International Journal of Innovation and Research in Educational Sciences

Volume 6, Issue 6, ISSN (Online) : 2349–5219

Perspectives on the Implementation of the K to 12

Program in the Philippines: A Research Review
Rhey L. Dizon 1*, Jamera S. Calbi 2, Jipie S. Cuyos 3 and Dr. Marilyn Miranda 4
1
Quality Assurance Analyst Qualfon Philippines Incorporated Cebu City, Cebu, Philippines.
2
Teacher I, DepEd Cebu City Division Cebu City, Cebu, Philippines.
3
Teacher I, DepEd Cebu Province Division Cebu City, Cebu, Philippines.
4
Professor, Graduate School Cebu Technological University-Main Campus Cebu City, Cebu, Philippines.

Date of publication (dd/mm/yyyy): 04/12/2019

Abstract – The government implemented the K to 12 programs to enhance the educational system of the country in
order to accelerate the mutual recognition of Filipino graduates and professionals across the world. Learners were able
to master the skills and develop core competencies which are the essential things to meet the demand of the global
market. This analysis used a systematic approach and review design to come up with a general idea that answers the
main objectives of this research review. This research specifically looked into the different perspectives of the teachers,
parents and students on the implementation of the K-12 program in the Philippines which added two more years before
a student can proceed to college. It also described the various problems that arise as a result of the implementation of
this new program and the action plans established by the government to address these issues. Moreover, to make
possible recommendations that help improve the curriculum to make sure that quality education can be delineated to
all the learners who will be part of this new program.

Keywords – K to 12 Programs, Mastery of Skills, Competitive Graduates, Challenges of the New Program, Teaching
Approaches, Perspectives, Action Plans.

I. INTRODUCTION

Education was the most essential tool for everyone to become successful in life. It encouraged everyone to step
forward and excel in creating positive effects where recognition and achievement can be acquired. It provided
everyone the ability to think critically in both ways, to get a better decision in order to cope and handle different
life challenges and generated motivation for everyone to have better prospects needed to grow on their own chosen
path in life.

Across the world, education has been provided the most attention among everything else because it decided the
future of every country. Among the countries around the world, the Philippines was the last country in Asia and
one of the only three countries in the world with a 10-year pre-university program (Yap, R, 2011). To align the
country’s curriculum and meet the need of the global market where quality education became a must for everyone,
the Philippine Educational system adapted to a modern and more dynamic curriculum where it followed the 12-
year program.

K to 12 program implementation aimed at creating more skilled students with basic skills for lifelong learning
and employment. This program promoted the mutual recognition of Filipino learners and professionals in other
countries because they were able to master the skills and learn the core competencies which were necessary to
meet the demands of the global market. This new program created learners who have been prepared for jobs,
entrepreneurship and middle-level skills development since they had to graduate on the program at the age of 18
(https://www.pap.org.ph/donec-massa-id-mi-tincidunt).

Learners who graduated under this course were considered young adults so, they were prepared with the nece-

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-ssary qualifications because they struggled with much higher learning when they entered tertiary education. This
new education scheme in the Philippines has given the students the chance to choose on their own as they pursue
a specific track that made them successful in a certain area. The government claimed that this placed Filipino
learners at the same level as the rest of the world as they obtained a spot in the competitive labor market (http://
k12philippines.com/three-practical-benefits-of-the-philippines-k-to-12-curriculum/). Through these specializa-
-tions, learners were prepared in a holistic way as they faced the upcoming future.

In Abueva, A. (2019), implementing the K-12 Program in the Philippine Curriculum of Basic Education was
the key to the growth of our country. Although the government has faced many problems as it implements the
program over several years, it has been a necessary improvement as it has been critical to the success of our nation
to increase the quality of our education.

As stated in Cruz, I., (2010), in one of his columns in a local newspaper, he pointed out the following reasons
why we should support the K to 12 basic education system in the Philippine basic education curriculum, which
enables students to have sufficient training time to carry out subject-related tasks that have made them more ready
in different subjects, the students of this program are well qualified to enter the workforce, and the Filipino
graduates are immediately accepted as professionals abroad, adopting the universal standard of education followed
by all nations.

From a positive point of view, the K to 12 program offers a greater solution to the problems that the country
was facing, particularly in the employment phase, as the Filipino graduates worked abroad. These problems
include the need for teachers to be trained in pedagogy, education research, measurement and evaluation, and
classroom management (Bala, C., 2017) to ensure that instructions are delivered in a meaningful way and a lack
of government budget to provide the necessary resources to support this new curriculum, including junior and
senior high school teachers.

