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Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
CHAPTER 2
THEORETICAL AND CONCEPTUAL FRAMEWORKS
This chapter present a discussion of related literature and studies,
synthesis of the art and theoretical paradigm. It emphasizes to discuss
perceptible similarities and differences of related literature.
Review of Related Studies and Literature
This section review some studies and literature that are related to the
present study. Local studies and foreign studies and literature are presented
according to topic.
According to the K to 12 Deped Primer (2011) the aims of the enhanced
K12 or K -6-4-2 have positive implications to improve the education that every
Filipino student should get. College educators could attest to the fact of the lack
of preparation that high school graduates receive when they enter college.
Because basic education is free in the Philippines, this should not actually harm
the many poor families in the country. What should everyone be aware about is
the implementation of those aims to assure quality education.
To manage the initial implementation of the K to 12 Program and mitigate
the expected multi-year low enrolment turnout for colleges, universities, and
Technical-Vocational Institutions (TVI) starting SY 2016-2017, DepEd shall
Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
15engage in partnerships with them to use their existing facilities and teaching sta.
This ensures that during the transition period, the reduction in enrollment in these
colleges and universities may be onset. The college General Education
Curriculum is being revised. It will have fewer units with the removal of
unnecessary remediation as K to 12 graduates adhere to the College Readiness
Standards. With K to 12, the college curriculum will comprise of a year’s worth of
General Education subjects and at least two years of major subjects. (www.
pcdspo.gov.ph)
The government will require completion of the 12 year basic education
cycle on entry to college by AY 2018-2019. The urgent challenge then should be
an opportunity for colleges and universities to innovate and reinvent while
addressing the impact on student enrolment. Since, the rationale for
implementing the K12 system cycle is to align our standards of education to that
of what is globally accepted, then higher education institutions will have to take a
proactive stance to this change. This is a situation that should also be addressed,
and this becomes an opportunity for colleges and universities to offer
prebaccalaureate programs to provide students additional years of education.
These programs that will be offered should guarantee students employable
competencies or entrepreneurial know-how that can ensure them livelihood if
they wish not to pursue a college degree. A proactive strategy that private
colleges and universities will have to do is to give the last three batches of
Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
16graduates from the old education cycle options to take a pre-baccalaureate,
international baccalaureate, or associate degrees for two years before they take
the four-year degree course. In this attempt, general education teachers will have
to design academic programs and reengineer their existing programs for the
change.(www. rodrigo75.wordpress.com)
DepED, CHED, and TESDA are crafting a strategy to ensure the smooth
transition from the existing 10 year education cycle to the Kto12 basic education
cycle. This will cover aspects such as physical infrastructure, manpower,
organizational, and structural changes. First public private partnerships with
higher education institutions (HEIs) and private schools are being explored to
manage the SY 2016-2018 period wherein there will be low enrollment for HEIs.
Second modeling for senior high school will also be implemented in selected
schools to simulate the transition process and provide concrete data for the
transition plan. Third the modeling activity will also generate insights on the
potential needed changes in the organizational structure of DepED as well other
affected agencies like CHED and TESDA. (www.rexpublishing.com.ph)
According to University of Sto. Tomas, the University’s preparation is said
to follow the Commission on High Education’s (CHED) “academic track”
curriculum rather than the technical vocations offered by Technical Education
and Skills Development Authority (TESDA)-accredited schools for the K-12
transition period. “One of the advantages of these strands is that it is undecided-
Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
17student friendly,” Ad Hoc committee member of the UST Senior High School
Department Atty. Gezzez Giezi Granado said. “As the student progresses
through […] senior high he will be able to understand more what course he really
wants to take in the future.”Granado added that the programs are ready and
facilities are being prepared like the newly built Blessed Buenaventura Garcia
Paredes, O.P (BGPOP) building.The newly adapted curriculum, K to 12 requires
two more years of secondary education to supposedly meet international
standards proposed and implemented by CHED. B.K.M.
Transitions are key times where children face new and challenging tasks
as they move from familiar to unknown and more complex surroundings.
