I

PERCEPTIONS OF GRADE 11 STEM STUDENTS OF S.Y. 2022-2023 TOWARDS

THE IMPLEMENTED K-12 CURRICULUM

A Qualitative Research
Presented to the Senior High School Department
TALIGAMAN NATIONAL HIGHSCHOOL
Taligaman, Butuan City

In partial fulfillment of the requirements in

PRACTICAL RESEARCH 1

Apad, Rachel Mae C.

Generalao, Clyde A.
Juan, Ma. Princess Anika O.
Mejias, Glydel
Montalban, Lenneth R.
Pucot, Allysa
Ragandan, Godwin Kurt Hapuch
Timcang, MeAnn R.
Tumbaga, Lyle Nicole M.
Ybañez, Julieth G.
Ybas, Karelle R.

Grade 11-Venezuela
Grade 11 STEM
Students

Mrs. Jeriel V. Cortez

Practical Research 1
Adviser
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ABSTRACT

The research is all about the perceptions of the Grade 11 STEM students at S.Y.

2022–2023 towards the implemented K–12 curriculum. Considering how advantageous K-12

is, there are still major issues that occur when K-12 is implemented, such as high dropout

rates and the inability of the learners and their parents to pay for two more years, which puts

pressure on students, hence this study was conducted.

The purpose of this study is not to alter the curriculum; rather, it is to understand the

various perceptions and opinions of Grade 11 STEM students to better understand people's

current circumstances or lived experiences and how they are interpreted.

The study employs a phenomenological approach. Purposive non-probability

sampling was used by the researchers to carefully choose the individuals. Individual

interviews with participants were conducted by the researcher, who used semi-structured

questions and thematic analysis to collect data. Our findings demonstrated the different

perceptions of Grade 11 STEM students in the K–12 curriculum.

The fact that many students considered the new K-12 system in the Philippines to be

about a stretched curriculum, a waste of time, and an additional financial strain on the

parents, yet some students asserted that the K-12 curriculum focuses on and improves

children's development, future competency, and qualifications.

Keywords: K-12 curriculum, Perceptions, STEM students, Curriculum Development

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ACKNOWLEDGEMENT

This qualitative research paper would not have been possible without the leadership

and cooperation of numerous people who participated and extended their valued

contributions in the planning and completion of this study. First and foremost, we give thanks

and praise to God, the Almighty, for his blessings that persisted throughout our research and

helped us successfully complete it. Our sincere appreciation goes out to Mrs. Jeriel V. Cortez,

our Practical Research 1 adviser, for her support, time, patience, and guidance. Thank you for

everything. As a result of all the lessons learned and advice given, we were able to conduct

this study right away, which was really helpful throughout the entire time it took to complete

it.

The researchers are also thankful to Sir Ian Ortojan, the SHS Academic Head; Mr.

Larry Payosalan, the SHS Assistant Principal; and Sir Reylan Alas, the school principal, for

giving us the chance to conduct our study among grade 11 students. Additionally, thanks to

Ms. Abbygail Quilacio, who served as our former class adviser, for sharing her knowledge

and technical skills. Our study paper would not be possible without her assistance. Also, we

would like to thank our parents for their thoughtful consideration of the research study's

financial needs.

Last but not least, we would also like to express our gratitude and admiration to the

participants who actively contributed and gave the study their full cooperation, which

allowed it to be successfully completed. We also want to express our appreciation for taking

the time and providing the information that allowed us to carry out this study.

The Researchers
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Table of Contents
Title Page………………………………………………………………………………………………………………………………………… I
Abstract……………………………………………………………………………………………………………………………………………II
Acknowledgement……………………………………………………………………………………………………………………………III
Table of Contents……………………………………………………………………………………………………………………………..IV

Chapter 1: Introduction……………………………………………………………………………………………………………………..1
Background of the Study……………………………………………………………………………………………………….1
Statement of the Problem…………………………………………………………………………………………………2-3
Theoretical Framework………………………………………………………………………………………………………3-4
Conceptual Framework………………………………………………………………………………………………………4-5
Significance of the Study………………………………………………………………………………………………………5
Scope and Delimitation………………………………………………………………………………………………………..6
Definition of Terms………………………………………………………………………………………………………………6

Chapter 2: Review of Related Literature……………………………………………………………………………………….7-11

Chapter 3: Methodology…………………………………………………………………………………………………………………12
Research Design…………………………………………………………………………………………………………………12
Research Locale…………………………………………………………………………………………………………….12-13
Sampling…………………………………………………………………………………………………………………….………13
Participants……………………………………………………………………………………………………………….….13-14
Data Gathering Procedure………………………………………………………………………………………………….14
Analysis of Data…………………………………………………………………………………………………………………14

Chapter 4: Results and Discussions………………………………………………………………………………………….15-19

Chapter 5: Summary of Findings, Conclusion and Recommendations………………………………………..20-22

References………………………………………………………………………………………………………………………………..23-24

Appendices……………………………………………………………………………………………………………………………….25-33

Curriculum Vitae………………………………………………………………………………………………………………………34-43

Mode of Verification…………………………………………………………………………………………………………………44-45
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CHAPTER 1

Introduction

This chapter includes the background of the study, a statement of the problem,

theories, concepts, the significance of the study, the scope, and the terms’ definitions.

Background of the Study

Learning is a continuous process that develops knowledge, skills, and behaviours

from information and experience. Education, however, is one of the most effective ways to

gain knowledge. Education is considered to be among the most valuable things in the world;

it is vital as it serves as the key to a prosperous future, and its value cannot be overstated.

Education offers opportunities to acquire fresh expertise, improve creativity and invention,

enhance comprehension, and develop critical thinking abilities. Education programs might

also present chances to improve the ability to interact and communicate with others, as well

as gain perceptions on and manage their own path in life.

The higher the level of education in a nation, the more developed that nation is.

Because of this, the Philippine educational system launched in 2016 and announced that

Filipino students will receive two more years of basic education in order to pursue the goal of

producing exceptional undergraduates at the primary and secondary education levels;

moreover, due to the fact that the majority of the country is implementing this program, it

will also fulfil international requirements (K-12 Philippines, 2015).

K–12 is an educational program under the Department of Education, and it is indeed

different from what DEPED formerly provided. The new curriculum initially gained ground

in 2011 with the enactment of RA 10157, which made kindergarten education compulsory for

children at least 5 years old. This was the primary aim of Republic Act No. 10533, passed in

2013, which established the K-12 program and added Grades 11 and 12 as the senior high
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school stage of the 12-year enhanced basic education system (What went before: The K-12

Program, 2018). This new system provides students with a 12-year basic education: six years

of elementary school, four years of high school, and two years of senior high school. Based

on their abilities, interests, and educational options, students can select a specialized track

such as an academic track, a technical-vocational-livelihood track, or an arts and design area.

The subjects a student will take in Grades 11 and 12 will depend on the professional track

they choose.

To make sure that its graduates are prepared for college study, the SHS curriculum

was linked with that of the Commission on Higher Education for those who plan to pursue

higher education. It is believed that through this new system, the students will be prepared for

learning and capable of mastering the foundational skills, knowledge, and principles that will

lead to higher ones. Yet even if we emphasize how advantageous K-12 is, there will be mixed

reactions among Filipinos when it is implemented. The inability of kids and their parents to

pay for two more years of education is the main negative of the K-12 system in the

Philippines. On top of that, it gives difficulty to the students, and it also puts pressure on

Filipino teachers, particularly those working in public schools.

Many studies have examined the effectiveness of K–12 curriculum in students' lives

in terms of online learning, but they have not satisfactorily examined the perceptions and

opinions of the struggles that students face just to keep up with this new curriculum and new

normal way of learning ever since the school recently returned to face-to-face instruction.

