IMPLEMENTATION OF K-12 PROGRAM IN LUCENA CITY NATIONAL HIGH

SCHOOL (LCNHS): STATUS AND DIRECTION

An Undergraduate Research Study Presented to the Faculty of

Dalubhasaan ng Lungsod ng Lucena

In Partial Fulfilment of the Requirements for the Degree

Bachelor of Science in Public Administration

By:

Rana, Mark Anthony D.

Rey, Reymille Ivan
Reyes, Therese Jeanne
Santos, Jenica

May 2017
 Chapter 1
INTRODUCTION

Human life evolves through education and continuous process

of learning. It gives man the skills and knowledge they need to

explore the world. It enables them to think and act rationally.

Without education, humans would not be able to read, write, or even

communicate; they would also not be able to perform jobs and daily

tasks.

Education is a powerful driver of development and is one of

the strongest instruments for reducing poverty and improving health,

gender equality, peace, and stability. It is fundamental to growth and

intellectual advancement.

As different nations tries to achieve the general objective of

development and progress the education system is a vital factor for a

successful attainment of the goal. Education system is the primary

investment in a nation’s political, economic, social, and moral

development. It calls for a sincere and full commitment in the part of

national leadership and all sectors of our society to give to the youth.
 The Philippine Education System has developed through the

years. Filipinos are motivated towards improving the quality of

education. This gives initiative for the Philippine Government to

utilize all available resources to provide the necessary assistance

needed in the reformation and development of education in the

country.

The Philippines has long been famous for its high level of

education (Nakanishi 1990). After Spain colonized the islands, more

than a few institutions of higher education were established (Tanodra

2003). During the 20th year century under US rule, the Philippines

absorbed the American System of formal education (Tanodra 2003).

Thereafter enrolment in higher education was relatively high

compared with other Southeast Asian Countries. This trend seems to

be continuing even in the 21st century.

Filipinos are known to be competitive in the international

community. However, the 10-year basic education of the Philippines

isn’t enough to achieve full development. In connection with this the

Philippine education system was enhanced from the 10-year basic

education to a 12-year course through the K-12 program. It is “the

most comprehensive basic education reform initiative ever done in

the country since the establishment of the public education system

more than a century ago” (SEAMEO INNOTECH 2012: Message from

the Department of Education).

The goal of K-12 Basic Education Program is to create a

functional basic education system that will produce productive and

responsible citizens equipped with the essential competencies and

skills for both life - long learning and employment. This objective of K-

12 Program is responsive to alleviate the poverty in the country. In

order to achieve these goals, the program has these following

objectives: To give every students an opportunity to receive quality

education that is globally competitive pedagogically sound curriculum

that is at par with international standards; To broaden the goals of

high school education for college preparation, vocational and

technical career opportunities as well as creative arts, sports and

entrepreneurial employment in rapidly changing and increasingly

globalized environment; and to make education learner-oriented and

responsive to the needs, cognitive and cultural capacity, the

circumstances and diversity of learners, schools and communities

through the appropriate language of teaching and learning, including

mother tongue as a learning resource. (Source: RA 10533)

Through the reformation of the Basic Education in the

Philippines, the country is catching up with the global standards in

secondary education and is attaching a high value to kindergarten.

The structure, curriculum, and philosophy of the education system

are undergoing improvement. The key points of K-12 Program are the

preparation for higher education, eligibility for entering domestic and

overseas higher educational institutions, and immediate

employability on graduating, and this all leads towards a holistically

developed Filipinos.

The implementation of K-12 program is a significant factor to

achieve Philippine Development. Though the government faces many

problems as it implements the program over the course of several

years, it is a necessary improvement since increasing the quality of

education is critical to the development of the Philippines.

The integration of the curriculum of K-12 Program is truly a

great help to all the students. But, then schools especially public

schools are not ready to ingest this program due to lack of resources,
facilities, and teachers. These are some of the concerns that the

program is facing as it is implemented, especially public schools in

Lucena City particularly Lucena City National High School (LCNHS)

Main Campus.

The Lucena City National High School (LCNHS) started as

Ibabang Dupay National High School (IDNHS) located at Ibabang

Dupay Lucena City. It was founded on July 16, 1993 through Republic

Act 1192. It was initiated by Dr. Leonora Guerrero, Division

Superintendent with the help of Dr. Azucena O. Romulo, Assistant

Schools Division Superintendent, Mrs. Evelyn Villarosa, Elvira Razon

Aranilla Elementary School (ERAES) Principal, formerly Ibabang Dupay

Elementary School. Mr. Ricardo Orinday, North District Supervisor

and Mr. Rolando Ingles, Parent- Teachers Association (PTA) President.

