MANICAHAN NATIONAL HIGH SCHOOL

is conducting a research all about

PERCEPTION OF THE STUDENTS TOWARDS K – 12 PROGRAM

A Research Paper

Presented to

Senior High School Accountancy Business and Management

In the Partial Fullfillment of the Requirements in

Practical Research 2

August 15, 2017

THE RESEARCHERS

Moamar D. Ismula Andrea L. Devivar

Elma R. Mendoza Jiaca Medz Ituralde

Omael M. Abdulla Maylyn A. Alvarez

Alvin John Araneta Rojean A. Monsanto

Jevy Jean D. Macasling Regielyn S. Rico

Liza F. Jalalin Honey Joy F. Alvarez

Razima F. Jalalin Lenie Jane A. Bejerano

Jeremy Claro

Practical Research Adviser

MRS. MELBA A. DIAZ

School Principal II

Dr. Emelda G. Mondejar

i
 TABLE OF CONTENTS

Title……………………………………………………………………………………………………………….. i

Table of Contents……………………………………………………………………………………………. ii

Dedication…………………………………………………………………….................................. 1

Acknowledgement………………………………………………………………………………………… 16

Introduction………………………………………………………………………………………………… 19

Review of Related Literature………………………………………………………………………. 24

Bibliography…………………………………………………………………………………………………. 87

ii
 DEDICATION

This research is dedicated to my

family who give me a good attitude in terms of

being a good citizenship and thank you also to my

parents Hdja. Norhaima Jinani Dalawis and Wahid Arad Ismula

for giving support in all aspects in able to reach the goal in my life.

It is dedicated also to my friend and colleagues who give me a time to shine to show what

I have talents for today not just academics but a good researcher as well. It is dedicated

also my teachers who give support in terms of time, the power that you receive in

able to motivate them as a President of Grade 11, the patience as well because

it is important for me to become a successful one nota failure one. It is

dedicated also to my God/Allah who guide me always even if

I failed so many times but I will do my best of it as a

researcher and thanks also for guiding me in

terms of prayer that I prayed rarely.

God Bless us all.

Moamar D. Ismula

1
 DEDICATION

This research is dedicated to

my girlfriend who serves as my inspiration.

I dedicate this research to my fellow youths and

most especially to my parents that guide me in our

daily decisions that I made and giving me moral and

financial support. To our almighty creator that guides me

in my daily decisions that I made. The one who

gives me power to live in this world.

Lastly I dedicate this research

for those who believes in

wealth of education.

Alvin John Araneta

2
 DEDICATION

This research is dedicated to

my love one and friends who inspire

me every day to finish my studies and also

my family. I dedicate this research to all my fellow

students especially to my auntie who guide me every day

and she is always there for me every decision that I made and she gives

me financial support. And also I want to dedicate to my best friends, Liza and

Razima and to my boyfriend, they are always there for

me I have a problems. Lastly I want to dedicate this

research to our almighty God who guides and

lead me the right path of my life.

Jevy Jean Macasling

3
 DEDICATION

This research is dedicated to

my parents who support and motivate

me to study hard being my best friends who

are always beside me no matter what will happen.

To my teachers thank you for unstop supported and for guiding

me in a way that I am know. Thank you for moral support

that you show lastly thank you GOD/ALLAH

for giving me this strength to face

the circumstances in my life,

specially to my study.

Razima Jalalin

4
 DEDICATION

This research is dedicated to

my parents who support me and guide me

always especially to my study. To my teachers

thank you for giving time to reach the goal as a

researcher so that we will know how Filipinos

will assure us. To my God/Allah, thank

you for guiding me and thank you for

everything you’ve done in my life.

Thank you and Godspeed.

Liza Jalalin

5
 DEDICATION

I dedicate this research to

my relatives for their never ending

support. I dedicate also to my aunt Marilyn R. Escudero

and Rosalie B. Robles, for their never ending support, patience,

understanding and love that mold me to become a better niece for them.

To my friends, best friend for they are all by my side in times when I’m down,

encouraging me that I can do all those things. To my parent Mr. and Mrs. MENDOZA,

especially to my mother who mold me to become a better person, who sacrifice

a lot for us to become where we are know, even she is in hands of our

father she’s still guiding us and protecting us in all we do.

And above all I dedicate this research to our almighty

father without him we will never accomplish

this research that we are doing.

Elma R. Mendoza

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 DEDICATION

This research is dedicated to

my parents Abdulhail Abdulla

and Saada Abdulla, for their never ending

support and they make me realized the important

of education in my life. To my best friends, I remember

the day we met, I was sitting on the preschool

steps crying, because I didn’t fit in. You

smiled slowly and I took your hand

that’s how our friendship began,

surprise parties planned

every month.

Omael Abdulla

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 DEDICATION

This research is dedicated to all students

and teachers who became a part of our society as a good example

and influence to others. I dedicate this research to my guardians who

became my second parents for them never failed to support me financially

and morally. For giving me the opportunity to continue my studies and for giving

my basic needs in home as well as in school. I also dedicate this to my mother who is with
God already, and to our almighty God who gave us the knowledge and everything we need to
finish this research. But before I forgot, I also want to dedicate this to our beloved Adviser,
Mrs. Melba Diaz, for teaching us with patience and for

giving us the whole time to finish our task. Thanks to our

almighty God because we finally got the payment

that we deserve. To God is the

Glory.

Jiaca Medz Ituralde

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 DEDICATION

This research is dedicated to all the Teachers

and Students in this institution. I, as a researcher dedicate this

research to my parents and family who always give me support,

love, care, and the courage to pursue this kind of research, and for giving

me financial support in my needs. And also to all my friends and my best friends,

Especially to Jolina Alonzo, the Aegies family and Tropang bitter

family who always there at my side motivating me, supporting me

and making me happy, and to my special someone who

inspired me to go to school and making me

more pretty, And of course to

Our almighty God.

God bless us all!

Andrea L. Devivar

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 DEDICATION

This research is dedicated to those people who became

part of this research. And to all MNHS students, who keep on

reaching their dreams, keep up the good work! And of course, I dedicated

it our prettiest teacher, Mrs. Melba A. Diaz, who never failed to support us in doing the
research. To my friends and best friend there, who are making me inspired every day. And
sharing my secrets with them, I love you guys! To my aunt, and my family, who always there
to support me in my studies and loving me unconditionally, Thank you

very much! And mostly to our Almighty God, who is watching us from

above and giving us guidance on where path we should go.

God blessed everyone!

Regielyn S. Rico

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 DEDICATION

This research is dedicated to all people whether young’s

and olds who read it. To my fellow students and to our teachers

and to those people who works really hard to reach their dreams,

keep it up and you will achieve it successfully. I also dedicate this research

to our dearest adviser Mrs. Melba Diaz who showers us her love, support and

patience in finishing this task. Thank you ma’am! And of course, to my lovely and supportive
parents who never failed to inspire me every day to work hard and

do my best in achieving my goals in life. And lastly, to our Almighty

God above, for giving us the heart and potency to finish this

task. God speed everyone!

Rojean A. Monsanto

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 DEDICATION

This thesis is dedicated to all teachers and students of Manicahan

National High School who became a part of this research. And to all the

MNHS students who worked hard and still working and continuously believed

that they can reach their dreams. I also dedicate it our caring, loving, smart and very
supportive adviser Mrs. Melba Diaz for giving us the time and for expanding the date of
submission just to finish our task. I also want to thank my family for the

priceless effort and support they were giving me in my studies. And

lastly to our almighty creator who gave us the courage,

strength and knowledge to begin and to finally

finish this thesis. Thanks to all,

and God bless us all!

Maylyn A. Alvarez

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 DEDICATION

This thesis is dedicated to all people who

became part of this, when we conducted the

research or the survey, I want to say thank you for the

cooperation of yours. I dedicated this thesis to my family who are

always there for me and continuously giving all my needs and, all the

support in moral and financial aspects. To my Adviser who give all her

patience, for she extended the submission of this paper.

THANK YOU Ma’am! And lastly, to our Almighty

creator, for he gave us the strength

and knowledge to finish

our task.

Jeremy Claro

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 DEDICATION

This research is dedicated to all students

of Manicahan National High School and teachers

who have the patience and interest to read our thesis, thanks also to our

Beloved adviser Mrs. Melba Diaz for the support and encouragement

to the research. I also dedicated this to my ones who inspire

me a lot in able to finish my study. And lastly

to our beloved God without him,

we cannot make this research.

