PROBLEMS AND CHALLENGES ENCOUNTERED

IN THE IMPLEMENTATION OF THE

K TO 12 CURRICULUM: A SYNTHESIS

A Research Paper
Presented to the Undergraduate Research Coordinator
of the Professional Education Department
of the School of Teacher Education and Liberal Arts
Saint Louis University
Baguio City

In Partial Fulfillment of the Requirements for the ff. Courses

Research 1: Basics of Research and Proposal Making [EDUC 114A]

Research 2: Data Gathering and Manuscript Writing [EDUC 114B]

by

Ednave, Ronald E.
Gatchalian, Virgil Matt P.
Mamisao, Joel Caesar B.
Canuto, Xena O.
Caugiran, Mariz D.
Ekid, Jackie Chrysdale A.
Ilao, Maria Jalena C.

Balmeo, Marilyn L., PhD

Research Promoter

SOCIAL STUDIES Group 31

May 2018
 PROBLEMS AND CHALLENGES ENCOUNTERED IN THE
IMPLEMENTATION OF THE K TO 12 CURRICULUM:
A SYNTHESIS

ABSTRACT

The research utilized phenomenological approach, in which administrators and

faculty members of Saint Louis Laboratory High School and University of Baguio Senior
High School Department were interviewed. Creswell’s mode of analysis had been used to
validate the accuracy of the information.

The findings of the research are comprehensively illustrated in a form of simulacrum.

The figure is named as “Educators’ Mechanism” to represent three themes. These constitute
two problems and a challenge which were specified as follows: a) lack of preparation and
professional development; b) excessive academic load for the students; and c) integration of
lessons in real-life context.

The study drawn that these themes have respective academic interventions like: a)
attending trainings and seminars; b) employing collaborative approach in some activities; and
c) applying the “learning-by-doing” educational principle”.

The researchers highly recommend this study as essential reading for the teachers and
students alike, as it can help widen our understanding with what we need to know in order to
address the problems and challenges facing the education system. It is time for everyone– the
Department of Education, the teachers, the students, and all its stakeholders to work hand in
hand and make the solutions a reality.
BACKGROUND OF THE STUDY

A curriculum is the formal and informal content and process by which learners gain
knowledge and understanding, develop skills, and alter attitudes, appreciations, and values
under the auspices of that school (Doll, 1988 as cited in Sweetland, n.d.). All curricula, no
matter what their particular design, are composed of certain elements. A curriculum usually
contains a statement of aims and of specific objectives; it indicates some selection and
organization of content; it either implies or manifests certain patterns of learning and
teaching, whether because the objectives demand them or because the content organization
requires them. Finally, it includes a program of evaluation of the outcomes (Taba, 1962 as
cited in Sweetland, n.d.).

In the K to 12 curriculum, it 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 (Official Gazette of the Philippines, 2015). The 12 years
or more is in accordance with international practice as stipulated in the Washington Accord,
Bologna Process as well as in the ASEAN and APEC Mutual Recognition Projects and much
more (Sarmiento & Orale, 2016). A holistic human development is at the heart of the K to 12
basic education program. It envisions a graduate who has a mastery of core competencies as
well as a solid training on work and life skills (Sergio, 2012). K to 12 Curriculum
encompasses six salient features as follows: a) strengthening early childhood education
through universal kindergarten; b) making the curriculum relevant to learners through
contextualization and enhancement; c) ensuring Integrated and Seamless Learning (Spiral
Progression); d) building proficiency through language (Mother tongue-based Multilingual
Education); e) gearing up for the future through Senior High School; and f) nurturing the
holistically developed Filipino through College and Livelihood Readiness, 21st Century
Skills. After going through Kindergarten, the enhanced Elementary and Junior High
curriculum, and a specialized Senior High program, every K to 12 graduate will be ready to
go into different paths – may it be further education, employment, or entrepreneurship. Every
graduate will be equipped with: a) information, media and technology skills; b) learning and
innovation skills; c) effective communication skills; and d) life and career skills (Official
Gazette of the Philippines, 2015). Preparing and implementing a K to 12 transition absorbs
considerable financial and human resources. It follows that the reasons for restructuring must
be compelling. At the macro-level, apprehensions about competitiveness in an interlocked
and dynamic global economy or concerns about growing inequities drive development
agendas, which in turn shape sector development plans. At the sector level, rationales for
transition often include meeting international norms and standards, better preparing students
for life, conserving national identity, and improving student competencies (Sarvi, Munger, &
Pillay 2015).

