Chapter 1

THE PROBLEM AND ITS DESIGN

INTRODUCTION

Rationale of the Study

In the field of education, readiness for reform is often said to be an important

predictor of how successfully new policies, programs, or practices will be implemented.

If people or groups are ready to embark on the education reform, they are less likely to

resist or actively sabotage its implementation; and when they are ready to undertake

change, they will do so more energetically and thoughtfully than they might do

otherwise. In some perspectives on readiness; to effectively implement a new program,

such as enhancing the basic education curriculum, people involved should be given

sufficient knowledge of the change in order for them to easily adopt the new program

In the Philippines, one of the major thrusts of former President Benigno Aquino’s

government was the enhancement of the basic education program known as the

Republic Act No. 10533 series of 2012 which was signed into law on May 15, 2013. The

law 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

recent educational reform efforts instituted by the Philippine government intends to

improve the quality of the high school graduates. These new graduates are envisage to

become more competitive in the global business arena and to bring more success that

would contribute towards building the nation and be at par with the rest of the world.

Philippine crucial direction has been encountering course of action of changes,

modification and change in the instructive modules ranges. Changes inside the

1
informational structure have been ceaselessly executed by the Department of Education

to grasp the Philippine enlightening system to the necessities and solicitations of

globalization. These were experienced by the fundamental and assistant teachers,

especially of government subsidized schools. Some of these movements were

appeared in instructive projects undertakings and activities, which consolidate the use

of different systems and educating methodology. Starting late, the execution of K to 12

began in the school year 2012-2013 was seen as the most dumbfounding among the

game plan of changes in the Philippine informational system. From these experiences, it

seems that there is an endless change in the educational system until the desired goal

of attaining quality education is reached. It does not mean however, that the

implementation of changes should remain unaccounted. Rather, they should be

evaluated in terms of the outcomes manifested in the performance of the students to

determine their effectiveness and those of the teachers. Measurement of educational

outcomes, as one of the areas of research, should be reported to the district or school

division for appropriate actions aimed at improving to further extent the programs

implemented. Ideally, these outcomes could be more reliable after a considerable

period of time has lapsed. Three to five years after implementation, the program should

be evaluated to gather reliable data on its extent of effectiveness. This year has strike

for full implementation of K-12 educational reform program of the Aquino administration

however the law continues to have its share of detractors and perennial problems

addressed by netizens that may serve as a hindrance for the success of the program’s

main objective which to produce “globally competitive” graduates are still turtle in

progress. There are many issues and concerns that are perceived by many sectors.

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Castro (2013) said “Teachers were trained at a very short time and teaching guides are

not massively distributed. Teachers noted that trainings they have undergone were

rushed and not well thought of, he also added that the time spent for teachers’ training

is not enough. There are lots of new things for teachers to learn in order to implement

the new curriculum. One to two months training is not enough”. In his statement

Trillanes ( 2014) said "At this point it is more appropriate to call this the K minus 12

program because of the problems besetting the program: inadequate resources,

inadequate tools, inadequate classrooms, inadequate teachers, inadequate preparation

and planning, inadequate time to prepare for its implementation, inadequate information

dissemination among its stakeholders, inadequate consultations among affected

sectors, inadequate coordination between the government and private sectors,

inadequate opportunities for those who will graduate from the program, inadequate

capacity of parents to send children for additional 2 years in high school, and

inadequate heart. Benjie Valbuena (2013) from Alliance of Concerned Teachers (ACT)

urged the government to suspend the K to 12 program, citing lack of preparation,

especially in terms of facilities, equipment, and the hiring, training and salaries of

teachers.

Based on the foregoing scenario, the researcher was prompted to

conceptualize and conduct a study on the extent of readiness in the implementation of

the Senior High school Program particularly in selected Secondary Schools in Bantayan

Island.

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Theoretical Background of the Study

This researcher determines the extent of readiness of the senior High School

Program implementation as stated in the resource based theory of Wright that supports

the law of Readiness by Thorndike namely: the unique contribution of the human,

organizational and physical resources possessed by the school.

This study is anchored on Thorndike’s law of readiness which Magsino (2009)

stressed that learning considers the readiness of the learner so that it could be more

lasting and more effective. Sharma and Sharma (2006) also emphasized that readiness

include all those preparatory adjustments which immediately precede the activity.

Reminding the learner of his past experiences; mental preparation for the understanding

of new things , diverting his attention towards the subject to be learned, changing the

environment to suit the learning are all included in the readiness. This law relates with

the topic of the present study which is on the readiness of the teachers and the schools

in the implementation of K to 12 curriculum program. Likewise, this level of readiness

could account for the quality of learning that students gain and it could also be used as

reference to predict future outcomes.

Supporting to the law of readiness is the resource-based theory of Wright, et al.

(2006) which highlighted the unique contribution of human, organizational and physical

resources possessed by the organization.

The situation of the different schools in Bantayan Island may be the concrete

manifestations of the foregoing theory. Each of them may be having organizational

structure and possessing more or less the same human and physical resources which

are some of the inputs of the study; but they may differ in the utilization of these

4
resources and in acquiring additional ones; such that the synergy between the existing

resources and those that are added and the manner by which they are utilized become

the determinant of the readiness of the teachers and the schools in the implementation

of K to 12 curriculum program.

Hostede pointed out (in Lumbera 2011), the success of an organization is

determined by its implementation of program and projects which should not be carried

out for the sake of performing them, but have to be cautiously and properly controlled,

manipulated and directed for the results to become satisfactory or in conformity with

objectives.

Other important determinants of the effectiveness of an organization and

contribute to the accomplishment of its goals, and affect its performance, as affirmed by

Rusmini Ku Ahmad ( 2008), include school internal elements such as: teachers’

commitment, competencies and expertise that includes teachers’ judgment of flexibility,

adaptability, innovations and the quality of learning and teaching and job satisfaction.

He further stated that instructional leadership, characteristic of the leader, and the

teachers’ profound knowledge in content and pedagogical will give impact to the school

effectiveness and achievement.

Problems and needs are continuously a matter of concern of many organizations

of which the school system is no exception. And confronting the problems resolutely

and meeting the needs enthusiastically may transform them into the determinant of

success for any educational endeavor. In this respect, organizational leadership and

fellowship should come into the picture for an organization to survive, compete, lead

and flourish in this increasingly competitive and fast changing environment.

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Conceptual Framework

This study was premised from the concept that the implementation of a new

educational program requires an assessment of the extent of its Implementation and the

issues and concerns that go along with it for the purpose of determining the current

status of affairs relative to such implementation to arrive at a further decision and action

aimed at to enhance further what was started.

In the Philippines, one of the major thrusts of former President Benigno Aquino’s

government was the enhancement of the basic education program known as the

Republic Act No. 10533 series 2012 which was signed into law on May 15, 2013. The

law 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

recent educational reform efforts instituted by the Philippine government intends to

improve the quality of the high school graduates. These new graduates are envisage to

become more competitive in the global business arena and to bring more success that

would contribute towards building the nation and be at par with the rest of the world.

The implementation of the universal kindergarten began in SY 2011-2012, followed by

the new curriculum for Grade 7 in SY 2012-2013. This was primarily aimed to

strengthen the Philippine basic education curriculum and increase the number of years

of basic education. The new program covers Kindergarten plus 12 years of basic

education. Under is program a student will be required to undergo kindergarten, six

years of elementary, four years of junior high school and two years of Senior High

School.

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Resource-based theory of
Wright Thorndike’s law of readiness

Track Offered:
 General Academic Studies
 Humanities and Social Sciences Strand
(HUMSS)
 Technical-Vocational-Livelihood(Tech-Voc)
 Science, Technology, Engineering and
Mathematics (STEM)
 Accountancy and Business Management
(ABM)

Resources
 Human
 Physical
 Organizational

Resource-based Development Plan

Figure 2
Theoretical Framework

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The additional two years in senior high school was targeted to prepare students for

tertiary education, middle level skills development, entrepreneurship, and global

employment.

The additional two years of senior high school intend to provide time for students

to consolidate acquired academic skills and competencies and will equip learners with

skills that will better prepare them for the future, whether it be for employment,

entrepreneurship, skills development (further Tech-Voc training), and higher education

or college. The Senior High School Curriculum was developed in line with the

curriculum of the Commission of Higher Education (CHED) to ensure that by the time

the students graduate from Senior High School, they will have the standard knowledge,

skills, and competencies needed to go to college.

The Senior High School (SHS) covers eight (8) learning areas as part of its core

curriculum, and adds specific tracks (similar to college courses) based on four (4)

disciplines: (1) Academic (which includes Business, Science & Engineering, Humanities

& Social Science, and a General Academic strand) (2) Technical Vocational Livelihood

(with highly specialized subjects with TESDA qualifications) (3) Sports (4) Arts &

Design. The development of tracks based on different competencies and/or student

interest is an integral component of the program. These tracks-based competencies are

developed to meet the country’s varied human capital requirements, and to prepare

students for productive endeavor. SHS Students may pick a track based on how he or

she will want to proceed after high school graduation. However, students first undergo

assessments to determine their strengths and interests. These will include an aptitude

test, a career assessment exam, and an occupational interest inventory for high

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schools. Career advocacy activities will also be conducted to help guide students in

choosing their specialization or track. Specializations or tracks to be offered will be

distributed according to the resources available in the area, the needs and interests of

most students, and the opportunities and demands of the community. Existing public

and private schools, including colleges, universities and technical institutions may offer

Senior High School. There may also be stand-alone Senior High Schools established by

DepEd or private organizations. According to law, beginning SY 2016-2017, it is

mandatory that students must go through Grades 11 and 12 to graduate from High

School.

A major change brought about by K-12 curriculum is the addition of two years in

secondary education, known as Senior High School (SHS). The old 4-year secondary

curriculum will be now renamed as Junior High School (JHS) which starts from Grades

7 to Grade 10, and Senior High School will follow through from Grades 11 to 12. The

additional two years of SHS would mean that the high school graduates are better

prepared for whatever path they will choose, and be of legal age (18 years old) to be

lawfully employed upon graduation. The secondary education curriculum, in itself, would

be reformed too. All core subjects, namely: Science, Mathematics, Araling Panlipunan,

MAPEH and Edukasyon sa Pagpapakatao; will be taught using the spiral approach

wherein learning is a process of building upon previously learned knowledge. The

newest addition and one of the main highlights of K-12 curriculum is the Career

Pathways, more known as Tracks. It offers opportunities for specialization in Academic,

Technical-Vocational-Livelihood, Sports and Arts fields. The students may choose

based on aptitude, interests and school capacity. The choice of the career track will

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determine the content of the subjects the student will take in Senior High School as

preparation for his/her career. The tracks aforementioned are as follows:

Academic, which is further subdivided into three strands: a. Accountancy,

Business and Management (ABM) b. Humanities and Social Sciences (HUMSS) c.

Science, Technology, Engineering and Mathematics (STEM)

Technical-vocational, which is further subdivided into four strands: a.

Agriculture-Fisheries b. Home Economics c. Industrial Arts d. Information and

Communications Technology (ICT)

Sports Arts and Design

At Grades 7 and 8, students will study exploratory subjects by taking four

Technology and Livelihood Education (TLE) courses for each Grade. At Grades 9 and

10, TLE specializations are offered, then at Grades 11 and 12 career pathway

specializations are offered. Career pathways lead to eligibility for Certificate of

Competency (COC), which TESDA issues to individuals who satisfactorily demonstrate

competence on a particular or cluster of units of competency. The COC leads to

certification beginning with NC 1 which indicates the performance of a routine and

predictable task, requiring little judgment and supervision, and NC 2, the performance

of a prescribed range of functions. Aside from certification of TESDA, other recognition

may be issued by other government or non-government agencies. For instance, art-

related career pathways may be assessed by the National Commission for Culture and

Arts (NCCA); sports-related career pathways may be assessed by the Philippine Sports

Commission (PSC); and foreign languages may be assessed by TESDA or foreign

language institutes. The career specializations offered by the K-12 curriculum serves as

10
a stepping stone for the students to plan up and act upon on their chosen career

(SEOMEO INNOTECH 2012).

The initial implementation of the K12 curriculum has raised some social

concerns. In a paper written by John Mark Burila (2012), he cited some concerns of the

community in the implementation of the K12 program like the readiness of the Philippine

Government to undergo transitions such as the poverty in the Philippines, availability of

technology, teachers training, and even the low salary of the workforce of the

academe have been cited.

Along with sufficient resources, the success of the new education program

will depend on the training and upgrading of teacher skills. According to SEOMEO

INNOTECH (2012), there should be no additional load on teachers since the curricula

are being decongested. Moreover, the Magna Carta for Public School Teachers

provides that teachers should not teach more than six hours a day. If these conditions

are fulfilled, the additional time available is expected to be allocated to teacher

development.

The Department of Education with the joint effort of CHED and TESDA will

guarantee the smooth usage of the system. In accordance with Section 5 of the Act

1033, the DepEd might define the outline and points of interest of the improved

fundamental training educational programs.

In accordance with Section 12 of the Act, the DepEd, CHED , TESDA might

detail the fitting methodologies systems expected to guarantee smooth move from the

current ten (10) years fundamental training cycle to the upgraded fundamental training

program. The systems may cover, among others, changes in physical foundation,

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human asset, hierarchical and auxiliary concerns, connecting models connecting

auxiliary training skills and the passage prerequisites of new tertiary educational

module, and organizations between the legislature and other substances.

In congruence with its command, CHED is giving backing to the essential training

part in the execution of senior secondary school starting in SY 2016-2017. This is done

in close organization with the Philippine Normal University (PNU), and is designed for

guaranteeing a high caliber of instructing regardless of changing connections, areas

and experience of instructors. This constitutes a twofold approach: improvement of

materials for use by senior secondary teachers across the country, and preparing

educators to utilize these materials effectively, while preparing learners for difficulties

past the senior secondary school classroom.

It plainly expresses that the K to 12 change is an exertion not restrictive to the

Department of Education (DepEd), but rather cuts over the entire scene of Philippine

training and work, having a one of a kind effect on every division, while in the meantime

requiring every one of these organizations to cooperate to guarantee a smooth move

into the new framework.

THE PROBLEM

Statement of the Problem

This study determines the extent of readiness of the implementation of the Senior High

School program in the identified Schools in Bantayan island for a proposed Resource-based

Development Plan.

Specifically it seeks to answers the following questions;

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1. What is the profile of the respondent groups as to :

1.1 Teachers

1.1.1 Employment Status

1.1.2 Highest Educational Attainment

1.1.3 Field of specialization

1.1.4 Relevant trainings/ seminars attended

1.1.5 Other Qualifications

1.2 Parents’

1.2.1 Highest Educational Attainment

1.2.2 Family Size

1.3 Students

1.3.1 Age and Gender,

1.3.2 Socio-economic index

2. As perceived by the School heads, teacher respondents, what is the extent of

readiness of the implementation of Senior High School Program in terms of;

2.1 Track offering:

2.1.1 General Academic Strand (GAS)

2.1.2 Humanities and Social Sciences Strand (HUMSS)

2.1.3 Science, Technology, Engineering and Mathematics (STEM)

2.1.4 Technology and Vocational Livelihood (TVL)

2.1.5 Accountancy, Business and Management (ABM)

2.1.6 Arts and Design

2.2 Human Resources, and

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 2.2.1 Teachers

2.2.1.1 Field of specialization

2.2.1.2 National Certificate and Trainers Methodology Certificate

2.2.1.3 Highest educational attainment

2.3 Physical and Organizational Resources

2.3.1 Buildable space for instructional rooms and stock rooms

2.3.2 Instructional Materials

2.3.3 Absorptive capability for increment of enrolment

2.3.4 Potential new school sites/extension sites

2.3.5 Availability of transportation and access roads

2.3.6 Degree of engagement of other government agencies

2.3.7 Availability of TESDA Training Centre

2.3.8 Standard Laboratory, tools, materials and equipment on each strand

3. What are the perceptions of the respondent groups on the Senior High School

Program Implementation?

4. What is the relationship on the implementation of the Senior High School

Program between ;

4.1 teachers and students;

4.2 teachers and parents, and

4.3 students and parents

5. What are the problems encountered in the implementation of Senior High School

Program?

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 6. Based on the findings of the study what School Resource-Based Development

Plan can be designed?

Hypothesis

The following null hypothesis was tested in this study:

H0: There is no significant relationship between teachers and students, teachers and

parents and students and parents in the implementation of senior high school program.

Ha: There is a significant relationship between teachers and students, teachers and

parents and students and parents in the implementation of senior high school program.

Significance of the Study

This study is deemed significant to the Department of Education, the schools,

administrators, teachers, parents and students, along with the government and non-

government organizations.

Department of Education. This study is a manifestation of the extent of

implementation of K to 12 in public schools where this study was conducted. This

information may be used as a feedback of the compliance of the schools used in this

study, relative to such new curriculum.

Parents. This study will voice out their concerns on the additional expenses they

would incur in educating their children.

Schools. The information they may get from this study may be used as

reference on the implementation of K to 12, along with the issues and concerns the

school heads and the teachers encountered on such implementation.

15
 School Administrators. This study may also reflect the same issues and

concerns they encounter along the implementation of K to 12 from which they may

gather ideas on how to synchronize the predicaments of the parents and their position

as the implementers of the new program.

Students. Their predicaments may be revealed in this study so that concerned

authorities may become aware.

Teachers. This study teaches them to demonstrate innovativeness by seeking

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

competencies deemed essential in coping with the new trends in the educational

setting.

RESEARCH METHODOLOGY

This section discusses the research methods used, flow of the research study,

environment, respondents, instrument, data-gathering procedures, statistical treatment

of data and scoring procedure.

Design

This study utilizes the descriptive research in gathering data. It was an act-finding

and investigative processed applying the analysis and interpretation of the data

gathered in the survey using questionnaire. Moreover, it discuss in detail the profile of

the pupils, teachers, parents and school head, Extent of the Compliance for Senior High

School Implementation in selected schools in Bantayan Island (Secondary), the

perceptions of Teachers, Parents and Students for the K-12 Implementation, significant

relationship between the respondent’s group profile and the readiness of the school for

16
K-12 Implementation, and the problems met by the respondents group in the

implementation of Senior High School.

Flow of the Study

The foregoing paradigm presents the variables of the study and the processes

through which will conduct using the systems approach with the input, process and

output.

Input. The input frame houses the following input or independent variables:

respondents’ profile; extent of readiness of the schools in the implementation of Senior

High school in terms of Human Resources, Organizational and Physical Resources,

Perception of Teachers, parents and students for the K-12 implementation. Along with

these are the problems encountered in the implementation of k to 12 assess by the

respondents.

Process. The process frame indicates the steps by which the study will be conducted.

These steps are as follow: gathering of conceptual and research literature, formulation,

validation and administration of research instrument; analysis and interpretation of data

through the use of statistical tools; and the testing of research hypotheses.

Output. The output frame indicates the outcomes or the propose action pla

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 INPUT PROCESS OUTPUT

1. What is the profile of the respondent

groups as to :
1.1 Teachers
1.1.1 Employment Status
1.1.2 Highest Educational
Attainment
1.1.3 Field of specialization
1.1.4 Relevant trainings/
seminars attended
1.1.5 Other Qualifications
Gathering of Conceptual
1.2 Parents’
1.2.1 Highest Educational and Research Literature
Attainment
1.2.2 Family Size
1.3 Students
1.3.1 Age and Gender Formulation, Validation
1.3.2 Socioeconomic status
and Administration of
2. What is the extent of readiness of
Senior High School program in terms Research Instrument
of the availability of:
2.1 Track offered along:
2.1.1 GAS Resourced-based
2.1.2 HUMMS Analysis and Development Plan
2.1.3 STEM
Interpretation of Data
2.1.4 TVL
2.1.5 ABM through the Use of
2.2 Resources as to: Statistical Tools
2. 2.1 Human Resources
2.2.2 Physical and organizational
Resources
3. What are the perceptions of Teachers, Testing of Research
Parents and Students for the senior high
school implementation? Hypotheses
4. What is the significant relationship on
the implementation of senior high school
program between
4.1 teachers and students
Teachers and parents, and
Students and parents
4. What are the problems encountered in
the implementation of K to 12 Program, as
assessed by the respondents?

Figure 2, Flow of the Study

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Research Environment

The research environment of this study covered the three (3) biggest secondary

schools in Bantayan Island. Include the following: Bantayan NHS, Patao NHS and

Madridejos NHS.

Bantayan National High School is located in the center Municipality in Bantayan,

Cebu. There are eighteen (18) teachers and one hundred ten (110) grade 10 students.

The school is offering Senior High School Program starting SY 2016-2017. It offers

Science, Technology, Engineering, and Mathematics (STEM), Accountancy, Business,

and Management (ABM , Humanities and Social Sciences (HUMSS), Technical-

Vocational-Livelihood (TVL) with TVL Specializations in Aquaculture (NC II), Beauty/

Nail Care (NC II), Wellness Massage (NC II), Hairdressing (NC II), Caregiving (NC II),

Carpentry (NC II), Computer Hardware Servicing (NC II), Computer Programming (NC

IV), Cookery (NC II), Bread and Pastry Production (NC II), Food and Beverage Services

(NC II), Electrical Installation and Maintenance (NC II), Handicraft- Fashion Accessories,

Paper Craft, Handicraft- Needlecraft, Handicraft- Woodcraft, Leathercraft and

Handicraft- Woodcraft, Leathercraft

Patao National High School is located in Barangay Patao, Bantayan, Cebu.

There are ten (15) teachers and one hundred twenty (120) grade 10 students. The

school is offering Senior High School Program starting SY 2016-2017. It offers General

Academic Science (GAS), Humanities and Social Sciences (HUMSS), Technical-

Vocational-Livelihood (TVL) with TVL Specializations in Beauty/ Nail Care (NC II),

Wellness Massage (NC II), Hairdressing (NC II), Cookery (NC II), Bread and Pastry

19
 Production (NC II), Food and Beverage Services (NC II), Electrical Installation and

Maintenance (NC II), Horticulture (NC II)

Madridejos National High School is located in the center of the Municipality of

Madridejos, Cebu. They have eighteen (18) teachers and one hundred ninety five (195)

grade 10 students. The school is offering Senior High School Program starting SY 2016-

2017. It offers Science, Technology, Engineering, and Mathematics (STEM),

Accountancy, Business, and Management (ABM , Humanities and Social Sciences

(HUMSS), Technical-Vocational-Livelihood (TVL) with TVL Specializations in

Aquaculture (NC II), Electrical Installation and Maintenance (NC II), Front Office

Services (NC II), Local Guiding Services (NC II), Tourism Promotion Services (NC II)

and Travel Services (NC II).

Respondents

The simple random sampling through a fish bowl technique will be used in this

study to minimize the number of teacher-respondents, Parents and Students to a

manageable one. Hence, a total of 184 respondents for students and 34 Parents-

respondent were selected. For the School Head, there are three (3) school heads and

forty (40) teacher-respondent.

Table 1
The Distribution of Respondents (Pupils and Teachers)
School N (Teacher) N (Students) N (School Head) N (Parents)
Bantayan National High School 15 52 1 10
Patao National High School 10 43 1 9
Madridejos National High School 15 53 1 15

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Research Instrument

The instrument that will be use is the questionnaire with a Closed-Ended

Questions adapted from the Department of Education, Marikina Division.

It will focus on school readiness in terms teaching force, Learning facilities and

equipment, Teaching and learning materials and Physical facilities, perceptions of the

teachers, parents and students for the implementation of the K-12 and problems

encountered in the implementation of K to 12

Procedures for Gathering of Data

The Thesis Advisory Committee of Cebu Technological University will approve

the questionnaire and after the approval, permission to conduct the study will be

requested from the School Division Superintendent and after the request is secure, the

researcher conduct the study and administer the questionnaires and will retrieved

afterwards for the data analysis and interpretation that will be made by the statistician.

Treatment of the Data

The responses of the respondents to the questionnaire were carefully tallied,

tabulated and organized including those derived from interviews, observation and

documentary analysis. The data were presented, analyzed and interpreted with the

used of simple percentage ranking, Frequency distribution table and weighted mean.

For problem number one, the statistical method that was used was

Frequency distribution table and simple percentage. These methods described the

profile of the School Heads in terms of Educational Background, Relevant Trainings and

Seminars Attended, SHS Track Offered and School Readiness, for teacher-respondent

will be in terms of Age and Gender,

21
Figure 3, Location Map of the Study

22
 Employment Status, Educational Qualification, Other Qualifications, Length in

service and Relevant Trainings and Seminars attended. For the parent-respondent will

be in terms of No. of Children and Highest Educational Attainment while for the students

will be in terms of Age and gender, track to pursue and socioeconomic status.

For problems number two (2), three (3) and four (4) the presentation, analysis

and interpretation of the data were based on the weighted mean and rank as shown by

the scale ranges as follows. This kind of statistical technique was used to describe the

Extent of the availability of resources for Senior High School Implementation in

Bantayan Island (Secondary), perceptions of Teachers, Parents and Students for the K-

12 Implementation and problems encountered in the implementation of K to 12

Program, as assessed by the respondents.

For the significant relationship between teachers and students, teachers and

parents and students and parents the statistical treatment use is chi-square. This

statistical treatment will be used to get the significance relationship between the

perception of the respondents group as to the readiness of the school for K-12

Implementation and problems encountered in the implementation of senior high school

program.

Scoring Procedure

The weighted mean obtain were given a qualitative categorization using the four

response categories established as parameter of limits for the quantification of the

average ratings.

23
Legend: Physical Resources (Standard laboratory, tools, materials and equipment)

Legend: Range Verbal Description

5- Very Much Ready 4.20-5.00 VMR

4- Moderately Ready 3.41-4.20 MR

3- Ready 2.61-3.40 R

2- Fairly Ready 1.81-2.60 FR

1-not ready 1.00-1.80 NR

Readiness of Physical and Organizational Resources

Legend: Range Verbal Description

4- Very Ready 3.26-4.00 VR

3- Ready 2.51-3.25 R

2- Slightly Ready 1.76-2.50 SR

1-not Ready 1.00-1.75 NR

Teachers, Parents and Students Perception

Legend:

Legend: Range Verbal Description

4- Much True 3.26-4.00 MT

3- Moderately True 2.51-3.25 MOT

2- Slightly True 1.76-2.50 ST

1-notat all true 1.00-1.75 NAT

Legend: Learning Competencies

24
 Perceive Problems of Teachers, Parents and students

Legend:

Legend: Range Verbal Description

4- Much True 3.26-4.00 MT

3- Moderately True 2.51-3.25 MOT

2- Slightly True 1.76-2.50 ST

1-notat all true 1.00-1.75 NAT

25
 Definition of Terms

To facilitate the readers’ understanding of the contents of this study, the

researcher included the operational and conceptual definition of the following terms:

Administration and Management. This variable as used in this study, pertains

to the modification of the functions of the school heads as an effect of the change from

the old to the new curriculum.

