CALOOCAN CITY BUSINESS HIGH SCHOOL

Sikatuna Extension Village, Caloocan City

Senior High School

Academic Track
Humanities and Social Science

READINESS OF JUNIOR HIGH SCHOOL FOR SENIOR HIGH SCHOOL; BASIS FOR
ENHANCED CURRICULUM PROGRAM IN CALOOCAN BUSINESS HIGH SCHOOL

A research Study
Submitted to the Senior High School Department
Caloocan City Business High School
In partial fulfillment of the requirement for
Practical Research 2, Academic Track
Humanities and Social Sciences Strand
Grade 12 – HUMSS (JOAQUIN)
Group 1
Abarracoso Irish Jake
De Vera Jeremiah C.
Roño Marvelous Marvin M.
Bulala Lady Murielle
Catapang, Maria Elena
De Toro Mishi Iommi S.
Duarte, Mae Rezelle
Samson Nhaeomy Margarette C.

Submitted to:
Ms. Susan Bernados
Subject Teacher
JUNE 2021

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 CALOOCAN CITY BUSINESS HIGH SCHOOL
Sikatuna Extension Village, Caloocan City

Senior High School

Academic Track
Humanities and Social Science

TABLE OF CONTENTS

Abstract ………………………………………………………………………….. 4

1.0 Introduction ……………………………………………………………………... 5

1.1 Background of the Study ………………………………………………… 7

1.2 Significance of the study ………………………………………………… 8

1.3 Hypothesis ………………………………………………………………… 10

1.4 Statement of Problem ……….. …………………………………………. 10

1.5 Scope and Limitations of the study …………………………………… 11

2.0 Review of Related Literature

2.1 Local Literature…………………………………………………………… .12

2.2 Foreign Literature ………………………………………………………… 13

2.3 Local Studies………………………………………………………………. 15

2.4 Foreign Studies ………………………………………………………….... 16

2.5 Synthesis of the review of studies …………………………………….. 17

2.6 Conceptual Framework ………………………………………………….. 18

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 CALOOCAN CITY BUSINESS HIGH SCHOOL
Sikatuna Extension Village, Caloocan City

Senior High School

Academic Track
Humanities and Social Science
2.7 Conceptual paradigm ……………………………………………………. 18

3.0 RESEARCH DESIGN & METHODOLOGY

3.1 Research Methodology…………………………………………………... 19

3.2 Research Design ………………………………………………………….. 19

3.3 Respondents of the study ……………………………………………….. 19

3.4 sampling technique ……………………………………………………….. 20

3.5 Research instruments ……………………………………………………. .20

3.6 Gathering Procedure ………………………………………………………. 21

3.7 Statistical Treatment of the Study …………………………………….…21

4.0 Presentation, Analysis and Interpretation of Data ………………………. 22

5.0 Summary, Conclusions and Recommendations

5.1 Summary of Findings ………………………………………………………. 29

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 CALOOCAN CITY BUSINESS HIGH SCHOOL
Sikatuna Extension Village, Caloocan City

Senior High School

Academic Track
Humanities and Social Science
5.2 Conclusion ……………………………………………………………………. 29

5.3 Recommendations …………………………………………………………… 30

6.0 References………………………………………………………………………..31

6.1 Questionnaires…………………………………………………………….35

ABSTRACT

The research aims to identify what part of the junior high curriculum needs
more attention for improvement. To gather the needed data and information, the
researcher prepares a test assessment that will determine what subject and part
of the curriculum needs more improvement. The test assessment contains a ten
item question in each subject (Filipino, English, Science and Math).

As per the results, the researchers use a table to show the frequency of
students who got the wrong answer in each question. The researcher uses the
ordinal scale to arrange the ranking on which number number(question) the
students are having difficulties. At the end of the research, the researchers
concluded that there are really rooms for improvement when it comes to the
junior high curriculum. With the respondent's score as the data, the researchers
made recommendation to address certain areas that needed attention.

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 CALOOCAN CITY BUSINESS HIGH SCHOOL
Sikatuna Extension Village, Caloocan City

Senior High School

Academic Track
Humanities and Social Science

CHAPTER 1

INTRODUCTION

Last May 15, 2013, President Benigno Aquino III approved Republic Act (RA)

10533 which made the K to 12 programs into law. It was enacted and promulgated

because the Philippines is the last country in Asia and one of only three countries

worldwide with a 10-year pre-university cycle.

This 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. The goal of this program is to develop the students’ mastery of middle-level

skills development, employment, and entrepreneurship. The concept is that by adding

two years, the graduates will acquire the skills that will allow them more opportunities for

the global job market. DepEd is very optimistic that the K-12 program will ease the

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Sikatuna Extension Village, Caloocan City

Senior High School

Academic Track
Humanities and Social Science
inadequacies of the Philippine Education System by enhancing the competitiveness of

Filipino graduates and restoring the country’s competitive edge over other countries in

Asia and the world (Calderon, Maria Theresa (2014). A critique of K-12 Philippine

Education System. International Journal of Education and Research Vol. 2 No. 10.)

President Aquino stated that the K+12 program that “this law will empower the

next generation of Filipinos”.

The implementation of K to 12 curricular in the country received negative

reactions from various insisting that the government isn’t yet ready for this new system

and that this is more of an additional burden to students, parents, and teachers.