Despite all the problems found as a result of the implementation of this new curriculum, many had believed
that the long-term effects of the K to 12 program were very beneficial to all Filipino graduates. Therefore, support
and encouragement for the betterment of the new educational system implemented by the government be shown
by all Filipinos. By investing more time and resources to education, national growth and development can truly
be achieved.

II. OBJECTIVES OF THE STUDY

This research paper would like to know the perspectives of teachers, parents and students on the implementation
of K to 12 programs in the country. This research used a systematic procedure to analyze the data.

This sought to answer the following question:

1. What are the challenges of the K to 12 program upon its implementation?

2. What are the teaching approaches used in K to 12 programs to enhance the lesson?

3. What are the views of teachers, students and parents on the implementation of this new curriculum?

4. Based on readings, what are the proposed action plans that would address the gaps seen in this new curriculum?

5. What are the recommendations that can be created to address the problems under the implementation of K to

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12 programs?

III. METHODOLOGY

This research paper used a systematic search and review design specifically on “phenomenology design” where
personal views were analyzed to understand and to provide insights as to how the problem can be resolved. Data
were extracted to find some values which are very useful in creating new knowledge.

The content and presentation of this paper utilized related studied or reviews as a point of reference in finding
comprehensive information that answers the questions of this research paper. Moreover, this looks into possible
solutions to address the gaps of the existing issues identified on the implementation of the K to 12 programs.

IV. PRESENTATION OF DATA AND ANALYSIS

K to 12 programs is believed to be the key to increase the quality education of the country that addresses the
demand of the global market where skills are essential to be possessed by any graduate to become employable all
throughout the country. Thus, this chapter discusses the data that were gathered from different reviews that answer
the questions of this paper.

A. Challenges on the Implementation of the K to 12 Program in the Philippines

The K to 12 Program covers Kindergarten and 12 years of Basic Education 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 (https://www.officialgazette.gov.ph/k-12/).

The implementation of the new curriculum was a solution to the different issues in the country but also, it came
with different problems considering that it created a big change in the entire educational system of the country
and Filipinos were affected by this change.

Findings of Ednave, R., et. al., (2018) stated that the implementation of the K to 12 programs presented the
following challenges: a) lack of preparation and professional development; b) excessive academic burden on
students; and c) integration of lessons in the real-life context. This would be a great challenge for all teachers to
engage in different training and to pursue higher education in order to manage the changes and ensure that their
growth corresponds to the demands of society.

The K-12 Basic Education Program proposed by the Department of Education adds two years of secondary
education to allow graduates to pursue one of three paths: postgraduate employment, higher education or
entrepreneurship. The reform faced challenges in the redesign of the curriculum, in the deployment and training
of teachers at the start of the program, in ensuring the sustainability of the program, and in meeting the necessary
infrastructure (Sergio, M., 2012).

As mentioned in the study of Cocal, C. and Marcellano, G., (2017), it claimed that the current physical and
educational facilities and services of the various public elementary schools in Pangasinan did not comply with the
minimum specifications laid down by the Department of Education. There was a great need for schools to improve
their physical facilities and educational resources in order to implement the K+12 program effectively and
efficiently. The financial resource was a major problem for the schools with regard to the implementation of the
K+12 program.

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Findings from different research papers should give an eye-opener to the government in particular to the
Department of Education to come up with the necessary approaches to provide immediate solutions to address all
these problems identified to ensure that the goals of this new curriculum can be achieved. The findings gave also
provided the government with a road map of what was required to be done and that an immediate response was
needed to avoid delay in the outcome, especially for learners who were key participants in this program. As a
result, the partnership and coordination of the different experts in education have been essential to the creation of
the best action plan that worked in addressing these issues arise upon the implementation of this program.

B. Teaching Approaches to K to 12 Program

Learning was considered to be something that would bring change to any individual. The result of learning may
not be observed until an individual engages in different academic activities.

In the teaching field, learning was considered to be the most essential goal that a teacher must achieve at the
end of the lesson. Students learned best if the discussion was interesting and required the participation of the
audience. In view of this idea, teachers adapted different teaching strategies to ensure that the delivery of
instructions was successfully transmitted to the mind of the students in an effective way. Teaching strategies must
be assessed by the teachers to make sure its effectiveness as it was used during discussion.

