Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides explanation on the topics of K-10

curriculum and other relevant ideas reviewed by the

researchers from journals, articles and publication sources.

This chapter likewise includes a review of the major findings

of previews researches from master’s theses and dissertation,

and how they are relevant to the present research.

Related Literature

This section provides exposition and explanation of

ideas about the perception on the K-10 curriculum among

parents and teachers and other related topics, which served

as solid bases for the conduct of the present research.

The introduction of the Matatag K-10 curriculum by the

Department of Education is a significant move towards

prioritizing core competencies and foundational skills in

education. This revamped plan aims to enhance higher-level

thinking, instill 21st-century skills, and align with

international standards, showcasing commendable efforts by

the DepEd Bureau of Curriculum Development. The curriculum’s

focus on literacy, numeracy, and values education, along with

the phased introduction and support from education

stakeholders, signals a positive shift in basic education.

Overall, it’s a promising initiative with the potential to

shape a meaningful learning experience for students in the

years to come. This curriculum aims to prioritize core skills

and analyzing content, potentially offering a more focused

and navigate real-world challenges experience for students.

Addressing confusion among teachers is crucial, but

completely removing the mother tongue as a subject might risk

overlooking the richness and nuances of language that go

beyond its use as a medium of instruction (CNN Philippines

Staff, 2023).

The Matatag K-10 curriculum shows a promise due to its

focus on essential competencies, alignment with standards,

and a holistic approach to student development. The phased

introduction and support from stakeholders indicate a

thoughtful strategy, suggesting it has the potential to offer

students a meaningful and comprehensive learning experience,

preparing them for the future (Manila Standard, 2023).

In the first trial of the revised K-10 curriculum across

35 public schools, Education Undersecretary Michael Poa

expressed satisfaction, reporting positive reception among

teachers and students. Poa highlighted that the participating

regions observed well-prepared teachers, emphasizing their

readiness following orientation sessions. Despite this,

adjustments to class program designs are underway in some

schools to accommodate changes in time allotments for

specific learning areas.

The reported positive reception to the revised K-10

curriculum is encouraging, indicating that teachers and

students are responsive to the changes. The ongoing

adjustments to class program designs reflect a proactive

approach to address any challenges that may arise during the

pilot test. It is noteworthy that the pilot study is not only

assessing the current state but also aiming to monitor and

implement necessary improvements for the nationwide rollout.

The emphasis on foundational skills, balanced cognitive

demands, and values education suggests a comprehensive

approach to education reform (Bautista, 2023).

The Department of Education (DepEd) in Metro Manila

plans to unveil the final draft of the Kinder to Grade 10 (K

to 10) curriculum, seeking feedback before its official

launch later this year. The focus is on implementing the K–

10 curriculum, with Grades 11 to 12 still under review.

Despite prioritizing K to 10, the DepEd remains dedicated to

the overall K–12 system and aims to update the curriculum in

line with President Ferdinand Marcos Jr.'s one-year review

deadline for educational improvement (CNN Philippines Staff,

2023).
 Moreover, the Basic Education Report delivered by the

Vice President, it was highlight that the primary concern

affecting Philippine education, as well as a major issue for

DepEd, is the insufficient infrastructure and resources

required for effective teaching. While the shortage of

technological resources necessary for providing learners with

a 21st-century education is a significant challenge, the root

cause of our current educational crisis lies in a flawed

curriculum. This curriculum-related problem has persisted

without resolution and tends to recur. It is only now, over

a decade later, that DepEd has acknowledged the shortcomings

in the curriculum, including inconsistencies in content

standards and learning competencies. This acknowledgment is

outlined in the accompanying documents for the draft of the

new K-10 curriculum. My research reflects that it provides

emphasizes that the perception of K-10 is influence by

critical issues in the Philippine education, particularly the

lack of necessary infrastructure and resources for effective

teaching (Domingo, 2023).

The department of education has released the grade 10

revise curriculum, providing teachers and students with the

preview of the reduced number of learning competencies they

can anticipate beginning in the upcoming academic year. The

redesigned K–10 curriculum, which was unveiled on Thursday,

lowered the number of learning competencies by 70% and changed

the subjects taught in grades 1 and 2 to enhance early

literacy and numeracy mastery. The goal was to stop learning

losses. While a pilot program implementing the new curriculum

in a few schools will begin this school year, DepEd will

formally launch the program nationwide starting next year.

