Professional Documents
Culture Documents
Chapter 1
1.1 Introduction
our past educational system hinders us from becoming even more competitive. The poor
quality of basic education is reflected in the low achievement scores of Filipino students.
In addition, the skills acquired by the Filipino college graduates did not match with the
demands in the labor and educational markets and they are not recognized as
Before the implementation of the K-12 program, the Philippines was the last
country in Asia and one of only three countries worldwide with a 10-year pre-university
cycle (Angola and Djibouti are the other two). According to a presentation made by the
Additional Years in Philippine Basic Education (2010), the comparative data on duration
of Basic and Pre-University Education in Asia shows that the Philippines allots 10 years
not just for the basic education cycle but also for the pre-university education while all
other countries have either 11 or 12 years in their basic education cycle. Moreover, the
World Bank Philippines Skills Report in 2009 revealed that there were serious gaps in
critical skills of graduates such as problem solving, initiative and creativity, and, to a
problems, the K-12 Curriculum was implemented to improve the quality of basic and
secondary education curriculum in the country by adding two more years in the
elementary (Grades 1-6) and secondary education to be divided into two-junior high
school (Grades 7-10) for 4 years and senior high school (Grades 11-12) for 2 years.
The implementation of K-12 in the Philippines will be the key to the nation’s
development though the government will face many problems in the long run of the
school supplies as well as teachers. But if the government will focus on the long term
effect of K-12, the quality of education in the country will be improved which would later
Some of the good reasons for the implementation of K-12 in the country are
appropriate instructional time for the students to do subject related tasks which make
them more prepared and well-trained on the subject area and graduates of this program
are more prepared to enter the labor force. Moreover, it is very evident that high school
graduates of the old curriculum are not yet employable for the reason that they are not yet
equipped with the skills needed in the workplace and their ages are below the legal age
required to enter into a job. Since Filipino college graduates are also not recognized as
professionals abroad, through K-12 program they will be acknowledged because the
curriculum has twin goals such as critical thinking and problem solving skills. It requires
change not only in how mathematics is viewed by the Filipinos’ but also in how
Mathematics is taught and learned and how learners’ actions demonstrate propensity to
think mathematically. According to Cai and Moyer (2011) learning Mathematics include
tasks that measure learners’ high level thinking skills as well as their routine problem
solving skills.
religion or educational background, all people have, one way or another, needed to apply
some form of mathematical knowledge in dealing with their day-to-day activities. One
cannot deny the practical uses of mathematics in, for example, making wise purchases,
problems to find solutions early enough, to name a few (Ogena and Tan, 2006).
Mathematics more than just a set of isolated facts and concepts, provides us with
logical thought and trains students to think both critically and creatively. In school,
students usually encounter specific problems that apply to the topic at hand, in addition,
the thought process that goes into understanding the problem, differentiating what is
essential from what is not, being able to make connections among the given information
to generate a solution and verifying its accuracy is surely something that students can
reasoning, decision-making and problem solving which help them make sense of many
aspects of our rapidly changing world (FAPE, 1988). Further, it promotes self-reflection
and develops one’s ability to face life’s problems (Manuel, 1979). In short, mathematics
school, and the abrupt change in the educational system had caused problems in schools
and its staffs especially those who are not capable enough to adapt to the transition.
Other countries had also experienced these difficulties during the implementation
of their K-12 program. In Mongolia, the students that enrolled had fluctuated (Jouku
Sarvi, et al. (2015). The transition to the 12-year system was expected to increase total
classrooms, and other school facilities but in actuality, the number of schools increased
by only 2, from 754 to 756, and the number of students fell from 537,546 to 497,022 due
12 program, was teacher shortage and at present there are still insufficient numbers of
candidates for the teaching profession to meet the demand (Jouku Sarvi, et al. 2015).
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Sarvi, et al. (2015) was high absenteeism and dropout rates. At the secondary level, there
is an 8.2% dropout rate, and about 45% of students are absent more than 20 days a year.
Also, prior to the 2012 restructuring, 75% of secondary students who dropped out did so
in 9th grade. As of September 2012, 12-year compulsory education is the standard in all
levels of education. Early indications are that more children transition from 8th to 9th
As what had mentioned above, the implementation of K-12 had also caused
difficulties not only in the Philippines but also in other countries. Thus, the researchers
make this study to know the perception of the Grade VI Mathematics teachers on the
school. Furthermore, Grade VI teachers in District 4 at San Francisco, Agusan Del Sur
This study is anchored on the theories reflected in the Curriculum Guide of K-12
Grade-VI Mathematics such as: experiential and situated learning, reflective learning,
by David Kolb, is learning that occurs by making sense of direct everyday experiences.