Curriculum adjustment. In this study, the term refers to the new set of activities

and trends integrated in the implementation of the K to 12 program.

Human resources. Are the people who make up the workforce of the school

like school heads and teachers.

Implementation of K to 12 Program. In this study, the term applies only to the

selected high schools in Bantayan Island.

Instructional Materials. This signifies the new set of teaching materials and aids

directed to attain the goals of the K to 12 Curriculum Program.

Issues and Concerns. The term covers only the items enumerated in the

research instrument as perceived by the respondents of the study. Majority of the items

include ideas that reflect the predicaments of the parents for the additional burden in

terms of time and financial expenses to be incurred for the additional two years of basic

education from 10 to 12 years.

K to 12 Program. As defined by Cruz (2010), refers to the most recently

implemented basic education curriculum signed into a law by the incumbent President

26
Benigno Aquino III through Republic Act 10533. The Filipino students are required to

undergo one year in Kindergarten, six years in primary school, four years in junior high

school and two years in senior high school.

Organizational resources. Are all assets that a school has available to use in

the production process. (Ex. Monetary Resources, Raw materials like the teacher’s

guide and learners guide)

Physical resources.  Are the material assets that a school owns, including

buildings, materials, equipment and office furniture.

Senior High School . It is the added two (2) years program which is composed

of Grade 11 and 12.

School Plant and Facilities. It suggests school buildings, furniture and fixtures,

along with the tools and equipment in them to cope with the demands of the K to 12

Curriculum Program.

School Readiness . As applied in this study, signifies the capability of the

schools to provide better facilities, school buildings, tools, equipment and instructional

materials and aids.

Teacher Readiness. As used in this research, the term implies the

competencies of the teachers to cope with the needs and demands of the K to 12

Curriculum Program.

27
 Teaching Competencies. It denotes knowledge, skills, and attitude of teachers

in the use of different teaching strategies, instructional materials and in managing the

classroom for better and more effective pupils’ learning.

Teaching Strategies. This signifies changes in the use of teaching strategies to

adapt to the requirements of the new curriculum, K to 12.

28
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review and summary of literature and studies related to

K to 12 curriculum enhancement and development, along with conceptual framework,

research hypothesis and operational and conceptual definition of terms.

Related Literature

Tan ( 2011) in his writings, discussed and pointed out important details about k

to 12 . He enumerated the four phases of the K to 12 Program as follows: Phase I refers

to Laying the Foundations, the goal of which is to finally implement the

universal kindergarten (offered since on S.Y. 2011—2012), and the "development of the

(entire) program"; Phase II is that of Modeling and Migration aimed to promote the

enactment of the basic education law, to finally start of the phased implementation of

the new curriculum for Grades 1 to 4 and 7 to 10, and for the modeling of the senior

high school; Phase III is Complete Migration, the goal of which is to finally implement

the Grades 11 and 12 or the senior high school, and to signal the end of migration to the

new educational system; and Phase IV is that of Completion of the Reform aimed to

complete the implementation of K to 12 education system. However, during the new

educational cycle, from 2016 to 2018, college enrollment could slow down because of

the entrance of the lower-year students to the new educational.

According to (Britto, 2010) School readiness is the foundation of equity and

quality education. It is gaining global support as a viable means to help young children

reach their full developmental potential and engage in lifelong learning. School

29
readiness is linked to improved academic outcomes in primary and secondary school

and positive social and behavioral competencies in adulthood. While adhering to

UNICEF’s human rights-based focus on the individual benefits of education, school

readiness also builds human capital to address economic development.

According to Connelly (2013) 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.

In the study of Lynch (2013) revealed that different skill sets will be required for

the future. The next generation will need to be entrepreneurial, willing to take risks and

be multicultural.

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

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

The citation of Paré & Le Maistre (2008) relates with the functions considered a

part of everyday life. They averred that knowledge of basic skills may be considered

30
important for the successful transition of students into the workplace. Technical skills

may also be required for specific jobs, but there are some additional skills, often coined

‘soft skills,’ that are necessary for bridging the gap between book knowledge and work

application.

The educational research of Alzoubi and Rahman (2011) supports the foregoing.

In this study, they concluded that teachers training programs are necessary in order to

upgrade the teachers’ skills, knowledge and performance. Likewise, it is to enable them

to be more effective and innovative.

Green (20013) stated that school facility factors such as building age and

condition, quality of maintenance, temperature, lighting, noise, color, and air quality can

affect student health, safety, sense of self, and psychological state. His research has

also shown that the quality of facilities influences citizen perceptions of schools and can

serve as a point of community pride and increased support for public education.

Harris (2008) averred that the school heads’ awareness of and sensitivity to the

contexts in which they employ their own value systems and authenticity as professional

educators and their approaches to supporting the professional development of staff, are

unquestionably the cornerstones of teacher professional learning in each school. Who

coordinates and resources whole-school professional development, and how, are

insights into the culture of the school. Collegial cultures opt for cooperative planning

teams as a basis for distributed forms of leadership. While decisions taken here result in

a formal and resourced program of professional development, the essence of true

professional learning resides more in the interrelationships and social networks that

form among teachers within and beyond the school.

31
 Relative to the concept of accountability in enhancing instruction is what Hardy,

et al. (2010) emphasized in their conviction that school leaders composed of school

heads and teachers need to foster conditions most conducive to genuine student

learning. The extent to which education authorities enable or inhibit this kind of learning

in their policy documents is determined through setting professional teaching standards

and school leadership from which emanate the frameworks for teacher professional

development and career path progression.

The concept of school readiness, according to Rafoth, Buchenauer, Crissman

and Halko (2012), typically refers to the child’s attainment of a certain set of emotional,

behavioral, and cognitive skills needed to learn, work, and function successfully in

school. Unfortunately, this common philosophy of “ready for school” places an undue

burden on children by expecting them to meet the expectations of school. A more

constructive way to consider school readiness is to remove the expectations from the

child and place those expectations onto the schools and the families. Young children

have wide ranging needs and require support in preparing them for the high standards

of learning they will face in elementary school.

High (2012) cited that school readiness includes the readiness of the individual

child, the school’s readiness for children, and the ability of the family and community to

support optimal early child development. It is the responsibility of schools to be ready for

all children at all levels of readiness. Children’s readiness should become an outcome

measure for community-based programs, rather than an exclusion criterion at the

beginning of the formal educational experience. Porter (2008) stressed that

school readiness is not just an attribute of children, but also comprises the educational,

32
social, family and personal resources that support their success at school. The following

child attributes imply school readiness: good physical health, including being well

nourished and having the physical stamina to last a school day; general cognitive skills

such as literacy and numeracy; effective communication skills, both to comprehend

instructions and to communicate personal needs; an enthusiastic and curious learning

style, reflected in interest and engagement in the world, attention to directions,

persistence, working independently; listening to and following instructions; working

independently and staying on task; social and emotional competencies: spanning the

ability to regulate emotion and behavior, interpersonal skills to participate cooperatively

and interact pro-socially with peers and teachers, and ability to separate from parents.

As posited by Griffin (2008), in an attempt to address the difference in the school

readiness of certain groups of children, some policymakers advocate the provision of

kindergarten. Proponents of kindergarten argue that the time in these programs can be

used to increase pupils’ readiness at the first grade and beyond. They also point to

studies that show academic benefits of kindergarten participation through the end of the

first grade.

The educational research of Alzoubi and Rahman ( 2011) supports the

foregoing . In this study, they concluded that teachers training programs are necessary

in order to upgrade the teachers’ skills, knowledge and performance. Likewise , it is to

enable them to be more effective and innovative.

In the study of Rivkin, Hanushek, & Kain (2000) in the evidence currently

available suggests that while inexperienced teachers are less effective than more senior

teachers, the benefits of experience appear to level off after a few years. In the studies

33
on the effect of teacher experience on student learning by Kitgaard & Hall, 1974;

Murnane & Phillips, (1981) have found a positive relationship between teacher

effectiveness and their years of experience, but not always a significant or an entirely

linear one.

In the study of Rivkin, Hanushek, & Kain (2000) in the evidence currently

available suggests that while inexperienced teachers are less effective than more senior

teachers, the benefits of experience appear to level off after a few years. In the studies

on the effect of teacher experience on student learning by Kitgaard & Hall, 1974;

Murnane & Phillips, (1981) have found a positive relationship between teacher

effectiveness and their years of experience, but not always a significant or an entirely

linear one.

According to Yang & Kayaardi (2004) Family income is often thought of as an

indicator of a higher family income increases one’s chances of affording a private

education. In the study of Schneider and colleagues (1996) concluded that families with

more resources are more likely to send their children to private schools than lower-

income families who simply cannot afford to do so.

According to Levitz (2012), who reported in his findings that financial stability of

the family plays an important role in a student’s decision-making. According to the study

of (Breen and Goldthorpe 1997; Jackson et al. 2007; Morgan, Spiller, and Todd 2013)

high school students with high-SES parents are more likely to enroll in higher education

than their low-SES peers with similar grades and test scores, reflecting the greater

resources they have to draw on to understand the system and meet its perceived

challenges.

34
 Ajayi and Ayodele (2001), they emphasized that the availability of these

resources are quite important to achieving effectiveness in instructional delivery and

supervision in the school system. They further stressed the fact that non-availability of

basic facilities such as classrooms, office accommodation, workshops, sporting

facilities, laboratories, library et cetera which is being experienced in secondary schools

is a perfect reflection of what obtains in the university system.

The choices of Career Tracks of the students play a great role in the preparations

of the schedule for the Senior High School. These career tracks are associated with

career preferences which were the bases in the conduct of the present study. Career

preferences as defined by Martinez and Fuller (1999) pertains to the identification of

one’s work schedules and activities in relation to individual’s abilities, skills,

competencies and with the assistance of management in order that he can take greater

job and personal responsibility for his future. In other words, this is a preferred career

choice of an individual that should be decided ahead of time. In an article on “What is

Most Important to Students by Duffy and Sedlacek from 1995 to 2004 revealed that

male preferred to select careers which will generate money and female would like to

select career which will concentrate on working with people and those which can

contribute to society. . In addition, Heilbronner (2011) claimed that the greater number

of the students manifested to proceed to STEM courses in college. This is brought

about with the quality, adequacy of preparations and scholastic experiences of the

students.

Haroon (1999) asserts that the quality of facilities has an impact not only on

educational outcomes but on the well-being of the pupils and teachers. Adeboyeje

35
(1994) and Ayodele (2004) have variously pointed out that the availability of adequate

school buildings, classrooms, chairs, desks, laboratories and other facilities are

necessary for the accomplishment of any educational goals and objectives. They also

revealed that effective management of school facilities brings about development of

educational programmes and facilitates educational process. It enhances the

usefulness in the determination of the worth of a school, influences the relationship

between schools and community and usefulness as cultural civic, recreational and

youth center. Also, in recent studies carried out by Okunamiri (2003), on the provision

and utilization of school facilities in some selected secondary schools in Nigeria, his

findings revealed that although facilities were adequately provided in some schools,

they were not effectively utilized. He further emphasized on the need to ensure effective

and efficient realization of the goals and objectives of the of the educational system.

This implies that the availability of physical facilities alone does not enhance learning;

rather it is the adequate utilization of these facilities that can only motivate students to

learn and enhance their academic performance.

In (DepEd Memo No. 76 s. 2016) cited that “Senior High School is an essential

component of the K to 12 Program. Thus, it is difficult to envision a successful SHS

without describing the attributes of a successful K to 12 Program. The K to 12 Program

is a transformative vehicle for local and national development. Through the provision of

quality education for all, the K to 12 Program intends to develop and harness the skills

and competencies of the Filipino youth, leading to the development of self, community,

and nation”.

36
 The government’s K-12 program is a much-needed change for the country’s

education system. Through this program, people may expect better-trained citizens who

could be competitive with the knowledge and skills of people trained abroad (De los

Santos, 2012). Before the Implementation of the K-12 program began, the Philippines is

one of the very few countries remaining that provide only ten years of basic education,

six years in elementary and four years secondary. This short period makes it difficult for

Filipinos to be competitive with countries like Japan or Korea, that have at least 12

years of basic education under their belt. In most cases, the extra years spent in basic

education should enable students to tackle subjects like mathematics and science in

more details, instead of the rushed manner used in the old education system.

People can also expect that the new K-12 system will produce graduates who

are more prepared for college education. The program is expected to provide a clear

view of which career they would take. This may lead to less drop-outs, and more

chances of success in graduating from whatever course they choose. Now on its first

year of implementation, the K-12 program is not without challenges, but it is an

endeavor worth pursuing if we truly intend to improve the Philippine education system.

By investing more time and resources in our education, we can expect our graduates to

become competitive in the global business arena, and bring more success that would

contribute towards building our nation (De los Santos, 2012).

Cabrera (2011) stated that school principals are the primary shapers of school

culture because they connect on a daily basis with other teachers, their students, and

with parents. The diverse perspectives on instructional practices gained from students

and parents provide teachers with rich, ongoing feedback. No school can improve

37
unless it has a culture that supports improvement, collaboration, and a shared vision for

what it wants to achieve. An evaluation system that focuses on collaboration among

teachers and principals, reflective practices among teachers, and students’ learning will

have a positive effect upon a school’s culture. Recruiting and training staff involves

identifying the people that will be needed for the program, identifying the qualifications

they will need, recruiting them and providing initial and on-going training for them.

Developing a writing system involves identifying the symbols that will form the writing

system, or adapting an existing one, which is acceptable to the majority of stakeholders

and which promotes ongoing reading and writing in the language. Developing

curriculum and instructional materials involves identifying the teaching methods that will

be used, developing teacher’s guides, and planning the content of the lessons in the

local languages. Developing literature involves writing, illustrating, editing, testing,

producing and distributing a variety of graded materials in the local language that are

interesting to the readers. Evaluating the program and documenting progress involves

assessing the program and the learners’ progress regularly to find out if the program is

serving the needs of the community and if you are achieving the program’s objectives. It

also involves keeping records of the planning and implementing process and of the

learner’s progress. Coordinating the program involves obtaining and allocating funds,

keeping records, writing reports, and ensuring that staff care is supervised and

supported.

Related Studies

In his study, Tullao (2007) indicated that there is a need to upgrade human

resources through various forms of investment in human capital in order to reap the

38
benefits of an expanded global trade in services, This upgrading process is intended not

only to protect Filipino professionals from foreign competition but more importantly to

build a strong human resource infrastructure in the light of a globalized trading

environment. Specifically, the readiness to compete internationally should be viewed in

terms of the ability of local professionals to meet the standards and human resource

requirements of foreign as well as domestic companies.

This is related to the researchers study in a sense that the study will also address

the readiness of the teacher for Senior High School.

On the other hand, Magno (2013) cited that teachers are one of the key elements

in any school and effective teaching is one of the key propellers for school

improvement. This review is concerned with how to define a teacher’s effectiveness and

what makes an effective teacher. It draws out implications for policymakers in education

and for improving classroom practice.

Furthermore, the study of Dejarme (2008) suggested that in order for schools

and universities to cope with new innovations, they should keep at pace with the tempo

of societal changes and technological progress. The schools of today should participate

in the educational and social revolution. Thus, the curriculum in Philippine schools today

has to be geared to the rapid societal changes and the new responsibilities for the new

breed of Filipinos. The three most important sectors of society that give direct input to

the improvement of the curriculum are the academe (institutions), the government, and

the industries (both public and private companies).

In PASCN Discussion Paper, Tullao (2000, retrieved, May 2016), emphasized

different perfectives/ views on the readiness of professionals to compete internationally

39
- First, the facility of Filipinos to work abroad and compete with foreign professionals

with similar skills and competence. Second, the ability of professionals to compete with

foreign professionals entering the local economy. The third perspective is focused on

the ability of professionals to meet the standards and human resource requirements of

foreign enterprises as well as domestic companies in their use of various services.

The first and second views are premised on the need to improve human

resources in order to prepare Filipino professionals for foreign competition here and

abroad within a liberalized global market for services. The third perspective, on the

other hand, prepares professionals as an investment in human capital as part of

expanding the infrastructure of the economy. Such preparation will have the effect of

making local professionals competitive here and abroad plus making the Philippines an

attractive site for foreign investment because of the quality of professional services. In

effect the country does not prepare its professionals merely to protect them from foreign

competition but more so to build a strong human resource infrastructure.

Maligaya (2007) conducted a study on co-curricular activities in Mathematics V

and VI as complement to the Mathematics curricular program for improving

achievement. Certainly, students gained experiences from participating in co-curricular

activities. Hence, it was found out that in order to improve students’ performance in co-

curricular activities, holding or conducting contests and competitions in Mathematics

must be fully exercised.

Furthermore, it was concluded that implementing co-curricular in Mathematics

helps enhance students’ learning.

40
 The study recommended that school heads and teachers must help one another

to equip their students learning in co-curricular activities and other related undertakings

that will help improve their performance.

Dinglasan (2007) found out the effectiveness of a variety of methodologies in

teaching Mathematics in two Science High Schools in the Division of Lipa City. These

methods include the inductive, deductive, discussion, discovery and integrated. In

support to these findings, the use of printed and audio-visual materials was also

effective, but that of community resources was only moderately effective. Corollary to

these findings was the very satisfactory performance of the students as reflected in their

quizzes, recitation, assignment, periodical test and projects. Hence, a highly significant

relationship was revealed between the effectiveness of teaching methodologies and the

students’ academic performance reflected in their grades.

The same study concluded that the use of teaching methods is complemented by

that of instructional materials, but also dependent on the nature of the learners, the

teacher’s personal and professional qualities and the classroom climate.

Valencia (2007) concluded in her study that the students of Canossa Schools in Region

IV A revealed a satisfactory performance in Mathematics based on the mean results of

placement, pre and posttests. There was an improvement from the pre-test to post test.

The standard deviations indicate a close dispersal of the individual scores, particularly

from the pre-test to post test. She accounted this finding to the teachers’ skills and

competencies in the use of various teaching strategies and instructional materials. She

concluded further that there is a highly significant association between academic

41
performance and the teacher’s use of various teaching strategies and instructional

materials.

Katigbak (2011) concluded that the use of teaching methods is generally

effective in teaching, but its effectiveness depends much on the nature of the learners,

the difficulty of the lesson, the availability and adequacy of instructional materials, the

teacher’s professional qualities and the classroom climate. While instructional materials

facilitate, accelerate and make learning experiences more concrete, meaningful and

enjoyable, the students’ level of performance is still affected by the effectiveness of the

teacher and the teaching methods. It is measured through varied teacher-made tests.

In Valenzuela’s study (2011) the enhancement of the teaching of Mathematics

was triggered by the use of different teaching strategies and instructional materials

suited to the capability level of the Grade Two students. She concluded that variation in

the use of both teaching strategies and instructional materials motivates students,

maximizes their class participation and improves their academic performance. Further,

she suggested the use of more innovative strategies and technological tools as that of

using a computer in the presentation of lessons to strengthen the students’ awareness

of the wonders of modern technology.

The study of Cabrera (2011) dwelt on the importance of training for teacher’s

professional growth and development, which in turn, enhances instruction. More

specifically, her study found out that school based training conducted by the DepEd

contributed much in the teachers’ development of further competencies which they may

use in their performance of instructional functions.

42
 In terms of training for teacher’s professional development, the same researcher

cited the following tips designed to make training sessions more successful:

Experienced, enthusiastic mentors make excellent trainers. Consider bringing

experienced mentors together in a “mentor panel” to share their experiences with the

trainees and stimulate discussion. To keep the program interesting, trainers should not

lecture at length but should use a variety of learning techniques such as role playing,

slides and films, and training manuals. The training sessions should help the new

mentors enhance their skills, as well as learn new ones. During the practice sessions,

new mentors should receive feedback on how they are doing. The training site should

be pleasant, conducive to learning, and centrally located; refreshments should be

provided. At the end of the sessions, the mentors should complete a course evaluation

form. This will help the program evaluate the training process and determine ways in

which it could be improved.

The study of Vergara (2013) relates with the implementation of K to 12. His study

delved with the implementation of double exposure for the Grade Three pupils of

Tanauan East District which employed the use of both Mother Tongue and English

alternately as media of instruction. The findings of the study revealed that such new

program was implemented to a very great extent in the schools covered by the study.

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,

teachers and parents regarding the transition programs from primary to secondary

school.

43
 This study is similar with the study of Manalo (2012) entitled the Enhanced K –

12 Program as Perceived by the Parents of Gade Six Pupils of Baao District, Baao

Camarines Sur, wherein it is similar to the fact that they are all concerned about the

perception of the parents and the perceived problem regarding the new program of the

Department of Education which is the K -12 program.

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 and parents perception.

Marston (2011) 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 both parents and students regarding the transition programs but differ only

because the research is focus to secondary school.

Nartates (2011) conducted a study about the Effects of Broken Homes among

Early Teenagers to their Academic Performance this studies cited by the researchers

44
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.

Manalo (2012) 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 also includes the perception of the teachers and the

students.

Zellman (2012) 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.

45
 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 students and parents perception.

46
 Chapter 3

PRESENTATION, DATA ANALYSIS AND INTERPRETATION

This Chapter presents, analyzed and interprets the data gathered based on the

questions posited in the study.

The first section of the data discussed the Profile of the profile of the teachers’

respondent as to age and gender, employment status, number of years in teaching,

present grade level handled, highest educational qualification, national certificate from

TESDA and seminars attended related to the field of specialization, profile of the

parents’ respondent as to occupation, no. of child (attending senior high school) and

highest educational attainment and profile of the pupils’ respondent as to age and

gender and socioeconomic status of the family.

The second part tackled about the extent of readiness of Senior High School

program in terms of the extent of readiness of the resources as to; Human resources,

physical and organizational resources.

The third part examined about the perception of teachers, parents and students

about the implementation of senior high school.

The fourth part dispensed the problems encountered in the implementation of

senior high school.

PROFILE OF THE RESPONDENT GROUPS

Teachers’ Profile

For the profile of the respondents (Teachers and School Heads), the

questionnaire asked for the participants’ age, gender , employment status, number of

years in teaching, present grade level handled, Vocational courses/ National

47
Certificates, seminars attended related to the field of specialization, highest educational

attainment

Table two (2) shows the age of the 40 teacher and 3 school head respondents

ranged from the younger age of 20 years old and above.

TABLE 2

Age and Gender

Age Frequency Percentage

20-30 5 11.62
31-40 17 39.53
41-50 16 37.21
51 and up 2 4.65
20-30 5 11.63
31-40 20 46.51
TOTAL 10 100
Gender Frequency Percentage
Male 18 41.86
Female 25 58.14
TOTAL 43 100

It could be seen in Table two (2) that 11.62 percent of the respondents belong to

the age bracket of 20 – 30 years old, 39.53 belong to the age bracket of 31- 40 years

old, 41 – 50 years old belong to 37.21 percent and 4.65 percent belong to the age

bracket of 51 years old and up. For the respondents’ gender it revealed that 58.14 of

the respondents were female and only 41.86 percent was male. It implies that the age

and gender will affect the choice of teacher’s specialization, male teachers will tend to

choose agricultural, ICT and industrial specialization and female teachers will tend to

choose Home Economics and ICT.

Table three (3) is about the highest educational qualification of teacher’s

respondent.

48
 TABLE 3

Highest Educational Attainment

Highest Educational Attainment Frequency Percentage

MAUnits Earned 10 23.26
BSED Graduate 23 53.49
DPE 10 23.26
TOTAL 43 100

Data exhibited that 53.49 percent of the respondents has Degree in Bachelor of

Secondary Education, 23.26 percent of the teachers has Master units and another

23.26 percent has only units in education. It implies that it is part of the requirements to

have a master’s degree for senior high school teaching position because it is part of

teachers’ professional development and it is needed for teachers to upgrade their

knowledge and skills. It is stated in RA 7836, “Article IV, Section 27, the country’s policy

makers and educational leaders have explicitly defined the general requirements to

enter the teaching profession; apart from subject matter competence and relevant

Master’s Degree, a certified professional license is a must which adheres to the

Philippine Regulations Commission (PRC) Board of Professional Teachers Act, “except

as otherwise allowed under this Act, no person shall practice or offer to practice the

teaching profession in the Philippines or be appointed as teacher to any position without

having previously obtained a valid certificate of registration and a valid professional

license from the Commission”.

Table four (4) shows the Distribution of respondents by their Number of years in

Teaching. These give us idea how many years they were in service and their level of

proficiency in handling the pupil’s attitude.

49
 TABLE 4

Number of Years in Teaching

No. of years in Teaching Frequency Percentage

1-5 YEARS 5 11.63
6 -10 YRS. 15 34.88
11-15 YRS. 13 30.23
15 YRS AND UP 10 23.26
TOTAL 43 100

Based on the data in the Table, 34.88 percent of the respondents were belonged

in the bracket of six (6) - ten (10) years in service seconded by the group of eleven (11)

- 15 years in service with 0.23 percent and the bracket of 15years and up with 23.26

percent and the smallest group of 11.63 percent which has 1 -5 years of experience in

teaching. It implies that seniority has a big factor in the effectiveness of teachers. In the

study of Rivkin, Hanushek, & Kain (2000) in the evidence currently available suggests

that while inexperienced teachers are less effective than more senior teachers, the

benefits of experience appear to level off after a few years. In the studies on the effect

of teacher experience on student learning by Kitgaard & Hall, 1974; Murnane & Phillips,

(1981) have found a positive relationship between teacher effectiveness and their years

of experience, but not always a significant or an entirely linear one.

Table five (5) exposes the distribution of respondents by employment status so

that we will know how many permanent teachers and probationary teachers.

50
 TABLE 5

Employment Status

Frequency Percentage
Employment Status
Permanent 38 88.37 It
Probationary 5 11.63
TOTAL 43 100
was revealed in the data that 88.37 percent of the teacher respondents are permanent

or those who are LET Passers and only 11.63 percent are probationary teachers. It

implies that license is vital for educators and they must adhere to these standards to

meet the required qualifications of those who enter the teaching profession. One great

benefit of teaching certification is job security. The teaching profession is more secure

than many other fields, especially for certified or professionally licensed teachers. It has

been stipulated in the RA 10533 that only applicants with a Professional Regulation

Commission (PRC) teaching license "and/or appropriate certification" will be given

permanent full-time status. These hiring guidelines under the K-12 implementing rules

and regulations are set to ensure that the enhanced basic education program meets the

demand for quality teachers (Universal Journal of Educational Research, 2016)

Table six (6) presents the distribution of respondents by the Track/specialization

handled by the teacher respondents.

