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Social Acceptability of K-12 Program as Perceived by Selecte

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Gene Bellin

on 4 February 2015

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Transcript of Social Acceptability of K-12 Program as Perceived by Selecte

A major change in the Philippine educational system has taken place when the Department of Education (DepEd) launched the K-12 curriculum during the opening of school year 2012-2013 last June.
Introduction
Chapter 1
The Problem and Its Background
Chapter 1
Setting of the Study
Chapter 2
Review of Related Literature and Studies
Jacobs (2007) propose a model of curriculum that involves three domains: knowledge, action, and self.

Boyd et.al. (2011) suggests teacher and principal assessments will be instituted. Teachers will be assessed every three years and principals will be assessed annually. The assessment criteria will be decided by the school district.

Sternhouse (2009) explores each aspect of the taxonomy and includes feedback from professors who have used this approach to curriculum design and have found it helpful.

Review of Related Literature and Studies
Social Acceptability of K-12 Program as Perceived by Selected Teachers and Parents in Juan Sumulong Elementary School, Antipolo City
Marissa S. Bellin

“We need to add two years to our basic education. Those who can afford pay up to fourteen years of schooling before university.


Thus, their children are getting into the best universities and the best jobs after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding.”


-
President Benigno S. Aquino

- 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)

- provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.
K
to 12
P
rogram
The researcher's motivation to conduct this study is conceived with the aim of finding out the perceptions of teachers and parents on the K-12 program's implementation since these 2 sectors are directly affected by it. Also, knowing the extent of the K-12 program's implementation and how its implementers take part in the said implementation.
The study was conducted in Juan Sumulong Elementary School located at Barangay San Roque, Antipolo City.
Theoretical Framework
This study is based on the Behaviorist theory of Cramer (2006) which asserts that knowledge is finite. Learning is said to be overt, observable and measurable using empirical methods. This contributes to the belief that learning is observable through changes in behavior of the learner.
Conceptual Framework
The study was conceptualized using Coomb’s Systems Approach. The model consists of input, process, and output.
INPUT
Teachers
Parents

Extent of Social Acceptability of the K to 12 Program

• Pupil Development
• Teachers’ Preparedness
• Curriculum Relevance
• Material Resources
PROCESS
• Preparation and validation of questionnaire checklist
• Admin. of Questionnaire/
• Data Gathering

• Tabulation, Analysis and interpretation of data

OUTPUT
Action Plan for the Implementation of
K-12 Curriculum

Statement of the Problem
The study sought to answer the following questions:

1.
What is the extent of social acceptability of the K to 12 Program as perceived by teachers and parents with respect to :
1.1 pupil development ;
1.2 teacher’s preparedness ;
1.3 curriculum relevance ;and
1.4 material resources ?

2
. Is there a significant difference on perception of the two groups of respondents on the social acceptability of K to 12 Program with respect to the cited aspects?

3.
What are the problems encountered in the implementation of K to 12 program?

4.
Based on the findings of the study, what action plan may be proposed to enhance the social acceptability of K to 12 Program?

Hypothesis of the Study
The study tested the null hypothesis that there is no significant difference on the perception of the two groups of respondents on the social acceptability of K to 12 Program with respect to pupil development , teacher’s preparedness,curriculum relevance and material resources.
Scope and Limitation of the Study
The study was conducted during the School Year 2014-2015. The respondents of the study were the teacher and parents of Kindergarten, Grades 1, 2 and 3 pupils in the said school. This consists of 40 teachers and 60 parents with a total of 100 respondents who were chosen through random sampling.
Significance of the Study
Results of the inquiry would be beneficial to the following:

Curriculum Planners
School Administrators
Stakeholders
Community
Pupils
Parents
Future Researchers


Foreign Literature
Local Literature
Lamorena (2007) said the obvious addition in the K+12 is the Senior High School.

For Guerrero (2007) many queries arise because of the new system. Students, parents and even educators doubt the effectiveness of the K+12.

Gatmaitan (2007) said that in education lies the future of a society; it is appropriate then that the students be educated properly, because their individual as well as societal growth depends in it.

Luistro (2011) said that the K+12 promises to “give students more time to master competencies and skills”, yet it is highly doubtable that students will master anything given the lacks of the Education Sector.

Del Mundo, (2006) said teacher training and hiring, current DepEd teachers will be retrained to meet the content and performance standards of the new K to 12 curriculum.
Chapter 3
Methodology and Sources of Data
Research Design
The study utilized the descriptive survey design utilizing a questionnaire-checklist to gather the needed data on the perception of teachers and pupils on the social acceptability of K-12 program.
Respondents of the Study
The respondents of the study were the teachers and parents of Kindergarten, grades 1, 2 and 3 pupils in Juan Sumulong Elementary School in Antipolo City during the School Year 2014-2015. The respondents consisted of 40 teacher-respondents and 60 parent-respondents. They were chosen through random sampling
Instrumentation
A questionnaire- checklist was used as the main instrument in gathering the needed data.
Validation of the Instrument
To ensure that the data collected will meet the criteria for valid interpretation and analysis, the instrument underwent content validation process. Likewise, the instrument was pretested to teachers in other school. The r-value of .89 indicates that the instrument is valid and reliable.
Procedure of the Study
A permission to conduct the study was obtained from proper authorities. Validation of the research instrument followed and respondents were asked to answer the questionnaire-checklist. The data were tallied, analyzed and interpreted.

