SOCIAL ACCEPTABILITY OF THE K+12 PROGRAM AND THE ROLE THAT THE SPEAKER’S BUREAU PLAYS IN PROMOTING IT AS PERCEIVED BY SELECTED STUDENTS AND PARENTS OF LOPEZ ELEMENTARY SCHOOL AND TEACHERS OF LOS BAÑOS NATIONAL HIGH SCHOOL IN LOS BAÑOS, LAGUNA
ALEXA TAHUM FAJARDO
ACKNOWLEDGEMENT I express my sincerest gratitude to these people who helped me, in their own ways, wa ys, 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 k indly. 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 Baños National High School S chool respectively, for their approval of the co nduct of my study and for accommodating accommo dating 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 exp lanations 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 m y 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 Tita Lisa Banasihan , for giving me her bag to carry m y 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. The y 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 I‟m confused, for being patient, kind, and considerate, and for finding time to edit this manuscript despite her very busy schedu le.
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
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
1 3 3 4 4
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
5 5 6 6 7 8 9 12 15 16 17 19 21 23 25
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 speaker’s bureau Role of the speaker ’s bureau Social Judgment Theory’s 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
32 32 34 34 36 36 37 37 39 43 45 45 49 50 53 63 64 67 67
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary Socio-demographic characteristics Factors of social acceptability Conclusion
68 68 69 71
LIST OF TABLES TABLE
PAGE
1
Philippine average TIMMS scores
10
2
Unemployment statistics in the Philippines
11
3
The government and opposition side regarding the K+12 program
14
4
Number of respondents in each group
29
5
Respondent’s age distribution
30
6
Respondent’s civil status
30
7
Respondent’s educational atta inment
31
8
Estimated annual family income of the respondents
31
9
Number of respondent’s family members studying in school
32
10
Occupational distribution of parents
33
11
Respodent’s awareness of the K+12 program
34
12
Respondent’s under standing of the K+12 program
35
13
Respondent’s sources of information about the K+12 program
36
14
Respondent’s ratings on customs on education
38
15
Respondent’s ratings on attitudes on education
41
16
Respondent ’s ratings on world views
44
LIST OF FIGURES FIGURE
PAGE
1
Schematic Presentation of the K-6-4-2 Model Implementation
6
2
Social Judgment Model
21
3
Factors affecting social acceptability of the K+12 program
23
ABSTRACT FAJARDO. ALEXA T. University of the Philippines Los Baños. A pril 2012. “Social Acceptability of the K+12 Program and the Role that t he Speaker’s Bureau Plays in Promoting it as Perceived by Selected Students and Parents of Lopez Elementary School and Teachers of Los Baños National High School in Los Baños, 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 Scho ol, and teachers of Los Baños National High School, and assessed the role that the Speaker‟s 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 Baños National High School; and determined the readiness of selected students and parents of Lopez Elementary School, and teachers of Los Baños 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 Speaker‟s Bureau‟s communication strategies in promoting the program.
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 Speaker‟s Bureau, respondents were aware of the program but not of the efforts or the communication activities of the bureau. This stud y concluded that the social acceptability of the K+12 program depends largely on the way the Speaker‟s Bureau communicate about it. That is why their communication strategies must be improved.
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 hel ps form “human capabilities- the essential and individual power to reflect, make cho ices, seek a voice in society, and enjoy a
better life.” Thus, it implies that everyone needs to be educated to improve one‟s 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.
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 o pposing 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
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 Baños National High School and what role does the speaker ‟s 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 Baños National High School? 3. How ready are students and parents of Lopez Elementary School and teachers of Los Baños 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
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 p arents, teachers, and students will have varying perceptions of the program at the onset. Hence, an effective
communication of K+12 program‟s 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 th e 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
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 tha t 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 Edu cation, 2010). This means that learning domains such as knowledge, affective, an d psychomotor skills will be looked into to prepare students to either enter the work force or be better equipped with general education courses.
