MISCONCEPTION OF INCOMING SENIOR HIGH SCHOOL

STUDENTS ABOUT THE IMPLEMENTATION OF DepEd’s K-

12 REQUIREMENTS

__________________________________

A Thesis Proposal Presented to the Faculty of the School

St. Francis de Assisi Montessori School

( Plaridel, Bulacan ) Inc.

__________________________________
in Partial Fulfillment of the Requirements

For the Senior High School Course

Practical Research I

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by:

AVRIL ROGUE D.R. IGNACIO

JOHN BENEDICT E. LOREÑO

ILEANA MARIZ S.YANEZA

JOHN FRANCIS L.VARGAS

GABRIELLE C. BALTAZAR

CLARIZ JOY F.FUENTES

DANIELLA B.LUCAS

CYRIL V. MELECIO

February 2020

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 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

The K-12 curriculum, also known as Republic Act No. 10533 entitled as

"Enhanced Basic Education Act of 2013", was first proposed on May of 2013,

later approved by former President Benigno Aquino III. This aimed to further

increase the level of education and add two additional years of studying, Grade 11

and 12, also known as the Senior High School. Since it was new, it was bound to

cause misunderstandings about the implementation of the K-12 Curriculum. The

K-12 curriculum, specifically in the Senior High School, you are to choose one of

four tracks, Academic, TVL/TVE, Arts and Design, and Sports. Students are also

to choose from eight different strands, STEM, HUMMS, ABM, GAS, Home

Economics, Agri-fishery arts, Industrial arts, and ICT.

In the Philippines, the K to 12 Program was launched in 2012 that adds an

additional 2 years to the Philippines’ basic education. This meant that the

Philippines is finally catching up to the global standards in secondary education.

Masayoshi Okabe, 2013 stated that the program’s key points for its new policies

are preparation, eligibility for domestic and overseas higher educational

institutions and immediate employability.

In this study, the researchers are to identify the misconceptions incoming

senior high school students are encountering and having problems with.

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According to the Former President, this ensures that the Filipino youth will have a

brighter future than those before them. But this caused an outrage from parents

and learners around the Philippines, complaining about the costs, and the time

their children will spend just for study

This study will benefit many mostly students. It will help clear the

misconceptions and misunderstandings that most people believe. This study will

help them to fully understand and learn the real purpose of the K-12 curriculum.

Statement of the Problem

How may the misconceptions about Senior High School requirements

mislead the Junior High School?

1. What are the misconceptions of Incoming Senior High Students about the K-

12 curriculum in the following aspects?

1.1 Subject in each Strands

1.2 Academic Tracks

2. What are the misconceptions about the Requirements ?

2.1 School Activities

1.1.1 Written Works

1.1.2 Performance Task

1.1.3 Quarterly Assessment

2.2 Thesis

2.3 Work Immersion

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 3. What are the causes of the misconceptions of Incoming Senior High

Students ?

3.1 Parents

3.2 Students

3.3 Social Media

3.4 Senior High School Students

Significance of the study

The findings of this research will be useful to different stakeholders:

Students. Students will acquire knowledge, learn skills, and form values

that will be beneficial to them. This will help them fully understand the benefits

and advantages of this generation’s curriculum. This will also influence the

students to take a more active role in the learning process

Parents. Parents will understand the program better and correct their own

mistakes or misconceptions about the program and also help their child by

orienting them about the program’s purpose and it’s requirements.

Teachers. The findings will also contribute to the teachers in teaching the

students. This would also help the teachers harness their skills and also maintain

supportive relationships with students.

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 Schools. Schools can see the missteps the K-12 program have and find

better ways to implement it.

Future Researchers. Future Researchers will be benefited from having

the same topic also getting the background from this study result will help serve

as template to modify their research regarding DepEd’s K-12 curriculum. It

would help them to be a better analyst and it can be a help as a future reference

for more studies in the future.

