essay

1. Republic of the Philippines
PALOMPON INSTITUTE OF TECHNOLOGY
Palompon, Leyte
COLLEGE OF GRADUATE STUDIES
Name: Alojajean H. Nuñez Program: MAEd-HE
Course: HE O1B- Curriculum and Instructional Semester & S.Y.: 1st
Sem 2023
Design in HE
Instructor: Dr. Carol O. Laurente
Position Paper
Title of the Article: Evaluating the Academic Performance of K-12 Students in the
Philippines: A Standard Evaluation Approach
Author: Porferio M. Almerino Jr., Lanndon A. Ocampo, Dharyll Prince M. Abellana,
Jana Gloria F. Almerino, Irene O. Mamites, Lilibeth C. Pinili, Janine Joy L. Tenerife,
Regina E. Sitoy, Limuel J. Abelgas, and Emerson D. Peteros
Summary
This article examines the transition of the Philippine educational system from
a 10-year basic education model to the K-12 curriculum, influenced by global
educational trends. The K-12 system, modeled after the United States' program, spans
kindergarten to grade 12 and aims to better prepare students for higher education and
immediate employability. Despite these goals, the implementation of the K-12
curriculum in the Philippines has encountered challenges. Researchers have identified
misalignments between established learning pedagogies and the expected outcomes of
the curriculum, as well as discrepancies in perceptions among teachers, students, and
parents. These issues necessitate a review of the current guidelines to streamline the
K-12 curriculum in the Philippines.
The article emphasizes a critical gap in the literature regarding the assessment
of K-12 student performance in the Philippines. While previous studies have focused
on learning outcomes and stakeholder perceptions, there is a limited understanding of
the actual academic performance of K-12 graduates. To address this gap, the paper
conducts a case study in Cebu, one of the major metropolitan areas in the country,
using the Scholastic Abilities Test for Adults (SATA) as a standardized instrument.
The SATA assesses scholastic competence in various subjects, including Science,
Technology, Engineering, and Mathematics (STEM), Accountancy Business and
Management (ABM), Humanities and Social Sciences (HUMSS), General Academic
Strand (GAS), and Technical, Vocational, Livelihood (TVL). The study aims to
provide insights into the performance of K-12 students and serve as a benchmark for
formulating policies and initiatives related to the K-12 curriculum.
In conclusion, this article highlights the challenges and issues surrounding the
implementation of the K-12 curriculum in the Philippines, emphasizing the need for a
standardized evaluation of student performance. The study in Cebu, utilizing the

2. SATA, seeks to fill the existing gap in literature and contribute valuable insights that
can inform future educational strategies and policies.
Reaction/Position
The introduction of the K-12 educational system in the Philippines has
generated diverse opinions and stirred mixed reactions among various stakeholders in
the country. While some embrace the change, others vehemently oppose it, citing
concerns related to the success of the curriculum shift. Chief among these concerns is
the perceived discrepancy between the competencies of senior high school students in
the K-12 system and the expectations set for the program. This position paper aims to
delve into the challenges faced during the K-12 transition, specifically focusing on the
competencies of students across different academic tracks, and to propose strategies
for addressing the identified issues.
To assess the competencies of K-12 students, the study employed the
Standardized Test for Aptitude (SATA) across various academic tracks, namely (a)
STEM, (b) ABM, (c) HUMSS, (d) GAS, and (e) TVL. Results indicated that the
STEM and ABM groups generally scored above average, while the HUMSS and GAS
groups performed at an average level. However, the TVL group obtained below-
average scores in most subtests. Furthermore, an observed interaction between K-12
program types, particularly between STEM and ABM, and another between HUMSS,
GAS, and TVL, underscores the complexity of the challenges faced in the
implementation of the curriculum.
This study holds significant implications for the ongoing discourse
surrounding the K-12 educational system in the Philippines. As the first of its kind in
the country, the research provides valuable insights into the performance of K-12
students, filling a gap in the existing literature. The findings also highlight the
importance of addressing the identified challenges to ensure the effectiveness of the
K-12 system. Moving forward, stakeholders are encouraged to consider the proposed
strategies and initiatives, with an emphasis on further research, potentially utilizing
methods like structural modeling to unravel underlying interrelationships influencing
the dynamics of the K-12 educational system.
In conclusion, the K-12 educational system in the Philippines necessitates
careful examination and strategic interventions to address the challenges associated
with competency mismatches. The findings of this study not only contribute to the
understanding of the current state of the K-12 system but also provide a foundation
for future research and policy considerations. By acknowledging the identified issues
and proposing targeted solutions, this position paper advocates for a collaborative
effort among educators, policymakers, and other stakeholders to enhance the overall
effectiveness of the K-12 educational system in the Philippines and beyond.
Keywords: Pedagogy, Evaluation, Standardized, competency, interrelationships