SOCIAL ACCEPTABILITY OF THE K+12 PROGRAM AND THE ROLE THAT THE SPEAKERS BUREAU PLAYS IN PROMOTING IT AS PERCEIVED

BY SELECTED STUDENTS AND PARENTS OF LOPEZ ELEMENTARY SCHOOL AND TEACHERS OF LOS BAOS NATIONAL HIGH SCHOOL IN LOS BAOS, LAGUNA

ALEXA TAHUM FAJARDO

SUBMITTED TO THE FACULTY OF THE COLLEGE OF DEVELOPMNENT COMMUNICATION UNIVERSITY OF THE PHILIPPINES LOS BAOS IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

DEGREE OF

BACHELOR IN SCIENCE OF DEVELOPMENT COMMUNICATION (Educational Communication)

APRIL 2012

ACKNOWLEDGEMENT I express my sincerest gratitude to these people who helped me, in their own ways, to finish this study. To the people I interacted with in obtaining permits from DepEd division and district offices, for dealing with my request considerably and kindly. To the secretaries of both LES and LBNHS, for entertaining my calls in their office to inquire about the progress of my request. To the guards of both LES and LBNHS, for accommodating me always and asking me from time to time about my progress. To principals Dr. Teresita L. Jaraplasan and Dr. Leonila V. Murad of Lopez Elementary School and Los Baos National High School respectively, for their approval of the conduct of my study and for accommodating me in their schools. To the Grade 6 students of Lopez Elementary School, for taking time accomplishing my questionnaires. I appreciate the kindness that they have shown by entertaining me whenever I came to visit, by listening attentively to my explanations and instructions regarding the study, and by smiling to me or calling my name whenever we cross paths. To the parents of the selected students, for finding time to answer my questionnaires and expressing their thoughts regarding the program. To the teachers of the Grade 6 students, for accommodating me and letting me interfere with their discussions. To the teachers of Los Baos National High School, for answering my questionnaires despite their busy schedules and tons of work. To Kuya Robert, for helping me distribute the questionnaires to the teachers. To Ate Miann Banaag, for the very big discount she gave me when I asked her to analyze my data, and for answering my querries when Im confused of the statistics. To Ms. Marilou Ranario, for editing and critiquing my manuscript, and for suggesting ways on how I can improve it. To Sir Garry and my DevC 199 classmates, for critiquing and helping in the development of this study. To my peers, especially to EDCOM 08 the great, for their constant updating of my thesis. I was pressured thus worked hard to finish this study. My conversations with them provided me with better ideas. i

To Tita Lisa Banasihan, for giving me her bag to carry my questionnaires and for wishing me good luck every time I go to my research locales. To Tita Melds Moscoso, for giving me some insights and for reminding me that my negative encounters were just normal and were parts of the whole process. To my co-SAs, Gen and Thet, for encouraging me and telling me that I am doing well, and that there are no reasons to worry. To the faculty and staff of the Department of Educational Communication, for accepting me as a student assistant for six consecutive semesters. The IMU served as my tambayan and these people served as my orgmates. They acted as my mentors, critiques, and most especially, they were like a family who helped me in my endeavors. Without them, my college life would never be complete. To my adviser, Prof. Benjamina Paula G. Flor, for always accommodating my queries and helping me when Im confused, for being patient, kind, and considerate, and for finding time to edit this manuscript despite her very busy schedule. To someone so special to me, Jo, for being there when I needed help and companion; for always reminding me and pushing me to work on my thesis every time I run out of ideas and the desire to move on. And most importantly, for letting me feel that I will never be alone; for being there especially when I faced the challenges that came during the making of this study. To my parents, for providing support, love, and understanding, for giving finances to provide for the expenses needed for this study despite their meager earnings. And for letting me pass some of my duties and house chores as an eldest whenever they feel I needed more time for this thesis. To my siblings, for being patient during my mood swings brought by stress. I thank them for giving me inspiration to pursue this and to believe in myself. They are constant reminders of the reasons why I should do and finish this study. And most importantly, I thank God, for giving me strength and guiding me all the way. Without Him, I can never do this.

Alexa

ii

TABLE OF CONTENTS CHAPTER I PAGE INTRODUCTION Structure and rationale of the study Statement of the problem Objectives of the study Significance of the study Limitations of the study II REVIEW OF RELATED LITERATURE What is the Enhanced Basic Education K+12 Program? Goal of the K+12 program How will K+12 be done Enhanced K+12 education model K+12 implementation plan The need for adding two additional years Quality of current education system Benefits of and criticisms on the K+12 program College Readiness Standards Considerations in implementing education reform The need for dry-runs Theoretical framework Conceptual framework Operational definition of terms Hypotheses of the study III METHODOLOGY Research design Locale of the study Respondents of the study Sampling technique Research instrument Data gathering procedure Data analysis IV RESULTS AND DISCUSSION Socio-demographic characteristics Age Civil status Educational attainment Estimated annual family income 29 29 30 31 31 iii 26 26 26 27 27 28 28 5 5 6 6 7 8 9 12 15 16 17 19 21 23 25 1 3 3 4 4

Number of family members studying in school Occupation Awareness of the K+12 program Understanding of the K+12 program Sources of information Factors of social acceptability Socio-cultural factor Customs on education Attitudes on education World views Causal factors Perceptions on the K+12 program Economic capability Exposure to media Personal biases Efforts of the speakers bureau Role of the speakers bureau Social Judgment Theorys Latitudes of Acceptance, Rejection, and Non-commitment Statistical analysis on the relationship between the respondent groups and their stand on the K+12 program V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary Socio-demographic characteristics Factors of social acceptability Conclusion Recommendations For Students For Parents For Teachers For the Speakers Bureau For the Development Communication field LITERATURE CITED APPENDIX A B C D E F G H

32 32 34 34 36 36 37 37 39 43 45 45 49 50 53 63 64 67 67

68 68 69 71 72 72 72 73 73 74 75

Letter to the Schools Division Superintendent Letter to the DepEd District Supervisor Letter to the principal of Lopez Elementary School Letter to the principal of Los Baos National High School Preliminary survey form Main Questionnaire for students Main Questionnaire for parents Main Questionnaire for teachers

78 79 80 81 82 83 87 91 iv

LIST OF TABLES TABLE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Philippine average TIMMS scores Unemployment statistics in the Philippines The government and opposition side regarding the K+12 program Number of respondents in each group Respondents age distribution Respondents civil status Respondents educational attainment Estimated annual family income of the respondents Number of respondents family members studying in school Occupational distribution of parents Respodents awareness of the K+12 program Respondents understanding of the K+12 program Respondents sources of information about the K+12 program Respondents ratings on customs on education Respondents ratings on attitudes on education Respondents ratings on world views Respondents ratings on the perceptions on the K+12 program Respondents ratings on economic capability Respondents ratings on exposure to media Respondents stand on the K+12 program List of respondents supporting activities List of respondents opposing activities Respondents answers on how they think K+12 program would affect their lives Respondents other concerns about the K+12 program Respondents ratings on the role of the speakers bureau PAGE 10 11 14 29 30 30 31 31 32 33 34 35 36 38 41 44 47 50 52 53 55 56 57 61 65

LIST OF FIGURES FIGURE 1 2 3 Schematic Presentation of the K-6-4-2 Model Implementation Social Judgment Model Factors affecting social acceptability of the K+12 program PAGE 6 21 23

vi

ABSTRACT FAJARDO. ALEXA T. University of the Philippines Los Baos. April 2012. Social Acceptability of the K+12 Program and the Role that the Speakers Bureau Plays in Promoting it as Perceived by Selected Students and Parents of Lopez Elementary School and Teachers of Los Baos National High School in Los Baos, Laguna Adviser: Benjamina Paula G. Flor

This study determined the social acceptability of the K+12 program among selected students and parents of Lopez Elementary School, and teachers of Los Baos National High School, and assessed the role that the Speakers Bureau plays in promoting it. Specifically, it determined the factors that comprise social acceptability that will help DepEd in gaining support for the program; evaluated the acceptability of the K+12 program among selected students and parents of Lopez Elementary School, and selected teachers of Los Baos National High School; and determined the readiness of selected students and parents of Lopez Elementary School, and teachers of Los Baos National High School in adopting the program. In addition, it identified the readiness of the Filipino culture to adapt a 12-year basic education program as perceived by respondents and assessed the Speakers Bureaus communication strategies in promoting the program.

Students of Lopez Elementary School and their respective parents, and the teachers of Los Baos National High School were the chosen respondents of this study. Overall, 141 students, 141 parents, and 52 teachers were surveyed.

Findings showed that the socio-cultural and causal factors and the role of the Speakers Bureau affect the social acceptability of the K+12 program. Moreover, the K+12 program was found to be more acceptable with the students and teachers rather than the parents because they were more optimistic with the program and had more exposure to the programs characteristics, effects, and benefits. Although the students and the teachers were more ready in adopting the program in terms of knowledge, all groups of respondents were generally not yet ready because they had varying understanding of the program and its characteristics. vii

In addition, the respondents answers concerning their customs on education showed that the Filipino culture is not yet ready to adapt to the program. In terms of assessing the role of the Speakers Bureau, respondents were aware of the program but not of the efforts or the communication activities of the bureau. This study concluded that the social acceptability of the K+12 program depends largely on the way the Speakers Bureau communicate about it. That is why their communication strategies must be improved.

viii

CHAPTER 1

INTRODUCTION

Structure and Rationale of the Study

Education is the key for a strong citizenry. According to Amartya Sen (1999) as cited by Bruns, Mingat, and Raketumalala (2003), education helps form human capabilities- the essential and individual power to reflect, make choices, seek a voice in society, and enjoy a better life. Thus, it implies that everyone needs to be educated to improve ones life. Furthermore, education enables a person to be gainfully productive either in small industries or multinational companies that could result to economic growth.

Consequently, educational attainment becomes the basis for employment and gives premium on status in society. However, not all Filipinos can afford to go to school due to the high cost of education. For those who can manage to pay, they still find difficulty to sustain support because of poverty.

Despite the hardships, Filipinos perceive education as their passport towards achieving their dreams and be successful in life. According to Hazelman (2006), education plays an important role towards alleviating poverty. Education not only enables people especially the poor to improve their learning ability but also improve their sense of self-worth and well-being.

This connotes that as soon as the child goes to school, he or she must be grounded on the basic knowledge, skills, and attitude to face the challenges of life. The education system then is responsible for what type of citizens to produce especially in basic education. A good foundation serves as grounding for a strong collegiate education. One of the strategies that most countries do is require a 12-year basic education for students ages 6 to 18. Unfortunately, among its ASEAN neighbors, it is only the Philippines that offers a 10-year

basic education. The additional two years would allow students to mature by finishing at age 18 instead of 16. As mature individuals with functional literacy skills, it is further assumed that they can be employed should they not pursue a college education due to poverty or intellectual capacity.

In recognition of the deficiency, the Department of Education implemented the K+12 program effective SY 2011-2012 starting with kindergarten. The implementation of K+12 as proposed will be by SY 2012-2013. The first batch of the K+12 program will be the graduating class of SY 2011-2012. Thus, by June 2012, full scale implementation will be done. However, such shift brought about opposing opinions from stakeholders. While some are in favor, others are not due to various reasons. Those who favored K+12 believe that the additional years would mean additional knowledge and preparation for college or in entering the labor force while others felt it was an added cost. More so, culturally, basic education only consists of 10 years. It would then be difficult to change mind sets without proper communication campaign. The Inter-American Development Bank (2000) as cited by Hazelman (2006) noted that: Reforming education in any country is a difficult process. National education systems have a particular organizational history, with vested interests built around existing organizational structures. Teaching methods and content have long histories. Examination systems and the curricula they drive have become part of the nations culture. The educational system in many countries, states, and municipalities are extremely difficult to change because they are as much a way of life as a way of making a living.

However, it can be assumed that with proper orientation or social preparation, stakeholders would be able to understand the importance of the additional two years for a better future. How ready are teachers to assume the additional years? How acceptable is the K+12 program to its stakeholders? How did DepEd prepare the stakeholders to accept this shift in basic education? These are some questions needing some answers.

Statement of the Problem

The study attempted to answer the general question: How socially acceptable is the K+12 program among selected students of Lopez Elementary School and their parents, and teachers of Los Baos National High School and what role does the speakers bureau play in promoting it? Specifically, it sought to answer the following questions: 1. What are the factors that comprise social acceptability that will help DepEd in gaining support for the program? 2. How acceptable is the K+12 program to selected students and parents of Lopez Elementary School and teachers of Los Baos National High School? 3. How ready are students and parents of Lopez Elementary School and teachers of Los Baos National High School in adopting the K+12 program? 4. How ready is the Filipino culture to adapt to a 12-year basic education program? And 5. What is the communication strategy of the Speakers Bureau in promoting the K+12 program?

Objectives of the Study

The general research objective of the study was to determine the social acceptability of the K+12 program among selected students and parents of Lopez Elementary School, and teachers of Los Baos National High School, and assess the role that the speakers bureau play in promoting it. It particularly aimed to: 1. determine the factors that comprise social acceptability that will help DepEd in gaining support for the program; 2. evaluate the acceptability of the K+12 program among selected students and parents of Lopez Elementary School and teachers of Los Baos National High School; 3. determine the readiness of selected students and parents of Lopez Elementary School, and teachers of Los Baos National High School in adopting the program; 4. identify the readiness of the Filipino culture to adapt a 12-year basic education program as perceived by respondents; and 5. assess the Speakers Bureaus communication strategies in promoting the program. 3

Significance of the Study

The study focused on a social issue such as expanding basic education from 10 to 12 years. A cultural mind set among Filipinos may be difficult to change without proper orientation or social preparation. Understandably, sectors such as parents, teachers, and students will have varying perceptions of the program at the onset. Hence, an effective communication of K+12 programs rationale, goals, and benefits should be done to increase stakeholders awareness on why there is a need to adopt it.

This study will help DepEd and other concerned bodies of the government to know the sentiments of parents, teachers, and students about the K+12 program and how to address their concerns. This will allow policymakers to formulate strategies on how they will promote the K+12 program more rationally. Equip with information on what would influence social acceptability may be able to guide them on how to strengthen or enhance existing information campaigns such as the Speakers Bureau on the K+12 program implementation.

Limitations of the Study

The study did not take into account the readiness of DepEd to implement the program in terms of cost, facilities, and instructional materials. It did not also look into the curricular contents of the K+12 curriculum and compare its strengths with the existing one. It did not also include the views of the private sector on the implementation of the additional two years in basic education. Moreover, the results may not be generalizable but only true to the case of Lopez Elementary School and Los Baos National High School.

CHAPTER II

REVIEW OF RELATED LITERATURE

What is the Enhanced K+12 Basic Education Program?

K+12 means Kinder plus 12 years of primary and secondary education. Six years will be devoted to elementary education, four years to junior high school, and the remaining two years for senior high school. In this program, students need to take 12 years of basic education before they can be admitted to colleges and universities. It is assumed that after finishing senior high school, graduates at age 18 are able to work should they not proceed to college. K+12 does not only intend to add two more years to basic education, but to improve the quality of education curriculum (Department of Education, 2010). This means that learning domains such as knowledge, affective, and psychomotor skills will be looked into to prepare students to either enter the work force or be better equipped with general education courses.

Goal of K+12 education program The K+12 education program is perceived by the Aquino administration as a longterm solution to poverty. This program aims to give every student a quality education that will make them globally competitive. This will be done by decongesting the curriculum and using quality materials for learning such as textbooks. Aside from this, high quality teachers will also be given priority. High standards will also be set in Mathematics, English, and Science at all levels. Another goal is to eliminate the perception to high school education as a preparatory level for college, and to let the public know that high school education will allow graduates to have better jobs amidst the increasingly globalized environment. This program seeks to equip graduates with competencies to help them be productive on their own and to help them decide to pursue college and even higher education (Department of Education, 2010).

How will K+12 be done

Enhanced K+12 Education Model The K+12 model is specifically K+6+4+2 model. Thus, there will be a kinder, six years of elementary education, four years of junior high school (Grades 7 to 10) and 2 years of senior high school (Grades 11 to 12). Therefore, the students will be given an elementary diploma, junior high school diploma, and senior high school diploma. These will be required before admission to any university or college (for those incoming freshmen by SY 20182019).

The additional two years, which will be allotted as senior high school, is designed to incorporate everything that the students learned when they were in junior high school. They will also be allowed to specialize in science and technology, music and arts, agriculture and fisheries, sports, business and entrepreneurship, etc.(Department of Education, 2010). Thus, before entering college, they would be given a chance to have a specialization which they can continue when they decide to study in a university or state college. This will also allow them to ponder what course they really want to have, based on their interest or inclination that they can evaluate at their senior high school years. Figure 1 presents a schematic diagram of the K+12 program.

Figure 1. Schematic Presentation of the K-6-4-2 Model Implementation (Source: Department of Education, 2010) 6

Quismundo (2010) reported that the Australian Agency for International Development (AusAid) was instrumental in studying the 12-year curricula in New South Wales, Thailand, and Vietnam that will be used as models for the Philippines.

K+12 Implementation Plan

The program implemented the universal kindergarten effective SY 2011-2012. This will be followed by the incoming Grade1 and junior high school students by SY 2012-2013. DepEd aims to have infrastructure and other requirements for senior high school students by SY 2016-2017.

DepEd plans to create a Task Force which will spearhead K+12 implementation. They will be tasked to refine and detail out the K+12 implementation model. A review and further enhancement of the curriculum will be conducted. The curriculum will be developed and validated, together with the development of learning resources. This is essential since the program aims to improve the quality of the curriculum.

There will also be regional consultations designed to harness inputs and feedbacks from stakeholders from all regions. Stakeholders include Parent-teachers Association (PTAs) in public and private elementary and high schools, legislators, government agencies, business sector, education experts, teacher associations, students, and education associations.

A study will be done to determine the financial implication of the program to the national budget allocation. Appropriate budgeting for the program will be discussed to monitor costs. DepEd published a briefer on K+12 on the Official Gazette of the Office of the President of the Philippines (2010) stating the estimate cost of the necessary resources which is about 150 billion pesos. This is distributed to 152,569 new classrooms, 103,599 additional teachers, 95.6 million more books, and 13.2 million seats.

Starting SY 2011-2012, Grade 1 and 1st year high school teachers will be trained on the Enhanced Basic Education Curriculum, whereas Grade 2 to 12 teachers will be trained in the following years to effect changes in the curriculum on a phase-in basis. This means that while the first year of Junior high is ongoing, materials for the second year of junior high are being prepared and so on.

