Sapang Palay National High School

Fatima V, Area E, City of San Jose del Monte,

Bulacan

The Readiness of Sapang Palay National High School

In Implementing K to 12 Program Perceived by

Senior High School Students

Humanities and Social Science 12-A

A quantitative research study in partial fulfillment of the requirements in the

subject Practical Research 2

Proponents:

Buensalida, Joena May B.

Generalo, Maria Nicole D.

Lazala, Katrina S.

Patnugot, Jose Joshua L.

October 11, 2017

 Abstract

This study aims to know the extent readiness of Sapang Palay National

High School in implementing K-12 Program.

This research ought to know what are the common problems did the

school encounter in terms of facilities, teacher, and materials. The researchers

also want to know if the school is capable and ready in the implementation of

the new curriculum. To answer these questions, the researchers conducted a

survey with the used of descriptive method and questionnaires as a primary data

gathering instrument wherein the survey form was validated by the Practical

Research Adviser, Mr. Kay Mark C. Orio, and Science teacher, Ms. Loida A.

Dagami. The respondents are the Senior High School students of Sapang Palay

National High School, School Year 2017-2018. The data gathered are interpreted

with the use of mean and percentage.

As a result of the data gathering procedure, and further research, the

researchers found out that the Sapang Palay National High School is almost

ready in implementation of K-12 Program.

i
 Acknowledgement

The researchers would like to express their gratitude and appreciation to

the following people, who helped them in conducting and completion of their

study.

Mr. Kay Mark C. Orio, their research adviser, for guiding them in

accomplishing their study. The one who teach them about the ways in

conducting a research.

Ms. Loida A. Dagami, for validating their questionnaire, for the advice,

guidance and recommendations for their study.

HUMSS 12-A, their classmate, for helping them and encouraging them to

finish their study.

To their friends, for the support and believed that they can finish their

study. They are one of the reasons in the accomplishment of this study.

Parents and Families, for supporting them financially and for the

encouragement they had given.

To the Senior High School students, that serves as their respondents who

lend their time in answering our questionnaire. This is a big help in the

accomplishing their study.

ii
 Table of Content

Chapter I: The Problem and its Background

A. Research Background.............................................................1

B. Research Problem...................................................................3

C. Research Questions................................................................3

D. Conceptual Framework...........................................................5

E. Scope and Limitation...............................................................6

F. Significance of the Study.........................................................6

G. Definition of Terms................................................................7

Chapter II: Review of Related Literature

A. Related Literature..................................................................9

B. Related Study......................................................................14

C. Synthesis of Related Literature and Related Study .................19

Chapter III: Methodology

A. Research Design .................................................................20

B. Population and Sampling......................................................20

C. Process................................................................................21

D. Research Instrument...........................................................22

Chapter IV: Presentation Analysis and Representation of Data

A. Research Question 1............................................................23

 B. Research Question 2............................................................24

Chapter V: Summary, Findings, Conclusion, Recommendation

A. Summary............................................................................26

B. Findings..............................................................................26

C. Conclusion..........................................................................27

D. Recommendation................................................................27

Bibliography...................................................................................29

Appendices.....................................................................................32

Questionnaire................................................................................34
 List of Tables

Table 1: Respondents………………………………………………………………………….20

Table 2: Findings………………………………………………………………………………..23

Table 3: Results………………………………………………………………………………….24
 Chapter 1

Problem and Its Background

Research Background

Given the fact that the Philippines is one of the three countries in the

world (Angola and Djibouti are the other country) and only one in Asia that still

have only 10 years in basic education; this has always been seen as a

disadvantage for the students in who are competing in an increasingly goal job

market.

Year 2016 was the year when K to 12 Program was first implemented.

This new curriculum guide of education requires all the Filipino students to have

a one kindergarten, 6 years of elementary (from grade 1 to grade 6), 4 years of

Junior High School (from grade 7 to grade 10), and 2 years of Senior High

School (from grade 11 to grade 12) before going to college.

The K-12 program offers a decongested 12-year program that gives

students sufficient time to master skills and absorb basic competencies. Students

of the new system will graduate at the age of 18 and will be ready for

employment, entrepreneurship, middle level skills development, and higher

education upon graduation. The K-12 program accelerates mutual recognition of

Filipino graduates and professionals in other countries K to 12 programs were

more on collaboration rather than competition on the old curriculum. It’s just

indicating that this kind of teaching is more on performance, and group activities.

1
Also in this program, all has given a chance to be honor student. Once you've

got an average grade of 90 and above you are considered as honor.

But one of the major concerns of the critics is the additional expenses to

be incurred by parents. The longer educational cycle would be an added burden

to households and would later on translate to higher dropout rates. While the

government can provide free public education, the allowances, transportation,

school supplies, and other schooling expenses are still to be shouldered by the

parents.

