1

Introduction

Career decision is very important for a Senior High School graduating student to take,

although doing it is a lifelong process (Georgia Careen Information Center, 2013). It is a

continuous process throughout the development of person. However, most of the graduating

students are having hesitation and worried about the path they are going to pursue after the final

phase of High School. Most of them are still undecided if they will pursue their tertiary level,

find a job, and create a business or just nothing.

As years passed by, the Philippines had undergone so many changes, adapting new

environment, implementing new rules, and inventing new things to be suited for innovation to be

globally competitive.

In a proposed Republic Act No. 10533 or also known as the Enhance Basic Education

Act of 2013 by the former President Benigno Aquino III with the collaboration of the

Department of Education (DepEd) wants to change the ten year pre university program that

considered as the primary reason that Filipinos are often not recognized as licensed professional

in their chosen field as they work in other countries and most of the time not aligned to their

degree. It also aims to remove the poor quality of the basic education that is reflected in the

inadequate preparation of High School in the world. In addition, it also gives the students to be

prepared and think critically on the chosen curriculum exits that they will take.

The Philippine K-12 curriculum program provides at least one year of kindergarten

education and a total of twelve years than the former ten years of basic education or six (6) years

of elementary education and four (4) years in secondary. In addition, the K-12 program aims to

maintain and support a complete adequate and integrated system of education, geared excellence,
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competence to engage in work, productive, ability to coexist in fruitful harmony with local and

global community, globally competitive learners, and student’s preparedness in a career

pathways or curriculum exits.

In the study of Maurice Dence B (2018), to address the concerns and worries of the

Grade 12 graduating students, an action research was proposed. The research aims to examine

the career decision of the students’ and how it relates to K-12 curriculum exits (Trabaho,

Negosyo, Kolehiyo, and Middle skills development). The result of the study is that the majority

of the students' career decision after graduation will enrol to college/ university (57.4%),

followed by find a job (34.9%), enrol to vocational school (4.9%), have his own business (1.9%)

and some were undecided.

Therefore, the researchers conducted this study to know does the new basic education

curriculum or the K-12 program affect the chosen curriculum exits among graduates. It also aims

to identify the chosen pathway by the graduates of the Senior High School of Batch 2018-2019

of Apalit High School. In addition, the researchers determined the percentage of graduates who

took entrepreneurship, college, job, and Middle level skills.

Review of Related Literature

Conforming to DO 41, s.2015 many students still having a hard time what are paths that

they are going to been through after their Senior High School. Students are hesitant if they will

pursue college, apply for a job, create a job, or enrol in a higher vocational course. In addition,

with that kind of issue the Department of Education prepared student about that matter through

the Career Guidance Program.

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It closely related to the study of the researchers since they are trying to figure out that

what are the career choices or curriculum exits that the K-12 2 nd Batch graduates of Apalit High

School after the graduation. Should they pursue their college? Creates a business? Apply for a

job? Or they enrol in higher vocational institution. In this article it is mentioned to that the

Department of Education always informed those students who are having a hesitation after their

final phase in college.

Stated by Bidwell (2014) the Senior High School Curriculum is an entry point to

college/university life or business and industry, the later seen as the lesser of the two regarding

prestige.

In this article it is clear that the main purpose of the K-12 Basic Education Curriculum

program is to help students especially those graduating Senior High School to be more ready and

prepared after 12 years education in both elementary and secondary. It is closely related to the

study of the researchers since they are trying to find out the importance of the k-12 program in

the chosen curriculum exits of students.

According to David San Juan (2017), it imposes an additional two years of high school

(senior high school) for all Filipino students, which the Government claims that this is done in

compliance with global standards. Basically, the curriculum can be summarized as “preparation

for higher education, eligibility for entrance to overseas tertiary educational institutes, and lawful

employability” (Okabe, 2013).

This article is closely related to the study of the researchers since they are seeking out to

the positive impact of the new basic education curriculum program to the different aspects of

students, workplace, and education.

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Dr. Nancy T. Pascal’s research in 2014 entitled “Factors Affecting High School

Students‟ Career Preference: A Basis for Career Planning Program‟ adds more dimension to the

researcher’s study of K-12 affecting the senior high school students‟ preferences on whether

they will immediately enter the workforce or pursue tertiary education. In this paper, Pascual

enumerates the different factors that affect a student’s inclinations in terms of the career to be

taken up in college and future jobs.

The related literature that are stated gave the researchers some sort of idea regarding on

their study about the perception of the second batch of senior high school graduates towards the

implementation of k -12 basic education in their chosen curriculum exits. This serve as a guide

for the researchers in conducting their study.

In the study of Maurice Dence B (2018), to address the concerns and worries of the

Grade 12 graduating students, an action research was proposed. The research aims to examine

the career decision of the students’ and how it relates to K-12 curriculum exits (Trabaho,

Negosyo, Kolehiyo, and Middle skills development). The result of the study is that the majority

of the students' career decision after graduation will enrol to college/ university (57.4%),

followed by find a job (34.9%), enrol to vocational school (4.9%), have his own business (1.9%)

and some were undecided.

In this study that was conducted last 2018, it is stated that majority of the student’s career

decision after their graduation in Senior High School will pursue their higher education, some

students will find a job, some will enrol in any vocational school, others will create a business

and others were still undecided on what next in their lives. It closely related to the study of the
 5

researchers since they are trying to find out the percentage of the 2nd Batch graduates of Apalit

High School in their chosen curriculum exits.

Majority of the students preferred to proceed to college (Kolehiyo) simply because

Filipinos believe that education plays an important role in the country’s progress and it helps

people to become better and productive citizens. Aside from that education helps solve the

unemployment problem which poses a hindrance to the growth of the nation (De Guzman, 2015).

This study is related to the study of the researchers since they are finding out how many

students or the percentage of students pursued their college life after the two years stayed in High

School. This study help out the researchers that some students believes that the implementation

of K-12 is a big help in their tertiary level.

Study conducted in Sta. Cruz National High School (2018) stated that the result of the

survey was supported by the FGD among the eight students from different strands after were

asked about their reasons why they choose those career options. Among the eight (8)

respondents, six (6) answered they wanted to continue their studies and enter to college. Two (2)

of the respondents wanted to find a job because they want to help their parents due to financial

difficulty.