Having quality teachers was emphasized by Irina Bokova, the newly-appointed director-general of the United Nations Educational, Scientific, and Cultural Organization or UNESCO, when she visited the Philippines last April 2011. Bokova said we at UNESCO have developed a more holistic view on education and I believe that the problem of the quality of education is probably the number one. You have to look at teachers. Do you have sufficient teachers? Are you training the teachers? Do the teachers have a dignified position in society? Is there access to new technology for teachers' training? (Lim, 2011).

The need for adding two additional years

The Enhanced K+12 Basic Education Program aims to give Filipinos the 12-year basic education program that Filipinos should have. As stated in Article XIV, Section 2(1) of the 1987 Philippine Constitution, The State shall establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society, the Filipinos really need the proposed education program (Department of Education, 2010). Of course, the constitution did not specify that the current system cannot be changed. It says that the state should provide complete, adequate and integrated system of relevant education. Comparing the Philippines to its neighboring countries (who have at least 11 or 12 years), the existing 10-year basic education seems to lag behind.

The Monroe Survey (1925) suggested that secondary education is an inadequate training in agriculture, commerce, and industry. Prosser Survey (1930), UNESCO Mission Survey (1949), Education Act of 1953, and Swanson Survey (1960) emphasized the need of adding one grade level in elementary, the Grade 7. Moreover, the Presidential Task Force on 8

Education (2008) stated that the contents of the 11th and 12th years of the 12-year preuniversity program should be patterned from abroad (Department of Education, 2010).

Evidently, even studies conducted years back have findings that the system of education in the Philippines is insufficient in preparing students for the real demands of work in the outside world. Usually, bases for these considerations are the outcomes of the 12-year education program in other countries.

Quality of current education system

According to the United Nations, the Philippines is lagging behind the Millennium Development Goals on universal access to basic education (Morelos, 2011). This is a pressing issue because the Philippines is targeting to attain the goal by 2015.

The quality of education in the Philippines is disappointing. A case in point is the achievement scores of Filipino students in the National Achievement Test (NAT). Results showed that only 69.21% was able to pass NAT for Grade 6 in SY 2009-2010. This passing rate though is better by 24% than the passing rate for SY 2005-2006. However, the passing rate for NAT in high school in SY 2009-2010 (46.38%) is lower than the passing rate in SY 2008-2009 (47.40%). Hence, it can be surmised that even if students complete basic education, they still do not have enough mastery on necessary knowledge (Department of Education, 2010).

Moreover, in the Trends in International Mathematics and Science Study, the Philippines ranked 5th lowest (34th among 38 countries) in HS II Math and 4th lowest (43rd among 46 countries) in HS II Science. Moreover, the Philippines is 23rd placer among 25 participating countries in both Math and Science for Grade 4. Also, the Philippines got the lowest place in the Advanced Mathematics category in 2008 (TIMMS, 2003 and 2008) as cited by Department of Education (2010).

Table 1. Philippine average TIMMS scores SUBJECTS 2003 Results Grade IV Science Mathematics HS II Science Mathematics 2008 Results Advanced Mathematics 355 500 10 10 SCORES INTERNATIONAL AVERAGE RANK PARTICIPATING COUNTRIES

332 358 377 378

489 495 473 466

23 23 43 34

25 25 46 38

Source: TIMMS, 2003 and 2008,as cited by DepEd discussion paper (2010)

Under the K+12 program, these problems are attributed to the crammed curriculum, wherein the current education system supposedly adheres to teach a 12-year curriculum, but is congested in 10 years only. As a result, students who graduated from high school do not have the basic competencies or emotional maturity necessary in the workplace. Statistics showed that at least high school graduates largely comprise the unemployed citizens (70.9%) and 80% of them are between the ages of 15 and 34. Factors to this include the opportunities available but it can also be attributed to the disparity of the labor and education markets. A survey among employers showed that graduates have serious gaps in critical and jobspecific technical skills, as revealed by the World Bank Philippines Skills Report in 2009 (Department of Education, 2010).

These pose a problem to the employment capacities of students, for employers tend to look on basic skills and knowledge. Department of Education (2010) further argues that most graduates are too young to work. This tells that those who do not study for college would not have a good job and may be involved in exploitative works. Those who have plans to put up their own businesses may not be able to legally enter into contracts. 10

Table 2. Unemployment statistics in the Philippines DESCRIPTION 15-24 years old 25-34 years old High School Graduates College Undergraduates College Graduates PROPORTION UNEMPLOYED 51.5 % 29.1% 33.1% 19.3% 18.5% 70.9% 80.6% TOTAL

Source: NSO, LFS 2010 as cited in the DepEd discussion paper (2010)

The 10-year curriculum in the Philippines put the graduates to a lower level compared with graduates abroad. Even so, it will be hard for them to be recognized since most countries consider the 10-year education program as insufficient to be competitive. De Jesus (2010) cited that Thailand, for example, does not look at Philippine graduates the same as those graduates of their own institution. Thus, employees with Philippine diplomas receive lower pays. However, Singapores 10-year basic education system does not get protests because their graduates have to undergo two to four years of pre-university education. He further argued that the problem perhaps lay on the Philippines lack in pre-university education and not on its basic education. Department of Education (2010) also cited that The Philippines is the only country in Asia and among the three remaining countries in the world that has a 10-year basic education program. The Washington Accord prescribes 12-years basic education as an entry to recognition of engineering professionals. The Bologna Accord requires 12 years of education for university admission and practice of profession in European countries. Filipinos may not go into these schools but the fact remains that maturity and overly congested basic education curricula have to be addressed.

11

Benefits and criticisms on the K+12 program

The cost for added years of education is a major challenge in pursuing the enhanced education program but if these benefits will be considered, the additional burden can be compensated.

The proposed curriculum will give students more time in absorbing lessons and will also allow them to commit themselves in other activities because of the decongested workload. They can allot time in developing their sports abilities, and they can even find part-time jobs appropriate for their schedule in school.

It will also allow graduates to meet with the standards of the labor force. The Chairperson of the Philippine Business for Education, Mr. Ramon del Rosario, Jr. stated in his reaction statement at the League of Corporate Foundations CSR Expo 2011, that they signed a Memorandum of Agreement with DepEd, securing employment of graduates of the K+12 program (PBEd, 2011). Hand with specialized training and knowledge on core skills and abilities, they can be easily employed and contribute largely to the development of the national economy and quality of products and services provided by Filipino workers here and abroad. Thus, they can find jobs which will give them higher income. This will also give them a chance for self-supporting students to pursue higher education. They can also earn a lot even if they commit to put up their own businesses. Indeed, educational attainment is correlated with the rate of income. Empirical evidences say that the quality of education helps in alleviating GDP by 2%. Furthermore, studies in UK, India, and the USA showed that additional years of schooling also have positive overall impact on society.

Graduates in the Philippines will be recognized as professionals in other countries if as much as the same standards in terms of number of years in basic education are followed. The K+12 program will allow Filipino graduates and professionals to be recognized internationally because it complies with Washington Accord and Bologna Accord (Department of Education, 2010).

12

On the other hand, it is understandable that there will always be critiques and oppositions from many sectors in the country towards the proposed education curriculum. One of which is the added cost to parents and the government in providing the students additional two years. Some also insisted that what DepEd should focus their attention to is on the lack of classrooms, teachers, and other materials necessary for effective education (Quismundo, 2010).

Indeed, aside from the education system, these pressing issues must also be addressed. Apparently, some public schools adopt 2 to 3 shifts of classes per day to deal with the shortage in classrooms. Teacher to student ratio is also problematic as many schools have 1:70-95 ratio. Also, not all schools have a 1:1 student-to-textbook ratio, some even have 1:5 ratio. Proponents of the K+12 program in the country failed to recognize these problems as possible reasons for low quality of education and low competency of students and graduates. Moreover, reasons for these may also include personal circumstances the students are in. For instance, the Philippines Midterm Progress Report on the Millennium Development Goals (2007) stated that: Aside from school factors (school buildings, teachers, textbooks), there are also nonschool factors that contributed to the low or non-participation and completion of the school-age children. These include: social conditions such as poverty which force children to work; family-related factors such as children of broken families where parents work abroad; parents attitude towards education, especially those who have not undergone schooling; and children in conflict situation, among others. In summary, listed in table 3 are the pros and cons of the K+12 program which was presented by Isagani Cruz (2010) in his article that was published in The Philippine Star. The pros that he presented were obtained from the discussion paper which was distributed by DepEd at their press conference while the cons were the critiques from various individuals and sectors in the country.

13

Table 3. The government and opposition side regarding the K+12 program GOVERNMENT SIDE 1. There is an imperative need to improve the quality of basic education in the Philippines. 2. Filipino students have low achievement scores because they dont have enough instructional time. 3. Filipino students rank behind in international tests. 4. The present curriculum is crammed or lessons are jam-packed in 10 years. OPPOSITION SIDE 1. Additional costs for parents to support their childrens food, fare, etc. 2. DepEds funds are not enough to support K+12 since the current system has many problems rooting from finances, such as lack in classrooms and facilities, qualified teachers, school materials and others and that the government must prioritize these problems first.

3. We can do in ten years what everyone else in the world takes 12 years to do. Why do we have to follow what the rest of the world is doing? We are better than all of 5. High school graduates are not them. Filipinos right now are accepted in ready for work, to engage in business, prestigious graduate schools in the world, or to go to college based on their even with only ten years of basic education. knowledge and skills. 4. Instead of having additional subjects, 6. High school graduates are not yet current or existing subjects should be ready for work since most of them do improved. The content of basic education, not reach the legal age of 18 upon and not the length, should be the focus of graduation. the government. 7. Current education system creates 5. Fresh high school graduates will not be misconception that basic education is immediately hired by employers. a preparation for tertiary or higher education. 6. Every family dreams of having a child graduate from college. 8. Because of the 10-year basic education curriculum, graduates in the Philippines are not recognized as professionals abroad. 7. Because K+12, colleges will have no freshmen for two years. Thus, Higher Education Institutions (HEIs) will face financial problems.

9. The short basic education program affects the human development of the 8. There will be more cases of drop-out Filipino children. students.

14

College Readiness Standards

The Technical Panel on General Education published a report on the College Readiness Standards stating the necessary or required knowledge and skills from a high school graduate before entering college. College Readiness Standards (CRS), as defined by TPGE (2011), consists of the combination of knowledge, skills, and reflective thinking necessary to participate and succeed- without remediation-in entry-level undergraduate courses in Higher Education Institutions (HEIs).

Standards would cover Science (Chemistry, Physics, Biology, and Earth Science), Mathematics (including Statistics), English, Filipino, Literature, Humanities, and Social Studies. Moreover, every subject area is composed of two sets of standards which are the content and the competence. The presence of standards expresses the effort of higher education to share with basic education the expectations of higher learning systems from pre-university education (TPGE, 2011). Furthermore, when a student graduates from high school, it does not immediately make him/her qualified in entering college. The reason for this is that not all academic institutions require similar standards. With a goal of producing more prepared students for higher education, it is important to lay down its expectations.

When basic education adopts the college readiness standards, it will give higher education a chance to focus more on their courses than conducting remedial courses for students. This will also give higher education a chance to conform to international standards of higher education as articulated by UNESCO and other international bodies (TPGE, 2011). These standards would make students possess the necessary knowledge and skills that are required of them upon entering universities.

With these standards, it is expected that students cannot be admitted to any college without graduating in a 12-year basic education, notwithstanding the required kindergarten or

15

pre-school. In line with this, CRS would make foundation courses such as basic math, science, and communication unnecessary.

The following are the foundation standards (directly lifted from TPGE, 2011): K to 12 graduates should be able to:

1. Produce all forms of texts (e.g. written, oral, visual, digital) based on: Solid grounding on Philippine experience and culture; An understanding of the self, community, and nation; Application of critical and creative thinking and doing processes; Competency in formulating ideas/arguments logically, scientifically, and creatively; and Clear appreciation of ones responsibility as a citizen of a multicultural Philippines and a diverse world; 2. Systematically apply knowledge, understanding, theory, and skills for the development of the self, local, and global communities using prior learning, inquiry, and experimentation; 3. Work comfortably with relevant technologies and develop adaptations and innovations for significant use in local and global communities; 4. Communicate with local and global communities with proficiency, orally, in writing, and through new technologies of communication; and 5. Interact meaningfully in a social setting and contribute to the fulfillment of individual and shared goals, respecting the fundamental humanity of all persons and the diversity of groups and communities.

Considerations in implementing education reform

In the study of implementing Science and Mathematics systemic reform to educational systems of certain countries, it was found that if reform has to be made, it was necessary to identify with the complex educational system and its behavior. Moreover, stakeholders 16

response and feedback to it will vary from time to time because of the changing body of information presented. This result is also true for the K+12 program. One thing that challenges education reform is that educational system cannot stay away from body politics and public opinion which have power over resources and infrastructure. Due to this, they can affect legal processes and the release of financial resources. Thus, before putting an education reform into action, it is important to understand the nature of the systems interactions and feedbacks (Gomez, 2004).

Gomez (2004) listed these elements of the educational system that need careful attention: The policy-making level at the district and at the Department of Education level; The curriculum and educational standards widely accepted by system constituencies; The empowerment of teachers, principals, and schools to change the teaching/learning environment; and The body politics and the community needed to be actively involved to ensure understanding, support, and sustainability of reform.

Also, leadership was given importance. Authorities involved must be able to make policies that will support the educational reform. Without these policies, efforts in implementing the reform will not be strengthened. Funds and other resources of the educational system must also be gained to upgrade the reform and to have new ways of teaching the students. Finally, ways to evaluate or assess the reform must be made in order to monitor the achievement of the system (Gomez, 2004).

The need for dry-runs

Lacanilao (2012), a retired professor of marine science in UP Diliman, cited that commentaries of Filipino academic scientists regarding the K+12 program were on the opposition against it while those which supported it were not from natural or social scientists, which means that they have no formal publications.

17

From those publications that the author analyzed, he observed that the reasons of opposing K+12 program include: having a trial run or test before implementing it nationwide; there are no studies about the problems in the country which prove that K+12 should really be adopted; the characteristics of the program were not based on international studies on science education; and the government should address current problems first such as lack in educational materials, teachers, classrooms and others.

The studies of Nobel laureate Carl Wieman, science editor Bruce Alberts, and physics professor Brian Greene suggest better, feasible, and practical ways on how to improve the quality of basic education. Their idea include putting appropriate people to be in charged, devising program components which are based on credible studies in the country and abroad, and having trial runs on selected schools before requiring all schools in the country to adopt it.

Furthermore, the study of husband-and-wife tandem Christopher and Ma. Victoria Bernido show how trial runs should be done. Lacanilao (2012) listed the results of the study as follows: bypassing the need for qualified teachers; only one copy of textbook per class needed; no expensive lab equipment; only one-fourth of the allotted class period needed; and students not given homework. Students under such conditions have shown increased aptitude in Science, Math, and reading comprehension. Lacanilao (2012) further argued that the New K+12 program is likely to fail considering the lack of the necessary expertise to evaluate information correctly on the part of those who prepared it. He said that the phased implementation cannot be considered as a trial run.

In consideration of the various issues, barriers, limitations that the basic education system face, this study would like to determine the social acceptability of the K+12 program and find out what are the activities of the Department of Education for the public to understand this development intervention. Acceptance is one factor that policymakers should face. 18

Theoretical Framework Acceptance of an intervention largely depends on ones attitude and judgment. This study is based on the Social Judgment Theory proposed by Muzafer Sherif. This theory is also called Assimilation-Contrast Theory and Social-Judgment Involvement Theory. It forwards that listeners distort, judge, and respond to persuasive messages on the basis of prior attitudes (Littlejohn and Foss, 2009). It explores the relationship among attitudes, assimilation and contrast actions, and the roles that message discrepancy and ego involvement play in attitude change. The attitudes of a person affect his/her judgment of an innovation or a reform or anything that needs his/her opinions. It further suggests that a persons position on an issue falls into three areas or latitudes, the acceptance, rejection, and non-commitment.

The acceptance latitude includes every point or position that the person finds acceptable or up to his/her standards. The anchor point is the persons most preferred position or the one he/she is most in favor of. In this manner, two persons with different anchor points will respond differently to a given issue. If an issue falls within a persons latitude of acceptance, the message will be distorted favorably and will make that person think or assume that it is almost the same or near with his/her anchor point. This phenomenon is called the Assimilation Effect.

On the other hand, the latitude of rejection contains all positions that the person do not agree with or he/she is against with. In contrast with the Assimilation Effect, the Contrast Effect is present in this latitude. This phenomenon suggests that if an issue falls within the rejection latitude, the message will be distorted negatively and will cause the person to assume that the idea is different or farther from his/her anchor point. Finally, the latitude of non-commitment is where the person is undecided or is hesitant to give his opinion to (Littlejohn and Foss, 2009).

An important part of this theory is the message discrepancy. According to Littlejohn and Foss, (2009), it is how much the position being advocated in a persuasive message 19

differs from a receivers anchor point. This theory follows a curvilinear relationship between message discrepancy and persuasion such that a person tends to be persuaded if the message falls near his/her latitude of rejection but not within it. When so much message discrepancy occurs, boomerang effect could happen where peoples attitude go farther away from the message of the persuader. As a strategy, persuaders should target the audiences latitude of non-commitment because research says that people consider discrepant messages when ideas are vague or ambiguous than clear. In line with this, the persuader should familiarize himself/herself with the audiences area of acceptance, rejection, and noncommitment. Moreover, when credible sources are exposed in expressing messages, the latitudes of acceptance will be expanded resulting to consideration of discrepant messages.

Ego involvement is also contained by this theory. It says that the closeness, relation, or involvement of a persons identity with the issue affects his/her acceptance or rejection to it. Ego-involvement makes anchor points of people to be more discrepant or far from each other, or lying on the extremes of the continuum. Due to this, ego-involved people tend to treat messages that are far from their anchor points with bias. In effect, they do not consider discrepant messages and they resist the persuader. On the other hand, there are also people who have no firm attitudes on a matter and they have lesser chances of rejecting but more chances of noncommittal. As such, they are more considerate of discrepant messages (Littlejohn and Foss, 2009). Figure 2 presents the social judgment model.

20

Figure 2. Social Judgment Model (Social Judgment Process, n.d.)

Conceptual Framework of the Study

Anchoring on social judgment theory, education is a concern to most people since it can be considered as one of the basic necessities. Changing the educational reform can be difficult because it is treated as a part of a countrys culture. Hence, the proposal of the Enhanced K+12 Basic Education Program brought various kinds of reactions from the different sectors such as parents, teachers, students, and others. This study assumes that the role of the speakers bureau in disseminating information and promoting the program is important in changing the beliefs of the people. Furthermore, socio-cultural and causal factors can influence their acceptance of it. In order for stakeholders to accept the program, the Speakers Bureau and the Department of Education as a whole should know the latitudes of acceptance, rejection, and 21

non-commitment of their audiences for them to strategize what and how they would disseminate the message. Several factors would influence their latitudes and in turn could affect their acceptance of the K+12 program. This study hypothesizes that these factors might be socio-cultural in nature (customs on education, attitudes on education, and world view), causal (perception, economic capability, exposure to media, and personal biases), and the role of the speakers bureau.

