1

CHAPTER 1

The Problem and Its Setting

Introduction

Changes in curriculum are inevitable to a changing country and to sustain

these changes, the government shall consider curricular innovations—a new and

enhanced curriculum that would progress the productivity among learners.

A recent change in the Philippine educational system was implemented in

2012 as President Benigno Aquino III signed the K to 12 Basic Education

Curriculum into law in May 15, 2013, adding three more years to the country’s

basic education curriculum. This new curriculum requires all Filipino students to

have one year of kindergarten, six years of elementary schooling (grades 1 to 6),

four years of junior high school (grades 7 to 10), and two years of senior high

school (grades 11 to 12)(theaasianparent.com). The curriculum aims to enhance

the learner’s basic skills, produce competent citizens and graduates for lifelong

learning and employment.

Program implementation in public schools is being done in phases starting

SY 2012–2013. Grade 1 entrants in SY 2012–2013 are the first batch to fully

undergo the program, and current 1st year Junior High School students (or

Grade 7) are the first to undergo the enhanced secondary education program. To

facilitate the transition from the existing 10-year basic education to 12 years,

DepEd is also implementing the SHS and SHS Modeling (www.deped.gov.ph).

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There are four "phases" during the implementation of the new system. These

are:

Phase I: Laying the Foundations. Its goal is to finally implement the

universal kindergarten, and the "development of the (entire) program".Phase II:

Modeling and Migration. Its goal is to promote the enactment of the basic

education law, to finally start of the phased implementation of the new curriculum

for Grades 1to 4 and 7 to 10, and for the modeling of the senior high

school.Phase III: Complete Migration. Its goal 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.Phase IV:Completion of the Reform. Its goal is to complete

the implementation of the K–12education system.

The K to 12 Basic Education Curriculum is believed to be the key to the

nation’s development. However, implementing a curriculum is not just as easy as

a piece of cake. There are several considerations involve. Problems are on the

way that hinder the implementation of the curriculum. Several trainings were

conducted to ensure the quality of the teacher’s implementation of the

curriculum.

The Calbayog City Division follows this law implemented as per the

DepEd memorandum. Calbayog City has 158 elementary schools over 10

districts. One of its districts is the Oquendo 1 District, having 16 schools. The

Oquendo 1 District comprises the neighboring barangays near the vicinity of

OquendoPoblacion.
 3

We are now on the fifth year implementation of the enhanced K to 12

Basic Education Curriculum. Evaluation is still an ongoing process. Before it was

implemented there are issues that concern the stakeholders. People were

wondering how the government prepared this sudden change in curriculum. The

instructional materials to be use like books, facilities, teachers, strategies are the

main concern on the implementation. Does the preparation met with the goal of

the curriculum? Were the trainings conducted for teachers were effective and

significant to teaching-learning process?

The researchers chose Oquendo 1 District to determine the status of

implementation of the K to 12 Basic Education Curriculum. Furthermore the study

also wants to ascertain recommendations for the improvement of

implementation.

Theoretical Framework

Following the approval of former President Benigno S. Aquino III last May

15, 2013 on the Republic Act 10533 or the Enhanced Basic Education Act of

2013, this study follows the status of the implementation of the new curriculum of

the Philippine educational system, the K to 12 Program.

Advanced in Section 1, Article XIV of the 1987 Philippine Constitution

which states that “The state shall protect and promote the right of all citizens to

quality education at all levels and shall take appropriate steps to make such
 4

education accessible to all” the new curriculum is designed to uphold education

as a basic right of the people and is regarded to be of prime importance to the

growth and development of a human-person and consequently of the country as

a whole. The realization of this constitutional provision has been the anchorage

of the curricula certainly after the conception of the 1987 constitution however,

the newly designed curriculum provided more than just ensuring the delivery of

this basic right to the citizen, but it sees instead how it could effect to the national

development. Such conception is a result of the decline of the quality of

education of the Philippines relative to the results of various international tests

particularly in math and science. International tests results like the 2003 Trends

in International Mathematics and Science Study (TIMSS) ranked the Philippines

23rd out of 25 participating countries in both Grade IV Math and Science

(National Center for Education Statistics).

The strength of a nation greatly depends on the strength of its education

system (Sergio 2012). Therefore, the demand for designing a curriculum is

deemed necessary to meet the current problem of the Philippine academe.

Henceforth, this study is anchored on the status of the implementation of the K to

12 Basic Education Curriculum particularly on some areas identified in the act

that affect the implementation and presents the current status of the curriculum.

Wherever the status maybe of the implementation of the K to 12 curriculum is

just a result of how far the bureau has strived to make the teachers being the

implementer meet the expectation of the program. And so, specified in Section
 5

12, Rule II of the DepEd Order 43 or the Implementing Rules and Regulations of

Republic Act No. 10533 pursuant to Section 16 of the act is

“To ensure that the enhanced basic education program meets the demand

for quality teachers and school leaders, the DepEd…shall conduct teacher

education and training programs…”

The demand for providing trainings is to acquaint all implementers of the

curriculum with the content and pedagogy like the necessary teaching strategies

to be applied to carry out the expected learning competencies. The trainings shall

be conducted to old and newly hired teachers and school leaders. The provision

in both the act and the IRR ensures that there will be a coherent result between

the planning and the implementation through the effort of the bureau in preparing

the implementers with the details of the new curriculum through information

dissemination and trainings conducted for such purposes.

As Hostede pointed out (in Lumbera 2011), the success of an organization

is determined by its implementation of program 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. And so with this, following the enactment of the act is

the designing of the Implementing Rules and Regulations (IRR) of Republic Act

No. 10533 as per the DepEd Order No. 43, s. 2013 where the carefully cited

provisions in the law is defined.

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In realization to this provisions are the trainings conducted to equip the

implementers with one of the apparent changes in the new curriculum, the

medium of instruction pursuant to sections 4 and 5 of the Act, basic education

shall be delivered in language understood by the learners as language plays a

strategic role in shaping the formative years of the learners (Section 10.4, Rule

II).

According to Global Partnership for Education in theory, children whose

primary language is not the language of instruction in school are more likely to

drop out of school or fail in early grades. Research has shown that children’s first

language is the optimal language for literacy and learning throughout primary

school (UNESCO 2008a). Research also suggests that engaging marginalized

children in school through mother-tongue based, multilingual education (MTB-

MLE) is a successful model (Benson &Kosonen, 2013; Yiakoumetti, 2012).

Mother language or mother tongue refers to the language that a child first

learned or which the child uses most. For the purpose of the act, this also

includes the sign language used by individuals with disabilities. This shall be

used as the medium of instruction and as a subject from grades 1 to 3, while

English and Filipino shall be used from grades 4 to 10 (DepEd Order 31, . 2012).

Furthermore, UNESCO has encouraged mother tongue instruction in

primary education since 1953 (UNESCO, 1953) and UNESCO Highlights the

advantages of mother tongue education right from the start, and children in

multilingual education tend to develop better thinking skills. In other words, MTB-
 7

MLE design is directive to one of the principles of education that states to “begin

where the teachers are”. Teachers can never allow to feed students with

knowledge to which it has no orientation therefore, to introduce mother tongue to

at least the primary years of the students and slowly build up a smooth transition

in introducing to the second languages which in this case Filipino or English.

Amplifying this, Felicitas E. Pado believes that one does not learn in a

language that he or she does not understand. When a beginning learner thinks,

he uses the language that he grew up with: in this case the mother tongue (L 1).

By employing mother-tongue as a medium of instruction for the early years of

students in formal schooling the students themselves to express their ideas and

feelings freely without the fear of being wrong communicatively; it allows them

express their culture and develop among themselves an awareness and

appreciation of their culture (Pado) thus, making mother-tongue instruction

culture responsive and sensitive.

Peter Oliva, a renowned curricularist once said that curriculum change is

inevitable, necessary and desirable. Societal development and knowledge

revolution come so fast that the need to address the changing condition requires

a new curriculum design. In the advent of the 21st century, it is no longer enough

to just get something from the book, what is important are the life skills (Luistro,

2016) therefore the K to 12 program. Standing by the fact that there is a great

need to meet the demand of the 21st century, the new curriculum is expected to

deliver as much skills and competencies necessary for this era however, the task
 8

of advancing this does end only up to the conception of philosophical, mission

and vision and guidelines as basis of implementation; a more prudent look for the

preparedness carried over, transition, means of delivering pedagogical content of

the curriculum, and follow-up trainings for the teachers must be ensured if only to

assure the desired outcome.