Meanwhile, some are worried about the rush to implement the K to 12

programs. For one, according to a study conducted by a group of researchers

from the Philippine Institute for Development Studies (PIDS) the rush

implementation of the program may have unintended effects on social equity if

publicly funded. This is because many poor families do not reach beyond the

secondary level of educational attainment. In addition, the revise curriculum is

not yet fully tested, the study also raised concerns about the many reforms the

DepED is trying to implement all at the same time. Including the implementation

of the K to 12 Program which might result in similar reform failures in the past. It

also expressed concern on the fact that DepED might lose administrative

concentration by spreading itself thinly.

But despite of its good purpose many Filipino is still complaining about

this curriculum, they look at this K to 12 programs as a negative curriculum

2
because this is another expenses and another year in staying in High School

before going to College. Thus, many Filipino thinks that this program is another

waste of time for students before being a College student without knowing that

this program makes the student to be a College ready.

Research Problem

Inadequate classrooms, teachers, materials, references, and other

facilities for the K to 12 program, problems that are facing by the new

educational program. This problem that merely affect the study of the students

that results them to think that this program is just a waste of time, and let them

ask if are we really ready to K to 12.

Research Questions

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

1.1 Age

1.2 Gender

1.3 Position/ Designation

2. What common problem did the school encounter in terms of facility:

2.1 Building/ Classroom

2.2 Clinic

3
 2.3 Faculty

2.4 Computer room

2.5 Laboratory

2.6 Library

2.7 School Canteen

2.8 Guard House

2.9 School Comfort Room

3. Problems encountered in terms of materials:

3.1 Modules

3.2 Books

3.3 Computers

3.4 Projector

3.5 White Board

3.6 Television

4. Problems encountered in terms of Teachers:

4.1 Appropriateness of subjects

4.2 Effectiveness of Teachers

4
 4.3 Well equip

4.4 Enough numbers

4.5 Teachers are ready for K-12

4.6 Teaching styles

Conceptual Framework

This study presents the concept of implementation of K-12 Program in

Sapang Palay National High School.

Input Process Output

Respondents Profile We will gather data Sapang Palay

through survey and National High School

 Age
interview. is not ready/ ready
 Gender
in the
 Position/ Formulation and
implementation of K
Designation validation of
to 12 Program.
Problem that the research instrument.

school encounter:
Analysis and
Facilities
interpretation of
 Materials for
data.
teaching
Testing of research
 Teachers
hypothesis.
 Curriculum

5
Scope and limitation

The main purpose of our study is to determine the readiness of Sapang

Palay National High School in implementing K to 12 and how it affects the

students and teachers performance. The study considered the schools offer.

The researchers limited the study in 280 Senior High school students,

composed of 14 students per section in Grade 11, and grade 12 students of

Sapang Palay National High School, School Year 2017-2018. Each of our

respondents were going to give questionnaires to answer. We are going to pick

our respondents randomly from grade 11-12 level to avoid being biased.

Significance of the Study

The study is intended to contribute knowledge for Sapang Palay National

High School, and its personnel about the new curriculum.

For Senior High School students, this study will help them to know the

commentary about the K to 12 Program. It will help them to understand the real

situation of the school when it comes on handling the program.

For Teachers, this research deliberates them to be aware of the situation

of the school, and the students about the K to 12 Program.

For the Government, this research will help them to know the problem of

the new curriculum. It will give them understanding about the needs of the new

program that they need to provide.

6
Definition of Terms

Academic- is a teacher or scholar in a college or institute of higher education.

Adjustment- is a small alteration or movement made to achieve a desired fit,

appearance, or result.

AEC- ASEAN Economic Community.

Ambivalence- is the state of having mixed feelings or contradictory ideas about

something or someone.

Collaboration- is the action of working with someone to produce or create

something.

Competency- is a set of defined behaviors that provide a structured guide

enabling the identification, evaluation and development of the behaviors in

individual employees.

Competition- is the activity or condition of competing.

Compliance- is the action or fact of complying with a wish or command.

Contestation- is the action or process of disputing or arguing.

CTL- Contextual Teaching and Learning.

Curriculum- this is the Grade 12 program.

DepED- Department of Education.

Education- is the process of facilitating learning, or the acquisition of knowledge,

skills, values, beliefs, and habits.

Facility- is a place, amenity, or piece of equipment provided for a particular

purpose.

7
Fundamental- forming a necessary base or core; of central importance.

Implementation- is the process of putting a decision or plan into effect;

execution.

Inadequate- is lacking the quality or quantity required; insufficient for a purpose.

Innovative- is the act of featuring new methods; advanced and original.

Institution- a society or organization founded for a religious, educational, social,

or similar purpose.

Knowledge- is facts, information, and skills acquired by a person through

experience or education; the theoretical or practical understanding of a subject.

Multilingual- is in or using several languages.

Nudged- to push slightly or gently, especially with the elbow, to get someone's

attention, prod someone into action.

Problem- is a matter or situation regarded as unwelcome or harmful and needing

to be dealt with and overcome.

Readiness- is the state of being fully prepared for something.

