1

Republic of the Philippines

Department of Education
Region XII
ESPERANZA NATIONAL HIGH SCHOOL
Esperanza, Sultan Kudarat

ASSESSMENT ON THE FULL IMPLEMENTATION OF SENIOR HIGH SCHOOL

CURRICULUM AMONG PRIVATE AND PUBLIC SCHOOLS
IN SULTAN KUDARAT

APPLIED RESEARCH
Funded By
Basic Education Research Fund (BERF 2016)
REGION XII
Carpenter Hill, Koronadal City

SAMSUDIN N. ABDULLAH, Ph.D.

Master Teacher II
(Researcher)

June 2018
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TABLE OF CONTENTS
I. TITLE PAGE 1

II. ABSTRACT 4

III. ACKNOWLEDGEMENT 5

IV. INTRODUCTION AND RATIONALE 7

V. LITERATURE REVIEW 8
K to 12 Program 8
Senior High School Curriculum 11

VI. CONCEPTUAL FRAMEWORK OF THE STUDY 13

VII. RESEARCH QUESTIONS 15

VIII. SCOPE AND LIMITATION 17

IX. OPERATIONAL DEFINITION OF TERMS 17

X. RESEARCH METHODOLOGY 18
Research Design 18
Participants of the Study 19
Locale of the Study 19
Sampling Technique 20
Data Collection Instrument 22
Data Collection Procedure 23
Statistical Treatment 24
Ethical Consideration 24

XI. DISCUSSION OF RESULTS AND RECOMMENDATIONS 25

Expectations on the Full Implementation of Senior High
School Curriculum 26
Quality of Instructional Practices 26
College and Career Readiness 28
Global Competitiveness 30
Advancement of Knowledge, Skills and Attitudes 32
Planning and Preparations 34
Summary Assessment of the Expectations on the
Full Implementation of Senior High School Curriculum 37

Apprehensions on the Full Implementation of Senior High

School Curriculum 39
Financial Expenses 40
Dropouts and Failures 42
Prevalence of Delinquent Behaviors 44
Buildings and Other Resources 46
New School Environment 48
External Linkages for Immersion and On-the Job Training 50
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Summary Assessment of Apprehensions on the Full

Implementation of Senior High School Curriculum 52

Effectiveness of the Full Implementation of Senior High

School Curriculum 54
Curriculum Adjustment 54
School Facilities 57
Administration and Management 61
Teachers‘ Qualifications 64
Teaching Strategies 66
Instructional Materials 69
Summary Assessment on the Effectiveness of the Full
Implementation of the Senior High School Curriculum 71

Comparison on the Expectations, Apprehensions and Effectiveness

of the Full Implementation of Senior High School Curriculum Between
Private and Public High Schools 74

Comparison on the Expectations, Apprehensions and Effectiveness

of the Full Implementation of Senior High School Curriculum
among Students, Parents, Teachers and School Administrators 76

The Impact of Respondents‘ Expectations on the Effectiveness

of the Full Implementation of Senior High School Curriculum 81

The Impact of Respondents‘ Apprehensions on the Effectiveness

of the Full Implementation of Senior High School Curriculum 82

Proposed Intervention Programs Based from the Findings of the Study 84

XII. DISSEMINATION AND ADVOCACY PLANS 87

XIII. REFERENCES 88

XIV. FINANCIAL REPORT 90

XV. RESEARCH INSTRUMENT 91

XVI. CURRICULUM VITAE 101

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ABSTRACT

This research was conducted to assess the full implementation of senior high

school curriculum among private and public high schools in Sultan Kudarat Division,

Region XII. Survey questionnaire was distributed to the randomly chosen students,

parents, teachers and school administrators. Weighted mean, t-test, one-way ANOVA and

Pearson r were the statistical tools used to provide good analysis, interpretation and

implication of data.

Findings revealed that higher expectations in terms of college and career

readiness; global competiveness; and advancement of knowledge, skills and attitudes were

manifested by public schools compared with the private schools that led in quality

instructional practices and planning and preparations. Both private and public schools were

expected that the full implementation of senior high school curriculum can uplift the quality

of current Philippine educational system. Lack of buildings and instructional materials

among public high schools and additional expenses among private high schools were the

top apprehensions of the respondents. Private schools were more effective in terms of

curriculum adjustment; physical plant and facilities; administration and management; and

instructional materials compared with the public schools that led in the two indicators such

as teachers‘ competence and teaching strategies. Parents and students agreed that the

full implementation of the new curriculum will bring financial burden. It was also found that

the higher the degree of expectations, the motivated the DepEd officials to implement the

program. The better the implementation of the new program, the higher is the degree of its

effectiveness. Various apprehensions during the first two years of implementation did not

affect the effectiveness of the senior high school curriculum.

It is hereby concluded that both private and public schools were assessed very

satisfactory in the full implementation of the curriculum. This was attributed to the fact that

DepED – Sultan Kudarat really did its very best to guide all the private and public schools

on the full implementation of the senior high school curriculum. Thus, teachers and school
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administrators should continue what they have started to prove to the parents that

additional two more years of schooling are not costly burden.

Keywords: Expectation, Apprehension, Effectiveness, Full Implementation and Senior

High School Curriculum

ACKNOWLEDGEMENT

The completion of this research has been a journey of personal growth that could

not have happened without the support and guidance of many persons who shared their

time, physical and intellectual efforts, practical advice and expertise for the finalization of

this document.

I am using this opportunity to express my gratitude to all individuals who supported

me throughout this research process. I am very thankful for their aspiring guidance,

invaluably constructive criticism and friendly advice during the conduct of this study. I am

sincerely grateful to them for sharing their truthful and illuminating views on a number of

concerns related to this endeavor. I would like to express my deepest appreciation to all

who provided me the possibility to complete this undertaking.

For more than a year, this study has filled my evenings, weekends and holidays. I

felt unobligated because the endeavor was so close to my heart. I‘ve put my soul to this

work because I realized my calling for being a part of the historic reform in the Philippine

educational system. Everything that I have written in this research was full of curiosity,

passion, and inspiration. Every moment of the process was enjoyed by me. Apparently, this

journey has been made easier by the friendship of many persons who painstakingly gave

motivation and provided beneficial criticisms.

To the Basic Education Research Fund (BERF) Committee particularly to Dr.

Evelyn R. Fetalvero and Dr. Glenn A. Bisnar, for their untiring efforts to read and revise

this manuscript.
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To the working force of Performance, Planning, Review and Development (PPRD)

section particularly to Ma’am Helen A. Armada, for their untiring efforts to check the

deliverables of this study.

To Dr. Raphael C. Fontanilla, CESO V, Schools Division Superintendent of

DepED – Sultan Kudarat, my former professor when I took up my doctoral studies at Sultan

Kudarat State University, for the genuine wisdom and ideas he shared with me in

conducting a research and for his steadfast moral support to finish this undertaking.

To Dr. Ruth L. Estacio, CESO VI, for her interminable moral support and concern

for the success of this study. Her insights in conceptualizing the topics to be studied gave

me strength to be a research enthusiast.

To Dr. Eskak M. Delna, CES, Principal IV of Esperanza National High School, for

his candid and incessant concern, genuine motivation, affluent encouragement and fatherly

advice to finish this study.

To Mr. Rodrigo O. Viduya, Division Research Coordinator, for his inspiring

comments and suggestions leading to the improvement of this study.

Genuine thanks and gratitude are also due to Mrs. Erlinda A. Imbat, Senior High

School Assistant Principal of Esperanza National High School, for arranging my subject

loads during my three-week official leave during the data gathering procedure of this

research.

To Dr. Anaiza G. Sumido, English Department Head of Esperanza National High

School, my English Critic Reader, who has been part of this successful endeavor. She

gave her time, support and guidance to help me as I began this journey.

To Mr. Gani M. Maliga, Teacher I of Esperanza National High School, for his

unending financial and moral assistance during the time that the funds for this research

were not yet available. I will never forget the financial support he has extended to me. I am

eternally grateful to him as my highly exceptional friend.

To all of you, SUKRAN LILLAHI TAALAH! GUIAZAKALLAHO BIHAIRIL

HAMDULILLAH.
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INTRODUCTION AND RATIONALE

One of the major thrusts of former President Benigno S. Aquino‘s government was

the enhancement of basic education known as the Republic Act No. 10533 series of 2012

which was signed into law on May 15, 2013. The law was enacted and promulgated as

Philippines is the last Asian country and one of the only three countries worldwide with a

ten-year pre-university cycle. This recent educational reform efforts instituted by the

Philippine government intends to improve the quality of high school graduates. Acosta and

Acosta (2016) emphasized that new high school graduates in the K to 12 Program are

envisaged to become more competitive in the global business arena and to bring more

success that would contribute towards building the nation and be at par with the rest of the

world.

On the other hand, the future of Filipino children is marred by various forms of

uncertainties considering the critical conditions of the country‘s socio-economic and

political situations. While the rich become richer and the poor becomes poorer, it is evident

that there is a growing need to minimize the rising unequal distribution of wealth,

opportunities and other resources among Filipino constituents, from which the children are

greatly affected. Premised on the foregoing, education is deemed one of the best ways to

neutralize the growing inequality which makes the Filipino way of life prone to poverty

threats and multifarious effects on the children, family and society as a whole.

Nevertheless, education itself is undergoing transition and adaptions to modern technology

and to that of globalization which creates inevitable problems that imply the need for

effective teaching in all levels.

Lacorte (2016) stated that Philippine basic education has been undergoing series of

changes, modification and improvement. These curriculum changes within the educational

system have been constantly implemented by the Department of Education (DepED) to

adopt educational setting to the needs and demands of globalization. Since many studies

reveal that students don‘t perform well at the expected level, it seems that there is an

endless change in the educational system until the desired goal of attaining quality
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education is reached. It doesn‘t mean however that the implementation of the changes

should remain unaccounted. Rather, change should be evaluated to determine the

effectiveness of its implementation. Addition of two years in high schools is already on the

bag and no one can stop its full implementation in which Sultan Kudarat will face again a

great challenge. The struggle of private and public schools on the full implementation of

Senior High School Program can‘t be disparaged.

That‘s why, this study hopes to provide an objective evaluation of the insights of all

concerned individuals for the purpose of synchronizing both positive and negative issues

and concerns that would enlighten the minds of masses on the genuine purpose of the

program despite the glaring reality that it connotes additional expenses on the part of the

parents, and a longer period of schooling on the part of the students.

LITERATURE REVIEW

Presented in this section is a literature review on K to 12 program particularly on

senior high school curriculum. The gathered data or information are very helpful in the

conceptualization of the research and they are taken from journals, books, previous studies

and internet sources which were carefully organized in order to provide bases for

discussion and interpretation of the findings of the study.

K to 12 Program

Tan (2011) enumerated the four phases of the K to 12 Program as follows: Phase I

is known as Laying the Foundations in which the goal is to finally implement the

universal kindergarten and the development of the entire program; Phase II is said to be

Modelling and Migration which aims to promote the enactment of the basic education law,

to finally start the phased implementation of the new curriculum for Grades 1 to 4 and

Grades 7 to 10, and for the modelling of the senior high school; Phase III is Complete

Migration, the goal of which is to finally implement the Grades 11 and 12 or the senior high

school, and to signal the end of migration to the new educational system; and Phase IV is
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that of Completion of the Reform which aims to complete the implementation of K to 12

education system. However, during the new educational cycle, from 2016 to 2018, college

enrolment could slow down because of the entrance of the lower-year students to the new

program.

In one of its articles, The Philippine Online Chronicles (2011) cited K to 12 has been

challenged with several criticisms from youth and student groups, teachers, parents and

the academic community. However, the DepEd is very determined to enact the program

with its proposed budget catering mostly to prepare the grounds for its eventual

implementation. The article also stressed that it is arguably one of the most drastic and

controversial programs of the Aquino administration. In the same article, the DepEd is

firmed that the K to12 program will be the solution to yearly basic education woes and the

deteriorating quality of education. Critics, however, counteract that the education crisis

needs to be addressed more fundamentally and adding more school years would only

exacerbate the situation.

Despite critics from various groups, DepEd laid down the advantages of K to 12

Program. First, K to 12 will solve the annual growing number of out-of-school youth.

Instead of being a bystander after high school graduation, out-of-school youth can continue

their senior high school education for free. Second, K to12 will address low achievement

scores and poor academic performance of elementary and high school students. Third, K

to 12 will open doors for more jobs for the youth, even without a college diploma. DepEd

says that a K to 12 Program will improve the chances for youth employment as it is aimed

to improve technical-vocational skills through focusing on arts, aquaculture and agriculture,

among others. The program will ensure that students graduating at the age of 18 will have

jobs, thus making them ―employable‖ even without a college degree. Fourth, Filipino

graduates will be automatically recognized as ―professionals‖ abroad. In the present 10-

year cycle, DepEd emphasizes that the quality of education is reflected in the ―inadequate

preparation of high school graduates for the world of work or entrepreneurship or higher
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education.‖ Fifth, the present short basic education program affects the human

development of Filipino students.

On the other hand, militant groups emphasized that unless the government

addresses in earnest poor public spending, high costs of schooling, the predominance of a

colonial curriculum, lack of transparency and accountability amid widespread corruption

within the sector and the development of the country‘s science and technology for domestic

development, all efforts of the government will remain unrealistic. These are just some of

the apprehensions that K to 12 will give to the masses. Vencer Crisostomo, Anakbayan

National Chairperson, said that the newly signed law will bring additional burden to parents

and students who do not have funds for school expenses, which may further lead to higher

drop-out rates. He added that K to 12, unlike what Aquino is promising, is not a solution to

education and employment woes. Instead, it will further worsen and deepen the problems.

He likewise said that the K to 12 program will also mean the government's "abandonment

of tertiary education," since students who finish the program may already choose to work

instead of going to college. He added that K to 12 aims to create cheaper, more exploitable

labor. The program is to make sure more ‗semi-skilled‘ youths enter the labor force as early

as 18 years old, which will make the unemployment problem worse (Press Release, May 3,

2013).

Luistro, for his part, said that K to 12 Program will not bring additional costs to

Filipino parents and students, since the government will fund public schools for the two

more years in basic education. He added that DepED is currently coordinating with the

Commission on Higher Education (CHED) to discuss the possibility of shortening college

education in the country once the K to 12 Program goes on its full implementation in 2016.

He also said that K to 12 Program will not discourage students from pursuing tertiary

education.
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Senior High School Curriculum

Senior High School (SHS) curriculum covers the last two years of the K to 12

program and includes Grades 11 and 12. In SHS, students will go through a core

curriculum and subjects under a track of their choice. Two additional years will equip

learners with skills that will better prepare them for the future, whether it will be

employment, entrepreneurship, skills development and higher Education (College). Senior

High School ―completes‖ basic education by making sure that the high school graduate is

equipped for work, entrepreneurship, or higher education. This is a step up from the 10-

year cycle where high school graduates still need further education (and expenses) to be

ready for the world. SHS will be offered free in public schools and there will be a voucher

program in place for public junior high school completers as well as ESC beneficiaries of

private high schools should they choose to take SHS in private institutions. This means that

the burden of expenses for the additional two years need not be completely shouldered by

parents (K to 12 Curriculum Guides; DepEd Order No. 71, s. 2012).

Senior High School curriculum, as part of the K to 12 program, was developed in

line with the curriculum of the Commission of Higher Education (CHED) – the governing

body for college and university education in the Philippines. This ensures that by the time

students will graduate from Senior High School, they will have the standard knowledge,

skills, and competencies needed to go to college. They will undergo assessments to

determine their strengths and interests. These will include an aptitude test, a career

assessment exam, and an occupational interest inventory for high schools. Career

advocacy activities will also be conducted to help guide students in choosing their

specialization or track. Specializations or tracks to be offered will be distributed according

to the resources available in the area, the needs and interests of most students, and the

opportunities and demands of the community. Existing public and private schools, including

colleges, universities and technical institutions may offer Senior High School. There may

also be stand-alone Senior High Schools established by DepEd or private organizations.

SHS modelling schools listed in DepEd Order No. 71, s. 2012 may implement the SHS
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program, but they must go through the process of applying a provisional SHS permit, and

must meet the standards and requirements for the SHS Program.

Incoming senior high school (SHS) students only have to choose their track based

on their interest and skills and they would be better prepared for whichever exit point they

plan on pursuing after high school—go to college, develop more skills, start a business, or

get employed. Such is the expectation amid the 28,844 SHS program offerings spread

among 5,990 DepEd public schools nationwide. This is on top of the 28,991 SHS programs

also offered by 5,046 private schools, public and private universities and colleges, and

technical-vocational institutions nationwide. Program offerings available for SHS students

to choose from include four (4) strands under the Academic track: Accountancy, Business

and Management (ABM), Humanities and Social Sciences (HUMSS), Science,

Technology, Engineering and Mathematics (STEM), and General Academic Strand (GAS),

Pre-Academic Maritime; the Sports track; the Arts and Design track; and various

specializations under the Technical-Vocational-Livelihood (TVL) track. These programs

offer our incoming senior high school students real choices, consistent with the intention of

the K to 12 Program, which is to make education learner-centered, inclusive, competence-

based, and responsive to the needs of the community (Elvin Uy, DepEd Assistant

Secretary for Curriculum and Instruction).

The TVL track, for instance, equips students with the skills and competencies that

prepare them for employment after completion. It has 86 specializations under its Agri-

Fishery Arts, Home Economics, Industrial Arts, and Information, Communications and

Technology (ICT) strands. Schools with TVL programs can then offer combinations of

various specializations, which students can select from to complete the required 720 hours

of specialized training. It is the second most popular track of choice—next to Academic

track—chosen by over 40% of the more than 1.3 million Grade 10 completers who

registered early for Senior High School last year. If the students take specializations under

the same strand, they strengthen their competencies in a particular sector; on the other

hand, if they take subjects from different strands, it can work, too, because their exposure
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is more diverse. In SHS, a student takes fifteen (15) core subjects, seven (7) applied track

subjects, and nine (9) specialized track subjects. The core subjects have the same content

and competencies for all students. These subjects include communication skills, reading

and writing, Filipino, literature, mathematics, and the sciences, among others. The applied

track subjects target the same competencies, but contextualize the content to suit each

track and strand. The specialized subjects have different content and competencies based

on the chosen track, strand, or TVL specialization/s (DepEd, 2016).

Further, 5,965 public schools, operated and funded by DepEd, are offering Grade

11 in 2016 and Grade 12 in 2017. These public schools utilize new classrooms and

facilities constructed under the 2014, 2015 and 2016 budgets of DepEd or other fund

sources, or use available facilities for Senior High School. In addition, 4,728 private high

schools, private and public universities and colleges, technical-vocational schools, and

Philippine schools overseas are offering Grade 11 in 2016 and Grade 12 in 2017. An

additional 182 schools will be offering Grade 11 in 2017 and Grade 12 in 2018. In total,

there are 4,910 private high schools, private and public universities and colleges, technical-

vocational schools, and Philippine schools overseas approved to offer the Senior High

School Program (DepEd, 2016).

CONCEPTUAL FRAMEWORK OF THE STUDY

This study was anchored on Thorndike‘s law of readiness in which Magsino (2009)

stressed that learning considers the readiness of a child so that he could learn effectively.

To make the learning opportunities more accessible to every child, educational institution

must be equipped with functional physical facilities and equipment, competent teachers,

and a well-designed curriculum. Former DepED Secretary Luistro averred that K to 12

Program is a globally competitive curriculum that could help solve the problem of

unemployment, keep up global standards, and help Filipino students to have advanced

knowledge, skills and attitudes to choose the career that best suits their interest.
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Despite the candid intention of the government to uplift the quality of education,

struggle on the part of the schools cannot be underestimated. This struggle comprises the

high expectations for the future benefits of K to 12 Program and apprehensions on the

effectiveness of the schools to implement the program particularly Grades 11 and 12 will

flock together by next year. Expectations such as quality of instructional practices, college

and career readiness, global competitiveness, advancement of knowledge, skills and

attitudes and planning and preparations will serve as the first independent variable of the

study. Financial expenses, dropouts and failures, prevalence of delinquent behaviours,

buildings and other resources, new school environment and external linkages for

immersion and on-the-job training of the students are the apprehensions that will serve as

the second independent variable. On the other hand, the effectiveness of schools in

terms of curriculum adjustment, school facilities, administration and management,

teachers’ qualifications, teaching strategies and instructional materials will serve as

dependent variable of the study.

Hence, this study was premised from the notion that the operation of a new

educational program requires an assessment of the degree of its implementation as well as

the issues and concerns to enhance further what has been started.
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INDEPENDENT VARIABLE DEPENDENT VARIABLE

Expectations on the Full Implementation of

Senior High School Program

- Quality of Instructional Practices Effectiveness of Schools

- College and Career Readiness on the Full Implementation
of Senior High School
- Global Competitiveness
Program
- Advancement of Knowledge, Skills and
Attitudes - Curriculum
- Planning and Preparations Adjustment
- School Facilities
Apprehensions on the Full Implementation - Administration and
of Senior High School Program Management
- Teachers‘
- Financial Expenses Qualifications
- Dropouts and Failures - Teaching
- Prevalence of Delinquent Behaviors Strategies
- Buildings and Other Resources - Instructional
Materials
- New School Environment
- External Linkages for Immersion and
On-the-Job Training

Figure 1. Research Paradigm

RESEARCH QUESTIONS

This study aimed to determine the expectations, apprehensions and effectiveness

of public and private schools of Sultan Kudarat Division on the full implementation of Senior

High School Program during the School Year 2017 – 2018. More specifically, it sought

answers to the following questions:

1. To what extent are the private and public schools expected on the full

implementation of Senior High School Program in terms of:

1.1 Quality of Instructional Practices,

1.2 College and Career Readiness,

1.3 Global Competitiveness,

1.4 Advancement of Knowledge, Skills and Attitudes, and

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1.5 Planning and Preparations?