Some of the reasons why groups called for a suspension of the implementation

are the following: insufficiency of classrooms, libraries, toilets, and other facilities;

textbooks, modules, and other instructional materials; teachers, non-teaching staff,

maintenance staff, and other education sector personnel in the old 10-year Basic

Education Cycle. Also, courses such as housekeeping and caregiving yield workers that

are more needed overseas, thus branding the curriculum as “not nationalist and no pro-

Filipino orientation.” Another is that since more than 20 million Filipinos are considered

“poor” as per official government statistics (close to 40 million as per World Bank data),

adding two more years in high school will certainly be financially burdensome for many

families at this point, hence it is an indirect assault to our people’s right to education.

(https://www.teacherph.com/10-reasons-why-the-k-to-12-program-should-be

suspended/)

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Sikatuna Extension Village, Caloocan City

Senior High School

Academic Track
Humanities and Social Science
Consequently, the SHS program is now on its full implementation, and schools

are expected to implement it effectively. Therefore, one of the major concerns of this

research is to know, monitor and to study the level of preparedness of the junior high

school students in Caloocan City Business High School for the enhanced curriculum

program of Senior High School.

Caloocan City Business High School (CCBHS) is a business and technical-skills

oriented public high school in Caloocan City, Metro Manila, Philippines. The school was

developed into an integrated high school in Caloocan that offers Grade 7 to Grade 12

levels, starting A.Y 2017–2018. The school currently offers Senior High School tracks:

Academic Track Strands: Accountancy, Business and Management (ABM), Humanities

and Social Sciences (HUMSS), and opened Science, Technology, Engineering, and

Mathematics (STEM) strand on A.Y. 2018–2019. The Technical-Vocational-Livelihood

(TVL) Track Strands are Information and Communications Technology (ICT), and

Cookery.

Background of the study

This study is aimed to determine the readiness of Junior High School

students for the Senior High School Program. With an enhanced curriculum program, it

will be beneficial to the community therefore that our curriculum is continuously evolving

and developing in many ways, it could enhance the academic program that will help

students not just being educated but also having to learn certain things that will teach

life experiences to the student. Accordingly, Velasco (2012) stated that the K-12

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 CALOOCAN CITY BUSINESS HIGH SCHOOL
Sikatuna Extension Village, Caloocan City

Senior High School

Academic Track
Humanities and Social Science
curriculum speaks about hope and change for the nation. Since our culture puts great

value on education, it is about time that our national government supports this fully. The

Enhanced K to 12 Basic Education Program seeks to provide for a quality 12-year basic

education program that each Filipino is entitled to. This is consistent with Article XIV,

Section 2(1) of the 1987 Philippine Constitution which states that “The State shall

establish, maintain, and support a complete, adequate, and integrated system of

education relevant to the needs of the people and society” (DepEd, 2010). With this

research it will help the community to identify concerns involved with the students. The

researchers will use a series of tests based on the curriculum, to be taken by Grade 10

students which will serve as an evidence to know if they are really prepared. The test is

divided into four categories: Filipino, Mathematics, Science, and English. The test will

contain questions that will contribute in determining the level of preparedness of the

respondents.The scores will give an overview of the level of understanding and

familiarity of the respondents per core subject. The result will help the researechers to

identify specific gaps and flaws that will need further improvements

Significance of the study

Many factors are contributing to the readiness of the students: resources and

utilization inside and outside the school, the teachers’ teaching competencies, teaching

strategies and instructional materials, and many more. This study will help determine

the readiness of CCBHS junior high school students for senior high school. This will

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 CALOOCAN CITY BUSINESS HIGH SCHOOL
Sikatuna Extension Village, Caloocan City

Senior High School

Academic Track
Humanities and Social Science
help identify which parts of the curriculum will students have more difficulties with, if

any, and address any gaps with the help of the school faculty and administration.

For students: this research focuses on enriching and cultivating student’s analysis

skills. This will help to make the learning process effective with the help of exercises

prepared by the researcher. Some might see the SHS program as a burden but this will

actually help students to be globally competitive. It will open many doors of

opportunities for students who are aiming to have decent jobs in the future. If JHS

students is well prepared, they will achieve new skills that can be further improve.

Lifelong skills that will be useful for success.

For Teachers: they can use this research as a guide in their teaching strategies and

methodologies. It will also serve as a way for teachers to help their studentst who poorly

understand and evaluate major subjects that will help them pass the entrance exam for

senior high schools.

For the Head of Department: this research can also be the basis for the development

of reading-related programs. This research can also help the head of the department to

distinguish the (inadequate) program that needed development for the senior high

school curriculum to have a better program for the students.

For Next Researchers: this study can provide valuable information for others in the

future regarding the development of the senior high school curriculum to hone different

skills such as reading and comprehension skills and etc.

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Sikatuna Extension Village, Caloocan City

Senior High School

Academic Track
Humanities and Social Science

Hypothesis

The following null hypothesis was tested in this study: there will be a bigger

passing percentage among takers in subjects Filipino and English, as it has been a

consistent part of the previous curriculums. However, the majority may have difficulties

in Mathematics and Science as they are integrated and based on Senior High School

lessons and familiarity may be an issue for comprehension

Statement of Problem

With the K-12 rolled out for almost 4 years in the Philippines, there are still

speculations on the readiness of the country, specifically the Department of Education

and Commission on Higher Education, to drive success in implementation and ensure

the quality of learning across schools nationwide.