Educators recognize that transitions have opportunities to promote positive
development for students, but, if unmanaged, can result in anxiety or stress that
affects learning and relationships (Turner, 2008)
Bangser (2008) Implementation of school transition strategies or
programs may face challenges related to clarifying terminology, establishing and
maintaining partnerships, recruiting students, involving parents and the
community, coordinating various transition activities, addressing the needs of
minority populations, securing financial and human resources, and ensuring
supporting policies are in place. Several authors have identified or recommended
approaches to implementation that minimize the negative impacts of these
challenges.
Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
18Chicago Public Schools (2007), after adapting resources provided by the
UCLA Center for Mental Health in Schools, recommended considering the
following key points when establishing transition supports: Use a comprehensive
approach. Involve parents in the transition process. Establish connections with
community resources. Promote information sharing. Provide ongoing, continuous
transition supports. Encourage social development. Maintain high expectations
and a challenging curriculum.
Although somewhat dated, Charner (2007) offers several suggestions for
the successful implementation of high school to post-secondary education and
work initiatives as follows: Provide executive-level leadership that includes
developing a shared vision, clear goals, and a comprehensive strategy; enlisting
support and involvement of all stakeholders; continuous and consistent
communication; advocacy and a tolerance for risk; and empowering leaders
among those delivering the program (e.g., educators, counselors). Provide
professional development for teachers and other staff. Nurture positive cross-
sector collaboration. Support the development of student self-determination.
Integrate demanding academic work with current vocational instruction and work-
readiness preparation. Provide an integrated career information and guidance
system. Encourage a commitment to lifelong learning by ensuring career
awareness programs are progressive and sequential, begin as early as
elementary or middle school, articulate with post-secondary Successful
Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
19implementation of transition strategies requires leadership at all levels, family and
community involvement, information sharing as well as ongoing professional
development and financial support. Programs that encourage lifelong learning
and are founded on research have been shown to be successful.
Collins (2009) captured the following recommendations from several
educators and policy makers involved in implementing a range of school based
and extended learning services: Construct programs that complement school
goals and academic standards. Implement evidence-based, but non-traditional
methods of youth development. Ensure programs are engaging and diverse. Use
a variety of recruitment and retention strategies to engage students. Provide
ongoing training and professional development for educators and other support
personnel. Establish and maintain positive relationships with all stakeholders.
Share relevant research results.
Jonhson (2010) call for new standards for student achievement and the
consistent use of the district level consequences when standards have not been
met. This policy strategy has emerged as the “standards movement,” and was
initiated to overcome challenges created by America’s fragmented governance
system where a centralized governmental approach to educational reform would
create a more consistent set of school improvements across the 50 states.
Standards-based reforms seek to: (a) establish challenging academic standards
for what students should know and be able to do; (b) align policies such as
Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
20teacher licensure/certification and professional development, testing, and
accountability to those standards; (c) restructure governance in schools, districts,
and local communities; and (d) create specific curricula and instructional
approaches to meet state standards (Consortium for 5 Public Policy and School
Reform, 2010).
STUDIES
Martson (2011) conducted a related study about the perception of the
students and parents involved in Primary to Secondary school transition
programs. Transition programs, of different formats and complexities, based on
both Australian and international research, have been introduces in some
schools to facilitate transition. The aim of the research were to investigate and
compare the perceptions of students, parents and teachers involved in several of
these programs can alleviate issues associated with transition between primary
and secondary schools. Although executive staff and teachers also provided
valuable information and perception.
This study is related to the researcher’s study for this also focuses the
extent of to which transition programs will be used in order to alleviate issues
regarding how transition will happen in a certain school.
Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
21Naratates (2011) studied about the effects of broken homes among early
teenagers to their academic performance this study cited by the researchers
have also shown that the country’s education program is equivalent to the 12
year education cycle followed abroad except that it is being completed in only 10
years. These researchers analyze and study what will be the effects of the K to
12 educational systems in the country, parents and students.
Manalo’s (2012) study entitled "Enhanced K to 12 Programs as Perceived
by the Parents of Grade Six Pupils at Baao District, Baao, Camarines Sur,
School year 2011-2012, this study is about the perception of the parents and the
perceived problem regarding the new program or the Department of Education.
Zellman (2012) -The implementation of the K to 12 Education Reform in
Qatar’s Schools; this study is a reform of education for the new era, because it
views education as the key to the nation’s economic and social progress. This
study, one of the numbers of RAND studies that trace and document the reform
process in Qatar, was designed to assess progress made in the first years of the
K to 12 reforms implementation in Qatar’s schools and the perception of the
parents on the implementation of the K to 12 program.