2. To what extent are the private and public schools apprehended on the full

implementation of Senior High School in terms of:

2.1 Financial Expenses,

2.2 Dropouts and Failures,

2.3 Prevalence of Delinquent Behaviors,

2.4 Buildings and other Resources,

2.5 New School Environment, and

2.6 External Linkages for Immersion and On-the-Job Training?

3. To what extent is the effectiveness of private and public schools on the full

implementation of Senior High School Program in terms of:

3.1 Curriculum Adjustment,

3.2 School Facilities,

3.3 Administration and Management,

3.4 Teachers‘ Qualifications,

3.5 Teaching Strategies, and

3.6 Instructional Materials?

4. Is there a significant difference in the expectations, apprehensions and

effectiveness of private schools from public schools on the full implementation of

Senior High School Program?

5. Are the expectations, apprehensions and effectiveness of schools on the full

implementation of Senior High School significantly different as perceived by the

following types of respondents:

5.1 Students,

5.2 Parents,

5.3 Teachers, and

5.4 School Administrators?

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6. Do the expectations of the respondents give positive impact on the effectiveness of

private and public schools on the full implementation of Senior High School

Program?

7. Is the effectiveness of private and public schools on the full implementation of

Senior High School Program affected by the respondents‘ apprehensions?

8. What intervention programs can be proposed based from the findings of the study?

SCOPE AND LIMITATION

Due to the time and financial constraints, two private schools and two public

schools, a total of four schools, per municipality in Sultan Kudarat Division were considered

in this study. A municipality having three or more private schools or public schools offering

Senior High School program, only two schools were randomly chosen. Further, a

municipality that has only one private or public school offering Senior High School program,

this school was automatically included as the respondent school. The word ―struggle‖ used

in this study comprises only the expectations, apprehensions and effectiveness of private

and public schools on the full implementation of Senior High School Program.

OPERATIONAL DEFINITION OF TERMS

To facilitate the readers‘ understanding of the contents of this study, the following

terms are operationally defined.

Apprehension refers to the concern or fear that might be given by the full implementation

of Senior High School Program. It includes additional expenses, increase of

dropouts, rise of prevalent delinquent behaviours, lack of buildings and other

resources to implement the program, new school environment and external

linkages for immersion and on-the-job training of Grade 12 students.

Expectation refers to the assurance of advantages that can be obtained in the

implementation of Senior High School Program. Quality instructional practices,

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college and career readiness, global competitiveness, advancement of knowledge,

skills and attitudes, and planning and preparations comprise the indicators of

expectations.

Effectiveness refers to the readiness, success and capability of schools to provide

better facilities, effective leadership and instructional competence during the first

year and subsequently the second year of implementation of Senior High School

Program. It includes curriculum adjustment, physical plant and facilities,

administration and management, teachers‘ competence, teaching strategies and

instructional materials.

Full Implementation refers to the complete Grade Levels (Grade 11 and Grade) of Senior

High School Curriculum.

Struggle refers to the views, worries or fears, preparation and effectiveness of the private

and public schools on the full implementation of the Senior High School Program. It

includes the expectations and apprehensions of all the concerned individuals

(school heads, teachers, parents and students) as well as the effectiveness of the

schools to attain the goals of the K to 12 Program.

RESEARCH METHODOLOGY

Presented in this section is the research methodology of the study which consists of

the research design, sampling technique, data collection instrument, data collection

procedure, locale of the study, respondents of the study, ethical issues and statistical

treatment.

Research Design

The study utilized descriptive correlational research design. It described the extent

of the struggle of private and public schools in terms of expectations and apprehensions of

school administrators, teachers, parents and students on the full implementation of Senior
 19

High School Program. It assessed the effectiveness of the newly implemented program in

terms of the instructional and manpower resources. Likewise, it determined the relationship

of the expectations and apprehensions on the effectiveness of private and public high

schools on the full implementation of Senior High School Program.

This research design underlies three premises in gathering necessary data. First,

information for the relevant variables involved was collected, averaged and synthesized.

Second, after determining the average score for each variable, the extent to which the

subjects‘ scores using the set criteria for each variable was determined. Third, inferential

statistics was utilized to examine the relationship of expectations and apprehensions on the

effectiveness of the implementation of Senior High School Program.

Participants of the Study

Four (4) types of participants were considered in this study, to wit: school

administrators, teachers, parents and Senior High School students who were tasked to

assess the expectations, apprehensions and effectiveness on the full implementation of

Senior High School Program.

Locale of the Study

This study was conducted in the fifteen (15) private, to wit: 4A School of Excellence,

Inc., Kabuling Learning Center, King‘s College of Isulan, Inc., King‘s College of Lagubang,

Notre Dame of Dukay, Inc., Notre Dame of Isulan, Inc., Notre Dame of Kalamansig, Inc.,

Notre Dame of Katiko, Inc., Notre Dame of Lambayong, Inc., Notre Dame of Masiag, Inc.,

Notre Dame of Milbuk, Inc., Notre Dame of Salaman College, Inc., Notre Dame of

Kulaman, Inc., President Quirino Treasured Child, Inc. and Salaman Institute and twenty

one (21) public high schools, to wit: Biwang NHS, Columbio NHS, Esperanza NHS, Gapok

NHS, Isulan NHS, Kalamansig NHS, Kalanawe II NHS, Kapaya NHS, Laguilayan NHS,

Lambayong NHS, Langgal NHS, Lebak Legislated NHS, Lebak NHS – Villamonte, Lutayan

NHS, Maligaya NHS, Milbuk NHS, New Panay NHS, Palimbang NHS, President Quirino
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NHS, Sta. Clara NHS and Telafas NHS in Sultan Kudarat, Region XII for the School Year

2017 – 2018.

Sampling Technique

All school administrators of the respondent schools were automatically included as

participants of the study. Slovin‘s equation (1960) was employed to determine the total

number of samples of teachers and students. This equation was separately employed for

teachers and students. The formula is as follows:

Slovin’s Equation

n= where n = sample size

N = population size
e = desired margin of error @ 5%

From the desired sample, stratified sampling technique using the proportional

allocation formula was used to find the sample of teachers and students from each school.

Proportional Allocation Formula

S= where S = sub-sample
n1 = sub-population
n = sample size
N = total population

Simple random sampling using lottery method was utilized to determine the actual

teacher and student-participants per school. Then, 50% of the student-respondents‘

parents will be part of the study due to time constraint. Table 1 presents the population and

sample per school.

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Table 1

Population and Sample per Participant-School

Population Sample
No. Name of Schools
SH T S P ST SH T S P ST
1 4A School of Excellence,
Inc. 1 9 38 38 86 1 4 1 1 7
2 Kabuling Learnin Center,
Inc. 1 9 69 69 148 1 4 3 1 9
3 King‘s College of Isulan,
Inc. 1 15 196 196 408 1 7 8 4 20
4 King‘s College of
Lagubang, Inc. 1 5 26 26 58 1 2 1 1 5
5 Notre Dame of Dukay,
Inc. 1 11 181 181 374 1 5 7 3 16
6 Notre Dame of Isulan,
Inc. 1 12 193 193 399 1 5 8 4 18
7 Notre Dame of
Kalamansig, Inc. 1 14 74 74 163 1 6 3 1 11
8 Notre Dame of Katiko,
Inc. 1 16 111 111 239 1 7 4 2 14
9 Notre Dame of
Lambayong, Inc. 1 9 60 60 130 1 4 3 1 9
10 Notre Dame of Masiag,
Inc. 1 8 42 42 93 1 4 2 1 8
11 Notre Dame of Milbuk,
Inc. 1 6 129 129 265 1 3 5 2 11
12 Notre Dame of Salaman
College, Inc. 1 29 450 450 930 1 13 17 8 39
13 Notre Dame of Kulaman,
Inc. 1 10 90 90 191 1 4 4 2 11
14 President Quirino
Treasured Child, Inc. 1 12 72 72 157 1 5 3 1 10
15 Salaman Institute 1 20 404 405 831 1 9 16 8 34
16 Biwang NHS 1 7 131 131 270 1 3 5 2 11
17 Columbio NHS 1 9 271 271 552 1 4 11 5 21
18 Esperanza NHS 1 60 1662 1662 3385 1 27 67 33 128
19 Gapok NHS 1 5 63 63 132 1 2 3 1 7
20 Isulan NHS 1 47 1341 1341 2730 1 21 54 27 103
21 Kalamansig NHS 1 21 580 580 1182 1 10 23 11 45
22 Kalanawe II NHS 1 4 119 119 243 1 2 5 2 10
23 Kapaya NHS 1 5 74 74 154 1 2 3 1 7
24 Laguilayan NHS 1 6 215 215 437 1 3 9 4 17
25 Lambayong NHS 1 26 654 654 1335 1 12 26 13 52
26 Langgal NHS 1 5 71 71 148 1 2 3 1 7
27 Lebak Legislated NHS 1 30 674 674 1379 1 14 27 13 55
28 Lebak NHS – Villamonte 1 10 83 83 177 1 4 3 1 9
29 Lutayan NHS 1 16 258 258 533 1 7 10 5 23
30 Maligaya NHS 1 5 95 95 196 1 2 4 2 9
31 Milbuk NHS 1 12 179 179 371 1 5 7 3 16
32 New Panay NHS 1 6 124 124 255 1 3 5 2 11
33 Palimbang NHS 1 7 212 212 432 1 3 8 4 16
34 President Quirino NHS 1 12 407 407 827 1 5 16 8 30
35 Sta. Clara NHS 1 8 92 92 193 1 4 4 2 11
36 Telafas NHS 1 12 112 112 237 1 5 4 2 12
Total 36 498 9553 9553 19640 36 222 382 182 822
 22

Legend:

SH – School Heads
T - Teachers
S – Students
P – Parents
ST – Sub-Total

Table 1 reveals that there were 36 principals, 222 senior high teachers, 382 senior

high students and 222 parents, a total of 826 samples from a grand total of 19,640

population. It can also be observed from the table that there were 15 private respondent-

schools and 21 public respondent-schools. The 5 biggest samples were registered by the

public schools, namely: Esperanza NHS, Isulan NHS, Lebak Legislated NHS, Lambayong

NHS and Kalamansig NHS, respectively. King‘s College of Lagubang, Inc., Kapaya NHS,

Langgal NHS, Gapok NHS and Maligaya NHS obtained the lowest samples, respectively.

Data Collection Instrument

A modified survey questionnaire from the study of Volante (2016) was employed to

determine the extent of the expectations and apprehensions of school administrators,

teachers, parents and students on the full implementation of Senior High School Program.

Revised survey questionnaire of Lacorte (2016) was also used to assess the effectiveness

of the schools in terms of instructional and manpower resources on the full implementation

of Senior High School Program. The respondents rated each question of the variables. The

responses of the respondents in each question were analysed using the Likert Scale with

the following description:

Numerical Qualitative Descriptive

Rating Rating Interpretation

5 Very much expected, apprehended The expectations, apprehensions

and perceived to be EFFECTIVE and effectiveness are to the
GREATEST EXTENT.
4 Moderately expected, apprehended The expectations, apprehensions
and perceived to be EFFECTIVE and effectiveness are to the
GREATER EXTENT.
3 Sometimes expected, apprehended The expectations, apprehensions
and perceived to be EFFECTIVE and effectiveness are to the GREAT
EXTENT.
 23

2 Less expected, apprehended and The expectations, apprehensions

perceived to be EFFECTIVE
1 Not expected, apprehended nor
perceived to be EFFECTIVE
and effectiveness are to the LESS
EXTENT.
The expectations, apprehensions
and effectiveness are to the LEAST
EXTENT.

Likewise, a revised rating scale process of Ardaniel (2008) was used to determine

and construe the perceptions of the respondents regarding their expectations,

apprehensions and effectiveness on the full implementation of Senior High School

Program. The scale which was the basis to interpret the obtained weighted mean for each

indicator of the main variable is presented as follows:

Verbal Description
Range
For Expectations and For Effectiveness
Apprehensions

4.20 – 5.00 Very High Outstanding

3.40 – 4.19 High Very Satisfactory
2.60 – 3.39 Moderately High Satisfactory
1.80 – 2.59 Low Fair
1.00 – 1.79 Very Low Poor

Data Collection Procedure

Online services were of great help for the researcher to construct the research

instrument. Various survey questionnaires on expectations, apprehensions and

effectiveness of a newly implemented program were reviewed to give him an idea on how

to construct questionnaires that agree with the objectives of the study. Afterwards,

validation and reliability tests of the instrument were the next priority.

Letters addressed to the School Administrators noted by the Division Research

Coordinator and Schools Division Superintendent was secured. Orientation with the school

administrators, Senior High School Coordinators, Guidance Councillors, teachers, parents

and students was conducted before the distribution of the survey questionnaires. The

researcher explicitly explained the contents, purpose and significance of the study in order
 24

for the respondents to understand better what they answered, thus, giving more chances of

accurate responses.

The school Guidance Councillor was tasked to coordinate with the researcher for

the retrieval of the survey questionnaires particularly from the parent-respondents of the

study.

Statistical Treatment

All data gathered from the four types of respondents were organized, tallied,

tabulated and presented in a series of tables. Weighted means (for research questions 1 to

3), t-test (for research question 4), one-way ANOVA (for research question 5) and Pearson

r (for research questions 6 and 7) were utilized for good presentation, analysis,

interpretation and implication of data. No statistical tool will be needed in the question 8.

Ethical Consideration

The participants were informed about the purpose, expected duration, and the

benefit of the research. Scientific sampling procedure was employed to appropriately

choose the four (4) types of respondents. There were few respondents who declined or

withdrew their participation in the research process. Thus, another simple random

procedure was applied in order to not affect the number of respondents needed in this

study. Reasonably foreseeable factors that may influence the participants‘ willingness to

participate such as potential risks, discomfort or adverse effects were explained during the

orientation of the respondents. Plagiarism is a violation of the Intellectual Property Rights.

Thus, proper referencing, cite sources, citation styles, quoting materials and paraphrasing

were strictly observed.

Protection of participants‘ human rights was the top of this research consideration.

The researcher ensured that all research activities particularly in gathering data such as

distributing survey questionnaires, interviews and focus group discussions conformed to

the highest degree of protecting human rights. Protecting the rights and welfare of those
 25

who volunteered to participate in this research was a fundamental tenet of this ethical

research. The researcher guaranteed that participants were protected from unintended

harm, especially in the areas of confidentiality and informed consent. He assisted the

participants in avoiding errors or oversights that can result in justifiable actions. Human

dignity, inherent to all participants, irrespective of place of residence, gender, ethnic origin,

religion, language, or any status, was carefully safeguarded. Every respondent was equally

entitled to human rights in participating in this study without discrimination. Respecting

respondents‘ rights, preventing them from violating their rights and providing positive

assistance or services during the conduct of the study were some of the researcher‘s

utmost concerns. The participants were informed about the purpose, expected duration,

and the benefit of the research. Participation to this research was voluntary. No one was

forced to partake in the study. During the interviews and focus group discussions, the

respondents were respected if they declined to answer the questions given to them. They

were allowed to leave the interview or FGD venue any time they wished. Guide questions

for the interview were thoroughly examined so that no questions hurt their feelings.

Moreover, the participants were told about the general nature of the study as well as about

any potential time disturbance that this study may cause. They were assured of

confidentiality, and they were also told that they are free to withdraw their participation. In

addition, each school was also offered the opportunity to receive a report about the results

and conclusions of the research.

DISCUSSION OF RESULTS AND RECOMMENDATIONS

This section deals with the presentation, analysis, and interpretation of data taking

consideration on the research questions which sought to answer the main problem of the

research. The data were sequentially presented below in the form of tables for the

systematic and comprehensive analysis. Recommendations were being drawn based from

the findings of the study and they were stated in the last paragraph of each table.
 26

Expectations on the Full Implementation of Senior High School Curriculum

The Philippines had embarked the ambitious reform to align its education system

with other systems around the world and to raise national competitiveness. The Philippine

government considered the K to 12 program particularly the senior high school curriculum

as a vital educational reform for ensuring that all Filipinos are equipped with the basic skills

required to play a full and productive role in society. Tables 2 through 8 present the

respondents‘ expectations on the full implementation of senior high school curriculum.

Quality of Instructional Practices

Presented in Table 2 is the respondents‘ assessment on the quality of instructional

practices of private and public high schools.

Table 2. Assessment on the Quality of Instructional Practices of Private

and Public High Schools

Private Public Combined

Statements Schools Schools Assessment
M D M D M D
1 Students academically perform at the 3.60 High 3.55 High 3.56 High
expected grade level.
2 Academic and co-curricular activities are 3.87 High 3.72 High 3.76 High
well planned and organized.
3 Students‘ behaviours towards studies are 3.36 Moderately 3.41 High 3.39 High
more serious and matured. High

4 School principal and SHS coordinator 3.88 High 3.98 High 3.95 High
regularly monitor the quality of instructional
practices.
5 Master Teachers and other seasoned 3.75 High 3.77 High 3.77 High
teachers assist the new teachers in their
classroom management and teaching
competence.
6 The required competencies and/or number 3.97 High 3.88 High 3.91 High
of hours per subject are well observed
(Even though there is a shifting of classes).
7 Teachers always maximize the learning 4.10 High 4.01 High 4.04 High
opportunities of the students.
Section Mean 3.79 High 3.76 High 3.77 High
Legend:
4.20 – 5.00 Very High
3.40 – 4.19 High
2.60 – 3.39 Moderately High
1.80 – 2.59 Low
1.00 – 1.79 Very Low
 27

Table 2 shows that the quality of instructional practices of the senior high school

implementers was assessed High as proven by the section mean of 3.77. This means that

both private and public schools ensured that all teachers consistently provide quality and

effective instruction by focusing on soundly structured lessons for senior high school

curriculum to advance student learning. Private schools registered a higher mean of 3.79

described as High compared with the public schools that obtained only a mean of 3.76 also

described as High. This indicates that private schools performed better than public schools

in delivering quality education to the senior high school students.

Considering the data singly, private schools got higher means in the 4 out of 7

statements compared with the public schools that led only in the 3 statements. In terms of

students‘ academic performance, planning and organizing academic and co-curricular

activities, observance of rigid classes and maximizing learning opportunities, private

schools did better than public schools. On the other hand, public schools performed better

than private schools in terms of seriousness and maturity of students towards studies as

the former registered a mean of 3.41 described as High while the latter obtained only a

mean of 3.36 interpreted as Moderately High only. Further, in terms of monitoring the

quality of instructional practices by the principals and assisting the new teachers by the

seasoned teachers, public schools outscored the private schools.

It is indeed suggested by this study that public schools should maximize the

learning opportunities of the students by careful planning and organizing all academic

events particularly classroom activities. Further, private schools should adopt the

classroom observation scheme of the public schools in which seasoned teachers are

tasked to observe the classes of the new teachers and assist them to improve their

teaching pedagogy. The DepEd – Sultan Kudarat Division should include the private school

teachers to attend seminar workshop with regards to senior high school curriculum.

Through this, teachers from both private and public schools do not just only improve their

teaching pedagogy but they have a great chance to share their good teaching and

classroom management practices.

 28

College and Career Readiness

All senior high school students are expected to graduate ready and prepared for

college life and career opportunities. They should be academically equipped to achieve

their dreams through effective decision-making skills. The assessment of the respondents

on the full implementation of senior high school curriculum in terms of college and career

readiness is presented in Table 3.

Table 3. Assessment on the College and Career Readiness of Students

Private Schools Public Schools Combined

Statements Assessment
M D M D M D
1 Teachers handling the core and 3.26 Moderately 3.72 High 3.59 High
minor subjects have Master‘s High
Degree vertical to their
Baccalaureate Degrees.
2 Teachers teaching TVL subjects 3.70 High 4.31 Very High 4.14 High
have National Certificates (NC II,
NC III) aside from the
Baccalaureate Degrees related to
the subjects given to them.
3 Teaching competencies and 3.81 High 3.79 High 3.80 High
approaches are anchored on the
university or college standard.
4 There is an adequacy of laboratory 3.41 High 3.15 Moderately 3.22 Moderately
apparatuses for the Science High High
subjects, and tools and equipment
for the TVL-specialized subjects.
5 Adequate exposures of the students 3.73 High 3.54 High 3.59 High
in their specialized/major subjects
are well observed.
6 Communication and mathematical 3.51 High 3.36 Moderately 3.40 High
skills as well as attitudes of students High
are good enough to be competent
college students.
7 Senior High School Program will 3.75 High 3.84 High 3.81 High
ensure mastery of the core subjects
to its graduates such that graduates
may confidently pursue higher
education if they choose to.
8 Senior High School Program would 3.58 High 3.72 High 3.68 High
be productive and not be vulnerable
to exploitative labor practices.
9 Senior High School Program will 3.93 High 4.21 Very High 4.13 High
make the graduates prepared
academically and emotionally for
entrepreneurship or employment or
higher education disciplines.
Section Mean 3.63 High 3.74 High 3.71 High
 29

Legend:

4.20 – 5.00 Very High

3.40 – 4.19 High
2.60 – 3.39 Moderately High
1.80 – 2.59 Low
1.00 – 1.79 Very Low

As shown, the combined assessment on the college and career readiness of

students registered a mean of 3.71 with a description of High. This indicates that first batch

of senior high school graduates both from private and public schools were prepared to

enter and succeed in post-secondary opportunities whether to continue tertiary education

or to engage themselves in the workforce. Further, public schools obtained a higher mean

of 3.74 construed as High compared with private schools with a mean of 3.63 also

described as High. This means that in terms of making students ready and prepared for

college and career opportunities, public schools outranked private schools.