School- Sapang Palay National High School.

Strategy- is a high level plan to achieve one or more goals under conditions of

uncertainty.

Student- are the Grade 11, and 12 students.

System- is a regularly interacting or interdependent group of items forming a

unified whole.

Teachers- are Senior High School Teachers of Sapang Palay National High School

8
 Chapter 2

Review of Related Literature

Related Literature

The Philippine President Benigno Simeon C. Aquino III pointed out

Science and Math proficiency as one of his education agenda aimed at rebuilding

infrastructures so the Philippines can produced quality graduates, and ensure the

country's full of experts and professional who are globally competitive

(Piamonte,2012).

Piamonte exposed graduates degree courses in the Philippines are

not recognized as a professional abroad. The reason if this is the short term

duration of the Philippines basic education cycle. The curriculum reforms in the

Philippine K-12 are geared toward global responsiveness and competitiveness as

measured against the standard of regional or international organization such as

ASEAN Economic Community (AEC). The Philippines is a member of AEC for

regional economic integration that promotes among other visions an open

market for employment opportunities among labor forces of other countries.

Neighboring Asian countries if the Philippines have long been prepared in terms

of their educational requirements of their workforce for a job fair at least across

Southeast Asia (Garcia 2013).

According to Webster-Wright (2009) regarding the good practices in

teacher professional learning, concluded that quality professional development

must integrate theory with practice, enabling teachers to make ongoing decisions

9
about their classroom practice within the context of deeply understood relevant

theory. It therefore engages with teachers as thinking professionals, as

intellectual workers, rather than treating them as technicians who merely need to

be taught what to do and then subjected to compliance measures to ensure that

they do it. In any final analysis, true teacher professional learning is human,

social and relational. Teachers, like students, need time to learn and people from

whom to learn. A wide range of possible strategies provide options for learning.

The challenge for school leaders is to bring these together in a meaningful way.

In San Diego City Schools a professional development system is aligned

with standards, curricular, and implementation guidelines. It recognizes that

effective professional development must be focused on the schools themselves

and based on daily classroom practice. It provides training and support for

instructional leaders, school principals, school-based peer coach/staff developers

and teachers. This training includes regular seminars, school visits by

instructional leaders, and cross-school visitations by principals to each other's

schools. The schools believe that effective professional development must be

focused on the schools themselves and based in daily classroom practice (San

Diego Institute for Learning, URFMP25SchoolPrograms.pdf).

Sullivan (2011) framed a new theory of enhancing teaching through using

Research-informed strategies. This theory asserts that the enhancement

procedure starts from a review of assessment results which include both the

previous student learning outcomes and the test items in which they excelled,

10
fared moderately or failed. From a review of test results at different levels

(national down to school or even classroom level) is manifested the range of

student responses to different test items which will serve as basis for curriculum

modifications. Sullivan pointed out the need to develop student’s abilities to work

adaptively that is, enabling them to apply previous learning to current and

relevant situations.

According to High (2012), school readiness includes the readiness of the

individual child, the schools readiness for children, and the ability of the family

and community to support optimal early child development. It is the

responsibility of schools to be ready for all children at all levels of readiness.

Childrens readiness should become an outcome measure for community-based

programs, rather than an exclusion criterion at the beginning of the formal

educational experience.

According to Porter (2008), school readiness is not just an attribute of

children, but also comprises the educational, social, family and personal

resources that support their success at school. The following child attributes

imply school readiness: good physical health, including being well nourished and

having the physical stamina to last a school day; general cognitive skills such as

literacy and numeracy; effective communication skills, both to comprehend

instructions and to communicate personal needs; an enthusiastic and curious

learning style, reflected in interest and engagement in the world, attention to

directions, persistence, working independently; listening to and following

11
instructions; working independently and staying on task; social and emotional

competencies: spanning the ability to regulate emotion and behavior,

interpersonal skills to participate cooperatively and interact pro-socially with

peers and teachers, and ability to separate from parents.

The Philippine Online Chronicles (2011) cited in one of its articles that K to

12 has been met with criticism from youth and student groups, teachers, parents

and the academic community. The DepED, for its part, appears determined to

enact the program with its proposed budget catering mostly to preparing the

grounds for its eventual implementation. The article also stressed that it is

arguably one of the most drastic and controversial programs of the Aquino

administration. In the same article, the DepED argues that the K-12 program will

be the solution to yearly basic education woes and the deteriorating quality of

education. Critics, however, counteract that the education crisis needs to be

addressed more fundamentally and adding more school years would only

exacerbate the situation. Further, the following counter-arguments were

presented in the same article: First, K to 12 will solve the annual growing

number of out-of-school youth. Students and parents, however complain that it

would be an added burden to poor families. While public education is free, a

political youth group estimates that a student would still need an average of

P20,000 per school year to cover transportation, food, school supplies and other

schooling expenses. Second, the K-12 will address low achievement scores and

poor academic performance of elementary and high school students. Third, the

12
DepED has enough resources to implement the K-12. Interestingly, countries

whose students got high scores in the TIMSS were the ones whose governments

allotted high public spending for education. Despite nominal increases in the total

