Introduction
Education is the basic foundation of learning and studying. Without it mankind will be dull and unproductive. Every child has a right of formal education poor, middle class or rich. Currently the education of our country the Philippines faces numerous perils like lacking of skilled professional teachers; insufficient funding of school related projects like school supplies and classrooms, and the students lack of basic necessities due to poverty. Also more children are dropping out due to extreme poverty especially in rural areas. Some Children are forced to work with their parents, others are forced into and early life of crime or become beggars in the streets. Children who are not affected by these factors are very lucky to get formal education. Though by the time the child graduates high school and college. Some companies and foreign employers are not accepting our overseas workforce, because our formal education in our country is not enough for international standards. The problem? Our country’s ten (10) year educational system we have been using for the past century is outdated. This is said to cause the inflammation of the unemployment rate and rising poverty in the Philippines.
The government particularly the Department of Education (DepEd) has currently made a solution to this problem. The K to 12 program, it introduces a new curriculum in which has adopted the twelve (12) year United States’ educational system. The people and students have mixed reaction to the program. Some said it is a good way to end the problems of education. Some said it will be another burden to parents. The DepEd is currently implementing it to elementary and freshmen high school students. It is also being debated in congress with many questions. Is this the final solution or the solution to the education problem in the Philippines? Or will cause more problems on an already weak education.
Background of the Study
The K to 12 program covers Kindergarten and 12 years of basic education, six years of primary education, four years of junior high school, and two years in senior high school to provide sufficient time for mastery of concepts and skills, also develop learners and prepare graduates for tertiary education, middle level skills developments, employment and entrepreneurship. The adoption of the program is in response to the need to improve the competitiveness of our country’s graduates as the te4ear basic education cycle is seen as inadequate for work and higher education.
Statement of the Problem
This study intends to discuss and show the challenges the students, the teachers and parents will have to prepare for the K to 12 curriculums. It also aims answer these questions.
1). What are the differences, advantages and disadvantages of the K to 12 program? 2). What is the more better and who are more educated, the K to 12 students or the 10 year system students?
3). Will this solve the inflaming unemployment rate of the country and stop educational inferiority of our overseas workers?
4). Will the K to 12 students be more educated that the students under the 10 year system students?
5). Will the K to twelve program be equally enforced in public and private schools? 6). Does the government have enough funds, resources and facilities for the program? 7). How will this program encourage parents and students to go to school?
Objectives of the Study
This study aims to inform the Filipino people especially students and teachers of Philippine Tong Ho Institute about the K to 12 program its advantages, disadvantages, flaws and problems in its transition years, This paper can also help the parents and students prepare for the Challenges of the program and compare it to the ten (10) year system, if which one is more effective.
Significance of the Study
This study gives significance to the following people to our society. The students will be aware of the K to twelve systems and its importance, also inform them about the educational status of the Philippines and reference for future research papers. Teachers can be use this information for the information drive of the K to Twelve system, it may also help them in their future work. Inform the parents about the new system, also can help them with the challenges to prepare for them for the new system. The Filipino people can also be benefited from this for this with the information and service this paper can give.
Definition of Terms
Contemporary – existing, occurring, or living at the same time; belonging to the same time Curriculum –the aggregate of courses of study given in a school, college, university, etc. Curricula taught- is the curriculum which teachers choose to teach, independent of the influence of others. Contemporary – existing, occurring, or living at the same time; belonging tothe same time. Literacy rate – refers to the ability to read for knowledge, write coherently, and think critically about the written word. Comprehensive- of large scope; covering or involving much; inclusive
Chapter II
Review of Related Literature
“Education dates back from our ancestor’s knowledge and wisdom they learned from their learning experiences in life1″. In its general sense is a form of learning in which knowledge skills and habits of a group of people are transferred from one generation to the next. In order mankind to preserve knowledge, values, traditions, skills and beliefs mankind attained through its existence. They passed it on to their children and their children passed it on to their children until mankind made it a habit. Education was formed.
“Education has been the basis of mankind’s achievements since the dawn of its existence. It is the foundation of becoming a human being to function in society properly2”. Also to serve other people by enhancing their knowledge and skills that is required in certain jobs, activities, and basic necessities. Education can also help develop emotional, mental, and physical fitness and ability.
Basic education through time evolved through the means of teaching by the parents of the children then evolved to trained professionals called teachers. At that time formal education was introduced by the time of the middle ages.
The right for education has been observed and recognized by some jurisdictions only recently in 1952 at a global level, According to the United Nations’ International Covenant on Economic Social and Cultural Rights under its article thirteen (13). “The States Parties to the present Covenant recognize the right of everyone to education3”. According to this statement education is an essential to Mankind and every person has a right and deserves education to the highest bidder.
The process of education has always been basic. Individual purposes of education can vary. However in early age the focus is generally the development of basic communication and literacy skills in order to further the complex ability to learn more complex skills and subjects.
After those skills are developed the individuals can apply their basic skills to enhance their skills to improve ability to create value and a livelihood for themselves satisfying personal curiosities and successful future.
In a formal education, there is a curriculum. It is a set of courses and their content offered are a school or a university. As an idea, referring to the coursing deed and experiences in which children grow to become mature adults. It is a comprehensive system in which scores the students to what are they good at and what they are not good at. Also tests them to what
skills are specifies what topics must be understood and to what level to achieve a particular grade or standard.
The curriculum idea was first introduced in 1918 in a textbook by John Franklin Bobbitt called “The Curriculum” it states that “Curriculum as an idea as the course of deeds and experience through which children should be adults that they should be4. Furthermore; “The curriculum encompasses the entire scope of formative deed and experience occurring in and out of school; experiences that ate unplanned and undirected, and experiences intentionally directed for the purposeful formation of adult members of the society5”. In perspective it is basically calls that the curriculum is a guide for students to the productive road ahead. Furthermore it is a social engineering area for cultural and social development.
Bobbitt’s views have two notable features. One, that scientific experts would be best qualified to and justified in designing curricula based upon their expert knowledge of what qualities are desirable in adult members of a society and which experiences would generate said qualities. Two; curriculum is defined as the deeds and experiences the student ought to have to become the adult he or she ought to become.
Hence, he defined the curriculum as an ideal, rather than as the concrete reality of the deeds and experiences that form people who and what they are, An educational system that can and will make students to do what and how to do with their skills to their wishes for their own benefits.
In Contemporary views of curriculum it was rejected by other colleges, but retain the basis that forms human begins into persons. Bobbitt’s idealistic understanding of “curriculum” is very different from the current understanding of the word.
“Curriculum in general means two thing, One the range of courses from which students choose of what matters to study. Two, a specific learning program. Specifically it is the freedom for student to pick a subject by judging on his skill levels6”. It also collectively describes that teaching learning and assessment materials available for a given course of study.