Honey Joy F. Alvarez

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 DEDICATION

I want to dedicate this thesis to all the teachers and student

of Manicahan National High School who have been a great part

of these research. And to all the Filipino’s who keeps on working

to reach their dreams. To my beloved and very supportive adviser

Mrs. Melba Diaz who were always there to guide us until we finish our task.

Thank you so much ma’am! To my family who never failed to give me

guidance, love and support for my studies, thank you. And lastly

to our almighty God who gave us the strength, wisdom,

and the knowledge to finally finish our thesis.

God bless us always!

Lenie Jane A. Bejerano

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 ACKNOWLEDGEMENT

We would like to convey our gratitude to the following staff of Manicahan

National High School for providing us the inspiration to finish this academic endeavor.

To our Principal, Dr. Elena F. Balan, for the support and encouragement to the

students. To our Adviser, Mrs. Melba A. Diaz, for her help and precious advice, her

detailed and constructive comments were vital to the development and improvement of this

research. To our Coordinator, Ms. Michelle D.G. Casimiro, for the time you gave to us in

conducting this research as part of our thesis that will help us in the future.

To our Senior High School Teacher’s, thank you for the comments and concerns

about our topic in which we can use in our oral defense in able to become successful in our

topics that we choose. To our Panelist, Dr. Elga Z. Jarlega, Ma’am Evangeline G.

Bartolome and Ma’am Evelyn R. Cabunducan, for revising our title and thank you for the

time you spend just to check our title in able to come up with a good thesis. To our ICT

Coordinator, Sir Rodel C. Manlangit thank you for letting us to use the computer

laboratory in which we need to encode our research paper us part of our requirement in

Practical Research.

To our Respondents of different tribes, thank you for the time in answering our

question in which we need it in our research paper and also allowing us to conduct an

interview with you especially those question regarding your Source of income,

Occupation, Traditions of each tribe and the Educational attainment as well. Thank you

also for making us inspire to continue this research us part of our requirement.

16
 To our Parent and Guardian thank you for the inspiring word you told

everyday, making us alive as we go through our journey. Encouraging us never stop

dreaming and always supporting us in our education.

Lastly, to our Almighty Father for his constant guidance and blessing we receive

of our day-to-day needs, to God/Allah, our research become successful even we’re not in

the same tribes. Thank you for your love that you shower to all of us.

The Researchers

17
 ACKNOWLEDGEMENT

We would like to bestow our appreciation to the following staff of the Manicahan National
High School for giving us the inspiration and knowledge to finish our research paper.

To our Principal, Dr. Elena F. Balan, we are giving our thanks for the support and
encouragement for the students that are studying here in our beloved school.

To our Adviser, Mrs. Melba A. Diaz, we give our heart whelming gratitude for her fulltime
help and for giving us the inspiration to do our research paper and for teaching us for the
development and improvement of our research.

To our Coordinator, Ms. Michelle D.G. Casimiro, we are sincerely giving our thanks for giving
us her moral support and for the inspiration.

To the Manicahan Senior and Junior High School Teachers, we give our thanks for the word of
wisdoms, moral lessons and learning that we get from them every day.

To the Panelists, Dr. Elga Z. Jarlega, Ms. Evangeline G. Bartolome and Mrs. Evelyn R.
Cabunducan, we give also our thanks to them for remodelling our title.

And lastly to our ICT Coordinator, Mr. Rodel C. Manlangit, we give our gratitude for letting us
use the computer laboratory. Without him, we can’t make our research papers easily.

The Researchers

18
 Chapter I
Introduction

Background of the study:

“We need to add two years to our basic education. Those who can afford pay up to
fourteen years of schooling before university. Thus, their children are getting into the best
universities and the best jobs after graduation. I want at least 12 years for our public school
children to give them an even chance at succeeding.” (Aquino III, 2011)

K12 educational systems are additional years to secondary level. This research
contains some information about curriculum of K12. This means that the present four years in
high school will be called Junior High School and additional two years as senior High School.
The model, which is being proposed, is K-6-4-2 where K means Kindergarten (5 years old), 6
means six years in elementary (6 to 11 years old), 4 means four years in Junior High School
(12 to 15 years old) and 2 means two years in Senior High School (16 to 17 years old). (DepEd,
n.d).

Kindergarten will start in school year 2011 – 2012. The new and enhanced curriculum
in Grade 1 and first year high school will start in school year 2012 – 2013. The first year senior
high school or the eleventh year will begin in school year 2016 – 2017. The first graduates of
the 12- year curriculum will be in 2018. (DepEd, n.d).

Enhancing the quality of basic education in the Philippines is urgent and critical. The
poor quality of basic education is reflected in the low achievement scores of Filipino students.
One reason is that students do not get adequate instructional time or task.

Our children deserve to receive the best education our country can provide for them
and our economy depends on an educated and skilled workforce to be successful in the
global market.
 It was almost a year ago that advocacy on the change of educational curriculum of the
Philippine Educational System was started and that orientation and information
disseminations had been conducted to several venues that cater different stakeholders
coming from different sectors in the community. It is along with this activity that made

everyone if not everybody come to the point of awareness on what is going on with our
educational system .With this new transformation it came to the minds of the masses why
this should be done? Is it a must to change our curriculum? Will it pose a great difference
between the old to the upcoming innovation? Nevertheless, it is now high time that this long
planned implementation of this new curriculum be flourished on the field of education such
that queries be addressed with this much awaited K to 12 Basic Education Curriculum
program; a collaborative efforts not only by the Dep Ed but also with the two giant agencies
of the government; TESDA and CHED. This coming school year 2012-2013 will be the starting
year for this change which started from the roll – out of Grades 1 and 7.Implementation of
this curriculum will be simultaneous both the public elementary and secondary schools and of
course with no exception to the private schools hence further enhancement could be done to
suit their school vision / mission is allowed. On this aspect it is expected that general
guidelines will be followed which covers all possible areas and that, schools are challenge to
perform in a creative and innovative ways. Part and parcel of the successful implementation
is the full support of the teachers and should serve as the human dynamite that could create
an atmosphere being the catalyst of change. Paramount to this, a teacher must possess basic
competencies in order to become an effective K to 12 implementers; although each one of us
has our own unique style based from orientations in life and the way we come up with
different changes to any presented innovations.

To what extent does a teacher possess on becoming a K to 12 implementer? Have they

recalled and internalized the 5 C’s of an effective teacher? As the prime agent of change I
believe that as a teacher and as a leader both should posses this 5 C’s to enable one to propel
a child in achieving personal development and self-determination in its own free and
responsible ways. Such that teaching the learners in the forms of content and performance
standards be facilitated. As to what pupils are expected to know, be able to do and
understand and on the other hand as an implementer we can assist the learners to be able to
use their learning or understanding in real –life situations; and they should be able to do in
their own. Such will be achievable when internalizing the 5C’s in a way that teacher should be
committed; a “commitment” that we could educate the child’s faculty of the mind; the will
and intellect of the child be satisfied in a well chosen manner. In order for the teacher to
impart knowledge, he should equipped oneself with “competent” by knowing where he
should direct the child’s learning, providing herself with substantial facts on the subject
matter. Further, a teacher could be “creative”, a creativity that be radiated to the learners; on
being the agent of transformation, his application of knowledge be evident to the child’s
outcome. The next C is of being “compassion”, to be able to do something for the
betterment; of doing work with people (stakeholders) around him with a common goal of
enabling students to become globally competitive upon finishing his studies. Finally,
developing learners in a way to become a better citizen is a combined effort

foremost by the parents and importantly by the teachers. A teacher should teach with
example on doing right in the right possible ways and perspectives. Possessing all and
equipping with all these qualities of a teacher will facilitate the planned change of our
curriculum wherein it evolves on different context but with common goal on achieving –
Quality and Competitive Education. The main purpose of which is to facilitate pupil’s ability
to understand and acquire knowledge, and to find methods of gaining and storing this and
come to use it in a real-life situations.