It can be assumed that social acceptability of the K+12 program is determined by socio-cultural factors. This factor is determined by finding out what customs on education, attitudes on education, and world view do respondents adhere to. This will be measured by rating statements about these factors using a five-point scale. A score of 4 or 5 means that a certain issue falls within the latitude of acceptance of the respondent, and denotes that Filipino culture is ready to adapt to it, and that students and other stakeholders will benefit from it. On the other hand, if their score is either 1 or 2, it falls within the participants area of rejection and would mean otherwise. Finally, a score of 3 means non-committal from the respondent.

Causal factor would be determined by using questions about perception, economic capability, exposure to media, and personal biases. Scores of 4 or 5 will mean that people have economic capabilities in supporting the program, they perceive it positively, the media has an influence in their acceptance to it, and their personal biases favor it. Scores of 1or 2 means otherwise and score of 3 means that they are undecided. Questions to assess the effectiveness of the communication strategies of the Speakers Bureau in promoting the program would lend credence as to how aware are the stakeholders about the K+12 program.

The dominating score (51% and above) in a certain factor determines if the K+12 program is acceptable considering that factor. Therefore, it will also tell if that certain factor has an influence in the social acceptability of the K+12 program. Hence, this study assumes that factors such as socio-cultural, causal, and the role of the speakers bureau affect latitudes 22

of acceptance, rejection, and non-commitment towards the K+12 program. Figure 3 presents the conceptual framework of the study.

Figure 3. Factors affecting social acceptability of the K+12 program

Operational Definition of Terms Social Acceptability- refers to the respondents total rating using a five-point scale about the Enhanced K+12 Basic Education Program. A score of 4 and 5 means that it is acceptable while a score of 1 and 2 means unacceptable, and lastly, 3 signifies noncommitment of the respondent. The dominating score (51% and above) in each factor determines if the program is acceptable or not. Thus, it also establishes if that certain factor has an influence in the social acceptability of the K+12 program.

Socio-cultural factors- refer to the influence on social acceptability measured by the respondents customs on education, attitudes on education, and world views.

Customs on education- refer to the idea of the components of and how long education should be taken as measured by a five-point scale. 23

Attitudes on education- refer to reaction about the K+12 program, based on its characteristics, as measured by a five-point scale.

World views- refer to the beliefs about basic education in the Philippines compared to other countries as measured by a five-point scale. Causal factor- refer to influence on social acceptability measured by the respondents perception on the K+12 program, economic capability, exposure to media, and personal biases.

Perceptions on the K+12 program- refer to the interpretation on the characteristics of the K+12 program as measured by a five-point scale.

Economic capability- refers to the readiness of the Philippines to adopt the K+12 program based on the countrys resources acquired financially as measured by a five-point scale. Exposure to media- refers to what forms of media are the respondents sources of information about the K+12 program, given with choices, and effects of these media to their knowledge about and stand on the program, as measured by a five-point scale.

Personal biases- refer to the general stand, thoughts, and personal involvement of the respondents to the program. Role of the Speakers Bureau- refers to the efforts of the speakers bureau in campaigning for the program and how effective their communication strategies are as measured by a five-point scale.

24

Hypotheses of the study

Based on the objectives of this study, the following hypotheses were devised: 1. Socio-cultural and causal factors, and the role of the speakers bureau influence the social acceptability of the K+12 program; 2. The K+12 program is socially acceptable to students, parents, and teachers; 3. Respondents are ready to adopt the K+12 program; 4. The Filipino culture is ready to adapt to the program; and 5. Speakers Bureaus communication strategies are effective in informing the public about the K+12 program.

25

CHAPTER III METHODOLOGY

Research Design

This study adopted the Survey Research Design. According to Librero (1996), a survey research design allows to study natural occurring phenomena. Furthermore, a researcher collects a data from a part of the population to assess the interrelationship of the variables in his/her study. Survey research is the most efficient method in gathering data that will be used to describe a very large population (Babbie, 1986).

Locale of the Study

The study was conducted in Lopez Elementary School and Los Baos National High School in Los Baos, Laguna. Los Baos was chosen as a locale for the study because it is an academic community, where excellent academic institutions are located. Moreover, Los Baos has a heightened value for education that is why it is important to harness the thoughts regarding the basic education which will really affect higher education. Lopez Elementary School was specifically chosen because it is the biggest public elementary school in Los Baos and it represents a heterogeneous set of respondents from the Class C and D of the population. Los Baos National High School was chosen because it has the biggest faculty organization in Los Baos.

Respondents of the Study

Grade 6 students for SY 2011-2012 were the intended respondents along with their parents. Teachers from Los Baos National High School were also subjected to the survey. Students, parents, and teachers formed part of the study to give a holistic perspective of the basic education system.

Sampling Technique

This study employed a multi-stage sampling technique. The total population of the grade 6 students of the school is 343. The researcher asked them to fill out a preliminary survey first to know who the ones are being sent to school by their parents and who are actually living with them. However, only 287 students returned the survey forms. Of the returnees, only 263 passed the criteria. The sample size was determined by using the Slovens formula: n= N/(1+Ne2), where N is the total population of the Grade 6 students, n is the number of sample size, and e is the margin of error which was valued to 5%. Hence, the sample size is 158.7 or 159.

Cluster sampling was used next. The sample size of 159 students was equally harnessed from eight sections. Thus, 20 students were selected from seven sections and 19 students from the remaining section. In determining these students from each section, a random number generator was used. Parents of the students that were randomly selected were also used as respondents to represent the parent group. However, only 141 students returned the questionnaires. As for the teachers, the total population was 147. Slovens formula was again used and 107.49 or 107 as sample size was generated. Cluster sampling was also employed and 15 teachers from five departments while 16 teachers from the remaining two were selected. A random generator was also used in selecting individual teachers. However, only 52 teachers gave back their questionnaires.

Research Instrument

A cross-sectional type of survey was used in the study, which is used to collect data from a sample of a population at a single point in time (Librero, 1996). A booklet-type selfadministered questionnaire was utilized as the main research instrument for data collection. It has a forward letter on the front page for the respondents. 27

Part 1 was composed of questions regarding socio-demographic characteristics and questions to assess their knowledge about the K+12 program. Part 2 contained statements about the different factors that comprise social acceptability. Their answers were evaluated using a five-point scale. Factors that were listed included customs on education, attitudes on education, world views, perceptions on the K+12 program, economic capability, exposure to media, and personal biases. Part 3 consisted of questions which aimed to evaluate the role of the speakers bureau. Open-ended questions were asked to explain quantitative results.

Data Gathering Procedure

Before giving out the questionnaires, the researcher asked permission for the conduct of the study from the Schools Division Superintendent, DepEd district supervisor in Los Baos, and the principals of both schools.The researcher also requested for the list of teachers and Grade 6 students that served as sampling frame.The students were given preliminary survey questionnaires first to know who are being sent to school by their parents and who are actually living with them. After the return of the preliminary survey questionnaires and the random selection of respondents, the researcher proceeded and started by distributing the survey questionnaires to teachers and students, explaining the rationale of the study. The students were given two sets of questionnaires, one of which was to be handed to their parents. The researcher told the students to ask their parents to fill-in the questionnaires since they will also be part of the sample.

Data Analysis

Results on socio-demographic characteristics were described by using means and percentages. The researcher did not look at the relationship of one factor to another but instead analyzed how influential a certain factor/sub-factor is to a given group of respondents (students, parents, teachers). Moreover, Pearson Chi-Square test was used in analyzing the relationship between the respondent groups or their roles of being a teacher, student, or parent and their stand on the program. 28

CHAPTER IV RESULTS AND DISCUSSION

Socio-demographic Characteristics

A total of three hundred thirty four respondents took part in the study. These respondents were categorized according to three groups- parents, students, and teachers. Respondents were students and parents of Lopez Elementary School and teachers of Los Baos National High School. Table 4 presents the distribution of respondents by group.

Table 4. Number of respondents in each group GROUP Student Parent Teacher NUMBER N=334 141 141 52 PERCENTAGE (%) 42.2 42.2 15.6

The solicited characteristics of the students include address, annual family income, and members of family studying in school. For the teachers and parents, age, civil status, address, educational attainment, occupation, annual family income, and members of family studying in school were asked.

Age Students age was not asked on the assumption that students of this grade are in the 11-13 age bracket. Majority of the parents and teachers were in the 31-40 age bracket. Parents age ranged from 22 to 65 years old while teachers were from 26 to 62 years of age (Table 5).

Table 5. Respondents age distribution AGE BRACKET 21-30 31-40 41-50 51-60 61-70 No answer Age range PARENTS n=141 7 79 40 9 1 5 22-65 TEACHERS n=52 11 22 8 6 3 2 22-62

Civil Status

Great majority (86.52%) of the parents were married while the singles and widowers have the same number, each having 2.13% part in the population. Also, 2.84% of parents were not married or living-in. For the civil status of teachers, majority (73.1%) was married while the rest were either single, widower, or separated (Table 6).

Table 6. Respondents civil status CIVIL STATUS PARENTS n=141 Single Married Widower/Separated Not married/Live-in No answer 3 122 3 4 9 % 2.13 86.52 2.13 2.84 6.38 n=52 11 38 1 0 2 TEACHERS % 21.2 73.1 1.9 0 3.8

30

Educational Attainment All teachers have finished college while the parents educational attainment ranged from elementary to college. Majority of the parents finished either high school or college (Table 7). Table 7. Respondents educational attainment
EDUCATIONAL ATTAINMENT STUDENTS PARENTS TEACHERS

n=141 141 -

% 100 -

n=141 11 42 11 12 41 24

% 7.80 29.79 7.80 8.51 29.08 17.02

n=141 0 0 0 0 50 2

% 0 0 0 0 96.15 3.85

Elementary High School Vocational Undergraduate College No answer

Estimated annual family income

The families of the parents and students have a maximum annual income of P420,000.00 while there were also families who do not have income because the parents have no jobs. For the teachers, their annual income ranged from as low as P179,000.00 to as high as P600,000.00 (Table 8).

Table 8. Estimated annual family income of the respondents ANNUAL FAMILY INCOME Lowest (in pesos) Highest (in pesos) 0.00 420,000.00 0.00 420,000.00 179,439.70 600,000.00 STUDENTS PARENTS TEACHERS

31

Number of family members studying in school The highest number of the respondents family members studying in school was in the elementary level that is why the K+12 program really concerned them since many of their family members would be subjected to it (Table 9).

Table 9. Number of respondents family members studying in school LEVEL STUDENT PARENT TEACHER

LOWEST HIGHEST LOWEST HIGHEST LOWEST HIGHEST Pre-school Elementary High School College 0 1 0 0 1 5 3 2 0 1 0 0 2 5 4 2 0 0 0 0 1 2 3 2

Occupation

The parent-respondents have various job types. Most of them are housewives (13.47%) or housekeepers (11.35%). Apparently, a substantial number (12.76%) of the parents are unemployed. However, less than one-fourth or 20.57% of them did not indicate their occupation (Table 10).

32

Table 10. Occupational distribution of parents OCCUPATION LIST Housewife Housekeeper Driver Therapist Vendor Teacher Businesswoman Self-employed Security guard Employee Call center agent Construction worker Laborer Helper Mechanic Saleslady Janitor Photographer Researcher Inventory clerk Auto dealer Merchandiser Store owner Private tutor Factory worker Sewer Upholstery Tiles setter Service personnel Painter All-around worker Laundrywoman Operator Food server Buy and sell Secretary Police Unemployed No answer n=141 19 16 7 4 3 3 3 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 18 29 DISTRIBUTION % 13.47 11.35 4.96 2.84 2.13 2.13 2.13 1.42 1.42 1.42 1.42 1.42 1.42 1.42 1.42 1.42 0.71 0.71 0.71 0.71 0.71 0.71 0.71 0.71 0.71 0.71 0.71 0.71 0.71 0.71 0.71 0.71 0.71 0.71 0.71 0.71 0.71 12.76 20.57

33

Awareness of the K+12 program

Results showed that 72% of the respondents already heard about the program. Of these, 100% of the teachers and 65% of parents and students have heard about it (Table 11).

Table 11. Respondents awareness of the K+12 program RESPONSE Yes No No answer Total HAVE YOU HEARD ABOUT THE K+12 PROGRAM? STUDENTS PARENTS n=141 n=141 91 99 49 39 1 3 141 141 TEACHERS n=52 52 0 0 52

Understanding of the the K+12 program Eventhough the respondents understanding about the program differed from each other, one thing in common was their knowledge regarding where to put the additional years. Surprisingly, even teachers understanding varied from one to another despite their attendance to various seminars regarding the program.

For instance, some students said that there will be an additional one year each for elementary and high school. Others said that there will be two more years in high school. One answered that there will be grade 7 in elementary. A student even said that the additional years in education in the Philippines arose because students from other countries spent longer time in school before graduating.

As for the parents, some of them also said that both elementary and high school will be added up by one year. A parent said that four years will be added to education. One parent recognized that the proposed K+12 program was patterned from the USs education system. Both parents and students did not talk about kinder. 34

The teachers have more varied responses regarding the program where they emphasized the presence of kinder, improvement of students skills, and the greater chances of being employed under the new system (Table 12).

Table 12. Respondents understanding of the K+12 program UNDERSTANDING OF THE K+12 PROGRAM STUDENTS Additional 1 year in elementary and high school will be up to 5 th year. There will be additional 2 years in high school. There will be additional years in education so that students will be productive. There will be grade 7 in schools. There will be additional 2 years because students in other countries take longer time before graduating compared to students here in the Philippines. PARENTS Additional 1 year in elementary and 2 years in high school. Additional 2 years in high school before admission for college. Additional 4 years of education. Extended program based on US education system but modified. TEACHERS K+12 program is about adding years to elementary and high school to improve the knowledge level of the students. Additional 2 years in high school. New program of DepEd which aims to improve students skills and make them more competitive upon graduation. Kinder for elementary and 2 years senior high school. At 5 years old our children will start taking kinder and when they reach 6 years of age, they would be taking up grade 1. Additional 2 years for the technical course. Strengthening basic education through enhancement of students skills by adding number of years in the high school curriculum. K+12 is adding 2 years senior high school to prepare students for employment even if they would not be able to go to college. Kinder, Grade 1-6, Grade 7-10, Junior High, Senior High For global competitiveness; preparation for work

35

Sources of Information

The top 2 sources of information are school and television. Majority of the students and teachers checked school as their source of information while the parents have television as theirs. Explanation to this is that students and teachers were more involved in school than the parents (Table 13).

Table 13. Respondents sources of information about the K+12 program Source Students Friend 12 Newspaper 9 Radio 11 School 61 Television 58 Internet 12 Other answers 3 No answer 1 Parents 19 19 18 29 73 9 1 2 Teachers 5 12 14 44 33 16 4 0 Total 36 40 43 134 164 37 8 3

Factors of Social Acceptability

One of the hypotheses of this study is that three factors affect the acceptability of the K+12 program to the students, parents, and teachers. These factors are socio-cultural, causal, and the role of the speakers bureau. To measure the socio-cultural factor, customs on education, attitudes on education, and world views of the respondents were rated. On the other hand, perceptions on the K+12 program, economic capability, exposure to media, and personal biases were asked to conclude on the causal factors. The role of the speakers bureau was determined to assess if their communication strategies to popularize, promote, and disseminate information about the program were effective. However, there is a significant discrepancy in the number of responses because many respondents did not opt to answer selected questions.

36

Socio-Cultural Factor

Items or questions in the survey form are answerable through rating a five-point scale, usually agree or disagree, while some are attitudinal adjectives such as like or dislike, and timely or untimely. A score of 4 and 5 means that the respondent agrees on the statement while 1 and 2 means that he/she disagrees with it. A score of 3 denotes that the respondent cannot decide whether or not he/she agrees with the statement. However, there were questions that were posed negatively, such as the pair of adjectives expensive-inexpensive. Being expensive opposes the K+12 program. Another example is the statement Secondary or High School education is composed of four years only. This statement also opposes the program because it promotes six years of secondary education. Therefore, instead of computing for the score as 1-5, it would be computed as 5-1. Meaning, 1 and 2 as scores determine acceptability and 4 and 5 means otherwise. If beyond fifty percent (51%-100%) of the questions were answered as 4 and 5, it means that K+12 program is socially acceptable in that factor.

Customs on education Shown in the following table is the respondents rating on the statements that determine their customs on education. This sub-factor is composed of four items. For the first question, most respondents (73.76% students, 80.85% parents, and 48 out of 52 teachers) agreed that kinder should be taken first before admission to grade 1. This means that majority of the respondents gave importance to kinder and thought that it can be a good preparation before taking up grade 1. Also, majority of the respondents (72.34% students, 80.85% parents, 42 out of 52 teachers) thought that elementary education is composed of six years only. For the third item, two-third of the students, three-fourth of the parents, and half of the teachers agreed that secondary education is composed of four years only. Since this statement is not in line with the characteristics of the K+12 program, because it promotes six years of secondary education, 4 and 5 answers are rather treated as disagree. Lastly, majority of the respondents (70.21% of the students, 70.92 of the parents, and 28 out of 52 teachers) disagreed on the statement college education is not necessary in getting high-paying jobs. 37

This implies that they valued college education and believed that it can help students in getting hired to jobs with higher pay.

The respondents agreed on 50% of the four statements indicating that K+12 is not socially acceptable when it comes to respondents customs on education. Perception of respondents when it comes to their belief on education is coherent. Generally, majority still believe that education is imperative in getting high-paying jobs. In addition, respondents agreed that kinder should be taken up, elementary and secondary education are composed of six years and four years, respectively. Apparently, these four questions are anchored on the established duration of formal studying of Filipinos. This means that these thoughts or customs are difficult to change. The education system is part of a countrys culture, making people resist an erstwhile tradition. This supports the take of the Inter- American Development Bank (2000) that educational systems are part of the countrys culture. That is why it is hard to change or modify it because it became as much a way of life as a way of making a living. These results could also be attributed to the role of the speakers bureau. Constant communication about the program and intensive campaign could make the audience realize the need for this program and could somehow convince them to favor this program even if they grew up with the 10-year basic education program (Table 14).