Currently the curriculum is deemed central a usually made mandatory for au students of a school or a school system. These are often instituted, at the primary and secondary levels, by school boards, Departments of Education, or other administrative agencies charged with overseeing education.
“Today in mostly all developing and developed countries in the world are in cooperating the K to Twelve program of which originated in the United States in the 1950’s. It is comprised of thirteen grades, kindergarten through 12th Grade, the K-12 education system refers to the public school system in all of the United States, Canada, the United Kingdom, and parts of Europe as well7”. In the said country a curriculum may be partly or entirely determined or implemented by an external, authoritative body. Examples are government institutions that represents its educational system or nongovernmental organizations that have jurisdiction of the education of the area that they represent. “Each state, with the individual school districts, established the curricula taught. A curricula taught is the jurisdiction of each state or province to establish its own grading system but still must be the same with other curricular system of other states8″. It builds its curriculum system with great participation of national academic subject groups selected by the education department9”.
The ages for compulsory education vary by state. It begins from ages five to eight and ends from ages fourteen to eighteen. Compulsory education requirements can generally be satisfied by educating children In public schools, state-certified private schools, of an approved home school program. In most public and private schools, education is divided into three levels: elementary school, middle school, and high school10.
Today, K-12 education represents the compulsory education required of all children in the US. Though a K-12 education can be attained from either publicly or privately funded institutions, children who have reached compulsory school age ranging from age six to eight, depending on the state
are required by law to attend school11.
According to the K to 12 DepEd Primer, “K-12 means “Kindergarten and the 12 years of elementary and secondary education12.” Kindergarten points to the 5-year old child who undertakes the standardized curriculum for preschoolers. Elementary education refers to 6 years of primary school (Grades 1-6) while secondary education means four years of junior high school (Grades 7-10 or HS Year 1-4). In addition to this, two years are now allotted for senior high school (Grades 11-12 or HS Year 5-6).
According to Profesor Lorina Calingasan of the College of Education in UP Diliman that “K-12 means extending basic education by two years, so instead of having a high school graduate at 16 (years old), we will have high scholar graduating at 1813”.Which means with the addition of two more years. The Philippine education department will make it required to have kindergarten as a required level in the curriculum.
In the Philippines the educational system was patterned, both from the educational systems of Spain and the United States14. However, after the liberation of the Philippines in 1946, the system have changed radically and moved at its own. The country maintained its own educational system by means of reforms.
During the 1970’s President Ferdinand E. Marcos sent a referendum of all barangays in the Philippines from January ten to fifteen (10-15), 1973 after the 1973 Philippine constitution was ratified. It sent three fundamental aims of education to the Philippine. One, to Foster love of country.Two, teach the duties of citizenship; and Three, develop moral character, self-discipline, and scientific, technological and vocational efficiency.15 This made the foundation of values education and the start of modem Philippine education.
While in the 1980’s the Education Act of 1982 provided for an integrated system of education covering both formal and non-formal education at all levels16. The act sought to upgrade education institutions’ standards to achieve “quality education”, through voluntary accreditation for schools, colleges, and universities. Also the obligations and qualifications required for teachers and administrators provided for government financial assistance to private schools. This gave way to the modernization of the school facilities and skilled teachers to the country.
After the Martial Law era the reforms initiated by President Marcos were still in effect. After 1986, during the transition period introduced Free Public Secondary Education Act of 19S5, which mandated free public secondary education. In the 21st Century the Governance of Basic Education Act was passed transforming the education system. 17The act provides the overall framework for One, school head empowerment by strengthening their leadership roles and Two, school-based management within the context of transparency and local accountability. The sects were the groundwork of modem education which the people enjoy today.
Now the Department of Education of the Philippines have implemented a ground breaking task to completely redesign the education foundation of the Philippines. The implementation of the K to Twelve (12) program. Replacing the current six year educational system of the country.
At present, the Philippines is the only country in Asia and among the three remaining countries in the world that uses a ten (10)-year basic education cycle. According to a presentation made by the South East Asian Ministers of Education Organization on Additional Years in Philippine Basic Education the comparative data on duration of Basic and Pre-University Education in Asia shows that the Philippines allots 10 years not just for the basic education cycle but also for the pre-university education while all the other countries have either eleven (11) or twelve (12) years in their basic education cycle.
According to President Benigno S. Aquino, “We need to add two years to our basic education, Those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best jobs after graduation. I want at least twelve (12) years for our public school children to give them an even chance at succeeding18”. In line with this, the 1987 Philippine Constitution states that the, “The State shall establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and the society.19” The president clearly stated that the Filipino people deserve better education and that the country will not progress if its education system is not fit for international standards.
The National Statistics Office reports a simple literacy rate of ninety-three percent (93.4%) and a functional literacy rate of eighty four point one percent (84.1 %) for 2003. Ranked number seventy one (71) out of one hundred and eighty one (181) countries that have the best education index and’ 15th best literacy rate in Asia compared to the past which was Asia’s best. “Our professionals abroad often do not get the recognition and remuneration they deserve because most courses, particularly engineering, require two more years of study. Internationally the Philippines educational system is obsolete and not tit for the high skill jobs available in other countries. The Philippines desperately needs its educational system reworked20”.
Statistics are dismal. As of school year 2009-2010, National Achievement Test (NAT) passing rates for sixth-grade and fourth-year students were only sixty-nine percent (69%) and forty-six percent(46%),respectively. The Philippines was often fourth from last, or worse, in the Trends for international Math and Sciences Study. In 2009, a World Bank: survey found that employers considered graduates with only 10 years of basic education lacking in essential work skills, like problem-solving and initiative21.
The DepEd discussion paper (2010) on the enhanced K to twelve (12) basic education program explains that this new setup “seeks to provide a quality twelve (12)-year basic education program that each Filipino is entitled to22″. Furthermore, the purpose is not simply to add two (2) more years of education “but more importantly to enhance the basic education curriculum. Not only it will add two more years but also to rebuild the way on how to teach subjects. For example in science the first quarter will discuss General Science, on the second quarter will discuss Biology; the third on Chemistry, and fourth on Physics. On each year it will be the same but will advance one every year. So on Grade VII the first part of the book will cover it23”.
The grading system is more advanced and immersive that the old system. It requires the student to pass without going below eighty-five percent (85%) or C and to be part of the top ten. Students must have a grade of ninety percent (90%) above of A. Also it will develop the minds of students from the start of the program (kindergarten) and develop good moral characters and values at an early age. Furthermore will shape the student into a skilled individual that will serve themselves for a brighter future. The new system is very ambitious and if it would succeed will brightly put the Philippines into a new age of prosperity and progress. But like any marvel program there are many problems and challenges ahead. Also the still unsolved problems in the education department like the lack of teachers and school facilities. The truth is many schools are currently not ready for Grades XI and twelve (12). Teachers are not trained to handle higher-level subjects, like calculus -for students who want to major in the sciences in university. The Department of Education of the. Philippines only answered these calls by means of seminars to teachers. According to Education Sec. Luisitro that he admits that teacher training will take years but the work in progress.
