CHAPTER 1:

The Problem and Its Setting

Background of the Study
The 12-year basic education cycle, often known as K-12
education, was one of former President Benigno Aquino III’s
10-point recommendations for improving and enhancing the
nation’s basic education in 2010. In 2012-2013, the
Philippines’ Department of Education started putting the
revised K-12 curriculum into practice, and two years after,
he signed the Improved Basic Education Act in 2013, he met
the first Senior High School class.
President Benigno Aquino III wanted education to be an
investment in Filipinos rather than just another issue that
needed to be addressed (Rapler 2016).
The efficiency of science education in the US has been
a topic of discussion for a long time. The National Science
Teacher Association (NSTA) states that encouraging students’
interest and curiosity in science as well as their
understanding of scientific concepts and principles or the
three main objectives of science education in k-12
classrooms (National Science Teachers Association 2013).
According to the World Population Review (2023), the
Philippines was ranked 55th in the world in terms of
education rankings. And according to Asia News Network
(2023), Philippines rated second to last among Southeast
Asian nations in reading, while the Philippines ranked third
to the last in writing.
Science intends to help every Filipino students to gain
a useful understanding of scientific concept and the things
linked with real life and also, it assists us in better
understanding the world’s biological and physical aspects.

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 The overall objective of Science Curriculum is to give
students the knowledge and abilities they need to become
lifelong learners and informed citizens in a world that is
changing quickly. Science curriculum can assist in preparing
students for a variety of career pathways and life
experiences by putting an emphasize on critical thinking,
scientific investigation, and interdisciplinary approaches.
The Department of Education (2016), states that the
science curriculum acknowledges the role of science and
technology to everyday human concerns. It incorporates
science and technology into social, economic, personal, and
ethical facets of life.
To introduce Filipino pupils to science at a young age,
some high schools offer special science curriculum.
According to Senate of the Philippines, introduced by Ralph
Recto (2013), a total of 694 high schools with specialized
science curriculum are currently available. Including 17
regional science high schools, 198 science and technology-
focused high schools with Engineering Science Education
Program (ESEP) classes, 468 science high schools established
through Acts of Congress, and 11 DOST- recognized
institutions.
Science Curriculum sought to give pupils the necessary
information and abilities for their job prospects in the
future. The science curriculum, a crucial component of this
program, is created to give students the scientific literacy
and critical thinking abilities they will need to address
real-world problems. There is, however, little information
on how Grade 11 students, particularly those who follow
academic and Technical-Vocational-Livelihood (TVL) career
paths, see the scientific curriculum.

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 The Grade 11 students of General Tinio National High
School- Senior Department took the DepEd Regional Assessment
Test last month to see what they remembered from their
previous lessons. The result showed that the students scored
highest in the science subject (Earth Science) with 95.20%,
and lowest in mathematics (General Mathematics) with
70.83%. General Tinio National High School’s Grade 11
received an overall rating of 88%.
Thus, the researchers wants to study the different
perceptions and opinions of Grade 11 students of Academic
and TVL Track of General Tinio National High School-Senior
High Department regarding Science Curriculum, difficulties
of the students in learning Science, relevance of Science
Curriculum to the students' chosen career paths, and
strategies of educator on enhancing the students' motivation
and engagement in Science Curriculum.

Theoretical Framework
According to Bruner’s Constructivism Theory states
that, as long as the information is presented in a way (and
at a stage) that is suitable for the child. Everyone may
learn the essential concepts of any subject.
Constructivism in a science curriculum could include
practical activities, real-world applications, and group
discussions to assist students in developing a better grasp
of subjects as opposed to merely memorizing data. The focus
is on inquiry-based learning, where pupils are inspired to
post inquiries, investigate concepts, and work cooperatively
with their classmates to create original explanations for
scientific phenomena. A constructivist scientific curriculum
aims to promote students’ critical thinking, problem-solving
abilities, and use of science in real-world contexts.

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 The idea of a “spiral curriculum” embraces Bruner’s
theories by “spiraling” through related topics at every age
while remaining true to the child’s cognitive stage.
Everyone has a different level of intelligence, and
each and every students or individuals perform better in
some learning contexts than others.
Conceptual Frame Work
RESEARCH PARADIGM

Profile of the Respondents in terms of:

a. Age;
b. Gender;
C. Strand;
d. Section.
Perceptions of Grade 11 Acdemic and TVL students
towards the science curriculum.
INPUT
Difficulties of the students in learning Science.
Relevance of Science Curriculum to the students'
chosen career paths.
Strategies of educator on enhancing the students'
motivation and engagement in Science Curriculum.

Thus, the researchers will conduct a study by

surveying the Grade 11 students of General Tinio
National High School as the respondents of this
PROCESS study.

