PERCEPTION TOWARDS THE IMPLEMENTATION OF SENIOR HIGH SCHOOL PROGRAM

PERCEPTION TOWARDS THE IMPLEMENTATION OF SENIOR HIGH
SCHOOL PROGRAM
A Baby Thesis
Presented to the Senior High School Faculty
Mater Dei College High School Department
Cabulijan, Tubigon, Bohol
In Partial Fulfillment
For the Requirements
Of the Subject
Practical Research 2 (Quantitative Research)
By:
Cescar, Jennelyn O.
Lañas, Erica
Ochea, Hope R.
Pedoche, Nymph Deza E.
Sumalinog, April Rose A.
Sumalinog, Joshua T.
October 2019

ENDORSEMENT
The research entitled, “PERCEPTION TOWARDS THE IMPLEMENTATION OF
SENIOR HIGH SCHOOL PROGRAM” prepared and submitted by the Grade 12 HUMSS
1 in partial fulfillment of requirements for RESEARCH 3 is hereby accepted and
recommended for Oral Examination.
JENNIFER J VALERO, RN-MAN DE MARVY D. BONGATO, LPT
Research Instructor Panelist
MARILOU A. BALILI, MA, RCh, LPT
Panelist
Accepted as a partial fulfillment of the requirements for Research 3.
JASMIN M. SUMIPO, Ph.D
High School Department Principal
APPROVAL
APPROVED by the tribunal at the Oral Examination with the grade of ____.
JENNIFER J. VALERO, RN-MAN DE MARVY D. BONGATO, LPT
Research Instructor Panelist
MARILOU A. BALILI, MA, RCh, LPT
Panelist

ACKNOWLEDGMENT
First and foremost, praise and glory to God, the Almighty for His shower of
blessings throughout the completion of the research study successfully.
The researchers would like to express their greatest gratitude to Jennifer J.
Valero, RN-MAN for providing invaluable guidance throughout the research
journey. Her vision, sincerity and motivation have deeply inspired the researchers.
It was a great honor and privilege to work and study under her guidance.
We would also like to extend our heartfelt gratitude to our parents for
supporting us emotionally and financially. We would also like to thank our adviser,
Mr. Francis Clint Asna, for his unending motivation. Lastly, we would like to thank
our dear participants who gave their valuable time in answering our questionnaire.

ABSTRACT
The study aimed to determine the perception towards the implementation
of the Senior High School program. To obtain reliable data, the researchers asked
the parents, students and teachers to fill the questionnaire. This research project
utilizes descriptive technique in getting the information from the selected
participants. The data computation was assisted by a Software Package for Social
Sciences (SPSS). The findings revealed that majority appeared to understand the
recently implemented curriculum. However, they still felt there were some areas
needing improvements like as: K to 12 programs was expensive, lack of sufficient
facilities, and laboratory equipment. In the light of these findings, it is
recommended that the Philippine government should allocate sufficient budget for
the K to 12 program to succeed and to allow the stakeholders to share their
sentiments about the deficiencies and/or inadequacy of the facilities to
accommodate the needs of the growing number of student population of the Mater
Dei College community.
Keywords: perception, Senior High program, implementation

TABLE OF CONTENTS
CHAPTER 1 1
THE PROBLEM AND ITS SCOPE 1
INTRODUCTION 1
Rationale 1
Theoretical Background 4
THE PROBLEM 7
Statement of the Problem 7
Significance of the Study 8
RESEARCH METHODOLOGY 9
Research Design 9
Sampling Design 9
Research Environment 9
Research Participants 10
Research Instrument 10
Research Procedures 11

DEFINITION OF TERMS 15
CHAPTER 2 16
PRESENTATION OF, ANALYSIS, AND RECOMMENDATIONS 16
CHAPTER 3 30
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 30
Summary 30
Conclusions 32
Recommendations 32
REFERENCES 33
APPENDICES 36
A. Transmittal Letters 36
B. Research Questionnaire 38
C. Timetable of Activities 43
CURRICULUM VITAE 44

1
Chapter 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale of the Study
Confronted with the global economic challenge and competition, the former
16th President of the Republic of the Philippines, Benigno “Noynoy” Aquino III,
together with the Department of Education, had been worried of the future working
force of the country. Aquino (2011), pointed out that education is the key to long-
term problems, if the country will be fixed, it will build a truly strong society. The
study of Sergio(2011) reveals that the quality of the Philippine education continues
to be in declined: poor performance in international comparative tests in science
and math, unpreparedness of some, if not most, high school graduates to take on
the rigors of academic life in college, and skills and competencies of the graduates
that inadequately match industry needs.
Filipinos are known to be competitive in international community. While this
may be true, the old basic education system hindered in becoming more
competitive among other countries. As stipulated in the Enhanced Basic Education
Act of 2013 (RA 10533), quality education must be delivered to the students with
the global competitiveness, sound standards, and broadened career opportunities.