Specifically, public schools were assessed Very High in the two statements

“Teachers teaching TVL subjects have National Certificates (NC II, NC III) aside from the

Baccalaureate Degrees related to the subjects given to them‖ (4.31) and “Senior High

School Program will make the graduates prepared academically and emotionally for

entrepreneurship or employment or higher education discipline” (4.21) compared with the

private schools receiving respective means of 3.70 and 3.93 that were all assessed High

only. This indicates that in terms of teachers‘ qualifications which are very important in the

full implementation of senior high school curriculum, public schools were ahead from

private schools. This was due to the fact that most public school teachers pursue their

master‘s degrees for better career progression scheme since promotion in the public

schools has been very competitive. In terms of adequacy of laboratory apparatuses for

Science and equipment for TVL subjects as well as the communication and mathematical

skills of students, private schools obtained higher means of 3.41 and 3.51, respectively all

described as High compared with the public schools that obtained respective means of

3.15 and 3.36 all interpreted as Moderately High only. Although, public schools were

provided with free laboratory apparatuses for Science and Mathematics subjects and free
 30

tools and equipment for the TVL subjects, still private schools were far better than public

schools.

The transition from high school to college or workforce is a challenging task for the

students especially those who are not aware of the expectations and requirements for

entering college level coursework or workforce. Thus, teachers should be competent

enough in imparting knowledge, skills and attitudes needed by the students to succeed in

the college or workplace. Students equipped with academic excellence and desirable

attitudes are expected to prosper in their career and course preferences.

Studies revealed that teachers‘ educational qualifications have great impact on the

academic performance of students. This study found out that teachers from public schools

are more academically qualified compared with the teachers from private schools. Thus, it

is suggested that teachers from private schools should pursue post-graduate education so

that they can compete with the teachers in the public schools in terms of educational

qualifications.

Global Competitiveness

Table 4 shows the assessment of the respondents on the global competitiveness of

students from private and public schools. As indicated, the combined assessment of 3.93

described as High signifies that aside from producing academically competent graduates,

senior high school curriculum prepares high school graduates for joining the labor force

well-equipped with knowledge and with full of skills necessary for global competitiveness.

Moreover, public high schools registered higher mean of 3.95 with a description of High

compared with the private schools that obtained only a mean of 3.87 with an interpretation

of High also. This indicates that public schools produced quality high school graduates who

were more globally competent compared with the private schools. In other words, all

aspects of global competitiveness such as academic excellence and proficiency in the job

requirements, senior high school graduates from public schools were more equipped

compared with the products from private schools.

 31

Table 4. Assessment on the Global Competitiveness of Students

Private Public Combined

Statements Schools Schools Assessment
M D M D M D
1 Senior High School Graduates can be given 3.75 High 3.98 High 3.91 High
recognition to study or work abroad.
2 The implementation of Senior High School Program 3.93 High 3.99 High 3.97 High
uplifts the morale of the Philippine Educational
System in the international standard.
3 Our SHS graduates can globally compete in terms of 3.82 High 3.89 High 3.87 High
academic and career opportunities.
4 Senior High School graduates are envisaged to 3.72 High 3.73 High 3.72 High
become more competitive in the global arena.
5 Senior High School Program will bring more success 3.94 High 4.02 High 4.00 High
that would contribute towards building the nation and
be at par with the rest of the world.
6 Senior High School Program is deemed one of the 3.89 High 3.95 High 3.93 High
best ways to neutralize the growing inequality which
makes us behind compared with other countries.
7 Senior High School Program could help solve the 3.81 High 3.90 High 3.88 High
problem of unemployment and keep up global
standards.
8 Senior High School Program is a big advantage for 4.08 High 4.14 High 4.12 High
those who intend to continue studying abroad
because the curriculum is almost parallel with other
countries.
Section Mean 3.87 High 3.95 High 3.93 High

Legend:
4.20 – 5.00 Very High
3.40 – 4.19 High
2.60 – 3.39 Moderately High
1.80 – 2.59 Low
1.00 – 1.79 Very Low

Taking the data distinctly, public schools got higher means in all the 8 statements

compared with the private schools. In the statement “Senior High School Program is a big

advantage for those who intend to continue studying abroad because the curriculum is

almost parallel with other countries”, public schools were more expected to produce

learners who can compete in the global educational system as shown by the mean of 4.12

described as High compared with the private schools that obtained a mean of 4.08 still

interpreted as High. In the statement “Senior High School Program will bring more success

that would contribute towards building the nation and be at par with the rest of the world”,

public schools were assessed higher than private schools. In the statement ―The

implementation of Senior High School Program uplifts the morale of the Philippine
 32

Educational System in the international standard”, public schools also received higher

mean of 3.99 with a description of High compared with the private school that acquired only

a mean of 3.93 still described as High. In the statement “Senior High School Graduates

can be given recognition to study or work abroad”, public schools still acquired higher

mean of 3.98 described as High compared with the private schools that got only a mean of

3.75 still described as High. In the statement “Senior High School Program is deemed one

of the best ways to neutralize the growing inequality which makes us behind compared with

other countries”, public schools got higher mean of 3.95 construed as High compared with

the private schools that acquired only a mean of 3.89 still described as High also. In other

statements, public schools still generated higher means compared with the private schools.

This connotes that respondents firmly believed that Philippine educational system will be at

par with the rest of the world due to the implementation of the senior high school

curriculum.

This study commends the efforts of the public high schools in producing quality high

school graduates despite of the overcrowded students in the public schools. Private

schools are also commended for the job well done to fully implement the curriculum despite

of the little support from the government. Teachers both from private and public schools

deserve the commendation from the Department of Education. Without them, full

implementation of senior high school curriculum cannot be made possible.

This study suggests that DepEd – Sultan Kudarat Division should always include

the private school administrators in the planning and preparations with regards to senior

high school curriculum. Subsidies from the government should also be allocated to the

private schools offering senior high school curriculum. In this regards, quality education can

be best manifested both from private and public schools.

Advancement of Knowledge, Skills and Attitudes

Show in Table 5 is the assessment on the full implementation of senior high school

curriculum in terms of advancement of knowledge, skills and attitudes.

 33

Table 5. Assessment on the Advancement of Knowledge, Skills and Attitudes

of Students

Private Public Combined

Statements Schools Schools Assessment
M D M D M D
1 Senior High School Program helps Filipino 4.16 High 4.27 Very 4.24 Very
students to have advanced knowledge, skills High High
and attitudes to choose the career that best
suits their interest here and abroad.
2 Senior High School Program will open doors for 3.96 High 4.15 High 4.00 High
more jobs for the youth, even without a college
diploma because of the advanced knowledge,
skills and attitudes acquired by them.
3 Senior High School Program will improve the 4.03 High 4.10 High 4.08 High
chances for youth employment as it is aimed at
improving technical-vocational skills through
focusing on arts, aquaculture and agriculture,
and among others.
4 Senior High School Program will address low 3.41 High 3.27 High 3.31 High
achievement scores and poor academic
performance.
5 Senior High School Program will produce 3.95 High 3.99 High 3.98 High
graduates who are more advanced in terms of
knowledge, skills and attitudes.
6 Senior High School Program will enable 3.97 High 3.85 High 3.88 High
Filipinos to work abroad and compete with
foreign professionals with similar competence
and skills.
7 Filipino graduates will easily be employed 3.87 High 3.88 High 3.88 High
because of their expertise and skills needed in
their chosen career.
8 The Filipino graduates will possess the 3.80 High 3.83 High 3.82 High
competencies and skills relevant to the job
market.
Section Mean 3.89 High 3.92 High 3.91 High

Legend:

4.20 – 5.00 Very High

3.40 – 4.19 High
2.60 – 3.39 Moderately High
1.80 – 2.59 Low
1.00 – 1.79 Very Low

It can be observed in Table 5 that respondents assessed senior high school

implementers as High in terms of advancement of knowledge, skills and attitudes as

justified by the section mean of 3.91. This connotes that private and public schools have

equipped the students with advanced knowledge, skills and attitudes needed for college

and career opportunities. Furthermore, public schools obtained a higher mean of 3.92
 34

interpreted as High compared with the private schools with a mean of 3.89 also described

as High. This means that public and private schools garnered almost the same assessment

in terms of offering advanced knowledge, skills and attitudes.

Apparently, out of 8 statements, public schools led in the 6 statements compared

with the private schools that led only in the 2 statements. More specifically, in the

statement “Senior High School Program helps Filipino students to have advanced

knowledge, skills and attitudes to choose the career that best suits their interest here and

abroad”, public schools registered a higher mean of 4.27 described as Very High compared

with the private schools with a mean of 4.16 only described as High. This indicates that

public schools were better than private schools in terms of imparting advanced knowledge,

skills and attitudes which are really needed in the global trend of education and

employment. In the two statements “Senior High School Program will address low

achievement scores and poor academic performance” and “Senior High School Program

will enable Filipinos to work abroad and compete with foreign professionals with similar

competence and skills”, private schools performed better than public schools.

It is suggested by this study that in the coming orientation and program

dissemination activities as to the implementation of the new curriculum, the Department of

Education (DepEd) should include the private schools so that both public and private

schools will be acquainted with the policies and guidelines of the program implementation.

Private schools are advised to do benchmarking activity to observe the teaching,

administration and management practices of the performing public high schools. Public

schools are also advised to sustain the benchmarking activity not only in the performing

public high schools but also in the private schools.

Planning and Preparations

The next table presents the assessment of the respondents on the planning and

preparations of private and public high schools on the full implementation of senior high

school curriculum.
 35

Table 6. Assessment on the Planning and Preparations of Private and

Public High Schools

Private Public Schools Combined

Statements Schools Assessment
M D M D M D
1 The Philippine Government did a 3.46 High 3.59 High 3.55 High
comprehensive research, wide survey,
numerous consultations and series of
preparation before Senior High School
Program has finally been implemented.
2 There is enough planning and 3.30 Moderately 3.48 High 3.43 High
preparations for the training of Senior High
High School Teachers.
3 Senior High School instructional materials 3.22 Moderately 2.99 Moderately 3.06 Moderately
such as books, modules, and other High High High
printed materials are carefully planned
and properly sequenced. Thus, they
complied global standards with free of
errors.
4 Books, laboratory apparatuses, tools and 3.13 Moderately 2.66 Moderately 2.80 Moderately
equipment for the Senior High School High High High
students are all set before the opening of
the classes.
5 The Department of Education (DepED) 3.42 High 3.41 High 3.42 Moderately
strengthened its groundwork through High
series of planning and orientation
sessions on the Senior High School
curriculum with key officials.
6 School Principal and Senior High School 3.82 High 3.70 High 3.73 High
Coordinator are very much ready to
answer queries and worries of the
students and parents regarding the full
implementation of the program.
7 Buildings, classrooms, chairs, laboratory 3.47 High 2.83 Moderately 3.01 High
rooms and other infrastructure projects High
needed for the full implementation of the
Senior High School Program are all set
before the opening of the classes.
8 Smooth planning and scheduling of the 3.61 High 3.36 Moderately 3.43 High
teachers‘ load are effectively done. High
9 The Department of Education (DepED) 3.63 High 3.48 High 3.52 High
has set schedule for the Senior High
School academic and co-curricular
activities.
10 Enough number of competent/skilled 3.60 High 3.45 High 3.49 High
teachers to handle the track/strand offered
by the school as well as members of non-
teaching staff is well observed.
11 Information dissemination on students, 3.78 High 3.64 High 3.68 High
parents and teachers was done.
Section Mean 3.49 High 3.33 Moderately 3.37 Moderately
High High

Legend:

4.20 – 5.00 Very High

3.40 – 4.19 High
2.60 – 3.39 Moderately High
1.80 – 2.59 Low
1.00 – 1.79 Very Low
 36

Table 6 shows that the combined assessment on planning and preparations of

private and public schools obtained a section mean of 3.37 described as Moderately High

only. This means that private and public schools were moderately equipped with necessary

manpower and instructional resources on the full implementation of senior high school

curriculum. The planning and preparations of private schools in terms of instructional

resources were more intensive compared with the public schools as indicated by the

means of 3.49 described as High and 3.33 construed as Moderately High, respectively.

This means that private schools had prepared so much for the full implementation of the

senior high school curriculum. Although, public schools had the rigorous planning and

preparation strategies in the full implementation of senior high school curriculum, still

private schools did better planning and preparations.

Taking the data singly, public high schools received higher mean of 3.59 described

as High compared with the private schools that obtained a mean of 3.46 described as High

also in the statement “The Philippine Government did a comprehensive research, wide

survey, numerous consultations and series of preparation before Senior High School

Program has finally been implemented”. In terms of planning and preparations for the

training of teachers, public high schools still got a higher mean of 3.48 with a description of

High compared with the private schools that got only a mean of 3.30 with a description of

Moderately High. In the statement “Books, laboratory apparatuses, tools and equipment for

the Senior High School students are all set before the opening of the classes”, private

schools received a higher mean of 3.13 interpreted as Moderately High compared with the

public schools that generated only a mean of 2.99 interpreted as Moderately High also.

This means that adequacy of books and other instructional resources were more evident

from the private schools. In the statement “Buildings, classrooms, chairs, laboratory rooms

and other infrastructure projects needed for the full implementation of the Senior High

School Program are all set before the opening of the classes”, private schools acquired a

higher mean of 3.47 with a description of High compared with the public schools that got

only a mean of 2.83 with a description of Moderately High only. This indicates that there
 37

was a shortage of buildings, classrooms, chairs, laboratory rooms and other infrastructure

projects among the public schools. In terms of number of competent and skilled teachers,

private schools outranked public schools. This was due to the fact that limited students

were only accommodated by the private schools and many students flocked in the public

schools. In terms of information dissemination of the program on the parents, students and

other stakeholders, private schools also got higher mean of 3.78 compared with the public

schools that obtained a mean of 3.64 all described as High.

This study commends the role of private schools in the development of the nation

particularly the young minds. They are also commended for being active partners in

initiating reforms that will make education more accessible to all. It is indeed suggested

that the Philippine government should need to balance the responsibility and financial aid

between the public and private high schools especially in the successful implementation of

senior high school curriculum.

Summary Assessment of the Expectations on the Full Implementation of Senior High

School Curriculum

To determine the extent to which private and public schools were expected on the

full implementation of Senior High School Curriculum, Table 7 is presented.

Table 7

Level of Expectation on the Full Implementation of Senior High School Curriculum

Private Verbal Public Verbal Combined Verbal

Indicators Schools’ Description Schools’ Description Mean Description
Mean Mean
1 Quality of Instructional Practices 3.79 High 3.76 High 3.77 High
2 College and Career Readiness 3.63 High 3.74 High 3.71 High
3 Global Competitiveness 3.87 High 3.95 High 3.93 High
4 Advancement of Knowledge, 3.89 High 3.92 High 3.91 High
Skills and Attitudes
5 Planning and Preparations 3.49 High 3.33 High 3.37 Moderately
High
Overall Mean 3.71 High 3.76 High 3.71 High
Legend:
4.20 – 5.00 Very High
3.40 – 4.19 High
2.60 – 3.39 Moderately High
1.80 – 2.59 Low
1.00 – 1.79 Very Low
 38

Combining the assessment of the four types of respondents, as shown in Table 7,

senior high school implementers both from private and public schools received an overall

mean of 3.71 verbally construed as High. This finally indicates that the DepED was highly

appreciated due to their efforts to push through the program despite strong resistance from

different societal groups. The data also signify that the full implementation of senior high

school curriculum of both private and public schools can uplift the country‘s quality of

education.

Subsequently, higher expectations to fully implement the senior high school

curriculum was evident from the public schools as proven by the mean of 3.76 described

as High compared with the private schools that obtained a mean of 3.71 described as High

also. This further means that respondents believed that the newly implemented educational

reform in our country can give high morals to the senior high school graduates who are

now ready to compete globally in terms of academic, technical and vocational skills. It was

proven by this study that senior high school curriculum had been instrumental in equipping

students with skills thereby providing them opportunities for higher education, employment

and entrepreneurship.

Further, it is noticed in the table that public schools registered higher means in the

three indicators such as college and career readiness, global competiveness and

advancement of knowledge, skills and attitudes compared with the private schools that led

in the two indicators quality instructional practices and planning and preparations. This

implies that in terms of quality of manpower resources, public schools were more ready

compared with the private schools. However, with respect to quality of instructional

practices and planning and preparations with respect to the infrastructure projects such as

buildings, laboratories and classrooms, private schools performed better than public

schools. This was due to the fact that regular supervision of classroom instructional

activities was done by the private school administrators. Another foreseeable reason was

that classes in the public schools were always interrupted by series of school, municipal

and provincial activities. Classes were inevitably sacrificed since many teachers were
 39

coaches and facilitators of different academic contests. Due to the shifting of classes, the

morning shift and the afternoon shift, in the biggest Senior High School in Sultan Kudarat,

contact hours supposedly for instructional activities and other school-related events were

definitely reduced.

This finding was supported by former DepED Secretary Luistro (2015) when he said

that K to 12 Program will not discourage students from pursuing tertiary education. He

added that teachers are provided with guides aligned to the new system. All of these things

were initiated by DepED to let all the concerned individuals expect better implementation of

senior high school curriculum. In addition to this, Cristy C. Epe, City Schools Division

Superintendent of Tacum City, cited that Tagum National Trade School as one of the

successful pilot implementers of the senior high school curriculum had already produced

batches of graduates where most of them have already landed decent jobs and some were

very successful in their tertiary education (Estacio, 2015).

Since students and parents highly expected that both private and public schools

can give justice to the full implementation of senior high school curriculum, school

administrators and teachers should work hand and hand to effectively implement the

program in the coming years. Strong coordination with the parents and other stakeholders

should be strengthened so that any problem regarding the implementation of the new

program can be addressed immediately. Stakeholders can help a lot to follow-up the higher

ranking officials to fasten the implementation of the infrastructure projects needed for the

senior high school program.

Apprehensions on the Full Implementation of Senior High School Curriculum

The DepEd is firmed that the K to12 program will be the solution to yearly basic

education woes and the deteriorating quality of education. Critics, however, were displayed

by several militant groups. Presented in Tables 8 through 14 are the apprehensions of the

respondents on the full implementation of senior high school curriculum.

 40

Financial Expenses

Many parents argued that additional two years in the basic education means that

additional expenses will be expected. To validate this notion, Table 8 presents the

apprehension of respondents on the financial expenses brought by the full implementation

of senior high school curriculum.

Table 8. Apprehension on the Financial Expenses of the Full Implementation of

Senior High School Curriculum

Private Schools Public Schools Combined

Statements Assessment
M D M D M D
1 Senior High School Program will 3.83 High 3.39 Moderately 3.51 High
prolong the years of stay of High
students in school. Thus, more
financial expenses will be
expected.
2 Senior High School Program will 3.13 Moderately 2.99 Moderately 3.03 Moderately
provide additional burden to the High High High
parents and students.
3 Senior High School Program will 2.80 Moderately 2.56 Low 2.62 Moderately
deprive other siblings to study. High High
4 Senior High School Program has 3.38 Moderately 3.29 Moderately 3.31 Moderately
specialized subjects that require High High High
financial obligations such as
buying calculators, apparatuses,
ingredients for cooking, tools and
equipment for carpentry,
automotive and other TVL
specialized subjects.
5 Our place is far away from the 3.08 Moderately 2.75 Moderately 2.84 Moderately
school that offers Senior High High High High
School Program. Thus,
transportation expenses will be a
burden.
6 More subjects in the Senior High 3.33 Moderately 3.03 Moderately 3.11 Moderately
School Program mean more High High High
requirements that need financial
obligation.
7 Miscellaneous fees and other 3.01 Moderately 2.63 Moderately 2.74 Moderately
PTA fees increase every year. High High High
Thus, additional 2 years of stay
in school mean additional
financial problem.
8 Another set of uniform will be 3.40 High 3.22 Moderately 3.27 Moderately
additional financial problem. High High
9 Senior High School Program will 3.30 Moderately 2.97 Moderately 3.06 Moderately
give additional dependency to High High High
parents.
Section Mean 3.25 Moderately 2.98 Moderately 3.06 Moderately
High High High
 41

Legend:

4.20 – 5.00 Very High

3.40 – 4.19 High
2.60 – 3.39 Moderately High
1.80 – 2.59 Low
1.00 – 1.79 Very Low

As indicated, the apprehension of the respondents on the financial expenses

brought by the full implementation of senior high school curriculum was Moderately High as

justified by the section mean of 3.06. This means that, from the very start, respondents

believed that additional two years in the secondary education would give financial burden

for the education of the students. Further, private schools were more apprehended in terms

of financial expenses compared with the public schools as signified by the means of 3.25

described as Moderately High and 2.98 also described as Moderately High, respectively.

Although, there was a voucher program for the private schools offering senior high school

curriculum, still tuition and miscellaneous fees were collected by the private schools.

Consequently, private schools were Highly apprehended on the two statements

“Senior High School Program will prolong the years of stay of students in school. Thus,

more financial expenses will be expected” and “Another set of uniform will be additional

financial problem” as confirmed by the respective means of 3.83 and 3.40 compared with

the public schools that got the respective means of 3.39 and 3.22 all described as

Moderately High only. In the statement “Senior High School Program will deprive other

siblings to study”, private schools also registered a higher apprehension compared with the

public schools as confirmed by the means of 2.80 described as Moderately High and 2.56

interpreted as Low only, respectively. This means that respondents apprehended that

senior high school curriculum will deprive other students to study in the private schools due

to the tuition and miscellaneous fees. In addition, private schools registered higher

apprehensions in all other statements regarding financial expenses compared with the

public schools.