“Nothing is set in stone. With kinder, for example, we found some issues, and we are tweaking it. No program is perfect, but we will continue to refine as needed24.” Sec. Luisitro said in an interview. But can the problems be very big that it can overwhelm the program to failure.
The biggest problem of K to twelve (12) has always been and will always be the cost. With an additional two years of high school, the DepEd estimates that P43.7 billion will be needed provide new classrooms, chairs, textbooks, and water and sanitation facilities, while P 17.2 billion is needed to)hire teachers and for maintenance and other operating expenses. For mandatory kindergarten, the government will have to spend P27.1
billion, from School Year 2011 to 201525.
Exactly the point of Senator Edgardo J. Angara, who chairs the Senate Committee on Science and Technology. Last month he said more comprehensive reforms, such as improving the curriculum, enhancing teacher training and addressing infrastructure gaps quickly and sustainably, are needed on top of K-to-12.
Even if public education is free, families have to spend for transportation and supplies. An additional two years is a burden for most Filipino families, who want their children to finish school quickly so they can work. This may cause more students to drop out that to be educated for a better
A 2010 study entitled “Length of School Cycle and the ‘Quality’ of Education” by retired UP Professor and former Deputy Minister of Education Abraham Felipe and Fund for Assistance to Private Education Executive Director Carolina Porio, asserts that there is no correlation between the length of the school cycle and the quality of education. Which means it is a matter of quality over quality. Retain the Six year system but upgrade the curriculum and engage improved learning.
“Currently Senator Antonio Trillanes IV cited the report in Senate Resolution 499, which he filed in May, directing the Senate Committee on Education and other pertinent Senate committees to probe K-to-1226”. “You benefitted from a ten (10)-year basic education program and yet you’re saying your program did not work. We, senators, are beneficiaries of the 10 year program. You’re saying we’re intellectually inferior?27” said Senator Trillanes in a speech in the Senate citing that the people are better and more educated if in the six year system and a waste of resources. if the K to twelve system is implemented.
Senator Trillanes said that; “It should not be the policy of the government to export graduate supporters of the program then argued that it could not be helped that many graduate seek jobs abroad because there is a lack of employment opportunities locally28”. Trillianes added; “Then the solution is to provide opportunities here.. If the problem is unemployment, then let us provide employment,”Let us not tinker with this experimental program and force it upon everyone29,” he added.
On the other hand in the United States pay more than ninety percent (90%) of the cost if public K to twelve (12) education, according to the State Budget Crisis Task Force, and that expenditure takes up a huge percentage of state budgets more than twenty percent (20%) of total expenditures. K to twelve (12) Education is the largest General Fun expenditure. Despite the millions of state dollars poured into K-12 education every year, America’s school systems are failing to turn out successful students30, According to aHarvard study on the United States Educational system. “Throwing Money at Education isn’t Working to learn what your state is pending, how students there are performing, and’ how that ranks with the rest of the country31”. Generally it is plainly a waste of time and resources to implement the program because of its current failures.
The system is already failing in the United States, why implement it in the Philippines. The total logic to this very disappointing why copy an already failing system that requires change. The program itself is land marking and has a bright vision but has a lot of holes to fill up. So far, it is only this administration that has the political will to back fully K to twelve (12) and no real law exists to enforce it. When the structure of K to 12 is set in place and it becomes law, and improve its current state then K to twelve (12) will already be the framework of Philippine basic education. Plainly, it will take more than twelve (12) years to make the Filipino smarter. Chapter III
Presentation, Interpretation, Analysis of Data
I. Presentation of Data
This chapter presents an inclusive illustration, interpretation and, analysis, and analysis of data covered. It covers the statistical data about the perceptions of grade seven (7) and grade eight (8) student of Philippine Tong Ho Institute on the K to Twelve (12) of the Department of Education.
The researcher took time to think of the questions and analyzed and read every answer in his questionnaire. He conducted a survey to the grade seven (7) and grade eight (8) to know the perceptions, thoughts, and views on the K to Twelve (12) curriculum. Part I. Demographic Profile of the Respondents
Table 1. Distribution of the Respondents
Figure 1.0
Figure 1.0 presents the equal distribution of the respondents according to the year level that the K to twelve curriculum is being implemented. It shows that the number of respondents in Grade Seven (7) is composed of forty six (47) students or fifty seven percent of the respondents (56%). While Grade Eight (8) is thirty six (36) students or forty-three percent (44%) of the Respondents. Both Grade Seven (7) and Grade Eight (8) students were all present in the time the researcher conducted the survey. Since the aim of this study is to know the perception of the students regarding the K to Twelve Curriculum, their responses must be heard, analyzed and reviewed so that equal opportunity will be provided to them. Part II. Perceptions of the Respondents.
Table 1.” Do you think that your grades or performance will be effected by the new grading system?”
Yes
No
Maybe
Grade 7
26 (55%)
10 (21%)
11 (24%)
Grade 8
24 (60%)
5 (12%)
7 (28%)
From the results of the conducted survey stated above, out of the eighty three (83) selected high school students from grade seven (7) and eight (8).
Out of the forty-seven (47) grade seven (7) students, twenty-six (25) or fifty five percent (55%) answered yes, because their performance was affected by the K to twelve (12), while ten (10) or twenty-one percent (21%) answered no, because their performance was not affected by the K to twelve (12), and eleven (11) or twenty-four percent (24%) are undecided or not sure.
Out of the forty-seven (36) grade eight (8) students, twenty-four (24) or fifty five percent (60%) answered yes, because their performance was affected by the K to twelve (12), while five (5) or twelve percent (12%) answered no, because their performance was not affected by the K to twelve (12), and seven (7) or twenty-four percent (24%) are undecided or not sure.
According to the these figures, the grades and performance of the respondents were affected due to the multiple requirements of K to 12 Curriculum. Furthermore the new curriculum requires the student to have minimum of eighty-five percent (85%) of all subjects.
Table 2.” Does the K to 12 curriculum make your studies easier or harder?”
Easier
Harder
Undecided
Grade 7
14 (32%)
19 (43%)
14 (25%)
Grade 8
4 (11%)
21 (58%)
11 (31%)
From the results of the conducted survey stated above, out of the eighty three (83) high school students from grade seven (7) and eight (8).
