacher and student
initiated questions, cooperative group work, peer tutoring and a host of other
feedback systems such as assignments, examinations and electronic response
systems such as the personal response system (PRS) and the personal data
assistant (PDA) are instructional strategies that provide a measure of two-way
communication in which information about what is taught and what is learned is

23

exchanged between two people. On the other hand, there are instructional
strategies in which students sit passively in classrooms where there is one-way
communication from teacher to students.
Mazur (2009) suggested that a modification of traditional lectures is one
way to incorporate active learning in the classroom. An example is that of
allowing students to consolidate their notes by pausing three times for two
minutes each during a 60-minute lecture. This technique aims to provide the
students time to reflect on what they have written so that they will learn much
more information.
Moreover, Anthony and Walshaw (2009) argued it is critical that teachers
use worthwhile tasks which is interpreted to mean they are meaningful and
relevant to the students. Implementing this principle will present challenges for
some teachers and these strategies can effectively be the focus of teacher
learning.
Hughes (2009) alleged, that the use of interactive assessment strategies
along with interactive instructional strategies in order to enhance student learning
makes good educational sense. In fact, the two are inextricably linked to one
another. The definition formative assessment, for example, contains many
actions that students and teachers can take independently and collaboratively
during the instructional process. The actions of the students and teachers
produce feedback that is used to make adjustments either in teaching, in learning
or in both and thereby, create successful interactive learning environments.

24

Assessment interactions between students and teachers occur when

teachers gather information about student learning. Such information help
students better understand concepts and principles and apply knowledge, not
just learn facts. This type of assessment interaction referred to as formative
assessment is defined as follows: Formative assessment is a process used by
teachers and students during instruction that provides feedback to adjust
ongoing teaching and learning to improve students achievement of intended
instructional outcomes (Council of Chief School State Officers, 2008). It is clear
from this definition that formative assessment is a process. It is a process that
may employ tests or various other types of assessments, but it may also employ
interactive instructional strategies such as classroom discussions, assignments,
homework, quizzes, projects, investigations, electronic response systems or oral
questions to gauge and improve student learning.
Even when teachers employ interactive assessment strategies such as
assignments or examinations to determine what and how much students have
learned, care must be taken so that these strategies are effective in improving
student learning. One reason that care must be taken is because the feedback to
students from teachers is often delayed that is, the feedback to students does
not occur during the instruction. When students respond to questions on an
assignment or examination, they may not get feedback for several days or
weeks. Thus, by the time they receive feedback, they may have moved on to
learning new content. If understanding of the new content is dependent on

25

understanding of the old content, and if there were misunderstandings of the

old content that were not addressed immediately when it was presented, then
the cumulative effect of misunderstandings coupled with no corrective feedback
could put students at risk of underperformance or even failure. A second reason
is that students generally focus on doing what is necessary to get the highest
grade possible on an assignment. Strategies used by students in this context
may result in very little learning. Should either of the above scenarios exist, the
goal of improved student learning would be compromised (Hughes, 2009).
Callingham (2010) reiterated that assessment is regarded as more than
the task or method used to collect data about students. It includes the process of
drawing inferences from the data collected and acting on those judgments in
effective ways.
Silver, et al. (2009) stressed that the making of a literate citizenry will not
happen by chance or overnight. Without an instructional focus on teaching for
understanding, students are at risk of viewing lessons as a collection of rules and
procedures to be memorized, regurgitated and eventually forgotten. Teaching for
understanding, on the other hand, engages students more fully in the learning
process by making use of interactive assessment and teaching strategies.
Sullivan (2011) clearly articulates the research and rationale
underpinning six key principles that he argues underpin effective teaching. One
of his principles is about the importance of sharing with students the goals of the
lessons. There is now no doubting that learning is improved when learners

26

explicitly engage in thinking about what they are learning.

Drawing on a review of good practices in teacher professional
learning, Webster-Wright (2009) concluded that quality professional development
must integrate theory with practice, enabling teachers to make ongoing decisions
about their classroom practice within the context of deeply understood relevant
theory. It therefore engages with teachers as thinking professionals, as
intellectual workers, rather than treating them as technicians who merely need to
be taught what to do and then subjected to compliance measures to ensure that
they do it. In any final analysis, true teacher professional learning is human,
social and relational. Teachers, like students, need time to learn and people from
whom to learn. A wide range of possible strategies provide options for learning.
The challenge for school leaders is to bring these together in a meaningful way.
On monitoring students participation, Kelchtermans, Piot & Ballet (2011)
suggested the use of daily drills and frequent diagnostic exercises to determine
their strengths and weaknesses. These activities also serve as a means of
evaluating their performance. Further, an analysis of their performance,
specifically on written examinations, may be used as basis or feedback to decide
the need for integrating or modifying teaching strategies that would help improve
future results.
Relative to the concept of accountability in enhancing instruction is what
Hardy, et al. (2010) emphasized in their conviction that school leaders composed
of school heads and teachers need to foster conditions most conducive to

27

genuine student learning. The extent to which education authorities enable or

inhibit this kind of learning in their policy documents is determined through setting
professional teaching standards and school leadership from which emanate the
frameworks for teacher professional development and career path progression.
Taplin (2008) cited that it is the responsibility of schools to impart values
education in teaching. There is growing pressure for all teachers to become
teachers of values, through modeling, discussing and critiquing values-related
issues. Increasing numbers of individuals need to be able to think for themselves
in a constantly changing environment, particularly as technology is making larger
quantities of information easier to access and to manipulate. They also need to
be able to adapt to unfamiliar or unpredictable situations more easily than people
needed to in the past. Teaching encompasses skills and functions which are a
part of everyday life.
Zevenbergen and Zevenbergen (2009) were critical of emphases in
curricular content that is irrelevant in workplaces; they also argued that such
consideration of work demands has implications for the ways that lesson content
is taught. They proposed that a greater emphasis on estimation, problem solving
and reasoning, and a lesser emphasis on the development of procedural skills
would assist in an increase in the relevance of learning to the workplace.
Fink (2010) added the issue of career stage progression implicit in
statements of professional teaching standards. Teachers do have different needs
at different stages of their careers. The needs of new teachers are substantively

28

different from those of mid career teachers and from those in leadership roles. All
contend

nonetheless

with

cycles

of

aspiration,

preparation,

induction,

development, stagnation and renewal. Some would also add that there are
generational issues with which to attend in the preferred learning styles and
career aspirations that separate the Baby Boomers from Generation X and
Generation Y.
The concept of school readiness, according to Rafoth, Buchenauer,
Crissman and Halko (2012), typically refers to the childs attainment of a certain
set of emotional, behavioral, and cognitive skills needed to learn, work, and
function successfully in school. Unfortunately, this common philosophy of ready
for school places an undue burden on children by expecting them to meet the
expectations of school. A more constructive way to consider school readiness is
to remove the expectations from the child and place those expectations onto the
schools and the families. Young children have wide ranging needs and require
support in preparing them for the high standards of learning they will face in
elementary school.
High (2012) cited that school readiness includes the readiness of the
individual child, the schools readiness for children, and the ability of the family
and community to support optimal early child development. It is the responsibility
of schools to be ready for all children at all levels of readiness. Childrens
readiness should become an outcome measure for community-based programs,
rather than an exclusion criterion at the beginning of the formal educational

29

experience.
Porter (2008) stressed that school readiness is not just an attribute of
children, but also comprises the educational, social, family and personal
resources that support their success at school. The following child attributes
imply school readiness: good physical health, including being well nourished and
having the physical stamina to last a school day; general cognitive skills such as
literacy and numeracy; effective communication skills, both to comprehend
instructions and to communicate personal needs; an enthusiastic and curious
learning style, reflected in interest and engagement in the world, attention to
directions, persistence, working independently; listening to and following
instructions; working independently and staying on task; social and emotional
competencies: spanning the ability to regulate emotion and behavior,
interpersonal skills to participate cooperatively and interact pro-socially with
peers and teachers, and ability to separate from parents.
As posited by Griffin (2008), in an attempt to address the difference in the
school readiness of certain groups of children, some policymakers advocate the
provision of kindergarten. Proponents of kindergarten argue that the time in these
programs can be used to increase pupils readiness at the rst grade and
beyond. They also point to studies that show academic benets of kindergarten
participation through the end of the rst grade.

30

Foreign Studies
The study of Odugu (2011) argues that understanding education language
policy in multilingual societies requires multiple shifting theoretical lenses that
map onto the actual policy processes.
On one hand, by promoting cultural identity and instilling values of justice
as fairness, mother-language education minimizes the conditions of inequities
that fuel social and political conflicts, thereby installing the defenses of peace in
the minds of men. On the other, the ecological needs of linguistic-cultural
diversity an extension of the logic of biodiversity demands mother-language
education as an end in itself. Both the instrumental and the self-contained goals
coincide in pursuit of multilingual ELPs. Third, recent growth in immigration and
the restructuring of nation-states by processes associated with globalization
create cross-cultural encounters, which signal new waves and forms of
multilingualism that invite revisions of language policies in education. While the
meaning and conditions of globalization continue to unfold, we witness greater
academic evidential consensus supporting mother-language education and
multilingual education, increased resource commitment by national and
international agencies, stronger vigilance against language marginalization and
amplified grassroots participation in policy making, and yet continued
ambivalence or outright resistance to ELP changes in India and Nigeria. The
study reveals that contestations about ELPs persist partly due to pervasive lack
of shared understanding about the implications of mother-language education

31

and multilingual education and misconceptions about ELP processes.

In a case study on Contextual Teaching and Learning (CTL), Sears
& Hersh (2008) found out that contextual teaching enables learning in which
students employ their academic understandings and abilities in a variety of inand out-of-school contexts to solve simulated or real world problems, both alone
and with others. Activities in which teachers use contextual teaching strategies
help students make connections with their roles and responsibilities as family
members, citizens, students, and workers. Learning through and in these kinds of
activities is commonly characterized as problem based, self-regulated, occurring
in a variety of contexts including the community and work sites, involving teams
or learning groups, and responsive to a host of diverse learners needs and
interests. Further, contextual teaching and learning emphasizes higher-level
thinking, knowledge transfer, and the collection, analysis, and synthesis of
information from multiple sources and viewpoints. CTL includes authentic
assessment, which is derived from multiple sources, ongoing, and blended with
instruction.
Cheung and Slavin (2011) reported that on the 2009 National Assessment
of Educational Progress only 17% of eighth graders eligible for free lunch scored
at proficient or better, while 45% of middle class students scored this well. Among
African American students, only 12% scored proficient or better, and the
percentages were 17% for Hispanics and 18% for American Indians, compared

32

to 44% for Whites and 54% for Asian-Americans. All of these scores have been
improving over time, but the gaps remain.
Similarly, two recent reviews by Slavin and his colleagues (Slavin & Lake,
2008; Slavin et al., 2009) found a modest effect size of +0.19 for elementary
schools and a small effect size of +0.10 for secondary schools in relation to
computer-based teaching. The study set a minimum of 12-week duration,
evidence of initial equivalence between the treatment and control group, and a
minimum of two teachers in each group to avoid possible confounding of
treatment effect with teacher effect. It also included a total of 38 educational
technology studies in their elementary review and 38 in a secondary review.
Further, Li & Ma (2010) examined the impact of computer technology on
mathematics achievement. A total of 41 primary studies were included in their
review. The findings provide promising evidence in enhancing mathematics
achievement in K-12 classrooms, with an effect size of +0.28.
In contrast to the findings of previous reviews, both the Dynarski (2008)
and Campuzzano (2009) studies found minimal effects of various types of
education technology applications (e.g., Cognitive Tutor, PLATO, Larson PreAlgebra) on math achievement. These two studies are particularly important not
only because of their size and use of random assignment, but also because they
assess modern, widely used forms of CAI, unlike many studies of earlier
technology.