During the school year, Dr. Guerrero wanted to change the school’s

name as Science National High School but the students’ average did

not meet the required grade standard for Science Curriculum.

The IDNHS has only one building with two classrooms donated

by Cong. Jun Punzalan. The school ground was rice fields and

therefore, muddy. The school canteen was under the stairs, the
comfort rooms were improvised. In 1993, the school had only three

teachers, namely: Mrs. Agnes Encomienda, Mr. Ferdinand A. Metierre

and Mrs. Mina Importante. The pioneer teachers got their salary at

the Malacanang and it took a long time for them to get their salaries

with the great help of Mr. Ricardo Orinday. There were only 79 first

year students that time. After a couple of months, Mrs. Agnes

Encomienda left the school and Mrs. Filomena Bayani, a Science

Teacher came as a substitute and Mrs. Mina Importante was then

substituted by Mrs. Miami David, Mrs. Lolita Santa Ana was

appointed as an Officer-in-Charge and Division English supervisor.

In July 16 1994, new batch of teacher were appointed, they

were Mrs. Efipania F. Carandang, Mr Pablito R. Alay and Mrs.

Evangeline Nieva. Mrs Efipania F. Carandang as Teacher-in-Charge

and became a School head teacher in 1999, then a year after was

promoted as a school principal.

Due to the rising population of the students who wanted to

enrol and study at Ibabang Dupay National High School, different

extensions in Cotta and Dalahican were built. The computer room and
science laboratory were also constructed by Bonifacio Foundation of

the same year.

In 2002, through the resolution of the City Government of

Lucena Ibabang Dupay National High School (IDNHS) became Lucena

City National High School (LCNHS).

In three years’ time, another extension school was established

in Gulang-gulang under the supervision of Mrs Efipania Carandang.

Presently, the Lucena City National High School has a covered

court constructed during the administration of Mayor Ramon Y.

Talaga, Jr. There are already eight functional buildings and other

school amenities established for over twelve years of dedication

providing quality education. It envisions to develop young people

who are imbued with desirable traits, knowledgeable, productive,

skilful, creative and responsible students and citizen of the country

nurtured by competent and effective teachers supported by the

community.

The researchers are motivated to conduct a study in Lucena

City National High School in the implementation of K-12 program

 because it has a large population of students that is ideal for the

research study. And the school has a diversified cultural history that

can have a great impact on the result of this study that can be used

for future studies about K-12 Basic Education Program.

STATEMENT OF THE PROBLEM

This study will aim to determine the Status and Direction of K-12

Program in Lucena City National High School (LCNHS).

Specifically, it will seek to answer the following questions:

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

the following:

1.1. Age

1.2. Sex

1.3. Rank

1.4. Years of Teaching Experience

1.5. Specialized Subject

2. What is the status of Lucena City National High School’s

educational resources as to:

 2.1. School Facilities

2.1.1. Rooms

2.1.2. Computer Units and Projectors

2.1.3. Reading Materials and other References

2.1.4. Science and Computer Laboratories

2.2. Personnel

2.2.1. Number of Teachers per class

3. What is the perception of the respondents on the readiness

students in Lucena City National High School (LCNHS) to take

Senior High School Program in terms of:

3.1. Academic Performance

3.2. Skill Development

4. What are the benefits of the implementation of K-12 program to

the students of Lucena City National High School (LCNHS)?

RESEARCH PARADIGM

Independent Variable Dependent Variable

Readiness of Lucena City

National High School
(LCNHS) on K-12 Program Implementation of K-12
Program
- Facilities
- Teachers
- Benefits of the K-12
Program

Figure 1. Relationship of Variables

Figure 1 shows the relationship of dependent variable and

independent variable. The independent variable is the Readiness of

Lucena City National High School (LCNHS) on K-12 Program and the

dependent variable is the Implementation of K-12 Program. These

two variables will be the basis of the study of the status and direction

of K-12 program in LCNHS.

SIGNIFICANCE OF THE STUDY

Learning is the aspect of development that connotes modification of

behaviour, skills and knowledge that results from practice and experience

which sought for quality education.

