JMJ
Marist Brothers
Notre Dame of Cotabato
Cotabato City
Perceptions of the Teachers on the Implementation of SHS Curriculum
At Notre Dame of Cotabato
A Qualitative Research Manuscript Presented to Notre
Dame of Cotabato Senior High School Students
In Partial Fulfilment of the Requirements
For the course Practical Research 1
Proponents:
Al-raiz Abdul
David Jude Callado
Athena Cap-atan
Kyle Richie Kamensa
Nur Jehad Monir
Raizah Singh
March 2019
, APPROVAL SHEET
This thesis entitled “PERCEPTIONS OF TEACHERS ON THE
IMPLEMENTATION OF SENIOR HIGH CURRICULUM AT NOTRE DAME OF
COTABATO”, prepared by AL-RAIZ G. ABDUL, DAVID JUDE O. CALLADO,
ATHENA LYCA MAY B. CAP-ATAN, KYLE RICHIE S. KAMENSA, NUR JEHAD
B. MONIR, and RAIZAH E. SINGH in partial fulfilment of the
requirements for the course Practical Research 1, has been examined
and is recommended for acceptance and approval for oral
examination.
CATHERINE G. NILLAS, MAEd
Practical Research 1 Teacher
Approved by the Committee on oral examination on March 16, 2019.
CATHERINE G. NILLAS, MAEd MR. GLENN P. VALIOS
Reading and Writing Teacher Personal Development Teacher
Accepted in partial fulfilment of the requirements for Practical
Research.
CATHERINE G. NILLAS, MAEd ANGELA T. UNDAR, Ed.D.
Practical Research 1 Teacher Senior High School Coordinator
AGNES G. GANDULFO, MAEd
School Principal
, ABSTRACT
The K to 12 curriculum is one of the curricula that is
implemented as a part of 21st century program. The implementation of
the new curriculum brings many issues that has something to do with
the school facilities, readiness of the teachers and preparation of the
program especially in the Senior High. This study aimed to determine
the perceptions of the Senior High teachers in the implementation of K
to 12 Curriculum in Notre Dame of Cotabato, Cotabato City. This
research sought to determine the teachers’ perception about the
implementation the new curriculum and identify the perceived
problems they have encountered in its implementation. Knowing the
teachers’ perception and understanding of K to 12 curriculum play a
significant role in the overall success of the program. The researchers
applied descriptive qualitative method particularly narrative analysis.
The main sources of data for this type of research are the life accounts
of individuals based on their personal experiences. The purpose of the
study is to extract meaningful context from these experiences. Based
on the data gathered, the researchers found out that the perception of
teachers on the implementation of the curriculum is that it has its
advantages which is that it will teach and equip the students with a full
understanding of the different subject matters. The researchers also
found out that the curriculum is effective as it prepares the students
for college in a way that some of the subject matters in college are
tackled in the Senior High School. And the researchers realized that
there is an assistance given by the government to the teachers and
students. The teachers also encountered challenges in its
implementation which is their adjustment to the new curriculum and
the students’ behaviour towards the subject. Based on the interpreted
data collected from the individual interviews, the researchers found
out the perceptions of teachers on the implementation of the K to 12
program. The researchers found out that the new curriculum is
effective based on the teachers’ assessment. The implementation of
the K to 12 Curriculum brought many good things in our educational
system. The teachers also faced difficulties in its implementation. It is
hoped that the result of the study will improve and will strengthen the
program and can be utilized by the NDC school administrators and
teachers to enhance their present school policy programs and projects
on the said curriculum with the collaboration of the teachers as one of
the stakeholders.
,Keywords: K to 12 Curriculum, Perceptions, Perceived Problems,
Advantages, Effective, Government’s Assistance
TABLE OF CONTENTS
Page
Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Approval Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Chapter
I. INTRODUCTION
Background of the Study . . . . . . . . . . . . . . . . . . . . 1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . 4
Significance of the Study . . . . . . . . . . . . . . . . . . . . . 5
Scope and Limitation of the Study . . . . . . . . . . . . . . 6
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . 7
II. REVIEW OF RELATED LITERATURE
Nature of the K to 12 Curriculum . . . . . . . . . . . . . . . 8
, Reaction on the K to 12 Program
Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Adjustment on the New Curriculum . . . . . . . . . . . . . 14
Students’ Behaviour on Learning . . . . . . . . . . . . . . . 15
TABLE OF CONTENTS - continued
Chapter Page
Government’s Support in the Implementation
of the K to 12 Program . . . . . . . . . . . . . . . . . . . . . . 16
DepEd Order No.31, s.2012 . . . . . . . . . . . . . . . . . . 17
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . 19
III. METHODOLOGY
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Data Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Research Participants . . . . . . . . . . . . . . . . . . . . . . 22
Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Trustworthiness of the Study . . . . . . . . . . . . . . . . 26
Roles of the Researchers ....................