33

Nwaocha (2010) collected 82 surveys on the student preference of

multimedia presentation as opposed to traditional instruction in Mathematics for
high school students. The survey instrument presented a 5-point Likert scale with
students rating 17 statements associated with acceptance of the presentation.
Throughout the term the students had experienced two types of presentation
methods during the lecture period. The teacher would alternate the presentation
method every other unit. The class teacher distributed the survey to the students
on resumption for the term, again at midterm and once again at the end of the
term. The results of the study indicated that students prefer multimedia
presentation to the traditional classroom instructional method.
Recent research, according to McCulla (2011) points to the
absolute primacy to teachers professional growth through social networks in
education and the informal mentoring relationships that often result. This is of
particular importance in succession from one career stage to the next. It is
through gaining access to these professional networks that informal mentoring
relationships are formed, which is just as important as the content of professional
development programs. Some of the conditions that can be seen to enable
teacher professional growth and career path progression might be summarized
as follows: to be identified by school leaders as having leadership potential, to be
nudged forward to experience aspects of leadership roles,

to be given

opportunities to lead both within the school and beyond, to be supported in

gaining access to professional networks locally and beyond the school, to be

34

supported and mentored in adopting leadership responsibilities, and to

experience aspects of formal leadership roles as the basis of capacity.
The educational research of Alzoubi and Rahman ( 2011) supports the
foregoing . In this study, they concluded that teachers training programs are
necessary in order to upgrade the teachers skills, knowledge and performance.
Likewise , it is to enable them to be more effective and innovative.

Local Literature
The Philippine Online Chronicles (2011) cited in one of its articles that K to
12 has been met with criticism from youth and student groups, teachers, parents
and the academic community. The DepEd, for its part, appears determined to
enact the program with its proposed budget catering mostly to preparing the
grounds for its eventual implementation. The article also stressed that it is
arguably one of the most drastic and controversial programs of the Aquino
administration.
In the same article, the DepEd argues that the K-12 program will be the
solution to yearly basic education woes and the deteriorating quality of education.
Critics, however, counteract that the education crisis needs to be addressed
more fundamentally and adding more school years would only exacerbate the
situation.
Further, the following counter-arguments were presented in the
same article: First, K to 12 will solve the annual growing number of out-of-

35

school youth. Students and parents, however complain that it would be an

added burden to poor families. While public education is free, a political youth
group estimates that a student would still need an average of P20,000 per school
year to cover transportation, food, school supplies and other schooling expenses.
Also, based on the latest Family Income and Expenditure Survey, families
prioritize spending for food and other basic needs over their childrens school
needs. Two more years for basic education would inevitably translate to higher
dropout rate.
Second, the K-12 will address low achievement scores and poor
academic performance of elementary and high school students. DepEd says that
the poor quality of basic education is reflected in the low achievement scores of
students. Results of the TIMSS (Trends in International Mathematics and
Science Study), however, negate the connection of the number of years to the
performance of students. According to results of the TIMSS, the length of
schooling does not necessarily mean better scores. In fact, some countries with
the same or shorter school cycle garnered the highest scores while those
implementing the K-12 model or more years of schooling got lower scores.
Third, the DepEd has enough resources to implement the K-12.
Interestingly, countries whose students got high scores in the TIMSS were the
ones whose governments allotted high public spending for education. Despite
nominal increases in the total education budget, the government has been
spending less per capita on education. The real spending per capita per day

36

dropped to P6.85 in 2009. From 2001 to 2009, educations portion in the national
budget has steadily decreased. This pales in comparison to neighboring
countries Malaysia, 7.4 percent and Thailand, 4 percent. It is also lower than
the four percent average for all countries that were included in the World
Education Indicators in 2006. The country is also lagging behind its Asian
counterparts in public expenditure on education as a percentage of total public
spending.
According to Anakbayan spokesperson Charisse Banez, Even if you
combine the DepEd and SUCs (state college and universities) budgets, it will
only equal to three percent of the GDP, a far cry from the six percent GDFPamount advocated by the United Nations. Former Education secretary Mona
Valisno stated in a separated study that DepEd needs at least P100 billion to fully
address the shortage of 93,599 classrooms and 134,400 seats and P63 million
for textbooks and scholarships.
Proponents of the program allude to the experience of St. Marys Sagada
a school implementing K-12 that has been topping the National Achievement
Test in Mountain Province. However, aside from the K-12, the school also has a
1:20 teacher to student ratio and is not suffering any sort of shortage in faculty or
facilities.
Fourth, the K-12 will open doors for more jobs for the youth,
even without a college diploma. DepEd says that a K-12 program will improve
the chances for youth employment as it is aimed to improve technical-vocational

37

skills through focusing on arts, aquaculture and agriculture, among others. The
K-12, it further states, will ensure that students graduating at the age of 18 will
have jobs, thus making them employable even without a college degree.
However, critics are quick to note that the Philippines, that has a
predominantly young population, also has the highest overall unemployment rate
in East Asia and the Pacific Region. According to World Bank study, the country
also has the highest youth unemployment rate. Young Filipino workers are twice
as likely to be unemployed than those in older age groups as they figure in the
annual average of at least 300,000 new graduates that add up to the labor force.
The Department of Labor and Employment (DOLE) reported in 2008 that
50 percent of the unemployed 2.7 million nationwide were aged 15 to 24. Of
these, 461,000 or 35 percent had college degrees while about 700,000
unemployed youth either finished high school or at least reached undergraduate
levels. Therefore, the persistent high unemployment rates, may not be
necessarily linked with the present 10-year cycle but instead with the countrys
existing economic system and the governments job generation policies.
Fifth, Filipino graduates will be automatically recognized as
professionals abroad. In the present 10-year cycle, the DepEd argues, the
quality of education is reflected in the inadequate preparation of high school
graduates for the world of work or entrepreneurship or higher education.
What the K-12 program aims to achieve, therefore, is to reinforce cheap
semi-skilled labor for the global market. With young workers, mostly semi-skilled

38

and unskilled workers now making up an estimated 10.7 percent of the total
Filipino labor migrant population, it comes as no surprise then that the
government is now programming its youth to servicing needs of the global
market.
Labor migration, however, has resulted in the brain drain of Filipino skilled
workers and professionals. Ironically, while the DepEd and the government
mouths a so-called professionalization of the young labor force in foreign
markets, their significance to domestic development and nation-building is sadly
being undervalued at the expense of providing cheap labor under the guise of
providing employment.
While proponents and advocates hail the K-12 model as the saving
grace of youth unemployment, critics argue that it will only aggravate the
countrys dependence on labor export and the inflow of remittances that do not
necessarily contribute to substantive and sustainable nation-building.
Lastly, the DepEd justifies the K-12 model by saying that the
present short basic education program affects the human development of
Filipino students. Ultimately, regardless of whichever model, what the youth
and country direly needs is for the development and establishment of an
education system that caters to the needs of the Filipino youth and the society in
general

The article concluded that the crisis of the Philippine education

system, in all levels, is stemmed not on the superficial, in this case the number of
schooling years, but rather on the conditions and foundation on which it subsists.

39

Unless the government addresses in earnest poor public spending, high costs of
schooling, the predominance of a colonial curriculum, lack of transparency and
accountability amid widespread corruption within the sector and the development
of the countrys science and technology for domestic development, all efforts will
remain on the surface.
Republic Act 10533 signed by the incumbent President Benigno Aquino III
aims to restructure 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. Present during the signing
were House Speaker Feliciano Belmonte Jr., Education chief Bro. Armin Luistro,
and senators and House members who authored the legislation. The legislation
also provides for a mother-tongue, multi-lingual approach to instruction to
facilitate the early learning process of students. Teachers will be required to use
a regions mother tongue as medium of instruction from Grades 1 to 3.
Some groups, such as the progressive youth group Anakbayan, however
expressed concerns on the signing of the K to 12, saying the additional two years
in basic education may just worsen the country's educational woes.
Vencer Crisostomo, Anakbayan national chairperson, said the newly
signed law will bring additional burden to parents and students who do not have
funds for school expenses, which may further lead to higher drop-out rates. The
K-12, unlike what Aquino is promising, is not a solution to education and
employment woes. Instead, it will further worsen and deepen the problems,. He

40

likewise said that the K to 12 program will also mean the government's
"abandonment of tertiary education," since students who finish the program may
already choose to work instead of going to college. The K-12 aims to create
cheaper, more exploitable labor. The program is to make sure more semiskilled youths enter the labor force as early as 18 years old, which will make the
unemployment problem worse,( Press Release, May 3, 2013).
Luistro, for his part, said the K to 12 program will not bring additional costs
to Filipino parents and students, since the government will fund public schools for
the two more years in basic education. He added that his agency is currently
coordinating with the Commission on Higher Education (CHED) to discuss the
possibility of shortening college education in the country once the K to 12
program goes on full implementation in 2016. Luistro also said that the K to 12
program will not discourage students from pursuing tertiary education (Press
Release, May 3, 2013).
Meanwhile, during the Nov. 10 episode of Pagtuki,

Dinampo ( 2012),

head of the Curriculum and Learning Management Division of Department of

Education in Central Visayas (DepEd-7),

said that some elementary and

secondary teachers have already underwent divisional, regional and national

trainings for the K to 12 program.

The school administrators who have

undergone trainings will share their knowledge to fellow teachers in their division.

41

In the K to12 program, the DepEd official further stated, teachers are
provided guides aligned to the new system.

But teachers can modify these

modules to fit the needs of their students. She also mentioned that consultations
were made with the local government units and non-government organizations
on the K to 12. The education expert also pointed out that providing quality
education cannot be done by schools alone, but partnership is a must. She
further stressed that the goal of the K to 12 is communicative competence.
However, further researches and studies are needed to address certain problems
in the new education system. According to her also , another important task
along with the introduction of

k-12 is to capacitate the teachers to become

efficient in the delivery of the lessons.

In his MINI CRITIQUE column that appears in The Philippine Star, October
14, 2010, Isagani Cruz summarized the pros and cons on the K + 12 debate. The
PROS included the following: enhancing the quality of basic education in the
Philippines is urgent and critical; the poor quality of basic education is reflected in
the low achievement scores of Filipino students, one reason of which is
inadequate instructional time; international test results consistently show Filipino
students lagging way behind practically everybody else in the world; the
congested curriculum partly explains the present state of education since 12
years of education were crammed into 10 years; this quality of education is
reflected in the inadequate preparation of high school graduates for the world of
work or entrepreneurship or higher education; most high school graduates are

42

too young to enter the labor force; the current (now previous) system also
reinforces the misperception that basic education is just a preparatory step for
higher education; the short duration of the basic education program also puts the
millions of OFWs, especially the professionals, and those who intend to study
abroad, at a disadvantage; and the short basic education program affects the
human development of the Filipino children.
On the other hand, the CONS are as follow: parents have to shell out
more money for the education of their children; the government does not have
the money to pay for two more years of free education, since it does not even
have the money to fully support 10 years in terms of classrooms, furniture and
equipment, qualified teachers and error-free textbooks; we can do in 10 years
what everyone else in the world takes 12 years to do, as sustained by the
acceptance of Filipinos in prestigious graduate schools even with only ten years
basic education; as far as the curriculum is concerned, DepEd should fix the
current (now previous) subjects instead of adding new ones since the problem is
the content and not the length of basic education reflecting the concept that we
need better instead of more education; a high school diploma will not get
anybody anywhere, because business firms will not hire fresh high school
graduates; every family dreams of having a child graduate from college; while
students are stuck in Grades 11 and 12, colleges and universities will have no
freshmen for two years thus a financial disaster for many private higher
education institutions; and the drop-out rate will increase because of the two

43

extra years (http://www.philstar.com retrieved April 2013).

