THE PROBLEM AND ITS BACKGROUND

Introduction

The K-12 curriculum is a comprehensive educational program that covers primary and

secondary education in the Philippines.  The program was implemented in 2013 to address the long-

standing issue of the country's outdated educational system.  The K-12 curriculum aims to provide

students with the necessary knowledge, skills, and values to become lifelong learners and

productive members of society.

One of the primary objectives of the K-12 curriculum is to prepare students for higher

education. The program seeks to equip students with the necessary knowledge and skills to succeed

in college and other tertiary education institutions. However, there has been a lot of debate about

whether the K-12 curriculum is effective in achieving this objective. This paper will explore the

perceptions of students toward the K-12 curriculum and how it has prepared them for higher

education. The K-12 curriculum consists of two main phases: the primary education phase (grades

1-6) and the secondary education phase (grades 7-12). The primary education phase focuses on

developing basic literacy and numeracy skills, while the secondary education phase emphasizes

academic and vocational skills. The K-12 curriculum also includes a senior high school (SHS)

program, which aims to prepare students for higher education or employment after graduation.

SHS program is a two-year program that consists of four different tracks: academic, technical-

vocational-livelihood (TVL), arts and design, and sports. The academic track is designed for

students who plan to pursue higher education, while the TVL track is geared toward those who

want to enter the workforce immediately after graduation. The arts and design and sports tracks
provide students with specialized training in these fields. The new program helps Filipino students

acquire knowledge, learn skills, and form values that are beneficial for them, whether they choose

to proceed to further education, to the world of work, or to even start their own businesses after

high school. Although on the surface, this reform appears to be seeking the Philippines’ inherent

values, the outcome it is seeking implies that the K-12 program is ultimately connected to the

globalization of education. The Philippine Educational System is a clear example of a boat sailing

in a body of changes and challenges. It has in fact followed the same pattern of education as that of

the rest of the world. This idea necessitates that developing one’s education means making

improvements in the kind of education delivered. 

There has been a lot of debate about the effectiveness of the K-12 curriculum in preparing

students for higher education. Some students believe that the program has adequately prepared

them for college, while others feel that it has not. A study conducted by the Philippine Institute for

Development Studies (PIDS) found that students who completed the SHS program were better

prepared for college than those who did not. The study also found that SHS graduates had higher

college admission rates and were more likely to complete their degree programs. However, there

are still some challenges that students face when transitioning from the K-12 curriculum to higher

education. One of the main challenges is the lack of resources and support for students who come

from low-income families. Many students struggle to pay for college tuition and other expenses,

which can limit their access to higher education.

Another challenge is the gap between the skills and knowledge that students acquire in

the K-12 curriculum and the requirements of higher education institutions. Some students

feel that the K-12 curriculum does not adequately prepare them for the rigors of college-level
 coursework. They also feel that there is a disconnect between what they learn in school and

what they need to know to succeed in their chosen field of study.

Statement of the Problem

     This study will determine Student's Perceptions on the K-12 Curriculum towards Readiness

for Higher Education. Specifically, this study attempted to answer the following questions:

1. What are the demographic profiles of the students in terms of:

1.1 Age

1.2 Gender

1.3

2. How do students perceive the K-12 curriculum's effectiveness in preparing them for

higher education in terms of:

2.1 Communication Skills

2.2 Research Skills

2.3 Collaboration Skills

2.4 Innovation Skills

2.5 Critical and Analytical Thinking Skills

2.6 Life Skills

3. To what degree does students’ perception on the K-12 towards the readiness for higher

education

Scope and Delimitation of the Study

      This study will focus on the Students’ Perception on the K-12 Curriculum towards

Readiness for Higher Education. The primary subjects of this research study will be the grade 12

students of Punturin Senior High School who are enrolled in the academic year 2022 - 2023. 

     The researcher will employ a quantitative research design and collect data and information

from respondents via a survey tool. The study also limited the respondents to (total of respondents)

grade 12 students per section who are undertaking the HUMSS strand of Punturin Senior High

School.

Significance of the Study

     The researchers believe the primary beneficiaries of the result of this study are the

following:

Students. The students who are the most important beneficiary of the result of this study know if

K-12 is effective as a way to the readiness of students in higher education.

The Teachers. The result of this study helps the teachers on what curriculum they will teach to the

students in K-12 for their readiness in higher education.

School Administrators. The school administrators are the ones who benefited from the result of

this study on how they prepare so that the students are ready for higher education.

Future Researchers. Future researchers will benefit from this study as a guide in their future

research studies.

Definition of Terms
Civic Engagement. Civic engagement or civic participation is the encouragement of the general

public to become involved in the political process and the issues that affect the community.

Co-curricular Activities. Refers to activities, programs, and learning experiences that

complement, in some way, what students are learning in school (i.e., experiences that are connected

to or mirror the academic curriculum.)