Most of the mentioned studies that are stated gave the researchers some sort of idea

regarding on their study about the perception of the second batch of senior high school graduates

towards the implementation of k -12 basic education in their chosen curriculum exits. This serve

as a guide for the researchers in conducting their study.

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Conceptual Framework

Input Process Output

-Get the number of K-12 1. Reading and

Basic Education
Curriculum of 2nd Batch
graduates of Apalit High
School in S.Y 2018 -
2019 in the
administration of Apalit
High School.
-Survey questionnaires
and some series of
interview to identify the
chosen curriculum exits
reviewing related studies
and literature.
Give possible
2. Respondents answer recommendations
the questionnaire given about the Curriculum
by the researchers and Exits and the
some series of interview. importance of having
3. Analyze the a blueprint in life.
information gathered
from the interview and
questionnaire.

Table 1

In Frame 1, it showed the input of the study which consists of the selected respondents

including the number of K-12 Basic Education Curriculum 2 nd Batch graduates of Apalit High

School, and the instrument used. In Frame 2, it showed the process of the study which consists of

the things that the researchers have done. (1) Reading and reviewing related studies and

literature. (2) Respondents answered the questionnaire given by the researchers and some series

of interview. (3) Analyze the information gathered from the interview and questionnaire. And

lastly in Frame 3, it showed the output of the study which consists of the recommendation about

the Curriculum Exits and the importance of having a blueprint in life.

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Statement of the Problem

The general problem of this study was to know "How does K-12 Basic Education

Curriculum program affect the Curriculum Exits of the K-12 2nd Batch Graduates of Apalit High

School?”

Specially, this study sought to answer the following:

1. Determine the demographic profile of the respondents in term of

1.1 Gender

1.2 Tracks/Strands

1.3 Specialization

2. Identify the Curriculum Exit were taken by the Graduates of Senior High School Batch 2018-

2019.

3. Understand the perception of Senior High School Graduates Batch 2018-2019 and find the

importance of Senior High School in the path they have chosen to future?

4. Give possible recommendations about the Curriculum Exits and the importance of having a

blueprint in life.

Significance of the Study

The main purpose of this study was to know what are the curriculum exits does the K-12

2nd Batch Senior High School Graduates of Apalit High School.

The result of this research study was beneficial to the following:

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Students. Since they are the main concern of this study, it helped them to know what are

the challenges and difficulties that they might encounter after graduating on Senior High School.

It also abled them to make necessary steps and decisions that they can use to solve the problem.

Parents/Guardians. The results of this study informed them regarding the curriculum

exits of Senior High School graduates. It helped them to guide their children about the

advantages and disadvantages for what is next step that their child going to do.

Teachers. This study helped the teachers to enhance their teaching techniques for the

students to be globally competitive. It helped them to understand the needs and problems that

might meet in the curriculum exits of the K-12 program.

Future Researchers. Researchers may find this research as guide for them about the

curriculum exits of the Senior High School graduates. This may serve as a reference material and

basis for further study.

Scope and Delimitation

This study focused on the chosen Curriculum Exits of the K-12 Basic Education

Curriculum program 2nd Batch Senior High School Graduates of Apalit High School for the year

2018-2019.

The main focuses of this study was the Second Batch of Senior High School Graduate of

Apalit High School and did not get the preference of other graduates. The researchers have

chosen non-randomly selected students form the second batch of graduates and will use as the

informants. This study was limited the second batch of graduates since they were the one who
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can give more information and much affected to this study. As well as they are the fresh

graduates of K-12 program.

Definition of Terms

Curriculum Adjustment- This refers to the new set of strategies and techniques in teaching to

the implemented of the K-12 program in order for globally competitive learners.

Curriculum Exits- This refers to the pathway or chosen career by the learners after their

graduation in Senior High School. It can be college, business, job and middle school.

K-12- It is also known as Republic Act No. 10533 or also known as Basic Education Curriculum

(BEC) in the Philippines that was signed by the former President Benigno Aquino III. It’s stated

to this law that all Filipino learners should undergo 13 years of basic education before entering

college.

Research Design

In order to accomplish the main goal of this study, researchers utilized a descriptive type

of research to find out the perception of the 2nd batch of Senior High School graduates towards

the effect of K-12 Basic Education Curriculum in choosing the Curriculum Exits in Apalit High

School.

Descriptive type of research was used by the researchers for it is the most fitted methods

and technique for this study. According to Manuel and Model (1986) the descriptive research

involves the description, recording, analysis, and interpretation of the present nature,

composition or process phenomena. The focus is on the prevailing conditions, on how a person,

group, or thing behaves or function at the time of the study. The characteristics of this method is
 10

used as a tool to determine the preparedness of the graduates and used to gather information in

order to answer questions concerning the current status of the subject of study.

Participants and Sampling Techniques

There were two sets of respondents in this study: First were the 103 2 nd Batch of Senior

High School graduates of Apalit High School S.Y. 2018-2019.

The second sets of respondents were the 15 non-randomly selected students among the

103 graduated in Apalit High School in the S.Y. 2018-2019.

The researchers were well informed that the informants have the right to answer the

question or not, allow the interview to be conducted or refuse to do it, and express their selves,

therefore the researchers used non-randomly sampling technique considering the availability and

convenience of the informants.

It was essential that the selected respondents were eligible in providing answer and

information that was require to this research.

Ethical Consideration

In conducting this study, the researchers requested for the endorsement of the research

adviser and requested for the permission of the principal.

The researchers requested for permission of the principal in which where the study

wasconcluded. The researchers informed the participant about the study, its purposed,

importance, and its contribution. The welfare of the participants were considered and asked to

sign the consent to assure their confidentiality and reliability of their answer. The researchers

also informed the participants that the participation in this study was spontaneous and they can
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withdraw anytime. The researchers provided a sound recorder to assure that the information

gathered and provided in the study was accurate and valid.

Research Instrument

In this research the researcher used questionnaire and some series of interview questionnaire to

answer the needed information and to have reliable answers. The researchers used only one set of

questionnaires and a conducted interview that was apportioned for the K -12 Basic Education

Curriculum 2nd Batch graduates of Apalit High School about their chosen Curriculum Exits.

Data Collection Procedure

The researchers utilized two (2) methods in gathering data and information. These were

the survey questionnaire and series of interview.