An excerpt from (http://cianeko.hubpages.com retrieved April 2013 )
stated the following: The implementation of the K- 12 education plan in the
Philippine Basic Education Curriculum is the key to our nations development.
Though the government will face many problems in the long run of the
implementation of the program, there really is a need to implement it because the
enhancement of the quality of our education is very urgent and critical.
Implementation of K to 12 enables students to get sufficient instructional time to
do subject- related tasks which makes them more prepared and well- trained on
that subject area. With the new curriculum, senior high school students can
choose a field that they are good at and that they are interested in. As a result,
they will be equipped with the skills needed for a specific job even without a
college degree. At the age of 18, the age when they graduate from high school,
they will be employable and competitive already. Finally, with K- 12, Filipino
graduates will be automatically recognized as professionals abroad because we
are following the international education standard as practiced by all nations.
There will be no need to study again and spend more money in order to qualify to
their standards. With this, Filipino professionals who aspire to work abroad will
not find a hard time in getting jobs in line with their chosen field and will be able
to help their families more in the Philippines as well as the countrys economy
with their remittances, property buying, and creation of businesses.
Meanwhile,

an

except

from

44

http://www.mindanews.com, retrieved August 2012 verified the launching of a

partnership between Australia and the Philippines aimed to raise the quality of
education in the Philippines by investing in research to support the
implementation of the Department of Educations (DepEd) Kindergarten to 12
Program. Australian Ambassador to the Philippines Bill Tweddell, Department of
Education Secretary Bro. Armin Luistro, and Commission on Higher Education
Commissioner Dr Cynthia Bautista led the opening of the Assessment Curriculum
and Technology Research Centre (ACTRC), a partnership of the University of the
Philippines (UP) College of Education and the University of Melbournes
Assessment Research Centre
Villafania (2012) averred that the implementation of K to 12 was also
marked with many challenges, particularly in terms of infrastructure as many
schools have not yet completed repairs. In fact, the Department of Education
(DepEd) said that it still needs additional 50,000 classrooms and about 1.3
million chairs. Some schools also lack enough teachers especially in high school
to accommodate the extra load of students entering Grade 7 this year. DepEd
also stressed that it needs an additional 74,000 teachers. On the other hand, the
DepEd has already implemented a number of training programs for teachers. For
the new Grade 1 curriculum, DepEd has trained over 3,000 people composed of
1,545 Grade 7 trainers and 1,478 elementary trainers, who will comprise the
national core of trainers on the K+12 curriculum. In addition, the education
agency also finished a training program for some 73,655 Grade 1 teachers and

45

70,227 Grade 7 teachers from public schools who will teach the initial K+12
curriculum.
Educational reform in the Philippines, if we may call it that, is being
primarily driven by an effort to meet standards of education in the global world
where our graduates with only ten years of elementary education, no matter the
quality of their knowledge through their engineering and nursing degrees, were
disadvantaged. That is why both public and private schools in the Philippines, the
latter through the leadership of the COCOPEA already embarked on the K-12
reform, even though this is still in the process of being legislated. The global
world with its unforgiving agenda wont let us wait. That is also why there has
been much discussion, sometimes passionate debate, about quality assurance.
The outcomes of our schools and HEIs must be quality outcomes. And so our
Commission on Higher Education has proposed its Outcomes and Typology
Based Quality Assurance (OTBQA) Proposal. Implementing urgent reforms in
collaboration with national government, however, should not allow us to forget
fundamental mission-commitments we have to transformative education (Tabora,
2012).
The governments K-12 program is a much-needed change for the
countrys education system. Through this program, people may expect bettertrained citizens who could be competitive with the knowledge and skills of people
trained abroad (De los Santos, 2012).
Before the Implementation of the K-12 program began, the Philippines is

46

one of the very few countries remaining that provide only ten years of basic
education, six years in elementary and four years secondary. This short period
makes it difficult for Filipinos to be competitive with countries like Japan or Korea,
that have at least 12 years of basic education under their belt. In most cases, the
extra years spent in basic education should enable students to tackle subjects
like mathematics and science in more details, instead of the rushed manner used
in the old education system.
People can also expect that the new K-12 system will produce graduates
who are more prepared for college education. The program is expected to
provide a clear view of which career they would take. This may lead to less dropouts, and more chances of success in graduating from whatever course they
choose.
The K-12 system is not without its critics. Some people say that it is not
the number of years that should be increased, but the quality of instruction that
the students receive. In a way, adding a few years to basic education can still
provide the quality that students need.
Now on its first year of implementation, the K-12 program is not without
challenges, but it is an endeavor worth pursuing if we truly intend to improve the
Philippine education system. By investing more time and resources in our
education, we can expect our graduates to become competitive in the global
business arena, and bring more success that would contribute towards building
our nation (De los Santos, 2012).

47

DepEd Order No. 74, which supplants the 35-year-old BEP, takes effect in
preschool education on June 2010. Asserting that the lessons and findings of
various local initiatives and international studies in basic education have
validated the superiority of the use of the learners mother tongue or first
language in improving learning outcomes and promoting Education for All, Order
No. 74 institutionalizes Mother Tongue-Based MLEthat is, the use of more than
two languages for literacy and instructionas a fundamental policy and program
in the whole stretch of formal education, including preschool.
Under this framework, the learners first language (L1) will be used as the
primary medium of instruction from preschool to at least Grade 3, and as the
main vehicle to teach understanding and mastery of all subject areas like Math,
Science, Makabayan, and language subjects like Filipino and English. Moreover,
the mother tongue as a subject and as a language of teaching and learning will
be introduced in Grade 1 for conceptual understanding, while additional
languages such as Filipino, English, and other local or foreign languages are to
be introduced as separate subjects no earlier than Grade 2.
Nolasco (in mothertongue@yahoo.com, 2012) cited 21 reasons why
Filipino children learn better while using their Mother Tongue. These include the
following excerpts from his primer.
Multilingual Education (MLE) is the use of more than two languages for
literacy and instruction. It starts from where the learners are, and from what they
already know. This means learning to read and write in their first language or L1,

48

and also teaching subjects like mathematics, science, health and social studies
in the L1. The first language or L1 is defined by UNESCO as the language that a
person (a) has learned first; (b) identifies with or is identified as a native speaker
of by others; (c) knows best; or (d) uses most. Any language which is not an L1 is
a second language (L2) or a third language (L3) in this primer.
What the constitution is to a state, the curriculum is to an
educational institution. The issues, problems and prospects of an educational
institution are intimately intertwined with those of the curriculum. In fact, the
curriculum can be viewed as the very heart of all educational systems. Thus,
curriculum decisions are essentially crucial to the tasks involved in education
(Bauzon, 2006).
Cabrera (2011) stated that school principals are the primary shapers of
school culture because they connect on a daily basis with other teachers, their
students, and with parents. The diverse perspectives on instructional practices
gained from students and parents provide teachers with rich, ongoing feedback.
No school can improve unless it has a culture that supports improvement,
collaboration, and a shared vision for what it wants to achieve. An evaluation
system that focuses on collaboration among teachers and principals, reflective
practices among teachers, and students learning will have a positive effect upon
a schools culture.
The following citations excerpted from mothertongue@yahoo.com
(2012) relates with the some of the features of K to 12 Curriculum Program.

49

The important tasks in formulating a community-based MLE

program include the following: conducting preliminary research, mobilizing
resources and developing linkages, recruiting and training staff, developing a
writing system, developing curriculum and instructional materials, developing
literature, evaluating the program and documenting progress, and coordinating
the program.
Conducting preliminary research involves collecting information that will be
used to plan and implement the program, like language attitudes and uses in the
community, the communitys goals, needs and problems, and resources for the
program. Mobilizing resources and developing linkages involves encouraging a
sense of ownership for the program among the stakeholders and encouraging
people to work together to support the program.
Recruiting and training staff involves identifying the people that will be
needed for the program, identifying the qualifications they will need, recruiting
them and providing initial and on-going training for them. Developing a writing
system involves identifying the symbols that will form the writing system, or
adapting an existing one, which is acceptable to the majority of stakeholders and
which promotes ongoing reading and writing in the language.
Developing curriculum and instructional materials involves identifying the
teaching methods that will be used, developing teachers guides, and planning
the content of the lessons in the local languages. Developing literature involves
writing, illustrating, editing, testing, producing and distributing a variety of graded

50

materials in the local language that are interesting to the readers.

Evaluating the program and documenting progress involves assessing the
program and the learners progress regularly to find out if the program is serving
the needs of the community and if you are achieving the programs objectives. It
also involves keeping records of the planning and implementing process and of
the learners progress. Coordinating the program involves obtaining and
allocating funds, keeping records, writing reports, and ensuring that staff care is
supervised and supported.
Local Studies
In his study, Tullao (2007) indicated that there is a need to upgrade human
resources through various forms of investment in human capital in order to reap
the benefits of an expanded global trade in services,. This upgrading process is
intended not only to protect Filipino professionals from foreign competition but
more importantly to build a strong human resource infrastructure in the light of a
globalized

trading

environment.

Specifically, the

readiness

to

compete

internationally should be viewed in terms of the ability of local professionals to

meet the standards and human resource requirements of foreign as well as
domestic companies.
On the other hand , Magno (2013) cited that teachers are one of the key
elements in any school and effective teaching is one of the key propellers for
school improvement. This review is concerned with how to define a teachers

51

effectiveness and what makes an effective teacher. It draws out implications for
policymakers in education and for improving classroom practice.
Furthermore, the study of Dejarme ( 2008) suggested that in order for
schools and universities to cope with new innovations, they should keep at pace
with the tempo of societal changes and technological progress. The schools of
today should participate in the educational and social revolution. Thus, the
curriculum in Philippine schools today has to be geared to the rapid societal
changes and the new responsibilities for the new breed of Filipinos. The three
most important sectors of society that give direct input to the improvement of the
curriculum are the academe (institutions), the government, and the industries
(both public and private companies).
In

PASCN

Discussion

Paper,

Tullao

2000,

retrieved,

May

2013),emphasized different perfectives/ views on the readiness of professionals

to compete internationally - First, the facility of Filipinos to work abroad and
compete with foreign professionals with similar skills and competence. Second,
the ability of professionals to compete with foreign professionals entering the
local economy. The third perspective is focused on the ability of professionals to
meet the standards and human resource requirements of foreign enterprises as
well as domestic companies in their use of various services.
The first and second views are premised on the need to improve human
resources in order to prepare Filipino professionals for foreign competition here
and abroad within a liberalized global market for services. The third perspective,

52

on the other hand, prepares professionals as an investment in human capital as

part of expanding the infrastructure of the economy. Such preparation will have
the effect of making local professionals competitive here and abroad plus making
the Philippines an attractive site for foreign investment because of the quality of
professional services. In effect the country does not prepare its professionals
merely to protect them from foreign competition but more so to build a strong
human resource infrastructure.