Conceptual Framework

This study aims to identify the status of the implementation of the K to 12

Basic Education Curriculum in Oquendo I District, Schools Division of Calbayog

City. The diagram below shows the extent to which the researchers have focused

in identifying the status of the implementation of the curriculum. The first box

shows the input of the study which consist of the personal profile of the

respondents and the perception of the respondents to the implementation of the

program while the second box shows the processes that this study has taken to

translate the gathered data into interpretive information through the use of

statistical treatments. It is connected by an arrow from the input to show that it

depends on the participation of the data collected through survey. Both the input

and process boxes are affected by feedbacks from external environment not

necessarily part of the data gathering procedure. Moreover, the process box is

connected to the output box to which the interpreted data will be transformed to

sound conclusions including the identification of the problems and solutions of

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and for the program, testing of the null hypothesis and supplying

recommendations for policy direction.

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Statement of the Problem

This study aimed to determine the status of the implementation of the K to

2 Basic Education Curriculum of the Kindergarten to Grade 5 teachers in

Oquendo I District, Schools division of Calbayog City with end view of proposing

recommendations for policy directions.

Specifically, it sought to answer the following questions:

1. What is the profile of the Kindergarten to Grade 5 teachers in Oquendo 1

District, Schools, Division of Calbayog City in terms of the following

1.1 Age

1.2 Sex

1.3 Highest educational attainment

1.4 Grade level taught

1.5 Position

1.6 Years in teaching profession

1.7 Relevant trainings attended

2. What is the status of the implementation of the K to 12 Basic Education

Curriculum in Oquendo 1 District, Schools Division of Calbayog City as a

perceived by the respondents themselves in terms of the following

2.1 Preparedness
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2.2 Information dissemination

2.3 Medium of instruction

2.4 Trainings conducted

3. Is there significant difference between the profile of the respondents and

the above-mentioned variables?

4. What are the problems encountered and the suggested solutions by the

respondents in the implementation of the K to12 Basic Education

Curriculum?

5. Based on the findings of the study, what recommendations for policy

directions can be proposed?

Null Hypothesis

There is no significant difference between the profile and the perception of

the respondents to the status of the implementation of the K to 12 Basic

Education Curriculum particularly on the areas of preparedness, information

dissemination, medium of instruction and trainings conducted.

Significance of the Study

This study aimed to find out the status of the implementation of the K to 12

Basic Education Curriculum of the Kindergarten to Grade 5 teachers in OquendoI

 13

District, Schools Division of Calbayog City. The result of which shall benefit the

following:

Teachers.This study shall make them realize their state preparedness in

the new curriculum. With these information, they shall make ways to be updated

and be abreast to the new program of the Department of Education, particularly

on things like how to address the existing problems in the implementation of the

new curriculum.

Students. This research will help students particularly those in Oquendo I

District to inform about the new curriculum. With such knowledge, it would be

easy for them to adjust to new curriculum.

Researchers. This research will be of great help for future researchers as

reference material for thorough understanding of the K to 12 program.

Scope and Limitation of the Study

This study mainly focuses on the status of the implementation of the K to

12 Basic Education Curriculum in Oquendo I District, Schools Division of

Calbayog City. It gathered the personal variables of the teachers. The variables

in this study include their age, sex, highest educational attainment, grade level

taught, position, years in teaching profession, relevant trainings attended in

relation to K to 12 Basic Education Curriculum. The respondents’ profile variables

were correlated to the status of implementation of the K to 12 basic Education

Curriculum. The respondents of this study were all the elementary school
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teachers of all public elementary schools in Oquendo I District, Division of

Calbayog City. The status of the implementation of the K to 12 Program was also

identified in terms of the following areas: preparedness, information

dissemination, medium of instruction, and trainings conducted based on the

perception of the respondents. This was conducted in the month of February to

March 2017.

Definition of Terms

To facilitate the readers’ understanding of the contents of this study, the

researchers included the operational and conceptual definition of the following

terms:

Areas.These refer to the four variable of the study namely: preparedness,

information dissemination, medium of instruction and, trainings conducted.

Dialect.A form of language that is used and to which the students conform

for everyday communication.

Early Adulthood. It is a stage of life between 20 and 45 years, when

adolescents become more independent and explore different life possibilities.

First Language.Also native language or mother tongue. The first

language learned and used by the students.

Implementation of K to 12 Program. In this study, the term applies only

to the selected elementary public schools in Oquendo I District.

 15

Implementer. This refers to all teacher-respondents of this study who

implements the new curriculum.

Information Dissemination.Refers to the state of mass-wide campaign of

the government, particularly the Department of Education, in spreading the news

of the implementation of the K to 12 program.

Instructional Facilities.The basic structure such as classrooms that are

needed for formal schooling.

Instructional Materials.The tools for delivering the lessons of the teacher

effectively.

Learning Materials.Learning tools such as books and multi-media

needed to aid students in comprehension of the lesson.

Medium of Instruction.Refers to the design of instruction utilized in the K

to 12 program: its effect to the implementation.

Pedagogy.It is the discipline that deals with the theory and practice of

education; it thus concerns of how best to teach.

Preparedness.Refers to the degree of preparation made about by the

department of education and implemented prior to the full implementation of the

program.

School Leaders.Superintendent, principals, subject area coordinators

and other instructional leaders (Rule III, Section 12.3).

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Second Language.The second language of an individual that is not

actually learned or used first but he/she could utilize and understand in

communication.

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.

Trainings Conducted. Refers to the pre and follow-up trainings

conducted by the department in orienting the implementers with the

implementation of the curriculum.

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CHAPTER 2

Related Literature and Studies

Related Literature

Perceived by the Aquino administration to be the long-term solution in the

perennial problem of poverty in the country, the Republic Act 10533 or The

Enhanced Basic Education Act of 2013 or commonly referred to as the K to 12

Program was signed on May 15, 2013.

The vision is theoretically good but before it was even signed several has

critiqued its sanctity as a means to accomplish its end goal, poverty reduction. As

to Sergio (2011), the educational reform faces a great challenge in different parts

such as curriculum redesigning, hiring of teachers to implement the new

curriculum, training these teachers prior to the implementation and building the

necessary infrastructure.

Compared to other countries’ educational system, the ones Philippine has

is comparatively of great threat to be debilitating because of certain issues which

were somehow observed by the past administration hence, the K to 12.

In the presentation of former education secretary Bro. Armin Luistro, he

forwarded that there was development in the implementation of the K to 12

Program particularly on the provision of the fundamental education inputs this

includes the preparedness of DepEd in its implementation manifested by the

filled 128,055 new teacher items and construction of 88,805 classrooms all from
 18

2010-2014. Amid criticism, the secretary welcomed dialogue in discussing about

the program (http://www.deped.gov.ph/press-releases/deped-gears-k-12-full-

implementation).

Preparation-wise, Tan (2011) forwarded out four phases of the

implementation of the curriculum and the second stage deals more on the

promotion and enactment of the basic education law which means the beginning

of the actual implementation off the new curriculum. Furthermore, despite the

statement of the preparation of the government in the implementation of the

program a question on the readiness of the group of implementers, the schools

shall be asked next. In light with this, High (2012) cited that readiness also

includes the readiness of the child, the school for the children and the ability of

the community to support the optimal early child development. Additionally,

Porter (2008) argued that school readiness also comprises the educational,

social and personal resources to develop the attributes of the learner such as

social and emotional competencies. This is also true in the writings of High

(2012) when he said that school readiness is the responsibility of the school to be

ready for children at all levels.

In the Philippine Online chronicles (2011), the DepEd argues that the k to

12 Program will be the solution to yearly basic education problems and the

deteriorating quality of education. In relation to this, International tests results like

2003 TIMSS (Trends in International Mathematicsand Science Study) rank the

Philippines 34th out of 38 countries in HS II Mathand 43rd out of 46 countries in

HS II Science; for grade 4, the Philippines ranked23rd out of 25 participating

 19

countries in both Math and Science. In 2008, evenwith only the science high

schools participating in the Advanced Mathematicscategory, the Philippines was

ranked lowest. And so with this, In San Diego City Schools recognize that

effective professional development must be focused on schools themselves. This

could mean providing trainings and support for instructional leaders (teacher).

The schools believe that effective professional development must be focused on

schools and based in daily classroom practice.

Fullan (2008) mentioned that teacher need to do more learning on the job

thus, trainings for professional development. They need to access to other

colleagues in order to learn from them. However, devoting teachers to be

proficient, Webster-Wright (2009) concluded that quality professional

development must integrate theory with practice and enabling teachers to make

ongoing decisions about their classroom practices within the context of deeply

understood relevant theory.

In planning and programming, Hughes (2009) stressed that an effective

learning environment is an environment where students and teachers constantly

interacts and therefor maximizing the capability of the students to express their

ideas. 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.
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Related Studies

In the research study of Armando Beracis (2014) focused on the

preparedness of Teachers and parents in the Implementation of the K to 12

Program in the District of Sto. Nino, Division of Samar. He found out that the

perception of the teacher-respondents on their preparedness in the

implementation of the K to Basic Education Curriculum were highly prepared.

Both elementary and secondary school teachers are united in their

understanding of the implementation of the K to 12 Basic Education Curriculum.