It is therefore recommended that private schools should have strong partnership

with the Local Government Units (LGUs) and private institutions in providing scholarship
 42

grants for the poor but deserving students. To lessen the financial burden of the indigent

students both from private and public schools, teachers and staff are encouraged to

implement an Adopt-A-Student program in which each teacher or staff will sponsor the

tuition and miscellaneous fees of the indigent students. The schools are also encouraged

to get working students to maintain the cleanliness of the faculty rooms and these students

will be freed from school fees. This will help a lot to minimize the financial constraints of the

indigent families.

Dropouts and Failures

Apprehension of the respondents on the dropouts and failures brought by the full

implementation of the senior high school curriculum is shown in Table 9.

Table 9. Apprehension on Dropouts and Failures of the Full Implementation of

Senior High School Curriculum

Private Schools Public Schools Combined

Statements Assessment
M D M D M D
1 Two more years for basic 2.63 Moderately 2.52 Low 2.55 Low
education would inevitably High
translate to higher dropout rate.
2 Students who live in far flung areas 2.52 Low 2.42 Low 2.45 Low
are prone to dropping out from the
class.
3 Students who cannot afford to pay 2.61 Moderately 2.60 Low 2.60 Moderately
the required PTA fees will be High High
susceptible to dropping out from
the class.
4 Students who cannot cope up with 2.24 Low 2.18 Low 2.20 Low
the academic requirements will
possibly result to dropping out and
failures.
5 Parents who are not satisfied with 2.72 Moderately 2.51 Low 2.57 Low
the learning opportunities of their High
students in the Senior High School
curriculum would prefer to transfer
their children to TESDA courses.
6 Due to shifting of classes (in other 2.71 Moderately 2.59 Low 2.62 Moderately
schools), increase of dropout rate High High
will be expected.
7 Returning students or out-of-school 2.55 Low 2.39 Low 2.43 Low
youth are prone to dropout and
failures.
8 Senior High School Program will 2.60 Moderately 2.43 Low 2.48 Low
give additional dependency to High
parents.
Section Mean 2.57 Low 2.45 Low 2.48 Low
 43

Legend:

4.20 – 5.00 Very High

3.40 – 4.19 High
2.60 – 3.39 Moderately High
1.80 – 2.59 Low
1.00 – 1.79 Very Low

Table 9 reveals that respondents‘ apprehension on the dropouts and failures given

by the full implementation of senior high school curriculum was Low as proven by the

section mean of 2.48. This means that respondents were confident that senior high school

curriculum won‘t create a big problem with regards to dropouts and failures. As a matter of

fact, many out-of-school youth enrolled in the senior high school. There were many schools

that registered higher number of Grade 11 enrolees compared with the actual number of

their Grade 10 completers. Although, both private and public schools received the same

level of apprehension on the dropouts and failures, the former registered higher mean of

2.57 compared with the latter with 2.45 all described as Low. This indicates that

respondents still had a little apprehension that the full implementation of senior high school

curriculum will result to dropouts and failures especially in the private schools.

More specifically, private schools acquired higher means in all statements regarding

the apprehension on the dropouts and failures compared with the public schools. In the

statement “Parents who are not satisfied with the learning opportunities of their students in

the Senior High School curriculum would prefer to transfer their children to TESDA

courses”, private schools obtained higher mean of 2.72 described as Moderately High

compared with the public schools with a mean of 2.52 described as Low only. In the

statement “Due to shifting of classes (in other schools), increase of dropout rate will be

expected”, private schools still obtained higher mean of 2.71 interpreted as Moderately

High compared with the public schools that got a mean of 2.59 interpreted as Low only. In

the statements “Returning students or out-of-school youth are prone to dropout and

failures”, “Students who live in far flung areas are prone to dropping out from the class” and

“Students who cannot cope up with the academic requirements will possibly result to

dropping out and failures”, although private schools obtained higher means compared with
 44

the public schools, both received the same level of apprehension as Low. This means that

private schools were more apprehended that the full implementation of senior high school

curriculum will end to the increase of dropouts and failures.

This study strongly suggests that private schools should adopt the strategic

interventions initiated by the public schools to reduce dropouts and failures. Some of these

interventions were home visitation, strict compliance with the provision of Child-Friendly

School (CFS) environment and regular conference with the parents of SARDOs (Students

At Risk of Dropping Outs). If the indigent families cannot afford to pay the tuition fees of

their children in the private schools, the problem of dropouts will occur. In this regards,

private schools should do something to lessen the amounts paid by the students for their

tuition and miscellaneous fees. As they promised during the program dissemination that no

tuition fees will be paid by the incoming senior high school students, they should be firm

with it.

Prevalence of Delinquent Behaviors

Presented in Table 10 is the apprehension of the respondents on the prevalence of

delinquent behaviors that might be manifested in the full implementation of senior high

school curriculum. As shown, the section mean of 2.54 described as Low signifies that

there was just a little apprehension on the occurrence of delinquent behaviors due to the

full implementation of senior high school curriculum. In addition, private schools received a

higher mean of 2.57 described as Low compared with the public schools with a mean of

2.53 still described as Low. This means that respondents believed that occurrence of minor

violations of the school policy was just a normal situation.

Looking at the data, out of 6 statements, private schools received 5 higher means

compared with the public schools that led only in 1 statement. More specifically, in the

statement “Delinquent students from Junior High School will still be delinquent in the Senior

High School”, private schools received higher mean of 2.81 described as Moderately High

compared with the public schools that got only a mean of 2.73 also described as
 45

Moderately High. In the statement “It is apprehended that leaders of the gangs will be

promoted to the Senior High School”, still private schools acquired the higher mean of 2.22

with a description of Low compared with the public schools that obtained only a mean of

2.10 also with a description of Low. This means that respondents had almost the same

apprehensions on the occurrence of delinquent behaviors of both private and public school

students.

Table 10. Apprehension on the Prevalence of Delinquent Behaviors of the Full

Implementation of Senior High School Curriculum

Private Schools Public Schools Combined

Prevalent Delinquent
Assessment
Bahaviors
M D M D M D
1 Delinquent students from 2.81 Moderately 2.73 Moderately 2.75 Moderately
Junior High School will still be High High High
delinquent in the Senior High
School.
2 It is apprehended that leaders 2.29 Low 2.10 Low 2.12 Low
of the gangs will be promoted
to the Senior High School.
3 Hard-headed students will still 2.71 Moderately 2.59 Low 2.59 Low
be hard-headed in the Senior High
High School.
4 Trouble makers from different 2.49 Low 2.31 Low 2.36 Low
schools will flock together in the
school with Senior High School
Program.
5 Senior High School and Junior 2.59 Low 2.98 Moderately 2.94 Moderately
High School students share the High High
same environment. Thus,
misbehaving students in the
Senior High School can still
mingle with the Junior High
School students.
6 Out-of-school youth will be 2.55 Low 2.48 Low 2.50 Low
expected to enrol in the Senior
High School. Some of them are
matured enough and can easily
influence other students to be
members of the gang.
Section Mean 2.57 Low 2.53 Low 2.54 Low

Legend:

4.20 – 5.00 Very High

3.40 – 4.19 High
2.60 – 3.39 Moderately High
1.80 – 2.59 Low
1.00 – 1.79 Very Low
 46

Further, public schools were more apprehended in the statement “Senior High

School and Junior High School students share the same environment. Thus, misbehaving

students in the Senior High School can still mingle with the Junior High School students” as

signified by the higher mean of 2.98 described as Moderately High compared with the

private schools that got only a mean of 2.59 described as Low. This means that due to the

overcrowded number of students in the public schools, apprehension on the occurrence of

delinquent behaviors in the public high schools was higher compared with the private

schools.

It is hereby stressed by this study that both private and public schools should create

a committee on prefect of discipline in which chairperson per grade level will be assigned

to monitor the behaviors of students before these minor delinquencies will turn into major

offenses.

Buildings and Other Resources

The apprehension on the lack of buildings and other resources is presented in

Table 11. As can be glimpsed from the table, the section mean of 2.97 described as

Moderately High means that respondents had an apprehension on how the schools could

accommodate the influx of Grades 11 and 12 students due to the lack of buildings and

other resources. In addition, public schools received higher apprehension compared with

the private schools as manifested by the means of 3.09 and 2.65 all described as

Moderately High, respectively. This indicates that respondents believed that influx of senior

high school students would result to the lack of classrooms, books, laboratory apparatuses

and other instructional resources especially in the public schools in which many returning

or out-of-school youth are expected to enrol.

Apparently, public schools were Highly apprehended on the unavailability of books

and other instructional materials, inadequacy of laboratory apparatuses and shortage of

school buildings and other infrastructure projects as manifested by the respective means of
 47

3.68, 3.62 and 3.59 compared with the private schools that received the respective means

of 2.95, 3.02 and 3.21 all described as Moderately High only.

Table 11. Apprehension on the Buildings and Other Resources of the Full
Implementation of Senior High School Curriculum

Private Schools Public Schools Combined

Statements Assessment
M D M D M D
1 There is a shortage of buildings 3.21 Moderately 3.59 High 3.48 High
and other infrastructure projects High
needed for the full
implementation of the Senior
High School Program.
2 Books and other instructional 2.95 Moderately 3.68 High 3.26 Moderately
materials are still unavailable High High
before the opening of classes.
3 There is still an inadequacy of 3.00 Moderately 3.62 High 3.45 High
laboratory apparatuses, tools High
and equipment needed for
instructional activities.
4 There is a lack of manpower 2.96 Moderately 3.30 Moderately 3.20 Moderately
resources before the full High High High
implementation of the Senior
High School Program.
5 There is no buildable space for 2.39 Low 2.89 Moderately 2.75 Moderately
instructional rooms and stock High High
rooms.
6 There is no potential new school 2.28 Low 2.54 Moderately 2.56 Moderately
sites/extension site. High High
7 There is no enough 2.21 Low 2.35 Moderately 2.31 Low
transportation and access roads. High
8 There is no enough space for 2.17 Low 2.78 Moderately 2.61 Moderately
playground and other outdoor High High
activities.
Section Mean 2.65 Moderately 3.09 Moderately 2.97 Moderately
High High High

Legend:

4.20 – 5.00 Very High

3.40 – 4.19 High
2.60 – 3.39 Moderately High
1.80 – 2.59 Low
1.00 – 1.79 Very Low

Moreover, private schools received lesser apprehensions on the unavailability of

buildable space for instructional rooms, insufficiency of potential school sites, lack of

transportation and access roads and lack of space for playgrounds as justified by the

respective means of 2.39, 2.28, 2.21 and 2.17 all described as Low only compared with the
 48

public schools that acquired the respective means of 2.89, 2.54, 2.35 and 2.78 all

interpreted as Moderately High.

Shortage in classroom is still a problem in the public schools despite of the

Department of Education‘s (DepEd) ever-increasing yearly budget. The Department of

Education (DepEd) is considering different solutions to address this perennial problem of

lack of buildings in the public schools, including the construction of high-rise school

buildings (DepEd Secretary Briones, 2018). In addition to this, both private and public

schools should tap the help of the PTA to construct makeshift buildings between the two

different buildings to accommodate big number of students.

New School Environment

Shown in Table 12 is the apprehension on the new school environment of the full

implementation of senior high school curriculum.

Table 12. Apprehension on the New School Environment of the Full Implementation
of Senior High School Curriculum

Private Schools Public Schools Combined

Statements Assessment
M D M D M D
1 Senior High School environment is 2.40 Low 2.70 Moderately 2.62 Moderately
not suited to the age of most of the High High
students since it is still in the
vicinity of Junior High School.
2 It is hard to adjust with the new 2.73 Moderately 2.77 Moderately 2.76 Moderately
subjects, teachers, classmates High High High
and instructional approaches.
3 New school environment is not 2.18 Low 2.27 Low 2.25 Low
conducive for learning.
4 There are security personnel who 2.07 Low 2.30 Low 2.23 Low
are not friendly with new students.
5 The timing of the SHS subjects is 2.31 Low 2.32 Low 2.32 Low
not comfortable for the students.
6 It is noisy and destructive in the 2.06 Low 2.32 Low 2.25 Low
Senior High School building.
7 Armed chairs and other facilities 2.00 Low 2.56 Low 2.40 Low
are not suited for the Senior High
School students.
8 Teachers are strict and standard 2.78 Moderately 2.79 Moderately 2.78 Moderately
compared to the teachers from High High High
Junior High School.
9 Senior High School building and 2.01 Low 2.15 Low 2.11 Low
classrooms are dull (so boring).
Section Mean 2.28 Low 2.46 Low 2.41 Low
 49

Legend:

4.20 – 5.00 Very High

3.40 – 4.19 High
2.60 – 3.39 Moderately High
1.80 – 2.59 Low
1.00 – 1.79 Very Low

As can be gleaned in the table, the section mean of 2.41 described as Low means

that respondents had only a slight apprehension on the new school environment of the full

implementation of senior high school curriculum. Further, public schools received higher

mean of 2.46 described as Low compared with the private schools with a mean of 2.28

described as Low also. This means that new school environment for the senior high school

students would not be a big problem. This was attributed to the fact that senior and junior

high school students shared the same environment. Most of the senior high school

students completed their Grade 10 in the same school. So, adjustment to the school

environment was not an issue for both the private and public schools.

Remarkably, public schools acquired higher means in all statements regarding new

school environment compared with the private schools. In the statements “Teachers are

strict and standard compared to the teachers from Junior High School” and “It is hard to

adjust with the new subjects, teachers, classmates and instructional approaches”, public

schools were more apprehended compared with the private schools as shown by the

respective means of 2.79 (Moderately High) and 2.77 (Moderately High) received by the

former while the latter obtained the respective means of 2.78 and 2.73 all described as

Moderately High also. In the statement “Senior High School environment is not suited to

the age of most of the students since it is still in the vicinity of Junior High School”, public

schools received higher apprehension compared with the private schools as manifested by

the means of 2.70 described as Moderately High and 2.40 described as Low, respectively.

It is hereby stressed by this study that senior high school teachers should try to

structure students‘ life in such a way as to remove the impression of college standard in the

senior high school curriculum. They should provide predictable routines of instructional

practices so that students can easily adjust with them. They should still apply the provision
 50

of Child-Friendly School (CFS) environment to minimize students‘ apprehensions on the

difficulty of the subjects.

External Linkages for Immersion and On-the Training

The apprehension of the respondents on the external linkages for immersion and

on-the-job training of the full implementation of senior high school curriculum is presented

in Table 13.

Table 13. Apprehension on the External Linkages for Immersion and On-the-Job
Training of the Full Implementation of Senior High School Curriculum

Private Public Schools Combined

Statements Schools Assessment
M D M D M D
1 Memorandum of Agreement (MOA) 2.40 Low 2.83 Moderately 2.71 Moderately
between the school and the potential High High
private agencies for the immersion
and on-the-job training of Senior
High School students is not yet set
before the opening of classes.
2 Establishing linkages to LGU‘s, 2.36 Low 2.81 Moderately 2.68 Moderately
industries, companies and private High High
institutions has not been done in
preparation for the immersion and
on-the-job training of the students
before the opening of classes.
3 Potential teachers to handle the 2.30 Low 2.64 Moderately 2.54 Low
subjects with immersion are not yet High
set.
4 Students with immersion and on-the- 2.28 Low 2.54 Low 2.47 Low
job training together with their
parents are not yet consulted.
5 School has not yet selected the 2.21 Low 2.49 Low 2.41 Low
partner
institution/company/office/agency for
the immersion and on-the-job
training of students.
6 School has not yet assigned a 2.26 Low 2.46 Low 2.40 Low
teacher who is academically qualified
as Immersion Coordinator
responsible for all aspects of the
immersion or on-the-job training
matrix including program
implementation, monitoring and
evaluation.
7 School has not yet conducted initial 2.34 Low 2.44 Low 2.41 Low
visit/inspection of the
venue/office/area for the immersion
and on-the-job training of students.
Section Mean 2.31 Low 2.60 Moderately 2.52 Low
High
 51

Legend:

4.20 – 5.00 Very High

3.40 – 4.19 High
2.60 – 3.39 Moderately High
1.80 – 2.59 Low
1.00 – 1.79 Very Low

As shown, the section mean of 2.52 described as Low indicates that the external

linkages for immersion and on-the-job training were slightly apprehended by the

respondents for both the private and public schools. Further, public schools received higher

apprehension compared with the private schools as signified by the means of 2.60

described as Moderately High and 2.31 still described as Low. This means that

respondents somewhat apprehended that due to the big number of Grade 12 students,

private firms could not accommodate the students to do their immersion and on-the-job

training particularly in the public schools with higher number of Grade 12 students.

More specifically, public schools received higher apprehension in all statements

regarding external linkages for immersion and on-the-job training compared with the private

schools. In the statements “Memorandum of Agreement (MOA) between the school and

the potential private agencies for the immersion and on-the-job training of Senior High

School students is not yet set before the opening of classes”, “Establishing linkages to

LGU’s, industries, companies and private institutions has not been done in preparation for

the immersion and on-the-job training of the students before the opening of classes” and

“Potential teachers to handle the subjects with immersion are not yet set”, public schools

acquired higher means of 2.83, 2.81 and 2.64 all described as Moderately High,

respectively. While private schools obtained only the respective means of 2.40, 2.36 and

2.30 all verbally construed as Low only. This means that private schools were more ready

in terms of providing the Memorandum of Agreement (MOA) between the school and the

potential private agencies, establishing linkages to the concerned institutions and having

the potential teachers to handle the subjects with immersion.

The work immersion is a key feature in the senior high school curriculum. It can be

conducted in different ways depending on the purposes and needs of the students. It will
 52

help develop among learners life experience and career skills, and will prepare them to

make decisions on post-secondary education or employment (DepEd Secretary Briones,

2018). In this regards, senior high school implementers particularly the public schools

should start scouting the potential private companies for the conduct of the work immersion

as early as the first quarter of School Year so that necessary requirements will be

accomplished by the schools. Students can also accomplish the needed requirements for

their work immersion.

Summary Assessment of the Apprehensions on the Full Implementation of Senior

High School Curriculum

Although series of oppositions demonstrated by various militant groups, indeed,

Philippine government pushed through the implementation of the program. Table 14

presents the level of apprehensions of the respondents on the full implementation of the

Senior High School curriculum.

Table 14

Level of Apprehension on the Full Implementation of Senior High School Curriculum

Private Verbal Public Verbal Combined Verbal

Indicators Schools’ Description Schools’ Description Mean Description
Mean Mean
1 Financial Expenses 3.25 Moderately 2.98 Moderately 3.06 Moderately
High High High
2 Dropouts and 2.57 Low 2.45 Low 2.48 Low
Failures
3 Prevalence of 2.57 Low 2.53 Low 2.54 Low
Delinquent
Behaviors
4 Buildings and other 2.65 Moderately 3.09 Moderately 2.97 Low
Resources High High
5 New School 2.28 Low 2.46 Low 2.41 Low
Environment
6 External Linkages 2.31 Low 2.60 Moderately 2.52 Low
for Immersion and High
On-the-Job Training
Overall Mean 2.62 Moderately 2.70 Moderately 2.68 Moderately
High High High

Legend:
4.20 – 5.00 Very High
3.40 – 4.19 High
2.60 – 3.39 Moderately High
1.80 – 2.59 Low
1.00 – 1.79 Very Low
 53

From the previous table, the overall mean of 2.68 described as Moderately High

indicates that despite of the intensive efforts to strengthen the groundwork through

planning, preparations and information dissemination of the Department of Education

(DepEd) for the key officials and the schools‘ stakeholders on the full implementation of the

senior high school curriculum, respondents believed that additional two years in the high

school education would bring some problems and issues such as financial expenses,

buildings and other resources and prevalence of delinquent behaviors. This finally signifies

that in spite of the government‘s preparations and series of consultation, still both private

and public schools were apprehended to effectively implement the program.

Moreover, public schools registered a higher apprehension as signified by the mean

of 2.70 interpreted as Moderately High while private schools obtained only a mean of 2.62

described as Moderately High also. This means that respondents apprehended that the full

implementation of the senior high school curriculum will perhaps give difficulties particularly

in the indicators buildings and other resources and external linkages for immersion and on-

the-job training for the public schools as indicated by the means of 3.09 (Moderately High)

and 2.60 (Moderately High), respectively. For the private schools, higher apprehensions

were held by the indicators additional expenses (3.25) described as Moderately High and

still buildings and other resources (2.65) interpreted as Moderately High also. Noticeably,

both private and public schools were moderately apprehended on the lack of buildings and

other resources to fully implement the senior high school curriculum.

Although, voucher program for the private schools and free tuition and equipment

for public schools, both private and public schools were apprehended that the senior high

school program can cause additional expenses as manifested by the combined mean of

3.06 described as Moderately High.

This finding was held true by Vencer Crisostomo, Anakbayan National Chairperson

who said that the newly signed law will bring additional burden to parents and students who

do not have funds for school expenses, which may further lead to higher drop-out rates. He

added that K to 12, unlike what Aquino‘s administration is promising, is not a solution to
 54

education and employment woes. Instead, it will further worsen and deepen the problems.

He likewise said that the K to 12 program will also mean the government's "abandonment

of tertiary education," since students who finish the program may already choose to work

instead of going to college.