2
This is to foster a complete, adequate, and integrated system relevant to the needs
of the people, the country, and society at-large. However, not all believe that the
program can solve the existing problems in a basic educational system such as
shortage in rooms, educational materials and other facilities and equipment,
underfunding, the orientation of the educational system and access (Navarro,
2014).
For nations like Philippines, to cope up with globalization, the national
education system, such as the Department of Education and the Commission on
Higher Education has to reorient its structures, frameworks and functions in order
to meet the challenges of the global society (Conchada&Tiongco, 2015). The
government expanded the basic education cycle from the 10 year cycle to a
globally comparable 12 years.
As stated by Sergio (2011), the K-12 Basic Education Program adds two
years of secondary education to enable graduates to pursue one of the three
tracks: (1) employment after graduation, (2) higher education or (3)
entrepreneurship. According to Department of Education, K-12 Program has the
following features: (a) making curriculum will be relevant to the learners, or
contextualization and enhancement; (b) building proficiency through language, or
mother tongue base multilingual education; (c) integrated a seamless learning or
spiral profession; and (d) eagering up for the future, or senior high school. From
the point of view of the government, K-12 is the appropriate response to address

3
the century old problem in education as well as being globally competitive
(Cabalansag, 2014).
The ten-year Philippine basic education system became a disadvantage for
the Filipino workers abroad, and for those who intend to study outside the
Philippines. Many Filipino professionals desire working abroad for greener
pastures but they tend to land a job apart from the diploma they pursued in the
Philippine high education institutions. Some persistent overseas workers submit
themselves to state policies on earning professional license besides having earned
the same in their home country in order to practice a profession abroad. Children
of Filipino migrants to other countries tend to repeat a grade level already earned
in the Philippines or to enroll additional courses to fit into the basic education
program of their new home country (Cabansag, 2014).
Hence, the researchers embark on this research project to investigate the
perception towards implementation of the Senior High School Program in Mater
Dei College. This research project also proposes recommendation to the parents,
students, and most especially to the teachers and school administration to give
more quality education to the students and great service to the students.

4
Theoretical Background
This study is anchored on John Dewy and Jean Piaget’s constructivist
learning theory that placed experience at the center of the learning process,
envisioning an educational system that is learner centered. Constructivist learning
theory is a dynamic view of learning based on a learning cycle driven by the
resolution of the dual dialects of action/ reflection and experience/abstraction. It is
a holistic theory that defines learning as the major process of human adaptation
involving the whole person (Kolb, 2018). It envisions a graduate who has a mastery
of core competencies as well as a solid training on work and life skills (Sergio,
2012).
Thorndike’s law of readiness also stressed that learning considers the
readiness of the learner so that it could be more lasting and more effective
(Magsino, 2009). Sharma (2006), also emphasized that the readiness included all
preparatory adjustment which immediately precede the activity. The learners of his
past experiences; mental preparation for understanding of new things, diverting
his attention towards the subject to be learned, changing the environment to suit
the learning are all included in the readiness.
Psychologically speaking, the short education program affects human
development of the Filipino children. Psychologist and educators says that children
under 18 years old are generally not emotionally prepared for entrepreneurship or
higher education discipline. Commonly, Grade six pupils graduate at the range of

5
11-13 years old while a fourth year high school graduates at the range of 16-17
years old thus, these learners are still considered children and they are not capable
to handle serious situations like decision-making and work task (Mohammad,
2016)
Teachers and parents have also played a leadership role in various reforms
both at the local and state level. Because of their age, experience, and assumed
advocacy for the best interest of the students, parents, and teachers alike are
recognized in the educational landscape. They are considered major stakeholders,
as well as participants in the education of the nation’s or state’s children.
The effectiveness of an organization can contribute to the accomplishment
of its goals, and affect its performance, include school internal elements such as:
teacher’s commitment, competencies, and expertise that include teacher’s
judgment of flexibility, adaptability, innovations and the quality of learning and
teaching and job satisfaction.
Through the pedagogical perspective, Okabe (2013), states that even
though Philippines is now borrowing from the educational system of others
countries, there is still unique aspect to its adaptation. He also stressed that
“outcome based approach”, wherein it prepares the learners for tertiary education
and affords them with skills useful for job opportunity after graduation and
developing free enterprise.

6
Furthermore, (Dejarme, 2008), stated that in order for schools and
universities to cope with new innovations, they should keep at pace with the tempo
of societal changes and technological progress. He also stressed that school today
should participate in education and social revolution.
Through socio-economic perspective, Okabe (2013), agrees that
implementation of the K- 12 shows how this help to the poor people especially by
providing them mechanism as an opportunity to acquire jobs immediately. Thus,
improving the basic educational program contribute towards economic
development, poverty, mitigation, social harmony and personality formation, a step
towards overcoming long existing issue such as employment, poverty and ethnic
conflict. As stated by De los Santos (2012), by investing more time and resources
in education, Filipinos can expect the graduates to become competitive in the
global business arena, and bring more success that would contribute towards
building the nation.