They differ when it comes to equipment and facilities, as well as budget

allocation. This can be explained by the varying demands and requirements

which are complicated in the secondary level.

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.

Canizo (2016) concentrate in his study on the awareness, preparedness

and needs of the K to 12 Senior High School Modeling Implementation in

Western Visayas. His findings revealed that the lead implementers are much

aware of the background and rationale of the program. Consequently, Robinson

and Timperley (2009) observed five key areas for leadership roles. These include
 21

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.

On the other hand a study of Combalicer (2016) on best practices and

problems in the initial implementation of the K to 12 curriculum among teachers

in Infanta Quezon focused on the teacher preparation/readiness, curriculum

enhancement, and students’ preparation/readiness. Based on his findings, there

were no identified best practices in learning resources as well as teaching

strategies and techniques in the five areas mentioned. He revealed in his findings

that teachers are in need of adequate trainings and seminars about the latest

innovations in teaching, especially nowadays that students are engaged in

technology. In this manner they will be equipped and be abreast of the latest

strategies and methodologies in teaching.

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.

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CHAPTER 3

Methodology

This chapter presents the methods and procedures used in the conduct of

the study. It included the research design, locale and time of the study, the

respondents, sampling technique, the instruments data gathering procedure and

statistical treatment employed.

Research Design

The researcher of the study used to descriptive-correlation method in

gathering the data. Descriptive-correlation research aimed to describe the

dependent variable with that of the independent variable (Rosenthal and

Rosnow, 2002). It was used because it is one that helped to determine if two or

more variables are associated with each other by explaining their relationship but

necessarily implying that this relationship is also a cause.

The study looked the personal profile of the teachers. The variables in this

study included their age, sex, educational attainment, grade level taught,

position, teaching experience and relevant trainings attended in relation to K to

12 Basic Education Curriculum. The respondents of this study were all the

elementary school teachers of all public elementary schools in Oquendo I

District, Division of Calbayog City. This was conducted in the month of February

to March 2017.
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Locale and Time of the Study

The study is all about the implementation of the K to 12 Curriculum. This

study was conducted inOquendo District I, Schools Divisions of Calbayog

Cityfrom February 17-March 11, 2017.

The schools covered of this study were: Begaho Elementary School,

Oquendo Central School, Cabugawan Elementary School, Cagbilwang Primary

School, Mawacat Elementary School, Panlayahan Elementary School, Cabatuan

Elementary School, Mantaong Elementary School, Cag-anibong Elementary

School, Sigo Elementary School,Pilar Elementary School, Bayo Elementary

School, Dawo Integrated School, Macatingog Integrated School, and Roxas II

Elementary School.
24
 25

Respondents of the Study

The respondents of this study are composed of 100 elementary school

teachers in the 15 elementary schools in Oquendo I District, Schools Division of

Calbayog City. 15 schools were chosen out of the 16 elementary schools in

Oquendo one in order to attain the total number of respondents. 1 school was not

chosen deliberately because of its remote location and the absence of the

teachers when the researcher visited the school. Table 1 presents the distribution

of respondents.

Table 1
Frequency and Percentile Distribution of the Respondents of the Study

Schools
Begaho Elem. School
OquendoCentral School
Cabugawan Elementary School
Cagbilwang Primary School
Mawacat Elementary School
Panlayahan Elementary School
Cabatuan Elementary School
Mantaong Elementary School
Cag-anibong Elementary School
Sigo Elementary School
Pilar Elementary School
Bayo Elementary School
Dawo Integrated School
Macatingog Integrated School
Roxas II Elementary School
Total
F %
7 8.05
15 17.24
3 3.45
3 3.45
7 8.05
5 5.75
8 9.20
2 2.30
1 1.15
8 9.20
5 5.75
2 2.30
5 5.75
11 12.64
5 5.75
87 100
 26

Sampling Procedure

This study focused on identifying the status of the implementation of the K

to 12 Program by the elementary and primary school teachers in Oquendo I

District. 87 teachers from 15 schools out of 16 were selected as respondents of

this study.

Instrumentation

The instrument designed by the researcher seeks to identify the status of

the implementation of the K to 12 Program. The questionnaire is made up of 4

parts:

The profile of the respondents, their perception on the status of the

implementation of the K to 12 Basic Education Program, problems encountered

and, solutions and recommendations for the problems encountered. The first part

seeks to get the personal data of the respondents relevant to the research

particularly in identifying if whether or not there is a significant difference between

the profiles of the respondents and the status of the implementation in terms of

the given areas.

The second parts meanwhile pursues on collecting data in identifying the

status of the program in terms of preparedness, information dissemination,

medium of instruction and, trainings conducted.

 27

The third part of the instrument particularly identifies the prevailing

problems in the implementation by supplying them and allowing the respondents

to mark problems that the respondents personally encounter in the

implementation process.

The fourth part presents the possible recommendations and/or solutions

for the encountered problems.

Validation of the Instrument

The researchers designed the instruments needed for this study. The

instrument was subjected to validation to ensure that it will exhibit the needed

objective result for this study through its answerability and understandability for

the part of the respondents. To ensure so, the researchers conducted a dry-run

in Sinidman Occidental Elementary School and Sinidman Oriental Elementary

School where ten (10) elementary teachers were selected to answer the

questionnaire. The questionnaire is answerable, objective, and understandable

for the respondents as far as there were no erroneous parts in the questionnaire

were noticed by the selected respondents for the dry-run except from

typographical errors.

The result of the validation was not used as data for this study and the

respondents are not part of the study as the schools selected are from Oquendo

II District while the locale of the study is in Oquendo I District.

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Data Gathering Procedure

Through the permission letter signed by the researchers, adviser of the

study/the Schools Division Superintendent of Schools Division of Calbayog City

and approved by the respective principals or officer-in-charge of the selected

schools, the researchers of this study gathered the necessary data for this study

answerable by the teachers of the teachers from Kindergarten to grade 5.

Statistical Treatment

In order to come up with a valid result of the study, the researchers employed

the following statistical treatment for describing the data collected from the

respondents.

1. Frequency and percentage distribution was employed for this study in

interpreting the data collected from the profile of the respondents which

included their age, sex, highest educational attainment, grade level taught,

position, years in teaching experience and relevant trainings attended using

the formula:

P = f / N (100)

Where: P=computed percentage

f= frequency for each group

N=total number of respondents

 29

100= as the constant multiplier to get the percentage.

The same statistical treatment was used to rank the data from the profile.

2. Weighted mean distribution was used in treating collected personal data of

the respondents regarding their age, years in teaching profession, and

relevant trainings attended or those which has range. It was also used to

identify the perception of the respondents with regards to the status of the

implementation of the program in the given areas of preparedness,

information dissemination, medium of instruction and, trainings conducted

using the formula:

WM=∑FM / N

Where: WM=computed weighted mean

∑=summation symbol
F= Frequency
M= Midpoint
N= Total number of respondents
The following scale was used in this study to interpret the weighted mean:

Table 2

Weighted Mean scale

RANGE INTERPRETATION Code
4.60-5.00 Very Highly Effective VHE
3.60-4.59 Highly Effective HE
2.60-3.59 Effective E
1.60-2.59 Moderately Effective ME
1.00-1.59 Not Effective NE
 30

3. T-test was used to test the null hypothesis of the study. The formula used

was:

X1-X2
2 2
t= SDSD
1 2
N1N2
t= t value

X1= Arithmetic mean of first variable (Profile)

X2= Arithmetic mean of second variable (Area)

SD12= Variance of the first variable (Profile)

SD22= Variance of the second variable (Area)

N1= Number of cases of the first variable (Profile)

N2= Number of cases of the second variable (Area)

To interpret the computed T value, the researcher will set the level of

significance at 0.05 level of significance for two-tailed or 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.

The computer was used in this part to minimize the possibility of human error.

Microsoft Office Excel was used to statistically treat the data collected.
 31

CHAPTER 4

Presentation, Analysis and Interpretation of Data

This chapter presents a detailed presentation, analysis and interpretation

of the data collected from the survey conducted by the respondents to the

teacher-respondents from Oquendo I District.