28
, Ethical Considerations . . . . . . . . . . . . . . . . . . . . . 28
IV. RESULTS AND DISCUSSION
Profile of the Participants . . . . . . . . . . . . . . . . . . . . 30
Common Points . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Advantages of the Curriculum. . . . 32
Effectiveness of the Program . . . . 33
Government’s Support . . . . 34
Adjustment on the new Curriculum . . . 36
Student’s Behaviour . . . . 37
V. SUMMARY, CONCLUSION AND RECOMMENDATION
Restatement of the Problem . . . . 39
Summary of Findings . . . . 40
Conclusion . . . . 41
Recommendations . . . . 42
Recommendations for Further Studies . . 43
,REFERENCES . . . . 44
APPENDICES
Appendix A – Letter to the Principal . . . . 46
Appendix B – Letter to the Participants . . . 47
Appendix C – Interview Questions . . . . 48
Appendix D – Answers of Participants . . . 49
CURRICULUM VITAE . . . . 61
CHAPTER I
INTRODUCTION
Background of the Study
The K to 12 curriculum is one of the curricula that is
implemented as a part of 21st century program to boast up or develop
the skills of the learners. The implementation of K to 12 curriculum
brings many issues that has something to do with the school facilities,
instructional materials and preparation of the program.
, Moreover, the new curriculum will allow specialization in science,
mathematics, engineering, technology, music and arts, agriculture and
fisheries, sports, business and entrepreneurship as well as subjects for
advanced work placement. Overall, the new curriculum is designed to
provide sufficient time for mastery of concepts and skills, develop life-
long learners, and prepare graduate for tertiary education, middle level
skills development, and entrepreneurship.
The venue of the study is at Notre Dame of Cotabato. This is one
of the prominent secondary private schools in Cotabato City. It is
located in #63 Sinsuat Avenue, Cotabato City.
Notre Dame of Cotabato is the first Marist school in the Philippines. It is
a Catholic private school founded in 1945 by the Oblate Fathers (OMI)
and presently administered by the Marist Brothers. Before this is
exclusively for male students, however, due to the clamor of the
Cotabatenos, last June 1996, NDC was opened for female students. At
present, this institution is a co-ed institution.
The study covered the perceptions of the seven (7) chosen NDC
teachers teaching in the Senior High School in the implementation of K
to 12 curriculum especially in terms of students’ knowledge, skills,
attitudes, and their assessment of the implemented curriculum, and
perceived problems encountered by the SHS teachers on the
, implementation of the program. This is limited to teachers teaching in
the SHS of Notre Dame of Cotabato, Cotabato City.
As cited by Reyes, E. & Dizon, E. (2015), the outcome goals of
the K to 12 Basic Education Program. The K to 12 Basic Education
Program seeks to realize the following: Philippine education standards
to be at par with international standards; more emotionally matured
graduates equipped with technical or vocational skills who are better
prepared for work, middle level skills development, and higher
education; Significantly, addressed shortages or gaps in educational
inputs (teacher items, school head items, classrooms, instructional
materials) addressed significantly; Broadened and strengthened
stakeholders’ support in the improvement of basic education
outcomes; improved internal efficiency; improved system of
governance in the department; and Improved quality of teachers.
Moreover, the Implementation of K to 12 program’s curriculum goal is
moving towards the development of a holistically developed Filipino
with 21st century skills who is ready for employment entrepreneurship,
middle level skills development and higher education upon graduation
from Grade 12 (www.Teachersessay.com).
