Research Paper for K-12

Far Eastern University
Institute of Accounts, Business and Finance
Department of Internal Auditing

Angelican School of Marilao’s approach to K-12 curriculum

By
Castro, Alyssa S.
Liwag, Jennah Marielle C.
Lorenzo, John Rey M.
Sanao, Shiermaine R.
Serrano, Jamai Candice L.
Villanueva, Jezreel J.

October 2013

CHAPTER I
THE PROBLEM AND ITS BACKGROUND

I. Introduction

Background of the Study In February 1996, Teacher Neneth Layug-Peña and teacher Rackie Santos-Guballa conceptualized the idea of putting up a pre-school. As AB Child Study graduates of Maryknoll College, they were equipped with skills and necessary training in the field of child psychology. They had vast teaching experiences in their previous workplaces. Their love for children and their joint enthusiasm gave rise to the humble beginnings of their school… Little Angels Child Study Center of Marilao.

The first Little Angels Child Study Center was located in Poblacion 2. The owner of the place was Ms. Carmen Dela Peña, also a great educator herself, once a principal in P. Gomez Elementary School in Manila, the District Supervisor in the Division of Manila and an author of two (2) reference books in Science.

With the initial enrolment of thirty-six (36) pre-schoolers, the two friends were inspired to continue their humble endeavors in establishing a prestigious school. From here, LACSM started in marking a name and continuously increasing its population year after year.

Satisfied with the outcomes of the holistic achievement of their children, the parents clamored and demanded for the continuous guidance and service of LACSM through Elementary Education of their children. Since parents are considered their partners, their request was granted. Thus, barely after two years of operations, LACSM has transferred its home to Melon Road, Constantino Subdivision, Poblacion 2, Marilao, Bulacan in 1999. The new site housed a seven-room building to accommodate the growing population.

However, the population kept on growing that the school owners decided to look for a better and much bigger place. Thus, in September 2004, the ANGELS have finally landed in the heart of Marilao’s town proper.

The present location has better facilities and spacious classrooms conducive to learning. The school has been continuously keeping with the ideals of quality education. This makes the name of the school, the word of the mouth of every satisfied parent. The school sets its sight for more academic as well as co-curricular expansion.

The year 2007 gave birth to the High School Department. Again, this was due to the clamor and demands of the satisfied parents and even the learners who consider the school their second home and family.

Little Angels Child Study Center’s name was changed to ANGELICAN SCHOOL OF MARILAO, INC. Looking into the need of another facility, the school acquired the adjacent building owned by San Miguel Cooperative of Marilao. The second floor of the said building houses the high school classrooms. The school constructed the steel bridge from the old building going to the high school classrooms. Noteworthy to mention is Angelican School of Marilao’s government recognition granted by the Department of Education for all its level.

Highly motivated by the vision and mission of the school, ANGELICANS will continuously search for wisdom and knowledge, creating an atmosphere that supports and nurtures the gift of each individual.

CONCEPTUAL FRAMEWORK

The researcher has come to introduce the conceptual framework to arrive, significant meaningful objectives in order to investigate the study questions. INPUT

* Profile of the Respondents

* Profile of the Respondents

PROCESS * Sampling Methodology * Descriptive Research * Survey * Interview * Sampling Methodology * Descriptive Research * Survey * Interview

OUTPUT * Effeciency and Effectiveness * Effeciency and Effectiveness

Significance of the Study

This research paper will be a significant endeavor in finding out how
This study will be beneficial to the following:

To the President and owners- This paper gives suggestions and recommendations to the owners on how to imply the best procedures to rapidly adjust to the change in the educational curriculum of the country.

Readers- this paper gives media to the readers on how to adapt to the quick change in the educational system,

Students- This paper may serve as an instrument or guide to help the students do their research with the same study.

Teachers- This paper will serve as a guide on how the teachers should be able to convey the proper knowledge to their students.

Statement of the Problem

This study aims to help improve the AGM’s to K-12 curriculum and its adjustments:

Specifically, it sought to answers the following questions:

1. What is the profile of the respondents in terms of: 2.1. Age 2.2. Year level 2.3. Gender 2. Are the classrooms big enough to accommodate the pupils? 3. How do teachers prepare the students for the new curriculum?
3.1. Daily exercises
3.2. Additional topics or lessons 4. How do students adjust to the new curriculum? 5.

