CHAPTER 1

INTRODUCTION

Background Information

The Philippines implemented a new curriculum which started on the school year

2012-2013. This is the shift from the Basic Education Curriculum to the new K to 12

Curriculum. The said innovation in Philippine education has been made legal by the

Republic Act 1033 or the Enhanced Basic Education 2013. There are many innovations

introduced to the curriculum such as the extension of years spent in school. The Philippine

K-12 curricular program provides at least one year of Kindergarten education and a total

of twelve years of basic education similar with most of the countries in the world. The

addition of two years on the former ten-year basic education program was envisioned for

mastery of learning making learners better prepared for the world of work besides the

conventional belief of just preparing them for collegiate education.

Among the different subjects or disciplines, Science is one of the subjects that

which undergoes major revisions. The features of the K-12 Enhanced Basic Education

Program include the strengthened Science education which follows a spiral progression.

The use of spiral progression avoids disjunctions between stages of schooling and allows

learners to learn topics and skills appropriate to their developmental and/or cognitive

stages. The spiral progression is also believed to strengthen retention and mastery of topics

and skills as they are revisited and consolidated with increasing depth and complexity of

learning in the succeeding grade levels.

The implementation of the K-12 Program remains a formidable matter for schools

not well prepared to embrace the program. Teachers are made to adjust to innovative

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practices integrated in the preparation of lessons, actual delivery of teaching, rating student

performances and of the overall classroom management. The parents foresee a longer time

of schooling that will boil down to more expenses on the education of their children. Hence,

the impact statements from the immediate beneficiaries of the K-12 Program provide

salient data on the status of the first implementation of the program among schools and use

such data for monitoring and basis by the technical working groups for curricular review

and further enhancement.

Science is useful because of its links to technology and industry, which, from a

national perspective, are areas of high priority for development. Science provides ways of

making sense of the world systematically. It develops students’ scientific inquiry skills,

values and attitudes, such as objectivity, curiosity, and honesty and habits of mind

including critical thinking. All these are useful to the individual student for his own

personal development, future career, and life in general. These skills, values, attitudes, and

dispositions are likewise useful to the community that an individual student belongs to, and

are further useful to the country that he lives in.

The Science curriculum must be made relevant to students by framing lessons in

contexts that give facts meaning, teach concepts that matter in students’ lives, and provide

opportunities for solving complex problems. Not only do students need to know the laws

of nature, they also must know when to apply these laws in solving problems. Relating

learning to students’ previous experiences or knowledge and engaging students’ interest

by linking learning to the students’/school’s environment or setting are ways to encourage

students to make connections. The more students make connections between what they

already know and new learning, the more student achievement will be improved. Teaching

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concepts in a variety of contexts is more likely to produce flexible learning that can be

generalized or used across a broader spectrum of applications. Student-centered classrooms

often utilize real-world events in order to create an effective learning environment.

Integrating Science with other disciplines also supports transfer of knowledge and skills

from one setting to another.

The learning of Science is also important for the nation’s cultural development and

preservation of its cultural identity. Science is most useful to a nation when it is utilized to

solve its own problems and challenges, keeping a nation's cultural uniqueness and

peculiarities intact. Thus in many countries, Science teaching and learning is linked with

culture. As mandated in the Philippine Constitution, it is the duty of the schools to develop

scientific and technological efficiency among students and students. Thus, it becomes

necessary to evolve a strong Science program in all levels, beginning from the grade school

which is the foundation towards higher learning. It is tested that the effective teaching of

Science should start at the secondary level, so that by the time that students step up towards

the next level, they are already fully equipped with scientific knowledge and hands-on

experiences. Concepts must be taught to them in the easiest possible way so that they could

easily remember and apply them in life situations.

Science holds one of the dominating places in the secondary curriculum. This is so

because every sector recognizes an increasing contribution of it to the progress of

the modern world as well as its traditional standing as an element of humanistic and

scientific education. Its importance, as one of the core learning areas is common a

knowledge. Science, likewise, has been recognized as a patent means of sharpening our

competitive edge.