According to the analysis by Torio, V., et. al., (2016), students had an average to high motivation with intrinsic
and extrinsic motivation in the top two of the six motivational components. The results showed positive effects
on academic performance and motivation can be obtained from the use of Whole Brain Teaching (WBT) as a
teaching technique.

Cited from a study conducted by Mojares, G. stated that the use of different types of teaching strategies was a
key factor in bringing the teaching and learning process into harmony. The teaching methods and brainstorming
were the most frequently used teaching strategies, while the community resource method was rated as moderately
applied. It was also found that age, educational attainment, and number of years of teaching had something to do
with the degree to which different teaching methods were implemented in English. The claim on the use of
interactive teaching was supported by the study by Gordonas, A., (2017), which stated that the teaching method
dominated teaching strategies. Meanwhile, the least used among the list of teaching strategies is the reinforcement
of tape recordings. As far as indirect training is concerned, the discovery method ranked number 1 and the lowest
in rank is the case study. As for the Interactive Training, the recitation was ranked highest while the debate was
revealed to have the lowest mean verbally interpreted as occasionally. As far as individual studies are concerned,
surveys rate number 1 while distance learning has the lowest mean. As far as experimental teaching is concerned,
dramatization has had the highest mean. In the meantime, the case studies had the lowest average. Interactive
teaching is dominated by teaching strategies used by literary teachers verbally interpreted as frequently while the
least is direct instruction.

Another study, which focused on teaching Science subjects, found that the lack of students was caused by
cultural factors specifically related to language and schooling values, thereby affecting a significant level of
students ' interest, performance, and achievement in science. The findings of the same study also showed that the
success of teaching science depends on teaching practice and the technique used by educators, regardless of
whether the class is classified as ethnic or multi-ethnic. In order to improve the quality of teaching for a similar

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group of students, the use of different teaching pedagogy has encouraged them to become competitive to science.
Based on the case study findings, the best strategy to foster scientific interest was to build a positive self-concept
to increase the level of achievement among diverse learners in multicultural contexts, including teacher-related
limitations (Sarmiento, C., 2010).

In view of the findings on the different teaching strategies, it gave teachers an overview of how to deal with the
students with different learning styles without compromising the students learning. It was a must that teachers
must have a passion for teaching as well as the ability to understand the different interests and needs of the students
to avoid delay of instruction. Moreover, it was truly vital in the teaching field that effective and appropriate
teaching strategies must be considered during the delivery of instruction where it maximized the teacher-student
participation inside the classroom because it developed students’ competencies in dealing with problems
independently.

C. Perspectives toward K to 12 Program

As Luistro (2010) stated in the Dollage, D (2011) report, he pointed out that the Philippine education system
was seeking the achievement of excellent undergraduates at the elementary and secondary levels. The Department
of Education pronounces an additional two years in the basic education of children, which all Filipinos believe
will benefit from it. Nevertheless, the experiences of the people involved in this transition are unique, particularly
the family, the teachers, and the students.

From a teacher’s point of view, as quoted from the Acosta study, I. and Acosta, A., (2016) found that there
were five predisposing factors, namely: qualifications, hiring requirements, streamlining of courses, management
of surplus labor, and alternative programs to assess the readiness of senior high school teachers and higher
education institutions to ensure stability and to encourage and protect the health of the faculty involved and other
workers in the higher education field.

Vizconde, C. (2015) stressed the emerging issues of the K to 12 systems in its study: 1) the displacement of
teachers at tertiary level; 2) the lack of information on the guidelines for implementation; 3) the lack of university
students for two years; and 4) the lack of resources for implementation.

A positive impression was identified by the study by Lacorte, E. (2011) that teachers are likely to have been
adequately prepared for the implementation of the K to 12 programs in terms of teaching skills, teaching strategies
and teaching materials and there was a considerable variation in the readiness of private and public schools, as
well as the readiness of their respective teachers, and this, was mostly attributable to the different settings and
conditions in the two groups of schools.

Crisol, L., et. al., (2014) affirmed that the teachers had approved the implementation of the program. They
believed that the program effectively provided students with the fields and careers they had chosen. Although they
were willing to take part in the program, they still do not find themselves equipped to teach students because they
believe they need more training.

On the other hand, the study revealed the perspectives of students who (a) regarded communication as essential
to their learning experience, and (b) moderately satisfied with their blended learning experience. The predictive
model of student satisfaction, using three forms of experiences, was accurate. Of the three types of interaction,
the learner-content interaction was the strongest predictor of student satisfaction when the design of the course

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involved a small number of collaborative activities. In addition, student personality has been identified as a vital
factor for interaction and satisfaction in this type of course design. Students who reported having an extroverted
personality experienced more interaction and a higher level of student satisfaction than those who self-reported as
introverted (Belland, B., et. al., 2014).

