K to 12 curriculum reform in the Philippines: towards making students future ready

2021 ◽  
pp. 1-15
Author(s):  
Jessie S. Barrot
Keyword(s):  
Curriculum Reform ◽  
The Philippines ◽  
K To 12

scholarly journals Academic success as estimated by locus of control and motivation

2020 ◽  
Author(s):  
Mark Alipio
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Locus Of Control ◽  
Online Survey ◽  
Positive Association ◽  
Simple Random Sampling ◽  
The Philippines ◽  
Dropping Out ◽  
Weighted Point ◽  
K To 12

Dropping out from undergraduate education, an indicator of academic success, is costly for students, parents, and society in general. Therefore, the early identification of potential dropout students is important. The contribution of personal features to dropout rates has merited exploration. However, there is a paucity of research on psychological factors that may lead to dropping out. In addition, the country’s adoption of K to 12 curriculum may have an impact on the academic success of students. This paper examines the influence of locus of control and motivation on academic success, as measured by dropout intention and academic performance, of first batch of freshmen under the K to 12 curriculum in the Philippines. A descriptive-correlational study using online survey questionnaires was employed to 21,012 respondents who were chosen through simple random sampling and Slovin’s formula. Standard questionnaires were used to gather data on locus of control, motivation, and dropout intention, while academic performance was measured using the Weighted Point Average (WPA) of the students. Results showed that majority of the respondents had very strong external locus of control but had low level of motivation. Results also showed that majority of the respondents had very high level of dropout intention and WPA. Correlation revealed a weak positive association between locus of control and WPA. Multiple regression analysis revealed that locus of control significantly influenced WPA while locus of control and motivation did not influence dropout intention.

scholarly journals A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum

2020 ◽  
Vol 8 (4) ◽  
pp. 25-44
Author(s):  
Edwin B. Estrera
Keyword(s):  
Social Sciences ◽  
High Schools ◽  
Social Science ◽  
Science Teachers ◽  
Learning Process ◽  
The Philippines ◽  
Core Courses ◽  
Humanities And Social Sciences ◽  
Teaching Learning ◽  
K To 12

This study examines the perception of Humanities and Social Science teachers among public Senior High Schools in the Department of Education’s Humanities and Social Sciences strand in the Philippines. It uses Erden’s element-based model of evaluation by considering the alignment to the goals of the Humanities and Social Sciences disciplines, the purpose, and core courses of the program, and the teaching-learning process. It also uses Tyler’s Rationale as frameworks in assessing the curriculum. Likewise, the study examines the problems and difficulties in curricular implementation. Upon administering a survey to 25 Humanities and Social Science teachers among four public senior high schools, data revealed that the respondents perceived the curriculum goals, and the purpose of the program as highly observed, while the core courses of the program and teaching-learning process were satisfactorily observed in the curriculum. Also, sex and age were not factors in their level of assessment of Humanities and Social Science goals. The problems and difficulties encountered by teachers included unbalanced time allocation of learning competencies, lack of available learning materials, and lack of specialized teachers. Based on the findings, it is suggested that the government provide stronger teacher support programs to address the gap in curriculum implementation. The K to 12 program also needs a full review, as the study only provides a presurvey to more significant institutional issues. While the Humanities and Social Science curriculum appears aligned with the goals of their disciplines, and to the country’s educational goals, its realization still depends upon the teachers’ implementation in the classroom level.

scholarly journals Design and Validation of the College Readiness Test (CRT) for Filipino K to 12 Graduates

2020 ◽  
Vol 9 (2) ◽  
pp. 209
Author(s):  
Antonio Tamayao ◽  
Rudolf Vecaldo ◽  
Jay Emmanuel Asuncion ◽  
Maria Mamba ◽  
Febe Marl Paat ◽  
...  
Keyword(s):  
Higher Education ◽  
General Education ◽  
College Readiness ◽  
The Philippines ◽  
Validity And Reliability ◽  
Multi Stage ◽  
Criterion Referenced ◽  
General Education Courses ◽  
Difficulty Index ◽  
K To 12

Designing and validating a college readiness test addresses the absence of standardized Philippine-based College Readiness Test (CRT) congruent with the College Readiness Standards (CRS) set by the Philippine Commission on Higher Education (CHED). It also resolves the varied and arbitrary indices used by Higher Education Institutions (HEIs) to measure the preparedness of K to 12 Filipino graduates to enter college. In this regard, this study establishes the validity and reliability of the CRT to measure the combination of knowledge, skills, and reflective thinking necessary for the K to 12 graduates to be admitted and to succeed without remediation in the General Education courses in HEIs. Using multi-stage sampling in a select province of the Philippines and with due consideration of the district, type of school, and academic tracks offered in senior high school, the study has generated that the 200-item CRT has desirable difficulty index (65.64), reasonably good discrimination index (0.22), and large functioning distractors (68.91% distractor efficiency). Notably, there is a significant positive relationship between discrimination and difficulty indices as well as the distractor efficiency and difficulty index of the CRT items. Also, the CRT is reliable as it possesses inter-item consistency (r=0.796). Thus, it is a valid and reliable instrument to measure the college readiness of Filipino K to 12 graduates with its features of being contextualized, gender-fair, and criterion-referenced.