Demographic Profile of the Teacher-Respondents

Table 3
Percentile and mean distribution of the demographic profile of respondents
Respondents
Profile Mean
F %
20-29 31 35.63
30-39 17 19.54
Age 40-49 23 26.44 37.37
50-59 15 17.24
60-69 1 1.15
Female 73 83.91
Sex
Male 14 16.09
BD 48 55.17
MU 35 40.23
H-Ed. Legend:
MD 3 3.45
Attainment BD—Bachelor’s degree
DDU 1 1.15
DD 0 0.00 MU—Masters Unit
MD—Master’s Degree
Kinder 10 11.49
DDU—Doctorate Degree Unit
G1 10 11.49
DD—Doctorate Degree
G2 14 16.09
Grade Taught T1—Teacher 1
G3 15 17.24 T2—Teacher 2
G4 15 17.24 T3—Teacher 3
G5 23 26.44 MT1—Master Teacher 1
T1 51 58.62
T2 20 22.99
Position
T3 14 16.09
MT1 2 2.30
0-10 50 57.47
Years in 11—20 16 18.39
12.57
Profession 21-30 15 17.24
31-40 6 6.90
0-5 87 100.00
Trainings 2.5
6—10 0 0.00
11-above 0 0.00
 32

Age.The table below reveals that most of the respondent-teachers are in

the age bracket of 20-29 (35.632) with a mean of 37.37. This means that most of

the teachers in Oquendo I District are in their early adulthood stage. Meanwhile,

26.44% or 23 of the respondents are in the age bracket of 40-49, 19.54% or 17

respondents are in the age bracket of 30-39, 17.24% or 15 of the respondents

are in the age bracket of 50-59, while the least of the number of respondent is in

the bracket of 60-69 with 1 respondent or 1.15%.

Most of the respondents of the study are categorically young therefore,

there is still a large room for developing their professional skills and enhancing

their proficiency in developing themselves as teachers. A long time of exposure

to the field of teaching will considerably be a positive result to be being in the

age-bracket of 20-29 years old. This means that they have a longer experience

to have with in teaching.

Sex.The table above shows that majority of the teacher-respondents are

female with population of 73 or 83.90% than males with the population of 14 only

16.09%. This means that the teaching profession is female dominated. While

there is a sexual prejudice that male are less passionate and patient than

women, this conception is a stereotype.

Highest EducationalAttainment. After undergoing a statistical treatment,

result showed that most or 48 (55.17%) of the respondents are Bachelor’s

Degree (BD) holder. 35 of the respondents or 40.22% has Master’s Unit (MU)

while 3 or 3.45% of the respondents has Master’s Degree and 1 or 1.15% of the
 33

respondents has Doctorate Degree Unit (DDU). None from the respondents has

Doctorate Degree.

Holding a bachelor’s degree and passing the Teachers Licensure

Examination will qualify an individual to become a teacher however, in pursuit to

provide a more quality education teachers should consider furthering their

pedagogical skills thru graduate studies not only for the reason of promotion but

professionally, for expanding their teaching competence if only to give quality

education for the learners.

Grade level Taught. According to the table above 26.44% or 23

respondents out of 87 total numbers are teaching grade 5, while an equal

17.24% or 15 teachers are teaching grades 3 and 4 followed by 16.09% or 14

teachers in grade 2 and an equal percentage of 11.49% or 10 teachers are

teaching in Kindergarten and grade 1.

Position.The table aboveshows that most or 51 (58.62%) of the teacher-

respondents of this study are Teacher-1 (T1). The second of the most are

Teacher-2 (T2) with 20 respondents or 22.99%, followed by 14 respondents or

16.09 who are Teacher-3 (T3), while there are only 2 respondents or 2.30% who

are Master Teacher-1 (MT1).

Inasmuch as the result is concerned, more than half of the teachers in

Oquendo I District belongs to the lowest position in teaching profession, this

means, as per the next table, most of the teachers are new in the profession or,
 34

relevant to the result in table 6, the teachers in Oquendo I District needs to

further their professional lives.

Teaching Experience. The table above shows that most or 50 of the

elementary teacher-respondent had 0-10 year of teaching experience (57.47%).

It provides a mean of 12.57 years. The result indicates that most of them have

been in service for a short period of time. 16 or 18.39% on the other hand has a

teaching experience of 11-20 years, while 15 (17.24%) of the respondents has

21-30 years of teaching experience and 6 or (6.9%) has 31-40 years of teaching

experience.

Considering that more than half of the respondents are in the teaching

profession for quite a short period of time (0-10 years), it would be enough to say

that statistics-wise there is still a need for the teachers in Oquendo I District to

gain more experience in the field of teaching in order to gain more pedagogical

skills and competence.

Relevant Trainings Attended. The table above manifests that all of the

respondents of the study belong to the bracket of 0-5 trainings attended relative

to the implementation of the K to 12 program. The result is a good manifestation

that somehow the teachers, prior to the implementation of the new curriculum

were already sent to trainings to be informed, taught and oriented with the advent

of K to 12. Apparently, there is a sheer difference from the study of Armando

Beracis(2014) where survey showed that 71.32% of the respondents had not

attended any trainings or seminars relative to the implementation of the

 35

curriculum. His study was conducted in School Year 2013-2014. However,

despite all of the respondents being on the bracket of 0-5 trainings, this also

suggests that there should be even more trainings to be conducted for the

implementers of the curriculum for them to fully grasp the mission, vision, goal

and philosophy of the K to 12 program.

Perception of the Respondents on the status

of the Implementation of the K to12
Basic Education Curriculum

Presented herein is the statistical result of the survey and interpretation of

the status of the implementation of the K to12 BEC in the identified areas

namely: preparedness, information dissemination, medium of instruction, and

trainings conducted.
 36

Table 4
Statistical presentation of the perception of the respondents in terms of
preparedness of the implementation of the K to 12 BEC

Areas Statements WM Interpretation

There are books printed and distributed to

1
support the implementation of the program. 3.11 E
The books distributed are free from any
2 issues affecting the implementation of the
program. 3.24 E
Support materials were provided prior to the
3
implementation of the program. 2.63 E
Preparedness

New facilities relative to the new curriculum

4
were provided prior to the implementation. 2.69 E
There are enough teachers to implement the
5
program. 3.22 E
The teacher has sufficient knowledge about
6 the guidelines of the implementation of the
program. 3.45 E
Preparatory adjustments were made to
7
emphasize the readiness of the teachers. 3.30 E
A clear transition between the old and new
8
curriculum was evident. 3.40 E

Overall Weighted Mean 3.13 E

RANGE INTERPRETATION Code
4.60-5.00 Very Highly Effective VHE
3.60-4.59 Highly Effective HE
2.60-3.59 Effective E
1.60-2.59 Moderately Effective ME
1.00-1.59 Not Effective NE

Table 4 above shows the status of K to 12 program in terms of its

preparedness. Overall, as per the perception of the respondents, the status of

the K to 12 showing its readiness received an overall weighted mean of 3.13

which means that the preparedness is effective (E).

 37

All statements in preparedness area were perceived by the respondent

statistics-wise as effective. Particularly, the item where the teacher has sufficient

knowledge about the guidelines of the program received the highest weighted

mean of 3.45 which means they were knowledgeable about the guidelines of the

program and the campaign to inform the implementer is at least effective enough

to inform them with the technicalities of the new program. The item on transition

of old and new curriculum provision also received a weighted mean of 3.40. True

enough in the guiding principles of the K to 12 program presented in the

Discussion Paper on the Implementation of the K to 12 Basic Education

Program (2010) curriculum change is two-fold: enhancement an transition

management. The latter would be the enhancing the basic education system of

the country to par with other international educational system because in the

Southeast Asian region alone, it is only the Philippines which got a 10 year basic

education cycle, while others has 11 to the needed international basic education

cycle of 12 years. While the second fold of curriculum changes, K to 12

principles-wise means that DepEd, prior to the implementation of the new

curriculum has carefully sequenced already an implementation plan to ensure

smooth transition from the old to the new curriculum, the K to 12.

Further, the statement on the printing and distribution of books to support

the implementation of the program is perceived as effective with a weighted

mean of 3.11 however, it should also be made clear and be followed up if the

books printed and distributed are actually distributed to the students.

 38

The item on the provision of new facilities in aid of the implementation and

provision of support materials received the lowest weighted means of 2.69 to

2.63 respectively. It is evident therefore that although the preparation was

effective as per the perception of 87 teacher-respondents, if the curriculum

targets holistic development of human-person, more preparation should have

been implemented like the curriculum support as per the K to 12 curriculum

framework.

As part of the bigger basic education reform, presented in the Discussion

Paper on the Implementation of the K to 12 Basic Education Program (2010) is

the guiding principle that to meet the needed educational reform means

consideration also of vigorous effort to provide adequacy of inputs this includes

human resource and facilities like classrooms and ancillaries for teaching-

learning process such as seats and water and sanitation facilities. Further, the

study of Katigbak (2011) cited that instructional materials facilitate, accelerate

and make learning experiences more concrete, meaningful and enjoyable.

Receiving an overall weighted mean of 3.57, the area of information

dissemination of the K to 12 program is perceived by the respondents as with

highly effective status.