Scope and Limitation of the Study The study limits to the K-12 curriculum of Angelican School of Marilao. This research studies apply only to the changes in the educational system of K-12 curriculum. The researchers aim to offer their service to ASM’s and take into consideration of complying with the new educational system. Therefore, we contemplate our desire to give contribution and tremendous share in our country’s educational system as well as to the lives of the students. This study discussed only the policies and procedures of K-12 curriculum by the Department of Education.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

RELATED LITERATURE
LOCAL

In the current (about to be old) basic education curriculum, literature is taught mainly as part of language courses, except for explicitly literature-oriented sessions on novels such as the Noli and the Fili. Because literature is taught as a particular form of language use, what makes a literary text literary is often ignored.
The recent interest around the world in literature (emphasized in the STAR columns last Monday of Butch Dalisay and Krip Yuson) has made it clear that literature should be taught as literature and not only as an example of excellent language use.
What is the role of literature in the new K to 12 curriculum? We can take a quick glance at the learning competencies and standards in the new curriculum to see if literature will finally be given its proper place in the education of our youth.
Creative writing is included in the curriculum now used for Kindergarten classes. Our children are going to be prepared to appreciate and even to produce literature from Day One of their stay in public schools.
Songs, poems, and narratives are included among the texts that should be understood and appreciated by elementary school pupils.
The K to 12 Curriculum Guide for English for Grades 1 to 3, for example, lists the following competencies:
“Describe literary elements of text including characters, plot (specific events, problem and solution), and setting.
“Describe characters (e.g., traits, roles, similarities) within a literary selection.
“Make simple inferences about thoughts and feelings and reasons for actions.
“Identify key themes and discuss reasons for events.”
Florante at Laura, the Noli, the Fili, and some of the novels included in the 1997 Canon of Philippine Literature are still going to be read in Junior High School (Grades 7 to 10), as they are now.
The Competencies Matrix for Grades 7-10 for English lists skills such as the following:
“Identify dominant literary devices and figures of speech that add color and heighten meaning in the reading selection.
“Use specific cohesive and literary devices to construct basic literary and expository written discourse such as poetry, drama, fables, parables, myths, legends, personal essays, biographies, and vignettes.
“Ascertain the features of the reading selection that clarify its adherence to or dismissal of a particular tradition of literary production.
“Organize an independent and systematic approach to critiquing a reading selection.”
The last two competencies assume that literary history, literary theory, and literary criticism will be taught in Junior High School.
In the draft curriculum for Senior High School, there are two subjects explicitly focused on literature and not on language (they can be taught in any language).
In the Second Semester of Grade 11, a course called “Contemporary Regional Philippine Literature” has been proposed, which would focus on “critical discussion and appreciation of literary texts originally written and/or published in the 21st century in the region where the school is located.” The course is derived from the current college course called “Literatures of the Philippines.”
In the First Semester of Grade 12, a similar course called “Contemporary World Literature” has been proposed, which would focus on the “study of international literary texts originally written and/or published during the 21st century.” This course is derived from the current college course called “Literatures of the World.”
Why is literature being given much more attention now than in the past? Simply because literature has proven its worth in preparing what DepEd calls the “holistically developed Filipino with 21st century skills.”
DepEd breaks down this overall outcome of basic education into four verifiable types of skills: information, media and technology skills; learning and innovation skills; life and career skills; and effective communication skills.
Literature is a major factor in achieving these four skills.
Film and television shows, for example, which are major forms of media, all use literary techniques such as narrative, character, and theme. Newspapers also use narrative, particularly in feature articles and continuing news stories.
Literary writers are nothing if not innovators. They continually create pieces that have never been seen or read before. They explore and extend established forms of writing. They reinvent language with every literary text they write.
There is admittedly no chance of making big money if you pursue a literary career, unless your penname is J. K. Rowling or Bob Ong, but if you want to understand life itself, your best bet is to read literature. Remember that all the persons who changed the world loved literature — Plato, Aristotle, Confucius, Jesus, Muhammad, Rizal, Freud, Marx, Einstein, Mao, Gates, Jobs.
Needless to say, writers are the best users of language. Literature is the benchmark for all effective communication.
Will knowing literature prepare a student for college?
The College Readiness Standards already approved and disseminated by CHED has a section on literature. CHED requires that, “after 12 years of pre-university education, a student wishing to enter college should be able to (among others):
“Analyze themes, structures, and elements of myths, traditional narratives, and classical and contemporary literature.
“Read a poem with proper pronunciation and appropriate emotion.
“Recite at least ten poems from memory.
“Identify the characters, setting, theme, conflict, and type of a work of fiction.
“Discuss literary devices, such as point of view and symbolism, used in a work of fiction.”
Yes, literature is very much in the new curriculum.