Out of the forty-seven (47) grade seven (7) students, fourteen (14) or thirty two percent (32%) answered yes, because their studies became easier when K to twelve (12) was implemented, while nineteen (19) or forty-three percent (43%) answered no, because their studies became harder when the K to twelve (12) was implemented, and fourteen (14) or twenty-five percent (25%) are undecided or not sure.
Out of the forty-seven (36) grade eight (8) students, four (4) or eleven percent (11%) answered yes, , because their studies became easier when K to twelve (12) was implemented, while twenty-one (21) or fifty-eight percent (58%) answered no, because their studies became harder when K to twelve (12) was implemented, and eleven (11) or thirty-one (31%) percent are undecided or not sure.
According to the figures. students find the K to twelve (12) curriculum harder for it focuses on the students activities. Also the change of curriculum and the grading system could be a factor of the increased difficulty on the students. Furthermore stated on the table one (1) the K to twelve curriculum has affected the performances of the students, therefore it difficulty increases.
Table 3.” Does the new grading system greatly decrease or reduce your grades compared to the 10 year curriculum?”
Yes
No
Maybe
Grade 7
27 (57%)
8 (17%)
12 (26%)
Grade 8
30 (83%)
3 (9%)
3 (8%)
From the results of the conducted survey stated above, out of the eighty three (83) high school students from grade seven (7) and eight (8).
Out of the forty-seven (47) grade seven (7) students, twenty-seven (27) or fifty-seven (57%) answered yes, because their grades decreased or was reduced when K to twelve (12) was implemented, while eight (8) or seventeen percent (17%) answered no, because their grades either increased or did not change the K to twelve (12) was implemented, and twenty-six (26) or twenty-six percent (26%) are undecided or not sure.
Out of the forty-seven (36) grade eight (8) students, four (4) or fifty eleven percent (11%) answered yes, because their grades decreased or was reduced when K to twelve (12) was implemented, while twenty-one (21) or fifty-eight percent (58%) answered no, , because their grades either increased or did not change the K to twelve (12) was implemented, and eleven (11) or thirty-one percent (31%) are undecided or not sure.
According to these figures. the grades of the students of the K to 12 curriculum has greatly been decreased for the sudden change of the curriculum. Surprisingly the Grade eight’s (8) grades is more affected than the Grade seven (7) even though the Grade even (7) are new to the curriculum. Since they are still in a transition stage, this is to be
expected. Also it not expected that everyone will be accepting change very quickly. Table 4.”Does the K to 12 affect greatly your study habits before the new curriculum was imposed?”
Yes
No
Maybe
Grade 7
24 (51%)
14 (30%)
9 (19%)
Grade 8
21 (53%)
8 (22%)
7 (20%)
From the results of the conducted survey stated above, out of the eighty three (83) high school students from grade seven (7) and eight (8).
Out of the forty-seven (47) grade seven (7) students, twenty-four (24) or fifty-one (51%) answered yes, because their study habits changed or got affected when K to twelve (12) was implemented, while four (4) or thirty percent (30%) answered no, because their study habits did not change or got effected the K to twelve (12) was implemented, and nine (9) or twenty-six nineteen percent (19%) are undecided or not sure.
Out of the forty-seven (36) grade eight (8) students, twenty-one (21) or fifty-three percent (53%) answered yes, because their grades decreased or was reduced when K to twelve (12) was implemented, while eight (8) or twenty-two (22%) answered no, because their grades either increased or did not change the K to twelve (12) was implemented, and seven (7) or twenty percent (20%) percent are undecided or not sure.
According to these figures, the study habits of the K to twelve (12) students have been greatly affected. Since their performance and grades have been affected, their time management and study habits are affected in order to cope with the academic demands of the K to twelve (12) curriculum.
Table 5.”Do you believe that the K to 12 curriculum is more effective than the 10 year curriculum?”
Yes
No
Maybe
Grade 7
35 (74%)
5 (11%)
7 (15%)
Grade 8
21 (66%)
4 (12%)
10 (22%)
From the results of the conducted survey stated above, out of the eighty three (83) high school students from grade seven (7) and eight (8).
Out of the forty-seven (47) grade seven (7) students, thirty-five (35) or seventy-four percent (74%) answered yes, because they believe that the K to twelve (12) is more effective than the ten (10) year curriculum, while five (5) or eleven percent (11%) answered no because they believe that the ten (10) year curriculum is more effective than the K to twelve (12) curriculum, and seven (7) or fifteen percent (15%) are undecided or not sure.
Out of the forty-seven (36) grade eight (8) students, twenty-one (21) or sixty-six percent (66%) answered yes, because they believe that the K to twelve (12) is more effective than the ten (10) year curriculum, while four (4) or twelve (12%) answered no, because they believe that the ten (10) year curriculum is more effective than the K to twelve (12), and ten (10) or twenty-two percent (22%) percent are undecided or not sure.
According to the survey, the student of the K to twelve curriculum believe that the K to twelve curriculum is more effective than the ten (10) year curriculum. Because they believe that academic demands and activities of the K to twelve curriculum are challenging. Also they believe that the K to twelve curriculum will effectively make smarter.
Table 6.” Do you think that you have become academically better now than before K to 12?”
Yes
No
Maybe
Grade 7
15 (32%)
13 (28%)
19 (40%)
Grade 8
18 (50%)
4 (11%)
14 (39%)
From the results of the conducted survey stated above, out of the eighty three (83) high school students from grade seven (7) and eight (8).
Out of the forty-seven (47) grade seven (7) students, fifteen (15) or thirty-two percent (32%) answered yes, because they believe that they are academically better when K to twelve (12) was implemented, while thirteen (13) or nineteen percent (19%) answered no because they believe that they are not academically better when K to twelve (12) was implemented, and nineteen (19) or forty percent (40%) are undecided or not sure.
Out of the forty-seven (36) grade eight (8) students, eighteen (18) or fifty percent (50%) answered yes, because they believe that they are academically better when K to twelve (12) was implemented, while four (4) or eleven (11%) answered no because they believe that they are not academically better when K to twelve (12) was implemented, and fourteen (14) or thirty-nine percent (39%) percent are undecided or not sure.
According to the survey. the students of the K to twelve curriculum believe that they academically better now, for they feel that they are now more educationally enriched. Also the challenge of the curriculum has made them more aware of their students and performance.
Table 7.” Do you feel more confident in your studies than before K to 12?”
Yes
No
Maybe
Grade 7
24 (51%)
9 (19%)
14 (30%)
Grade 8
21 (58%)
8 (22%)
7 (20%)
From the results of the conducted survey stated above, out of the eighty three (83) high school students from grade seven (7) and eight (8).