It is stressed by this study that DepEd officials from Division Office, Regional Office

up to the Central Office should utilize the identified issues and problems to better

implement the senior high school curriculum since we have already achieved the highest

peak of resistance from different sectors. Moreover, the teachers, the direct implementers

of the new program, should continue doing what they have started to inspire the senior

high school learners and touch their hearts to appreciate the program.

Effectiveness of the Full Implementation of Senior High School Curriculum

The full implementation of senior high school curriculum during the School Year

2017-2018 had been challenged with several criticisms from youth and student groups,

teachers, parents and academic community. However, the DepEd was very determined to

enact the program with its proposed budget catering mostly to prepare the grounds for its

eventual full implementation. School Year 2016-2017 marked the historic educational

reform in the Philippines as the first year of implementation of the senior high school

curriculum came into reality. This study was premised from the notion that the operation of

a new educational program requires an assessment of the degree of its implementation as

well as the issues and concerns to enhance further what has been started. Assessment on

the effectiveness of the full implementation of senior high school curriculum is revealed in

Tables 15 through 21.

Curriculum Adjustment

Curriculum adjustment refers to the ability of the school to be adaptive to the

demands of the senior high school curriculum in making the Philippine educational system
 55

be at par with the rest of the world. Presented in Table 15 is the level of effectiveness of

the curriculum adjustment of private and public schools.

Table 15. Effectiveness of the Curriculum Adjustment of Private and Public Schools

Private Schools Public Schools Combined

Statements Assessment
M D M D M D
1 Plan alternative courses of 3.54 Very 3.47 Very 3.49 High
action to adjust itself to the Satisfactory Satisfactory
demands of Senior High
School Program.
2 Set schedule of activities to 3.77 Very 3.64 Very 3.67 High
attain goals of Senior High Satisfactory Satisfactory
School Program.
3 Design action plans to 3.74 Very 3.67 Very 3.69 High
improve curriculum activities Satisfactory Satisfactory
relevant to the needs of the
globalization.
4 Avail of the required guides 3.74 Very 3.54 Very 3.60 High
and list of possible references Satisfactory Satisfactory
to improve the program.
5 Pursue innovative activities to 3.78 Very 3.63 Very 3.67 High
strengthen the goals of the Satisfactory Satisfactory
new curriculum.
6 Purchase the required 3.76 Very 3.32 Very 3.44 Moderately
instructional materials such Satisfactory Satisfactory High
as books and journals
deemed essential in carrying
out the program goals and
objectives.
7 Teachers are open-minded to 3.88 Very 3.94 Very 3.93 High
embrace the new curriculum. Satisfactory Satisfactory
8 Students are able to cope up 3.64 Very 3.57 Very 3.59 High
with the standards of the Satisfactory Satisfactory
Senior High School
curriculum.
9 Parents are supportive of the 3.65 Very 3.64 Very 3.64 High
new guidelines pertaining to Satisfactory Satisfactory
the academic and non-
academic performance of
their students.
10 Students enter the classes on 3.37 Satisfactory 3.31 Satisfactory 3.32 Moderately
time despite of the very early High
in the morning schedule of
classes and very late in the
afternoon dismissal.
Section Mean 3.69 Very 3.57 Very 3.61 Very
Satisfactory Satisfactory Satisfactory
 56

Legend:

4.20 – 5.00 Outstanding

3.40 – 4.19 Very Satisfactory
2.60 – 3.39 Satisfactory
1.80 – 2.59 Fair
1.00 – 1.79 Poor

Table 15 shows that the section mean of the effectiveness of curriculum adjustment

was 3.61 described as Very Satisfactory. This signifies that both private and public schools

were able to adjust on the demands of the new curriculum in producing globally competitive

students in terms of knowledge, skills and attitudes. Further, although both private and

public schools were assessed Very Satisfactory relative to the curriculum adjustment, the

former generated higher mean of 3.59 compared with the latter with a mean of 3.45. This

means that private schools were more effective in adjusting to the goals of the senior high

school curriculum.

Specifically, private schools outranked public schools in the 9 out of 10 statements

with respect to the curriculum adjustment. In the statement “Pursue innovative activities to

strengthen the goals of the new curriculum”, private schools were more adaptive than

public schools as shown by the means of 3.78 and 3.73 all described as Very Satisfactory,

respectively. In the statement “Set schedule of activities to attain goals of Senior High

School Program”, both private and public schools were assessed Very Satisfactory.

However, private schools acquired higher mean of 3.77 compared with the public schools

with a mean of 3.64 only. This means that private schools were more effective in setting up

academic and co-curricular activities relevant to the needs of the new curriculum. Private

schools obtained a higher mean of 3.37 described as Satisfactory only compared with the

public schools with a mean of 3.31 also described as Satisfactory in the statement

“Students enter the classes on time despite of the very early in the morning schedule of

classes and very late in the afternoon dismissal”. This indicates that students from private

schools were more punctual than students from public school students.

Further, in the statement “Teachers are open-minded to embrace the new

curriculum”, public schools generated a higher mean of 3.94 described as Very Satisfactory
 57

compared with the private schools with a mean of 3.88 also described as Very Satisfactory

also. In other words, although teachers from both private and public schools were still

getting difficulties in adjusting to the new curriculum, the latter were more flexible to cuddle

the newly implemented program.

Most of the teachers in the public schools are more qualified in terms of academic

competence and teaching experience compared with the teachers in the private schools.

Nevertheless, this study found out that private schools were more effective in adapting to

the trends of the globalization. This was due to the fact that many experienced teachers

particularly the retirables in the public schools were not adaptive with the curriculum

changes particularly the integration of Information Communication Technology (ICT)

devices in their teaching pedagogy. Thus, this study strongly suggests that experienced

teachers should be adaptive to the constant changes in the curriculum to align the

Philippine educational system to the demands of globalization. Neophyte teachers should

continue what they have started for being so eager to adapt changes and for being more

innovative in terms of teaching pedagogy.

School Facilities

School facilities refer to the buildings, laboratories, tools and equipment that

complement instructional practices for the success of the implementation of senior high

school curriculum. These also refer to the plans and preparations of the private and public

schools to provide convenient services for the senior high school students. Table 16 shows

the level of effectiveness of the school facilities of private and public schools. As can be

glimpsed, the section mean is 3.49 with a description of Very Satisfactory. This means that

despite of the apprehension on the lack of buildings and other facilities to implement the

senior high school curriculum, both private and public schools‘ facilities were still proven

effective. Further, private schools had better school facilities compared with the public

schools as shown by the means of 3.59 with an interpretation of Very Satisfactory and 3.45

with a description of Very Satisfactory also, respectively.

 58

Table 16. Effectiveness of the School Facilities of Private and Public Schools

Private Schools Public Schools Combined

Statements Assessment
M D M D M D
1 Plan for expansion 3.67 Very 3.59 Very 3.61 Very
schemes designed to Satisfactory Satisfactory Satisfactory
accommodate the widest
possible increase of
school population.
2 Persuade the authorities 3.49 Very 3.52 Very 3.51 Very
and other stakeholders to Satisfactory Satisfactory Satisfactory
contribute a part in the
widening or expansion
schemes resulting from
the implementation of
Senior High School
Program.
3 Accommodate the 3.58 Very 3.48 Very 3.51 Very
increasing number of Satisfactory Satisfactory Satisfactory
students through gradually
setting up the stage and
gymnasium for the cited
expansion.
4 Improve the physical plant 3.69 Very 3.56 Very 3.60 Very
and facilities designed to Satisfactory Satisfactory Satisfactory
make teaching-learning
process convenient.
5 Apply the values of 3.56 Very 3.42 Very 3.46 Very
frugality, along with Satisfactory Satisfactory Satisfactory
economy, in infrastructure
projects.
6 Make wise use of all 3.69 Very 3.53 Very 3.58 Very
school financial resources Satisfactory Satisfactory Satisfactory
to cope with demands of
expansion scheme.
7 Prepare enough chairs, 3.70 Very 3.45 Very 3.52 Very
tables, toilets, classrooms Satisfactory Satisfactory Satisfactory
and other infrastructure
projects needed for the
increase of student
population.
8 Purchase big tools and 3.48 Very 3.42 Very 3.44 Very
equipment for the TVL- Satisfactory Satisfactory Satisfactory
specialized subjects.
9 Put up laboratory rooms 3.38 Satisfactory 3.21 Satisfactory 3.26 Satisfactory
for the Science and other
specialized laboratory
activities.
10 Reserve wide areas for 3.68 Very 3.32 Satisfactory 3.42 Very
indoor and outdoor Satisfactory Satisfactory
activities of the students.
Section Mean 3.59 Very 3.45 Very 3.49 Very
Satisfactory Satisfactory Satisfactory
 59

Legend:

4.20 – 5.00 Outstanding

3.40 – 4.19 Very Satisfactory
2.60 – 3.39 Satisfactory
1.80 – 2.59 Fair
1.00 – 1.79 Poor

As clearly indicated, private schools acquired higher means in the 9 out of 10

statements relative to the school facilities. Particularly, private schools achieved a higher

mean of 3.70 described as Very Satisfactory compared with the public schools that

acquired only a mean of 3.45 also interpreted as Very Satisfactory in the statement

“Prepare enough chairs, tables, toilets, classrooms and other infrastructure projects

needed for the increase of student population”. This means that private schools had

sufficient number of chairs, tables, toilets, classrooms and laboratory rooms for the senior

high school students. Despite of higher records of senior high school enrolment in the

public schools, still they were assessed effective in terms of school facilities although they

had been outshone by the private schools due to the fact that lesser number of senior high

school enrolment was manifested by the latter. In the statements “Improve the physical

plant and facilities designed to make teaching-learning process convenient” and “Make

wise use of all school financial resources to cope with demands of expansion scheme”,

private schools obtained higher mean of 3.69 described as Very Satisfactory compared

with the public schools with the respective means of 3.56 and 3.53 all described as Very

Satisfactory also. This indicates that private schools were more equipped in terms of the

physical plant and facilities compared with the public schools. In addition, private schools

were also more efficient in utilizing school financial resources to sustain the internal

efficiency of the school. In spite of the limited resources, they were able to effectively

allocate and utilize school resources into different purposes as planned to achieve the

goals of the senior high school curriculum.

On the other hand, public schools received higher mean of 3.52 described as Very

Satisfactory compared with the private schools with a mean of 3.49 verbally construed as

Very Satisfactory also in the statement “Persuade the authorities and other stakeholders to
 60

contribute a part in the widening or expansion schemes resulting from the implementation

of Senior High School Program”. This indicates that public school administrators were more

socially competent particularly in having strong partnership with the authorities and

stakeholders. In the statement “Reserve wide areas for indoor and outdoor activities of the

students”, private schools were far ahead compared with the public schools as signified by

the means of 3.68 described as Very Satisfactory and 3.32 interpreted as Satisfactory only,

respectively. This means that private schools were spacious in terms of indoor and outdoor

activities for the students compared with the public schools whose playgrounds were

limited due to the construction of new buildings and other infrastructure projects.

This study found out that despite of the free delivery of the small and big tools and

equipment, receiving expansion area by the elementary level through the efforts of the

concerned authorities and enjoying the Maintenance and Other Operating Expenses

(MOOE), public schools still lagged behind in terms of physical plant and facilities

compared with the private schools. This was due to the fact that bigger number of students

in the public schools was evident and this overcrowded number of students was hardly

compensated by the available school facilities. Another foreseeable factor was that the

efficiency of allocating or utilizing school financial resources to the approved purposes was

low. Studies revealed that public school administrators were good in planning and

preparations with respect to the school funds. Yet, there was a discrepancy in terms of

actual utilization of the public school fiscal resources. Many school resources were diverted

into something which was not as planned (Palma, 2018).

Hence, it is strongly recommended by this study that all tools and equipment

provided by the Department of Education (DepEd) for the public schools should be properly

entrusted to the concerned teachers with excellent reputation in terms of accountability of

school properties so that these instructional resources will effectively be utilized by the

senior high school learners for many years. It is also suggested that school funds should

be utilized according to the approved budget where the teachers, PTA officers and School

Governing Council (SGC) members will be part of the budget hearing. In other words,
 61

school administrators should involve all the teachers and some stakeholders in budget

planning and implementation. They should follow the budget specifications as indicated in

the approved plan of work to avoid diversion of funds. They should lawfully and ethically

spend school funds for the conduciveness of the school environment and effective learning

opportunities of the children.

Administration and Management

Shown in the following table is the level of effectiveness of the administration and

management of private and public schools.

Table 17. Effectiveness of the Administration and Management of Private and

Public Schools

Private Schools Public Schools Combined

Statements Assessment
M D M D M D
1 Adopt more innovative management 3.83 Very 3.61 Very 3.67 Very
practices relevant to the demands of Satisfactory Satisfactory Satisfactory
the new curriculum.
2 Manage wisely and effectively all the 3.91 Very 3.69 Very 3.73 Very
fiscal resources to attain the goals Satisfactory Satisfactory Satisfactory
and objectives of Senior High School
Program.
3 Perform administrative and 3.93 Very 3.61 Very 3.70 Very
management functions suited to the Satisfactory Satisfactory Satisfactory
needs of the new curriculum.
4 Conform to principles of 3.82 Very 3.62 Very 3.67 Very
management of change. Satisfactory Satisfactory Satisfactory
5 Look forward to further strengthening 3.84 Very 3.75 Very 3.80 Very
and improvement of the Satisfactory Satisfactory Satisfactory
administration, as well as
management.
6 Keep abreast of more current trends 3.78 Very 3.60 Very 3.65 Very
in administration and management. Satisfactory Satisfactory Satisfactory
7 Follow up the higher offices for the 3.63 Very 3.66 Very 3.65 Very
immediate implementation of the Satisfactory Satisfactory Satisfactory
infrastructure projects intended for
the new curriculum.
8 Utilize school resources to answer 3.79 Very 3.65 Very 3.69 Very
the basic demands of the curriculum Satisfactory Satisfactory Satisfactory
such as books, chairs and tables.
9 Talk with the LGU‘s and other 3.48 Satisfactory 3.76 Very 3.68 Satisfactory
stakeholders to help the school attain Satisfactory
the goals and objectives of the new
curriculum.
10 Consult with the teachers regarding 3.85 Very 3.77 Very 3.79 Very
the issues and concerns of the Satisfactory Satisfactory Satisfactory
implementation of the new
curriculum.
Section Mean 3.78 Very 3.67 Very 3.70 Very
Satisfactory Satisfactory Satisfactory
 62

Legend:

4.20 – 5.00 Outstanding

3.40 – 4.19 Very Satisfactory
2.60 – 3.39 Satisfactory
1.80 – 2.59 Fair
1.00 – 1.79 Poor

Table 18 reveals that the section mean of 3.70 was verbally interpreted as Very

Satisfactory. This means that school administrators of private and public schools were

knowledgeable and competent enough in framing crucial policies and setting objectives for

the welfare of the senior high school teachers and students. Furthermore, private school

administrators were more proficient compared with the public school administrators in

performing administrative and management functions to achieve the goals of senior high

school curriculum as shown by the respective means of 3.78 and 3.67 all described as

Very Satisfactory.

More meaningfully, private schools obtained higher means in the 8 out of 10

statements relative to the administration and management. The highest mean of 3.93

interpreted as Very Satisfactory which was acquired by the private schools was held by the

statement “Perform administrative and management functions suited to the needs of the

new curriculum”. This means that private school administrators were more effective

compared with the public school administrators in effecting headship functions appropriate

to the demands of the senior high school program. This was attributed to the fact that

smaller number of teachers and students were manifested in the private schools. It is a big

challenge to the public school administrators to lead large group of people with different

backgrounds and personalities. The second highest mean of 3.91 (Very Satisfactory)

obtained by the private schools was in the statement “Manage wisely and effectively all the

school financial resources to attain the goals and objectives of Senior High School

Program”. This means that in terms of wise and effective utilization of financial resources of

the school, private schools were more efficient compared with the public schools.
 63

This finding is supported by Palma (2018) when she found out that budgeting plans

of the public schools were not rigorously followed as many funds were diverted into other

expenditures which were not aligned to enhance teachers‘ instructional competence and

access to quality learning outcomes of the learners. Further, Tow (2014) stressed that not

all money given to the public schools goes to enhance teachers‘ instructional competence

and learners‘ easy access to quality education.

On the other side of the story, public schools acquired higher means of 3.76 and

3.66 all described as Very Satisfactory, respectively, in the two statements “Talk with the

LGU’s and other stakeholders to help the school attain the goals and objectives of the new

curriculum” and “Follow up the higher offices for the immediate implementation of the

infrastructure projects intended for the new curriculum” compared with the private schools

that received the respective means of 3.48 and 3.63 all described as Very Satisfactory

also. This indicates that strong partnership with the LGUs and other concerned agencies

for the speedy implementation of the infrastructure projects for the attainment of the goals

of the senior high school curriculum, public schools beat private schools.

Effective financial planning is vital for the school to survive. Good fiscal

management will help the school administrators to effectively utilize school funds, fulfil

commitments to the teachers, students and parents, gain competitive advantage and

prepare for a long-term stability. In this regard, private school administrators should sustain

their efficiency in terms of managing fiscal resources of the schools. For the public school

administrators, it is strongly recommended that they should prepare a financial plan

wherein teachers and PTA will be part of the planning. They should not only legally utilize

school funds but ethically spend them for the betterment of the senior high school

curriculum. Administration and management of the schools cannot be made possible

without the fiscal resources. Thus, school administrators from both private and public

schools should utilize all fiscal resources of the school to the highest ethical standards.
 64

Teachers’ Qualifications

Teachers‘ qualification refers the educational attainment, training workshops,

teaching experience, outstanding performance and teaching competence. Table 18

presents the level of teachers‘ competence of private and public schools.

Table 18. Effectiveness of Teachers’ Qualification of Private and Public Schools

Private Schools Public Schools Combined

Statement Assessment
M D M D M D
1 Are master‘s degree holders vertical 3.03 Satisfactory 3.59 Very 3.46 Very
to their baccalaureate degrees. Satisfactory Satisfactory
2 Have international (5), national (4), 3.18 Satisfactory 3.69 Very 3.55 Very
regional (3), division (2) and school- Satisfactory Satisfactory
based (1) training workshops related
to the subjects assigned to them.
3 Have National Certificates (NC II, NC 3.57 Very 3.99 Very 3.87 Very
III and NC IV). Satisfactory Satisfactory Satisfactory
4 Have enough teaching experience 3.30 Satisfactory 3.84 Very 3.69 Very
(10 years and above (5), 7 to 9 years Satisfactory Satisfactory
(4), 5 to 6 years (3), 2 to 4 years (2),
0 to 1 year (1).
5 Have very satisfactory scholastic 3.31 Satisfactory 3.75 Very 3.62 Very
records during their baccalaureate Satisfactory Satisfactory
degrees, master‘s degrees or
doctoral degrees.
6 Have outstanding achievements for 3.19 Satisfactory 3.61 Very 3.49 Very
their exemplary performance Satisfactory Satisfactory
(outstanding teacher, best
researcher, best research presenter,
division or regional trainer, etc.).
7 Undergo rigid trainings during 3.50 Very 4.02 Very 3.87 Very
summer vacation or during school Satisfactory Satisfactory Satisfactory
days as required by the DepED.
8 Use varied types of teaching 3.49 Very 3.92 Very 3.80 Very
strategies designed to suit the needs Satisfactory Satisfactory Satisfactory
of the new curriculum.
9 Employ more innovative techniques 3.51 Very 3.89 Very 3.78 Very
such as portfolio to make learning Satisfactory Satisfactory Satisfactory
more output-based.
10 Make use of all possible resources to 3.46 Very 3.91 Very 3.78 Very
improve themselves professionally, Satisfactory Satisfactory Satisfactory
most particularly in terms of teaching
competence.
11 Keep abreast of the modern 3.53 Very 3.95 Very 3.84 Very
techniques of teaching, particularly Satisfactory Satisfactory Satisfactory
the use of multi-media and other ICT
integration.
12 Utilize more reliable assessment 3.45 Very 3.93 Very 3.80 Satisfactory
tools and techniques to evaluate Satisfactory Satisfactory
students‘ performance.
13 Enhance teaching competence using 3.44 Very 3.80 Very 3.70 Very
research-informed strategies. Satisfactory Satisfactory Satisfactory
Section Mean 3.39 Satisfactory 3.84 Very 3.71 Very
Satisfactory Satisfactory
 65

Legend:

4.20 – 5.00 Outstanding

3.40 – 4.19 Very Satisfactory
2.60 – 3.39 Satisfactory
1.80 – 2.59 Fair
1.00 – 1.79 Poor

As can be glimpsed from the table, the section mean of 3.71 was described as

Moderately High. This means that senior high school teachers were academically qualified

whose teaching competence cannot be belittled. They possessed the qualities of being

effective teachers with clear vision to effect positive change towards their students. Further,

public school teachers were far ahead in terms of teachers‘ qualifications compared with

the private school teachers and this was revealed by the means of 3.84 described as Very

Satisfactory and 3.39 interpreted as Satisfactory only, respectively. This indicates that in

terms of educational attainment, teaching experience and other credentials, public schools

were more qualified than private schools.

