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    A Case Study in Bicol

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    slow hands
    The document discusses the transition of the Philippines' education system from a 10-year basic education program to a K-12 curriculum aligned with global standards. It provides background on the goals of the K-12 reform but notes several issues in its implementation including misalignments between pedagogies and outcomes. It argues that limited research exists on student performance under K-12, which is important for measuring the reform's success. The paper aims to address this gap by evaluating the academic performance of recent K-12 graduates in Cebu, Philippines using a standardized test assessing abilities in STEM, ABM, HUMSS, GAS and TVL fields.

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    A Case Study in Bicol

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    slow hands
    57 views2 pages
    The document discusses the transition of the Philippines' education system from a 10-year basic education program to a K-12 curriculum aligned with global standards. It provides background on the goals of the K-12 reform but notes several issues in its implementation including misalignments between pedagogies and outcomes. It argues that limited research exists on student performance under K-12, which is important for measuring the reform's success. The paper aims to address this gap by evaluating the academic performance of recent K-12 graduates in Cebu, Philippines using a standardized test assessing abilities in STEM, ABM, HUMSS, GAS and TVL fields.

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    A case study in Bicol

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    The document discusses the transition of the Philippines' education system from a 10-year basic education program to a K-12 curriculum aligned with global standards. It provides background on the goals of the K-12 reform but notes several issues in its implementation including misalignments between pedagogies and outcomes. It argues that limited research exists on student performance under K-12, which is important for measuring the reform's success. The paper aims to address this gap by evaluating the academic performance of recent K-12 graduates in Cebu, Philippines using a standardized test assessing abilities in STEM, ABM, HUMSS, GAS and TVL fields.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    57 views2 pages

    A Case Study in Bicol

    Uploaded by

    slow hands
    The document discusses the transition of the Philippines' education system from a 10-year basic education program to a K-12 curriculum aligned with global standards. It provides background on the goals of the K-12 reform but notes several issues in its implementation including misalignments between pedagogies and outcomes. It argues that limited research exists on student performance under K-12, which is important for measuring the reform's success. The paper aims to address this gap by evaluating the academic performance of recent K-12 graduates in Cebu, Philippines using a standardized test assessing abilities in STEM, ABM, HUMSS, GAS and TVL fields.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    Before the transition to the K-12 educational curriculum, the basic education in the Philippines

    consists of ten (10) years of study: six (6) years in elementary education and four (4) years in
    secondary education [1]. However, with the collective movement of other countries towards
    globalization, the Philippines has undertaken major educational reforms that transition and shift
    its 10-year basic education into the K-12 curriculum [1]. K-12 is an educational program in the
    United States (US) from kindergarten to grade 12 that indicates the range of years of supported
    primary and secondary education [2]. It has been adopted by many educational institutions across
    the globe such as Afghanistan [3], Australia [4], Canada [5], China [6], South Korea [7], and
    Turkey [8]. Several goals have been set by the government associated with the implementation
    of the K-12 curriculum as follows: (i) increase students’ preparation for higher education, (ii)
    equip students’ with eligibility for entering domestic and overseas higher educational
    institutions, and (iii) facilitate students’ immediate employability upon graduation [9].

    Despite the promising goals set by the Philippine government, several issues have spurred with
    the reform’s implementation. For instance, Rivera [10] and Barrot [11] found misalignments
    between established learning pedagogies with the expected outcomes of the K-12 curriculum
    guidelines of the Philippines. Likewise, Trance and Trance [12] revealed a mismatch between
    the perceptions of teachers and students with the set expectations of the K-12 curriculum in the
    country. Moreover, Relucio and Palaoag [13] found an overall negative response between
    multiple K-12 curriculum stakeholders (e.g., teachers, students, and parents) regarding the
    implementation of the K-12 curriculum in the Philippines. These drawbacks suggest the
    streamlining of the K-12 curriculum in the Philippines by reviewing its current guidelines.

    Despite the need to streamline the K-12 curriculum guidelines in the Philippines, the task has
    been difficult due to the limited number of studies in the literature regarding its status. While few
    in numbers, most of the works in the literature focused on identifying misalignments of learning
    outcomes and perception of stakeholders. However, none of the works provided insights about
    the performance of the K-12 students. Relevant works in the literature (e.g., [14–16]) maintain
    that students’ performance provides a direct method of measuring the successful implementation
    of an educational program. With a limited number of studies focusing on measuring student
    performance of K-12 students in the country, a significant gap in the current literature remains
    unaddressed. Moreover, with the limited attention provided by scholars in the literature regarding
    the K-12 transition in the country, formulating more robust strategies and initiatives may become
    a significant impediment for stakeholders in the country. To address this gap, this paper provides
    an assessment of the K-12 curriculum’s status in the country by evaluating the academic
    performance of recent K-12 graduates in the Philippines.

    A case study in Cebu (Philippines), one of the major metropolitan areas in the country, is
    performed. Three major cities in Cebu are considered, namely, Cebu City, Lapu-Lapu City, and
    Mandaue City due to their relatively high number of K-12 students. The Scholastic Abilities Test
    for Adults (SATA) is used as the standardized instrument for the assessment. SATA is a
    standardized test that measures the scholastic competence of persons from the ages of 16 through
    70 [17]. The SATA’s aptitude and achievement components can provide an aptitude-
    achievement discrepancy analysis [17]. In this paper, the SATA is used to measure the scholastic
    abilities of K-12 students in Science, Technology, Engineering, and Mathematics (STEM),
    Accountancy Business and Management (ABM), Humanities and Social Sciences (HUMSS),
    General Academic Strand (GAS), and Technical, Vocational, Livelihood (TVL), using six
    subtests: (i) nonverbal reasoning (NV), (ii) quantitative reasoning (QR), (iii) reading vocabulary
    (RV), (iv) reading comprehension (RC), (v) mathematical capacity (MC), and (vi) mathematical
    applications (MA).

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