These problems, in addition to other prevailing

circumstances, led to our learning losses. The curriculum

needed to be revised in order to prevent further learning

losses, the DepEd chief stated at the occasion. Part of the

larger K–12 curriculum is the newly developed K–10

curriculum, which was complete in two years.

According to DepEd, the senior high school curriculum

review, which covers grades 11 and 12, is expect to be

complete by the end of 2024. In order to get public input;

DepEd released a draft of the new K–10 curriculum in April.

The department of education has already released the k-10

revised curriculum, and this is good for all the students

that are included to this k-10 curriculum, because it will

improve their early literacy and numeracy master (Chi, 2023).

The modifications will initially made to the K–10

curriculum, and the senior high school (SHS) program's

implementation is currently being examine. Bringas noted

concerns regarding the employability of SHS graduates and

speaks about the task force that will also look at how the

program will address the needs of the labor market. A task

force was formed by the DepEd in May of last year to

investigate issues of consistency, the SHS program's

responsiveness, and current policies "to relevance the ensure

needs of the learners and stakeholders." The task force was

direct to submit its recommendations and findings in the

following years.

According to Bringas reports that fewer learning areas

will be covered in the foundation years or in Grades 1 through

3 of the updated K–10 curriculum. The draft that has made in

May of last year, Sibika, Kultura, Kasaysayan, and

Kagalingang Pangkatawan (SIKaP), a new topic that combines

Araling Panlipunan with Music, Arts, Physical Education, and

Health, will be teach to students in Grade level 1 to 3.

Additionally, the distinct mother tongue course will be

eliminated, while primary school students will continue to

learn in it, especially for English and Filipino classes

(Mateo, 2023).

The “MATATAG” Curriculum in the Philippines, spearheaded

by President Ferdinand R. Marcos Jr., appears to be a

substantial effort to enhance the country's education system.

The focus on improving international scores, particularly in

STEM subjects, and providing flexibility for student’s post-

10th grade is commendable. The reduction of learning

competencies, restructuring of education stages, and emphasis

on fundamental skills for early learners show a commitment to

addressing identified issues. The curriculum's alignment with

values education, 21st-century skills, and the consideration

of reverting to pre-pandemic class schedules demonstrate a

thoughtful approach to the holistic development of Filipino

learners. However, the success of this initiative will depend

on effective implementation and ongoing collaboration with

education stakeholders (Presidential Communications Office,

2023).

The Department of Education (DepEd) unveiled the Matatag

curriculum, a revised K to 10 educational frameworks, marking

a pivotal moment in reshaping the Philippine basic education

system. Director Jocelyn D.R. Andaya emphasized the

curriculum's phased implementation, set to commence in the

School Year 2024-2025. The Matatag curriculum streamlines the

focus by centering on five foundational skills—language,

reading and literacy, mathematics, makabansa, and good

manners and right conduct—contrasting with the current

curriculum's seven learning areas. Notably, the curriculums

restructuring, reducing content by 70 percent, aims to

alleviate overcrowding and concentrate on essential literacy

and numeracy skills. This strategic shift underscores DepEd's

commitment to enhancing the quality of education in the

country (Abarca, 2023). Therefore, on August 10, the

Department of Education (DepEd) responded to the Philippine

education system's learning issue by unveiling the "Matatag"

version of the K-10 curriculum. Concerns from parents and

experts, including conjecture about the likely termination of

the K-12 program, prompted the creation of FAQs to provide

clarity on the new curriculum.

The Matatag Curriculum, generally known as the K-10

program, obtained 96 percent acceptance from 4,843

respondents after a two-year assessment that included talks

with teachers, students, higher education institutions, and

specialists, prior K-10 curriculum covered Filipino, English,

Mathematics, Araling Panlipunan, MAPEH, and Edukasyon sa

Pagpapakatao, and was derived from K-12. The redesigned K-10

program reduces the number of focus areas to five: Language,

Reading & Literacy, Math, Makabansa (Nationalism), and Good

Manners and Right Conduct (GMRC) are all important. With 70%

less information, the idea is to devote more attention to

basic skills for better learning results.