7
THE PROBLEM
Statement of the Problem
The study aims to determine the perception towards the implementation of
the Senior High School Program.
Specifically, it seeks to answers the following questions:
1. What are the perceptions of the participants towards the
implementation of the Senior High School Program in terms of:
1.1. socioeconomic;
1.2. core competencies; and
1.3. academic preparation?
2. Which of the three aspect is/are negatively/ positively perceived
by the following participants:
2.1. students;
2.2. parents; and
2.3. teachers?
3. Is there a significant difference among the perspective of the
participants on the three aspects?

8
Significance of the Study
This study is deeming significantly to students, parents, teachers, school
and future researchers.
Students. This information may help them in coping with better
understanding the new curriculum program.
Parents. This study will voice out their concerns regarding the additional
expenses incurred in educating their children.
Teachers. The information they may get would help enhance to further to
extent their competencies essential in coping with the trends in the educational
setting.
School. The information they may get from this study may be used in
addressing the prevailing issues and concerns in the implementation.
Future Researchers. This study would provide additional information on
the perception of the students, parents and teachers on the newly implemented
educational program.

9
RESEARCH METHODOLODY
Research Design
The researchers will use a non- experimental design which is the
descriptive and correlation research design. Non- experimental approach is a
research design in which the variables are not deliberately manipulated nor
controlled.
While the descriptive method of research, aims to describe systematically,
functionally, accurately and objectively the extent of students, parents, teachers’
perspective towards the implementation of the Senior High School Program.
Sampling Design
This research project uses simple random sampling, a technique in which
the researchers will choose the participants randomly within the population of the
research environment. It also uses a pure – chance selection where the
researcher assures the participants to have a fair opportunity to be the subject in
the study. The researchers will choose an overall total of 100 students, parents
and teachers within the research environment.
Research Environment
The locale of this study is Mater Dei College, located at Barangay
Cabulijan, Tubigon, Bohol, Philippines which is 1200 meters from the town
proper of Tubigon. Founded in 1983 by accomplished educators, Mater Dei

10
College is a Catholic institution of higher learning which caters to the educational
needs of the rural youths of the Northern part of Bohol. It is composed of
kindergarten, primary education, secondary education and tertiary education
namely: College of Business and Accountancy, Business and Hospitality
Department, College of Art and Sciences; College of Education; College of
Nursing; and College of Information and Communication Technology. This
research study will be conducted specifically in the Basic Elementary to the High
School Department.
Research Participants
There will be three groups for this study namely the students, parents of the
students, and the teachers. This research study involves an overall total of 100
participants who will be chosen randomly by the researchers to become the
respondents of the study. The chosen participants will be the subject of the study
and each participants will be given a standardize questionnaire and should answer
the questionnaire which is necessary for this study.
Research Instrument
This research study will use an adaptive questionnaire design to be
answer by the participants. The questionnaire comprises of 2 parts, the first part

11
is the participant’s profile which comprises of 15 questions while the second part
contains 10 questionnaires.
It uses the Likert Scale wherein it measures the students, parents and
teachers’ perspective towards the implementation of the new curriculum
program. The scale points are 4 = strongly agree, 3 = agree, 2 = disagree and 1
= strongly disagree.
Research Procedures
Gathering of Data
The researchers will send a letter addressed to the school principal of Mater
Dei College High School Department, Jasmin M. Sumipo PhD., asking for
permission from her office for the approval to conduct and distribute the
questionnaire to the chosen participants.
After the approval, the researchers will give the adaptive questionnaire
using simple random sampling. The researchers will let the participants read and
answer, accordingly. After how many hours, the researchers will retrieve the
questionnaire from the participants. The researchers will check and verify the
questionnaire whether all items is responded. After the collection of data, the
researchers will tally and compute the data.

12
Treatment of Data
The data gathered the participants will be recorded and tabulated by the
researchers. This research study will be using a Percentage and Weighted mean
in computing the raw data.
For interpretation purposes, the following formula was used;
P=F/N X100
Where:
P – Simple percentage
F – Frequency of responses
N – Number of participants
100 – Constant
Weighted Mean Formula
The weighted mean is obtained by dividing the summation of FX, the
numbers of participants. It is an arithmetic average wherein each value is
weighted according to its importance in the whole group of data.
MN = ∑ fx
n

13
Where:
∑ = Summation
f = frequency of responses under scale
x = weighted assign to each scale
n = number of respondents
The resulting weighting mean will utilize the following intervals for
interpretation for a four- point scale.
Value Verbal Description
3.25 – 4.00 Strongly Agree
2.50 – 3.24 Agree
1.75 – 2.49 Disagree
1.00 – 1.74 Strongly Disagree
It will also utilizes a P-test which calculates a value which enables the
researcher to determine the credibility of the accepted claim.

14
INPUT
PROCESS
OUTPUT
Figure 1. Research Flow
Perception towards the Implementation of Senior
High School Program
 Teachers
 Parents
 Students
 Data Gathering
 Tabulation
 Analysis
 Interpretation
Proposed recommendation

15
DEFINITION OF TERMS
K to 12 Program. Refers to the recent implemented basic education
curriculum signed into a law by the incumbent President Benigno Aquino III, also
known as the Republic Act 10533, wherein Filipino students are required to
undergo one year Kindergarten, six years in primary school, four years in junior
high school and two years in senior high school.
Parents. Refers to someone who brings up and cares for the student; one
of the participants of this research project.
Perceptions. Refers to the process of attaining awareness or
understanding to the newly implemented curriculum program.
Student. Denoting to someone who is studying to gain a degree; one of
the participants of this research project.
Teachers. Refers to someone who provides knowledge to the group of
students; one of the participants of this research project.

