Senior High School Program: Implementation and Problems

Abstract

Before the implementation of the K to 12 curriculum guide, the Philippines was one of only three countries in the world (Angola and Djibouti are the other two) and the only one in Asia that still had only 10 years in basic education. This has always been seen as a disadvantage for our students who are competing in an increasingly global job market. The longer educational cycle of the K to12 curriculum is seen as critical in giving Filipino students the needed competitive advantage (The K to 12 BASIC EDUCATION PROGRAM,2012). Senior high school, the apex of secondary education, consists of Grades 11 and 12. In this level, the learner goes through core subjects and a required specialization for the learner’s career pathway chosen from among, entrepreneurship, technical-vocational, and, academics. This study aimed to determine the level of implementation and problems encountered by the Senior High School Program of both public and private SHS in the Congressional District II in the Bohol Division. The study adopted a descriptive –correlational design. A modified questionnaire was used for data collection. Mean scores and standard deviation were used to answer the research questions, while the extent of the implementation of the SHS Program and the problems encountered upon the implementation was treated through a weighted mean and descriptions. The test of the relationship was treated through the Pearson r correlation. As to the implementation of the SHS program, it is fully implemented in both private and public schools, belonging to the ESA II District of Bohol Division as assessed by two groups of respondents –the administrators and teachers. However, two aspects of the SHS program such as physical plant and facilities and student services found to have some weak points in the assessment. Anchored on the aforementioned findings and conclusions, the following recommendations are offered: 1. The hiring of teachers should be based on the needs of the school and that is in consonance also with the offered track/strand of the school. 2. Giving academic loads should be based on teachers’ qualification and specialization 3. Enrichment of instructional materials especially the library and computer laboratories as well as provisions of TVL shops 4. Crafting of Faculty Development Program that would highlight newly hired SHS teachers’ training to improve teaching strategies. 5. Conduct career interest inventory to Grade 10 (incoming SHS students) students and communicate them and their parents.