The generalization of this present study would be a great contribution

to the vast knowledge in relation to student’s achievements. Vital results of

this investigation could be highly significant and beneficial to the following:

To the Government

This study will provide the necessary information that will

state a clear scenario of the current situation of the implementation

of K-12 program. Results will serve as a tool for the government in

monitoring and evaluating the program. It will also help them detect

any problems with its implementation.

To the Department of Education (DepEd)

As a basic political unit, concerned in education, DepEd is

characterized as primary planner and implementer of the policy of

the government. In this view, this study will be beneficial to all Local

Government Agencies especially the DepEd and their officials to

revisit their duties and responsibilities to perform their obligations to

all the Filipino students. And also it will serve as the basis of DepEd to

provide the necessary assistance needed by the schools in the

implementation of K-12.

To the Community

The community play a vital role in the development of every

learner. The school is part of the community so every parents of the

learner must know what the problems of the school are. So that they

will understand what is happening and what is the good solution to

that problem.

To Lucena City National High School

This will help the school to evaluate the students’

performance.

To the Teachers

Teachers serve as the instrument of the government to

implement of K-12 Program. They play an important role in the

 success of the program. The performance of the students lies in their

hands. Hence, this study will be an opportunity for Teachers to

evaluate the students’ performance. And also serves as a basis in

providing the necessary improvement in catering the need of their

students.

To the Students

This study will provide the students on how they can improve

their performance and a guide to become a competitive professional.

SCOPE AND LIMITATION

This study entitled “Implementation of K-12 Program in Lucena City

National High School: Status and Direction, will attempt to know the

condition of Lucena City National High School with regards to the

implementation of K-12 program. The study will be conducted and limited

only to Lucena City National High School and will cover the one-hundred

forty (140) teachers the exact population of teachers in Lucena City National

High School.
DEFINITION OF TERMS

For the purpose of clarification, the important terms used in this

study have been defined.

The following terms are:

Direction - is defined as the path that something takes, the

path that must be taken to reach a specific
place, the way in which something is starting to
develop or the way you are facing.

Education - is the process of facilitating learning, or the

acquisition of knowledge, skills, values, beliefs,
and habits.

K to 12 - is an education system under the Department

of Education that aims to enhance learners’
basic skills, produce more competent citizens,
and prepare graduates for lifelong learning and
employment. “K” stands for Kindergarten and
“12” refers to the succeeding 12 years of basic
education (6 years of elementary education, 4
years of junior high school, and 2 years of
senior high school).

Program - refer to the listing of the order of the pertinent

activities or plan by the Department of
Education which is essential for the
development of the department as well as the
learners.
Senior High School- covers the last two years of the K to 12
program and includes Grades 11 and 12. In SHS,
students will go through a core curriculum and
subjects under a track of their choice.
 Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter is an assessment of related literature and studies

which the researchers used in conceptualization and focusing on this

research. Books, magazines, and newspapers as well as internet were

utilized and information which has significance to the study were

carefully analysed to establish the credibility of the research

RELATED LITERATURE

Foreign Literature

Education is entirely one of the most important things that a

man can have. Through education, one gain knowledge and develop

skills that will enhance his ability and capability and may contribute

greatly to the country. As we all know, different countries value and

prioritize education through different ways or systems being

implemented.

According to the K-12 Education system by Dr. Patricia

Fioriello, in most countries, education is usually part of the top

priorities, which includes implementing better systems for the

children’s future, advanced learning systems and improving the

country’s academic curriculum. The K12 implementation is starting to

become widespread, not only because of the numerous advantages

that it has towards the overall education system, but it has also been

proven to be useful in preparing the children prior to college, if not,

fit to work. Some of the countries who are under this system are USA,

Australia, Singapore, Canada, India, Japan, China, Germany and the

Philippines.

Mostly the education system of many developing countries is

K-12 Education system in which being developed and adopted of

another country in terms of improvement to their education.

Trends in education come and go around the globe, but the

K12 education system continues to be the preferred mode of

education for children in developed nations around the world. The

benefits of K-12 education have been widely studied and confirmed

by countless researchers and in anecdotal evidence from millions of

success stories that have come from the education system in America

and other countries. K12 education is the term given to education

that includes both primary and secondary education. K in “K12”

stands for kindergarten, and the number 12 represents the highest

grade or year in most public school systems around the world. The

educational systems in America as well as those in Canada and

Australia are examples of the K12 education system. While the public

educational system in America is the K12 education system, there are

alternatives to K12 curriculum available for students. Many parents

and educators wonder just what the benefits of K-12 education truly

are and why the model continues to be preferred in so many nations

that place a high priority on the value of education. K12 Education

System was founded to provide K12 reviews and informative

information about the K12 method of education.

