Assessing the K-12 program implementation in the Philippines as an input to school-based policy plan
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AuthorQuijano, Gerald A.
Universidad de Granada
Curriculum implementationCurriculum challengesCurriculum adjustmentK-12 curriculum21st century learnersRA 10533
Gerald A. Quijano (2023). Assessing the K-12 Program Implementation in the Philippines As an Input to School-Based Policy Plan.Journal for Educators, Teachers and Trainers,Vol. 14(1). 248-266.[DOI: 10.47750/jett.2023.14.01.022]
The Philippines used the K-12 program also known as the Republic Act 10533 (RA 10533) to raise the quality of its education so that it would be on par with that of other countries. However, since this is a new educational scheme, the Filipinos may have some shortcomings on the knowledge and skills they need to meet the requirements of the K-12 program which triggers the researcher to come up with this study. This study looked at how secondary school teachers of Nueva Ecija University of Science and Technology (NEUST) implemented the K-12 program during the 2019-2020 school year. It looked at the curriculum, instruction, challenges, changes, and compliance with the standard. The descriptive method was used in the study to describe how the K–12 curriculum was being used in the school at the time. Purposive sampling was used to choose 69 people from NEUST's four campuses. Weighted means were used to figure out how they felt about the curriculum, teaching-related factors, and the problems and changes they had to deal with. The results showed that the curriculum's content, goals, and teaching-related factors are in line with the standards, policies, or guidelines set by RA 10533. However, some improvements are needed because elective subjects have been added.