Interestingly, public schools bagged all the 13 statements relative to the teachers‘

qualification. The highest mean of 4.02 described as Very Satisfactory obtained by the

public schools was reaped by the statement “Undergo rigid trainings during summer

vacation or during school days as required by the DepED”. This was far ahead from the

private schools that acquired only a mean of 3.50 still described as Very Satisfactory. In the

statements “Are master’s degree holders vertical to their baccalaureate degrees”, “Have

international (5), national (4), regional (3), division (2) and school-based (1) training

workshops related to the subjects assigned to them, “Have enough teaching experience

(10 years and above (5), 7 to 9 years (4), 5 to 6 years (3), 2 to 4 years (2), 0 to 1 year (1)”,

“Have very satisfactory scholastic records during their baccalaureate degrees, master’s

degrees or doctoral degrees” and “Have outstanding achievements for their exemplary

performance (outstanding teacher, best researcher, best research presenter, division or

regional trainer, etc.”, public schools were assessed Very Satisfactory as confirmed by the

means of 3.59, 3.69, 3.84, 3.75 and 3.61, respectively. While private schools received the

respective means of 3.03, 3.18, 3.30, 3.31 and 3.19 which were all described as
 66

Satisfactory only. This simply means that public schools had bigger number of teachers

who were Master‘s degree holders or have earned Master‘s units. In terms of training

workshops attended and outstanding achievements received, public schools were far

ahead compared with the private schools.

This study commends the public school teachers who are very active in terms of

Continuing Professional Development (CPD). They spend their personal money just to

pursue their Master‘s degree and attend various national and international training

workshops. They are preparing themselves for a very competitive promotion scheme in the

Department of Education (DepEd). It is hereby recommended that private school teachers

will do the same. In case they wish to transfer in the public schools, they will be far ahead

compared with other applicants. Further, private schools should encourage their teachers

to pursue Master‘s degrees for their future career progression.

Teaching Strategies

Teaching is the process of attending to learners‘ needs, experiences and feelings,

and making specific interventions to help them learn particular things, principles or

concepts. It is an interaction between the teacher and the students in which it is not just

only the students who learn from the teacher but the teacher also learns from the students.

On the other hand, teaching strategies are approaches that provide opportunity for

students to apply what they learn in the classroom to real-life experiences. Presented in the

next table is the effectiveness of teaching strategies employed by the private and public

school teachers.

Shown in Table 19 is the section mean of 3.91 which was described as Very

Satisfactory. This connotes that the teaching strategies employed by the teachers from

both private and public schools were effective. In other words, teachers were able to

reduce the distance between themselves and their students by constructing lessons from

common understanding of each other‘s experiences and ideas and make teaching a warm,

interpersonal and collaborative activity in which each learner is eager to participate.

 67

Table 19. Effectiveness of the Teaching Strategies of Private and Public

School Teachers

Private Schools Public Schools Combined

Teaching Strategies Assessment
M D M D M D
1 Are exposed to trainings and 3.73 Very 3.96 Very 3.89 Very
workshops on the modern Satisfactory Satisfactory Satisfactory
approaches appropriate for
Senior High School students.
2 Adopt the modern teaching 3.79 Very 3.88 Very 3.85 Very
strategies particularly the Satisfactory Satisfactory Satisfactory
integration of ICT and social
networking sites.
3 Employ effective motivational 3.84 Very 3.90 Very 3.88 Very
techniques to sustain Satisfactory Satisfactory Satisfactory
students‘ interests in the
lessons.
4 Phrase simple questions that 3.88 Very 3.89 Very 3.89 Very
encourage students‘ Satisfactory Satisfactory Satisfactory
participation.
5 Present lessons logically and 3.79 Very 3.95 Very 3.90 Very
sequentially and support Satisfactory Satisfactory Satisfactory
them with concrete examples.
6 Give detailed or 3.81 Very 3.97 Very 3.93 Very
comprehensive explanations Satisfactory Satisfactory Satisfactory
for difficult topics.
7 Give clear and specific 3.94 Very 4.00 Very 3.98 Very
directions and emphasize the Satisfactory Satisfactory Satisfactory
values to be internalized
during learning activities.
8 Direct discussions effectively 3.90 Very 4.01 Very 3.98 Very
and allow students to Satisfactory Satisfactory Satisfactory
participate in the discussion.
9 Make sure that all types of 3.82 Satisfactory 3.89 Satisfactory 3.87 Satisfactory
students can cope up with the
lessons.
Section Mean 3.83 Very 3.94 Very 3.91 Very
Satisfactory Satisfactory Satisfactory

Legend:

4.20 – 5.00 Outstanding

3.40 – 4.19 Very Satisfactory
2.60 – 3.39 Satisfactory
1.80 – 2.59 Fair

As shown, both private and public schools received the same descriptive rating of

Very Satisfactory. Yet, public schools acquired higher mean of 3.94 compared with the

private schools with a mean of 3.83. This indicates that public schools were more effective
 68

compared with the private schools in choosing appropriate teaching pedagogy to provide

opportunity for students to apply what they learn in the classroom to real-life experiences.

Remarkably, public schools obtained higher means in all the 9 statements of the

teaching strategies. The highest mean of 4.01 described as Very Satisfactory obtained by

the public schools was in the statement “Direct discussions effectively and allow students

to participate in the discussion”; while private schools got a mean of 3.90 described as

Very Satisfactory also from this statement. This indicates that in terms of classroom

discussions and students‘ participation, public schools were more effective than private

schools. The second highest mean of 4.00 described as Very Satisfactory received by the

public schools was in the statement “Give clear and specific directions and emphasize the

values to be internalized during learning activities”; whereas private schools acquired only

a mean of 3.94 still described as Very Satisfactory. This connotes that in terms of giving

explicit instructions and values integration, public schools were more effective than private

schools.

On the other hand, private schools received the lowest mean of 3.73 still described

as Very Satisfactory in the statement “Are exposed to trainings and workshops on the

modern approaches appropriate for Senior High School students” while public schools

scored a higher mean of 3.96 interpreted as Very Satisfactory also. This means that in

terms of exposure to trainings and workshops on the recent teaching pedagogy suited to

the goals of senior high school curriculum, private schools were left behind compared to

the public schools.

Thus, public school teachers are commended for being competitive in terms of

academic qualifications as well as being active in attending national and international

trainings and workshops. This study strongly suggests that private school administrators

should give their teachers opportunities to attend national and international conferences

and trainings to acquire basic and advanced knowledge and skills to improve their teaching

pedagogy. They should further allocate funds for the exposures of their teachers into

higher levels of trainings.

 69

Instructional Materials

Instructional Materials refer to the educational resources such as books, visual aids

and other supplies deemed necessary for delivery of content. It is used to improve

students‘ knowledge, abilities, and skills and to improve teaching and learning activities.

Shown in Table 20 is the effectiveness of instructional materials utilized by private and

public schools.

Table 20. Effectiveness of the Instructional Materials of Private and Public Schools

Private Schools Public Schools Combined

Instructional Materials Assessment
M D M D M D
1 Books are enough for the 3.16 Satisfactory 2.53 Satisfactory 2.70 Satisfactory
teachers and students.
2 Books are free from errors. 3.18 Satisfactory 2.63 Satisfactory 2.79 Satisfactory
3 Proper sequence of the topics 3.57 Very 3.23 Satisfactory 3.33 Very
in the Curriculum Guide is Satisfactory Satisfactory
manifested.
4 Enough LED TV screens and 2.93 Satisfactory 2.84 Satisfactory 2.87 Satisfactory
other multi-media are
observed.
5 Manila papers and other 3.10 Satisfactory 3.22 Satisfactory 3.19 Satisfactory
instructional materials are
provided.
6 Teachers select instructional 3.52 Very 3.62 Very 3.59 Very
materials based on the Satisfactory Satisfactory Satisfactory
students‘ interest to attain the
objectives of the lessons.
7 Teachers use instructional 3.54 Very 3.75 Very 3.70 Very
materials to motivate and Satisfactory Satisfactory Satisfactory
sustain the varied interests of
the students.
8 Students are supplied with 3.13 Satisfactory 3.16 Satisfactory 3.15 Satisfactory
the needed instructional
materials with free of charge.
Section Mean 3.27 Satisfactory 3.12 Satisfactory 3.17 Satisfactory

Legend:

4.20 – 5.00 Outstanding

3.40 – 4.19 Very Satisfactory
2.60 – 3.39 Satisfactory
1.80 – 2.59 Fair
 70

As revealed by Table 20, the section mean of 3.17 was described as Satisfactory

only. This indicates that instructional materials of both private and public schools were not

sufficient but still tolerable. Although, instructional materials of private and public schools

were both assessed Satisfactory, private schools were more sufficient compared with the

public schools as manifested by the means of 3.27 and 3.12, respectively. In other words,

although, books and other instructional materials were supplied by the Department of

Education (DepEd), still public schools lagged behind compared with the private schools.

Interestingly, private schools acquired higher means in the 6 out of 8 statements of

the instructional materials. The highest mean of 3.57 described as Very Satisfactory

obtained by the private schools was in the statement “Proper sequence of the topics in the

Curriculum Guide is manifested”; while public schools got only a mean of 3.23 with a

description of Satisfactory only from this statement. This means that private school

teachers were more satisfied with the sequence of the topics in the curriculum guide. This

was due to the fact that private schools had their own internal policy to do little revision on

the sequence of the topics as long as this revision will conform to the Curriculum Guide set

by the DepEd. This means that many public school teachers were not satisfied with the

sequence of the lessons in the Curriculum Guide. Another factor was that many topics in

the books delivered in the public schools didn‘t jibe with the Curriculum Guide. Moreover,

the highest mean of 3.75 described as Very Satisfactory generated by the public schools

was in the statement “Teachers use instructional materials to motivate and sustain the

varied interests of the students”; whereas private schools obtained a mean of 3.54 still

described as Very Satisfactory also. This indicates that public school teachers were more

effective in providing instructional materials which conform to the interests of the students.

Further, in the statement “Books are enough for the teachers and students”, both

private and public schools were assessed Satisfactory. However, private schools received

higher mean of 3.16 which was far ahead compared with the public schools with a mean of

2.53. Combining the assessment in the above mentioned statement, the mean of 2.70

described as Satisfactory connotes that there was really a problem in terms of instructional
 71

materials before the full implementation of the senior high school. In layman‘s language,

books were really insufficient particularly in the public schools. Aside from this, books were

not free from errors as signified by the combined mean of 2.79 described as Satisfactory

only.

Instructional materials are critical elements in assuring the effectiveness of the

instructional programs particularly students‘ learning process. It is imperative that the

contents of textbooks and modules, from which the students derived their bulk of

knowledge, must be of high quality and provide understanding of the instructional designs

that could shed light on how to determine the appropriate content and correct approach in

the development of a textbook or module (de Cadiz, 2013). Thus, the Department of

Education (DepEd) should provide the schools with quality instructional materials with

maximum efficiency and cost effectiveness. To help the DepEd to attend to this problem of

lack of instructional materials, teachers should develop localized instructional materials that

will be anchored on the needs of the senior high school curriculum.

Summary Assessment on the Effectiveness of the Full Implementation of Senior

High School Curriculum

Senior High School (SHS) curriculum covers the last two years of the K to 12

program and includes Grades 11 and 12. In SHS, students will go through a core

curriculum and subjects under a track of their choice. Two additional years will equip

learners with skills that will better prepare them for the future, whether it will be

employment, entrepreneurship, skills development and higher Education (College). Senior

High School ―completes‖ basic education by making sure that the high school graduate is

equipped for work, entrepreneurship, or higher education. SHS will be offered free in public

schools and there will be a voucher program in place for public junior high school

completers as well as ESC beneficiaries of private high schools should they choose to take

SHS in private institutions (K to 12 Curriculum Guides; DepEd Order No. 71, s. 2012).

On the other hand, the operation of a new educational program requires an

assessment of the degree of its implementation as well as the issues and concerns to
 72

enhance further what has been started. Presented in Table 21 is the level of effectiveness

of the full implementation of Senior High School Curriculum.

Table 21

Level of Effectiveness of the Full Implementation of Senior High School Curriculum

Private Verbal Public Verbal Combi Verbal

Indicators Schools’ Description Schools’ Description ned Description
Mean Mean Mean
1 Curriculum 3.69 Very 3.57 Very 3.61 Very
Adjustment Satisfactory Satisfactory Satisfactory

2 Physical Plant 3.59 Very 3.45 Very 3.49 Very

and Facilities Satisfactory Satisfactory Satisfactory

3 Administration 3.78 Very 3.67 Very 3.70 Very

and Satisfactory Satisfactory Satisfactory
Management
4 Teachers‘ 3.39 Satisfactory 3.84 Very 3.71 Very
Qualification Satisfactory Satisfactory

5 Teaching 3.83 Very 3.94 Very 3.91 Very

Strategies Satisfactory Satisfactory Satisfactory

6 Instructional 3.27 Satisfactory 3.12 Satisfactory 3.17 Satisfactory

Materials
Overall Mean 3.63 Very 3.62 Very 3.62 Very
Satisfactory Satisfactory Satisfactory

Generally, both private and public schools were assessed Very Satisfactory on the

effectiveness of the full implementation of senior high school curriculum as manifested by

the overall mean of 3.62. This means that despite of several problems encountered such

as additional expenses and lack of buildings and other facilities, senior high school

curriculum implementation in Sultan Kudarat was assessed Very Effective by the students,

parents, teachers and school administrators.

Remarkably, private schools received a little bit higher mean of 3.63 described as

Very Satisfactory compared with the public schools that obtained only a mean of 3.62

construed as Very Satisfactory also. This finding signifies that both private and public

schools had the same level of effectiveness on the full implementation of senior high

school curriculum. The table also indicates that private schools were more effective in

terms of curriculum adjustment, physical plant and facilities, administration and

management as well as in instructional materials compared with the public schools that led
 73

only in the two indicators such as teachers’ competence and teaching strategies. This

means that in many aspects particularly in close coordination with the teachers and

performing administrative and management functions by the school principals suited to the

needs of the new curriculum, private schools were more effective than public schools. With

respect to school buildings and other infrastructure projects as well as adequacy of

instructional materials, private schools were still more effective than public schools.

However, public schools were assessed Very Satisfactory in teachers’ competence as

manifested by the mean of 3.84 compared with the private schools that were assessed

Satisfactory only as justified by the mean of 3.39. This means that in terms of manpower

resources, public schools had teachers who were more competent in teaching senior high

school subjects since most of them were with master‘s degree units or even MA graduates

with enough length of teaching experience compared with private schools with majority of

teachers with no master‘s units and with less teaching experience. Public schools were

also far ahead in terms of teaching strategies as shown by the mean of 3.94 described as

Very Satisfactory compared with the private schools with a mean of 3.83 interpreted as

Very Satisfactory also. This connotes that since public schools had teachers, who were far

ahead in terms of qualifications relative to education, trainings and teaching experience

and they were also adequately supplied with big tools and equipment particularly in the

TVL specialized subjects, effective teaching strategies were best manifested compared

with the private schools.

This finding was in consonance with the article posted in The Philippine Online

Chronicles (2011) that the DepEd is very firmed that the K to 12 program will be the

solution to yearly basic education woes and the deteriorating quality of education. It is a

manifestation that the education crisis is now being addressed and adding more school

years would not exacerbate the Philippine educational system. Further, the full

implementation of the senior high school curriculum will alleviate the morals of the quality

of education in the Philippines.

 74

This study suggests that big tools and equipment will also be allocated to the

private schools. If this suggestion will be realized, more effective results of the senior high

school implementation will be observed. Higher effectiveness of the Senior High School

curriculum implementation begets more graduates who are globally competitive. More

graduates who can compete in the global standards of education and employment, more

prestige will be accorded to the Philippine educational setting.

Thus, this study commends the efforts and commitment of the concerned DepEd

personalities in the Division of Sultan Kudarat for the successful implementation of the

curriculum.

Comparison on the Expectations, Apprehensions and Effectiveness of the Full

Implementation of Senior High School Curriculum between Private and
Public Schools

Not only Department of Education (DepED) Central office, Regional Office and

Division Office have prepared so much for the full implementation of Senior High School

Curriculum, but both private and public schools that directly implemented the curriculum

have done their own strategic preparations for the influx of senior high school students.

Presented in Table 22 is the t-test analysis on the expectations, apprehensions and

effectiveness between private and public schools on the full implementation of the

curriculum.

Table 22

t-test Analysis on the Expectations, Apprehensions and Effectiveness Between

Private and Public Schools

Indicators Private Public Fratio Fcritical p-value

1 Expectations 3.71 3.76 0.781ns 1.96 0.896
2 Apprehensions 2.62 2.70 0.265ns 1.96 0.198
3 Effectiveness 3.63 3.62 0.674ns 1.96 0.764

ns – not significant at 0.05 (level of significance)

Table 5 shows that first Fratio = 0.781 was not significant as p-value = 0.896 > 0.05

(level of significance). This means that both private and public schools were equally
 75

expected that the full implementation of the new curriculum can uplift the quality of current

Philippine educational system. In other words, respondents believed that the preparations

of private schools were comparable with of the public schools. Although public schools

received greater mean of 3.76 compared with the private schools that obtained a mean of

3.71 only, the level of respondents‘ expectations were negligible.

It can be construed from the table that similar apprehensions were observed both

from private and public schools as signified by the second F ratio = 0.265 which was not

significant as p-value of 0.198 is greater than 0.05 (level of significance). Although, public

schools received higher apprehension‘s mean of 2.70 compared with the private schools

that got only a mean of 2.62 due to the former‘s lack of buildings and instructional

materials, respondents‘ level of apprehensions was not significantly different.

The effectiveness of both private and public schools on the full implementation of

senior high school curriculum had no significant difference as confirmed by p-value of

0.764 > 0.05 (The third Fratio = 0.674 was not significant). Though private schools received

a higher effectiveness‘ mean of 3.63 compared with the public schools that generated only

a mean of 3.62, both were assessed effective on their full implementation of the new

curriculum. In layman‘s language, respondents believed that whether the students were in

private or public schools, they were all confident that effective implementation of the new

curriculum was manifested. In other words, the effectiveness of the full implementation of

senior high school curriculum of the private schools was the same with that of the public

schools.

This finding was strongly affirmed by the study of Lacorte (2016) who found out that

private and public schools‘ readiness on the manpower and physical plant and facilities

were adequately observed before its first year of implementation. She stated that although

teachers have encountered problems since the first year of K to 12 program

implementation, these challenges were of average gravity and still manageable. Acosta

and Acosta (2016) also support the above finding when they conducted a study on

teachers‘ perceptions on Senior High School Readiness of Higher Education Institutions in

 76

the Philippines. Their results explained the perceptions of the teachers on the readiness of

the colleges and universities in the implementation of the senior high school program.

These teachers believed that they were ready and prepared because they were equipped

with the right qualifications and skills needed for the new program. They were positive that

the new program will be successful and effective in achieving its goals. Further, Sergio

(2011) as stated by Acosta and Acosta (2016) emphasized that the new curriculum will

correct the deficiencies of a good number of high school graduates who pursue higher

education ill-equipped with basic tools to face its rigors.

It is suggested that both private and public schools should continue what they‘ve

been doing to impress the parents and get their full support to achieve the goals of the new

program. Career guidance and program dissemination should still be conducted to

enlighten the incoming senior high school students and their parents about course

preferences suited to the academic competence and technical skills of the students.

Comparison of the Expectations, Apprehensions and Effectiveness of the Full

Implementation of Senior High School Curriculum among Students, Parents,
Teachers and School Principals

Tables 23 through 25 present the summarized results of the comparison of the

assessment among students, parents, teachers and school principals on the full

implementation of senior high school curriculum.

Table 23

Analysis of Variance on the Expectations Among the Types of Respondents

Type of Respondents Mean Fratio Fcritical p-value

ns
1 Students 3.74 0.506 2.617 0.678
2 Parents 3.68
3 Teachers 3.69
4 School 3.69
Administrators

ns – not significant @ 0.05 level of significance

 77

Table 23 shows that students were very excited on the full implementation of the

new curriculum as affirmed by the highest mean of 3.74 obtained by them compared with

parents (3.68), teachers (3.69) and school administrators (3.69). However, testing the

significant difference among the expectations of the four types of respondents, comparable

results were obtained as confirmed by the p-value of 0.678 > 0.05 (level of significance).

This means that students, parents, teachers and school principals‘ level of expectations on

the full implementation of senor high school curriculum was not significantly different. In

other words, parents, teachers and school heads supported the ideas of students who

believed that senior high school program will give them basic and advanced knowledge

and skills needed for their educational and career aspirations.

This finding was backed up by the study of Lacorte (2016) when she stated that

more constructive way to consider school readiness is to remove the expectations from the

child and place those expectations into the schools and the families. Young children have

wide ranging needs and require full support in preparing them for high standards of

learning they will face in schools.

On the other hand, the implementation of K to 12 program drew negative reactions

from societal groups. Various militant groups displayed their opposition to the K to 12

program. They apprehended that adding two years in the basic education was just an

additional burden to the parents. Some were doubtful and anxious on the quality of the first

batch of senior high school graduates. Table 24 presents the analysis of variance on the

apprehensions among students, parents, teachers and school administrators.

Table 24

Analysis of Variance on the Apprehensions among the Types of Respondents

Type of Respondents Mean Fratio Fcritical p-value

1 Students 2.72a,b,c 4.943* 2.617 0.002
2 Parents 2.82b
3 Teachers 2.54c
4 School Administrators 2.51c
LSD0.05 = 0.17

* - significant at 0.05 (level of significance)

 78

Table 9 shows that the Fratio = 4.943 was proven significant as p-value of 0.002 is

less than 0.05 (level of significance). This means that respondents‘ apprehensions were

significantly different. This further implies that students, parents, teachers and school

principals had different degrees of apprehensions on the full implementation of senior high

school curriculum. As can be noticed from the table, after the post-hoc analysis using the

Least Significant Difference (LSD), parents received the highest degree of apprehensions

as justified by the mean of 2.82 which was far higher compared to the apprehensions of the

teachers (2.54) and school heads (2.51). This means that parents‘ doubts as to the

readiness of the private and public schools on the full implementation of the new curriculum

was incomparable with of that the teachers and school principals as indicated by different

superscripts. Parents and students agreed that the full implementation of the new

curriculum will create additional burden to them because it will give additional expenses.