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 w ill 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
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 hi gh 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
st
Starting SY 2011-2012, Grade 1 and 1 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 o r
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
th
th
Education (2008) stated that the contents of the 11 and 12 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
Table 1. Philippine average TIMMS scores SUBJECTS
SCORES
INTERNATIONAL AVERAGE
RANK
PARTICIPATING COUNTRIES
332 358
489 495
23 23
25 25
377 378
473 466
43 34
46 38
355
500
10
10
2003 Results
Grade IV Science Mathematics
HS II Science Mathematics 2008 Results
Advanced Mathematics
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 d o not
Table 2. Unemployment statistics in the Philippines DESCRIPTION
PROPORTION UNEMPLOYED
15-24 years old
51.5 %
25-34 years old
29.1%
High School Graduates
33.1%
College Undergraduates
19.3%
College Graduates
18.5%
TOTAL
80.6%
70.9%
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, Singapore‟s 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.
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 specializ ed 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
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 e ffective 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 Go als (2007) stated that:
“ Aside from school factors (school buildings, teachers, textbooks), there are also non school 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
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 don’t 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. 5. High school graduates are not ready for work, to engage in business, or to go to college based on their knowledge and skills. 6. High school graduates are not yet ready for work since most of them do not reach the legal age of 18 upon graduation.
OPPOSITION SIDE 1. Additional costs for parents to support their children’s food, fare, etc. 2. DepEd ’s 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 them. Filipinos right now are accepted in prestigious graduate schools in the world, even with only ten years of basic education.”
4. Instead of having additional subjects, current or existing subjects should be improved. The content of basic education, and not the length, should be the focus of the government.
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 e ntry-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. Th e reason for this is that not all academic institutions require similar standards. With a goal of producing more prepared
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, 201 1): 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 d oing processes;
Competency in formulating ideas/arguments logically, scientifically, and creatively; and
Clear appreciation of one‟s responsibility as a citizen of a multicultur al 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
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 o f the system‟s 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 widel y accepted by system constituencies;
The empowerment of teachers, principals, and scho ols 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
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
Theoretical Framework
Acceptance of an intervention largely depends on one‟s attitude and judgment. This study is based on the Social Judgment Theory proposed by Muzafer Sherif. This theo ry 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 pr ior attitudes” (Littlejohn and Foss, 2009). It explores the relationship among attitudes, assimilation and contrast actions, and the roles that message discrepancy an d ego involvement play in attitude change. The attitudes of a person affect his/her judgment o f an innovation or a reform or anything that needs his/her opinions. It further suggests that a
person‟s 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 person‟s 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 person‟s
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
differs from a receiver‟s 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 people‟s 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 pe ople 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 non commitment. Moreover, when credible sources are ex posed in expressing messages, the latitudes of acceptance will be expanded resulting to consideration of discrepant messages.
Ego involvement is also contained b y this theory. It says that the closeness, relation,
or involvement of a person‟s 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
Figure 2. Social Judgment Model (Social Judgment Process, n.d.)
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 speaker‟s bureau. It can be assumed that social acceptability of the K+12 program is determined b y 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
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
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 respondent‟s 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 Ph ilippines to adopt the K+12 program
based on the country‟s resources acquired financially as measur ed by a five-point scale.
Exposure to media- refers to what forms of media are the
respondent‟s sources of
information about the K+12 program, given with choices, and effects of these media
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 speaker‟s 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.
Speaker‟s Bureau‟s communication strategies are effective in informing the public about the K+12 program.
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 Baños National High School in Los Baños, Laguna. Los Baños was chosen as a locale for the study because it is an academic community, where excellent academic institutions are located. Moreover, Los
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
Sloven‟s 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 gro up. However, only 141 students returned the questionnaires. As for the teachers, the total population was 147. Sloven‟s formula was again used
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 speaker‟s 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 Baños, 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
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 Baños National High School. Table 4 presents the distribution of respondents by group.