The questionnaire made by the researchers played a very important role to this study and

serve as the most important data. The questions made by the researchers are based on the

statement of the problem of this study.

After creating the first drafts of questionnaire and interview guide, researchers wrote a

letter of request for the approval of the conduction of the research study. It was given to the

school principal, and Senior High School focal person since the respondents of the study were

the Senior High School Grade 12 students Batch 2018-2019.

After approval, the researchers prepared the questionnaires. In the preparation for the first

draft of the survey questionnaire and interview guide question, the researchers consulted several

books, dissertations, theses, and different related literatures. When the first draft of the

questionnaires was made and submitted to the research adviser for the corrections. The
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suggestions, feedbacks, and comments made by the research adviser was incorporated on the

final copy of the survey questionnaire.

Once the final drafts of the questionnaires are approved, the researchers provided briefing

to the respondents for them to be well instructed as they do the survey. The collection of data

was done during the 4th Quarter of the S.Y 2019-2020. The data gathered from the survey and

interviews were then being analyzed and interpreted by the researchers.

Treatment and Analysis of Data

To process the data, the recorded interview and collected data from the questionnaire

were transcribed. After that, the data were organized, analysed and interpreted through the use of

proper statistical procedure and common themes and ideas of the informants. The data

wereorganized topic by topic and categories.

Results

This part of this study describes the presentation, analysis and interpretation of the data

about the chosen curriculum exits of the 2nd Batch graduates of Apalit High School and how does

K-12 Education System affect their chosen curriculum exits. The data gathered from the

questionnaire and interview guide made by the researchers and answered by the 103 2 nd Batch k-

12 Graduates of Apalit High School and 15 non-randomly selected respondents wasanalysed and

also presented to this part.

I. Demographic profile of the Senior High School Graduates

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Demographic profile played a significant role to this research since it may serve as the

main basis of the results. In this study, the researchers have used the demographic profile of the

students to understand which gender and strand/track among the 2nd Batch Graduates of Apalit

High School have pursued their college, creates business, find job or others. A total of 103

students who have graduated as the 2 nd batch of the k-12 basic education program have been the

respondents of this study in Apalit High School. 15 of them undergone a recorded interview that

served as the primary respondents which were chosen based on the non-random sampling

technique by the researchers. In Table 1, it illustrated the number of graduates in terms of

gender.

Table 2

Frequency Distribution in Terms of Gender

Gender Frequency Percentage

Male 56 54.37

Female 47 45.63

Total 103 100

In this table, it demonstrated the frequency and percentage of the respondents when they

were grouped in terms of gender. There were 56 or 54.37% of male and 47 or 45.63% of female

respondents have participated in this study. A total of 103 respondents or 2 nd Batch Graduates

corresponded to 100%. Based on the survey that was conducted by the researchers most of the

graduates were Male. Presented in the next table was the track and strand of the 2 nd Batch

Graduates when they were in Senior High School.

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Table 3

Frequency of Distribution in Terms of Strand/Tracks

Strand/Tracks Frequency Percentage

Academic 34 33.01

Technical Vocational 69 66.99

Livelihood
Sports 0 0
Arts and Design 0 0
Total 103 100

The table above expressed that 34 or 33.01% of the respondents were enrolled in

Academic Strand, 69 or 69.99% were enrolled in TVL or Technical, Vocational and Livelihood

and no one were enrolled in any strand when they were still in Senior High School. Presented in

the next table was the distribution of respondents in terms of Specialization.

Table 4

Frequency of Distribution in Terms of Specialization

Specialization Frequency Percentage

General Academic Strand 34 33.01

ICT 32 31.07

Home Economics 37 35.92

Total 103 100

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The Table 3 entailed that 34 or 33.01% of the respondents were from General Academic

Strand, 32 or 31.07% were Information Communication Technology strand under the TVL

parallel to 37 or 35.92% of Home Economics with a total of 103 respondents at 100%.

II. Current Status and chosen Curriculum Exits of the k-12 2nd Batch Graduates

One of the purposes of this study was to know the current status of the Second batch of

Senior High School graduates. The 103 students who have graduated were asked about their

chosen Curriculum Exit: College, Business, and Job.

A. Frequency Distribution about Curriculum Exits in Terms of Specialization.

Table 5
Curriculum Exits of Academic Strand
Name of the Students Curriculum Exits Specification
Afundar, Jezril - Others
Alfonso, John Erick Ford College Education (DHVSU)
Angeles, Rommel Job Factory Worker
Angeles, Jomer - Others
Canlas, Kenneth David College Accountancy (CEU)
Catua, Jhervin Dave College Education (DHVSU)
Flores, Vincent College Marine (CLCST)
Garcia, Jhunel College Hotel Management (DHVSU)
Jamisola, Christian - Others
Lopez, John Jerald College Education (DHVSU)
Manzalapus, Mark Stephen - Others
Miclat, Lexter Job Construction Worker
Navarro, Jr. Edwin College IT (DHVSU)
Nunga, Lester Job Construction Worker
Pineda Nicolo Paolo Job Factory Worker
Pingol, Raymond College IT (BulSU)
Salalila, Arvin College IT (DHVSU)
Sanidad, Jefferson Job Pahinante
Santiago, Prince Kyle College Education (BulSU)
Talavera, Darwin Job Factory Worker
Tena, Michael Job Construction Worker
Villacorta, Lee Joshua College Business Administration(DHVSU)
Zapata, Justin College Fisheries (CLSU)
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Bautista, Crislyn College Business Adminstration (DHVSU)

Bernate, Justine Molly College CSER (BulSU)
David, Maria Lourdes College Criminology (BulSU)
Dela Pena, Sharica Mae Business Panedirya
Dimarucut, Jag Nikki College Education (BulSU)
Garcia, Regina Marie College Civil Engineer (BulSU)
Macalla Leah Rizza College Accountancy (DHVSU)
Magday, Alyssa College Education (DHVSU)
Manalo, Princess Job Factory Worker
Pingol, Jasmin College Business Adminstration (DHVSU)
Rodrigues, Elaine Anne College Education (BulSU)

As interpreted in table 4 there were 21 who pursued in college, 8 who found job, 4

classified as others and 1 who engaged in business. This showed that the General Academic

Strand 2nd batch of Senior High School Graduates was divided in their chosen career. Among

students who pursued college Education and Business Administration was their chosen course.