Statement of the Problem

This study generally aims to explore the perspectives and opinions of Grade 11 STEM

students towards the implemented K-12 curriculum in the Philippines.

Specifically, this study seeks to answer the following research questions:

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1. What are the perceptions and opinions of Grade 11- STEM students towards

the K-12 curriculum?

2. What are the challenges encountered by Grade 11- STEM students towards

the implemented K-12 curriculum?

3. How do Grade 11- STEM students adapt the impacts of the K-12 curriculum
on their academic and personal development?

Theoretical Framework

The study of John Dewey's Curriculum Theory which stated that “the curriculum

should ultimately produce students who would be able to deal effectively with the modern

world.” Therefore, curriculum should not be presented as finished abstractions, but should

include the child's preconceptions and should incorporate how the child views his or her own

world. Dewey uses four instincts, or impulses, to describe how to characterize children's

behaviour. The four instincts are social, constructive, expressive, and artistic. Curriculum

should build an orderly sense of the world where the child lives. Dewey hoped to use

occupations to connect miniature versions of fundamental activities of life classroom

activities. The way Dewey hoped to accomplish this goal was to combine subject areas and

materials. By doing this, Dewey made connections between subjects and the child's life. He is

credited for the development of the progressive schools some of which are still in existence

today (Lorina, 2022).

In addition to, Eisner Curriculum Theory stated that Early in his career, Eisner

challenged the significance of measurable objectives supported by academics like Franklin

Bobbitt and Ralph Tyler, altering the landscape of curricula. While acknowledging that

targets could be useful in some situations, Eisner contended that using only behaviouristic

objectives limited the curriculum because they failed to take context and student quirks into

account. Even though much time has gone, the debate over the worth of objectives is still
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important today because in standards-based education, objectives frequently continue to be at

the core of the curriculum. Additionally, Eisner applied the Deweyan arguments of criteria as

a workable substitute in evaluation to the problem of standards in education. Eisner

developed a number of novel approaches to thinking about and evaluating education, which

include an aesthetic approach to curriculum, a conceptualization of and responsiveness to

conflicting conceptions (or "ideologies" of curriculum), and a refined and enriched lexicon of

curriculum. These factors increased our variety of lenses for viewing curriculum and were

useful tools in paying attention to what might otherwise go unnoticed: for example, the

intended, operational, received, explicit, implicit, and null. The phrase "cognitive pluralism"

was coined by Eisner as one of the orientations to curriculum, among other contributions to

the subject of curriculum. This viewpoint emphasizes the notion that pupils should be given

the chance to study and communicate their understandings using a variety of representational

mediums. Eisner argued for the use of numerous forms in education since each one both

discloses and conceals elements of the thing so represented (Eisner, 2017).

Conceptual Framework

INPUT OUTPUT

a. The perceptions and

opinions
Implemented K-12
b. The challenges encountered
Curriculum
c. The impacts of the K-12
curriculum

Figure 1

Conceptual Paradigm

The study's paradigm is presented in Figure 1. The input displays the information

gathered, which will be used to address particular study objectives. The input box contains

the underlying factor, which is the implemented K–12 curriculum (IV). As part of the
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study's methodology, an arrow was pointed from the input to the second box, which is the

output of the study. The researchers conceptualize the study's output (DV), which is the

students' perceptions and opinions, the challenges they encountered, and the impacts of the

K–12 curriculum, as an indication of response to the study's issues after carefully analyzing

the findings.

Significance of the Study

Exploring the perceptions and opinions of Grade 11- STEM students towards the

implemented K-12 curriculum in the Philippines is important for several reasons:

(1) Student-centered approach: The K-12 program aims to provide a more student-

centered approach to education. Therefore, it is important to understand how students

perceive the program and its impact on their academic and personal development.

(2) Feedback for improvement: By understanding the perceptions and opinions of

Grade 11 STEM students, policymakers and educators can gather feedback and

recommendations for improving the implemented K-12 curriculum in the Philippines.

(3) Evidence-based decision-making: Research on the experiences and the

challenges of Grade 11- STEM students in the K-12 program can provide evidence for

decision-making and policy development related to education reform.

(4) Transparency and accountability: Understanding the experiences and the

challenges of Grade 11- STEM students can promote transparency and accountability in the

implemented K-12 curriculum, as their perceptions and opinions can shed light on the

successes and challenges of the program.

Overall, this study can contribute to improving education policy, enhancing student

outcomes and engagement, and promoting transparency and accountability in education

reform, ultimately benefiting society as a whole.

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Scope and Delimitation

The scope of this study includes the perceptions and opinions of the Grade 11 STEM

students of Taligaman National High School. This does not include students from other grade

levels, strands, other schools, and experiences or perceptions from Grade 11 STEM students

of other school years.

This research will only be conducted at Taligaman National High School specialised

its Grade 11 STEM students enrolled in the current school year, SY 2022-2023.

Definition of Terms

K-12 Curriculum – covers kindergarten and 12 years of basic education (six years of primary

education, four years of Junior High School, and two years of Senior High School [SHS]) 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.

STEM- an education encompasses which is stem students integrated the process and concepts

in real world of contexts of science, technology, engineering and mathematics (STEM) skills

and competencies for college, career and life.

Impacts – the effects.

Perceptions- how you interpret or understand.

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CHAPTER 2
Review of Related Literature

This chapter represents and discusses related literatures taken from different sources,

this includes foreign and local literatures.

Basic Education in the Philippines

The basic education in the Philippines used to last ten (10) years, divided into four (4)

years of secondary education and six (6) years of elementary education before the country

switched to the K–12 curriculum. The Department of Education (DepEd), the nation's agency

for basic education, creates significant statistics on the effectiveness and internal performance

of the basic education sector each year (Genejane ADARLO, 2017). According to the agency,

the overall performance of representative participants in the Programme for International

Student Assessment significantly fell behind from its neighbouring ASEAN countries in

terms of reading, mathematical, and scientific literacy. (PISA 2018 National Report of the

Philippines, 2019).

However, several issues have also been known in association with the low

performance of the Philippines’ basic education system, such as a significant proportion of

out-of-school children. The research notes that a sizable 36% and 44.1% of kids, respectively,

indicated a "lack of personal interest" as the reason they didn't attend school in elementary

and secondary levels. Similarly, in the primary and secondary grades, respectively, a startling

34.7% and 12.4% of students cited "sickness or handicap" as a justification for their absence.

Also, in the primary and secondary education levels, respectively, 14.1% and 29.4% of

respondents cited "high cost of education" as a deterrent to attending classes. Findings in the

literature suggest that the Philippine government would need to establish an all-encompassing
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plan in order to address the country's dropping percentage of school attendance given the

importance of basic education in insuring a better-prepared workforce (Albert, 2016).

In addition to, an analysis reveals that the 10-year basic education system posed

several

pedagogical and socioeconomic problems. For one, congested curricula (i.e., cramming

courses into their curricula) are exhibited by many schools due to the pressure of fulfilling

mandatory educational requirements. Likewise, due to the lower number of years in basic

education as compared to countries having at least 12 years of basic education, Filipino basic

education graduates (without further training) are considered underqualified for many

overseas jobs. Moreover, with only a few years in basic education, graduates are often under

the legal working age (18 years old) and become ineligible in jobs both domestic and

overseas. In 2013, a major reform known as the “K-12 program” was enacted into law in the

country with the expectation to help overcome these issues. (Masayoshi, 2013)

K-12 Curriculum in the Philippines

“Since we are now living in a "knowledge era," education must equip students to face

the difficulties of a rapidly changing environment. Students in this generation need to be

capable of making decisions and solving issues at a higher level of thinking in order to

compete in a global economy, comprehend and use complex communication and information

systems, and apply these abilities (Campo, 2016). According to these assertions, preparing

students is a crucial and intriguing step to consider. The proper method for preparing pupils

can be unclear at times. Do we carry it out in a learner-centered manner as required? There

isn't really a hard-and-fast guideline to follow, but it might be difficult for a teacher to avoid

matching his or her methodology to the institution's objectives.