FOREIGN
Since the early 1930s, elementary and secondary students have learned through the use of electronic distance learning systems. Several benefits have been reported for K-12 distance education: increased access to education for students with a wide range of needs, flexibility in the speed and schedule of learning, greater parental influence on education. However, some researchers have found that the effectiveness of distance education depends on the contexts in which it occurs. The research on the effects of distance education on K-12 student outcomes has been somewhat ambiguous. This meta-analysis of 116 effect sizes from 14 web-delivered distance education programs studied between 1999 and 2004 shows that distance education can have the same effect on measures of student academic achievement when compared to traditional instruction. The study-weighted mean effect size across all outcomes was -0.028 with a 95% confidence interval from 0.060 to -0.116. No factors were found to be related to significant positive or negative effects. The factors that were tested included academic content area, grade level of the students, role of the distance learning program, role of the instructor, length of the program, type of school, frequency of the distance learning experience, pacing of instruction, timing of instruction, instructor preparation and experience in distance education, and the setting of the students.
A synthesis of studies of the effectiveness of distance education programs for K-12 learners has a number of advantages. Because all of the studies included in this review drew data from school based classes, the review can provide valuable insight into the practical effectiveness of K-12 distance education. Controlled experimental research may offer findings of theoretical interest but may not be generalizable to complex learning settings such as virtual schools or classes. The uncontrollable cultural and social variables naturally present in a school or class, whether online or on-ground, make a statistical synthesis a more exact test of the strength of K-12 distance education. The effects of virtual learning would have to be strong and consistent to be measurable across a range of natural milieus. The purpose of this meta-analysis is to provide a quantitative synthesis of the research literature of web-based K-12 distance education from 1999 to the present, across content areas, grade levels, and outcome measures. The first goal was to determine the effects of distance education on K-12 student outcomes, specifically academic achievement. The second goal was to identify the effects on student outcomes of the features of distance education, including content area, duration of use, frequency of use, grade level of students, role of the instructor, type of school, timing of interactions, and pacing of the learning.
RELATED STUDIES
LOCAL
A major change in our country’s educational landscape is about to take place: the Department of Education (DepEd) is launching the K-12 curriculum this coming June.
According to President Benigno S. Aquino, “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.” In line with this, the 1987 Philippine Constitution states that, “The State shall establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and the society.“ Such mandate gives justice to the basic rights of every Filipino child: the right to quality education and the right to a quality life.
What is K-12?
According to the K to 12 Deped Primer (2011), “K-12 means “Kindergarten and the 12 years of elementary and secondary education.” Kindergarten points to the 5-year old child who undertakes the standardized curriculum for preschoolers. Elementary education refers to 6 years of primary school (Grades 1-6) while secondary education means four years of junior high school (Grades 7-10 or HS Year 1-4). In addition to this, two years are now allotted for senior high school (Grades 11-12 or HS Year 5-6).
Prof. Lorina Calingasan of the College of Education in UP Diliman explains that “K-12 means extending basic education by two years, so instead of having a high school graduate at 16 (years old), we will have high schoolers graduating at 18.”

The DepEd discussion paper (2010) on the enhanced K-12 basic education program explains that this new setup “seeks to provide a quality 12-year basic education program that each Filipino is entitled to” (p.5). Furthermore, the purpose is not simply to add 2 more years of education “but more importantly to enhance the basic education curriculum”

FOREIGN
Filipina/o Americans represent the second largest Asian
American group (2.3 million) and third largest ethnic group immigrating to the United States (Census, 2006). Consequently, these students comprise a rapidly growing population in our K–12 schools (500,000). Because a number of studies reveal that Filipina/o American students are academically struggling in school (Nadal, 2008; Ogilvie, 2008; Halagao, 2004b), there is an urgent need to develop more effective, culturally responsive educational resources and opportunities that engage the backgrounds, needs, and experiences of K–12 Filipina/o Americans.
The purpose of this study was to provide a comprehensive and critical literature review of K–12 Filipina/o American curriculum for educators and administrators. The authors developed a “Critical Framework of Review” rooted in critical pedagogy to examine the development of Filipina/o American curricula along with an analysis of its major topics, concepts, theoretical frameworks, pedagogical approaches, and outcomes. The review concludes with overarching themes gained from this study and recommendations for the application, development, and research of Filipina/o American K–12 curriculum.
Theoretical Perspective
Like most ethnic-specific curricula, Filipina/o American curriculum development has roots in the historic ethnic studies movement in higher education. The trickle-down from universities to K–12 settings has been minimal, however. A second home for this curriculum is based within the field of multicultural education, “a reform movement designed to make major changes in the education of students” (Banks, 2006, 1). Filipina/o American curriculum is also influenced by sources outside of the academy, including families and community organizations. Much of the historical work on Filipina/os, for example, is documented by community institutions like the Filipino American National Historical Society (FANHS). Because of these varied sources and influences, this research study included the “direct” or officially approved curriculum taught formally within school time and classroom settings as well as the “undirected” or “out-of-school” learning experiences found informally in places like community organizations, centers, and afterschool programs (Pinar et. al., 1995, 27).

Chapter III
METHODS AND PROCEDURE OF RESEARCH This chapter presents the research methodology applied in the study, instruments used, sources of data, selection of the sample, procedure and treatment of data.
RESEARCH METHOD It deals with the conditions of private school’s approach to K-12 curriculum. The study utilized the descriptive method in order the data information needed for analysis. The descriptive type of research – Questionnaire Survey is more logical in this research as may be seen from each definition. It is concerned with conditions that exists; point of views; of attitudes that are held; processes that are going on; effects that are being felt or trends that are developing. At times descriptive research is related to some proceeding events that has influenced or affected a present condition of events.