The first-year analysis of the K-12 program using the UPCAT scores and UPG as a determinant for academic performance
| dc.contributor.advisor | Epetia, Ma. Christina F. | |
| dc.contributor.author | Bass, David Franco B. | |
| dc.contributor.author | Quimbo, Philippe Joseph | |
| dc.date.accessioned | 2024-09-10T03:39:56Z | |
| dc.date.available | 2024-09-10T03:39:56Z | |
| dc.date.issued | 2019-12 | |
| dc.description.abstract | On May 15, 2013, President Benigno Aquino III approved Republic Act (RA) 10533 which states that the K-12 Curriculum will be implemented in the Philippines. Official Gazette (2016) quoted past president Benigno S. Aquino III when he said that the K-12 program will be the main strategy to invest into the country’s greatest treasure - the Filipinos. As this moment happened in the country, we ask ourselves this basic question, “What is the use of the K to 12 curriculum in our lives?” The K-12 program covers kindergarten and twelve years of basic education. The twelve years is divided into six years of primary schooling, four years of junior high school and two years of senior high school. Official Gazette (2016) states that with the additional two years, the program aims to provide six salient features: 1) strengthening early childhood education, 2) making the curriculum relevant to learners, 3) ensuring integrated and seamless learning, 4) building proficiency through language, 5) gearing up for the future and 6) nurturing the holistically developed Filipino. This curriculum hopes to prepare graduates to acquire mid-level skills that will provide them more opportunities in the job market even without a college degree. Office of the Political Adviser (2015) mentioned former Education Secretary Armin Luistro when he said that “The K to 12 programs would like to ensure that even if they don’t choose to go to college, they finish what is basic.” In the current educational context of the Philippines, enrollment for college decreased after the K-12 program was implemented because of the promise of having better opportunities in the job market right after grade 12. The Commission on Higher Education (2018) recorded those 26.9 million students enrolled in both public and private tertiary education which is lower than the expected 27.5 million college students after the launch of the K-12 program. However, Jobstreet (2018) reported that only 24 percent of employers were willing to hire K-12 graduates as the rest still wanted employees with college degrees in their companies. 7 In 2018, an advocacy group called the Philippine Business for Education (PBED) found a few red flags from the implementation of the K-12 program in the country. Hernando-Malipat and Guevara (2019) said that early childhood comprehension remains poor as more than a third of Filipino children in kindergarten scored zero in both reading and listening. They also saw that achievement scores for both elementary and secondary levels have also stalled at 59 percent, which is well below the expected national target of 77 percent. Given this anecdotal evidence, it is deemed significant for the researchers to analyze if the same outcome can be observed among K-12 graduates that chose to study at the college level. Having an additional two years should have given students the opportunity to have better knowledge on subjects that are labeled as college-level standard like calculus and statistics. With all the promises of the government to further enhance the Philippine education system and make it more competitive relative to other countries, has the K-12 program significantly improved the academic performance of the covered students? The study used the 2015 and 2017 application forms and exam scores of the University of the Philippines College Admission Test (UPCAT) from the University of the Philippines Office of Admissions (UPOA). OLS regression was then applied to the analysis to determine the relationship between the K-12 program and academic performance of students. The researchers concluded that the K-12 program has no effect in improving the academic ability of the students. Further analyzing the effect of the new program, each subject of the UPCAT was also examined individually and students who graduated from the K-12 curriculum obtained lower scores in science, mathematics, language proficiency and reading comprehension compared to the scores of students who graduated from the old basic education curriculum. | |
| dc.identifier.uri | https://selib.upd.edu.ph/etdir/handle/123456789/316 | |
| dc.language.iso | en | |
| dc.title | The first-year analysis of the K-12 program using the UPCAT scores and UPG as a determinant for academic performance | |
| dc.type | Thesis |