16
Chapter 2
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
RESPONDENT’S PROFILE
The following figures will present the respondents profile in terms of
socioeconomic, core competencies and academic preparation.
Figure 2.1 Monthly income
The figure above showed that there were 18 participants with a monthly
income that ranges from 1, 000 – 5, 000 which has the lowest number of frequency
and that the majority or 33 of the participants involved in this study have a monthly
income of 10,000 – 20,000.
0
10
20
30
40
50
60
70
80
90
100
1,000 - 5,000 5,000 - 10,000 10,000 - 20,000 20,000 - 30,000
Monthly imcome

17
In the Philippines, 3 out of 20 household belongs to the middle class
population whose monthly income start from 10,000. One of the factor that acts as
a determinant is education in which the middle class would spend 5.9% of the
monthly income (Adrian, 2017).
Punongbayan (2018) states that a household whose monthly income starts
from 10,000 is not enough to live a decent life. The National Economic and
Development Authority (2018), considers household whose monthly income starts
from 10,000 as nearly poor.
Figure 1.2 Monthly income from other sources
The figure 1.2 revealed that there were 44 participants whose other
source of monthly income comes from owning a small business such as sari-sari

18
store and the lowest number of frequency is the governmental
assistance/pensions.
Given how sari-sari store works, these retail stores are patronized by people
since it provides convenience to all, and in today’s generation, a sari-sari store is
almost in every corner of the community. More Filipinos are fascinated to the sari-
sari store community, which is part of the retail industry, since it is one of the fastest
and easiest business venture they can get into, thus continuously improve the
economy (Lacamiento, 2013).
Among industries, restaurants led the sector with 6,652 establishments,
accounting for 24.6 percent of the total number of establishments. Fast-food
chains ranked second with 4,477 establishments or 16.6 percent, followed by
refreshment stands, kiosks and counters with 3,772 establishments or 14.0
percent (Annual Survey of Philippine Business and Industry, 2015).
Figure 1.3 Highest level of education

19
Figure 1.3 showed that the lowest number in terms of the highest level of
education is the Doctoral which has 0 and the majority or 44 of the participants
involved are college graduate.
The educational attainment of the population in the country had improved
since year 2000. The proportions of graduates of both secondary and tertiary
(college) levels had increased from 2000 to 2010. In 2010, college graduates
increased from 4.3 percent in 2000 to 10.1 percent.
Over 27.7 million students are projected to enroll in public and private basic
education institutions across the country this year, the highest in history, according
to the Department of Education (DepEd, 2018).
According to Philippine News Agency (2017) survey showed that only 23
percent of Filipinos were able to finish college. For education, Santos (2017) said
of the 1,000 Filipinos surveyed, only 230 were able to finish college.
Figure 1.4 Members of the family who are going to school
0
20
40
60
80
100
1-2 member 2-3 member 3-4 member

20
The figure exposed that majority or 50 percent of the participants has a 1-2
members of the family who are going to school, while the lowest number of
frequency and percentage is 2-3 members who has 16 participants who answered.
Figure 1.5 Parents’ current employment status
The figure revealed that majority or 67 of the parents’ participants were
working full time while the minority or 3 of the parents’ participants were disable.
Among married-couple families with children, 95.8 percent had an
employed parent in 2011, little changed from the prior year. The share of married-
couple families where both parents worked edged up to 58.5 percent in 2011
Bureau of Labor Affairs (2011).
0
10
20
30
40
50
60
70
80
90
100
1-2 member 2-3 member 3-4 member

21
In 2018, 4.2 percent of married-couple families had an unemployed
member, less than the corresponding percentages of families maintained by
women or families maintained by men (8.0 percent and 7.7 percent, respectively).
Among families with an unemployed family member, those maintained by women
were less likely to also have an employed family member(51.4 percent) than
families maintained by men and married-couple families (56.2 percent and 82.1
percent, respectively) Bureau of Labor Affairs (2018).
Core competencies Weighted mean Interpretation
1. Improves one’s leadership 3.14 Agree
and people management
2. Improves one’s ability to 3.09 Agree
effectively communicate with
others using other language
3. Improves one’s problem-solving 2.98 Agree
skills
4. Allows students to be computer 2.92 Agree
literate
5. Improves one’s creativity 3.34 Strongly Agree
skills to innovate and develop
new ideas