Out of the forty-seven (47) grade seven (7) students, twenty-four (24) or fifty-one percent (51%) answered yes, because they believe that they are been more confident in their studies when K to twelve (12) was implemented, while nine (9) or nineteen percent (19%) answered no, because they believe that they are not confident in their studies when K to twelve (12) was implemented, and fourteen (14) or thirteen percent (13%) are undecided or not sure.
Out of the forty-seven (36) grade eight (8) students, twenty-one (21) or fifty-eight percent (58%) answered yes, because they believe that they are been more confident in their studies when K to twelve (12) was implemented, while eight (8) or twenty-two (22%) answered no, because they believe that they are not confident in their studies when K to twelve (12) was implemented, and seven (7) or twenty percent (20%) percent are undecided or not sure.
According to the findings above, the K to twelve (2) curriculum made the grade seven (7) and grade eight (8) more confident in their studies. They are more confident that they will be more educated people when they graduate and the two added years is a really big asset to their educational attainment. Furthermore it is believed that the curriculum will bring the students self-confidence when it comes to activities.
Table 8.” Have the methods of teaching better now than before K to 12?”
Yes
No
Maybe
Grade 7
29 (68%)
7 (16%)
11 (16%)
Grade 8
20 (56%)
3 (8%)
13 (36%)
From the results of the conducted survey stated above, out of the eighty three (83) high school students from grade seven (7) and eight (8).
Out of the forty-seven (47) grade seven (7) students, twenty-nine (29) or sixty-eight percent (68%) answered yes, because they believe the methods of teaching is better in the K to twelve (12) curriculum , while seven (7) or sixteen percent (16%) answered no, because they believe the methods of teaching is has not improved or not good enough in the K to twelve (12) curriculum, and eleven (11) or sixty percent (16%) are undecided or not sure.
Out of the forty-seven (36) grade eight (8) students, twenty (20) or fifty-six percent (56%) answered yes because they believe the methods of teaching is better in the K to twelve (12) curriculum, while three (3) or eight percent (8%) answered no because they believe the methods of teaching is has not improved or not good enough in the K to twelve (12), and thirteen (13) or thirty-six percent (36%) percent are undecided or not sure.
According to the findings above. the K to twelve (12) curriculum has made teaching more better than before. It is probably because of the new way of teaching implemented by the K to twelve curriculum. The researcher believes that teaching quality is up to the teacher and methods and not the curriculum. This is no longer the case when it comes to the K to twelve curriculum. Furthermore, teaching personnel who were only took seminars on the K to twelve and teachers who were trained by the K to twelve have the same teaching abilities and skills.
Table 9. “Are you satisfied with K to 12?”
Yes
No
Maybe
Grade 7
18 (38%)
22 (47%)
7 (15%)
Grade 8
5 (14%)
18 (15%)
13 (36%)
From the results of the conducted survey stated above, out of the eighty three (83) high school students from grade seven (7) and eight (8).
Out of the forty-seven (47) grade seven (7) students, eighteen (18) or thirty-eight percent (38%) answered yes, because they are either satisfied or contented with the K to twelve (12), while twenty-two (22) or forty-seven percent (47%) answered no, because they are either not satisfied or not contented with the K to twelve (12), and seven (7) or fifteen percent (15%) are undecided or not sure.
Out of the forty-seven (36) grade eight (8) students, five (5) or fourteen percent (14%) answered yes, because they are either satisfied or contented with the K to twelve (12), while eighteen (18) or fifteen (15%) answered no, because they are either not satisfied or not contented with the K to twelve (12), and thirteen (13) or thirty-six percent (36%) are undecided or not sure.
According to the figures above, the grade seven (7) and grade eight (8) opinions are different. The grade seven(7) students are not satisfied with the K to twelve (12) curriculum. It is most likely that they are new to the curriculum and have just experienced it now. While the grade eight (8) are mostly undecided, but more said no than yes. So to conclude, the students are not satisfied with the K to twelve systems.
Table 10 Are you satisfied that the added two extra years will actually make you a smarter person?”
Yes
No
Maybe
Grade 7
28 (61%)
5 (11%)
14 (28%)
Grade 8
20 (56%)
2 (5%)
14 (39%)
From the results of the conducted survey stated above, out of the eighty three (83) high school students from grade seven (7) and eight (8).
Out of the forty-seven (47) grade seven (7) students, twenty-eight (28) or sixty-one percent (61%) answered yes, because they think the added two years will make them smarter, while five (5) or eleven percent (11%) answered no, because they think the added two years will not make them smarter, and fourteen (14) or twenty-eight percent (28%) are undecided or not sure.
Out of the forty-seven (36) grade eight (8) students, twenty (20) or fifty-six percent (56%) answered yes, because they think the added two years will make them smarter, while two (2) or five (5%) answered no because they think the added two years will not make them smarter, and fourteen (14) or thirty-nine percent (39%) are undecided or not sure.
According to the figures above, the K to twelve students are satisfied with the added two more years. The reasons are simple, the students would have two more years in their high school life and it will add more subjects that will enhance them educationally.
Table 11.” Do you think that the K to 12 will get you a job easier?”
Yes
No
Maybe
Grade 7
39 (71%)
2 (4%)
6 (25%)
Grade 8
32 (89%)
0 (0%)
4 (11%)
From the results of the conducted survey stated above, out of the eighty three (83) high school students from grade seven (7) and eight (8).
Out of the forty-seven (47) grade seven (7) students, thirty-nine (39) or seventy-one percent (71%) answered yes, because they think the K to twelve (12) will get them a job easier, while two (2) or four percent (4%) answered no, because they think the K to twelve (12) will not get them a job easier, and six (6) or twenty-five percent (25%) are undecided or not sure.
Out of the forty-seven (36) grade eight (8) students, thirty-two (32) or eighty-nine percent (89%) answered yes, because they think the K to twelve
(12) will get them a job easier, while zero (0) or zero (0%) answered no, because none think the K to twelve (12) will not get them a job easier, and four (4) or eleven percent (11%) are undecided or not sure.
According to the figures above, the K to twelve students believe that the new curriculum will land them a job more easier. The quality of education of the K to twelve students is believed to be better With the new curriculum. The researcher believes that quality of education comes from the students and not the curriculum. But the global demand of education deems us backward for we only use a ten (10) year curriculum.
Table 12. “Do you think the added 2 more years will actually help you become more educated?”
Yes
No
Maybe
Grade 7
40 (87%)
2 (4%)
5 (9%)
Grade 8
33 (92%)
0 (0%)
3 (8%)
From the results of the conducted survey stated above, out of the eighty three (83) high school students from grade seven (7) and eight (8).
Out of the forty-seven (47) grade seven (7) students, forty (40) or eighty-seven percent (87%) answered yes, because they think the added two years will make them more educated, while two (2) or four (4%) answered no, because they think the added two years will not make them more educated, and five (5) or nine percent (9%) are undecided or not sure.