That being said, this paper sought to answer the following:

1. The respondents:

1.1 Sex

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Sikatuna Extension Village, Caloocan City

Senior High School

Academic Track
Humanities and Social Science
1.2 Age

2. What is the level of proficiency of students per major subjects? To identify

areas of strength and weaknesses. Results base on questionnaire 10 items
each:
2.1 Filipino
2.2 English
2.3 Math
2.4 Science
3. What are the insufficiencies both educational and materials for SHS

Program?

Scope and Limitations of the study

This study is geared to assess the competence and aptitude of Caloocan

Business High School junior high school students and measure readiness for Senior

High School.

The respondents of the study were 40 grade 12 senior high school students in

CCBHS.

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 CALOOCAN CITY BUSINESS HIGH SCHOOL
Sikatuna Extension Village, Caloocan City

Senior High School

Academic Track
Humanities and Social Science

CHAPTER 2

RELATED LITERATURE AND STUDIES

This chapter presents the different literature and studies that are closely related

to the research problems. Several theories and concepts, which were excerpted from

books, journals, online scholarly project/info database, documents within a scholarly

project/info database as well as findings of previous studies that have a connection to

this study, were briefly discussed.

Local Literature

As reported by Roxas (2019), the K-12 basic education program is a curriculum

where graduates are expected to possess great employability and entrepreneurial

inclination. This is due to the additional number of years in the program.

According to JobStreet.com’s 2018 Fresh Graduate Report, 35% of employers

are not yet ready to hire K to 12 graduates, while 41% say their companies are still

evaluating it.

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 CALOOCAN CITY BUSINESS HIGH SCHOOL
Sikatuna Extension Village, Caloocan City

Senior High School

Academic Track
Humanities and Social Science
(Tomacruz, 2018) This is because their primary standards are attitude, analysis,

communication skills. In addition to this, senior high school does not show readiness in

their chosen tracks as some claimed that it was a mismatch on the college degree that

they are going to pursue.

As analyzed by economist JC Punong bayan last 2019 Students must have

readiness in complying with higher grade level requirements, especially for senior high

school students. Incoming senior high students can choose from academic, TVL, or

technical-vocational-livelihood, sports, or arts and design tracks. The choice of track is

inextricable from their college choices. However, junior high school students are ill-

prepared, ill-monitored, and unready for senior high.

According to (Del Rosario, 2015) Students choose their senior high school

specialization after they undergo assessments to determine their strengths and interests

According to (Alvarez and Arcilla) senior high school readiness is essential to

measure the readiness of Grade 10 students concerning their academic confidence,

track preference, and track awareness

Foreign Literature

According to (Deye, 2017) Competency plays a vital role in education, especially

in entering senior high school. In the K-12 Competency-based education, learning

progressions are based on mastery of content whether it will be vocabulary, reading

comprehension, mathematics, science, etc.

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Sikatuna Extension Village, Caloocan City

Senior High School

Academic Track
Humanities and Social Science
As discussed by Sturgis (2017), the competency-based senior high school

curriculum requires a student to acquire lifelong skills such as growth mindset,

metacognition, learning how to learn, problem-solving, advocacy, collaboration,

creativity, and the habits of success as they do upon academic content knowledge and

skills. Besides, the track choice in the curriculum is directly related to the college choice

of an individual. This shows how important readiness is.

According to UNICEF (2020), school readiness has an impact on improved

academic outcomes in a primary and secondary schools in terms of equity and

performance. Also, school readiness has been garnering attention as a strategy for

economic development. +

According to (Hamlin, 2016) Learning assessment is important because the

information gained can be used to improve student learning, improve teaching, and

communicate with others evidence about the learning process. It can also be served as

an inference on their next step in education. Assessment should be useful, targeted,

and sustainable

According to Care et. Al. (2018), students take a grade-appropriate test before

they enter each grade level. This is done to gather information about their readiness to

engage with the curriculum. The results of the test will then reflect the level of

proficiency of the students within each successive grade. The levels on each learning

progression were then compared to the pre-requisite skills and knowledge expected by

the grade-level curriculum, such as a pre and post-test.

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 CALOOCAN CITY BUSINESS HIGH SCHOOL
Sikatuna Extension Village, Caloocan City

Senior High School

Academic Track
Humanities and Social Science
Local Studies

According to Abelgas et. Al. (2020), the senior high school curriculum is due to

diverse opinions regarding the success of the curricular change. Prevalent cases of

mismatch of the program have brought a downside on the competencies of the senior

high school students in the Philippines. With this, it shows that readiness before

entering SHS is essential.

In the study by Cuy & Salinas (2019), the readiness of senior high school

students is evaluated. The results showed that the aspiration of the respondents was a

strong predictor of their readiness in pursuing a college degree. Understanding learning

objectives and having adequate proficiency will enable you to obtain readiness towards

a higher level of basic education such as senior high school.