22
Table 1.1 Perception towards the implementation of Senior High School in
terms of core competencies
As shown in the table above, there is one strongly agree having the
weighted mean of 3.34 in the perception of the participants towards the
implementation of the Senior High in terms of core competencies, and the lowest
with the weighted mean of 2.92 which indicates a verbal description of agree.
According to Sturgis and Patrick (2017), educators across the country have
started to realize the promise of competency-based education as a new structure
to organize districts and schools, designed to help student’s successfully master
skills at each step, year after year, by ensuring they advance after they
demonstrate proficiency. The concept behind competency education is simple:
learning is best measured by students demonstrating mastery of learning targets
with the supports they need, rather than the number of hours spent in a classroom
with variable amounts of actual learning.
Competency-based education is a term that describes learning
progressions based on mastery of content rather than passage of time. In a
competency-based education system, students understand learning objectives
and also know what they must “know and show” to be proficient. If a student does
not demonstrate adequate proficiency to advance, they must be provided with
supports and interventions that help them fill the gaps in their knowledge and skills.
A competency-based structure enables personalized learning experiences tailored

23
to each student’s strengths, needs, and interests — including enabling student
voice and choice in what, how, when and where they learn. Through a variety of
approaches, state policymakers are breaking down the barriers to competency-
based learning models (National Conference of State Legislature, 2017).
Academic Preparation Weighted Mean Interpretation
1. Ensures sufficient 3.27 Strongly Agree
mastery of the specialized
subjects depending on
their academic strand
2. Improve facilities designed 2.42 Disagree
to make teaching-learning
process convenient
3. Keep abreast of the 2.95 Agree
modern techniques,
particularly use multi-media
4. Immerse student in their 3.41 Strongly Agree
future career venture that would
help them better understanding
their chosen field
5. Design understandable 2.44 Disagree
manuals that would help the
students in dealing the

24
new implemented program
Table 2.1 Perception towards the implementation of Senior High in terms of
academic preparation
The table above presents that there is two strongly agree having the
weighted mean of 3.27 and 3.41 in the perception of the participants towards the
implementation of the Senior High in terms of academic preparation, and the
lowest with the weighted mean of 2.42 and 2.44 which indicates a verbal
description of disagree.
K-to-12 has, in fact, been running for some three years now, with the
mandated universal kindergarten first implemented in school year 2011-2012, and
the enhanced curriculum for Grade 1 and Grade 7 or First Year Junior High School
kicking off in school year 2012-2013. According to GMA News (2014), the program
continues to be plagued with a lack of facilities and timely teaching materials.
Teachers, for instance, are forced to use textbooks already phased out under the
new curriculum simply because the newly approved ones are late in coming.
With the lack of classrooms and facilities, the Department of Education
cannot admit the 1.3 to 1.4 million junior high school graduates into the senior high
school program even with the voucher. There are provinces and municipalities
where classrooms are lacking. There are provinces and municipalities with enough
classrooms, but have insufficient equipment for delivering quality education. There

25
are provinces that will start implementing the voucher system because of the lack
of classrooms (Romulo, 2016).
Assessment Information Weighted Mean Interpretation
1.Allows students to prepare 3.28 Strongly Agree
in stepping into tertiary learning
2.Allows the student to 3.04 Agree
join the workforce through
training that will make them
familiar at a certain track
3.The new system of education 3.5 Strongly Agree
disburses money for the
education
4.Increases the drop-out rate 3.12 Agree
due to lack of money to
send their children to school
5.Allows students to improve 3.25 Strongly Agree
skills sets necessary for their
chosen workplace
6. The employment rate 3.25 Strongly Agree
would plummet since the
k-12 program makes high
school graduates eligible

26
for jobs
7. Allows the graduate to 3.25 Strongly Agree
be globally competitive
enough to work with other
foreign countries
8. Helps decrease the 2.18 Disagree
one’s poverty
9. The Senior High School 3.22 Agree
program is not waste of
time since the students
are actually learning
10. Provides better quality of 3.31 Strongly Agree
education since other
countries use this
educational program
Table 3.1 Assessment Information
The table 3.1 informs that there are six strongly agree having the weighted
mean of 3.28, 3.25, and 3.31 as perceived by the parents, teachers and student
towards the implementation of Senior High School program and the lowest with
the weighted mean of 2.18 which indicates as disagree.
According to UNESCO (2018), many of these reforms were adopted against
a backdrop of declining educational standards in the Philippine education system

27
during the first decade of the 21st century. The mid-decade assessment report of
Southeast Asian education systems, found that participation and achievement
rates in basic education in the Philippines had fallen dramatically, owed to chronic
underfunding. After rising strongly from 85.1 percent in 1991 to 96.8 percent in
2000, net enrollment rates at the elementary level, for instance, had dropped back
down to 84.4 percent by 2005. Also by mid-decade, elementary school dropout
rate had regressed back to levels last seen in the late 1990s. The completion in
elementary school was estimated to be below 70 percent in 2005.
At the secondary level, problems were omnipresent as well: the net
enrollment rate in secondary education, for example, had by 2005 dropped down
to 58.5 percent, after increasing from 55.4 percent to around 66 percent between
1991 and 2000. Tellingly perhaps, the country’s youth literacy rate, while still being
high by regional standards, fell from 96.6 percent in 1990 to 95.1 percent in 2003,
making the Philippines the only country in South-East Asia with declining youth
literacy rates (Macha, 2018).
In 2003, the last year the Philippines participated in the study, the country
ranked only 34th out of the 38 countries in high school mathematics and 43rd out
of 46 countries in high school science. Education spending as a percentage of
overall government expenditures, meanwhile, declined from 18.2 percent in 1998
to 12.4 percent in 2005 (Mackie, 2018).