Presented in the next table was Curriculum Exits of ICT.

Table 6
Curriculum Exits of ICT

Name of the Students Curriculum Exits Specification

Dionicio, Ar-jay Job Tricycle Driver
Domingo, Kenneth College BSESS (BulSU)
Dungo, Cedric Job Welder
Duque, Edgar laurence - Others
Flores, Arjen louie College IT (BPC)
Flores, Tristan Jewel College CSER (BulSU)
Guevarra, Jess mark - Others
Maglalang, Daryll College IT (DHVSU)
Manlapaz, Angelo Job Masahista
Montemayor, Edmer College BSESS (BulSU)
Mungcal, Jan Erickson College BSESS (BulSU)
Talavera, Keneth Job Rimpy Bondoc
Talavera, Renz College BSESS (BulSU)
Torres, John Maverick College IT (DHVSU)
Tubig, John Carlo College Electrical Engineering(BulSU)
Vasallo, Joshua College IT (BulSU)
Yabut, Peter John College Criminology (BulSU)
Alug, Ivan Eliza - Others
Cortez, Aira Claire College BSESS (BulSU)
De Guzman, Kyla Eunice College Architecture (DHVSU)
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Dy, Jenny Rose Job Sales Lady

Florete, Jhelyn College Sport Management (BulSU)
Intal, Camille Joy College Business Administration(DHVSU)
Leyson, Erika Mae Job Crew
Masangkay, Catherine College IT (DHVSU)
Naguit, Alexi Job Crew
Najas, Glory Rose - Others
Negrido, Mitchelle Jean College BSESS (BulSU)
Pangan, Jhoanna - Others
Sambile, Amadelyn College BSESS (BulSU)
Sicat, Roselle College Education (BulSU)
Tubig, Michaela Ruth College BSESS (BulSU)

As showed in table 5 there were 20 who pursued in college, 7 who found job, and 5

classified as others. This showed that the Information Communication Technology under TVL

2nd batch of Senior High School Graduates was divided in their chosen career. Among students

who pursued college Sports Management was their chosen course. Presented in the next table

was Curriculum Exits of Home Economics

Table 7
Curriculum Exits of Home Economics

Name of the Students Curriculum Exits Specification

Aquino, John Peter Job ADM
Bernabe, John Rocha Job Staff
Cabriana, Percy College IT (DHVSU)
Casupanan, Ronnel College IT (BPC)
Chavez, Marlon College Criminology (DHVSU)
Cunanan, Aldrin College Criminology (BulSU)
Domingo, Kevin Job Crew
Dulin, Jan Vince College Criminology (BulSU)
Dumaguing, Arvin College Criminology (BulSU)
Flores, Jaymar - Others
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Lacap, Justin Job Staff (Super Market)

Pineda, Jobert - Others
Reyes, Mark Angelo College Political Science (UDM)
Sanchez, Fredericko - Others
Siervo, Josemari Higher Institution Automotive (TESDA)
Tecson, Raynald College HRM (BulSU)
Alfonso, Nheslhene Anne College HRM (BPC)
Alvarado, Shiela Marie College Education (BulSU)
Bacud, Brisa College Fitness and Sports (BulSU)
Bernarte, Jubilee Mae College HRM (BPC)
Borlongan, Kate - Others
Briones, Pamela Rose Job Cashier
Cainglet, Elizabeth College HRM (DHVSU)
Cardenas, Rocel - Others
Carreon, Justly Jane College HRM (BPC)
Cuyno, Aira Marie College HRM (BPC)
Dela Cruz, Michelle College Education(DHVSU)
Garicia, Rina College Criminology (BulSU)
Maceda, Mary Ann College Education (BPC)
Pineda, Mary Joy College HRM (DHVSU)
Pingol, Mariecris College Sports Management (BulSU)
Sotero, Ludelyn Job Crew
Talavera, Jessa College Education (BulSU)
Talavera, Regine College Education (BPC)
Torres, Meryl - Others
Uy, Christine College Call Center Management (BPC)
Yumul, Cyril Jane Job Staff

As demonstrated there were 23 who pursued in college, 7 who found job, 1 who enrol in

technical vocational school and 6 classified as others. This showed that the 2 nd batch of Home
 19

Economic under TVL Senior High School Graduates was divided in their chosen career. Among

students who pursued college Hotel Management and Hotel and Restaurant Services was their

chosen course. In the next table, it revealed the summary of the chosen Curriculum Exits of the

2nd Batch Graduates

Figure 1

Summary of the chosen Curriculum Exits of the 2nd Batch Graduates

11

15
College - 64

Job - 22

Others - 15

Tech-Voc - 1
22
Business - 1
64

As interpreted there were 64 who pursue in college, 22 who foundjob, 1 who engaged in

business, 1 enrol in technical vocational school and 15 classified as others. This showed that the

second batch of Senior High School Graduates was divided in their chosen career. Among the 68

pursued in college, their courses that they take were Education, Business Administration, Sports

Management, and Hotel Restaurant Management or Hospitality Management.

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Figure 2

Frequency of Students Pursuing College

NO 47

YES 53

44 45 46 47 48 49 50 51 52 53 54

Frequency of 15 non-randomly selected students Pursuing College

As presented in Figure 1, there were 8 or 53% that answered Yes and 7 or 47% answered

No in pursuing college. In this table, half of the 15 non-randomly selected students pursued in

college and still seven were not able to enrol. And most of the 53% who pursued in college

studied in Bulacan State University and some studied in Don Honorio Ventura State University

with the courses of Education, HRM, Accountancy, IT and Fisheries.

Figure 3

Frequency of Graduates Working

NO 80

YES 20

0 10 20 30 40 50 60 70 80 90

Frequency of 15 non-randomly selected Graduates Working

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The figure above flaunted that 3 or 20% answered No and 12 or 80% answered Yes in

this figure it showed that among the 15 non-randomly selected respondents one-fifth of them

were working, maybe some of them really pursued college, engage in business or classified as

others.

III. Readiness of the Senior High School Graduates to Life

A. Perception of the Senior High School Graduates to the k-12 Basic Education

Program Before.