Scope and Delimitations of the study

This study will be conducted this school year 2019-2020 at Banga 2nd,

Plaridel, Bulacan, Philippines. Respondents will be gathered in Dr. Felipe de

Jesus National High school, Jesus Is Lord Christian School, St. Francis de Assisi

Montessori School, within Plaridel, Bulacan. The respondents will be the Grade

10 Students. This study focus on the Misconceptions of Grade 10 Students and

DepEd’s K-12 requirements for senior high school and on what can it do to the

students for choosing their strands. The goal of the study is to determine if the K-

12 requirements act knowledge students.

Definition of Terms

ABM or Accountancy, Business and Management. The ABM strand in its most

fundamental sense refers to the accountancy, business, and management academic

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GAS or General Academic Strand. The most flexible strand among the four

strands offered in the Academic Track because students get to learn and

experience something from all the other strands. Gas is essentially for students

who are undecided on which strand to take.

HUMSS or Humanities and Social Sciences. This strand is for learners who aim

to take up journalism, communication arts, liberal arts, education, and other social

science-related courses in college.

Implementation. An act or instance of implementing something the process of

making something active or effective

Misconceptions. An idea that is wrong because it is based on a failure to

understand a situation

STEM or Science, Technology, Engineering, and Mathematics. Is an

educational program developed to prepare primary and secondary students for

college and graduate study in the fields of STEM.

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 CHAPTER II

THEORETICAL FRAMEWORK

This chapter contains the relevant theories, related literature, related

studies, the conceptual framework and hypothesis of the study to show the

Misconception of Incoming Senior High Schoolstudents on the Implementation of

DepEd's K-12 Requirements.

Review of Relevant Theories

Sociocultural Theory. It is an emerging theory in psychology that looks

at the important contributions that the society makes to individual

development.This theory stresses the interaction between developing people and

the culture in which they live. (Cherry, 2019)

According to Lev Vygotsky in hisSociocultural Theory, students could

exceed the expected learnings as long as they were provided enough resources

and appropriate guidance. He called it “instructional scaffolding” meaning a

short-term framework like the ones used to erect buildings and allow a sturdy

structure be built inside. The K-12 program’s main intent is to become stepping

stones for higher education or, if the student wishes, to go straight to their own

business or join an already ongoing business of their family or a company.

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 Curriculum Theory is an academic discipline devoted to examining and

shaping educational curricula. There are many interpretations of curriculum

theory, being a narrow as the dynamics of the learning process of one child in a

classroom to the lifelong learning path an individual takes.

According to John Dewey in his Curriculum Theory, the curriculum

should result in students who would be able to excel in the modern world.

Therefore, curriculum should not be presented as a finished concept, but should

involve the child’s expectations and should consolidate the child’s perception of

his/her world. Dewey stated that there are 4 types of instincts, social, constructive,

expressive, and artistic. These 4 instincts are essential for making a replica or

representation of a student’s life. This helps them become more connected to

studying, encouraging them to become better. By replicating their safe space, you

naturally make students comfortable within the walls of the school or under the

implementation of the curriculum which is better than making a complex but

confusing curriculum.

In summary, These theories focuses on the things that a child needs for

them to develop, learn, and grow. Every student needs enough resources and

support for them to excel in the modern world. Without proper guidance and

learning, It could possibly lead to a deep misunderstandings and misconceptions.

Constructivism Theory is a learning theory found in psychology which

explains how people might acquire knowledge and learn. It therefore has direct

application to education. The theory suggests that humans construct knowledge

and meaning from their experiences.

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 When applying this theory to independent learning, it is essential to

understand that we need to consider the cultural environment in which this

learning takes place. The constructivistic learning approach involves educators

building school curriculum around the experience of their students.

Constructivists believe learner-centric instructional classroom methods will

strengthen the commitment and involvement of self-motivated learners because of

their high level of interaction. Today, there is a trend for incorporating technology

into the classrooms to support instructional learning methods. Yet, recent studies

have revealed technology is not effectively integrated with the concepts of

constructivism (Hare et al, 2005).

Review of Related Literature

This part of the study presents the related literature taken from secondary

sources. It consists of discussion of facts and principles to which the present study

is related. Each related literature caters a wide perspective with the variables

involved in the study. Moreover, these related literatures provides intellectual

context that supports the students.