28
To address these shortcomings, the Philippine government initiated
structural changes in the basic education system and significantly boosted
education expenditures. Crucially, the Kindergarten Act, passed in 2011, enacted
a mandatory pre-elementary year of Kindergarten education, while the 2013 Basic
Education Act, extended the elementary and secondary education cycle from 10
to 12 years. The importance of this new 12-year education cycle (K-12), which
adds two years of mandatory senior secondary schooling for every Filipino student,
cannot be understated (Mackie, 2018).
According to Luistro (2015), the implementation of K-12 program has had
its developments since 2010 including the improvements on the inadequacy of
facilities and materials. With regards to the new curriculum, its main aim is to
further improve the quality of education in the country through enhancing and
improving the subjects taught at school.
Furthermore, the K-12 program is beneficial as it provides job opportunities
for high school graduates. During their senior high school, students will be able to
acquire skills that enable and prepare them for work after graduation. As a result
to this, students may opt not to continue college and may already be eligible for
work without earning a college diploma. Parents, who cannot afford college
education for their children, are freed from the burden of spending for college just
to make their children employable (Forbes, 2012).

29
However, according to Umil and San Andres (2012), the addition of two
years to basic education does not sit well with the parents especially those who
work hard just to send their children to school. According to Martinez (2012), an
additional two years more of education will be an added burden to OFWs. They
loan money for the enrollment or they will work thrice as hard just to pay for the
tuition and other fees.

30
Chapter 3
SUMMARY, CONCLUSION, AND RECOMMENDATION
Summary
The main purpose of this study was to determine the perception towards
the implementation of Senior High School program. This study was conducted in
Mater Dei College. Specifically, the study aimed to answer the question: What are
the perception of the participants towards the implementation of Senior High
School program in terms of: socioeconomic, core competencies and academic
preparation?
The participants of this study were the students, parents and teachers of
Mater Dei College. The participants were being searched and questionnaires were
personally delivered by the researchers. The researchers used the non-
experimental design which is the descriptive research design. The statistical
formulas used to treat data were percentage and weighted mean. The data
gathered from the participants was recorded and tabulated by the researchers.
The data obtained from the questionnaires were analyzed and was
interpreted with the used of treatment of data. The results of the study showed that
the perception of the participants in terms of core competencies gained 3.34 the
highest weighted mean which is agreed by the participants and gained 2.92 as the

31
lowest weighted mean. The participants’ perception towards the senior high school
program in terms of academic preparation showed that the highest weighted mean
gained 3.41 which is strongly agreed by the participants and got lowest weighted
mean with 2.95 and in terms of assessment information, the researchers gained
3.31 as the highest weighted mean as strongly agreed by the participants with a
lowest weighted mean of 2.18 which was disagreed by participants.
Findings
The following were the highlights of the study:
1. Based on the data that were collected and interpreted, it was found out that
most of the participants were having a 10,000-20,000 monthly income of
their family; most of them owns a small business; most of the highest level
of education their family completed is college graduate; and majority of their
parents were working full time.
2. In the study, it was found out that the perception towards the implementation
of the Senior High School program in terms of: core competencies,
academic preparation and socioeconomic was agreed by the participants.
3. The data shown above tells that money is one of the determinant in terms
of education and the additional 2 years is a big deal.
4. The participants strongly agreed that Senior High School program immerse
students in their future career venture that would help students with the
better understanding of their future field.

32
Conclusion
Based on the data gathered, the researchers concluded that the students,
parents and teachers of Mater Dei College agreed and have positive response to
the new educational system that would help the participants in their career for the
better future. The researchers concluded that Senior High School program would
help the students to be globally competitive not just through academics but in
different field of workplace. The new curriculum program would help improve the
academic status of the students. Most of the participants agreed with the new
educational system since this is for the benefit of not only Filipino youths but all of
the Filipino in the Philippines.
Recommendations
Based on the finding of the study, the researchers came up with the following
recommendations:
1. Students should deal with the implementation of Senior High School
program for the improvement of skills, knowledge and getting ready tertiary
education.
2. Parent should support their students financially and other educational
purpose to help students build up their learning development and abilities.
3. Teachers should help their students and the parents to learn and
understand fully the new curriculum program since teachers play a big role
in education system.