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 Given the expectations and skills required to live successfully in such an

environment and the varied problems of Science education in the country, there is a need

to rethink what the vision of Science education is. Several questions have been asked: Does

the present Science curriculum for basic education address the needs of students from

different communities who might drop out of school at different grade or year levels? Does

the Science curriculum in basic education provide avenues for students to engage in

Science and encourage them to take Science related careers? Does Science in basic

education help students become informed citizens so that they can participate in making

wise decisions about issues that involve Science and technology now and when they

become decision makers in government and in industry?

These questions were deliberated on lengthily by Science education specialists,

cognitive psychologists, and even school teachers. Hence, the researchers decided to

determine the Occidental Mindoro National High School’s student perception on this

curriculum shift.

OBJECTIVES OF THE STUDY

The main objective of the study is to identify the perception of the Grade 10

students of OMNHS in Science subject under the K12 program. Furthermore, it sought to

answer the following:

1. To determine the perception of students on the implementation of the K12

Science program in developing them to learn Science concepts, to acquire

scientific skills, and to develop scientific attitude and values;

2. To distinguish which learning domain students agree the most; and

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 3. To find out how the respondents assess the problems and challenges they

encounter relative to the pedagogy and learning of Science.

SIGNIFICANCE OF THE STUDY

Through this study, the teachers will be able to seek the difficulties they have

experienced in the field of teaching Science in secondary level, for them to find effective

measures that would strengthen and improve the level of understanding of the students in

learning Science.

This study is important to students because through good learning of Science they

could achieve better life because Science entails critical thinking. As well as the parts of

the educators, this is important in developing and understanding the students’ behavior

toward Science. Therefore, teacher is one of the most important factor in Science teaching.

To future researchers, it can serve as a springboard for other variables that affect

education in the secondary level. It also provides researchers actual learning experiences

in analyzing data and problems which will improve her profession as a future teacher.

Moreover, the study will be relevant to the country because a scientific mind of citizens

would redound to technologically advance country.

Specifically, this study seeks to help the Philippine education system reflect on the

implementation of the K12 Science program. How students view the importance of the

contents of the curriculum, how it is being implemented, and how it affects their lives play

an important role in achieving the goals of the curriculum. Thus, this study will enable

OMNHS to reflect on the impacts of the new curriculum to be implemented.

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 Furthermore, this paper is not to address or decide if the new K12 curriculum is

successful or not. Instead, the results of this research can be utilized by educators to

determine areas for improvement to maximize the impact of the new K12 curriculum.

RELATED LITERATURE

After a detailed study in the different books and internet, the researchers gathered

different option, general ideas and concepts that are related to the study.

Science in the K to 12 Program

The present curriculum is described as congested. This means that students do not

get enough time to perform tasks because the curriculum is designed to be taught in a span

of 12 years and not 10 years. The more obvious result of this is the fact that most high

school students graduate without the readiness to take upon higher education or

employment. These students are not equipped with the basic skills or competencies needed

at work. Furthermore, the short duration of our basic education program puts Filipinos who

are interested to either work or study abroad at a disadvantage. This is because other

countries see our 10-year program as incomplete, which then, causes Filipino graduates to

not be considered as professionals abroad (Velasco, 2012).

Given all these supporting facts, there is indeed a need to improve the quality of

basic education by enhancing it and by expanding the basic education cycle (Velasco,

2012).

Science and Math proficiency had been pointed out by the Philippine President

Benigno Simeon C. Aquino III as one among his 10-point basic education agenda aimed

6
at rebuilding infrastructures for science and math education so the Philippines can produce

quality graduates in these fields and will ensure the country’s pool of expert professionals

who are globally competitive (Piamonte, 2012 in the article Primer on the Enhanced K-12

Basic Education Program, Unescoclubphilippines). Enhancing the quality of basic

education through K-12 Program is urgent and critical as the Philippines had been left

behind the countries in Asia and one among the three remaining countries in the world in

terms of offering the global trend of 12-year basic education cycle. The two other countries,

Djibouti and Angola in Africa are like the Philippines with a 10-year basic education cycle

(K-12 Primer | K-12 Update, Teachers’ Lounge, 2013; Piamonte, 2012 in the Primer on

the Enhanced K-12 Basic Education Program, Unescoclubphilippines).