Table 4. Number of respondents in each group GROUP
NUMBER N=334
Student Parent Teacher
141 141 52
PERCENTAGE (%) 42.2 42.2 15.6
Table 5. Respondent’s 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. Respondent’s civil status
Educational Attainment
All teachers have finished college while the parents‟ educational attainment ranged from elementary to college. Majority of the parents finished either h igh school or college (Table 7).
Table 7. Respondent’s educational attainment EDUCATIONAL ATTAINMENT
Elementary High School Vocational Undergraduate College No answer
STUDENTS
n=141 141 -
% 100 -
PARENTS
TEACHERS
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
Estimated annual family income The families of the parents and students have a maximum annual income of
Number of family members studying in school
The highest number of the respondent‟s 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 respondent’s 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
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
1 2 3 2
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
DISTRIBUTION 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
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
Awareness of the K+12 program Results showed that 72% of the respondents alread y heard about the program. Of these, 100% of the teachers and 65% of parents and students have heard about it (Table 11).
Table 11. Respondent’s 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 49 1 141
99 39 3 141
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.
The teachers have more varied responses regarding the program where they
emphasized the presence of kinder, improvement of student‟s skills, and the greater chances of being employed under the new system (Table 12).
Table 12. Respondent’s 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
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. Respondent’s sources of information about the K+12 program Source Friend Newspaper Radio School Television Internet Other answers No answer
Students
Parents
Teachers
Total
12 9 11 61 58 12 3 1
19 19 18 29 73 9 1 2
5 12 14 44 33 16 4 0
36 40 43 134 164 37 8 3
Factors of Social Acceptability
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
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 respondent‟s customs on education. Perception of respondents when it comes to their belief on edu cation 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 qu estions 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 country‟s 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 country‟s 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 speaker‟s 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
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
n=141
n=141
%
TEACHERS
%
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
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 ex pensive 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 differ ed 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
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, ed ucation 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 povert y. 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 speaker‟s 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 speaker‟s bureau comes in, because as what was conferred before,
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
STUDENTS
PARENTS
TEACHERS
n=141
%
n=141
%
62 43 32 4 141 53 51 34 3 141 37 71 31 2 141 38 57 43 3 141 49 54 35 3
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
35 64 35 7 141 39 74 24 4 141 62 39 37 3 141 32 62 43 4 141 24 71 42 4
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
n=52 20 16 14 2 52 24 16 11 1 52 27 7 16 2 52 8 16 26 2 52 16 11 23 2
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
PARENTS
TEACHERS
n=141
%
n=141
%
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
n=52
World Views This sub-factor is composed of three statements. More than half o f 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
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. Respondent’s ratings on world views STUDENTS STATEMENTS/QUESTIONS 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)
PARENTS
TEACHERS
n=141
%
n=141
%
n=52
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
58.86 19.86 18.44
63 38 35
44.68 26.95 24.82
33 5 13
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 o f 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.
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 speaker‟s 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 un decided. 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.
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 speaker‟s 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 speaker‟s
bureau (Table 17).
Table 17. Respondent’s 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.
STUDENTS
PARENTS
TEACHERS
n=141
%
n=141
%
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
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)
STUDENTS
PARENTS
TEACHERS
n=141
%
n=141
%
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
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 o n 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 mo re 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 didn‟t 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.
efficiently. As what was discussed in the review of related literature, the gov ernment 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. Respondent’s 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)
STUDENTS
PARENTS
TEACHERS
n=141
%
n=141
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
63.83
67
47.52
31
%
n=52
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. Similar ly, 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 an d 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 th
the Internet than the parents. For the 4 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 appreciat ion about K+12 is affected by what the y 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 exclude d) were
communication materials intended for the parents and the y really have to be sure that these materials would reach them (Table 19).
Table 19. Respondent’s 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?