Out of the forty-seven (36) grade eight (8) students, thirty-three (33) or ninety-two percent (92%) answered yes, because they think the added two years will make them more educated, while zero (0) or zero (0%) answered no because none think the added two years will not make them more educated, and three (3) or eight percent (8%) are undecided or not sure.
According to the figures above, the K to twelve students believe that the new curriculum will make them more educated. Looking back at table eleven (11), the students believed that they will land a job more easier because it will lend them a Job more easier. Furthermore the demands of the new curriculum require them to study harder.
Table 13.” If you were to go abroad will a 12 year education can actually land you a job more easier?”
Yes
No
Maybe
Grade 7
32 (68%)
5 (11%)
10 (21%)
Grade 8
25 (69%)
0 (0%)
11 (21%)
From the results of the conducted survey stated above, out of the eighty three (83) high school students from grade seven (7) and eight (8).
Out of the forty-seven (47) grade seven (7) students, thirty-two (32) or seventy-four percent (68%) answered yes, because they think that the added two years will get them a job easier when they graduate, while five (5) or eleven percent (11%) answered no, because they think that the added two years will not get them a job easier when they graduate,, and seven (10) or twenty-one percent (21%) are undecided or not sure.
Out of the forty-seven (36) grade eight (8) students, twenty-five (25) or sixty-nine percent (96%) answered yes, because they think that the added two years will get them a job easier when they graduate,, while zero (0) or zero (0%) answered no, because none think that the added two years will not get them a job easier when they graduate,, and eleven (11) or twenty-one percent (21%) percent are undecided or not sure.
According to the figures above, the K to twelve students believe that the new curriculum will land them a job in abroad more easier than the ten (10) year curriculum. Looking back at table eleven (11) an twelve (12) it is stated that they will be more educated in the K to twelve curriculum and if they are more educated they can land a job easier. Also they believe they will get a job easier in the country. So to conclude with a quality education and a renowned curriculum. They will get a job easier in abroad. Table 14. “Do you think that the K to 12 is a final solution to the problem of Philippine education?”
Yes
No
Maybe
Grade 7
29 (56% )
6 (11%)
17 (33%)
Grade 8
19 (49%)
3 (8%)
14 (43%)
From the results of the conducted survey stated above, out of the eighty three (83) high school students from grade seven (7) and eight (8).
Out of the forty-seven (47) grade seven (7) students, twenty-nine (29) or fifty-six percent (56%) answered yes, because they think that the K to 12 is the best solution to Philippine education, while six (6) or eleven percent (11%) answered no, because they do not think that the K to 12 is the best solution to Philippine education, and seventeen (17) or seventeen percent (17%) are undecided or not sure.
Out of the forty-seven (36) grade eight (8) students, nineteen (19) or forty-nine percent (49%) answered yes, because they think that the K to 12 is the best solution to Philippine education, while three (3) or eight (8%) answered no, because they do not think that the K to 12 is the best solution to Philippine education, and fourteen (14) or forty-three percent (43%) percent are undecided or not sure.
According to the survey above, The students believe that the K to twelve (12) is the best and final solution to the problems of Philippine Education. From the researchers’ point of view the students believe any reverse or any more changes of the curriculum would be a wasted of time for; It would be a waste of resources, and it would be a bad idea to revert back to the old curriculum for resources would have been for nothing. But amendments and changes should be done for the multiple challenges the curriculum would face. Table 15.”Which do you prefer the K to 12, The 10 year curriculum or A totally different curriculum?”
K to 12
10 Year Curriculum
Different System
Grade 7
33 (60%)
8 (15%)
6 (25%)
Grade 8
35 (97%)
0 (0%)
1 (3%)
From the results of the conducted survey stated above, out of the eighty three (83) high school students from grade seven (7) and eight (8).
Out of the forty-seven (47) grade seven (7) students, thirty-three (33) or sixty percent (60%) answered K to Twelve, because they prefer the K to Twelve (12) Curriculum, while eight (8) or fifteen percent (15%) answered no, because they prefer the ten (10) year Curriculum, and six (6) or twenty-five percent (25%) answered Different Curriculum, because they prefer another curriculum instead of the other two.
Out of the forty-seven (36) grade eight (8) students, thirty-five (35) or ninety-seven percent (97%) answered yes, because they prefer the K to Twelve (12) Curriculum, while zero (0) or zero (0%) answered no, because none prefer the ten (10) year Curriculum, and one (1) or three percent (3%) answered different curriculum, because they prefer another curriculum instead of the other two.
According to the findings above.the majority of the students prefer the K to twelve (12) curriculum rather than other curriculums. For they believe stated on Table fourteen (14) that the K to twelve curriculum is the best and final solution on Philippine education. Furthermore the challenges are still there, but it is a big improvement in our education system.
Part III. Comments of the Respondents.
Comments no. 1 “Do you have complaints, doubts or disappointments you want to share about the K to 12 Curriculum?” Grade seven (7)
“In the 10 year curriculum, there are some who can’t go to school. What more if the 12 year curriculum.” “Yes, because the grading system of K-12 curriculum is more difficult than the 10 year curriculum before and it is very hard for us to be an honor student when you have 85 and below average.” “I want to share that my number of responsibilities increased very high. We do not need the curriculum, we need the great kind of teaching.”
Grade eight (8)
“Yes. The grading system changed and I don’t want our present grading system. It makes us fail.” “Yes. It is about the grading system. Because if you got a low score on a current activity, it will affect your grade, it will drop your grade immediately. “Yes, I have complaints in the grading system, because even we get few wrongs we still get low grades.”
Comments no. 2 “Do you think the K to 12 will actually make Filipinos more educated?” Grade seven (7)
“Yes, because it will give Filipinos more on everyday life than the usual grading system.” “Yes, Filipinos would have to study more and learn more through K to 12”. “Yes, Filipinos would have, more experience and the foreigners won’t look down on us”.
Grade eight (8)
“Yes because K-12 gives more information and knowledge to us. It help us to understand more and to analyze things more. And its also easier to find a job your a K- 12 graduate.” “Yes because with the K-12 Curriculum, there will no longer be any problems when working abroad; Before the K-12 many Doctors weren’t accepted as doctors in abroad, they would be nurses or caretakers.” “Yes, because the people will be more ready for the future. and learn more. But the case is if Filipinos have enough money to study for 12 years.
CHAPTER IV
Summary, Findings, Conclusions and Recommendations
Summary
The researchers seek to answer the following questions: 1. What is the K to 12, its definition, and difference to the ten(10) year curriculum? 2. What are the advantages and disadvantages of the K to 12 program? 3. Does the curriculum actually improve the current ten (10) year curriculum? 4. Does the K to 12 make academics harder thru the new curriculum and grading system? 5. Do students have more confidence in their education with the K to 12? 6. Will students be more enthusiastic with the extra two years in the K to 12?