The new science program has many innovations. One of which is the decongestion

of the competencies and arrangement in spiral progression manner. Science curriculum is

learner-centered and inquiry based, emphasizing the use of evidence in constructing

explanations. Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences

are presented with increasing levels of complexity from one grade level to another in spiral

progression, thus paving the way to a deeper understanding of core concepts. The

integration across science topics and other disciplines will lead to a meaningful

understanding of concepts and its application to real life situations (K to 12 Science

Curriculum Guide, 2013). In the old curriculum, a specific discipline is being offered per

grade level. First year will take up general science, the second year will deal with biology,

the third year will study chemistry, and the seniors will master physics. But in the new

science program, the different disciplines in science which are life science, chemistry,

physics and earth science, have been incorporated in every level.

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 In terms of instruction, the science program shifts from traditional methods of

teaching to a more innovative exploration that emphasizes the enhancement of the students’

critical thinking and scientific skills. The new curriculum utilizes learner-centered

approach such as the inquiry based learning pedagogy. Concepts and skills are being taught

by providing pedagogy which will enable them to enhance their cognitive, affective, and

psychomotor domains.

Varied instructional materials and manipulative activities must be used by the

science teacher. According to Albarico, et. al. (2014), instructional materials are the tools

teachers use to teach their students. Excellent instructional materials have a big impact on

the students learning since students learn most by doing. Engaging in hands-on activities

gives the students idea on how this experience can be applied in a real life situation. These

instructional materials serve as aid for instruction. Through this, the teacher will be able to

make his strategies in teaching more effective and meaningful. It is much easier also for

students to learn and understand their lesson as well as acquire the skills necessary in the

field. Further, the adequacies of instructional materials that will support the students’

effective learning also have its own demand in the educational system.

According to the K to 12 Curriculum Guide Science 2013, the aim of the science

curriculum is to produce scientifically literate citizens who are informed and active

participants of the society, responsible decision makers, and apply scientific knowledge

that will significantly impact the society and the environment. Specifically, the science

curriculum is designed to enhance three learning domains of the students. These are

performing scientific processes and skills, understanding and applying scientific

8
knowledge, and developing scientific attitudes and values. These learning domains are the

basis for drafting the survey questionnaires in this study.

With the improvement of the various learning domains, it is the goal of the K12

curriculum to produce students who possess the following qualities:

1. Critical/creative problem solver;

2. Responsible Steward of Nature;

3. Innovative or inventive thinker;

4. Informed Decision Maker; and

5. Effective communicator.

Student perception and Curriculum Change

Perception is defined as a way of translating information gathered by the senses to

generalize and make coherent meaning about the world (www.busnessdictionary.com,

2014). Even if perception is based on incomplete and unreliable information, it is equated

with reality and it influences a person’s behavior in general. Also, perception enables a

person to make use of the information gathered by the senses like interpreting the sounds

being heard or making sense of the letters which make up a word

(www.educationportal.com, 2014).

In a study by Jennifer Adams and Tanja Sargent in 2012, they discussed the

different perceptions of students in the curriculum change that happened in China. The

Chinese government also made a move to change their curriculum from subject-centered

to student-centered scheme. Their study showed that the curriculum changes in China

9
reduced the student stress level but increased in student participation. With these results

gathered, it is assumed that the new curriculum entails a better way of learning for students

since their perception of the curriculum has significantly shifted from the traditional to the

new one.

Issues in the K12 Program Implementation in the Philippines

The initial implementation of the K12 curriculum has raised some social concerns.

In a paper written by John Mark Burila (2012), he cited some concerns of the community

in the implementation of the K12 program like the readiness of the Philippine Government

to undergo transitions such as the poverty in the Philippines, availability of technology,

teachers training, and even the low salary of the workforce of the academe have been cited.

In an online forum, Dr. Flor Lacanilao (2012) of the University of the Philippines Diliman,

also presented some critiques on the K12 program where he based his arguments on the

stand of Filipino scientists and non-scientists. According to Dr. Lacanilao, scientists do

not agree with the implementation of the K12 program because it does not answer the real

problem of the Philippine education system like the number of dropouts recorded each

year. Also, the inclusion of the kinder level is not scientifically proven that it contributes

in the enhancement of student learning. Moreover, Dr. Lacanilao stressed that upon his

readings, those who agree with the K12 implementation, are not scientists or educators.

With all these clamors on the K12 implementation, what is the stand of the people?