STUDENTS
PARENTS
TEACHERS
n=141
%
n=141
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
%
n=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
PARENTS
n=141
%
n=141
87 50 4 141
61.70 35.46 2.84 100
81 44 16 141
TEACHERS %
57.45 31.20 11.35 100
n=52
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
STATEMENTS/QUESTIONS Yes No Do you have activities that oppose the K+12 program? Yes No No answer Total
STUDENTS
PARENTS
TEACHERS
n=141
%
n=141
%
37 38
22.64 26.95
16 24
11.35 17.02
16 12
9 43
6.38 30.50
11 74
7.80 52.48
6 12
14 141
9.93 100
16 141
11.35 100
6 52
n=52
Respondents‟ answer s when they were asked about their supporting and opposing activities were somewhat out of sync from the questions. P erhaps 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
Table 21. List of respondent’s 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 people’s 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.
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 respondent’s 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
noted that their child will get better job bec ause 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 b ut 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
government‟s promises such as the immediate employment upon graduation (Table 23).
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 children’s 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.
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.
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 section s and lower sections. They said that because of the pilot section, students in the lower section are not given equal attention and focus b y 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. adde d. Some parents cited that if the government system is okay, it will not be necessary to add more years in education. Problem is the t he 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 u p-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
Table 24. Respondent’s 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 won’t 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 you’re 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
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. I’m 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
In sum, one hundred percent of the three sub-factors (excluding the personal biases) were agreed by the majority of respondents. Thu s, K+12 program is socially acceptable considering the causal factors. However, majority of students and teach ers 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 program‟s criticisms. The speaker‟s bureau must hear the sentiments of the people in order for them to harness actual thoughts and opinions of the public. pu blic. In this way, they could use the information that will be solicited in crafting their messages about the program, making their campai gn more effective.
Efforts of the Speaker’s Bureau
The Department of Education issued the Memorandum no. 507, s.2010 which mandated the training-seminar for regional consultations speaker‟s 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
Role of the Speaker’s Bureau
This is another factor which sought to determine its influence on K+12 program‟s social acceptability. This aimed to assess the effectiveness of the commu nication strategies of
the speaker‟s bureau in relation to the promotion of and information dissemination about K+12. Majority of the students (51.06%) agreed that „the DepEd DepEd through the Speaker‟s 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 freque ncy of their answers was cut midway. For the second item, most students (53.90%) and parents (33.33%) agreed that „the speaker‟s 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 cle ared 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 „DepEd‟s
communication strategies were effective in popularizing the K+12 program‟ while 19 out of
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 speaker‟s 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 speaker‟s 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 doubtfu l on the feasibility of the DepEd‟s 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 o f
the program itself, but they were not really sure of what the speaker‟s bureau of the Department of Education is doing in order to inform the people about it. They The y must work on
their campaign for the program and target greater number of people so that the public‟s stand in the program could be swayed favorably by making them rethink about and reconsider it (Table 25).
Table 25. Respondent’s ratings on the role of the speaker’s bureau
STATEMENTS/QUESTIONS Neutral (3) No answer Total 3. DepEd’s 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)
STUDENTS
PARENTS
TEACHERS
n=141
%
n=141
%
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
51.77 14.89 24.82
45 29 50
31.91 20.57 35.46
18 17 17
Social Judgment Theory’s Latitudes of Acceptance,
Rejection, and Non-commitment
The theory‟s 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 speaker‟s bureau target the “gray areas” for the respondents.
Statistical analysis on the relationship between the respondent groups and
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary Socio-Demographic Profile This study sought to determine the factors that co mprise 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 Speaker‟s Bureau‟s communication strategies in promoting the program. Respondents are of th ree groups: students, parents, and teachers. One hundred forty one students; 141 parents, and 52 teachers comprised the totality of respondents.
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 speaker‟s bureau. Socio cultural 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 m ust 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 respondent‟s 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 acceptab ility of the K+12
Part of the personal biases were open-ended questions asking about the respondent‟s supporting or opposing activities to the K+12 pro gram, about how they think the program would affect their lives, and their other concerns a bout 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. Howev er, 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 the ir suggestions when they were asked
significant number of neutral answers, even topping over the „agree‟ or „disagree‟ answers in some statements. Reason for this is perhaps the respondents were awa re of the program, but they were not really sensitive to the communication activities by the speaker‟s bureau of the Department of Education.
