Beruflich Dokumente
Kultur Dokumente
EIGGY D. YAP
June 2017
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APPROVAL SHEET
EIGGY D. YAP in partial fulfillment of the requirements for the degree of Doctor of
PANEL OF EVALUATORS
ACKNOWLEDGMENT
following connoisseurs for refining this study to the zenith of academic standard:
Hon. Alfredo G. Maranon, Jr., who has cheerfully shared his generosity for the
The University of St. La Salle Bacolod for being the granting institution in
of the project;
Dr. Milagros Aurea A. Sabidalas, adviser, for sharing her expertise, intellectual
genuine interest, incomparable assistance and intellectual support throughout all the
Cyril Duller, MAEd, Statistician, whose suggestions and expertise refined his
work;
Dr. Mae Flor Posadas, Chairman of Panel of Examiners, for her unconditional
support and whose positive thoughts, inspired him to continue reaching and achieving
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greater heights; Sheilla M. Trajera, PhD, Barry John O. Belen, PhD, Roger B.
Marapo, MS and Teresita Diaz, PhD, members of the Panel of Interrogators whose
Dr. Mae Llamas, his Quantitative Research professor and Dr. Noel Maraňon,
his Qualitative Research professor whose teachings and ideals inspired the researcher to
Dr. Germa T. Borres, Grammarian, whose expertise in the field of language lead
Sir Sabeniano L. Ulgasan, his principal, for the understanding and advice and to
Teacher In-charge of Guiljungan NHS- Abaca Extension; Mary- V Tahum, Teacher In-
Molobolo NHS; and Sir Ricky Dela Cruz, Principal of Camalanda-an NHS.
To his classmates and friends namely Ma. Melanie P. Romero, Sheryl and
Wyndell Lozada, Madeline Omapas - Perez, Jane J. Jalandra, Julius Ongalon, May
C. Lipura, Katherine Pillora, Roger D. Raymundo and Mr. and Mrs. Ellen Grace
To the Faculty and Staff of Guiljungan National High School most especially
To all his students who are the main and ultimate reason for pursuing higher level
of education;
The Lord Jesus Christ, His ultimate inspiration, who provided all the needed
EIGGY D. YAP
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DEDICATION
Challenges are what make life interesting and overcoming them is what makes life
meaningful.
- Joshua J. Marine
ABSTRACT
This study aimed to determine the awareness, challenges and difficulties, and lived
experiences of the teachers teaching in upland or mountainous areas in the
implementation of K to 12 Enhanced Basic Education Curriculum in the District of
Cauayan I and II in the Division of Negros Occidental. The researcher employed
sequential-explanatory approach of mixed- methods research in investigating the key
concepts. Also, the researcher used Frequency Count, Percentage Distribution, Mode, and
Chi-square as the statistical tools of the study. The phase 1 investigated the awareness
and challenges and difficulties of the 54 participants in the six (6) areas of the K to 12
namely: Mission and Vision, Curriculum, Competencies, Assessment, Strategies and
Instructional Planning. The results showed that when taken as a whole, the level of
awareness was Moderate level. As such, the pressing challenges and difficulties
encountered by the participants in the implementation of the K to 12 Enhanced Basic
Education Program were poor knowledge of the competencies, lack of well-equipped
training, and lack of facilities and equipment. On phase 2 during the in-depth interview
with the three (3) participants, there were three (3) global themes identified namely the
True Meaning of Teaching, Challenges Encountered and Noteworthy Lessons Learned. It
revealed that most of the themes were geared on the 3C’S: Compassion, Commitment,
and Competence.
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TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGMENT iii
DEDICATION vi
ABSTRACT vii
TABLE OF CONTENTS viii
LIST OF TABLES x
LIST OF FIGURES xii
Chapter 1 INTRODUCTION
Background of the Study 1
Statement of the Problem 3
Hypothesis 4
Theoretical Framework 4
Conceptual Framework 6
Schematic Diagram of the Conceptual Framework 11
Scope and Limitations 12
Significance of the Study 12
Definition of Terms 14
Chapter 3 METHODOLOGY
Research Design 77
Participants of the Study 78
Instrument of the Study 80
Validity and Reliability of Research the Instrument 81
Data Gathering Procedure 83
Data Analysis 84
REFERENCES 161
APPENDICES
A. Letter for the Conduct of Study 172
B. Letter to the Validators 173
C. Survey Questionnaire 174
D. Validation of Survey Test 180
E. Significant Differences 183
F. Informed Consent 188
G. Interview Protocol 189
H. Transcriptions 190
I. Documentation 218
LIST OF TABLES
Table Page
1 Participants of the Study on Phase 1 79
2 Participants of the Study on Phase 2 79
3 Code and Interpretation of the Level of Awareness 80
4 Demographic Profile of the Participants 90
5 Level of K to 12 Awareness in Terms of Mission-Vision 91
When Taken as a Whole
6 Level of K to 12 Awareness in Terms of Curriculum 92
When Taken as a Whole
7 Level of K to 12 Awareness in Terms of Competencies 93
When Taken as a Whole
8 Level of K to 12 Awareness in Terms of Assessment 94
When Taken as a Whole
9 Level of K to 12 Awareness in Terms of Strategies 95
When Taken as a Whole
10 Level of K to 12 Awareness in Terms of Instructional Planning 96
When Taken as a Whole
11 K to 12 Awareness When Taken as a Whole and Grouped 98
According to Areas
12 Level of K to 12 Awareness in Terms of Mission-Vision 99
When Grouped According to Age
13 Level of K to 12 Awareness in Terms of Curriculum 101
When Grouped According to Age
14 Level of K to 12 Awareness in Terms of Competencies 103
When grouped according to age
15 Level of K to 12 Awareness in Terms of Assessment 105
When grouped According to Age
16 Level of K to 12 Awareness in Terms of Strategies 107
17 Level of K to 12 Awareness in Terms of Instructional Planning 109
When grouped according to Age
18 Level of K to 12 Awareness in Terms of Mission-Vision 111
When Grouped According to Sex
19 Level of K to 12 Awareness in Terms of Curriculum 112
When Grouped According to Sex.
20 Level of K to 12 Awareness in Terms of Competencies 113
When Grouped According to Sex
21 Level of K to 12 Awareness in Terms of Assessment 115
When Grouped According to Sex
22 Level of K to 12 Awareness in Terms of Strategies 117
When Grouped According to Sex
23 Level of K to 12 Awareness in Terms of Instructional Planning 118
When Grouped According to Sex
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LIST OF FIGURES
Figure Page
1 Schematic Diagram showing the Conceptual Framework 11
of the Study
2 The K to 12 Graduate 30
3 K to 12 Desired Outcomes 31
4 Schematic Diagram showing the Eidetic Insight of the Study` 142