33
REFERENCES
Abdullah, S. (2019). Assessment on the full implementation of Senior High
School Curriculum among private Schools in Sultan Kudarat. Retrieved
from https://www.academia.edu/4090431/ASSESSMENT_ON
_FULL_IMPLEMENTATION_OF_SENIOR_HGH_SCHOOL_CURRICULU
M_AMONG_PRIVATE_AND_PUBLIC_SCHOOLS_IN_SULTAN_KUDAR
AT
Abulencia, A. (2015, October). The Unraveling of K-12 Program as an Education
Reform in the Philippines. Retrieved from
https://www.coursehero.com/file/37301443/k-12-sipatahoenanjournalpdf/
Acosta, A. (2016, October). Teachers' Perceptions on Senior High School
Readiness of Higher Education Institutions in the Philippines. Retrieved
from
https://www.researchgate.net/publication/309710847_Teachers'_Perceptio
ns_on_Senior_High_School_Readiness_of_Higher_Education_Institutions
_in_the_Philippines
Branzuela,D. G. (2019, January). EFFECTS OF SOCIAL MEDIA USAGE TO
THE SCHOOL PERFORMANCE OF THE GRADE 12 SENIOR HIGH
SCHOOL STUDENTS.Retrieved from
https://www.researchgate.net/publication/330466568_EFFECTS_OF_SO

34
CIAL_MEDIA_USAGE_TO_THE_SCHOOL_PERFORMANCE_OF_THE_
GRADE_12_SENIOR_HIGH_SCHOOL_STUDENTS
Kalla, S. (2011, June, 16). A correlational study determines whether or not two
variables are correlated. Retrieved from
https://explorable.com/correlational-study
Laguidong, D. D. (2017). Perceptions of Parents, Students, and Teachers of Pikit
National High School, Pikit, Cotabato on the Implementation of the K to 12
Program of the Department of Education. Retrieved from
https://www.atlantis-press.com/proceedings/coema-17/25882370
Mingle, A. A. (2016). A Comparative Analysis of Social Media Usage and
Academic Performance in Public and Private Senior High Schools.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1095298.pdf.
Mohammad, N. (2016). The perception of the parents and students on the
implementation of K-12 Basin Education Program in the Philippines.
Retrieved from
https://www.academia.edu/38927872/Perception_of_parents_and_student
s_on_k12_research
Samuel, W. A. (n.d.). PERSPECTIVES ON THE IMPLEMENTATION AND
EVALUATION OF GOVERNMENT CURRICULUM. Retrieved from
https://www.researchgate.net/publication/322368915_PERSPECTIVES_O

35
N_THE_IMPLEMENTATION_AND_EVALUATION_OF_GOVERNMENT_
CURRICULUM

36
APPENDIX-1
Letter to the Principal
DR. JASMIN M. SUMIPO
Principal, High School Department
Mater Dei College
Dear Dr. Sumipo:
Greetings!
We, the 12 HUMSS 1 students are conducting a study entitled “PERCEPTION
TOWARDS THE IMPLEMENTATION OF SENIOR HIGH SCHOOL PROGRAM”
as a partial fulfillment of the requirement for Practical Research 2. In view of the
foregoing statement, may we request that will be granted permission from your
office to conduct the survey questionnaire relevant to the study from the selected
respondents of Mater Dei College.
We are hoping for a positive response to this request for the success of the
above mentioned study.
Thank you very much!
Very respectfully,
Cescar, Jennelyn O.
Lanas, Erica
Ochea, Hope R.
Pedoche, Nymph Deza E.
Noted by:
JENNIFER J. VALERO, MAN RN
Research Instructor

37
APPENDIX-2
Letter to the Participants
Dear Participants!
Good day!
The undersigned are conducting a study on ‘PERCEPTION TOWARDS
THE IMPLEMENTATION OF SENIOR HIGH SCHOOL PROGRAM” as a partial
fulfillment for our Practical Research 2.
In line with this, we are asking your permission to answer the given
questionnaire. Please fill out the needed information stated below. Your
cooperation is highly appreciated. Rest assured that all information will be kept
confidential.
Thank you very much!
Respectfully yours,
Cescar, Jennelyn O.
Lanas, Erica
Ochea, Hope R.
Pedoche, Nymph Deza E
Noted by:
JENNIFER J. VALERO, MAN RN
Research Instructor

38
APPENDIX-B
QUESTIONNAIRE
I. Participant’s Profile
Direction: Please answer the following statement by putting a check (/), on the box.
What are the perceptions of the participants towards the implementation of the
Senior High School program in terms of socioeconomic?
1. What is the monthly income of your family?
1,000- 5,000 10, 000 – 20, 000
5,000 – 10,000 20,000 – 30,000
2. Monthly income from other sources?
Assistance of relatives
Owning a small business (e.g. sari-sari store, restaurant)
Farming
Governmental assistance/ pensions
3. Which of the following best describes the highest level of education you/ your
family have completed?
Didn’t finish High school
Didn’t finish High school, but completed a technical/ vocational program
Less than 2 years of college
College graduate (4 or 5 years program)
Master’s degree (or other post- graduate training)
Doctoral degree ( PhD., MD, EdD, DVM, DDS, JD, etc.)
4. How many members of the family are going to school?
1-2 members
2-3 members
3-4 members
5. What is your/ your parents’ current employment status?
Working full time
Working part time
Not currently employed, looking for work
Retired
Disabled

39
Legend: Verbal description:
4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree
What are the perceptions of the participants towards the implementation of
Senior High School Program in terms of core competencies?
4
Strongly Agree
3
Agree
2
Disagree
1
Strongly
Disagree
1. The Senior High School
program improves one’s
leadership and people
management.
ability to effectively
communicate with others
using other language
(foreign or dialect).
problem-solving skills.
program allows students
to be a computer literate
(using of computer
laboratory for hands-on).
creativity skills to
innovate and develop
new ideas.