In the study by Malbas & Moneva (2019), some factors fairly influence the

preferences of senior high school. In terms of gender, male students consider their

socio-economic status and their parent’s occupation as factors in choosing their track in

Senior High School while female students consider their peers as a factor in choosing a

track in Senior High School.

According to Balila et. al. (2016), 98% of their respondents would proceed to

SHS. A total of 49% would pursue courses under the academic track while 13% would

take sports, 8% will take the arts and design track, while 3% will take the track on

technical vocational and livelihood. Variables on track selection in Senior High School

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 CALOOCAN CITY BUSINESS HIGH SCHOOL
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Senior High School

Academic Track
Humanities and Social Science
considers profile, awareness of track offering and interpersonal, intrinsic and extrinsic

motivation were assessed.

Lastly, as recommended by Cogal et. al. (2019), the education sector should

develop more assessment programs to develop an impeccable curriculum guide for

senior high school. Moreover, the form of assessments must be endorsed to measure

the level of effectiveness for senior high school. These recommendations will assure

junior high school completers of the essentiality of taking the senior high school

curriculum. Furthermore, assessments will measure their readiness to enter the

program.

Foreign Studies

In a study by Sundayana (2015), it was revealed that teachers’ readiness to

implement a curriculum had a low correlation to their competence. With this, it can be

concluded that it was more on the side of the learned that shows the need to obtain a

learning readiness before entering senior high school.

According to Abdulla (2019), teachers can help to identify the challenges of

students in carrying out the assessment effectively. Moreover, it was proven that

minimizing the limitations can lead to exploring opportunities to maximize the

achievement of the students.

As discussed by (Adikwu, 2016) Readiness assessments allow educators to

continuously assess students in a pressure-free environment and to reflect the standard

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 CALOOCAN CITY BUSINESS HIGH SCHOOL
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Senior High School

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and ability of students. With this, students can receive constructive feedback

immediately after the assessment has finished, hence improving learning feedback and

choices of students. Validity is further improved through assessing factors as students

will be transferred to other areas of the curriculum, specifically Senior High School.

Base on (Leng et. Al., 2015) Students-based assessments are proven

successful as varying strategies in the learning of students. In addition to this, it exploits

a repertoire of methods in assessing their students. With this, the success of the career

selection of students was more ensured than before.

Lastly, according to (Winarso, 2016) the positive influence of students' readiness has

been proven significantly related to the student's activeness and achievement.

Furthermore, there is a significant relationship between the positive influence of the

student's activeness to the student's achievement.

Synthesis of the review of studies

With the implementation of K-12 in the Philippines, the researcher agrees that

the readiness of students, particularly the junior high, to enter senior high is more

correlated to the readiness of the senior high school curriculum, which will help the

students aim and assess themselves prior in entering college. The assessment for

students entering senior high school should be deemed effective, hence, the

researchers address the said issue for the CBHS SHS curriculum to be enhanced and

ready for the students’ development.

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 CALOOCAN CITY BUSINESS HIGH SCHOOL
Sikatuna Extension Village, Caloocan City

Senior High School

Academic Track
Humanities and Social Science

Conceptual Framework

Determining the level of proficiency of

students per major subjects using a
questionnaire with 10 question each (Pre-test
& Post Test)

With the results, the researcher will now

search for weaknesses that will need further
improvements, it can be educationat or lack in
facilities.

The researchers will now have enough data to

make a conclusion reagrding the level of
readiness of grade 12 HUMSS for SHS
program as JHS student before.

Conceptual Paradigm

The researchers aim to determine the Junior High School Students of Caloocan

Business High School’s readiness by assessing the selected Senior High students from

grade 12 HUMSS in understanding and mastery of major subjects (Math, Science,

English, and Filipino), and assessing their competency in entering Senior High School.

The researchers will also look into improvements needed for the students, teachers, or

the administration based on the research methodology results in this study.

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 CALOOCAN CITY BUSINESS HIGH SCHOOL
Sikatuna Extension Village, Caloocan City

Senior High School

Academic Track
Humanities and Social Science

CHAPTER 3

RESEARCH DESIGN & METHODOLOGY

Research Methodology

This section will present the research design, Respondents of the study,
sampling technique, research instrument, Gathering Procedures, and how will the
researcher analyze the data by the use of statistical treatment

Research Design

This research used the descriptive method which aims to accurately observe the

respondents see how prepared are the junior high school students for the senior high

school bases for enhancing the curriculum program in Caloocan City Business High

School. With this method which is very useful to answer the questions concerning the

current status of the subject of the study, the researcher can investigate the matter as

well as collect needed data to give the right information in describing the phenomena

based on their answer to the survey done.

Respondents of the study

The researchers considered the Grade 12 Senior high school students from

Caloocan City Business High School consisting of 30-40 random students as the

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 CALOOCAN CITY BUSINESS HIGH SCHOOL
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respondents in this research. They were the respondents randomly picked as they are

capable to give factual information of how prepared are they for senior high. They are

the perfect respondents as they are a student who will soon study the current senior

high school curriculum. The researcher will survey to know if the respondents are ready

enough to go to senior high.

Sampling Technique

This study uses random sampling as its technique in gathering data which is

where the researchers study from a larger group, each individual will be chosen entirely

by chance and that is how the researchers will determine the data for the study. The

grade 12 Senior High School students of Caloocan City Business High School are the

only respondents for this study.