Senior High School Curriculum in the Philippines, USA, and Japan

states that the Philippines is the last country in asia to have a 10- year basic

education and pre university program. And after the Enhanced Basic Education

Act or “Republic Act 10533” was passed on may 2013 it made the 10 year basic

education into 13 years. (Sarmiento, 2016)

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 Senior High School is the last level of basic education program in the

Philippines. The SHS curriculum in the Philippines have at least four tracks

(academics, tech-voc, sports, arts & design) and it have at least ten strands.

The K to 12 Basic Education program aims to provide “sufficient time for

mastery of concepts and skills, develop lifelong learners,” and prepare graduates

for tertiary education, middle-level skills development, employment and

entrepreneurship. Surely, the successful implementation of this law should define

the greatest contribution and achievement of President Aquino’s administration to

Philippine basic education. (Orale, 2016)

The Implementation of the 11th Grade Senior High School Program

Academic Track in Science Technology Education Center (STEC): An

Action Plan stated that This study is anchored on the Republic Act 10533 also

known as “Enhanced K-12 Basic Education,” The idea is derived from the

concept of Washington Accord which prescribes 12 years basic education as an

entry to recognition of engineering professionals and the Bologna Accord which

requires 12 years of education for university admission and practice of profession

in European countries (Department of Education (2010). SemeoInnotech (2010)

explained that the implementation of K12 curriculum in the Philippines is

supported by the 1987 Philippine Constitution which stated that, “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.” Such mandate

gives justice to the basic rights of every Filipino child: the right to quality

education and the right to a quality life (Acar, 2017).

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 International Journal of Social Sciences stated that in the Philippines,

The K-12 curriculum started in school year (2012-2013) and was concretized

through Republic Act 10533 in the year 2013. Despite of the good intentions of

this curriculum, it has faced many controversies from the public and critics.

Among these are the shortages of school equipment and learning materials;

absence of concrete scientific evaluation of the program’s efficiency and

effectiveness after its pilot year; hasty implementation and poor dissemination;

absence of academic conferences and seminar-workshops to fully understand the

new curriculum, and lack of resources and misery of subject (Umil, 2017).

Moreover, the changing landscapes and the education 4.0 add up to the challenges

faced by the present curriculum.

The goal of implementing K-12 Basic Education Program is to create a

functional basic system that will produce productive and responsible citizens

equipped with the essential learning and employment. This is in line with the

agenda of the President Aquino of having quality education as a long term

solution to poverty (DepEd, 2010).

Review of Related Studies

According to Jesus Mateo, Undersecretary for Governance, Operations

and Planning of DepEd, "Although the first batch of senior high school (Grades

11 and 12) students are not set to graduate until 2018, schools that piloted the

program have observed that their alumni were able to land jobs shortly after

graduating”. This shows that the K-12 program is showing signs of success and

after a few years might become permanently a part of the learning process.

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Despite being just implemented a few years back the K-12 program is proving to

be effective and being accepted by the parents and students around the country.

This means that someday the confusions might go and finally become clear for all

that the curriculum is a necessity.

According to PBEd chair Ramon del Rosario Jr "There's a conscious

effort, I guess, to sell the idea that you really don't need college degrees for many

jobs. So I guess that's the way industry is trying to participate, because it's very

important that in the long run, people do realize and accept the reality that the

graduates of K to 12 are in fact ready for some of the kinds of work that are

available in our economy," since some companies are still hesitant, this is one of

the priorities of CHED, because becoming employable after graduating senior

high school is one of the promises or goals of the program. But if this doesn’t

work, the program’s other main goal is to prepare students for higher education to

pursue other things not business related.

According to Anabel D. Intal, the K-12 implementation was one of the

keys to our country’s continued development. But this sparked some problems at

first, Junior High Schools that do not offer a course that students prefer so they

have to find a different school to pursue their desired course. But through the

years, the number of high schools that also provide senior high school has gone

up, due to the low cost of enrolling, more and more are willing to enroll.