Maligaya (2007) conducted a study on co-curricular activities in

Mathematics V and VI as complement to the Mathematics curricular program for
improving achievement. Certainly, students gained experiences from participating
in co-curricular activities. Hence, it was found out that in order to improve
students performance in co-curricular activities, holding or conducting contests
and competitions in Mathematics must be fully exercised.
Furthermore, it was concluded that implementing co-curricular in
Mathematics helps enhance students learning.
The study recommended that school heads and teachers must help one
another to equip their students learning in co-curricular activities and other
related undertakings that will help improve their performance.
Dinglasan (2007) found out the effectiveness of a variety of methodologies
in teaching Mathematics in two Science High Schools in the Division of Lipa City.
These methods include the inductive, deductive, discussion, discovery and

53

integrated. In support to these findings, the use of printed and audio-visual

materials was also effective, but that of community resources was only
moderately effective. Corollary to these findings was the very satisfactory
performance of the students as reflected in their quizzes, recitation, assignment,
periodical test and projects. Hence, a highly significant relationship was revealed
between the effectiveness of teaching methodologies and the students academic
performance reflected in their grades.
The same study concluded that the use of teaching methods is
complemented by that of instructional materials, but also dependent on the
nature of the learners, the teachers personal and professional qualities and the
classroom climate.
The study of Famatigan (2009) revealed a highly significant relationship
between the effectiveness of theory-based instructional strategies and its effects
on the students academic performance based on the increase in their grade
point average, as reflected by computed multiple r value of 0.969, r square of
0.939, adjusted r square of 0.929, standard error of 0.901, all of which exceeded
the critical r value of 0.834 at 0.01 level of significance, based on six degrees of
freedom. Based on the findings, an instructional model of theory-based
instructional strategies adapted to the needs, interests and abilities of the
students was designed.
Valencia (2007) concluded in her study that the students of Canossa
Schools in Region IV A revealed a satisfactory performance in Mathematics

54

based on the mean results of placement, pre and post tests. There was an
improvement from the pre-test to post test. The standard deviations indicate a
close dispersal of the individual scores, particularly from the pre-test to post test.
She accounted this finding to the teachers skills and competencies in the use of
various teaching strategies and instructional materials. She concluded further
that there is a highly significant association between academic performance and
the teachers use of various teaching strategies and instructional materials.
The study of Cortiguerra (2011) found out a highly significant relationship
between the extent by which values were integrated in the teaching of
Mathematics in the primary level and the extent of effectiveness of theory-based
instructional methods/strategies, as evidenced by a computed r square value of
0.6336 which exceeded 0.6226, the critical r value at 0.01 level of significance
based on 14 degrees of freedom.
Katigbak (2011) concluded that the use of teaching methods is generally
effective in teaching, but its effectiveness depends much on the nature of the
learners, the difficulty of the lesson, the availability and adequacy of instructional
materials, the teachers professional qualities and the classroom climate. While
instructional materials facilitate, accelerate and make learning experiences more
concrete, meaningful and enjoyable, the students level of performance is still
affected by the effectiveness of the teacher and the teaching methods. It is
measured through varied teacher-made tests.

55

In Valenzuelas study (2011) the enhancement of the teaching of

Mathematics was triggered by the use of different teaching strategies and
instructional materials suited to the capability level of the Grade Two students.
She concluded that variation in the use of both teaching strategies and
instructional materials motivates students, maximizes their class participation and
improves their academic performance. Further, she suggested the use of more
innovative strategies and technological tools as that of using a computer in the
presentation of lessons to strengthen the students awareness of the wonders of
modern technology.
The study of Cabrera (2011) dwelt on the importance of training for
teachers professional growth and development, which in turn, enhances
instruction. More specifically, her study found out that school based training
conducted by the DepEd contributed much in the teachers development of
further competencies which they may use in their performance of instructional
functions.
In terms of training for teachers professional development, the same
researcher cited the following tips designed to make training sessions more
successful: Experienced, enthusiastic mentors make excellent trainers. Consider
bringing experienced mentors together in a mentor panel to share their
experiences with the trainees and stimulate discussion. To keep the program
interesting, trainers should not lecture at length but should use a variety of
learning techniques such as role playing, slides and films, and training manuals.

56

The training sessions should help the new mentors enhance their skills, as well
as learn new ones. During the practice sessions, new mentors should receive
feedback on how they are doing. The training site should be pleasant, conducive
to learning, and centrally located; refreshments should be provided. At the end of
the sessions, the mentors should complete a course evaluation form. This will
help the program evaluate the training process and determine ways in which it
could be improved.
According to a study released by former Deputy Education Minister
Abraham I. Felipe and Fund for Assistance to Private Education (FAPE)
Executive Director Carolina C. Porio, as cited in Philippine Online Chronicles
(2011), the DepEds arguments relative to K to 12 are impressionistic and
erroneous because there is no clear correlation between the length of schooling
and students performance. The said study shows that fourth graders from
Australia had respectable TIMSS scores despite having only one year of preschooling, while Morocco (two years of pre-school), Norway (three years) and
Armenia and Slovenia (both four years) had lower scores than Australia. South
Korea, which has the same length of basic education cycle as the Philippines,
was among the top performers in the TIMSS, while those with longer preschooling (Ghana, Morocco, Botswana and Saudi Arabia, three years) had lower
test scores.
In the high school level, Singapore which also has a four-year high school
cycle, got the highest score. Ironically, the Philippines got a lower score together

57

with countries that have longer high school cycles like South Africa, Chile,
Palestine, Morocco and Saudi Arabia.
The study of Vergara (2013) relates with the implementation of K to 12.
His study delved with the implementation of double exposure for the Grade Three
pupils of Tanauan East District which employed the use of both Mother Tongue
and English alternately as media of instruction. The findings of the study revealed
that such new program was implemented to a very great extent in the schools
covered by the study.
The study of Region 4B (Mindoro, Marinduque, Romblon and Palawan) as
presented by Giron and Lim (2009) manifested improvement on the
achievements in Mathematics of Grades I to III pupils all over the region as a
result of the implementation of Double Exposure in Mathematics with the Mother
Tongue as the first language of instruction. This finding indicates the
effectiveness of the use of Mother Tongue.

Synthesis of the Reviewed Literature and Studies

As a whole, the foregoing literature and studies were supportive of the
variables used in this study, which include the following: the readiness of the
schools in the implementation of K to 12 Curriculum Program in terms of
curriculum adjustment, school plant and facilities, instructional materials and
administration and management; readiness of the teachers in terms of teaching
competencies, application of teaching strategies, utilization of instructional

58

materials and adjustment procedures; issues and concerns in the implementation

of K to 12 Program; and the effects of these issues and concerns. More of the
related studies were not directly focused on K to 12, but they reflected the other
variables within the study.
Literature and studies that give details and K to 12 were excerpted in the
following citations: Republic Act 10533 signed by the incumbent President
Benigno Aquino III, Villafania (2012), Tabora (2012), De los Santos (2012), and
excerpts

from

http://cianeko.hubpages.com,

mothertongue@yahoo.com,

http://en.wikipedia.org http://www.mindanews.com ( 2012).

On the concepts related to the readiness of the schools, the following
sources could be accounted: Rafoth, Buchenauer, Crissman and Halko (2012)
High (2012) Porter (2008) Griffin (2008), along with Cheung and Slavin (2011).
Meanwhile, the concepts related to curriculum adjustment were found in
the citations of Zevenbergen and Zevenbergen (2009), Bauzon (2006), DepEd
Order No. 74 (2010), Vergara (2013) and Giron and Lim (2009).
There was no direct citation about school plant and facilities since it is,
through common sense, understood that these variables are intertwined with the
educational process and deemed a significant part. However, the said variables,
along with instructional materials, were included as a part of the issues and
concerns related to K to 12.

59

On administration and management, the citations of Cabrera (2011)

Hughes (2009), Harris (2008), Robinson and Timperley (2009), along with the
Victorian Curriculum and Assessment Authority (2011) are deemed related.
On the other hand, the concepts associated with the readiness of the
teachers

can

be

found

from

the

following

excerpted

sources:

http://www.scandura.com/Articles/SLT%20Status-Perspectives.PDF, San Diego

Institute for Learning, http://www.infed.org/thinkers/bruner.htm, Cabrera (2011),
http://carbon.cudenver.edu/~mryder/itc_data/constructivism.html

and

Fullan

(2008).
On teaching competencies, the citations of McCulla (2011), Fink (2010),
Hardy, et al. (2010), Valencia (2007), Webster-Wright (2009), Sullivan (2011),
Callingham (2010) and Turner (2010) were inclusive.
Further, those related to the application of teaching strategies were
indicated from the following sources: Dinglasan (2007), Famatigan (2009),
Katigbak (2011), Cortiguerra (2011), Kelchtermans, Piot & Ballet (2011), Anthony
and Walshaw (2009) and Valenzuela (2011). Valenzuelas study also focused on
the use of different instructional materials.
Moreover, concepts related to adjustment procedures were found in the
citations of Nolasco (2012), Maligaya (2007), Nwaocha (2010), Li & Ma (2010),
Dynarski (2008), Campuzzano (2009), Slavin & Lake, (2008), Slavin et al.,
(2009), Sears & Hersh (2008), Odugu (2011), Taplin (2008), Silver, et al. (2009),
Hughes (2009), Mazur (2009) and Par & Le Maistre (2008).

60

On the issues and concerns in the implementation of K to 12 Program, the

citations of Luistro (2013), Cruz (2010), Crisostomo (2013), Felipe and Porio
(2011), http://www.philstar.com, and those from The Philippine Online Chronicles
(2011) were directly related.
Hence, the variables of the study were strengthened through the
presentation of the literatures and studies from both foreign and local sources
which were earlier presented.

61

Chapter 3
RESEARCH METHODOLOGY
This chapter presents the different procedures utilized in conducting this
study.

Research Design
The descriptive method of research was used in conducting this study
since it aims to describe the extent of school and teachers readiness, along with
the problems encountered in the implementation of K to 12.
Garcia (2010) cited that descriptive

research aims to describe

systematically, functionally, accurately and objectively a situation, problem or

phenomena.
Calmorin and Calmorin (2003) cited that descriptive research focuses at
the present condition, the purpose of which is to find new truth. Descriptive
research is also valuable in providing facts on which scientific judgments may be
based.

Population and Sample Size

Table 1, given in the next page presents the population and sample size
and the venue of the study which covered some selected private and public
secondary schools in Lucban , Quezon. These schools include the following:
Lucban Academy from which 24 respondents participated and Banahaw View

62

Academy Inc., of which 16 respondents were taken and Southern Luzon State
University Laboratory High School from which 10 respondents took part of this
study , and Paaralang Sekondarya ng Lucban or PSL where out of 68 total
population, 58 teachers were derived and served as respondents.

Table 1
Population and Sample Size
Schools
LA
BVA
SLSU Laboratory High
PS L
Total

Population
24
16
10
68
128

Sample Size
24
16
10
58
108

SAMPLING TECHNIQUE USED

The simple random sampling through a fish bowl technique was used in
this study to minimize the number of teacher-respondents to a manageable one.
Hence, a total of 108 respondents were selected: 68 from public schools and 40
from private schools.

Description of Respondents
There are four groups of teachers ( two from private and two from public high
school) that composed the respondents. The first two groups from private are

63

as follow: Lucban Academy was founded on May 15, 1947. It is the first nonsectarian school in Lucban ,Quezon and is counted as one of the best private
schools in town , having been awarded as the over-all champion in the 2013
Town Meet and granted top places in the usual Division Press Con ;
The second school from private is the Banahaw View Academy, which
started its operation in1998, is the only Seventh Day Adventist high school in
the province of Quezon . The school was awarded most discipline and most
healthy and clean school in 2010. It also received gold in cultural dance and
Bible quiz bee, and silver in semaphore in the 2013 North Philippine Union
Conference- wide Camp of the Seventh day Adventists .
The other two groups from public are as follow: Southern Luzon State
University Laboratory High School and Paaralang Sekondarya ng Lucban.
Southern Luzon State University, Laboratory High School is situated along
Quezon Avenue, Lucban , Quezon . while Paaralang Sekondarya ng Lucban or
PSL is situated along the public highways connecting Luisiana , Laguna and
Lucban , Question . This school was formally opened on June 10 1991 and was
officially included in the list of secondary schools Dep-Ed Division of Quezon in
2005. It was awarded 2011 Brigada Eskwela School Best Implementer, regional
level.

Instrumentation

64

A researchers made questionnaire was designed personally by the

researcher. It was used as the primary data gathering instrument with focus on
school readiness in terms of curriculum adjustment, school plant and facilities
and administration and management; teachers readiness in terms of teaching
competencies, teaching strategies and instructional materials; along with the
problems encountered in the implementation of K to 12.
The instrument underwent content validation by three experts in the field
of thesis writing. Then, a trial run of the instrument was conducted to 10 teachers
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.
.

The result of the trial survey was analyzed and interpreted through the use

of Split-Half method in association with Pearson Product Movement Correlation

and Spearman Brown Formula. Revisions were noted to improve the phrasing of
the questionnaire items before the instrument was finally administered to the
actual respondents of the study.

