Thesis.

A Research Presented to the Faculty of
Education Department of
Computer Systems Technological
College Inc.
In Partial Fulfillment of the
Requirements for the Degree of
Bachelor of Science in Secondary
Education
October 2013

The Implementation of
K to 12 Program of
Technology and
Livelihood Education
in Selected Public and
Private High Schools in
Sariaya, Quezon: An
Assessment

CHAPTER 1
THE PROBLEM AND
ITS BACKGROUND

INTRODUCTION
Education equips an individual with the
necessary knowledge and skills he/she needs to
become a functional member of a society. For most
people, education can also be one of the strongest
instruments for reducing poverty and for improving
and developing the well-being of an individual.
However, to establish and maintain a high-quality
education system, proper investments must be made.
In our country, education remains one of the top
priorities of our government. With the concerted
efforts of our present administration to respond to the
perceived needs of our education system, the
Department of Education (DepEd) had pushed for the
implementation of the K to 12 Program.

“K to 12” stands for kindergarten plus 12 years of
elementary and secondary education. This educational system
for basic and secondary education is widely adopted around
the world. The objective of the program is to be able to
produce more productive and responsible citizens equipped
with the essential competencies and skills for both life-long
learning and employment. This model involves kindergarten,
six years of elementary education, four years of junior high
school (Grades 7-10), and two years of senior high school
(Grades 11-12). The two years of senior high school intend to
provide time for students to consolidate acquired academic
skills and competencies. The curriculum will allow
specializations in science and technology, music and arts,
agriculture and fisheries, sports, business and
entrepreneurship. The intention of K to 12 is not merely to add
two years of schooling but more importantly, to enhance the
basic education curriculum.

It was pointed out by the DepEd that K to 12 is an
effective cure to the deteriorating quality of the
Philippine Education System. They also noted that the
previous ten-year curriculum is congested wherein
students are focused to absorb all the knowledge and
skills necessary in a short and limited span of time. As
a result, high school graduates are often unprepared
for employment, entrepreneurship, or even higher
education. They do not yet possess the basic
competencies or even emotional maturity essential for
the world outside the school. High school graduates
who do not pursue higher education are thus
unproductive or vulnerable to exploitative labor
practices.

In the same context, those who may be interested
to put up their own business cannot enter into legal
contracts yet. This partly explains why the number of
unemployed Filipinos is increasing at an alarming
rate. DepEd further claims that the Filipino graduates
are not automatically recognized as professionals
abroad because the ten-year curriculum is usually
perceived as insufficient. The DepEd therefore
strongly believes that the K to 12 program will give
every learner the opportunity to receive quality
education based on an enhanced curriculum that is
competitive and internationally recognized.

The transition of this education program can’t be
totally regarded as abrupt since further studies had
already been pre-conducted so that the program would
align itself with the perceived needs of the students. In
view of this, its beauty and effectiveness lie behind how
the entire program is to be implemented. This on the
other hand paves way for other external problems to
rise of which teachers must be able to deal with more
dedicatedly. As the teachers serve as the main
implementers of the K to 12 curriculum, and
considering that this is being freshly implemented last
year, problems being encountered along the process
had likewise been pre-anticipated.

On this light, the period of adjustment becomes of
natural scenario of everyone else who goes with its
implementation. This adjustment stage could gain various
feedbacks not only from the students or their parents but
the teachers most particularly as they are the people who
could best determine the major difference.
With these adjustments, the level of readiness of
everyone for this new curriculum is being measured as
problems on different areas with its implementation are
most anticipated to come out (or to come out later on)
which would determine how ready our teachers are to
address these problems that go behind the perceived
advantages of the new curriculum program.