Conclusion Results showed that socio-cultural and causal factors and the role of the speaker‟s 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.
As for assessing the communication strategies of the speaker‟s bureau, respondents were aware of the program but the communication campaigns of the speaker‟s 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 a cceptable, 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
will really compensate on the downsides. The y 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 the y 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 Speaker’s Bureau
The speaker‟s 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 abou t the program. Cooperation of the people
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 country‟s 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 commun icating messages in the best possible ways, they should also initiate the communication campaigns, b y partnering with the
speaker‟s 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.
LITERATURE CITED Social Judgment Process (Sherif) [Image]. (n.d.). http://www.12manage.com/description_sherif_social_ judgment_theory.html (7 Mar. 2012). th
Babbie, E. (1986).The practice of social research (4 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
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 Baños: College of Agriculture Publications Office. Lim, R. (2011, April 12). UNESCO chief commen ds 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
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 Baños 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
COLLEGE OF DEVELOPMENT COMMUNICATION UNIVERSITY of the PHILIPPINES LOS BAÑOS College, Laguna 4031, Philippines
January 6, 2012
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 Speaker’s Bureau Plays in
Promoting it as Perceived by Selected Students and Parents of Lopez Elementary School and Teachers of Los Baños National High School in Los Baños, Laguna ” in Lopez Elementary School and Los Baños 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 Baños National High School; (3) determine readiness of selected students and parents of Lopez Elementary School, and teachers of Los Baños 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 Speaker’s Bureau’s communication strategies in promoting the program.
COLLEGE OF DEVELOPMENT COMMUNICATION UNIVERSITY of the PHILIPPINES LOS BAÑOS College, Laguna 4031, Philippines
January 9, 2012
RICO S. ROMAN, Ed. D. DepEd District Supervisor Los Baños, Laguna Dear DR. ROMAN: 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 th e Speaker’s Bureau Plays in
Promoting it as Perceived by Selected Students and Parents of Lopez Elementary School and Teachers of Los Baños National High School in Los Baños, Laguna ” in Lopez Elementary School and Los Baños 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 Baños National High School; (3) determine readiness of selected students and parents of Lopez Elementary School, and teachers of Los Baños 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 Speaker’s Bureau’s communication strategies in promoting the program.
COLLEGE OF DEVELOPMENT COMMUNICATION UNIVERSITY of the PHILIPPINES LOS BAÑOS College, Laguna 4031, Philippines
January 9, 2012
TERESITA L. JARAPLASAN, Ed. D. Principal Lopez Elementary School Los Baňos, 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 Speaker’s Bureau Plays in Promoting it as Perceiv ed by Selected
Students and Parents of Lopez Elementary School and Teachers of Los Baños National High School in Los Baños, 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 Baños National High School; (3) determine readiness of selected students and parents of Lopez Elementary School, and teachers of Los Baños 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 Speaker’s Bureau’s 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
COLLEGE OF DEVELOPMENT COMMUNICATION UNIVERSITY of the PHILIPPINES LOS BAÑOS College, Laguna 4031, Philippines
January 9, 2012
LEONILA V. MURAD Principal Los Baňos National High School Los Baňos, 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 Speaker’s Bureau Plays in Promoting it as Perceived by Selected
Students and Parents of Lopez Elementary School and Teachers of Los Baños National High School in Los Baños, 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 Baños National High School; (3) determine readiness of selected students and parents of Lopez Elementary School, and teachers of Los Baños 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 Speaker’s Bureau’s 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
Social Acceptability of the K+12 Program and the Role that the Speaker’s Bureau Plays in Promoting it as Perceived by Selected Students and Parents of Lopez Elementary School and Teachers of Los Baños National High School in Los Baños, 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, teac hers, and students and assess the role that the speaker‟s bureau play in promoting it. However, before doing the actual survey, I n eed 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 on e) _____Parents
30 January 2012
Personal Data (For students)
Magandang araw po! 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 Speaker’s Bureau Plays in Promoting it as Perceived by Selected Students and Parents of Lopez Elementary School and Teachers of Los Baños National High School in Los Baños, Laguna.”