Findings
With the information gathered from the respondents, information gathered thru research materials and other data. The researcher came up with the following answers and gained knowledge about the topic: 1. The K to 12 Curriculum according to the Department of Education of the Philippines, is the Kindergarten and 12 years of basic education to provide sufficient time for mastery of concepts and skills, and prepare graduates for tertiary education. It is currently used in the United States, Canada, Turkey, the Philippines, and Australia. Its goals is to enhance the education system of the Philippines and increase the literacy level of the said country. While the ten (10) year curriculum is the former curriculum of the Philippines was composed of 6 years of elementary education starting at the age of 6, and 4 years of high school education starting at the age of 12. With this system, compulsory education is not enforced. The great difference of the two is the curriculum and the added two years.
2. According to the Department of Education the key advantages of the K to twelve (12) curriculum is as follows; An enhanced curriculum will decongest academic workload, giving students more time to master competencies and time for extra-curricular activities, thus, allowing for their more holistic development; Graduates will possess competencies and skills relevant to the job market; Graduates will be better prepared for higher education and Filipino graduates will be recognized abroad. Simply the education and literacy rate of the country will increase significantly. The disadvantages of the K to 12 Curriculum is simply the following; Poverty, Personel, Student’s interest to study and basic facilities. Students parents, and teachers are already complaning spending due to the rising prices of tuicion fees and education materials. Furthermore public schools lack the basic materials already and adding the K to twelve (12) curriculum could have dire consequences to the conditions of public schools nationwide.
3. With K to twelve (12) the students are more challenged and more determined to study due to the demanding curriculum of the said curriculum. Students will be able to get sufficient instructional time to do subject-related tasks which makes them more prepared and well- trained on that subject area. On the other hand, if we remain on the old system, Filipino students would continually get low achievement scores. For instance, international test results revealed that we often come at the tail end in the exams compared to other countries. It is still later to be seen if the curriculum will actually increase our education when international standards is concerned. On other terms like the methods of implementation and action the government is using it is still unclear that the K to twelve will be a leap forward to our countries education.
4. According to the interpretation of data, The majority of the student of Philippine Tong Ho Institute believes that their performance, and grades have been greatly affected by the K to twelve curriculum. Also it has affected their way of studying and learning. As long as academics and curriculum is concerned the K to twelve (12) curriculum will surely make studies harder thru the curriculum and the grading system.
5. According to the data the K to twelve (12) students in Philippine Tong Ho Institute are more confident in their studies than ever. Through the difficulty of both the new curriculum and the demanding performance of the K to twelve curriculum, the students believe that the education reform will be a long term investment. Furthermore with they will be more exposed and more ready for the future, for they are probably more educated than students of the ten (10) year curriculum.
6. Again according to the data gathered by the researcher, the K to twelve (12) students in Philippine Tong Ho Institute are very confident with the added two more years in the high school curriculum.
Conclusions
1. The researcher concludes that education has been mankind’s backbone through many millennia. Education has made man what he is today sophisticated and able to learn values and numerous skills. It has been the basis of mankind’s achievements since the dawn of its existence. Basic education through time evolved through the means of teaching. It has been the right of every person on earth. Furthermore the researcher will add that that the country’s educational system is in need of drastic change.
2. Also the researcher believes that the K to twelve (12) programs has made many changes to the educational system compared to the traditional system, but it is very costly and has many loopholes and flaws. Also that the American educational system that the Philippines had adopted is one of the reasons that the United States economy has not seen better days. Furthermore with the Philippines financial situation, the K to 12 program will have a damage or will not have a significant impact on the Philippine economy.
3. The researcher also has found out the history of education of the Philippines. Errors and triumphs of the Philippine education system and the trials of past leaders and administrations in an effort to reform the education if not locally but also internationally. The Philippines has been the backbone of the international workforce and it’s the country’s biggest export. Furthermore internationally the Philippine educationally system is considered backward and unskilled. The researcher thinks that it will take more than 12 years to make the Filipino smarter.
4. The researcher believes that the K to 12 programs reform and difficulty of its grading curriculum may improve the education standards of our country. But the quality still lies on the teaching staff, the facilities, and the students itself and not the curriculum. Because of two points; First, Whatever change of system it directly lies with the people who want to improve. Second, The factors and standards of education are the same as long as one uses his or her wisdom to accomplish something. It is through this that the researcher believes that the standards of education will change but it relays on the staff, materials and facilities.
5. After analyzing the data the researcher gathered through news articles and reading materials. education is a big factor in a child’s life. It should be proper that everyone should have a basic education. Furthermore people should also have a right to choose their education and their profession based on their skills and knowledge. It is also proper that students, teachers and parents should be aware and know the education quality of the school and country in order to improve themselves. Furthermore with the K to 12 curriculum does increase the time in school but the quality will still depend on the facilities and personnel with the education curriculum.
Recommendations
Based from the findings and conclutions of the researcher, the researcher recomends the following;
To the Parents – This paper is highly recommended to the parents for they must know the situation, and the understanding of not only the K to twelve (12) program itself but also the perceptions of their children and their opinions. With the right information the parents can further help their children with their weaknesses and find ways on how to help them adjust to the new curriculum.
To the Students of the K to twelve curriculum – The students must know their situations in order for them to find the source of their problems especially academically. With this study the K to twelve students can find out what is their problems and what they need to adjust. Also they can learn
from their ideas and truly find out their problems.
To the Teachers – The teachers with this paper can figure out their problems and the students who are lagging behind with the changing curriculum. With this paper they can point out not only the problems of the students but also the problems of the teaching techniques. The different education system, background of the K to twelve curriculum and the perceptions of the students.
To Fellow Researchers – Fellow researchers can use this paper as reference to their own personal research or any research related to education and the K to 12 curriculum and basic education system. Furthermore they can use the paper to help them with their research.
To Students in General – The students K to twelve or otherwise can use this paper as educational reference or basically a guide to the K to twelve curriculum. Also as a statistics to show the perceptions of the grade seven (7) and grade eight batch 2013-2014 as a reference of their perceptions and ideas on the K to twelve curriculum
Appendix
Sample Questionnaire
A. Encircle the letter of the correct answer.
1. Do you think it is more your grades or performance academically on the change of the curriculum and grading system?
A. Yes
B. No
C. Maybe
2. Did the K to 12 made your studies more easier or harder?
A. Yes
B. No
C. Maybe
3. Does the grading system greatly decreased or reduced your grades compared
to the 10 year curriculum?