Holistic. Holistic education is a philosophy of education based on the premise that each person

finds identity, meaning, and purpose in life through connections to the community, to the natural

world, and to humanitarian values such as compassion and peace. Holistic education aims to call

forth from people an intrinsic reverence for life and a passionate love of learning.

K-12 Curriculum. Covers Kindergarten and 12 years of basic education (six years of primary

education, four years of junior high school, and two years of senior high school)

Readiness for Higher Education.

Conceptual Framework

Figure 1
Paradigm of the Study

Process
2. 1. Research design and
Input method Output
1. 1. General problem 1. Profile of Students’
statement 3. 2. Questionnaire
Perception on the K-
12 Curriculum
2. Collection of review- toward Readiness
related literature and 4. 3. Collection of the data for Higher
studies Education
5. 4. Analysis and 2. Proposed Program
interpretation of data. for Readiness
 This study will use the Input - Process - Output (IPO) model to provide the general structure and

guide for the direction of the study. The input shows the flow of data and materials into the

process from the outside; it includes the collection of related literature and studies, and general

problem statements are those things that can help to start the study. The process includes the

task required to effect a transformation of the inputs, it includes the assessment of the problem

based on the variables research design, the collection of the data, and lastly analysis and

interpretation of the data used in the process of the study. The objective or target output of this

study is Students’ Perceptions on the K-12 Curriculum toward Readiness for Higher Education

and recommendations for the problem.

THEORETICAL FRAMEWORK

The theoretical framework for this study is based on the constructivist theory of learning,

which posits that learning is an active, constructive process in which students build their own

understanding of concepts based on their prior knowledge and experiences (Piaget, 1952;

Vygotsky, 1978). The K-12 curriculum, which aims to provide a holistic education to students,

aligns with the principles of constructivist learning theory by promoting active, student-centered

learning through various approaches such as problem-based learning, inquiry-based learning, and

project-based learning.
 In addition to constructivism, this study is also grounded in the concept of readiness for

higher education. According to Astin's Theory of Student Involvement (1984), readiness for higher

education is influenced by three factors: pre-college characteristics (such as academic preparation

and socio-economic status), the college environment (including the quality of teaching and student

support services), and student involvement (such as participation in extracurricular activities and

engagement with peers and faculty). The K-12 curriculum plays a critical role in shaping pre-

college characteristics, particularly in terms of academic preparation and the development of key

competencies such as critical thinking, problem-solving, and communication skills.

Furthermore, the study also draws on the concept of academic achievement, which is a key

determinant of readiness for higher education. According to Bandura's Social Learning Theory

(1977), academic achievement is influenced by various factors such as self-efficacy, motivation,

and the learning environment. The K-12 curriculum, through its focus on student-centered learning

and the development of key competencies, can promote self-efficacy and motivation among

students, which in turn can lead to higher academic achievement.

Overall, the theoretical framework for this study combines constructivist learning theory,

Astin's Theory of Student Involvement, and Bandura's Social Learning Theory to examine the

extent to which the K-12 curriculum prepares students for higher education in terms of academic

readiness and achievement.

 CHAPTER 2

REVIEW RELATED LITERATURE

This chapter includes the ideas, finished studies, recommendations, generalizations or

conclusions, methodologies, and others. The information included in this chapter helps in

familiarizing knowledge that is relevant and similar to the current study itself.

Students’ Perception on the K-12 Curriculum

A study by Miñoza et al. (2020) in the Philippines explored senior high school students'

thoughts on the K-12 Curriculum. The study found that students had mixed feelings toward the

program. Some appreciated that it provided more practical job opportunities after graduation, while

others felt that it added unnecessary years to their education. The authors suggested that the

program's success would depend on how well it addressed the needs and interests of students.

Meanwhile, another study by Kim (2019) examined Korean high school students' perspectives

on the curriculum. The findings showed that students perceived the K-12 Curriculum as a highly

demanding program that required a significant amount of time and effort. Some complained about

the pressure and stress associated with the new changes, while others believed that the curriculum

would prepare them better for future studies and employment opportunities. Several studies have

also investigated the impact of the K-12 Curriculum on students' academic performance. A review

by Sorensen (2019) analyzed the results of standardized tests taken by high school students in the

United States. The review found that students who had completed the K-12 Curriculum

outperformed their peers who had not, particularly in math and science subjects. However, the

author noted that these results may vary depending on how well the program was implemented and

the quality of teaching.

 One study conducted by Morante and Pascual (2019) sought to determine the effects of the K-

12 curriculum on the academic performance of students in a private institution in the Philippines.

The study found that while the curriculum had some positive impact on students’ academic

achievement, it also had drawbacks such as added stress and pressure due to the increased

workload.