“What was your stand towards the k-12 Basic Education Program before?”

“Dagdag gastos, problema yung mga project at gastusin” (It’s like added expenses and we are

also having a hard time with complying the project)

“Ali ku favor, kasi anyang megaral kami enaman talaga pamagaral, meg trip kami mu kaya

mekapagaral kami. Ita aburyan mu, makanta palaing magaral, masaya, atin kang aliwa na

akayabe, dakal ka abalu”. (I’m not in favor, because when we study, we did not really mean it,

it’s just for fun. After a long run, I realized that studying gives a satisfaction to the students such

as you will meet many people, it gives happiness, and you will get knowledge)

“Hindi ako pabor sa K-12 kase parang dagdag gastos lang sya sa mga magulang tapos hind

ikasi sya naka line dun sa course natinake ko ngayon. Madadagdagan nanaman yung stress”.

(I’m not in favor of k-12, because its like added expenses for the parents, and the course I chose

is not aligned. And it’s another stressor for me)

“Yung K-12 kase it's fun tapos hindi sya ganon ka helpful kapag nag college ka, iba yung study

sa college iba at iba yung study sa senior high. Parang inexperiment lang yung senior high
 22

school students, and then pagdating ng asa college parang wala lang kase sa college puro

reporting lalo nasa course ko, nung senior high puro groupings so wala, walang tulong. Against

ako pero it's fun. Dagdag gastos tas 2 years kase syempre as students gusto natin agad

makakuha ng job pero dahil sa senior high school hindi tayo agad nakapagaral e ganon lang

din pala pagaaralan naten sa college parang di natin nagamit sa college” (k-12 is fun but not

that helpful when I go to college what we study in college and in senior high are different, it is

like senior high schools are just an experiment, and when you go to college there is no much

different just like in my course, we do a lot of reporting just like before. I’m not against with it

but it’s fun. We spent another 2 years and of course another expenses are needed, as a student we

want to have a job as soon as possible but because of senior high school we have to wait for

more when in fact we are just doing the same as what we do in college)

“Before I guess it is only a waste of time in preparing for college life. Because it is an addition

if 2 years which or can waste money and time to step up on tertiary level of studying”

“For me, when the Government implemented the K-12 program before, I know that the

Government is not ready for this program, there is still hole in the program wherein they made

the first batch of k-12 as an experiment if the program was success or not”

Without sufficient knowledge about the new Enhance Basic Education Curriculum

(EBEC) or otherwise known as k-12 Basic Education Program, its importance, purpose, as well

as its effects, the students believed that the Government with Department of Education

implementation of it is just an experiment an additional 2 years on the former 10-year Basic

Education Cycle in the Philippines that made the life of the students more complicated and

difficult to achieve success, at the same time, an additional expenses to them.

 23

But, there were others that supported that the implementation of the k-12 Basic Education

Program because they believed that it really helped them in gaining more knowledge and their

chosen curriculum exits

“Favor ku, kasi makasawup ya kaku, king course kung kinwa ngeni, ampo king obra kung

pamag catering”. (I’m in favor with it because it helped me a lot with the course I took and

partime job)

“Hindi ako against nung napatupad yung K-12 program at hindi ako nagsisisi napumasok ako

ng senior high dahil mas lalong nadagdagan yung knowledge na meron ako madami akong

natutunan lalo nasa skills yung mga bagay nasa tingin ko dati na hindi ko kaya ngayon

nagagawa ko na at nageenjoy ko ngayon” ( I am not against when k-12 program was

implemented and I do not regret taking senior high because I have got to learned more, and also I

learned some skills that I never knew I could do when in fact I enjoyed doing them today)

“Actually, I’m not in favor in k-12, because it gives an opportunity that after senior high, we can

able to find job without pursuing college”

“I’m 100% favor with the implementation of k-12 because it’s steppingstone to get job after

graduation”

“I’m in favor about the implementation of the k-12 because it will enhance your knowledge”

“Ever since our former President Noynoy Aquino implemented k12 many people's opinion have

come out. If you look at it might be another expenses to think. but the important is it helped a lot

of students. And for me the k12 have a big contribution to choose the path and not only the

course that I want but also for the preparation as a college student”
 24

“I’m in favour with k-12 because it helps me to develop my skills and abilities as an individual”

B. Perception of the Second Batch of Senior High School Graduates Towards the

Implementation of the k-12 Basic Education Program.

“Do you think entering Senior High School helped you in the career that you chose?”

At the end, most of the non-randomly selected respondents said that their Senior High

School life or the implementation of the k-12 education system program helped them in their

chosen curriculum exits that they pursued whether from college, job, engage in business or enrol

in technical vocational school.

“Maragul yang bage kase syempre atin kang atutunan king kayi senior high para kalub mung

college dakal nakarin balu. Medjo malawut ya pero atin naman karing aliwang subject patse

magka subject kami ketang strand mi dati.” (It is essential because you learn a lot in senior high

so that once you enter in college, you are knowledgeable enough. Since the course I took is not

aligned in my strand in senior high, still there are subjects that are being taught in my chosen

course.)

“Awa itapin diba magobra ampo magaral kung kayi king skwela in course kukinwa cookery

tapus ing pangongobra kupa king catering tapus mag extra kupangluto king aliwa. Tapos

dagdadg knowledge yapa”. (Just like what I've said, I have a job and study at the same time

wherein cookery is my course. I had the chance to have an extra job which is catering and at the

same time, my knowledge widens)

 25

“Syempre meron din namang effect yung senior high school dun sa college kaso lang nga hindi

sya nakaaline don sa course natinake ko.”(Of course, taking enior high has an effect in college

but it is not alligned with the course that I took)

“Dahil sa shs dun ko nalaman na gusto ko pala tong ginagawa ko, dun mona rerealize nayun

pala talaga hilig mo, yung passion mo at dun ka pala magaling so nakakatulong sya para sa

akin sa pagpili ng career na gusto mo”(Because of SHS, I've got to know that I love what I am

doing, that was the time when you realize what you really want to do, your passion. So it really is

helpful in choosing the course that I will take.)

“Kasi ung mga subject offers ngayong college na ako is ung iba ay napag-aralan na namen

noong SHS ako. So mas napadali ung pagaaral ko as an Education student. Un siguro ung

benefits na nakuha ko noong SHS ako.”(The subjects that they offer in college are just the same

with the subjects I took before. That is why it is easier for me to study as an education student, I

guess that’s the benefit that I get in SHS.)