(http://k12educationsystem.com/about-k12-education-system/)

MBCTIMES.com enumerated the countries that have the best

education system. According to them, East Asian nations continue to

outperform others. South Korea tops the rankings, followed by Japan

(2nd), Singapore (3rd) and Hong Kong (4th). All these countries’

education systems prize effort above inherited ‘smartness’, have clear

learning outcomes and goalposts, and have a strong culture of

accountability and engagement among a broad community of

stakeholders.
 MBCTIMES.com quoted that “Achieving Educational Success

has found what seem to be the strongest factors in determining the

success of the education system and interestingly money spent is not

all that important! All of the best educated countries have education

of one of the most culturally important parts of life. In other words,

education is prized and parents, teachers and even students care

about the results. A trait of Educational Success is that teaching is

held in high regard as a career and brings elevated social status, even

if not necessarily being a well-paid career choice. A good education is

also prized socially and even children want to do well so that they can

be considered to be well educated”.

Local Literature

Education is the pathway for the poor to have an opportunity

for a life of human dignity. It is for them and the future generations of

Filipinos that we need to go forward and not take backward steps

again. The K-12 program will allow us to catch up with the rest of the

world and we need to do that now. “We need to start K+12 as early

as possible so we can produce high school graduates that are more

employable by the local and foreign industry”( Valisno,2012)

 The Philippine education system pursues the achievement of

excellent undergraduates in the elementary and secondary level. The

Department of Education pronounces the addition of two more years

in the basic education of students, which according to them will

benefit not only the Filipino youth but all the Filipino in the

Philippines. (Luistro, 2010)

The K-12 is not only focused on equipping students with

technical knowledge and skills through the tracks in senior high

school, but also prepares them to do authentic tasks in life with

understanding and realizations to motivate them to do so. (Bringas,

2015)

According to the Department of Education, the

implementation of such K-12 Program, the problem of unemployment

in the country will be resolved. In as much as employment in the

Philippines is concerned, the K12 education also responds to the fact

that most countries in the world already have the same plan in their

educational institutions. With this, the standards of these countries

go a notch higher than what the country has, thus, creating an

expansion in the global competency.

 As provided for by Republic Act No. 10533, one of the

objectives of the K-12 Program is to produce Grade 12 graduates with

real employment opportunities. This program covers Kindergarten

and 12 years of basic education (six years of primary education, four

years of Junior High School, and two years of Senior High School) to

provide sufficient time for mastery of concepts and skills, develop

lifelong learners, and prepare graduates for tertiary education,

middle-level skills development, employment, and entrepreneurship.

In this program, subjects are taught from the simplest

concepts to more complicated concepts through grade levels in spiral

progression. As early as elementary, students gain knowledge in areas

such as Biology, Geometry, Earth Science, Chemistry, and Algebra.

This ensures a mastery of knowledge and skills after each level. For

example, currently in High School, Biology is taught in 2nd Year,

Chemistry in 3rd Year, and Physics in 4th Year. In K to 12, these

subjects are connected and integrated from Grades 7 to 10. This same

method is used in other Learning Areas like Math.

Students in Grades 1 to 10 will experience an enhanced,

context-based, and spiral progression learning curriculum with the

following subjects: (1)Mother Tongue, (2)Filipino, (3)English,

(4)Mathematics, (5)Science, (6)Araling Panlipunan, (7)Edukasyon sa

Pagpapakatao (EsP), (8)Music, (9)Arts, (10)Physical Education,

(11)Health, (12)Edukasyong Pantahanan at Pangkabuhayan (EPP),

(13)Technology and Livelihood Education (TLE).

After finishing Grade 10, a student can obtain Certificates of

Competency (COC) or a National Certificate Level I (NC I). After

finishing a Technical-Vocational-Livelihood track in Grade 12, a

student may obtain a National Certificate Level II (NC II), provided

he/she passes the competency-based assessment of the Technical

Education and Skills Development Authority (TESDA). NC I and NC II

improves employability of graduates in fields like Agriculture,

Electronics, and Trade.