BACKGROUND AND
PURPOSE OF THE
STUDY
The researchers were triggered by such unavoidable fact
that being future teachers in the next few years, the implications
of the new curriculum’s implementation will definitely be
experienced firsthand as well. That said, the main purpose of
such arrival in the study is to find better solutions in the current
problems of the teachers who first experienced the said
implications. The researchers of the study believe that when the
implications are properly addressed, the K to 12 implementation
will yield more positive feedback and will definitely achieve its
perceived goals having the teachers work with and through it in
such effective and comprehensive implementation

SETTING OF THE STUDY
Quezon, east of Metro Manila, is
the 8th largest province in the
Philippines having an area of 892,601
hectares or 8,926.01 km². The
northern part of the province is
sandwiched between the Sierra
Madre mountain range and the
Philippine Sea. The southern part
consists of the Tayabas Isthmus,
which separates the Bicol Peninsula
from the main part of Luzon Island,
and the Bondoc Peninsula which lies
between Tayabas Bay and Ragay
Gulf.
The major islands of Quezon are
Alabat Island and Polillo Islands.
Mount Banahaw, an extinct volcano,
is the highest peak at 2,188 m. It
supplies geothermal power to the
Makban Geothermal Power Plant.
MAP OF QUEZON

Sariaya is the town before the provincial capital city of Lucena if you are coming
from the North. But if you are coming from the South, it is the town after the
provincial capital city of Lucena. Tayabas City lies on its northeast side, the city of
Lucena on its southeast, the municipality of Candelaria, Quezon on its west, and the
municipality of San Juan, Batangas on its southwest. Mount Banahaw is located on
its north while Tayabas Bay is on its south.
This research study is set in the selected public and private high schools
located in Sariaya, Quezon particularly at Canda National High School and St.
Francis High School.

THEORETICAL
FRAMEWORK
The theoretical framework is a set of terms and
relationships within which the problem is formulated and solved.
It is a concise description of the major variables operating within
the arena of the problem to be pursued together with the
researchers’ views of how the variables interact to produce a
more powerful or comprehensive model of relevant phenomena
that has not been available for shedding light on the problem.
This research is based on the following theories:

Educators perform well where there is certainty and stability in
the curriculum and education system. Here, Piaget’s Basic
Cognitive Concepts of assimilation and accommodation (1977) can
be cited. Educators who were trained at college and universities for
a particular curriculum have to assimilate and accommodate the
new education dispensation regarding curriculum transformation
and change. The new curriculum brings with it new principles,
approaches and methods. Educators have to assimilate and
accommodate these changes in order to implement them. This
theory of cognitive development believed that people have the
natural need to understand how the world works and to find order,
structure and predictability in their life. Equilibration is achieving
proper balance between assimilation and accommodation. When
our experiences do not match our schemata or cognitive structures,
we experience cognitive disequilibrium. This means there is a
discrepancy between what is perceived and what is understood.

Educators do well in curriculum implementation where they
are motivated. According to Maslow’s Theory, Hierarchy of Needs
(1943), people have the need for esteem. This includes factors such
as recognition, attention, social status and accomplishment. The
atmosphere of our education system has not motivated educators to
work hard for successful implementation of the curriculum; educators
feel that they are not supported by department and community; their
efforts are not recognized; and incentives and rewards for
outstanding achievements are limited.
Change as a challenge for curriculum implementers. Change
is a phenomenon that affects all aspects of a person’s life and brings
about alterations in both personal and employment spheres.
According to Bertels (2003:478), change can be described as the
process of analyzing the past to elicit present actions required for the
future. It involves moving from a present state, through a transitional
state, to a future desired state. The focus of change is to introduce
an innovation that produces something better, hence the
implementation of the new curriculum.

CONCEPTUAL
FRAMEWORKThis study observed the conceptual paradigms as guide for the
researchers to realize the objectives of this work. Figure 3 presents the
illustration of the paradigm framework variables. The sources of data were
gathered from the Grade 7 and Grade 8 TLE teachers of selected public and
private schools of Sariaya, Quezon. The problems encountered by the TLE
teachers in relation with some particular areas were disclosed by the
respondents.
The process of gathering data conducted by the researchers was in the
form of questionnaire and interviews. Validation of instrument, statistical
treatment and analysis of data as well as tallying of frequency distribution and
test of significant difference were also done.
Feedback after the analysis of the specific problems met by the TLE
teachers on the implementation of K to 12 was used as basis for planning and
designing suggestions and recommendations to address the needs of the
school and solve the problems encountered by the Grade 7 and Grade 8 TLE
teachers in selected public and private high schools of Sariaya, Quezon.