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Combalicer carried out a study with the goal of identifying/investigating the practices

of Kindergarten, Elementary, and Secondary Teachers in the implementation of the K-12

curriculum and the underlying problems associated with its implementation, with the end

goal of determining the teachers' best practices to come up with a more effective

implementation of the Senior High School. The study found that teachers who participated in

the survey lacked access to seminars, trainings, and readings about their areas of expertise

and the K–12 curriculum, which may have made it more difficult for them to develop the

lessons and activities that the curriculum's recently enacted standards call for. Additionally, it

suggests that in order to design enjoyable and interesting classes, teachers must be

knowledgeable with the most recent teaching methods and practices (Leonardo Flora

Combalicer, 2016).

Truly, the implementation of K - 12 program of the Department of Education is a

great help to every student. But some which has a noble purpose for every Filipino pupil or

student. From their own point of view or perspective this is another burden on the part of the

students and parents. It will add to the financial problem of the individual family, and the

advantage of implementing this program are for the people who wants to continue studying or

work abroad because the curriculum is almost parallel to another country. This is some of the

problems that this study is going to focus on and to hear the sentiments of the parents

regarding the implementation of K - 12 program (Bernobasa, 2013).

Perceptions and Opinions towards the K-12 Curriculum

The newly implemented curriculum of the country is a product of many reactions

stipulated from the mouth of our own government. Senator opposes proposed DepEd K-12

program. In fact, former Senate Majority Floor Leader Vicente “Tito” Sotto explained why

he opposed the proposal of the Department of Education (DepEd) to amend the law on the
 10

country’s basic education to increase the number of school years to 12 from the present 10-

year program. Sotto said, “I oppose the addition of two years to basic education. There is no

clear benefit to adding two years to basic education”, in a privilege speech at the Senate. He

added that the national budget can’t even provide sufficient funds to maintain the present

number of years of basic education, but now the DepEd wants to add more to it. Kabataan

Paylist Rep. Raymond Palatino called this move by Education Secretary Armin Luistro a

“delusion of grandeur”. He said that in a poverty-stricken country like the Philippines, the

implementation of the K-12 was a “question of survival”, especially for parents who could

barely send their children to school. He added that this new education plan will not address

the escalating number of out-of-school youths, nor lift the employment rate, because the real

problem is the low employment opportunities. Also, senator Chiz Escudero was also against

the implementation of the K-12 Education plan. Escudero pointed out that it is not in the

length of educational years, but the quality of education a student can acquire. And this has to

begin by training teachers to be competitive, create more classrooms and improve learning

facilities, and provide budget for textbooks. The introduction of this new curriculum to

schools harvested many comments and even judging it to a negative way. This reaction is

primarily because of the approach that is embedded in the curriculum, which is the spiral

progression approach. One of the highlights of the curriculum is the decongestion of the

topics for the better understanding and retention to students (Cabili, 2015).

On the other hand, there are lapses and discrepancies on the distribution of topics in

science, for example, the difficulties and challenges that the teachers encountered in the

course of the implementation of the K-12 curriculum. Also, the factors identified through

which contribute to the difficulties and challenges in implementing the new curriculum. In

addition, it identifies the presence of decongestion of the optics which is one of the highlights

of the present curriculum and it evaluates the mechanism of the science curriculum,
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especially the biology part of the K-12 science curriculum. They even have less retention rate

to the previous topic that needs for a teacher to reintroduce and discuss the concept. The

research identified two factors that contributed this major challenge that she encountered

during the course of implementation of the curriculum. First, lack of materials, especially

during experiment. The education sector proposed to have the highest budgetary partition for

the new education program. It has been identified that since the country is trying to meld the

students to be internationalized when it comes to skills and knowledge it must be first

portrayed to the school for that goal to be attained. Second, teachers have difficulty in

teaching some concept not related to her/his major. This is the first issue that was raised by

the teachers who are not into the other majors of science. They tend to teach the lesson

literally based on what they understand. And this is a big issue then to the learning of the

students. It is a burden for the teachers to know the concept of the other major (parallel to the

lesson) and discussed it to an alien language. It is expected then that this will give rise to

another difficulty and this time for the part of the students (Romulo, 2015).

Capampangan pointed out that the activities are very time consuming and the time

will be doubled by the time the students don’t have the prior knowledge for the present lesson

to be extracted. He stressed out that it is very much dragging since there is a need for the

reintroduction of the past lesson for the present lesson be achieved (Capangpangan, 2015).

Moreover, Dr. Bill Atweh stated that any curriculum reform would be worthless if

those responsible for its implementation did not free it from the limitations imposed by

tradition. In addition, he emphasized the necessity of curriculum, pedagogy, and assessment

cooperating. Yet time is an important factor to consider because it is equally important to

notice and take into consideration it as one of the field's aspects of synergy. Teachers cannot

just maintain the synergy, time, and energy without putting in tremendous work. (Atweh,

"Foundations of Curriculum", 2017)

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CHAPTER 3
Methodology

This chapter presents the research design, the research locale, the respondents, the

procedure for gathering data, and the plan for analysing the data.

Research Design

This study uses a phenomenological approach to learn more about the current

situation. Phenomenology is the study of the lived experiences of people and how they

interpret these experiences.

Knowing the advantages and disadvantages of the K–12 curriculum for the students

and their prior knowledge about their future experiences in college.

This study aims to gain insight into the different perceptions and opinions about the

implemented K–12 curriculum specialized only for Grade 11 STEM students at Taligaman

National High School.

Research Locale

This study will be conducted at Taligaman National High School, located at P-2

Barangay Taligaman, Butuan City. The distance from Taligaman National High School to

Butuan City is 11.1 km by road.

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Below is the geographical map:

Figure 2. Taligaman National High School's location

Photo Courtesy: Google Map

Sampling

Purposive non-probability sampling will be used to choose participants in order to

validate the study’s findings. It is a technique in which participants are selected because they

have characteristics that the researchers need in a sample. In other words, participants are

selected "on purpose" in purposive non-probability sampling.

Participants

The study’s participants will be the fifteen selected Grade 11 STEM students enrolled

in the academic year 2022-2023 at Taligaman National High School.

Data Gathering Procedure

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Upon the approval of the research, the researchers will formally write an informed

consent through the respective Grade 11-STEM Students for their consent to conduct the

study, respectively.

The researchers will send informed consent to the respondents describing the study

and its parameters, allowing the participant to choose whether or not to continue their

participation in the said research.

The researcher will interview the respondents individually using semi-structured

questions transcribed in Visayan pertaining to perspectives and opinions towards the K12

Curriculum for better understanding of the questions. The researchers will gather the data for

a maximum of a half months by approaching potential respondents individually in Taligaman

National Senior High School right after their classes.

Moreover, after the interview the researchers will then gather the information, will

analyse and give interpretation from the statement of respondents pertaining to the questions.

The researchers will give basis from their statements with fair interpretation and

without biases.

Analysis of Data

The researchers will use thematic analysis in the data that will be collected from the

interview in this study, which is commonly used method in Qualitative research for

identifying patterns and themes in data. In this transcript to familiarize themselves with the

data. This type of analysis provides sufficient and essential information’s that the researchers

can have a good result of data.