Table 14. Respondents ratings on customs on education STATEMENTS/QUESTIONS 1. Kinder or its pre-school equivalent should be taken before admission to 1st grade. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total
STUDENTS PARENTS TEACHERS

n=141

n=141

n=52

104 14 20 3 141

73.76 9.93 14.18 2.13 100

114 15 12 0 141

80.85 10.64 8.51 0 100

48 0 4 0 52

38

STATEMENTS/QUESTIONS 2. Elementary education is composed of six years only. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 3. Secondary or High School education is composed of four years only. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 4. College education is not necessary in getting high-paying jobs. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total

STUDENTS

PARENTS

TEACHERS

n=141

n=141

n=52

102 26 12 1 141

72.34 18.44 8.51 0.71 100

114 16 10 1 141

80.85 11.35 7.09 0.71 100

42 4 4 2 52

92 32 16 1 141

65.25 22.69 11.35 0.71 100

112 14 14 1 141

79.43 9.93 9.93 0.71 100

26 10 13 3 52

26 99 14 2 141

18.44 70.21 9.93 1.42 100

20 100 19 2 141

14.18 70.92 13.48 1.42 100

15 28 7 2 52

Attitudes on education

Ten statements composed this sub-factor. The first six questions were attitude statements (like-dislike, timely-untimely, practical-impractical, expensive-inexpensive, manageable-not manageable, adaptable-inadaptable) regarding the program.

Most students (48.94%) and teachers (25 out of 52) liked the program but most parents (45.39%) disliked it. When it comes to being timely or not, the same pattern of answers was observed; 43.97% of the students and 20 out of 52 teachers thought that the program was timely while 45.39% of the parents thought otherwise. In terms of practicality, K+12 was seen as practical by most of the students (37.59%) and teachers (24 out of 52) while many parents thought of it as impractical (52.48%). Consequently, almost half of the 39

parents (43.97%) and most teachers (27 out of 52) thought that the program is expensive, whereas most students (50.35%) took the opposition. Being expensive is not a quality that the program wants to be perceived of. That is why 4 and 5 answers will again be computed as 1 and 2 or disagreeing. A large part the students (40.43%) and parents (43.97%) agreed that K+12 is manageable while 26 out of 52 teachers stayed neutral. And finally, most of both the students (38.30%) and their parents (50.35) think that the program is inadaptable whereas 23 out of 52 teachers remained undecided. Generally, parents responses differed from the students and the teachers. One reason for this is that students and teachers were more exposed to information about the program that is why their attitudes were more favorable.

On the other hand, most of the respondents agreed on the next four items. Great majority of the students (90.07%), parents (92.19%), and teachers (45 out of 52) agreed that education is important for a person to be successful. Similarly, when they were asked on their stand in a person who spent longer time in studying in school has better and greater education than a person who did not, majority of them agreed with the students as 65.25%, parents as 48.94%, and teachers as 24 out of 52. A greater part of the respondents also agreed that it is fine to add years to education as long as students would get the benefits that the government is talking of (students- 64.54%, parents- 53.90%, teachers- 42 out of 52). Consequently, 69.50% of the students, 56.03% of the parents, and 38 out of 52 teachers agreed that it is fine to add years to education as long as it would be free. Results implied that the K+12 program can be accepted by the respondents if they would get an assurance that the promises regarding the program will indeed be done or given. Moreover, the change in the duration of basic education could bring no objections as long as the education would be free for all the students.

Overall, students and teachers have positive receptivity, while parents have negative. As such, 70%, 50%, and 80% of the 10 statements were agreed by most of the students, parents, and teachers respectively. Since two groups agreed on more than 51% of the statements, K+12 is socially acceptable based on their attitudes on education. In summary, respondents liked the K+12 program and thought that it is timely, practical, expensive, not manageable, and inadaptable. They also value education as a factor of success, and thought 40

that longer time in studying is more effective as long as students would get the benefit of it and it would be free.

As what was discussed in the previous chapters, education is important because it can help in the development of a country. That is why people also give importance to it because they believe that it can alleviate their poverty. As what was observed in the results, statements about education itself (statements 2-5) concurred a lot of agree answers but not the same level of acceptance was seen when it comes to questions about the K+12 program (6 attitudinal statements). Answers across groups showed significant differences and confirmed that parents attitude about the program was negative. Hence, the speakers bureau must focus in explaining and promoting the program not only to the students and teachers but more importantly to the parents, because they tend to have attitudes opposing it.

Noticeably, one-third of the respondents answered neutral to the attitudinal statements. Perhaps they cannot decide whether K+12 is really timely or not, adaptable or not, etc. because their knowledge regarding it was not sufficient to make a firm stand. This is where the role of the speakers bureau comes in, because as what was conferred before, people are easier to convince to take a particular stand if they are undecided than when they have already their positions at the very start (Table 15).

Table 15. Respondents ratings on attitudes on education STATEMENTS/QUESTIONS 1. What is your attitude towards K+12 program? Like (4-5) Dislike (1-2) Neutral (3) No answer Total
STUDENTS n=141 % PARENTS n=141 % TEACHERS n=52

69 44 25 3 141

48.94 31.20 17.73 2.13 100

39 64 35 3 141

27.66 45.39 24.82 2.13 100

25 5 20 2 52 41

STATEMENTS/QUESTIONS Timely (4-5) Untimely (1-2) Neutral (3) No answer Total Practical (4-5) Impractical (1-2) Neutral (3) No answer Total Expensive (4-5) Inexpensive (1-2) Neutral (3) No answer Total Manageable (4-5) Not manageable (1-2) Neutral (3) No answer Total Adaptable (4-5) Inadaptable (1-2) Neutral (3) No answer Total 2. Education is important for a person to be successful. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 3. A person who spent longer time in studying in school has better and greater education than a person who did not. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 4. It is fine to add years to education as long as students would get the benefits

STUDENTS n=141 %

PARENTS n=141 %

TEACHERS n=52

62 43 32 4 141 53 51 34 3 141 37 71 31 2 141 38 57 43 3 141 49 54 35 3 141

43.97 30.50 22.69 2.84 100 37.59 36.17 24.11 2.13 100 26.24 50.35 21.99 1.42 100 26.95 40.43 30.49 2.13 100 34.75 38.30 24.82 2.13 100

35 64 35 7 141 39 74 24 4 141 62 39 37 3 141 32 62 43 4 141 24 71 42 4 141

24.82 45.39 24.82 4.96 100 27.66 52.48 17.02 2.84 100 43.97 27.66 26.24 2.13 100 22.69 43.97 30.50 2.84 100 17.02 50.35 29.79 2.84 100

20 16 14 2 52 24 16 11 1 52 27 7 16 2 52 8 16 26 2 52 16 11 23 2 52

127 3 8 3 141

90.07 2.13 5.67 2.13 100

130 4 5 2 141

92.19 2.84 3.55 1.42 100

45 0 6 1 52

92 27 21 1 141

65.25 19.15 14.89 0.71 100

69 41 29 2 141

48.94 29.08 20.57 1.42 100

24 8 20 0 52

42

STATEMENTS/QUESTIONS that the government is talking of. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 5. It is fine to add years to education as long as it would be free. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total

STUDENTS n=141 %

PARENTS n=141 %

TEACHERS n=52

91 22 26 2 141

64.54 15.60 18.44 1.42 100

76 32 29 4 141

53.90 22.69 20.57 2.84 100

42 5 5 0 52

98 24 17 2 141

69.50 17.02 12.06 1.42 100

79 30 27 5 141

56.03 21.28 19.15 3.55 100

38 7 7 0 52

World Views

This sub-factor is composed of three statements. More than half of the students (63.83%), parents (51.77%), and teachers (31 out of 52) agreed that the Philippines should have an education system similar to other successful countries so that the Philippines can also be successful. Likewise, most of them also agreed that students in our country with the same number of years in basic education (K+12) will become competitive with other countries (students-58.86%, parents-44.68%, teachers-33 out of 52). And finally, 51.77% of the students, 43.26% of the parents, and 25 out of 52 teachers concurred that adopting an education system with the aim of being in line with others is good.

One hundred percent of the three statements under this sub-factor were agreed by the majority of the respondents. Hence, K+12 is acceptable considering the world views of the respondents. Generally, they thought that it is just right to adopt an educational system similar to other countries, keeping into mind the success of the Philippines and the competitiveness of the graduates. This implies that respondents can be swayed to adopt the program considering the benefit that the country and the individuals can get from it. This is important as other countries tend to consider graduates here in the Philippines as under43

qualified compared to graduates of their own. If this is the norm, Filipino graduates planning to work abroad still need to study to pass the standards of the country that they plan to work at. If K+12 will be adopted, graduates here need not to take additional years of schooling to work or be treated as professionals abroad (Table 16).

Table 16. Respondents ratings on world views STUDENTS STATEMENTS/QUESTIONS

n=141 %

PARENTS n=141 %

TEACHERS n=52

1. The Philippines should have an education system similar to other successful countries so that the Philippines can also be successful. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 2. Students in our country with the same number of years in basic education (K+12) will become competitive with other countries. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 3. Adopting an education system with the aim of being in line with others is good. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total

90 30 19 2 141

63.83 21.28 13.48 1.42 100

73 30 34 4 141

51.77 21.28 24.11 2.84 100

31 10 11 0 52

83 28 26 4 141

58.86 19.86 18.44 2.84 100

63 38 35 5 141

44.68 26.95 24.82 3.55 100

33 5 13 1 52

73 32 32 4 141

51.77 22.69 22.69 2.84 100

61 44 31 5 141

43.26 31.21 21.98 3.55 100

25 16 11 0 52

In summary, two sub-factors, attitudes on education and world views, are influential in the acceptability of the program. On the other hand, customs on education is not a factor that influences the social acceptability of the program, but rather affects it negatively. Generally, the K+12 program is socially acceptable considering the socio-cultural factor. 44

Causal Factors

Causal factor is composed of four sub-factors namely: perception on the K+12 program, economic capability, exposure to media, and personal biases. This factor focused on the thoughts of the respondents on the program itself and how do media affect their opinions about it.

Perceptions on the K+12 program

Each group of respondents had almost exactly the same statements in this sub-factor except for the other statements which were specific for their group. Given that, each of them answered a total of 6 statements. The majority of the students (41.13%) agreed with the statement everyone supports the enhanced K+12 basic education curriculum while the parents (44.68%) and the teachers (23 out of 52) disagreed with it. Perhaps the reason for this is that the students are somewhat idealistic, thinking very positively. In the next item, most students (46.81%) agreed that K+12 will be effective in reducing poverty while the parents (39.01%) disagreed with it and the teachers (20 out of 52) stayed neutral. As a specific question for the students, 46.81% of them agreed that upon implementing K+12, students are employable or be able to go to work even if they do not have a college degree. Majority of the parents (37.59%) agreed that K+12 will not entail additional cost for parents since their children can get good jobs even if they do not go to college. However, there was a very little discrepancy between the agree and disagree answers. Perhaps parents were hopeful about the statement and yet they were not so sure if that is really true.

A statement answerable by students and teachers only was posed. Both of the groups agreed that students knowledge and skills will be improved under the K+12 program (students-59.57%, parents-36.88%). This may be due to their knowledge that the primary goal of this change in the educational system is to improve current school performance of the students. Two questions were specific for teachers only. Most of them (19 out of 52) agreed 45

that teachers will not have additional workload because of the additional 2 years of education. However, there was also a very little discrepancy between the agree and disagree answers. Perhaps the workload issue was not yet explained to them by the speakers bureau that is why it was still unclear to them. Almost all of them (49 out of 52) also agreed that teachers who will handle the additional 2 years of education will be trained.

For the last two statements under this sub-factor, majority of all groups of respondents agreed that textbooks and other learning materials will be provided by DepEd (students-83.69%, parents-70.21%, teachers-46 out of 52). The statement additional funding from the national government will be allocated was supported by 69.50% of the students, 57.45% of the parents, and 44 out of 52 teachers.

Generally, the parents and teachers disagreed that K+12 is supported by everyone while the students agreed to it. Parents also disagreed that it is effective in reducing poverty, while students agreed with it and teachers were undecided. Students agreed that if they graduate in K+12 they would be able to find job even without going to college. Consequently, parents were also optimistic that their budget would not be affected by K+12 because their children can find jobs immediately right after their graduation from K+12. Both parents and students also agreed that K+12 can bring about knowledge improvement. Teachers were positive that they would not have additional workload and that they will be trained under the K+12 program. And lastly, majority of all respondents were optimistic that the government will allocate enough funds and textbooks and other learning materials.

All of the six statements were agreed by the students; and 66.67% each by the parents and teachers. Hence, K+12 is socially acceptable considering the perceptions of the respondents regarding it. In summary, respondents have varying opinions when it comes to the benefits of the program. Majority of the students believed the program could be effective in reducing poverty, and it could help them be employed easily and could facilitate in improving their knowledge and skills. On the other hand, parents and teachers still doubt the capability of the program to alleviate poverty.

46

Majority of the respondents perceive K+12 positively but there was also a significant number who stayed neutral and a little discrepancy between the agree and disagree answers was observed. Again, their answers were anchored on their knowledge regarding the program. Statements under this sub-factor were based from the discussion paper about the K+12 program released by the Department of Education. Hence, the role of the speakers bureau is really important in influencing the perceptions of the respondents. As observed, various perceptions were seen, perhaps because not all of them have been reached by the dissemination activities of the speakers bureau (Table 17).

Table 17. Respondents ratings on the perceptions on the K+12 program STATEMENTS/QUESTIONS 1. Everyone supports the Enhanced K+12 Basic Education Program. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 2. K+12 will be effective in reducing poverty. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 3. Upon implementing K+12, students are employable or be able to go to work even if they do not have a college degree. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 4. K+12 will not entail additional cost for parents since their children can get good jobs even they do not go to college. Agree (4-5)
STUDENTS n=141 % PARENTS n=141 % TEACHERS n=52

58 44 37 2 141

41.13 31.21 26.24 1.42 100

36 63 35 7 141

25.53 44.68 24.82 4.96 100

8 23 21 0 52

66 45 28 2 141

46.81 31.91 19.86 1.42 100

50 55 29 7 141

35.46 39.01 20.57 4.96 100

15 17 20 0 5

66 43 29 3 141

46.81 30.49 20.57 2.13 100

---------------------

---------------------

---------------------

-----

-----

53

37.59

----47

STATEMENTS/QUESTIONS Disagree (1-2) Neutral (3) No answer Total 5. Students knowledge and skills will be improved under the K+12 program. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 6. Teachers will not have additional workload because of the additional 2 years of education. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 7. Teachers who will handle the additional 2 years of education will be trained. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 8. Textbooks and other learning materials will be provided by DepEd. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 9. Additional funding from the national government will be allocated. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total

STUDENTS n=141 %

PARENTS n=141 %

TEACHERS n=52

-----------------

-----------------

51 31 6 141

36.17 21.99 4.25 100

-----------------

84 32 23 2 141

59.57 22.70 16.31 1.42 100

52 48 37 4 141

36.88 34.04 26.24 2.84 100

---------------------

---------------------

---------------------

---------------------

---------------------

19 18 12 3 52

---------------------

---------------------

---------------------

---------------------

49 2 1 0 52

118 6 15 2 141

83.69 4.25 10.64 1.42 100

99 15 22 5 141

70.21 10.64 15.60 3.55 100

46 2 4 0 52

98 18 23 2 141

69.50 12.77 16.31 1.42 100

81 23 31 6 141

57.45 16.31 21.99 4.25 100

44 3 4 1 52

48

Economic capability Only two items comprised this sub-factor. For the first one which stated that the Philippines is ready to adopt the program based on the current status of facilities, equipment, books, teachers, and other learning resources related to education, only the teachers (29 out of 52) disagreed to it while both the students (58.86%) and the parents (35.46%) thought otherwise. It was observed that the students have more neutral answers and the parents have little discrepancy between agree and disagree answers. Perhaps the reason for this is that the teachers were more exposed to the problems happening in school compared to the parents and students. For the second statement, every public school will be provided with enough financial resources in line with the implementation of K+12, majority of all the groups of respondents agreed to it (students-63.83%, parents-47.52%, teachers-31 out of 52). This, again, may have arisen from the idealistic perspective of the respondents regarding the program. And as what was also observed, there were many neutral answers, even outnumbering the disagree answers. Perhaps the respondents were undecided if the statement is true, and that they didnt want to be disappointed in the end when this will be proven fallacious. Maybe they wanted to see it happening first before agreeing or disagreeing.

Students and parents agreed to 100% of the statements in this sub-factor while the teachers agreed to only 50%. Since two groups of respondents agreed to more than 51% of the statements, it can be deduced that K+12 is socially acceptable based on the economic capability of the government to support the program. Majority of the respondents was optimistic that the government could provide enough resources to public schools with the implementation of the K+12 program. In terms of the current status of the countrys facilities and resources, students and teachers deemed that the Philippines is ready to adopt the program, while most of the parents didnt.

Although it cannot be denied that the country is really experiencing shortage of school supplies and lack in classrooms and teachers, majority of the respondents were still optimistic that the government has the economic capability to implement this program 49

efficiently. As what was discussed in the review of related literature, the government has to shell out about 150 billion pesos for the implementation of the program, which covers new classrooms, additional teachers, books, and seats. For the government to get the cooperation of the people, it should gain their trust. That is why they need to campaign intensively and should establish their economic capability to make people trust them (Table 18).

Table 18. Respondents ratings on economic capability STATEMENTS/QUESTIONS 1. The Philippines is ready to adopt the program based on the current status of facilities, equipment, books, teachers, and other learning resources related to education. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 2. Every public school will be provided with enough financial resources in line with the implementation of K+12. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total
STUDENTS n=141 % PARENTS n=141 % TEACHERS n=52

83 24 32 2 141

58.86 17.02 22.70 1.42 100

50 43 39 9 141

35.46 30.49 27.66 6.38 100

9 29 14 0 52

90 23 23 5 141

63.83 16.31 16.31 3.55 100

67 31 34 9 141

47.52 21.99 24.11 6.38 100

31 6 15 0 52

Exposure to media

Two statements and three questions with given choices comprised this sub-factor. Majority of the respondents (students-51.77%, parents-41.13%, teachers-25 out of 52) thought that the Department of Education is using many forms of media that is why people are well-informed about K+12. However, there was also a huge number of neutral answers, again outnumbering the disagree ones. One reason for this may be the unawareness of the 50

respondents of what media are and what can be considered one. That is why they were undecided, because they cannot decide whether the source of their knowledge is considered medium or just a plain hearsay. Similarly, majority of them also thought that the media is not bias in publishing about K+12, such that advantages and disadvantages are both discussed (students-57.45%, parents-51.06%, teachers-27 out of 52). The same pattern for the neutral answers was observed in this second statement. Perhaps the respondents were not really sure what information can be treated bias and what are not.

Furthermore, among the choices provided when they were asked what forms of media do they learn about K+12 the most often, both the students and teachers have the television and the Internet as their top 2 answers whereas for the parents, television and radio are their top 2 answers. This is because the students and the teachers have greater chance of accessing the Internet than the parents. For the 4th item, 86.52% of the students, 81.56% of the parents, and 51 out of 52 teachers thought that information about K+12 is necessary to be published on media. Consequently, most of them said that their knowledge, opinions, or appreciation about K+12 is affected by what they see or hear on media (students-61.70%, parents-57.45%, teachers-48 out of 52).