Different perspectives of Grade 11 students of

General Tinio National High School towards Science
Curriculum.
The effectiveness of implementing the science
curriculum.
In order to makes students feel more engaged in
OUTPUT the learning process, and active participation in
class. Giving students the chance to ask questions
and express their opinions contributes to
developing an open discussion where engaegement
levels are able to increase.

Figure 1: Research Paradigm

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 The figure above will show how the researchers will do
the approach on the study. The input contains the
independent variables of this study and it includes the
profile of the respondents, perceptions of Grade 11 Academic
and TVL students towards the science curriculum,
difficulties of the students in learning Science, relevance
of Science Curriculum to the students' chosen career paths,
and strategies of educator on enhancing the students'
motivation and engagement in Science Curriculum.

These variables may affect the dependent variable which

is the effectiveness of implementing the science curriculum,
and that also will be the output of this study. In order to
do that, the researchers will conduct a study by surveying
and interviewing the Grade 11 students of General Tinio
National High School- Senior High School as the respondents
of this study.

Statement of the Problem

This study will seek answers to the following
questions.

1. What is the profile of respondents be described in

terms of:
1.1 Age;
1.2 Gender;
1.3 Strand;
1.4 Section?
2. What are the perceptions of Grade 11 Academic and TVL
students towards the Science Curriculum?
3. Do they find the science curriculum relevant to their
chosen tracks or career goals?

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 4. What difficulties do they face in learning science, in
what strategies can educators implement to enhance
students’ motivation and engagement in Science
Curriculum?

Significance of the Study

This study will provide significant contribution to the

students of General Tinio National High School.
The students. This study will be beneficial to the
students because this study will help them be aware of how
they think of the curriculum and what are the effects of the
curriculum to the students.
The teachers. This study will help the teachers to
fully understand the insights of the students about what
they really feel towards Science Curriculum. Additionally,
it will assist teachers in identifying areas where their
teaching strategies need to be altered in order to better
support the students who are struggling.
The wider community. The science curriculum helps to
create a society that is literate in science and equipped to
make deliberations about matters of science. People can
better understand their surroundings and understand the
value of science in daily life because of the curriculum.
The economy. The development of a workforce that is
vital to the expansion of the economy is another benefit of
the science curriculum. Among other areas, scientific
advancements have a big impact on agriculture,
transportation, manufacturing, and healthcare.
The future researchers. This study will serve as a
reference and guide for the future researchers.
Scope and Delimitation

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 The scope and delimitation of this study is to
determine the different perceptions of Grade 11 Students of
Academic and TVL track.
Mainly students of General Tinio National High School-
Senior High Department will be chosen as the respondents on
this study. The respondents will be 25 students on the
Academic Track and 25 students on the TVL track, with a
total of 50 students of Grade 11- Senior High Department.
The study will be conducted during the Second Semester of
the school year 2022-2023. Data will be gathered by using
the survey questionnaires.
Definition of Terms
The following terminologies are defined to provide
further clarity on the study.
Science Curriculum. It encourages a close relationship
between science and technology, particularly indigenous
technology, protecting the cultural heritage of our nation.
The k-12 science curriculum will give students a set of
skills necessary for success in the work force and in a
society built on knowledge.
Perspective. Different opinions and point of views of
an individual.
Academic Track. composed of strands of Science,
Technology, Engineering, and Mathematics (STEM), Accounting,
Business, and Management (ABM), Humanities and Social
Sciences (HUMSS), General Academic Strand (GAS).
Track. Is a technique to explain several strands,as
well as a way for the students to determine the impact of
each one and what they desire. It also enables the students
to separate into groups according to their academic
strengths.

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 TVL Track. Technical Vocational Livelihood composed of
strands of Information and Communication Technology (ICT),
Shielded Metal Arc Welding (SMAW) and Home Economics (HE).
Spiral Curriculum. It refers to a curriculum design in
which core ideas are frequently covered, but with escalating
levels of complexity or in various applications.
Constructivism. Is the theory that says students
actively create knowledge as opposed to merely passively
absorbing it.

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 CHAPTER 2
Review of Related Literature

According to L. Mamolo's (2019) study about the

Analysis of senior high school students' competency in
general mathematics, results indicated that all of the
strands in the Technical Vocational and Livelihood (TVL)
track, as well as the Accountancy, Business, and Management
(ABM), Humanities and Social Sciences (HUMSS), and General
Academic (GA) strands of the academic track, were fair in
terms of competency. Only the STEM (Science, Technology,
Engineering, and Math) strand achieved a good level. The
academic track has considerably more proficiency than the
TVL track between the two tracks. When compared to other
academic streams, STEM has proficiency that is noticeably
distinct. Comparing Computer Servicing System (CSS) to the
other TVL strands, CSS has considerably different
competencies. Furthermore, the three sections of General
Mathematics were where students had the least amount of
proficiency in learning new skills, according to the
statistics. The findings might suggest that high school
seniors have not yet attained the subject-matter proficiency
requirements set forth by the Department of Education.