education budget, the government has been spending less per capita on

education. Fourth, the K-12 will open doors for more jobs for the youth, even

without a college diploma. DepED says that a K-12 program will improve the

chances for youth employment as it is aimed to improve technical-vocational

skills through focusing on arts, aquaculture and agriculture, among others. The

K-12, it further states, will ensure that students graduating at the age of 18 will

have jobs, thus making them “employable” even without a college degree. Fifth,

Filipino graduates will be automatically recognized as professionals” abroad. In

the present 10-year cycle, the DepED argues, the quality of education is

reflected in the inadequate preparation of high school graduates for the world of

work or entrepreneurship or higher education. Lastly, the DepED justifies the K-

12 model by saying that the present short basic education program affects the

human development of Filipino students. Ultimately, regardless of whichever

model, what the youth and country direly needs is for the development and

establishment of an education system that caters to the needs of the Filipino

youth and the society in general The article concluded that the crisis of the

Philippine education system, in all levels, is stemmed not on the superficial, in

this case the number of schooling years, but rather on the conditions and

foundation on which it subsists. Republic Act 10533 signed by the incumbent

13
President Benigno Aquino III aims to restructure basic education in the country

by requiring Filipino students to undergo one year in Kindergarten, six years in

primary school, four years in junior high school and two years in senior high

school. Present during the signing were House Speaker Feliciano Belmonte Jr.,

Education chief Bro. Armin Luistro, and senators and House members who

authored the legislation. The legislation also provides for a mother-tongue, multi-

lingual approach to instruction to facilitate the early learning process of students.

Teachers will be required to use a regions mother tongue as medium of

instruction from Grades 1 to 3.

The government’s K-12 program is a much-needed change for the

country’s education system. Through this program, people may expect better-

trained citizens who could be competitive with the knowledge and skills of people

trained abroad (De los Santos, 2012).

What the constitution is to a state, the curriculum is to an educational

institution. The issues, problems and prospects of an educational institution are

intimately intertwined with those of the curriculum. In fact, the curriculum can be

viewed as the very heart of all educational systems. Thus, curriculum decisions

are essentially crucial to the tasks involved in education (Bauzon, 2006).

Related Study

The study of Odugu (2011) argues that understanding education language

policy in multilingual societies requires multiple shifting theoretical lenses that

map onto the actual policy processes. On one hand, by promoting cultural

14
identity and instilling values of justice as fairness, mother-language education

minimizes the conditions of inequities that fuel social and political conflicts,

thereby installing “the defenses of peace” in “the minds of men”. On the other,

the ecological needs of linguistic-cultural diversity – an extension of the logic of

biodiversity – demands mother-language education as an end in itself. Both the

instrumental and the self-contained goals coincide in pursuit of multilingual ELPs.

Third, recent growth in immigration and the restructuring of nation-states

by processes associated with globalization create cross-cultural encounters,

which signal new waves and forms of multilingualism that invite revisions of

language policies in education. While the meaning and conditions of globalization

continue to unfold, we witness greater academic evidential consensus supporting

mother-language education and multilingual education, increased resource

commitment by national and international agencies, stronger vigilance against

language marginalization and amplified grassroots participation in policy making,

and yet continued ambivalence or outright resistance to ELP changes in India

and Nigeria. The study reveals that competitions about ELPs persist partly due to

pervasive lack of shared understanding about the implications of mother-

language education and multilingual education and misconceptions about ELP

processes.

In a case study on Contextual Teaching and Learning (CTL), Sears &

Hersh (2008) found out that contextual teaching enables learning in which

students employ their academic understandings and abilities in a variety of in-

15
and out-of-school contexts to solve simulated or real world problems, both alone

and with others. Activities in which teachers use contextual teaching strategies

help students make connections with their roles and responsibilities as family

members, citizens, students, and workers. Learning through and in these kinds

of activities is commonly characterized as problem based, self-regulated,

occurring in a variety of contexts including the community and work sites,

involving teams or learning groups, and responsive to a host of diverse learners’

needs and interests. Further, contextual teaching and learning emphasizes

higher-level thinking, knowledge transfer, and the collection, analysis, and

synthesis of information from multiple sources and viewpoints. CTL includes

authentic assessment, which is derived from multiple sources, ongoing, and

blended with instruction.

Cheung and Slavin (2011) reported that on the 2009 National Assessment

of Educational Progress only 17% of eighth graders eligible for free lunch scored

at proficient or better, while 45% of middle class students scored this well.

Among African American students, only 12% scored proficient or better, and the

percentages were 17% for Hispanics and 18% for American Indians, compared

to 44% for Whites and 54% for Asian-Americans. All of these scores have been

improving over time, but the gaps remain.

