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CHAPTER 1

INTRODUCTION

Most of the former animation students were affected from shifting their course to

programming other will do not mind, according to former animation teacher that

the animation has temporarily remove by Supervisor because of some

circumstances from Department of Education. So there are types of students

who wants a course to challenges their minds and skill so they can learn from it

while other students find it difficult to adopt subject due to the fact that the

students thought that the course they have chosen is easy. That’s why we are

conducting this type of research to know how many students got affected from

this type of phenomenon at commonwealth high school where the students are

forced to shift their course to programming instead of studying animation.

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Background of the Study

The De pa rtmen t of Edu cat ion (DepEd) d ecide d t o chan ge the

curriculum in the Philippines by the implementation of the Kinder to

12P r o g r a m ( K - 1 2 ) . F r o m t h e 1 0 - y e a r b a s i c c u r r i c u l u m , t w o

y e a r s o f education are added before a student decides on pursuing

a college degree, finding a job, or starting a business venture. Within the

two years of education, DepEd offers Senior High School tracks that focus

on the chosen career paths of the students. The tracks are divided into

four, namely; Academic track, Technical-Vocational-Livelihood track,

Sports track, and Arts and Design track. The Academic track offers strands

which a r e S c i e n c e , T e c h n o l o g y , E n g i n e e r i n g a n d M a t h e m a t i c s

( S T E M ) , Accountancy, Business and Management (ABM), Humanities and

Social Sciences (HUMSS), and General Academic Strand (GAS). It aims to

serve as a preparation containing specialized subjects for the degree

that a s t u d e n t w i l l p u r s u e i n c o l l e g e . O n t h e o t h e r h a n d , t h e

T e c h n i c a l - Vocational-Livelihood track likewise offers strands Programming

and Animation in Commonwealth High School is having a problem with the

DepEd that is saying that the Animation Strand under TVL is unregistered yet

for some instances that’s why the students from ICT Animation are forced to

shift in Programming Strand.

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Statement of the Problem

This study aims to determine the perceive effect shifting of course from animation

to programming.

Primarily this aimed to answer the following:

1. What is the demographic profile of the Commonwealth High School

Students in terms of the following:

1.1 Age

1.2 Gender

2. How many students are perceive being shifted to programming in terms of

the followings:

2.1 Attendance

2.2 Motivation Skills

3. What are the suggested ways to enhance their skills on programming in

terms of the following:

3.1 Coding

3.2 Web Designing

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Scope and Delimitation

This research was conducted to identify the Perceive Effects of Shifting Course

from Animation to Programming. The respondents were the ICT students under

Technical Vocational strand at Commonwealth High School. The researcher

used a survey-questionnaire in gathering the data needed.

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Significance of Study

This study will evaluate the choices of courses among shifters at the K-12

Education. The result will be beneficial in the field of guidance and counseling for

it will enhance the smooth educational process specifically to the teachers will

give awareness to the teacher to command their students for decision making

about to shifting course the student to insight gained in relation to their

intelligence in decision making and future researcher will help for their future

(endeavor) in the perceive effect of shifting course in animation to programming.

The Finding of the study will benefit the following:

Teachers- This study will give awareness to the teacher to command their

students for decision making about to shifting course.

Student –This study to insight gained in relation to their intelligence in decision

making.

Future researcher –This study will help for their future (endeavor) in the

perceive effect of shifting course in animation to programming.

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CHAPTER 2

Review of Related Literature

Foreign

Shifting unexpectedly is not the easiest thing to do because there different

requirements in every courses. Your time studying on your new course might

cause you to extend up to next semester or might have summer class for it.

