Thesis.

A Research Presented to the Faculty of Education

Department ofComputer Systems

Technological College Inc. 

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Science in Secondary Education

October 2013

The Implementation of K to 12 Program of

Technology and Livelihood

Education in Selected Public and

Private High Schools in Sariaya,

Quezon: An Assessment

CHAPTER 1 

THE PROBLEM AND ITS BACKGROUND

INTRODUCTIONEducation equips an individual with the

necessary knowledge and skills he/she needs to become a functional member of a society. For most people, education can also be one of the strongest instruments for reducing poverty and for improving and developing the well-being of an individual. However, to establish and maintain a high-quality education system, proper investments must be made. In our country, education remains one of the top priorities of our government. With the concerted efforts of our present administration to respond to the perceived needs of our education system, the Department of Education (DepEd) had pushed for the implementation of the K to 12 Program.

“K to 12” stands for kindergarten plus 12 years of elementary and secondary education. This educational system for basic and secondary education is widely adopted around the world. The objective of the program is to be able to produce more productive and responsible citizens equipped with the essential competencies and skills for both life-long learning and employment. This model involves kindergarten, six years of elementary education, four years of junior high school (Grades 7-10), and two years of senior high school (Grades 11-12). The two years of senior high school intend to provide time for students to consolidate acquired academic skills and competencies. The curriculum will allow specializations in science and technology, music and arts, agriculture and fisheries, sports, business and entrepreneurship. The intention of K to 12 is not merely to add two years of schooling but more importantly, to enhance the basic education curriculum.

It was pointed out by the DepEd that K to 12 is an effective cure to the deteriorating quality of the Philippine Education System. They also noted that the previous ten-year curriculum is congested wherein students are focused to absorb all the knowledge and skills necessary in a short and limited span of time. As a result, high school graduates are often unprepared for employment, entrepreneurship, or even higher education. They do not yet possess the basic competencies or even emotional maturity essential for the world outside the school. High school graduates who do not pursue higher education are thus unproductive or vulnerable to exploitative labor practices.

In the same context, those who may be interested to put up their own business cannot enter into legal contracts yet. This partly explains why the number of unemployed Filipinos is increasing at an alarming rate. DepEd further claims that the Filipino graduates are not automatically recognized as professionals abroad because the ten-year curriculum is usually perceived as insufficient. The DepEd therefore strongly believes that the K to 12 program will give every learner the opportunity to receive quality education based on an enhanced curriculum that is competitive and internationally recognized.

The transition of this education program can’t be totally regarded as abrupt since further studies had already been pre-conducted so that the program would align itself with the perceived needs of the students. In view of this, its beauty and effectiveness lie behind how the entire program is to be implemented. This on the other hand paves way for other external problems to rise of which teachers must be able to deal with more dedicatedly. As the teachers serve as the main implementers of the K to 12 curriculum, and considering that this is being freshly implemented last year, problems being encountered along the process had likewise been pre-anticipated.

On this light, the period of adjustment becomes of natural scenario of everyone else who goes with its implementation. This adjustment stage could gain various feedbacks not only from the students or their parents but the teachers most particularly as they are the people who could best determine the major difference.

With these adjustments, the level of readiness of everyone for this new curriculum is being measured as problems on different areas with its implementation are most anticipated to come out (or to come out later on) which would determine how ready our teachers are to address these problems that go behind the perceived advantages of the new curriculum program.

BACKGROUND AND PURPOSE OF THE

STUDYThe researchers were triggered by such

unavoidable fact that being future teachers in the next few years, the implications of the new curriculum’s implementation will definitely be experienced firsthand as well. That said, the main purpose of such arrival in the study is to find better solutions in the current problems of the teachers who first experienced the said implications. The researchers of the study believe that when the implications are properly addressed, the K to 12 implementation will yield more positive feedback and will definitely achieve its perceived goals having the teachers work with and through it in such effective and comprehensive implementation

SETTING OF THE STUDY   Quezon, east of Metro

Manila, is the 8th largest province in the Philippines having an area of 892,601 hectares or 8,926.01 km². The northern part of the province is sandwiched between the Sierra Madre mountain range and the Philippine Sea. The southern part consists of the Tayabas Isthmus, which separates the Bicol Peninsula from the main part of Luzon Island, and the Bondoc Peninsula which lies between Tayabas Bay and Ragay Gulf.

The major islands of Quezon are Alabat Island and Polillo Islands. Mount Banahaw, an extinct volcano, is the highest peak at 2,188 m. It supplies geothermal power to the Makban Geothermal Power Plant.

MAP OF QUEZON

Sariaya is the town before the provincial capital city of Lucena if you are coming from the North. But if you are coming from the South, it is the town after the provincial capital city of Lucena. Tayabas City lies on its northeast side, the city of Lucena on its southeast, the municipality of Candelaria, Quezon on its west, and the municipality of San Juan, Batangas on its southwest. Mount Banahaw is located on its north while Tayabas Bay is on its south.

This research study is set in the selected public and private high schools located in Sariaya, Quezon particularly at Canda National High School and St. Francis High School.