The Philippine education system pursues the achievement of excellent

undergraduates in the elementary and secondary level. The Department of Education
pronounces the addition of two more years in the basic education of students, which
according to them will benefit not only the Filipino youth but all the Filipino in the
Philippines. (Luistro, 2010)

The administration asserts that with the implementation of such program, the
problem of unemployment in the country will be resolved. In as much as employment in the
Philippines is concerned, the K12 education also responds to the fact that most countries in
the world already have the same plan in their educational institutions. With this, the
standards of these countries go a notch higher than what the country has, thus, creating an
expansion in the global competency. (DepEd, 2010)

Significance of the Study:

This study aims to discover the importance of K – 12 Basic Education Curriculum
through the perspectives of the students about this implementation. This study will be
beneficial of the following:

Philippine Government

This study will allow the Government to produce productive and skilled persons. It
helps to strengthen the educations of the learners as well as to provide finance to the DepEd
for the development and enhancement of the education in the Philippines.

Community

This study will help to understand the importance of the K – 12 Basic Education
Curriculum on developing the learners for them to become better persons.

Parents

This study will help parents to understand why there should be a need to extend two
more years of K – 12 Curriculum in able to know about the implementations of former
President Aquino.
Teachers and Students

This study will allow students and teachers to test their own opinion about K – 12
Curriculum in able to know what are the tracks that will be chosen and what will be the
future of the students here in Manicahan National High School. When the students can
express themselves, teachers can diagnosed what has been learned especially the Junior High
School Students can be the one to choose the tracks and strands that they want for the
Senior High School. Same goes with Senior High School Students will be choosing three plans
in able to proceed (Ready for Job, College Ready and Ready for Business).

Statement of the Problem:

The Goal of this study is to become the successful researcher and we want to
graduating this school - year in able to know the perception of the students towards K – 12
Curriculum through this Survey Questionnaires that we gave them in able to answer the
questions using their responses.

The Purpose of this study is to know their age, their gender, and their civil status of
the respondents and know the responses of the respondents based on the Survey
Questionnaires of their Personal and as a Student in our Society either Not All True, Slightly
True, Moderately True, Much True and Very Much True and lastly is to understand the other
perceptions towards K – 12 Curriculum.
 1. What is the demographic profile of the students in terms of?

a. Age

b. Gender

c. Civil Status

2. What are the factors affecting towards the K – 12 Basic Education Curriculum?

a. Personal

b. Student

3. Is there a significant difference on the factors affecting towards the K – 12 Basic

Education Curriculum?

Theoretical Framework:
According to Olivia Thomas in the website of Blabla Writing, education is one of the
ways to change life, change values and change fate of one’s individual. K – 12 program is part
of the proposed educational reforms of the Philippines present President which shifts the
Philippine Basic Education system to twelve years plus the kinder from the current ten years.
The theoretical framework has a star to symbolize the students as the center of the K – 12
program/curriculum. This study was anchored by the point of view and theories of the
following well – known activities which are relevant to the researchers study. The perception
of the students in K – 12 programs will be a best solution to all the problems to be
encountered of this program which will lead to a better and effective implementation of the
K – 12 Programs.
Conceptual Framework:

DEPENDENT VARIABLE

FACTORS AFFECTING TOWARDS K – 12 *PERSONAL

CURRICULUM *STUDENTS

INDEPENDENT VARIABLE

*AGE
*GENDER
*CIVIL STATUS

The Conceptualized Framework in between Independent and Dependent Variables

Hypothesis:
There is no significant difference on the factors affecting towards K – 12 Curriculum
because the teachers and the parents cannot be approved in this implementation of the K –
12 Curriculum based on the administrators that they possess in this manner. And for this,
there is a rejection of this decision making it’s because of their computed value is greater
than the critical value in between personal and student therefore the null hypothesis is
rejected.
Scope and Delimitation of the Study:
The study focused on the FACTORS AFFECTING of the students, parents and teachers
regarding the implementation of the K – 12 program which is implemented under former
President Aquino administration. The study is interested on how and where they learn the
information about K – 12 program. It aims to recognize their perceptions based from the
rationale. The study would also like to know about perception of the students towards K – 12
program in terms of personal and student’s welfare. This research study is limited and
focuses only on the students, parents and teachers. The results of the study may also be a
similar basis of a study.

Definition of the Variables:

K – 12 - The K to 12 Program covers Kindergarten and 12 years of basic education (six
years of primary education, four years of Junior High School, and two years of Senior High
School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary education, ready for job and ready for business.

Rationale - an explanation of controlling principles of opinion, belief, practice, or

phenomena.

Perception - Refers to what is conceived to be true which is subjective. It refers to the

specific perception of the parents in regard to the K – 12 program which is implemented by
the Department of Education.

Sources - Refers to the basis and foundation where the K – 12 program was been
known enough for teachers, parents and students. This can be a through media such as radio,
television, etc.

Theories - Are principles or idea made in writing that is applicable in different times
and individuals for this is what is expected to happen.

Age - the length of time that a person has lived or a thing has existed.
 Gender - the state of being male or female (typically used with reference to social and
cultural differences rather than biological ones).

Civil Status - corresponds to your family situation. It can mean being single, married, in
a civil union, adopted, divorced, a member of a single-parent family, or any form of family
ties or affinity with another person.

Personal -of or concerning one's private life, relationships, and emotions rather than
matters connected with one's public or professional career.

Student - a person who is studying at a school or college.

 CHAPTER II
RELATED LITERATURE AND STUDIES

This chapter must compose of related literatures and studies and related readings.
The researcher has gone through intensive readings of materials, both printed and
downloaded through internet which has a great significance to problem during the course of
thesis writing.

Related Literature

From the Isagani Cruz (The Philippine Star) | Updated November 22, 2012 - 12:00am.
The researcher states that in the current (about to be old) basic education curriculum,
literature is taught mainly as part of language courses, except for explicitly literature-oriented
sessions on novels such as the Noli and the Fili. Because literature is taught as a particular
form of language use, what makes a literary text literary is often ignored.

The recent interest around the world in literature (emphasized in the STAR columns
last Monday of Butch Dalisay and Krip Yuson) has made it clear that literature should be
taught as literature and not only as an example of excellent language use.

What is the role of literature in the new K to 12 curriculum? We can take a quick
glance at the learning competencies and standards in the new curriculum to see if literature
will finally be given its proper place in the education of our youth.
 Creative writing is included in the curriculum now used for Kindergarten classes. Our
children are going to be prepared to appreciate and even to produce literature from Day One
of their stay in public schools.

Songs, poems, and narratives are included among the texts that should be understood
and appreciated by elementary school pupils.

The K to 12 Curriculum Guide for English for Grades 1 to 3, for example, lists the
following competencies, Describe literary elements of text including characters, plot (specific
events, problem and solution), and setting, Describe characters (e.g., traits, roles, similarities)
within a literary selection, Make simple inferences about thoughts and feelings and reasons
for actions, Identify key themes and discuss reasons for events.

Florante at Laura, the Noli, the Fili, and some of the novels included in the 1997 Canon
of Philippine Literature are still going to be read in Junior High School (Grades 7 to 10), as
they are now. The Competencies Matrix for Grades 7-10 for English lists skills such as the
following: Identify dominant literary devices and figures of speech that add color and
heighten meaning in the reading selection, Use specific cohesive and literary devices to
construct basic literary and expository written discourse such as poetry, drama, fables,
parables, myths, legends, personal essays, biographies, and vignettes, Ascertain the features
of the reading selection that clarify its adherence to or dismissal of a particular tradition of
literary production, Organize an independent and systematic approach to critiquing a reading
selection, The last two competencies assume that literary history, literary theory, and literary
criticism will be taught in Junior High School, In the draft curriculum for Senior High School,
there are two subjects explicitly focused on literature and not on language (they can be
taught in any language).

In the Second Semester of Grade 11, a course called “Contemporary Regional

Philippine Literature” has been proposed, which would focus on “critical discussion and
appreciation of literary texts originally written and/or published in the 21st century in the
region where the school is located.” The course is derived from the current college course
called “Literatures of the Philippines.”
 In the First Semester of Grade 12, a similar course called “Contemporary World
Literature” has been proposed, which would focus on the “study of international literary
texts originally written and/or published during the 21st century.” This course is derived from
the current college course called “Literatures of the World.”

Why is literature being given much more attention now than in the past? Simply
because literature has proven its worth in preparing what DepEd calls the “holistically
developed Filipino with 21st century skills.”

DepEd breaks down this overall outcome of basic education into four verifiable types
of skills: information, media and technology skills; learning and innovation skills; life and
career skills; and effective communication skills.