TABLE 6

TRACKS/ SPECIALIZATION HANDLED

51
 Tracks/specialization
Handled Frequency Percentage
HUMMS 12 30
STEM 10 25
ABM 6 15
LIBERAL ARTS 5 12.5
TVL 7 17.5
TOTAL 40 100

Table six (6) showed that 30 percent belong to HUMMS, 25 percent handled

STEM subjects, 15 percent handled ABM subjects and 1.5 percent handled Liberal Arts

and another 17.5 percent handled TVL subjects. It can be implied that specialization of

teachers is a great factor so that they can focus on their field of specialization and they

can give their best because they possess the necessary skills and knowledge in their

subject handled. It is stated in the DepEd order number 3 series of 2016, in the hiring

guidelines of teachers that teachers should apply in their field of specialization since

CHED has imposed the verticalization of educational qualification of teachers.

According to the bill filed by Rep. Roman Romulo (Lone District, Pasig City) it is stated

in the House Bill 3392, to be known as the Uniform Qualification Standards for College

or University Faculty Act, should cover all teachers in private and public colleges or

universities. Under the bill, “faculty in the undergraduate level should have a bachelor's

degree in a field of specialization related to the subject or course taught while the faculty

in the graduate level must have a master's degree in a field of specialization related to

the subject matter or course taught”. It is also cited under CMO 11, s. 1999, “for teacher

education, what is required of members of the faculty, inter alia, is that they be holders

“of appropriate Master’s degree to teach their major field and/or allied subjects for

52
undergraduate.” Nowhere is it required that the master’s degree be in the same field as

the bachelor’s degree”.

Table seven (11) presents the distribution of respondents by the Seminars they

attended related to their field of specialization.

TABLE 7

Seminars Attended

Seminars Attended Frequency Percentage

HUMMS 12 30
STEM 10 25
ABM 6 15
LIBERAL ARTS 5 12.5
TVL 7 17.5
TOTAL 10 100

Table seven (7) revealed that 100 percent of the respondents have attended

seminars that are related to their field of specialization. It implies that, since the program

is in the new curriculum it means that teachers should undergo professional

development to cope up the changes and to provide students better learning. They

need to acquire new teaching strategies and teaching styles and improve their skills and

knowledge as well. The study of Cabrera (2004) dealt on the importance of training for

teacher’s professional growth and development, which in turn, enhances instruction

more specifically; her study found out that school based training conducted by the

DepEd contributed much in the teacher’s development of further competencies which

they may use in their performance of instructional functions.

53
 Table eight (8) presents the distribution of respondents by the Vocational/Trade

Course they attended that lead to National Certificate which make them qualify to teach

Senior High School TVL Track.

TABLE 8

VOCATIONAL /TRADE COURSE/ NATIONAL CERTIFICATION

VOCATIONAL /TRADE COURSE/

NATIONAL CERTIFICATION Frequency Percentage
HOME ECONOMICS 8 20
INDUSTRIAL 3 7.5
ICT 3 7.5
AGRI-FISHERY 1 2.5
TOTAL 15 100

Table 8 revealed that there are 20 percent who has Home economics related

NCII, 7.5 percent both belong to Industrial and ICT and another 2,5 percent has Agri-

Fishery related NC II. The Vocational/Trade Course they attended that lead to National

Certificate which make them qualify to teach Senior High School TVL Track. It implies

that there are qualified teacher in Junior High School that are competent enough to

handle technical vocational and livelihood education since skills education is being

taught in junior high school and only teachers with National Certificate higher than the

national certificate that the certification level of the subjects handled. In RA 10533,

“graduates of technical-vocational courses to teach in their specialized subjects in the

secondary education: Provided, That these graduates possess the necessary

certification issued by the TESDA: Provided, further, That they undergo appropriate in-

service training to be administered by the DepED or higher education institutions (HEIs)

at the expense of the DepED”.

54
Parents’ Profile

For the profile of the respondents’ parents, the questionnaire asked for the

participants’ occupation, No. of Child (Attending Senior High School) and Highest

Educational Attainment.

Table nine (9) presents the occupation of the parent’s respondent and

distribution of respondents by the Number of Child attending senior high school.

TABLE 9

Occupation of the Parents and

No. of Child (Attending Senior High School)

Mother Frequency Percentage

housewife 20 58.82
Fish vendor 5 14.71
professional 2 5.88
Father
driver 5 14.71
farmer 2 5.88
Total 34 100
No. of Child (Attending Senior High School) Frequency Percentage
1 30 88.24
2 4 11.76
TOTAL 34 100

It could be seen in Table nine (9) that 58.82 percent of the parents respondent

(mother) are housewife,14.71 percent are fish vendor, 5.88 percent are farmers and the

other are professionals while the remaining 14.71 percent are driver. It also disclosed

that there are 88.24 percent which is one child will attend senior high school and

another 11.76 percent or two children will attend the senior high school It can be implied

that the parents of the high-class families are financially able enough to sustain the

family, enroll their sons at private school, and still be able to acquire their needs and

wants. Family income is another demographic indicator that has been positively related

55
to choosing private schools. According to Yang & Kayaardi (2004) Family income is

often thought of as an indicator of a higher family income increases one’s chances of

affording a private education. In the study of Schneider and colleagues (1996)

concluded that families with more resources are more likely to send their children to

private schools than lower-income families who simply cannot afford to do so.

Table ten (10) presents the distribution of respondents highest educational

qualification which can be the basis for the economic status of the family to be

considered in supporting their child education to continue senior high school.

TABLE 10
Highest Educational Attainment

Highest Educational Attainment Frequency Percentage

Elementary level 6 17.65
Elem graduate 5 14.71
High school level 10 29.41
High school graduate 8 23.53
College level 3 8.82
College graduate 2 5.88
TOTAL 34 100
Table ten (10) showed that 23.53 percent of the parents are high school level,

23.53 percent finish high school, 17.665 percent are elementary level, 14.71 percent

finish elementary, 8.82 percent are college level and the remaining 5.88 percent are

able to graduate college. It implies that the educational qualifications of parents has a

big impact in the decision of students in what course to take and also if they can pursue

to enroll in senior high school. According to the study conducted by Almerino (2003), it

was found out that a big picture of a big family with low educational attainment and

56
inadequate investment was the sole foundation of choosing a course, which was

psychologically motivated.

Students’ Profile

For the profile of the respondents, the questionnaire asked for the participants’

age, gender, and the socioeconomic status of the family. Below are the Tables

summarizing the gathered values for each profile category.

Table eleven (11) presents the age and gender of the 184 pupil respondents

from three schools namely; Bantayan National High School, Patao National High School

and Madridejos National HighSchool from grade 10 ranged from 15 years old and

above so that we will know if they are capable enough to choose their own career/

course and how important senior high school to this age group.

TABLE 11

Age and Gender

Age Frequency Percentage

15-17 179 97.28
18 ABOVE 5 2.72
Total 184 100
Gender Frequency Percentage
MALE 49 26.63
FEMALE 135 73.37
TOTAL 184 100

It could be seen in Table eleven (11) that 97.28 percent of the respondents

belonged to the age bracket of 15-17 years old seconded by the age bracket of 18

years old and above. According to the study made by Corey (2012), adolescents

experience increased pressure in making decisions and commitments that will affect the

rest of their lives, and this includes choosing their career. In conclusion, students who

57
are under adolescence stage are experiencing pressure in terms of making decisions

that will affect the rest of their lives which includes choosing a career that they would

want to pursue. This Table also exposed that 73.37 percent of the respondents were

female 26.63 percent were male, It shows that majority of the respondents are female,

taking more than half of the population while the minority are male. This implies that

most of the results gathered came from the female population. According to the study

of Word Development Report on Gender Equality and Development (2012), it is written

in their report that Social Sciences, Business and Law are the favorite fields for women

while the favorite fields for men are Engineering and Architecture with Social Sciences,

Business and Law scoring a close second place.

Table twelve (12) presents the socioeconomic status of the respondents’ family

regarding the family’s economic and social position based on income, education and

occupation.

TABLE 12
Socioeconomic Status

Socioeconomic Status Frequency Percentage

157 85.33
Low Income
27 14.68
Middle Income
TOTAL 184 100

As disclosed in table twelve (12), 85.33 percent of the respondents belonged to

the Low Income Family and only 14.68 percent were belong to the Middle Income

earners. The income level of secondary school families may determine what career a

student chooses during a specific time in the student’s life; choices that will determine a

large part of that student’s future. Some students will have to budget education

58
according to their personal income. According to Levitz (2012), who reported in his

findings that financial stability of the family plays an important role in a student’s

decision-making. According to the study of (Breen and Goldthorpe 1997; Jackson et al.

2007; Morgan, Spiller, and Todd 2013) high school students with high-SES parents are

more likely to enroll in higher education than their low-SES peers with similar grades

and test scores, reflecting the greater resources they have to draw on to understand the

system and meet its perceived challenges. It implies that the socio-economic status of

the students will play a big role whether they can pursue senior high school and what

track and specialization to take based on the family capacity to support and if they will

proceed to higher education.

EXTENT OF READINESS FOR SENIOR HIGH SCHOOL IMPLEMENTATION

For the extent of readiness of the senior high school implementation it is divided

in three categories which is track offering, human resources and physical resources.

The questionnaire asked the school head about the number of teachers who has the

capability to handle senior high school, total number of students enrolled per grade

level, Number of teachers handling junior and senior high school, specific number of

teachers handled specific majors from junior to senior high school, teachers with

national certificate training and Training Methodology from TESDA, number of potential

junior high school teachers to handled senior high school, additional track to be offered

on S.Y. 2017-2018 and its reason of choosing the track, number of learners that can be

accommodate per track, adequacy and availability of human and physical resources, for

the teachers’ the questionnaire asked about the availability of teaching resources and

facilities and the learning competencies per strand.

59
Track Offering

Table thirteen (13) displays the track being offered by the school in the school

year 2017-2018.

Table 13

School Track offer in SY 2017--2018

School Track offer in SY 2017--2018 Frequency Percentage

Academic with 30-40 learners per class 3 100
HUMMS
STEM
ABM
Technical-Vocational-Livelihood with 25 learners per 3 100
class
Home Economics
Agriculture-Fishery
Industrial Arts
Information and Communications Technology (ICT)

Table thirteen (13) shows that the three schools choose to offer Academic and

offer HUMMS, STEM and ABM Strand with 30-40 learners per class for Technical-

Vocational Track they choose Home Economics, Agriculture-Fishery, Industrial and ICT

strand with 25 learners as required by TESDA to be offered in S.Y. 2017-2018. It

implies that the school is already ready for the implementation of senior high school

based on the given track offered.

Table fourteen (14) is the reasons of offering the track as answered by the school

heads of the three schools.

60
 Table 14
Reason/s for choosing the track/s

Reason/s for choosing the track/s Frequenc Distribution

Availability of partners 3 100

Trained / Competent / Certified: 3
Teachers/Facilitators
Trainers and assessors
Availability and accessibility of Instructional Materials 3 100
Availability of standard laboratory / shop rooms 3 100
Materials, tools and equipment 3 100

Table fourteen (14) reveals that the reason in choosing the track is the availability

of partners which is needed for student’s immersion and availability of teachers which

are qualified to handle the chosen strand, availability of the standard laboratory for

Academic and shop with materials, tools and equipment for Technical-Vocational and

availability of Instructional Materials. It implies that the track they offered is already

ready based on the guidelines given by DepEd, TESDA and CHED in terms of

resources. Recent studies have emphasized the importance of the availability of

physical facilities. summarizing Ajayi and Ayodele (2001), they emphasized that the

availability of these resources are quite important to achieving effectiveness in

instructional delivery and supervision in the school system. They further stressed the

fact that non-availability of basic facilities such as classrooms, office accommodation,

workshops, sporting facilities, laboratories, library et cetera which is being experienced

in secondary schools is a perfect reflection of what obtains in the university system.

61
 Table fifteen (15) is about the parents and students decision whether they will

allow their children to continue senior high school. It is also a basis on the number of

potential enrollment for senior high school.

Table 15

PARENTS AND STUDENTS DECISION TO CONTINUE SENIOR HIGH SCHOOL

Parents and Students decision to continue senior high Frequency Percentage

school
PARENTS
YES 30 88.24
NO 4 11.76
Total 34 100
STUDENTS
YES 164 89.13
NO 20 10.87
Total 184 100

Table 15 shows that 88.24 of the parents will support and allow their children to

continue senior high school and only 11.76 percent answered that their children will not

continue senior high school. In the students part there are 89.13 percent who are willing

to continue and finish the senior high school program and the remaining 10.87 percent

will not continue to senior high school level. It implies that parents will give their support

to their children to continue senior high school despite the problems perceived in the

implementation of senior high school and students are willing to continue their studies

despite the fact that they will add another two years.

Table sixteen (16) shows the intended school where the children will enroll in

senior high school as choose by parents and students.

62
 Table 16

School as choose by parents and students

School as choose by parents and students Frequency Percentage

PARENTS
Private School/College/University in our own town 5 14.71
Private School / College/University in another town 1 2.94
Public School in the DepEd in our own town 18 52.94
Public School in the DepEd in another town 10 29.41
Total 34 100
STUDENTS
Private School/College/University in our own town 16 8.70
Private School / College/University in another town 31 16.85
Public School in the DepEd in our own town 79 42.93
Public School in the DepEd in another town 58 31.52
Total 184 100

Table sixteen (16) reveals the choice of the students and parents where they

intend to continue senior high school for the school year 2017-2018. The 52.94 percent

of the parents respondent answered that they will enroll their children in public school in

the DepEd in their town, 29.41 percent choose to enroll their children in public school in

another town, 14.71 percent choose to enroll their children in Private school/College/

University in their town and the remaining 2.94 percent choose to enroll their children in

Private school/College/ University in another town. For students respondent 42.93

percent choose to enroll in public schools in the DepEd in their town, the 16.85 percent

choose to enroll in private school/ college/ university in another town, another 31.52

percent choose to enroll in public school in the DepEd in another town and the

63
remaining 8.70 choose to continue the senior high school in private school/ college/

university in their town. It can be implied that parents and students prefer to enroll in

senior high school program in their town because it is accessible for the part of the

students and less burden in terms of financial for the parents.

Table seventeen (17) discloses about the choices of the students and as what

Senior High School track/ strand to pursue by the students.

Table 17

Senior HS course/track as choose by parents and students to be pursue

Senior HS course/track as choose by parents and Frequency Percentage

students to be pursue
PARENTS
Academic Track 17 50
Technical-Vocational-Livelihood 15 44.12
Arts and Design Track 2 5.88
Total 34 100
STUDENTS
Academic Track 81 44.02
Technical-Vocational-Livelihood 45 24.46
Arts and Design Track 58 31.52
Total 184 100

Table seventeen (17) shows the choices of the parents and students’ respondent

as to what course or track to pursue in senior high school. There are 50 percent of the

parents respondent who answered that they will let their children to choose Academic

Track and another 44.12 percent answered Technical-Vocational-Livelihood track and

the remaining 5.88 parents respondents answered Arts and Design Track. In the

students respondent 44.02 percent choose the Academic track, another 31.52 percent

choose the Arts and Design and the remaining 24.46 percent choose the Technical-

Vocational-Livelihood track. It can be implied that since most of the respondents is

64
composed of female can be a factor in choosing Academic track because according in

the article of Duffy and Sedlacek (1995 – 2004) on “What is Most Important to Students

it is revealed that male preferred to select careers which will generate money and

female would like to select career which will concentrate on working with people and

those which can contribute to society.

Table eighteen (18) shows the choice of the parents and students respondent as

to what strand/ specialization they want to pursue in senior high school.

Table 18

Senior HS strand/specialization the parents and students choose to pursue

Senior HS strand/specialization the parents Frequency Percentage

and students choose to pursue
PARENTS
Academic Track
Humanities and Social Sciences (HUMSS) 2 5.88
Accountancy, Business and Management (ABM) 5 14.71
Science, Technology, Engineering and 8
Mathematics (STEM) 23.53
GAS 2 5.88
Technical-Vocational-Livelihood
Home Economics 5 14.71
Agriculture-Fishery 0
Industrial Arts 7 20.59
Information and Communications Technology 5
(ICT) 14.71
Total 34 100
STUDENTS
Academic Track
Humanities and Social Sciences (HUMSS) 25 13.59
Accountancy, Business and Management (ABM) 35 19.02
Science, Technology, Engineering and 57 30.98
Mathematics (STEM)
General Academic Strand (GAS) 30 16.30
Technical-Vocational-Livelihood
Home Economics 7 3.80
Agriculture-Fishery 0
Industrial Arts 9 4.89

65
Information and Communications Technology 21 11.41
(ICT)
Total 184 100

Table eighteen (18) shows the choices of the parents and students respondent

as what strand/ specialization the students will pursue in senior high school. As to

parents respondent 23.53 percent of the parents want their child to take the Science,

Technology, Engineering and Mathematics (STEM) strand in the academic track, while

14.71 percent want their child to specialize in Accountancy, Business and Management

(ABM) and 5.88 percent both in Humanities and Social Sciences (HUMSS) and General

Academic Strand while those who want to belong in the Technical-Vocational-Livelihood

track, 20.59 percent of the parents respondent want their children to specialize the

Industrial Arts and both 14.71 percent chooses the Home Economics and Information

and Communications Technology (ICT). In the students respondent 30.98 percent of

them choose to specialize the Science, Technology, Engineering and Mathematics

(STEM) in the academic track, the other 19.02 percent choose to specialize

Accountancy, Business and Management (ABM), another 16.30 choose General

Academic Strand (GAS) while the remaining 13. 59 percent of the student respondents

who choose the academic track choose to specialize in Humanities and Social Sciences

(HUMSS). Those who want to pursue the Technical-Vocational-Livelihood Track, 11.41

percent want to pursue Information and Communications Technology (ICT), another

4.89 choose to specialize Industrial Arts and the remaining 3.80 percent want to

specialize in Home Economics. The choices of Career Tracks of the students play a

great role in the preparations of the schedule for the Senior High School. These career

tracks are associated with career preferences which were the bases in the conduct of

66
the present study. Career preferences as defined by Martinez and Fuller (1999) pertains

to the identification of one’s work schedules and activities in relation to individual’s

abilities, skills, competencies and with the assistance of management in order that he

can take greater job and personal responsibility for his future. In other words, this is a

preferred career choice of an individual that should be decided ahead of time. In an

article on “What is Most Important to Students by Duffy and Sedlacek from 1995 to 2004

revealed that male preferred to select careers which will generate money and female

would like to select career which will concentrate on working with people and those

which can contribute to society. . In addition, Heilbronner (2011) claimed that the

greater number of the students manifested to proceed to STEM courses in college. This

is brought about with the quality, adequacy of preparations and scholastic experiences

of the students.

Table nineteen (19) shows who will decide on what track

/course/strand/specialization the child will pursue in Senior High School

Table 19

Decision on what track to pursue

Decision on what track to pursue Frequency Percentage

PARENTS
Parents 17 50
Friends 0
Child 15 44.12
Brothers/Sisters 2 5.88
Total 34 100
STUDENTS
Parents 84 45.65
Friends 25 13.59
Yourself 40 21.74
Brothers/Sisters 35 19.02
Total 184 100

67
 Table nineteen (19) contains information on who will decide on what track/ strand

the child will pursue. On the parents respondent 50 percent of the answered that they

are the one to decide on what track/course the child will pursue in senior high school,

another 44.12 percent answered that they will let their children to decide on what

track/course to pursue and the remaining 5.88 percent they will let the other younger

siblings to decide on what track/strand the child will pursue in senior high school. For

the students respondent 45.65 percent of them answered that they will let their parents

to decide on what track/strand to pursue in senior high school, 21.74 percent answered

that they are the one to choose on what track/strand to pursue, the other 19.02 percent

let their younger siblings do the decision on what track/course to pursue, and the

remaining 13.59 percent answered that they will let their friends to decide on what

track/strand to pursue which their decision is affected by their peers. It can be implied

that students tend to follow their parents advice on what course to take. It is revealed in

the study of Finlayson (2009) that respect for family is one of the most influential factors

that impact Filipino students’ career decision. It is concurred that “Out of respect and

loyalty, it may not be appropriate to express personal desires; rather, one may alter

one’s interests to maintain harmony.” As a sign of respect, Filipino children want to do

well for the sake of the family, follow parents’ advice about choosing a job or major in

college and lastly, make sacrifices for the family. For practicality reasons, it is also

reported that parents usually encourage careers that will not cost much money, but at

the same time, are stable sources of income. Careers in nursing, accounting, and

engineering are highly popular for Filipino families (Saysay, 2011).

68
 Table twenty (20) talks about what the child will do after finishing the senior high

school program since they are already equip with skills and they are ready for higher

education.

Table 20

Plans after Senior High School

Plans after Senior High School Frequency Percentage

PARENTS
enroll in college/a university 28 82.35
get employed 1 2.94
make my own business 0
a combination (enroll in college, get employed 5 14.71
and/or make own business)
Total 34 100
STUDENTS
enroll in college/a university 115 62.5
get employed 52 28.26
make my own business 0 0
a combination (enroll in college, get employed 17 9.24
and/or make own business)
Total 184 100

Table twenty (20) talks about the plans of the parents and students respondent

after completing the senior high school program since they are already equip with skills

and ready for higher education and the ultimate goal of K-12 which is to be competitive

globally. In the parents respondent 82.35 percent of them want their children to enroll in

higher education or to proceed in college/ university, another 14.71 percent want their

children to do combination which mean to enroll in college, get employed and/ or to

make own business while the other 2.94 percent want their children to get employed

after senior high school since they are already equip with skills and be able to help the

financial status of the family. In the students perspective, 62.5 percent want to pursue

69
the higher education which mean they will enroll in college or university, then the other

28.26 percent decide to get employed so that they can able to help the family, and the

remaining students respondent which is 9.24 percent want to proceed a combination of

enrolling in college, get employed and/ or make their own business. It can be implied

that since it is part of Filipino students’ aspiration to finish a degree and have a stable

job because they believe that it is a way to increase their standard of living and help

their family in terms of financial since some of the students’ respondent came from low

socioeconomic status.

Human Resources

Table twenty-one (21) explains about the number of human resources to handle senior

high school which is the teachers.

TABLE 21

Number of Senior High School Teachers

Number of Senior High School Teachers Frequency Percentage

BNHS
Male 5 33.33
Female 10 66.67
Total 15 100
PNHS
Male 4 40
Female 6 60
Total 10 100
MNHS
Male 6 40
Female 9 60
Total 15 100

Table twenty-one (21) disclose that there in Bantayan National High School there

are 66.67 percent female teacher and 33.33 male teacher handled senior high school,

60 percent female and 40 percent male in Patao National High school and in Madridejos

70
national high school there are 60 percent female and 40 percent male. It implies that

there are adequate human resources to handle senior high school which is the goal of

DepEd to hire more teachers for the implementation of senior high school. According to

RA 10533, (a) Graduates of science, mathematics, statistics, engineering, music and

other degree courses with shortages in qualified Licensure Examination for Teachers

(LET) applicants to teach in their specialized subjects in the elementary and secondary

education. Qualified LET applicants shall also include graduates admitted by

foundations duly recognized for their expertise in the education sector and who

satisfactorily complete the requirements set by these organizations: Provided, That they

pass the LET within five (5) years after their date of hiring: Provided, further, That if

such graduates are willing to teach on part-time basis, the provisions of LET shall no

longer be required; (b) Graduates of technical-vocational courses to teach in their

specialized subjects in the secondary education: Provided, That these graduates

possess the necessary certification issued by the TESDA: Provided, further, That they

undergo appropriate in-service training to be administered by the DepED or higher

education institutions (HEIs) at the expense of the DepED.

Table twenty-two (22) discloses the number of senior high school teachers that

are qualified to teach the technical-vocational and livelihood education track because of

their national Certificate from TESDA.

TABLE 22

NUMBER OF TEACHERS WITH NC II AND TRAINERS METHODOLOGGY

CERTIFICATE

NUMBER OF TEACHERS WITH NC II Frequency Percentage

BNHS
Male 3 5.77

71
Female 26 50
Total 29 100
PNHS
Male 1 2.13
Female 20 42.55
Total 21 100
MNHS
Male 4 7.55
Female 32 60.38
Total 36 100
NUMBER OF TEACHERS WITH TM 1 Frequency Percentage
BNHS 3 20
PNHS 1 10
MNHS 5 33.33
Total 8 100
NUMBER OF TEACHERS WITH TM 1 Frequency Percentage
BNHS 3 20
PNHS 1 10
MNHS 5 33.33
Total 8 100

Table twenty-two (22) revealed that there are 50 percent female teachers who

has NC II certificate and 5.77 percent male teacher in Bantayan National High School.

In Patao National High School has 42.55 percent female NCII holder and 2.13 male NC

II holders. Madridejos National high school has 60.38 percent who have NCII holder for

female and 7.55 percent NCII holder for male. NC II certificate is provided to those who

meets the competency standards of TESDA and those teachers who handled higher

TLE subjects are required to be competent in the skills she/he teach assessed by

TESDA and it also shows that there are 20 percent out of 15 teachers in Bantayan

national High School who is TM1 holder and 10 percent out of 10 in Patao and 33.33

percent in Madridejos National High School out of 15. TM Certificate is a higher

certificate issued to trainers who has achieved all required units of competency

identified in level I (Trainers/Assessors) under the PTTQF. It implies that there are

72
qualified teachers who can handle technical vocational education according to the given

standards of TESDA. According to the guidelines given by DepEd (RA 10533),

Graduates of technical-vocational courses to teach in their specialized subjects in the

secondary education: Provided, That these graduates possess the necessary

certification issued by the TESDA: Provided, further, That they undergo appropriate in-

service training to be administered by the DepED or higher education institutions (HEIs)

at the expense of the DepED.

Table twenty-three (23) exposes about the number of teachers who has units in

mastered or a master’s graduate which is one of the requirements in a senior high

school teacher.

Table 23
Number of Teachers with Master’s Degree/ unit

Number of Teachers with Frequency Percentage

Masters Degree/ unit
BNHS 2 13.33
PNHS 1 10
MNHS 3 20
Total 6 100

Table twenty-three (23) disclosed that there are only 13.33 percent of teachers

who handled senior high school who has a masters’ unit, 10 percent in Patao National

High School and 20 percent in Madridejos National High School. It implies that there are

qualified teachers to teach the specialized subjects which means they are competent

enough to handle subjects in senior high school as stated in the guidelines given by

Department of Education (DepEd order # 3 s. 2016).

Physical and Organizational Resources

73
 Table twenty-four (24) shows the readiness of the physical resources in the

implementation of senior high school. Readiness of resources is very important for the

successful implementation of the senior high school program since one of its goals is to

align our curriculum globally and to produce quality graduates and to compete globally.

Readiness of the resources is one of the key to get the success and achieve the goal of

the program being implemented.

