Teachers' Expectations, Challenges and Problems with Grade 7 Science in the K-12 Curriculum in the Philippines

Master's Thesis , 2017 , 176 Pages , Grade: 1.0

Didactics - Biolology

The study assessed the teachers’ expectations, problems, and challenges with Grade 7 Science in the K-12 Basic Education Curriculum. It also examines what assistance is provided by the administrators. The study was conducted in two National High Schools in the Philippines for the school year 2015-2016. This study used descriptive research design which employed the mixed method using questionnaire which was substantiated with the semi-structured interview and focus group discussion.

The findings revealed that the teachers have high expectations particularly on the assessment of learning, teaching strategies, benefits to learners, nature of the curriculum and teaching approaches for the Grade 7 Science in the K-12 Basic Education
Curriculum. The teachers were mostly challenged in developing instructional materials, providing activities that would master the competencies or skills of the learners, disciplining learners and making remedial activities. The Grade 7 Science Teachers
encountered problems with learners who do not submit written outputs, students’ difficulty in expressing their ideas, they do not bring materials for the experiment and they lack competence in teaching the core subjects. The Administrators provided
assistance to the Grade 7 Science Teachers by sending the said teachers to training and seminar; providing them with worksheets on various science activities from LRMDS Website/internet; and in the production of test papers for the summative test.

Contents

Title

Certification

Approval Sheet

Acknowledgement

Dedication

Contents

List of Tables

List of Figures

List of Matrices

Abstract

Chapter

1 The Problem
Introduction
Framework of the Study
Statement of the Problem
Significance of the Study
Delimitation of the Study
Definition of Terms

2 Review of Literature
Legal Bases of the K-12 Basic Education Curriculum
Theoretical Underpinnings
Studies on K-12 Basic Education Curriculum
according to Discipline
Teaching Strategies and Approaches
Instructional Materials
Assessment of Learning
Challenges Encountered by Teachers
Problems Encountered by Teachers
Assistance Provided by Administrators to Teachers
Insights

Chapter

3 Methodology
The Research Design
The Research Locale
Participants of the Study
Research Instruments
Validation of Instruments
Try out of Instrument
Data Gathering Procedure
Scoring Procedure
Treatment of Data

Chapter

4 Presentation, Analysis, and Interpretation of Data
Expectations of the Teachers for Grade 7 Science
In the K-12 Basic Education Curriculum
Challenges Encountered by Teachers with Grade 7
Science in the K-12 Basic Education Curriculum
Problems Encountered by Teachers with Grade 7
Science in the K-12 Basic Education Curriculum
Assistance Provided by the Administrators to the
Grade 7 Science Teachers in the K-12 Basic
Education Curriculum
Synthesis on the Teachers’ Expectations, Challenges, and
Problems and the Assistance Provided by the School
Administrators with the Grade 7 Science in the K-12 Curriculum

Chapter

5 Summary, Conclusion and Recommendations
Summary
Findings
Conclusion
Recommendatio
References
References

Acknowledgement

The researcher wishes to express her deep sense of gratitude and appreciation to the following individuals who extended their valuable assistance and gave encouragement in the making of this humble piece of work:

Dr. Oscar B. Cabañelez , President of Bukidnon State University, for his support to the professional development of DepEd teachers;

Dr. Maribel G. Valdez, dean of Graduate School, for the encouragement, professional guidance, and inspiration;

Panel Members: Dr. Lynette A. Ejem, chairman of the thesis committee, Mrs. Nornie B. Micayabas, and Mr. Reynaldo T. Oton for their bright and auspicious suggestions for the enhancement of this study;

Desiree Christine C. Arbutante, secretary of the thesis committee for the documentation of all the proceedings during the defense;

Dr. Cesar B. Ortiz, adviser, for the continuous mentoring, wonderful and constructive advises, patience and assistance throughout the accomplishment of this study. May he continue to become a blessing to many students in pursuing their professional growth. The researcher is forever grateful for without his help this piece of work may never be complete;

Mrs. Analy L. Ocier, Mrs. Eva B. Boncales, and Mrs. Nornie B. Micayabas, for the constructive comments and suggestions in the refinement of the questionnaire;

The Science Teachers of X National High School, for their support during the conduct of the study;

Beloved family with whom she draws inspirations, love, prayers, and support through trials and triumphs.

Above all, to the Lord Almighty God, for His constant blessings, gifts of wisdom and source of all strengths, for without Him, the researcher will not be able to accomplish anything.

E. J. P. I.

Dedication

This humble piece of work is lovingly and heartily dedicated to: OUR ALMIGHTY GOD, who provides all the strengths and wisdom; MY FAMILY, My ever dearest Father, Tatay Aurelio, My Brothers and Sisters; My understanding and considerate husband, Rizalito B. Idulsa; My adorable and wonderful children: Natashja P. Idulsa, Richter Lance P. Idulsa, and Fionna Kyle P. Idulsa, For they are my strengths and my inspiration; and to them who would read this research work, may this serve as their inspiration in pursuing their own quest in the field of research.

JOY

List of Tables

Title

Summary of the Expectations of the Teachers for Grade 7

Science in the K-12 Basic Education Curriculum

2 Assessment of Learning

3 Teaching Strategies

4 Benefits to learners

5 Nature of Curriculum

6 Teaching Approaches

7 Challenges Encountered by Teachers with Grade 7

Science in the K-12 Basic Education Curriculum

List of Figures

Figure

1 Conceptual Model showing the Parameter of the Study
2 Geographic Map of the Schools Division

List of Matrices

Matrix

1 Problems Encountered
2 Assistance Provided by Administrators to the Grade 7 Science Teachers in Teaching Strategies
3 Assistance Provided by Administrators to the Grade 7 Science Teachers in the Development of Instructional Materials
4 Assistance Provided by Administrators to the Grade 7 Science Teachers in the Assessment of Learning
5 Teachers’ Expectations, Challenges, and Problems and the Assistance Provided by the School Administrators with the Grade 7 Science in the K-12 Curriculum

Abstract

Idulsa, Emelie Joy P.