Knowledge are facts, information, and skills acquired through
experience or education; the theoretical or practical understanding of a
subject (Oxford Dictionary, 2018). Skill is the ability to use one's
knowledge effectively and readily in execution or performance
Marist Brothers
Notre Dame of Cotabato
Cotabato City
Perceptions of the Teachers on the Implementation of SHS Curriculum
At Notre Dame of Cotabato
A Qualitative Research Manuscript Presented to Notre
Dame of Cotabato Senior High School Students
In Partial Fulfilment of the Requirements
For the course Practical Research 1
Proponents:
Al-raiz Abdul
David Jude Callado
Athena Cap-atan
Kyle Richie Kamensa
Nur Jehad Monir
Raizah Singh
March 2019
, APPROVAL SHEET
This thesis entitled “PERCEPTIONS OF TEACHERS ON THE
IMPLEMENTATION OF SENIOR HIGH CURRICULUM AT NOTRE DAME OF
COTABATO”, prepared by AL-RAIZ G. ABDUL, DAVID JUDE O. CALLADO,
ATHENA LYCA MAY B. CAP-ATAN, KYLE RICHIE S. KAMENSA, NUR JEHAD
B. MONIR, and RAIZAH E. SINGH in partial fulfilment of the
requirements for the course Practical Research 1, has been examined
and is recommended for acceptance and approval for oral
examination.
CATHERINE G. NILLAS, MAEd
Practical Research 1 Teacher
Approved by the Committee on oral examination on March 16, 2019.
CATHERINE G. NILLAS, MAEd MR. GLENN P. VALIOS
Reading and Writing Teacher Personal Development Teacher
Accepted in partial fulfilment of the requirements for Practical
Research.
CATHERINE G. NILLAS, MAEd ANGELA T. UNDAR, Ed.D.
Practical Research 1 Teacher Senior High School Coordinator
AGNES G. GANDULFO, MAEd
School Principal
, ABSTRACT
The K to 12 curriculum is one of the curricula that is
implemented as a part of 21st century program. The implementation of
the new curriculum brings many issues that has something to do with
the school facilities, readiness of the teachers and preparation of the
program especially in the Senior High. This study aimed to determine
the perceptions of the Senior High teachers in the implementation of K
to 12 Curriculum in Notre Dame of Cotabato, Cotabato City. This
research sought to determine the teachers’ perception about the
implementation the new curriculum and identify the perceived
problems they have encountered in its implementation. Knowing the
teachers’ perception and understanding of K to 12 curriculum play a
significant role in the overall success of the program. The researchers
applied descriptive qualitative method particularly narrative analysis.
The main sources of data for this type of research are the life accounts
of individuals based on their personal experiences. The purpose of the
study is to extract meaningful context from these experiences. Based
on the data gathered, the researchers found out that the perception of
teachers on the implementation of the curriculum is that it has its
advantages which is that it will teach and equip the students with a full
understanding of the different subject matters. The researchers also
found out that the curriculum is effective as it prepares the students
for college in a way that some of the subject matters in college are
tackled in the Senior High School. And the researchers realized that
there is an assistance given by the government to the teachers and
students. The teachers also encountered challenges in its
implementation which is their adjustment to the new curriculum and
the students’ behaviour towards the subject. Based on the interpreted
data collected from the individual interviews, the researchers found
out the perceptions of teachers on the implementation of the K to 12
program. The researchers found out that the new curriculum is
effective based on the teachers’ assessment. The implementation of
the K to 12 Curriculum brought many good things in our educational
system. The teachers also faced difficulties in its implementation. It is
hoped that the result of the study will improve and will strengthen the
program and can be utilized by the NDC school administrators and
teachers to enhance their present school policy programs and projects
on the said curriculum with the collaboration of the teachers as one of
the stakeholders.
,Keywords: K to 12 Curriculum, Perceptions, Perceived Problems,
Advantages, Effective, Government’s Assistance
TABLE OF CONTENTS
Page
Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Approval Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Chapter
I. INTRODUCTION
Background of the Study . . . . . . . . . . . . . . . . . . . . 1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . 4
Significance of the Study . . . . . . . . . . . . . . . . . . . . . 5
Scope and Limitation of the Study . . . . . . . . . . . . . . 6
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . 7
II. REVIEW OF RELATED LITERATURE
Nature of the K to 12 Curriculum . . . . . . . . . . . . . . . 8
, Reaction on the K to 12 Program
Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Adjustment on the New Curriculum . . . . . . . . . . . . . 14
Students’ Behaviour on Learning . . . . . . . . . . . . . . . 15
TABLE OF CONTENTS - continued
Chapter Page
Government’s Support in the Implementation
of the K to 12 Program . . . . . . . . . . . . . . . . . . . . . . 16
DepEd Order No.31, s.2012 . . . . . . . . . . . . . . . . . . 17
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . 19
III. METHODOLOGY
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Data Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Research Participants . . . . . . . . . . . . . . . . . . . . . . 22
Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Trustworthiness of the Study . . . . . . . . . . . . . . . . 26
Roles of the Researchers ....................