THEORETICAL FRAMEWORK 

The theoretical framework is a set of terms and relationships within which the problem is formulated and solved. It is a concise description of the major variables operating within the arena of the problem to be pursued together with the researchers’ views of how the variables interact to produce a more powerful or comprehensive model of relevant phenomena that has not been available for shedding light on the problem.

This research is based on the following theories:

Educators perform well where there is certainty and stability in the curriculum and education system. Here, Piaget’s Basic Cognitive Concepts of assimilation and accommodation (1977) can be cited. Educators who were trained at college and universities for a particular curriculum have to assimilate and accommodate the new education dispensation regarding curriculum transformation and change. The new curriculum brings with it new principles, approaches and methods. Educators have to assimilate and accommodate these changes in order to implement them. This theory of cognitive development believed that people have the natural need to understand how the world works and to find order, structure and predictability in their life. Equilibration is achieving proper balance between assimilation and accommodation. When our experiences do not match our schemata or cognitive structures, we experience cognitive disequilibrium. This means there is a discrepancy between what is perceived and what is understood.

Educators do well in curriculum implementation where they are motivated. According to Maslow’s Theory, Hierarchy of Needs (1943), people have the need for esteem. This includes factors such as recognition, attention, social status and accomplishment. The atmosphere of our education system has not motivated educators to work hard for successful implementation of the curriculum; educators feel that they are not supported by department and community; their efforts are not recognized; and incentives and rewards for outstanding achievements are limited.

Change as a challenge for curriculum implementers. Change is a phenomenon that affects all aspects of a person’s life and brings about alterations in both personal and employment spheres. According to Bertels (2003:478), change can be described as the process of analyzing the past to elicit present actions required for the future. It involves moving from a present state, through a transitional state, to a future desired state. The focus of change is to introduce an innovation that produces something better, hence the implementation of the new curriculum.

CONCEPTUAL FRAMEWORK 

This study observed the conceptual paradigms as guide for the researchers to realize the objectives of this work. Figure 3 presents the illustration of the paradigm framework variables. The sources of data were gathered from the Grade 7 and Grade 8 TLE teachers of selected public and private schools of Sariaya, Quezon. The problems encountered by the TLE teachers in relation with some particular areas were disclosed by the respondents.

The process of gathering data conducted by the researchers was in the form of questionnaire and interviews. Validation of instrument, statistical treatment and analysis of data as well as tallying of frequency distribution and test of significant difference were also done.

Feedback after the analysis of the specific problems met by the TLE teachers on the implementation of K to 12 was used as basis for planning and designing suggestions and recommendations to address the needs of the school and solve the problems encountered by the Grade 7 and Grade 8 TLE teachers in selected public and private high schools of Sariaya, Quezon.

STATEMENT OF THE PROBLEMThe main purpose of this study is to find out the perceptions of all Grade 7 and Grade 8 Technology and Livelihood Education (TLE) teachers in selected public and private High Schools in Sariaya, Quezon in the implementation of the K to 12 Program.

Specifically, this study seeks to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 age

1.2 gender

1.3 civil status

1.4 educational attainment

1.5 years of teaching experience

2. What are the perceptions of the respondents in teaching Technology and Livelihood Education (TLE) subject in relation to:

2.1 instruction

2.2 instructional materials

2.3 classroom management

2.4 facilities

2.5 assessment tools

3. Is there a significant difference on the perceptions of all Grade 7 and Grade 8 Technology and Livelihood Education (TLE) teachers in selected public and private high schools in Sariaya, Quezon in the implementation of K to 12 Program?

HYPOTHESIS

There is no significant difference on the perceptions of all Grade 7 and Grade 8 Technology and Livelihood Education (TLE) teachers in selected public and private high schools in Sariaya, Quezon in the implementation of K to 12 Program.

ASSUMPTIONS:

This research study is anchored on the assumption that the teacher respondents were accurate and objective in expressing their perceptions on the problems they encountered in teaching Technology and Livelihood Education (TLE) under the implementation of the K to 12 program.

SIGNIFICANCE OF THE STUDY 

The study on “The Implementation of K to 12 Program of Technology and Livelihood Education in Selected Public and Private High Schools in Sariaya, Quezon: An Assessment” may be significant and beneficial to the following:

To the policy makers of DepEd, the results of this work may be used as basis for the higher officials to strengthen their support in all aspects in formulating plans and activities that will help address some problems encountered by the teachers.

To the school heads, administrators and principals, so they can make an effective management of the school. The result of this study may likewise help the school heads to shell out their utmost support in response to meeting the major goals of the program’s implementation. The findings of this study will also enable them to discover the problems that might exist with the newly implemented curriculum. This will serve to motivate them to find ways and means that will strengthen its weak points and further enhance its strong points.

For the teachers, this study will help them determine the problems encountered in the K to 12 curriculum and likewise help them devise the necessary adjustments in facilitating instruction. The findings of this study could likewise make them redefine their efforts in altering the school curricula and consequently help the entire academic community to achieve its goals in providing better, relevant and quality education.