Clara Masinag (2012) reported in Interaksyon.com (October, 2012) that the K12 program

has gained acceptance from the Filipinos according to the Social Weather Stations (SWS)

survey. In her report, 72% percent of Filipino adults believe that the new curriculum will

10
prepare students in their college education even in their field of work. Sixty-nine (69%) of

the respondents believe that students will be encouraged to continue their study in high

school because of the additional 2 years that is equivalent to college level even if it will

cost them more money and time.

On the other hand, there had been existing problems that caused the low

achievement of students. Problems of learners can be attributed to the learning environment

(Baines, et. al., 2008). This may include the teacher’s competencies, curriculum,

availability of instructional materials, facilities and other contributing factors in the school.

Learning materials such as books and Science equipment are either unavailable or

inadequate in many schools. Also, very few schools have Science laboratories. Concern

also has been expressed that teachers’ manuals and guides, intended to help teachers teach

more effectively, are inadequate. It is in this light that the proponent of this study intended

to explore the existing conditions in the teaching of Science and the contributing factors

that instigate the problems in the pedagogy and learning of the subject.

Now that the K12 is being implemented for several years some issues are raised

like the lack of training of teachers to implement the new program. With these, Senator

Antonio Trillanes makes a move to stop implementing the K12 Program which he referred

to as overly ambitious because of perennial issues in the education system of the

Philippines. In an article in Inquirer.net of Maila Ager (2014), Sen. Trillanes elaborated

that upon his country-wide inspections, he found real problems like the availability of

classrooms and low wage of kindergarten teachers. He also foresees the problem of the

number of college professors that will go through retrenchment because of the lack of

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enrollees for school year 2016. Sen. Trillanes also mentioned that backlogs in the education

system are still present even if the department of education declared that there is none.

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 CHAPTER II

RESEARCH BODY

This chapter describes the data-collecting and analysis techniques that were

employed in the study. Moreover, the results are to be presented in relation to the study.

Research Design

This research requires specific data through qualitative analysis, in particular,

descriptive analysis and a survey method was utilized.

RESPONDENTS OF THE STUDY

The respondents of this study were the twenty (20) Grade 10 students of

Occidental Mindoro National High School for Academic Year 2019 – 2020.

RESEARCH INSTRUMENT

In order to yield pertinent accurate data and information needed to answer the

specific problems presented in Chapter 1, the researchers utilized the following data

gathering instruments: (1) questionnaire (2) unstructured interview; and (3) observation.

Questionnaire

To complete this study, a questionnaire is useful to establish broader parameters for

the research problem. This study is qualitative in nature and a survey method was utilized.

The contents of the questionnaires were based from the overall goals of the learning

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domains as stated in the K12 Science Curriculum Standards. The questionnaire aimed to

evaluate the students’ perception on the implementation of the K12 Science program in

OMNHS. The data from questionnaires may be analyzed through descriptive analysis,

described by Sarantakos (2005, p.300) as a “type of analysis that aims at identifying and

describing the main content of data”.

In devising the questionnaire, the researchers read different books, magazines and

other unpublished materials which are related to the study. The questionnaire checklists are

checked by their statistician for any correction.

The survey questionnaires consist eighteen (18) perception statements which deals

with the three domains of learning and five (5) question that will assess the respondents on

problems and challenges they encounter relative to the pedagogy and learning of Science.

The table below shows the distribution of questions in the survey questionnaire:

Area Location Total Number of Items

Cognitive 6, 12, 13, 15, 16, 17, 18 7

Affective 2, 4, 5, 7, 10, 14 6

Value 1, 3, 8, 9, 10 5

General Perceptions 19, 20, 21, 22, 23, 24, 25 7

TOTAL 25

Table 1 Distribution of questions in the survey questionnaire.

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Unstructured Interview

It was conducted in the form of casual conversation with the respondents. No fixed

questions were asked. Questions relevant to the implementation of K12 Science program

related to the study were inquired. Moreover, the questions asked depended on the actual

observation of the researchers and answers of the respondents.

Observation

The researchers observed classes during Science period. They recorded the actual

class scenario to get the salient points needed to supplement their study.