Table 24

Readiness of Physical Resources

Physical Resources WM VD

Buildable space for instructional rooms and stock rooms 3 R

Instructional Materials 2 SR
Absorptive capability for increment of enrolment 3 R
Potential new school sites/extension sites 2.33 SR
Availability of transportation and access roads 3 R
Availability of TESDA Training Centre 2 SR

Readiness of Resources

Legend: Range Verbal Description

4- Very Ready 3.26-4.00 VR
3- Ready 2.51-3.25 R
2- Slightly Ready 1.76-2.50 SR
1-not Ready 1.00-1.75 NR

Table twenty-four (24) reveals the readiness of physical resources as answered

by the three school heads respondent and overall rating shows that the overall weighted

mean is 2.49 which is the resources are slightly ready that can be a measurement to

assess the readiness of senior high school implementation. It implies that schools are

ready in terms of physical and organizational resources for the implementation of senior

high school program. Haroon (1999) asserts that the quality of facilities has an impact

74
 not only on educational outcomes but on the well-being of the pupils and teachers.

Adeboyeje (1994) and Ayodele (2004) have variously pointed out that the availability of

adequate school buildings, classrooms, chairs, desks, laboratories and other facilities

are necessary for the accomplishment of any educational goals and objectives. They

also revealed that effective management of school facilities brings about development

of educational programs and facilitates educational process. It enhances the usefulness

in the determination of the worth of a school, influences the relationship between

schools and community and usefulness as cultural civic, recreational and youth center.

Also, in recent studies carried out by Okunamiri (2003), on the provision and utilization

of school facilities in some selected secondary schools in Nigeria, his findings revealed

that although facilities were adequately provided in some schools, they were not

effectively utilized. He further emphasized on the need to ensure effective and efficient

realization of the goals and objectives of the of the educational system. This implies that

the availability of physical facilities alone does not enhance learning; rather it is the

adequate utilization of these facilities that can only motivate students to learn and

enhance their academic performance. In addition, Ajayi and Ayodele (2001) stressed

the importance of availability of instructional materials to achieving effectiveness in

educational delivery and supervision in the school system.

Table twenty-five (25) displays the availability of physical resources which is the

standard laboratory with tools, materials and equipment.

Table 25

Physical Readiness in terms of Shop/Laboratory Equipment (facilities, tools,

equipment and materials)

STRAND AND SUBJECTS Weighted Mean VD

75
 (Resources)
STEM
Pre-Calculus 2.88 R
Basic Calculus 2.88 R
General Biology 1 1.88 FR
General Biology 2 1.88 FR
General Physics 1 1.88 FR
General Physics 2 1.88 FR
General Chemistry 1 and 2 1.88 FR
Average Weighted Mean 2.17
Interpretation FR
ABM
Applied Economics 4 FR
Business Ethics and Social Responsibility 4 FR
Fundamentals of Accountancy, Business and FR
Management 1 4
Fundamentals of Accountancy, Business and FR
Management 2 4
Business Math 4 FR
Business Finance 4 FR
Organization and Management 4 FR
Principles of Marketing 4 FR
Average Weighted Mean 2
Interpretation FR
HUMSS
Creative Writing / Malikhaing Pagsulat 4 FR
Introduction to World Religions and Belief Systems 4 FR
Creative Nonfiction 4 FR
Trends, Networks, and Critical Thinking in the 21st FR
Century Culture 4
Philippine Politics and Governance 4 FR
Community Engagement, Solidarity, and Citizenship 4 FR
Disciplines and Ideas in the Social Sciences 4 FR
Disciplines and Ideas in the Applied Social FR
Sciences 4
Average Weighted Mean 4
Interpretation FR
GAS
Humanities 1*PHILO 4 FR
Humanities 2*personality 4 FR
Average Weighted Mean 4
Interpretation FR
Technical-Vocational-Livelihood
Aquaculture (NC II) 2.5
Beauty/ Nail Care (NC II) 4 MR

76
Wellness Massage (NC II) 2.5 FR
Hairdressing (NC II) 2.5 FR
Caregiving (NC II) 2.5 FR
Carpentry (NC II) 4 MR
Computer Hardware Servicing (NC II) 2.5 FR
Computer Programming (NC IV) 2.5 FR
Cookery (NC II) 2.5 FR
Bread and Pastry Production (NC II) 2.5 FR
Food and Beverage Services (NC II) 2.5 FR
Electrical Installation and Maintenance (NC II) 2.5 FR
Horticulture (NC II) 2.5 FR
Handicraft- Fashion Accessories, Paper Craft
Handicraft- Needlecraft
Handicraft- Woodcraft, Leathercraft
Front Office Services (NC II) 3 R
Local Guiding Services (NC II) 3 R
Tourism Promotion Services (NC II) 3 R
Travel Services (NC II) 3 R
Average Weighted Mean 2.79
Interpretation R

Legend: Range Verbal Description

5- Very Much Ready 4.20-5.00 VMR

4- Moderately Ready 3.41-4.20 MR

3- Ready 2.61-3.40 R

2- Fairly Ready 1.81-2.60 FR

1-not ready 1.00-1.80 NR

Table disclose about the readiness of senior high school based on the physical

resources which is the laboratory available in that strand. In the STEMM strand it has

2.7 total weighted mean which has a verbal description of Fairly Ready which means

that some of the tools, materials and equipment is already ready. For ABM strand, the

total weighted mean is 2 with a verbal description of Fairly Ready. For HUMMS strand,

it has a weighted mean of 2 with a verbal description of Fairly Ready. In GAS strand the

77
total weighted mean 2 with a verbal description of Fairly Ready. In the TVL strand the

teachers respondent who answered the physical resources was from Junior High

School since in the senior high school the students will already do their On-the-Job

Training. In terms of resources the total weighted mean is 2.79 with a verbal description

Ready. In can be implied that in terms of standard laboratory, tools, materials and

equipment the schools are now ready to offer quality education because the students

can have a hands-on experience or work life situation type of learning which develop

their knowledge and skills and prepare them for employment and also increase their

chance of employability.

PERCEPTION OF PARENTS, TEACHERS AND STUDENTS ABOOUT THE

IMPLEMENTATION OF SENIOR HIGH SCHOOL

It can be surmised that the people are the real source of, and the vehicle for

change, because they are the ones who will either embrace it or resist it .Therefore, it is

vital to assess individual’s readiness perception prior to any change attempt.

Table twenty-six (26) shows about the teacher’s respondent perception in the

implementation of senior high school program.

Table 26
Teachers Perception
Teachers Perception WM VD
It is remarkable and I am excited with the full implementation 2.8 MOT
of K – 12 program.
Just in time and appropriate. 2.672 MOT
Teachers are well informed about the program and its 3.2 MOT
implementation since enough information’s are given by the
institution
Additional burden in the part of the teacher. 3.125 MOT
It will require additional trainings for the teachers. 3.75 MT
Difficult to implement due to lack of materials, equipment 3.75 MT
and facilities
It enhances knowledge and skills of the students. 3.125 MOT

78
It boost the self-confidence of the students. 3.7 MT
It will help my students learn skills which are relevant to 3.45 MT
have a sustainable and decent life in the future.
It gives hope to change the economic status of the family. 3.3
It help my students to be molded as a better person. 3.875 MT
It is an enjoyable experience. 3.525 MT
It gives students more time to other learning opportunities 3.475 MT
beyond the classroom.
Graduates will possess competencies and skills relevant to 3.725 MT
the job market.
Graduates will be prepared for higher education. 3.875 MT
It will prepare students to be more competent in Asean 3.1 MOT
Economic Community
It will equip graduates with 21st century skills to compete 3.075 MOT
globally and can be given recognition to work abroad.
The government is in a hurry to implement and yet the 3.875 MT
students are not yet ready.
Average Weighted Mean 3.41
Interpretation MT

Legend:

Legend: Range Verbal Description

4- Much True 3.26-4.00 MT

3- Moderately True 2.51-3.25 MOT

2- Slightly True 1.76-2.50 ST

1-notat all true 1.00-1.75 NAT

Table twenty-six (26) talks about the perception of teachers in the

implementation of senior high school. These results define the Senior high school

teachers’ attitude as to their perception of readiness to the implementation of the senior

high school program. These teachers believe that the implementation of the new

program will help the students to be competitive globally, equip with skills and much

prepared for higher education, since it is a new program it is also evident in the result

that teachers are still in the state of accepting and improving their self and skills but

79
overall result shows also that they are positive about the new program to the welfare of

the students. It implies that the teachers are supporting and accepting the new

curriculum and positive about the change it brings to the students. According to

Connelly (2013) 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.

Table twenty-seven (27) talks about the perception of parents in the senior high

school implementation.

Table 27

PARENTS PERCEPTION

Parents Perception WM VD

It is remarkable and I am excited with the full MOT

implementation of K – 12 program. 3.1765
Just in time and appropriate. 3.0882 MOT
Parents are well informed about the program and its MOT
implementation since enough information’s are given
by the institution 3.1765
Additional burden in the part of the parents. MT
3.8824
Difficult to implement due to lack of materials, MT
equipment and facilities 3.9412
It enhances knowledge and skills of the students. MT
3.7941
It boost the self-confidence of the students. MT
3.2647
It will help my students learn skills which are relevant MT
to have a sustainable and decent life in the future. 3.6471
It gives hope to change the economic status of the MOT
family. 3.1176
It help my students to be molded as a better person. MOT
3.2353
It is an enjoyable experience. 3.3235 MT

80
It gives students more time to other learning MT
opportunities beyond the classroom. 3.5294
Graduates will possess competencies and skills MT
relevant to the job market. 3.2941
Graduates will be prepared for higher education. MOT
3.1765
It will prepare students to be more competent in Asean MT
Economic Community 3.4412
It will equip graduates with 21 st century skills to MOT
compete globally and can be given recognition to work
abroad. 3
The government is in a hurry to implement and yet the MT
students are not yet ready. 3.8235
Average Weighted Mean 3.41

Interpretation MT

Legend:

Legend: Range Verbal Description

4- Much True 3.26-4.00 MT

3- Moderately True 2.51-3.25 MOT

2- Slightly True 1.76-2.50 ST

1-notat all true 1.00-1.75 NAT

Table shows the parents respondent perception about the implementation of

senior high school, for the parents personal perception they are excited about the

implementation of senior high school with 3.18 total weighted mean and a verbal

description of moderately true and also with 3.18 total weighted mean Parents are well

informed about the program and its implementation since enough information’s are

given by the institution but they are hesitant because it is an additional burden in the

part of the parents with a total weighted mean of 3.88 with a verbal description of Much

81
 True because of additional financial burden and additional years and they believe it is

difficult to implement due to lack of materials, equipment and facilities with a total

weighted mean of 3.94 with a verbal description of Much True. But in the overall rating

parents believe that senior high school program is also a good program for their

children’s welfare to enhance skills and prepares them fort higher education. It implies

that since parents are already informed about the program then they must also the

government plan on how to subsidize the program for those students whose parents

cannot afford for additional year and a thorough explanation the impact of the said

program to the future of their children. Parents should support the program since some

of the students are dependent on their parents. According to Emeagwali (2009) parental

involvement is essential to academic achievement of students and correlates to student

success.

Table twenty-eight (28) is about the student’s perception in the implementation of

senior high school since they are the one who are really affected by the program and

the Department of Education goals is for their welfare.

Table 28
STUDENTS PERCEPTION
Students Perception WM VD
It is remarkable and I am excited with the full implementation of K – 12 program. 3.195652 MOT
Just in time and appropriate. 2.603261 MT
Students are well informed about the program and its implementation since MT
enough information are given by the institution. 3.36
The school conduct career counseling. 3.733696 MT
It will require additional year for the students. 3.923913 MT
Additional burden to the parents in terms of cost. 3.869565 MT
The track that I want to pursue is not available in the school near in our location. 3.141304 MOT
It enhances knowledge and skills of the students. 3.538043 MT
It boost the self-confidence of the students. 3.108696 MOT
It will help students learn skills which are relevant to have a sustainable and MT
decent life in the future. 3.668478
It gives hope to change the economic status of the family. 3.266304 MT
It help students to be molded as a better person. 3.548913 MT

82
It is an enjoyable experience. 3.26087 MT
It gives students more time to other learning opportunities beyond the MT
classroom. 3.771739
Graduates will possess competencies and skills relevant to the job market. 3.201087 MOT
Graduates will be prepared for higher education. 3.608696 MT
It will prepare students to be more competent in Asean Economic Community MT

3.271739
It will equip graduates with 21st century skills to compete globally and can be MT
given recognition to work abroad. 3.472826
The government is in a hurry to implement and yet the students are not yet MT
ready. 3.733696
Average Weighted Mean 3.42
Interpretation MT

Legend:

Legend: Range Verbal Description

4- Much True 3.26-4.00 MT

3- Moderately True 2.51-3.25 MOT

2- Slightly True 1.76-2.50 ST

1-notat all true 1.00-1.75 NAT

For the perception of students about the implementation of senior high school,

table 39 explains that the students is a little bit excited about the implementation of

senior high school with a total weighted mean of 3.20 with a verbal description of

moderately true since they also considered the additional year for the students with a

total weighted mean of 3.92 and a verbal description of Much True and also they know

that it is additional burden to the parents in terms of cost with a total weighted mean of

3.87with a verbal description of Much True since the some of the track that they want to

pursue is not available in the school near in their location with a total weighted mean of

3.14 and a verbal description Moderately True but since enough information was given

by the institution with a weighted mean of 3.26 with a verbal description of Much True

83
 and the school conduct career counseling with a weighted mean of 3.73 and a verbal

description of Much True, students are aware that it great opportunity for them to help

their parents in the future because they have a great chance of being employed or do

their own business and it is a great preparation for higher education. It implies that

students achievement is the final output of the program and they are directly affected by

the changes. It is good to know that they are excited about the changes in the

curriculum even though it mean additional years to their part and since they directly

affected then their perception about the program is highly needed. Cook-Sather (2006)

noted how students have a unique perspective on learning, teaching, and schooling.

Cook-Sather clarified how student insights “warrant not only our attention, but also the

response of adults, and that they should be afforded opportunities to actively shape

their education”.

SIGNIFICANT RELATIONSHIP IN THE IMPLEMENTATION OF THE SENIOR HIGH

SCHOOL PROGRAM

Table twenty-nine (29) shows the relationship of the respondents on their

perception of senior high school implementation.

Table 29

Significant Relationship between respondents

MODERATELY Total # of
Respondent MUCH TRUE TRUE SLIGHTLY TRUE NOT AT ALL TRUE respondents
obs exp obs exp obs exp obs exp
teachers 19 19.84496 19 17.51938 2 2.325581 0 0.310078 40
parents 15 16.86822 18 14.89147 1 1.976744 0 0.263566 34
students 94 91.28682 76 80.58915 12 10.69767 2 1.426357 184
12
8 128 113 113 15 15 2 2 258
2 = 2.84998

84
2 df = 6, a = 0.05 = 12.592
Decision: Do not reject the null hypothesis

Table twenty-nine (29) revealed that there is no significant relationship between

the stakeholders perception on the implementation of senior high school were not

significantly associated with each group.

PERCEIVED PROBLEMS OF THE TEACHERS, STUDENTS AND PARENTS

REGARDING THE IMPLEMENTATION OF SENIOR HIGH SCHOOL PROGRAMS

It shows about the perceived problems of the teachers, students and parents

regarding the implementation of senior high school since it is a new program and a big

adjustment is needed for the teachers, students and parents.

Table thirty (30) is about the perceived of the teachers in the implementation of

senior high school since they are the front lines of the program.

Table 30

PERCEIVED PROBLEMS OF TEACHERS

Perceived Problems of Teachers WM VD Rank

There are lots of facilities lacking like computer laboratory, 4 MT 1.5
library and others;
There will be shortage of classroom, teachers and non- 4 MT 1.5
teaching personnel.
Additional burden to the teachers and students. 3.925 MT 2
It will prolong the years of stay of the students in school. 3.9 MT 3
This will cause additional financial problem. 3.8 MOT 4
This will cause confusion to the student what course to get. 3.45 MT 5
Additional dependency to teachers. 3.31 MT 6
It will deprive the other siblings to study. 2.4 ST 7
It will detrail their plan of having their children to work early 2.125 ST 8
to be able to help them financially.
Vague future. 1.9 NAT 9
Average Weighted Mean 3.28
Interpretation MT

85
 Legend: Range Verbal Description

4- Much True 3.26-4.00 MT

3- Moderately True 2.51-3.25 MOT

2- Slightly True 1.76-2.50 ST

1-notat all true 1.00-1.75 NA

For the teachers perceived problems it is stated that for them number one

problem is that it is additional burden to them and to the students with a weighted mean

of 3.93 and a verbal description of Much True because the program is new and requires

a lot of changes in their professional development and teaching strategies and also they

are concerned about the facilities with a weighted mean of 4 and a verbal description of

Much True and shortage of classrooms, teachers and non-teaching personnel with a

weighted mean of 4 with a verbal description of Much True. They are also concerned

about the additional years for students to stay in school with a weighted mean of 3.9

with a verbal description of Much True and additional dependency to the teachers since

there are textbooks and Learning Materials with a weighted mean of 3.31 with a verbal

description of Much True. It implies that the government is aware of the dilemma of the

teachers and Sen. Legarda (2013) said that DepEd budget includes allocation for hiring

of additional teachers and school feeding programs. It has also allocated P82.3 billion

“for the construction of 47,553 classrooms and technical-vocational laboratories”. For

the higher education sector, Legarda said that the Senate version for the proposed

2016 budget of the 113 schools, universities and colleges (SUCs) across the country

increased by P4.27 billion. The funds will be used for construction of structures,

acquisition of equipment, scholarship grants, among others.

86
 Table thirty-one (31) reveals about the perceived problems of parents in the

implementation of senior high school.

Table 31

PERCEIVED PROBLEMS OF PARENTS

Perceived Problems of Parents WM VD Rank

This will cause additional financial problem. 3.941176 MT 1
Additional burden to the parents. 3.882353 MT 2
This will cause confusion to the student what course to get. 3.823529 MT 3
It will prolong the years of stay of the students in school. 3.794118 MT 4
It will deprive the other siblings to study. 2.970588 MT 5
Vague future. 2.676471 MOT 6
It will detrail their plan of having their children to work early 2 ST 7
to be able to help them financially.
Average Weighted Mean 3.85
Interpretation MT

Legend: Range Verbal Description

4- Much True 3.26-4.00 MT

3- Moderately True 2.51-3.25 MOT

2- Slightly True 1.76-2.50 ST

1-notat all true 1.00-1.75 NAT

Table thirty-one (31) shows the perceived problems of the parents in the

implementation of senior high school, for them their number one problem is that it is

additional financial burden in their part with a weighted mean of 3.88 and a verbal

description of Much True since it will cause additional years for the students with a

87
 weighted mean of 3.79 and a verbal description of Much True and it will also cause

additional financial burden with a weighted mean of 3.94 and a verbal description of

Much True because as stated in the previous table some of the track or specialization is

not available in their town. It implies that although additional two years will mean

additional income to the parents but the government has a plan to help them, in the

official gazette of Department of Education (2013) the government has a subsidy for the

senior high school students which is the voucher program offered to junior high school

or JHS completers to allow them to pursue senior high school or SHS (Grades 11 and

12). One voucher is good to cover the costs of one entire school year. In SHS, students

can choose the most relevant track for their career goals or needs and even the school.

In fact, students may pursue SHS at any qualified private high school, local or state

college or university, private college or university, and technical-vocational school. The

program begin in school year 2016-2017 when the first batch of students will reach

Grade 11.

For thirty-two (32) it talks about the perceived problems of students in the

implementation of senior high school.

Table 32

PERCEIVED PROBLEMS OF STUDENTS

Perceived Problems of Students WM VD Rank

It will prolong the years of stay of the students in school. 3.809783 MT 1
This will cause confusion to the student what course to 3.788043 MT 2
get.
Additional burden to the parents and students. 3.706522 MT 3
Vague future. 3.646739 MT 4
This will cause additional financial problem. 3.5709 MT 5
It will deprive the other siblings to study. 2.5423 MOT 6
It will detrail their plan of having their children to work 2.98 MOT 7

88
early to be able to help them financially.
Average Weighted Mean 3.43
Interpretation MT
Legend: Range Verbal Description

4- Much True 3.26-4.00 MT

3- Moderately True 2.51-3.25 MOT

2- Slightly True 1.76-2.50 ST

1-notat all true 1.00-1.75 NAT

For the students perceived problems in the implementation of senior high school,

Table 40 shows that additional years is one of their concern with the weighted mean of

3.81 and verbal description of Much True, one also of their perceived problems is the

additional burden to their parents and for them with the weighted mean of 3.17 and has

a verbal description of Much True and also it will cause additional financial problems

with a weighted mean of 3,57 with a verbal description of Much True since some of the

track and specialization is not available in their town, some are also confused on what

course with a weighted mean of 3.79 with a verbal description of Much True to get even

though the school conduct career counseling since once you choose the academic

track you are not allowed to transfer to another track or specialization and maybe one of

the reason why 3.65 of the weighted mean answered that it will cause vague future with

a verbal description of Much True. It implies that the additional two years will be

beneficial for the students because the goal of the Department of Education is to

prepare students for work and the curriculum will enable students to acquire Certificates

of Competency (COCs) and National Certifications (NCs). This will be in accordance

with TESDA Training Regulations. This will allow graduates to have middle-level skills

89
and will offer them better opportunities to be gainfully employed or become

entrepreneurs and to prepare them for higher education (RA 10533 of 2013).

Chapter 4

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

Chapter 4 gives the summary, findings, draws the conclusion and presents the

recommendation of the study.

SUMMARY

This study assessed the readiness of the three big schools in Bantayan Island in

the implementation of senior high school programs for the school year 2017-2018 and

its educational outcome. Specifically, it sought answer to the following: the profile of the

teachers’ respondents as highest educational attainment, relevant trainings/ seminars

attended and for Teachers respondent their employment Status highest educational

attainment, field of specialization, relevant trainings/ seminars attended and other

qualifications, for the parents respondent their highest educational attainment,

occupation, number of children attending senior high school and socio-economic index

and for the students respondent their age, gender and track to pursue. Second is the

perceptions of Teachers, Parents and Students for the senior high school program

implementation, third is the problems encountered in the implementation of senior high

90
school program implementation as assessed by the respondents and based on the

findings of the study a school development plan will be designed

In the field of education, readiness for reform is often said to be an important

predictor of how successfully new policies, programs, or practices will be implemented.

If people or groups are ready to embark on the education reform, they are less likely to

resist or actively sabotage its implementation; and when they are ready to undertake

change, they will do so more energetically and thoughtfully than they might do

otherwise. In some perspectives on readiness; to effectively implement a new program,

such as enhancing the basic education curriculum, people involved should be given

sufficient knowledge of the change in order for them to easily adopt the new program.

Readiness is not simply lack of resistance, but instead a more active, engaged

willingness, ability, and a transformation of cognition to adopt a new practice. Readiness

is thought to be a critical forerunner to successful implementation of the educational

reform because the stakeholders are the ones acting on it. When readiness is high,

stakeholders are more invested in the change effort, expend greater effort in the change

process, and exhibit greater persistence in the face of obstacles or setbacks which

contribute to a successful implementation of the new program. Readiness to any

changes in the educational system has enduring, situation-specific, and conditional

components. It is the extent to which a person or a group is conditioned to accept,

embrace, and adopt the reform.

FINDINGS

The following are the important findings of the study:

The Teachers respondents revealed that 11.62 percent of the respondents

91
belong to the age bracket of 20 – 30 years old, 39.53 belong to the age bracket of 31-

40 years old, 41 – 50 years old belong to 37.21 percent and 4.65 percent belong to the

age bracket of 51 years old and up. For gender of the respondents it shows that 58.14

of the respondents were female and only 41.86 percent were male. It is also revealed

that 53.49 percent of the respondents have Degree in Bachelor of Secondary

Education, 23.26 percent of the teachers has Mastered units and another 23.26 percent

has only units in education or those who take the Diploma in Professional Education.

For the length of service, 34.88 percent of the respondents were belonged in the

bracket of six (6) - ten (10) years in service seconded by the group of eleven (11) - 15

years in service with 0.23 percent and the bracket of 15years and up with 23.26 percent

and the smallest group of 11.63 percent which has 1 -5 years of experience in teaching.

For the employment status data shows that 88.37 percent of the teacher respondents

are permanent or those who are LET Passers and only 11.63 percent are probationary

teachers. For the subjects handled 30 percent belong to HUMMS, 25 percent handled

STEM subjects, 15 percent handled ABM subjects and 1.5 percent handled Liberal Arts

and another 17.5 percent handled TVL subjects. For seminars attended 100 percent of

the respondents have attended seminars that are related to their field of specialization.

For NC II certificate, 20 percent who has Home economics related NCII, 7.5 percent

both belong to Industrial and ICT and another 2,5 percent has Agri-Fishery related NC

II.

For the profile of the parents respondents group revealed that 58.82 percent of

the parents respondent (mother) are housewife, 14.71 percent are fish vendor, 5.88

percent are farmers and the other are professionals while the remaining 14.71 percent

92
are driver and for the number of child who will attend senior high school the data shows

that 88.24 percent has one child that attend senior high school and another 11.76

percent or two children will attend the senior high school. For the educational level

23.53 percent of the parents are high school level, 23.53 percent finish high school,

17.665 percent are elementary level, 14.71 percent finish elementary, 8.82 percent are

college level and the remaining 5.88 percent are able to graduate college.

For the student respondent’s profile it is shown that 97.28 percent of the

respondents belonged to the age bracket of 15-17 years old. 73.37 percent of the

respondents were female 26.63 percent were male. 85.33 percent of the respondents

belonged to the Low Income Family.

For the track offering, For school year 2017-2018 the three schools will offer

Academic track specialize in HUMMS, STEM and ABM Strand and Patao National High

School will offer General Arts Strand with 30-40 learners per class for Technical-

Vocational Track they choose Home Economics, Agriculture-Fishery, Industrial and ICT

strand with 25 learners as required by TESDA to be offered in S.Y. 2017-2018. The

reason in choosing the track is the availability of partners which is needed for student’s

immersion and availability of teachers which are qualified to handle the chosen strand,

availability of the standard laboratory for Academic and shop with materials, tools and

equipment for Technical-Vocational and availability of Instructional Materials. The

reason in choosing the track is the availability of partners which is needed for student’s

immersion and availability of teachers which are qualified to handle the chosen strand,

availability of the standard laboratory for Academic and shop with materials, tools and

equipment for Technical-Vocational and availability of Instructional Materials. For the

93
potential enrolees, 100 percent came from grade 10 from their school, grade 10 from

other school whose student’s choice of strand is not applicable in their school and

same as student from other school of another town whose offering is not applicable in

the students strand preference. For parents decision whether they will let their child

continue senior high school, 88.24 of the parents will support and allow their children to

continue senior high school and only 11.76 percent answered that their children will not

continue senior high school. In the students part there are 89.13 percent who are willing

to continue and finish the senior high school program and the remaining 10.87 percent

will not continue to senior high school level. Data reveals the choice of the students and

parents where they intend to continue senior high school for the school year 2017-2018.