For the students, this study will give them better insights on the value of education, the value of being skillful and the value of being persistent in achieving one’s goal. They should likewise realize that the government, their parents and the entire academe are exerting efforts to transform the present education system thereby preparing them to a better and brighter future.

This study is geared towards making the parents realize their important function in pushing transformative efforts. This will likewise make them appreciate the vital importance of their participative partnership role with the school in transforming the existing educational system so as to making it better, relevant and competitive.

For future researchers, the results of this study may serve as springboard for them to pursue an investigation parallel to this study.

SCOPE AND DELIMITATIONS

The study is confined only to all Grade 7 and Grade 8 Technology and Livelihood Education (TLE) teachers of selected public and private high schools of Sariaya, Quezon. The schools of Canda National High School and St. Francis High School are taken as the respondents of the study.

This study is limited to the identification of the perceptions of all Grade 7 and Grade 8 Technology and Livelihood (TLE) teachers in selected public and private high schools of Sariaya, Quezon in the implementation of the K to 12 Program. The study is also limited to the profile of the respondents (age, gender, civil status, educational attainment and years of teaching experience) in relation to the problems they encounter in teaching the Technology and Livelihood (TLE) subject. It seeks to determine how adequate and effective their resources are in terms of instructional materials, facilities, classroom management, instruction and assessment tools.

Furthermore, the study also focused on finding out if there is a significant difference on the perceptions of all the Grade 7 and Grade 8 Technology and Livelihood Education (TLE) teachers in selected public and private high schools in Sariaya, Quezon in the implementation of K to 12 Program.

DEFINITION OF TERMS

CHAPTER 3 

RESEARCH METHODOLOGY

This chapter presents the research method used in the study, respondents of the study, data gathering instruments, data gathering and the statistical treatment of data.

METHOD OF RESEARCH

USEDThe descriptive evaluative method

of research was employed in this study. It describes the perceptions of all Grade 7 and Grade 8 Technology and Livelihood Education (TLE) teachers in selected public and private high schools in Sariaya, Quezon in the implementation of K to 12 Program.

RESPONDENTS OF THE STUDY

This study involves (3) three teacher respondents in Canda National High School and another (3) three teachers in St. Francis High School. All the Grade 7 and Grade 8 teachers teaching the Technology and Livelihood Education (TLE) subject are involved in the study due to the limited number of respondents.

DATA GATHERING INSTRUMENTSIn order to formulate the questionnaire, the researchers

read a lot of references regarding K to 12 Program and found out the possible statements about the perceptions encountered by the teachers in the implementation of the said program.

The questionnaire prepared by the researchers is grouped according to their corresponding categories. The first part of the questionnaire is a checklist which includes the respondents’ profile and is composed of ___ items. The second part on the other hand, consists also of a checklist questionnaire which is categorized into (4) four sections namely: instruction, classroom management, facilities, instructional materials, and assessment tools. This is composed of ___ items in which the participants will have to check each question under a certain category in terms of how they perceive it.

The aim of this study is to determine the perceptions of all Grade 7 and Grade 8 Technology and Livelihood Education (TLE) teachers in selected public and private high schools in Sariaya, Quezon in the implementation of K to 12 Program.

DATA GATHERING PROCEDURES

The researchers of this study followed some procedures in order for them to achieve the objectives of this work. First, they prepared a questionnaire in a form of a checklist which covered all the variables included in their statement of the problem. The researchers presented it to their research adviser and asked for his approval before they were finally able to reproduce enough copies of the questionnaires intended for their respondents to answer. Next to that, the researchers asked permission from the principals of Canda National High School and St. Francis High School to conduct their research study in the said schools.

Upon approval, the researchers then administered the prepared questionnaires to all the Grade 7 and Grade 8 Technology and Livelihood Education (TLE) teachers of Canda National High School and St. Francis High School respectively, both in Sariaya, Quezon which took place last ____________. Attached to the checklist questionnaire was the request letter also prepared by the researchers asking for the sincere participation of each of the respondents. The administration of the questionnaires was given during the vacant periods of the respondents so for them to take their time in answering the prepared checklist questionnaire.

The researchers then retrieved all the questionnaires answered by the all the Grade 7 and 8 TLE teacher respondents and prepared for the Tables needed for the analysis of the data gathered.

STATISTICAL TREATMENTThe following statistical tools were used to answer

the problems in this study.

Frequency and Percentage Distribution – to determine the profile of the respondents in terms of age, gender, civil status, educational attainment and years of teaching experience.

T-test – to determine the perception of all Grade 7 and Grade 8 Technology and Livelihood Education (TLE) teachers in selected public and private high schools of Sariaya, Quezon in the implementation of the K to 12 Program.

Z-test – to test the significant difference on the perception of all Grade 7 and Grade 8 Technology and Livelihood Education (TLE) teachers in selected public and private high schools of Sariaya, Quezon in the implementation of the K to 12 Program.

By:

Amorado, Mike Steve L.

De Silva, Jeanette B.

Gonora, Ulysses B.

Marquez, Katherine Joy D.

Pagayon, Manolito A.

Salubong, Judy Ann S.

Vallecer, Alexandra B.

End