 39

Table 5
Statistical presentation of the perception of the respondents in terms of the
information dissemination of the implementation of the K to 12 BEC

Statements
Areas WM Interpretation
Informational media regarding the new
1 3.39
curriculum were provided. E
The nature of the new curriculum was
2
presented prior to the implementation. 3.46 E
Orientation to the advantages and
3
Dissemination

disadvantages of the program. 3.52 E

Information

Information campaigns to inform the

4
teachers with the details of the program. 3.61 HE
The teachers are made aware of the
5
reason of change of curriculum. 3.75 HE
Orientation to the similarities and
6 differences of the old and new
curriculum were presented.
3.60 HE
Teachers were oriented to the new
7
features of the program. 3.67 HE

Overall Weighted Mean 3.57 HE

RANGE INTERPRETATION Code
4.60-5.00 Very Highly Effective VHE
3.60-4.59 Highly Effective HE
2.60-3.59 Effective E
1.60-2.59 Moderately Effective ME
1.00-1.59 Not Effective NE

The statements; teacher made aware of the reason of curriculum change

and orientation of the new features of curriculum received the highest weighted

means of 3.75 and 3.60 respectively or highly effective which means that there

were enough and highly effective information dissemination about the curriculum.

It is sufficient in other words to say that of all the teachers in Oquendo I

District, do know the problems posed by the old curriculum that demanded the

educational system to have an educational reform.

 40

The area of medium of instruction on the other hand was perceived by the

respondents as effective (E) with an overall weighted mean of 3.39.

Table 6
Statistical presentation of the perception of the respondents in terms of the
medium of instruction of the implementation of the K to 12 BEC

Statements
Areas WM Interpretation
The medium of instruction is
1 culture-responsive and culture-
sensitive. 3.56 HE
The medium in books is
2
understood by the learners. 2.97 E
The teachers are equipped with
Medium of Instruction

3
instructions to use in MTB-MLE. 3.30 E
Mother tongue facilitates student's
4
learning. 3.56 HE
The medium of instruction prepares
5 students to develop communication
skills in Filipino and English. 3.29 E
The medium of instruction
promotes active interaction
6
between the teacher and the
learners. 3.66 HE
Mother tongue as vehicle to teach
7
mastery of other subjects. 3.48 E
The students exhibit effective
8
communication skills. 3.29 E
Overall Weighted Mean
3.39 E
RANGE INTERPRETATION Code
4.60-5.00 Very Highly Effective VHE
3.60-4.59 Highly Effective HE
2.60-3.59 Effective E
1.60-2.59 Moderately Effective ME
1.00-1.59 Not Effective NE

Designed following Mother-Tongue-Based—Multi-Lingual Education, most

of the respondent agreed that the design promotes active interaction between the

teacher and the learners with 3.66 weighted mean. Using the first language (L1),
 41

particularly from Kinder to grade 3, the teacher can freely deliver the discussion

with the student having the full control of their own language therefore, an active

interaction.

The statements language as culture-responsive and sensitive, and mother

tongue as a means to facilitate student’s learning received an equal perception

with weighted mean of 3.56 or highly effective, while mother-tongue as vehicle to

teach mastery of other subjects received 3.48 weighted mean, down to the

medium of instruction exhibiting effective communication skills of the learners

which received 3.29 weighted mean.

In as far as the statutory provision in section 2c, RA 10533, “make

education…responsive to the cultural capacity...through languages of teaching

including mother-tongue...” the perception of the respondents on the medium of

instruction amplifies the categorical effect of the use of mother tongue as medium

of instruction. By definition, the law defines mother-tongue as the first language

learned by a child, which he/she use most including sign language. Furthermore,

culture-wise, the perception of the respondents to the medium of instruction as

culture responsive and sensitive which was perceived to be highly effective

somehow manifests the success of the standards and principles of the

Department of Education in developing the enhanced basic education curriculum

on the culture sensitivity of K to 12 thru instruction (Section 6b, DO 43 s, 2013).

This is also true to the principle of education which directs the teachers to start

where the learners are. As forwarded by Pado, “one does not learn in a language

that he does not understand. When a beginning learner thinks, he uses the
 42

language that he grew up with.” She even accentuated the point that L 1 is an

expression of one’s culture and it develops among learners the sense of culture.

The least to be perceived as effective with the weighted mean of 2.97 is

the statement that the medium in books is understood by the learners. This may

either because the dialect being used in the books are not actually designed to

suit to the actual language of the students of Oquendo I District which is waray-

waray, the lingua franca of Samar. Or it may either be that the teachers would

find hard to translate the technical terms in the mother language from the second

languages.

Among the four areas provided to be perceived by the respondents in

terms of their status of implementation, the area of trainings conducted relevant

to the implementation of the new curriculum is perceived to have the highest

status of implementation with the perception of highly effective (HE) as all 9

statements provided were perceived to be highly effective as well.

Survey showed that the 87 respondents perceived the training and

seminars conducted as a help for teachers for coping with the new curriculum as

highly effective with a weighted mean of 3.92. Furthermore, four statements

received equal weighted mean of 3.7 or highly effective: trainings and seminars

present the approaches and strategies needed for the implementation of the

program, orientation of the significant differences between the old and new

curriculum, trainings prepared teachers in adopting the new curriculum and, the
 43

trainings and seminars as mean to inform teachers with the details of the

program.

“To ensure that the enhanced basic education program meets the demand

for quality teachers…the DepEd…shall conduct teacher education and training

programs, as specified: in-service training on content and pedagogy…, training of

new teachers…” (Section 7, RA 10533). The DepEd categorically considers

trainings for the teachers as essential for helping teachers cope with the new

curriculum and also teach them with necessary strategies needed to employ to

achieve the targeted competencies and pedagogical skills.

 44

Table 7
Statistical presentation of the perception of the respondents in terms of the
trainings conducted of the implementation of the K to 12 BEC

Areas Statements WM Interpretation

The trainings were conducted prior to the

1 implementation of the program.
3.76 HE
The trainings and seminars helped the
2 teachers cope with the new curriculum.
3.92 HE
Presentation of approaches and
3 strategies needed for the implementation
of the program. 3.71 HE
Trainings Conducted

Orientation to the significant differences

4 between the old and new curriculum.
3.70 HE
The ideas taught in the trainings were
5 evident in the implementation process of
the program. 3.63 HE
The trainings were thorough to
6 understand the details of the program.
3.57 HE
The trainings prepared the teachers in
7 adopting the new curriculum.
3.67 HE
The trainings informed teachers with the
8 details of the program.
3.70 HE
The trainings discussed clearly the
9 provisions in the law and Implementing
Rules and Regulations. 3.54 HE
Overall Weighted Mean 3.69 HE
RANGE INTERPRETATION Code
4.60-5.00 Very Highly Effective VHE
3.60-4.59 Highly Effective HE
2.60-3.59 Effective E
1.60-2.59 Moderately Effective ME
1.00-1.59 Not Effective NE

Overall, the areas presented to be perceived by their status were

collectively perceived as effective (E) with a general weighted mean of 3.45.

 45

Table 8
Overall mean distribution on the status of the implementation of the K to 12 BEC
on the areas of preparedness, information dissemination, medium of instruction
and, trainings conducted.

Areas Mean Interpretation

Preparedness 3.13 E
Information Dissemination 3.57 HE
Medium of Instruction 3.39 E
Trainings Conducted 3.69 HE
Total Mean 3.45 E
RANGE INTERPRETATION Code
4.60-5.00 Very Highly Effective VHE
3.60-4.59 Highly Effective HE
2.60-3.59 Effective E
1.60-2.59 Moderately Effective ME
1.00-1.59 Not Effective NE

Problems encountered and Solutions

The following table shows the ranking of the problems encountered

by the implementer in the implementation of the K to 12 program as

presented before the research instrument and solutions identified for these

problems.
 46

Table 9

Ranking of the problems encountered by respondents in the

implementation of the K to 12 BEC.

Problems F % Rank
Lack of instructional materials to support the
1 implementation. 73 83.91 1
The books contain technical error like grammar, dates
2 and facts. 65 74.71 2
The teachers selected to participate in the trainings are
3 not carefully chosen. 56 64.37 3
Lack of instructional facilities built or provided before the
4 implementation like computer laboratories 54 62.07 4
5 Hefty paperwork, requirements and activities. 46 52.87 5
Lack of infrastructure provided before the
6 implementation like classrooms. 44 50.57 6
The trainings failed to inform the details of the new
7 curriculum. 39 44.83 7
8 Lack of textbooks provided prior to the implementation. 38 43.68 8.5
No follow up trainings were conducted after the outset
9 of the curriculum. 38 43.68 8.5
Production of the locally created teaching and learning
10 materials as per the contextualization principle. 36 41.38 10
11 Lack of number of teachers. 29 33.33 11
The book provided uses different dialect which
12 consequently hinders comprehension. 25 28.74 12
Difficulty in building transition between the first
language of the learner to the second language as the
13 learner proceed to grade 4. 23 26.44 13.5
14 Lack of orientation to the new curriculum. 23 26.44 13.5
15 Complex and meticulous design of the curriculum. 13 14.94 15
16 Difficulty in delivering the lessons in mother tongue. 11 12.64 16

Overall, 73 respondents or 83.91% of the respondents agreed that lack of

instructional materials provided to support the implementation is the main

problem in the K to 12 program in Oquendo I District. This perception could be

attributed to the high regard of the teachers in the use of instructional materials to
 47

both efficiently and effectively deliver the lesson and its motivational function to

the student particularly on the current curriculum where there is a need for the

relating the subject matter to the students hence, instructional materials. This

finding is supported by the findings of other studies of which instructional

materials are of great effect to teaching-learning process especially for the

development of students’ abilities in acquiring necessary competencies.