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CHAPTER 4
Results and Discussions

This chapter presents the data gathered, the results of the thematic analysis, and the

interpretation of findings.

This study entitled, “Perceptions of Grade 11 STEM Students of S.Y. 2022-2023

Towards the Implemented K-12 Curriculum”, specifically aimed to: (1) determine the

student’s perceptions and opinions; (2) the challenges that they faced; (3) the impacts of the

K–12 curriculum on their personal and academic development. The data that the researcher/s

gathered will be analysed into generative themes, which will be discussed individually.

Research Question 1:

What are the perceptions and opinions of Grade 11- STEM students towards the K-12

curriculum?

These are the perceptions and opinions of the Grade 11-STEM students towards the

K–12 curriculum. During the researcher's interview, six participants said that when they were

still in junior high school, their perceptions and opinions towards the implemented K–12

curriculum were that K–12 would help them gain prior knowledge and prepare themselves

for college.

"I think it's still okay for me because the more years of learning we have, the more

additional knowledge we can get." (Participant 5)

"At first, I disagreed with it since, in my opinion, it is a waste of time and money.

However, now that I'm in grade 11, I think it's beneficial since we may use it as a parody to

help us deal with challenges in the future." (Participant 10)

However, nine of the participants said that because of the additional 2 years of

learning in school, it will just waste their time, and it bothers them because instead of going
 16

directly to college, they still have 2 more years to waste before they can proceed to

university.

“We cannot do anything because it’s the law. Before, we only have 4 years in high

school, now we have 6 years and I feel like it’s a waste of time because of the 2 years and I

want to finish college so soon so that I can go to work. As it creates more problems for me

and my parents as it will cost more money.”

While conducting this research interview, all 15 participants gained insights about the

K–12 curriculum. Eight participants claimed that the curriculum would provide them with an

experience they could use in college. They also learned that no matter how difficult they

thought the curriculum was going to be, they were still capable of completing it. Students 6

and 14 emphasized the insight they gained from this curriculum.

“The insight that I gained is that, despite how challenging we perceive the curriculum

to be, we are still capable of surviving it.”

“We will gain a lot of experiences in this curriculum and those experiences will help

us in college and despite how challenging it is, it still benefits us, especially if we plan to

attend university.”

Nonetheless, seven participants continued to share their negative insights about the

K–12 curriculum that they had witnessed and experienced. These are the highlighted answers

from the participants.

“After experiencing the k-12 for how many months, I gained insights that this

curriculum is useless since there are still many unemployed k-12 graduates in our country.”

“K-12 is ineffective for Filipinos, in my observation, so I had a deep understanding

that if they truly want to improve the education system here in the Philippines, they should

revise the curriculum itself.

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The study demonstrated the different perceptions and opinions of Grade 11 STEM

students in the K–12 curriculum. The fact that students considered the new K-12 system in

the Philippines to be about a stretched curriculum, a waste of time, and an additional financial

strain on the student or even the parent is more significant to point out the variations in

perspectives. However, many of the participants gained positive insights into this curriculum.

And they asserted that the K–12 curriculum also focuses on and improves students’

development and future.

Research Question 2:

What are the challenges encountered by Grade 11- STEM students towards the

implemented K-12 curriculum?

In the researcher's interview, some of the participants reported challenges adjusting to

the K–12 curriculum. This may be because the curriculum emphasizes more hands-on

learning and critical thinking, which require students to communicate and collaborate

effectively. “Because we had previously taken modular classes, I can say that I found it

challenging to adjust to the changes regarding the way I socialize or communicate with

others and the performance tasks that were assigned to us such as reporting and oral

recitation were quite challenging to me since I’m not used to it.”

Additionally, 13 students have struggled with their time management and the

excessive pressure set by their teachers.

“Time management. It’s just some teachers gave us a small time to do our tasks and

they got big expectations from us.”

“As a STEM student, it can give us stress when it comes to academic/education. Just

like now there are some students that want to finish school soon because they want to go to
 18

work as they want to help their parents but there is K-12 curriculum, it can really give us

stress. And also, those teachers that likes to stereotype us.”

“Some of our teachers tend to stereotype us, and it puts pressure on me as a STEM

student."

In this study, the researchers find out about the difficulties that students have with the
K–12 curriculum. Participants have acknowledged that they have trouble adjusting to the
changes made in communication and performance objectives. Due to the high expectations
that teachers have established, other difficulties include time management, financial
obligations, and college preparedness. Moreover, there is stereotyping, which is a further
troubling problem that Grade 11 STEM faces.

Research Question #3

How do Grade 11- STEM students adapt to the impacts of the K-12 curriculum on their
academic and personal development?
According to the gathered data, participants who participated in the researchers'

interview about how they adapt the impacts of the K–12 curriculum on their academic and

personal development said that they will just go with the flow of this curriculum.

“In my academic development, I’ve learned a lot. Some are very useful to me, but

some of them are useless that I easily forget them. And for personal development, it’s

exhausting. I can say, it’s mentally draining. How I adapt to these impacts is that I just go

with the flow. If that’s their instructions then I’ll just follow it.” (Participant 1)

On the other hand, some of the participants have their own answers on how they adapt

to those impacts on their personal and academic development by having good time

management and just enjoying senior high school life.

“I make sure I have good time management. I need to learn how to make time for my

own happiness to forget stress and enjoy. I also need to learn how to devote time to my

academics.” (Participant 5)
 19

“Time management, also I take time for myself to have fun and to relieve stress.”

(Participant 14)

Moreover, many of the participants say that by staying positive and praying to God,

they can adapt to those impacts on their personal and academic development.

“By staying positive and my parents and elders also encouraged me saying that

college is harder than this.” (Participant 11)

"I adapt these impacts by praying and I leave all my problems and stress to God."

(Participant 2)

Students in Grade 11-STEM have experienced positive as well as negative impacts

from the K–12 curriculum. Some participants reported getting better academic development

and personal growth as a result of the curriculum, which helped them become more college-

ready. Others, however, have found the academic and personal requirements of the

curriculum to be mentally and physically draining. Despite the difficulty of some subjects,

students can succeed with determination. And how do they adapt to these effects that they

experienced? They just always find a way to overcome these challenges through prayers,

thinking positively, looking for inspiration, and ignoring stereotypes and pressure.
 20

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION, RECOMMENDATION

This chapter shows the summary of the findings, conclusions, and recommendations

of the results obtained in the study.

SUMMARY OF FINDINGS

Based on the obtained and interpreted data from the participants, the researchers

determined the different perceptions and opinions of grade 11 STEM students towards the

implemented K-12 curriculum, the challenges encountered, and how they adapt to the

impacts of the K-12 curriculum. The findings of this study were summarized according to the

statement of the problem stated in Chapter 1.

The study found that Grade 11 STEM students have mixed perceptions and opinions

towards the K-12 curriculum. While some students view it as beneficial and preparing them

for college and future careers, others express concerns about the financial burden it imposes

on families and the pressure it puts on students and teachers.

The challenges faced by Grade 11 STEM students in adapting to the K-12

curriculum were identified. These challenges included adjusting to changes in socialization,

communication, and performance tasks. Time management and workload were also

highlighted as difficulties. Stereotyping by teachers was another issue that caused stress and

pressure among the students.

Students in Grade 11-STEM reported both positive and negative impacts from the

K–12 curriculum. Some experienced better academic development and personal growth,

which made them more college-ready. On the other hand, some found the requirements of the

curriculum to be mentally and physically draining. Although certain subjects posed

 21

difficulties, students expressed that determination and perseverance can lead to success.