This was confirmed by the same superscripts received by both parents and students. The

lowest degree of apprehensions was manifested from the school administrators as shown

by the mean of 2.51. It was agreed by the teachers as indicated by the superscript which is

the same with that of the school heads. This means that teachers and school heads

believed that possible problems will naturally occur in the implementation of the new

program but these will be manageable. Students‘ apprehensions were comparable with

that of the parents and teachers as confirmed by the same superscripts. The bottom-line of

the data presented in Table 23 indicates that the same superscripts mean comparable

apprehensions between two or more groups of respondents. Two or more groups of

respondents receiving different superscripts mean they had different views and opinions as

to the possible problems and challenges created by the full implementation of the new

curriculum.

The above findings were affirmed by The Philippine Online Chronicles that cited in

one of its articles that K to 12 Program has been opposed by various youth organizations,

student groups, teachers, parents and the academic community. The article stressed that it

is arguable one of the most drastic and controversial programs of the Aquino
 79

Administration. In the same article, students and parents, however, complain that it would

be an added financial burden to poor families. Despite of these critics from different

sectors, the DepED argues that K to 12 particularly the senior high school curriculum will

definitely produce graduates who will be automatically recognized as ―professionals‖

abroad and open doors for more jobs for the youth, even without college diplomas. The

implementation of the senior high school curriculum will make our high school and college

graduates be at par with the rest of the world.

It is further stressed by this study that school administrators should look into the

solutions of the prevalent challenges met in the full implementation of the new curriculum

so that everything will be set in the coming years of implementation. These challenges

include additional burden to the parents and insufficient physical plant and facilities

particularly the school buildings. Private schools should seek for assistance from the Local

Government Units (LGUs) to allocate scholarships grants for the students. This will at least

reduce the financial difficulty of the parents. They can also coordinate with the private

business sectors in the implementation of the Adopt-A-Student Program firstly initiated by

the public schools. Further, public schools should follow up the immediate implementation

of the school buildings intended for the senior high school curriculum. There are still public

schools in Sultan Kudarat with lack of school buildings for senior high school students. The

DepEd should do an inventory of the schools with lack of buildings and they will do

something to coordinate with the concerned agencies to fast track the implementation of

the needed infrastructure projects before the school year ends. School administrators

should follow up the immediate implementation of these buildings in the higher ups in order

to lessen the apprehensions of the parents. Public schools had been assessed as effective

in the implementation of senior high school curriculum. Yet, if lack of buildings and

laboratory rooms for the Technical-Vocational Livelihood (TVL) track won‘t be given

immediate attention by the DepEd officials, this effective assessment about the new

program will be affected in the coming years. In addition, lack of buildings will just add the

apprehensions of the parents to send their children in the public schools.

 80

Table 25

Analysis of Variance on the Effectiveness Among the Types of Respondents

Type of Respondents Mean Fratio Fcritical p-value

1 Students 3.61a,b,c,d 3.456* 2.617 0.049
2 Parents 3.53b
3 Teachers 3.67a,c,d
4 School 3.81a,d
Administrators
HSD0.05 = 0.13

* - significant @ 0.05 (level of significance)

It is indicated in Table 25 that at least there‘s one pair of respondents whose

assessment was significantly different as confirmed by the p-value of 0.049 < 0.05. This

means that parents‘ assessment (3.53) on the effectiveness of the full implementation of

senior high school curriculum was significantly lower than the teachers‘ (3.67) and the

school principals‘ (3.81) assessment as shown by the different superscripts. Although,

parents believed that full implementation of senior high school curriculum was effective,

their views and opinions were incomparable with that of the teachers and school heads.

This further implies that school administrators received the highest assessment on the

effectiveness of the newly implemented curriculum but still comparable with the

assessment of the students and teachers as indicated by the same superscripts. Students‘

assessment was strongly affirmed by the parents, teachers and school principals as shown

by the same superscripts. This simply means that students were in neutral side. They

supported the views and opinions of their parents but still agreed with the viewpoints of

their teachers and school principals. Teachers and school administrators had always

comparable objective to improve the academic performance of the students as shown by

the same superscript.

These comparable perspectives of teachers and school heads were in consonance

with Lacorte‘s (2016) recommendation that school heads and teachers must help one

another to equip students with necessary knowledge and skills. She also suggested that

teachers and school principals should find enough time conferring with parents in
 81

institutionalizing the K to 12 Program. This move will empower the parents and will have

them realize their significant role as partners of the school to improve students‘ academic

performance.

Although parents had still a benefit of doubt on the implementation of the senior

high school curriculum and this doubt is just normal for the new program, they are

encouraged to support the program by being active in the major activities of the school.

They should offer their helping hands for the success of the program. They should always

visit the school just to monitor the learning progress of their children.

The Impact of Respondents’ Expectations on the Effectiveness of the Full

Implementation of Senior High School Curriculum

This study investigated the relationship between respondents‘ expectations and the

effectiveness of the full implementation of senior high school curriculum. Table 26 presents

the results of the investigation.

Table 26

Correlation Analysis Between Expectations and Effectiveness of the Full

Implementation of Senior High School Curriculum

Indicators r tcomp tcritical p-value

1 Expectations 0.684** 26.917 1.96 0.000
2 Effectiveness

** - highly significant @ 0.01 level of significance

Significant relationship between the respondents‘ expectations and the

effectiveness of the full implementation of senior high school curriculum is proven as

evident by the tcomputed value of 26.917 which is greater than the tcritical value of 1.96 (or p-

value of 0.000 < 0.01). This means that the higher the degree of expectations, the

motivated the DepEd officials to implement the program. The better the implementation of

the new program, the higher is the degree of its effectiveness. In other words, the efforts of

the DepED in undergoing series of orientations and rigid preparations gave optimistic

expectations from the students, parents, teachers and school administrators. This positive
 82

expectations received by the full implementation of the new curriculum led to the higher

degree of its effectiveness.

This finding is collaborated by De Los Santos (2012) who emphasized that the

government‘s K to 12 Program is a much-needed change for the country‘s education

system. She added that through this program, people may expect better-trained citizens

who could be competitive with the knowledge and skills of those people trained abroad.

Patrionis and Al-Samarrai (2016) added that government sees K to 12 system as vital for

ensuring that all Filipinos are equipped with the basic skills required to play a full and

productive role in the society. They also stressed that senior high school curriculum will

cease the perceptions that overseas workers will lose out to migrant workers from other

countries because of the shorter basic education cycle in the Philippines. The

implementation of the new curriculum is especially relevant given that about 18 percent of

the average Filipino family‘s income originates from overseas remittances.

It is being stressed by this study that senior high school teachers and school

administrators should continue what they have started to impress the parents that

additional two more years of schooling are not costly burden. Instead, knowledge and skills

of the students are more equipped before stepping to collegiate level of education. The

teachers should continue their post-graduate education not only for the Filipino youth but

for their successful career progression particularly the teachers from private schools who

are encouraged to prioritize passing the Licensure Examination for Teachers (LET) and the

same time pursuing Master‘s degree courses so that they will be more competent to effect

positive change towards the students. Training workshops should still be conducted for the

senior high school teachers to enhance their teaching competence.

The Impact of Respondents’ Apprehensions on the Effectiveness of the Full

Implementation of Senior High School Curriculum

The senior high school curriculum would really be a big boost to the development of

the Philippine educational system, apprehensions and various questions about the new

program are expected. To determine if the apprehensions of the respondents will affect the
 83

effectiveness of private and public schools on the full implementation of Senior High School

Curriculum, Table 27 presents the findings.

Table 27

Correlation Analysis Between Apprehensions and Effectiveness of the Full

Implementation of Senior High School Curriculum

Indicators r tcomp tcritical p-value

1 Apprehensions 0.006 0.172ns 1.96 0.796
2 Effectiveness

ns – not significant @ 0.05 (level of significance)

Table 27 proves that respondents‘ apprehensions did not affect the performance of

private and public schools to effectively implement the complete grade levels of senior high

school curriculum as confirmed by the tcomputed value = 0.166 < the tcritical value of 1.96. This

means that several challenges and problems during the first two years of implementation

did not affect the effectiveness of the program. This was attributed to the fact that DepED

really did its very best to guide all the private and public schools on the full implementation

of the new curriculum. Although there were a lot of issues and questions being raised such

as lack of buildings, insufficient laboratory apparatuses, additional financial burden in the

part of the parents, inadequacy of the instructional materials, the full implementation of the

senior high school curriculum was assessed very satisfactory.

This finding was relative to one of the articles of The Philippine Online Chronicles

(2011) that the DepED, for its part, appears very determined to enact the program with its

proposed budget to prepare the grounds for its eventual implementations. This simply

connotes that the DepED has been doing a lot of preparations before the full

implementation of the curriculum. Lacorte (2016) supports the above finding when she

stated that the implementation of the K to 12 education plan in the Philippine Basic

Education Curriculum is the key to our nation‘s development. She added that though the

government will face many problems in the long run of the implementation, there is really a

need to implement it because the enhancement of the quality of our education is very
 84

urgent and critical. DepED Secretary Leono Briones said she would continue and improve

the K to 12 Program. She added that while fruits of the government‘s K to 12 program have

yet to fully ripen, officials of the DepED reiterated their guarantee that graduates of senior

high school would either be able to find a job easily or start their own business.

In contrast with this, Villafania (2012) averred that the implementation of K to 12

has been marked with many challenges, particularly in terms of infrastructure as many

schools have not yet completed construction and repairs of school buildings and other

infrastructure projects. He said some schools lack enough teachers especially in high

schools to accommodate the senior high school students. In answer to this apprehension,

the DepEd had the mass hiring of public school teachers since May 2016. The DepEd has

admitted that these challenges prompted them to implement the new curriculum effectively.

Since the identified issues and problems on the full implementation of senior high

school curriculum were of typical gravity and manageable, the DepED should still allocate

funds to maintain and strengthen the readiness and effectiveness of the implementation of

senior high school curriculum through allowing the teachers to attend in-service trainings

and seminars related to K to 12 program. School administrators and teachers should be

more resourceful and creative by keeping themselves abreast of the current educational

trends.

Proposed Intervention Programs Based from the Results of the Study

The following intervention programs are being proposed based from the results of

this study to improve the implementation of the senior high school curriculum in Sultan

Kudarat Division:

1. Extensive dissemination of the significant results of this study should be

conducted during Division Management Committee (MANCOM) meeting and

mass training of teachers. Results of the study should be sent to the private

schools offering senior high school curriculum. The salient findings of this study

are (1) Higher expectations in terms of college and career readiness; global
 85

competiveness and advancement of knowledge, skills and attitudes were

manifested by public schools compared with the private schools that led in

quality instructional practices and planning and preparations; (2) Lack of

buildings and instructional materials among public high schools and additional

expenses among private schools were the top apprehensions of the

respondents; (3) Private schools were more effective in terms of curriculum

adjustment; physical plant and facilities; administration and management; and

instructional materials compared with the public schools that led in the two

indicators such as teachers‘ competence and teaching strategies; (4) Parents

and students agreed that the full implementation of the new curriculum will bring

financial burden; (5) The higher the degree of expectations, the motivated the

DepEd officials to implement the program. The better the implementation of the

new program, the higher is the degree of its effectiveness; and (5) Various

apprehensions during the first two years of implementation did not affect the

effectiveness of the senior high school curriculum.

2. There should be an exclusive dissemination meeting of the salient findings of

this research to all respondent schools both from private and public high

schools so that school administrators can suggest what intervention programs

that can be proposed to improve the implementation of senior high school

curriculum.

3. There should be a special meeting to be participated by the school

administrators both from private and public high schools. In this meeting, all

school principals will be given a chance to share their good practices in the first-

two years of senior high school implementation particularly on quality

instructional practices as well on how they addressed the problems on lack of

buildings and other school facilities.

4. Partnership with private institutions (lending institutions, business enterprises

and Non-Government Organizations) and Parents-Teachers Organization (PTA)

 86

should be strengthened. They can be tapped to sponsor funds to put up

makeshift buildings to answer the shortage of buildings in the public schools.

They can also be asked to sponsor scholarship grants for the indigent students

who wish to enrol in the private schools so that parents won‘t feel the financial

burden brought by the implementation of senior high school curriculum.

5. Concerned higher up officials should be tapped by the public school

administrators for the speedy establishment of the classroom buildings for the

senior high schools. The DepEd Division Office top officials should help the

school administrators to follow up this immediate concern before this lack of

buildings in the public schools will deteriorate the quality of education in the

senior high school curriculum in which impressive implementation of the

curriculum had been manifested.

6. Politicians should be tapped to become benefactors of the scholarship grants

and makeshift buildings to temporarily answer the shortage of classrooms in the

public schools.

7. Additional training for senior high school teachers should be conducted in which

private and public high schools will be combined. From this training, good

teaching and classroom management practices both from private and public

high schools will be observed. Teachers‘ experiences in the successful

implementation of the senior high school curriculum will be shared and

benefited by others.

8. Orientation on the benefits or advantages of K to 12 program particularly the

senior high school curriculum should be integrated in the career program

conducted by the high schools for the Grade 10 students and parents so that

better appreciation to the program will be evident.

 87

DISSEMINATION AND ADVOCACY PLANS

The following actions and initiatives will be taken for effective dissemination of the

result of this research. These activities will be initiated after the submission and acceptance

of the final manuscript in the division and regional offices.

Activities Persons Target Materials

Involved Date and School
Possible Result
Supplies
Needed

Orientation with Researcher, June 2018 Summary of The SDS and Division
the Schools Schools Division Findings, Research Coordinator will
Division Superintendent, Bond Papers be acquainted of the
Superintendent Division and Printer significant findings of the
and Division Research Ink study. They will be
Research Coordinator informed of the schools
Coordinator that need assistance on the
about the full implementation of the
Significant Senior High School
Findings of the Program.
Study

Orientation of Researcher, June 2018 Summary of The school heads and SHS
the School Heads School Findings, coordinators will be
and SHS Administrators Bond Papers acquainted with the results
Coordinators and SHS and Printer of the study. They will be
about the Coordinators Ink oriented of the things they
significant need to improve to attain
findings of the the goals of SHS Program.
study.

Giving of a Researcher June 2018 Hardcopy of The schools will be aware

Hardcopy of the of the things they need to
Manuscript per Manuscript improve in the
school implementation of the SHS
program.

Submission of Researcher June 2018 Hardcopy of The school heads and SHS
the Hardcopy of the coordinators will be
the Manuscript Manuscript acquainted with the results
in the Division of the study. They will be
Office. oriented of the things they
need to improve to attain
the goals of SHS Program.

Submission of Researcher June 2018 Softcopy and The schools will be aware
the Hardcopy Hard Copy of of the things they need to
and Softcopy of the improve in the
the Manuscript Manuscript implementation of the SHS
 88

in the Regional program.

Office

Requesting the Researcher June 2018 Power-point The school administrators

DepED - Sultan Presentation from both private and
Kudarat Division public schools will be
to invite the informed of the findings of
researcher this research.
during Seminars
of the School
Administrators to
Disseminate the
Findings of this
research

Joining Research Research August Power-point The significant findings of

Conferences as 2018 Presentation, the study will be effectively
per approval of Hardcopy disseminated.
the BERF and Soft
Copy of the
Manuscript

REFERENCES

BOOKS

Bauzon, Priscilliano T. (2006). Foundations of Curriculum Development and

Management, Mandaluyong City: National Book Store

Fink, D. (2010). The Succession Challenge: Building and Sustaining Leadership Capacity
Through Succession Management, London

Fullan, M. (2008). The New Meaning of Educational Change, New York: Teachers College
Columbia University (4th Edition)

Zulueta, F. M. & N. B. COSTALES, JR. (2005). Methods of Research:

Thesis Writing & Applied Statistics, Mandaluyong City: National Book Store

MASTER’S THESES AND DISSERTATIONS

Adaniel, Manuel P. (2008). Management and Governance of School Administrators: Their

Effect on the Performance of Teachers and Students of National High Schools in
Cotabato Region, Unpublished Doctoral Dissertation, Sultan Kudarat Polytechnic
State College, Tacurong City

Cabrera, Victoria I. (2011). The Extent of Implementation of In-Service Training Programs

for Grade IV Science Teachers in the Division of Lipa City and Its Effects on Pupils‘
Performance: Implication to Educational Leadership, Master‘s Thesis, Tanauan
Institute, School of Graduate Studies, Tanauan City
 89

Magsino, Jally D. (2009). An Analysis on the Application of Selected Theories in the

Teaching of Grade I – English: An Exploratory Study, Master‘s Thesis, Lipa City
Colleges, Graduate School, Lipa City

Palma, Marybeth F. (2018). Administrators‘ Budgeting Practices: Basis in Enhancing

Fiscal Management Programs of Public Elementary Schools in Region XII, College
of Graduate Studies, Sultan Kudarat State University, ACCESS, EJC Montilla,
Tacurong City

Tow, Charlene (2014). The Effects of School Funding on Student Academic

Achievement, A Study of California School Dustricts, University of California

ACTION RESEARCHES

Lacorte, Emelita A. (2016). Readiness of Private and Public Secondary Schools in the
Implementation of Senior High School Program, Lucban, Quezon City

Volante III, Cecilio S. (2016). The Challenges of the Pilot Implementation of Senior High
School Program in Marikina Science High School, 1800 Marikina City

JOURNAL

Abdullah, Samsudin N. and Cerado, Ernie C. (2015). Emotional Intelligence and Social
Competence: Antecedents of School Administrators’ Transformational Leadership
Qualities, David Publishing, Journal of US-China Public Administration, Vol. 12, No.
3, 180-184

Acosta, I. C. and A. S. Acosta (2016). Teachers‘ Perceptions on Senior High School

Readiness of Higher Education Institutions in the Philippines, Universal Journal of
Educational Research 4(10): 2557-2462, Technological University of the
Philippines, Philippines

INTERNET

Aguirre, Dominador O., Jr. & Gerry B. de cadiz (2013). Instructional Materials
Development Manual, Eastern Visayas State University, tacloban City

Department of Education (2016). Senior High School Tracks, retrieved from

https://www.edukasyon.ph/courses/senior-high-tracks/academic on March
21, 2016

Estacio, Melanie (2015). All Set for K to 12 Implementation, retrieved from

www.deped.gov.ph/.../all-set-k-12-.. on September 2, 2015

Patrionos, H. A. & S. Al-Samarrai (2016). Weighing the Benefits of Senior High School in
the Philippines, The World Bank, retrieved from blogs.worldbank.org/…/weighing-
benefit.. on March 14, 2916

K to 12 Three Practical Benefits of the Philippines’ K to 12 Curriculum, retrieved from

k12philippines.com/three-practical-benefit… on March 25, 2016
 90

Republic of the Philippines

Department of Education
Region XII
ESPERANZA NATIONAL HIGH SCHOOL
Esperanza, Sultan Kudarat

FINANCIAL REPORT

The following were the expenditures that had been incurred for the successful

conduct of the study and the implementation of the action plan to disseminate findings of

this research.

No. Particulars Amount

1 Meals and Snacks of the Respondents, Research 55,170.00
Consultants, Critic Readers and Statisticians
2 Assorted School Supplies (Bond papers, Printer Ink, Ball 48,918.00
pens, Folders , Sign Pens and Other Related School
Supplies)
3 Bookbinding (Soft & Hard), Printing and Photocopying 16,150.00
Services
4 Pocket Wifi Load for Internet Connection and 5,292.00
Communication
5 Transportation 24,470.00
Total 150,000.00

Prepared:

SAMSUDIN N. ABDULLAH
Researcher
 91

Republic of the Philippines

Department of Education
Region XII
ESPERANZA NATIONAL HIGH SCHOOL
Esperanza, Sultan Kudarat

RESEARCH INSTRUMENT

Dear Respondent:

I am glad to inform you that you are one of the respondents of my Basic Research
titled “ASSESSMENT ON THE FULL IMPLEMENTATION OF SENIOR HIGH SCHOOL
CURRICULUM AMONG PRIVATE AND PUBLIC HIGH SCHOOLS IN SULTAN KUDARAT”. Your
honest answers to the following survey questionnaires will give a great impact on the
policy and decision-making of the Department of Education (DepED – Sultan Kudarat) to
improve the implementation of Senior High School Curriculum. Rest assured that your
answers will be held with utmost confidentiality.

SAMSUDIN N. ABDULLAH, Ph.D.

Master Teacher II

Type of Respondent: Kindly check the appropriate box.

School Principal SHS Coordinator Teacher

Parent Student

Name of School: ____________________________ Private Public

Total Number of SHS Teachers: ________ Total Number of SHS Students: _________

Instruction: Respond to the following questions regarding your reaction or perception to

each situation about the implementation of Senior High School Program in your school.
Use the Likert Scale below together with its verbal description and provision to accurately
give your insights regarding the newly implemented program. Encircle the number that
corresponds to your choice.
Numerical Verbal Provision
Rating Description
5 Very Much True The given situation regarding the full implementation of
the SHS Program is VERY MUCH TRUE.
4 Very True The given situation regarding the full implementation of
the SHS Program is VERY TRUE.
 92

3 True The given situation regarding the full implementation of

2 Slightly True
1 Not at all True
the SHS Program is TRUE.
The given situation regarding the full implementation of
the SHS Program is SLIGHTLY TRUE.
The given situation regarding the full implementation of
the SHS Program is NOT TRUE AT ALL.