Further, the second most agreed upon problem encountered in the

implementation of the K to 12 program is the technical issues in the books with

65 respondents agreeing or 74.71%, while the third mostly occurring problems in

the implementation is the statement “not careful selection of attendees for

trainings and seminars for the program” which got 56respondents or 64.37%

agreeing. These problems are not severe in nature and are all likely to be

corrected by little intervention but still could hinder the implementation in way that

it may be misinterpreted by the implementer or it may fail to achieve the actual

intentions of the trainings respectively and therefore practically a waste of time

and funds. Consequently, 54 respondents or 62.07% agreed that instructional

facilities like computer laboratories are important in the implementation of the

curriculum considering that it seeks a technologically literate children as problem.

Additionally,Beracis (2014) on his study said forwarded that K to 12 BEC is

based on the premise of constructivism ergo, requiring students to experience

hands-on instruction hence, laboratories should be present in the

implementation. Lack of infrastructural input like classroom is at the same time

considered as a problem with half of the respondents identifying it as such.

 48

52.87% of the respondents on the other hand agreed that the hefty paperwork,

requirements, and activities of the K to 12 Basic Education Curriculum as a

problem in the problem. This problem provides a divisive part for the implementer

between their actual obligation and the requirement of the new curriculum.

Additionally, the least to be perceived as problem in the implementation with only

11 or 12.64% respondents seeing it as such is the item saying that the delivery of

the lesson in mother-tongue is a difficulty in the implementation. This maybe

because it allows instead the teachers to implement the lesson more effectively.

As equally responding to the primary problem encountered by the

respondents, the same identified that the provision of instructional support

materials to implement the desired competencies of the curriculum as the

primary solution for addressing the problems of the curriculum. Whereas,

therecommended curriculum has already been designed to cover the holistic

development of the learner, instructional support materials coming from the

national office, along with other instructional materials distributed such as books

may also be provided to supplement the curriculum.

 49

Table 10

Ranking of the solutions suggested by the respondents in the implementation of

the K to 12 BEC.

Solutions f % Rank
Provide instructional support materials to
implement the desired competencies of the
1 curriculum. 75 86.21 1
Conduct more trainings in order to train the
teachers with the approaches needed to achieve
2 the desired competencies. 70 80.46 2
3 Distribute more textbooks. 69 79.31 3
Build more instructional facilities to aid the
4 implementation. 63 72.41 4
Lessen the meticulous design of the curriculum to
lessen the hefty works and activities of the
5 teachers. 56 64.37 5
The language or dialect in the books must be
contextualized to the first language of the
6 learners. 51 58.62 6.5
Reorient the teachers to the details of the new
7 curriculum. 51 58.62 6.5
8 Build more classrooms. 45 51.72 8
Select thoroughly the participants to be sent to
9 the trainings and seminars. 34 39.08 9.5
10 Multi-grade teaching must not be used. 34 39.08 9.5
Use only English and Filipino (Tagalog) as
11 medium of instruction from kinder to grade six. 32 36.78 11
Use mother tongue as medium of instruction from
12 Kinder to grade six. 27 31.03 12

Significant Difference Between the Profile of

the Respondents and the Status of the Implementation
of the K To 12 Basic Education Program

Table 11 below shows the relationship between the profile of the respondents

and their perception on the status of the implementation of the K to 12 BEC in

 50

terms of preparedness, information dissemination, medium of instruction and

trainings conducted.

It can be seen from the table that the area of information dissemination

shows that there is no significant difference between the profiles of the

respondents manifested by a computed t value of -1.85 at the .05 level of

significance. The overall result showed however that there is a significant

difference between the profile and the perception of the respondents in the status

of the implementation of the K to 12 BEC with a t value of -2.38 at .05 level of

significance. This only goes to show that the status of implementation is

independent from the profile of the implementers. Considerably, the null

hypothesis stating that there is no significant difference between the profile of the

respondents and status of the implementation of the K to 12 Basic Education

Curriculum particularly on the areas of preparedness, information dissemination,

medium of instruction and trainings conducted was rejected.

This only shows that K to 12 is dependent to the degree of preparation

particularly on trainings and curriculum design prepared by the national office or

offices concerned and not so much with the personal profile of the implementers.

Somehow, implementers are just as good as the preparation and design of the

curriculum recommended to them.

 51

Table 11

T-test in the relationship between the profile of the respondents and the
status of the implementation of the K to 12 BEC in terms of preparedness,
information dissemination, medium of instruction and trainings conducted.

Profile

Educatio
Compu Compu
Grade Teaching Relevant ted t
nal ted t
Areas Age Sex Attainme
level Position experien trainings
taught ce Attended sub- grand
nt
total total

Compu Compu Compu Compu Compu Compu Compu

ted t ted t ted t ted t ted t ted t ted t

Preparedn
-3.02* -3.01* -2.88* -3.75* -2.63* -3.02* -3*
ess -3.04*
Informatio
n
-0.25ns -2.6* -2.55* -1.82ns -2.09ns -1.82ns -1.82ns
Dissemina
tion -1.85ns
Medium
-2.38*
of ns
-2.49* -2.49* -0.41 -2.49* -2.49* -2.49* -2.48*
instructio
n -2.19*

Trainings
Conducte -2.43* -2.42* -2.35* -2.42* -2.43* -2.43* -2.42*
d
-2.41*
Legend: * = Significant at .05 level

ns= Not Significant

 52

CHAPTER 5

Summary of Findings, Conclusions and Recommendations

This chapter presents the summary of findings and conclusions based on

the data collected and interpreted in the previous chapter. This also provides the

recommendations drawn from the study for policy direction of the K to 12

Program.

Summary of Findings

This study is aimed to determine the status of the implementation of the K

to 12 Basic Education Curriculum of the Kindergarten to Grade 5 teachers in

Oquendo I District, Schools Division of Calbayog City. Particularly, it sought to

answer the following questions: What is the profile of the Kindergarten to Grade 5

teachers in Oquendo I District in term of age, sex, highest educational

attainment, grade level taught, position, years in teaching profession and,

relevant trainings attended; What is the status of the implementation of the K to

12 Basic Education Curriculum of the Kindergarten to Grade 5 teachers in

Oquendo I District, Schools Division of Calbayog City in terms of preparedness,

information dissemination, medium of instruction and, trainings conducted; what

are the problem encountered and the suggested solutions by the respondents in

the implementation of the K to 12 Basic Education Curriculum? Based on the

survey conducted as means of collecting data to answer these questions, the

findings were summarized as follows:

 53

1. The respondents are generally in their early adulthood stage or in the

stage bracket of 20-29 as the bracket has the frequency of 31 or

35.63% with a weighted mean of 37.37. While most of the

respondents are generally female with frequency of 73 or 83.91%,

there are only 14 males in the respondents or 16.09%. Meanwhile,

most or 55.17% (frequency of 45) of the respondents are just

Bachelor’s Degree holder while those who are master’s unit earner,

Master’s degree holder and Doctor’s degree unit earner are just

40.23% (35 frequency), 3.45% (3 frequency) and, 1.15% (1

frequency) of the total respondents respectively.

2. The perception of the respondents on the status of the implementation

in terms of the preparedness of the implementation of the program as

EFFECTIVE with a weighted mean of 3.13, while the area of

information dissemination was perceived as HIGHLY EFFECTIVE

with a weighted mean of 3.57. The medium of instruction on the other

hand was perceived as EFFECTIVE in usage for the new curriculum

with a weighted mean of 3.39 and the area of trainings conducted was

perceived by the respondents as HIGHLY EFFECTIVE with a

weighted mean of 3.69. Generally, the status of the implementation of

the K to 12 Basic Education Curriculum of the kindergarten to Grade 5

teachers in Oquendo I District, Schools Division of Calbayog City was

perceived by the respondents as EFFECTIVE with an overall mean of

3.45.
 54

3. There is a significant differences between the profile of the

respondents and the status of the implementation of the K to Basic

Education Curriculum manifested by the computed T value of -2.38 for

all areas over the profile of the respondents in 0.05 level of

significance in a two-tailed test hence, rejecting the null hypothesis.

