A Study on the Filipino Language Proficiency of Grade 12 Students in Relation to CHED's Memorandum Order No. 20 on the Exclusion of Filipino And Panitikan Subjects as Core Courses in College

Abstract

INTRODUCTION

The main argument upholding the implementation of such memorandum is that teaching Filipino and Panitakan courses in universities will be a waste of resources since the said courses were already taught in elementary and high school. The petitioners who filed a complaint argued that it is contrary to the mandate of the Constitution. Also, it is prejudicial to the Filipino subjects, which are necessary to be sufficiently taught to the children and the next generation as it is the national language of the Philippines.

METHODS

To further explore the role played by these two concepts, this section will explain the rationale behind the choice of participants, including details for special considerations. The second part of this section focuses on discussing the procedures to be taken in conducting the research. Three (3) schools were randomly chosen from a list of all the schools offering senior high in Cavite. Cavite was selected as a research site due to three reasons. First, is its accessibility to the researcher. Second, Cavite is a province where the primary language is Tagalog. Conducting exploratory research in an area where Tagalog is the primary language will be a good start before delving further in more complicated areas in the future.

RESULTS

From this research question, one can derive two independent concepts: (1) Filipino and Panitikan; and (2) implementation of Memorandum Order No. 20. Hence, in this review, a discussion of the Philippine Educational System involving the discussion of the K-12 program, the anchor of the changes proposed in the said memorandum, elaborated in the first section. This followed by a brief review of Memorandum Order No. 20. This review ends in the discussion of the gap in the existing literature, adding to the significance of the conduct of this research.

DISCUSSIONS

The K to 12 Law seeks to achieve, among others, the following objectives: (1) decongest the curriculum; (2) prepare the students for higher education; (3) prepare the students for the labor market; and (4) comply with global standards. To fully implement the K-12 program, numerous memorandum orders, laws, and resolutions were passed. Among them is the subject of contention in this research, CHED's Memorandum Order No. 20.