28
, Ethical Considerations . . . . . . . . . . . . . . . . . . . . . 28
IV. RESULTS AND DISCUSSION
Profile of the Participants . . . . . . . . . . . . . . . . . . . . 30
Common Points . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Advantages of the Curriculum. . . . 32
Effectiveness of the Program . . . . 33
Government’s Support . . . . 34
Adjustment on the new Curriculum . . . 36
Student’s Behaviour . . . . 37
V. SUMMARY, CONCLUSION AND RECOMMENDATION
Restatement of the Problem . . . . 39
Summary of Findings . . . . 40
Conclusion . . . . 41
Recommendations . . . . 42
Recommendations for Further Studies . . 43
,REFERENCES . . . . 44
APPENDICES
Appendix A – Letter to the Principal . . . . 46
Appendix B – Letter to the Participants . . . 47
Appendix C – Interview Questions . . . . 48
Appendix D – Answers of Participants . . . 49
CURRICULUM VITAE . . . . 61
CHAPTER I
INTRODUCTION
Background of the Study
The K to 12 curriculum is one of the curricula that is
implemented as a part of 21st century program to boast up or develop
the skills of the learners. The implementation of K to 12 curriculum
brings many issues that has something to do with the school facilities,
instructional materials and preparation of the program.
, Moreover, the new curriculum will allow specialization in science,
mathematics, engineering, technology, music and arts, agriculture and
fisheries, sports, business and entrepreneurship as well as subjects for
advanced work placement. Overall, the new curriculum is designed to
provide sufficient time for mastery of concepts and skills, develop life-
long learners, and prepare graduate for tertiary education, middle level
skills development, and entrepreneurship.
The venue of the study is at Notre Dame of Cotabato. This is one
of the prominent secondary private schools in Cotabato City. It is
located in #63 Sinsuat Avenue, Cotabato City.
Notre Dame of Cotabato is the first Marist school in the Philippines. It is
a Catholic private school founded in 1945 by the Oblate Fathers (OMI)
and presently administered by the Marist Brothers. Before this is
exclusively for male students, however, due to the clamor of the
Cotabatenos, last June 1996, NDC was opened for female students. At
present, this institution is a co-ed institution.
The study covered the perceptions of the seven (7) chosen NDC
teachers teaching in the Senior High School in the implementation of K
to 12 curriculum especially in terms of students’ knowledge, skills,
attitudes, and their assessment of the implemented curriculum, and
perceived problems encountered by the SHS teachers on the
, implementation of the program. This is limited to teachers teaching in
the SHS of Notre Dame of Cotabato, Cotabato City.
As cited by Reyes, E. & Dizon, E. (2015), the outcome goals of
the K to 12 Basic Education Program. The K to 12 Basic Education
Program seeks to realize the following: Philippine education standards
to be at par with international standards; more emotionally matured
graduates equipped with technical or vocational skills who are better
prepared for work, middle level skills development, and higher
education; Significantly, addressed shortages or gaps in educational
inputs (teacher items, school head items, classrooms, instructional
materials) addressed significantly; Broadened and strengthened
stakeholders’ support in the improvement of basic education
outcomes; improved internal efficiency; improved system of
governance in the department; and Improved quality of teachers.
Moreover, the Implementation of K to 12 program’s curriculum goal is
moving towards the development of a holistically developed Filipino
with 21st century skills who is ready for employment entrepreneurship,
middle level skills development and higher education upon graduation
from Grade 12 (www.Teachersessay.com).
Knowledge are facts, information, and skills acquired through
experience or education; the theoretical or practical understanding of a
subject (Oxford Dictionary, 2018). Skill is the ability to use one's
knowledge effectively and readily in execution or performance