Recent research, according to McCulla (2011) points to the absolute

primacy to teachers’ professional growth through social networks in education

and the informal mentoring relationships that often result. This is of particular

16
importance in succession from one career stage to the next. It is through gaining

access to these professional networks that informal mentoring relationships are

formed, which is just as important as the content of professional development

programs. Some of the conditions that can be seen to enable teacher

professional growth and career path progression might be summarized as

follows: to be identified by school leaders as having leadership potential, to be

“nudged‟ forward to experience aspects of leadership roles, to be given

opportunities to lead both within the school and beyond, to be supported in

gaining access to professional networks locally and beyond the school, to be

supported and mentored in adopting leadership responsibilities, and to

experience aspects of formal leadership roles as the basis of capacity.

The educational research of Alzoubi and Rahman (2011) supports the

foregoing. In this study, they concluded that teachers training programs are

necessary in order to upgrade the teacher’s skills, knowledge and performance.

Likewise, it is to enable them to be more effective and innovative.

The upgrading process is intended not only to protect Filipino

professionals from foreign competition but more importantly to build a strong

human resource infrastructure in the light of a globalized trading environment.

Specifically, the readiness to compete internationally should be viewed in terms

of the ability of local professionals to meet the standards and human resource

requirements of foreign as well as domestic companies (Tullao, 2007).

17
 On the other hand, Magno (2013) cited that teachers are one of the key

elements in any school and effective teaching is one of the key propellers for

school improvement. This review is concerned with how to define a teacher’s

effectiveness and what makes an effective teacher. It draws out implications for

policymakers in education and for improving classroom practice.

Furthermore, the study of Dejarme (2008) suggested that in order for

schools and universities to cope with new innovations, they should keep at pace

with the tempo of societal changes and technological progress. The schools of

today should participate in the educational and social revolution. Thus, the

curriculum in Philippine schools today has to be geared to the rapid societal

changes and the new responsibilities for the new breed of Filipinos. The three

most important sectors of society that give direct input to the improvement of

the curriculum are the academe (institutions), the government, and the

industries (both public and private companies).

In conclusion, the use of teaching methods is generally effective in

teaching, but its effectiveness depends much on the nature of the learners, the

difficulty of the lesson, the availability and adequacy of instructional materials,

the teacher’s professional qualities and the classroom climate. While instructional

materials facilitate, accelerate and make learning experiences more concrete,

meaningful and enjoyable, the students’ level of performance is still affected by

the effectiveness of the teacher and the teaching methods. It is measured

through varied teacher-made tests (Katigbak, 2011).

18
Synthesis of the Reviewed Literature and Studies

According to Alzoubi (2011), Cheung (2011), Dejarme (2008), De los

Santos (2012), Garcia (2013), High (2012), Katigbak (2012), Magno (2013),

McCulla (2011), Nwaocha (2010), Odugu (2011), Piamonte (2012), Porter

(2008), Rahman (2011), San Diego Institute for Learning, Slavin (2011), Sullivan

(2011), Tullao (2007), and Webster-Wright (2009) they tackled about the

curriculum reforms in the Philippines K-12 geared in the course of global

responsiveness and competitiveness. The readiness of the country has been

preparation in terms of their education, the facilities, schools, teachers, students,

family and the different officials. Also the readiness to compete internationally.

The teachers and students need time to learn and people whom to learn, and

should provide training and support for the officials. They pointed out the need

to develop students’ abilities to work adaptively. They expecting better trained

citizens who could be competitive with the knowledge and skills of people

trained.

According to Bauzon (2006), Contextual Teaching and Learning (CTL),

Hersh (2008), Philippine Online Chronicles (2011) and Sears (2008) they tackled

about the problem, issues, prospects of an educational institution and the

beneficial that can get in K-12 program that will be the solution to the basic

education. It enables learning in which students employs their academic

understanding.

19
 Chapter 3

Methodology

Research Design

This research used descriptive method in conducting study. It aims to

describe the data collected regarding to the readiness of Sapang Palay National

High School in implementing K-12 Program. This is the best method to describe

the condition or the situation of the subject. The survey method questioners

were used as a tool in gathering essential data.

Population and Sampling

The study focused on the readiness of school implementing K-12. There

were two groups of respondent are involved in this study, Teachers and

Students. Respondents are selected in different grade levels.

There are total of 280 respondents consisting of 14 students per section in

Grade 11 and Grade 12 students. The respondents were selected randomly.

Researchers used the stratified sampling in selecting the respondents.

Table 1: Respondents

Respondents Number of Respondents Percentage

STEM 11-A 14 5%
STEM 11-B 14 5%
STEM 12-A 14 5%
20
STEM 12-B 14 5%
STEM 12-C 14 5%
ABM 11-A 14 5%
ABM 11-B 14 5%
ABM12-A 14 5%
ABM 12-B 14 5%
ABM 12-C 14 5%
HUMSS 11-A 14 5%
HUMSS 11-B 14 5%
HUMSS 11-C 14 5%
HUMSS 11-D 14 5%
HUMSS 12-A 14 5%
HUMSS 12-B 14 5%
HUMSS 12-C 14 5%
HUMSS 12-D 14 5%
HUMSS 12-E 14 5%
Total 280 100%
Process

First, the researchers conduct a topic regarding in implementing the K-12

program. Secondly, all data pertinent to the topic in this study were personally

gathered by the researcher, some data were gathered from the internet. Then,

the primary data were conducted from the filled up questionnaires that allocated

to the corresponding respondents for this study. Lastly, the collected data were

sum up to get the findings.