This theory defines learning as "the process whereby knowledge is created through the
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same context on which concepts and theories are applied while reflective learning refers
encounter real-life situations. Deeper learning occurs when learners are able to think
deeply about their experiences and processing these allows them the opportunity to make
sense and find meaning of their experiences. On the other hand, constructivism is the
theory that argues that knowledge is constructed when the learner is able to draw ideas
from his own experiences and connects them to new ideas that are encountered.
Furthermore, discovery and inquiry-based learning by Bruner (1961) support the idea
that students learn when they make use of personal experiences to discover facts,
Since this study is all about the curriculum change, specifically the
implementation of Grade 6 Mathematics under the K-12 program, this study is anchored
further on the Theory of Readiness to Change. This theory emphasized that readiness is a
and confident in their collective abilities to do so. This way of thinking about readiness is
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necessary in order to effectively implement the change and, in some instances, for the
In this study, the researcher will explore the teachers’ perception of Grade-VI
Grade-VI Mathematics teachers will also include. Additionally, propose solutions will
also consider. The need to know these concerns is necessary so that problems
Curriculum
Content
Pedagogy
Assessment
Learning Modules
Profile of Grade 6
Mathematics
Teachers in Terms
of:
Gender Recommended
Educational solutions to the
Background
problem
Number of Years
in teaching
Mathematics
teaching Problems encountered by
Grade 6 Mathematics
Teachers in terms of:
Content
Pedagogy
Assessment
Learning Module
Sur.
1.1 sex;
2. What are the perceptions of the Grade VI Mathematics teachers in the following:
2.1 content;
2.2 pedagogy;
2. 4 learning modules?
of :
1.1 content;
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teachers?
K-12 Curriculum in Grade VI Mathematics, the researchers believe that the following
Students. Awareness of the teachers, school heads and DepEd supervisors on the
results of this study is of great help for the students since their academic needs will be
DepEd Supervisors. The result of this study will serve as basis of DepEd supervisors in
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the field of Mathematics but also in different subject areas. This would also serve as their
guide in developing an in-service training program for teachers and even school heads
School Heads. As leaders of the institution, this study will lay a foundation on
how to manage the faculty and staff in performing their duties and responsibilities in the
implementation of the K-12 program. Results of this study will serve as basis in sending
the faculty to trainings which would later translate to the improved performance of the
students.
Teachers. Results of this investigation can help teachers to reflect their teaching
styles and practices employed in their classroom as to its effectiveness to address further
the needs of their learners. In the latter part, this would help to create new strategies and
findings of this study is a good avenue for the parents to know on what to do to help their
children be ready in school, and along the way, to facilitate the learning process of their
children.
Students. Awareness of the teachers, school heads and DepEd supervisors on the
results of this study is of great help for the students since their academic needs will be
catered by these authorities wherein it will helps them to become globally competitive
individuals.
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Local Government Unit officials. Upon knowing the result of this study, the
concerned LGU officials will be guided in their duties and responsibilities especially in
The focus of this study is to get the perceptions of the Grade VI Mathematics
teachers on the fourth year implementation of Grade VI Mathematics under the K-12
Curriculum. Specifically, this study includes teachers’ perceptions in the rationale of the
Furthermore, this study also includes the problems encountered by the teachers and the
expected Grade-VI Mathematics teachers during the school year 2017-2018 from District
For a better understanding of the terminologies used in this study, important terms
demonstrate by their performance encompassing the entire content area based on the k-12
Mathematics curriculum.
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Content. The term refers to the learning competencies based on the K-12
and standards set by the authorities of the Department of Education in relation to K-12
curriculum.
Kindergarten, six years in elementary education (Grade 1-Grade 6), 4 years in junior high
Learning Module. This refers to the instructional material used by the teachers in
them.
Teachers in teaching the different contents based on the K-12 Curriculum in the field of
Mathematics.
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Perception. The term refers to the understanding of the teachers of k- 12
module.
Teachers. This includes the Grade VI Mathematics teachers during the school
year 2017-2018 from the District 4 of San Francisco, Agusan Del Sur.