Data Gathering Procedure

A copy provided to each study participant, explaining the purpose of the study and

the procedures that were undertaken to maintain the confidentiality of participant

information. The construction of the questionnaire was based on findings from extant

literature. The questionnaire was administered with the supervision of the researchers. In

addition, a covering letter accompanied each questionnaire which contained information

regarding the study, its objectives, and contact details for enquiry. The significance of the

study was explained to participants, and a request for participation as the focus of the

research. Subsequently, the researchers gathered information, distributed to the

respondents their questionnaires and collected right after the respondent’s finished

answering the set forms. The data were then collected, recorded, tabulated, analyzed, and

interpreted.

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RESULTS AND DISCUSSION

The data gathered has been tallied and tabulated. The percentage of perception of

the respondents in the different learning areas in the questionnaires were determined and

interpreted. To get the over-all perception of students on the different learning domains,

the mean scores for each was determined.

1. What are the perception of students on the implementation of the K12 Science

program in terms of developing them to:

a. learn Science concepts,

b. acquire scientific skills, and

c. develop scientific attitude and values.

Science Concept Formation

The first learning domain analyzed in this study is the cognitive area in which the

researcher wants to find out how the science concepts taught in the classroom are being

perceived by the students.

Table below shows the perception of students on how science concepts are learned

in class. Students generally agree with the statements on the survey questionnaire although

they have varying perceptions in the different items asked. Among the items in the concept

formation area, students strongly agreed that science concepts and their application to real

life is being stressed in the curriculum. The item which has the highest agreement

perception where students find that a strong link between science and technology in the

way science concepts are taught in the classroom. Student respondents gave the highest

16
neutral perception on the increasing level complexity of how science competencies are

arranged. Although a great number of the respondents agreed on the integration of science

concepts in other disciplines, it is in this item where the highest number of disagree

response and strongly disagree response has been observed.

Table 2 Student perception on how science concepts are learned in class.

Scientific Skills Acquisition

Another domain which concerns the K to 12 science curriculum is the development

of the scientific skills of students. The graph below shows how students perceive their

science classroom in helping them acquire and develop their scientific skills.

Upon the analysis of the survey questionnaires, students generally agree that their

science lessons help them acquire scientific skills that they can use in life. Based on the

graph, the item that yield the highest strongly agree response is the use of indigenous and

recycling materials. Students had the highest agree perception that their science lessons

17
enable them to make good decision on the application of the learned science concepts in

their lives. In contrast with other respondents that perceived that their science class let them

utilize materials wisely, the same item got the highest neutral perception. The item with

the highest disagree and strongly disagree perceptions is on the statement that the science

concepts that they are learning in the classroom will help them land a job that they want

someday.

Table 3 Student perception on scientific skills acquisition.

Developing Scientific Values and Attitude

The last major domain that the K to 12 program aims to develop is that the students

need to have positive scientific values and attitudes. The result of this survey showed that

students generally agree that the science curriculum promotes the development of scientific

values and attitudes among students.

The result on student perception on the development of scientific values and

attitude revealed that students have strongly agreed that their science lessons employ

18
hearts-on activities. Also, students yield the highest agree perception that science and

technology lessons taught in the classroom integrates civic, values, and ethical aspects in

their life . However, the same item recorded the highest disagree and strongly disagree

perception as well. Respondents were neutral on the item where they were asked if their

science lessons help them respect cultural differences.

Table 4 Student perception on values and attitude development.

2. Which learning domain students agree the most?

When students are exposed to learning tasks in a classroom, their perception on the

different learning areas vary. The result of this research reveals that among the learning

domains aimed to be developed when the K12 Science program was designed, students

perceived that the science curriculum aimed to develop their values and attitude better

compared to concept formation and scientific skills acquisition.

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 Table 5 Student perception of the three domains of learning.

3. How may the respondents assess the problems and challenges they encounter

relative to the pedagogy and learning of Science?

In the assessment of the respondents on the problems and challenges they encounter

relative to the pedagogy and learning of Science, availability of materials was found to be

“Somewhat Serious.” On the other hand, the least problem assessed by the respondents was

writing lecture notes and a descriptive rating of “Not Serious.”

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 CHAPTER III

CONCLUSION AND RECOMMENDATION

The Department of Education in the Philippines implemented the new K to 12

Curriculum which started last school year 2012-2013 by virtue of the Republic Act 1033

or the Enhanced Basic Education 2013. The new science program has many innovations in

terms of the arrangement of competencies, integration of each branch of science in every

grade level, mode of instruction, and learning pedagogies.