Students have been enthusiastic about the introduction of the K-12 program, and are also hopeful that it will be
successful in achieving its objectives. In addition, students are willing to invest their time and resources to carry
out the curriculum (Crisol, L., et. al., 2014). The K-12 program concerned only students who are not yet ready to
enter the world of work. This program will pave the way for a generation of graduates who are equipped not only
with knowledge but also with skills that are relevant to their day-to-day experiences of future sustainable
development (Mohammad, N., 2016).

The findings revealed by students generally show that the implementation of a new science curriculum has a
positive impact on the learning of science concepts, the acquisition of scientific skills and the development of
scientific attitudes and values. Among the different learning domains that the K12 Science Curriculum wants to
improve, it is the values and attitudes training domain that students have agreed to be relevant to them (Montebon,
D. 2014).

In addition, a misunderstanding of the views of parents on the implementation of the K to 12 programs has been
established. As cited in the Cabansag, M. report (2014), myths about the essence of the additional two years of
basic education known as the senior high school have had a negative impact on the lower economic status of
parents.

Article written by Umil, A. And Andres, I., (2012) quoted from Garry Martinez’s statement, based on the latest
Family Income and Expenditure Survey (FIES), that families prioritize food spending and other basic needs. "The
additional two years of education will be an additional burden on the OFWs. Loan money for enrolment or they'll
work three times as hard just to pay for school fees and other fees.

However, findings from the study of Mohammad, N. (2016), stressed that some parents viewed this program in
a negative light, which gave them and their children a different burden both physically and financially, but some
parents viewed the program positively and thought that it helped learners to choose and decide the career that best
suits their skills. Different perspectives were identified from various studies from those individuals who were
involved with the change of the educational system of the country. There were positive and negative impressions
however, let us viewed in wider perspectives the beneficial effects of this new curriculum. It was not an aim of
this new curriculum to give additional years for sufferings but rather to standardized the educational system of the
country where it strengthened the academic subjects and prepared students’ work readiness as skills were
enhanced and developed. Furthermore, this new system produced graduates who were competent, skills and highly
employable.

D. Action Plans to Address the Gaps of the K to 12 Program

The fundamental reason for the introduction of the K to 12 systems can better be clarified by looking at possible
reinforcements to adhere to the flawed development on the implementation of this new system and to meet the
expectations and demands of the global market.

Training must be a priority for students to improve 21st-century skills such as critical thinking, problem solving

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and communication to a global and productive workforce. Administrators and teachers need to work together
towards a shared vision of success in the classroom. This means that, if the curriculum is to be implemented,
knowledge and experience are needed in order to improve competence and positive attitude, this will enable
schools to solve problems and implement change. In addition, the Principals should identify the needs of staff and
integrate them with the needs of the school (Calub, C., 2019).

Furthermore, according to the study of Aydin, H., et.al., (2017), they stressed that: 1) schools must change the
structures, culture and curricula and education programs to meet the needs of a diverse student body; 2) researchers
in higher education institutions must focus their work on helping the federal government, state leaders and school
districts decide on the most appropriate reforms and changes in curricula and education in school settings; 3) more
resources from a variety of sources need to be invested in technology-use learning so that teachers can better
prepare students to use technology, especially in the context of new assessments; 4) educators need to identify
and promote an agenda that prepares young people for global citizenship; 5) the core values of educators must
include loyalty, honesty, dedication and achievement, the promotion of diversity and gender equality, selection
and fairness for all students.

V. CONCLUSION

The implementation of the K to 12 programs in the Philippines gave different impressions and speculations
from teachers, parents, and students who were greatly involved in this change if this helped the country improved
its system in the field of education to match it with the demand of the global market. After the data were analyzed
and interpreted, it can be concluded that:

1. Regardless of the different challenges that the program had faced, teachers, parents and students had great
hope that this addressed the county’s problem in developing the country’s economy;

2. K to 12 programs gave graduates the ability to become competitive on their own chosen field of specialization
who possessed with the necessary skills and competencies; and

3. Different Interactive teaching strategies and techniques must be used in this new curriculum because it gave
the students the ability to immerse themselves with the real environment and able to see a bigger picture of it.