Another study conducted by Madlaing (2018) aimed to explore the perceptions of senior high

school students regarding the implementation of the K-12 curriculum. The findings showed that

students generally had positive perceptions of the curriculum, particularly on the practical subjects

and the additional years of schooling. However, they also expressed concerns over the lack of

resources and facilities to support the implementation of the curriculum.

Meanwhile, a study by Niswatin et al. (2018) explored the impact of the K-12 curriculum on

the attitudes and values of Indonesian high school students. The results indicated that the

curriculum had a positive effect on students’ attitudes towards learning and academic discipline, as

well as their personal values such as responsibility and self-discipline.

The K-12 curriculum in the Philippines is a hotly debated topic among students, teachers,

parents, and other stakeholders. Many studies have focused on the students' perception of the

curriculum, and these studies provide insights into how students are navigating the changes brought

about by K-12.

According to David (2014), students generally have a positive perception of the K-12

curriculum. In his study, he surveyed 100 students from a public high school in the Philippines and

found that most students agreed that the curriculum is beneficial for their future careers.
Furthermore, the students believed that the additional two years of senior high school will help

them gain more knowledge and skills, as well as prepare them for college and future employment.

Similarly, Garcia et al. (2015) found that students' perception of the K-12 curriculum was

mostly positive. Their study involved 1,853 students from different regions in the Philippines. The

results showed that most students believed that the curriculum is challenging but necessary for their

future. The added years, according to the students, would provide them with more opportunities to

explore their interests and passions. Some studies have found that students have negative

perceptions of the K-12 curriculum. In a study conducted by Enriquez (2016), he surveyed 50

senior high school students and found that most of them were dissatisfied with the curriculum. The

students believed that the workload was too heavy, and they had limited opportunities for

extracurricular activities. They also felt that the curriculum was too theoretical and did not prepare

them for real-life situations.

Another study by Hernandez and Supnet (2018) found that students had mixed feelings about

the K-12 curriculum. They interviewed 10 senior high school students and found that some

students believed that the curriculum was beneficial and prepared them for college, while others

thought that it was too demanding and lacked practical skills development.

Financial Supports

A study by Deshpande and Singh (2017) explored the views of students enrolled in

senior high schools (SHS) in the Philippines about the implementation of the K-12 curriculum,

which includes financial literacy as part of the basic education curriculum. The study found that

most students perceived the K-12 curriculum as necessary to prepare them for college and the
 workforce. However, the financial literacy component was perceived as less important compared to

other subjects such as mathematics and science.

The study also found that students' perceptions of financial support were largely influenced by their

socioeconomic status. Students from low-income families perceived financial support, such as

scholarships and grants, as more critical to their academic success. Furthermore, students from

higher-income families were more likely to receive financial support, which contributed to their

positive perception of the K-12 curriculum.

Another study by Zampetakis et al. (2019) evaluated students' perceived preparedness related to

financial literacy in the context of the K-12 curriculum in Greece. The findings showed that

students felt unprepared to manage their finances, despite having received financial literacy

education in school. The lack of practical application in financial literacy instruction was cited as a

major factor in students' perceptions. Furthermore, the study revealed that students believed that

financial support, such as scholarships, loans, and grants, could positively contribute to their

financial literacy development.

Students Readiness for Higher Education

One study conducted by Hossler and Gallagher (1987) aimed to identify factors that predicted

student success in college. The study found that students' academic preparation, high school GPA,

and standardized test scores were the most significant predictors of success in higher education.

Additionally, the study found that factors such as the quality of high school preparation, academic

self-concept, and motivation also played important roles in students' readiness for college.
 Another study by Perna and Titus (2005) focused on identifying factors that influenced

students' decisions to enroll in a four-year college or university. The study found that students'

readiness for college was influenced by a variety of factors, including academic preparation,

financial aid availability, parental expectations, and the overall perceived value of higher education.

A review of the literature by Sturgill and Harris (2020) identified several common factors that

contribute to students' readiness for college, including academic preparedness, social and emotional

preparedness, and financial preparedness. The review also highlighted the importance of early

intervention and support programs for students from disadvantaged backgrounds who may face

additional barriers to college readiness.

In addition, a study by Kaffenberger and Johnson (2019) examined the relationship between

students' high school math preparation and their readiness for college-level math courses. The

study found that students who had completed higher levels of math in high school were more likely

to be successful in college-level math courses, highlighting the importance of strong high school

preparation for college readiness.

According to a recent study by Kloosterman and Stage (2018), students' readiness for higher

education has become an important issue in recent years as universities seek to prepare students for

the rigors of college life. The study notes that many incoming freshmen are ill-prepared for the

academic, social, and personal challenges they will face in college. In addition, many students lack

essential skills, such as critical thinking, problem-solving, and time management, which can hinder

their ability to succeed in college.