Readiness of Cbsua-Sipocot in The Implementation of The K-12 Program: An Evaluation

READINESS OF CBSUA-SIPOCOT IN
THE IMPLEMENTATION OF THE K-

12 PROGRAM: AN EVALUATION
JESSIE EMMANUEL I. AÑON
MARIA MYKA YNAH B. DULLAS
CLOVELLE JANE A. EJE
JOHN FELIX P. ROMERO
Researchers
MATRIX
OF
COMPLIANCE
COMMENTS AND
TITLE ACTION TAKEN PAGE/S REMARKS
SUGGESTIONS
Change the
title into
School and
Readiness of Readiness of
Teachers Front
CBSUA-Sipocot CBSUA-Sipocot
Readiness in page
in the in the
Implementation Accomplished
Implementatio Implementation
of the K-12
n of the K-12 of the K-12
Program in
Program: An Program: An
CBSUA-Sipocot
Evaluation Evaluation
COMMENTS AND
CHAPTER ACTION TAKEN PAGE/S REMARKS
SUGGESTIONS
INTRODUCTION Since the Senior High

School program was
• Improve the Paragraph: implemented in Central Bicol
“Since the rollout of State University of Agriculture
Senior High School – Sipocot, and no study made
Program in Central Bicol on assessing the level of
readiness of the university in
State University of
the implementation of the
Agriculture particularly
I in Sipocot Campus,
program, the researchers find
Improved
it necessary to assess the 4
there has been no study
readiness, so that whatever
made on assessing the findings are made maybe
implementation of the utilized to improve the senior
new program.” high school program in action
planning, policy formulation
and development.
COMMENTS AND
SUGGESTIONS
STATEMENT OF
THE PROBLEM
• Change the word • What is the level of

“extent” into “level” readiness of the school
and cross out the in the implementation
I phrases “in CBSUA- of the k-12 program in 4 Change and
Sipocot”, “learners” terms of curriculum Improved
and “administration design and school plant
management” in the and facilities as
first problem. evaluated by the senior
high school students
and the teachers?
COMMENTS AND
SUGGESTIONS
STATEMENT OF THE
PROBLEM
• Change the phrase • What is the level of

“extent” into “level” readiness of the
“learners” to teachers in the
“students”, and cross implementation of the Change and
I out “teaching strategies k-12 program in terms 5
Improved
and teaching attitudes of teaching
and behaviors” in the competencies and
second problem. instructional materials
as evaluated by the
senior high school
students and teachers?
COMMENTS AND
SUGGESTIONS
STATEMENT OF
THE PROBLEM
• Is there a significant
• Change the word
difference between the
“learners” into
evaluation of the
“student” in the third 5 Change and
students and teachers
I problem. Improved
on the level of
readiness of school in
the implementation of
the K-12 program?
COMMENTS AND
SUGGESTIONS
STATEMENT OF
THE PROBLEM
• Change the word • Is there a significant

“learners” into difference between the
“student” in the fourth evaluation of the
Change and
I problem. students and teachers 5
Improved
on the level of
readiness of teachers in
the implementation of
the K-12 program?
COMMENTS AND
SUGGESTIONS
Objectives
1. Determine the level of

• Revise all of the readiness of the school in
objectives. the implementation of the
k-12 program in terms of
curriculum design and
I 5 Revised
school plant and facilities
as evaluated by the senior
high school students and
teachers.
COMMENTS AND
SUGGESTIONS
Objectives
• Revise all of the 2. Determine the level of

objectives. readiness of the teachers
in the implementation of
the k-12 program in terms
of teaching competencies
I 5 Revised
and instructional materials
as evaluated by the senior
high school students and
teachers.
COMMENTS AND
SUGGESTIONS
Objectives
3. Evaluate the significant

• Revise all of the difference between the
objectives. evaluation of the students
and teachers on the level
I 5 Revised
of readiness of school in
K-12 program.
COMMENTS AND
SUGGESTIONS
Objectives
4. Evaluate the significant