Currently more than 140 countries offer, or are in transition to, what has become the
international norm for pre-tertiary education, K to 12 school education system—kindergarten
because of the preponderance of research asserting the long-term learning and social benefits
of school readiness programs; and 12 years of primary and secondary schooling due to the
time needed to acquire the knowledge and skills sets necessary for 21st century university
education, postsecondary training, or decent work (Sarvi, Munger, & Pillay, 2015). Examples
of these countries are included in the Association of Southeast Asian Nations (ASEAN),
Australia, China, India, Japan, New Zealand, and the Republic of Korea. Countries of the
ASEAN, despite the differences in political systems, ideologies, historical background,
development priorities and education structures, share a common vision for an ASEAN
community. For ASEAN countries, education is core to development and contributes to the
enhancement of ASEAN competitiveness (Education Policy and Reform Unit UNESCO
Bangkok, 2014).

In Asia, the Philippines was the last country to have a 10-year basic education and pre-
university program (SEAMEO & INNOTECH, 2012 as cited in Sarmiento & Orale, 2016).
Worldwide, the Philippines was joined by Djibouti and Angola of Africa having the shortest
pre-university education system with other countries having 13 or 14-year cycles (Senate of
the Philippines, 2011 as cited in Sarmiento & Orale, 2016). The ten-year Philippine basic
education system became a disadvantage for Filipino workers abroad and for those who
intend to study outside the Philippines. Many Filipino professionals desire working abroad
for greener pastures but they tend to land a job apart from the diploma they pursued in the
Philippine higher education institutions. Some persistent overseas workers submit themselves
to state policies on earning professional license besides having earned the same in their home
country in order to practice a profession abroad. Children of Filipino migrants to other
countries tend to repeat a grade level already earned in the Philippines or to enroll additional
courses to fit into the basic education program of their new home country (Cabansag, 2014).

The much-needed overhaul of the Philippine basic education system becomes a reality
through Republic Act 10533, also known as the Enhanced Basic Education Act, which was
passed last May 2013 making the pre-university and basic education from 10 to 13 years
(Congress of the Philippines, 2011 as cited in Sarmiento & Orale, 2016). The new
curriculum, K to 12 is a landmark reform that brings the basic education of the country at par
with international standards. The K to 12 is also aimed at addressing the deficiency of the
Philippine educational system particularly in the basic education, the elementary and high
school, in order to meet the standards of the international education criteria and for the
students to be at par with the students in neighboring countries (Alonzo, 2015). The program
addresses the defects of the country’s basic education curriculum. As claimed by the
proponent of the K to 12 program, the curriculum is seamless, ensuring the smooth transition
between grade levels and continuum of competencies. It is also relevant and responsive,
enriched and learner-centered curriculum (SEAMEO INNOTECH, 2012 as cited in
Sarmiento & Orale, 2016).

With this scenario, the Department of Education (DepEd) lays high confidence on the K
to 12 Program in providing better quality of education that is based on spirally progressing
curriculum starting with simple topics moving toward increasing complexity in order for
learners to gain mastery of concepts and skills. Graduates of the K to12 program are
therefore envisioned as better prepared to compete globally for employment opportunities (K
to 12 Primer ǀ K to 12 Update, Teachers’ Lounge, 2013 as cited in Cabansag, 2014).

This change on basic education cycle caused the conduct of stakeholder consultations,
policy discourses, and education summits to gather inputs and feedback on the educational
reform, however, the K to 12 Program remains an issue of inquiries on its implementation
and effectiveness. It continuously solicits different responses among various individuals from
the educators, students, parents and various stakeholders (Cabansag, 2014). There were also
too many controversies and praises that hound this new law, however, many schools in the
country have to buckle up to cope with the demands as they have already been competing
globally even before the passage of the law. And in order to meet the global demands, the
schools have to face the challenges that come with the K to 12 program implementation
(Calderon, 2014).

Presently, the Philippine educational system needs to address issues not only of
accessibility and quality in providing education for all. Other issues that need to be addressed
involved the role of education in the national development, the unresponsive curriculum,
improper monitoring of programs implemented, globalization of education and even politics
in education. For the Philippine education to succeed, its ills and problems must be addressed
(Durban and Catalan, 2012) (GAP). This study was guided by the research question: What
are the current problems and challenges encountered in the implementation of the K to 12
curriculum in private educational institutions? (RESEARCH QUESTION)

This study aimed to look into problems and challenges encountered by private
educational institutions in the new curriculum. In relation to this, it also determined the
underlying factors which in turn, affecting the teaching-learning process. Through the study,
educational institutions will be aware and informed of the existing issues so that they can
hold necessary interventions for the students’ welfare.