Research Instruments

The researchers used Google Form Questionnaire in gathering data. The

questionnaires consist of items that will help determine how prepared are the

respondents for the enhanced curriculum program. It has fifteen questions each for

major subjects like Filipino, Math, English, and Science. The researcher also gathered

all the needed materials that are beneficial in achieving the purpose of the study. This is

done through formulating questionnaires that are aligned with the objectives. The

questionnaire played an essential role in the data collection process as it is the proof

and reflection of the respondents in the research procedure

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Gathering Procedure

The researcher used the social media platform in discussing the significance of

the study and giving them 40 minutes in answering the Google form questionnaire to

avoid brisk responses. After accomplishing the questionnaires, the results were to be

tallied. The collected data being tallied are the basis for the analysis and interpretation

of the study.

Statistical Treatment of the Study

The data that the researchers will gather is going to be computed based on a

statistical formula that was used as a tool for creating the results of the study once the

data is gathered

The formula of Percentage. This method helps the researchers in interpreting all

subjects and even their sub-components to have equal sizes. This will let the

researchers tally all the total results of the following data per question and respondent

count.

B = (p/n) x 100

Where:

B= Percentage

p= Frequency

n= Population

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Senior High School

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CHAPTER 4

Presentation, Analysis and Recommendation

This chapter is the presentation of research, analysis and interpretation of the collected

data. For the continuation of the purpose, all the data are presented in the order of the

specific problems. Throughout the study, the presentation of the data will be analyzed

and interpreted based on the content and interpretation contained.

1. DEMOGRAPHIC PROFILE OF THE RESPONDENT

Table No. 1.1

Frequency and Percentage of Respondent Distribution by Gender

Gender Number Percentage

male 16 40%

female 24 60%

total 40 100%

In table no. 1.1, male respondents numbered 16 or 40%, while females

numbered 24 or 60% and all had a total of 40 or 100% respondents. In other

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words, female respondents numbering 24 or 60% make up a large number of the

total population who participated in the study.

Table No. 1.2

Frequency and Percentage of Respondent Distribution by Age

Age Number Percentage

18-19 20 50%

16-17 20 50%

total 40 100%

In table no. 1.2, respondents aged 16-17 numbered 20 or 50%, those aged 18-19

numbered 20 or 50%. In other words, students aged 16-17 and 18-19 have the

same percentage of total respondents to the questionnaire.

2. WEAKNESSES OF STUDENTS ACCORDING TO THE TEST:

Table No. 2.1

Frequency and Percentage of Respondent Distribution According to Their

Weakness in Filipino Subject

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Number Respondents who Percentage Rank
got the wrong
answers
1 27 67.5% 9

2 24 60% 6

3 17 42.5% 1

4 23 58% 5

5 22 55% 3

6 21 52.5% 2

7 32 80% 10

8 24 60% 7

9 23 57.5% 4

10 25 62.5% 8

It appears in table no. 2.1 the weakness of students in the Filipino subject

according to the test conducted by the researchers. It shows the rank on which

number did many of the respondents got wrong answer which is number 7 with

80% result.

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Table No. 2.2

Frequency and Percentage of Respondent Distribution According to their Weakness in

English Subject

Number Respondents who Percentage Rank

got the wrong
answers

1 32 80% 9

2 19 47.5% 1

3 30 75% 8

4 24 60% 2

5 28 70% 6

6 26 65% 4

7 30 75% 7

8 25 62.5% 3

9 36 90% 10

10 27 67.5% 5

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In table no. 2.2, the weakness of the students in English subject according to the test

conducted by the researcher. It shows the rank on which number did many of the

respondents got wrong answer which is number 9 that is 90%.

Table 2.3

Frequency and Percentage of Respondent Distribution According to their Weakness in

Science Subject

Number Respondents who Percentage Rank

got the wrong
answers

1 19 47.5% 2

2 8 20% 1

3 20 50% 3

4 26 65% 7

5 20 50% 4

6 27 67.5% 8

7 21 52.5% 5

8 32 80% 10

9 29 72.5% 9

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10 24 60% 6

In table 2.3, it shows the weaknesses of students in Science subject according to the

test conducted by the researcher. It shows the rank on which number did many of the

respondents got wrong which is 80% of them.

Table 2.4

Frequency and Percentage of Respondent Distribution According to their Weakness in

Math Subject

Number Respondents who Percentage Rank

got the wrong
answers

1 25 62.5% 3

2 28 70% 4

3 36 90% 9

4 31 77.5% 8

5 24 60% 2

6 22 55% 1

7 38 95% 10

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8 30 75% 7

9 29 72.5% 6

10 28 70% 5

In table 2.4, it shows the weakness of the students in Math Subject according to the test

conducted by the researcher. It shows the rank on which number did many of the

respondents got wrong which is 95% of them.

CHAPTER 5
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Summary, Conclusion and Recommendation

In this chapter, the conclusion derived from the result of the gathered data will be

shown. A summary of the findings throughout the research will be explained as well as

the researcher’s recommendation that will be the end of the last chapter. This chapter

contains the answers from the research question. This chapter also contains discussion

of future research possibilities that will be soon improve.