40
What are the perceptions of the participants towards the implementation of
Senior High School Program in terms of academic preparation?
4
Strongly
Agree
3
Agree
2
Disagree
1
Strongly
Disagree
1. Senior High School
program ensures
sufficient mastery of
the specialized
subjects depending on
their academic strand
(ABM, HUMSS,
STEM).
2. Improve facilities
designed to make the
teaching-learning
process convenient.
3. Keep abreast of the
modern techniques,
particularly the use of
multi-media.
4. Immerse student in
their future career
venture that would
help them better in
future career venture
that would help them
better in
understanding their
chosen field.
5. Design
understandable
manuals that would
help the students in
dealing the new
implemented program.

41
II. Assessment Information
1. As a student/ parents/ teacher, how do you perceive the implementation of
the Senior High School program?
4
Strongly
Agree
3
Agree
2
Disagree
1
Strongly
Disagree
program allows students
to prepare in stepping
into tertiary learning.
program allows the
student to join the
workforce through
training that will make
them familiar at a certain
track.
3. The new system of
education disburses
money.
4. The new system
education increases the
drop-out rate due to lack
of money to send their
children to school.
5. The extra 2 years allows
student to improve skill
sets necessary for their
chosen workplace.

42
4
Strongly
Agree
3
Agree
2
Disagree
1
Strongly
Disagree
6. The unemployment rate
would plummet since the
K- 12 program makes
high school graduates
eligible for jobs.
allows the graduate to be
globally competitive
enough to work with other
foreign countries.
program helps decrease
one’s poverty.
program is not a waste of
time since the students
are actually learning.
10.The Senior High School
provides better quality
education since other
countries use this
educational program.

43
Timetable of Activities
Date Activities
June 25, 2019 Formation of group
September 13, 2019 Submission of research title
September 16, 2019 Reading and drafting of Rationale
September 20, 2019 Reading of Related Review of
Literature
September 25, 2019 Statement of the Problem,
Significance of the Study, and
Definition of Terms
September 30, 2019 Developing the methodological
paradigm
October 2019 Finalization of questionnaire and
submission of the whole Chapter 1
January 2020 Proposal of the Chapter 1
January 2020 Revision of the Chapter One
February 2020 Submission of the revised Chapter 1
and the questionnaire

44
CURRICULUM VITAE
PERSONAL BACKGROUND
Name : Jennelyn O. Cescar
Address : Talenceras, Tubigon, Bohol
Birth Date : May 3, 2002
Nationality : Filipino
Civil Status : Single
Religion : Roman Catholic
EDUCATIONAL BACKGROUND
Tertiary : Mater Dei College
2018-present
Secondary : Cawayanan National High School
Cawayanan, Tubigon, Bohol
2014-2018
Elementary : Isaac Lopoz Elementary School
Bosongon, Tubigon. Bohol
2008-2014

45
CURRICULUM VITAE
PERSONAL BACKGROUND
Name : Erica Lanas
Address : Macass, Tubigon, Bohol
Birth Date : June 30, 2001
2018-present
Secondary : Holy Cross Academy
Pooc Occidental, Tubigon, Bohol
2014-2018
Elementary : Tubigon East Central Elementary School
Macaas, Tubigon, Bohol
2008-2014

46
CURRICULUM VITAE
PERSONAL BACKGROUND
Name : Hope R. Ochea
Address : Ilihan, Inabanga, Bohol
Birth Date : January 3, 2002
Religion : Protestant
2018-present
Secondary : Nahawan National High School
Nahawan, Clarin. Bohol
2014-2018
Elementary : Elementary U-og Ubujan Elementary School
U-og ,Unujan. Inabanga. Bohol
2008-2014

47
CURRICULUM VITAE
PERSONAL BACKGROUND
Name : Nymph Deza E. Pedoche
Address : Poblacon, Catigbian, Bohol
Birth Date : April 10, 2002
2018-present
Secondary : Immaculate of Mary Academy
Poblacion Weste, Catigbian, Bohol
2014-2018
Elementary : Catigbian Weste Elementary School
Poblacion Weste, Catigbian, Bohol
2008-2014

48
CURRICULUM VITAE
PERSONAL BACKGROUND
Name : April Rose A. Sumalinog
Address : Saa, Inabanga, Bohol
Birth Date : November 11. 2001
2018-present
Secondary : Saint Paul’s Academy
Poblacion, Inabanga, Bohol
2014-2018
Elementary : Inabanga South Central Elementary School
Poblacion, Inabanga, Bohol
2008-2014

49
CURRICULUM VITAE
PERSONAL BACKGROUND
Name : Joshua T. Sumalinog
Address : Poblacion, Sagbayan, Bohol
Birth Date : March 28, 2001
2018-present
Secondary : Saint Augustine Institute
Poblacion, Sagbayan, Bohol
2014-2018
Elementary : Sagbayan Central Elementary School
Poblacion, Sagbayan, Bohol
2008-2014

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