METHODS

Design

The research used qualitative method. This design explored a wide array of
dimensions of the understandings, experiences and imaginings of the research participants,
the way that social processes, institutions, discourses or relationships work, and the
significance of the meanings that they generate (Mason, 2002). It utilized the phenomenology
approach of qualitative method, in which an in-depth interview was conducted. The study
was directed to look into lived experiences of the teachers and the administrators in the K to
12 implementation in private educational institutions.
Participants and Setting

The participants of the study were the administrators and faculty members of two
private educational institutions namely: Saint Louis Laboratory High School and University
of Baguio Senior High School Department. The participants were selected accordingly and
purposefully for this research.

The researchers ensured appropriate measures such as consent and willingness to

participate. All gathered data were transcribed accordingly.

Mode of Analysis

To acquire authentic data, the researchers monitored the following steps of qualitative
data analysis according to Creswell (1998). First is to organize data into several forms (i.e.
database, sentences or individual words); peruse the data sets several times to gain a
complete picture or overview of what it contains as a whole. During the process, the
researchers jotted down the key points that suggest possible categories or interpretations;
identified general categories or themes and classified them. This helped the researchers see
patterns or meanings of the gathered data. Final step is to integrate and summarize the data
of the participants. This step also included hypotheses that state the relationships among
those categories defined by the researchers.

Ethical Consideration

The researchers significantly monitored the ethical principles of research throughout

the study. Confidentiality of responses and anonymity of respondents were strictly observed.
The researchers secured written permission from the school principals for data gathering.
Any of the respondents could withdraw participation if he/she was not anymore willing to be
part of the study.

FINDINGS/RESULTS

In the cool and warm analysis of data, three themes were identified in the study.
Through the different transcripts from the learning area coordinators and administrators, the
researchers were able to identify two problems and a challenge in the transition to the new
curriculum. Obtained from interview to the respondents, a simulacrum called “Educators'
Mechanism” was formulated as a representation of the whole study.

Educators’ Mechanism

Gear constitutes a mechanism and it is a rotating machine that can change the speed,
torque, and direction of a power source. Gears almost always produce a change in torque,
through their gear ratio, and thus may be considered a simple machine. A gear, once settled
along with the clogs of other gears, creates a mechanical advantage. In the context of
education, educators who are well informed on the existing problems in the current
implementation of the K to 12, know how to handle and remedy the conflicting situation that
may arise in the program.
THREE THEMES

1. Lack of preparation and professional development (PROBLEM)

[ “It’s the preparation of the teachers, they have to be trained to get

NC II certificates.” (LAC A)

“We have to prepare for three or more science subjects as compared

to the old curriculum, we only prepare one subject. And if you are
Physics major, you only teach Physics, if you are a Biology major,
you only perform Biology but with the K to 12 curriculum, we have to
prepare for all those science areas, Biology, Physics, Chemistry, and
not all were trained for that.” (LAC C)

“Specific difficulties, siguro first one is teacher preparation, the

teacher feels like there are, though they can prepare for the subject
but they do not have enough attended trainings kasi most of us came
from universities.” (LAC D)

“The difficulty is ah of course when I came here to the senior high, I

had to adjust to the curriculum of the DepEd. In the university, you
can teach any way you like and you can do any format that you like
in your teaching, you make your own exam, etc. But here in the
senior high since you’re already under DepEd you have to follow
certain standards, like following the curriculum guide, how to make
assessments and so on. (LAC E)

“Ito yung sa ating mga teachers because they came from university,
yon yung nakita naming problema dun. Well, they must adapt what
DepEd wanted them to possess, even their training most especially
requirement- nabigla sila yon yung mga requirements na teacher
 factor na yung grading system natin, yung lesson planning, tapos
yung assessment factor, yung rubrics...” (LAC F) ]

The needs of preparation, adjustment, experience, mastery of subject, and

professional development are the underlying factors affecting the teaching-learning process.
Trainings undergone by these teachers are not enough to ensure that the curriculum is
seamless, especially those instructors from college that are deployed in high school.