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 Conceptual Framework

Independent Variable Dependent Variable

Source / Causes of
Misconception

Misled Acts

Misconceptions of

Incoming Senior High

School Students

Figure 1
Conceptual Paradigm of the Study
This figurre shows the conceptual paradigm of the study. The independent
variable is the misconceptions, the wrong beliefs that are common to people or
the lack of knowledge. The dependent variable which is misled acts, these types
of acts are the acts only made without caution and proper guidance. The lack of
knowledge for the senior high school program causes these acts that causes even
more problem for the students, parents, teachers, and schools
alike.Misconceptions are those beliefs which are not accepted scientifically . The
20% of the interviewees were not familiar with notion of “misconceptions” and
subsequently they were unable to define misconceptions. Most of the teachers
(80%) gave the definition of misconceptions. But, those definitions were not
much clear.

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Hypothesis of the Study

1. Most of the students think that the K-12 program is just a waste of time,

money, and effort.

2. Such misconceptions are caused by nonscientific beliefs and

misunderstandings of the people.

3. Having not enough orientations that serves as an eye opener to students

about k-12 curriculum causes unpreparedness and leads to misconceptions

about the curriculum due to lack of knowledge

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 CHAPTER III

METHODS OF RESEARCH

The methods and techniques used in conducting this research were presented to

show the systematic way of solving the research problem. Moreover, the

population and sample of the study were presented in tables, the research

instruments; data collection procedure, data processing and statistical treatment

utilized were also discussed.

Methods and Techniques of the Study

Quantitative method is a systematic process in which numerical data are used to

obtain information about the research. This method is used to describe variables,

to examine relationship among the variables, and to determine the cause and

effect interactions between the variables.

Descriptive research is a research method used to describe systematically

and accurately the facts and characteristics of a given population or area of

interest. This method includes proper analyses, interpretation, comparisons,

identificationof trends and relationships.

This study describes the misconceptions that most students encounter when they

enter the senior high school level, by using the descriptive research method we

can easily understand and point out the main reasons of the problem. This method

also allows us to accumulate findings on all forms of data.

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Sample of the Study

The researchers will take 100 respondents from private and public schools within

Plaridel, Bulacan. The respondents can either be male or female from the 10 th

grade. The 100 students are the respondents used to identify the misconceptions

among the incoming Senior High School students. The researchers will use

purposive sampling for selecting specific respondents for this research.

Research Instrument

The researchers used the Survey Questionnaire method as the research instrument

in getting the results from this study.

Survey Questionnaire. The researchers will conduct a survey to all the 100

students from private and public schools within Plaridel, Bulacan which the

following questions are the specific problems within the K-12 curriculum

program. This survey will be a big help for the researchers to identify the

misconceptions of the incoming Senior High School students about the DepEd’s

K-12 curriculum requirements.

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Data Analysis

1. Percentage. The researcher will use percentage in identifying the

n
P= x 100 %
p
Where P = the percentage of the respondents

n = number of students

p = population

2. Arithmetic Mean. The researchers will use the arithmetic mean to

measure central tendency of the grades attained by the students and to

acquire the average of all the Incoming Senior High School. To get the

arithmetic mean researchers use this formula:

x=
∑x
n

Where x = Arithmetic Mean/Average

∑x = the sum of the Scores

n = the class size or number of Respondents

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3. Point Scale. The researchers will also use point scale to determine the

points that corresponds with the students answer in the survey

questionnaire. This will help the researchers to get the specific value of

the gathered answers from the survey. The point will be rated based on the

following scale:

Range Interpretation

4.01- 4.99 Strongly Agree

3.01- 3.99 Agree

2.01 - 2.99 Moderately Agree

1.01 – 1.99 Disagree

0.01 – 0.99 Strongly Disagree

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 CHAPTER IV

DATA ANALYSIS

This chapter presents, analyzes and interprets the data will be gathered to

draw out important and relevant information and shows the results and discussion

of the study.