Data Gathering Procedure

All data pertinent to the topics of this study were gathered personally by
the researcher. Secondary data were gathered from news items , books , and
from the Internet. While the primary data were gathered from the filled-up

65

questionnaire administered to the respondents of the schools covered in this

study.

Statistical Treatment of Data

For a clearer interpretation of the data gathered from the survey
questionnaire, the researcher used the following statistical procedures:
1. Simple Percentage. This statistics was used in describing the
demographic profile of the respondents in terms of age, gender, educational
attainment and length of service.
The formula for computing this statistics is as follows:
P = F / N (100)
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
2. Weighted Mean. This procedure was used to measure the extent by
which the respondents assessed the given research variables, which include
schools

and

teachers

readiness

and

problems

encountered

implementation of K to 12.
The formula for computing this statistics is as follows:
WM = FW / N

in

the

66

Where:
WM = Computed Weighted Mean
= Summation symbol
F = Frequency for each option
W = Assigned weight
N = Total number of frequencies
The following scale was used in interpreting the computed weighted
mean.
Weight

Scale/Range

Description

Code

4.21 5.0

Very Great Extent

VGE

3.41 4.20

Great Extent

GE

2.61 3.40

Moderate Extent

ME

1.81 2.60

Little Extent

LE

1.00 1.80

Very Little Extent

VLE

The formula for computing the scale interval is as follows:

SI = UL LL / N
Where: SI = Scale Interval; UL = Upper Limit; LL = Lower Limit (in
reference to assigned weights); and N = total number of assigned weights.
3. Pearson Product Moment Correlation Coefficient. This statistics was
used to validate the research instrument, the formula of which follows:
NXY (X) (Y)

67

{NX (X)} { NY (Y)}

4. Spearman Brown Formula. This statistics was used to validate the

research instrument, particularly in transforming computed Pearson r to
coefficient of reliability.
The formula for computing this statistics is as follows:
S = 2(roe) / 1 + roe
Where: roe = computed correlation coefficient
5. t Test. This method was used to test the null hypothesis of no
significant difference between the assessment of the teachers from public
schools and that of the teachers from private schools.
The formula for computing this statistics is as follows:
X1 X 2
t=

Where:

Sp (1/N1 + 1/N2)

T = Computed T Value
X1 = Greater Mean
X2 = Smaller Mean
N1 = Number of Cases in Variable 1
N2 = Number of Cases in Variable 2
Sp = Pooled Variance; or

68

S1 (N1 1) + S2 (N2 1)
N1 + N2 2
Where: S1 and S2 = Standard Deviations of Variables 1 and 2; or
S=

( X x)
N

To interpret the computed T value, the researcher will set the level of
significance at 0.01 and/or 0.05 level of significance for two-tailed or nondirectional test, with N1 + N2 2 degrees of freedom.
The conditions set in decision-making are as follow:
1. Accept Ho if computed T is less than tabular T; and,
2. Reject Ho if computed T is equal to or greater than tabular T.
NOTE: The computer was used in this comparison to minimize the
possibility of human error with the calculator.

Chapter 4

69

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter shows data in tabular form supported with corresponding

analysis and interpretation.

1. The Profile of the Respondents in terms of demographic variables

Table 2
Frequency and Percentage Distribution of the Respondents in Terms of
Age
Age
21 30
31 40
41 50
51 60
Total

Frequency
27
19
37
25
108
Mean Age = 41.06

Percentage
25
17.59
34.26
23.15
100

Table 2 shows the age profile of the respondents, with age group 41 50
posts the highest frequency of 37 or 34.26 percent of the total 108 respondents.
The other age groups posted the following frequencies: 27 or 25 percent
for age group 21 30; 25 or 23.15 percent for that of 51 to 60; and 19 or 17.59 in
for age group 31 40.
The other age groups posted the following frequencies: 27 or 25 percent
for age group 21 30; 25 or 23.15 percent for that of 51 to 60; and 19 or 17.59 in
for age group 31 40.

70

As a whole, the respondents are in their middle age period, as sustained

by a mean age of 41, more specifically early middle age period. This finding
sustains the reliability of the information gathered from the respondents,
considering their age status. Further, the variation in the frequencies of the
different age groups is a strong indicator that the different age groups were
represented in the sample.

Table 3
Frequency and Percentage Distribution of the Respondents in Terms of
Gender
Gender
Male
Female
Total

Frequency
40
68
108

Percentage
37.04
62.96
100

Table 3 manifests the frequency distribution of the respondents in terms of

gender, with 68 or 62.96 percent female and 40 or 37.04 male .This finding
clearly indicates that there are more female than male teachers.
Table 4 below, indicates the respondents profile in terms of educational
attainment. With those who have units in M.A. posts the highest frequency of 51

Table 4
Frequency and Percentage Distribution of the Respondents
in Terms of Educational Attainment
Educational Attainment
Bachelors Degree

Frequency
37

Percentage
34.26

71

With units in MA
MA Degree
With units in Doctorate
Total

51
13
7
108

47.22
12.04
6.48
100

or 47.22 percent .Thirty seven or 34.26 percent finished bachelors degree in

teaching, while 13 or 12.04 percent are holders of masters degree. Finally,
seven or 6.48 have units in doctorate.
The above findings indicate that the respondents are all educationally
qualified, but there is still a need for most of them to grow more professionally
through finishing at least a masters degree.
In the next page is Table 5 that shows the frequency distribution of the
respondents in terms of length of service. The highest frequency of 41 or 37.96
percent was garnered by those who have 1 10 years of service in teaching,
while the group with 11 20 years of service posted a frequency of 35 or 32.41
percent .Finally, those with the longest range of 21 30 years in service
comprising 32 or 29.63 percent of the total respondents.
Table 5
Frequency and Percentage Distribution of the Respondents in Terms of
Length of Service
Years in Service
1 10
11 20
21 30
Total

Frequency
41
35
32
108

Percentage
37.96
32.41
29.63
100

72

These findings indicate that the respondents have sufficient experience in

teaching considering the length of service they have rendered in their profession.
It implies further that they have been nailed to such noble aspiration of serving
the youth through molding them into citizens of good value when they grow up.

2. Extent of Readiness of private and public schools in the

implementation of K to 12 program.
As provided in the next page, Table 6 shows the aggregate assessment of
the respondents on the readiness of their schools in the implementation of K to
12 curriculum program in terms of curriculum adjustment, with a composite mean
of 3.78 indicating great extent, as observed on all the listed indicators.
The items pertaining to those of analyzing and interpreting more
objectively the new challenges ahead as an offshoot of the new curriculum and
pursuing innovative activities to strengthen the goals of the new curriculum.
Table 6
School Readiness in the Implementation of K to 12 Curriculum Program in
Terms of Curriculum Adjustment
Curriculum Adjustment
The school manifests ability to:
1. design alternative courses of action to adjust itself
to the demands of k to 12 Curriculum Program
2. set schedule of activities aimed to attain goals of K
to 12 Curriculum Program
3. avail of the required guides and list of possible
references to help improve the curriculum.
4. design action plan aimed to improve curriculum
activities relevant to the needs of globalization.

WM

VI

3.58

GE

3.68

GE

3.80

GE

3.77

GE

73

5. analyze and interpret more objectively the new

challenges ahead as an offshoot of the new
curriculum.
6. pursue innovative activities to strengthen the
goals of the new curriculum.
Composite Mean

3.92

GE

3.92

GE

3.78

GE

Legend: WM = weighted mean; VI = verbal interpretation ; GE= great extent

obtained the highest and equal weighted mean of 3.92.

These findings indicate the teachers awareness of the new challenges
and changes brought about by the implementation of K to 12. This implies their
effective choice and utilization of the approaches and teaching strategies
designed to mobilize the teaching-learning process for the attainment of the
goals of the new curriculum.
Meanwhile, that of availing the required guides and list of possible
references to help improve the curriculum provides with a weighted mean of
3.80.
Another inevitable effect of the implementation of K to 12 is that of the
procurement of new set of instructional materials deemed essential in carrying
out the curriculum goals and objectives. This situation is an implication of the
cited finding.
The item of designing action plan aimed to improve curriculum activities
relevant to the needs of globalization, reveals a weighted mean of 3.77 while
that of setting schedule of activities aimed to attain the goals of K to 12
Curriculum Program , gives a weighted mean of 3.68.

74

In terms of designing alternative courses of action to adjust itself to the

demands of K to 12 Curriculum Program, states the lowest weighted mean of
3.58.
The above cited findings imply that the attainment of the new curriculums
goals and objectives necessitates a plan of action designed to suit the curriculum
activities to the desired improvement in the quality of basic education in the
Philippines.
As a whole, the findings generally point out great extent readiness of the
subject schools in the implementation of K to 12, as sustained by both composite
means and individual weighted means on all the listed items pertaining to
curriculum adjustment.
The foregoing findings and implications lend support to the citation of
Taplin (2008) , that the schools, through the school head and the teachers, need
to be able to think for themselves in a constantly changing environment,
particularly as technology is making larger quantities of information easier to
access and to manipulate. They also need to be able to adapt to unfamiliar or
unpredictable situations more easily than people needed to in the past.
Further, Zevenbergen and Zevenbergen (2009) were critical of emphases
in curricular content that is irrelevant in workplaces; they also argued that such
consideration of work demands has implications for the ways that lesson content
is taught.

75

Table 7 shown in the next page, manifests the assessment of the

respondents on the readiness of their schools in the implementation of K to 12
curriculum program in terms of school plant and facilities, with a composite mean
of 3.75 indicating great extent, likewise posted on all the cited indicators.
The first item, that of planning for expansion schemes designed to
accommodate the widest possible increase in school population posts the lowest
weighted mean of 3.6. While the sixth item, that of making wise use of all school
resources to cope with demands of expansion scheme indicates the highest
weighted mean of 3.87 .

Truly and indeed, the effects of additional two years of basic

education inevitably require additional classrooms and buildings for expansion.
Hence, the schools, through their school heads and teachers manifested
awareness on the wise use of all available resources to cope with the current
demands.
The

item,

that

of

accommodating

the

increasing

number

of

pupils/students through gradually setting up the stage for the cited expansion
scheme gets a weighted mean of 3.67.
On the other hand, the item of improving the facilities designed to make

Table 7

76

School Readiness in the Implementation of K to 12 Curriculum

Program in Terms of School Plant and Facilities
School Plant and Facilities
The school manifests ability to:
1. plan for expansion schemes designed to accommodate
the widest possible increase in school population.
2. persuade the authorities and other stakeholders to
contribute a part in the widening or expansion schemes
resulting from the implementation of K to 12 program.
3. accommodate the increasing number of pupils
/students through gradually setting up the stage for the
cited expansion scheme.
4. Improve the facilities designed to make convenient the
teaching-learning process. in infrastructural projects.
5. apply the values of frugality, along with economy, in
infrastructural projects.
6. make wise use of all school resources to cope with
demands of expansion scheme
Composite Mean

WM

VI

3.6

GE

3.76

GE

3.67

GE

3.84

GE

3.76

GE

3.87

GE

3.75

GE

Legend: WM = weighted mean; VI = verbal interpretation ; GE= great extent

convenient the teaching-learning process obtains a weighted mean of 3.84, while

both the items,

that of persuading the authorities and other stakeholders to

contribute a part in the widening or expansion schemes resulting from the

implementation of K to 12 program and applying the values of frugality, along
with economy, in infrastructural projects reveal a weighted mean of 3.76.
The cited findings imply the significance of school plant and facilities in the
implementation of K to 12 to accommodate the constantly increasing school
population, much more in the next years to come when the cited curriculum
reaches its period of completion at 2016 and 2017 when there shall have been
both Grades 11 and 12. The secondary schools are the ones affected by this

77

implementation and they need additional classrooms, buildings and facilities, but
just the same, the elementary schools are also beset with problems that may be
encountered during the period of adjustment. The new curriculum necessitates
more modern facilities that would suit the demands of globalization in the new
millennium.
The Philippine Online Chronicles (2011) cited that the DepEd has enough
resources to implement the K-12. Further, De los Santos (2012) stressed that by
investing more time and resources in our education, we can expect our
graduates to become competitive in the global business arena, and bring more
success that would contribute towards building our nation.
Furthermore, Porter (2008) stressed that school readiness is not just an
attribute of children, but also comprises the educational, social, family and
personal resources that support their success at school.
In contrast, however, to the cited theoretical supports to the schools
readiness in terms of the adequacy of school plant and facilities, Villafania (2012)
averred that the implementation of K to 12 was also marked with many
challenges, particularly in terms of infrastructure as many schools have not yet
completed repairs. In fact, the Department of Education (DepEd) said that it still
needs additional 50,000 classrooms and about 1.3 million chairs.
Table 8 that comes in the next page provides the assessment of the
respondents on the readiness of their schools in the implementation of K to 12
curriculum program in terms of administration and management. The composite

78

mean of 4.03 corresponding to great extent interpretation, is manifested on all

the listed indicators.
The same weighted mean of 4.16 are posted on the following items:
looking forward to further strengthening and improvement of the administration,
as well as management and keeping abreast of the more current trends in
administration and management.
The cited findings indicate the school heads awareness of the need to
strengthen and improve their performance of administrative and management
functions to cope with the current trends and demands of the new curriculum.
In item that of conforming to principles of management of change obtains
a weighted mean of 4.07.