Literature is a major factor in achieving these four skills.

Film and television shows, for example, which are major forms of media, all use
literary techniques such as narrative, character, and theme. Newspapers also use narrative,
particularly in feature articles and continuing news stories.

Literary writers are nothing if not innovators. They continually create pieces that have
never been seen or read before. They explore and extend established forms of writing. They
reinvent language with every literary text they write.

There is admittedly no chance of making big money if you pursue a literary career,
unless your penname is J. K. Rowling or Bob Ong, but if you want to understand life itself,
your best bet is to read literature. Remember that all the persons who changed the world
loved literature — Plato, Aristotle, Confucius, Jesus, Muhammad, Rizal, Freud, Marx, Einstein,
Mao, Gates, Jobs.

Needless to say, writers are the best users of language. Literature is the benchmark for
all effective communication.
 Will knowing literature prepare a student for college?

The College Readiness Standards already approved and disseminated by CHED has a
section on literature. CHED requires that, “after 12 years of pre-university education, a
student wishing to enter college should be able to (among others): Analyze themes,
structures, and elements of myths, traditional narratives, and classical and contemporary
literature, Read a poem with proper pronunciation and appropriate emotion, Recite at least
ten poems from memory, Identify the characters, setting, theme, conflict, and type of a work
of fiction, Discuss literary devices, such as point of view and symbolism, used in a work of
fiction.

Yes, literature is very much in the new curriculum.

According to Gloria Sanchez, the review of the literature for this study focuses on
education and its role in shaping the future of students in K to 12 Curriculum in response to
global competitiveness particularly in ASEAN Economic Community by 2015. The literature
will also discuss issues about job market, job mismatch, competitiveness and marketability or
employability. At this pace of this changing society and economy a lot of actions should take
place. They have to face a lot of challenges especially educators who are being asked to do
more with less due to rapidly evolving technologies and ongoing shifts in global economy and
demography. A successful education system will need to be of paramount importance if a
multicultural society to succeed and prosper in the future. Education is a gateway to a better
job and greater earning potential. One key to understanding this issue is an appreciation of
the overall landscape education and training.

THE ROLE OF EDUCATION

Connelly (2013) cited that schools have always played a vital role in ensuring that
students have the skills needed for the job or career they have chosen. The key function of
education is to fully prepare students for life after schooling preparation for the world of
work is a necessary and vital part of that equation. As our society and economy continues to
evolve, it may be time to rethink how public education aids students in choosing career and
education pathways. Additionally, due to the present economic and social changes our
government is dealing with, it is imperative that we think more deeply about the future of
those students who will enter the workforce immediately after high school.

How can we ensure that education is the right one for the times? Different skill sets
will be required for the future. The next generation will need to be entrepreneurial, willing to
take risks and be multicultural. Lynch (2013)

THE CURRICULUM AS RESPONSE TO GLOBAL COMPETITIVENESS

The K to 12 Basic Education Program

Waugh (2013) cited, high standard of living, is an important part of culture and values.
The education system has a significant and direct impact on the quality of our workforce our
economic productivity and ultimately, our ability to prosper as businesses, as people, and as
a nation rely on our public schools to provide highly skilled and educated talent. K to 12 is a
solution to create opportunities that will help all children from the time they enter the
classroom to when they join the workforce. McCleary (2012)

K – 12 (k to twelve) is a designed curriculum for the sum of primary and secondary

education. It is used in the United States, Canada, Turkey, Philippines, and Australia. (K) for 4-
to 6-year-olds through twelfth grade (12) for 7- to 19-year-olds, It is a free education from
Kindergarten to Senior High School in the countries mentioned respectively. Wikipedia (2008)
Republic Act K to 12 which is known as Enhanced Basic Education Act of 2013 or K to 12 Basic
Education Program Law states that the graduate of basic education shall be an empowered
individual who has learned, through a program that is rooted on sound educational principles
and geared towards excellence, the foundations for learning throughout life, the competence
to engage in work and be productive, the ability to coexist in fruitful harmony with local and
global communities, the capability to engage in autonomous, creative, and critical thinking,
and the capacity and willingness to transform others and one‘s self. (Legal Basis)

The K to 12 Curriculum

The academic year 2016-2017 is a big turning point in Philippine Education system
since a vast makeover will happen. The new curriculum which is known as K to 12 Enhanced
Basic Education Curriculum, under the newly signed K to 12 Basic Education Program Law,
Senior High School (SHS) will officially be implemented nationwide starting with Grade 11 in
SY 2016-2017 and Grade 12 in SY 2017-2018. The additional 2 years Senior High School is a
specialized upper-secondary education composed of a common Core Curriculum and Tracks.
There are 8 core curricula or learning areas that include Language, Humanities,
Communication, Mathematics, Philosophy, Science, Social Science and Physical Education and
Health and 4 tracks which include (1) Academic, (2) Technical-Vocational-Livelihood, and (3)
Sports and Arts (4) General Education or Liberal Arts. Each track will have strands, which is
also known as specializations within a track. The 8 core curricula have 17 core subjects while
the 4 tracks have 16 track subjects or a total of 33 subjects for SHSC of which each subject will
entail 80 hours of classes per semester for the four semesters involved in Grades 11 and 12 or
a total of 2,640 hours to complete the Senior High School level.

The 8 core curricula have 17 core subjects while the 4 tracks have 16 track subjects or
a total of 33 subjects for SHSC of which each subject will entail 80 hours of classes per
semester for the four semesters involved in Grades 11 and 12 or a total of 2,640 hours to
complete the Senior High School level.
IMPLEMENTATION

Implementation is an interaction between those who have created the programme

and those who are charged to deliver it. According to Ornstein and Hunkins, and those who
are charged to deliver it. According to Ornstein and Hunkins, several of these efforts have
failed. According to Sarason (1990), the main reason for the failure is the lack of
understanding of the culture of the school Successful implementation of curriculum requires
understanding the power relationships, the traditions, the roles and responsibilities of
individuals in the school system. Implementors (whether they be teachers, principals, district
education officers) should be well-versed with the contents of the curriculum. Benefits of the
innovation. As stated by Fullan and Pomfret (1977); "effective implementation of innovations
requires time, personal interaction and contacts in-service training and other forms of
people-based support" . Curriculum implementation requires winning people over and it
takes time. Teachers need to feel appreciated and their efforts recognized. Some may argue
that they should be given financial rewards but there is evidence to suggest that external
motivation contributes minimally to the venture. Individuals contribute their best talents
when they are internally motivated and derive a good feeling from best talents when they
are internally motivated and derive a good feeling from curriculum implementation process is
the teacher. With their knowledge experience and competencies, teachers are central to any
curriculum improvement on, there is no denying that teachers influence students' learning.
Better on, there is no denying that teachers influence students' learning. Better practice of
teaching and are responsible for introducing the curriculum in the classroom. The key to
getting teachers committed to an innovation is to enhance their knowledge of the
programme. This means teachers need be trained and workshops have to be organized for
professional development. Unfortunately, in any curriculum implementation process not all
teachers will have the benefit of such exposure. There are just too many teachers and
insufficient funds to go around. The most common approach is to have one-day workshops
given by experts with the lecture method being the dominant pedagogical strategy. Among
the many extrinsic factors identified that may impede curriculum change are adequacy of
resources, time, school ethos and professional support. The intrinsic factors are; professional
knowledge, professional adequacy and professional interest and motivation. (see Table
7.1).Hence, professional development of teachers is as an important factor contributing to
the success of curriculum implementation. To what extent have teacher education
programmes required prospective teachers to study curriculum development? Some view
teachers as technicians and as such do not include curriculum development in their teacher
education programmes. Certainly an adequate teacher education programme should include
curriculum development (both the theory and the work of curriculum development) if
teaching is to be a profession and if educational opportunities for learners are really to be
improved. Below are some topics to be addressed in designing professional development
opportunities for teachers who are implementing a new programme. Programme philosophy:
It is important for teachers to understand both the philosophy behind the programme as well
as how the new programme may impact students, parents, administrators and other
stakeholders.· Content: Teachers may find the curriculum introduces content with which they
are unfamiliar, which they have not taught in a while, or is familiar but presented in an
unfamiliar way. For example, using a problem-solving approach rather than a topical
approach. Factors Description Adequacy of resources Adequacy of equipment, facilities and
general resources required for implementing a new of the new curriculum. e.g. teachers need
enough time to develop their own understanding of the subject they are required to teach.
School ethos Overall school beliefs towards the new curriculum. Status of the curriculum as
viewed by staff, administrators and community. e.g. school administration recognizes the
importance of the subject in the overall school curriculum. Professional Curriculum is the
larger blueprint, the broad guidelines & areas/topics of study, the broad objectives, longer
time-span. A teacher 'interprets', plans, & 'executes' the curriculum on a day-to-day basis.
The 'theory' is put into 'practice'. Objectives & goals become 'actionable', achievable,
objectified & assessable. Lesson plans are drawn up for the purpose.