Each student in Senior High School can choose among three

tracks: Academic; Technical-Vocational-Livelihood; and Sports and

Arts. The Academic track includes three strands: Business,

Accountancy, Management (BAM); Humanities, Education, Social

Sciences (HESS); and Science, Technology, Engineering, Mathematics

(STEM). Students undergo immersion, which may include earn-while-

you-learn opportunities, to provide them relevant exposure and

actual experience in their chosen track. (http://www.gov.ph/k-12/)

 An article published by Philippine Star in 2013 states that to

enhance and build proficiency in every student, DepEd adds seven

more dialects under K-12 program through language as a medium of

instruction from Kindergarten up to Grade 3 as part of the Mother

Tongue-Based Education. These dialects are (1) Ybanag in Tuguegarao

City, Cagayan and Isabel; (2) Ivatan for the BatanesGroup; (3) Sambal

in Zambales; (4) Aklanon in Aklan; (5) Kinaray-a in Capiz; (6) Yakan in

ARMM and(7) Surigaonon in Surigao City. The 12 other local dialects

used in other Tongue Based-Multilingual Education are (1) Tagalog,

(2) Kapampangan, (3) Pangasinense, (4) Iloko, (5) Bicol, (6) Ceuano,

(7) Hiligaynon, (8) Waray, (9) Tausug, (10) Maguindanaoan, (11)

Maranao and (12) Chabacano (The Philippine Star, 2013)

Former Education Secretary of Education Armin Luistro (2013)

said that the use of the same language spoken at home, in early

grades, helps improve the pupil’s language and cognitive

development in addition to strengthening their socio-cultural

awareness.

The most discussed pitfall of the K-to-12 program is the

government’s ill-preparedness for the full-blown implementation of

the curriculum. In the updated PDP published in 2014, DepEd

reported that only 66,813 classrooms had been constructed since

2010. Curiously, the government also reduced the classroom backlog

estimate from 113,000 to only 66,800 in an apparent attempt to hide

the underperformance. In its latest report to Congress, DepEd states

that every additional year in the basic education system requires

20,000 to 28,000 public classrooms, translating to a 40,000-56,000

additional classroom shortage for the two-year Senior High School

program. As a result, the official classroom shortage, including the

requirements for the K-to-12 program, will reach over 95,000. DepEd

says that the implementation of the Senior High School program will

also require an additional 60,000 to 82,000 teachers. The K-to-12

program also requires the printing of a minimum of 60 million

textbooks, since textbooks designed for the previous 10-year

curriculum will be rendered obsolete. Given the fact that the annual

basic education budget has never reached 4 percent of the country’s

gross domestic product, much less the global standard of 6 percent,

there is a high probability that the shortages will go from bad to

worse after the full rollout of the K-to-12 program. While these

shortages and lack of preparation are enough to cause alarm, there

are still more pernicious aspects of the program that need to be

addressed. (Daily Inquirer, 2013)

RELATED STUDIES

Foreign Studies

In 2009 Rand Corporation conducted a study entitled

“Implementation of K-12 Program in Qatar’s School”. They assessed

and evaluated the status of the program as it is implemented

throughout the country. They also identify the problems and

prospects the program is experiencing.

In the study “Implementation of K-12 Reform in Qatar’s

Schools” by Rand Corporation in the year 2001, the Qatari leadership

asked the RAND Corporation to undertake a broad-based

examination of the nation’s kindergarten through grade 12 (K–12)

education systems and propose a strategy for reform. This request

was motivated by concerns that, in general, students were leaving

Ministry of Education schools without the academic proficiency

needed to pursue post-secondary education in Qatar or abroad and

without the skills needed for many high-demand, high-skill jobs in the

expanding economy. Building the capacity of each citizen would

enable Qatari nationals to take charge of the country’s rapid growth

and replace the foreigners who fill many managerial and professional

jobs because of the dearth of qualified Qataris.

After the Qatari leadership reviewed the options presented by

RAND on their study, they selected a system-wide structural reform

plan that encouraged qualified persons with innovative ideas

(including non-educators) to apply to run new government-funded

schools, called Independent schools, under contracts with the

government. They based the reform plan on four principles:

Autonomy - The Independent schools would operate

autonomously, subject to conditions specified in a time-limited

contract.

Accountability - The Independent schools would be held

accountable to the government through two mechanisms. First,

potential operators would apply to open an Independent school and

enter into a contractual arrangement. Second, each Independent

school would be regularly evaluated through a number of measures,

including standardized student assessments. Evaluation data would

be made available to all stakeholders; these evaluations would inform

parent school choice. Because funding was tied to enrolment, schools

would be accountable to parents and students.