Tan (2011) -Most Perceived Problems on the K to 12 Implementation of
the Students Luzon Elementary School, Tagkawayan, Quezon. This study is also
focused on the problems perceived about the K to 12 program which affects the
students’ performance and parents perception.
Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
22Andrea Alviola (2012) - K to 12 starts with universal kindergarten which
mandates all public elementary schools to offer kindergarten classes and accept
5 year old learners beginning 2011.
Isagani Cruz (2012) - both the K to 12 curriculum and the new general
education curriculum which builds on the College Readiness Standards (CRS)
recognize that students today are digital natives. As the century progresses more
and more teachers will also have been after 1985 and will also be digital natives,
at that time, the generational digital gaps should disappear.
Lyn Igliane-Villenes (2012) – K to 12 was crafted to plug the shortcomings
of the 10 year basic education cycle in which students had less time to
understand their lessons, and had to compete with better prepared gradually
from other countries.
Competing with the international standards challenges the Philippine
government to innovate the former curriculum.
David Michael San Juan (2012) - in his studies K to 12 has been criticizes
and opposed by a broad array of forces. In his studies, he found out and
conducted a tokenistic consultations right there and hue to make it appear that
the scheme is not a trim down imposition, but never really engaging in genuinely
democratic bottom-up dialogue prior to K to 12’s inception, adoption and
implementation.
Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
23Synthesis of the State-of-the art
The review of related studies had similar learnings and differences in the
present study. The researchers come up with a perceptible comparison that
helps to broaden the present study.
The study of Martson had found related to the researchers study in the
sense that both focuses about how the parents, students and teachers deals with
the school transition programs from primary to secondary school but also found
different in terms of the investigation and comparison of the perceptions of
students, parents and teachers involved in several of those programs .Similarly,
Naratates, analyze and study the effect of the curriculum to the country, parents
and students. Manalo, the study was found to be related because both have the
same topic about the preparation on the problems seen on new school program
transition and but differ in considering that the research is about the
preparedness of parents not exactly about the school.
The study is also related to present study as it tackles about the progress
of the K to 12 Education Reform in Qatar’s Schools in the first years of the
implementation but the topic was just an assessment of the school’s progress
and perception of the parents about the program (Zellman) . Like the recently
mentioned study, it is also about the perceived problems that affect the students’
performance and parents’ perception except that if focused more on the
efficiency of the program to the students (Tan).
Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
24Study on K to 12 was crafted to plug the shortcomings the 10 year basic
education cycle which student had less time to understand their lessons. Present
study has the same concern, but goes beyond more recommendations, for the
years in school which will be proposed in this study. (Villenes)
David Michael San Juan’s research is related in the thought of K to 12’s
inception, adaptation and implementation but dissimilar in the fact that he
conducted a tokenistic consultation.
Among all of the related studies, this study is much more alike on the
researcher's study because it also talks about the college readiness about the
new general education curriculum and the recognition that students today are
digital natives but differs in concentrating around gap between teacher and
student’s knowledge about gadgets. (Isagani Cruz).
Theoretical Framework
This study made use of the Lewins Change Theory by Kurt Lewin which is
based around a 3-step process (Unfreeze-Change-Freeze) that provides a high-
level approach to change. Kurt Lewin theorized a three-stage model of change
that has come to be known as the unfreezing-change-refreeze model that
requires prior learning to be rejected and replaced. Edgar Schein provided further
detail for a more comprehensive model of change calling this approach “cognitive
redefinition.”
Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
25Change is a common thread that runs through all businesses regardless
of size, industry and age. Our world is changing fast and, as such, organizations
must change quickly too. Organizations that handle change well thrive, whilst
those that do not may struggle to survive. The concept of "change management"
is a familiar one in most businesses today. But, how businesses manage change
(and how successful they are at it) varies enormously depending on the nature of
the business, the change and the people involved. And a key part of this
depends on how far people within it understand the change process. Stage 1 –
becoming motivated to change (unfreezing) This phase of change is built on the
theory that human behavior is established by past observational learning and
cultural influences. Change requires adding new forces for change or removal of
some of the existing factors that are at play in perpetuating the behavior. This
unfreezing process has three sub-processes that relate to a readiness and
motivation to change. Disconfirmation where present conditions lead to
dissatisfaction, such as not meeting personal goals. However, the larger the gap
between what is believed and what needs to be believed for change to occur, the
more likely the new information will be ignored. Previous beliefs now being seen
as invalid creates “survival anxiety.” However, this may not be sufficient to
prompt change if learning anxiety is present. Learning anxiety triggers
defensiveness and resistance due to the pain of having to unlearn what had been
previously accepted. Three stages occur in response to learning anxiety: denial;
Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
26scapegoating & passing the buck; and maneuvering & bargaining. It is necessary
to move past the possible anxieties for change to progress. This can be
accomplished by either having the survival anxiety be greater than the learning
anxiety or, preferably, learning anxiety could be reduced.
Stage 2 – change what needs to be changed (unfrozen and moving to a
new state) Once there is sufficient dissatisfaction with the current conditions and
a real desire to make some change exists, it is necessary to identify exactly what
needs to be changed. Three possible impacts from processing new information
are: words take on new or expanded meaning, concepts are interpreted within a
broader context, and there is an adjustment in the scale used in evaluating new
input. A concise view of the new state is required to clearly identify the gap
between the present state and that being proposed. Activities that aid in making
the change include imitation of role models and looking for personalized solutions
through trial-and-error learning.
Stage 3 – making the change permanent (refreezing) Refreezing is the
final stage where new behavior becomes habitual, which includes developing a
new self-concept & identity and establishing new interpersonal relationships.
Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
27
Figure 1. Theoretical Paradigm
Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
28Figure 1. Shows the Lewin’s Change Management Model in relation to K
to 12 Transition we chose this theory for our study because Lewin’s concern is
due to the K to 12 transition the different college schools should find ways on
how to cope with the new scheme that was implemented for the new curriculum.
Since Lewin's change model is a simple and easy-to-understand framework for
managing change.
By recognizing these three distinct stages of change, you can plan to
implement the change required. You start by creating the motivation to change
(unfreeze). You move through the change process by promoting effective
communications and empowering people to embrace new ways of working
(change). And the process ends when you return the organization to a sense of
stability (refreeze), which is so necessary for creating the confidence from which
to embark on the next, inevitable change. This theory will be helpful for the
Camarines Sur Polytechnic College in stepping up preparations that will ensure
that the students will be ready and be competitive enough for the new basic
education scheme not just the students should be ready but most importantly the
school itself. In order to offer a quality education and to produce a competitive
students within their chosen career.
Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
29Conceptual Framework
This study adopts the system’s approach in the conceptualization of the
research which focuses on the Preparedness of CSPC towards K to 12
transition. As shown in figure 2.
INPUT consists of the profile of the respondents in terms of: the age, sex,
civil status, administrative position, profession, length of service and the key
result areas assigned. It also include the level of preparedness of CSPC in the K
to 12 transition in terms of faculty, physical plants/facilities, and curriculum &
instruction. The factors that affect the level of preparedness of CSPC towards K
to 12 transition; and the perception of CSPC key personnel on the level of
preparedness to K to 12 transition.
PROCESS consists of the collection of data through questionnaires,
documentary analysis and interpretation of the data gathered and the test for
significance; it also includes the formulation of proposed plan to enhance the
level of preparedness of CSPC towards K to 12 transition.
OUTPUT is consist of Plan to enhance the level of preparedness of
Camarines Sur Polytechnic Colleges to K to 12 transition
FEEDBACK mechanism represented by broken arrow will be adopted to
monitor the implementations of the recommendations.
Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
30 INPUT PROCESS OUTPUT
FEEDBACKFigure 2. Conceptual Paradigm
1. Profile of the respondents in terms of
A. AgeB. SexC. Civil StatusD. Administrative positionE. ProfessionF. Length of serviceG. key result area
assigned
2. Level of preparedness of CSPC towards K to 12 transition in terms of
A. FacultyB.Physical Plants & FacilitiesC. Curriculum & instructions
3. factors that affect the level of preparedness of CSPC towards K to 12 transition.
