IMPLEMENTATION STATUS OF K12 SOCIAL STUDIES PROGRAM IN PHILIPPINE PUBLIC SCHOOLS
DOI:
https://doi.org/10.20319/pijss.2019.53.233250Keywords:
Curriculum Implementation, K12 Curriculum, Social Studies Program, Implementation Status, PhilippinesAbstract
Curriculum implementation needs to be gauged regularly to ensure its effectiveness, efficiency and its relevance to the needs of the students and of the industry. This descriptive-survey research gauged the status of the Social Studies program under the K12 Curriculum for its first four years of implementation. A total of 30 Social Studies teachers and 5 school administrators from three national secondary schools in one division in Central Luzon, Philippines served as respondents of the study. Results revealed that a typical teacher is a female, 37.33 years old, teaching profession for 3.07 years, and a college graduate while a typical administrator is a female, 32.20 years old, serving for about 21.60 years, and a college graduate with MA units. The secondary teachers and school administrators assessed the status of implementation of the curriculum in selected public secondary schools as “moderately observed” in terms of resource variables (M=3.63), process variables (M=3.84) and contextual variables (3.93). Moreover, there is no significant difference between the assessment of the teachers and administrators on the status of the implementation of Social Studies program with regard to the three components. Further, there is no significant difference in the assessment of the teachers and administrators when respondents are grouped according to profile variables. A well-monitored implementation of the K12 Curriculum, specifically the Social Studies program, by stakeholders is recommended. Periodic assessment of the curriculum may also be done to ensure its alignment to the changing educational landscapes and to cope with the challenges of Education 4.0.
References
Abulencia, A. S. (2015). The unraveling of K-12 program as an education reform in the Philippines. SIPATAHOENAN: South-East Asian Journal for Youth, Sports & Health Education, 1(2), 229-240.
Acosta, I. C. & Acosta, A. S. (2016a). Seeing through a magnifying lens: A qualitative inquiry of K-12 readiness of faculty members from higher education institutions in the Philippines. Journal of Arts, Science & Commerce, 7(4), 1-12. https://doi.org/10.18843/rwjasc/v7i4/01
Acosta, I. C., & Acosta, A. S. (2016b). Teachers' perceptions on senior high school readiness of higher education institutions in the Philippines. Universal Journal of Educational Research, 4(10), 2435-2450. https://doi.org/10.13189/ujer.2016.041024
Acosta, I. C., & Acosta, A. S. (2017). A mixed methods study on teachers' perceptions of readiness of higher education institutions to the implementation of the k-12 curriculum. Universal Journal of Educational Research, 5(7), 1215-1232. https://doi.org/10.13189/ujer.2017.050714
Best, J.W. & Kahn, J.V. (2007). Research in Education. New Delhi: Prentice Hall of India Private.
Cabansag, M. G. S. (2014). Impact statements on the K-12 science program in the enhanced basic education curriculum in provincial schools. Journal of Arts, Science & Commerce, 5(2), 29-39.
Cardona, R. S. (2017). Teachers and Students’ Knowledge, Beliefs, and Observations on the Implementation of Grades 7 and 8 K-12 Mathematics Program. EDUCARE, International Journal for Educational Studies, 10(1), 43-52.
Department of Education. (2015). What is K to 12 program? Retrieved January 16, 2019 from https://www.officialgazette.gov.ph/k-12/
K12 Gabay Pangkurikulum. (2016). Retrieved January 19, 2019 from http://www.deped.gov.ph/wp-content/uploads/2019/01/AP-CG.pdf
Lao, K. L. (2015). A Comparison of the Early Childhood Curricula in Hong Kong and Singapore from the Perspective of Mathematics Education. PEOPLE: International Journal of Social Sciences,1(1), 1132-1142. https://doi.org/10.20319/pijss.2015.s21.11321142
Locklear, T.M. (2012). A descriptive, survey research study of the student characteristics influencing the four theoretical sources of Mathematical self-efficacy of college freshmen (Published doctoral dissertation). University of Kentucky, United States of America. Retrieved from https://uknowledge.uky.edu/stem_etds/1
Lubis, F. T. (2019). The Bachelor of Physical Education program in higher education institutions towards the development of an enhanced curriculum. PEOPLE: International Journal of Social Sciences, 4(3), 1306-1318. https://doi.org/10.20319/pijss.2019.43.13061318
Mangali, G. R., Tongco, C., Aguinaldo, K. P., & Calvadores, C. J. (2019). Stories of Students toward Spiral Progression Approach in Science: A Phenomenological Study. International Journal of Multidisciplinary Research and Publications, 2(2), 27-48.
Muskin, Joshua A. (2015). Student Learning Assessment and the Curriculum: Issues and Implications for Policy, Design, and Implementation. In Current and Critical Issues in the Curriculum and Learning. Retrieved from http://unesdoc.unesco.org/images/0023/002354/235489e.pdf
National Research Council of the National Academies Press. (2004). On evaluating curricular effectiveness: Judging the quality of K-12 mathematics evaluations. Washington, DC: The National Academies Press. https://doi.org/10.17226/11025
Rivera, J.G. (2017). Articulating the foundations of Philippine K to 12 curriculum: Learner-centeredness. AsTEN Journal of Teacher Education, 2(1), 59-70.
Rogayan, D.V. Jr. (2018). Why young Filipino teachers teach? Asia Pacific Higher Education Research Journal, 5(2), 48-60.
Rogayan, D.V. Jr. (2019). Biology Learning Station Strategy (BLISS): Its effects on science achievement and attitude towards biology. International Journal on Social and Education Sciences, 1(2), 78-89.
Salaria, N. (2012). Meaning of the term descriptive survey research method. International Journal of Transformations in Business Management, 1(6), 1-7.
Sarvi, J., Munger, F., & Pillay, H. (2015). Transitions to k–12 education systems: experiences from five case countries. Mandaluyong City, Philippines: Asian Development Bank.
Tamoria, F.V. (2016). Extent of technology integration in mathematics teacher education among state institutions in Central Luzon. AsTEN Journal of Teacher Education, 1(1), 1-8.
Tan, M.C. (2012, August 30). Spiral progression approach to teaching and learning. Paper presented in CEAP National Convention, SMX Convention Center, Pasay City, Philippines.
Umil, A. M. (2017, June 6). New school year, same old problems: K to 12, shortages in classrooms, teachers. Bulatlat Journalism for the People. Retrieved February 12, 2019 from https://www.bulatlat.com/2017/06/06/new-school-year-old-problems-k-12-shortages-classrooms-teachers/
United Nations (2019). Sustainable Development Goals – Education. Retrieved September 13, 2019 from https://www.un.org/sustainabledevelopment/education/
Zamora, N.C.L. (2016). Pagtataya sa Modularisasyon ng K-12 sa Asignaturang Filipino: Tungo sa Pagbuo ng Modelo ng Ebalwasyon para Kagamitang Panturo na Tutugon sa Ika-21 Siglong Kasanayan. The Normal Lights, 10(2), 207-236.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Authors
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