According to Hindawi, Filipinos with only a basic

education are viewed as underqualified for many occupations
abroad since their basic education is less extensive than
that of nations with at least 12 years of basic education.
In addition, graduates with only a few years of basic
education are frequently younger than the legal working age

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(18 years old) and lose their ability for jobs both
domestically and abroad. The country's 10-year basic
education curriculum is fraught with problems, and the
government is asked to create policies and measures to solve
these shortcomings. To address these problems, a significant
reform known as the "K-12 program" was passed into law in
the nation in 2013.

According to Montebon, D. (2015) students generally

believe, based on the data analysis, that the new science
curriculum has improved how they learn science concepts,
acquire scientific skills, and cultivate scientific
attitudes and values. The values and attitude formation
domain is one of the various learning domains that the K12
science curriculum wants to improve, and students agreed
that it was relevant to them. Last but not least, students
generally believe that their teachers use the K-12
curriculum wisely.

The Department of Education (DepEd), the nation's

agency for basic education, creates important statistics on
the effectiveness and internal performance of the basic
education sector each year. The organization notes that in
terms of reading, mathematics, and scientific literacy, the
total performance of representative PISA 2018 participants
substantially fell behind that of its surrounding ASEAN
nations. Philippines' basic education system has a history
of poor performance, which has been linked to a number of
problems, including a sizable percentage of out-of-school
children. Aside from the problem of out-of-school children
in the nation, issues like incompatibility with the
globalization trend have provided a challenge for the
country's basic education curriculum (Almerino P. 2020).

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 According to Eunkyoung L. (2020), policies and research
are being promoted to develop the Al curriculum or courses
for K-12 students worldwide in light of the importance of
artificial intelligence (Al) education. The purpose of this
study was to present implications for elementary and
secondary school algebra education by analyzing a synthesis
of curriculum contents and standards. Consequently, national
curriculum standards are being proposed by Korea and the
United States to serve as guidelines for a variety of
related policies, such as teacher training programs, and to
serve as the foundation for all curriculum establishment in
school settings. Instead of assigning students or subjects
to specific school levels, the EU's Al education is
distinguished by its curriculum and online courses to ensure
that all EU citizens are Alliterate. The educational content
and levels of the curriculum or standards in Korea, the
United States, and the European Union include the
fundamentals and applications of machine learning and neural
networks based on the fundamental concepts and principles of
artificial intelligence.

Senior high school curriculum in the Philippines, USA

and Japan according to academia.edu The study is a
literature review that focuses on the senior high school
(SHS) curriculum in the Philippines, Japan, and the United
States. The review reveals that the SHS curriculum is
designed to prepare students for college or university,
industry work, or entrepreneurship. In all of the reviewed
countries' basic education programs, the SHS program is the
last level. At least four tracks (academics, tech-voc,
sports, and arts & design) and at least ten strands make up
the Philippines' clearer model. Japan has two tracks in

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scholastics and tech-voc. Similar to its SHS curriculum, the
basic education system in the United States varies from
state to state. Since this is up to each state and its
school districts to decide, there is no definitive track.
There are schools that are solely academic, tech-voc, and
other types. Students who intend to attend college make up
the majority of those who choose the academic track. There
is still a stigma attached to choosing tech-voc and other
courses because many people believe that these are the
courses for students who struggle or perform poorly. The
enrolment in tech-voc schools in the US is declining
regardless of the flood of interest for gifted specialists.
The shortage of qualified teachers persists in the three
nations. Since the Philippines began the SHS program in June
2016, this situation is very real. The need to construct a
large number of classrooms and facilities is another issue.
The government is currently addressing all of these as well.

According to Calderonvol (2015) This paper was

presented at the Society for the Philosophical Study of
Education-Philippines' 2nd Annual Conference on March 1,
2014, at Arellano University in the Philippines' Paulino
Cayco Hall. In the context of the Philippines, the study
discusses the concerns and flaws with the K–12 system and
its execution. The author draws on current debate, studies,
and strong opinions to reach the conclusion that, since
"Kids don't fail, instructors do," boosting teacher quality
is the genuine approach to raising the nation's student
accomplishment levels.

