Seeing Through a Magnifying Lens:  a Qualitative Inquiry of K-12 Readiness of Faculty Members From Higher Education Institutions in the Philippines

Acosta, Imee C.; Acosta, Alexander S.

doi:10.18843/rwjasc/v7i4/01

Cited by 3 publications

(1 citation statement)

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“…Several studies were conducted regarding the implementation of the K12 program in the Philippines. These studies focused on the articulation of the foundations of K12 curriculum (Rivera, 2017), K12 science program implementation (Cabansag, 2014;Mangali, Tongco, Aguinaldo, & Calvadores, 2019), K12 mathematics program implementation (Cardona, 2017), assessment of modules in K-12 for Filipino subjects (Zamora, 2016), readiness of higher education institutions in Senior High School program (Acosta & Acosta, 2016a;Acosta & Acosta, 2016b;Acosta & Acosta, 2017), the K12 program as an education reform in the country (Abulencia, 2015), However, a dearth of literature was noted regarding the implementation status of the K12 Social Studies program in the Philippines.…”

Section: Introductionmentioning

confidence: 99%

Implementation Status of K12 Social Studies Program in Philippine Public Schools

Rogayan

Villanueva²

2019

pijss

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Curriculum implementation needs to be gauged regularly to ensure its effectiveness, efficiency and its relevance to the needs of the students and of the industry. This descriptive-survey research gauged the status of the Social Studies program under the K12 Curriculum for its first four years of implementation.A total of 30 Social Studies teachers and 5 school administrators from three national secondary schools in one division in Central Luzon, Philippines served as respondents of the study. Results revealed that a typical teacher is a female, 37.33 years old, teaching profession for 3.07 years, and a college graduate while a typical administrator is a female, 32.20 years old, serving for about 21.60 years, and a college graduate with MA units. The secondary teachers and school administrators assessed the status of implementation of the curriculum in selected public secondary schools as "moderately observed" in terms of resource variables (M=3.63), process variables (M=3.84) and contextual variables (3.93).

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Section: Introductionmentioning

confidence: 99%