Time lines are 'fixed' - from annual to term/semester to daily. Resources are
generated or sourced or created. Teaching & learning aids, activities, projects are identified.
Instructional strategies are determined. Assessment & evaluation tools, techniques &
methods are determined & implemented. Hope this helps you get started. All the very best, a
curriculum is broad-based. Only the teacher knows the demographics, diversity & abilities of
her students. It is s/he who has to "customize" it in order to cater to individual needs &
requirements of the class. S/he is the one who can determine/choose which method of
instruction would be best suited to the class so as to achieve the larger curricular objectives.
A travel analogy would be : (curricular) Goal : To reach a certain destination by year-end.
Teacher now has to decide which road(s)/route(s) to take, which mode of transport(s) would
be best, what supplies to take, how to deal with emergencies & contingencies, how to reach
the destination in the quickest possible time, how much distance should be covered each day,
how to make the journey as interesting & enlightening as possible, & so on & so forth

Implementation Teachers must implement the curriculum in their own classrooms,

sticking to the plan that has taken so much time, careful planning and effort to create. When
a teacher fails to properly implement a strong curriculum, she risks not covering standards or
failing to implement effective practices in the classroom. That does not mean a teacher
cannot make minor changes. In fact, a strong curriculum is designed to allow a teacher to be
flexible and to insert a few personalized components or choose from among a selection of
activities reflecting on a curriculum allows teachers and others involved in the process to find
any weaknesses in the curriculum and attempt to make it better. Teachers reflect on
curriculum in multiple ways, such as keeping a journal as they implement the curriculum,
giving student’s surveys and reviewing the results or analyzing assessment data and
individual student performance. Not only can reflection serve to improve a specific
curriculum, it may guide the creation of new curriculum.
The Role of Teachers

The term ―learning experience is not the same as the content with which a course
deals nor the activities performed by the teacher. The term ―learning experience refers to
the interaction between the learner and the external conditions in the environment to which
he/she can react. Learning takes place through the active behavior of the student.

Tyler argues that the teacher‘s problem is to select learning experiences that will
foster active involvement in the learning process in order to accomplish the expected learning
outcomes. Tyler outlined five general principles in selecting learning experiences: 1. The
learning experience must give students the opportunity to practice the desired behavior. If
the objective is to develop problem-solving skills, the students should have ample
opportunity to solve problems; 2. The learning experience must give the students
satisfaction. Students need satisfying experiences to develop and maintain interest in
learning; unsatisfying experiences hinder their learning; 3. The learning experience must fit
the students‘ needs and abilities. This infers that the teacher must begin where the student is
ability-wise and that prior knowledge is the starting point for new knowledge; 4. Multiple
learning experiences can achieve the same objective. There are many ways of learning the
same thing. A wide range of experiences is more effective for learning than a limited range; 5.
The learning experience should accomplish several learning outcomes. While students are
acquiring knowledge of one subject or concept, they are able to integrate schooling.

Each student in Senior High School can choose among three tracks: Academic;
Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three
strands: Business, Accountancy, Management (BAM); Humanities, Education, Social
Sciences(HESS); and Science, Technology, Engineering, Mathematics (STEM).One interesting
part of the program is the students immersion, which may include earn-while-you-learn
opportunities, this will provide them relevant exposure and actual experience in their chosen
track.
TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONALCERTIFICATE

After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a
National Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood track in
Grade 12, a student may obtain a National Certificate Level II (NC II), provided he/she passes
the competency-based assessment of the Technical Education and Skills Development
Authority(TESDA). NC I and NC II improves employability of graduates in fields like
Agriculture, Electronics, and Trade.

MODELING BEST PRACTICES FOR SENIOR HIGH SCHOOL

In SY 2012-2013, there are 33 public high schools, public technical-vocational high

schools, and higher education institutions (HEIs) that have implemented Grade 11. This is a
Research and Design (R&D) program to simulate different aspects of Senior High School in
preparation for full nationwide implementation in SY 2016-2017. Modeling programs offered
by these schools are based on students‘ interests, community needs, and their respective
capacities.

NURTURING THE HOLISTICALLY DEVELOPED FILIPINO

Luistro said during a talk that 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 information, media and technology
skills, learning and innovation skills, effective communication skills, and life and career skills.
This law is very important to the study as a backbone of this research. The researcher will be
guided by means of this K to 12 Toolkit.

Challenges in Facing K to 12

Angara in his speech explained that it is necessary that we should add two years for
basic education program, so that Philippines will not remain as one among the three
countries in the UNESCO with less than 12 years of education--the others being Angola and
Djibouti. To improve the quality of workmanship and employment status we need to upgrade
our BEC so as qualified professionals will not be treated like second-rate workers. Angara
cited that today, education and training are being judged based on global standards. We
might have good universities but this is not enough since institutionally and as a country, we
are looked down upon by the world education leaders," he moaned. We should prepare not
only for K-12 but as well as ASEAN 2015 based on AEC or also known as ASEAN Economic
Community. Angara said that "We must face the fact that our current educational system is
dysfunctional.

Some of the reasons are: (1) physical deficiency or chronic shortages in classrooms
seats, books, even in hygiene facilities, as well as qualified teachers. (2) undertrained
professionals (3) Job mismatch between the academic programs being offered and the
market demand.

The former UP president explained that even our country's top universities still
struggle to compete with educational institutions in our neighboring countries.
Career education

Career education helps a student make informed decisions in developing a career.

Instead of focusing on academic subjects, a student learns the tools of an occupation through
hands-on training. Career education is accomplished through a variety of programs, such as
adult education and employment training, mentoring programs and community education
Career education helps a person develop the knowledge and skills they need to choose and
pursue a career path. Balana(2013) in her research pointed out that one of the most and
major important steps is landing an appropriate job is having a planned course choice/career
path in pursuing a degree. A student must plan first on what course to take as he goes on or
continue his study before entering tertiary level. There are many things to consider before an
individual arrives in a conclusion on what path to take. Foremost is what future he wants to
get for himself. His Special skills and stock knowledge gained during their secondary level of
education.

Importance of Career Education and Technical/Vocational Training Programs

There are many benefits that career education can offer to the students. This has been
recognized over the last decade or so as various ministries of education have introduced
mandatory career education courses and/or re-examined their approaches to technical
training programs. This is a welcome development.
K to 12 responses 2 to Career Education and Technical/Vocational Training Programs

By examining the role of career education K to 12 programs is the answer as a

response to skills shortage and high youth unemployment, it is important to understand the
role public education can play in guiding students‘ choices.

In study of Cook (2013) he cited that from an economic perspective, countries with a
greater proportion of students in vocational education at secondary school tend to have
lower youth unemployment.

While this connection should not be overstated, it is important to note that student
engagement is an important aspect of education. Their future plans and career matters most.
In order to facilitate engagement, education programs must be accessible to students of
varying abilities and aptitudes, particularly for those who do not see themselves attending
university. These programs must be supported by clear pathways to work. In some provinces
and school boards, technical programs, specifically those delivering Technical Vocational
Education and training (TVET), are closely aligned with labor market demands and in STEM
(science, technology, engineering, mathematics) fields and high demand career paths. This
approach can create options for students that lead to entry-level jobs, higher education
degrees, and advanced career paths.

CAREER CHOICE

Career selection is one of many imperative choices students will make in determining
future plans and success. This decision will shape them and serve as their path walk
throughout their lives. The essence of who the student is will revolve around what the
student wants to do with their life-long work and career. Basavage (1996), in her thesis
probed. What is the influences child one way or another? Over the school‘s front door at
Rindge School of Technical Arts is the saying, Work is one of our greatest blessings. Everyone
should have an honest occupation (Rosenstock & Steinberg, cited in O‘Brien, 1996, p.3). This
is how we can view history and its importance. Each individual has his own history that
shapes out present and future lives. That history created, in part by the student‘s
environment, personality, and opportunity, it will determine how students make career
choices. It then follows that how the student perceives their environment, personality, and
opportunity also will determine the career choices students make.