However, preparing for college might be stressful for some students due to the expenses and

curriculum requirements they need to meet.

Despite those impacts, students demonstrated a willingness to adapt and go with the

flow, accepting and following the instructions provided. They acknowledged the inequalities

and difficulties they faced in school but understood that these experiences could somehow be

beneficial. They believed that developing their academic skills would be advantageous for

their future endeavours, particularly in college.

Overall, this study provides insights into the perceptions and challenges faced by

Grade 11 STEM students towards the implemented K-12 curriculum in the Philippines,

contributing to the ongoing discourse on education reform and student-centered approaches.

CONCLUSION

According to the results of the research interviews that the researchers conducted, the

K–12 curriculum has a significant positive impact on students' lives, including their readiness

for college and their advancement in specialized fields. However, the findings also identified

several negative impacts on students’ lives, including, time waste, financial constraints, and

the pressure that the students were experiencing. Therefore, the researcher concluded that

students continue to have both positive and negative opinions and perceptions towards the

implemented K–12 curriculum even though it was implemented many years ago, and despite

the fact that the K–12 education system has brought about positive changes and opportunities,

there are still challenges and problems that require improvement.

 22

RECOMMENDATIONS

Based on the findings and conclusion that the researchers gathered, the researchers

would like to recommend the following:

(1) Set priorities and manage time effectively: With so much schoolwork to do,

students must develop efficient time management skills. Teachers can assist by providing

deadlines and an organized schedule. Students ought to prioritize responsibilities according to

priority and manage their time accordingly.

(2) Avoid stereotyping: Teachers should be mindful of their biases and refrain from

categorizing students. In order to promote understanding and respect among various different

backgrounds and cultures, policymakers could implement inclusion and diversity programs.

(3) Reduce financial waste: Policymakers should make sure that funds and resources

are distributed wisely to support high-quality education. Students may benefit by utilizing

financial aid and opportunities for scholarships.

(4) Avoid waste of years: Students should be responsible for their education and work

hard to meet their academic objectives. To help students stay on task and prevent failure,

teachers can offer guidance and encouragement.

(5) Seek help and support: Students shouldn't be hesitant to ask teachers, counsellors,

and other in-school services for assistance and support. In order for students to flourish,

teachers and decision-makers must also offer them the necessary resources and assistance.

By applying these recommendations, educators, decision-makers, and students can

work together to conquer the challenges brought up by the K–12 curriculum and build a

productive and successful learning environment.

 23

References
Albert, J. R. (2016). "What do statistics say about basic education in the Philippines?". Think Asia, 1–
9.

Atweh, D. B. (2017). "Foundations of Curriculum". Philippine Normal University.

Bernobasa, J. (2013). Thesis. SlideShare: http://www.slideshare.net/yethan/thesis-24524096

Cabili, M. V. (2015, March). A REVIEW ON THE ISSUES IN THE IMPLEMENTATION OF K+12 SCIENCE
CURRICULUM: A BASELINE STUDY. ResearchGae:
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E_IMPLEMENTATION_OF_K12_SCIENCE_CURRICULUM_A_BASELINE_STUDY

Campo, F. R. (2016). K to 12 Curriculum Guide ENGLISH (Grade 1 to Grade 10. ACADEMIA:

https://www.academia.edu/38786033/K_to_12_Curriculum_Guide_ENGLISH_Grade_1_to_
Grade_10

Capangpangan. (2015). Issues on the Implementation of the K+12 Curriculum. Iligan City: Iligan City
National High School, Mahayahay.

Eisner, E. W. (2017). aera.net. Washington, DC: Teachers College Press.

https://www.aera.net/SIG177/Eisners-Contributions?fbclid=IwAR04tMP-
Sne_spVfxTSXd5RQf-hdmV_wuHD3rdUTPWdT1BqZeNHLD-B08rA#:~:text=Among%20other
%20contributions%20in%20the,through%20various%20forms%20of%20representation

Felongco, G. P. (2013, May 15). gulfnews. https://gulfnews.com/world/asia/philippines/basic-

education-law-passed-in-philippines-1.1183701

Genejane ADARLO, L. J. (2017). For whom is K-12 education: A critical look into twenty-first century
educational policy and curriculum in the Philippines. Singapore : Springer.
repository.eduhk.hk.

K-12 Philippines. (2015, October 27). https://k12philippines.com/

Leonardo Flora Combalicer, J. (2016). BEST PRACTICES AND PROBLEMS IN THE INITIAL
IMPLEMENTATION OF THE K+12. Journal of Education and Social Sciences.

Lorina. (2022, May 12). John Dewey's Theory. Aussie Childcare Network:
https://aussiechildcarenetwork.com.au/articles/child-development/john-deweys-theory?
fbclid=IwAR2uGlmxWFi8izTsdmt6mNsLxis7S-1E36i7Phnx7kQ6B6OK9dXAexnZ9RY

Masayoshi, O. (2013, August). Where Does Philippine Education Go? The "K to 12" Program and
Reform of Philippine Basic Education. IDE-JETRO:
https://www.ide.go.jp/English/Publish/Reports/Dp/425.html

PBED Philippine Business for Education. (2015, October). pbed.ph: A new curriculum was
implemented in the Philippines beginning in the 2012–2013 school year. Many
improvements were added to the curriculum during the transition from the Basic Education
Curriculum to the new K–12 Curriculum, including the expansion of the

(2019, December). PISA 2018 National Report of the Philippines. Pasig City: Department of Education
Complex. deped.gov.ph: https://www.deped.gov.ph/wp-content/uploads/2019/12/PISA-
2018-Philippine-National-Report.pdf
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Romulo, A. J. (2015). Issues on the Implementation of the K+12 Curriculum. Cagayan de Oro City:
Cugman.

What went before: The K-12 Program. (2018, April 7). Inquirernet:
https://newsinfo.inquirer.net/980733/what-went-before-the-k-12-program
 25

Appendices

PERCEPTIONS OF GRADE 11 STEM STUDENTS OF S.Y. 2022-2023 TOWARDS

THE IMPLEMENTED K-12 CURRICULUM

Appendix A. Transcription

1. What are your expectations in the K-12 curriculum when you were still in Junior
High School?
-My first expectation is it’s a waste of time and I feel like dropping out cause of the 2 more
years before college.
– I don’t like it because, it felt like I’ll waste my 2 years of class in this curriculum instead of
going to college.
-None, because I don’t have any idea about this curriculum.
- My expectation is that K-12 will help me gain prior knowledge for college.
- My expectation is because of the additional 2 years of learning in school for me I already
expect that it was hard.
-My expectation for this Curriculum is that it will be tough. And in the reality, it's a lot
tougher and more difficult.

-I'm excited to enter grade 11 because I want to experience and understand what's in it, and I
also want to feel what they say seems scary.