Sales

25 25

25 25

SFAMS BHS JILCS DFDJNHS

Figure 2

Distribution of Respondents

This figure shows the distribution of respondents in this study. The study used 50
respondents and used 2 private and 2 public schools around Plaridel, Bulacan the
respondents took

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 Table 1. Mean score for Positive Statements in Curriculum

Statement N Mean Verbal Interpretation

I think my schedule 50 2.4 Moderately agree

will only be the same

when I am in senior

high school

Table 2. Mean score for Positive Statements in Curriculum

Statement N Mean Verbal

Interpretation
I think that the 50 3.26 Agree

senior high

school can help

me prepare for

collage

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 Table 3. Mean score for Positive Statements in Curriculum

Statement N Mean Verbal

Interpretation
I think that all 50 2.26 Moderately agree

schools offer all

the academic

tracks

Table 4. Mean score for Positive Statements in Curriculum

Statement N Mean Verbal

Interpretation
I think that the 50 2.2 Moderately

grading system Agree

in senior high

school is the

same as junior

high school

Table 5. Mean score for Negative Statements in Curriculum

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 Statement N Mean Verbal

Interpretation
I think stem is 50 2.66 Moderately

the hardest Agree

strand of them

all

Table 6. Mean score for Negative Statements in Curriculum

Statement N Mean Verbal

Interpretation
I think senior 50 3.12 Agree

high school

curriculum has

so much

activities

Table 7. Mean score for Negative Statements in Curriculum

Statement N Mean Verbal

Interpretation
K-12 is a waste 50 2.04 Moderately

of time Agree

Table 8. Mean score for Negative Statements in Curriculum

Statement N Mean Verbal

Interpretation
Enrolling on 50 1.96 Disagree

senior high

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school is just a

waste of money

Table 9. Mean score for Negative Statements in Curriculum

Statement N Mean Verbal

Interpretation
I think K-12 is 50 2.82 Moderately

very stressful Agree

Table 10. Mean score for Negative Statements in Curriculum

Statement N Mean Verbal

Interpretation
I think senior 50 2.52 Moderately

high school has Agree

less sporty

activities

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 because it

focuses on

academics

Table 11. Mean score for Positive Statements in Requirements

Statement N Mean Verbal

Interpretation
I think thesis 50 1.82 Disagree

subject is really

easy

Table 12. Mean score for Positive Statements in Requirements

Statement N Mean Verbal

Interpretation
I think that the 50 2.4 Moderately

subject are the Agree

in the first and

second semester

Table 13. Mean score for Positive Statements in Requirements

Statement N Mean Verbal

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 Interpretation
I think that I can 50 1.8 Disagree

make a thesis

even on my own

Table 14. Mean score for Positive Statements in Requirements

Statement N Mean Verbal

Interpretation
I think that the 50 3.04 Agree

work immersion

is an experience

of my chosen

field of work
Table 15. Mean score for Positive Statements in Requirements

Statement N Mean Verbal

Interpretation
I think that 50 2.22 Moderately

modeling is a Agree

part of senior

high in every

school

Table 16. Mean score for Negative Statements in Requirements

Statement N Mean Verbal

Interpretation
The senior high 50 2.94 Moderately

activities are Agree

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 more on

performance

Table 17. Mean score for Negative Statements in Requirements

Statement N Mean Verbal

Interpretation
I think senior 50 2.76 Moderately

high school is Agree

more on written

works based

Table 18. Mean score for Negative Statements in Requirements

Statement N Mean Verbal

Interpretation
I think there 50 2.78 Moderately

would still be Agree

books on senior

high school

Table 19. Mean score for Negative Statements in Requirements

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 Statement N Mean Verbal

Interpretation
I think work 50 1.86 Disagree

immersion is not

important

Table 20. Mean score for Negative Statements in Requirements

Statement N Mean Verbal

Interpretation
I think senior 50 3 Agree

high school is

more on

research than

academics

Table 21. Mean score for Negative Statements in Requirements

Statement N Mean Verbal

Interpretation
I think senior 50 2.76 Moderately

high school has Agree

more

extracurricular

activities

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Table 22. Mean Score for Negative Statement in Requirements

Statement N Mean Verbal

Interpretation
I think written 50 2.9 Moderately

works in senior Agree

high school are

hard

Table 23. Mean Score for Negative Statement in Requirements

Statement N Mean Verbal

Interpretation
I think senior 50 3.22 Agree

high school is

full of reporting

and interview

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Table 24.Mean Score for Negative Statement in Requirements

Statement N Mean Verbal

Interpretation
The test 50 2.82 Moderately

examination is Agree

much more

difficult in

senior high

school level