Research Instrument

This questionnaire was made and designed originally by the researcher. It

was used as the primary data gathering instrument with focus on school

readiness in implementing K-12 Program in terms of curriculum adjustment,

21
school facilities, and teacher’s readiness in terms of teaching competencies,

teaching strategies and instructional materials.

This instrument underwent content validation by Sir Kay Mark C. Orio, our

Practical Research teacher. Then, we conducted a trial run of the instrument in

Senior High School students not covered by the study. They were noted included

an actual respondents but were used only for validation purposes to determine if

the contents of the questionnaire are comprehensible and reliable.

In this study we used the statistical tools Mean, Percentage and Sum. We

used mean in getting the average of the readiness of the school. Second, we use

percentage to know how many students think that the school is ready for

implementation of the K-12 Program. Lastly, we used the sum to get the total

average.

Chapter 4

Presentation, Analysis and Representation of Data

Research Question 1:

Table 2: The findings Readiness of Sapang Palay National High School in terms

of Facilities, Materials, and Teachers

Question Mean Description

Buildings/ Classroom 2.36 Almost Ready
Clinic 2.53 Ready
Computer Room 2.31 Almost Ready
22
School Canteen 2.78 Ready
Library 3.01 Ready
Laboratory 2.09 Almost Ready
Teacher’s Faculty 2.43 Almost Ready
Guard House 2.61 Ready
School Comfort Room (CR) 2.25 Almost Ready
Gymnasium 2.51 Ready
Modules 1.95 Almost Ready
Books/Reference 2.10 Almost Ready
Projector 2.54 Ready
White Board 2.16 Almost Ready
Television 2.17 Almost Ready
Teachers are well equipped 2.58 Ready
Enough numbers of Teachers 2.3 Almost Ready
Teachers are ready for K-12 2.61 Ready
Effectiveness of Teachers 2.88 Ready
Teaching style 2.94 Ready
Total 2.46 Almost Ready

Sapang Palay National High School is almost ready in implementing K-12

Program in terms of building/classrooms, computer room, laboratory, teacher’s

faculty, school comfort room, modules, books/references, white board, television

and enough numbers of teachers.

Sapang Palay National High School is ready in implementing K-12 Program

in terms of clinic, school canteen, library, guard house, gymnasium, projector,

teachers are well equipped, teachers are ready for K-12, effectiveness of

teachers and teaching style.

Research Question 2:

Table 3: This table shows the percentage in the readiness of Sapang Palay

National High School

Yes No

23
1. Our school is ready because the teachers are 62.14% 37.86%

well equipped.
2. The number of classrooms is enough and 43% 68.57%

complete in equipment needed.

3. We are provided b the instructional materials 38.21% 61.79%

that we need.
4. There are enough teachers for every subject. 51.43% 48.58%
Total Percentage 45.8% 54.2%

According to survey, 62.14% of the agreed that Sapang Palay National

High School is ready because the teachers are well equipped while 37.86%

disagreed that the school is ready. 43% said that the number of classrooms is

enough and complete in equipment needed while 68.57% don’t agree that the

class is ready. 38.21% of the respondents agreed that they are provided by the

instructional materials that they need, 61.79% disagreed on it. 51.43% of the

respondents concede that there are enough teachers for every subject

meanwhile 48.58% disagreed to this statement.

Chapter 5

Summary, Findings, Conclusion, Recommendation

Summary

24
 This study aimed to know the extent readiness of Sapang Palay National

High School in the implementation of K-To 12 Program.

This research ought to know what are the common problems did the

school encounter in terms of facilities, teacher, and materials. The researchers

also want to know if the school is capable and ready in the implementation of

the new curriculum. Assessed by respondents and if Sapang Palay National High

School in the implementation of K-12 Program.

To answer this question, researchers conducted a survey using the

descriptive method with the questionnaire as the primary data gathering

instrument which was validated by our Practical Research Adviser, Mr. Kay Mark

C. Orio, and Science teacher, Ms. Loida A. Dagami. The data gathered and

interpreted with the use of percentage and mean.

Findings

The data were analyzed and the following findings were formulated

according to the specific question.

The respondents are Senior High School students of Sapang Palay

National High School, aged of 17-19 years old. The school readiness in terms of

facilities got an average of 2.48 which means that the buildings with classrooms,

clinic, computer room, school canteen, etc., are almost ready.

The school readiness in terms of materials got an average 1.75 which

means, the materials for teaching such as modules and books are almost ready.