In summary, 100% of the four statements/questions (question no.3 excluded) were agreed by the majority of all the groups of respondents. Thus, K+12 is socially acceptable considering the respondents exposure to media. All groups considered that the media has a role on shaping their opinions/knowledge about K+12. They all believed that the media is doing its job well and without bias in providing information on the program. Majority of the respondents checked television as the form of media where they learn about K+12 the most often.

Information about K+12 can be taken from seminars and meetings of teachers, symposia, primers, discussion papers, TV discussions, and news and critiques via the Internet. Teachers and students have greater access to these media compared to the parents, thus explaining the results. Majority of the parents sources of information were various people in the community. The speakers bureau must really make campaigns or 51

communication materials intended for the parents and they really have to be sure that these materials would reach them (Table 19).

Table 19. Respondents ratings on exposure to media STATEMENTS/QUESTIONS 1. The Department of Education is using many forms of media that is why people are well-informed about K+12. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 2. The media is not bias in publishing about K+12, such that advantages and disadvantages are both discussed. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 3. In what form of media do you learn about K+12 the most often? Newspaper Radio Magazine Television Poster Internet 4. Do information about K+12 necessary to be published on media? Yes No No answer Total
STUDENTS n=141 % PARENTS n=141 % TEACHERS n=52

73 31 36 1 141

51.77 21.99 25.53 0.71 100

58 34 42 7 141

41.13 24.11 29.79 4.96 100

25 11 15 1 52

81 25 31 4 141

57.45 17.73 21.99 2.84 100

72 25 38 6 141

51.06 17.73 26.95 4.25 100

27 5 19 1 52

33 30 3 101 11 35

-------------------------

34 38 3 102 10 24

-------------------------

13 14 5 42 5 20

122 17 2 141

86.52 12.06 1.42 100

115 14 12 141

81.56 9.93 8.51 100

51 1 0 52

52

STATEMENTS/QUESTIONS 5. Is your knowledge, opinions, or appreciation about K+12 affected by what you see or hear on media? Yes No No answer Total

STUDENTS n=141 %

PARENTS n=141 %

TEACHERS n=52

87 50 4 141

61.70 35.46 2.84 100

81 44 16 141

57.45 31.20 11.35 100

48 1 3 52

Personal biases

This sub-factor was formed from taking into account the concept of egoinvolvement of the Social Judgment Theory.

Respondents were asked on their stand, if they are in favor or not of the K+12 program. More than half of the students (55.32%) and teachers (28 out of 52) were in favor of the program while parents (61.70%) were not. Of those that were in favor of the program, 26.24% of the students, 11.35% of the parents, and 16 out of 52 teachers said that they have activities that support the program. On the other hand, of those who were not in favor of the program, 6.38% of the students, 7.80% of the parents, 6 out of 52 teachers said that they have activities that oppose it (Table 20).

Table 20. Respondents stand on the K+12 program STATEMENTS/QUESTIONS Are you in favor of the program? Yes No No answer Total Do you have activities that support the K+12 program?
STUDENTS n=141 % PARENTS n=141 % TEACHERS n=52

78 53 10 141

55.32 37.59 7.09 100

42 87 12 141

29.79 61.70 8.51 100

28 24 0 52

53

STATEMENTS/QUESTIONS Yes No Do you have activities that oppose the K+12 program? Yes No No answer Total

STUDENTS n=141 %

PARENTS n=141 %

TEACHERS n=52

37 38

22.64 26.95

16 24

11.35 17.02

16 12

9 43 14 141

6.38 30.50 9.93 100

11 74 16 141

7.80 52.48 11.35 100

6 12 6 52

Respondents answers when they were asked about their supporting and opposing activities were somewhat out of sync from the questions. Perhaps they were so engrossed of how they would express their thoughts. And also, many of those who answered that they have supporting/opposing activites did not bother to indicate when they were asked to list those activities and explain why they were doing such.

One of the supporting activities that some students listed was information dissemination to other people so that students will be competitive with students of other countries. Some parents said that they explain the program to their children. Some of them also said that they also tell other parents to convince them that K+12 will bring about good change. Among the three groups, the teachers listed the most number of activities. Few of what they listed included giving information to students, parents, and other people to prepare them to the program. Some of them also listed that they support what is required of them to understand the program better, such as meetings and seminars (Table 21).

54

Table 21. List of respondents supporting activities WHAT (SUPPORTING) ACTIVITIES DO YOU HAVE AND WHY DID YOU ENGAGE IN SUCH ACTIVITIES? STUDENTS I explain to others the reason for the implementation of K+12. Because I can immediately be employed without even going to college. I will help in disseminating information about this so that peoples knowledge about this will be improved and students in the Philippines will be competitive with students of other countries. PARENTS Explaining to my child about this and what effect can it bring to his/her knowledge and his/her life. Info dissemination to boost morale of other parents. Persuading other people to know more about K+12. TEACHERS Giving information to parents so that they can be prepared about this. Discussing to students, parents, and other neighbors to make them understand the program better. Information dissemination to community and schools. Supporting activities that aim to implement the programs such as meetings. Advertising; motivating. Telling other people the benefits for Filipinos who have additional years of schooling. Awareness through discussions/integration to deepen the knowledge of students. regarding this program. Campus journalism. Film showing.

When in comes to the opposing activities, one of the students said that he/she joins debates about the program. For the parents, instead of telling about their present activities, some of them shared what they would do to oppose the program. They listed have signature campaigns to let them know that many people oppose this or maybe teachers can improve their teaching techniques and reestablish the old system. Answers from the teachers were

55

also not consistent with the question. They said that it would be better if they assure first the readiness of facilities and materials that will be used for this program (Table 22).

Table 22. List of respondents opposing activities WHAT (OPPOSING) ACTIVITIES DO YOU HAVE AND WHY DID YOU ENGAGE IN SUCH ACTIVITIES? STUDENTS Joining debates about this. PARENTS Have signature campaigns to let them know that many people oppose this or maybe teachers can improve their teaching techniques and reestablish the old system. TEACHERS It would be better if they assure first the readiness of facilities and materials that will be used for this program.

The last two items under this sub-factor were open-ended questions. The first one asked the respondents of how they think K+12 will affect their lives. Students said that it would just entail additional expenses and that they would not be able to graduate immediately, thus delaying their chance of helping their families. On a positive side, they also noted that their knowledge will be improved and they can be employed without going to college. With the parents, they reiterated about the additional expenses that the program could bring about. Contradicting to what some students said, some of the parents believed that K+12 graduates would not be able to get hired immediately because even college graduates find it hard to be employed easily. They also considered what their children might feel with the additional years, saying that long time in school can make them lazy, stressed, and tired. Moreover, some of them pointed out that this change might bring about development to the country but others said that the government needs to address other pressing problems in the education system first before implementing the program. They also 56

noted that their child will get better job because of the advance technology that will be used in studying under the program. Additional expenses also arose from the teachers answers. Some of the teachers emphasized about the adjustment to the high school curriculum and to their workloads as teachers. They also pointed out that this would challenge their teaching methods but would give more opportunities to them. In addition, one teacher said that she would upgrade herself by studying again. They also highlighted the productivity that the program might bring if it becomes successful in the future and that this will make the Philippines stronger, bringing good results to families and to him as an individual. Few of the answers focused on the acquisition of the students skills in line with their fields of interest under this program. Some also said that this program is good, provided that allotted funds will be given appropriately.

One common answer among each group of respondent was their notes on additional expenses that K+12 might bring. Perhaps this was the topmost concern since this program requires a lot of financial resources from the government, and from the other stakeholders. Students and teachers were more optimistic about it and both lingered on the more positive characteristics and perceived effects of the program whereas parents showed disbelief on the governments promises such as the immediate employment upon graduation (Table 23).

Table 23. Respondents answers on how they think K+12 program would affect their lives HOW DO YOU THINK WILL THE PROGRAM AFFECT YOUR LIFE? STUDENTS The poor will become poorer, its complicated. Additional expenses for families. I will have a better life. Improved knowledge for many people. I will not be able to finish my studies immediately thus I wont be able to help my family without delay. Knowledge will be broadened, helping the development of families and the country. I will be able to be employed even if I dont go to college. 57

HOW DO YOU THINK WILL THE PROGRAM AFFECT YOUR LIFE? PARENTS Additional expenses, and there is no assurance that graduates of this program will be able to get hired immediately because even college graduates find it hard to be employed upon graduation. Longer studying is stressful and tiring. New adjustments for students. I believe that a student can learn if he/she really is dedicated to studying, without adding years to education. Considering the meager amount of salary, additional expenses for parents to support their childrens fare, allowance, project fees, and others. Students might get lazy if their schooling will be added up by 2 years. This can help in the development of the country. The program is good but then I think that current problems in the education system must be prioritized first. If my child gets to study under the K+12 program, he will get a better job because of the advanced technology used in studying.

58

HOW DO YOU THINK WILL THE PROGRAM AFFECT YOUR LIFE? TEACHERS Additional expenses. Another challenge to teaching and explaining to parents and students. Our children will take longer time in studying that is why we should be prepared. As teachers, we might have trainings about this and additional load in the curriculum. Another adjustment in the high school curriculum. It presents alternative pathway to a career move for my children. Teachers will have more opportunities. Changing views in acquiring more years in education but not really acquiring skills. Ten to fifteen years from now, if this program will succeed, larger part of the population will become productive and that it is assumed that the state of the Philippines will be stronger. Whatever will make the state better will also do the same for my family and to me as an individual. Students will be provided with better knowledge which can help them be achievers in the field of their interest, and this will improve our lives. K+12 is good if students and teachers will get enough from the government. This may pose additional expenses but if this program can help students, parents, and teachers, this should be pushed through for the development of the education level in our country. Funds for this program should be appropriately provided so that students can get quality education. As a teacher, there will be changes in strategies in teaching and in the lessons, as what will be the most appropriate for K+12. Our graduates will be globally competitive. As a teacher, I think that I should upgrade myself by studying again. Many students will be productive upon graduation. Additional work; lacks preparation.

Finally, the last item sought to harness other concerns of the respondents regarding the program. Some students said that it is fine to implement the program as long as they would be provided with scholarships that will support their allowances and other school fees. They also emphasized that the government should prioritize the current problems first such as lack of textbooks and other learning materials, lack of teachers, school buildings, and others. One student also said that this would not be effective if students are lazy. And one also hoped to understand the program better. 59

Some parents reiterated that K+12 is not a guarantee of a better employment for graduates. They highlighted that instead of changing the education system, the government should opt to bring back the old system where there were no pilot sections and lower sections. They said that because of the pilot section, students in the lower section are not given equal attention and focus by the teachers. They said that this system should be abolished to give and generate equal knowledge and performance from all students. Some even said that if this kind of system stays, nothing will change to the quality of education even if 10 years are added. Some parents cited that if the government system is okay, it will not be necessary to add more years in education. Problem is the corrupt government officials who keep on appropriating funds from the supposed-to-be funds for education. Some parents even said that adding years is not the answer, but by giving up-to-date lessons, removing nonsense subjects and lazy teachers, trashing away the reporting system in the school, etc. A parent suggested that the government could just make this voluntary rather than mandatory. Furthermore, a parent was not in favor of this system because she believes that the Filipinos have enough knowledge to compete abroad.

When teachers were asked, they again pointed out the additional expenses that this program will bring, suggesting that the poor should be given priority because even at the current education system they could not afford to finish studies, what more when K+12 will be implemented. They also said that additional educational resources must be provided instead of changing the system. One teacher noted that when the Kindergarten program was started last year, 2010, there were no funds allotted for the teachers that were hired who were LET passers. What they get is an allowance only and not the salary for Teacher 1. She also asked if those who want to go to college are still required to take the additional years. A substantial number of teachers also gave importance to the proper implementation of the program.

All groups of respondents were commonly suggesting that the government must know the things that they should prioritize, and these are the present problems that most of educational stakeholders face. They also have their respective suggestions, shying away from the implementation of the K+12 program (Table 24). 60

Table 24. Respondents other concerns about the K+12 program WHAT ARE YOUR OTHER CONCERNS ABOUT THE PROGRAM? STUDENTS It is okay to adopt the K+12 program as long as there will be scholarships to support allowances and other school fees. They should not add years anymore because there will students who wont be able to finish their studies. I hope that this will be free. If this will really be implemented, they should see to it that the government has enough funds for this. The government is not yet ready for this. How they would be able to support this if even at the present, we have torn-out books? K+12 will not be good if students are lazy. More teachers and school buildings should be provided so that students can learn more. I hope I could understand it more. PARENTS K+12 program is like youre telling people that there is no need to take college, or a degree because K+12 will give you work or better future, but that is a very big question mark. And K+12 is not a guarantee that our students will excel more on education. Instead of implementing this, just focus on improving the teaching system of the teachers. Reestablish the old system where there are no pilot sections so that they are not the only ones who are being taught the good way. It is better if lower sections will also be given attention so that they can also be competitive. The DepEd should focus first on the current problems like lack of school buildings, textbooks and other educational materials, teachers, overcrowded classrooms, etc. The government should support and do all their promises regarding the improvement of our childs future. Give equal importance to the higher and lower section. Teach lower section the way higher section is taught. If this will not happen, nothing will change even if you add 10 years of secondary education. If there is a good government system, there is no need to add more years in education. There are corrupted funds that are enough to sustain a good quality of education. There is no need to add more years in education. The knowledge of the students relies in the hands of their teachers. Lazy teachers should be removed, avoid giving out many projects, and stop requiring them to report as a class exercise because students do not learn from it. This is not the solution to have a good quality of education. 61

WHAT ARE YOUR OTHER CONCERNS ABOUT THE PROGRAM? The quality of education should be improved, not by adding years to it, but by giving up-to-date lessons, and removing nonsense subjects. They can make it voluntary rather than mandatory. Im not favor of this program because Filipinos already have enough knowledge to compete abroad. K+12 is a way to upgrade the education in the Philippines especially in science and technology, and agriculture.

TEACHERS Additional expenses. Another challenge to teaching and explaining to parents and students. Our children will take longer time in studying that is why we should be prepared. As teachers, we might have trainings about this and additional load in the curriculum. Another adjustment in the high school curriculum. It presents alternative pathway to a career move for my children. Teachers will have more opportunities. Changing views in acquiring more years in education but not really acquiring skills. Ten to fifteen years from now, if this program will succeed, larger part of the population will become productive and that it is assumed that the state of the Philippines will be stronger. Whatever will make the state better will also do the same for my family and to me as an individual. Students will be provided with better knowledge which can help them be achievers in the field of their interest, and this will improve our lives. K+12 is good if students and teachers will get enough from the government. This may pose additional expenses but if this program can help students, parents, and teachers, this should be pushed through for the development of the education level in our country. Funds for this program should be appropriately provided so that students can get quality education. As a teacher, there will be changes in strategies in teaching and in the lessons, as what will be the most appropriate for K+12. Our graduates will be globally competitive. As a teacher, I think that I should upgrade myself by studying again. Many students will be productive upon graduation. Additional work; lacks preparation.

62

In sum, one hundred percent of the three sub-factors (excluding the personal biases) were agreed by the majority of respondents. Thus, K+12 program is socially acceptable considering the causal factors. However, majority of students and teachers were in favor of the program while the parents were not. In addition, varying thoughts were seen when respondents were asked with the open-ended questions. An outstanding reason for opposing the program was the additional expenses that it will bring. Noticeably, respondents answers to open-ended questions somehow contradicted their answers to some preceding statements. As observed, most of the concerns that they raised were the programs criticisms. The speakers bureau must hear the sentiments of the people in order for them to harness actual thoughts and opinions of the public. In this way, they could use the information that will be solicited in crafting their messages about the program, making their campaign more effective.

Efforts of the Speakers Bureau

The Department of Education issued the Memorandum no. 507, s.2010 which mandated the training-seminar for regional consultations speakers bureau about the K+12 program. The Development Academy of the Philippines supported DepEd in the said training-seminar. The objectives of the activity are as follows, as lifted from the memorandum: a. Prepare/organize the regional speakers bureau composed of the regional directors (RD), schools division/city superintendents (SDSs), and two regional representatives for the conduct of their respective regional consultations on the K+12 Enhanced Basic Education Program; b. Orient them on the Communications Plan for the program campaign; and c. Enhance their presentation and consultations skills for this purpose. Given this effort, this study would like to find out if the speakers bureau has really did their role and what is their effect on the social acceptability of the K+12 program.

63

Role of the Speakers Bureau This is another factor which sought to determine its influence on K+12 programs social acceptability. This aimed to assess the effectiveness of the communication strategies of the speakers bureau in relation to the promotion of and information dissemination about K+12. Majority of the students (51.06%) agreed that the DepEd through the Speakers Bureau has explained the concept and mechanics of the K+12 program to your school whereas the parents (31.20%) have the same number of agree and disagree answers, and most of the teachers (22 out of 52) were undecided. Parents might have varying degrees of involvement with their school that is why the frequency of their answers was cut midway. For the second item, most students (53.90%) and parents (33.33%) agreed that the speakers bureau was able to explain clearly and addressed questions related to the offering of the K+12 program whereas the teachers (23 out of 52) disagreed with it. Perhaps the teachers have details that they still want to be cleared while students and parents thought that the information about the program is limited to what they know, because it was what the majority knew about. Majority of the students (48.94%) and the parents (36.17%) agreed that DepEds communication strategies were effective in popularizing the K+12 program while 19 out of 52 teachers remained neutral. Consequently, 48.94% of the students, 39.01% of the parents, and 23 out of 52 teachers agreed that information dissemination about K+12 is very evident on media. Likewise, majority of the students (51.77%) and teachers (18 out of 52) said that DepEd is doing substantial information dissemination activities to inform the people about K+12. On the other hand, most parents (35.46%) were neutral or undecided when asked about it. For the sixth item, most students (43.97) and parents (34.75%) agreed that DepEd and other stakeholders are very eager to encourage the public to adopt K+12 whereas teachers (21 out of 52) were just neutral or undecided. Half of the teachers (25 out of 52) stayed neutral, along with most parents (32.62%), that DepEds promises regarding K+12 seem feasible while most students (49.65%) agreed with it. 64

In summary, 100%, 57.14%, and 28.57% of the 7 statements were agreed by the students, parents, and teachers respectively. Since two groups of respondents agreed to more than 51% of the statements, it can be deduced that the role of the speakers bureau is influential in the social acceptability of the K+12 program. Majority of the respondents believed that information dissemination and communication strategies of the speakers bureau were effective in informing the public about the program. They also recognized the eagerness of DepEd in persuading the public to adopt the program. However, many of the parents and teachers were doubtful on the feasibility of the DepEds promises regarding K+12. In addition, it can be noticed that more respondents opted to stay neutral in this factor when asked of particular questions. Perhaps the reason for this is that they may be aware of the program itself, but they were not really sure of what the speakers bureau of the Department of Education is doing in order to inform the people about it. They must work on their campaign for the program and target greater number of people so that the publics stand in the program could be swayed favorably by making them rethink about and reconsider it (Table 25).