Summary of Findings

In this research, the respondent’s age is around 16-20 and they are from the

HUMSS Strand. The researchers prepare a test assessment that will determine if the

respondents are really prepared enough as they go through the Senior High Curriculum.

There are 40 respondents who answers the test assessment. In chapter 4, the test

results are shown in table. There are 4 subjects included in the test which is Filipino,

Science, English and Math. The result shows that there are students who are

experiencing difficulties in some subject. It is also shown in the table the ranking on

which number did many of the respondents got wrong. The table shows the frequency

of the students who got the wrong question in each number.

Conclusions

With the result of the test assessment, the researcher’s therefore conclude

that some students are still not prepared enough. This only proves that there is a lot

more to improve when it comes to the Junior High Curriculum for the next batch’s

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improvement that will benefit a lot of students who is pursuing higher education. It is

now clear on which subject are the students having difficulties. With the result, it will be

easier to identify which subject needed more attention.

Recommendation

The researchers recommend that to improve curriculum, schools must find

ways to integrate an advance way of learning but must be entertaining as well. It will be

also helpful if it is not only the teachers who are guiding the students, parents must be

also guiding and assisting the student. A frequent test assessment that teacher must

prepare will be also effective, in that way teachers can monitor the student’s progress

when it comes to academic. Discipline is one of the keys that will help students and it

must be applied in each and every of the students. The improvements must be applied

as soon as possible for early results

References

Abelgas, L., Abellana, D., Almerino, J., Almerino, P., Mamites, I. and Pinili, C. (2020).

Evaluating the academic performance of K-12 students in the Philippines: A

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standardized evaluation approach. Hindawi. Retrieved from

https://www.hindawi.com/journals/edri/2020/8877712/

Abdulla, N. (2019). Effectiveness of Assessment for Learning: Teachers Perception.

ResearchGate. Retrieved from

https://www.researchgate.net/publication/336408812_Effectiveness_of_Assessment_for

_Learning_Teachers_Perception

Adikwu, O., Aduloju, M. & Agi, C. (2016). School based assessment: Implication for national

development. Retrieved from

https://www.scirp.org/html/69079_69079.htm

Alvarez, M. & Arcilla, M. (2020). Senior high school readiness of grade 10 learners. APRACSI.

Retrieved from https://apracsi.org/presentations/senior-high-school-readiness-of-grade-

10-learners

Care, E., Ferido, M. & Robertson, P. (2018). Identifying student readiness through science

learning in the Philippines. Brookings. Retrieved

https://www.brookings.edu/blog/education-plus-development/2018/05/18/identifying-student-

readiness-through-science-learning-progressions-in-the-philippines/amp/

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Senior High School

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Balila, J., Guirguiz, J., Ibanez, M., Lagajino, E. & Tuting, A. (2016). Students’ Career Choices:

A Guide for Senior High School Preparation. Journal of International Scholars

Conference. Retrieved from https://jurnal.unai.edu/index.php/jiscedu/article/view/289

Balila, J., Guirguiz, J., Ibanez, M., Lagajino, E. & Tuting, A. (2016). Students’ Career Choices:

A Guide for Senior High School Preparation. Journal of International Scholars

Conference. Retrieved from https://jurnal.unai.edu/index.php/jiscedu/article/view/289

Cogal, M., Diestro, C., Nacorda, S., Olila, J. & Paras, M. (2019). Effective Implementation of

the Senior High School Curriculum: A Descriptive Analysis. International Journal of

Engineering and Technology. Retrieved from https://www.ijert.org/effective-

implementation-of-the-senior-high-school-curriculum-a-descriptive-analysis

Cuy, N. & Salinas, E. (2019). Aspiration and Readiness of Filipino Senior High School

Students in Pursuing College Degree. Scientific research. Retrieved from

https://m.scirp.org/papers/92481

Del Rosario, M. (2015). Getting ready for the senior high school program of K to 12. SunStar.

Retrieved from https://www.sunstar.com.ph/ampArticle/18875

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Deye, S. (2017). Overview of K-12 competency-based education. NCSL. Retrieved

https://www.ncsl.org/research/education/overview-of-k-12-competency-based-

education.aspx

Hamlin, P. (2016). Three Qualities of Effective Assessment of Student Learning. NAFME.

Retrieved from https://nafme.org/three-qualities-effective-assessment-student-learning/

Leng, O. Mansor, A., Raof, R. & Rasul, M. (2015). The Benefits of School-Based Assessment.

ResearchGate. Retrieved from

https://www.researchgate.net/publication/264548112_The_Benefits_of_School-

Based_Assessment

Malbas, M. & Moneva, J. (2019). Preferences in Senior High School Tracks of the Grade 10

Students. ResearchGate. Retrieved from

https://www.researchgate.net/publication/336989525_Preferences_in_Senior_High_Sch

ool_Tracks_of_the_Grade_10_Students

Punongbayan, J. (2019). Why should senior needs urgent fixing. Rappler. Retrieved from

https://www.rappler.com/voices/thought-leaders/reasons-senior-high-school-philippines-

needs-fixing

Roxas, P. (2019). DepEd challenged to prove success, value of K to 12 programs. Retrieved

from https://www.google.com/amp/s/newsinfo.inquirer.net/1181154/deped-challenged-

to-prove-success-value-of-k-to-12-program/amp

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Sturgis, C. (2017). Readiness for college, career and life: The purpose of K-12 public

education today. Aurora Institute. Retrieved from

https://aurora-institute.org/blog/readiness-for-college-career-and-life-the-purpose-of-k-