-While I had anticipated this curriculum to be similar to that of junior high school, it is
actually far more challenging.
– My expectation of this k-12 curriculum is all about preparing ourselves for our collage life.
-That it can enhance my knowledge and skills in particular subjects that might be covered in
college.
- My expectations are that all of the strand in grade 11 is hard.
-Of course, K12, theirs going to be an add on grade level, that 2 more years they have a
different subject. Before, when I heard the grade 11 and 12, I feel pressured and I thought to
myself that it’s going to be difficult when it’s comes to grade 11 and grade 12 and I am
scared to keep going because they said that the tasked are going to be difficult and their post
on social media about the 5 pages of essays.
-I expected that this curriculum is useless.
 26

-For me it’s a bother cause instead of going directly to college you still have 2 years before
you can go to college.
-It sounds nice.
2. What are your opinions and perceptions towards the implemented curriculum?
-It’s a waste of time.
– For me now, I like it because it gives advantage to us senior high students.
-It’s just okay.
- I was not satisfied, I actually want to finish my studies quickly so it is really okay for me if
they didn’t implement the K-12.
- I think it's still okay for us because the more years of learning the more additional
knowledge we can get.
-Since they're adding two more years, it creates more problems for me and my parents
because it will cost more money.
- For me It's okay, because it helps you to prepare for your college life. Just like the Research
you know what to do. It's Helpful for us.
-It’s okay.
– It’s good and helpful for me.
-At first, I disagree with it since, in my opinion, it is a waste of time and money. However,
now that I'm in grade 11, I think it's beneficial since we may use it as a parody to help us deal
with challenges in the future.
-I think it is very helpful and that it would help us students to pass the entrance exam in
college.
-We cannot do anything because it’s the law. Before, we only have 4 years in high school,
now we have 6 years, and I feel like it’s a waste of time because of the 2 years and I want to
finish college so soon so that I can go to work. As it creates more problems for me and my
parents because it will cost more money. But I realize that it also had a big advantage because
it can help us students to learn in advance for collage.
-In my opinion I don’t support this curriculum because it’s just a waste of time and add extra
cost of money.
-Before, when I did not experience it, for me it still really a bother.
-It can help us to be advance in college.

3. In your own experience, what are the advantages and disadvantages of the K-12
curriculum?
 27

-At first, I lost interest cause of the 2 more years but when I experience the grade 11, I realize
that there are advantages that it can give us to college. And the disadvantage is the financials
and waste of time.
- The advantages are, we are advance and have a preparation subjects like research, we
already know how to construct and conduct research. The disadvantages are, I feel stressed
out and my brain was on shock like I was a grade 8 student and jump in grade 11 because of
the pandemic. I was in shock of the new environment and activities.
-The disadvantages are, there’s a lot of tasks that sometimes I find it useless to me. While the
advantages, our major subjects are very useful because I can use it in my entrance exam.
—The advantage is that I’ll gain more knowledge. And the disadvantage is that it will take a
long time for me to graduate.
- Just like what I said before, the advantage is additional learning and the disadvantage, it is
stressful.
-The advantage is this curriculum is that it attained the skills and knowledge that is required
in college, while the disadvantage is it really cost more money and it will take long for us to
graduate.
-The advantages are, you to prepare for your college Life and the Disadvantages are stressful,
waste of time and lack of Financial Problem.
- The advantage is that we’ll be more advance in college while the disadvantage is it’s just
waste of time.
- The disadvantage of this curriculum is we have to attend another 2 years of schooling. And
the advantages are, you will be prepared when you go to college.
- The advantage for me is that it helps us prepare for college. The disadvantages, however, is
that it's not really used or taken into consideration when it comes to employment
requirements as employers are frequently seeking for college graduate.
-The advantages are that I learned a lot. And the disadvantages for me is that it is difficult,
time consuming and there is a lot of tasks given.
-The advantages that we can face is the advance learning and the disadvantage is waste of
money because of fees and another is that you don’t have the interest to learn.
-The advantage is that we’ll be more advance in college while the disadvantage is it’s just
waste of time.
- It can give you more knowledge so that you'll be prepared for college. Student before did
not experience k12, when they got to college, they got even more stress because they don’t
have a background about what is in college.
-The advantages are, it can help us especially if we’re going to college because we're advance
The Disadvantage is waste of money.
4. What are the challenges you have encountered in this K-12 curriculum?
(FUQ: How do you cope with these challenges?)
 28

-Financial. I cope this with not spending too much money.

– There are new subjects and I find difficulties in adjusting.
-Time management. It’s just some teachers gave us a small time to do our tasks and they got
big expectations from us. How do I cope with these challenges is that, I’ll just do it anyway,
because I don’t have a choice? Just go with the flow.
—Actually, it is just normal, like there is no problem because for me the pace is okay.
- Sometimes I can't avoid to be absent minded, I can't understand easily especially some
teachers’ discussion. And I cope with these challenges by trying to calm myself and also
presence of mind.
-Because we had previously taken modular classes, I can say that I found it challenging to
adjust to the changes regarding the way I socialize or communicate with others and the
performance tasks that were assigned to us such as reporting and oral recitation were quite
challenging to me since I’m not used to it. But I think right now, the challenges that most
students face is the extreme heat, which keeps us distracted from paying attention in class.
And how I cope these challenges is that, regarding to adjustments, I’ll say that I don’t
pressuring myself too much and you know go, with the flow.
-The adjustment, but I’m trying to be okay with it.
-This curriculum is challenging for me because I find it difficult to go to bed early due to the
many schools works that must be completed. I cope these challenges as I tried to enjoy my
shs journey as a student.
– Frustrations and people who have a high expectation towards our section.
- So far, I haven't encountered many obstacles because I tend to go with the flow.
-The challenges that I have encountered are the subjects specially calculus and practical
research. Time management is the only way to cope with these challenges.
-The challenges are the financials because life is difficult now a days and the internet because
before I was struggling on how to make it done, because we lived in the mountain and we
don’t have any Wi-Fi connections there and I still need to go to town just so that I can have I
WIFI connection. And I cope these challenges by the help of my classmates.
-Teachers gave us a lot of school works and some of them has the same due date. Well, - I
don’t know how to cope these challenges maybe, I just accept it because I can’t do anything
about it.
-It’s not that challenging, the subjects are challenging but you'll get through it. The
challenges are the financials that you need and the requirement that you need to prepare for
college.
-There are many, especially we're exposed in public like in the classroom oral
recitation and reporting because it’s been 2 years since our last face to face and I’m not used
to it. And I cope these challenges by practicing.
5. What are the impacts of the K-12 curriculum on your academic and personal
development? (FUQ: How do you adapt these impacts in your life?)
 29

-For me, the impacts of this curriculum are that I’m advance on some subjects and for my
personal development it’s exhausting and mentally draining. I prepare myself for college
because of the k12 curriculum.
– For me, the impacts of this curriculum are that I’m advance on some subject and I can use
this knowledge to prepare myself for my college life.
-In my academic development, I’ve learned a lot. Some are very useful to me, but some of
them are useless that I easily forget it. And for personal development, it’s exhausting. I can
say, it’s mentally draining. How I adapt these impacts is that, I just go with the flow. If that’s
their instructions then I’ll just follow it.
—For my academic development it increases my knowledge. While in my personal
development it’s just okay but sometimes it’s not.
- It makes my school year learning long time to graduate. And I'm just accepting the reality
that we don't have any choice because this is already implemented.
-The impact on my academic performance was that I was taken surprised by how many high
grades I received in senior high school as compared to junior high school, while on my
personal development it helps me to be prepared and be matured so that I will be more ready
when I go to college.
- It helped me prepare for college, it helps me practicing my English speaking.
-The impact on my academic performance is that my grade decreases while on my personal
development it has allowed me to improve my social and public speaking abilities both inside
and outside of the classroom. And even if I got low grades, I still tried to lift myself up and
just enjoy the moment.
-More learnings and knowledge
- I accept things naturally like what I said last time that I am a person who goes with the flow.
If things are good for me, then I adapt it with open arms.
-I became more responsible and I adapted this impact in my life through time management.
-Now and then, there are difference and I realize that it going to be a big advantage for me
cause school is not easy. As I said it’s a big help for me because I chose academics and I
learned lessons that can help me in collage.
-It helps me in my academic performance since I gained more knowledge and on my personal
development it helps me because I improved my speaking skills in front of people.
-It can gain knowledge you'll be prepared for college. For me it is beneficial to me because
well be ready for college then it won’t be that difficult to cope up with the subjects in college.
-The impact of k12 in my academic can helped me for college and we can also use it for our
daily life (Personal develop) mentally devastated
FQ: How do you adapt these impacts in your life?
-Face the good outcome when it comes to school, don’t think of the negative outcome. Find
inspiration so that it can give you strength to do school works.
 30

– Through praying and surrendering to God all of my problems and stress.