Table 25. Respondents ratings on the role of the speakers bureau STATEMENTS/QUESTIONS 1. The DepEd through the Speakers Bureau has explained the concept and mechanics of the K+12 program to your school. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 2. The Speakers bureau was able to explain clearly and addressed questions related to the offering of the K+12 program. Agree (4-5) Disagree (1-2)
STUDENTS n=141 % PARENTS n=141 % TEACHERS n=52

72 19 31 19 141

51.06 13.48 21.98 13.48 100

44 44 37 16 141

31.20 31.20 26.24 11.35 100

18 12 22 0 52

76 23

53.90 16.31

47 39

33.33 27.66

10 23 65

STATEMENTS/QUESTIONS Neutral (3) No answer Total 3. DepEds communication strategies were effective in popularizing the K+12 program. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 4. Information dissemination about K+12 is very evident on media. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 5. DepEd is doing substantial information dissemination activities to inform the people about K+12. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 6. DepEd and other stakeholders are very eager to encourage the public to adopt K+12. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total 7. DepEds promises regarding K+12 seem feasible. Agree (4-5) Disagree (1-2) Neutral (3) No answer Total

STUDENTS n=141 %

PARENTS n=141 %

TEACHERS n=52

24 18 141

17.02 12.77 100

38 17 141

26.95 12.06 100

18 1 52

69 18 40 14 141

48.94 12.76 28.37 9.93 100

51 31 42 17 141

36.17 21.98 29.79 12.06 100

17 15 19 1 52

69 19 38 15 141

48.94 13.47 26.95 10.64 100

55 27 43 16 141

39.01 19.15 30.49 11.35 100

23 15 14 0 52

73 21 35 12 141

51.77 14.89 24.82 8.51 100

45 29 50 17 141

31.91 20.57 35.46 12.06 100

18 17 17 0 52

62 22 44 13 141

43.97 15.60 31.21 9.22 100

49 30 46 16 141

34.75 21.28 32.62 11.35 100

17 14 21 0 52

70 20 38 13 141

49.65 14.18 26.95 9.22 100

38 42 46 15 141

26.95 29.79 32.62 10.64 100

10 17 25 0 52

66

Social Judgment Theorys Latitudes of Acceptance, Rejection, and Non-commitment The theorys application in this study rests squarely on the concepts of latitudes of acceptance, rejection, and non-commitment. When respondents agreed or reacted positively to the given statement/questions, it means that that statement belongs to the latitude of acceptance of the respondents. On the other hand, if the respondents disagreed with the statement, it belongs to the latitude of rejection of the respondents. Opinions of people already placed in these latitudes will be hard to change, thus communication strategies can hardly affect these opinions.

What communicators can target about are the messages where respondents remain undecided or neutral because the possibility of convincing them to favor the program is very high. It can be noticed that neutral answers of all groups of respondents were significantly many. Therefore, there is a possibility of increasing the level of acceptability of the K+12 program, especially if the speakers bureau target the gray areas for the respondents.

Statistical analysis on the relationship between the respondent groups and their stand on the K+12 program

Using Chi-Square test of independence, it has been observed that at 5% level of significance, the p-value is <0.0001, which is less than the alpha of 5% , denoting that there is a significant relationship between the respondent groups and whether they favor the K+12 program or not. Thus, it can be concluded that there is an association between respondent groups or their role of being students, parents, and teachers and their stand on the K+12 program. A discernable pattern among answers of respondents was seen. Students and teachers were found to be more likely to favor the K+12 program than the parents. They were more optimistic that K+12 can bring positive change to our country while parents were more focused on the additional burden that the program can cause them.

67

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

Socio-Demographic Profile

This study sought to determine the factors that comprise social acceptability which will help DepEd in gaining support for the program; evaluate the acceptability of the K+12 program to students and their parents, and the teachers; determine the readiness of students, their parents and teachers in adopting the program; identify the readiness of the Filipino culture to adapt a 12-year basic education program; and assess the Speakers Bureaus communication strategies in promoting the program. Respondents are of three groups: students, parents, and teachers. One hundred forty one students; 141 parents, and 52 teachers comprised the totality of respondents. They were asked to answer self-administered questionnaires. Parents and teachers ages ranged from 22 to 65 years old. Majority of them were married. All teachers were college graduates while parents were as low as elementary to as high as college graduates. Overall annual family income ranged from 0 to 600,000 pesos.

Majority of the respondents have heard of the K+12 program and most of them said that they heard it from school and television. They have varying understanding of the program. Most of the differences were their knowledge of where to put the additional years; only few have acknowledged the addition of kinder.

Factors of Social Acceptability

Results showed that every factor or sub-factor have varying degrees of influence to the acceptability of the program, depending on the group of respondents involved. Factors that were listed include socio-cultural, causal, and the role of the speakers bureau. Sociocultural factor involved customs on education, attitudes on education, and world views. Causal factors included perceptions on the K+12 program, economic capability, exposure to media, and personal biases.

Answers of 4 and 5 means that the statement is acceptable; 1 and 2 means unacceptability; and 3 implies neutrality or indecisiveness. Every factor must acquire 51% or more 4 and 5 answers to conclude that that factor influence the social acceptability of the K+12 program. Generally, 50% of the 4 items under the customs on education were agreed by the respondents, therefore K+12 program is not acceptable considering the respondents customs on education. Next, attitudes on education created 70%, 50%, and 80% agree answers from the students, parents, and teachers respectively. Since 2 out of 3 groups of respondents agreed on this sub-factor, it means that this sub-factor is an influential factor. One hundred percent of the 3 statements under the world views were agreed by the respondents. In sum, the socio-cultural factors influence the social acceptability of the K+12 program to the respondents.

For the causal factors, the results are as follows: perception on the K+12 program100% of the 6 statements were agreed by the students, and 66.67% each of the parents and teachers; economic capability- students and parents agreed to 100% of the 3 statements while the teachers agreed to only 50%; exposure to media- 100% of the 4 statements were reacted positively by the respondents; personal biases- students and parents were in favor of the program whereas the parents were not. In sum, all sub-factors under the causal factor exceeded 51% agree answers or answers that are favorable to K+12. Thus, causal factors influence the social acceptability of the K+12 program.

69

Part of the personal biases were open-ended questions asking about the respondents supporting or opposing activities to the K+12 program, about how they think the program would affect their lives, and their other concerns about it. Those who said that they have supporting activities listed information dissemination to other people so that they too, would know about the program. On the other hand, those who said that they have opposing activities, only the students told about their current activity, which is joining debates about the program. Parents and teachers suggested what to do, such that parents said that it is better to have signature campaigns to let others know that there are many who oppose the program, while teachers said that preparation of resources that will be used in the program should be done first.

When asked on how they think their lives would be affected, all respondents said that it would entail additional expenses. Students and parents were optimistic that knowledge level will be improved and productive and competitive graduates will be produced. However, parents expressed their disbelief of immediate employment upon graduation of their children even without going to college. They said that even college graduates nowadays find it hard to be employed, so they really doubt such perceived effect of K+12.

And finally, most of the respondents posed their suggestions when they were asked about their other concerns. Students said that they were hoping that scholarships will be provided for them to support their school fees and allowances. Parents suggested that old system should be reestablished, where there were no pilot sections, so that all students will be given equal attention by the teachers. As for the teachers, they emphasized that the government must prioritize the problems that the education system is currently facing. Enough and appropriate funding must be provided so that the program will succeed. The role of the speakers bureau was also assessed in this study. In this factor, more neutral answers were taken into account. One hundred percent of the seven statements were agreed by the students; 57.14% by the parents; and 28.57% by the teachers. Since two out of three respondents had beyond 51% agree answers, this factor can be considered as influential to the programs social acceptability. Very evident in this factor was the 70

significant number of neutral answers, even topping over the agree or disagree answers in some statements. Reason for this is perhaps the respondents were aware of the program, but they were not really sensitive to the communication activities by the speakers bureau of the Department of Education.

Conclusion Results showed that socio-cultural and causal factors and the role of the speakers bureau affect or influence the social acceptability of the K+12 program.

Generally, students and teachers were more hopeful of the K+12 program than the parents. This was also reflected in the Pearson Chi-Square test, where it was found that there is a significant relationship between the respondent groups and whether they favor the K+12 program or not. Students and teachers were found to be more likely to favor the K+12 program than the parents. Parents concerns focused more on the expenses that can be caused by the program. Teachers pointed out that the government must provide necessary resources first such as textbooks, classrooms, additional teachers, and others. Students also cited about these and hoped for scholarships for them.

In terms of the readiness in adopting the program, students and teachers were somewhat ready for it in terms of their desire of implementing it and the opportunities that it may give them, but parents were not yet ready in terms of their willingness to shed out even just a little effort (financial and time) to adopt it. Information-wise, all respondents were not yet ready because they have varying understanding of the program and that the programs characteristics were not yet very clear to them. The education system is part of a countrys culture that is why it will be difficult to change or even just modify it. In this study, the customs on education sub-factor showed that this is true. Even so, the qualitative answers showed that some respondents still want old system to be reestablished and to scrap the proposed K+12 program. Thus, it can be concluded that the Filipino culture is not yet ready for a 12-year basic education program. 71

As for assessing the communication strategies of the speakers bureau, respondents were aware of the program but the communication campaigns of the speakers bureau do not get to them that much. Seminars were present but those are for teachers only, and that very shallow or minimal information about the K+12 program are presented in other media that is why people have very little information about it.

In summary, by having a good communication strategy, DepEd can encourage more people to adopt the K+12 program. Evidently, even now that communication campaigns are not very apparent, K+12 is already socially acceptable, what more if communication strategies will be heightened?

Recommendations

Recommendations are forwarded to the following stakeholders:

For students

Students should broaden their knowledge about the program by seeking information from teachers, and other accessible media available in their school such as primers and books. Accessing the Internet will also help especially if there are no materials about the program in their school. They should try to analyze pros and cons of the program and weigh the effects of it. They can explain to their parents and other people in their area what this program could bring about.

For Parents

Parents should gather information from their children since they are exposed to information about the program in their schools. They should also seek information from their televisions, radios, and other media to help them be more familiar about the programs characteristics. They should consider the good effects of the program and try to analyze if it 72

will really compensate on the downsides. They can also ask the PTA to call for a meeting to discuss the initiative.

For Teachers

Teachers should inform students and other people in the community whatever it is that they learned from seminars, meetings, and primers that they got hold of. They should try to explain to students so that they, too, can explain to their parents the characteristics of the program and why should the Philippines adopt it. They should also try to communicate their suggestions and comments regarding the program to the authorities since they have higher chances in accessing or contacting the said persons.

For the Speakers Bureau The speakers bureau of the Department of Education should target the grassroots because they have lesser abilities to access common media. There is a need to improve on the conduct of the communication campaigns. This can be supplemented by giving out materials that can give the masses in-depth information about the program. Cooperation of the people relies on how the speakers bureau package information and how they tailor messages to encourage the people to adopt this program to bring about good change in the educational system.

They can try to partner with communication practitioners in improving their communication strategies. They must know the characteristics of their audiences so that the messages that they would be communicating would be tailor fit. They should also solicit audiences information needs and their comments and suggestions regarding the program so that they could address them properly. They must communicate these to other sectors of the government so that they could help each other in dealing with the predicaments brought by the program.

73

For the Development Communication field

This kind of issue must concern practitioners and students of Development Communication since it has a big effect on our countrys development. Studying acceptability and its measures can be used to assess development initiatives. They should initiate studies and researches about the program and communicate results and findings to policymakers, authorities, students, teachers, parents, and other stakeholders. Since they have more knowledge, skills, and experiences in communicating messages in the best possible ways, they should also initiate the communication campaigns, by partnering with the speakers bureau of the Department of Education.

Knowing the region of acceptance could serve as guide in crafting communication policies that directly address felt needs of intended audiences. Recognizing the social acceptance of an initiative determines failure or success of any program or project. A more dialogic approach in making stakeholders understand the benefits of an initiative can withstand any discussion and consequently led to consensus.

74

LITERATURE CITED

Social Judgment Process (Sherif) [Image]. (n.d.). http://www.12manage.com/description_sherif_social_judgment_theory.html (7 Mar. 2012). Babbie, E. (1986).The practice of social research (4th ed.). Belmont, California: Wadsworth. Bruns, B., Mingat, A., Raketumalala, R. (2003). Achieving Universal Primary Education by 2015: A chance for every child. Washington, DC: The International Bank for Reconstruction and Development/The World Bank. Cruz, I. (2010, October 14). The K+12 debate. The Philippine Star. http://www.philstar.com/Article.aspx?articleId=620727&publicationSubCategoryId=442 (Accessed 5 November 2011). De Jesus, E. (2010, January 8). New Year hopes for education. Philippine Daily Inquirer. http://opinion.inquirer.net/inquireropinion/columns/view/20100108-246284/New-Year-hopesfor-education (Accessed 5 November 2011). Department of Education. (2010). Discussion Paper on the Enhanced K+12 Basic Education Program. Department of Education. (2010, November 2). Briefer on the Enhanced K+12 Basic Education Program. Official Gazette. http://www.gov.ph/2010/11/02/briefer-on-the-enhanced-k12-basiceducation-program/ (5 Nov. 2011). Department of Education. (2010, December 30). Training-seminar on the K+12 Enhanced Basic Education Program for Regional Consultations Speakers Bureau (Memorandum No. 507, s. 2010). Retrieved December 10, 2011 from http://www.deped.gov.ph/cpanel/uploads/issuanceImg/DM%20No.%20507%20s.%202010.pdf Flor, B. (1997). Social acceptability of the UPOU distance education program: a development communication perspective. (Unpublished doctoral dissertation). UP Los Baos, Laguna. Gomez, M. (2004). Systemic educational reform in a large complex educational system: lessons learned. Proceedings from AAAS-UNESCO International Conference on Science and Technology Education: Systemic Approaches to Reform, 6-9 June 2004 (pp. 2-4). Paris, France: Retrieved from January 11, 2012 from http://ehrweb.aaas.org/UNESCO/pdf/SystemicEdReform_Gomez.pdf Hazelman, M. (2006). Best practices in poverty alleviation through education for the new century. In S. Mancebo and M. Perlas (Eds.) APEAEN International Conference Proceedings (pp. 10-17). Bangkok, Thailand: Food and Agriculture Organization of the United Nations Regional Office for Asia and the Pacific. 75

Lacanilao, F. (2012. February 17). K+12 most likely to fail. Inquirer Opinion. http://opinion.inquirer.net/23251/k12-most-likely-to-fail (Accessed 25 February 2011). Librero, F. (1996). How to write a thesis proposal: Some practical guidelines. University of the Philippines Los Baos: College of Agriculture Publications Office. Lim, R. (2011, April 12). UNESCO chief commends PH education reforms. Manila Bulletin. http://www.mb.com.ph/node/313785/une (Accessed 5 November 2011). Littlejohn, S.and Foss, K. (2009). Encyclopedia of Communication Theory. USA: Sage. Mancebo, S, and Perlas, M. (Eds.). (2006). APEAEN International Conference Proceedings: Best Practices in Poverty Alleviation Through Education for the New Century. Food and Agriculture Organization of the United Nations Regional Office for Asia and the Pacific; and Asia Pacific Association of Educators in Agriculture Education and Environment (APEAEN), Inc. Morelos, M. (2011, June 7). K+12 Education program gains support. Philippine Daily Inquirer. http://newsinfo.inquirer.net/12757/k12-education-program-gains-support (Accessed 10 December 2011). Philippine Business for Education. (2011, July 21). PBEd Chairperson, Ramon R. del Rosario, Jr. shares his thoughts on K-12 at the LCF-CSR Expo 2011. Philippine Business for Education. http://pbed.ph/pages/pbed-chairperson-ramon-r-del-rosario-jr-shares-his-thoughts-on-k-12-atthe-lcf-csr-expo-2011 (Accessed 5 November 2011). Philippines Midterm Progress Report on the Millennium Development Goals. (2007). Quismundo, T. (2010, November 21). DepEd readies plan for K+12 program. Philippine Daily Inquirer. http://globalnation.inquirer.net/news/breakingnews/view/20101121-304404/DepEdreadies-plan-for-K12-program (Accessed 5 November 2011). Technical Panel on General Education. (2011, October). Report on the College Readiness Standards.

76

APPENDICES

Appendix A- Letter to the Schools Divison Superintendent Appendix B- Letter to DepEd District Supervisor Appendix C- Letter to the principal of Lopez Elementary School Appendix D- Letter to the principal of Los Baos National High School Appendix E- Preliminary Survey Form Appendix F- Main Questionnaire for students Appendix G- Main Questionnaire for parents Appendix H- Main Questionnaire for teachers

77

COLLEGE OF DEVELOPMENT COMMUNICATION

UNIVERSITY of the PHILIPPINES LOS BAOS
College, Laguna 4031, Philippines Tels.: (63)(049) 5362446 (63)(049) 5362511 (63)(049) 5362433 (63)(049) 5363356 Fax: (63) (049) 5362429

January 6, 2012

Email: mail@devcom.edu.ph or inquire@devcom.edu.ph

Website: http://www.devcom.edu.ph

DR. ESTER C. LOZADA Schools Division Superintendent Department of Education Sta. Cruz, Laguna

Dear DR. LOZADA: Greetings from the College of Development Communication! May I request that my advisee, Alexa Fajardo, be allowed to conduct her study, entitled: Social Acceptability of the K+12 Program and the Role that the Speakers Bureau Plays in Promoting it as Perceived by Selected Students and Parents of Lopez Elementary School and Teachers of Los Baos National High School in Los Baos, Laguna in Lopez Elementary School and Los Baos National High School? This study aims to determine the social acceptability of the K+12 program in general. Specifically, it aims to (1) determine the factors that comprise social acceptability which will help DepEd in gaining support for the program; (2) evaluate the acceptability of the K+12 program among selected students and parents of Lopez Elementary School and teachers of Los Baos National High School; (3) determine readiness of selected students and parents of Lopez Elementary School, and teachers of Los Baos National High School in adopting the program; (4) identify readiness of the Filipino culture to adapt a 12-year basic education program as perceived by respondents; and (5) assess the Speakers Bureaus communication strategies in promoting the program. We chose these schools since it is located within an academic community like UPLB. Knowing the sentiment of feeder schools can be a good input in designing the tertiary level programs. I would appreciate it very much if you can accord us such assistance in pursuing this undergraduate research. Rest assured we will treat information gathered with utmost confidentiality. Likewise, you will be furnished with a copy of this thesis. My advisee would be happy to explain her research objectives in person at your most convenient time. I look forward to your kindest and usual support.