“Senior High School helped me to have an advanced knowledge about college”

“It helped me to develop my skills as an individual”

“Actually Senior High helped me in my career chosen since I was an ict student, most of the

lesson I’ve learned in my shs are important in my college”

“Yes, because it enhance my skills that was hidden before. It made me grow up more and it

elucidate many good changes in my career and studies”

 26

“Senior high school is not easy; you need to spend two years of schooling. But it helped me to

think what course that suits and fit for me as well as giving time for the preparation in college.

Just like me as a teacher.”

“It helped me to find a find and helped me financially in my chosen career”

However, some pointed out that Senior High School or k-12 Implementation did not

helped them in their chosen curriculum exits.

“Not really, kase TVL yung strand ko tapos nag Education ako so paano ko maaapply yung mga

nalaman ko sa TVL yung major naming sa college na pinasukan ko tulad nyan talagang walang

subject nakinauukulan sa tinake ko kaya hirap na hirap din ako.” (Not really, way back senior

high, I was a TVL student and I took Education in college so how would I apply the knowledge I

get in my previous strand within my course wherein the subjects are so much different that's why

I am really having a hard time)

“Alayaman kasi programing ya ing kayi mi ing course mi pero meras kumu king bakal, king

welder.” (Not really, my course is programming but I end up being a welder)

Discussion

Summary of Findings

This research was conducted for the researchers to know the chosen Curriculum Exits of

the k-12 2nd Batch Graduates of Apalit High School and how does Senior High School helped

them in their chosen career. The researchers formulated a questionnaire that was applicable to

this study and that questionnaire was used to collect data and information to fulfill the

requirements of this research. A total of 103 respondents from the k-12 2 nd Batch Graduates and
 27

15 non-randomly selected coming from the graduates of Senior High School in 2018-2019 from

Apalit High School. The researchers used survey questionnaire and interview questionnaire as an

instrument for this research to know the chosen curriculum exits of the 2 nd batch graduates of

Senior High School in Apalit High School and understand their perception on how does Senior

High School helped them in their chosen career.

The general problem of this study was to know "How does K-12 Basic Education

Curriculum program affect the Curriculum Exits of the K-12 2nd Batch Graduates of Apalit High

School?”

Specially, this study sought to answer the following:

1. Determine the demographic profile of the respondents in term of

1.1 Gender

1.2 Tracks/Strands

1.3 Specialization

2. Identify the Curriculum Exit were taken by the Graduates of Senior High School Batch 2018-

2019.

3. Understand the perception of Senior High School Graduates Batch 2018-2019 and find the

importance of Senior High School in the path they have chosen to future?

4. Give possible recommendations about the Curriculum Exits and the importance of having a

blueprint in life.
 28

The data collected from the survey questionnaire and interview questionnaire were

analysed, organized, and the following findings were formulated based on the questions under

the statement of the problem.

Sub Problem 1.1 What was the demographic profile of the respondents in terms of gender? As

Table 1 presented:

There were total of 103 k-12 2nd batch graduates in Apalit High School 56 or 54.37% of

them were male and 47 or 45.63% who were female. This demonstrated that there were many

male graduates than the female.

Sub Problem 1.2 What was the demographic profile of the respondents in terms of track or

strand? As Table 2 presented:

There were 34 or 33.01% of the respondents enrolled in Academic strand/tracks, 69 or

66.99% enrolled in a Technical Vocational Livelihood (TVL), and none from both sports and

arts and design in this research.

Sub Problem 1.3 What was the demographic profile of the respondents in terms of

specialization? As Table 3 presented:

There were 34 or 33.01% of the respondents’ specialization is General Academic Strand,

32 or 31.07 were in the field of Information Communication Technology (ICT) and 37 or

35.92% were in the specialization of Home Economics with a total of 103 respondents

corresponded to 100%.

Sub Problem 2.1 Identify the Curriculum Exits of the General Academic Strand? As Table 4

presented:
 29

There were 34 students that were taken General Academic Strand 21 among of them were

pursued their college life, eight (8) who found job, four (4) were classified as others and one (1)

was engaged in business. Among students who pursued college Education and Business

Administration was their chosen course.

Sub Problem 2.2 Identify the Curriculum Exits of the Information Communication Technology?

As Table 5 presented:

There were 32 students that were taken General Academic Strand 20 among of them were

pursued their college life, seven (7) who found job, and five (5) were classified as others. Among

students who pursued college Sports Management was their chosen course.

Sub Problem 2.3 Identify the Curriculum Exits of the Home Economics? As Table 6 presented:

There were 37 students that were taken Home Economics 23 among of them were

pursued their college life, seven (7) whofoundjob, six (6) were classified as others and one (1)

enrol in technical vocational school. Among students who pursued college Hotel Management

and Hotel and Restaurant Services was their chosen course.

Sub Problem 3.1 What was your stand towards the k-12 Basic Education Program before?

Most of the non-randomly selected respondents said that they were in favor with the

implementation of the k-12 curriculum program since it gave them an opportunity to work

without pursuing college, gained more knowledge, and developed their skills and abilities as an

individual.

Sub Problem 3.2 Do you think entering Senior High School helped you in the career that you

chose?
 30

Majority of the non-randomly selected respondents told that Senior High School helped

in their chosen curriculum exits whether it was pursuing college. Find job, creating business, or

enrol in higher technical vocational course.

Conclusion

1. Most of the graduates of the k-12 2 nd Batch of Senior High School in Apalit High School were

Male.

2. Majority of the k-12 2nd Batch graduates of Apalit High School tracks taken when they were in

Senior High were Technical Vocational Livelihood (TVL).

3. Majority of the k-12 2nd batch graduates were pursued their college life instead of finding job,

creating a business or others.

4. Most of the non-randomly selected respondents told that they are in favor with the

implementation of the Enhance Basic Education Curriculum or otherwise known as the k-12

program because it widens their knowledge, developed their skills and abilities and helped them

to find job easily.

5. Majority of the non-randomly selected respondents said that studying Senior High was

essential to their chosen curriculum exits. Such as they were able to be competitive, helped them

to find themselves and helped them to grow as individual.