25
 The school readiness in terms of teachers got an average of 2.67 which

means that the teachers are ready in the implementation of new curriculum.

Conclusion

Based on the research findings, we can conclude that Sapang Palay

National High School is almost ready in the implementation of K-12 Program.

This is similar to the study of Alzoubi (2011), Cheung (2011),

Dejarme (2008), De los Santos (2012), Garcia (2013), High (2012), Katigbak

(2012), Magno (2013), McCulla (2011), Nwaocha (2010), Odugu (2011),

Piamonte (2012), Porter (2008), Rahman (2011), San Diego Institute for

Learning, Slavin (2011), Sullivan (2011), Tullao (2007), and Webster-Wright

(2009) they tackled about the curriculum reforms in the Philippines K-12 geared

in the course of global responsiveness and competitiveness. The readiness of the

country has been preparation in terms of their education, the facilities, schools,

teachers, students, family and the different officials. Also the readiness to

compete internationally.

Recommendations

The teachers should maintain their readiness in the implementation of K-

12. The teachers who have not yet finished their master’s degree should

consider the option of pursuing it and making themselves more passionate,

committed and dedicated to the calling they are into. The school should maintain

and even bring to a higher level their readiness in the implementation of K to 12

26
through adopting more innovative trends, improving their facilities and preparing

themselves for globalization.

The Government and DepED should give more focus in the school that

implemented K to 12 Program and should prioritize giving enough attention to K

to 12 Curriculum so that what they have implemented will, because progressive

and students involve will be globally competitive.

Bibliography

27
Books

Bauzon, P. T. (2006). Foundations of Curriculum Development and Management.

Mandaluyong City: National Book Store.

De los Santos, E. (2012).“K to 12 Program in the Philippines”. Retrieve from:

http://studymode.com.

Dejarme, E. G. (2008). Enhancing Curriculum in Philippine Schools in Response

to Global Community Challenges.

Garcia J.A.S. (2013). "Framework for ASEAN 2015: A Roadmap for Schools".

Retrieved from: http://www.pacu.org.ph

High, L. (2012). "School Readiness and Teaching and learning in the interactive

classroom. Advances in Physiology Education"

Katigbak, Edna M. (2011). “Extent of Utilization of Teaching Methodologies in

Mathematics Instruction in the Division of Lipa City: Its Implications to

Instruction”, Master’s Thesis, Tanauan Institute School of Graduate

Studies, Tanauan City.

Magno, Carlo. "A Guide in Assessing Knowledge, Process, Understanding, and

Performance/Product."

28
McCulla, M. V. (2011). “Improving work processes by making the invisible visit”,

Journal of Education and Work. 19(4), 343-361.

Porter, J. (2008). "Economic perspectives on investments in teacher quality:

Lessons learned from research on productivity and human resource

development." Retrieved from: www.epaa.asu.edu/epaa/v8n33.html

Tullao, T. S. (2007). Transforming the ASEAN+ 3 into an Asian Community:

Prospects and Impediments. Yuchengco Center, De La Salle University.

Webster-Wright (2009). Fixed- versus random-effects models in meta-analysis:

Model properties and an empirical comparison of differences in results,

British Journal of Mathematical and Statistical Psychology

Website

(Retrieved from: http://www.picls.gov.ph, July 2, 2017)

(Retrieved from: http://k12philippines.com/, July 1, 2017)

Retrieve From:http://thepoc.net/

Cheung, Allan C.K. and Robert E. Slavin (2011). “The Effectiveness of

29
 Technology Applications for Enhancing Mathematics Achievement in K 12

Classrooms: A Meta-Analysis”, John Hopkins University,

www.bestevidence.org

Odugu, Desmond Ikenna (2011) Education language policy process in

multilingual societies: Global visions and local agendas in India, Nigeria

and UNESCO, ProQuest Dissertations and Theses.

Sears & Hersh (2008) “Case Study on Contextual Teaching and Learning (CTL) ”,

(Retrieved November 2012 from: www.contextual.org/abs2.htm).

30
 Appendix A

Letter to the Respondents

October 3, 2017

To Whom It May Concern

Dear Ma’am/Sir,

Good Day!

The researchers from HUMSS 12-A under the supervision of Mr. Kay Mark C. Orio
are currently undertaking a research study entitled THE READINESS OF
SAPANG PALAY NATIONAL HIGH SCHOOL IN IMPLEMENTING K TO 12
PROGRAM in partial fulfillment on our subject Practical Research 2.

In this regard, we would like to request permission to allow them to conduct a

survey. The information that the researcher gathered will be held confidentially
and used for a purpose.

Your assistant and approval in this regard will be highly appreciated.

Very truly yours,

The researchers

Noted:

Mr. Kay Mark C. Orio

Research Adviser

31
 Appendix B
Letter to the Principal

Wilma M. Aquino

Principal IV

Sapang Palay National High School

Subject: Permission to Administer Survey Questionnaire

Good day!