Sincerely yours, BENJAMINA G. FLOR, PhD Assistant Professor 6 CDC, UPLB

78

COLLEGE OF DEVELOPMENT COMMUNICATION

UNIVERSITY of the PHILIPPINES LOS BAOS
College, Laguna 4031, Philippines Tels.: (63)(049) 5362446 (63)(049) 5362511 (63)(049) 5362433 (63)(049) 5363356 Fax: (63) (049) 5362429

January 9, 2012 RICO S. ROMAN, Ed. D. DepEd District Supervisor Los Baos, Laguna Dear DR. ROMAN:

Email: mail@devcom.edu.ph or inquire@devcom.edu.ph

Website: http://www.devcom.edu.ph

Greetings from the College of Development Communication! May I request that my advisee, Alexa Fajardo, be allowed to conduct her study, entitled: Social Acceptability of the K+12 Program and the Role that the Speakers Bureau Plays in Promoting it as Perceived by Selected Students and Parents of Lopez Elementary School and Teachers of Los Baos National High School in Los Baos, Laguna in Lopez Elementary School and Los Baos National High School? This study aims to determine the social acceptability of the K+12 program in general. Specifically, it aims to (1) determine the factors that comprise social acceptability which will help DepEd in gaining support for the program; (2) evaluate the acceptability of the K+12 program among selected students and parents of Lopez Elementary School and teachers of Los Baos National High School; (3) determine readiness of selected students and parents of Lopez Elementary School, and teachers of Los Baos National High School in adopting the program; (4) identify readiness of the Filipino culture to adapt a 12-year basic education program as perceived by respondents; and (5) assess the Speakers Bureaus communication strategies in promoting the program. We chose these schools since it is located within an academic community like UPLB. Knowing the sentiment of feeder schools can be a good input in designing the tertiary level programs. I would appreciate it very much if you can accord us such assistance in pursuing this undergraduate research. Rest assured we will treat information gathered with utmost confidentiality. Likewise, you will be furnished with a copy of this thesis. My advisee would be happy to explain her research objectives in person at your most convenient time. I look forward to your kindest and usual support.

Sincerely yours, BENJAMINA G. FLOR, PhD Assistant Professor 6 CDC, UPLB

Approved: RICO S. ROMAN, Ed. D. DepEd District Supervisor

79

COLLEGE OF DEVELOPMENT COMMUNICATION

UNIVERSITY of the PHILIPPINES LOS BAOS
College, Laguna 4031, Philippines Tels.: (63)(049) 5362446 (63)(049) 5362511 (63)(049) 5362433 (63)(049) 5363356 Fax: (63) (049) 5362429 Email: mail@devcom.edu.ph or inquire@devcom.edu.ph Website: http://www.devcom.edu.ph

January 9, 2012

TERESITA L. JARAPLASAN, Ed. D. Principal Lopez Elementary School Los Baos, Laguna Dear MRS. JARAPLASAN: Greetings from the College of Development Communication! May I be allowed to conduct my study, entitled: Social Acceptability of the K+12 Program and the Role that the Speakers Bureau Plays in Promoting it as Perceived by Selected Students and Parents of Lopez Elementary School and Teachers of Los Baos National High School in Los Baos, Laguna. My study aims to determine the social acceptability of the K+12 program in general. Specifically, it aims to (1) determine the factors that comprise social acceptability which will help DepEd in gaining support for the program; (2) evaluate the acceptability of the K+12 program among selected students and parents of Lopez Elementary School and teachers of Los Baos National High School; (3) determine readiness of selected students and parents of Lopez Elementary School, and teachers of Los Baos National High School in adopting the program; (4) identify readiness of the Filipino culture to adapt a 12-year basic education program as perceived by respondents; and (5) assess the Speakers Bureaus communication strategies in promoting the program. Should this request merit your approval, I would also like to request for a list of all grade 6 enrollees in your school to serve as my sampling frame? I would appreciate it very much if you can accord me such assistance in pursuing this undergraduate research. Rest assured that information to be collected from respondents shall be treated with utmost confidentiality. Likewise, you will be furnished with a copy of my thesis. I would be happy to explain my research objectives in person at your most convenient time. I look forward to your kindest and usual support. Sincerely yours,

ALEXA T. FAJARDO Senior Student BS Development Communication

Noted by: BENJAMINA G. FLOR, PhD Thesis Adviser

80

COLLEGE OF DEVELOPMENT COMMUNICATION

UNIVERSITY of the PHILIPPINES LOS BAOS
College, Laguna 4031, Philippines Tels.: (63)(049) 5362446 (63)(049) 5362511 (63)(049) 5362433 (63)(049) 5363356 Fax: (63) (049) 5362429

January 9, 2012

Email: mail@devcom.edu.ph or inquire@devcom.edu.ph

Website: http://www.devcom.edu.ph

LEONILA V. MURAD Principal Los Baos National High School Los Baos, Laguna Dear MRS. MURAD: Greetings from the College of Development Communication! May I be allowed to conduct my study, entitled: Social Acceptability of the K+12 Program and the Role that the Speakers Bureau Plays in Promoting it as Perceived by Selected Students and Parents of Lopez Elementary School and Teachers of Los Baos National High School in Los Baos, Laguna. My study aims to determine the social acceptability of the K+12 program in general. Specifically, it aims to (1) determine the factors that comprise social acceptability which will help DepEd in gaining support for the program; (2) evaluate the acceptability of the K+12 program among selected students and parents of Lopez Elementary School and teachers of Los Baos National High School; (3) determine readiness of selected students and parents of Lopez Elementary School, and teachers of Los Baos National High School in adopting the program; (4) identify readiness of the Filipino culture to adapt a 12-year basic education program as perceived by respondents; and (5) assess the Speakers Bureaus communication strategies in promoting the program. Should this request merit your approval, I would also like to request for a list of all the faculty members in your school to serve as my sampling frame? I would appreciate it very much if you can accord me such assistance in pursuing this undergraduate research. Rest assured that information to be collected from respondents shall be treated with utmost confidentiality. Likewise, you will be furnished with a copy of my thesis. I would be happy to explain my research objectives in person at your most convenient time. I look forward to your kindest and usual support. Sincerely yours,

ALEXA T. FAJARDO Senior Student BS Development Communication Noted by: BENJAMINA G. FLOR, PhD Thesis Adviser

81

Social Acceptability of the K+12 Program and the Role that the Speakers Bureau Plays in Promoting it as Perceived by Selected Students and Parents of Lopez Elementary School and Teachers of Los Baos National High School in Los Baos, Laguna Preliminary Survey Form Dear Respondent, Many thanks for taking part in my study. My study generally aims to determine the social acceptability of the K+12 program to parents, teachers, and students and assess the role that the speakers bureau play in promoting it. However, before doing the actual survey, I need to choose respondents that would fit the criteria of my study. Rest assured that your responses will be treated with utmost confidentiality. Alexa Fajardo, Researcher Instructions: Please answer all questions honestly by filling-up the blanks or putting a check () as appropriate. I. Socio-demographic Profile 1. Name : ______________________ 2. Age : __________

3. Grade/year level: ___________________ 4. Section: ______________________

II. School Financing (put a check () on the provided spaces). 1. Who is sending/paying for your school fees (Please check one) _____Parents _____Relatives Relationship __________ _____Scholarship Name of scholarship __________________ _____Others (please specify) ___________________ 2. Do you live with your parents? __________Yes __________No If not, where are they? ______________________________________________

Thank you so much!

82

30 January 2012 Magandang araw po!

Personal Data (For students) 1. Pangalan: _________________________________________________

Kayo po ay napiling maging bahagi ng aking pananaliksik bilang isa sa mga pagkukunan ng impormasyon tungkol sa pagpapatupad ng programang K+12 sa Pilipinas. Ako po ay nasa huling taon ng aking pag-aaral ng kursong BS Development Communication sa UPLB. Kasalukuyan ko pong ginagawa ang isang pag-aaral upang ganap na makuha ang titulong ito. Ang pamagat ng aking pag-aaral ay: Social Acceptability of the K+12 Program and the Role that the Speakers Bureau Plays in Promoting it as Perceived by Selected Students and Parents of Lopez Elementary School and Teachers of Los Baos National High School in Los Baos, Laguna. Ang pag-aaral na itoy naglalayong alamin kung ano ang inyong saloobin tungkol sa K+12 program. Nais din ng pag-aaral na ito na tukuyin ang mga ginagawa ng Speakers Bureau ng Department of Education upang matulungan ang mga tao na maintindihan ang programa. Dahil dito, hinihingi ko ang iyong pakikiisa sa pamamagitan ng matapat na pagsagot sa mga katanungan. Makaasa po kayo na ang lahat ng mga impormasyong iyong ibabahagi ay ituturing na kompidensyal at gagamitin lamang sa pag-aaral na ito. Maraming salamat po! Lubos na gumagalang, Alexa T. Fajardo BS Development Communication Student Binigyang pansin ni: Benjamina Paula G. Flor, PhD. Thesis Adviser

2. Tirahan: __________________________________________________ 3. Taunang kita ng pamilya: _______________ 4. Myembro ng pamilya na nag-aaral (pakilagay kung ilan): Pre-school _____________ Sekondarya _____________ Elementarya________________ Kolehiyo________________

Iba pa (pakisulat) _____________________________

THE ENHANCED K+12 BASIC EDUCATION PROGRAM Ang Enhanced K+12 Basic Education Program ay ipapatupad sa Pilipinas ng Department of Education simula sa SY 2012-2013. Dahil dito, ang mga magaaral ay kailangang kumuha ng kinder, 6 na taon sa elementarya, at 6 na taon sa sekondarya o high school (4 na taong junior high school at 2 taong senior high school) bago makapasok sa kolehiyo. Ang surbey na itoy naglalayong matukoy ang mga salik na nakakaapekto sa pagtanggap sa K+12 programa at kung paano ito itinataguyod ng speakers bureau. Panuto: Sagutin ng matapat ang mga sumusunod na katanungan. Sa escalang bilang isa hanggang lima (1-5), kung saan ang 5 ang pinakamataas, lagyan ng tsek ()sa taas ng numero ang inyong napiling sagot. Halimbawa: Gaano ka sumasang-ayon na ipatupad ang K+12 program? Di sang-ayon ___ ___ ___ ___ ___ Lubos na sumasang-ayon 1 2 3 4 5 Kung nilagyan nyo ng tsek ang unang patlang, ibig sabihin ay hindi kayo sumasang-ayon samantalang kung ang huling patlang naman ang nilagyan nyo ng tsek, kayoy lubos na sumasang-ayon. Ang mga patlang sa pagitan ay nangangahulugan ng ibat-ibang antas ng pag-sang-ayon.

83

PART 1. Basic Information 1. Narinig nyo na ba ang tungkol sa Enhanced K+12 Basic Education program? Oo___ Hindi___ 2. Kung oo, ano ang pagkakaunawa nyo sa K+12 program? ________________________________________________________ ________________________________________________________ 3. Paano nyo nalaman ang tungkol sa K+12 program? (Maaari pumili ng higit sa isa) ____Kaibigan ______Paaralan ____Dyaryo ______Telebisyon ____Radyo ______Internet Iba pa (pakisulat )__________

4. Hindi kailangang magkolehiyo upang makakuha ng magandang trabaho. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 B. Attitudes on education 1. Ano ang iyong saloobin tungkol sa K+12 program? Di gusto ___ ___ ___ ___ ___ Gusto 1 2 3 4 5 Wala sa oras ___ ___ ___ ___ ___ Nasa oras 1 2 3 4 5 Hindi praktical ___ ___ ___ ___ ___ Praktikal 1 2 3 4 5 Mura/Abot-kaya ___ ___ ___ ___ ___ Mahal 1 2 3 4 5 Mahirap pamahalaan ___ ___ ___ ___ ___ Madaling pamahalaan 1 2 3 4 5 Mahirap ayunan ___ ___ ___ ___ ___ Madaling ayunan 1 2 3 4 5 2. Ang edukasyon o pag-aaral ay mahalaga upang umunlad ang isang tao. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 3. Ang taong mas mahaba o matagal ang pag-aaral ay mas maganda ang edukasyon kaysa sa taong hindi. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 4. Ayos lamang magdagdag ng ilang taon sa pag-aaral basta makukuha ng estudyante ang mga benepisyong pinapangako ng gobyerno. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 5. Ayos lamang magdagdag ng ilang taon sa pag-aaral basta ito ay libre. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5

PART 2. Social Acceptability of the Enhanced K+12 Basic Education Program Instruction: Markahan ang bawat pares ng pang-uri/pang-abay sa pamamagitan ng escalang bilang isa hanggang lima (1-5). I. SOCIO-CULTURAL FACTORS A. Customs on education 1. Ang kinder o ang katumbas nitong pre-school ay dapat kunin bago pumasok o matanggap sa Grade 1. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 2. Ang elementarya ay anim na taon lamang. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 3. And sekondarya o high school ay apat na taon lamang. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5

84

C. World Views 1. Dapat na magkaroon ang Pilipinas ng edukasyon na kagaya ng sa ibang bansa upang ito ay umunlad din. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 2. Ang mga mag-aaral sa ating bansa na may parehong bilang ng taon sa pagaaral (K+12) ay pwedeng makipagsabayan sa mga estudyante ng ibang bansa. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 3. Ayos lang na gayahin ang isang sistema ng edukasyon upang makasabay sa iba. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 II. CAUSAL FACTORS C. Exposure to media A. Perception on the K+12 Program 1. Ang lahat ng tao ay sinusuportahan ang Enhanced K+12 Basic Education Program. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 2. Ang K+12 ay makatutulong upang mabawasan ang kahirapan. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 3. Pagkatapos maipatupad ang K+12, ang mga mag-aaral ay pwede nang makapagtrabaho kahit na hindi sila nakapagkolehiyo. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 4. Ang kaalaman at kakayahan ng mga estudyante ay uunlad dahil sa K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 5. Ang DepEd ay magbibigay ng mga libro at iba pang kagamitan sa pagaaral.

Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 6. Ang gobyerno ay maglalaan ng karagdagang pondo para sa K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 B. Economic capability 1. Ang Pilipinas ay handa nang sumailalim sa K+12 base sa lagay o estado ng mga pasilidad, libro, guro, at iba pang kagamitan na may kinalaman sa edukasyon. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 2. Ang bawat paaralang pampubliko ay makatatanggap ng sapat na pondo bilang tugon sa pagpapatupad ng K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5

1. Ang Department of Education ay gumagamit ng ibat-ibang uri ng media kaya naman ang mga tao ay maraming alam tungkol sa K+12 Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 2. Ang media ay walang kinikilingan sa paglalathala ng mga impormasyon tungkol sa K+12, ang mga advantage at disadvantage ay parehong napagtutuunan ng pansin. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 3. Sa anong uri ng media mo madalas malaman ang tungkol sa K+12? (Maaaring magtsek ng higit sa isa) ____Dyaryo ______Poster ____Radyo ______Telebisyon ____Magasin ______Internet Iba pa (pakisulat)______________

85

4. Kailangan bang ilathala ng media ang mga impormasyon tungkol sa K+12? Oo___ Hindi___ 5. Naaapektuhan ba ng mga nakikita o naririnig mo sa media ang iyong kaalaman, opinion, o pagtingin mo sa K+12? Oo___ Hindi___ D. Personal Biases 1. Pabor ka ba sa K+12 program? Oo___ Hindi___ Kung oo, magpatuloy sa no.2. Kung hindi, magpatuloy sa no.3. 2. May mga gawain o aktibidad ka bang sumusuporta sa K+12? Oo___ Hindi___ Kung oo, anong mga aktibidad ito at bakit mo ito ginagawa? ________________________________________________________ ________________________________________________________ 3. May mga gawain o aktibidad ka bang sumasalungat sa K+12? Oo___ Hindi___ Kung oo, anong mga aktibidad ito at bakit mo ito ginagawa? ________________________________________________________ ________________________________________________________ 4. Sa iyong opinyon, paano maaapektuhan ng programang ito ang iyong buhay? ________________________________________________________ ________________________________________________________ 5. Ano pa ang nais mong sabihin o iparating hinggil sa K+12? ________________________________________________________ ________________________________________________________

PART 3. Role of the Speakers Bureau 1. Naipaliwanag ng DepEd, sa pamamagitan ng kanilang Speakers Bureau, ang mga konsepto at iba pang detalye ng K+12 program sa inyong paaralan. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 2. Lubos na naipaliwanag at nasagot ng Speakers Bureau ang mga katanungan hinggil sa K+12 program. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 3. Ang mga istratehiyang pangkomunikasyon ng DepEd ay epektibo sa pagpapalaganap ng mga impormasyon tungkol sa K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 4. Ang pagpapakalat ng impormasyon tungkol sa K+12 ay laganap sa media. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 5. Ang DepEd ay nagpapalaganap sa mga tao ng substansyal na impormasyon tungkol sa K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 6. Ang DepEd at ang iba pang sector ay masigasig sa pagkumbinsi sa mga tao na tangkilikin ang K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 7. Malaki ang posibilidad na matupad ang mga pangako ng DepEd hinggil sa K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5

MARAMING SALAMAT PO!!