Edwards (2011) cited that career choice is a complex decision for students since it
determines the kind of profession that they intend to pursue in life. Students should make
career choice while in secondary school, so they will be able to face problem of matching
their career choices with their abilities and school performance.

Since the career process is ever evolving, it is important for students to learn just
what their opportunities are, capitalize on them, and then move on. When it comes to
predicting costs versus benefits of education, this is where students can make a mistake in
either over estimating or under estimating their economic situations. Students should not
confine themselves to just one opportunity, nor should they stop trying if the one possible
opportunity dries up. If opportunity is not present they have to make their own opportunities
or move on.

Factors in Career Choice

The first factor in career choice is environment it influence the career students choose.
For example, students who have lived on an island may choose a career dealing with the
water, or they may choose to leave the island behind, never to have anything to do with
water again.
 Maybe someone in the student‘s life has made a significant impact or impression,
leading to a definite career choice. Parents‘ educational background may influence student
views on whether or not to continue their education. Basavage (1996, p.1) Someone they saw
on television may have influenced the student, or parents may have demanded that they In
the study of Perez regarding Factors Affecting Career Preferences indicated that gender, area
of residence, school attended, attitude , self-employment, prestige, employment security,
financial support, career specialization, career flexibility, personal interests, availability of
job, apply, advancement, knowledge and lastly learning experiences are among the top
reasons in choosing their career. Social cognitive career theory (SCCT; R. W. Lent, S. D. Brown,
& G. Hackett, 1994) emphasizes cognitive-person variables that enable people to influence
their own career development, as well as extra-person (e.g., contextual) variables that
enhance or constrain personal agency.

MARKETABILITY/ EMPLOYABILITY

Employability is a difficult concept to define succinctly and comprehensively. As

Hillage and Pollard (1998) state, it is a term used in a variety of contexts with a range of
meanings and can lack clarity and precision as an operational concept. This literature review
is an attempt to draw together the concepts of employability in relation Education. This is a
rapidly growing area for publication and this literature review cannot hope to
comprehensively cover all publications, but it aims to put the main issues into context.
Students attends school to find better job opportunity or employment. Most of the studies
on employability have been rooted in higher education; few or none have really paid
attention to secondary school ‟employability. Yet, education providers are expected to
respond to employability imperative at all levels (McGrath, n.d.). This study fills the gap in
focusing attention on employability skills at the junior high school level. Education at this
level is intended to produce graduates with all-round development‟ (NERDC, 2008), however,
a lot is still left to be desired. According to Imaginative Mind (2013). Despite teacher and
student effort over recent years, a shocking 17% of teenagers are leaving school functionally
illiterate and unable to cope with the challenges of everyday life. Based on a recent report
from UNESCO's Institute for Statistics more than 57 million children are denied the right to
basic education. Nigeria tops the list with 10.5 million out-of-school children. The top five
countries are: Nigeria (10.5 million); Pakistan (5.1 million); Ethiopia (2.4 million); India (2.3
million) and the Philippines (1.5 million). This huge number of out of school youth will loose
their chance to be employed or be able to find a better job oppurtunities. Dixons (2013)
warned that schools may be failing in their responsibility of teaching life- and work-related
skills and leaving youths unemployed or stagnated in careers. Employability skills are even
more needful in developing countries where secondary school students’ drop - out rate is
high and the prospect for further education is slim .Graduate employability is centrally
located in the changing relationship between education and the labour market. The
development of mass education has intersected with the shift towards a so-called
knowledge-driven or post-industrial economy (Drucker, 1993; Amin,1994). The notion of
employability challenges traditional concepts of education and raises the question of what
the point of curriculum is; subject knowledge and understanding, or learning how to learn.
Some academics feel that this agenda is too driven by government policy and employers,
rather than the academy, and this can lead to unrest amongst academics who are expected to
teach employability skills and attributes in the classroom. De la Harpe et al. (2000) suggest
that there is concern worldwide that existing undergraduate programmers are not producing
graduates with the kind of lifelong learning skills and professional skills which they need in
order to be successful in their careers. In a study of Lee (2002) he emphasized the importance
of education for employability focusing on the development of key skills and the importance
of work experience. This literature review will look in turn at first, the employ ability agenda,
second, curriculum developments and academic perspectives, third, employ ability attributes
reflective learning, work experience, team work, and forth, Employability Performance
Indicators and Employer‘s needs.

Hirschi (2010) mention in a Journal of Career Assessment that many of the strengths
and abilities of graduates are "marketable." This means that they are of value to employers.
The marketable skills can be applied to specific jobs. Employers will want you to have both
job-specific skills and the right disposition and interpersonal skills to adapt to the workplace.
Job-specific skills might include: carpentry, sewing, electrical wiring and bookkeeping.
General skills could include getting along with others, being a team player, managing time,
respecting diversity, organizing work, and problem-solving.

EMPLOYABILITY SKILLS

Curriculum is very essential to human development. Farkas (1993) indicated that

curriculum update must be a continuing process, with educators remaining up-to-date with
the changes and leading the changes. According to Purcell (1993), when writing curriculum,
changes that have taken place in the past should be considered as well as changes that are
likely to happen. According to Brand III (2005),One certainty is that continuous efforts must
be made to revise and update curriculum to ensure it is meeting student needs in the ever-
changing workforce. The message from these studies is that educators should reassess their
curriculum to ensure that their curriculum is adequately developing students‘ necessary
employability skills (Purcell, 1993; Walo, 2000).

Reflecting on the above assertions, it can be argued that curriculum should be

reviewed periodically to keep up with changes and trends, in order not to be passing old and
outdated knowledge and irrelevant competencies onto the students (Farkas, 1993; Purcell,
1993; Walo,2000). Several studies (Miranda, 1999; Dittman, 1993) indicate that most existing
hospitality programs are still focused towards producing technically oriented students with
marginal attention given to management or employability skills for entry-level positions with
little or no emphasis on upper-level management skills. Breiter and Clements (1996) indicated
that human resources skills, conceptual skills and planning skills would be the key focus of
future curricula. Pavesic (1991) also contended that customer service skills, communication
skills, analytical skills and problem solving skills are the essential element of in every
curriculum. He indicated that employers usually train their employees on the necessary
technical skills. Breiter and Clements (1996) and Pavesic (1991) emphasized the importance of
upper-level leadership skills such as human resources skills, conceptual skills, communication
skills, analytical skills, problem solving skills and planning skills as the key focus of future
curricula. They contended that these skills are more important than technical skills, which are
usually acquired through specific organizational training at various places of employment.
Similarly, literatures that encouraged the development of employability skills indicated that
leadership skills, critical thinking skills, communication skills, problem solving skills, creative
and flexible-thinking, and human resources management skills are necessary for career
success (Gustin, 2001;Kay & Russette, 2000; Moscardo, 1997; Tas et al., 1996). The
importance of leadership skills cannot be over emphasized among the employability skills,
according to Mumford, Scott, Gaddis, and Strange (2002) ―leadership, at least certain types
of leadership, is apparently related to creativity and innovation in ―real world setting. They
also contended ―the influence tactics used by leaders apparently affect people‘s willingness
to engage in, and the likely success of, creative ventures (p.707). Robinson (2006) identified
67 employability skills that were perceived important by educators, employers and
employees in entry-level positions for employment success Martin et al. (2008) however
identified and based their study on 14 employability skills: communication, team-working,
problem-solving, literacy, numeracy, general information technology (IT), timekeeping,
business awareness, customer-care, personal presentation, enthusiasm/commitment,
enterprising, vocational job-seeking and advanced vocational job-specific skills. Careers and
Employability Centre, Loughborough University (n.d.) described employability skills as the
professional competency sought after by employers which their students are helped to
develop alongside subject/discipline. These skills include analytical and problem-solving
skills, numeracy, confidence, time management, team working, communication skills,
information technology, and monitoring skills. Similarly, the Placement and Careers Centre of
Brunel University London (n.d.) identified 9 employability skills: communication, self-reliance,
organization, initiative and enterprise, commercial awareness, problem-solving, teamwork
and leadership, time management, and customer services. According to Learner (2012), eight
nationally agreed employability skills in Australia are: communication; planning and
organizing; teamwork, problem solving; self-management; initiative and enterprise;
technology; and learning. The Victorian Certificate of Education (VCE) Chemistry students
were provided opportunities to develop the skills. Helping students develop employability
skills is vital for coping with today’s economic realities. Researchers, employers and
education providers are devising strategies to promote development of soft, transferable or
employability skills.