scholarly journals Motivational Drives and School Effectiveness Efforts of Secondary School Academicians and their Attitudinal Level towards K to 12 Implementation

10.17158/505 ◽  
2016 ◽  
Vol 20 (2) ◽  
Author(s):  
Fortunato B. Sagayno ◽  
Renan P. Limjuco
Keyword(s):  
Secondary School ◽  
Positive Attitude ◽  
School Effectiveness ◽  
Basic Education ◽  
The Philippines ◽  
Department Of Education ◽  
Primary Concern ◽  
Education Curriculum ◽  
Survey Questionnaires ◽  
K To 12

Republic Act 10533 known as the Enhanced Basic Education Curriculum of the Philippines is the newest paradigm of education of the country, the implementation of which needs to be evaluated specifically on the guidelines and the attitudinal level of academicians towards it. The primary purpose of this study was to determine the motivational drives, school effectiveness efforts, and the attitudinal level of secondary school academicians of the Department of Education Davao Region XI. Descriptive correlation was utilized in this study. Sets of survey questionnaires were used to gather data from 563 academicians. The findings revealed that motivational drive and school effectiveness efforts were both rated high descriptive equivalent while the attitudinal level had obtained high positive descriptive equivalent which means that academicians experienced great extent of positive attitude towards K to 12 implementation. Based on the data gathered, there is a significant relationship between motivational drives, school effectiveness efforts and attitudinal level towards K to 12 implementation. While motivational drive and school effectiveness efforts significantly influenced the attitudinal level of the academicians towards the implementation of K to 12, the school effectiveness efforts among secondary school academicians had a greatest significant influence among other variables which has positive correlation, showing that school academicians’ primary concern was on the effectiveness in their field of work on the aspect of implementation.<div> </div><div> </div><div><strong>Keywords: </strong></div>Motivational drives, school effectiveness, K to 12, Philippine education, descriptive correlation, Davao City, Philippines

scholarly journals Academic Adjustment of Grade VIII Students in Solving Mathematical Word Problems Using K to 12 Curriculum in the Republic of the Philippines

2018 ◽  
Vol 9 (2) ◽  
pp. 3414-3418
Author(s):  
Mary Ann R. Agdan ◽  
Lady Jane B. Calderon ◽  
Amiel Joseph P. Gabuyo ◽  
Jomalyn F. Dalumpines ◽  
Jealyn C. Flores ◽  
...  
Keyword(s):  
Word Problems ◽  
Academic Adjustment ◽  
The Philippines ◽  
The Republic ◽  
Mathematical Word Problems ◽  
K To 12

scholarly journals The K to 12 Senior High School Technical–Vocational Livelihood Track is Not at All Ready for Implementation

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Florencio R. Caballero ◽  
Ruth G. Cabahug
Keyword(s):  
High School ◽  
Basic Education ◽  
School Administrators ◽  
The Philippines ◽  
Home Economics ◽  
Senior High School ◽  
Descriptive Research ◽  
Education Act ◽  
Academic Year ◽  
K To 12

The K to 12 program in the Philippines was enacted into law on May 15,2013, through Republic Act 10533, otherwise known as the Enhanced Basic Education Act of 2013. The effort is an act of legislation, putting in place the K to 12 Curriculum, so that the Philippine Basic Education becomes competitive at par with other countries. The Senior High School program is believed to be one of the answers to the country’s issue on the educational system. The study determined the optimal readiness of the three groups of stakeholders, namely: Division of Zamboanga del Sur, Industries, and Community in the implementation of Technical-Vocational Livelihood Track for Senior High School in 2016. The study employed descriptive research design; and used validated survey questionnaires.  Results revealed that: 1) in terms of facilities/ equipment, the school administrators admitted that they are “not at all ready” in the SHS Technical-Vocational Livelihood Track; and 2) the LGUs and industries are “partially ready” to support the SHS implementation. The study concludes that optimal readiness to implement the SHS is not evident. It is recommended that a thorough assessment on the functionalities of facilities and equipment needed for each sub-strand of the TVL Home Economics strand be provided by concerned stakeholders prior to implementation to ensure readiness of the school to offer such strand by academic year 2016. This is also to ensure that development of the required skills among the SHS students will not be sacrificed.

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