The 52.94 percent of the parents respondent answered that they will enroll their children

in public school in the DepEd in their town. There is 50 percent of the parent’s

respondent who answered that they will let their children to choose Academic Track. In

the students respondent 44.02 percent choose the Academic track. As parents and

students choices on what strand/ specialization the students will pursue in senior high

school. As to parents respondent 23.53 percent of the parents want their child to take

the Science, Technology, Engineering and Mathematics (STEM). In the students

respondent 30.98 percent of them choose to specialize the Science, Technology,

Engineering and Mathematics (STEM) in the academic track. On the parents

respondent 50 percent of the answered that they are the one to decide on what

track/course the child will pursue in senior high school. For the students respondent

45.65 percent of them answered that they will let their parents to decide on what

track/strand to pursue in senior high school. The 82.35 percent of the parent’s

94
respondent want their children to enroll in higher education or to proceed in college/

university. In the student’s perspective, 62.5 percent want to pursue the higher

education which means they will enrol in college or university. For the human resources,

Bantayan National High School has 66.67 percent female teacher and 33.33 male

teachers handled senior high school, 60 percent female and 40 percent male in Patao

National High school and in Madridejos national high school there are 60 percent

female and 40 percent male that composed their senior high school department

manpower respectively. For NC II holder there are 50 percent female teachers who has

NC II certificate and 5.77 percent male teacher in Bantayan National High School. In

Patao National High School has 42.55 percent female NCII holder and 2.13 male NC II

holders. Madridejos National high school has 60.38 percent who have NCII holder for

female and 7.55 percent NCII holder for male and for those who has TMI certificate the

data shows that 20 percent out of teachers in Bantayan national High School and 10

percent in Patao and 33.33 percent in Madridejos National High School. For those who

have units in graduate studies it shows that 13.33 percent of teachers who handled

senior high school who has masters’ unit, 10 percent in Patao National High School and

20 percent in Madridejos National High School . For the physical resources as

answered by the three school heads respondent and overall rating shows that the

overall weighted mean is 2.49 which is the resources are slightly available that can be a

measurement to assess the readiness of senior high school implementation and based

on the readiness of standard laboratory/shop, tools, materials and equipment, in the

STEM it has a weighted mean of 3.22 which means Fairly Ready, in the ABM track it

has a weighted mean of 4 which means Ready, HUMMS has a weighted mean of 4

95
which means Ready and GAS has a weighted mean of 4 which means Ready.

There is no significant relationship between stakeholders perception on the

implementation of senior high school were not significantly associated with each group.

In terms of extent of readiness of senior high school program based on the Table

disclose about the readiness of senior high school based on the physical resources

which is the laboratory available in that strand. In the STEMM strand it has 2.7 total

weighted mean which has a verbal description of Fairly Ready which means that some

of the tools, materials and equipment is already ready. For ABM strand, the total

weighted mean is 2 with a verbal description of Fairly Ready. For HUMMS strand, it has

a weighted mean of 2 with a verbal description of Fairly Ready. In GAS strand the total

weighted mean 2 with a verbal description of Fairly Ready. In the TVL strand the

teachers respondent who answered the physical resources was from Junior High

School since in the senior high school the students will already do their On-the-Job

Training. In terms of resources the total weighted mean is 2.79 with a verbal description

Ready.

These results define the Senior high school teachers’ attitude as to their

perception of readiness to the implementation of the senior high school program. The

results show that the average weighted mean is 3.41 which have a verbal description of

Much True.

Teachers believe that the implementation of the new program will help the

students to be competitive globally, equip with skills and much prepared for higher

education, since it is a new program it is also evident in the result that teachers are still

in the state of accepting and improving their self and skills but overall result shows also

96
that they are positive about the new program to the welfare of the students.

For the parents respondent perception about the implementation of senior high

school, for the parents personal perception they are excited about the implementation of

senior high school with 3.18 total weighted mean and a verbal description of moderately

true and also with 3.18 total weighted mean Parents are well informed about the

program and its implementation since enough information’s are given by the institution

but they are hesitant because it is an additional burden in the part of the parents with a

total weighted mean of 3.88 with a verbal description of Much True because of

additional financial burden and additional years and they believe it is difficult to

implement due to lack of materials, equipment and facilities with a total weighted mean

of 3.94 with a verbal description of Much True. But in the overall rating parents believe

that senior high school program is also a good program for their children’s welfare to

enhance skills and prepares them fort higher education.

The perceptions of students about the implementation of senior high school

revealed that the students is a little bit excited about the implementation of senior high

school with a total weighted mean of 3.20 with a verbal description of moderately true

since they also considered the additional year for the students with a total weighted

mean of 3.92 and a verbal description of Much True and also they know that it is

additional burden to the parents in terms of cost with a total weighted mean of 3.87with

a verbal description of Much True since the some of the track that they want to pursue is

not available in the school near in their location with a total weighted mean of 3.14 and

a verbal description Moderately True but since enough information was given by the

institution with a weighted mean of 3.26 with a verbal description of Much True and the

97
school conduct career counselling with a weighted mean of 3.73 and a verbal

description of Much True, students are aware that it great opportunity for them to help

their parents in the future because they have a great chance of being employed or do

their own business and it is a great preparation for higher education.

The parents perceived problems in the implementation of senior high school

shows that for them it is additional burden with a weighted mean of 3.88 and a verbal

description of Much True since it will cause additional years for the students with a

weighted mean of 3.79 and a verbal description of Much True and it will also cause

additional financial burden with a weighted mean of 3.94 and a verbal description of

Much True because as stated in the previous table some of the track or specialization is

not available in their town.

In the teachers side, their perceived problems stated that for them it is additional

burden with a weighted mean of 3.93and a verbal description of Much True because the

program is new and requires a lot of changes in their professional development and

teaching strategies and also they are concerned about the facilities with a weighted

mean of 4 and a verbal description of Much True and shortage of classrooms, teachers

and non-teaching personnel with a weighted mean of 4 with a verbal description of

Much True. They are also concerned about the additional years for students to stay in

school with a weighted mean of 3.9 with a verbal description of Much True and

additional dependency to the teachers since there are textbooks and Learning Materials

with a weighted mean of 3.31 with a verbal description of Much True.

The students perceived problems in the implementation of senior high school as

displayed in table 42 shows that additional years is one of their concern with the

98
weighted mean of 3.81 and verbal description of Much True, one also of their perceived

problems is the additional burden to their parents and for them with the weighted mean

of 3.17 and has a verbal description of Much True and also it will cause additional

financial problems with a weighted mean of 3,57 with a verbal description of Much True

since some of the track and specialization is not available in their town, some are also

confused on what course with a weighted mean of 3.79 with a verbal description of

Much True to get even though the school conduct career counselling since once you

choose the academic track you are not allowed to transfer to another track or

specialization and maybe one of the reason why 3.65 of the weighted mean answered

that it will cause vague future with a verbal description of Much True.

CONCLUSION

From the findings of the study, a conclusion is drawn that in terms of human resources

the standard qualification of Department of Education for those who will handle senior

high school was not meet and also the learning resources is not sufficient. For the

physical and organizational resources since it already started a year ago then some of

the facilities are already established but in STEMM some of the tools and equipment’s

in the laboratory is still not available as well as in Technical-Vocational-Livelihood since

TESDA has an own set of qualification for the facilities, tools, equipment and materials

for the program being offered since skills are being imparted to the students and they

need to do hands on activities. For the perception of teachers, parents and students it

is evident that they are still in the process of accepting the change despite of the

perceived problems in its implementation.

RECOMMENDATION

99
It is hereby recommended that Resourced-based Development Plan will be develop to

solve the human resources, organizational and physical resources so that the perceive

problems of the teachers, parents and students will be given solutions.

Chapter 5

OUTPUT OF THE STUDY

Rationale

Readiness is thought to be a critical forerunner to successful implementation of

the educational reform because the stakeholders are the ones acting on it. When

readiness is high, stakeholders are more invested in the change effort, expend greater

effort in the change process, and exhibit greater persistence in the face of obstacles or

setbacks which contribute to a successful implementation of the new program.

Eyewitnesses of reform view readiness as an organizational, structural, or collective

characteristic. However, some suggest that failure to establish adequate readiness

accounts for one-half of all unsuccessful, large-scale reform efforts.

The successful implementation of the senior high school program implementation rests

on the willingness and readiness of the education sector and stakeholders to embrace

change.

Based on the outcome of this study, as to the profile of the teachers respondent

as to age, gender, subject handled in Senior High School, employment status, length of

100
service, highest educational qualification, relevant trainings and seminars attended,

other qualifications; parents respondents as to: occupation, number of children

attending senior high school, highest educational attainment and socio-economic index ;

students respondents as to: gender, age and track to pursue; readiness of senior high

school implementation as to: learning competencies of the different strand and

resources available; perceptions of teachers, parents and students in the

implementation of senior high school; perceived problems of teachers, parents and

students in the implementation of senior high school.

Readiness of physical, organizational and human when implemented can help

the successful outcome of the problem and can lessen the perceived problems of the

teachers, parents and students as well as the community and will help to achieved the

goal of Department of Education, CHED and TESDA for the success of senior high

school implementation and to produce quality graduates, to compete globally, to equip

students with skills and to help students to be prepared in higher education and improve

employability.

The output of this study is the School Resourced- Based Development Plan

which help to attain the full readiness of senior high school program and to attain the

success of its implementation.

The proposal involves the school administrator, teachers, parents, students,

stakeholders and LGU.

School Development Plan consist of areas of concerns, objective,

activities/strategies, time frame, persons involved, source of funds and expected

outcomes.

101
Objective

The proposal is made in order to attain the full extent of readiness of senior high

school program and to solve the issues and concern or problems perceived by

teachers, parents and students. This proposal involves the school administrator,

teachers, parents, students, stakeholders and LGU. Furthermore, this proposed School

Development Plan entails a fund which can be appropriated by the school from the

MOOE funds, PTA, LGU and stakeholders. This School Development Plan is expected

to be implemented whole year round.

Target Clientele

The school administrator, teachers, parents, students, stakeholders and LGU are

the target clientele of this study. The students being the end beneficiaries of this School

Development Plan this can ensure that they will get quality education, acquired the

needed skills and be competitive globally as the goal of the program.

Scheme of Implementation

The researcher will present this study to the School Principal and will suggest

such School Development Plan be implemented. Furthermore, with the consent of the

School Principal, the researcher will present the School Development Plan in teachers

and parents in Bantayan National High School, Patao National Hiogh School and

Madridejos National High School during the first semester P.T.A. general assembly.

A copy of the School Development Plan will be given to the School Principal in

Bantayan National High School, Patao National Hiogh School and Madridejos National

High School and will be implemented.

102
 RESOURCED-BASED DEVELOPMENT PLAN FOR S.Y. 2017-2018

Concerns Objectives Strategies/Activities Time Person’s Responsible Funds Expected

Frame
Outcome

Point Person Remarks

Teachers To hired competent Regional and Division June 2017- School Heads and MOOE
and qualified Offices need to March 2018 Super-
teachers to handle Qualified and
conduct orientation or visors
senior high school Competent
refresher course on
subjects or Teachers to
new and existing
specialization. handle
policies and
To hire eligible senior high
revised/latest
teachers for school
implementing Division Office (HR
Academic track and subjects.
guidelines affecting Department) PTA
with NC II or any skill
certificate higher than SHS program
being offered. implementation to
clarify issues such as
hiring of SHS
teachers.
Advise senior high
Determine the schools to consider
number and type the following in
(according to subject selecting specialized
groups) of teachers
to hire based on the tech-voc programs:
school’s track/strand
offering
 Adequate and
timely labor
market
103
 information;
 Identification
of one or two
jobs that can MOOE
Ensure that all
teachers to be hired be readily
have sufficient offered by the
load; that is, full-time schools;
teachers must have a
 Availability of
teaching load
equivalent to six (6) basic
hours per day while technical
part-time teachers facility and PTA
must teach a resources
maximum of three (3) needed to
hours per day
teach and
Ensure the train
professional students;
development of  Integration of
teachers a strong
career
guidance
program;
 Availability of
funds for the
operating
Skills training to build expenses;
the capacities of SHS and
teachers.  Enhancement
of the job or
trade to
Provide training for
career advocates attract
students to

104
(class advisers and consider it as
parents) on career their career.
guidance and
counseling/coaching.
Hire teachers based
on their specialization School Heads/ School
using the vertical Guidance Counsellor
alignment of course
specialization and SHS Advisers
trainings and seminars
attended, follow
guidelines in DepEd
order # 3 s. 2016and
RA 10533., Division office
Committee for Ranking
Clarify the
interpretation of policy
on teaching hours
among SHS teachers
who are working
outside the school
premises beyond the DepEd Division Office
standard eight hours (HR Department)
teaching load.
Allot Financial
Assistance for
teachers for
continuous education
and training to Guidance Counsellor
upgrade their
capabilities and skills. School
Teachers who are Heads/Administrator
undertaking their

105
 Master’s Degree and
Doctorate Degree
must be given
financial assistance to
finish their courses.
Provide skills training
to build the capacities
of SHS teachers.
Conduct training for
career advocates
(class advisers and
parents) on career
guidance and
counselling/coaching.

Conduct a thorough Parents will

To provide enough orientation to parents continue to
Parents about senior high Guidance Counsellor
and proper give their full
information for school program where School support to
parents about the all there questions will Heads/Administrator the schools,
senior high school be thoroughly students and
program and answered and well to the
implementation and explained. successful
about the subsidy
implementati
that the government Conduct training for
on of the
will provide. career advocates
program.
(class advisers and
Provide training for parents) on career
career advocates guidance and
(class advisers and counselling/coaching.
parents) on career
guidance and

106
 counselling/coaching. Explain to them about
the SHS Voucher
Give them proper program and its
information about the guidelines on how to
SHS Voucher avail and who can
program. avail.

Conduct Career
Students Career awareness Awareness seminars
and proper guidance by inviting different
and counselling for fields and career Guidance Counsellor
track preferences campaign as well as
School Clear career
and course career counselling.
Heads/Administrator preference
specialization that
best fit to their Conduct career
interest, knowledge assessment exam that
and skills and their will be conducted by
future goal. the experts.
Integration of a strong
career guidance More
program; students who
can avail the
Enhancement of the SHS
job or trade to attract program
students to consider it
as their career.

‘ Guide them on how to

avail the SHS Voucher
Thoroughly explain to program for deserving

107
them about the SHS students. Less burden
Voucher program to parents in
and the existing terms of
government subsidy financial
(scholarship and
grants) Build capacity among
Senior High School
Students by providing
Ensure that students adequate training and
will take the TESDA
competency
assessment at the
assessment.
end of the course
specialization in
Technical Vocational
Livelihood and Continue/Adopt the
immersion in modifed TESDA
Academic Track assessment scheme

For DepEd and

TESDA to jointly
review the polices
regarding standard
costing for
competency
assessment activities
to make it affordable
for all techVoc SHS
students.

Ensure timely release

108
Extent of Provide sufficient of funds and conduct
Readiness of budgetary support for orientation-briefing on
additional DepEd Division Office
Senior High new guidelines to be
classrooms, training (HR and Finance
School developed on the
facilities for hands-on Department)
Program utilization of financial
Implementatio activities and assistance for the
equipment such as
n implementation of
LCD projectors and
SHS under the K to 12
laptops, and learning
materials of the SHS Basic Education
students. Program.

Examine the
management of
Special Education
Funds (SEF) in terms
of priority allocation
and utilization in order
to maximize LGUs’
support for SHS under
the K to 12 education
program
Encourage and
promote multi-
stakeholder
partnerships between
the academe, the
industries, and
national and local
government
institutions.
Continuously maintain

109
school facilities such
as canteen, comfort
rooms, audio visual
rooms, eLearning
Resource Center, and
Library for better
service of the
students.

110
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Elementary Mathematics in the Division of Lipa City: Basis for Teaching Model, SY 2010-2011 ”,
Master’s Thesis, Tanauan Institute School of Graduate Studies, Tanauan City.

115
Dinglasan, Everlyn A. (2007). “Extent of Utilization of Teaching Methodologies in Mathematics
Instruction in Two Science High Schools, Division of Lipa City: Its Implications to Instruction,”
Master’s Thesis, Lipa City Colleges Graduate School, Lipa City.

Adewunmi, T.B. (2000). The Influence of Physical Resources on pupils Academic Performance in
Lagos State : Primary School. Unpublished M.Ed. Dissertation, University of Benin.

Famatigan, Erlina L. (2009). “Theory-Based Strategies Utilized in Teaching Mathematics: Basis for
Teaching Model”, Master’s Thesis, Lipa City Colleges Graduate School, Lipa City.

Katigbak, Edna M. (2011). “Extent of Utilization of Teaching Methodologies in Mathematics Instruction

in the Division of Lipa City: Its Implications to Instruction”, Master’s Thesis, Tanauan Institute School
of Graduate Studies, Tanauan City.

Lumbera, Lichel A. (2011) “Determinants of Success of Science Instruction in the Division of Lipa City
as Basis for Curriculum Enrichment”, Master’s Thesis, Tanauan Institute Graduate School, Tanauan
City.

Magsino, Jally D. (2009) “An Analysis on the Application of Selected Theories in the Teaching of
Grade I – English: An Exploratory Study”, Master’s Thesis, Lipa City Coilleges Graduate School, Lipa
City”.

Maligaya, Lusina R. (2007) “Co-Curricular Activities in Mathematics V and VI as Complement to the

Mathematics Curricular Program for Improving Achievement”, Master’s Thesis, Lipa City Colleges
Graduate School, Lipa City.

Valencia, Nelia (2007) “Instructional Enhancement on Mathematics among Grade One Pupils at
Canossa Schools in Region IV A: Implication to Administration, Guidance and Instruction ,” Master’s
Thesis, Lipa City Colleges Graduate School, Lipa City.

Valenzuela, Maria C. (2011) “Instructional Enhancement in the Teaching of Mathematics among the
Grade Two Pupils of the Division of Lipa City: Implication to Mathematics Instruction”, Master’s
Thesis, Tanauan Institute School of Graduate Studies, Tanauan City.

Vergara, June V. (2013) “Double Exposure of Grade Three Pupils in Mathematics: An Assessment”,
Master’s Thesis, Polytechnic University of the Philippines, Sta. Mesa, Manila.
116
 Appendix A
Transmittal Letter
Republic of the Philippines
Department of Education of Education

Region VII, Central Visayas

Division of Cebu Province

October 26, 2016

DR.RHEA MAR A. ANGTUD

Schools Division Superintendent
District of Cebu Province

Madam:

I am a Graduate student at Cebu Technological University taking up Doctor in Development

Education. As a requirement of the course, I am conducting a study on “READINESS OF THE
SENIOR HIGH SCHOOL PROGRAM IMPLEMENTATION TOWARDS RESOURCE – BASED
DEVELOPMENT PLAN”.

In relation to the aforementioned requirement, I have the honor to ask permission to to conduct
the study and administer my questionnaires to the Grade 10 students, teachers and School Heads of
Bantayan National High School, Patao National High School, and Madridejos National High School as
well as to the identified parents of the students.

Data gathered will be treated with utmost confidentiality and will be utilized only for the purpose
of the study.

Your favorable action on this request will be highly appreciated.

Noted: Very truly yours,

REBECCA DC. MANALASTAS Ph.D Ed, Ph.DTM MARY NEOL V. HIJAPON

Dean, Graduate School Researcher

Approved:
RHEA MAR A. ANGTUD, Ed.D.

Schools Division Superintendent

117
 Republic of the Philippines
Department of Education of Education
Region VII, Central Visayas
Division of Cebu Province

October 26, 2016

MR. NOEL NERVIDA

School Principal
Bantayan National High School
Bantayan, Cebu

Sir:

I am a Graduate student at Cebu Technological University taking up Doctor in Development

Education. As a requirement of the course, I am conducting a study on “READINESS OF THE
SENIOR HIGH SCHOOL PROGRAM IMPLEMENTATION TOWARDS RESOURCE – BASED
DEVELOPMENT PLAN”.

In relation to the aforementioned requirement, I have the honor to ask permission to conduct
the study and administer my questionnaire to the Grade 10 students, teachers and School Heads of
Bantayan National High School as well as to the identified parents of the students.

Attached is the Endorsement Letter from the Schools Division Superintendent to conduct the
study.

Data gathered will be treated with utmost confidentiality and will be utilized only for the purpose
of the study.

Your favorable action on this request will be highly appreciated.

Noted: Very truly yours,

REBECCA DC. MANALASTAS Ph.D Ed, Ph.DTM MARY NEOL V. HIJAPON

Dean, Graduate School Researcher

Approved:

NOEL NERVIDA

Schools Head

118
 Republic of the Philippines
Department of Education of Education
Region VII, Central Visayas
Division of Cebu Province

October 26, 2016

MR. LINMAR CAYSON

School Principal
Patao National High School
Patao, Bantayan, Cebu

Sir:

I am a Graduate student at Cebu Technological University taking up Doctor in Development

Education. As a requirement of the course, I am conducting a study on “READINESS OF THE
SENIOR HIGH SCHOOL PROGRAM IMPLEMENTATION TOWARDS RESOURCE – BASED
DEVELOPMENT PLAN”.

In relation to the aforementioned requirement, I have the honor to ask permission to conduct
the study and administer my questionnaire to the Grade 10 students, teachers and School Heads of
Patao National High School as well as to the identified parents of the students.

Attached is the Endorsement Letter from the Schools Division Superintendent to conduct the
study.

Data gathered will be treated with utmost confidentiality and will be utilized only for the purpose
of the study.

Your favorable action on this request will be highly appreciated.

Noted: Very truly yours,

REBECCA DC. MANALASTAS Ph.D Ed, Ph.DTM MARY NEOL V. HIJAPON

Dean, Graduate School Researcher

Approved:

LINMAR CAYSON

Schools Head

119
 Republic of the Philippines
Department of Education of Education
Region VII, Central Visayas
Division of Cebu Province

October 26, 2016

MR. MELVILLE DELA PENA

School Principal
Madridejos National High School
Madridejos, Bantayan, Cebu

Sir:

I am a Graduate student at Cebu Technological University taking up Doctor in Development

Education. As a requirement of the course, I am conducting a study on “READINESS OF THE
SENIOR HIGH SCHOOL PROGRAM IMPLEMENTATION TOWARDS RESOURCE – BASED
DEVELOPMENT PLAN”.

In relation to the aforementioned requirement, I have the honor to ask permission to conduct
the study and administer my questionnaire to the Grade 10 students, teachers and School Heads of
Madridejos National High School as well as to the identified parents of the students.

Attached is the Endorsement Letter from the Schools Division Superintendent to conduct the
study.

Data gathered will be treated with utmost confidentiality and will be utilized only for the purpose
of the study.

Your favorable action on this request will be highly appreciated.

Noted: Very truly yours,

REBECCA DC. MANALASTAS Ph.D Ed, Ph.DTM MARY NEOL V. HIJAPON

Dean, Graduate School Researcher

Approved:

MELVILLE DELA PENA

Schools Head

120
 Appendix B
QUESTIONNAIRE
SURVEY QUESTIONNAIRE FOR STUDENTS
(For External Analysis)
Name: _____________________________ Age: _______________ Gender: ___________
Socio-economic status: ___________________

Direction: Kindly shade/blacken the circle corresponding to your answer:

Dear student,
In SY 2016-2017, The Department of Education will implement Grade 11. This will give you
better opportunities to acquire more knowledge, skills and understandings in preparation for the world
of work and/or college education.

By now, start planning for it. Herewith are questions about your Senior HS plan. Answer each
question seriously and honestly.

Thank you.
The Researcher
QUESTIONS:

Will you continue Senior High School? Yes ____ No _____

Where do you intend to pursue Senior High School?

( ) Private School/College/University in our own town
( ) Private School / College/University in another town
( ) Public School in the DepEd in our own town
( ) Public School in the DepEd in another town

What Senior HS course/track would you like to pursue? Choose one only
( ) Academic Track go to question 3a
( ) Technical-Vocational-Livelihood go to question 3b
( ) Sports Track do not answer question 3
( ) Arts and Design Trackdo not answer question 3

What Senior HS strand/specialization would you like to pursue?

3a. Academic Track
( ) Humanities and Social Sciences (HUMSS)
( ) Accountancy, Business and Management (ABM)
( ) Science, Technology, Engineering and Mathematics (STEM)
( ) Liberal Arts or other course/track
3b. Technical-Vocational-Livelihood
( ) Home Economics
( ) Agriculture-Fishery
( ) Industrial Arts
( ) Information and Communications Technology (ICT)
121
Who will decide which track /course/strand/specialization you would pursue in SHS?
( ) Parents ( ) Friends ( ) Yourself ( ) Brothers/Sisters

What will you do after finishing Senior High School?

( ) enroll in college/a university
( ) get employed
( ) make my own business
( ) a combination (enroll in college, get employed and/or make own business)

(Please choose from the verbal indicators the answer which you think and feel is right. There
is no right or wrong answer.) Please put a check on your answer.

Not at all True 2- Slightly True 3- Moderately True 4- Much True

PERSONAL 4 3 2 1
It is remarkable and I am excited with the full implementation of K –
12 program.
Just in time and appropriate.
Students are well informed about the program and its
implementation since enough information are given by the
institution.
The school conduct career counseling.
It will require additional year for the students.
Additional burden to the parents in terms of cost.
The track that I want to pursue is not available in the school near in
our location.
It enhances knowledge and skills of the students.
It boost the self-confidence of the students.
It will help students learn skills which are relevant to have a
sustainable and decent life in the future.
It gives hope to change the economic status of the family.
It help students to be molded as a better person.
It is an enjoyable experience.
It gives students more time to other learning opportunities beyond
the classroom.
Graduates will possess competencies and skills relevant to the job
market.
Graduates will be prepared for higher education.

122
It will prepare students to be more competent in Asean Economic
Community
It will equip graduates with 21st century skills to compete globally
and can be given recognition to work abroad.
The government is in a hurry to implement and yet the students are
not yet ready.
III.
What are the perceived problems of the teachers regarding the implementation of
senior high school program.
It will prolong the years of stay of the students in school. 4 3 2 1
Additional burden to the parents and students.
This will cause additional financial problem.
It will deprive the other siblings to study.
This will cause confusion to the student what course to get.
There are lots of facilities lacking like computer laboratory, library
and others;
Vague future.
It will detrail their plan of having their children to work early to be
able to help them financially.
Others. (Please
specify)_______________________________________
Thank You for Your Cooperation 

123
 SURVEY TOOL FOR TEACHERS ON THE IMPLEMENTATION OF SENIOR HIGH SCHOOL

(FOR INTERNAL ANALYSIS)

TEACHER PROFILE
Name: _____________________________________ Age: ____________ Sex: Male Female
Grade Level handled: _______________ (Please indicate if you have Senior High School subjects for
those Junior High School Teacher) Yes ____ No_____
Subject handled in Senior High
School:______________________________________________________________________
Employment Status: Permanent Substitute Locally Paid Volunteer Others,
Pleas specify _______
Length in service: _______

HIGHEST EDUCATIONAL ATAINMENT

COURSE NAME OF SCHOOL HIGHEST GRADE/
(Write in full) UNITS EARNED (if not
graduated)
COLLEGE

GRADUATE
STUDIES

OTHER QUALIFICATION
VOCATIONAL /TRADE COURSE/ AREA/QUALIFICATION Number of
NATIONAL CERTIFICATION Hours

SEMINAR/ CONDUCTED/ SPONSORED BY Number of Hours

CONFERENCE/ (Write in full)
WORKSHOP/SHORT
COURSES (Write in
full)

124
 TEACHER PERCEPTION

(Please choose from the verbal indicators the answer which you think and feel is right. There
is no right or wrong answer.) Check () the number of your chosen answer)
1-Not at all True 2 -Slightly True 3 -Moderately True 4 -Much
True

What is the teacher’s perception about the implementation of senior high school program.