Variety - Each Independent school would be free to develop

its own educational philosophy and operational plan, thereby

promoting variety. The contracting authority could also provide

incentives to ensure diversity.

Choice - Parents could use assessment data and other school

information to choose the school that best fit their children’s needs.

Competition for students would force all government-funded

schools—traditional and Independent—to be more responsive to

parents’ demands.

Embedded within the reform plan were the elements needed

to support these principles: Publicly funded but independently

operated new, innovative, and high-quality schools; Systematic,

objective monitoring and evaluation of school and student

performance through standardized assessments in four subjects—

Arabic, English, mathematics, and science; Instruction and

assessments built on internationally benchmarked curriculum

standards; A range of professional development opportunities for

teachers and administrators.

 In the study of RAND Corporation, they develop a program

which became known as Education for New Era. The institutions that

would drive this structural reform were founded: the Supreme

Education Council (SEC), which had general oversight responsibility;

the Education Institute, which was charged with developing

curriculum standards, chartering and overseeing the new

Independent schools, and supporting school improvement; and the

Evaluation Institute, whose mandate was to develop assessments,

collect data, and use those data to motivate the central reform goal

of improved student performance.

Rand Corporation concluded in their study entitled

“Implementation of K-12 Reform in Qatar’s Schools” that the K-12

program was working the early years and that more progress was

needed.

They stated that the key factors that the Qataris Leadership

should address. First, Limit policy changes. Second, Increased support

for school and teachers. Third, Review student-assessment policies.

Particularly those related to the use of English as the language of

instruction and testing. Finally, adopt approaches that encourage

parents to support high quality education for their children.

 Another study was conducted in Japan by Michael Leo Higgins

Entitled “The International Educational Initiatives Integrated K-12

Curriculum: Practical Aspects”. According to him The International

Educational Initiatives (I.E.I.) Integrated K-12 Curriculum was

originally designed and implemented for the Yuzhno-Sakhalinsk

International School in Sakhalin, Russia in 1991. Since that time, the

curriculum has been more fully developed, a number of changes and

improvements made, and the results of its implementation on the

students and communities, in both academic and affective terms,

have been documented and studied. The curriculum was further

adapted for the Daystar International School in Kumamoto, Japan. In

addition, I.E.I. has conducted teacher training in not only how to

implement this curriculum in particular, but also integrated curricula

in general in many places around the world. These include the

Townsend International School in the Czech Republic, the

PanchiganiBahá’í School in India, the Children’s Success Academy in

the United States, and others, including an on-going online teacher-

training program with participants from some 22 countries around

the globe. Higgins quoted that these experiences have given Higgins a

wealth of data on how this educational approach affects students,

teachers and the community. His paper will draw on his experiences

in these various locations so that he might better understand some of

the practical aspects of the teacher training required to effectively

work with the curriculum, the measurable effects on students in

terms of both behaviour and learning, and the effects of not fully

integrating (or eliminating) the spiritual and service foundations of

the curriculum. Higgins also considers the necessity of a complete

teacher-training (or re-training) program with appropriate

observation and follow-up to derive the maximum benefit from this

unique curriculum.

In the study of Michael Leo Higgins, he stated the goals that

guided the K-12 Program in Japan. These goals are: Developing critical

thinking skills and cooperative strategies to help train participants in

the principles of consultation so that they will be enabled to analyse

their environment and use this knowledge to develop solutions to the

challenges they identify; Provide a cooperative structure of education

where individual expression of ideas and opinions has its proper

place; Instil in the students ethical global, cultural and human values;

Awaken the individual’s intellectual, emotional, and moral capacities

and train his/her will.

 In connection with this Michael Leo Higgins give emphasis on

the teacher’s performances. He stated in his study that Teachers must

be trained or re-trained to understand the same pedagogy, and have

the same understanding of the vocabulary underlying the pedagogy.

Teachers need training in cooperative methods of instruction and

learning. They need training in ‘open classroom’ techniques and

classroom management in an integrated curricular atmosphere. They

also need specific training and practice in consultation methods.

Consultation needs to be practiced at all levels of the school program

so that students are both exposed to it and see it in practice.