However, it is okay, maybe the one that you have shifted unexpectedly could

cause you to success. On the other hand, transferring is not the most common

option out there. Maybe the school is just not right for you. Whether it is the

campus, environment, or the course, something is just missing. Transferring

colleges is just a choice for some schools where you are now is not the school

where you want to spend the rest of the “best four years of your life.” Some

people are set on shifting or transferring without giving their current situation a

chance. Maybe your school isn’t on the top list of universities. But maybe that

shouldn’t matter so much. Give your school a chance and explore as many

activities as you can! You never really know what the program has to offer, so

you might be surprised! At the end of the day, it’s not the school that makes the

person but the person that makes the school. As a profession, we must have a

shift in both perspective and practice to transform teaching at all levels. Are pre-

service education classrooms preparing students to be flexible, adapt to new

situations, and rely on their own expertise and understanding while seeking

support when needed? Lieberman and Miller (2004) identify the following shifts
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for transforming the social realities of teaching: from individualism to professional

community; from teaching at the center to learning at the center and from

technical and managed work to inquiry and leadership (p. 11). The authors seek

to critically examine the perspectives of pre-service teachers participating in a

social studies methods course using constructivist practices. This paper takes

the form of a dialogue between the evaluator and the course team chair of a very

large web-based course presented by the Technology Faculty of the UK Open

University. An extensive evaluation has been conducted following the first pilot

presentation of the course, and the two authors discuss the findings as they

relate to students' satisfaction with the course. Seven key issues are raised: skills

versus academic content, students' previous computing experience, interaction

through computer conferencing, online group work, online tutoring, students' lack

of time, and revising a course in the light of evaluations. Finally, the results of this

course are compared to three other web courses. The intimidation and anxiety

that so many classroom teachers experience are recognized as not merely

undefined angst and self-efficacy based concerns related to a comfortableness

associated with giving up a sense of teacher control and becoming more

comfortable with the conception of a facilitative philosophical belief wherein the

classroom teacher is recognized as a professional, but a professional who is not

mandated to have all the answers, all the time. Throughout a qualitative multiple

case study experience, the findings suggest that the experiences of classroom

teachers experiencing blended and online graduate course that embedded

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technological experiences as inherent within the course assignments as well as

the purpose of the technology assignments shifted the participant’s self-labeled

intimidation and anxiety associated with learning technologies. “The millennial

generation, which makes up the majority of today’s students, has grown up with

technology, so incorporating technology into learning provides a comfort zone for

these “Millennials”” (Rodi, et al, 2013). Higher education has been struggling to

accommodate the millennials with up-to-date technologies, online courses,

flexible environments, and non-traditional communication methods. Now, the

next generation named “Generation Z” or “Plurals” as named by Majid (2012),

are those born beginning in 1997 to present (Magid, 2012). These Generation Z

or Plurals, are known as “The First Generation of the 21st Century” (Magid,

2012). They are ages 8-15 and are an extension of millennials in technology

knowledge, use and demands. This generation is the up and coming students in

our classes. This latest generation is very savvy with technology, high achievers

and have been involved in online learning activities throughout their K-12

journey. The majority of the people in our study also said that their ability to

communicate clearly in person, specifically with older adults, was the number

one skill that would ensure their future success (Finch, 2015). This group of

upcoming college students are not only brought up on technology, but require the

blending of soft skills with their online experiences. A pressing issue facing

American universities is the number of students’ high attrition rate. Nearly one

out of five four-year institutions graduate fewer than one-third of its first-time, full-
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time degree-seeking first-year students within six years. This low graduation rate

has a broad economic and sociopolitical perspective on the broader society. A

large body of research exists on the causative factors - mostly students’

educational, financial and socio-economic background characteristics, pre-

college experiences and institutional characteristic. This leakage in the

educational pipeline is costly to universities scarce resources, local and national

educational goals and a near term social and political consequences. This

literature review attempts to address this set of critical issues by reviewing the

literature and emerging findings related to student academic success to degree

attainment. This article focuses solely on the higher educational institutional

conditions – policies, programs, practices, structural and organizational

characteristics, teaching and learning approaches are associated frameworks

with a goal to develop an informed perspective on higher educational institutional

policies, programs, and practices that can make a difference to satisfactory

student performance, assist and support students’ academic and social success,

which in turn improve persistence, retention to academic attainment.