PERSONAL 4 3 2 1

It is remarkable and I am excited with the full implementation of K – 12

program.
Just in time and appropriate.

Teachers are well informed about the program and its implementation since
enough informations are given by the institution
Additional burden in the part of the teacher.

It will require additional trainings for the teachers.

Difficult to implement due to lack of materials, equipment and facilities

It enhances knowledge and skills of the students.

It boost the self-confidence of the students.

It will help my students learn skills which are relevant to have a sustainable
and decent life in the future.
It gives hope to change the economic status of the family.

It help my students to be molded as a better person.

125
It is an enjoyable experience.

It gives students more time to other learning opportunities beyond the

classroom.
Graduates will possess competencies and skills relevant to the job market.

Graduates will be prepared for higher education.

It will prepare students to be more competent in Asean Economic Community

It will equip graduates with 21 st century skills to compete globally and can be
given recognition to work abroad.
The government is in a hurry to implement and yet the students are not yet
ready.
Others (please specify)______________

What are the perceived problems of the teachers regarding the implementation of senior high
school program.
It will prolong the years of stay of the students in school.

Additional burden to the teachers and students.

This will cause additional financial problem.

It will deprive the other siblings to study.

This will cause confusion to the student what course to get.
There are lots of facilities lacking like computer laboratory, library and others;
There will be shortage of classroom, teachers and non-teaching personnel.

Additional dependency to teachers.

Vague future.
It will detrail their plan of having their children to work early to be able to help
them financially.
Others. (Please
specify)_____________________________________________________

Thank you for your cooperation  !

126
 SURVEY TOOL FOR SECONDARY SCHOOL HEADS ON THE IMPLEMENTATION OF SENIOR
HIGH SCHOOL
(FOR INTERNAL ANALYSIS)

School : __________________
Description: This instrument intends to gather relevant information from secondary school heads to
the SHS implementation.
Instructions: Fill in the necessary information on the space provided for each item or check on the
appropriate box that corresponds to your choice (Avoid leaving a space blank.)

Age: Sex:________ Years of Gender:

_________ ___ Service:________ ______________________

Educational Background of the School Head:

Level Degree Major Minor
Bachelor’s Degree
Units in Master’s
Degree
Master’s Degree
Units in Doctoral
Degree
Doctoral Degree

PART II: BASIC INFORMATION FOR SENIOR HIGH SCHOOL

If your school will offer SHS in SY 2017-2018, which track in
Senior High School (SHS) will you focus on?

Academic Technical-Vocational- Sports Arts and Design

Livelihood

What Strand, if academic/technical-vocational-livelihood?

Academic Track
( ) Humanities and Social Sciences (HUMSS)
( ) Accountancy, Business and Management (ABM)
( ) Science, Technology, Engineering and Mathematics (STEM)
( ) Liberal Arts or other course/track
Technical-Vocational-Livelihood
( ) Home Economics
( ) Agriculture-Fishery
( ) Industrial Arts
( ) Information and Communications Technology (ICT)

127
What could be your reason/s for choosing the track/s?

Instructions: Check the appropriate column. Use the scale provided opposite each statement to
indicate your response:

Should you offer your chosen track for the SHS, to what extent are your preparation on the following:
(consider the Resources Human and Physical)

Rate the extent of readiness of the following resources needed to offer your chosen track/s for SHS.
Criteria 1 2 3 4
Readiness of competent/skilled teachers to handle the track/strand
chosen
Readiness of buildable space for instructional rooms and stock
rooms
Readiness of teachers instructional materials
Absorptive capability for increment of enrolment
Readiness of potential new school sites/extension sites
Readiness of transportation and access roads
Readiness of TESDA Training Centre

Thank you for your cooperation  !

128
 SURVEY QUESTIONNAIRE FOR PARENTS/PTA
(For External Analysis)

Name : _________________________________
Occupation : _________________________________
No. of Child (Attending Senior High School) : __________________________________
Highest Educational Attainment : __________________________________

Dear parents,
In SY 2016-2017, The Department of Education will implement Grade 11. This will give your
son/daughter better opportunities to acquire more knowledge, skills and understandings in
preparation for the world of work and/or college education.

By now, start planning for it with your child. Herewith are questions about your Senior HS plan
for your child. Answer each question seriously and honestly.

Thank you.
The Researcher

QUESTIONS:

Will your child continue Senior High School?

Yes ____ No _____

Where do you intend for your child to pursue Senior High School?
( ) Private School/College/University in our own town
( ) Private School / College/University in another town
( ) DepEd Public School in our own town
( ) DepEd Public School in another town

What Senior HS course/track would you like your child to pursue? Choose one only
( ) Academic Track go to question 3a
( ) Technical-Vocational-Livelihood go to question 3b
( ) Sports Track do not answer question 3
( ) Arts and Design Trackdo not answer question 3

What Senior HS strand/specialization would you like your child to pursue?

3a. Academic Track
( ) Humanities and Social Sciences (HUMSS)
( ) Accountancy, Business and Management (ABM)
( ) Science, Technology, Engineering and Mathematics (STEM)
( ) Liberal Arts or other course/track (GAS)
129
3b. Technical-Vocational-Livelihood
( ) Home Economics
( ) Agriculture-Fishery
( ) Industrial Arts
( ) Information and Communications Technology (ICT)

Who will decide which track /course/strand/specialization your child would pursue in SHS?
( ) Parents ( ) Friends ( ) Himself/Herself ( ) Brothers/Sisters

What will your child do after finishing Senior High School?

( ) enroll in college/a university
( ) get employed
( ) make own business
( ) a combination (enroll in college, get employed and/or make own business)

(Please choose from the verbal indicators the answer which you think and feel is right. There
is no right or wrong answer.) Check () the number of your chosen answer)
1-Not at all 2 -Slightly True 3 -Moderately True 4 -Much True
True

What is the parent’s perception about the implementation of K – 12 program.

PERSONAL 4 3 2 1
It is remarkable and I am excited with the full implementation of K – 12 program.
Just in time and appropriate.
Parents are well informed about the program and its implementation since enough
informations are given by the institution
Additional burden in the part of the parents.
Difficult to implement due to lack of materials, equipment and facilities
Others (please specify)______________
It enhances knowledge and skills of the students.
It boost the self-confidence of the students.
It will help my students learn skills which are relevant to have a sustainable and
decent life in the future.
It gives hope to change the economic status of the family.
It help my students to be molded as a better person.
It is an enjoyable experience.
It gives students more time to other learning opportunities beyond the classroom.
Graduates will possess competencies and skills relevant to the job market.
Graduates will be prepared for higher education.
It will prepare students to be more competent in Asean Economic Community
It will equip graduates with 21 st century skills to compete globally and can be given
recognition to work abroad.

130
The government is in a hurry to implement and yet the students are not yet ready.
Others (please specify)______________
What are the perceived problems of the parents regarding the implementation of K – 12
program.
It will prolong the years of stay of the students in school.
Additional burden to the parents.
This will cause additional financial problem.
It will deprive the other siblings to study.
This will cause confusion to the student what course to get.
Vague future.
It will detrail their plan of having their children to work early to be able to help them
financially.
Others. (Please
specify)_____________________________________________________

Thank you for your cooperation  !

131
 SURVEY QUESTIONNAIRE FOR SENIOR HIGH SCHOOL TEACHER
Academic Track

School : __________________ Subjects Handled: _____________________

Description: This instrument intends to gather relevant information from SHS High School Teacher
to the SHS implementation.

Instructions: Fill in the necessary information on the space provided for each item or check on the
appropriate box that corresponds to your choice (Avoid leaving a space blank.)

Direction: Read the items carefully and check the available facilities, tools, equipment and materials
available in your school and check one of the only one of the five (5) numbers corresponding the
overall rating below.

Scale:

5- Very much ready 4- Moderately ready 3- Ready 2- Fairly ready 1- Not ready

ABM Strand

FACILITIES __ Lecture and Discussions Room

__ Computer Laboratories __ Library

__ Audiovisual Equipment
MATERIALS AND EQUIPMENT __ Multi
__ Computer units (1:1 PC to student ratio and
1:1 PC to teacher ratio)
-media materials relative to the strand

5 4 3 2 1

Academic Track – HUMSS Strand

FACILITIES __ Functional Library

__ Computer Laboratories
__ Lecture and Discussions Room
132
MATERIALS AND EQUIPMENT __ Audiovisual Equipment
__ Computer units (1:1 PC to student ratio and __ Blended resources relative to the strand
1:1 PC to teacher ratio)

5 4 3 2 1

Academic Track – GAS Strand

FACILITIES
__ Computer Laboratories
__ Lecture and Discussions Room
__ Functional Library

MATERIALS AND EQUIPMENT

__ Computer units (1:1 PC to student ratio and 1:1 PC to teacher ratio)
__ Audiovisual Equipment
__ Blended resources relative to the strand

5 4 3 2 1

STEM STRAND (CORE SUBJECTS)

Core Science Subjects (40students)

FACILITIES
__ 1 Life Science Laboratory (including sink, sink, storage, shower)
storage, shower) __ 1 Computer Laboratory
__ 1 Chemistry Laboratory (including sink, __ 1 Storage Room (chemical and toxic
storage, shower) substances)
__ 1 Physical Science Laboratory (including

5 4 3 2 1

Materials and Equipment

NSTIC-developed Basic Science Equipment (1 package per 5 students):

__ Universal Bosshead Assembly

__ Stand Base Assembly __ Universal Clamp Assembly
__ Stand Support __ Test Tube Holder
__ Ring with stem __ Test Tube Rack
__ Ø9.5mm x 250mm long Stand Rod __ Case 001 (with Cover and Base Sheathing)
__ Ø9.5mm x 500mm long Stand Rod __ Case 002 (with Cover and Base Sheathing)
__ Ø12.7mm x 1000mm long Stand Rod __ Case 003 (with Cover and Base Sheathing)
__ Multiclamp Assembly

133
5 4 3 2 1

NSTIC-developed Mechanics Science Equipment (1 package per 5 students)

__ Cart-Rail System (includes Dynamic Carts, __ Double Pulley Assembly

Motorized Cart, Rails, etc.) __ Single Pulley Assembly
__ Free-Fall Apparatus (includes Solenoid, Pad __ Spring Balances:
Switch, Synchro Box, Timer, etc.) __ 10-Newton Spring Balance Assembly
__ Hooke's Law Apparatus __ 5-Newton Spring Balance Assembly
__ Friction Apparatus __ 2-Newton Spring Balance Assembly
__ Lever Assembly __ C-Clamp with hook
__ Pulley set:
__ Hooked Masses: __ Case 003 (with Cover and Base Sheathing)
__ 500-gram Hooked Mass __ Spare Parts:
__ 250-gram Hooked Mass __ Worm with Axle Assembly
__ 20-gram Hooked Mass __ Worm Gear A
__ Case 001 (with Cover and Base Sheathing) __ Spur Gear B
__ Case 002 (with Cover and Base Sheathing) __ Spur Gear C


5 4 3 2 1

NSTIC-developed Thermocline Apparatus (1 package per 5 students)

NSTIC-developed Heat Conductivity Apparatus ((1 package per 5 students)

__ Aneroid Barometer Set (demonstration alligator clips at both ends

type) __ AWG # 22 Wire, black, 250mm long with
__ Aneroid Barometer Set (wall type) alligator clips at both ends
__ Hand Lens, at least 10x magnification __ AWG # 22 Wire, red, 500mm long with
__ Rain Gauge alligator clips at both ends
__ Protractor, plastic, 180º, semi-circular, __ AWG # 22 Wire, black, 500mm long with
15cm diameter (minimum) alligator clips at both ends
__ Stopwatch, digital __ Bar Magnet, 6" x 3/4" x 1/4"
__ Balance, Triple-Beam __ U-shaped Magnet, 3" L x 3" W x 3/4" thick
__ Relief Globe, Ø 12 inches __ Graduated Cup, 200 ml. Capacity, plastic,
__ Bulb, flashlight size, 2.5 V, screw-type transparent
__ Bulb Socket, flashlight size, screw-type __ Meterstick, plastic
__ Penlight, 3 V, plastic case __ Ring and Ball Apparatus
__ Anemometer with Wind Vane, handheld, __ Glass Rod, solid, Ø 6mm (minimum) x
digital direct reading 300mm long (Insulator)
__ Magnetic Compass __ Plastic Rod, solid, Ø 6mm (minimum) x
__ AWG # 22 Wire, red, 250mm long with 300mm long (Insulator)
134
__ Wood Rod, solid, Ø 6mm (minimum) x 300mm long (Conductor)
300mm long (Insulator) __ Aluminum Rod, solid, Ø 6mm (minimum) x
__ Copper Rod, solid, Ø 6mm (minimum) x 300mm long (Conductor)

__ Steel Rod, solid, Ø 6mm (minimum) x __ Safety Goggles

300mm long (Conductor) __ Storage Cabinet, 1800 mm x 2000 mm x
__ Celestial Globe 500 mm
__ Rock Samples Box, 24 compartments __ Beaker, 250 ml., borosilicate
__ Telescope, astronomical __ Erlenmeyer Flask, 250 ml., borosilicate
__ Bunsen Burner, gas-type __ Stirring Rod, Ø 6mm x 250mm long
__ Tweezer, 6 1/2" long, stainless steel, self- __ Test Tube, Ø 16mm x 150.8mm long
closing, with wood handle & serated jaws __ Glass Tubing, Ø 4mm x 1220mm long
__ Laboratory Tong, stainless steel, 8 3/4" long __ Vial, Ø 12mm x 75mm long
__ Test Tube Brush __ Graduated Cylinder, 100 ml. capacity
__ Hand Gloves, acid/solvent-resistant, super __ Graduated Cylinder, 10 ml. Capacity
nitrile
__ Glass Funnel, Ø 50mm (Top Inside Diameter), 100mm long Stem
__ Petri Dish, Ø 100mm (minimum)
__ Watch Glass, Ø 100mm (minimum)
__ Reagent Bottle, 250 ml. capacity

__ Glass Tubes, Hematocrite, 100's/pack (for __ Alcohol Thermometer, -20ºC to 110ºC

experiments in capillarity) __ Evaporating Dish, 75 ml. capacity
__ Glass Tube, 3mm OD x 1200mm long (for __ Alcohol Burner, glass, 120 ml. Capacity
experiments in capillarity) __ Mortar and Pestle, 300 ml. Capacity
__ Glass Tube, 6mm OD x 1200mm long (for __ Syringe, 10 ml. Capacity, without needle
experiments in capillarity) __Medicine Dropper, 2 ml. capacity
__ Hydrometer, Specific Gravity: 0.700 - 2.000, __ Triangular File, 6" long, with handle
15" long
5 4 3 2 1

Supplemental (– will enhance/enrich implementation)

__ Shelves and Cabinets for Earth

and Space equipment
5 4 3 2 1

STEM STRAND (BIOLOGY)

FACILITIES
MATERIALS AND EQUIPMENT
__ Digital Microscope or better borers/set
__ Hand Lens, at least 5x magnification __ Tripod, Height: 6"
__ Balance, Triple-Beam __ Cork Stopper for Ø 16mm test tube
__ Cork Borers, 4mm to 20mm OD, 12
135
__ Rubber Stopper for Ø 16mm test tube 2000mm
__ Rubber Stopper # 6 with 2 holes __ Test Tube, Ø 16mm x 150mm long
__ Filter Paper, ordinary, 24" x 24" sheet __ Evaporating Dish, 75 ml. capacity
__ Litmus Paper Strips, blue, 100's/vial __ Glass Funnel, Ø 50mm (Top Inside
__ Litmus Paper Strips, red, 100's/vial Diameter), 75mm long Stem
__ Hand Gloves, acid/solvent-resistant, super __ Petri Dish
nitrile (1:1) __ Beaker, 250 ml., borosilicate
__ Safety Goggles (1:1) __ Alcohol Thermometer, -20ºC to 110ºC
__ Storage Cabinet, 1200mm x 600mm x __ Glass Slides, 100's/box

__ Glass Cover Slips, 100's/box _ Carbon Dioxide Sensor with computer

__ Graduated Cylinder, 100 ml., borosilicate interface/software
__ Erlenmeyer Flask, 250 ml., borosilicate _ Oxygen Gas Sensor with computer
__ Stirring Rod, Ø 6mm x 250mm long interface/software
__ Alcohol Burner, glass, 120 ml. capacity _ Quick Release Connector
__ Graduated Cylinder, 10 ml., borosilicate _ Skin/Surface Temperature Probe
__ Watch Glass, Ø 90mm _ Introduction & use of dichotomous keys Kit
__ Mortar and Pestle, 300 ml. capacity _ Microscope, halogen illumination (4x, 10x,
dissecting set or scalpel & forceps 40xR, and 100xR)
__ Wash Bottle, plastic, 250 ml. _ Dissecting Microscope
__ Medicine Dropper, 2 ml. capacity _ Examining Bacteria through infusion
SUPPLEMENTAL laboratory investigation Kit
Digitized Science Equipment: _ Bio Laminar Flow Hood (equipped for growth
_ pH Sensor with computer interface/software and preparation of cultures)
_ Sensor Extension Cable _ Nutrient Agar Culture Media
_ Barometer Pressure Sensor with computer _ Incubator
interface/software _ Laboratory Oven
_ Electronic Balance _ Accessories

5 4 3 2 1

Physics

FACILITIES
MATERIALS AND EQUIPMENT
__ Open U-tube Manometer (and Accessories) __ Resistance Box
__ Air Blower, variable speed control __ Switch, knife-type
__ Set of Connectors: __ Multitester/Multimeter
__ AWG # 22, black, 300mm long with __ Galvanometer
alligator clip and banana plug on ends __ Set of Coils
__ AWG # 22, red, 300mm long with alligator __ Motor-Generator Model Experiment Set
clip and banana plug on ends __ Advanced Electromagnetism Kit
__ AWG # 22, white, 300mm long with banana __ Basic Electronics Kit
plugs on both ends __ Fuse Holder with Fuse
__ AWG # 22, blue, 300mm long with banana __ Variable Power Supply, AC-DC
plugs on both ends __ Tuning Fork Set (set of 8 tuning forks)
136
__ Loudspeaker, > 1 watt, all frequency or __ Student Optical Bench Set with
low range, 4-8 Ohms Meterstick
__ Slinky Coil, metal, Ø3" x 4" long __ Multitester/Multimeter
__ DC String Vibrator with String __ Beaker, 500 ml., polypropylene plastic
__ Basic Lens Set (set of 7 lenses) __ Florence Flask, 250 ml.,
__ Mirror Set (set of 3 mirrors) polymethylpentene
__ Prism , right-angle, acrylic, 28 x 38 x __ Dry Cell. 1.5 V, size D , ISO Certified
75mm __ Dry Cell, 9 V, ISO Certified
__ Refraction Blocks (1 set is composed of 1 __ Logic Gates Trainer Kit
pc Glass & 1 pc Acrylic) __ Balance, Triple-Beam
__ Refraction Tank __ Basic Radioactivity Kit

SUPPLEMENTAL
__ Archimedes Principle Apparatus communication (computer-based)
__ Digitized Science Equipment: __ Ticker timer w/ ticker tapes (rolls)
__ Voltage/Current Sensor with computer __ Transformers
interface/software __ Robotics Set
__ Oscilloscope __ Set of Tools
__ Complete Robotics Kit (to include hardware, __ Screwdriver, flat, 6"
software, and accessories) __ Screwdriver, phillips, 6"
__ Force Table __ Long Nose Pliers, 6"
__ Motion Sensor (free-fall adapter for CAE __ Mechanical Pliers, 6"
experiments) with interface/software __ Soldering Iron, 60 watts
__ Force Sensor with computer __ Ball Peen Hammer, length including handle
interface/software is 11", 300- 350 grams
__ Moment Apparatus __ Precision Screwdrivers Set, 6 pcs, with
__ Pressure Sensor (for fluid mechanics) with plastic casing
computer interface/software __ Tweezers, stainless steel, with curved tips,
__ Tesla (magnetic field) 6 1/2" long
__ Sensor with computer interface/software __ Diagonal Cutters, 6"
__ Engine Model __ Soldering Wire, Ø1mm, Grade 60/40, Wt.: 1
__ Refrigeration Model lb/spool
__ Electrophysiology Sensor with computer __ Soldering Paste, 50 grams/can
interface/software __ Resonance Tube Set, open-ended
__ Transmitter Receiver for radio based __ Sound Signal Generator Kit

5 4 3 2 1

Thank you for your cooperation 

137
 SURVEY QUESTIONNAIRE FOR SENIOR HIGH SCHOOL TEACHER
Technical-Vocational-Livelihood Track

School : __________________ Subjects Handled: _____________________

Description: This instrument intends to gather relevant information from SHS High School Teacher
to the SHS implementation.

Instructions: Fill in the necessary information on the space provided for each item or check on the
appropriate box that corresponds to your choice (Avoid leaving a space blank.)

Direction: Read the items carefully and check the available facilities, tools, equipment and materials
available in your school and check one of the only one of the five (5) numbers corresponding the
overall rating below.

Scale:

5- Very much ready 4- Moderately ready 3- Ready 2- Fairly ready 1- Not ready

TECHNICAL-VOCATIONAL STRAND

HOME ECONOMICS

Hairdressing NCII

138
TRAINING FACILITIES

Based on a class intake of 25 students/trainees

Space Requirement Size in Meters Area in Sq. Meters Total Area

FACILITIES
Space Requirement Size in Meters Area in Sq. Meters Total Area
__ Student/Trainee Working Space 1 x 1 1 25
__ Lecture/Demo Room 8x5 40 40
__ Learning Resource Center 3x5 15 15
__ Facilities/Equipment/ Circulation Area6 x 4 24 24
Total 104

5 4 3 2 1

TOOLS, MATERIALS AND EQUIPMENT

BRUSH
__ 5 Pcs. Applicator brush __ 5 Pcs. Skeleton Brush
__ 5 Pcs. Barber brush __ 5 Pcs. Tinting brush
__ 5 Pcs. Hair brush __ 5 Pcs. Tinting brush with comb*
__ 5 Pcs. Paddle brush __ 5 Pcs. Silicon brush
__ 5 Pcs. Roller brush __ 5 Pcs. Curling rod
PIN
CAP __ 6 Pcs. Clamps
__ 3 Pcs. Frosting Cap w/ Hook __ 1 box Hairpin, box
__ 3 Pcs. Shower cap __ 12 Pcs. Duck bill clamp
__ 1 box Invisible pins
CLIPS __ 60 Pcs. Pin curl clips, 5 doz.
__ 12 Pcs. Hair clips, 1 doz. __ 60 Pcs. Roller pin, pcs., 5 doz
__ 13 Pcs. Single prong clip (optional)
__ 14 Pcs. Double prong clip (optional) PROTECTIVE CLOTHING/ ACCESSORIES
__ 12 Pcs. Apron
COMB __ 12 Pcs. Cape
__ 3 Pcs. All purpose comb __ 12 Pcs. Flannel headband
__ 3 Pcs. Bath comb __ 12 Pcs. Head band
__ 3 Pcs. Apro comb __ 12 Pcs. Invisible hairnet
__ 3 Pcs. Haircutting comb __ 12 Pcs. Neck strip
__ 3 Pcs. Large tooth comb __ 12 Pcs. Plastic cape
__ 3 Pcs. Tail comb __ 12 Pcs. Smock gown
__ 3 Pcs. Teasing com
__ 3 Pcs. Wide toothed comb ROLLERS
__ 5 doz Cylinder shaped rollers (long and
GLOVES short)
__ 1 box Disposable gloves, box __ 5 doz Jumbo rollers
__ 3 Pcs. Rubber gloves __ 5 doz Large size rollers
MIRROR __ 5 doz Medium size rollers
__ 9 Pcs. Modular mirror (movable) __ 5 doz Small size hair rollers wire
__ 10 Pcs. Hand mirror (optional)
139
 __ 5 Pcs. Eyelash curler
SCISSORS __ 5 Pcs. Eye liner brush
__ 5 Pcs. Cutting scissor __ 5 Pcs. Eyebrow pencil Sharpener
__ 5 Pcs. Thinning scissor __ 5 Pcs. Large blusher brush
__ 5 Pcs. Clippers __ 5 Pcs. Powder brush
__ 5 Pcs. Drip pan __ 5 Pcs. Fan brush
__ 5 Pcs. Measuring cup __ 5 Pcs. Lip brush
__ 5 Pcs. Mixing bowls __ 5 Pcs. Eyebrow brush (Large and small)
__ 5 Pcs. Scoop __ 5 Pcs. Eye shadow brush
__ 5 Pcs. Razors __ 5 Pcs. Eye brow scissor
__ 5 Pcs. Spatula __ 5 Pcs. Angle brush
__ 5 Pcs. Squeezer __ 5 Pcs. Eye brow blade
__ 5 Pcs. Spray gun __ 5 Pcs. Eyebrow Tweezer
__ 5 Pcs. Trolley/supply tray
MAKE - UP

5 4 3 2 1

EQUIPMENT __ 2 sets Shampoo bowl set

__ 6 units Blower/Hair Dryer __ 1 unit Heating cap (optional)
__ 6 Pcs. Crimpers __ 1 unit Infrared
__ 6 units Electric Curlers (optional) __ 1 unit Iron Plate
__ 6 units Hydraulic chair __ 1 unit Hair steamer
__ 6 units Shampoo chairs __ 1 unit Sterilizer
__ 6 units High chair __ 2 Pcs. Timer
__ 6 units Stool __ 6 units Curling Iron
__ 25 Pcs. Arm Chair
5 4 3 2 1