Table 8
School Readiness in the Implementation of K to 12 Curriculum Program in
Terms of Administration and Management
Administration and Management
The school manifests ability to:
1. adopt more innovative management practices
relevant to the demands of the new curriculum.
2. manage wisely and effectively all its resources.
3. perform administrative and management functions
suited to the needs of the new curriculum.
4. conform to principles of management of change
5. look forward to further strengthening and
improvement of the administration, as well as
management
6. keep abreast of the more current trends in
administration and management.
Composite Mean

WM

VI

3.96

GE

3.94

GE

3.86

GE

4.07

GE

4.16

GE

4.16

GE

4.03

GE

Legend: WM = weighted mean; VI = verbal interpretation ; GE= great extent

79

This finding coheres with one of the functions of the school head which is
that of managing change, as there is a change from the old to the new
curriculum.
Meanwhile, that of adopting more innovative management practices
relevant to the demands of the new curriculum gets a weighted mean of 3.96 .
Correspondingly, the cited finding reflects the implementation of more
innovative management practices which will suit the attainment of the goals of
the new curriculum.
The item, that of managing wisely and effectively all its resources. posts a
weighted mean of 3.94 .
This finding relates with the school heads wise and effective use of all its
resources which include human, material, technological, financial and community
resources to adapt to the demands of the new curriculum.
The item, that of performing administrative and management functions
suited to the needs of the new curriculum ,gains a weighted mean of 3.86.
This finding indicates generally the school heads performance of both
administrative and management functions designed to contribute to the
attainment of the goals of the new curriculum.
As a whole, the cited findings and implications imply the great extent
readiness of the schools in the implementation of K to 12 in terms of

80

administration and management. This implies the effectiveness of the school

heads in their performance of functions.
In relation to the cited findings and implications, the citation of Robinson
and Timperley (2009) observed five key areas for leadership roles. These include
the following: providing educational direction/goal setting; ensuring strategic
alignment; creating a community for improved student success; engaging in
productive problem talk; and selecting and developing smart tools.
Further support to the foregoing findings was what Harris (2008) averred,
the school heads awareness of and sensitivity to the contexts in which they
employ their own value systems and authenticity as professional educators.
3. Extent of Readiness of Teachers of private and public schools in
the implementation of K to 12 program.

Table 9 that follows presents the assessment of the respondents on the

teachers readiness in the implementation of K to 12 curriculum in terms of

Table 9
Teachers Readiness in the Implementation of K to 12 Curriculum Program
in Terms of Teaching Competencies
Teaching Competencies
The teachers:
1. use varied types of teaching strategies designed
to suit the needs of the new curriculum.
2. employ more innovative techniques such as

WM

VI

4.04

GE

4.09

GE

81

3.
4.
5.
6.

portfolio to make learning more output base.

keep abreast of the modern techniques of
teaching, particularly the use of multi-media.
make use of every possible resource to improve
themselves professionally, most particularly in
terms of instruction.
utilize more reliable assessment tools and
techniques to evaluate the pupils performance.
enhance teaching through using researchinformed strategies.
Composite Mean

4.18

GE

4.11

GE

4.16

GE

4.07

GE

4.11

GE

Legend: WM = weighted mean; VI = verbal interpretation ; GE= great extent

teaching competencies. With a composite mean of 4.11 corresponding to great

extent interpretation, likewise manifested on all the listed indicators.
The highest weighted mean of 4.18 is noted on the item, that of keeping
abreast of the modern techniques of teaching, particularly the use of multi-media.
This finding is a clear indication of the teachers awareness of the utilization of
multi-media in teaching, which corresponds to the inclusion of the subject,
Educational Technology in teacher education courses, as implemented by the
Commission on Higher Education. Hence, the modern teacher uses multi-media
technology such as computer and the like, to facilitate and make more
meaningful and relevant the teaching-learning process.
The item, that of utilizing more reliable assessment tools and techniques
to evaluate the pupils performance, obtains a weighted mean of 4.16, while that
of making use of every possible resource to improve themselves professionally,
most particularly in terms of instruction, gets a weighted mean of 4.11, whereas

82

the item, that of employing more innovative techniques such as portfolio to make
learning more output base, posts a weighted mean of 4.09.
These findings relate with the new trends in educational measurement and
evaluation, which is now termed as assessment of student learning, which
emphasizes the use of authentic assessment and portfolio, along with rating
scales to describe the pupils/students academic performance. Further, the
second of the cited findings relates with the teachers professional growth and
development which can be pursued through further education and training.
Hence, many teachers nowadays enroll in graduate schools and attend various
trainings and seminars to cope with the demands of the new curriculum and that
of the attainment of quality education.
Hughes (2009) alleged, that the use of interactive assessment strategies
along with interactive instructional strategies in order to enhance student learning
makes good educational sense.
That of enhancing teaching through using research-informed strategies
obtained a weighted mean of 4.07, while 4.04 for item , that of using varied types
of teaching strategies designed to suit the needs of the new curriculum. Both
findings pointed out the use of teaching strategies which, on the other hand,
reflects the teachers instructional competencies. Sullivan (2011) framed a new
theory of enhancing teaching through using research-informed strategies.
In totality, the cited findings revealed great extent readiness of the
teachers in the implementation of K to 12 which implies also their awareness of

83

the demands of the new curriculum in terms of their instructional competencies.

Hence, as Turner (2010) cited, strategic competence is important in guiding
students to effectively recognize, formulate and solve problems. Further, Mazur
(2009) suggested that a modification of traditional lectures is one way to
incorporate active learning in the classroom. Moreover, Anthony and Walshaw
(2009) argued it is critical that teachers use worthwhile tasks which is
interpreted to mean they are meaningful and relevant to the students.
Table 10 below, reflects the assessment of the respondents on the
teachers readiness in the implementation of K to 12 curriculum program in terms
of teaching strategies, with a composite mean of 4.33 corresponding to very
great extent interpretation.
Five of the listed indicators fall within the very great extent scale, the
highest of which is on the item , that of giving clear and specific directions and

Table10
Teachers Readiness in the Implementation of K to 12 Curriculum Program
in Terms of Teaching Strategies
Teaching Strategies
The teachers:
1. employ effective motivational techniques to sustain
pupils interest in the lessons
2. present lessons logically and sequentially and
supports them with concrete examples
3. phrase simple questions that encourage pupils
participation
4. give detailed and redundant explanations for
difficult points
5. direct discussion effectively and allow pupils to

WM

VI

4.20

GE

4.34

VGE

4.35

VGE

4.32

VGE

4.34

VGE

84

participate in the discussion

6. give clear and specific directions and emphasize
the values to be internalized during learning
activities
Composite Mean

4.45

VGE

4.33

VGE

Legend: WM = weighted mean; VI = verbal interpretation ; VGE= very great extent; GE=great
extent

emphasizing the values to be internalized during learning activities, with a

weighted mean of 4.45. This finding could have emanated from the teachers
frequent and repetitive explanation of the directions on what the pupils/students
ought to do during varied classroom activities. They ensure that every direction
stated or uttered in relation to the performance of an activity would be understood
clearly by the pupils/students.
The item, that of phrasing simple questions that encourage pupils
participation, reveals a weighted mean of 4.35. It should be noted that the
Socratic method necessitates asking questions and the cited finding shows that
teachers do their best in making the questions as simple and clear as possible to
ensure that pupils understand what is being asked and to enable them to cope
with the lesson. The same finding also recommends that questions during class
discussion must be made simple so that the maximum number of pupils will be
encouraged to participate.
Meanwhile, that of presenting lessons logically and sequentially and
supporting them with concrete examples indicates a weighted mean of 4.34. This
finding signifies a part of the teaching-learning process whereby the teacher

85

follows the strategy of starting from the most simple to the more complex and
from concrete examples to abstraction and generalization.
Item number 4 , that of directing discussion effectively and allowing pupils
to participate in the discussion, comes with a weighted mean of 4.34, while 4.32
for that of giving detailed and redundant explanations for difficult points. The cited
findings correspond to that part of the lesson whereby the teacher uses the
strategy of ensuring the pupils understanding of the previously presented lesson
through effective explanation of its details and repeating more often those that
seem to be difficult.
Finally, that of employing effective motivational techniques to sustain
pupils interest in the lessons gets a weighted mean of 4.20 interpreted as great
extent. This finding stresses that motivation is an important part in the process of
delivering instruction, specifically in terms of tickling the interests of the pupils
and enable their maximum participation in classroom activities designed to
develop their varied competencies.
As a whole, the cited findings and implications reflect the teachers
extensive utilization of varied teaching strategies to facilitate transfer of learning
and enable the pupils maximum participation in classroom activities. This
connotes an interactive learning process from which the values of unity,
cooperation and camaraderie are gradually but instinctively developed between
and among the teacher and the pupils.

86

In relation to the foregoing findings and implications, the study of Katigbak

(2011) concluded that the use of teaching methods is generally effective in
teaching, but its effectiveness depends much on the nature of the learners, the
difficulty of the lesson, the availability and adequacy of instructional materials, the
teachers professional qualities and the classroom climate.
Further, the study of Valenzuela (2011) also averred that the enhancement
of teaching was triggered by the use of different teaching strategies and
instructional materials suited to the capability level of the students. She
concluded that variation in the use of both teaching strategies and instructional
materials motivates students, maximizes their class participation and improves
their academic performance.
Table 11 that follows, specifies the assessment of the respondents on the
teachers readiness in the implementation of K to 12 curriculum program in terms
of instructional materials. With a composite mean of 4.13 interpreted as great
extent.