• Revise all of the difference between the
objectives. evaluation of the students
and teachers on the level
I 6 Revised
of readiness of teacher in
K-12 program.
COMMENTS AND
SUGGESTIONS
SCOPE AND
LIMITATION • This study focused on the
evaluation of the level of
readiness of the school and
teachers in the
implementation of the K-12
• Improve the program in CBSUA –
introductory statement. Sipocot, Sipocot, Camarines
I 5 Improved
Sur for the S/Y 2016-2017
and 2017-2018. It was
limited only to Senior High
School teachers and
students who serve as the
source of information,
COMMENTS AND
SUGGESTIONS
SCOPE AND
LIMITATION the students-respondents was taken
from the three (3) different strands
such as: Humanities and Social
• Improve the Sciences (HUMSS), Science,
introductory statement. Technology, Engineering and
Mathematics (STEM) and
Information Communications
Technology (ICT), under the
I Academic Track and the Technical 5 Improved
Vocational and Livelihood (TVL).
However, under the Academic
Track, the General Academic Strand
(GAS) and Accountancy, Business,
and Management (ABM) were not
included since it is not offered in
the school where the study was
conducted.
COMMENTS AND
SUGGESTIONS
SCOPE AND
LIMITATION
• The school readiness
• Cross out “attitudes were evaluated in
and behavior”, terms of curriculum
“teaching strategies”, design and school
I and “administration plant and facilities, 5 Revised
and management”. while the teaching
competencies and
instructional materials
for the teachers’
readiness.
COMMENTS AND
SUGGESTIONS
Conceptual Framework
• Change the “research

II paradigm” into • Figure 2. Conceptual 20 Revised
“conceptual Framework
framework”.
COMMENTS AND
SUGGESTIONS
(Input)
I. Readiness of School in
• Do not bold and use the Implementation of
roman numeral in the K-12 Program
“readiness of school
II in the implementation • Curriculum Design 20 Revised
of k-12 program”. • School Plant and
Facilities
• Cross out
“administration and
management”.
COMMENTS AND
SUGGESTIONS
(Input)
II. Readiness of Teachers

• Cross out “teaching
II strategies” and • Teaching 20 Revised
“teaching attitudes” Competencies
and “behaviors”. • Instructional Materials
COMMENTS AND
SUGGESTIONS
(Process)
• Change “Presentation
II of Analysis and b. Statistical treatment, 20 Changed
Interpretation of Data analysis and interpretation
Using Statistical of data
Tools”.
COMMENTS AND
SUGGESTIONS
(Output)
• Cross out “determined • Level of readiness of

the” and change the school and
II “extent” in the output teachers in the 20 Revised
frame. implementation of the
K-12 program of
CBSUA - Sipocot
COMMENTS AND
SUGGESTIONS
ASSUMPTION
• Write the assumption 1. The school is ready

of the study. for the
implementation of
II the k to 12 program. 22 Improve
2. The teachers are

ready to teach the
senior high school
students.
COMMENTS AND
SUGGESTIONS
HYPOTHESIS
1. There is no significant
responses on the level of
readiness of school in
• Cross out the third program as evaluated by the 22 Improved
II hypothesis. SHS learners and teachers.
2. There is no significant
responses on the level of
readiness of SHS teachers in
program as evaluated by the
SHS students and teachers.
COMMENTS AND
SUGGESTIONS
Definition of Terms
• To ensure better
understanding of the
II • Improve the study, the following 22 Improved
introductory part of terms was defined
definition of terms. conceptually and
operationally:
COMMENTS AND
SUGGESTIONS
Definition of Terms
• Do not include 1. K-12 Program

“teaching strategies”, 2. School Readiness
“teaching attitudes and • Curriculum Design
II behaviors” and • School Plant and 22 Improved
“administration and Facilities
management”. 3. Teacher Readiness
• Teaching
Competencies
• Instructional Materials
COMMENTS AND
SUGGESTIONS
Definition of Terms
• Revise the definition It denotes knowledge,

of teaching skills, and attitude of teachers
in the use of different teaching
competencies. strategies, instructional
II -- It involves the ability to meet Revised
materials and in managing the
complex demands by drawing on
and mobilizing psychosocial classroom for better and more
resources (including skills and effective students’ learning. In 22
attitudes) in a particular context this study, the term refers to
(Shmelev, 2002). While, in this the teaching and learning
study, it denotes teacher’s process of the teacher to the
professional growth and students and on how they cope
capabilities of teachers in up with the change in the
handling and managing the implementation of the k to 12
classroom for better and more
program.
effective students’ learning.
COMMENTS AND
SUGGESTIONS
Research Design
• Improve the • This study was used