Recommendations
 31

1. Students should know their passion, strength, weaknesses and goals before entering in Senior

High School. They should know what strand and specialization they will chose to avoid regrets

in the future and have a hard time in their curriculum exits after Senior High.

2. Parents are the one who guides their children not just only for academic purposes but

somehow on decision making of their son/daughter for their future career choice that is why they

have the biggest role in this study.

3. Since the teachers are the second parent of the students, they should also the one to guide and

motivate the students on what path they will take.

4. Students should have a life’s blueprint or bear in minds that “Aiming Success without plan is

Aiming on Failure”

5. Schools should have career guidance/career mentoring to all students yearly not only for the

Grade 10 students’ but for all.

6. Schools should strengthen their career pathway/career guidance among students while they are

in secondary level without being influence by their peers, family and other factors.

List of Research References

Electronic Links

 Bidwell (2014). From “Senior High School Curriculum in the Philippines, USA, and

Japan”. Retrievedfrom:

https://www.researchgate.net/publication/318494693_Senior_High_School_Curriculum_i

n_the_Philippines_USA_and_Japan
 32

 David San Juan (2017). From “A Holistic Critique of the Philippine Government's

Kindergarten to 12 (K to 12) Program”. Retrieved from:

https://www.scribd.com/document/70033985/San-Juan-David-Michael-Full-Paper-Kto12

 De Guzman (2015). From “Employment and employability profile of a select group of

Filipino college graduates”. Retrieved from:

https://www.researchgate.net/publication/292640914_Employment_and_employability_p

rofile_of_a_select_group_of_Filipino_college_graduates

 Dence Maurice (2018). From “CAREER DECISION AND K TO 12 CURRICULUM

EXITS OF SENIOR HIGH SCHOOL STUDENTS”. Retrieved from:

https://www.researchgate.net/publication/330522448_CAREER_DECISION_AND_K_T

O_12_CURRICULUM_EXITS_OF_SENIOR_HIGH_SCHOOL_STUDENTS

 DO. 41 (2015). From “do 41, s. 2015 – senior high school career guidance program and

early registration amended by do 48, s. 2015 – amendment to deped order no. 41, s. 2015

(senior high school career guidance program and early registration)”. Retrieved from:

https://www.deped.gov.ph/2015/08/28/do-41-s-2015-senior-high-school-career-guidance-

program-and-early-registration-amended-by-do-48-s-2015-amendment-to-deped-order-

no-41-s-2015-senior-high-school-career-guidance-program-and/

 Nancy Pascal (2014). From “Factors Affecting the preference of Senior High School

Student”. Retrieved from:

https://phdessay.com/factors-affecting-career-preferences-of-senior-high-school-student/

 Sta. Cruz National High School (2018). From “CAREER DECISION AND K TO 12

CURRICULUM EXITS OF SENIOR HIGH SCHOOL STUDENTS”. Retrieved from:

 33

https://www.researchgate.net/publication/330522448_CAREER_DECISION_AND_K_T

O_12_CURRICULUM_EXITS_OF_SENIOR_HIGH_SCHOOL_STUDENTS

Document Code: SDO-QF-OSDS - 002

Republic of the Philippines
Department of Education
Region III – Central Luzon
APALIT HIGH SCHOOL Revision: 00
Sulipan, Apalit, Pampanga
Contact Number : 0917 – 557 – 1565

Effectively date:

Name of Office: ApalitHS

Consent Letter Principal : Norman C. Gonzales,

Ed.D.

Norman C. Gonzales, Ed.D

Principal I
Apalit High School

We would like to ask your permission to allow us to conduct survey among the Senior
High School students Batch 2018-2019outside our school. This is in view of our research,
entitled, “Drafting Life’s Blueprint: A Research Study about the Curriculum Exits of the k-12
2nd Batch Graduates of Apalit High School”. We are conducting a survey among the 104 k-12
2nd graduates of Senior High School In Apalit High School and series of interview questionnaire
for the fifthteen (15) non-randomly selected graduates.
 34

Participation in the survey is entirely voluntary and there are no known or anticipated
risks to participation in this study. All information provided will be kept in utmost confidentiality
and would only be used for academic purposes. The names of the respondents will not appear in
any thesis or publications resulting from this study unless agreed to. The researchers are well
informed that the informants have the right to answer the question or not, allow the interview to
be conducted or refuse to do it, and express their selves, therefore the researchers will use non-
randomly sampling technique considering availability and convenience of the informants.

After the data had been analyzed, you will receive a copy of the executive summary. If
you would be interested in greater detail, an electronic copy (e.g. PDF) of the entire research
study can be made available to you.

If you agree, kindly sign below acknowledging your consent and permission for us to
conduct this study at our school.

Your approval to conduct this study will be greatly appreciated. Thank you in advance
for your interest and assistance with this research.

Sincerely,

ABILLAR, JOVY

BALTAO, JUN

CATUA, MARSHALLE JULLIUCE

LONGCOP, JULIUS

ARGA, IRAH JONES

ASUNCION, SUSANA

GADDI, MARY JOYCE

TUBIG, ANNE MARLY

ZAPATA, MERLYN
 35

Noted by:

RACHAELLE T. GONZALES Ma. Ed

Research Adviser

Approve by:

NORMAN C. GONZALES, Ed.D

Principal I

Department of Education
Region III
D I V I S I O N O F P A M P A N G A
City of San Fernando
Apalit High School
Sulipan Apalit Pampanga

Name (optional): Track:

Age: Specialization:

Gender:

General Direction: This study will be conducted by the researchers to gather information in
respect to the topic, Drafting Life’s Blueprint: A Research Study about the Curriculum Exits
of the k-12 2nd Batch Graduates of Apalit High School. We humbly and kindly answer the
questions below with full honesty. The researchers assure you that your answers will be kept
with confidentiality and will be used for Academic Performance only.

After your Senior High what curriculum exits did you pursue?

o Did you enroll on college?

Please be specific, what course and school?
o Did you apply for a job?
 36

Please be specific, what job and where?

o Did you create a business?
Please be specific, what business?
o Did you enroll in higher technical vocational school?
Please be specific, what specialization?
o Others

Thanks for your help and cooperation.