We, students from HUMSS 12-A of Senior High School is currently conducting a
research regarding the Capability of Sapang Palay National High School Health
Clinic inGiving Immediate Care to its Clients. The respondents that we needed
are students, teachers and staffs of this school.

In order to fulfill the requirements we needed in our subject Practical Research

II, we are asking permission for us to conduct the survey that we will implement
here inside the school campus during vacant time of the said respondents. We
promise that as we conduct the said activity, we don’t interrupt nor disturb any
classes that are currently ongoing.

Attached are the set of questionnaire being given. Thank you and God Bless.

Very truly yours,

Researchers

Noted by,

Kay Mark C. Orio

Practical Research II Teacher

32
JOENA MAY B. BUENSALIDA

Block 52 Lot 25 Area D, Sta Cruz II,CSJDM,Bulacan,

Zip Code: 3024

joenamsy.buensalida@gmail.com /mobile 09106173490

OBJECTIVES

 To educate and share knowledge to every students.

EDUCATIONAL BACKGROUND

Senior High School

 Humanities and Social Science(Sapang Palay National High School) 2016

Junior High School

 San Jose Del Monte National Trade School 2012

Elementary

 Bagong Buhay D Elementary School 2005

SEMINARS/TRAININGS

 School Trainong on Character Initiative and Parenting Style

 Community Service and Leadership Training

 Citizenship Advancement Training

SKILLS/TALENTS

 Playing Guitar, Beat box, Drums

 Baking

 Computer Literate

PERSONAL BACKGROUND

Age: 17 years old

Birthday: July 21, 200

33
KATRINA S. LAZALA
B-5 L-34 Area H Phase I CSJDM. Bulacan
Zip Code:3024
09358146627
katrina.lazala@gmail.com
Objectives:
 To obtain a position that will enable me to use my strong
organizational skills and ability to work well with people
Education:
Elementary
 Gr. 1 to Gr 2: Tenement Elementary School
Yr. 2006 to 2007
 Gr.3 to Gr. 6: San Rafael BBH Elementary School
Yr. 2007 to 2012
High School
 Gr. 7 to Gr 12: Sapang Palay National High School
Yr. 2012 to 2018
Work Experience:
Sapang Palay National High
 School Student Assistant (2014-2016)
Raiven Haircutter Salon
 Cashier (2016-2017)
Seminar/ Training:
 HIV Awareness
 Pantawid Pamilya Pilipino Program
 Career Choice Seminar
 Career Orientation Seminar
 Disaster Risk Reduction Management

Skills/Talents: Japanese and

 Basic in Photo Korean)
Editing  Basic in Beauty
 Basic in Care
Speaking  Basic in Tailoring
Different  Basic in
Languages Photography
(English,  Basic in Fashion
Filipino, Chinese,  Dancing

34
MARIA NICOLE D. GENERALO
Lot.1, Blk.7, Road 3, Minuyan 2, CSJDM, Bulacan
Zip Code: 3024
09355252189
generalomaria@gmail.com

Objective:

To help others through their psychological, emotional, and mental needs, also to
give a purpose to my skill.

Education:

Minuyan Elementary School

Sapang Palay National High School

Experience:

S.P.A Seminar

School Training Workshop on Character Development Initiative and Parenting

Style

Skills:

Acting

Personal Background:

Age: 16

Date of Birth: November 25, 2000

Mother’s Name: Luzminda D. Generalo

Father’s Name: Ronie G. Generalo

35
 36

JOSE JOSHUA L. PATNUGOT

Lot.13, Blk.80, Purok 7, Area B, CSJDM, Bulacan

Zip Code: 3024

09073765149

Princejoshuapatnugot@gmail.com

Objective:

To help others through their psychological, emotional, and mental needs, also to
give a purpose to my skill.

Education:

Bagong Buhay B Elementary School

Sapang Palay National High School

Skills:

Computer Literate

Can do multiple task

Personal Background:

Age: 17

Date of Birth: November 6, 1999

Mother’s Name: Flora L. Patnugot

Father’s Name: Roberto D.J Patnugot

36

37
 Questionnaire

Name: (Optional)

Strand/ Grade & Section:

Gender:

Rate the readiness of Sapang Palay National High School in implementing K-12
Program by putting a check.

4 3 2 1 4- Very ready 3-Ready

2-Almost ready 1-
Buildings/Classrooms Not at all
Clinic

Computer Room

School Canteen

Library

Laboratory

Teacher’s Faculty

Guard House

School Comfort Room (CR)

Gymnasium

Modules

Books/ Reference YES NO

1. Our school is ready because the teachers are well equipped.

Projector

2. The Board
White number of classrooms is enough and complete in
equipment needed.
Television
3. We are provided by the instructional materials that we need.
Teachers are well equipped
4. There are enough teachers for every subject.
Enough numbers of Teacher

Teachers are ready for K-12 38

Effectiveness of Teachers
39
Teaching styles