SUPPLIES AND MATERIALS __Setting lotion

__Alcohol, 500 ml __Gauze mask
__Aluminum foil __Gel*, 500 ml.
__Powder, 500 grams __Hairpiece
__Blade __Hairpiece
__Cling Wrap, roll
__Conditioner, 1 gal __Hair polish
__Color product form: Cream, Liquid & Powder __Hair wax, 500 ml.
__Towel* (Black and White) __Paper strip
__For demo – 1 dozen __Mousse
__Developer , 6% 20 volumes; 9% 30 __Perm lotion w/ neutralizer, 500 ml.
volumes; 12% __Plastic applicator
__ 40 volumes, 500 ml. each __Press spray plastic
__Ear pads __dispenser bottle
__End Paper __Rubber band, box
__Bleaching product (powder, cream and __Shampoo, gal
liquid) __Spray net, 500 ml.
140
__Tissue paper and roll __Hair treatment products
__Wig

5 4 3 2 1

TRAINING MATERIALS __Magazines

CATALOG __Textbooks/ References
__ 1Men’s Cut Catalog __ 1 Pc. White board (big)
__ 1Ladies Cut Catalog __ 5 Pcs. Markers (assorted colors)
__ 1kid’s Cut Catalog __ 1 Pc. Eraser

5 4 3 2 1
__ Eye brow pencil
__ Eye shadow (pencil and cake)
__ Eye liner (pencil, liquid, cake)
MAKE – UP
__ Lip gloss
__Mascara
__Sponge __ Powder
__(natural and sea) __ Pressed
__ Loose powder
__Cotton buds __ Translucent
__Powder applicator __ Eyelash glue
__Assorted color lipstick (palette, stick and __ Glitter gel
pencil) __ Eye gel
__Concealer foundation __ Stoned glitter
__ Liquid __ Powder glitter
__ Cream __ Artificial eye lashes
__ Cake __ Tissue
__Blusher (powder and cake) __ Cotton
__ Eye brow pencil __ Alcohol

5 4 3 2 1

Beauty Care

TRAINING FACILITIES

Based on a class intake of 25 students/trainees

Space Requirement Size in Meters Area in Sq. Meters Total Area

Student/Trainee Working Space 1 x 1 m. 1 sq. m. 25 sq. m
Lecture/Demo Room 8 x 5 m. 40 sq. m. 40 sq. m.
Learning Resource Center 3 x 5 m. 15 sq. m. 15 sq. m.
Facilities/Equipment/ Circulation Area 6 x 4 m. 24 sq. m. 24 sq. m.
Total : 104 sq. m.
5 4 3 2 1

TOOLS, EQUIPMENT AND MATERIALS

141
TOOLS

BRUSH CLIPS
__ 3 pcs. Hair brush __ 12 pcs. Hair clips, 1 doz.
__ 3 pcs. barber brush __ Single prong clip (optional)
__ 3 pcs. Skeleton brush Double prong clip (optional)
__ 3 pcs. Roller brush PIN
__ 3 pcs. Paddle brush __ 1 Hairpin, box
__ 3 pcs. Applicator brush __ 60 pcs. Roller pin, pcs., 5 doz
__ 3 pcs. Tinting brush __ 60 pcs. Pin curl clips, 5 doz.
__ 1 box Invisible pins
MIRROR __ 6 pcs. Clamps
__ 5 pcs. Hand mirror __ 6 pcs. Duck bill clamp
__ 10 pcs. Front mirror
ROLLERS
COMB __ 5 doz Cylinder shaped rollers (long and
__ 3 pcs. Wide toothed comb short) doz.
__ 3 pcs. Bath comb __ 5 doz Medium size rollers, doz.
__ 3 pcs. Tail comb __ 5 doz Large size rollers, doz.
__ 3 pcs. Large tooth comb __ 5 doz Jumbo rollers, doz.
__ 3 pcs. All purpose comb __ 5 doz Small size hair rollers wire, doz.
__ 3 pcs. Haircutting comb __ 1 pc. Measuring glass
__ 3 pcs. Teasing comb __ 6 pcs. Invisible hairnet
__ 3 pcs. Fork comb __ 3 Smock gown
__ 3 Apron
GLOVES __ 5 Cape
__ 3 pcs. Rubber gloves __ 3 Plastic cape
__ 1 box Disposable gloves, box __ 3 Mixing bowls
__ 23 Plastic scoop
CAP __ 2 Drip pan
__ 3 pcs. Shower cap
__ 3 pcs. Perming cap SCISSORS
__ 3 pcs. Frosting Cap w/ Hook __ 1 pc. Thinning scissor
__ 1 pc. Cutting scissor

5 4 3 2 1

EQUIPMENT __ 2 units Timer

__ 1 unit Crimpers
__ 1 unit Infrared __ 1 unit Curling Iron
__ 1 unit Steamer __ 3 units Electric Curlers (optional)
__ 1 unit Iron Plate __ 1 unit Foot spa machine
__ 1 unit Hair Dryer __ 1 unit Facial machine (5 in 1)
__ 1 unit Blower __ 1 unit Hand Spa Machine
__ 1 unit Hand blower __ 1 unit Heating cap
142
__ 1 unit Facial Steamer __ 1 unit Sterilizer
__ 1 unit Hot cabinet
__ 1 unit Magnifying glass (2 in 1)

5 4 3 2 1

MATERIALS __ 1 btl. Talcum powder, 500 grams

__ 1 btl. Cotton, 500 grams
__ 1 btl. Shampoo, gal __ 1 roll Cling Wrap
__ 1 btl. Conditioner, 1 gal __ 1 box End paper
__ 1 doz Bath Towel __ 3 sets.Ear pads
__ 1 doz Face Towel __ 1 box Rubber band
__ 1 doz Hand Towel __ 1 btl. Perm lotion w/ neutralizer, 500 ml.
__ 1 roll Paper towel __ 1 set Developer, 6% 20 volumes; 9% 30
__ 2 sets Neck band, ½ doz volumes; 12% 40 volumes, 500 ml. each
__ 3 pcs. Head band __ 1 btl. Hair wax, 500 ml.
__ 3 pcs. Flannel headband __ 3 pcs. Neck strip (cloth)
__ 3 btl. Gauze mask __ 1 set Color product form
__ 1 btl. Mousse __ Cream, Liquid & Powder
__ 1 btl. Gel, 500 ml. __ 3 pcs. Plastic applicator
__ 1 btl. Spray net, 500 ml. __ 3 btls. Press spray plastic dispenser bottle
__ 1 btl. Hair polish __ 1 pc. Wig
__ 1 roll Aluminum foil __ 1 pc. Hairpiece
__ 1 box Tissue paper
__ 1 doz Tissue roll

5 4 3 2 1
__ 1 Ladies Cut Catalog
Training Materials: __ 1 Kid’s Cut Catalog
CATALOG __ 1. Magazines
__ 1 Men’s Cut Catalog Textbooks

5 4 3 2 1

CAREGIVING NC II

FACILITIES
Space Requirement Size in Meters Area in Sq. Meters Total Area
Demonstration Room
- Child care 30 sqm. 30 sqm.
- Home Management 60 sqm. 60 sqm.
- Elderly Care 30 sqm. 30 sqm.
- care for people with special needs 30 sqm. 30 sqm.
Academic room 30 sqm. 30 sqm.
Study room/Learning Resource Center
Clinic
Separate restrooms for female and male
Library holdings must not be less than five (5) titles related and for each title at least 3 copies each
5 4 3 2 1

143
TOOLS, MATERIALS AND EQUIPMENT
__ 2 pcs. Airpot (Hot Water __ 1 pc. Electric knife
__ 1 pc. Skillet __ 1 pc. Electric opener
__ 5 sets Garbage bin (biodegradable and __ 10 pcs. Gown (hospital)
nonbiodegradable __ 1 pc. Hot water bag
__ 2 pcs. Urinal __ 1 pc. Ice cap
__ 12 pcs. Basin (small) __ 1 pc. Kettle
__ 1 pc. Baby bath tub __ 1 set Pots and pan
__ 12 pcs. Flat sheet __ 10 pcs. Pot holder
__ 12 pcs. Gloves -household __ 2 pcs. Apron
__ 1 box Gloves - surgical __ 1 set Crutches (adjustable)
__ 12 pcs. Face towel/ towelette __ 1 set Grooming kit (hairbrush. comb, nail
__ 12 pcs. Bath towel/ towelette cutter, nail brush)
__ 4 pcs. Blanket __ 5 pcs. Hand towel
__ 4 pcs. Comforter __ 1 set Feeding utensils (Child and adult)
__ 2 pcs. Bedpan __ 1 set Measuring cup
__ 2 pcs. Bottle brush (cleaning feeding __ 1 unit Medical tray
bottles) __ 1 set Mixing bowl
__ 2 pcs. Burping cloth __ 4 pcs. Pail
__ 5 pcs. Baby Cloth __ 5 pcs. Peeler
__ 5 pcs. Baby Blanket __ 1 pc. Pick up forcep
__ 1 pc. Carpet 4 ft. x 8 ft. __ 12 pcs. Pillow case
__ 1 pc. Clothes brush __ 8 pcs. Pillow
__ 1 pc. Clothes humper __ 1 unit Portable mixer
__ 1 pc. Clothes rack __ 1 unit Potato masher
__ 2 each Clothes, linen and fabrics for __ 2 pcs. Record book
laundry __ 6 pcs. Rubber sheets
__ 1 set Chinaware __ 1 set Silver ware
__ 1 set Cooking Utensils __ 10 pcs. Soap dish
__ 5 pcs. Cutting board __ 1 pc. Tong (plastic/ rubber)
__ 1 set Cutlery

5 4 3 2 1
__ 1 units Oven (electric, gas)
EQUIPMENT __ 25 pcs. Chairs with arm
__ 1 pc. Bed Ordinary __ 1 unit Dining set
__ 1 pc. Bed surgical __ 2 pcs. White board
__ 2 units Blender / juicer __ 1 unit OHP/LCD*
__ 2 pcs. Bp apparatus, aneroid __ 1 unit Computer w/ printer
__ 2 pcs. Bp apparatus, mercurial __ 1 unit Refrigerator
__ 1 unit Coffee maker __ 1 pc. Sphygmoma-nometer
__ 1 pc. Crib __ 1 pc. Bottle Sterilizer, electric
__ 1 unit Dish washer w/ drier __ 1 pc. Stethoscope
__ 1 unit Food processor __ 1 unit Stove
__ 2 pcs. Flat iron with ironing board __1 unit Operational telephone unit
__ 1 unit Microwave oven - digital

144
__ 10 sets Thermometer (Oral, rectal, Axilla, __ 1 unit Dressing trolley w/
Tympanic) __ • cotton balls
__ 1 unit Bread toaster __ • medicine glass
__ 1 unit Washing machine – Heavy Duty __ • thermometer
__ 1 unit Drier __• wound dressing set
__ 1 pc. Weighing scale __ 1 set First aid kit
__ 1 pc. Wheel chair __ 1 each Dummy (baby and adult) ** - use for
__ 1 unit Vacuum cleaner – Heavy Duty bathing
__ 1 pc. Commode __ 1 each Dummy for CPR (infant, child and
__ 1 pc. Cane or walker adult) **
__ 1 pc. High chair/ booster seat/ portable
seat

5 4 3 2 1
__ 1 unit VHS/CD/DVD Player
OFFICE EQUIPMENT/ FURNITURE __ 1 unit Player
__ 1 unit Fax machine __ 1 set Sofa set
__ 1 unit Television

5 4 3 2 1
__ Toys (assorted), games and accessories
MATERIALS __ TAPES/DISC
__ 2 btls. Alcohol __ CPR (Infant, Child and Adult)
__ 2 packs All purpose detergent soap __ Artificial Resp. (Infant, Child and
__ 2 pcs. Baby oil Adult)
__ 10 pcs. Soap __ 1. Fracture
__ 5 pcs. Feeding bottles w/ cover and __ 2. Sprained Ankle
nipples __ 3. Burns
__ 4 pcs. Bib and baby layettes __ 4. Child safety: films about playing and safe
__ 1 gal. Bleaching solution __ 5. Multiple Casualty Management
__ 1 pack/each Coffee, Cream and sugar __ Mother and Care Baby
__ 1 packs Cotton buds __ Infant Care Feeding
__ 1 set Condiments __ Story books e.g. Cinderela, snow
__ 1 gal. Fabrics softener white, etc.
__ Food items use for preparing meals __ Geriatrics A Study of Maturity
__ 1 pack Diaper (child and adult) __ Complete Early Childhood
__ 1 gal. Liquid soap (cleaning bottles) __ Baby Play
__ 1 kilo Infant formula __ Fundamentals of Nursing
__ 6 packs Table napkins __ Cookbook
__ 2 pcS. Table cloth __ Toddler Play
__1 pack Garbage bags __ Care of the Adult
__ 2 sets/ each Bathing paraphernalia __ First Aid Book
(adult and child) __ Cleaning of Different Areas of the
__1 set/ each TOYS house
__ Crayons
__ Play Dough
__ Shape sorter
__ Coloring Book
__ Musical Mobile
__Push & pull toys
145
5 4 3 2 1
SUPPLEMENTAL __ Baby Play
TRAINING MATERIALS/REFERENCES __ Fundamentals of Nursing
__ Mother and Care Baby __ Cookbook
__ Infant Care Feeding __ Toddler Play
__ Story books e.g. Cinderela, snow __ Care of the Adult
white, etc. __First Aid Book
__ Geriatrics A Study of Maturity __ Cleaning of Different Areas of the
__ Complete Early Childhood house

5 4 3 2 1

HILOT (WELLNESS MASSAGE) NC II

Learning Competencies:

TRAINING FACILITIES

The Hilot (Wellness Massage) Therapy Learning Facility must be of concrete structure. Based on
class size of 20 students / trainees the space requirements for the teaching / learning and curriculum
areas are as follows.

TEACHING / LEARNING AREAS SIZE IN METERS AREA IN SQM TOTAL AREA

Laboratory Area 4X5 20 20
Learning Resources Area 3X2 6 6
Wash Area/Comfort Room (male & female)2.5 X 4 10 10
Admin and Staff Room 4X5 20 20
Circulation Area 4X4 16 16
Total Workshop Area 114 sq. meters
5 4 3 2 1

TOOLS, MATERIALS AND EQUIPMENT:

TOOLS __5 Sphygmomanometer

Qty. Description __5 Stethoscope
__10 Thermometer

5 4 3 2 1

EQUIPMENT
Qty. Description __10 Stool
__1 CD/DVD Player (CD/DVD) __2 Trolley
__1 TV __3 Massage Table: (L = 1.8M, W = 0.8M &
__1 OHP H = 0.7 M)
__1 Whiteboard

146
5 4 3 2 1

MATERIALS __6 Pillows

Qty. Description __10 Smock gowns/bath robes/Malongs
__5 btls. Coconut Oil __10 Gauze masks
__10 Banana Leaf Strips and Other Leaves __10 Pillow cases
__10 Bath towels __5 Alcohol (Ethyl)/Hand Sanitizer
__30 Face towel/hand towel __5 Basins
__10 Bed sheets __5 Couch Roll (Disposable Paper
__10 Bowls
__10 Shorts

5 4 3 2 1

BREAD AND PASTRY PRODUCTION NC II

FACILITIES
Space Requirement Size in Meters Area in Sq. Meters Total Area
__ Lecture/Demo Room 8 X5 40 40
__ Student/trainee working space 1x1 1 25
__ Laboratory 8 x 5 sq. 40 40
__ Learning Resource Center 3 x 5 sq. 15 15
__ Facilities/Equipment/ Circulation Area 36
Total workshop area: 156
5 4 3 2 1

TOOLS, MATERIALS AND EQUIPMENT __ 6 Wooden spoons

__ 12 Measuring cup, solid __ 6 Beaters
__ 12 Measuring cup, liquid (250 & 500 ml) __ 12 sets Mixing bowl ( 6 pcs per set)
__ 25 Measuring spoon __ 6 Wire whisk
__ 3 Cake turn table __ 6 Muffin pan, small
__ 20 Decorating tips __ 6 Muffin pan, medium
__ 6 Rolling pins __ 6 Muffin pan, big
__ 6 Pie pan sizes 6, 8, 10 __ 6 Loaf pan, small
__ 6 Sheet pans __ 6 Loaf pan, medium
__ 6 Pie cutter __ 6 Loaf pan, big
__ 6 Rubber scrapper __ 4 Rectangular pan 1x8x8
__ 6 Palette knife __ 6 Round pan 6,8, 10, 12, 14, 16
__6 Cake stand with tier __ 6 Pie pan
__ 6 Cake pillars __ 6 Flour sifter
__ 6 Sauce pan, s/s __ 6 Strainer
__ 6 Ladles s/s __ 3 Double boiler
__ 6 Knives s/s with plastic handle __ Piping bags
__ 6 Chopping board, color coded __ Coupler
__ 6 Scale 2, 10 kgs
__ 6 Grater
147
5 4 3 2 1
__ 1 Compressor
EQUIPMENT __ 1 Dough cutter
__ 6 Commercial Mixers with complete __ 4 Gas range
attachments __ 1 Upright freezer
__ 1 Mechanical Dough roller __ 1 Refrigerator
__ 1 Decker oven

5 4 3 2 1

MATERIALS
__ Cake Flour __ Chocolate chips
__ Bread Flour __ Chocolate, shredded
__ All-purpose __ Cherries with stem
__ Sugar __ Cherries
__ Yeast __ Food colors
__ Butter __ Tropical fruits
__ Margarine __ Whole wheat, rye,
__ Butter (French bread) __ multi grain
__ Cooking oil __ Cream cheese
__ Lard __ Paper cups
__ All-purpose cream __ Tulip paste
__ Whipping cream __ Sugar lace
__ Confectioner sugar __ Pineapple juice
__ Knox gelatin __Contreau
__ Flaked almonds

5 4 3 2 1

TRAINING MATERIALS:
__ Wilton decorating magazine, video
__ Good Housekeeping Baking Book

5 4 3 2 1

FOOD AND BEVERAGE SERVICES NC II

Facilities:

Space Requirement Size in Meters Area in Sq.Meters Total Area

__ Lecture/Laboratory Area 5X10 50 50
148
__ Wash Room 2x5 10 10
__ Tool Room/Supply Room 5x4 20 20
__ Circulation Area 5x5 25 25
Total Workshop Area : 105

5 4 3 2 1
TOOLS, MATERIALS AND EQUIPMENT
__ 8 Dinner plates, 10” __ 8 Bouillon cups and saucers, 8-12 oz.
__ 8 Show/base plates, 12” __ 8 Teacups and saucers, 6 2/3 oz.
__ 8 Fish plates, 8” __ 8 Demi-tasse, 3 1/3 oz.
__ 8 Dessert plates, 7” __ 2 Coffee pots, 2 pint
__ 8 Cereal plates, 5” __ 2 Tea pots, 2 pin
__ 12 Side plates or bread plates, 6”

5 4 3 2 1
CUTLERIES
__ 8 Dinner knives __ 8 Teaspoons
__ 8 Dinner forks __ 4 Demi-tasse spoons
__ 8 Salad knives __ 8 Long spoons
__ 16 Salad forks __ 8 Cocktail forks
__ 8 Fish knives __ 8 Service forks
__ 8 Fish forks __ 8 Service spoons
__ 8 Soup spoons __ 4 Sauce ladles
__ 8 Dessert spoons __ 4 Soup ladles
__ 8 Dessert forks __ 2 Cake servers

5 4 3 2 1

GLASSWARE
__ 8 Red wine glasses WAITERING TOOLS, MATERIALS AND
__ 8 White wine glasses EQUIPMENT
__ 8 Water goblets TABLES
__ 2 Square tables good for 4 persons

5 4 3 2 1
CLOTH
__ 2 54”X54 __ 2 64”X64”
__ 2 90”X90” __ 2 72”X72”
__ 2 90”X90” __ 4 Side towels

5 4 3 2 1
OTHER ACCESSORIES
__ 2 Salt shakers __ 2 Rectangular trays
__ 2 Pepper shakers __ 2 Oval trays
__ 2 Pepper mills __ 2 Round trays
149
__ 2 Tooth pick holders __ 2 Pens
__ 2 Sugar containers __ 2 Flower vases
__ 2 Creamer containers __ 2 Reservation books
__ 2 Oil and vinegar containers and holders __ 2 Water pitchers
__ 2 Sauce boats __ 8 Plate covers
__ 8 Menu cards __ 2 Bill folder/change trays
__ 2 Order pads __ 2 Ice bucket with tongs

5 4 3 2 1
EQUIPMENT
__ 8 Dining chair
__ 2 Tray stand (optional)
__ 2 Waiter station cabinet

5 4 3 2 1
MATERIALS
__ 25 50 cm X 50 cm Table napkin
5 4 3 2 1

COOKERY NCII

TRAINING FACILITIES
Based on a class intake of 25 students/trainees.
Space Requirement Size in Meters Area in Sq. Meters Total Area
__ Student/Trainee Working Space 1 x 1 m. 1 sq. m. 25 sq. m
__ Lecture/Demo Room (8 x 5 m.)x2 (40sq.m.)x2 (40 sq. m).x2
__ Laboratory 8 x 5 m. 40 sq. m. 40 sq. m.
__ Learning Resource Center 3 x 5 m. 15 sq. m. 15 sq. m.
__ Facilities/Equipment/ Circulation Area 36 sq. m.
Total workshop area: 156 sq. m. +40sq.m.

5 4 3 2 1

TOOLS, MATERIALS AND EQUIPMENT

TOOLS
__ 10 pcs Chef’s knife __ 8 pcs Spatula
__ 8 pcs Boning knife __ 8 pcs Wooden spoon
__ 4 pcs Oysters knife __ 8 pcs Parisienne spoon
__ 2 pcs Cleaver knife __ 8 pcs Zester
__ 8 pcs Tenderizer, medium,small __ 8 pcs Piping bag
__ 8 pcs Skimmer, fine __ 8 pcs Pastry tubes
__ 8 pcs Wire skimmer, small __ 3 pcs Strainer Chinois,small
__ 8 pcs Skimmers, spider __ 2 pcs Strainer Chinois, medium
__ 8 pcs Strainer,small,fine __ 4 pcs Funnel, small
__ 8 pcs Siever,small __ 4 pcs Funnel, medium
__ 8 pcs Strainer,medium fine __ 6 sets Measuring spoon
__ 8 pcs Turner,3” x 6” __ 10 pcs Tongs, 8 inches
150
__ 8 pcs Tongs, 12 inches __ 3 pcs Pocket/pin thermometer
__ 8 sets Measuring cup __ 8 pcs Peelers
__ 4 pcs Measuring urn __ 2 pcs Stock pot, large
__ 2 pcs Ice cream scoop __ 12 pcs Frying pan, small
__ 10 pcs Cheese Cloth __ 8 pcs Frying pan, medium
__ 24 pcs Serving spoon __ 2 pcs Frying pan, large
__ 4 sets Pepper and salt mill __ 4 pcs Colander, small
__ 2 unit Weighing scale, 5 kgs __ 2 pcs Colander, medium
__ 4 unit Weighing scale, 1000 grams __ 16 pcs Cutting board
__ 8 pcs Apple corer __ 1 pc Fish poacher, medium
__ 8 pcs Wire whisk,small __ 12 pcs Casserole, small
__ 8 pcs Wire whisk, medium __ 4 pcs Casserole, medium
__ 2 pcs Wire whisk, heavy duty __ 4 pcs Wok, small
__ 1 pc Can opener __ 1 pc Wok, medium
__ 8 pcs Kitchen scissors __ 1 pc Double Boiler, medium
__ 8 pcs Soup Ladle, 3 oz __ 8 pcs Paellara
__ 8 pcs Soup Ladle, 6 oz __ 12 pcs Glass rack
__ 3 pcs Soup Ladle, 8 oz __ 12 pcs Soup cup rack
__ 2 pcs Soup Ladle, 12 oz __ 12 pcs Plate rack
__ 8 pcs Kitchen spoon __ 8 pcs Baking tray, small
__ 8 pcs Kitchen spoon, slotted __ 12 pcs Utility tray,stainless
__ 8 pcs Kitchen forl __4 pcs Roasting pan
__ 3 pcs Carving fork

5 4 3 2 1

OFFICE EQUIPMENT
__ 1unit Electric fan __1 pc directional signage/s for each
__ 3 unit First aid cabinet rooms
__ 1 unit Filing cabinet 3 Layers __ 1 unit air condition
compartment __ 1 unit telephones
__ 1 unit TV __ 3 unit computers with internet
__2 unit Video player connection
__ 1 unit Fire extinguisher __ 1 unit Fax machine
__ 1 unit Emergency light __ 2 unit LCD

5 4 3 2 1

LABORATORY EQUIPMENTS
__ 1 unit Air conditioner __ 8 unit Braising pan - medium
__ 2 unit Fire extinguisher __ 1 unit Meat slicer - small
__ 1 unit Emergency light __ 1 unit Meat chopper machine
__ 1 unit Combination of broiler and __ 8 unit Preparation table with sink &
griddle - small shelves (approx. 45x28’’)
__ 3 unit Exhaust hood __ 1 unit Bain Marie – table w/4
__ 1 unit Dish washing machine (optional compartments
__ 1 unit Blender machine __ 2 unit Working s/s table (fabricated)
__ 1 unit Pressure cooker medium __2 unit Condiment cabinet
Salamander, griller
151
__ 1 unit Washing sink tables w/3 __ 4 pcs Dust pan
compartments __ 4 unit Garbage bin (4 gals.)
__ 1 unit Soak sink, optional __ 8 pcs Liquid soap dispenser
__ 8 unit Utility shelving __ 4 pcs Paper towel dispenser
__ 2 unit Stainless steel rack (5 shelves __ 1 unit Reach-in freezer
__ 1 unit Utility cart __ 2 unit Reach-in refrigerator
__ 4 pcs Floor mops __ 4 unit 4 burner gas range w/ oven
__ 2 unit Mop Squeezer __ 1 unit Stock pan burner
__ 4 pcs Broom (tambo)

5 4 3 2 1

MATERIALS
MEAT __ Spices and herbs
__ Beef __ Seasoning
__ Pork __ Canned fruits
__ Lamb/mutton __ Canned vegetables
__ Veal __ Noodles
POULTRY __ Pasta
__ Chicken __ Rice
__ Duck __ Flour
__ Turkey __ Sugar
__ Pigeon, etc. __Beans
SEAFOOD MISCELLANEOUS
__ Fish
__ Shellfish __ Charcoal
__ Crustacean __ Toothpicks
PERISHABLES __ Aluminum foil
__ Vegetables __ Wax paper
__ Fruits __ Cling wrap
__ Dairy products __ Tissue paper
__ Processed food __ Paper towel
DRY GOODS (GROCERIES) __ Liquid soap
__ Sauces

5 4 3 2 1

INDUSTRIAL ARTS

ELECTRICAL INSTALLATION AND MAINTENANCE NC II

Space Requirement Size in Meters Area in Sq.Meters Total Area

__ Contextual Learning Laboratory 4 x 5 20 20
__ Student/Trainee Working Space2.50 x 2.50 per student trainee 6.25 per student
156.25
__ Learning Resource Center 4x5 20 20
__ Facilities/Equipment/Circulation area 10 x 6 60 60
Total Area 256.25
152
5 4 3 2 1