Department of Education
Region III
D I V I S I O N O F P A M P A N G A
City of San Fernando
Apalit High School
Sulipan Apalit Pampanga

Name (optional): Track:

Age (Optional): Specialization:

Gender:

General Direction: This study will be conducted by the researchers to gather information in
respect to the topic, Drafting Life’s Blueprint: A Research Study about the Curriculum Exits
of the k-12 2nd Batch Graduates of Apalit High School. We humbly and kindly answer the
questions below with full honesty. The researchers assure you that your answers will be kept
with confidentiality and will be used for Academic Performance only.

1. At first, what is your stand about the implementation of the k-12 Basic Education Program
before?

2. After graduating does your stand and perception changed?

If yes,
 37

Do you think it help you in:

2.1 pursuing college?

2.2 finding a job?

2.3 engaging in business?

3. Are you enrolled in college?

o Yes
o No

4. What course? Please specify.

5. Are you working?

o Yes
o No

If yes in what industry?

6. Are you engaged in business?

o Yes
o No

If yes what kind of business?

7. Lastly do you think studying SHS helped you in the career that you choose?

If yes, what way?

If no, why?
 38

CURRICULUM VITAE
JOVY ABILLAR
Sulipan, Apalit, Pampanga
+639974887740

jovyabillar@gmail.com

EDUCATINAL BACKGROUND

Senior High School

Apalit High School (2018-2020)

Junior High School

Alternative Learning School (2018)

Elementary

Sulipan Elementary School (2008-2014)

 39

PERSONAL INFORMATION

Birth Place: Sulipan, Apalit Pampanga

Birth Date: September 03, 1997

Age: 22

Gender: Male

Civil Status: Single

Region: Roman Catholic

CURRICULUM VITAE
JUN R. BALATAO Jr.
Sulipan, Apalit, Pampanga
+639356822821

jbaltoa981@gmail.com

EDUCATINAL BACKGROUND

Senior High School

Apalit High School (2018-2020)

Junior High School

Apalit High School (2014-2018)

Elementary

Sulipan Elementary School (2008-2014)

 40

PERSONAL INFORMATION

Birth Place: San Miguel Bulcacan

Birth Date: October 18, 2001

Age: 18

Gender: Male

Civil Status: Single

Region: Iglesia Ni Cristo

CURRICULUM VITAE
MARSHALLE JULLUICE V. CATUA
Sampaloc, Apalit, Pampanga
09655126481
majucatua@gmail.com

EDUCATINAL BACKGROUND

Senior High School

Apalit High School (2018-2020)

Junior High School

Apalit High School (2014-2018)

Elementary

Sampaloc Elementary School (2008-2014)

 41

PERSONAL INFORMATION

Birth Place: Sampaloc,Apalit Pampanga

Birth Date: June 15, 2001

Age: 18

Gender: Male

Civil Status: Single

Region: Roman Catholic

CURRICULUM VITAE
JULIUS R. LONGCOP
San Vicente, Apalit, Pampanga
09971482296
Julialongcop@gmail.com

EDUCATINAL BACKGROUND

Senior High School

Apalit High School (2018-2020)

Junior High School

Anito National High School (2014-2018)

Elementary

Anito Elementary School (2008-2014)

 42

PERSONAL INFORMATION

Birth Place: Lapinig Northern Samar

Birth Date: August 25, 2000

Age: 19

Gender: Male

Civil Status: Single

Region: Roman Catholic

CURRICULUM VITAE
ARGA, IRAH JONES ISIP
Sitio Caldera, Apalit, Pampanga
+639057327593
irahjonesarga@yahoo.com

EDUCATINAL BACKGROUND

Senior High School

Apalit High School (2018-2020)

Junior High School

Apalit High School (2014-2018)

Elementary

Sulipan, Elementary School (2008-2014)

 43

PERSONAL INFORMATION

Birth Place: Lapinig Northern Samar

Birth Date: August 25, 2000

Age: 19

Gender: Male

Civil Status: Single

Region: Roman Catholic

CURRICULUM VITAE
SUSANA M. ASUNCION
Santiago Subdivision, San Vicente, Apalit, Pampanga
09758214357
Asuncionanneng066@gmail.com

EDUCATINAL BACKGROUND

Senior High School

Apalit High School (2018-2020)

Junior High School

Apalit High School (2014-2018)

Elementary

Sulipan, Elementary School (2008-2014)

 44

PERSONAL INFORMATION

Birth Place: Mcabebe, Pampanga

Birth Date: April 05, 2002

Age: 17

Gender: Female

Civil Status: Single

Region: Roman Catholic

CURRICULUM VITAE
MARYJOYCE S. GADDI
Purok 2 Sampaloc, Apalit, Pampanga
09051911557
MarytJoyceGaddi@gmail.com

EDUCATINAL BACKGROUND

Senior High School

Apalit High School (2018-2020)

Junior High School

Apalit High School (2014-2018)

Elementary

Sampaloc, Elementary School (2008-2014)

 45

PERSONAL INFORMATION

Birth Place: Apalit Pampanga

Birth Date: September 11, 2001

Age: 18

Gender: Female

Civil Status: Single

Region: Roman Catholic

CURRICULUM VITAE
ANNEMARLY PANGASIAN TUBIG
716,CalderaApalit, Pampanga
09504748992
Anne.Mary15@yahoo.com

EDUCATINAL BACKGROUND

Senior High School

Apalit High School (2018-2020)

Junior High School

Apalit High School (2014-2018)

Elementary

Sulipan, Elementary School (2008-2014)

PERSONAL INFORMATION
 46

Birth Place: Sulipan, Pampanga

Birth Date: March 15, 2002

Age: 17

Gender: Female

Civil Status Single

Region: Roman Catholic

CURRICULUM VITAE
MERLYN V. ZAPATA
958 Sampaga, Apalit, Pampanga
+639059461356
zapatamerlyn061@gmail.com

EDUCATINAL BACKGROUND

Senior High School

Apalit High School (2018-2020)

Junior High School

Sampaga High School ( 2010- 2014)

Elementary

Sampaga Elementary School (2004- 2010)

PERSONAL INFORMATION
 47

Birth Place: Sampaga, Pampanga

Birth Date: Febraury 06, 1997

Age: 22

Gender: Female

Civil Status: Single

Region: Roman Catholic