III introductory first descriptive-evaluative 26 Improved
sentence of the method of research.
research design.
COMMENTS
CHAPTER AND ACTION TAKEN PAGE/S REMARKS
SUGGESTIONS
Research Setting
CBSUA – Sipocot was

located at Impig, Sipocot,
• Improve the Camarines Sur along Maharlika
research setting Highway and geographically Improved
27
III located at 13°, 47’ and 8”
North and 122°, 58’, 45” East.
COMMENTS AND PAGE/
CHAPTER ACTION TAKEN REMARKS
SUGGESTIONS S
RESPONDENTS
• The respondents of this
study was the Senior High
School students which
categorized into two (2)
different strands and one (1)
• Revise the track such as: Science,
Technology, Engineering
III introductory 27 Revised
and Mathematics (STEM),
discussion Humanities and Social
Science (HUMSS) and
Technical Vocational and
Livelihood (TVL) with
Information and
Communications,
COMMENTS AND PAGE/
SUGGESTIONS S
Respondents
Technology (ICT) strand.

They are all chosen
• Revise the respondents because they
introductory are the one who
III discussion. experienced and 27 Revised
facilitated the K-12 Senior
High School program in
CBSUA-Sipocot.
COMMENTS AND PAGE/
SUGGESTIONS S
Research Instrument
This study was used

• Improve the the same set of survey
introductory questionnaire for two 28 Improved
III discussion. groups of respondents
which are sub- divided
into two parts.
COMMENTS AND
SUGGESTIONS
Statistical Treatment
• Remove the • Frequency count,

III Pearson Product percentage technique, 29 Improved
Moment weighted mean, ranking,
Correlation. and T-test
PRESENTATION
OF
CHAPTER IV
AND
CHAPTER V
Problem 1
What is the level of readiness of the school

in the implementation of the k-12 program
in terms of curriculum design and school
plant and facilities as evaluated by the senior
high school students and teachers?
Table 2. Readiness of the school in the
implementation of the k-12 program as
evaluated by the senior high school
students and teachers in terms of
curriculum design
Weighted Mean
Indicators Rank Interpretation
Students Teacher Average
1. The University identify the needs of stakeholders (i.e., students)
3.16 2.96 3.06 9.5 Agree
early in the curriculum design process.
2. The University create a clear list of learning goals and outcomes. 3.19 3.17 3.18 7 Agree
3. The University learning goal is to provide students a quality
education in their chosen course. 3.49 3.63 3.56 1 Strongly Agree
4. The University identify possible constraints that will impact the

3.25 2.88 3.06 9.5 Agree
curriculum design.
5. The University create a curriculum map (also known as a
curriculum matrix) so that it can properly evaluate the sequence 3.18 3.21 3.19 6 Agree
and coherence of instruction.
6. The University identify the instructional methods that will be used
throughout the course and consider how they will work with student 3.36 2.96 3.16 8 Agree
learning styles.
7. The University establish evaluation methods that will be used to
3.34 3.13 3.23 5 Agree
assess learners, instructors, and the curriculum.
8. The University consider that curriculum design is not a one-step
3.38 3.50 3.44 3 Strongly Agree
process; continuous improvement is a necessity.
9. The University Curriculum guide is aligned on the curriculum
guide prescribed by the DepEd.
10. The University create various innovative activities to strengthen
the goals of the new curriculum. 3.31 3.29 3.30 4 Strongly Agree
Sub-average 3.30 3.25 Strongly Agree