A. Yes
B. No
C. Maybe
4. Does the K to 12 affect greatly your study habits before the new curriculum was imposed?
A. Yes
B. No
C. Maybe
5. Do you believe that the K to 12 curriculum is more effective than the 10 year curriculum?
A. Yes
B. No
C. Maybe
6. Do you think that you have become academically better now than before K to 12?
A. Yes
B. No
C. Maybe
7. Do you feel more confident in your studies than before K to 12?
A. Yes
B. No
C. Maybe
8. Have the methods of teaching better now than before K to 12?
A. Yes
B. No
C. Maybe
9. Are you satisfied with the new grading system?
A. Yes
B. No
C. Maybe
10. Are you satisfied that the added two extra years will actually make you a smarter person?
A. Yes
B. No
C. Maybe
11. Do you think that the K to 12 will get you a job easier?
A. Yes
B. No
C. Maybe
12. Do you think the added 2 more years will actually help you become more educated?
A. Yes
B. No
C. Maybe
13. If you were to go abroad will a 12 year education can actually land you a job more easier?
A. Yes
B. No
C. Maybe
14. Do you think that the K to 12 is a final solution to the problem of Philippine education?
A. Yes
B. No
C. Maybe
15. Which do you prefer the K to 12, The 10 year curriculum or A totally different curriculum?
A. K to 12 Curriculum
B. 10 Year Curriculum
C. Different Curriculum
B. Answer the following question
1. Do you have complaints, doubts or disappointments you want to share about the K to 12 Curriculum? (If yes please elaborate, if none write none .) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. Do you think the K to 12 will actually make Filipinos more educated? (If yes please elaborate, if none write none .) ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
BIBLIOGRAPHY
Books
Bobbitt, John Franklin. The Curriculum.p3,p32,p45,p54-56. Boston: Houghton Mifflin, 1918. Jackson, Philip W ‘Conceptions of Curriculum and Curriculum Specialists.” In Handbook of Research on. Curriculum: A Project of the American Educational Research Association,p3-40. New York: Macmillan Pub.
Co., 1992.
Pinar, William F.,William M. Reynolds, et.al.,Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses.NewYork:Peter Lang,1995. P. N. Abinales, Donna J. Amoroso.State and Society in the Philippines,Rowman&Littlefield, pp. 92-93,(2005),.
Newspaper and Magazine
Ricardo Saludo.K-to-12: Twelve years to a smarter Filipino? The Manila Times.(2012);p23. Kate Evangelista.”Trillanes blasts DepEd’s K to 12 program” Philippine Daily Inquirer (2012); p14.
Carlos Valarao.”From Fallacy to Fear: A Personal Meditation on the K~12 Program.”Educator Magazine for Teachers(2 12);pA-13.
Websites
http://www.gov.ph/k-12/
http://hnn. us/ articles/22591.html
http://www.publicagenda.org/articles/are-our-kids-getting-enough-math-science-education http://www.smartparenting.com.phlkids/preschoolerlk-12-101-a-primer-on-the-new-philippine- education-curriculum http://www2.ohchr.orglenglishllaw/cescr.htm
http://cianeko.hubpages.com/hub/The-Implementation-o-the-K-12-Program-in-the-Philippine-Basic-Education-Curriculum
ACKNOWLEDGEMENT
This research paper is truly not possible without the works and greatness of our beloved creator. He who show us mercy and kindness whatever mistakes and shortcomings we come across. Our almighty God who guides not only the researcher but also the whole human kind in every step of the road towards success and prosperity.
The researcher would also like to thank his kind parents, his father George M. Tan and Lissabelle V. Tan for their support. For they gave the researcher care, love and needs to the researcher. They who give never ending advice to the researcher and having the patience on the researchers attitude and behavior. Furthermore thru the hardships and problems they faced working they still are giving happiness and joy to the researcher. Also the researchers sister Chelsea V. Tan for being a good sister and being behave when the researcher is making the paper and doing important things.
Most importantly the researcher would like to thank the staff and faculty of Philippine Tong Ho Institute for guiding the researcher since his childhood until his adolescence. The to the English academic supervisor Ms. Julie A. Malundas for her advice and guidance to the researcher in making the research and being a good mentor. Ms. Geraldine Pornobi for also advising the researcher when it came to chapter II and giving advice and guidance. Also for helping the researcher become a better person. Mrs. Maureen A. Trinidad for beign a great teacher and good mentor to the researcher. Also for helping the researcher thru the challenges of making a research paper and helping the researcher on problems both personal and professional. Mr. Redentor Alpay for helping the researcher in doing the Chapter III especially computing and calculation the results of the survey and helping the researcher do statistics. And lastly Mr. Mark Magsadia for helping the researcher in doing research in the Philippine Tong Ho Institute school library. Also for helping him in getting admission to the Manuel S. Enverga University library to get research materials and papers. Without the help of the PTHI faculty and community the researchers efforts would not be possible.
Also the researcher would like to thank the efforts of his friends and colleges for their support and help to the researcher. His friends and classmates John Derrick De Recto, Vince Richard Chan, Wyllden Oliver Uy, Michel Joseph Tan, Jason De Guzman, Symon Chua, Thomas Jefferson Chua, Lemuel Chua, Roi Tan and Ralph Trinidad. His colleges Giul Yap, Abby Lo, Camille Profugo, Mary Sio, and Kreza Conception. For without their support, guidance, and inspiration the researcher would not have the energy to make the research papers. They who always give a smile to the researchers face and are the root of his happiness.
Lastly the researcher would like to thank the PTHI students and community who have supported him, helping the researcher make the community and school a better place. The students of PTHI who are the strength of the researcher. To all of these individuals the researcher would like to give a warm “thank you” from the bottom of his heart.
DEDICATION
To God, to country and to the people of our wonderful world. Long live the unity and strength of mankind. May it be strength to the everyone.
One Heart, One Mind One Soul, One Goal.
TABLE OF CONTENTS
Title
Acknowledgement i-ii
Dedication iii
Table of Contents iv-v
CHAPTER I: Problem of the study
Introduction 1
Background of the Study 1-2
Statement of the Problem 2
Objectives of the Study 2
Significance of the Study 3
Definition of Terms 3
CHAPTER II: Review of the Related Literature 4-13
CHAPTER III: Presentation, Analysis and Interpretation of Data 14 Table 1 15
Table 2 16
Table 3 17
Table 4 18
Table 5 19
Table 6 20
Table 7 21
Table 8 22
Table 9 23
Table 10 24
Table 11 25
Table 12 26
Table 13 27
Table 14 28
Table 15 29
Part III. Comments of the Respondents 30-31
CHAPTER IV: Summary, Findings, Conclusions and Recommendation
Summary 32
Findings 32-33
Conclusions 34-35
Recommendation 35-36
APPENDIX 37-38
BIBLIOGRAPHY 39