12-public-education-today/

Sundayana, W. (2015). Readiness and competence of senior high school english teachers to

implement curriculum 2013. ResearchGate. Retrieved from

https://www.researchgate.net/publication/282623610_Readiness_and_competence_of_

senior_high_school_english_teachers_to_implement_curriculum_2013

Tomacruz, S. (2018). JobStreet 2018 report: Only 24% of employers willing to hire K to 12

graduates. Rappler. Retrieved from https://www.rappler.com/business/jobstreet-

philippines-fresh-college-graduates-report-2018-employers-k-to-12

Winarso, W. (2016). Assessing the readiness of student learning activity and learning

outcome. ResearchGate. Retrieved from

https://www.researchgate.net/publication/309193790_ASSESSING_THE_READINESS

_OF_STUDENT_LEARNING_ACTIVITY_AND_LEARNING_OUTCOME

UNICEF. (2020). School readiness: A conceptual framework. New York: New York.

Questionnaire

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Senior High School

Academic Track
Humanities and Social Science
FILIPINO

1. Sa pananaliksik, kung iniuugnay ang pagsusuri ng isang grupo ng datos sa iba

pang datos na bahagi rin ng resulta, ang ginagawa mo ay __________.
points
a.) Cross-sectioning
b.) Cross-dissecting
c.) Cross-referencing
 
d.) Cross-analyzing

2. Ito ay proseso at pagbibigay ng kaayusan o estruktura sa napakaraming datos na

nakolekta ng talakayan.
points
a.) Interpretasyon
b.) Pagsusuri
 
c.) Pamamaraan
d.) Presentasyon

3. Ayon sa kanya, ang wika ay masistemang balangkas ng sinasalitang tunog na

pinipili at isinasaayos sa paraang arbitraryo.
points
a.) Archibald Hill
b.) Henry Gleason
 
c.) Edward Sapir
d.) Lachica

4. Anong taon naitatag ang Batas Komonwelt Blg. 184 patungkol sa pagkakaroon ng
Surian ng Wikang Pambansa?
points
a.) 1965
b.) 1972
c.) 1935
 
d.) 1057

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Senior High School

Academic Track
Humanities and Social Science
5. Ito ay tumutukoy sa wikang walang pormal mna estruktura.
points
a.) Pidgin
 
b.) Ekolek
c.) Idyolek
d.) Creole

6. Ang mga sumusunod ay pangkalahatang uri ng pagbasa ayon kay Emett Albert
Betts maliban sa isa:
points
a.) Skimming
b.) Skipping
 
c.) Rapid reading
d.) Study Reading

7. Ito ay tumutukoy sa muling pagpapahayag ng ideya ng may akda sa ibang

pamamaraan upang palinawin ito sa mga mambabasa.
points
a.) Pagbubuod
b.) Pagbuo ng sintesis
 
c.) Paraphrase
d.) Rebyu

8. Ito ay isang uri ng pampanitikang kririsismo, na ang layunin ay suriin ang isang
akda batay sa nilalaman, istilo’t pagkakasulat.
points
a.) Rebyu
 
b.) Abstrak
c.) Ebalwasyon
d.) Pagbuo ng sintesis

9. Ito ay ang tawag sa isang uri ng komunikasyong di-berbal na gumagamit ng oras na

may pagpapakaakib at na mensahe.

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Academic Track
Humanities and Social Science
points
a.) Proxemics
b.) Chronemics
 
c.) Haptics
d.) Kinemics

10 Ang bahaging ito ng panghihikayat ang nagbibigay ng malaking bigat sa buing

teksto upang paniwalaan ng mga mambabasa.
points
a.) Konklusyon
 
b.) Akwasyon
c.) Paglalarawan
d.) Panimula

SCIENCE

1. the Calvin cycle is another name for ___________.

points
a.) Photosynthesis
b.) The electron transport chain
c.) Light-dependent reactions
d.) Light-independent reactions
 

 2. How many atoms of carbon are there in 2.00 mole of acetylene?

points

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Senior High School

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Humanities and Social Science
a.) 1.204x10^24
b.) 2.408x10^24
 
c.) 2.08x10^24
d.) 1.204x10^24

3. Element A consists of isotope A-6 with natural abundance of 7.5% and a mass of
6.0151 amu, and isotope A-7 with natural abundance 92.5% and a mass of 7.0160
amu. Calculate the average atomic mass.
points
a.) 5.39 amu
b.) 9.41 amu
c.) 6.94 amu
 
d.) 72.55 amu

4. Where is ATP synthase located in the mitochondrion?

points
a.) Cytosol
b.) Outer membrane
c.) Inner membrane
 
d.) Mitochondrial matrix

5. One function of both alcohol fermentation and lactic acid fermentation is to

____________.
points
a.) Reduce NAD+ to NADH
b.) Oxidize NADH to NAD+
 
c.) Reduce FAD+ to FADH2
d.) Reduce FADH2 to FAD+

6. It is also referred to as recurrence interval, is the probability of an event such as

heavy rain intense typhoon or floods to happen.
points
a.) Statistical period

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Senior High School

Academic Track
Humanities and Social Science
b.) Hydrometeorology
c.) Return Period
d.) Typhoon recurrence

