Improving Students' Relationships with Teachers to Provide Essential Supports for Learning

I. Chapter I

A. State of the Problem:

This study sought to determine the perceived effect of K-12 curriculum to child’s behavior in connection with their studies. Specifically, this study attempts to find the answer to the following questions or sub-problems. These are:

1. What is the rationale for this program? 2. What is the vision of the program? 3. What is K-12 curriculum all about? 4. Who will be affected by this program? 5. What are the benefits of this program? 6. What will this mean for students and their future?

B. Importance of the study
This study determined the perceived effect that we can get from the new curriculum K-12. The study also determines the advantages and disadvantages of the said curriculum. The outcome of this study will be relevant to the society because this would give them another groundbreaking opportunities to let their children go to school and to let them try the new curriculum to have a better learning for a better future.

C. Definitions of Terms:
Groundbreaking - Characterized by originality and innovation
Perceived - To become aware of directly through any of the senses, especially sight or hearing.
Relevant - Bearing upon or connected with the matter in hand

D. Method and Procedures:
The questionnaire was used by the researcher in the study. Questionnaires were distributed among the members of the group and had them answered questions concerning about the quality, benefits, advantages and disadvantages of the said curriculum. Frequency distribution was used as a statistical to determine the result of the questionnaire.

II. Chapter II Brief History of K-12 curriculum
As early as 1925, studies have observed the inadequacy of the basic education curriculum. As one of the most well studied reforms, recommendations of either adding or restoring grade or adding an extra year to basic education have been put forward. Monroe Survey (1925) Secondary education did not prepare for life and recommended training in agriculture, commerce, and industry. Prosser Survey (1930) Recommended to improve phases of vocational education such as 7th grade shop work, provincial schools, practical arts training in the regular high schools, home economics, placement work, gardening, and agricultural education. UNESCO Mission Survey (1949) recommended the restoration of Grade 7. Education Act of 1953 Under Section 3, mandates that the primary course shall be composed of four grades (Grades I to IV) and the intermediate course of three grades (Grade V to VII). Swanson Survey (1960) recommended the restoration of Grade 7. Presidential Commission to Survey Philippine Education (PCSPE)(1970) High priority be given to the implementation of an 11-year program recommended program consists of 6 years of compulsory elementary education and 5 years of secondary education Congressional Commission on Education (EDCOM) Report (1991) If one year is to be added in the education program, it recommends one of two alternatives, Seven years of elementary education or Five years of secondary education. Presidential Commission on Educational Reforms (2000) Reform proposals include the establishment of a one-year pre-baccalaureate system that would also bring the Philippines at par with other countries. Most of us today are familiar with K-12 curriculum system or also as public education system. It is composed of thirteen grades, kindergarten through 12th; it refers to the public school system in all of the United States, Canada, and UK and to the other parts of Europe. The purpose of this research is to discover more about the perceived effect of K-12 curriculum to child’s behavior in connection with their studies. The K-12 education system covers Kindergarten and 12 years of step by step education or six years of primary education, four years of Junior High School, and two years of Senior High School to offer enough time for the mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and for entrepreneurship. The curriculum is made to give our children a positive attitude towards learning, train them to do higher thinking and prepare them for globalism.