2. Excessive academic load for the students (PROBLEM)

[ “Well the fact that you have to teach 3 in 1 challenges your

physical and mental efforts…so you have to learn or relearn three
things.” (LAC C)

“Sa presentation ng mga lesson dun talaga ako nahihirapan, ang

lecture at laboratory are integrated in their science class, 4 units ang
kanilang science andun na din ang laboratory. While us in the
university 3 units lecture, 2 units for laboratory which is a separate
period, yun ang difficulty talaga.” (LAC E)

“Magsisimula ka ng 7:30 matatapos ka ng 12, mag-uumpisa ka na

naman ng 1 matatapos ka ng 5. Sa kanila yan (teachers) daming
paperworks na. Then syempre they have lesson plans and some
activities that hinder also academic tulad nyan… (referring to students
practicing for the intramurals). Pero di mo naman pwedeng alisin yan
kasi requirement yan.” (LAC F) ]

The excessive academic load has an adverse effect on the performance of both
teachers and students. It requires combined efforts to fulfill the standards set by DepEd, and
it’s up to them on how to balance academics and co-curricular activities.
3. Integration of lessons in real-life context (CHALLENGE)

[ “...ready to face challenges or related topics to real life situations.”

(LAC A)

“…you as a teacher, kailangan mo silang tulungan by making tasks

suitable for each grade level…” (LAC B) ]

To integrate lessons in real-life context is primarily a job of the teacher. It challenges

them to think and carry out effective measures to make learning meaningful and useful on a
day to day basis.

CONCLUSION

In most cases, the mental or physical effort employed in the academe is collaborative
teamwork. It eases the students’ effort and lessens the teachers’ work. It has also a practical
purpose in developing the interpersonal skills.

The study shows that the assessment and academic intervention as a course of action
is seen mostly through, but limited seminars. According to the respondents, the application of
“learning-by-doing” educational principle makes learning easier and enjoyable on part of the
students.

RECOMMENDATION

In the groves of academe, youth is the main actor in strengthening the literacy rate of
the Philippines. It is with their collective efforts that the country still thrives in education
aspect. Their stand and perceptions on the common issues that relate to them like the effects
of the K to 12 program, their views on the youth development and being the nation builders
themselves– are further needed to call the attention of the appropriate government body.
 Concepts or Definitions References A priori Codes Interview
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References:

Cabansag, M.S. (2014). Impact Statements on the K-12 Science Program in the Enhanced
Basic Education Curriculum in Provincial Schools. Journal of Arts, Science &
Commerce. Retrieved from
http://www.researchersworld.com/vol5/issue2/Paper_04.pdf

Calderon, M. F. (2014). A Critique of K-12 Philippine Education System. International

Journal of Education and Research. Vol. 2 No. 10. Retrieved from
http://www.ijern.com/journal/2014/October-2014/42.pdf

Durban, J.C. and Catalan. (2012). Issues and Concerns of Philippine Education through The
Years. Asian Journal of Social Sciences & Humanities. Retrieved from
http://www.ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.1(2)/AJSSH2012 (1.2-08).pdf

Education Policy and Reform Unit UNESCO Bangkok. (2014). Education Systems in
ASEAN+6 Countries: A Comparative Analysis of Selected Educational Issues. Asia
and Pacific Regional Bureau for Education. Retrieved from
http://unesdoc.unesco.org/images/0022/002267/226757E.pdf

Mason, J. (2002). Qualitative Researching 2nd Edition. SAGE Publication. London, UK.
Retrieved from http://www.sxf.uevora.pt/wp-
content/uploads/2013/03/Mason_2002.pdf

Official Gazette. (2015). What is K to 12 Program? Retrieved from

http://www.officialgazette.gov.ph/k-12/

Rosario, R.I. (2015). Understanding the K to 12 Educational Reform. Philippine Social

Sciences Review 67. Retrieved from
http://journals.upd.edu.ph/index.php/pssr/article/download/5260/4731
Sarmento, D.H. and Orale, R.L. (2016). Senior High School Curriculum in the Philippines,
USA, and Japan. Journal of Academic Research 01:3(2016), pp. 12-23. Retrieved
from http://ojs.ssu.edu.ph/index.php/JAR/article/view/54.pdf

Sarvi , J., Munger, F., and Pillay, H. (2015). Transition to K-12 Education System:
Experiences from Five Case Countries. Asian Development Bank. Retrieved from
https://www.adb.org/sites/default/files/publication/177761/transitions-k12-
education.pdf

Sergio, M.S. (2012). K-12 Reform: Problems and Prospects. Gib´on vol. IX (2011) pp. 70–80
c 2012 Ateneo de Naga University. Retrieved from
http://www.adnu.edu.ph/urc/download/p070p080.pdf

Sweetland, R. (n.d.). Curriculum Definition Collection. Retrieved from

http://www.homeofbob.com/pedagogy/plan/curDev/defList.htm