-Through ranting.
—I have no stress in academic, I just go with the flow.
- Time management, you need to learn how to spend time for your own happiness to forget
stress and also you need to learn how to spend time for your academic.
-I go out alone like going to the beach.
- By enjoying it.
-I tried not to let those stereotypes affect me by ignoring them.
– Through socializing, sharing my problems and playing games.
-Have fun with peers and to just go with the flow
-By staying positive and my parents and elders also motivated me saying that college is much
harder than this.
- For me pray and bonding with friend. Give time for yourself for you to have fun and relax.
-Playing games.
-Time management, make time for yourself to have fun or to relieve that kind of stress.
-Time management.
6. Is K-12 Implementation place excessive pressure on you as a student?
-Yes, it can give you stress when it comes to academic/education. Just like now there is some
student that want to finish school because they want to go to work because they want to help
their parents but theirs the K-12 curriculum, it can really give you stress. And also, those
teachers like to stereotype us.
– Yes, but not so much, still I am adjusting because I’m in grade 11.
-Yes. It gives me a lot of pressure especially the one who puts pressure to us are the teachers.
— Not really, I just think out of the box for me to cope up in my own ways like what other
people do.
- yes, because of stereotyping.
-I did feel pressure at first, but as I went along, I recognized that it was just a part of the
journey. Nevertheless, it was stressful.
- No, Because I didn't make it a stressor, I just enjoyed it so that I could prepare for my
college life.
-Yes, it definitely puts a lot of pressure on me, especially since I'm a stem student and there
are many stereotypes that stem students must be intelligent.
-Not so, because I have friends who can help.
 31

-For me, the pressure comes from the fact that society has established standards and criteria
for how much knowledge we are expected to have about certain subjects by the time we enter
college.
-Yes, it gives me a lot of pressure.
-For me it’s not really because it’s for all the students for them to learn. It can give you stress
but it have the advantages like the preparation for college, when you arrive in collage it’s not
that difficult anymore.
-Yes, it definitely gives me pressure because they gave us so many schools works and I’m not
used to it.
-No, because theirs many things that can cause stress not only because of the curriculum but
in your family and financially. Even if you rank it, it’s in rank 3 that can cause stress.
-Yes, because there are a lot of tasks that was given to us.
7. As a STEM student, how beneficial is the K-12 curriculum to you?
-As a STEM student, it can give me advance learning in college.
– For me it’s so beneficial because I’m advance and I have knowledge about the subjects and
it’s like a preparation for my college life.
-I don’t find it beneficial for us ACADEMIC Track, I mean we’re not like TVL Track that
they can get NCT2 after graduating Senior High School. We need college degree. To think, it
only gave us more years to waste. It will become beneficial if they will make lots of efforts of
it, like they will teach those things that we can bring it in our college in the future.
—It is really important because there is a high probability that I can pass the entrance exam
because we are given 2 years to prepare for college.
- It's very helpful because it gives advantage learning that we can use in our college degree.
-It is beneficial to me since it helps me decide what college course I really want to take.
- This is very important so that you can prepare for your course that you will take in college.
-It benefits me as a stem student since it gives me additional opportunities like scholarship
and supports me in passing the college entrance exam.
- All I can say about this is, it can help you to be prepared for your college life.
- In order for myself to be prepared for college
-As a STEM student, K-12 is really beneficial for me to get into college.
-It’s important because of the academic. For example, you want to pursue that kind of course
that it’s under the STEM strand, it won’t be that difficult for you because you already have
that kind of background.
-It benefits me because I think I’m more advance as a stem student.
-It’s important because so that we can be prepared when we go to college.
 32

-We can learn especially for college, because when we start in college it will not be hard for
us because k12 already teaches us.
8. What insights did you gain in this K-12 curriculum?
-I gain new experiences, skills and other more.
– It is needed that you have a time management and I have already learned in advance in
some subjects that I might encounter in my college days.
-Only in our General Biology and Basic Calculus, I’ve got new insights. I must say, that I
appreciate all major subjects we have, cause the way their teaching strategies helps us to learn
those lessons easily.
—I now know that what other people are saying about K-12 are true. Although it is just a
waste of time, it is also helpful.
- Good insights because of additional learnings and bad insights because of additional year
and additional expenses.
-The insight that I gained is that, despite how challenging we perceive the curriculum to be,
we are still capable of surviving it.
- It's okay because it's the law, you have no choice.
-The insight I gained from this curriculum is that despite how challenging it is, it still benefits
us, especially if we plan to attend college.
– It’s good, yet challenging.
- It was fine with me, since I already find it beneficial.
-That K-12 is helpful for us.
-It can help you through college.
-We will gain experience in this curriculum and those experience will help us in college.
-The insight is the k12 can help us, now that am now experiencing it, like I said before its
time consuming now that I already experiencing it, I realize that it can help us gain more
knowledge for college.
-It can help us and yet it’s hard.

Appendix B. Letter of approval

May 5, 2023

MR. REYLAN R. ALAS

School Principal
Taligaman National High School
 33

Dear Sir:

We, the Grade 11 STEM students from section Venezuela would like to request permission
to conduct a research study entitled, “Perceptions of Grade 11 STEM students of S.Y. 2022-2023
towards the Implemented K-12 curriculum” as part of our requirement for Practical Research 1
subject.

In lieu of this, we kindly request your approval to carry out our research project in the
school’s vicinity. You can be sure that the information we collect will be used only for academic
purposes and will stay completely private.

We are hoping for your positive response on this matter.

Thank you and God bless!

Respectfully yours,
The Researchers

Checked by:
JERIEL V. CORTEZ
Practical Research 1 Teacher

IAN S. ORTOJAN LARRY C. PAYOSALAN

SHS Group Head SHS Assistant Principal

REYLAN R. ALAS
School Principal
 34

Curriculum Vitae

RACHEL MAE C. APAD

P-1 Taligaman Butuan City

Cell Number: 09610912099

Email Address: [email protected]

PERSONAL INFORMATION

NICKNAME: PACHUCHAY

BIRTHDAY: OCTOBER 11, 2005

BIRTHPLACE: BUTUAN MEDICAL CENTER

AGE: 17

NATIONALITY: PILIPINO

RELIGION: BIBLE BAPTIST

CIVIL STATUS: SINGLE

FATHER’S NAME: RAMON S. APAD

MOTHER’S NAME: MIRASEL C. APAD

EDUCATIONAL BACKGROUND

ELEMENTARY: TALIGAMAN ELEMENTARY SCHOOL

2012-2018

SECONDARY: TALIGAMAN NATIONAL HIGH SCHOOL

2018-2022
 35

CLYDE A. GENERALAO

P- Gabi B Basag Butuan City

Cell Number:

Email Address:

PERSONAL INFORMATION

NICKNAME: CLYDE

BIRTHDAY: SEPTEMBER 17, 2006

BIRTHPLACE: PUROK GABI B BASAG BUTUAN CITY

AGE: 16

NATIONALITY: PILIPINO

RELIGION: ROMAN CATHOLIC

CIVIL STATUS: SINGLE

FATHER’S NAME: NESTOR M. GENERALAO

MOTHER’S NAME: LOVERNA O. ACEDO

EDUCATIONAL BACKGROUND

ELEMENTARY: BASAG ELEMENTARY SCHOOL

2012-2018

SECONDARY: TALIGAMAN NATIONAL HIGH SCHOOL

2018-2022
 36

MA. PRINCESS ANIKA O. JUAN

P- 2 Taligaman Butuan City

Cell Number: 09945821163

Email Address: [email protected]

PERSONAL INFORMATION

NICKNAME: Nika

BIRTHDAY: June 29, 2006

BIRTHPLACE: Lagundi Morong Rizal, Manila City

AGE: 16

NATIONALITY: Filipino

RELIGION: Roman Catholic

CIVIL STATUS: Single

FATHER’S NAME: Victor S. Juan

MOTHER’S NAME: Jonela O. Juan

EDUCATIONAL BACKGROUND

ELEMENTARY: TALIGAMAN ELEMENTARY SCHOOL

2012-2018

SECONDARY: TALIGAMAN NATIONAL HIGH SCHOOL

2018-2022

GLYDEL MEJIAS

P-1 Taligaman Butuan City

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Cell Number: 09452802451

Email Address: [email protected]

PERSONAL INFORMATION

NICKNAME: KAYKAY

BIRTHDAY: FEBUARY 13 2006

BIRTHPLACE: PUROK 1 TALIGAMAN

AGE: 17

NATIONALITY: PILIPINO

RELIGION: PENTECOSTAL

CIVIL STATUS: SINGLE

FATHER’S NAME: N/A

MOTHER’S NAME: DELIA A. MEJIAS

EDUCATIONAL BACKGROUND

ELEMENTARY: TALIGAMAN ELEMENTARY SCHOOL

2012-2018

SECONDARY: TALIGAMAN NATIONAL HIGH SCHOOL

2018-2022

LENNETH R. MONTALBAN

P- 5 Antongalon Butuan City

Cell Number: 09761551159

Email Address: [email protected]

PERSONAL INFORMATION
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NICKNAME: NETHY

BIRTHDAY: FEBUARY 21, 2006

BIRTHPLACE: PUROK 5B ANTONGALON

AGE: 17

NATIONALITY: PILIPINO

RELIGION: FREE METHODIST

CIVIL STATUS: SINGLE

FATHER’S NAME: LEMUEL M. MONTALBAN

MOTHER’S NAME: ZENETH R. MONTALBAN

EDUCATIONAL BACKGROUND

ELEMENTARY: ANTONGALON ELEMENTARY SCHOOL

2012-2018

SECONDARY: TALIGAMAN NATIONAL HIGH SCHOOL

2018-2022

ALLYSA PUCOT

P- 2 Taligaman Butuan City

Cell Number: 09665481601

Email Address: [email protected]

PERSONAL INFORMATION

NICKNAME: LYSING

BIRTHDAY: FEBUARY 15, 2006

 39

BIRTHPLACE: P-2 TALIGAMAN BUTUAN CITY

AGE: 17

NATIONALITY: PILIPINO

RELIGION: ROMAN CATHOLIC

CIVIL STATUS: SINGLE

FATHER’S NAME: N/A

MOTHER’S NAME: ALMA S. PUCOT

EDUCATIONAL BACKGROUND

ELEMENTARY: TALIGAMAN ELEMENTARY SCHOOL

2012-2018

SECONDARY: TALIGAMAN NATIONAL HIGH SCHOOL

2018-2022

GODWIN KURT HAPUCH RAGANDAN

P- 1B De Oro Butuan City

Cell Number: 09936383320

Email Address: [email protected]

PERSONAL INFORMATION

NICKNAME: POPO

BIRTHDAY: AUGUST 17, 2005

BIRTHPLACE: ILLIGAN CITY HOSPITAN

AGE: 17
 40

NATIONALITY: PILIPINO

RELIGION: CHRISTIAN

CIVIL STATUS: SINGLE

FATHER’S NAME: REYNANTE M. RAGANDAN

MOTHER’S NAME: KEREN JEAN R. RAGANDAN

EDUCATIONAL BACKGROUND

ELEMENTARY: LIBERTAD NATIONAL HIGH SCHOOL

2012-2018

SECONDARY: LIBERTAD NATIONAL HIGH SCHOOL

2018-2022

ME ANN R. TIMCANG

P- 6 De Oro Butuan City

Cell Number: 09153586775

Email Address: [email protected]

PERSONAL INFORMATION

NICKNAME: ANN

BIRTHDAY: JULY 21, 2006

BIRTHPLACE: PUROK 6 BRGY. DE ORO

AGE: 16

NATIONALITY: PILIPINO

RELIGION: SEVENTH DAY ADVENTISTS

CIVIL STATUS: SINGLE

 41

FATHER’S NAME: MARIO F. TIMCANG

MOTHER’S NAME: ANNA MARIE R. TIMCANG

EDUCATIONAL BACKGROUND

ELEMENTARY: DE ORO ELEMENTARY SCHOOL

2012-2018

SECONDARY: TALIGAMAN NATIONAL HIGH SCHOOL

2018-2022

LYLE NICOLE M. TUMBAGA

P-5 Taligaman Butuan City

Cell Number: 09665747722

Email Address: [email protected]

PERSONAL INFORMATION

NICKNAME: KIA

BIRTHDAY: DECEMBER 10, 2005

BIRTHPLACE: P-5 TALIGAMAN BUTUAN CITY

AGE: 17

NATIONALITY: PILIPINO

RELIGION: CATHOLIC

CIVIL STATUS: SINGLE

FATHER’S NAME: ZALDY TUMBAGA

MOTHER’S NAME: MICHELLE MOSQUEDA

 42

EDUCATIONAL BACKGROUND

ELEMENTARY: TALIGAMAN ELEMENTARY SCHOOL

2012-2018

SECONDARY: TALIGAMAN NATIONAL HIGH SCHOOL

2018-2022

JULIETH G. YBAÑEZ

P- 1 Taligaman Butuan City

Cell Number: 09949486542

Email Address: [email protected]

PERSONAL INFORMATION

NICKNAME: UNYET

BIRTHDAY: MARCH 9 2005

BIRTHPLACE: CITY HOSPITAL

AGE: 18

NATIONALITY: PILIPINO

RELIGION: ROMAN CATHOLIC

CIVIL STATUS: SINGLE

FATHER’S NAME: CLAUDIO D. YBAÑEZ

MOTHER’S NAME: WILMA G. YBAÑEZ

EDUCATIONAL BACKGROUND

ELEMENTARY: ANTONGALON ELEMENTARY SCHOOL

 43

2012-2018

SECONDARY: TALIGAMAN NATIONAL HIGH SCHOOL

2018-2022

KARELLE R. YBAS

P-1A Antongalon Butuan City

Cell Number: 09055649548

Email Address: [email protected]

PERSONAL INFORMATION

NICKNAME: KYLE

BIRTHDAY: JUNE 12 2006

BIRTHPLACE: ANTIPOLO MANILA CITY

AGE: 17

NATIONALITY: PILIPINO

RELIGION: IGLESIA NI CRISTO

CIVIL STATUS: SINGLE

FATHER’S NAME: JESSIE J. YBAS

MOTHER’S NAME: MA. CARMEL G. RAMOS

EDUCATIONAL BACKGROUND

ELEMENTARY: ANTONGALON ELEMENTARY SCHOOL

2012-2018

SECONDARY: TALIGAMAN NATIONAL HIGH SCHOOL

2018-2022
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Mode of Verification
These are the visuals that the researchers obtained throughout the research process.
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