McGrath (n.d.) asserts that students‟ employability skills will improve by maintaining
a working relationship/interaction between schools and employers, understanding of
industrial realities, work placement for staff and students, as well as adapting new approach
to teaching and learning that highlights core skills and attitudes, job seeking skills and a
repackaged set of technical and occupational skills. According to Learner (2012), students
may develop employability skills through learning activities. The opportunity to engage in a
range of learning activities, both co-and extra-curricular activities contribute to students‟
employability. Employability is enhanced when students actively engage in a range of
learning activities (including personal development planning), and when the connection of
these activities with employability is made clear to them. (The Higher Education Academic,
2006)

Related Studies

Our researcher conducted a related study about the Perception of the Students
towards K - 12 Program from Kindergarten to Senior High School Programs. This was
implemented by the former President Aquino and accordingly, we are the list of those
countries which is Philippines with 10 years of Basic Education Only and that’s why we add 2
more years in able to learn the students in the 21 st Century as they finish this K – 12 Program
whether the students should proceed to college in able to learn more, the students also
should proceed to work or the students should proceed to have their own business based on
the tracks that they get. The aims of this research is to investigate and compare the
perceptions of students as long as the parents and teachers involved in this program and to
examine the extent to which programs can make their own violent reactions regarding the
issues associated with this program between primary and secondary schools. Although
executive staff and teachers also provided valuable information and perceptions of their own
responses with regards to our program which is the K – 12 Program in able to know them why
is it like that kind of implementation.

Another researcher which is Marston (2011) was also conducted a related study about
the Perception of Students and Parents involved in Primary to Secondary School Transition
Programs. Transition programs, of different formats and complexities, based on both
Australian and international research, have been introduced in some schools to facilitate
transition. The aims of this research were to investigate and compare the perceptions of
students, parents and teachers involved in several of these programs and to examine the
extent to which transition programs can alleviate issues associated with transition between
primary and secondary schools. Although executive staff and teachers also provided valuable
information and perceptions.

This study is related to the researcher’s study for this also focuses on the perception of
parents but differ because it focuses on both the perception of students and parents
regarding the transition programs from primary to secondary school.

Another also researcher which is Nartates (2011) was conducted a study about the
Effects of Broken Homes among Early Teenagers to their Academic Performance this studies
cited by the researchers have also shown that the country’s education program is equivalent
to the 12-year education cycle followed abroad except that it is being completed in only 10
years. These researches analyze and study what will be the effects of the K+12 educational
systems to the country, parents, and students. This study becomes related to my study in the
sense that it is concerned on the effects of K – 12 program to the parents. The only difference
is that this study is focused on the effects of K – 12 program to the students whose parents
are working abroad, and how it affect to their academic performance.

Another also researcher which is Manalo (2012) was conducted a study about the
Enhanced K – 12 program as Perceived by the Parents of Grade Six Pupils at Baao District,
Baao Camarines Sur, School Year 2011-2012, this study id related to the researchers study
because this focus on the perception of parents and reactions on K -12 implementation only
differ on the respondents because this study has a wider respondents than the researchers
study.

The second to the last researcher which is Zellman (2012) was conducted a study
about the implementation of the K – 12 Education Reform in Qatar’s Schools, this study is a
reform of education for a new era , because it views education as the key to the nation's
economic and social progress. This study, one of a number of RAND studies that trace and
document the reform process in Qatar, was designed to assess progress made in the first
years of the K–12 reform's implementation in Qatar's schools and the perception of the
parents on the Implementation of the K – 12 program. This study has a relation to the
researchers study because it also get the perception of the parents on the K – 12
implementation.

And last but not the least, the researcher which is Tan (2011) conducted a study on the
Most Perceived Problems on K – 12 Implementation of the Students Luzon Elementary
School, Tagkawayan Quezon. This study is related to the researchers study as it also focus on
the problems perceived about the K – 12 program which affects the student’s performance
and parents perception.

Related Readings
 The operation of our educational system revolves around laws legislated by congress.
The primary source of these laws is the 1987 constitution. A separate Article of education is
provided in the 1987 constitution. It prescribes that the state shall assign the highest
budgetary priority to education and ensures that teaching will attract and retain its rightful
share of the best available talents through adequate remuneration and other means of job
satisfaction and fulfillment. (Nolledo:1992). Article XIV of the constitution which focused on
education in which section I 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
education accessible to all”.

The K – 12 Program

“We are the last country in Asia and one of only three countries in the world with a 10-year
pre-university program” (source: SEAMEO Innotech 2011) The Department of Education has
formally launched its K-12 program, which adds 2 years to basic education in the country. This
means that aside from kindergarten, 6 years of elementary, and 4 years of high school,
students will have to undergo an additional 2 years of study in senior high school. Education
Secretary Armin Luistro (2011) says the additional 2 years will help students decide what
course they will take in college. It will also help high school students to be given a chance to
specialize in science and technology, music and arts, agriculture, fisheries, sports, business
entrepreneurship, and others. K-12 aims to make basic education sufficient enough so that
anyone who graduates can be gainfully employed and have a productive life. K – 12 will look
at the possibility of specialized education such as a high school or community, which will
focus on the arts or agriculture. Education Secretary Bro. Armin Luistro said that the proposal
will make high school graduates employable, making tertiary education unnecessary to get a
job. That proposal of Department of Education to add two more years to basic education
drew mixed reactions in the Senate. Senate President Juan Ponce Enrile (2011), expressed
support to the DepEd’s K – 12 as he agrees with the proposal because the country needs to
increase its competitiveness at the international level. He said: We are underrated by other
countries, our educational system. It is painful for others. But for the country we have to do
it. To implement the program, the DepEd has to work with Congress to amend the existing
law, Batas Pambansa 232 or the “Education Act of 1982,” which states that the basic formal
education is a 10-year program. Senate education committee head Senator Edgardo Angara
(2010) had earlier said that they have created technical working groups (TWG) to study the
proposal and call for a wider consultation regarding the matter. The Reactions about K – 12
program Senator opposes proposed DepEd K-12 program. Senate Majority Floor Leader
Vicente "Tito" Sotto explained why he opposed the proposal of the Department of Education
(DepEd) to amend the law on the country’s basic education to increase the number of school
years to 12 from the present 10- yearprogram. "I oppose the addition of two years to basic
education. There is no clear benefit to adding two years to basic education," Sotto said in a
privilege speech at the Senate. He added that the national budget can't even provide
sufficient funds to maintain the present number of years of basic education, but now the
DepEd wants to add more to it. According to him, adding two years to basic education will
further increase our budget deficit. We need quality education, not quantity of years in
education. We need more schools, not more years in school. Kabataan Partylist Rep.
Raymond Palatino called this move by Education Secretary Armin Luistro a "delusions of
grandeur". He said that in a poverty- stricken country like the Philippines, the
implementation of the K+12 was a "question of survival", especially for parents who could
barely send their children to school. He added that this new education plan will not address
the escalating number of out-of-school youths, nor lift the employment rate, because the real
problem is the low employment opportunities. Senators Chiz Escudero was also against the
implementation of the K+12 Education plan. Escudero pointed out that it is not in the length
of educational years, but the quality of education a student can acquire. And this has to begin
by training teachers to be competitive, create more classrooms and improve learning
facilities, and provide budget for textbooks.

Perceived Problems on K – 12 Implementation Many parents disapprove of the

proposed K - 12 Education system by the Department of Education, as it is means additional
burden for both parents and students, even more so for the marginalized sector of the
community. There are some issues raised by different individual on this matter which are the
possibility of Additional 2 years added cost to parents, DepEd lacks of educational resources
such as classroom and teachers and some parents can’t wait to have their children start
working. Nograles (2010), son of former House Speaker Prospero Nograles, also noted that
the government’s public school system does not have enough classrooms, teachers and well-
equipped educational facilities which are required for the effective implementation of the
proposal. The younger Nograles said, the reality on the ground is that some schools even
have to divide their classes to morning and afternoon sessions to accommodate more
students …We need to modernize our public school system first before we could even
consider expanding the cycle of our basic education system. He added that with the current
10-year basic education cycle, schools even lack teachers who will provide quality education
as higher salaries encourage them to pursue work abroad. He said, once we are assured that
there are no longer classrooms under the trees, then we are ready to have a 12 – year basic
education cycle.