1.
Pangalan: _________________________________________________
2.
Tirahan: __________________________________________________
3.
Taunang kita ng pamilya: _______________
4.
Myembro ng pamilya na nag-aaral (pakilagay kung ilan): Pre-school _____________
Elementarya________________
Sekondarya _____________
Kolehiyo________________
Iba pa (pakisulat) _____________________________
THE ENHANCED K+12 BASIC EDUCATION PROGRAM
Ang pag-aaral na ito‟y 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 Speaker‟s Bureau ng Department of Education upang matulungan ang mga t ao 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 k ompidensyal at gagamitin lamang sa pag-aaral na ito.
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 ito‟y naglalayong ma tukoy ang mga salik na nakakaapekto sa pagtanggap sa K+12 programa at kung paano ito
Maraming salamat po!
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
itinataguyod ng speaker‟s bureau.
Lubos na gumagalang,
(√)sa taas ng numero ang inyong napiling sagot.
Alexa T. Fajardo BS Development Communication Student
Halimbawa: Gaano ka sumasang-ayon na ipatupad ang K+12 program? Di sang-ayon ___ ___ ___ ___ ___ Lubos na sumasang-ayon 1 2 3 4 5
Binigyang pansin ni: Benjamina Paula G. Flor, PhD. Thesis Adviser
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, kayo‟y lubos na sumasang-ayon. Ang mga patlang sa pagitan ay nangangahulugan ng iba‟t-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___
4.
B. Attitudes on education
1. 2.
Kung oo, ano ang pagkakaunawa nyo sa K+12 program? ________________________________________________________ ________________________________________________________
3.
Paano nyo nalaman ang tungkol sa K+12 p rogram? (Maaari pumili ng higit sa isa) ____Kaibigan ______Paaralan ____Dyaryo ______Telebisyon ____Radyo ______Internet Iba pa (pakisulat )__________
Hindi kailangang magkolehiyo upang makakuha ng magandang trabaho. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5
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
PART 2. Social Acceptability of the Enhanced K+12 Basic Education Program
Mahirap ayunan ___ ___ ___ ___ ___ Madaling ayunan 1 2 3 4 5
Instruction: Markahan ang bawat pares ng pang-uri/pang-abay sa pamamagitan ng escalang bilang isa hanggang lima (1-5).
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
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
Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5
C. World Views
1.
2.
3.
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 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 Ayos lang na gayahin ang isang sistema ng edukasyon upang makasabay sa iba. 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
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.
1.
Ang Department of Education ay gumagamit ng iba‟t -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___
PART 3. Role of the Speakers’ Bureau
1.
ang mga konsepto at iba pang detalye ng K+12 program sa inyong paaralan. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5
5. Naaapektuhan ba ng mga nakikita o naririnig mo sa media ang iyong kaalaman, opinion, o pagtingin mo sa K+12? Oo___ Hindi___ 2.
2.
3.
Pabor ka ba sa K+12 program? Oo___ Hindi___ Kung oo, magpatuloy sa no.2. Kung hindi, magpatuloy sa no.3.
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
Kung oo, anong mga aktibidad ito at bakit mo ito ginagawa? ________________________________________________________ ________________________________________________________
4.
Ang pagpapakalat ng impormasyon tungkol sa K+12 ay laganap sa media. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5
May mga gawain o aktibidad ka bang su masalungat sa K+12? Oo___ Hindi___
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
May mga gawain o aktibidad ka bang su musuporta sa K+12? Oo___ Hindi___
Kung oo, anong mga aktibidad ito at bakit mo ito ginagawa? ________________________________________________________ ________________________________________________________ 4.
5.
Lubos na naipaliwanag at nasagot ng Speaker‟s Bureau ang mga katanungan hinggil sa K+12 program. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5
D. Personal Biases
1.