Table 11
Teachers Readiness in the Implementation of K to 12 Curriculum Program
in Terms of Instructional Materials
Instructional Materials
The teachers:
1. select instructional materials based on their
suitability to attain the objectives of the lesson
2. use instructional materials to motivate and
sustain the varied interests of the pupils
3. select instructional materials that are consistent

WM

DI

4.24

VGE

4.28

VGE

4.16

GE

87

with pupils capabilities and learning styles

4. use mock-ups, realia, models, dioramas and
exhibits
to expedite the teaching-learning process
5. prepare aids such as rulers and templates to
save time and improve the quality of work
6. adapt teaching techniques to the selected
instructional materials
Composite Mean

3.86

GE

4.07

GE

4.16

GE

4.13

GE

Legend: WM = weighted mean; VI = verbal interpretation ; VGE= very great extent;

GE= great extent

Despite the over-all interpretation of great extent, two indicators manage

to qualify for the higher very great extent interpretation. These are as follow:
using instructional materials to motivate and sustain the varied interests of the
pupils, with a weighted mean of 4.28 and selecting instructional materials based
on their suitability to attain the objectives of the lesson, with a weighted mean of
4.24. These findings point out the motivational function of the utilization of
instructional materials, of which choice and adaptability to the pupils capabilities,
needs and interests are considered essential.
The remaining indicators are interpreted as great extent. These include
the following: selecting instructional materials that are consistent with pupils
capabilities and learning styles and adapting teaching techniques to the selected
instructional materials, with similar weighted mean of 4.16 in rank 3.5; preparing
aids such as rulers and templates to save time and improve the quality of work,
with a weighted mean of 4.07; and using mock-ups, realia, models, dioramas and

88

exhibits to expedite the teaching-learning process, with the lowest weighted

mean of 3.86 .
The cited findings stress that the respondents make wise use of
instructional materials to attain the lesson objectives and make learning more
meaningful and enjoyable for the pupils. It should also be noted that the effective
use of instructional materials requires careful attention to planning, selecting, and
utilization. Teachers should be familiar with wide range of audio-visual, printed
and other resources available for classroom use, and then fit these materials in
their instructional plan when appropriate. Classroom physical facilities also need
to be considered when selecting and using these materials. It is useful to look at
the trends in media and technology to have a perspective on what media will
likely be of great use in the future.
The findings also imply that the effectiveness of instructional materials
depends much on the frequency and appropriateness by which they are used in
the teaching-learning process.
As a whole, the findings reveal the great extent readiness of the teachers
in terms of the choice and use of instructional materials fitted and contributory to
the attainment of the goals and objectives of the K to 12 curriculum for the further
development of the pupils varied competencies and prepare them for the current
demands of globalization in the new millennium.
Supportive to the foregoing findings and implications were the studies
depicting the use of instructional materials in the teaching-learning process for

89

the enhancement of instruction, transfer of learning and pupils development of

varied competencies.
Valencia (2007) concluded in her study that the students of Canossa
Schools in Region IV A revealed a satisfactory performance in Mathematics and
this could be accounted to the teachers effective utilization of both teaching
strategies and instructional materials.
The study of Dinglasan (2007) also attributed the use of printed and audiovisual materials, along with different teaching strategies, as the factors for the
very satisfactory performance of the students as reflected in their quizzes,
recitation, assignment, periodical test and projects.
Further, the study of Katigbak (2011) cited that instructional materials
facilitate, accelerate and make learning experiences more concrete, meaningful
and enjoyable.

4. Problems encountered in the implementation of the K to 12

program.

Table 12 on the next page, shows data on the respondents assessment of

the nature and extent of problems encountered in the implementation of K to 12,
with a composite mean of 3.02 indicating moderate extent, likewise observed on
all the cited indicators.

90

In rank one, a weighted mean of 3.34 was posted on the following

indicator: the implementation of the program is a drastic move and only a few
elite groups were consulted, while a great majority of the parents were not asked
whether they can afford to support their childrens educational expenses for
another two years in high school.
The moderate extent finding on the cited indicator and in all others as well
supports the implied description that the respondents can manage whatever
issue and concern on the implementation of K to 12. Indeed, opinions of the
public and of the teachers vary, but what is most important is that the teachers
Table 12
Problems Encountered in the Implementation of K to 12 Curriculum
1.
2.
3.
4.

5.
6.
7.

Problems Encountered
The program is unfair to parents especially
those who are not economically stable.
It will rather add burden to the already suffering
Filipinos.
It deprives the poor students the chance to avail
of college education.
The implementation of the program is a drastic
move and only a few elite groups were
consulted, while a great majority of the parents
were not asked whether they can afford to
support their childrens educational expenses for
another two years in high school.
It is not the solution to the problems of the
Filipinos, but that of the eradication of graft and
corruption in the government.
The educational law signed by the President is
oppressive rather than impressive.
The implementation of the program bypassed
the parents rights to express their economic
predicaments over the two years additional
burden of supporting the basic education of their

WM

VI

3.22

ME

3.07

ME

2.98

ME

3.34

ME

3.26

ME

2.94

ME

2.98

ME

91

children.
8. It is a treacherous act against the parents which
rather manifest an act characteristic of
dictatorship and not of democracy.
9. Its implementation created the notion that laws
are not always meant to govern peoples lives
into order but rather add chaos and poverty to
peoples lives.
10. Its implementation demonstrated that the elite
and powerful groups think merely with their
heads and not with their hearts.
Composite Mean

2.85

ME

2.74

ME

2.86

ME

3.02

ME

Legend: WM = weighted mean; VI = verbal interpretation ; ME = moderate extent

respondents assessment of the extent of problems encountered. When a

variable in research is perceived as moderate, it applies to a concept that
moderateness in everything is better than being great in one thing but not in
others. Further, it connotes that when applied to problems, moderateness may
mean that problems are not so serious.
More specifically, the concurrent issues aired through the website relate
with some of the problems cited in this study. The Philippine Online Chronicles
(2011) cited in one of its articles that K to 12 has been met with criticism from
youth and student groups, teachers, parents and the academic community. The
DepEd, for its part, appears determined to enact the program with its proposed
budget catering mostly to preparing the grounds for its eventual implementation.
The article also stressed that it is arguably one of the most drastic and
controversial programs of the Aquino administration.
In rank two, another issue assessed by the respondents pointed out that K
to 12 is not the solution to the problems of the Filipinos, but that of the

92

eradication of graft and corruption in the government, with a weighted mean of

3.26. This finding, although to a moderate extent, can be considered a reality as
there are a lot of reports about graft and corruption in the government as those of
the tried and convicted politicians, the most recent of which is the pork barrel
issue.
the item stating that the program is unfair to parents especially those who
are not economically stable posted a weighted mean of 3.22 . From the
standpoint of additional expenses on the part of the parents, the cited issue has
enough truth in it, although the defense of the authorities is that it will improve the
quality of education and that of the graduates.
Whereas the statement citing that it will rather add burden to the already
suffering Filipinos got a weighted mean of 3.07. Considering the calamities
experienced by the Filipinos, along with the constant increase in the prices of
commodities, the cited concern is probably true. However, this and all the other
challenges arising from the implementation of K to 12 could be gradually
overcome through unity and hard work. This finding finds support from the
statement of Vencer Crisostomo, Anakbayan national chairperson, who said that
the newly signed law will bring additional burden to parents and students who do
not have funds for school expenses (Philippine Online Chronicles, 2011).
A weighted mean of 2.98 was posted on the item stating that k-12
deprives the poor students the chance to avail of college education. This finding
could happen, considering that the poor ones could hardly send their children to

93

four years of high school education and much more for six years. With the same
weighted mean was the item which states that the implementation of the program
bypassed the parents rights to express their economic predicaments over the
two years additional burden of supporting the basic education of their children.
This finding is an issue of great concern since the truth behind its implementation
is that it did not pass a legal referendum but only the authorities drastically
implemented the plan without resorting to such legality. To the authorities,
perhaps they believe that what they implement is legal as they are the lawmakers
and implementers. However, there must be due consideration provided to the
parents in the form of subsidies or aids for the additional two years of education
for their children despite the expected and pronounced improvement that the
program will create on the educational system and on the graduates of K to 12.
The issue could only be settled when the right time comes; that is, when the
product of the new curriculum will have entered the work areas here and abroad.
The item pertaining to the issue that the educational law signed by the
President is oppressive rather than impressive obtained a weighted mean of
2.94. From one point of view, the moderate extent accorded to this finding may
mean that it is both impressive and oppressive although it is still early to decide
which of the two variables has more truth.
In rank eight, the statement that its implementation demonstrated that the
elite and powerful groups think merely with their heads and not with their hearts

94

posted a weighted mean of 2.86. This implies a rather negative connotation

although it could be true.
While the item stating that it is a treacherous act against the parents
which rather manifest an act characteristic of dictatorship and not of democracy
got a weighted mean of 2.85. This finding is controversial in nature. Hence, it
should not be discussed at length.
Finally , the item which states that its implementation created the notion
that laws are not always meant to govern peoples lives into order but rather add
chaos and poverty to peoples lives got the least was a weighted mean of 2.74 .
Although there is probably an element of truth in the statement, the issue cannot
be decided upon or discussed at length as it is also controversial.
As a whole, the moderate extent assessment of the respondents implies
that the problems encountered are manageable but care should be observed in
the treatment of the problems or issues. All the foregoing statements should
rather remain as challenges that must be met and not problems that should
trouble the DepEd and the people. There are naturally pros and cons associated
with the cited issues and prejudice may mean wrong treatment of the issues.
What is considerable is to let the issues pass till judgment day when the products
of K to 12 will have proven their range of competencies through their
productiveness in the work place and in society.
In his MINI CRITIQUE column that appears in The Philippine Star, October
14, 2010, Isagani Cruz summarized the pros and cons on the K + 12 debate. The

95

PROS included that of enhancing the quality of basic education, while the CONS
is summarized as that of the additional financial burdens both on the part of the
parents and the government. Along with this is the foresight of an increase in
drop-out rate because of the additional two years in basic education
(http://www.philstar.com retrieved 2013).

5. Significant Difference on the assessment of the readiness

between private and public schools and teachers and the
problems encountered by the respondents.
Table 13 given in the next page , shows the comparison between the
readiness of the public and private schools in the implementation of K to 12.

In

Table 13
Comparison between the Readiness of the Public and
Private Schools in the Implementation of K to 12
Composite Mean
Variables
Curriculum
Adjustment
School Plant
and Facilities
Administration
and
Management

Computed
t

Public

Private

3.70

3.86

2.704

3.64

3.86

3.102

3.82

4.23

5.822

Critical
t
2.571
at 0.05
2.571
at 0.05
4.032
at 0.01

Description

Decision

Significant

Reject Ho

Significant

Reject Ho

Highly
Significant

Reject Ho

terms of administration and management, the comparison revealed a highly

significant difference as sustained by a computed T value of 5.822 which
exceeded the critical T value of 4.032 at 0.01. Further, significant differences

96

were noted in the areas of curriculum adjustment and school plant and facilities,
as confirmed by respective computed T values of 2.704 and 3.102 both of which
exceeded the critical T value of 2.571 at 0.05 level. In all three areas, the null
hypothesis was rejected.
In detail, the higher composite means were noted from the assessment of
the teachers from private schools compared to that of the public schools. This
finding is quite reasonable since the student population in the public schools is
generally greater than that in the private schools. In effect, the greater the
population the more difficult is the process of administration and management
and vice versa. It also redounds to curriculum adjustment and school plant and
facilities. Hence, the private schools can adjust more easily and in a shorter
period than do the public schools in terms of the changes and challenges brought
up by the implementation of K to 12.
Table 14 below, manifests the comparison between the readiness of the
teachers from public and private schools in the implementation of K to 12.

Table 14
Comparison between the Readiness of the Teachers of Public and Private
Schools in the Implementation of K to 12
Composite Mean
Variables
Teaching
Competencies

Public

Private

4.03

4.19

Computed
t

Critical
t

Description

Decision

1.673

2.571
at 0.05

Not
Significant

Accept
Ho

97

Teaching
Strategies
Instructional
Materials

4.17

4.50

8.302

4.36

3.90

6.244

4.032
at 0.01
4.032
at 0.01

Highly
Significant
Highly
Significant

Reject Ho
Reject Ho

In terms of teaching competencies, no significant difference existed from

the comparison. This finding was revealed by a computed T value of 1.673 which
did not exceed the critical T value of 2.571 at 0.05 level. Hence, the null
hypothesis in this area of comparison was accepted.
On the other hand, highly significant differences existed between the
assessment of the public and private school teachers in the areas of teaching
strategies and instructional materials, as sustained by respective computed T
values of 8.302 and 6.244, both of which exceeded the critical T value of 4.032 at
0.01 level. These findings resulted into the rejection of the null hypothesis in the
said areas of comparison. The assessment of the public school teachers in terms
of instructional materials was greater than that of the private school teachers,
while opposite in terms of their assessment on teaching strategies. But despite
these differences, what is more important is their confirmation of their
considerable extent of readiness in the implementation of K to 12. This implies
their resourcefulness, as the teachers should be.
Table 15 given in the next page, provides the summarized result of the
comparison between the assessments of the teachers from private and public
schools on the problems and issues they encountered in the implementation of K
to 12.