TOOLS, MATERIALS AND EQUIPMENT

__5 Spirit level __12 Pcs. Wire stripper
__5 Pcs. Hack saw __12 Pcs. Electrician knife
__5 Pcs. Pipe cutter __12 Pcs. Tools holster
__5 Pcs. Plumb bob __5 Pcs. Push-pull 0-5 mtrs
__5 Pcs. Pipe reamer __5 Pcs. Claw hammer
__5 Pcs. Pipe threader __5 Pcs. Ballpeen hammer
__5 Pcs. Pipe bender __5 Pcs. Prick punch
__5 Pcs. Bolt cutter __5 Pcs. Heat gun 1200 watts
__5 Pcs. Jack hammer set __5 Pcs. Heavy-duty soldering iron 1000
__12 Pcs. Electrician Pliers watts
__12 Pcs. Screwdrivers set __5 Pcs. Flat file smooth 8”
__5 set Box wrench (metric) __5 sets box wrench (English)
__12 Pcs. Wire splicer

5 4 3 2 1
EQUIPMENT
__5 units Power drill __10 units Multi-tester
__5 units Portable grinder __5 units Mega-ohmmeter
__5 units Power saw __5 units Clamp ammeter
__5 units Fire alarm system __5 units Megger
__5 units Pipe-in Music/ Paging __5 units High potential tester
__5 units Security equipment __5 units Earth resistance tester
__5 units CCTV __5 units Labeling machine
__5 units MATV Master __1 units Fire extinguisher KGS ABC
__5 units Car park ramp detector __5 units Industrial Fan

5 4 3 2 1

MATERIALS
__50 Pcs. RSC __25 Pcs. Hard hat
__50 Pcs. IMC __25 Pcs. Safety goggles
__50 Pcs. EMT __5 boxes Wire AWG #12
__5 Pcs. Entrance cap __5 boxes Wire AWG #14
__125 Pcs. Locknut __5 rolls Electrical tape
__125 Pcs. Bushing __1 box Wood screw ½” x 8
__250 Pcs. Metal strap __50 m Circular loom (mica tubing 3/8”)
__10 Pcs. Floor outlet __25 Pcs. Receptacle surface type
__5 Pcs. Ground fault __25 Pcs. Receptacle flush type
__5 Pcs. Current interrupting outlet __25 Pcs. Incandescent bulb 50 w/ 250V
__25 Pcs. Working gloves AC
__25 Pcs. Safety shoes __25 Pcs. Convenient outlet c.o. (flush type)
__25 Pcs. Proper working clothes 2 gang w/ plate
153
and cover __40 Pcs. Switch (3 way with plate and
__10 Pcs. PVC square box cover)
__100 Pcs. PVC clamp ½ __20 Pcs. Switch (single pole with plate and
__100 Pcs. PVC clamp ¾ cover0
__50 Assorted condulet __20 Pcs. Switch (4 way with plate and
__50 Mtrs. Corrugated PVC ½”, ¾ cover)
__50 PVC conduit ½, ¾ __10 Rms. Bond paper
__50 Pcs. Junction box PVC __1 Pc. Whiteboard 4 x 8 x ¾
__50 Pcs. Junction box metal __1 Pc. Whiteboard 4 x 4 x ¾ with
movable stand
__50 Connectors PVC, ½ __1 box Whiteboard marker, assorted
__50 Connectors PVC, ¾ color
__50 Connectors RSC, ¾ __2 Pcs. Whiteboard eraser magnetic
__20 Pcs. Elbow PVC ½ __1 Box Push pin
__20 Pcs. Elbow PVC ¾ __1 Pc. Pencil sharpener
__20 Pcs. Elbow RSC ½ __3 boxes Pencil with eraser
__20 Pcs. Elbow RSC ¾ __2 Kgs. Rag
__5 sets Panel board with 70 amp main __5 liters Cleaning agent liquid
and subcircuits __1 unit First aid kit
__§ 20 amps, 2 pcs. __10 Mtrs. Emery cloth #120
__§ 30 amps, 2 pcs. __25 Pcs. Utility box, 2’ x 4”
__§ 15 amps, 2 pcs.

5 4 3 2 1

HORTICULTURE NC II

Space Requirement Size in Meters Area in Sq.Meters Total Area

__ A. Building (permanent) 170.3
__ Student/Trainee Working Space 2 x 2 perstudent/trainee4.00 per student 100
__ Learning Resource Center 3 x 5 15 15
__ Facilities/Equipment/Circulation (30% of teaching accommodation) 39.3
__ Store Room 4x4 16 16
__ B. Experimental Land Area 5 sq m/trainee 25 125
5 4 3 2 1

TOOLS, MATERIALS AND EQUIPMENT

__ 25 pcs Bolos __ 5 pcs Knapsack sprayer
__ 10 pcs Broomstick __ 5 sets Knife
__ 5 pcs Calculator __ 5 pcs Light hoe
__ 5 pcs Container __ 2 pcs Moisture meter
__ 5 sets Cutting tools __ 2 pcs Petri-dish
__ 5 sets Digging tools __ 3 pcs pH meter
__ 2 pcs Drying meter __ 5 pcs Pick mattock
__ 10 pcs Dulos __ 5 pcs Picking knife
__ 5 pcs Fruit crate __ 1 pc. Plow
__ 5 sets Harvesting tools __ 2 sets Plumbing tools
__ 25 pcs Hat __ 5 sets Post-Harvest treatment tools
154
__ 25 pcs Protective coat __ 1 Drying oven
__ 25 pcs Protective gadgets __ 1 Greenhouse/nursery
__ 5 pcs Pruning sheers __ 1 Harvesting equipment
__ 5 pcs Rake __ 1 Irrigation system (sprinkler, mist/drip
__ 10 pcs Scissors irrigation)
__ 10 pcs Shovel __ 1 Mower (grass cutter)
__ 15 pcs Sprinklers __ 1 Over head projector (OHP)
__ 2 pcs Step ladder __ 1 Portable chain saw
__ 2 pcs Storage tools/cabinet __ 1 Post-Harvest treatment equipment
__ 25 pcs Transplanting tools __ 1 Power sprayer
__ 25 pcs Trowel __ 1 Rotavator
__ 2 Booth/temporary shed __ 1 Service vehicle (optional)
__ 5 Cart (Kariton & paragus) __ 1 Sorting equipment
__ 2 Comb-tooth harrow __ 2 Spike tooth harrow
__ 1 Computer __ 1 Surface irrigation system
__ 5 Crates __ 1 Tractor/Carabao

5 4 3 2 1

MATERIALS
__ 250 pcs. · Agri bags, plastic __ 5 bottles · Pesticides/ Insecticides
__ 500 pcs. · Bamboo stick __ 5 pieces · Pieces of cloth
__ 5 pcs. · Basket __ 100 · Plastic bag
__ 5 rims · Bond paper __ 1 set · Plumbing supplies
__ 5 pcs. · Catching nets __ 250 · Pots
__ 3 doz. · Clips __ 5 sacks · Propagating media (garden soil,
__ 5 sacks · Coconut dust sawdust, sand, composed, coconut coir)
__ 5 sacks · Compost __ 3 sacks · Rice hull
__ 1 sack · Fertilizers __ 3 rolls · Rope, (small, med. Large)
__ 1 kit · First aide supplies/ medicine __ 3 boxes · Rubber band
__ 5 bottles · Flower inducer __ 25 pairs · Rubber boots
__ 5 bottles · Fungicides __ Rubber knots
__ 25 pairs · Gloves __ 25 sacks · Sacks
__ 5 sacks Growing media (garden soil, sewed __ Sample of matured vegetable crops
sand, compost, soil, manure and sawdust/rice) __ 5 boxes · Seed box
__ 5 pcs. · Killing bottles __ Seedlings, assorted
__ 5 pcs. · Marking pens __ 2 packs per crop · Seeds
__ 25 pcs. · Masks __ 5 · Soil auger
__ 5 sacks · Mulching material __ 5 rolls · String
__ 25 m · Hair nets __ 5 bottles · Tetrazolium chemical
__ Packaging materials, assorted __ Transplanting supplies
__ 5 Pail __ 5 pcs. · Detergent, liquid and powder
__ 5 rims · Paper/bond soap
__ 25 · Pencil __ 5 pcs. · Brush
__ 25 · Pens

5 4 3 2 1
SUPPLEMENTAL TRAINING MATERIALS
155
__ 25 · Brochures
__ 2 · Instructional supplies & materials
__ 2 · Visual aids
__ 5 · Reference materials/Books (Kinds of Tropical Fruits)
__ 5 · Reference manuals (first aide kit with reference manu
__ 5 · Data (Data on result of soil analysis)
__ 5 · Procedural manuals
__ 5 · Soil samples analysis

5 4 3 2 1

AQUACULTURE NC II

TRAINING FACILITIES

Based on a class size of 25 students/trainees

SPACE REQUIREMENT SIZE IN METERS AREA IN SQ. METERS TOTAL AREA

A. Building (permanent) 170.30
Student/Trainee Working Space 2.00 x 2.00 per student/trainee 4.00 per student
100.00
Learning Resource Center 3.00 x 5.00 15.00 15.00
Facilities/Equipment/ Circulation Area (30% of teaching accommodation)0 39.30
Store Room 4.00 x 4.00 16.00 16.00
B. Experimental Fish Farm 250.00

5 4 3 2 1
TOOLS
__5 psc DO meters __5 pcs Cutting tools
__5 pcs Flow rate meter __5 rolls Tying materials
__25 pcs Laboratory thermometer __5 Floats
__10 pcs Shovel __25 pcs Safety shoes
__5 pcs Water depth gauge __25 pcs Pencil
__5 pcs Digging blades __25 pcs Ruler
__5 sets Electrical tools __5 rolls Tracing paper
__Lumber __5 pcs Sinkers
__2 sets Masonry tools __5 pcs Eckman Dredge
__2 sets Carpentry tools __5 pcs Secchi disc
__5 pcs Cultivator / rake __5 sets Water quality test kit
__Lime __5 pcs pH meter
__Net __5 pcs Soil tester
__P.E. rope __5 pcs Slidesmith cover
__10 pcs Pail, plastic __10 pcs Beaker
__5 pcs Running board __15 pcs Netting needle
__5 pcs Weighing scale __5 Water current meter
__10 pcs Welding rod __1 kilo Common nails
156
__1 roll String __5 Mangrove stakes
__5 Calculator Monofilament nylon
__5 Feed container __10 pcs Utility basket
__5 pcs Plastic basin __25 pcs Pen
__5 pcs Snakel __25 pcs Face mask
__5 pcs Thermometer (lab.) __25 pcs Marker
__25 pcs Hand gloves __5 packs Plastic bags

5 4 3 2 1

EQUIPMENT
__1 Surveying equipment __1 Hauling containers
__1 motorized boat __1 vehicle
__1 generator __1 oxygen tank
__2 Microscope __1 Storage/tool cabinet
__1 Plankton counter __1 Feed storage
__1 Welding machine __1 filled oxygen tank
__5 G.I. pipe __1 Chilling tank
__2 Puddle wheel __1 Guard house
__1 Water pump

5 4 3 2 1

Supplies and Materials

__5 Live specimens __5 old fish nets

__5 Normal fish, samples - Specimen of different variety of
__5 Infected fish, samples seaweeds
__1 gal. Therapeutic chemicals __1 gal Formaldehyde
__1 botl. disinfectants __1 gal Therapeutic chemicals
__2 gal cleaning materials fingerlings
__5 pcaksBag net __1 gal Chlorine
__5 Scoop net __10 pcs Bamboo pole
__5 Siene net __10 pcs Bamboo slats / sheet
__5 Gill net __1 sack Feeds
Ice __1 sack fertilizer / lime
- Drying materials __1 kl Soap (detergent)
- coconut leaves Seedlings

5 4 3 2 1

MATERIALS

__1 Manpower Resources __1 Instructional manual

__1 Learning Materials __1 Reference book
__1 R.A. 8550 __1 Brochures
__1 Reference book __1 Local map
157
__1 Tide calendar __1 Construction manual
__1 Model of different pond design __1 Installation manual
__1 List of species for cultivation __1 Instructional manual for aerators/agitators
__1 List of culture system __1 Micro- laboratory for feed analysis
__1 Drawing materials __1 Water quality test kits
__1 Tide indicators __1 CD
__1 Copy of financial statement __1 Slides
__1 Lay-out plan __1 List of feeds supplier / producer
__1 List of dealers __1 Feed consumption chart
__1 Price list __1 Tide calendar
__1 Production size __1 Activity sheet
__1 Illustration of different design and shape of __1 Pictures on seaweeds
pen and cages __1 Posters / charts
__1 List of framing materials __1 Pamphlet
__1 List of materials available in the area __1 List of potential buyers
__1 List of farm facilities __1 Questionnaires
__1 Supporting documents for procurements __1 Purchase order forms

5 4 3 2 1

CARPENTRY NC II
Space Requirement Size in Meters Area in Sq.Meters Total Area

__ Student/Trainee Working Space 2 x 3 per student/trainee 6 150

__ Learning Resource Center 4x5 20 20
__ Tool Room/Storage 2x5 10 10
__ Wash room 2.5 x 4 10 10
__ Circulation area 10 x 6 60 60
Total Area 270

5 4 3 2 1

TOOLS, MATERIALS AND EQUIPMENT

__ 25 PCS. Cross cut saw __ 12 Pcs. Chisel, ¼”
__ 25 Pcs. Claw hammer 8 oz __ 12 Pcs. Chisel, ½ ”
__ 25 Pcs. Claw hammer 16 oz __ 12 Pcs. Chisel, ¾ ”
__ 25 Pcs. Chalk line reel __ 6 Pcs. Chisel, 2”
__ 25 Pcs. Pencil __ 6 Pcs. Adjustable wrench, 8 inches
__ 25 Pcs. Nylon string __ 1 Set Adjustable wrench, 12 inches
__ 25 Pcs. Pull-push rule, 15 meters __ 12 m Combination spanner, 8mm to
__ 25 Pcs. Crow bar 24mm transparent hose, white, 3/8 in diameter
__ 25 Pcs. Framing square __ 12 m Transparent hose, white, ¼ in.
__ 25 Pcs. Try square __ 1 Pc. Hard hat, white, (for trainer)
__ 5 Pcs. Spirit level, 36 in. __ 25 Pcs. Hard hat, yellow (for trainees)
__ 1 Pcs. Automatic level __ 25 pairs Gloves, knitted
__ 25 Pcs. Nail pouch __ 25 pairs Safety shoes
__ 25 Pcs. Nail set __ 25 Pcs. Goggle

158
5 4 3 2 1

EQUIPMENT
__ 5 sets H-frame scaffolds, __ 2 units Portable cirular saw
__ 2 units Portable electric drill __ 2 units Portable jig saw
__ 2 units Portable planer

5 4 3 2 1

MATERIALS
__ 25 Pcs. Lumber, 2”x6”x8’, kiln dried, __ 2 Kg. Finishing wire nail, 1½ inches
tangile __ 2 Kg. Finishing wire nail, 2 inches
__ 25 Pcs. Lumber, 2”x6”x12’, kiln dried, __ 2 Kg. Finishing wire nail, 3 inches
tangile __ 2 Kg. Common wire nail, 1”
__ 50 Pcs. Lumber, 2”x2”x12’, kiln dried, __ 2 Kg. Common wire nail, 1½ inches
tangile __ 4 Kg. Common wire nail, 2 inches
__ 25 Pcs. Wood moulding, 1”x4”x8’, ogee __ 4 Kg. Common wire nail, 3 inches
__ 25 Pcs. Wood moulding, 1”x1”x8’, quarter __ 25 Pcs. Plywood,1/4”x4’x8’
round __5 liters White glue
__ 25 Pcs. Wood moulding, 1”x1”x8’, cove __ 10 Pcs. Piano hinge
__ 50 Pcs. rough lumber 2”x2”x12’ __ 100 Pcs. Butt hinge assorted sizes
__ 50 Pcs. Loose pin hinges, 4” __ 25 Pcs. Concealed hinge
__ 2 Kg. Finishing wire nail, 1” __ 25 Pcs. Double-action hinge

5 4 3 2 1

SUPPLEMENTAL LEARNING MATERIALS

___ Interactive instructional modules
___ Books in carpentry
5 4 3 2 1

TOURISM

TOUR GUIDING SERVICES NC II

FACILITIES
Space Requirement Size in Meters Area in Sq. Meters Total Area
__Student/Trainee Working Space 1x1 1 25
__Lecture/Demo Room 8X5 40 40
__Learning Resource Center 3X5 15 15
__Facilities/Equipment/ Circulation Area 24
Total workshop area: 104
5 4 3 2 1

TOOLS, MATERIALS AND EQUIPMENT __ 2 units Two-way radio

__ 1 unit Computer with internet __ 1 unit Mobile
connection & LCD projector __ 1 unit Phone

159
__ 1 unit Telephone __ 1 unit Microphone
__ 1 unit Fax Machine __ 1 unit Bullhorn
__ 1 unit Camera __ 5 sets First Aid kit
__ 1 unit Video camera

5 4 3 2 1

MATERIALS
__ Uniform (authorized tour service apparel) __ Company policy
__ Whistle __ Statutory regulations
__ Hat __ Updated/current year Map
__ Map __ Updated Philippine travel Brochures
__ Ballpen __ Flyers & handouts of different topics of
__ Calculator discussion
__ Pencil __ Used airline tickets
__ Record book __ Current Itinerary of Domestic Travel
__ Compass __ Philippine Travel Guidebooks ie: Lonely
__ First aid kit Planet,
__ Tour Guide Manual __ Fodor’s Guide, Insight Guide, etc
__ Mobile Phone __ DOT updated regional situationer reports,
__ Resources/Manuals statistics & marketing plan
__ Schedules of airlines, shipping companies,
bus and train

5 4 3 2 1

SUPPLEMENTAL
__ 2 units Vehicle*

TOURISM PROMOTION SERVICES NC II

FACILITIES
Space Requirement Size in Meters Area in Sq.Meters Total Area in
__ Lecture/Demo Room 8X5 40 40
__ Learning Resource Center 3X5 15 15
__ Facilities/Equipment/ Circulation Area 24
Total workshop area: 10

5 4 3 2 1
__ 1 unit Telephone
TOOLS, MATERIALS AND EQUIPMENT __ 1 unit Fax Machine
__ 5 units Computer with internet __ 1 unit Sound system
connection __ 1 unit Photocopier
__ 1 unit LCD projector __ 1 unit Printe

160
5 4 3 2 1

MATERIALS
__ 1 set Telephone Directory __ DOT updated regional situationer reports,
__ Philippine Map statistics and marketing plan
__ World Map __ Sample updated schedules of different
__ Updated Philippine travel brochures modes
__ Philippine Travel Guidebooks

5 4 3 2 1

TRAVEL SERVICES – NC II

TRAINING FACILITIES

Based on a class intake of 25 students/trainees:

SPACE REQUIREMENT SIZE IN METERS AREA IN SQM. TOTAL AREA

Building (permanent)
Student/Trainee Working Space 1m x 1m 1 sq. meter 25 sq. meters
Contextual Learning Laboratory 8m x 5m 40 sq. meters 40 sq. meters
Lecture Room 8m x 5m 40 sq. meters 40 sq. meters
Learning Resource Center 3m x 5m 15 sq. m per class 15 sq.m per class
Facilities/Equipment/ Circulation Area 3m x 5m 15 sq. m per class 15 sq. m per class
5 4 3 2 1

TOOLS, EQUIPMENT AND MATERIALS

FACILITIES

__Workshop __ Lecture room

__Laboratory __Storage/ stock room
__ Audio-visual room

5 4 3 2 1

EQUIPMENT

__1 unit Projector screen __1 unit Telephones

__1 unit Overhead projector __1 unit computers with internet connection
__1 unit Electric fan __1 unit TV
__1 set First aid cabinet __1 unit Video player
__1 pc Filing cabinet __1 unit Fax machine
__1 unit Fire extinguisher __1 unit LCD
__1 unit Emergency light __1 Licensed Software on Computerized
__1 unit directional signage Reservation System
__1 unit air condition
161
__ 1 Licensed on Word Processing, Database
Worksheet, Presentation and Database
Presentation and

5 4 3 2 1
SUPPLIES AND MATERIALS

SUPPLIES __Sample booking forms

__Writing materials ____ Record books
__ Requisition forms __ Envelopes, folder

5 4 3 2 1
Accessories
__ Complete laboratory outfit
__ Working devices
__ Padlocks
__Keys
5 4 3 2 1
References __Updated Official Airline Guide
__ Brochures __ Updated documentation Manual
__Manuals __ Updated travel agent ticketing Manual
__Charts __ Used plane tickets
__ Map __ Updated BSP Manual
__ CD’s __Updated Travel Agent Handbook
__ Video Tapes __Updated Passenger and Tariff manual
__ Pictures

5 4 3 2 1

FRONT OFFICE SERVICES NCII

Based on a class intake of 20 students/trainees

Space Requirement Size in Meters Area in Sq. Meters Total Area

__ Lecture 8 x 7 m. 56 sq. m. 56 sq. m.
__ Learning Resource Center 3 x 5 m. 15 sq. m. 15 sq. m.
__ Facilities/Equipment/ Circulation Area 21 sq. m.
Total workshop area: 92 sq. m.

5 4 3 2 1

TOOLS, MATERIALS AND EQUIPMENT

EQUIPMENTS
__ Computer and printer __ Cash box drawer
__ Cash Register __ Guest folio rack
__ Fake Bills detector __ Telephone
__ Ving card key marker __ Fax machine
__ Ving card verifier __ Calculator
__ Key rack __ Safety deposit box/drop vault
162
__ Fire extinguisher

5 4 3 2 1

TOOLS
__ Credit card voucher holder
__ Bell boys cart
5 4 3 2 1

TRAINING MATERIALS/RESOURCES
__ Log book __ Monitoring form
__ Room key __ Registration form
__ Ving card __ Cancellation booking form
__ White board/cork board __ No-show forms
__ Empty envelopes __ General folio
__ Luggage tag __ Credit card voucher
__ First aid kit __ Reservation slip
__ Guest directory __ Notice slip

5 4 3 2 1

ICT

COMPUTER SYSTEMS SERVICING – NC II

TRAINING FACILITIES

The Computer Systems Service Workshop must be in an infrastructure facility that is generally
accepted to industry standards and practice. Based on class size of minimum of 25 student/trainees
the space requirements for the teaching/ learning and circulation areas are as follows:

TEACHING / LEARNING AREAS SIZE (in METER) AREA (in Sq. Meters) TOTAL AREA

laboratory and/or lecture area 6x8 48 48

storage area 2x2 4 4
learning resource center 4x5 20 20
equipment circulation area 20 20
Total Workshop Area: 92

5 4 3 2 1
LIST OF TOOLS, EQUIPMENT AND MATERIALS

QUANTITY * TOOLS __10 pieces Crimping tools

__10 pieces Screwdriver (standard) __10 pieces Soldering iron
__10 pieces Screwdriver (Philips) __10 pieces Solder sucker
__10 pieces Long nose pliers __5 pieces Wire stripper
__10 pieces Mechanical pliers __1 unit Portable electric hand drill
__10 sets Allen wrench __1 set Drill bit
163
__5 sets Precision screw drivers __5 pcs Flash light/Head mounted light
__10 pcs Anti-static devices
5 4 3 2 1

QUANTITY * EQUIPMENT

__26 units Desktop Computer __11 ADSL Router with Wi-Fi

__10 Laptop computer/Netbook __10 Wireless Access Point
__10 Computers for server __1 unit PC Video camera
__10 Server cabinet/Frame __2 units External optical drive
__20 pcs Patch panel (48-ports) __1 unit USB External HD
__10 sets Working tables __1 unit Network External HD
__1 unit Internet subscription (at least 2 __1 unit scanner
MBPS) __1 unit USB printer
__10 units Uninterruptible Power Supply (UPS) __1 unit Network printer
__10 unit Hub / Switch __11 pieces Flash disk / Memory stick
__2 units Managed switch __10 units Electronic tester VOM
__1 Network controller __5 units LAN Cable tester
5 4 3 2 1

QUANTITY MATERIALS

__400 pcs. RJ 45 __1 can Contact cleaner

__25 pcs. Modular box (RJ45) __1 piece Whiteboard
__20 pcs. Raceway or Slotted PVC 1.5” x 1.5” __1 lot Fastener
x 48” __1 spool Filler (lead-free)
__1 box UTP cable __8 pcs Fiber optic cable 2 meters (terminated)

5 4 3 2 1
QUANTITY INSTALLERS / SOFTWARE

__26 Desktop OS (license for proprietary __26 Anti-virus (license for proprietary
software) software)
__10 Network OS (license for proprietary __5 Disk utility software
software) __5 Virtualization software (license for
__26 Office productivity software (license for __proprietary software)
proprietary software) ____5 Disk creator software
5 Disk image software
5 4 3 2 1
• NOTE: For free Open source systems users - Institutions should own at least one (1) valid
license for the following: Desktop OS, Network OS, Office Productivity Software and Antivirus.

QUANTITY RESOURCES / MANUALS

26 pieces Motherboard’s manual and installer

10 pieces Device driver installer
1 lot Assorted Computer book, PC Magazines and journals
5 4 3 2 1

164
 MARY NEOL V. HIJAPON
Contact No. 09428485512
Email Add: [email protected]

165
PERSONAL INFORMATION

Age : 27 years old

Birth date : December 5,1989
Birthplace : Hilantagaan, Santa Fe,Cebu
Gender : Female
Civil Status : Single
Religion : Roman Catholic
Height : 5’2”
Weight : 120 lbs.
Father’s Name : Mr. Ernesto V. Hijapon
Mother’s Name : Dr. Neolita V. Hijapon

EDUCATIONAL BACKGROUND:

GRADUATE STUDIES:
Master of Arts in Education
Major in Administration and Supervision
Cebu Technological University
March 2015

Master of Arts in Business Administration

University of Cebu
October 2012

TERTIARY:
Diploma in Professional Education
Cebu Normal University
March 2013

Bachelor of Science in Business Administration

Major in Human Resource Development Management
University of San Carlos
October 2009

SECONDARY
Saint Paul Academy
Suba, Bantayan, Cebu
March 2005

166
WORKING EXPERIENCE

LEGEND OF ICE RECRUITMENT AND SERVICES

HR ASSISTANT/ COORDINATOR
December 2, 2009-March 22, 2011

SEA OLYMPUS GROUP OF COMPANIES (SPARKO SURFACE

COATINGS)
TRAINEE (Customer Sales Associate)
March 28, 2011- May 2, 2011

SUAREZ ARTS METAL TECHNOLOGY

HUMAN RESOURCE OFFICER
October 14, 2011- April 12, 2012

Department of Education- Cebu Province

Teacher 1
September 13, 2016 -present

167