1. Collection of Data through-checklistQuestionnaires- Documentary analysis
2. Analysis and interpretation of data
3. Testing for significance
4. Formulation of plan to enhance the level of preparedness of CSPC towards K to 12 transition.
Plan to enhance the level of preparedness of CSPC towards K to 12 transition
Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
31ENDNOTES
1. Department of Education (2011) K TO 12 Program Primer Quismundo, T. Retrieved from: http://www.deped.gov.ph Date Retrieved: March 13, 2015
2. Discussion Paper on the Enhanced K to 12 Basic Education Program. http://pcdspo.gov.ph/downloads/k-to-12-print-component-FINAL-March-19-2013.pdf
3. K-12 Challenge to Philippine Tertiary Education https://rodrigo75.wordpress.com/category/culture/
4. Education agencies will ensure a smooth transition to the Kto12 programhttp://www.rexpublishing.com.ph/basic-education/teacherslounge/basic-education/k-to-12-Primer/
5. UST cuts programs for K-12 transition, offers academic strands for senior HS http://tomasinoweb.org/2015/news/ust-cuts-programs-for-k-12-transition-offers-academic-strands-for-senior-hs.tw
6. Turner http://education.alberta.ca/media/1074988/managingschooltransitions-promisingpracticesinalbertaschoolsapr13-09.pdf
7. Bangser, M.; National High School Center; Preparing High School Students for Successful Transitions to Postsecondary Education and Employment; August 2008; http://betterhighschools.org/docs/PreparingHSStudentsforTransition073108.pdf; Date Retrieved: March 11,2015
8. Building a Better Path from School to College and Careers; 2008; Retrieved from: http://betterhighschools.org/docs/PreparingHSStudentsforTransition_073108.pdf; Date Retrieve: March 5
9. Charner, Ivan; U.S. Department of Education; Study of School-to-Work Initiatives: Studies of Education Reform; October 1996; Retrieved from: http://www.ed.gov/pubs/SER/SchoolWork/index.html; Date Retrieved: March 14, 2015
Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
3210.Collins et al; Implementing School-based Services: Strategies from
New Mexico’s School based Health and Extended Learning Services; January 2009; Retrieved From: http://www.childtrends.org/Files//Child_Trends2009_01_01_PI_NewMexicoServices.pdf; Date Retrieved: March 13, 2015
11.David R. Johnson University of Minnesota Issues Influencing the Future of Transition Programs and Services in the United Stateshttp://www.ncset.org/publications/related/NTN_Transition_Issues.pdf
12.Martson, Jennifer T. (2011) “Perception of Students and Parents in Primary to Secondary School Transition Program”
13.Naratates, Jonathan M. (2011) “The Effect of Broken Homes among Teenagers to their Academic Performance”
14.Manalo, Katherine T. (2012) “Enhanced K-12 Program as Perceived by the Parents of the Grade Six Pupils of Baao District, Baao Camarines Sur”
15.Zellman, Gail L. (2012) “Implementation of the K-12 Education in Qatar’s Schools”
16.Tan, Jeryl S. (2011) “Most Percieved Problems on K -12 program of students in the Southern Luzon Elementary School, Tagkawayan Quezon”
17.Andrea Alviola: “The K to 12 Basic Education Program”: December 06, 2012 Date retrieve: Jan. 28, 2015 Retrieve From: www.wikipedia.com
18. Isagani Cruz, Digital K to 12; The Philippine Star
19.MalynIgliane-Villenes “Course work in School Legislation” (May 2013) Date retrieve: Jan. 29, 2015 Retrieve from: www.wikipedia.com
20.David Michael M. San Juan, Rethinking Educational Policy: Some notes on the K to 12 in the Philippines: Date retrieve: Jan. 28, 2015: Retrieve from: www.wikipedia.com
21.Kurt Lewin’s Change Theory http://www.change-management-coach.com/kurt_lewin.html
Republic of the PhilippinesCAMARINES SUR POLYTECHNIC COLLEGES
4434, Nabua Camarines Sur
COLLEGE OF HEALTH CARE TECHNOLOGYISO 9001:2008
3322.Reading, Reflection, and application in Reality. By Shelley Jones.
A professional development activity proudly brought to you by Nursing Review http://www.nursingreview.co.nz/issue/november-2012/change-management-a-classic-theory-
23.The Kurt Lewin Change Management Model http://www.change-management-coach.com/kurt_lewin.html
24.http://www.mindtools.com/pages/article/newPPM_94.html