According to Wei B. and Ou Y.(2019), in the Greater

China Region, the educational systems and curriculum
standards of Mainland China, Taiwan, Hong Kong, and Macau

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are similar to one another, but they differ from one
another. All of these regions have performed well on
international tests for science achievement. This study
looked at the similarities and differences between these
four Chinese regions using a revised Bloom's taxonomy. The
following are some recurring features of their science
curricula for junior high schools: While meta-cognitive
knowledge remains extremely marginalized, conceptual
knowledge makes up the largest portion of the curriculum,
and the lower levels of cognitive process make up a
significantly larger portion of the curriculum than the
higher levels. This concentrate additionally distinguished a
few distinctions: The memory of factual and conceptual
knowledge is emphasized in mainland China, Taiwan, and
Macau, whereas understanding is emphasized in Hong Kong.
Taiwan places an emphasis on procedural knowledge in
addition to conceptual knowledge, whereas Hong Kong places a
greater emphasis on factual knowledge. At last, some
suggestions are presented for the change of the middle
school science educational program in these four Chinese
districts and then some, and ideas are made for future
similar investigations of science educational programs all
over the planet.

Acording to English, Lyn D. (2016) There are currently

more questions than answers regarding integrated STEM
education. It is hoped that this commentary has sparked
additional research and discussion on ways to advance the
STEM field, including staying up to date on the rapid
technological advancement. The variety of ways that
technological advancements can improve student outcomes is
rapidly expanding (Johnson et al., 2013), presenting new

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difficulties and opportunities for our STEM research
projects.

CHAPTER 3
Methodology
This chapter discussed the method of research, the
instruments and the procedure used in this study. It
includes a brief description of the research setting, the
respondents of the study, data gathering procedure,
construction and validation of instruments and statistical
treatments used in this study.
Research Method
This research will utilize descriptive research method,
which is concerned with the description of details and
characteristics about a population. This type of methodology
will be use because this study aims to describe the
different perspectives of Grade 11 students in General Tinio
National High School- Senior High School.
Research Locale
This study will be conducted in General Tinio National
High School-Senior High School, Nueva Ecija. This school
will be chosen because it has the largest number of students
in the district of General Tinio compared to other public
school in General Tinio.

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 Figure 2

Figure 3

Figure 4
Population of Samples
General Tinio National High School-Senior High School
is divided into two (2) tracks: the Academic Track which
composes of STEM, ABM, HUMSS, and GAS strands, and the TVL

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Track which composes of HE, SMAW, and ICT strands that will
be chosen out as the respondents of this study. The
researchers will use random sampling method for this study.
The researchers will gather data by gathering representative
sample from each of the member of the strand that has an
equal chance of being selected. A total of 50 Grade-11
students in General Tinio National High School-Senior High
School will be the respondents of this study.

Track/Strand No. of
Participants
Academic Track
STEM 7
ABM 6
HUMSS 6

GAS 6
TVL Track
ICT 9
HE 8
SMAW 8
Total 50
Figure 5
Research Instrument
The main tool used in this study will be a
questionnaire. The questionnaire that will be used in this
study will be design to obtain information on the different
perspectives and opinions of the students. The researcher
will create and arrange the questionnaire for the students
who will participate in this study.

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 The questionnaire will have two sections. Name, age,
gender, track, strand, and section are all part of the
responder’s profile, which is covered in the first section.
The second section contains the questions and scenarios that
must be addressed by the students. The Likert Scale will be
use with 4 options with description as follows:

Rate Verbal Interpretation

4 Always
3 Often
2 Sometimes
1 Never
Always can be interpreted as “palagi”. This indicates
that the responders consistently act or make advantage of
the situation at hand.
Often can be interpreted as “madalas”. This indicates
that the responders frequently act or perform the situation
being mentioned in many instances.
Sometimes can be interpreted as “kung minsan”. It
indicates that the responders occasionally do or use what is
on the given situation or statement.
Never can be interpreted as “hindi kailanman”. This
indicates that the respondents do not use or perform the
situation or statement mentioned at all.
Construction of instruments
The researcher will use the method through an survey is
commonly a paper questionnaire. A questionnaire is a
research tool that consists of a number of questions
intended to gather important information from respondents.
We will investigate each data collection instrument
independently, starting with the survey questionnaire.
Validation of Instruments

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 Mr. Maverick Caymo, a researcher’s hands-on research
instructor, improves the validity and consistency of the
survey questionnaires researchers use to collect
participants’ data. Validator’s validity will be considered
in the final change.

Activities of Data Gathering

The structured questionnaire will be distributed by the
researchers to collect data on the study’s chosen
respondents. In addition, all information that will be
gathered- including name, age, gender, strands, and tracks-
will be kept anonymous and utilized only for research,
according on the participants’ choices.

Following the completion of the questionnaire by the

respondents, the researchers will gather the information and
begin collecting, analyzing, and interpreting the
information or data.

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