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- 1. Republic of the Philippines PALOMPON INSTITUTE OF TECHNOLOGY Palompon, Leyte COLLEGE OF GRADUATE STUDIES Name: Alojajean H. Nuñez Program: MAEd-HE Course: HE O1B- Curriculum and Instructional Semester & S.Y.: 1st Sem 2023 Design in HE Instructor: Dr. Carol O. Laurente Position Paper Title of the Article: Evaluating the Academic Performance of K-12 Students in the Philippines: A Standard Evaluation Approach Author: Porferio M. Almerino Jr., Lanndon A. Ocampo, Dharyll Prince M. Abellana, Jana Gloria F. Almerino, Irene O. Mamites, Lilibeth C. Pinili, Janine Joy L. Tenerife, Regina E. Sitoy, Limuel J. Abelgas, and Emerson D. Peteros Summary This article examines the transition of the Philippine educational system from a 10-year basic education model to the K-12 curriculum, influenced by global educational trends. The K-12 system, modeled after the United States' program, spans kindergarten to grade 12 and aims to better prepare students for higher education and immediate employability. Despite these goals, the implementation of the K-12 curriculum in the Philippines has encountered challenges. Researchers have identified misalignments between established learning pedagogies and the expected outcomes of the curriculum, as well as discrepancies in perceptions among teachers, students, and parents. These issues necessitate a review of the current guidelines to streamline the K-12 curriculum in the Philippines. The article emphasizes a critical gap in the literature regarding the assessment of K-12 student performance in the Philippines. While previous studies have focused on learning outcomes and stakeholder perceptions, there is a limited understanding of the actual academic performance of K-12 graduates. To address this gap, the paper conducts a case study in Cebu, one of the major metropolitan areas in the country, using the Scholastic Abilities Test for Adults (SATA) as a standardized instrument. The SATA assesses scholastic competence in various subjects, including Science, Technology, Engineering, and Mathematics (STEM), Accountancy Business and Management (ABM), Humanities and Social Sciences (HUMSS), General Academic Strand (GAS), and Technical, Vocational, Livelihood (TVL). The study aims to provide insights into the performance of K-12 students and serve as a benchmark for formulating policies and initiatives related to the K-12 curriculum. In conclusion, this article highlights the challenges and issues surrounding the implementation of the K-12 curriculum in the Philippines, emphasizing the need for a standardized evaluation of student performance. The study in Cebu, utilizing the
- 2. SATA, seeks to fill the existing gap in literature and contribute valuable insights that can inform future educational strategies and policies. Reaction/Position The introduction of the K-12 educational system in the Philippines has generated diverse opinions and stirred mixed reactions among various stakeholders in the country. While some embrace the change, others vehemently oppose it, citing concerns related to the success of the curriculum shift. Chief among these concerns is the perceived discrepancy between the competencies of senior high school students in the K-12 system and the expectations set for the program. This position paper aims to delve into the challenges faced during the K-12 transition, specifically focusing on the competencies of students across different academic tracks, and to propose strategies for addressing the identified issues. To assess the competencies of K-12 students, the study employed the Standardized Test for Aptitude (SATA) across various academic tracks, namely (a) STEM, (b) ABM, (c) HUMSS, (d) GAS, and (e) TVL. Results indicated that the STEM and ABM groups generally scored above average, while the HUMSS and GAS groups performed at an average level. However, the TVL group obtained below- average scores in most subtests. Furthermore, an observed interaction between K-12 program types, particularly between STEM and ABM, and another between HUMSS, GAS, and TVL, underscores the complexity of the challenges faced in the implementation of the curriculum. This study holds significant implications for the ongoing discourse surrounding the K-12 educational system in the Philippines. As the first of its kind in the country, the research provides valuable insights into the performance of K-12 students, filling a gap in the existing literature. The findings also highlight the importance of addressing the identified challenges to ensure the effectiveness of the K-12 system. Moving forward, stakeholders are encouraged to consider the proposed strategies and initiatives, with an emphasis on further research, potentially utilizing methods like structural modeling to unravel underlying interrelationships influencing the dynamics of the K-12 educational system. In conclusion, the K-12 educational system in the Philippines necessitates careful examination and strategic interventions to address the challenges associated with competency mismatches. The findings of this study not only contribute to the understanding of the current state of the K-12 system but also provide a foundation for future research and policy considerations. By acknowledging the identified issues and proposing targeted solutions, this position paper advocates for a collaborative effort among educators, policymakers, and other stakeholders to enhance the overall effectiveness of the K-12 educational system in the Philippines and beyond. Keywords: Pedagogy, Evaluation, Standardized, competency, interrelationships