It is the aim of this research to determine the perception of students on the new

science curriculum in terms of the concepts they learn, the skills they acquire, and the

values and attitude they develop. To achieve such goal, a qualitative survey method was

utilized. The respondents of this research are twenty (20) Grade 10 students of Occidental

Mindoro National High School.

CONCLUSIONS

Upon the analysis of the data, students generally perceive that the implementation

of the new science curriculum positively affects the way they learn science concepts,

acquire scientific skills, and develop scientific attitudes and values. Among the different

learning domains that the K12 science curriculum wants to improve, it is the values and

attitude formation domain which students agreed to have relevance to them.

The teaching of Science at OMNHS is still effective both to the teachers and

students in so far as the proficiency level of students is increasing though it is not as high

as the other core areas due to aforementioned problems.

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 Lastly, problems and challenges in the learning of Science 10 in OMNHS exist but

are manageable to resolve. Instructional materials and equipment in the room are the

foremost problems of students and teachers as far as teaching and learning Science 10 is

concerned. Teachers and learners experience difficulties in instruction because all children

do not have textbooks as teachers. Available textbooks are very few and old. Most of them

are already destroyed and have missing pages. It is always the teacher who carries the

burden of doing research to be able to get information on the lessons taught on a day to day

basis.

RECOMMENDATIONS

Based on the data gathered, several analyses have been inferred. Although not all

respondents gave the strongly agree response, most of them however agreed that the new

Science curriculum in general is essential to molding them into a holistic person.

The challenge for the teachers and school administrators is to work harder in

integrating science with the different disciplines since based on the results of the research,

student perception on the said area had the most disagree and strongly disagree response.

One of the biggest innovations in the new science curriculum is the spiraling of the

competencies in science, however, the findings of this paper suggests that students do not

fully realize the said change, wherein thirty percent of the respondents still gave the neutral

response. When students don’t realize such change, they may fail to comprehend that what

they are learning in their science classes are connected.

On skills acquisition, educators should provide more chances to students to use

indigenous materials or practice recycling methods in their scientific tasks because the

22
results of this research showed that most of the students do not realize such importance.

Moreover, the need to make students realize that what they are learning in science are

essential concepts in their future should also be considered.

There is also a need to produce more and appropriate instructional materials for the

subject. It was noticed in the actual observation that teachers teach the subject with less or

even without instructional materials. Based on interviews to teachers, lack of time in the

preparation of instructional materials was one of the causes. School reports take the time

of preparing instructional materials. The problem on unavailability of instructional

materials may be addressed to the school administrator. The School head should request

the procurement of Science laboratory equipment/room from their Maintenance and Other

Operating Expenses (MOOE) funds to facilitate the teaching-learning process.

Additionally, textbooks should be requested to prevent the inconvenience of

writing lecture notes. Teachers, on the other hand should initiate on

improvising instructional materials, utilize the available resources. Materials for the

improvisation can be requested from the school administrator.

This research also suggests that the contrasting response for the item on integration

of science with the students civic, values, and ethical aspects of their lives can be a good

area for research. The results of this research also supports the move of the Department of

Education to make the K12 curriculum in general, practice localization and

contextualization. In doing so, students may realize the importance to respect to cultural

beliefs.

Through the students’ perception in this study, it can be deduced that students are

seeing the new curriculum helpful to them in a general sense. With this positive perception

23
of students, it is hoped that the science curriculum is on the right track. If the teachers

continue to judiciously implement the K12 program the success of the program could be

ensured. With the help of the other stakeholders, the new curriculum could work for the

betterment of the country.

24
 REFERENCES / BIBLIOGRAPHY

Books

• Kuhn, K. & Rundle-Thiele, S. (2009) Curriculum Alignment: Exploring Student

Perception

• Gömleksiz, M. N. (2012). Secondary School Students' Perceptions of the New

Science and Technology Curriculum by Gender. Educational Technology
& Society, 15 (1), 116–126.

Periodicals

• Adams, J. & Sargent, T. C. (2012) Curriculum Transformation in China:

Trends in Student Perceptions of Classroom Practice and Engagement
(Working Paper). Gansu Survey of Children and Families.