Vice President and current Education Secretary Sara

Duterte emphasized the overcrowding and antiquated character

of the K-12 curriculum, requiring a change. The pandemic

worsened global competency issues, affecting teachers who

felt overloaded by administrative chores, lacked assistance,

and were deny opportunities for professional development. The

assessment conducted by DepEd indicated a lack of teacher

knowledge in building 21st-century skills, leading a revamp

of the K-12 program to prioritize critical learning areas and

solve these weaknesses (Mondejar, 2023).

The reviewed literatures collectivity is focus to the

“Perception on the K-10 Curriculum among Parents and

Teachers” this provides a comprehensive overview of current

insights and areas requiring further exploration. This review

emphasizes the importance of ongoing communication and

collaboration between parents, teachers, and educational

institutions to enhance the effectiveness of the K-10

curriculum.

Related Studies

This part focuses on significant findings that are

relevant to the present research which shed light to the

problems of the present research.

In the study of Yurdakul (2013) entitled, “Perception of

Elementary School Teachers Concerning the Concept of

Curriculum” revealed the teachers view curriculum as

theoretical, political, content-focused, or as guidebooks.

Curriculum fidelity in teaching involved adaptation and

adoption, emphasizing the importance of understanding

curriculum philosophy and aligning it with context. The study

suggests examining teacher education programs for competency

in training adaptable teachers and studying teachers’

curriculum fidelity levels during teaching. The study’s

findings underscore the multifaceted nature of teachers’

perceptions of curriculum, recognizing its theoretical,

political, and content-focused dimensions. This research

sheds light on the nuanced perspectives teachers has towards

curriculum, emphasizing the need for a well-rounded

understanding that encompasses theoretical, political, and

content-focused dimensions.

It advocates for adaptability and alignment with

context, underscoring the importance of teacher education

programs fostering adaptable educators. Such insights

contribute to enhancing the quality and effectiveness of

teaching methods, promoting a holistic approach to curriculum

implementation.

Base from the findings on the study that conducted by

Chaudhary (2015) entitled "Factors affecting curriculum

implementation for students" Implementing a curriculum

involves applying the officially recommended courses,

syllabuses, and subjects, with a focus on facilitating the

learner’s acquisition of knowledge or experience. It is

crucial to emphasize that curriculum implementation centers

around the learner, who plays a central role in the process.

Numerous factors, including learners, resource materials,

teachers, school environment, culture, ideology,

instructional supervision, and assessment, impact this

implementation. This research paper outlines these

influencing factors and explores their interconnected effects

on the implementation process, highlighting the complex

interplay among them in educational practice.

In his study, Yuliante (2015) studied on the “The New

Curriculum Implementation in Indonesia: A Study in Two

Primary Schools”. The recent introduction of the 2013

curriculum in Indonesia, spanning primary to secondary

education, has faced criticism, particularly regarding

schools' preparedness for its application. This research

delves into the involvement of school leaders in this

implementation. Explored aspects include teacher development,

parental engagement, supportive and hindering factors. The

study reveals that effective school leaders exhibit

transformational and shared instructional leadership.

Continuous teacher development and professional learning

communities contribute significantly, while time constraints

and limited resources pose challenges. Despite recognizing

parental involvement's importance, schools haven't adequately

supported parents in actively participating in their

children's learning.

Nunez and Clores (2017) conducted research entitled,

“Environmental Literacy of K-10 Student Completers”. The

study adopts a comprehensive approach to assess the

environmental literacy of K-10 student completers, employing

a quantitative research design. By delving into environmental

knowledge, sensitivity, attitudes, and behaviors, it aims to

unravel the interrelationships within environmental literacy.

The high participation rate among senior high school students

in the university provides a robust sample for analysis. The

findings indicating a moderate level of environmental

literacy underscore the importance of further exploring and

enhancing environmental education at these grade levels.

In this study, Wadesango et al. (2017) entitled "Effects

of a Large Class Size on Effective Curriculum Implementation"

The research aimed to explore how heads and teachers perceive

the impact of a large class size on effective curriculum

implementation in Zimbabwean primary schools. The study

utilized questionnaires as the data collection tool, with 20

teachers and 5 heads participating. Although the

questionnaires differed for heads and teachers, both aimed to

gather similar information. Responses were compiled in tables

and graphs for analysis. The findings indicated that the

current teacher-to-pupil ratio of 1:40 was considered too

high, as both heads and teachers suggested reducing it to

1:30. Respondents expressed concerns that a large class

hindered addressing individual differences, with marking and

the availability of learning materials identified as major

challenges in such settings. Additionally, the results

highlighted that supervision and discipline posed significant

challenges in most large class sizes.

