THE EFFECTS OF K to 12 CURRICULUM TO THE TVL STUDENTS OF

BENIGNO V. ALDANA NATIONAL HIGH SCHOOL TO THEIR COLLEGE PLAN

A Research Presented to:

The Faculty of Benigno V. Aldana National High School

Cablong Pozorrubio, Pangasinan

In Partial Fulfillment of the Requirements in

Research in Daily Life II

Proponents:
Bautista, Lyka
Coloma, Fatima Jancy
Gutierrez, Cecile
Maningding, Simon
Rimando, Mar

Reseach Adviser:
Mrs. Jinky Ann A. Dulay
 CHAPTER I
THE PROBLEM

Background of the study

Last October 5, 2010, the recent program on Philippine Education as part of former

President “Noynoy” Aquino III’s administration on Educational Reform Program was

instituting of K-12 Education Plan. From his agenda he cited:

12 – Years of Basic Educational Cycle

I will expand the basic educational cycle,

From a 10 year cycle to a globally comparable 12 years, for our public

School Children. At present, those who can afford basic education get into

the best

The P-Noy administration believes that adding more years to the basic curriculum in

the Philippines could help solve the problems of unemployment, keep with global

standards and help Filipino students to have more time to choose the career that best

suit their skills. The government hopes that the changes to the K-12 Education System

will leave its students better equipped for employment and further study, the effort has

been widely critique by Filipino students, parents, teachers, and others.

Lynch (2013) cited that different skills sets will be required for the future. The next

generation will need to be entrepreneurial to take risk and be multifunctional. The

function of Education is to take prepare students for life after schooling preparation. For

the world of work is a necessary and vital part of education.

 As earlier study tells that fear of financial hardship is at the heart of many concerns.

Some parents, for instance, oppose the reform because the cost of keeping children in

school and out of the work force for two additional years will be a financial strain. Many

thinkers opened the idea of improvement to economy, an upgrading status quo and the

preparedness of the government. But rare are the discussions on the impact to tertiary

schools in particular.

At present, it seems that there is an endless change in the educational system until

the desired goal of attaining the quality of education is reached. It doesn’t mean that the

changes will remain in counted. Rather it should be evaluated in terms of outcomes

manifested in the performance of the student to determine their effectiveness.

To enlighten the minds of the masses on the real purpose of their program,

scrutinizing both positive and negative concerns of K to 12 and to know the benefits of K

to 12 in terms of readiness.
STATEMENT OF THE PROBLEM

The researcher seeks the effects of K to 12 Core Curriculum to the students for the

college plan. More especially is aimed to answers the following questions.

 What is the profile of the respondents in terms of the following variables?

Age

Gender

Strand

 To what extent is the readiness of the selected school in the K to 12 in terms of?

Curriculum

School Facilities

Administration

 To what extent is the readiness of the selected teachers in the implementation of K

to 12?

Teaching Competencies

Strategies

Instructional Material

 Is there a significant difference between having K to 12 Curriculum and not having it

to the Grade 12 TVL Students in their college plan?

CONCEPTUAL FRAMEWORK

In this research, the researchers focus on the Grade 12 TVL Students and it design

to further understand the effects of K to 12 Curriculum, that provide sufficient time for

mastery of concepts and skills and to develop lifelong learners towards their college

plan.

Figure I. Paradigm of the Study

INPUT PROCESS OUTPUT

TVL Students of
BVANHS Senior High
The difference of
School
having K to 12
Questionnaire Curriculum and not
Checklist having it to the TVL
The intentions and Students in their
capabilities to College Plan
continue to pursue
tertiary level

Questionnaires are distributed to determine the sides of Senior High School

Students in terms of continuing tertiary level.

THEORETICAL FRAMEWORK

Education is one of the ways to change a life, change values & change the fate of

one’s individual. K to 12 Program is part of the Proposed Educational Reforms of the

Philippines former President which shifts Philippine Basic Education System to twelve

years plus kinder from the current ten years. The 0teheoretical framework has stars to

symbolize who is the center of the K to 12 Program.

This study was anchored on the point of view & theories of the following well-known

authorities’ w/c are closely relevant to the researchers’ study.

Cognitive Development Theory by Jean Piaget (1980), who articulated the

mechanism by which knowledge is internalized by learners. He suggested that through

processes of accommodation & assimilation, individuals construct new knowledge iron

their experiences. When assimilate, they incorporate the new experience into an already

existing framework w/out changing that framework. This may occur when individual

experiences are signed with their internal representation of the world, but may also

occur as a failure to change a faulty understanding. In contrast, when individuals’

experiences contradict their perception of the experiences to fit their internal

representations. According to the theory, accommodation can be understood as the

mechanism by which failure leads to learning, when we act on the expectation that the

world operates in one and it violates our expectations, we often fail, but by

accommodating this new experience and reframing our model of the way the world

works, we learn from the experience of failure or failure to others.