Administrators and teachers need constant consultation and re-

visioning of the program itself. Some schools have a weekly session

where all of the staff states the vision and their understanding of it

again re-visioning what it is they are trying to do. Without doing that,

the way and the reasons behind the curricular path can become

obscured by the day-to-day struggles and challenges. Teachers need

to consult with each other constantly about what is happening in

their classes, what material is being presented and how they can

better cooperate to create a positive integrated learning

environment. Students and teachers need to consult weekly about

class problems or challenges and how they can work together to

overcome them. The school and the parents need to consult often so

that both the school and the parents can stay apprised of each

other’s environments and difficulties, as well as the positive

developments that are taking place within the home or classroom

with the children. Teachers, administrators, parents and students

need to learn what has been termed the ‘language of the virtues’ and

practice talking to each other in positive terms while drawing out the

best in each other.

Michael Leo Higgins also stated in his study that trainings of

both teachers and administrators need to be on-going. A quick

training session a few days before classes begin is not generally

enough. There are many pedagogical and methodological concerns

that need to be addressed and practiced and this usually takes ten

days to two weeks. Then, once the teachers and administrators have

been initially trained and the school year has started, it is best that an

observation by the teacher trainers takes place within the first three

months and adjustments or retraining/refinements made before the

school year gets too far along. Another observation should occur

towards the end of the school year. After the first school year under
such a program is finished, then there should be a time for reflection

and evaluation of how the curriculum was received, implementation

challenges, successes and triumphs of learning, and changes or

adjustments that need to be implemented in the second year, and a

plan made for polishing the understandings gained in the first year

with an additional training just before the second school year begins.

This cycle of training and observation is very important to keeping the

school and the program on track and the curriculum performing

optimally.

Michael Leo Higgins concluded in his study that the full

implementation of the curriculum (whether in English or another

language) by teachers trained in how best to use the curriculum and

adapt it to their unique surroundings will enable school to develop

and equip their students with the moral and intellectual tools that will

assist in changing a world of conflict into one in which the principles

of harmony and cooperation are paramount.

Local Studies

Lourd Greggory D. Crisol, MAELS1 and John Brian L. Alamillo

(2012) conducted a study entitled A Comparative Study of the

Attitudes between the Students and Teachers of Two Public

Elementary Schools in Northern Mindanao toward the K to 12

Curriculum Shift. The researchers found out that out of 85% of the

students still want to pursue their studies despite the change in the

curriculum. They recommended the school to have Orientations

about the K - 12 programs should be given to the students for them

to be motivated to continue their education. Teachers should find

ways for profession.

Marianne Joy B. Dagarag et. al. (2011) conducted a study

entitled Level of Readiness in Implementing the K-12 Curriculum in

Selected Private and Public Schools. The study aimed to determine

the level of readiness in implementing the K-12 Curriculum in the

select private and public schools in Cagayan de Oro City. The study

utilized the descriptive correlation method and data analysis. This

method of study was conducted in the selected three private schools

and another three public schools. The study revealed that in terms of

the level of preparedness of the private and public schools in

implementing the K-12 Curriculum, they were found to be very

prepared with their instructional planning, teaching pedagogy and

assessment. With regards to their level of preparedness in terms of

instructional materials, it turned out to be moderately prepared.

While the most frequently cited concern/ problem is the

unavailability and insufficiency of school facilities, equipment,

function rooms, updated references, textbooks for students and

teacher’s use, lesson guides and teachers’ manual. The

concerns/problems encountered in implementing the K-12 curriculum

exhibited significant difference when grouped according to age,

educational qualifications and teaching experiences. This implies that

the concerns and problems met by the respondents vary and differ.

In the study conducted by Nombrefia (2012) about Enhanced

K to 12 Basic Education Program: opportunities and challenges, the

rush implementation of the program may have unintended effects on

social equity if publicly funded. This is because many poor families do

not reach beyond the secondary level of educational attainment. In

addition, the revised curriculum is not yet fully tested. Finally, the

study also raised concerns about the many reforms the DepEd is

trying to implement all at the same time, including the

implementation of the K to 12 program, which might result in similar

reform failures in the past. It also expressed concern on the fact that
DepEd might lose administrative concentration by spreading itself too

thinly.

Katherine C. Tan (2011) conducted a research about

Implementation of K-12 Program in Sampaloc, Manila. Her study

attempted to determine the advantage and disadvantage and the

perspective of the parents regarding K-12 program. This study has a

descriptive method wherein data from documents were used to

answer the research question posed. Her study concludes the parents

of the students that are involved in the study said that the

implementation of K-12 program that it is a must, because the

primary objective of the program is to improve the quality of

education so that, when the students finished the basic education

they will be more productive.