Grand Mean 3.27 Very Good
Legend:
Numerical Scale Description
3.26-4.00 Strongly Agree (Very Good)
2.51-3.25 Agree (Good)
1.76-2.50 Moderately Agree (Fair)
1.00-1.75 Disagree (Poor)
Table 3. Readiness of the school in the
students and the teachers in terms of
school plant and facilities
Weighted Mean
Indicators Rank Interpretation
Students Teachers Average
1. There is a campus security unit that ensures safety of the
academic community.
2. The site infrastructure development plan is implemented as
3.17 3.06 3.11 8 Agree
planned.
3. The site plan is strategically displaced inside the campus
indicating the location of the different buildings, driveways, 3.06 2.96 3.01 9.5 Agree
parking areas, etc.
4. Covered walks are provided to protect the academic
3.37 3.04 3.21 5 Agree
community from inclement weather.
5. The Maintenance Unit or its equivalent periodically inspects
school facilities and equipment to ensure their proper utilization 3.19 3.29 3.24 4 Agree
and upkeep.
6. Bulletin boards, display boards, waste disposal containers
and other amenities are strategically located inside the 3.29 3.42 3.35 3 Strongly Agree
buildings.
7. Periodic drill on disaster and risk reduction (earthquake,
flood, fire, etc.) is conducted.
8. Classroom size (1.5 sq.m.) per student meets standard
3.19 3.08 3.13 6 Agree
specifications for instruction.
9. There are sufficient supplies (chalkboards/whiteboards, and
2.98 3.25 3.12 7 Agree
instructional materials) in each classroom.
10. Classrooms are adequate and conducive to learning. 3.15 2.88 3.01 9.5 Agree
Sub-average 3.23 3.23 Agree
Grand Mean 3.23 Good
Legend:
Findings
The respondents obtained an average weighted mean of

3.27 which described as strongly agree and ready on the
curriculum design of CBSUA- Sipocot in the
implementation of Senior High School K-12 Program. An
average weighted mean of 3.23 interpreted as agree was
obtained by the respondents in the evaluation of the school
plant and facilities of CBSUA – Sipocot.
Conclusion
The level of readiness of Curriculum Design in

the Implementation of Senior High School K-12
Program of CBSUA – Sipocot was very good and
aligned to the DepEd and/or CHED guidelines.
While, the school plant and facilities was good and
met the minimum DepEd and/or CHED standards
but still need an improvement.
Recommendations
The university should strengthen the curriculum
design in building a solid foundation of the student’s
evaluation in order to reach their goals, hone the
derived skills and achieve the academic success.
While, the university must improve the school plant
and facilities in order to successfully meet the
standards of DepEd and/or CHED.
Problem 2
What is the level of readiness of the teachers