“Teachers’ Expectations, Challenges, and Problems with Grade 7 Science in the K-12 Curriculum”, Unpublished Master’s Thesis, Bukidnon State University, Malaybalay City, January 2017.

The study assessed the teachers’ expectations, problems, and challenges with Grade 7 Science in the K-12 Basic Education Curriculum. This was conducted in the main schools of X National High School and Y National High School for the school year 2015-2016. This study used descriptive research design which employed the mixed method using questionnaire which was substantiated with the semi-structured interview and focus group discussion. The data collected were treated with mean and standard deviation. Data from semi-structured interview and focus group discussion were analyzed qualitatively wherein pattern was identified and the theme was established using frequency and rank.

The findings revealed that the teachers have high expectations particularly on the assessment of learning, teaching strategies, benefits to learners, nature of the curriculum and teaching approaches for the Grade 7 Science in the K-12 Basic Education Curriculum. The teachers were mostly challenged in developing instructional materials, providing activities that would master the competencies or skills of the learners, disciplining learners and making remedial activities. The Grade 7 Science Teachers encountered problems with learners who do not submit written outputs, students’ difficulty in expressing their ideas, they do not bring materials for the experiment and they lack competence in teaching the core subjects. The Administrators provided assistance to the Grade 7 Science Teachers by sending the said teachers to training and seminar; providing them with worksheets on various science activities from LRMDS Website/internet; and in the production of test papers for the summative test.

Keywords: K-12 Curriculum, Expectations, Challenges, Problems, Science Teachers

Chapter 1: The Problem

Introduction

The Enhanced Basic Education Curriculum in Science is learner-centered which uses inquiry-based, constructivist, reflective, collaborative, and integrative pedagogical approaches to develop scientific and technologically literate Filipino learners in the 21st century. Moreover, it uses the spiral progression approach in which concepts and skills are taught in Life Sciences, Physics, Chemistry, and Earth Sciences in increasing levels of difficulty from one level to another. Thus, profound comprehensions of basic concepts are enhanced.

The Republic Act 10533 of 2013 also known as the “Enhanced Basic Education Act of 2013” has directed the Department of Education to implement the K-12 Curriculum in the country. This curriculum has standards and principles. It is learner-centered, inclusive, and developmentally appropriate, relevant, responsive, and research-based. It is gender- and culture-sensitive and contextualized as well as global with the use of constructivist pedagogical approaches.

The new curriculum is envisioned to enhance the quality of education in the country. Furthermore, it would prepare students when facing the demands of the 21st century. This curriculum is in line with Article XIV, Section 2(1) of the 1987 Philippine Constitution which states that “The State shall establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society.”

Likewise, the curriculum would be relevant and provide the needs of the community and the labor market. Furthermore, the Filipino learners would become the 21st-century learners when they must possess the 21st-century skills namely: learning and innovation skills; information, media, and technology skills; effective communication skills; and life and career skills. Lastly, the learners who would graduate from the K-12 Basic Education Program are envisaged to be competitive in the world of work since they have adequately mastered the 21st-century skills; living a well-balanced life; actively involved in both public and civic activities; and they are ready for college or entrepreneurship (SEAMEO-INNOTECH, 2012).

In 1985, Stenhouse asserted that teachers are vital agents of curriculum implementation. They must hold traits necessary in achieving the 21st-century Filipino learners as the goal of this curriculum implementation. They must be knowledgeable in using different technologies. They should be well-versed in many fields and competent in teaching to broaden the knowledge of the learners. Moreover, SEAMEO-INNOTECH in 2012 stipulates that teachers are required to focus only on the attainment of the 21st-century skills and the realization of the vision and mission of the DepEd. They must continuously grow professionally, learning new teaching strategies, and sharing their experiences with their co-teachers. Teachers must be resilient considering the diverse needs and learning styles of the clienteles.

Additionally, educators should provide solutions to several obstacles in innovative and creative means to better the basic education services of the country. Similarly, they must be an analytical thinker and have a desire for excellence so that learners are inspired to succeed. Lastly, to become the 21st-century teacher, one must have high emotional quotient because their emotions play a vital influence in the teaching-learning environment (SEAMEO-INNOTECH, 2012).

The Enhanced Basic Education Curriculum is currently in its fourth year of implementation, but problems confronted the Grade 7 Science Teachers especially in learning facilities, supplies and materials, teachers’ competence, and training/ workshops for new approaches. Furthermore, the Grade 7 Science Teachers are challenged in the following aspects: teaching strategies, assessment of learning, learning gap/readiness of Grade 7 students, students’ discipline, and the integration of technology or ICT in the lesson.

From the researcher’s first- hand experiences, one of the biggest problems is the inadequate learning facilities, like science laboratories, computer laboratories with internet connectivity or Wi-Fi, library hubs, and speech laboratories. These are needed to develop the skills of the students such as basic and integrative process skills in science, manipulative skills in computer, research, and even communication skills to achieve 21st-century learners. There are also current shortages of classrooms, seats, and even toilets in every school because of the exponential increase in student enrolment. The presence of these facilities in every school would surely help achieve the K-12 Curriculum Program goals.

