12 Chapter 2 FINAL 1

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




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




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-

http://www.rexpublishing.com.ph/




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.




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




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




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.




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.




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.




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).




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.”




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;




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.




27

Figure 1. Theoretical Paradigm




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.




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.




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




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

http://www.ed.gov/pubs/SER/SchoolWork/index.html

http://betterhighschools.org/docs/PreparingHSStudentsforTransition_073108.pdf

http://betterhighschools.org/docs/PreparingHSStudentsforTransition073108.pdf

http://education.alberta.ca/media/1074988/managingschooltransitions-promisingpracticesinalbertaschoolsapr13-09.pdf

http://education.alberta.ca/media/1074988/managingschooltransitions-promisingpracticesinalbertaschoolsapr13-09.pdf

http://tomasinoweb.org/2015/news/ust-cuts-programs-for-k-12-transition-offers-academic-strands-for-senior-hs.tw

http://tomasinoweb.org/2015/news/ust-cuts-programs-for-k-12-transition-offers-academic-strands-for-senior-hs.tw

http://pcdspo.gov.ph/downloads/k-to-12-print-component-FINAL-March-19-2013.pdf

http://pcdspo.gov.ph/downloads/k-to-12-print-component-FINAL-March-19-2013.pdf

http://www.deped.gov.ph/




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

http://www.change-management-coach.com/kurt_lewin.html

http://www.change-management-coach.com/kurt_lewin.html

http://www.wikipedia.com/



http://www.childtrends.org/Files//Child_Trends2009_01_01_PI_NewMexicoServices.pdf

http://www.childtrends.org/Files//Child_Trends2009_01_01_PI_NewMexicoServices.pdf




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

http://www.mindtools.com/pages/article/newPPM_94.html

http://www.nursingreview.co.nz/issue/november-2012/change-management-a-classic-theory-

http://www.nursingreview.co.nz/issue/november-2012/change-management-a-classic-theory-

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