in the implementation of the k-12 program
in terms of teaching competencies and
instructional materials as evaluated by the
senior high school students and teachers?
Table 4. Readiness of the teachers in the
students and teachers in terms of
teaching competencies
Weighted Mean
Indicators Teache Rank Interpretation
Students Average
rs
1. Teaching strategies stimulate the development of the students’ higher-
order skills (HOTS) such as critical thinking, analytical thinking, creative 3.31 3.50 3.40 7 Strongly Agree
thinking and problem solving.
2. Instructional strategies provide for student’s individual needs and the
development of multiple intelligences.
3. There is a mechanism to facilitate the teaching-learning process. 3.30 3.56 3.43 3 Strongly Agree
4. Creates teaching strategies that allow students to practice using
3.44 3.38 3.41 5.5 Strongly Agree
concepts they need to understand (interactive discussion).
5. Allows students to create their own course with objectives and
realistically defined student-professor rules and make them accountable 3.19 3.13 3.16 10 Agree
for their performance.
6. Encourages students to learn beyond what is required and help/guide
them how to apply the concepts learned.
7. Assumes roles as facilitator, resource person, coach, inquisitor,
integrator, referee in drawing students to contribute to knowledge and 3.32 3.52 3.42 4 Strongly Agree
understanding of the concepts at hand.
8. Designs and implements learning conditions and experience that
promotes healthy exchange and/or confrontations.
9. Explains the relevance of present topics to the previous lessons, and
relates the subject matter to relevant current issues and/or daily life 3.30 3.60 3.45 2 Strongly Agree
activities.
10. Creates opportunities for intensive and/or extensive contribution of
students in the class activities (e.g. breaks class into dyads, triads or 3.32 3.50 3.41 5.5 Strongly Agree
buzz/task groups).
Grand Mean 3.39 Very Good
Legend:
Table 5. Level of readiness of the
teachers in the implementation of
the k-12 program as evaluated by the
students in terms of instructional
materials
Weighted Mean
Indicators GRADE 11 GRADE 12 Average Rank Interpretation
students students
1. The teachers produce their own instructional materials such Strongly
3.22 3.35 3.29 3
as modules, software, visual aids, manuals and textbooks. Agree
Strongly
2. The teacher prepares syllabi with comprehensive contents. 3.13 3.43 3.28 4
Agree
3. The teacher distributes/provides a copy of the syllabus to
3.19 3.31 3.25 6 Agree
the students.
4. The teacher doesn’t rely only on the printed materials for
3.04 3.24 3.14 9 Agree
discussing lessons.
5. The teacher select instructional materials based on their Strongly
3.30 3.30 3.30 2
suitability to attain the objectives of the lesson. Agree
6. The teacher use instructional materials to motivate and
3.13 3.31 3.22 7 Agree
sustain the varied interests of the students.
7. The teacher makes instructional materials for better Strongly
3.22 3.41 3.31 1
understanding of the lesson. Agree
8. The teacher makes instructional materials clearly Strongly
3.09 3.43 3.26 5
understand by the students. Agree
9. The teachers prepare aids such as rulers and templates to
2.94 3.26 3.10 10 Agree
save time and improve the quality of work.
10. The teacher makes instructional materials more creative
3.04 3.31 3.18 8 Agree
and beautiful to gain interest to students.
Sub-average 3.13 3.34 Agree
Grand mean 3.23 Good
Legend:
Table 6. Readiness of the teachers in
the implementation of the k-12
program as evaluated by themselves
in terms of instructional materials
Weighted Mean
Indicators GRADE 11 GRADE 12 Average Rank Interpretation
teachers teachers
1. The syllabus of the teachers includes a list of suggested
readings and references of print and electronic resources within 3.08 3.08 3.08 9.5 Agree
the last 10 years.
2. Copies of all course syllabi during the term are available at
the Dean’s office or in any other appropriate repository.
3. The faculty prepares syllabi with comprehensive contents. 3.46 3.42 3.44 3 Strongly Agree
4. Use of Instructional Materials (audio/video materials, fieldtrips,
film showing, computer aided instruction etc.) to reinforce 3.46 3.42 3.44 3 Strongly Agree
learning processes.
5. Varied, multi-sensory materials and computer programs are
3.13 3.04 3.08 9.5 Agree
utilized.
6. The faculty are encouraged to produce their own
instructional materials such as modules, software, visual aids, 3.25 3.25 3.25 6.5 Agree
manuals and textbooks.
7. There is institutional outcomes-based standard format in the
3.25 3.25 3.25 6.5 Agree
preparation of course syllabi.
8. Copies of all course syllabi in previous terms are filed for
reference purposes.
9. Prepare aids such as rulers and templates to save time and
improve the quality of work
10. Adapt teaching techniques to the selected instructional
3.17 3.13 3.15 8 Agree
materials.
Grand mean 3.31 Very good
Legend:
Findings
The respondents obtained an average weighted mean
of 3.39 which described as strongly agree on the teacher’s
readiness along teaching competencies of CBSUA-
Sipocot in the Implementation of Senior High School K-
12 Program. While, the instructional materials obtained
an average weighted mean of 3.23 described as agree and
3.31 described as strongly agreed evaluated by the senior
high school students and teachers respectively.
Conclusion
The level of teachers’ readiness along teaching

competencies in the implementation of Senior High
School K-12 Program of CBSUA- Sipocot as
evaluated by the students and teachers was very
good, while for the instructional materials used by
the teachers as evaluated by the students identified as
good. However, the teacher’s evaluation was good.
Recommendations
The teaching competencies of teachers in Senior
High School K-12 Program should maintain and
upgrade for better and more effective students’
learning. And the instructional materials used by the
teachers of Senior High School K-12 Program
should improve in order to satisfy both senior high
school students and teachers.
Problem 3
Is there a significant difference