The study of The Impact of implementation of K-12 by Aliento

and Paderagao (2012) they conclude that the most important

contribution of the program to the students is to provide their

abilities, and revolutionized the Philippines in terms of educational

attainment.
RELEVANCE TO THE STUDY

The literatures and studies included in this research play an

important part, in a sense that it will expand and explain things that

will further the information about the K-12 Program and will help the

researchers assess the current status of the K-12 program, project the

direction of the program, and increase the knowledge of the

researchers and readers as well.

 Chapter III
RESEARCH METHODOLOGY

This chapter contains the research design and the methodology that

will be used in the conduct of this study. It will incorporate the sampling

technique, source of data, the research subject, population of the study, and

the instrument that will be utilized in gathering data, as well as the statistical

tools that will be employed in processing the data. This chapter will; show

how the researcher came to the necessary data for this study, and how this

data will be analysed, interpreted and presented in the easiest way possible.

Research Design

The study will adopt a descriptive research design, a study designed

to depict the participants in an accurate way. More simply put, descriptive

research is all about describing people who take part in the study, through

survey. The questionnaires are made based on the issues and concern that

the researchers have found in the implementation of k-12 program in Lucena

City National High School (LCNHS). The design is chosen because survey is a
useful way to determine the status and direction of the implementation of k-

12 program in Lucena City National High School (LCNHS).

Research Locale

The study will be conducted at Lucena City National High school. It is

a public secondary high school supervised by the Department of Education

(DepEd) and is under the administrative supervision of DepEd Lucena. It is

located at Barangay Ibabang Dupay, Lucena City. The reasons why the

researchers choose the LCNHS are: its big population of students and its long

existence as one of the public schools in Lucena City.

Research Respondents

Lucena City National High (LCNHS) Main Campus has 140 teachers

and the researchers have decided to utilise the entire population to serve as

the respondents of this research study. The researchers are assured that the

respondents can make an assessment and evaluation on the status and

direction of the implementation of k-12 program on Lucena City National

High school (LCNHS).

Research Instrument

The researchers will use questionnaire in gathering data and will be

distributed to the respondents and will serve as the main instrument for the

research study. The survey questionnaires were divided in four (4) parts: The

demographic profile of the respondents; The current status of the

educational facilities and resources of Lucena City National High School

(LCNHS); the perception of the respondents on the readiness of students in

Lucena City National High School (LCNHS) in the implementation of K-12

Program; and The Benefits of the implementation of K-12 program in Lucena

City National High School (LCNHS).

Data Gathering

The researchers have followed certain procedures in the conduct of

this study.

1. Choose a certain title. It is a must that we choose a title for the study

and defend it to the panellist until it was approved.

2. Be evaluated by different professors. The researchers have consulted

many professors that they think is helpful for the study.

 3. Preparation of the instruments. Questionnaire is a principal tool in

gathering the data. The first draft was made in coordination with the

adviser so that the survey tool is reliable and valid.

4. Administering the pre-survey questionnaire. The researchers

personally distributed the pre-survey questionnaire to the selected

five (5) respondents in Gulang-Gulang National High School. Here, a

clear explanation of the purpose of the study was been indicated.

Confidentiality was given in order to assure cooperation and to avoid

inhibitions from the respondents in accomplishing the questionnaire.

5. Validating the instrument. After the distribution is the validation of

the pre-survey questionnaire. It is analysed and interpreted through

the data gathered and formulate the conclusions and

recommendations of this study.

Statistical Treatment

The mathematical procedure will be used to analyse the data to be

gathered from the questionnaire. The percentage formula will be utilized in

determining frequency distribution of the respondents on their demographic

profile and the weighted mean will assess the perception of the respondents
regarding to the status and direction of the implementation of k-12 program

in Lucena City National High School (LCNHS).

Percentage Formula

P= f x100 Where:
N P= Percentage
f= frequency
N= Number of
Respondents

Weighted Percentage Mean

WM= V1W1+V2W2+V3W3+V4W4+V5W5 Where:

Vn W= Unit Weight
Corresponding to the
Responses

V= Number of Responses

Vn= Total Number of

Respondents

Likert Scale

Range Unit Weight Verbal Interpretation

3.26-4.00 4 Strongly Agree
2.51-3.25 3 Agree
1.76-2.50 2 Least Agree
1.00-1.75 1 Disagree