Paete and Jones (2020) conducted a study entitled,

“Curriculum Change in Australian Primary Schools: Exploring

the Experiences of Teachers”, this study explores the

experiences of Australian primary school teachers with

curriculum change. The authors found that teachers face a

number of challenges when implementing new curriculum

initiatives, including, a lack of time and resources, the

need to learn new knowledge and skills, and the difficulty of

aligning new curriculum with existing teaching practices.

Despite these challenges, the study also found that teachers

are generally positive about curriculum change. They believe

that new curriculum initiatives can help to improve student

learning.

Abragan et al. (2022) conducted a study entitled,

“Research Review on the K-12 Curriculum Implementation in The

Philippines: A genetic Perspective” It is said that

implementation of the K-12 program in the Philippines

elicited mixed reactions, sparking both praise and backlash.

Undertaking a systematic review, this analysis focuses on the

genetic perspective of the education system, examining how

the K-12 program has become inherent to the Philippine

educational landscape. By incorporating the perspectives of

teachers, parents, and students, it delves into the

multifaceted impact of the program. Exploring challenges and

quality standards, especially in terms of infrastructure and

teacher training, the study evaluates the government's

response to these issues. The extension of the pre-college

period adds a layer of complexity, prompting an investigation

into its effects on student preparedness for higher

education. Recommendations are formulated with an emphasis on

flexibility in the curriculum to cater to diverse learning

styles and continuous feedback loops from stakeholders,

aiming to refine and enhance the program for the holistic

development of learners.

In the study of Hidayah et al. (2022) entitled,

“Elementary school teacher perception of curriculum changes

in Indonesia” explored how elementary school teachers

perceive curriculum changes in Indonesia, particularly in the

Special Region of Yogyakarta Province. A survey involving 56

teachers utilized Google Form questionnaires with 58

statements. The findings reveal that teachers predominantly

view curriculum changes at the selection stage, especially in

organizational aspects and curriculum evaluation. However,

there is variation with interpretation and information re-

extraction stages, indicating a nuanced perception among

teachers. Understanding teachers’ perspectives is crucial for

effective curriculum implementation, and the emphasis on the

selection stage highlights areas where further support or

clarification may need.

From the study of Haque and David (2023) entitled,

“Effective Curriculum Implementation for Optimal Teaching and

Learning Experience: a study from a Private School in Dubai”

reported that it focuses on identifying and addressing

obstacles in effective curriculum implementation, categorized

into students, teachers, and management. By conducting an

online survey involving 150 teachers and interviewing 15

heads, the study adopts a mixed-method framework to analyze

findings. Quantitative data from the survey undergoes

statistical analysis, while qualitative insights from

interviews are interpreted through thematic analysis. The

join display chart format is employed to assess similarities

and differences in opinions. Results highlight the importance

heads place on teachers’ curriculum knowledge and

professional development, urging higher management alignment.

However, teachers exhibit inconsistency in responses,

emphasizing workload challenges. The study recommends

concrete policies from higher-level management to overcome

identified barriers.

From the study of Jory (2023) entitled, “Parent

Perceptions of British Columbia’s New Curriculum. University

of Kansas” evaluated how parents and guardians in the Qualicum

School District on Vancouver Island perceive and back British

Columbia’s New Curriculum. Using an electronic survey with

Likert-style scales and open-ended questions, the research

sought to identify variations in understanding and support

based on demographics and political views. Out of 210

respondents, results showed a moderate comprehension of the

New Curriculum (mean score: 2.32 out of 5) and relatively

stronger support (average: 3.13 out of 5). While there was

higher support among those with better understanding, Pearson

tests indicated limited correlation, with only Big Ideas and

Core Competencies showing statistical significance.

Demographic differences, especially among educated female

parents, and variations based on political alignment were

notable. The findings offer valuable insights for School

District planning and communication, potentially influencing

the future direction of the curriculum with the British

Columbia Ministry of Education and Childcare.

 Despite the previous cited researches held varying

perspectives, they collectively focused on the study's

subject: the perception on the K-10 curriculum among parents

and teachers. Thus, all mentioned studies contribute valuable

insights to the present research.

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