The availability of supplies and materials especially the Learning Modules, Teaching Guides and instructional materials necessary for classroom instructions are still existing problems. Due to the lack of copies, the Researcher has to photocopy the learners’ activities at her expense or the learners would spend their money which they may not be able to comply with due to money constraints. Moreover, these modules contain the lessons for Grade 7 Science students to master. The lack of copies may hinder the realization of achieving the goal to develop the scientifically literate Filipinos with the skills and competencies needed for work.

Additionally, the insufficient instructional materials (IMs), the high level of difficulty of the activities in the learning guides, and the unavailability of some manipulative tools could give the teachers another problem in the delivery of classroom instruction. These problems are not addressed by the Department of Education especially in the Division. What teachers do is to become resourceful like surfing the internet and find relevant IMs so that they are successful in teaching their students despite the unavailability of IMs.

The teachers are required to be well-versed in many fields especially in the content of the subject matter. However, in the actual setting, the teacher’s competence in teaching the four areas in Grade 7 Science such as Physics, Chemistry, Biology, and Earth Science is a big problem. Science Teachers who lack knowledge and skills in teaching such core areas may result in incompetent learners in the future. The in-service educational training (INSET) done during May and October in every school year as well as the K-12 Regional Seminar-Workshop every summer would not suffice to fill in the lack of competence of teachers. Like any innovation, teachers will encounter resistance (Neary, 2002), in which the K-12 Curriculum brings additional tasks for teachers like the new content added to the old nomenclature. Cabras (2014) stated that public school teachers were left with no choice but to implement since it is the mandate from the DepEd.

The K-12 Curriculum uses inquiry-based, constructivist, reflective, collaborative, and integrative pedagogical approaches. Training or seminar-workshops must be aligned with these approaches to enrich the teachers’ knowledge and skills since many teachers are still using the traditional methods of teaching. Thus, some teachers have difficulty in embracing the essentials of the K-12 Program.

Moreover, the implementation of the Enhanced Basic Education Curriculum challenged the Grade 7 Science Teachers’ skills and abilities. One of these is the selection of appropriate pedagogies that would enable learners to master the concepts and skills. The use of experiential learning, integrative teaching, and differentiated instruction is new to the teachers. They need to have enhancement seminar- workshops every summer and October during the mid-year review to explore new teaching strategies to attain the learners’ needs and the demands of the K-12 Program.

Furthermore, some Grade 7 Science Teachers are having a hard time looking for the appropriate assessment tools in evaluating learners’ outcomes. Rubrics are not always provided in the Learners’ Module or Teaching Guide; thus the teachers just copy the available rubrics from the internet or from books instead of making their own due to the lack of time. In this case, the rubrics used are not suited for the activity; therefore, no authentic evaluation of learners’ performance is achieved.

Classroom assessment is vital in guiding instruction. However, teachers failed to do so, due to the large class size. The teachers have the difficulty of giving on-time feedbacks on learner’s performance. This hampered the purpose of assessment for learning since the learners will not directly determine if they passed or failed in the test or a given activity. The classroom discipline is also another challenging task for teachers which may hamper the teaching-learning process due to the large class size in each classroom which is 50-70 learners that deviate from the manageable class size of 35-40 (UNESCO, 2004).

The integration of technology or ICT in the lesson is a task that teachers rarely do in the classroom. According to Du Plessis (2012), teachers met a lot of obstacles to integrate successfully the ICT in teaching. As observed, the teachers are challenged in this aspect especially that they have a lack of knowledge as well as the skills in integrating technology into classroom instruction. It is a necessity that teachers have to use this technique since their students are 21st-century learners.

Learners are too different from each other, especially in their interests, experiences, abilities, strengths, and weaknesses. The learning readiness of Grade 7 students today is the greatest challenge for science teachers. The researcher, being a science teacher in Grade 7 encounters this problem. The learners’ inability to retain what they have learned, the low level of comprehension, and the difficulty to master concepts are always the usual complaints of the teachers because they are not products of the K-12 Program in Elementary. The K-12 Program in Elementary is implemented in Grade 5 today, and they will be ready for Grade 7 on SY 2018-2019. The lessons they had learned, their skills acquired, and their experiences beforehand are too different from the K-12 experiences. Thus, teachers have to exert extra effort to determine their prior knowledge so that these learners would be guided and enabled to master the competencies or basic concepts and skills in Grade 7 Science. These are the foundations for the higher science concepts in the next grade level.

By exploring the numerous problems and challenges that surround the Grade 7 Science educators in the field, the researcher has been motivated to conduct this study. There is a need to address these problems and challenges since teachers are the forerunners of the program. This study would investigate the actual teachers’ expectations, problems, challenges, and the assistance provided by the administrators in the following aspects: teachers teaching strategies, instructional materials, and assessment of learning of Grade 7 Science in the Enhanced Basic Education Curriculum. This study hopes to improve Grade 7 Science in the K-12 Basic Education Curriculum implementation. Lastly, this serves as a baseline in helping teachers in their professional development, training, and instructional support in the Division.

Framework of the Study

The study is anchored on the Constructivism Theory of Bruner (1966), Theory of Experience by Dewey (1897), Experiential Learning Theory by Kolb (1984), and Differentiated Instruction by Tomlinson (1999).