Naipaliwanag ng DepEd, sa pamamagitan ng kanilang Speaker‟s Bureau,
Sa iyong opinyon, paano maaapektuhan ng programang ito ang iyong buhay? ________________________________________________________ ________________________________________________________ Ano pa ang nais mong sabihin o iparating hinggil sa K+12? ________________________________________________________ ________________________________________________________
MARAMING SALAMAT PO!!
86
30 January 2012
Personal Data (For Parents)
Magandang araw po! 1.
Pangalan: _________________________________________________
2.
Edad: __________
3.
Civil Status: __________
4.
Tirahan: __________________________________________________
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 Speaker’s Bureau Plays in Promoting it as Perceived by Selected Students and Parents of Lopez Elementary School and Teachers of Los Baños National High School in Los Baños, Laguna.”
5.
Edukasyon:
Ang pag-aaral na ito‟y 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
6.
Trabaho: _______________
7.
Taunang kita ng pamilya: _______________
8.
Myembro ng pamilya na nag-aaral (pakilagay kung ilan):
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.
Speaker‟s 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 k ompidensyal at gagamitin lamang sa pag-aaral na ito.
Taon ng pagtatapos
Paaralan
Elementarya __________________
__________________________
Sekondarya __________________
__________________________
Bokasyonal __________________
__________________________
Kolehiyo __________________
_________________________
Pre-school _____________
Elementarya________________
Sekondarya _____________
Kolehiyo________________
Iba pa (pakisulat) _____________________________
Maraming salamat po! Lubos na gumagalang, Alexa T. Fajardo BS Development Communication Student
Binigyang pansin ni: Benjamina Paula G. Flor, PhD. Thesis Adviser
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 ito‟y naglalayong matukoy ang mga salik na nakakaapekto sa p agtanggap sa K+12 programa at kung paano ito
itinataguyod ng speaker‟s 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
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
(√)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, kayo‟y lubos na sumasang-ayon. Ang mga patlang sa pagitan ay nangangahulugan ng iba‟t -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.
3.
B. Attitudes on education
1.
Ano ang iyong saloobin tungkol sa K+12 program? Di gusto ___ ___ ___ ___ ___ Gusto 1 2 3 4 5
Kung oo, ano ang pagkakaunawa nyo sa K+12 program? ____________________________________________________________ ____________________________________________________________
Wala sa oras ___ ___ ___ ___ ___ Nasa oras 1 2 3 4 5 Hindi praktical ___ ___ ___ ___ ___ Praktikal 1 2 3 4 5
Paano nyo nalaman ang tungkol sa K+12 p rogram? (Maaari pumili ng higit sa isa) ____Kaibigan ______Paaralan ____Dyaryo ______Telebisyon ____Radyo ______Internet Iba pa (pakisulat )__________
Mura/Abot-kaya ___ ___ ___ ___ ___ Mahal 1 2 3 4 5 Mahirap pamahalaan ___ ___ ___ ___ ___ Madaling pamahalaan 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).
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
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
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.
3.
Walang karagdagang gastos ang mga magulang sa K+12 s apagkat 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
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.
2.
Ang lahat ng tao ay sinusuportahan ang Enhanced K+12 Basic Education Program. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5
C. Exposure to media
1.
Ang Department of Education ay gumagamit ng iba‟t -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
Ang K+12 ay makatutulong upang mabawasan ang kahirapan. 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.
4.
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)______________
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___
5.
PART 3. Role of the Speakers’ Bureau
1. Naipaliwanag ng DepEd, sa pamamagitan ng kanilang Speaker‟s 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.
2.
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
Pabor ka ba sa K+12 program? Oo___ Hindi___ Kung oo, magpatuloy sa no.2. Kung hindi, magpatuloy sa no.3.
4.
Ang pagpapakalat ng impormasyon tungkol sa K+12 ay laganap sa media. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5
May mga gawain o aktibidad ka bang su musuporta sa K+12? Oo___ Hindi___
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
Kung oo, anong mga aktibidad ito at bakit mo ito ginagawa? ____________________________________________________________ 3.