between the responses of the students
and teachers on the level of readiness
of school in the implementation of the
K-12 program?
Table 7. Difference between the evaluation of the senior high
school students and teachers on the level of readiness of
school in the implementation of the k-12 program
School Average Weighted Mean
Ttv Tcv Decision Interpretation
Readiness
Students Teacher
Curriculum H0 is
3.30 3.25 5.8408 ±2.262 Significant
Design rejected
School Plant H0 is
3.23 3.23 - 0.0021 ±2.262 Not Significant
and Facilities accepted
Findings
The computed value of t in finding the difference
between the evaluation of the students and teachers on
the level of readiness of the school was 5.8408 and the
critical value is ±2.262 at 5% level of significance along
curriculum design while, for the school plant and facilities
the computed value of T is -0.0021 which does not
exceed to the critical value of ±2.262.
Conclusion
The computed t value is greater than the critical value. Therefore,
the null hypothesis is rejected. Findings revealed that there is
significant difference between the evaluation of the students and
teachers on the level of readiness of the school on the
implementation of K-12 program along the curriculum design.
While, the computed value of T does not exceed to the critical value.
Therefore, the null hypothesis is accepted. Findings implied that
there is no significant difference between evaluation of the students
and teachers on the level of readiness of the school in the
implementation of K-12 program along school plant and facilities.
Recommendations
Without adequate facilities and resources, it is
extremely difficult to serve large numbers of
children with complex needs, and the evaluation
revealed that there is a need to improve the school
plant and facilities to ensure the safeness and
protection of the academic community from
accident and disasters.
Problem 4
Is there a significant difference between

the responses of the students and
teachers on the level of readiness of
teachers in the implementation of the K-
12 program?
Table 8. Difference between the evaluation of the senior high
school students and teachers on the level of readiness of
teachers in the implementation of the k-12 program
Average Weighted
Teachers
Mean Ttv Tcv Decision Interpretation
Readiness
Students Teacher
Teaching H0 is
3.30 3.48 5.8408 ±2.262 Significant
Competencies rejected
Instructional
3.23 3.31 --- --- --- ---
materials
Findings
The computed T value resulted to 5.8408

which is greater than the critical value of
±2.262 at 5% level of significance on the
evaluation of the students and teachers on the
level of teachers’ readiness in the
implementation of the K-12 program along the
teaching competencies.
Conclusion
The computed T value is greater than to its
critical value. Therefore, the null hypothesis is
rejected and there is a significant difference on the
responses of the students and teachers on the level
of teachers’ readiness in the implementation of the
K-12 program along the teaching competencies of
the senior high school teachers.
Recommendations
In order to cope with the new innovations,

the school and universities needs to keep at
pace with the tempo of societal change which
the CBSUA- Sipocot really come up with the
change for the k-12 implementation.
Thank You 

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READINESS OF CBSUA-SIPOCOT IN

THE IMPLEMENTATION OF THE K-

INTRODUCTION Since the Senior High

• Change the word • What is the level of

• Change the phrase • What is the level of

• Change the word • Is there a significant

1. Determine the level of

• Revise all of the 2. Determine the level of

3. Evaluate the significant

4. Evaluate the significant

• Change the “research

II. Readiness of Teachers

• Cross out “determined • Level of readiness of

• Write the assumption 1. The school is ready

2. The teachers are

• Do not include 1. K-12 Program

• Revise the definition It denotes knowledge,

• Improve the • This study was used

CBSUA – Sipocot was

Technology (ICT) strand.

This study was used

• Remove the • Frequency count,

What is the level of readiness of the school

4. The University identify possible constraints that will impact the

Sub-average 3.30 3.25 Strongly Agree

The respondents obtained an average weighted mean of

The level of readiness of Curriculum Design in

What is the level of readiness of the teachers

The level of teachers’ readiness along teaching

Is there a significant difference

Is there a significant difference between

The computed T value resulted to 5.8408

In order to cope with the new innovations,

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