86

30 January 2012 Magandang araw po!

Personal Data (For Parents) 1. Pangalan: _________________________________________________

Kayo po ay napiling maging bahagi ng aking pananaliksik bilang isa sa mga pagkukunan ng impormasyon tungkol sa pagpapatupad ng programang K+12 sa Pilipinas. Ako po ay nasa huling taon ng aking pag-aaral ng kursong BS Development Communication sa UPLB. Kasalukuyan ko pong ginagawa ang isang pag-aaral upang ganap na makuha ang titulong ito. Ang pamagat ng aking pag-aaral ay: Social Acceptability of the K+12 Program and the Role that the Speakers Bureau Plays in Promoting it as Perceived by Selected Students and Parents of Lopez Elementary School and Teachers of Los Baos National High School in Los Baos, Laguna. Ang pag-aaral na itoy naglalayong alamin kung ano ang inyong saloobin tungkol sa K+12 program. Nais din ng pag-aaral na ito na tukuyin ang mga ginagawa ng Speakers Bureau ng Department of Education upang matulungan ang mga tao na maintindihan ang programa. Dahil dito, hinihingi ko ang iyong pakikiisa sa pamamagitan ng matapat na pagsagot sa mga katanungan. Makaasa po kayo na ang lahat ng mga impormasyong iyong ibabahagi ay ituturing na kompidensyal at gagamitin lamang sa pag-aaral na ito. Maraming salamat po! Lubos na gumagalang, Alexa T. Fajardo BS Development Communication Student Binigyang pansin ni: Benjamina Paula G. Flor, PhD. Thesis Adviser

2. Edad: __________ 3. Civil Status: __________ 4. Tirahan: __________________________________________________ 5. Edukasyon: Taon ng pagtatapos Elementarya __________________ Sekondarya __________________ Bokasyonal __________________ Kolehiyo __________________ 6. Trabaho: _______________ 7. Taunang kita ng pamilya: _______________ 8. Myembro ng pamilya na nag-aaral (pakilagay kung ilan): Pre-school _____________ Sekondarya _____________ Elementarya________________ Kolehiyo________________ Paaralan __________________________ __________________________ __________________________ _________________________

Iba pa (pakisulat) _____________________________

THE ENHANCED K+12 BASIC EDUCATION PROGRAM Ang Enhanced K+12 Basic Education Program ay ipapatupad sa Pilipinas ng Department of Education simula sa SY 2012-2013. Dahil dito, ang mga magaaral ay kailangang kumuha ng kinder, 6 na taon sa elementarya, at 6 na taon sa sekondarya o high school (4 na taong junior high school at 2 taong senior high school) bago makapasok sa kolehiyo. Ang surbey na itoy naglalayong matukoy ang mga salik na nakakaapekto sa pagtanggap sa K+12 programa at kung paano ito itinataguyod ng speakers bureau.

87

Panuto: Sagutin ng matapat ang mga sumusunod na katanungan. Sa escalang bilang isa hanggang lima (1-5), kung saan ang 5 ang pinakamataas, lagyan ng tsek ()sa taas ng numero ang inyong napiling sagot. Halimbawa: Gaano ka sumasang-ayon na ipatupad ang K+12 program? Di sang-ayon ___ ___ ___ ___ ___ Lubos na sumasang-ayon 1 2 3 4 5 Kung nilagyan nyo ng tsek ang unang patlang, ibig sabihin ay hindi kayo sumasang-ayon samantalang kung ang huling patlang naman ang nilagyan nyo ng tsek, kayoy lubos na sumasang-ayon. Ang mga patlang sa pagitan ay nangangahulugan ng ibat-ibang antas ng pag-sang-ayon. PART 1. Basic Information 1. Narinig nyo na ba ang tungkol sa Enhanced K+12 Basic Education program? Oo___ Hindi___ 2. Kung oo, ano ang pagkakaunawa nyo sa K+12 program? ____________________________________________________________ ____________________________________________________________ 3. Paano nyo nalaman ang tungkol sa K+12 program? (Maaari pumili ng higit sa isa) ____Kaibigan ______Paaralan ____Dyaryo ______Telebisyon ____Radyo ______Internet Iba pa (pakisulat )__________ PART 2. Social Acceptability of the Enhanced K+12 Basic Education Program Instruction: Markahan ang bawat pares ng pang-uri/pang-abay sa pamamagitan ng escalang bilang isa hanggang lima (1-5). I. SOCIO-CULTURAL FACTORS A. Customs on education 1. Ang kinder o ang katumbas nitong pre-school ay dapat kunin bago pumasok o matanggap sa Grade 1. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5

2. Ang elementarya ay anim na taon lamang. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 3. And sekondarya o high school ay apat na taon lamang. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 4. Hindi kailangang magkolehiyo upang makakuha ng magandang trabaho. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 B. Attitudes on education 1. Ano ang iyong saloobin tungkol sa K+12 program? Di gusto ___ ___ ___ ___ ___ Gusto 1 2 3 4 5 Wala sa oras ___ ___ ___ ___ ___ Nasa oras 1 2 3 4 5 Hindi praktical ___ ___ ___ ___ ___ Praktikal 1 2 3 4 5 Mura/Abot-kaya ___ ___ ___ ___ ___ Mahal 1 2 3 4 5 Mahirap pamahalaan ___ ___ ___ ___ ___ Madaling pamahalaan 1 2 3 4 5 Mahirap ayunan ___ ___ ___ ___ ___ Madaling ayunan 1 2 3 4 5 2. Ang edukasyon o pag-aaral ay mahalaga upang umunlad ang isang tao. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 3. Ang taong mas mahaba o matagal ang pag-aaral ay mas maganda ang edukasyon kaysa sa taong hindi. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5

88

4. Ayos lamang magdagdag ng ilang taon sa pag-aaral basta makukuha ng estudyante ang mga benepisyong pinapangako ng gobyerno. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 5. Ayos lamang magdagdag ng ilang taon sa pag-aaral basta ito ay libre. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 C. World Views 1. Dapat na magkaroon ang Pilipinas ng edukasyon na kagaya ng sa ibang bansa upang ito ay umunlad din. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 2. Ang mga mag-aaral sa ating bansa na may parehong bilang ng taon sa pagaaral (K+12) ay pwedeng makipagsabayan sa mga estudyante ng ibang bansa. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 3. Ayos lang na gayahin ang isang sistema ng edukasyon upang makasabay sa iba. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 II. CAUSAL FACTORS A. Perception on the K+12 Program 1. Ang lahat ng tao ay sinusuportahan ang Enhanced K+12 Basic Education Program. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 2. Ang K+12 ay makatutulong upang mabawasan ang kahirapan. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5

3. Walang karagdagang gastos ang mga magulang sa K+12 sapagkat ang mga mag-aaral ay pwedeng makakuha ng magandang trabaho kahit hindi sila magkolehiyo. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 4. Ang kaalaman at kakayahan ng mga estudyante ay uunlad dahil sa K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 5. Ang DepEd ay magbibigay ng mga libro at iba pang kagamitan sa pagaaral. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 6. Ang gobyerno ay maglalaan ng karagdagang pondo para sa K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 B. Economic capability 1. Ang Pilipinas ay handa nang sumailalim sa K+12 base sa lagay o estado ng mga pasilidad, libro, guro, at iba pang kagamitan na may kinalaman sa edukasyon. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 2. Ang bawat paaralang pampubliko ay makatatanggap ng sapat na pondo bilang tugon sa pagpapatupad ng K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 C. Exposure to media 1. Ang Department of Education ay gumagamit ng ibat-ibang uri ng media kaya naman ang mga tao ay maraming alam tungkol sa K+12 Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 2. Ang media ay walang kinikilingan sa paglalathala ng mga impormasyon tungkol sa K+12, ang mga advantage at disadvantage ay parehong napagtutuunan ng pansin.

89

Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 3. Sa anong uri ng media mo madalas malaman ang tungkol sa K+12? (Maaaring magtsek ng higit sa isa) ____Dyaryo ______Poster ____Radyo ______Telebisyon ____Magasin ______Internet Iba pa (pakisulat)______________

5. Ano pa ang nais mong sabihin o iparating hinggil sa K+12? ____________________________________________________________ ____________________________________________________________ PART 3. Role of the Speakers Bureau 1. Naipaliwanag ng DepEd, sa pamamagitan ng kanilang Speakers Bureau, ang mga konsepto at iba pang detalye ng K+12 program sa inyong paaralan. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 2. Lubos na naipaliwanag at nasagot ng Speakers Bureau ang mga katanungan hinggil sa K+12 program. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 3. Ang mga istratehiyang pangkomunikasyon ng DepEd ay epektibo sa pagpapalaganap ng mga impormasyon tungkol sa K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 4. Ang pagpapakalat ng impormasyon tungkol sa K+12 ay laganap sa media. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 5. Ang DepEd ay nagpapalaganap sa mga tao ng substansyal na impormasyon tungkol sa K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 6. Ang DepEd at ang iba pang sector ay masigasig sa pagkumbinsi sa mga tao na tangkilikin ang K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 7. Malaki ang posibilidad na matupad ang mga pangako ng DepEd hinggil sa K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 MARAMING SALAMAT PO!!

4. Kailangan bang ilathala ng media ang mga impormasyon tungkol sa K+12? Oo___ Hindi___ 5. Naaapektuhan ba ng mga nakikita o naririnig mo sa media ang iyong kaalaman, opinion, o pagtingin mo sa K+12? Oo___ Hindi___ D. Personal Biases 1. Pabor ka ba sa K+12 program? Oo___ Hindi___ Kung oo, magpatuloy sa no.2. Kung hindi, magpatuloy sa no.3. 2. May mga gawain o aktibidad ka bang sumusuporta sa K+12? Oo___ Hindi___ Kung oo, anong mga aktibidad ito at bakit mo ito ginagawa? ____________________________________________________________ 3. May mga gawain o aktibidad ka bang sumasalungat sa K+12? Oo___ Hindi___ Kung oo, anong mga aktibidad ito at bakit mo ito ginagawa? ____________________________________________________________ 4. Sa iyong opinyon, paano maaapektuhan ng programang ito ang iyong buhay? ____________________________________________________________ ____________________________________________________________

90

30 January 2012 Magandang araw po!

Personal Data (For Teachers) 1. Pangalan: _________________________________________________

Kayo po ay napiling maging bahagi ng aking pananaliksik bilang isa sa mga pagkukunan ng impormasyon tungkol sa pagpapatupad ng programang K+12 sa Pilipinas. Ako po ay nasa huling taon ng aking pag-aaral ng kursong BS Development Communication sa UPLB. Kasalukuyan ko pong ginagawa ang isang pag-aaral upang ganap na makuha ang titulong ito. Ang pamagat ng aking pag-aaral ay: Social Acceptability of the K+12 Program and the Role that the Speakers Bureau Plays in Promoting it as Perceived by Selected Students and Parents of Lopez Elementary School and Teachers of Los Baos National High School in Los Baos, Laguna. Ang pag-aaral na itoy naglalayong alamin kung ano ang inyong saloobin tungkol sa K+12 program. Nais din ng pag-aaral na ito na tukuyin ang mga ginagawa ng Speakers Bureau ng Department of Education upang matulungan ang mga tao na maintindihan ang programa. Dahil dito, hinihingi ko ang iyong pakikiisa sa pamamagitan ng matapat na pagsagot sa mga katanungan. Makaasa po kayo na ang lahat ng mga impormasyong iyong ibabahagi ay ituturing na kompidensyal at gagamitin lamang sa pag-aaral na ito. Maraming salamat po! Lubos na gumagalang, Alexa T. Fajardo BS Development Communication Student Binigyang pansin ni: Benjamina Paula G. Flor, PhD. Thesis Adviser

2. Edad: __________ 3. Civil Status: __________ 4. Tirahan: __________________________________________________ 5. Edukasyon: Taon ng pagtatapos Elementarya __________________ Sekondarya __________________ Bokasyonal __________________ Kolehiyo __________________ 6. Trabaho: _______________ 7. Taunang kita ng pamilya: _______________ 8. Myembro ng pamilya na nag-aaral (pakilagay kung ilan): Pre-school _____________ Sekondarya _____________ Elementarya________________ Kolehiyo________________ Paaralan __________________________ __________________________ __________________________ _________________________

Iba pa (pakisulat) _____________________________

THE ENHANCED K+12 BASIC EDUCATION PROGRAM Ang Enhanced K+12 Basic Education Program ay ipapatupad sa Pilipinas ng Department of Education simula sa SY 2012-2013. Dahil dito, ang mga magaaral ay kailangang kumuha ng kinder, 6 na taon sa elementarya, at 6 na taon sa sekondarya o high school (4 na taong junior high school at 2 taong senior high school) bago makapasok sa kolehiyo. Ang surbey na itoy naglalayong matukoy ang mga salik na nakakaapekto sa pagtanggap sa K+12 programa at kung paano ito itinataguyod ng speakers bureau.

91

Panuto: Sagutin ng matapat ang mga sumusunod na katanungan. Sa escalang bilang isa hanggang lima (1-5), kung saan ang 5 ang pinakamataas, lagyan ng tsek ()sa taas ng numero ang inyong napiling sagot. Halimbawa: Gaano ka sumasang-ayon na ipatupad ang K+12 program? Di sang-ayon ___ ___ ___ ___ ___ Lubos na sumasang-ayon 1 2 3 4 5 Kung nilagyan nyo ng tsek ang unang patlang, ibig sabihin ay hindi kayo sumasang-ayon samantalang kung ang huling patlang naman ang nilagyan nyo ng tsek, kayoy lubos na sumasang-ayon. Ang mga patlang sa pagitan ay nangangahulugan ng ibat-ibang antas ng pag-sang-ayon. PART 1. Basic Information 1. Narinig nyo na ba ang tungkol sa Enhanced K+12 Basic Education program? Oo___ Hindi___ 2. Kung oo, ano ang pagkakaunawa nyo sa K+12 program? ____________________________________________________________ ____________________________________________________________ 3. Paano nyo nalaman ang tungkol sa K+12 program? (Maaari pumili ng higit sa isa) ____Kaibigan ______Paaralan ____Dyaryo ______Telebisyon ____Radyo ______Internet Iba pa (pakisulat )__________ PART 2. Social Acceptability of the Enhanced K+12 Basic Education Program Instruction: Markahan ang bawat pares ng pang-uri/pang-abay sa pamamagitan ng escalang bilang isa hanggang lima (1-5). I. SOCIO-CULTURAL FACTORS A. Customs on education 1. Ang kinder o ang katumbas nitong pre-school ay dapat kunin bago pumasok o matanggap sa Grade 1. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5

2. Ang elementarya ay anim na taon lamang. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 3. And sekondarya o high school ay apat na taon lamang. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 4. Hindi kailangang magkolehiyo upang makakuha ng magandang trabaho. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 B. Attitudes on education 1. Ano ang iyong saloobin tungkol sa K+12 program? Di gusto ___ ___ ___ ___ ___ Gusto 1 2 3 4 5 Wala sa oras ___ ___ ___ ___ ___ Nasa oras 1 2 3 4 5 Hindi praktical ___ ___ ___ ___ ___ Praktikal 1 2 3 4 5 Mura/Abot-kaya ___ ___ ___ ___ ___ Mahal 1 2 3 4 5 Mahirap pamahalaan ___ ___ ___ ___ ___ Madaling pamahalaan 1 2 3 4 5 Mahirap ayunan ___ ___ ___ ___ ___ Madaling ayunan 1 2 3 4 5 2. Ang edukasyon o pag-aaral ay mahalaga upang umunlad ang isang tao. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 3. Ang taong mas mahaba o matagal ang pag-aaral ay mas maganda ang edukasyon kaysa sa taong hindi. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5

92

4. Ayos lamang magdagdag ng ilang taon sa pag-aaral basta makukuha ng estudyante ang mga benepisyong pinapangako ng gobyerno. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 5. Ayos lamang magdagdag ng ilang taon sa pag-aaral basta ito ay libre. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 C. World Views 1. Dapat na magkaroon ang Pilipinas ng edukasyon na kagaya ng sa ibang bansa upang ito ay umunlad din. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 2. Ang mga mag-aaral sa ating bansa na may parehong bilang ng taon sa pagaaral (K+12) ay pwedeng makipagsabayan sa mga estudyante ng ibang bansa. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 3. Ayos lang na gayahin ang isang sistema ng edukasyon upang makasabay sa iba. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 II. CAUSAL FACTORS A. Perception on the K+12 Program

Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 4. Ang mga gurong magtuturo sa ilalim ng K+12 ay magkakaroon ng training o pagsasanay. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 5. Ang DepEd ay magbibigay ng mga libro at iba pang kagamitan sa pagaaral. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 6. Ang gobyerno ay maglalaan ng karagdagang pondo para sa K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 B. Economic capability 1. Ang Pilipinas ay handa nang sumailalim sa K+12 base sa lagay o estado ng mga pasilidad, libro, guro, at iba pang kagamitan na may kinalaman sa edukasyon. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 2. Ang bawat paaralang pampubliko ay makatatanggap ng sapat na pondo bilang tugon sa pagpapatupad ng K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 C. Exposure to media

1. Ang lahat ng tao ay sinusuportahan ang Enhanced K+12 Basic Education Program. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 2. Ang K+12 ay makatutulong upang mabawasan ang kahirapan. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 3. Walang karagdagang workload ang mga guro dahil sa dagdag na dalawang taong pag-aaral.

1. Ang Department of Education ay gumagamit ng ibat-ibang uri ng media kaya naman ang mga tao ay maraming alam tungkol sa K+12 Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 2. Ang media ay walang kinikilingan sa paglalathala ng mga impormasyon tungkol sa K+12, ang mga advantage at disadvantage ay parehong napagtutuunan ng pansin.

93

Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 3. Sa anong uri ng media mo madalas malaman ang tungkol sa K+12? (Maaaring magtsek ng higit sa isa) ____Dyaryo ______Poster ____Radyo ______Telebisyon ____Magasin ______Internet Iba pa (pakisulat)______________ 4. Kailangan bang ilathala ng media ang mga impormasyon tungkol sa K+12? Oo___ Hindi___ 5. Naaapektuhan ba ng mga nakikita o naririnig mo sa media ang iyong kaalaman, opinion, o pagtingin mo sa K+12? Oo___ Hindi___ D. Personal Biases 1. Pabor ka ba sa K+12 program? Oo___ Hindi___ Kung oo, magpatuloy sa no.2. Kung hindi, magpatuloy sa no.3. 2. May mga gawain o aktibidad ka bang sumusuporta sa K+12? Oo___ Hindi___ Kung oo, anong mga aktibidad ito at bakit mo ito ginagawa? ____________________________________________________________ 3. May mga gawain o aktibidad ka bang sumasalungat sa K+12? Oo___ Hindi___ Kung oo, anong mga aktibidad ito at bakit mo ito ginagawa? ____________________________________________________________ 4. Sa iyong opinyon, paano maaapektuhan ng programang ito ang iyong buhay? ____________________________________________________________ ____________________________________________________________

5. Ano pa ang nais mong sabihin o iparating hinggil sa K+12? ____________________________________________________________ ____________________________________________________________ PART 3. Role of the Speakers Bureau 1. Naipaliwanag ng DepEd, sa pamamagitan ng kanilang Speakers Bureau, ang mga konsepto at iba pang detalye ng K+12 program sa inyong paaralan. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 2. Lubos na naipaliwanag at nasagot ng Speakers Bureau ang mga katanungan hinggil sa K+12 program. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 3. Ang mga istratehiyang pangkomunikasyon ng DepEd ay epektibo sa pagpapalaganap ng mga impormasyon tungkol sa K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 4. Ang pagpapakalat ng impormasyon tungkol sa K+12 ay laganap sa media. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 5. Ang DepEd ay nagpapalaganap sa mga tao ng substansyal na impormasyon tungkol sa K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 6. Ang DepEd at ang iba pang sector ay masigasig sa pagkumbinsi sa mga tao na tangkilikin ang K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 7. Malaki ang posibilidad na matupad ang mga pangako ng DepEd hinggil sa K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5 MARAMING SALAMAT PO!

94