In 1966, Bruner postulated that students create their knowledge actively based on the things they presently know and have learned in the past. Slavin (2003) emphasized that the constructivist theory views students as continuously checking new knowledge in contrast to old ones, then revising them when they no longer function. The curriculum should re-examine basic ideas and repeatedly build upon these ideas until the learner completely understands. The teaching of the lesson should emphasize the understanding of the basic ideas. The students wholly comprehend the concepts when the curriculum would always go back to the fundamentals, slowly making connections between the basic concepts and the new ones. The way learners think naturally is where constructivism theory is built.

Furthermore, Bruner (1966) explicated four major tenets, which include: 1) inclination towards learning; 2) learners’ comprehension depends on how the concepts or knowledge are structured; 3) teachers’ effectual ways of delivering the ideas or knowledge to the learner, and 4) presence and kind of rewards as well as punishments. He also integrates a learning process wherein the student obtains their understanding of the lesson based on the support of the teacher as a facilitator. The best way to design teacher worksheets, teaching exemplars and study skills for the students is to craft a curriculum that permits each student to be problem-solvers while the teacher supervises and guides the students to the correct answer while encouraging critical thinking.

Consistent with the standards of the constructivism theory of Bruner is the implementation of the K-12 Basic Education Curriculum particularly on the spiral progression approach (SEAMEO INNOTECH, 2012). Teaching Science using Spiral Progression Approach in the new Science curriculum intensely links science and technology to contextualization and localization to preserve the country’s diverse culture. The scope and complexity of the topics increases from grade level to another in Life Sciences, Physics, Chemistry, and Earth Sciences which then focuses on the mastery of learning competencies until learners completely understand the concepts from elementary to high school ( Ferido,2013).

The role of the teacher in the spiral progression is to guide the learners to quickly think, not to teach facts by memorization or repetition. A good teacher will create lessons that assist students in making connections between different experiences in learning. He must do this by giving students the essential information without organizing for them. The use of the spiral can aid the process of discovery learning (McLeod, 2008). Bruner (1990) put forward that the learner would advance at his or her pace to some degree while teachers present concepts.

Another theory that supports this study is the claim of Dewey (1897) that experience is a natural occurrence; it is an integral part of an individual; it is whatever an individual live through in their respective environs. Dewey as cited by Berding (1997) defined experience as anything a person does. The experience contains most of the actual life experiences of individuals. Every experience is a moving force. The teacher who has the greater maturity of experience placed him in a position to gauge each experience of the learners (Dewey, 1938).

Furthermore, Dewey (1938) claimed that experience results from the collaboration of two principles of the theory of experience -- continuity and interaction. Experience does not go on easily inside a person, for it affects the shaping of attitudes of desire and purpose. The knowledge and skill the person acquired in one situation could be the channel of understanding and deal well with the situations that follow. The measure of the educative importance and worth of experience is provided by the active union of continuity and interaction. It comprises what the teacher did and how it is done, not only words uttered but the sound of the voice in which they are spoken. It also includes equipment, books, apparatus, toys, games played, and other materials with which individual works together, and, most vital of all, the entire social structure of the situations in which a person is involved.

A prime duty of teachers is to recognize what environs are beneficial that produces experiences that lead to growth. Above all, teachers must understand how to use the factors that surround him: his environments, physical and social to build up worthwhile experiences. Teachers’ experience is always what it is because of the interaction that is taking place between him and what composes his environment (Dewey, 1938).

This study also hinges on the Experiential Learning Theory (ELT) by Kolb (1984) which posits that “learning is a process whereby knowledge is created through the transformation of experience (p.38).” ELT concept is taken from the ideas of Dewey, Lewin, and Piaget on learning by doing. Kolb’s experiential learning cycle suggests that one must have the experience and reflects from it to have meaningful learning.

The experiential learning cycle started when learners must first obtain knowledge from the complex conditions or demands resulting in gaining knowledge (concrete experience) and these must be broken down into meaningful pieces (abstract conceptualization). The second dimension is the transformation which is responsible for the learning process, which helps the individual to remember or reflect upon the experience gained (reflective observation) and the learner is excited to interact with the environment (active experimentation). However, when the process culminates, it commenced again through the results gained from active experimentation and the learner would now choose a different strategy to attain its goal (Kolb, 1984).

Baker, Robinson, and Kolb (2012) stipulated the six (6) major principles of ELT: first, learning is a process rather than a product. Teachers must provide engaging activities that may ultimately result in students’ optimum performance to improve learning. Second, learning is a constant process rooted in experience. Educators must take into consideration the learners’ ideas and beliefs of the topic for it will be drawn out, tested, examined, and incorporated into the new ideas. Third, learning compels to resolve conflicting ideas. The learners must reflect and create action to solve such conflicting ideas. Fourth, learning involves the whole person which includes feelings, thinking, behaving, and perceiving. Fifth, learning results from the combined effort of the learner and his experience. Lastly, knowledge is created through learning.

Lastly, this study anchor on Tomlinson’s differentiated instruction (1999). This is an approach in which teachers responded to the individual needs of the learners. Educators can differentiate the content, process, and product according to the student’s interests, readiness, and learning preferences using various instructional and management strategies such as multiple intelligences, tiered instruction, questioning strategies, and the like.

Tomlinson (1999) further explained the three elements of differentiation. One element is the content; the teacher has to determine what he wanted his students to learn and how to accomplish it. The second is the process; these are the designed activities for the learners to use their skills to master the concepts. The third one is the product; these are the outputs of the students where they demonstrate and extend what they have learned. Moreover, Tomlinson (1999) gives equal importance to learners’ differences, especially on their readiness, interest, and learning profile. Readiness is the student’s point of access that relates to a particular skill or understanding. Interest is the learners’ connection, curiosity, and passion in a particular concept or skill. While learning profile is how a student learns which may be formed by using his intelligence and learning style.