Researchers Theory. Number of possible K to 12 TVL Students who will not enroll

and not in Tertiary level.

SCOPE AND DELIMITATION

This study will be conducted in Benigno V. Aldana National High School

Campus. Samples will be drawn using stratified quota sampling. The questionnaire

was designed to be very brief and will use to gather data is a questionnaire

checklist. It focuses on the intention of the Grade 12 TVL Students to continue their

Tertiary Education. This study also strives to know their insights of the K to 12

Program and how they are adapting to it. This study was limited to the Technical

Vocational Livelihood Senior High School Students of Benigno V. Aldana National

High School. This study will be conducted on July - September 2019.

SIGNIFICANCE OF THE STUDY

The result of this study will be beneficial to various forms of public disciplines. It will

leave us the opportunity to dignify out stands, concerns and also to understand, and

know the effects of K to 12 Curriculum towards the decision of the Students to continue

college education.

Especially, this research study may provide benefits to the following:

1. To the Students - their predicaments may be revealed so that the concerned

authorities may become aware. And also, the conducted research could give them

information for future decisions in their college educator.

 2. To the Teachers - in order for them to demonstrate innovativeness by seeking

further professional growth and developments that would enhance to further extent their

competences.

3. To the schools (specially BVANHS) - it will help them to decide on possible

action based on the research results.

HYPOTHESIS

The researchers considered the following hypothesis in this study.

NULL HYPOTHESIS

Ho : There is no significant differences between K to 12 Curriculum and pursuing

tertiary level or college plan of TVL Students of Benigno V. Aldana National

High School.

ALTERNATIVE HYPOTHESIS

H1 : There is significant differences between K to 12 Curriculum and pursuing

tertiary level or college plan of TVL Students of Benigno V. Aldana National

High School.
DEFINITION OF TERMS

Tertiary

- is the educational level following the completion of a school proving a

secondary education. Also referred to as third level, third stage or post

secondary education.

K to 12 Curriculum

- is an education system under the department of education that aims to

enhance learner’s basic skills, produce more competent citizens, and prepare

graduates for lifelong learning and employment.

TVL (Technical Vocational Livelihood)

- it is designed to provide students with job-ready skills that they will need in the

future.

Quo

- existing state of affairs, particularly with regard to social or political issues.

Implementation

- the process of putting a decision or plan into effect; execution

Effectiveness

- the degree to which something is successful in producing a desired result;

success

Decision

- a conclusion or resolution reached after considering

To whom it may concern:

Dear Sir/Ma’am

The researchers Grade 12 Science Technology Engineering and Mathematics

students of Benigno V. Aldana National High School are conducting a research entitled

“The Effects of K to 12 Curriculum to the TVL Students of Benigno V. Aldana National

High School to their College Plan ” as a requirement in our Practical Research II

subject. Please allow us to conduct a survey from Senior High School Students in order

to complete the necessary information for our research.

Your approach to this letter is highly appreciated

Thank You and More Power

Respectfully Yours,

Cecile S. Gutierrez Fatima Jancy Coloma

Simon Maningding Lyka Bautista

___________________
Mar Rimando
Dear Respondents,

We, the researchers are conducting a research entitled “The Effects of K to 12

Curriculum to the TVL Students of Benigno V. Aldana National High School to their

College Plan”. We are asking for your cooperation in responding on the following

question below.

Thank You for your Kind and Consideration

Sincerely Yours,

The Researchers (Grade 12 STEM Students)

 APPENDIX A

(THE EFFECTS OF K to 12 CURRICULUM TO THE TVL STUDENTS OF

BENIGNO V. ALDANA NATIONAL HIGH SCHOOL TO THEIR COLLEGE PLAN)

5 - Sometimes; 4 – Often; 3 – Sometimes; 2 – Rarely; 1 - Never

*To what extent is the readiness of BVANHS in the Implementation

5 4 3 2 1
of K to 12.
1. K to 12 help me to become ready to work even without taking college.
2. I am satisfied with what I learned of K to 12.

3. K to 12 is helpful to improve my skills.

4. BVANHS developed its own K to 12 Curriculum.
5. BVANHS improve the facilities designed to make convenient the
teaching process.
6. School equipments my effectiveness towards my chosen career.
7. School manage wisely and effectively all the K to 12 resources.