Downloaded materials

• Ager, M. (2012). Trillanes Calls for suspension of ‘overly ambitious’ K to 12

Program. Retrieved from http: //newsinfo.inquirer.net/622197/
trillanes-calls-for-suspension-of-overly-ambitious-k-to-12-program

• Burila, JM (2014). K to 12 Education in the Philippines: For better or for

worse? Retrieved from http://www.academia.edu/6937076/K12 _
Education_in_the_Philippines_For_the_better_or_for_worse_
Critique_Paper

• Business Dictionary (2014). Perception. Retrieved December 6, 2104 from

http://www.businessdictionary.com/definition/perception.html

• Crisol, LD & Alamillo, JB (2014). A Comparative Study of the Attitudes between

the Students and of Learning Achievement Measures. International
Journal of Teaching and Learning in Higher Education. Retrieved from
http://www.isetl.org/ijtlhe/

• K to 12 Curriculum Guide Science (2013) Retrieved from http://odea.sdb.ph/

ODEA/downloads/Kto12Science-CG-as-of-Apr-25-2013.pdf

• Korb, K. (2014). Calculating Reliability of Quantitative Measures. Retrieved

From http://library.uws.edu.au/uws_library/sites/default/files/cite_
APA.pdf

• Lacanilao, F. (2012). A Critique of Some Commentaries on the Philippine K-12

Program. Retrieved from http://josecarilloforum.com/forum/index.
php?topic = 2326.

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• Masinag, C. (2012) K-to-12 Gains Acceptance, Survey Shows. Retrieved from
http://www.interaksyon.com/article/46475/k-to-12-gains-acceptance-
survey-shows

• Pazzibugan, D. (2013). K+12 Still Struggling. Retrieved from http://newsinfo.

inquirer.net/41926 1/k-12-stillstruggling

• Tapang, G. (2012). Science and K-12. Retrieved from http://opinion.inquirer.

net/22527/science-and-k12. Teachers of Two Public Secondary Schools
in Northern Mindanao toward the K to 12 Curriculum Shift. DLSU
Research Congress 2014

• Williams, Y (2014). What is perception in Psychology? Retrieved from http://

educationportal.com/academy/lesson/what-is-perception-in-
psychology-definition-theory-quiz.html#lesson

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 SURVEY QUESTIONNAIRE

Direction: Encircle the number on the column corresponding the degree of response.
Please be guided by the table indicated below. Rest assured that whatever information
gathered will be kept confidential and will be used solely for the study.
For Items No. 1 – 18:

Value Response
1 Strongly Disagree
2 Disagree
3 Neutral
4 Agree
5 Strongly Agree

For Item No. 19 – 25:

Value Response
1 Very Serious
2 Serious
3 Moderately Serious
4 Somewhat Serious
5 Not Serious

1. Job readiness 5 4 3 2 1
2. Informed and participative citizen 5 4 3 2 1
3. CT and communication skills 5 4 3 2 1
4. Respect cultural differences 5 4 3 2 1
5. Environmentally literate and productive member of society 5 4 3 2 1
6. Interest to study Science 5 4 3 2 1
7. Social health and environmental impact awareness 5 4 3 2 1
8. Recycling materials 5 4 3 2 1
9. Decision making 5 4 3 2 1
10. Employ hearts-on activities 5 4 3 2 1
11. Scientific literacy 5 4 3 2 1
12. Evidenced-based explanations 5 4 3 2 1

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13. Increasing level of complexity 5 4 3 2 1
14. Integration of S&T in the civic, values and ethical aspect of life 5 4 3 2 1
15. Use of inquiry method 5 4 3 2 1
16. Integration of Science in other subjects 5 4 3 2 1
17. Connection of Science and Technology 5 4 3 2 1
18. Application of Science concepts in life 5 4 3 2 1
19. Writing lecture notes 5 4 3 2 1
20. Availability of materials 5 4 3 2 1
21. Project method used as component of the grading system 5 4 3 2 1
22. Behavior of the teacher 5 4 3 2 1
23. Availability of visual aids and instructional materials such as charts, 5 4 3 2 1
illustrations, and Science kits
24. Demonstration method in learning Science 5 4 3 2 1
25. Teacher’s manner and technique of questioning to elicit desired 5 4 3 2 1
response from students

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