7. What volcanic phenomena ejects volcanic materials from the volcano’s vent with
force and trajectory?
points
a.) Debris avalanche
b.) Ash fall
c.) Lava bombs
 
d.) Ballistic Projectiles

8. The public warning storm signals are based on the ____________.

points
a.) Eye radius
b.) Wind speed
 
c.) Amount of rainfall
d.) Cloud type

9. Which of the following is the rain carrying cloud?

points
a.) Cirrus
 
b.) Nimbus
c.) Stratus
d.) Cumulus

10. A displacement on the ground due to movement of fault.

points
a.) Landslide
b.) Ground rupture
 
c.) Ground shaking

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Senior High School

Academic Track
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d.) Liquefaction

ENGLISH

1. He is considered as the father of Mass Communication.

points
a.) Wilbur Schramm
 
b.) Aristotle
c.) Claude Shannon
d.) Eugene white

2. It is defined as any barrier to communication.

points
a.) Engine
b.) Noise

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Senior High School

Academic Track
Humanities and Social Science
 
c.) Feedback
d.) Speaker

3. This function of communication has a purpose to persuade another person to

change his/her opinion, attitude, or behavior
points
a.) Social Interaction
b.) Information
c.) Motivation
 
d.) Inspiration

4. This refers to the verbalization of a concept or idea performed by two or more

people.
points
a.) Presenting
b.) Interviewing
c.) Performing
d.) Conversing

5. This type of communication takes place within a single person, often for the
purpose of clarifying ideas or analyzing a situation.
points
a.) Intrapersonal communication
 
b.) Interpersonal communication
c.) Self-reflection
d.) Internal discourse

 The oldest epic written in Old English.

points
a.) Little Red Riding Hood
b.) Epic of Gilgamesh
 

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c.) Beowulf
d.) Cinderella

7. The most popular epic written in Old English.

points
a.) Little Red Riding Hood
b.) Epic of Gilgamesh
c.) Beowulf
 
d.) Cinderella

8. In what year did Geoffrey Chaucer began writing his famous work, "Canterbury
Tales"?
points
a.) 1560s
b.) 1400s
c.) 1100s
d.) 1380s
 

9. What was the major factor that separated Middle from Early Modern English?
points
a.) The Great Vowel Shift
 
b.) The Norman Invasion
c.) The Invasion of 3 Islamic Tribes
d.) All of the above

10. The first daily English-language newspaper was called ____________.

points
a.) The Sunrise
b.) The Daily Courant
 
c.) The Daily Bread

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Academic Track
Humanities and Social Science
d.) The Table Alphabeticall

MATHEMATICS
1. The locus of a point in a plane equidistant from a fixed point is known as
____________.
points
a.) Square
b.) Rectangle
c.) Hexagon
d.) Circle

2. The opposite angles of any quadrilateral inscribed in a circle are

points
a.) Tangent
b.) Supplementary

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Academic Track
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c.) Complementary
d.) Reflective

3. A car used 12 gallons of gasoline and traveled a total distance of 290 miles. The
car’s fuel efficiency is 25 miles per gallon on the highway and 20 miles per gallon in
the city. The variable h will represent the number of gallons used on the highway.
Which equation could be used to find h?
points
a.) 25h + 20(12 – h) = 290
b.) 25(12 – h) + 20h = 290
c.) 25(12 + h) + 20h = 290
d.) 25h + 20(12 + h) = 290

4. The coordinates of the vertices for rectangle ABCD are A (2, 4), B (6, 10), C (9, 8)
and D (5, 2). What is the length of a diagonal (AC or BD) of the rectangle?
points
√13
 
√52
√65
√60

5. The vertices of ΔABC are A (0, 0), B (6, 0), and C (3, 7). What type of triangle is
ΔABC?
points
a.) acute isosceles triangle
 
b.) acute scalene triangle
c.) right isosceles triangle
d.) right scalene triangle

6. A line has a slope of 3/4 and passes through the point (4, 2). Which represents the
equation of the line written in standard form?
points
a.) 4x 3y = 22
b.) 3x + 4y = 20

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Senior High School

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Humanities and Social Science
 
c.) 4x 3y = 18
d.) 3x 4y = 24

7. What is cos(2α) equal to if cos(α) = 0.3?

points
a.) 0.9
b.) 0.82
c.) 0.6
d.) −0.8

8. Find the measure of a central angle θ that is subtended by the arc of length π and
has a radius of 4. Express angle θ in degrees
points
a.) θ = 15°
b.) θ = 30°
c.) θ = 45°
 
d.) θ = 60°

9. Find the domain of f(x) = ln(5 − x).

points
a.) all real numbers
b.) x < 5
c.) x ≤ 5
 
d.) x > 5

10. If you shift the graph of y = f(x) three units up and two units to the right, you get the
graph of
points
a.) y = f(x + 2) + 3
b.) y = f(x − 2) + 3
 

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c.) y = f(x − 3) + 2
d.) y = f(x + 3) + 2

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