VI. RECOMMENDATIONS

The K to 12 programs had something that needs to be on top of the government’s priorities because this was
believed to be the solution of all the problems that the country is facing today. Different researches had been
conducted to know the things that needed to be worked on under the implementation of this new curriculum that
gave different perspectives among teachers, parents, and students. Thus, this paper would like to recommend the
following:

1. Engagement of teachers into different training and seminars must be maximized to make sure that they
possessed the necessary competencies and skills to deal with the students who were become part of this new
curriculum;

2. School facilities, laboratory and instructional materials must be enhanced for this new curriculum to make sure
that learnings were supported among the students;

3. Schools should focus on engaging students into different research activities where they can create inventions

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to develop self -confidence, and independence; and

4. Further researches must be conducted to identify and to keep on track the progress on this new curriculum.

ACKNOWLEDGMENT

The authors would like to thank the people who have been giving full support in making this Research Review
be possible and doable. To our family who supported us financially to make this publication happened. The
sleepless nights that they had spent with us just to show their support that gave us the reason to pursue the creation
of this paper. To our professor who encouraged and motivated us to do publication to enhance our skills in doing
research. To our friends who believed in our capabilities that made us even more determined to complete this
research review. Lastly, to Heavenly Father for the wisdom, courage, and strengths that he gave to make this paper
possible.

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AUTHOR’S PROFILE
First Author
DR. Marilyn M. Miranda, She was born on December 25, 1958, at Maasin, Iloilo City, Philippines. She took the course
Bachelor of Science in Commerce major in Accounting at the University of San Jose Recoletos and earned her 30 units in
Bachelor of Secondary Education in the same university. She finished her Master’s Degree in Administrations and
Supervision at South Western University in 2007 and took her doctorate program at Cebu Technological University major
in Developmental Education in 2009. She is currently connected to the Department of Education Region VII - Central
Visayas located at Sudlon, Lahug, Cebu City as Program Supervisor. She worked as an ALS (Alternative Learning System)
Teacher and a Values Education in the City of Naga, Cebu, Philippines. Currently, she is a member of different organizations in the
Philippines like Korean-Philippines Exchange Culture (KOPBC), Coalition for Better Education at Cebu Normal University and Catholic
Women League at City of Naga, Cebu, Philippines.

Second Author
Rhey L. Dizon, M.A.Ed., The author is born on September 19, 1994, at Maranding Lala, Lanao del Norte, Philippines.
He finished his Bachelor in Elementary Education at the University of the Visayas. He finished his Master’s Degree in
Arts major in Administration and Supervision at Cebu Technological University. He is currently taking his Doctorate
program in Developmental Education at Cebu Technological University. He is currently working at Qualfon Philippines
Incorporated as Quality Assurance Analyst at Cebu Business Park, Lahug, Cebu City, Cebu, Philippines. He participated
in the Regional Research Conference held at the University of the Visayas last August 23, 2019, and awarded as one of
the best research presenters. His research was about “Theme Generation from Teachers’ Perspectives on the use of MTB-MLE in Basic
Education.

Third Author
Jipie S. Cuyos, M.A.Ed., The author is born on May 31, 1992, at Don Carlos Bukidnon Philippines. She finished her
Bachelor in Elementary Education at Saint Louis College-Cebu. She finished her Master’s Degree in Administration and
Supervision at Cebu Technological University. She is a doctorate student at Cebu Technological University taking up
Doctor of Developmental Education. She is currently a Teacher I in the Department of Education and she is assigned at
Tayud Elementary School, Tayud, Liloan, Cebu, Philippines. She is handling grade 4 Edukasyon sa Pagpapakatao
(Personality Education), Edukasyong Pantahanan (Home Education) at Pangkabuhayan (Economy), and Araling Panlipu-
-nan (Social studies). Her previous work background was a private school teacher for 3 years at Academia del Christifidelis, Tayud, Liloan,
Cebu. Currently, she is the school to Adopt a School Program Coordinator and an ICT designate in her current school.

Fourth Author
Jamera S. Calbi, M.A. Ed., The author is born on June 22, 1995, in Cebu City, Philippines. She finished her Bachelor of
Elementary Education at the University of the Visayas in March 2016. She finished her Master of Arts in Education major
in Administration and Supervision at Cebu Technological University in December 2018. She is now pursuing her Doctor
of Education major in Development Education at Cebu Technological University. She is currently a Teacher 1 in
Department of Education and she is assigned at Don Vicente Rama Memorial Elementary School, Macopa St., Basak San
Nicolas, Cebu City, Philippines. She loves to teach Mathematics to Grade 4 learners.

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