Proposed Title 3: Challenges and Opportunities of the K to 12 Program: Basis for

Effective Implementation of Senior High School

Context and Rationale

Education has always been considered a vital factor in achieving the general

objectives of national development and progress. Relative to this, Republic Act 10533

known as Basic Education Act of 2013 articulates a relevant and responsive curriculum.

The Act provides that it is the policy of the State to empower every basic education

graduate who has learned the following: life-long foundations of learning, work

competency and productivity, harmonious coexistence with local and global communities,

creative and critical thinking and transformation of oneself and others. Therefore, the

State should create a functional basic education system that will develop productive and

responsible citizens equipped with the essential competencies, skills and values for both

life-long learning and employment.

Actualizing the K-12 system in the Philippines, in the words of Senator Bam

Aquino, has been envisioned to result in more young Filipinos equipped with the

necessary knowledge, skills and attitudes to enter the workforce. Six years into its

implementation or actualization, the challenges that school leaders face at this stage is

the delivery of the program where the aspects on teachers, training, enrolment,

classrooms, textbooks and facilities are concerned. To the school heads at the forefront

of this reform in their respective schools, leading and managing the K to 12 program is

influenced significantly by the presence, absence and/or lack of the aforecited provisions.

The implementation of the K to 12 curriculum has been running for six years now;

however, not all teachers could easily adapt to this change. Different teachers with
different types of learners have various observations and experiences towards the

implementation of the framework. Inevitably, there are some problems met by the

teachers in implementing the K+12 framework in teaching, particularly the Senior High

School, thus; the need of this study.

Statement of the Problem

This study aims at identifying and investigating the challenges and opportunities

of K to 12 program along with its implementation.

Specifically, it aims to answer the following sub-problems:

1. What is the profile of the senior high teachers in Bayambang District in terms of:

a. Age

b. Gender

c. Civil Status

d. Highest Educational Degree Earned

e. Years in Teaching

f. Number of Lesson Preparation

g. Number of Trainings on Area of Specialization

h. Number of Trainings on K+12

2. What are the teachers’ practices in the implementation of the K+12 program in

consideration to the following:

a. Teacher preparation/ readiness

b. Curriculum enhancement

c. Teaching strategies and techniques

 d. Learning resources

3. What problems are encountered by the teachers in terms of the following:

a. Teacher preparation/ readiness

b. Curriculum Enhancement

c. Teaching strategies and techniques

d. Learning resources

4. How do the teachers’ practices relate with their problems?

5. What implications can be derived from this study for an effective K to 12

implementation?
 Input Process Output

Profile of the respondents

a. age
b. sex
c. civil status
d. educational attainment
e. years in teaching Teacher Curriculum
f. number of lesson preparation
g. number of trainings attended preparation enhancement
on area of specialization
h. number of trainings attended
on K to 12
Innovative
Work Plan

Problems

Practices in the Implementation

of the K to 12 program

a. teacher preparation/readiness
b. curriculum enhancement teaching learning
c. teaching strategies
d. learning resources
strategies resources

Figure 1. The Research Paradigm

 Research Methodology

Research Design

The descriptive method of research shall be used in this study. A validated

questionnaire shall be employed as the main instrument to gather the data needed in

determining the challenges and opportunities of the K to 12 program.

Statistical Treatment of Data

1. To answer problem number 1, the profile of public school elementary teachers

in Bayambang District shall be determined through the use of frequency counts and

percentage. The formula is :

P= fx/n x l00

Where:

P = is the percentage

fx = is the percentage

n = is the number of cases

For the teachers’ practices in the implementation of the K to 12 program in terms

of teacher preparation/ readiness, curriculum enhancement, teaching strategies and

techniques, and learning resources, weighted mean shall be used.

To interpret the computed mean the following ranges shall be used:

Degree of Responses Range of Value Descriptive Equivalent

5 4.21 – 5.00 A (always)

4 3.41 – 4.20 O (often)
 3 2.61 – 3.40 S (sometimes)
2 1.81 – 2.60 R (rarely)
1 1.0 – 1.80 N (never)

For the problems encountered by the teachers in the implementation of the K to

12 program in terms of teacher preparation/ readiness, curriculum enhancement,

teaching strategies and techniques, learning resources and student preparation,

weighted mean shall be used.

To interpret the computed mean the following ranges shall be used:

Degree of Responses Range of Value Descriptive Equivalent

5 4.21 – 5.00 MP (Much of a Problem)

4 3.41 – 4.20 AP (A Problem)
3 2.61 – 3.40 MP (Moderately a Problem)
2 1.81 – 2.60 SP (Sometimes a Problem)
1 1.0 – 1.80 NP (Not A Problem)