Figure 1 illustrates the conceptual model showing the parameter of the study. As shown in the figure, the box on the left contains the theoretical underpinnings of the study. Jerome Bruner’s theory of constructivism (1966) stated that students create their knowledge based on the things they presently know and have learned in the past. He further explicated his four major tenets: an inclination towards learning; learners’ comprehension depends on how the concepts or knowledge are structured; teachers’ effectual ways of delivering the lesson or knowledge to the student; and presence and kind of rewards as well as punishments.

Similarly, John Dewey’s theory of experience (1897) supported this study. He asserted that experience is a natural occurrence and it is an integral part of the human being. It is a moving force that resulted from the collaboration between continuity and interaction. In other words, the work of the interaction between one’s past experiences and the present situation is the formation of one’s experience. Thus, the prime duty of the teacher is to recognize what environments are beneficial to learners that produce worthy experiences that lead to growth.

Abbildung in dieser Leseprobe nicht enthalten

Figure 1. Conceptual Model showing the Parameter of the Study

Furthermore, the Experiential Learning Theory of Kolb (1984) stated that “Knowledge results from the combination of grasping and transforming experience.” Kolb’s experiential learning cycle started when learners first obtain knowledge of the intricate conditions (concrete experience) and this can be broken down into meaningful pieces (abstract conceptualization). The obtained knowledge will allow the learners to remember or reflect upon the experience gained (reflective observation) and makes the learner interact with the environment (active experimentation). Conversely, when the process culminates, it commenced again through the results gained from active experimentation and the learner would now choose a different strategy to attain its goal.

Finally, Tomlinson’s (1999) differentiated instruction paves the way for teachers to look at individual learners’ needs before classroom instruction. Teachers may differentiate the content, process, and products according to students’ interests, readiness, and learning preferences. Tomlinson further explicated the three curricular elements wherein classroom instruction can be differentiated. The content of the lesson must be modified based on what the students should learn; the process entails activities that are intended for students to understand and master the concept of competency, and the product is the output which the students demonstrate what they learned from the concept and the activities given to them.

Moreover, learners vary in their learning readiness, interest, and learning preferences which should also be given priority in designing lessons for differentiated instruction. Tomlinson expounded that readiness is a student’s position about the task from the teacher. The readiness of the students matches the skills they already have which lead to growth. The interest of the learners is a powerful motivator that plays a vital role in selecting the activity and how this activity will be done in the classroom because this ignites their curiosity and passion. Finally, the learning preferences of the students should be emphasized since students learn in the way they learn best.

The center box shows the teachers’ expectations, challenges, and problems in the Grade 7 Science with the K-12 Basic Education Curriculum. Implementation of a new curriculum brings many expectations from the teachers. Grade 7 teachers’ beliefs or point of view regarding its nature of the Enhanced Basic Education Curriculum; the teaching strategies that science educators use in the classroom instruction; how teachers assess the learning of their students; and the benefits of the K-12 Curriculum to learners would be studied. Also, this study would identify the challenges or the trials or tasks encountered by the teachers in the Grade 7 Science while implementing the K-12 Basic Education Curriculum as well as how the teachers cope up with these challenges in the classroom.

Lastly, the problems that caused the teachers some troubles or hinder them from giving effective teaching of the lesson would also be identified. In this manner, the assistance provided by the school administrators to the Grade 7 Science teachers with the K-12 Basic Education Curriculum especially in teaching strategies, instructional materials, and assessment of learning would be determined as illustrated in the rightmost box of the conceptual framework.

Statement of the Problem

This study assessed the teachers’ expectations, challenges and problems with Grade 7 Science in the K-12 Basic Education Curriculum. The study was conducted in the main schools of X National High School and Y National High School for the school year 2015-2016.

Specifically, this study sought answers to the following questions:

1. What are the expectations of the teachers for Grade 7 Science in the K-12 Basic Education Curriculum?
2. What are the challenges encountered by the teachers with Grade 7 Science in the K-12 Basic Education Curriculum?
3. What are the problems encountered by the teachers with Grade 7 Science in the K-12 Basic Education Curriculum?
4. What assistance is provided by the Administrators to the Grade 7 Science Teachers in the K-12 Basic Education Curriculum?

Significance of the Study

The researcher believes that the findings of this study would be significant to various individuals:

The Grade 7 Science Teachers would benefit from this study, as the study reveals the teachers’ expectations and challenges in the Grade 7 Science with the K-12 Basic Education Curriculum. This research would enlighten and give support to the teachers in the field especially in professional development activities like teaching strategies, development of instructional materials and the assessment of learning they wish to learn more.

What the Grade 7 Science teachers’ experiences in the teaching field may give significant data to school administrators. They would be informed of the challenges as well as the problems of the teachers and other related information, allowing them to provide guidance and support. Through this study, a concerted work would be done by more experienced teachers, master teachers, and school administrators to help address the issues that may come out of this endeavor.

The learners would further benefit from this research because they will acquire the best teaching-learning process in the classroom. Through the help of the master teachers and school administrators, the Grade 7 Science teachers would gain more self- esteem, allowing them to construct significant activities that are thought-provoking and enjoyable for the learners. Thus, it will improve the learners’ performance.

The stakeholders, as well as the community as a whole, would benefit from this research because the results of this study could serve as the basis for any external support to the school.

The findings of the study would be of great aid to the Department of Education as well as the Science Education who are the leaders in educational implementation, who provided the framework of the K-12 Basic Education Curriculum. They will specifically identify the demands of K-12 Basic Education Curriculum implementation through investigating the teachers’ expectations, thus providing the teachers specific solutions in the challenges and problems they encountered in the field.