Expectations on the Full Very Very Slightly

Not at
Much True all
Implementation of Senior High School True True
(3)
True
(2)
True
(5) (4) (1)
Program
Quality of Instructional Practices
1 Students academically perform at the expected level. 5 4 3 2 1
2 Academic and co-curricular activities are well planned 5 4 3 2 1
and organized.
3 Students’ behaviours towards studies are more 5 4 3 2 1
serious and matured.
4 School principal and SHS coordinator regularly 5 4 3 2 1
monitor the quality of instructional practices.
5 Master Teachers and other seasoned teachers assist 5 4 3 2 1
the new teachers in their classroom management and
teaching competence.
6 The required competencies and/or number of hours 5 4 3 2 1
per subject are well observed (Even though there is a
shifting of classes).
7 Teachers always maximize the learning opportunities 5 4 3 2 1
of the students.
College and Career Readiness
1 Teachers handling the core and minor subjects have 5 4 3 2 1
Master’s Degree vertical to their Baccalaureate
Degrees.
2 Teachers teaching TVL subjects have National 5 4 3 2 1
Certificates (NC II, NC III) aside from the
Baccalaureate Degrees related to the subjects given
to them.
3 Teaching competencies and approaches are anchored 5 4 3 2 1
on the university or college standard.
4 There is an adequacy of laboratory apparatuses for 5 4 3 2 1
the Science subjects, and tools and equipment for the
TVL-specialized subjects.
5 Adequate exposures of the students in their 5 4 3 2 1
specialized/major subjects are well observed.
6 Communication and mathematical skills as well as 5 4 3 2 1
attitudes of students are good enough to be
competent college students.
7 Senior High School Program will ensure mastery of 5 4 3 2 1
the core subjects to its graduates such that graduates
may confidently pursue higher education if they
choose to.
8 Senior High School Program would be productive and 5 4 3 2 1
 93

not be vulnerable to exploitative labor practices.

9 Senior High School Program will make the graduates 5 4 3 2 1
prepared academically and emotionally for
entrepreneurship or employment or higher education
disciplines.
Global Competitiveness
1 Senior High School Graduates can be given 5 4 3 2 1
recognition to study or work abroad.
2 The implementation of Senior High School Program 5 4 3 2 1
uplifts the morale of the Philippine Educational
System in the international standard.
3 Our SHS graduates can globally compete in terms of 5 4 3 2 1
academic and career opportunities.
4 Senior High School graduates are envisaged to 5 4 3 2 1
become more competitive in the global arena.
5 Senior High School Program will bring more success 5 4 3 2 1
that would contribute towards building the nation
and be at par with the rest of the world.
6 Senior High School Program is deemed one of the 5 4 3 2 1
best ways to neutralize the growing inequality which
makes us behind compared with other countries.
7 Senior High School Program could help solve the 5 4 3 2 1
problem of unemployment and keep up global
standards.
8 Senior High School Program is a big advantage for 5 4 3 2 1
those who intend to continue studying abroad
because the curriculum is almost parallel with other
countries.
Advancement of Knowledge, Skills and Attitudes
1 Senior High School Program helps Filipino students to 5 4 3 2 1
have advanced knowledge, skills and attitudes to
choose the career that best suits their interest here
and abroad.
2 Senior High School Program will open doors for more 5 4 3 2 1
jobs for the youth, even without a college diploma
because of the advanced knowledge, skills and
attitudes acquired by them.
3 Senior High School Program will improve the chances 5 4 3 2 1
for youth employment as it is aimed at improving
technical-vocational skills through focusing on arts,
aquaculture and agriculture, and among others.
4 Senior High School Program will address low 5 4 3 2 1
achievement scores and poor academic performance.
5 Senior High School Program will produce graduates 5 4 3 2 1
who are more advanced in terms of knowledge, skills
and attitudes.
6 Senior High School Program will enable Filipinos to 5 4 3 2 1
work abroad and compete with foreign professionals
with similar competence and skills.
7 Filipino graduates will easily be employed because of 5 4 3 2 1
their expertise and skills needed in their chosen
 94

career.
8 The Filipino graduates will possess the competencies 5 4 3 2 1
and skills relevant to the job market.
Planning and Preparations
1 The Philippine Government did a comprehensive 5 4 3 2 1
research, wide survey, numerous consultations and
series of preparation before Senior High School
Program has finally been implemented.
2 There is enough planning and preparations for the 5 4 3 2 1
training of Senior High School Teachers.
3 Senior High School instructional materials such as 5 4 3 2 1
books, modules, and other printed materials are
carefully planned and properly sequenced. Thus, they
complied global standards with free of errors.
4 Books, laboratory apparatuses, tools and equipment 5 4 3 2 1
for the Senior High School students are all set before
the opening of the classes.
5 The Department of Education (DepED) strengthened 5 4 3 2 1
its groundwork through series of planning and
orientation sessions on the Senior High School
curriculum with key officials.
6 School Principal and Senior High School Coordinator 5 4 3 2 1
are very much ready to answer queries and worries
of the students and parents regarding the full
implementation of the program.
7 Buildings, classrooms, chairs, laboratory rooms and 5 4 3 2 1
other infrastructure projects needed for the full
implementation of the Senior High School Program
are all set before the opening of the classes.
8 Smooth planning and scheduling of the teachers’ load 5 4 3 2 1
are effectively done.
9 The Department of Education (DepED) has set 5 4 3 2 1
schedule for the Senior High School academic and co-
curricular activities.
10 Enough number of competent/skilled teachers to 5 4 3 2 1
handle the track/strand offered by the school as well
as members of non-teaching staff is well observed.
11 Information dissemination on students, parents and 5 4 3 2 1
teachers was done.
Apprehensions on the Full Very Very Slightly
Not
Much True at all
Implementation of Senior High School True
True
(4)
(3)
True
(2) True
(5) (1)
Program
Financial Expenses
1 Senior High School Program will prolong the years of 5 4 3 2 1
stay of students in school. Thus, more financial
expenses will be expected.
2 Senior High School Program will provide additional 5 4 3 2 1
burden to the parents and students.
3 Senior High School Program will deprive other siblings 5 4 3 2 1
to study.
 95

4 Senior High School Program has specialized subjects 5 4 3 2 1

that require financial obligations such as buying
calculators, apparatuses, ingredients for cooking,
tools and equipment for carpentry, automotive and
other TVL specialized subjects.
5 Our place is far away from the school that offers 5 4 3 2 1
Senior High School Program. Thus, transportation
expenses will be a burden.
6 More subjects in the Senior High School Program 5 4 3 2 1
mean more requirements that need financial
obligation.
7 Miscellaneous fees and other PTA fees increase every 5 4 3 2 1
year. Thus, additional 2 years of stay in school mean
additional financial problem.
8 Another set of uniform will be additional financial 5 4 3 2 1
problem.
9 Senior High School Program will give additional 5 4 3 2 1
dependency to parents.
Dropout Rate and Failures
1 Senior High School Program will cause additional 5 4 3 2 1
dropouts and failures particularly in the lower
sections.
2 Two more years for basic education would inevitably 5 4 3 2 1
translate to higher dropout rate.
3 Students who live in far flung areas are prone to 5 4 3 2 1
dropping out from the class.
4 Students who cannot afford to pay the required PTA 5 4 3 2 1
fees will be susceptible to dropping out from the
class.
5 Students who cannot cope up with the academic 5 4 3 2 1
requirements will possibly result to dropping out and
failures.
6 Parents who are not satisfied with the learning 5 4 3 2 1
opportunities of their students in the Senior High
School curriculum would prefer to transfer their
children to TESDA courses.
7 Due to shifting of classes (in other schools), increase 5 4 3 2 1
of dropout rate will be expected.
8 Returning students or out-of-school youth are prone 5 4 3 2 1
to dropout and failures.
Prevalence of Delinquent Behaviours
1 Delinquent students from Junior High School will still 5 4 3 2 1
be delinquent in the Senior High School.
2 It is apprehended that leaders of the gangs will be 5 4 3 2 1
promoted to the Senior High School.
3 Hard-headed students will still be hard-headed in the 5 4 3 2 1
Senior High School.
4 Trouble makers from different schools will flock 5 4 3 2 1
together in the school with Senior High School
Program.
5 Senior High School and Junior High School students 5 4 3 2 1
 96

share the same environment. Thus, misbehaving

students in the Senior High School can still mingle
with the Junior High School students.
6 Out-of-school youth will be expected to enrol in the 5 4 3 2 1
Senior High School. Some of them are matured
enough and can easily influence other students to be
members of the gang.
Buildings and Other Resources
1 There is a shortage of buildings and other 5 4 3 2 1
infrastructure projects needed for the full
implementation of the Senior High School Program.
2 Books and other instructional materials are still 5 4 3 2 1
unavailable before the opening of classes.
3 There is still an inadequacy of laboratory 5 4 3 2 1
apparatuses, tools and equipment needed for
instructional activities.
4 There is a lack of manpower resources before the full 5 4 3 2 1
implementation of the Senior High School Program.
5 There is no buildable space for instructional rooms 5 4 3 2 1
and stock rooms.
6 There is no potential new school sites/extension site. 5 4 3 2 1
7 There is no enough transportation and access roads. 5 4 3 2 1
8 There is no enough space for playground and other 5 4 3 2 1
outdoor activities.
New School Environment
1 Senior High School environment is not suited to the 5 4 3 2 1
age of most of the students since it is still in the
vicinity of Junior High School.
2 It is hard to adjust with the new subjects, teachers, 5 4 3 2 1
classmates and instructional approaches.
3 New school environment is not conducive for 5 4 3 2 1
learning.
4 There are security personnel who are not friendly 5 4 3 2 1
with new students.
5 The timing of the SHS subjects is not comfortable for 5 4 3 2 1
the students.
6 It is noisy and destructive in the Senior High School 5 4 3 2 1
building.
7 Armed chairs and other facilities are not suited for 5 4 3 2 1
the Senior High School students.
8 Teachers are strict and standard compared to the 5 4 3 2 1
teachers from Junior High School.
9 Senior High School building and classrooms are dull 5 4 3 2 1
(so boring).
External Linkages for Immersion and On-the-Job Training
1 Memorandum of Agreement (MOA) between the 5 4 3 2 1
school and the potential private agencies for the
immersion and on-the-job training of Senior High
School students is not yet set before the opening of
classes.
2 Establishing linkages to LGU’s, industries, companies 5 4 3 2 1
 97

and private institutions has not been done in

preparation for the immersion and on-the-job
training of the students before the opening of classes.
3 Potential teachers to handle the subjects with 5 4 3 2 1
immersion are not yet set.
4 Students with immersion and on-the-job training 5 4 3 2 1
together with their parents are not yet consulted.
5 School has not yet selected the partner 5 4 3 2 1
institution/company/office/agency for the immersion
and on-the-job training of students.
6 School has not yet assigned a teacher who is 5 4 3 2 1
academically qualified as Immersion Coordinator
responsible for all aspects of the immersion or on-
the-job training matrix including program
implementation, monitoring and evaluation.
7 School has not yet conducted initial visit/inspection 5 4 3 2 1
of the venue/office/area for the immersion and on-
the-job training of students.
Effectiveness of Schools on the Full Very Very Slightly
Not
Much True at all
Implementation of Senior High School True
True
(3)
True
True
(4) (2)
(5)
Program (1)

Curriculum Adjustment: The school manifests the ability to:

1 Plan alternative courses of action to adjust itself to 5 4 3 2 1
the demands of Senior High School Program.
2 Set schedule of activities to attain goals of Senior 5 4 3 2 1
High School Program.
3 Design action plans to improve curriculum activities 5 4 3 2 1
relevant to the needs of the globalization.
4 Avail of the required guides and list of possible 5 4 3 2 1
references to improve the program.
5 Pursue innovative activities to strengthen the goals of 5 4 3 2 1
the new curriculum.
6 Purchase the required instructional materials such as 5 4 3 2 1
books and journals deemed essential in carrying out
the program goals and objectives.
7 Teachers are open-minded to embrace the new 5 4 3 2 1
curriculum.
8 Students are able to cope up with the standards of 5 4 3 2 1
the Senior High School curriculum.
9 Parents are supportive of the new guidelines 5 4 3 2 1
pertaining to the academic and non-academic
performance of their students.
10 Students enter the classes on time despite of the very 5 4 3 2 1
early in the morning schedule of classes and very late
in the afternoon dismissal.
School Facilities: The school manifests the ability to:
1 Plan for expansion schemes designed to 5 4 3 2 1
accommodate the widest possible increase of school
population.
2 Persuade the authorities and other stakeholders to 5 4 3 2 1
contribute a part in the widening or expansion
 98

schemes resulting from the implementation of Senior

High School Program.
3 Accommodate the increasing number of students 5 4 3 2 1
through gradually setting up the stage and
gymnasium for the cited expansion.
4 Improve the physical plant and facilities designed to 5 4 3 2 1
make teaching-learning process convenient.
5 Apply the values of frugality, along with economy, in 5 4 3 2 1
infrastructure projects.
6 Make wise use of all school financial resources to 5 4 3 2 1
cope with demands of expansion scheme.
7 Prepare enough chairs, tables, toilets, classrooms and 5 4 3 2 1
other infrastructure projects needed for the increase
of student population.
8 Purchase big tools and equipment for the TVL- 5 4 3 2 1
specialized subjects.
9 Put up laboratory rooms for the Science and other 5 4 3 2 1
specialized laboratory activities.
10 Reserve wide areas for indoor and outdoor activities 5 4 3 2 1
of the students.
Administration and Management: The school principal and SHS Coordinator manifest
the ability to:
1 Adopt more innovative management practices 5 4 3 2 1
relevant to the demands of the new curriculum.
2 Manage wisely and effectively all the school 5 4 3 2 1
resources to attain the goals and objectives of Senior
High School Program.
3 Perform administrative and management functions 5 4 3 2 1
suited to the needs of the new curriculum.
4 Conform to principles of management of change. 5 4 3 2 1
5 Look forward to further strengthening and 5 4 3 2 1
improvement of the administration, as well as
management.
6 Keep abreast of more current trends in 5 4 3 2 1
administration and management.
7 Follow up the higher offices for the immediate 5 4 3 2 1
implementation of the infrastructure projects
intended for the new curriculum.
8 Utilize fiscal resources to answer the basic demands 5 4 3 2 1
of the curriculum such as books, chairs and tables.
9 Talk with the LGU’s and other stakeholders to help 5 4 3 2 1
the school attain the goals and objectives of the new
curriculum.
10 Consult with the teachers regarding the issues and 5 4 3 2 1
concerns of the implementation of the new
curriculum.
Teachers’ Qualifications: The teachers (Take note of the specifications in some of the
questions.)
1 Are master’s degree holders vertical to their 5 4 3 2 1
baccalaureate degrees.
2 Have international (5), national (4), regional (3), 5 4 3 2 1
 99

division (2) and school-based (1) training workshops

related to the subjects assigned to them.
3 Have National Certificates (NC II, NC III and NC IV). 5 4 3 2 1
4 Have enough teaching experience (10 years and 5 4 3 2 1
above (5), 7 to 9 years (4), 5 to 6 years (3), 2 to 4
years (2), 0 to 1 year (1).
5 Have very satisfactory scholastic records during their 5 4 3 2 1
baccalaureate degrees, master’s degrees or doctoral
degrees.
6 Have outstanding achievements for their exemplary 5 4 3 2 1
performance (outstanding teacher, best researcher,
best research presenter, division or regional trainer,
etc.).
7 Undergo rigid trainings during summer vacation or 5 4 3 2 1
during school days as required by the DepED.
8 Use varied types of teaching strategies designed to 5 4 3 2 1
suit the needs of the new curriculum.
9 Employ more innovative techniques such as portfolio 5 4 3 2 1
to make learning more output-based.
10 Make use of all possible resources to improve 5 4 3 2 1
themselves professionally, most particularly in terms
of teaching competence.
11 Keep abreast of the modern techniques of teaching, 5 4 3 2 1
particularly the use of multi-media and other ICT
integration.
12 Utilize more reliable assessment tools and techniques 5 4 3 2 1
to evaluate students’ performance.
13 Enhance teaching competence using research- 5 4 3 2 1
informed strategies.
Teaching Strategies: The teachers
1 Are exposed to trainings and workshops on the 5 4 3 2 1
modern approaches appropriate for Senior High
School students.
2 Adopt the modern teaching strategies particularly the 5 4 3 2 1
integration of ICT and social networking sites.
3 Employ effective motivational techniques to sustain 5 4 3 2 1
students’ interests in the lessons.
4 Phrase simple questions that encourage students’ 5 4 3 2 1
participation.
5 Present lessons logically and sequentially and support 5 4 3 2 1
them with concrete examples.
6 Give detailed or comprehensive explanations for 5 4 3 2 1
difficult topics.
7 Give clear and specific directions and emphasize the 5 4 3 2 1
values to be internalized during learning activities.
8 Direct discussions effectively and allow students to 5 4 3 2 1
participate in the discussion.
9 Make sure that all types of students can cope up with 5 4 3 2 1
the lessons.
Instructional Materials
1 Books are enough for the teachers and students. 5 4 3 2 1
2 Books are free from errors. 5 4 3 2 1
 100

3 Proper sequence of the topics in the Curriculum 5 4 3 2 1

Guide is manifested.
4 Enough LED TV screens and other multi-media are 5 4 3 2 1
observed.
5 Manila papers and other instructional materials are 5 4 3 2 1
provided.
6 Teachers select instructional materials based on the 5 4 3 2 1
students’ interest to attain the objectives of the
lessons.
7 Teachers use instructional materials to motivate and 5 4 3 2 1
sustain the varied interests of the students.
8 Students are supplied with the needed instructional 5 4 3 2 1
materials with free of charge.

What can you say/suggest/recommend to improve the implementation of Senior High School
Curriculum? (Optional)

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CURRICULUM VITAE
Name :SAMSUDIN N. ABDULLAH
Address :Prk. Cahilig, Poblacion, Esperanza,
Sultan Kudarat

Birth Day : November 10, 1979

Birth Place : Pimbalakan, Shariff Aguak,
Maguindanao
Civil Status : Single

EDUCATIONAL ATTAINMENT
Post Graduate Education:
DOCTOR OF PHILOSOPHY
IN EDUCATIONAL MANAGEMENT
Sultan Kudarat State University (SKSU),
ACCESS, EJC Montilla, Tacurong City
Academic Year: 2012 – 2015
Master of Arts in Mathematics (Not Completed)
Notre Dame of Marbel University (NDMU),
Koronadal City, South Cotabato
Academic Year: 2004 – 2005

Master of Arts in Teaching Mathematics

College Education
Sultan Kudarat State University (SKSU),
ACCESS, EJC Montilla, Tacurong City
Academic Year: 2009 – 2012
: Bachelor of Secondary Education (BSE-Math)
Mindanao State University – Maguindanao
Academic Year: 1998 – 2002
Honors Received: CUM LAUDE
University Service Award

Secondary Education : Maguindanao National High School

Labu – Labu, ShariffAguak, Maguindanao
School Year: 1994 – 1998
Honors Received: SALUTATORIAN
Academic Excellence Award

Elementary Education : Dimampao Elementary School

Dimampao, Datu Abdullah Sangki, Maguindanao
School Year: 1989 – 1994
Honors Received: VALEDICTORIAN
Academic Excellence Award
Leadership Award
Eligibilities : Licensure Examination for Teachers (LET)
August 25, 2002
Presidential Decree (P. D. 907)
Date Awarded: April 2, 2002
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Teaching Experience: Lutayan National High School

Tamnag, Lutayan, Sultan Kudarat
Teacher I (June 23, 2003 – August 31, 2006)

Esperanza National High School

Poblacion, Esperanza, Sultan Kudarat
Teacher I (September 1, 2006 – August 25, 2011)
Teacher II (August 26, 20011 – June 30, 2013)
Teacher III (July 1, 2013 to September 15, 2015)
Master Teacher I (September 16 – May 15, 2016)
Master Teacher II (May 16, 2016 to Present)
Some of his Awards and Achievements
International Conference on MULTIDISCIPLINARY INNOVATION IN BUSINESS
ENGINEERING SCIENCE & TECHNOLOGY (MI-BEST) Research Presenter
at Baguio City, Philippines on February 26 – 27, 2015 for the study titled ―EMOTIONAL
INTELLIGENCE AND SOCIAL COMPETENCE: ANTECEDENTS OF SCHOOL
ADMINISTRATORS’ TRANSFORMATIONAL LEADERSHIP QUALITIES‖
BIMP – EAGA International Research Presenter
Palawan State University, Palawan, Philippines on his study titled
―KULINTANG ENSEMBLE OF MAGUINDANAON: REFLECTION AND
PRESERVATION OF THEIR CULTURES AND TRADITIONS‖

BEST PRESENTER (National Level)

during the 3rd National Multidisciplinary Research Conference on April 27 – 29, 2015
at University of Northern Philippines, Vigan City
2016 OUTSTANDING MASTER TEACHER IN REGION XII
2013 OUTSTANDING SECONDARY SCHOOL TEACHER III IN SULTAN KUDARAT

REGION XII and SULTAN KUDARAT DIVISION MATHEMATICS OLYMPICS and

MTAP-MATH CHALLENGE WINNING COACH and FACILITATOR
Best Research Paper
Best Presenter
Sultan Kudarat State University
2013 SKSU-College of Graduate Studies Research Forum