4. The lack of instructional materials to support the implementation of the

curriculum was identified by 73 respondents or 83.91% as the top

most prevailing problem in the implementation of the curriculum. It is

followed by books containing technical errors like grammar, dates

and, facts with frequency of 65 or 74.71%, the teachers selected to

participate in the trainings are not carefully chosen with frequency 56

or 64.37%, while the lack of instructional facilities built or provided

before the implementation of the curriculum was ranked as the 4 most

prevailing problem in the implementation. The hefty paperwork,

requirements and activities off the new curriculum is in the 5th position

with 46 respondents agreeing, 50.57% and 44.83% were perceived to

be the sixth and seventh top most prevailing problems in the

implementation, these were: lack of infrastructure provided before the

implementation like classrooms and the trainings failed to inform the

details of the new curriculum respectively. The problems: lack of

textbooks provided prior to the implementation and no follow up

trainings were conducted after the outset of the curriculum were equal

in perception of the respondents with 43.68% in agreement. The

 55

production of the locally created teaching and learning materials as

per the contextualization principle, lack of number of teachers and the

book provided uses different dialect which consequently hinders

comprehension were the 10th, 11th and 12th most prevailing problems

in the implementation with 41.38%, 33.33% and, 28.74% percentile

rating. Tied in 13.5 most prevailing problems are: difficulty in building

transition between the first language of the learner to the second

language as the learner proceed to grade 4 and lack of orientation to

the new curriculum. While the least to be perceived as problems in the

implementation are the complex and meticulous design of the

curriculum and difficulty in delivering the lessons in mother tongue

with percentile rating of 14.94% and 12.64% respectively.

5. Provision of instructional support materials to implement the desired

competencies of the curriculum was perceived by the respondents to

be the most significant solution to the problems in the implementation

of the curriculum with 82.21% percentile rating. Conduct more

trainings in order to train the teachers with the approaches needed to

achieve the desired competencies is ranked second (80.86%),

distribute more textbooks being third (79.38%), build more

instructional facilities to aid the implementation is fourth (72.41%),

lessen the meticulous design of the curriculum to lessen the hefty

works and activities of the teachers is fifth (64.37%). The language or

dialect in the books must be contextualized to the first language of the

 56

learners and reorient the teachers to the details of the new curriculum

were both rank 6.5 of the solutions perceived to be in effect to the

problems encountered by the respondents. Further, building more

classrooms is in rank 8, followed by the tied position in 9.5 of selecting

thoroughly the participants to be sent to the trainings and seminars

and multi-grade teaching must not be used. The least to be perceived

as solutions on the other hand were of 36.78% and 31.03% which

were to use only English and Filipino (Tagalog) as medium of

instruction from kinder to grade six and to use mother tongue as

medium of instruction from Kinder to grade six.

Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. The respondents are generally in their early adulthood age, mostly

females, educationally qualified, most are grade five teachers and

teacher 1, with little teaching experience and with little to none training

attendance.

2. The status of the implementation of the K to 12 program is effective.

3. There is a significant difference between the profile of the

respondents and the status of the implementation of the K to Basic

Education Curriculum.
 57

4. The mostly prevailing problems encountered by the respondents in

the implementation come from the failure of the department such as,

lack of provided instructional materials and infrastructure construction.

5. The mostly agreed upon solution to address the encountered

problems in the implementation is to provide instructional support

materials to implement the desired competencies of the curriculum.

Recommendations

From the drawn conclusions, the following recommendations are directed

for policy direction and improvement of the curriculum:

1. There is a need for the teachers to develop their professional skills by

pursuing to graduate studies to gain more pedagogical skills to

implement effectively and efficiently the curriculum.

2. More comprehensive trainings are needed to educate the

implementers with the concept, details, updates, content and

necessary teaching strategies to be employed in the curriculum

implementation.

3. The attendees for the trainings and seminars relevant to K to 12

program shall be carefully chosen to guarantee that the attendees will

be able to get the purpose of such and will be able to re-echo what

was talked about to the attendees’ co-teachers.

 58

4. The teachers are willing enough to implement the curriculum but they

need to be provided with necessary instructional materials along with

the recommended curriculum to effectively achieve the targeted goal.

5. Infrastructures relative to education like classrooms and computer

laboratories and science laboratories must be provide in aid of

instruction especially in consideration of the philosophy of

constructivism to which hands-on instruction is deemed necessary.

6. Informational media such as communication industries, electronic

media, press, radio and television shall be used extensively to

disseminate information about the k to 12 program particularly to all

teachers and also for the reach of all concerned including parents and

students.

7. The medium of instruction in books shall be made contextualized. It

should be designed to the first language of the learners which in this

case waray-waray.

8. Numbers of activities, hefty paperwork, and requirements asked for

different purposes compromises the time of teachers in conducting

what they are actually supposed to do as implementers of curriculum.

Too much requirements, activities and works may be lessen in order

for teachers to have time in actual teaching rather than dividing their

time on these numbers of works.

 59

REFERENCES

“Professional Development System”, (San Diego Institute for Learning,

URFMP25SchoolPrograms.pdf).

Benefits of the K to 12 Curriculum for Filipino students!

<ph.theaasianparent.com>

Benson, C., &Kosonen, K. (Eds.) (2013). Language issues in comparative

education: Inclusive teaching and learning in non-dominant languages and
cultures. Rotterdam: Sense Publishers.

Beracis, Armando A. (2014). “Preparedness of the Teachers and Parents

in the Implementation of the K to 12 Program in the District of Sto. Niṅo, Division
of Samar” Master’s Thesis, Northwest Samar State University, Calbayog City

DepEd Discussion Paper on the Enhanced K to12 Basic Education

Curriculum Program (2010).

DepEd Order 43, series of 2013: Implementing Rules and Regulations on

the Implementation of the Republic Act 10533 Otherwise Known as the
Enhanced Basic Education Act of 2013

Felipe, Abraham I. and Carolina C. Porio (2011) “The DepEd’s Arguments

on the Implementation of K to 12”, Philippine Online Chronicles.

High, L. (2012) School Readiness and Teaching and learning in the

interactive classroom. Advances in Physiology Education, 30, 135-140.

http://www.deped.gov.ph/#twitter

http://www.globalpartnership.org/blog/children-learn-better-their-mother-
tongue#main-content

http://www.thesaurus.com/browse/information%20media

Kosonen, K. (2005). Education in local languages: Policy and practice in

Southeast Asia. First languages first: Community-based literacy programmes for
minority language contexts in Asia. Bangkok: UNESCO Bangkok.

Lacorte, Emelita (2013). “Readiness Of The Teachers On The

Implementation Of K To 12 Program In Selected Private And Public Schools In
Lucban ,Quezon” Master’s Thesis, Polytechnic University of the Philippines-
Open

National Center for Education Statistics.Highlights from the Trends in

International Mathematics and Science Study 2003.December 2004
 60

Pado F. The Mother Tongue-Based Multi-Lingual Education (MTB-MLE) in

the K to 12 Program University of the Philippines

Republic Act 10533: The Enhanced Basic Education Act of 2013

Sergio M. (2011) K to 12 Reform: Problems and Prospects.Gibn Vol. 8. IX

The k to 12 Basic Education Program <www.deped.gov.ph>

UNESCO (1953). The Use Of The Vernacular Languages In Education.

Monographs On Foundations Of Education, No. 8. Paris: UNESCO.

UNESCO (2008a). Mother Tongue Matters: Local Language as a Key to

Effective Learning. Paris: UNESCO.

Webster-Wright (2009). “Fixed- versus random-effects models in meta-

analysis: Model properties and an empirical comparison of differences in results”,
British Journal of Mathematical and Statistical Psychology, 62, 97-128.

Yiakoumetti, A. (Ed.) Harnessing Linguistic Variation To Improve

Education. Rethinking Education Vol. 5. Bern: Peter Lang.
 61

APPENDIX A

Republic of the Philippines

Northwest Samar State University
Main Campus, Calbayog City
Actualizing visions.
Harnessing potentials.
Improving lives.
College of Education
February, 2017

Elementary School Principal

Oquendo District I
Sir/Madam,

Devoted in furthering the policy direction on the implementation of the K to 12

Basic Education Curriculum, the undersigned researchers of Bachelor in Elementary
Education of Northwest Samar State University would like to ask your permission to be
allowed to conduct a survey to your teachers this to
validate their research instrument in order to come up with an objective and sound result
for the research entitled “Status of the Implementation of the K to 12 Basic
Education Curriculum in Oquendo I District, Schools Division of Calbayog City” in
the subject Professional Education 8: Curriculum Development. Rest assured that
whatever data they will supply to this study will be treated with confidentiality.
Thank you very much.
Truly yours,

SGD. JEFFREY L. SUMAYANGSGD. ZAIRAH Y. DISBARRO SGD. LANEVIE Y. PONTINES

(Researcher) (Researcher) (Researcher)

SGD. MAY ANGELA G. JADULCO SGD. WELNAR M. MALOLOY-ON

(Researcher) (Researcher)

Noted:

SGD. DR. RAUL D. AGBAN

Curriculum Development Adviser

Approved:
___________________________
Elementary School Principal
APPENDIX B
 62

Republic of the Philippines

Norwest Samar State University
COLLEGE OF EDUCATION
Calbayog City

February , 2017

To the respondent,
Devoted in furthering the policy direction on the implementation of the K to
12 Basic Education Curriculum, the undersigned researchers of Bachelor in
Elementary Education of Northwest Samar State University would like to solicit
your earnest responses to the questions hereunto in order to come up with an
objective and sound result for our research entitled “Status of the
Implementation of the K to 12 Basic Education Curriculum in Oquendo I
District, Schools Division of Calbayog City” in the subject Professional
Education 8: Curriculum Development Rest assured that whatever data you will
supply to this study shall be treated with confidentiality.
Thank you very much.