Delimitation of the Study

This research study was delimited to assess the teachers’ expectations, challenges, and problems in the Grade 7 Science with the K-12 Basic Education Curriculum. This study was conducted at the main schools of X National High School and Y National High School during the school year 2015-2016.

There were six (6) Grade 7 Science Teachers of X National High School (BNHS), and three (3) Grade 7 Teachers of Y National High School, who participated in the study. The researcher used descriptive research design which employed mixed methods using both the qualitative and the quantitative methods. Triangulation is used as the procedure in data gathering. Semi-structured interviews and focus group discussions were used for the qualitative method while the questionnaire was formulated for the quantitative method of research.

Mean and standard deviation were used to treat the quantitative data; while the qualitative data from the semi-structured interview and focus group discussion would be analyzed qualitatively wherein the pattern was identified using frequency and the theme was established using frequency and rank.

Definition of Terms

For a clearer and better understanding of this study, the following terms are defined theoretically and/or operationally:

Expectation. Expectations are the consequences people predict in their behavioral interaction with the situation (Rummel, 1975). In this study, this refers to the Grade 7 teachers’ beliefs in the K-12 Program or the point of view of Grade 7 Science teachers regarding the nature of the Enhanced Basic Education Curriculum, the teaching strategies and approaches used, assessment of learning, and benefits to learners.

Experience. This refers to the actual life experience of individuals (Dewey, 1938). In this study, this refers to the actual expectations as well as the problems encountered by teachers in the Grade 7 Science with the K-12 Basic Education Curriculum.

Challenge. In this study, it refers to the trials or tasks encountered by the teachers in the Grade 7 Science with the K-12 Basic Education Curriculum.

Problem. In this study, it refers to a difficult situation that caused the teacher some troubles or mired him from giving effective teaching of the lesson.

Chapter 2: Review of Literature

This chapter reviews literature that helps understand this study. This chapter presents the scholarly readings and researches on the K-12 Basic Education Curriculum.

Teachers’ expectations, challenges, and problems in Grade 7 Science with the K-12 Curriculum had never been the subject of a comprehensive study, which made it challenging to collect related literature concerning the study. Thus, the researcher had to resort to reading and examining a variety of related studies in other disciplines to enlighten her in the work to be undertaken.

The order of the presentation is as follows: Legal Bases of the K-12 Basic Education Curriculum, Theoretical Underpinnings, Studies on K-12 Basic Education Curriculum according to Discipline, Teaching Strategies and Approaches, Instructional Materials, Assessment of Learning Outcomes, Challenges Encountered by Teachers, Problems Encountered by Teachers, Assistance Provided by Administrators, and Insights.

Legal Bases of the K-12 Basic Education Curriculum

The flagship program of the Department of Education (DepEd) is the K to 12 Basic Education Program. The Department is yearning to offer a curriculum that is in concurrence to the 21st century. The implementation is in pursuance to the Republic Act 10533 also known as the “Enhanced Basic Education Act of 2013” which enabled the implementation of the K-12 in the country since the graduates of 10 years of basic education to have some incompetence in knowledge and skills. The implementation of the new curriculum is said to enhance the quality of basic education in the country. Furthermore, it will help students to be prepared when facing the demands of the 21st century. This implementation is in fact in line with Article XIV, Section 2(1) of the 1987 Philippine Constitution which states that “The State shall establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society.”

The Enhanced Basic Education Curriculum has the following standards and principles as mandated in RA 10533 of 2013: It shall be learner-centered, inclusive, and developmentally appropriate. This curriculum is designed to address the physical, intellectual, psychosocial, and cultural needs of the learners which include gifted and talented, learners with disabilities, Madrasah Program, Indigenous Peoples Education Program, and learners under difficult circumstances. It shall be relevant, responsive, and research-based which the basic skills of the learners shall match with the needed skills in the world of work. It shall be gender- and culture-sensitive; because this curriculum treated learners equally and shall be contextualized and it is global with the use of constructivist pedagogical approaches.

Furthermore, Filipino learners would become “scientifically, technologically and environmentally literate and productive members of society who are critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision-makers and effective communicators” (K-12 Curriculum Guide-Science, 2013). In other words, this would holistically develop the students with the 21st-century skills (K-12 Deped Primer, 2011) or the heart of the K-12 Basic Education Program is the total human development of every Filipino graduate (DepEd Discussion Paper, 2010).

Philippine Basic Education (2015) postulated that K-12 Basic Education Curriculum is challenging teachers to teach students to master the skills and competencies so that they would become productive members of society (DepEd Primer, 2011). Furthermore, the advocates ofDepEd's K to 12 envisioned that this curriculum would bring benefits to Filipino learners. Fioriello (2016) claimed that this curriculum benefits or help learner builds essential knowledge and skills relevant to the job market and have a supportive environment.

SEAMEO-INNOTECH (2012) claimed that the K-12 Curriculum provides the necessary skills and competencies of the learners to prepare them for college, career to pursue, and entrepreneurship. This claim was supported by CIIT Philippines (2016); DoE Pennsylvannia (2016). This supports the claim of Briefer Department of Education (2010).

The K-12 Curriculum Guide-Science (2013) stipulated that this program is to develop the holistic aspect of the Filipino learners with 21st-century skills. Giron (2016) claimed that K-12 learners would develop 21st-century skills such as life and career; information, media and technology; learning and innovation; and effective communication. Stevenson (2008) cited the paradigm shift to a world of 21st-century education which focused on the development of the 21st-century skills of learners to be carried in the core subjects.