The summary of findings, conclusions and recommendations were formulated. Oral defense followed, then the manuscript was revised according to the comments and suggestions given by the panel during the oral defense. Then, the finalization and submission of manuscripts were done.

Statistical Treatment
To determine the extent of social acceptability of the K to 12 Program as perceived by teachers and parents, the weighted mean was applied.

To determine if significant difference exist on the perception of the two groups of respondents on the social acceptability of K to 12 Program with respect to the cited aspects, independent t-test was employed.

To determine the problems encountered in the implementation of K to 12 Program, frequency and percentage distribution was used.

Chapter 4
Presentation, Analysis and Interpretation of Data
Table 2
Computed Weighted Mean on the Perception of the Two Groups
of Respondents on the Social Acceptability of K to 12 Program
with Respect to Pupil Development
This means that from the result, it could be observed that pupil development is given priority through implementation of K to 12 program and will be given sufficient knowledge and skill and will be prepared for work.

The findings imply that the teachers and parents joined together to focus more specifically on the pupils’ value formation and development through the acceptability of K to 12 program.

Table 3
Computed Weighted Mean on the perception of the Two Groups
of Respondents on the Social Acceptability of K to 12 Program
with Respect to Teachers’ Preparedness
On the perception of the teacher-respondents, first in rank among the items is “Buddy system to monitor teachers’ performance during the training is observed”

Meanwhile, on the perception of the parent-respondents, first in rank among the items is “Achievement of target goals at the end of the sessions is part of the requirement”

Table 4
Computed Weighted Mean on the Perception of the Two Groups
of Respondents on the Social Acceptability of K to 12 Program
with Respect to Curriculum Relevance
As depicted from the table, with respect to curriculum relevance, on the perception of the teacher-respondents, the overall weighted mean obtained is 4.64 verbally interpreted Strongly Agree.

First in rank among the items is “Demonstration teaching of new subjects” with computed weighted mean of 4.78 verbally interpreted as Strongly Agree.
Table 5
Computed Weighted Mean on the Perception of the Two Groups
of Respondents on the Social Acceptability of K to 12 Program
with Respect to Material Resources
As perceived by the teacher-respondents, all items are interpreted Moderately Agree. First in rank is “Collaboration with local government on further repairs of old buildings” and last in rank is “Evaluates building provisions for everybody’s safety.”

While the parent-respondents, “Procurement of equipment for non-academic areas” is first in rank and last in rank is “Provision of equipment for vocational courses so that students achieve skills at par with the world’s best” The results indicate that both teachers and parents believe that there are inadequate facilities for the implementation of K-12 curriculum.
Table 6
Composite Table on the Perception of the two Groups of Respondents
on the Social Acceptability of K to 12 Program
This means that with respect to all aspects, the respondents are satisfied on the enhanced and planned curriculum on the implementation of K to 12 Program.

From the result it can be implied that there is dissatisfaction from the respondents in the material resources prepared by the government for the implementation of the K to 12 Basic Education Curriculum.

Table 7
Computed t-values on the Perception of the Two Groups of Respondents
on the Social Acceptability of K to 12 Program
The table shows that teachers and parents have different views regarding the implementation of K to 12 curriculum. This implies that teachers and parents have different level of awareness with regards to the implementation of K to 12 program.
Table 8
Frequency and Percentage of the Responses of the Two Groups
of Respondents in the Implementation of K to 12 Program
This means that inadequate reference materials and insufficient facilities and equipment in the school are the most common problems encountered in the implementation of K to 12 Curriculum.
Chapter 5
Summary of Findings, Conclusions and Recommendations
Summary of Findings
1. Perception of Teachers and Parents on the Social Acceptability of K to 12 Program

As perceived by teachers and parents, the overall weighted means obtained are 3.89 and 4.16, respectively both interpreted Agree.

2. The Significant Difference Between the Perception of the Two Groups of Respondents on the Social acceptability of K to 12 Program

Perception of the two groups of respondents differ significantly with respect to pupil development, teachers’ preparedness, curriculum relevance and materials resources.

3. Problems Encountered in the Implementation of K to 12 Program

The most encountered problems in the implementation of K to 12 Program is insufficient textbooks and insufficient facilities and equipment.

Conclusion
Based on the findings, it was concluded that teachers and parents have different views regarding the social acceptability of K to 12 program.
Recommendations
1. Parents should be well-informed on the implementation of K-12 curriculum to make them aware of the quality of education being given to their children.
2. Adequate physical facilities should be provided in the implementation of K-12 curriculum for better teaching-learning process.
3. The proposed plan of action is recommended for implementation.
4. Parallel studies may be conducted considering other variables.
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