98

The assessment of the teachers from public schools was greater than that
of their counterpart from private schools, as sustained by a higher composite
mean of 3.31 compared to that of 2.74. This finding resulted into a highly

Table 15
Comparison between the Problems Encountered by Public and
Private Schools in the Implementation of K to 12
Composite Mean
Variable
Problems
Encountered

Public

Private

3.31

2.74

Computed
t

Critical
t

Description

Decision

8.052

3.250
at 0.01

Highly
Significant

Reject Ho

significant difference, as reflected by a computed T value of 8.052, which

exceeded the critical T value of 3.250 at 0.01 level. Hence, the null hypothesis
associated with this area of comparison was rejected. This finding further means
that the gravity of problems encountered by the public school teachers exceeded
that of the private schools, which may be attributable to the situation wherein
many of the parents and students from public schools could be very vocal in their
complaints against the additional expenses for the added two years of basic
education; whereas, the parents of students from private schools can afford such
additional expenses.

99

Chapter 5
SUMMARY , FINDINGS , CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary , findings, and conclusions taken from
the results of the study. It also provides recommendations drawn from the
conclusions which are deemed important .

Summary
This study aimed to determine the extent of readiness on the
implementation of K to 12 Program in selected public and private schools in the
Municipality of Lucban, Quezon.
More specifically, it sought answers to the following questions:
What is the demographic profile of the respondents in terms of: age; gender;
educational attainment; and length of service, to what extent is the readiness of
the selected private and public secondary schools in the implementation of K to
12 Program in terms of: curriculum adjustment school plant and facilities; and
administration and management, to what extent is the readiness of the teachers

100

in the selected private and public schools in the implementation of K to 12

Program in terms of teaching competencies. teaching strategies, and
instructional

materials

what

are

the

problems

encountered

in

the

implementation of K to 12 Program, as assessed by the respondents, and Is

there a significant difference between the assessment of the public and private
school teachers on the cited research variables.
To find answers to the foregoing questions, the researcher conducted a
survey using the descriptive method of research with the questionnaire as the
primary data gathering instrument which was validated and administered to 68
public school teachers and 40 private school teachers. The data gathered from
these respondents were analyzed and interpreted through Simple Percentage for
their demographic profile; Weighted Mean for their assessments on school and
teachers readiness and problems encountered in the implementation of K to 12;
and t - test for the testing of hypothesis of difference between the assessments of
the two groups of respondents on the main variables which include school and
teachers readiness and problems encountered in the implementation of K to 12.

Findings
The data were analyzed and the following findings were formulated in
accordance with the specific questions given under the statement of the problem:
1. The respondents are, generally, in their early middle age period, as
sustained by a mean age of 41, with the highest frequency of 37 or 34.26

101

percent garnered by the age group 41 50.

As far as gender is

concerned , sixty-eight or 62.96 percent of the respondents are female,

while 40 or 37.04 percent comprise the male group. In terms of highest
educational attainment, fifty-one or 47.22 percent of the respondents have
units in M.A; 37 or 34.26 percent have just finished the bachelors degree
in teaching; 13 or 12.04 percent are holders of masters degree and seven
or 6.48 percent have units in doctorate. As regards with length of service,
forty-one or 37.96 percent of the respondents claimed to have 1 10
years of service in teaching, while the group with 11 20 years of service
posted a frequency of 35 or 32.41 percent and those with the longest
range of 21 30 years in service comprised 32 or 29.63 percent of the
total respondents.
2. The school readiness in terms of curriculum adjustment was assessed by
the respondents to a great extent, as sustained by a composite mean of
3.78. In terms of school plant and facilities, the schools readiness was
likewise measured to a great extent, as confirmed by a composite mean of
3.75.In terms of administration and management, the schools readiness
in the implementation of K to 12 was also assessed by the respondents to
a great extent, as supported by a composite mean of 4.03.
3. The teachers readiness as regards with teaching competencies in the
implementation of K to 12 was fixed to a great extent, as indicated by a
composite mean of 4.11.Whereas, as regards with teaching strategies, the

102

respondents assessed their readiness to a very great extent, as sustained

by a composite mean of 4.33. Finally, the teachers

readiness in the

implementation of K to 12 in terms of their utilization of

instructional

materials was measured to a great extent, as reflected by a composite

mean of 4.13.
4. All the listed problems were assessed by the respondents to a moderate
extent, as evidenced by a composite mean of 3.02. This implies that the
gravity of the problems is moderate; hence, manageable.
5. As regards with the school readiness in terms of administration and
management, the comparison revealed a highly significant difference as
sustained by a computed T value of 5.822 which exceeded the critical T
value of 4.032 at 0.01. Further, significant differences were noted in the
areas of curriculum adjustment and school plant and facilities, as
confirmed by respective computed T values of 2.704 and 3.102 both of
which exceeded the critical T value of 2.571 at 0.05 level. In all three
areas, the null hypothesis was rejected. In detail, the higher composite
means were noted from the assessment of the teachers from private
schools compared to that of the public schools. As far as the teachers
readiness, in terms of teaching competencies is concerned there was no
significant difference existed from the comparison. This finding was
revealed by a computed T value of 1.673 which did not exceed the critical
T value of 2.571 at 0.05 level. Hence, the null hypothesis in this area of

103

comparison was accepted. On the other hand, highly significant

differences existed between the assessment of the public and private
school teachers in the areas of teaching strategies and instructional
materials, as sustained by respective computed T values of 8.302 and
6.244, both of which exceeded the critical T value of 4.032 at 0.01 level.
These findings resulted into the rejection of the null hypothesis in the said
areas of comparison. The assessment of the public school teachers in
terms of instructional materials was greater than that of the private school
teachers, while opposite in terms of their assessment on teaching
strategies. In relation to problems encountered, the assessment of the
teachers from public schools was greater than that of their counterpart
from private schools, as sustained by a higher composite mean of 3.31
compared to that of 2.74. This finding resulted into a highly significant
difference, as reflected by a computed T value of 8.052, which exceeded
the critical T value of 3.250 at 0.01 level. Hence, the null hypothesis
associated with this area of comparison was rejected.

Conclusions
From the summarized findings, the following conclusions were drawn:
1. The respondents are, generally, in their early middle age period, majority
of whom are female, educationally qualified and experienced.

104

2. The schools are adequately prepared in the implementation of K to 12 in

terms of curriculum adjustment, school plant and facilities and
administration and management. .
3. The teachers are likewise adequately prepared in the implementation of K
to 12 in terms of teaching competencies, teaching strategies and
instructional materials.
4. The problems the teachers encountered in the implementation of K to 12
are of average gravity and they are manageable.
5. There is a considerable variation in the readiness of the private and public
schools, as well as the readiness of their respective teachers and this is
most attributable to the different settings and conditions in the two groups
of schools.

Recommendations
From the drawn conclusions, the following recommendations are hereby
directed and forwarded
1. The teacher-respondents who have not yet finished their masters degree
should consider the option of pursuing it, not merely for promotion but
more so for their professional growth and development . Thus, making
themselves more passionate, committed and dedicated to the calling they
are into.

105

2. The schools should maintain and even bring to a higher level their
readiness in the implementation of K to 12 through adopting more
innovative trends, improving their facilities and preparing themselves for
globalization through utilization of multimedia.
3. The teachers should also maintain and strengthen further their readiness
in the implementation of K to 12 through attending more in-service training
and seminars related to K to 12. They should also be more resourceful
and creative by keeping themselves abreast of the current educational
trends.
4. The school heads should iron out the differences from among their
teachers in terms of their assessment of the schools, and teachers
readiness on the implementation of k to 12 program ,

so that they could

work in unison for the attainment of the goals of the said curriculum.
5. Teachers and school heads should find enough time conferring with
parents by institutionalizing a program where a regular orientation, and
consultation not only with the students but also with other stakeholders,
particularly the parents ( eg., during HSA meetings, forums) , so that the
former may know their problems related to the implementation of K to 12
and that they may provide assistance for the parents and their children.
This move will empower the parents and will have them realize their
significant role as partners of the school in furthering and meeting quality

106

education for the students. Likewise, this will further strengthen schoolcommunity relationship.
6.

Similar study should be undertaken utilizing the same instruments and

methodologies but in different setting and bigger samples.

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APPENDIX A

Curriculum Vitae

EMELITA APOLINARIO LACORTE

16 Zurbano St., Lucban, Quezon
Mobile no. 09333141800
Email address: myccaella@yahoo.com
PERSONAL INFORMATION
Age:
48 years old
Date of Birth:
January 06, 1966
Civil Status:
Married
Citizenship:
Filipino
EDUCATIONAL BACKGROUND
GRADUATE STUDIES
Master in Educational Management
Polytechnic University of the Philippines- Open
University
Graduate School
(June 2011- present)

114

TERTIARY

Bachelor of Science in Education Major in English

Lipa City Colleges
Lipa City , ( March 1991)
Orator of the Year

SECONDARY

Philippine Union College Academy

Puting Kahoy, Silang, Cavite
Consistent Deans lister
( 1986 )

ELEMENTARY

Palawan Adventist Elemetary School

Tacras, Narra, Palawan
Graduated Salutatorian ( 1979)

WORK EXPERIENCE
2001 11
2011-2012
2013- present
2008( March April)
2007-2009

English Teacher/ School Paper Adviser

English teacher/ School Paper Adviser/ Second Year
Coordinator/ Mentor
Vice Principal/ English Teacher G7- Third year
Acting Principal
Assistant Principal
Banahaw View Academy, Inc.
Brgy.Tinamnan, Lucban Quezon

1998 2000

Instructor/ OIC -Directress

Micro Genesis Computer School
Tayabas-Mauban, Quezon

1996 1997

Instructor
Lipa City Colleges
Lipa City, Batangas

1993 1995

Instructor
Medical Center Educational Institute, Inc.
Red- V, Lucena City

1992-1993

Mataas Na Kahoy National High School

Mataas Na Kahoy, Batangas

1991 1992

Philippine Christian Academy

Lipa City

115

TRAININGS AND PROGRAMS ATTENDED

May 2012
January 2012
October 2011
May 2-4, 2011
May 25-26, 2010
May 2009
January 16-18, 2008
January 2008
May 2008
May 23, 2008
May 2007
May 2003

ELIGIBILITY

FAPE INSET on K - 12 Curriculum Program

Seminar Workshop on Campus Journalism
Test Construction Training
FAPE INSET on UBD
QUEPRESSA INSET on Drafting of Unified Learning
Competencies in Different subject areas
FAPE-ESC/EVS INSET on 2010 SEC and UBD
DepEd INSET for School Administrators
Seminar on the Administration of National Career
Assessment Examination
INSET for 3rd year High School Teachers
INSET SEMINAR/ WORKSHOP on Creating a
Syllabus
INSET Seminar on FAPEs Learning Packages
Certificate on ESL , Teaching English as a Second
Language
SouthVille , Las Pinas
Licensure Examination for Teachers
August 2001

CHARACTER REFERENCES
Dr. Linda Platero
Dean College of Education
Lipa City Colleges
Lipa City
Dr. Basilio Balayong
Principal
Lipa Adventist Academy
Bugtong, Lipa City
Dr. Oscar Baldovino
School board chairman
LAES- BVA, Lucban, Quezon
Mr. Isabelo Susada
Principal
Banahaw View Academy

116

Tinamnan, Lucban, Quezon