According to Robinson and Kay (2010), the learners of the 21st century should be prepared to master the academic content from its core subjects. They would also need to master the skills such as critical thinking, communication, technology literacy, and collaboration which are needed for the next grade level, college degree, and life and career. These 21st-century knowledge and skills are the indispensable factors for participation, achievement, and competitiveness in our global community.

The learners further protect the community as well as its environment and conserve its resources through environmental lessons in the K-12 Program (K-12 Curriculum Guide- Science, 2013). Moreover, Robinson and Kay (2010) asserted that learners should be taught with environmental literacy such as demonstrating knowledge and understanding of the environment especially on protecting and conserving it; taking individual and collective action towards addressing environmental challenges.

Stevenson (2013) and Alexandar and Poyyamoli (2014) explained that the integration of environmental awareness or literacy would make learners develop their knowledge, attitude and behavior, and skills towards the environment. NAAEE (2010) claimed that the integration of environmental concepts would provide every student the chance to obtain knowledge, skills, attitudes, commitment, and values necessary for environmental protection and improvement.

The K-12 Program engages students with relevant issues that involve science, technology, and the environment. The learners must determine the connections between classroom and environment (K-12 Curriculum Guide-Science, 2013). This idea supports Abd-El-Khalick (2003) who claimed that science instruction in K-12 would provide a strong foundation to the decision-making skills the students need to become scientifically literate, contributing citizens in society. Moreover, Mansour (2009) claimed that students would gain vital science skills and would become critical thinkers, informed decision-makers, problem solvers. Furthermore, students would work collaboratively and become technologically efficient.

The Enhanced Basic Education Curriculum boosts the self-confidence of the learners thus making learners more efficient. Henson (2003) affirmed that teachers must provide a safe learning environment wherein learners feel welcomed, comfortable, and respected. They also feel free from fear and open to constructive learning. Irizarry (2013) assumed that through group work in a constructivist classroom, learners increase their self-esteem by learning together and from one another. Peidong (2004) supports the claim of Henson; while, Irizarry supports the claim of Peidong that through active learning, the students participate dynamically and build their self-confidence through its activities.

The learners who want to pursue their studies or even work abroad may only be a few, as stated by Felipe and Porio (2010). Hence, the K-12 Curriculum does not benefit all students. However, Cabansag (2014) pointed out that K-12 Enhanced Basic Education Curriculum is a reform in education geared toward global responsiveness and competitiveness. The students could continue their studies abroad, or the quality of graduates produce would be accepted to work in regional or international economic communities (Garcia, 2013; K-12 Primer/K-12 Update, Teachers’ Lounge (2013); SEAMEO-INNOTECH, 2012). This idea supports Fioriello (2016) who claimed that the K-12 curriculum learners have the chance to work and study abroad provided that they meet the requirements of the foreign schools.

Moreover, the level of learning may differ in every grade level. The K-12 Primer/K-12 Update, Teachers’ Lounge (2013) claimed that to develop the holistic being of the learner, ample time should be given for the acquisition and mastery of learning competencies and skills integrated with the co-curricular and community activities. The Science Grade 7 Curriculum Guide (2013) supported that each student would improve at different rates while they finished specific outcomes. When this happens, those who have gain knowledge and skills can land a job after senior high school and improve the economic status of the family.

Cabansag (2014) claimed that the strong motivating factor that students would continue their education is the economic status of the family. There is a common belief that education is a way to improve one’s living standards. Fiorellio (2016) affirmed that equipping learners with the required skills to handle different chores in life increases their chances of getting better jobs hence ensuring a better family income. GEM Report (2013) explained that education helps individuals escape poverty by developing the skills they need to improve their livelihoods. UNESCO (2013) concluded that education transform lives in the sense that it enhances job opportunities, helping households escape poverty.

On the other hand, the nature of the K-12 Curriculum in Science is provided in the K-12 Curriculum Guide-Science (2013), which cited that the science curriculum recognizes the place of science and technology in everyday human affairs. Science and technology are integrated into various facets of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving the country’s cultural heritage. This idea supports Chetty (2012), who claimed that science and technology are key drivers to development because technological and scientific revolutions underpin economic advances, improvements in health systems, education, and infrastructure. Balagot (2013) added that no nation can develop without science and technology.

This curriculum also integrates science and technology in the social, economic, personal, and ethical aspects of life. Vombatkere (2011) stated that science and technology are involved in all aspects of life. Aikenhead (2004) asserted that science and technology should be more accessible and relevant to learners to experience its interconnectedness to society, to help them become better critical thinkers, creative problem-solvers, and especially better decision-makers, in a science-related everyday context. Chowdhury (2016) claimed that the rapid science and technological advancements, globalization, and emerging complexities in a societal structure are influencing and changing the social dynamics on economics, politics, and the environment as well as how science is organized and operated.

Furthermore, the K-12 Program focuses on understanding for mastery. Alberto and Gabinete (2014) explained that the enhanced curriculum with decongested academic workload would allow learners to have more time to study and master the desired learning competencies thus allowing them for the more holistic development of life skills. This notion supports the claim of SEAMEO INNOTECH (2012) and RA 10533 (2013) that the K-12 Enhanced Basic Education Curriculum is “enhanced and decongested.” This means that learners have sufficient time to master their abilities and extra-curricular activities for more holistic development. The holistic development of learners is focused more on attaining in-depth knowledge, skills, values, and attitudes through continuity and consistency across all levels. Stabback (2016) stated that a curriculum must be contextualized and balanced that every learner has the best opportunities possible to achieve his or her full capability (Chong & Cheah, 2009). Ferido (2013) and K-12 Curriculum Guide-Science (2013) claimed that the learners’ full potential must be developed to allow them to be prepared to land a job; entrepreneur or proceed to college.