Truly yours,

SGD. JEFFREY L. SUMAYANG

(Researcher)

SGD. ZAIRAH Y. DISBARRO

(Researcher)

SGD. LANEVIE Y. PONTINES

(Researcher)

SGD. MAY ANGELA G. JADULCO

(Researcher)

SGD. WELNAR M. MALOLOY-ON

(Researcher)

QUESTIONNAIRE
 63

I. Personal Profile
Direction: Please fill in the needed data or check the box as the case
may be.

Name (Optional)
________________________________________________

Age: Sex: Male Female

Highest Educational Attainment: Bachelor’s Degree

Master’s Unit
Doctorate Degree Unit
Doctor’s Degree
Others:

Grade Level Taught:

Position:
Years in Teaching Profession:
School:

Relevant trainings and seminars attended:

II. The status of the implementation of the K to 12 Basic Education

Program.
Direction: below are statements in relation to the status of the
implementation of the k to 12 program on certain areas. Read each item
carefully and rate the status of the program according to the scale provided
below by checking the responding box:
5---Very highly effective 4---highly effective
3---Effective 2---Moderately effective 1---Not
effective
 64

Areas Statements 5 4 3 2 1

There are books printed and distributed to

1
support the implementation of the program.
The books distributed are free from any
2 issues affecting the implementation of the
program.
Support materials were provided prior to the
3
implementation of the program.
Preparedness

New facilities relative to the new curriculum

4
were provided prior to the implementation.
There are enough teachers to implement the
5
program.
The teacher has sufficient knowledge about
6 the guidelines of the implementation of the
program.
Preparatory adjustments were made to
7
emphasize the readiness of the teachers.
A clear transition between the old and new
8
curriculum was evident.

Areas Statements 5 4 3 2 1
Informational media regarding the new
1
curriculum were provided.
The nature of the new curriculum were
2 presented prior to the implementation.
Orientation to the advantages and
Dissemination

3
Information

disadvantages of the program.

Information campaigns to inform the teachers
4 with the details of the program.
The teachers are made aware of the reason
5
of change of curriculum.
Orientation to the similarities and differences
6 of the old and new curriculum were
presented.
Teachers were oriented to the new features of
7
the program.
 65

Areas Statements 5 4 3 2 1
The medium of instruction is culture-
1
responsive and culture-sensitive.
The medium in books is understood by the
2
learners.
The teachers are equipped with instructions
Medium of Instruction
3
to use in MTB-MLE.
Mother tongue facilitate student's learning.
4
The medium of instruction prepares students
5 to develop communication skills in Filipino
and English.
The medium of instruction promotes active
6 interaction between the teacher and the
learners.
Mother tongue as vehicle to teach mastery of
7
other subjects.
The students exhibit effective communication
8
skills.

Areas Statements 5 4 3 2 1
The trainings were conducted prior to the
1
implementation of the program.
The trainings and seminars helped the
2
teachers cope with the new curriculum.
Presentation of approaches and strategies
3 needed for the implementation of the
Trainings Conducted

program.
Orientation to the significant differences
4
between the old and new curriculum.
The ideas taught in the trainings were evident
5
in the implementation process of the program.
The trainings were thorough to understand the
6
details of the program.
The trainings prepared the teachers in
7
adopting the new curriculum.
The trainings informed teachers with the
8
details of the program.
The trainings discussed clearly the provisions
9 in the law and Implementing Rules and
Regulations.
 66

III. Problems encountered

Direction: What are the problems that you encountered in the
implementation of the new curriculum? Check (/) the corresponding box if you
encounter the following situations/conditions listed in the table, write
otherwise your problems in preceding lines if it is not listed.

Mark
Problems
check
1 Lack of instructional materials to support the implementation.
2 The books contain technical error like grammar, dates and facts.
The teachers selected to participate in the trainings are not carefully
3 chosen.
Lack of instructional facilities built or provided before the
4 implementation like computer laboratories
5 Hefty paperwork, requirements and activities.
Lack of infrastructure provided before the implementationlike
6 classrooms.
7 The trainings failed to inform the details of the new curriculum.
8 Lack of textbooks provided prior to the implementation.
No follow up trainings were conducted after the outset of the
9 curriculum.
Production of the locally created teaching and learning materials as
10 per the contextualization principle.
11 Lack of number of teachers.
The book provided uses different dialect which consequently hinders
12 comprehension.
Difficulty in building transition between the first language of the
13 learner to the second language as the learner proceed to grade 4.
14 Lack of orientation to the new curriculum.
15 Complex and meticulous design of the curriculum.
16 Difficulty in delivering the lessons in mother tongue.

IV. Solutions and Recommendations

Direction: What are the solutions can you suggest to resolve the problems
you encountered? Check (/) the corresponding box if you think that the
 67

following solutions will help address the encountered problems. Write

otherwise your recommendations if it is not listed.

Mark
Solutions
Check
Provide instructional support materials to implement the desired
1 competencies of the curriculum.
Conduct more trainings in order to train the teachers with the
2 approaches needed to achieve the desired competencies.
3 Distribute more textbooks.
4 Build more instructional facilities to aid the implementation.
Lessen the meticulous design of the curriculum to lessen the
5 hefty works and activities of the teachers.
The language or dialect in the books must be contextualized to
6 the first language of the learners.
7 Reorient the teachers to the details of the new curriculum.
8 Build more classrooms.
Select thoroughly the participants to be sent to the trainings and
9 seminars.
10 Multi-grade teaching must not be used.
Use only English and Filipino (Tagalog) as medium of instruction
11 from kinder to grade six.
Use mother tongue as medium of instruction from Kinder to grade
12 six.
 68

CURRICULUM VITAE

Personal information

Name : Jeffrey L. Sumayang

Civil Status : Single

Date of Birth : August 7, 1997

Age : 19

Place of Birth :

Address : Purok-1, Brgy. Sinidman Occidental, Oquendo

District, Calbayog City

Parents : Noelito T. Sumayang

Aida P. Leopardas

Educational Background

Elementary : Oquendo Central School

Secondary : Mag-ubay National High School

Tertiary : Northwest Samar State University

 69

CURRICULUM VITAE

Personal information

Name : Zairah Y. Disbarro

Civil Status : Single

Date of Birth : April 5, 1998

Age : 18

Place of Birth : Brgy. Tarabucan

Address : Purok 6, OquendoPoblacion, Oquendo District,

Calbayog City

Parents : Sanny B. Disbarro

Thelma G. Ybanez

Educational Background

Elementary : Oquendo Central School

Secondary : Tarabucan National High School

Tertiary : Northwest Samar State University

 70

CURRICULUM VITAE

Personal information

Name : May Angela G. Jadulco

Civil Status : Single

Date of Birth : August 6, 1997

Age : 19

Place of Birth :

Address : Brgy. Gadgaran

Parents : Rafael V. Jadulco

Crisanta M. Grotes

Educational Background

Elementary : Gadgaran Integrated School

Secondary : Gadgaran Integrated School

Tertiary : Northwest Samar State University

 71

CURRICULUM VITAE

Personal information

Name : Lanevie Y. Pontines

Civil Status : Single

Date of Birth : May 29,1994

Age : 23

Place of Birth : OesteTarangnan Samar

Address : OesteTarangnan Samar

Parents : Bombie M. Pontines

Anelia L. Pontines

Educational Background

Elementary : Oeste Elementary School

Secondary : Oeste National High School

Tertiary : Northwest Samar State University

 72

CURRICULUM VITAE

Personal information

Name : Welnar M. Maloloy-on

Civil Status : Single

Date of Birth : January 12, 1995

Age : 22

Place of Birth : Brgy: CorocawayanSto. niṅo Samar.

Address : Brgy: CorocawayanStonniṅo Samar.

Parents : Narcissa M. Maloloy-on

Samuel A. Maloloy-on

Educational Background

Elementary : CorocawayanEmentary School

Secondary : Villahermosa National High School

Tertiary : Northwest Samar State University