Sources:

https://www.slideshare.net/yethan/thesis-24524096
 CHAPTER III

RESEARCH METHODOLOGY

This research methodology is part of our research because without data, how we will
interpret this variable that we have such as Personal and Student.

The method that we use is SPSS Method in able to identify if there is the significance
of the research according to age, gender and civil status as long as the personal and student
can be determined also or not.

If the computed value is greater that critical value, the null hypothesis should be
rejected from them. If the computed value is less than the critical value, the null hypothesis
should be accepted from the critical value because there is an error in making the decision.
 CHAPTER IV

INTERPRETATION AND PRESENTATION OF THE DATA

This data shows the different tables of frequency distribution of each independent
variable and dependent variable in able to know who got the highest number of respondents
in each independent variable and what is the result of each variable, is it a rejection of null
hypothesis or accepted from the critical value as we used in SPSS Method based on the
respondents that we surveyed about the Perception of the Students towards K – 12 Program.

TABLE 1. FREQUENCY DISTRIBUTION

Demographic profile of the respondents in terms of :

Age Frequency Percentage %

16-18 119 85
19 – 21 19 13.57
22 - above 2 1.43
Total 140 100

Based on the demographic profile in terms of age that the ages of 16 – 18 got the highest
number of respondents with the percentage of 85, followed by the ages of 19 – 21 got 19
respondents with 13.57% and lastly the ages of 22 – above got 2 respondents with 1.43%.
 TABLE 2. FREQUENCY DISTRIBUTION

Demographic profile of the respondents in terms of :

Status Frequency Percentage %

Single 138 98.57
Married 2 1.43
Total 140 100

Based on the demographic profile in terms of Status that the Respondents with Single got the
highest number of respondents with the percentage of 98.57% and the Respondents with
Married got 2 respondents with 1.43%.

TABLE 3. FREQUENCY DISTRIBUTION

Demographic profile of the respondents in terms of :

Gender Frequency Percentage %

Male 45 32.14
Female 78 55.71
Gay 12 8.57
Lesbian 5 3.57
Total 140 100

Based on the demographic profile in terms of gender that the Female Respondents got the
highest number of respondents with the percentage of 55.71%, followed by the Male
Respondents got 45 respondents with 32.14%, followed also by Gay Respondents with 12
respondents with 8.57%, and lastly the Lesbian Respondents got 5 respondents with 3.57%.
TABLE 4. RESPONSES OF THE RESPONDENTS FROM THE SURVEY QUESTIONNAIRE

Item no. Personal Weighted Interpretation

mean
1 It is remarkable and I am excited 3.45 Moderately true
with the full implementation of K-
12 program
2 Just in time and appropriate. 4.01 Much true
3 Teachers are well informed about 3.23 Moderately true
the program.
4 Additional burden in the part of 3.55 Much true
the teacher.
5 It will require additional trainings 3.27 Moderately true
for the teachers.
6 Difficult to implement due to lack 3.97 Much true
of materials, equipment and
facilities.
21.28 Much True
Item No. Student Weighted Interpretation
Mean
1 It enhances knowledge and skills of 3.23 Moderately true
the students.
2 It boosts the self-confidence of the 3.20 Moderately true
students.
3 It will help my students learn skills 3.22 Moderately true
which are relevant to have a
sustainable and decent life in the
future.
4 It gives hope to change the 2.92 Moderately true
economic status of my family.
5 It helps students to be molded as a 3.71 Much true
better person.
6 It is an enjoyable experience. 3.88 Much true
7 It gives students more time to 4.67 Very Much True
other learning opportunities
beyond the classroom.
8 Graduates will possess 3.72 Much True
competencies and skills relevant to
the job market.
9 Graduates will be prepared for 4.02 Very Much True
higher education.
10 It will prepare students to be more 3.59 Much True
competent in ASEAN Economic
 Community.
Total 36.16 Much True

Based on the fourth table that we have which is the responses of the respondents
from the survey questionnaire, there are two dependent variables that we focus which is
Personal and Student. At first, we interpret the Personal Variable because based on the
questions that they respond, 50% of the respondents responded as Moderately True and 50%
of the respondents responded as Much True but if we total the number of responses and
what is the average and their interpretation of the Personal Question will be computed as
3.55 and which is under Much True because the respondents have something much true of
this implementation of K – 12 Program but somehow, there at times that there are something
true or not about this implementation based on their own personal responses and therefore,
the result of this if we will make the decision is a Very Good Result. At second, we interpret
the Student Variable based on the questions that they respond, 40% of the respondents
responded as Moderately True, 40% of the respondents responded as Much True and 20% of
the respondents responded as Very Much True but if we total the number of responses and
what is the average and their interpretation of the Students Question will be computed as
3.62 and which is under Much True because the respondents have something much true of
this implementation of K – 12 Program but somehow, there at times that there are something
true or not about this implementation based on their own student responses and therefore,
the result of this if we will make the decision is also a Very Good Result.
 TABLE 5. THE SIGNIFICANCE OF THE STUDY IN BETWEEN INDEPENDENT VARIABLE AND
DEPENDENT VARIABLE
Age Sum of Mean Computed F -
Squares Decision Square value Sig.
Person Between .345 Rejected .173
al Groups .637 .557
Within Groups 1.697 Rejected .271
Total 1.942 Rejected
Studen Between .095 Rejected .048
t Groups .307 .745
Within Groups 1.076 Rejected .155
Total 1.161 Rejected

Table 5 ANOVA

F- test significance difference on the factors affecting------------- age

Table 5 represents the Age. Base on the answers from the questions under Personal, the null
hypothesis is rejected because significance is more than 0.05 with the total significance of
0.557 while the questions under Student, is also rejected because the significance is more
than 0.05 with the total significance of 0.754 . In using ANOVA Method, as we put the
percentage of the respondents in terms of age, the decision of in between groups and within
groups in terms of age is all rejected and it has the positive result because the result is
greater than the critical value.

Variables Sum of Mean Computed

Squares Decision Square F – value Sig.
Person Between .477 (H0) Rejected .477 2.162 .180
al Groups
Within Groups 1.765 (H0) Rejected .221
Total 2.242 (H0) Rejected
Studen Between .205 (H0) Rejected .205 1.684 .231
t Groups
Within Groups .975 (H0) Rejected .122
Total 1.181 (H0) Rejected

Table 6 ANOVA

F- test significance difference on the factors affecting the ------------- analyzed according their
gender.

Table 6 represents the Gender. Base on the answers from the questions under Personal, the
null hypothesis is rejected because significance is more than 0.05 with the total significance
of 0.180 while the questions under Student, is also rejected because the significance is more
than 0.05 with the total significance of 0.231 . In using ANOVA Method, as we put the
percentage of the respondents in terms of gender, the decision of in between groups and
within groups in terms of gender is all rejected and it has the positive result because the
result is greater than the critical value.

Variables Sum of Mean Computed F -

Squares Decision Square value Sig.
Person Between .030 Accepted .030
al Groups .057 .818
Within Groups 4.281 Rejected .535
Total 4.312 Rejected
Studen Between .028 Accepted .028
t Groups .029 .868
Within Groups 7.684 Rejected .960
Total 7.712 Rejected
 TABLE 7 ANOVA

F- test significance difference on the factors affecting the ------------- analyzed according their
civil status.

Table 7 represents the Civil Status. Base on the answers from the questions under
Personal, the null hypothesis is rejected because significance is more than 0.05 with the total
significance of 0.818 while the questions under Student, is also rejected because the
significance is more than 0.05 with the total significance of 0.868 . In using ANOVA Method,
as we put the percentage of the respondents in terms of civil status, the decision of in
between groups is accepted because it has the negative result and therefore the result is less
than the critical value and within groups in terms of gender is rejected and it has the positive
result because the result is greater than the critical value. If we total it, the result in terms of
civil status is still rejected because the result is still greater than the critical value even if in
between groups is accepted.