May mga gawain o aktibidad ka bang su masalungat sa K+12? Oo___ Hindi___ Kung oo, anong mga aktibidad ito at bakit mo ito ginagawa? ____________________________________________________________
4.
Lubos na naipaliwanag at nasagot ng Speaker‟s Bureau a ng mga katanungan hinggil sa K+12 program. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5
D. Personal Biases
1.
Ano pa ang nais mong sabihin o iparating hinggil sa K+12? ____________________________________________________________ ____________________________________________________________
Sa iyong opinyon, paano maaapektuhan ng programang ito ang iyong buhay? ____________________________________________________________ ____________________________________________________________
MARAMING SALAMAT PO!!
90
30 January 2012
Personal Data (For Teachers)
Magandang araw po! 1.
Pangalan: _________________________________________________
2.
Edad: __________
3.
Civil Status: __________
4.
Tirahan: __________________________________________________
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 Speaker’s Bureau Plays in Promoting it as Perceived by Selected Students and Parents of Lopez Elementary School and Teachers of Los Baños National High School in Los Baños, Laguna.”
5.
Edukasyon:
Ang pag-aaral na ito‟y 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
6.
Trabaho: _______________
7.
Taunang kita ng pamilya: _______________
8.
Myembro ng pamilya na nag-aaral (pakilagay kung ilan):
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.
Speaker‟s 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 k ompidensyal at gagamitin lamang sa pag-aaral na ito.
Taon ng pagtatapos
Paaralan
Elementarya __________________
__________________________
Sekondarya __________________
__________________________
Bokasyonal __________________
__________________________
Kolehiyo __________________
_________________________
Pre-school _____________
Elementarya________________
Sekondarya _____________
Kolehiyo________________
Iba pa (pakisulat) _____________________________
Maraming salamat po! Lubos na gumagalang, Alexa T. Fajardo BS Development Communication Student
Binigyang pansin ni: Benjamina Paula G. Flor, PhD. Thesis Adviser
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 ito‟y naglalayong matukoy ang mga salik na nakakaapekto sa pagtanggap sa K+12 programa at kung paano ito
itinataguyod ng speaker‟s 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
2.
Ang elementarya ay anim na taon lamang. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5
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, kayo‟y lubos na sumasang-ayon. Ang mga patlang sa pagitan ay nangangahulugan ng iba‟t -ibang antas ng pag-sang-ayon.
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
(√)sa taas ng numero ang inyong napiling sagot.
PART 1. Basic Information 1. Narinig nyo na ba ang tungkol sa Enhanced K+12 Basic Education program? Oo___ Hindi___
2.
3.
B. Attitudes on education
1.
Di gusto ___ ___ ___ ___ ___ Gusto 1 2 3 4 5
Kung oo, ano ang pagkakaunawa nyo sa K+12 program? ____________________________________________________________ ____________________________________________________________
Wala sa oras ___ ___ ___ ___ ___ Nasa oras 1 2 3 4 5
Paano nyo nalaman ang tungkol sa K+12 program? (Maaari pumili ng higit sa isa) ____Kaibigan ______Paaralan ____Dyaryo ______Telebisyon ____Radyo ______Internet Iba pa (pakisulat )__________
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
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
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
A. Customs on education
1.
Ang kinder o ang katumbas nitong p re-school ay dapat kunin bago pumasok o matanggap sa Grade 1. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5
Ano ang iyong saloobin tungkol sa K+12 program?
92
4.
5.
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 Ayos lamang magdagdag ng ilang taon sa pag-aaral basta ito ay libre. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5
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 s a K+12. Di sang-ayon ___ ___ ___ ___ ___ Sang-ayon 1 2 3 4 5
C. World Views
1.
2.
3.
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 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 Ayos lang na gayahin ang isang sistema ng edukasyon upang makasabay sa iba. 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
II. CAUSAL FACTORS A. Perception on the K+12 Program
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 iba‟t -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