STATEMENT OF THE PROBLEM
The main purpose of this study is to find out the perceptions of
all Grade 7 and Grade 8 Technology and Livelihood Education
(TLE) teachers in selected public and private High Schools in
Sariaya, Quezon in the implementation of the K to 12 Program.
Specifically, this study seeks to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1 age
1.2 gender
1.3 civil status
1.4 educational attainment
1.5 years of teaching experience

2. What are the perceptions of the respondents in teaching
Technology and Livelihood Education (TLE) subject in relation
to:
2.1 instruction
2.2 instructional materials
2.3 classroom management
2.4 facilities
2.5 assessment tools
3. Is there a significant difference on the perceptions of all
Grade 7 and Grade 8 Technology and Livelihood Education
(TLE) teachers in selected public and private high schools in
Sariaya, Quezon in the implementation of K to 12 Program?

HYPOTHESIS
There is no significant difference on the
perceptions of all Grade 7 and Grade 8
Technology and Livelihood Education (TLE)
teachers in selected public and private high
schools in Sariaya, Quezon in the
implementation of K to 12 Program.

ASSUMPTIONS:
This research study is anchored on the
assumption that the teacher respondents were
accurate and objective in expressing their
perceptions on the problems they encountered
in teaching Technology and Livelihood
Education (TLE) under the implementation of
the K to 12 program.

SIGNIFICANCE OF THE STUDY
The study on “The Implementation of K to 12 Program
of Technology and Livelihood Education in Selected
Public and Private High Schools in Sariaya, Quezon: An
Assessment” may be significant and beneficial to the
following:
To the policy makers of DepEd, the results of this work
may be used as basis for the higher officials to strengthen
their support in all aspects in formulating plans and activities
that will help address some problems encountered by the
teachers.

To the school heads, administrators and principals, so
they can make an effective management of the school. The
result of this study may likewise help the school heads to shell
out their utmost support in response to meeting the major goals
of the program’s implementation. The findings of this study will
also enable them to discover the problems that might exist with
the newly implemented curriculum. This will serve to motivate
them to find ways and means that will strengthen its weak points
and further enhance its strong points.
For the teachers, this study will help them determine the
problems encountered in the K to 12 curriculum and likewise help
them devise the necessary adjustments in facilitating instruction.
The findings of this study could likewise make them redefine their
efforts in altering the school curricula and consequently help the
entire academic community to achieve its goals in providing
better, relevant and quality education.

For the students, this study will give them better insights on the
value of education, the value of being skillful and the value of
being persistent in achieving one’s goal. They should likewise
realize that the government, their parents and the entire academe
are exerting efforts to transform the present education system
thereby preparing them to a better and brighter future.
This study is geared towards making the parents realize their
important function in pushing transformative efforts. This will
likewise make them appreciate the vital importance of their
participative partnership role with the school in transforming the
existing educational system so as to making it better, relevant and
competitive.
For future researchers, the results of this study may serve as
springboard for them to pursue an investigation parallel to this
study.

SCOPE AND DELIMITATIONSThe study is confined only to all Grade 7 and Grade 8 Technology and
Livelihood Education (TLE) teachers of selected public and private high
schools of Sariaya, Quezon. The schools of Canda National High School
and St. Francis High School are taken as the respondents of the study.
This study is limited to the identification of the perceptions of all Grade 7
and Grade 8 Technology and Livelihood (TLE) teachers in selected public
and private high schools of Sariaya, Quezon in the implementation of the K
to 12 Program. The study is also limited to the profile of the respondents
(age, gender, civil status, educational attainment and years of teaching
experience) in relation to the problems they encounter in teaching the
Technology and Livelihood (TLE) subject. It seeks to determine how
adequate and effective their resources are in terms of instructional
materials, facilities, classroom management, instruction and assessment
tools.
Furthermore, the study also focused on finding out if there is a
significant difference on the perceptions of all the Grade 7 and Grade 8
Technology and Livelihood Education (TLE) teachers in selected public and
private high schools in Sariaya, Quezon in the implementation of K to 12
Program.