Additionally, the DepEd Discussion Paper (2010) on the K-12 basic education program described that this new curriculum should provide quality 12- year basic education program to every Filipino. This is not simply to add 2 more years of education but this curriculum is to enhance the basic education curriculum of the country.

Theoretical Underpinnings

The students build their knowledge actively based on the things they learned from the past and present; this is according to Bruner’s Constructivism theory (1966). Bruner (1966) proposed that Constructivist theory views learners as endlessly checking new knowledge with the old ones and then revising them when they no longer function (Slavin, 2003). For the learner to completely understand the concepts, the curriculum should always emphasize the basic ideas and recurrently build upon these concepts.

Moreover, in 1966 Bruner elucidated his four major tenets that include: an inclination towards learning; learners’ comprehension depends on how the concepts or knowledge are arranged; teachers’ effectual ways of delivering the concepts or knowledge to the learner; and the presence and kind of rewards as well as punishments. He further emphasized that the best method to design teacher worksheets, teaching exemplars, and study skills for the learners is to craft a curriculum that permits each student to be problem-solvers whilst the teacher supervises and guides the students to the correct answer while encouraging critical thinking.

According to SEAMEO INNOTECH (2012), the implementation of the Enhanced Basic Education Curriculum is in line with the standards of the constructivism theory of Bruner, particularly on the spiral progression approach. Teaching Science using Spiral Progression Approach in the new Science curriculum deeply links science and technology to contextualization and localization for the preservation of the country’s diverse culture. In 2013, Ferido emphasized that the scope and complexity of the topics increase from grade level to another in Life Sciences, Physics, Chemistry, and Earth Sciences which then focuses on the mastery of learning competencies until learners completely understand the concepts from elementary to high school.

The role of the teacher in the spiral progression is to guide accelerate the learners thinking and not merely on teaching facts by memorization or repetition. A good teacher can create lessons that assist the student to make connections between different experiences in learning. The teacher can do this by giving students the essential information without organizing for them (SEAMEO-INNOTECH, 2012). According to McLeod in 2008, the use of the spiral progression approach can help the process of discovery learning. Discovery Learning is a constructivist approach used by Science Teachers. Bruner (1990) put forward that the learner would advance at his or her pace to some degree while teachers present concepts during teaching.

Constructivist teaching behaviors are identified by Brooks, J., and Brooks, M. in 1993. They emphasize that teachers must urge students to search for links through independence and creativity amidst differences in opinions or thoughts. The cognitive terms like classifying, analyze, predict, and create must be used by teachers when setting tasks. Also, the learners’ experiences, knowledge, and interest must be considered by teachers since these may guide in determining lessons, changing instructional strategies, and modifying content.

Moreover, teachers must expose the students to further the discussion when they experience negations to their initial hypotheses. When the teacher asked a question, more time should be provided for the students to formulate their answers and form connections of concepts. Teachers must use the learning cycle model in teaching science: discovery, concept introduction, and concept application which cultivate students’ inquisitiveness (Brooks, J. & Brooks, M, 1993).

The theory of experience by Dewey (1897) explained how each person is influenced by experience. In his work, he stressed that experience is a natural happening; it is a vital part of an individual; it is whatever an individual live through in their respective environs. Dewey as cited by Berding (1997) defined experience as anything a person does. Experience consists of the real-life experience of a person. Every experience is a moving force. The teacher who has the greater maturity of experience placed him in a position to evaluate each experience of the learners. Notwithstanding, in a person’s daily experience it influences the formation of attitudes of desire and purpose (Dewey, 1938).

In Dewey’s (1916) earlier clarified the peculiarity between the active and the passive side of the experience. On the active side, the experience is trying —which can be related to the experiment. On the passive, it is undergoing. When a person experiences something, he acts and does something with it; and later suffers or endures the consequences. The link between these two parts of the experience measures the success or significance of the experience. The mere activity does not constitute experience.

Additionally, Dewey (1938) presented that experience is the result of the collaboration of two principles of the theory of experience -- continuity and interaction. Continuity means that each experience of a person will influence his/her future, for better or for worse. Interaction is the situational effect on one's experience. In other words, the work of the interaction between one's past experiences and the present situation is the formation of one's current experience.

The knowledge and skill the person acquired in one situation could be the channel of understanding and deal well with the situations that follow. The measure of the educative importance and worth of experience is provided by the active union of continuity and interaction. It comprises what the teacher did and how it is done, not only words uttered but the sound of the voice in which they are spoken. It also includes equipment, books, apparatus, toys, games played, and other materials with which individual works together, and, most vital of all, the entire social structure of the situations in which a person is involved (Dewey, 1938).

To recognize what environs are beneficial that produces experiences that lead to growth is the prime duty of teachers. Above all, teachers must understand how to use the factors that surround the learner’s environments, physical and social, to build up worthwhile experiences. Teachers’ experience is always what it is because of the interaction that is taking place between him and what composes his environment (Dewey, 1938).

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• Course: Master of Arts in Education
• Grade: 1.0
• Author: Emelie Idulsa (Author)
• Publication Year: 2017
• Pages: 176
• Catalog Number: V920176
• ISBN (PDF): 9783346566720
• ISBN (Book): 9783346566737
• Language: English
• Tags: teachers, expectations, challenges, problems, grade, science, k-12, curriculum, philippines