*To what extent is the readiness of the selected teachers in the

5 4 3 2 1
Implementation of K to 12
1. The Teachers make sure of every possible resource to improve
themselves professionally most particularly in terms of instruction.
2. The Teachers utilize more reliable assessment tools and technique to
evaluate their performance.
3. The Teachers doing their job properly to help me enhance my skills.
4. The Teachers employ effective motivational techniques to sustain my
interest in something.
5. The Teachers give detailed and redundant explanations for difficult
points.
6. The Teachers select instructional materials based on their suitability
to attain the objectives of the lesson.
7. The Teachers prepare aids such as rulers and templates to save time
and improve the quality of work.
 (THE EFFECTS OF K to 12 CURRICULUM TO THE TVL STUDENTS OF
BENIGNO V. ALDANA NATIONAL HIGH SCHOOL TO THEIR COLLEGE PLAN)

5 - Strongly Agree; 4 – Agree; 3 – Neutral; 2 – Disagree; 1 - Strongly Disagree

*COLLEGE PLAN (if there is no K - 12) 5 4 3 2 1

1. I will continue college if there is no K to 12
2. I am financially ready to continue college if ever
3. Without K to 12, I have enough knowledge and skills to work
already
4. I want to work already
5. I will enroll TESDA

*COLLEGE PLAN (with K - 12) 5 4 3 2 1

1. I will continue college after graduation
2. I am financially ready to continue college if ever
3. With K to 12, I have enough knowledge and skills to work
already
4. After K to 12, I want to work already
5. K to 12 affects my decision to continue college
 APPENDIX B

COMPUTATION OF MEAN

Level of Perceptions of the Respondents on the Effects of K To 12 Curriculum to the

TVL Students of Benigno V. Aldana National High School to their College Plan
N=152

*To what extent is the readiness of BVANHS in

5 4 3 2 1 Mean D.E
the Implementation of K to 12.
1. K to 12 help me to become ready to work even
59 41 42 7 3 3.96 Often
without taking college.
2. I am satisfied with what I learned of K to 12. 62 47 28 8 7 3.98 Often

3. K to 12 is helpful to improve my skills. 86 31 26 7 2 4.26 Always

4. BVANHS developed its own K to 12 Curriculum. 54 44 40 12 2 3.89 Often

5. BVANHS improve the facilities designed to make
60 44 34 10 4 3.96 Often
convenient the teaching process.
6. School equipments my effectiveness towards my
42 56 41 9 4 3.81 Often
chosen career.
7. School manage wisely and effectively all the K to
46 51 46 7 2 3.87 Often
12 resources.

*To what extent is the readiness of the selected teachers in

the Implementation of K to 12 5 4 3 2 1 Mean D.E

1. The Teachers make sure of every possible resource to improve

themselves professionally most particularly in terms of instruction. 65 53 29 1 3 4.18 Often

2. The Teachers utilize more reliable assessment tools and

technique to evaluate their performance. 59 54 32 4 2 4.10 Often

3. The Teachers doing their job properly to help me enhance my

skills. 72 46 25 7 1 4.21 Always

4. The Teachers employ effective motivational techniques to

sustain my interest in something. 55 42 41 12 1 3.93 Often

5. The Teachers give detailed and redundant explanations for

difficult points. 55 44 46 4 2 3.98 Often

6. The Teachers select instructional materials based on their

suitability to attain the objectives of the lesson. 48 54 39 9 1 3.93 Often

7. The Teachers prepare aids such as rulers and templates to

save time and improve the quality of work. 63 42 37 7 3 4.02 Often
*COLLEGE PLAN (if there is no K - 12) 5 4 3 2 1 Mean D.E
1. I will continue college if there is no K to 12 68 49 25 6 4 4.13 Agree
2. I am financially ready to continue college if
44 50 46 8 4 3.80 Agree
ever
3. Without K to 12, I have enough knowledge and
29 43 52 24 4 3.45 Agree
skills to work already
4. I want to work already 25 41 45 27 14 3.24 Agree
5. I will enroll TESDA 35 32 41 26 18 3.26 Agree

*COLLEGE PLAN (with K - 12) 5 4 3 2 1 Mean D.E

1. I will continue college after graduation 65 33 37 12 5 3.93 Agree
2. I am financially ready to continue college if
55 35 46 10 6 3.81 Agree
ever
3. With K to 12, I have enough knowledge and
39 41 53 15 7 3.61 Agree
skills to work already
4. After K to 12, I want to work already 26 48 42 24 12 3.34 Agree
5. K to 12 affects my decision to continue college 39 28 45 25 15 3.34 Agree