CHAPTER 3
RESEARCH
METHODOLOGY
This chapter presents the research method used in
the study, respondents of the study, data gathering
instruments, data gathering and the statistical treatment
of data.

METHOD OF
RESEARCH USED
The descriptive evaluative method of
research was employed in this study. It
describes the perceptions of all Grade 7 and
Grade 8 Technology and Livelihood
Education (TLE) teachers in selected public
and private high schools in Sariaya, Quezon
in the implementation of K to 12 Program.

RESPONDENTS
OF THE STUDY
This study involves (3) three teacher respondents
in Canda National High School and another (3) three
teachers in St. Francis High School. All the Grade 7
and Grade 8 teachers teaching the Technology and
Livelihood Education (TLE) subject are involved in
the study due to the limited number of respondents.

DATA GATHERING
INSTRUMENTSIn order to formulate the questionnaire, the researchers read a lot of
references regarding K to 12 Program and found out the possible statements
about the perceptions encountered by the teachers in the implementation of
the said program.
The questionnaire prepared by the researchers is grouped according to
their corresponding categories. The first part of the questionnaire is a
checklist which includes the respondents’ profile and is composed of ___
items. The second part on the other hand, consists also of a checklist
questionnaire which is categorized into (4) four sections namely: instruction,
classroom management, facilities, instructional materials, and assessment
tools. This is composed of ___ items in which the participants will have to
check each question under a certain category in terms of how they perceive
it.
The aim of this study is to determine the perceptions of all Grade 7 and
Grade 8 Technology and Livelihood Education (TLE) teachers in selected
public and private high schools in Sariaya, Quezon in the implementation of
K to 12 Program.

DATA GATHERING
PROCEDURES
The researchers of this study followed some procedures in
order for them to achieve the objectives of this work. First, they
prepared a questionnaire in a form of a checklist which covered
all the variables included in their statement of the problem. The
researchers presented it to their research adviser and asked for
his approval before they were finally able to reproduce enough
copies of the questionnaires intended for their respondents to
answer. Next to that, the researchers asked permission from the
principals of Canda National High School and St. Francis High
School to conduct their research study in the said schools.

Upon approval, the researchers then administered the
prepared questionnaires to all the Grade 7 and Grade 8
Technology and Livelihood Education (TLE) teachers of Canda
National High School and St. Francis High School respectively,
both in Sariaya, Quezon which took place last ____________.
Attached to the checklist questionnaire was the request letter
also prepared by the researchers asking for the sincere
participation of each of the respondents. The administration of
the questionnaires was given during the vacant periods of the
respondents so for them to take their time in answering the
prepared checklist questionnaire.
The researchers then retrieved all the questionnaires
answered by the all the Grade 7 and 8 TLE teacher
respondents and prepared for the Tables needed for the
analysis of the data gathered.

STATISTICAL
TREATMENTThe following statistical tools were used to answer the
problems in this study.
Frequency and Percentage Distribution – to determine the
profile of the respondents in terms of age, gender, civil status,
educational attainment and years of teaching experience.
T-test – to determine the perception of all Grade 7 and Grade 8
Technology and Livelihood Education (TLE) teachers in selected
public and private high schools of Sariaya, Quezon in the
implementation of the K to 12 Program.
Z-test – to test the significant difference on the perception of all
Grade 7 and Grade 8 Technology and Livelihood Education (TLE)
teachers in selected public and private high schools of Sariaya,
Quezon in the implementation of the K to 12 Program.

By:
Amorado, Mike Steve L.
De Silva, Jeanette B.
Gonora, Ulysses B.
Marquez, Katherine Joy D.
Pagayon, Manolito A.
Salubong, Judy Ann S.
Vallecer, Alexandra B.

Thesis.

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