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Local

Switching programs in college when you have already started means another

transition phase you need to prepare for. Making the decision to shift for a variety

of reasons can be daunting and complicated as picking a program could be.

Learn more about the program you plan to transfer in. Speak with career

advisers to discuss if it’s the one for your dream job. You’re lucky if the school

you’re currently enrolled in offers the program that you want to pursue. Although

if you prefer to switch course and transfer to a new school at the same time, it’s

also possible especially when you want to be in the college that specializes in the

program you’re going to take. The process for transfer students varies from

school to school. Check their transfer acceptance rates and if they are also

offering scholarship programs for transferees. Getting into a new school to follow

your dream should be a fresh start and not a complicated experience. Find a

college that has the resources and a system that provides hassle-free processing

for transferees. STI implements the Priority Transfer Program where you can

simply register and submit your application online.

Before getting into the process of selecting and applying for a new program, here

are the things you need to do. Making the decision to shift for a variety of

reasons can be daunting and complicated as picking a program could be a

switching program in college when you’ve already started means another

transition phase you need to prepare.

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When you’re not enjoying your studies anymore, that’s when you should start

asking yourself if you’re really in the right field. Follow your calling because the

most successful graduates are those who have found passion in their careers.

Don’t waste your talents and college years staying in a program you’re not happy

about.

That’s why as soon as you feel that you’re in the wrong field, start evaluating

yourself and seek help from advisers to help you weigh the pros and cons of

making the switch. Though requirements vary, in some cases, the courses taken

in the former program will not be credited in your new program. Deciding to shift

late in college would require more time to spend catching up on prerequisite

subjects.

Do research and learn more about the program you plan to transfer in. Although

if you prefer to switch course and transfer to a new school at the same time, it’s

also possible especially when you want to be in the college that specializes in the

program you’re going to take. You’re lucky if the school you’re currently enrolled

in offers the program that you want to pursue. Speak with career advisers to

discuss if it’s the one for your dream job. The process for transfer students varies

from school to school. Check their transfer acceptance rates and if they are also

offering scholarship programs for transferees.

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CHAPTER 3

Methodology

This Chapter presents the research design. Selection and description of

respondents, research instruments, data collection and statistical treatment used.

Research Design

In order to see the general picture of impact of perceive effect of shifting courses

as information discrimination tool of government agencies as perceived by the

second year foreign service student of lyceum of the Philippines University

Cavite Campus the descriptive study. It collected detailed and actual information

to describe existing phenomena. IT systematically describe the situation or area

of interest factually and accurately IT allowed. I to researcher to careful describe

and understood the behavior. This study was correlational for it demanded the

degree to which the variables were related to each other using various statistical

instrument.

3.2 Variables and Measures

The table below showed the variable and measures used in the study

Variables

 Effects of Shifting Course

Measures

 Question that determine the shifting course

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Conceptual Framework

INPUT Process Output

Demographic
Profiles in terms of: Perceive Effects of
1.1 Age Survey Question Shifting
1.2 Strand Course from
1.3 Gender Animation to
Programming
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Synthesis

Our research is expected to perceive effect of shifting course from animation to

programming if there is an impact for students to study their new curriculum. We

know that adjusting in a very short time is the hardest thing to do that’s why we

gathered some data to know what will be the outcome for such a phenomena like

shifting in an unexpected way. We are expecting to have more fair decision in

order to gather more legit data so that our research wouldn’t waste our time for

nothing, this is not just for grades but also for more information if the unexpected

shifting of course would have a positive impact or negative for each and every

students that are not ready for it.

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Operational Definition of Terms

Endeavor Try hard to do or achieve something

Perceived Become aware or conscious of (something); come to realize

or understand.

Swell Increase in size, magnitude, number, or intensity

Obscure Not clearly understood or expressed

Feasible Capable of being done with means at hand

Unwittingly Without knowledge or intention

Volatility Being easily excited

Vigorous Characterized by forceful and energetic action or activity