Thesis statement

The research claims that despite the effort of government for the improvement of
educational system in the Philippines by revising its educational curriculum, there are still
problems or new problems regarding its implementations.
Statement of the

Introduction
Part 1
The problems encountered in the implementation of a certain curriculum is very much
important to be discovered or known. By discovering or knowing a certain problem or
difficulties in implementing it, we are able to find and provide solutions for the betterment of
educational system in the country. Likewise in the curriculum that is used in teaching for the
course in teaching mathematics. It is also of the same importance to know if what are the various
hindrances that the teachers are going through in teaching the subject in order for those problems
to be addressed or to provide possible solutions.
The researchers intend to discover if what are the problems encountered by the secondary
mathematics teachers in teaching the junior high school students are experiencing now that the k12 curriculum was already implemented.
Part 2

The researchers shall discuss first the importance of curriculum before defining the term
curriculum its definition and then the history for better understanding of the concern of this
research. A curriculum is considered the heart of any learning institution which means that
schools or universities cannot exist without a curriculum. With its importance in formal
education, curriculum has become a dynamic process due to the changes that occur in our

society. Therefore, in its broadest sense, curriculum refers to the total learning experiences of
individuals not only in school, but in society as well

The term curriculum is a New Latin (post medieval-medieval form of Latin used mainly
in churches and schools and for scientific coinages) in which language it means a course or a
study. It shares its ultimate root in a classical Latin, where it meant running or course (as in
race courses) with words such as corridor, courier and currency all comes from Latin currere
to run. (www.merriamwebster.com). Traditionally curriculum included two elements: content
and examination (Harden and Stamper, 1999). According to Burton & McDonald (2001) it is
difficult to provide a simple dictionary definition for this term because of its complex nature.
Simply it can be considered as the list of topics taught in the school or in an institution. In wider
view it encompasses all the experiences that the student undergoes through while being part of
that

institution.

Strength of the curriculum is beyond the written documents produced by the faculty.
Harden et al. (1997) said that a curriculum should be viewed not simply as an aggregate of
separate subjects, but rather as a program of study where the whole is greater than the sum of the
parts. According to Garcia-Barbero (1995) curriculum is the result of bringing together a number
of elements - content, strategies and methods to ensure quality in education and excellence in
performance, but should have a right mix of elements to ensure efficiency and to facilitate
learning. Harden (2001) has elaborated on this concept a curriculum is a sophisticated blend of
educational strategies, course content, learning outcomes, educational experiences, assessment,
the educational environment and the individual students learning style, personal timetable and
the

program

of

work.

Barnett (2000) states curricula in higher education are to a large degree hidden curricula

They take on certain patterns and relationships but those patterns and relationships will be hidden
from all concerned, except as they are experienced by the students. (Ljuca et.al, 2011)
Curriculum development is defined as the process of selecting, organizing, executing, and
evaluating learning experiences on the basis of the needs, abilities and interests of the learners
and the nature of the society or community.
To illustrate this contention, lets trace back history.
Curriculum development has a broad scope because it is not only about the school, the
learners and the teachers. It is also about the development of a society in general. In todays
knowledge economy, curriculum development plays a vital role in improving the economy of a
country. It also provides answers or solutions to the worlds pressing conditions and problems,
such as environment, politics, socio-economics, and other issues on poverty, climate change and
sustainable development. There must be a chain of developmental process to develop a society.
First, the school curriculum particularly in higher education must be developed to preserve the
countrys national identity and to ensure its economys growth and stability. Thus, the president
of a country must have a clear vision for his people and for the country as well.
The researchers believe that the countrys economy can improve the peoples way of life through
curriculum development. And in order to develop it, curriculum experts or specialists should
work hand in hand with the lawmakers (senators and congressmen), the local government
officials, such as governors, mayors, and others; the business communities and industries; and
stakeholders to set implementing rules and policies for educational reforms. (Bilbao et al., 2008)

Philippine Educational System is a product of long history of struggle.

Its

metamorphosis was a gradual process which was a product of generations of colonialism and
imperialism. The Spaniards were for sometimes, successful in making the natives illiterate and

uneducated. From the coming of Legazpi in 1570 to 1762, the natives were contented to be
vassals of Spain. The Spaniards triumphed in using religion to make the people submissive and
unquestioning. The people blindly obeyed their foreign masters with the hope of salvation in the
afterlife. The Spanish policy focused on treating the natives as a ward; hence, there is no need
for them to be educated. This policy offered no opportunity for the Indios (as what the Spaniards
call the Filipinos during that time) to improve their lot in the colonial society.
However, the second phase of Spanish colonization, from 1762 1896 was a period of
awakening. It marked the start of the realization, the dawn of critical queries and, ultimately, of
revolution. The global changes during that time, like the opening of Suez Canal, the French
Revolution, the opening of the Philippines to world trade and commerce, among others, provided
opportunity for the illustrados (the educated class during the Spanish period) to send their
children to school, even in Europe.
History tells us that education during the Spanish colonization was selective. It was more of a
privilege than a right. Educational opportunities were so limited that learning became the
possession of a chosen few. Only the illustrados, the likes of Jose Rizal, the Luna brothers, the
Pardo de Taveras and others, availed of it, even with harsh treatment and discrimination from
their Spanish contemporaries. Learning, therefore, became a badge of privilege. There was a
wide gap between the illustrados and the masses. Even if the propaganda movement was
spearheaded by them, it was evident that they favored the assimilation of the Philippines with
Spain. This was a clear indication that, educated they maybe, they were still captives of Spain.
The great masses, the majority of the uneducated, were those who favored the separation of the
Philippines from Spain. Aware of their educational handicap, their desire for freedom was, for a
while, suppressed, giving the educated illustrados the privilege of leadership. However, when all
else failed, the uneducated masses had no choice but to fight for their freedom.
The Spains policy neglected the education of the natives, more so the tolerance and growth of
native leadership. In fact, it was hostile to every influence coming from the outside world.
Although, Spain initiated educational reforms by passing laws on education, these did not

appease the restless minds and the burning hearts of the natives. The Philippine revolution
against Spain which was sparked by the discovery of the Katipunan in 1896, resulted in the
surrender of the last Spanish governor- general Diego de los Rios to the Ilonggo revolutionarios
headed by General Martin Delgado on December 25, 1898 in Plaza Alfonso XII, (now Plaza
Libertad) in Iloilo City. This event heralded the end of Spanish rule in the Philippines. However,
later did the natives realized, that with the Spaniards leaving the Philippines, another master
knocked at the door, the Americans.
Although, the Americans claimed that education has succeeded in the Philippines because it had
somehow transformed, the once ignorant people, into a literate population, imbued in them the
values of civic consciousness, had lessened disease and epidemic, it failed to develop the moral
and political leadership, the country so desperately needs. Education during the American period
brought with it progress, together with its ills and shortcomings.

On the one hand, it is

undeniable that the establishment of the public school system was beneficial to the Filipinos and
to the Philippines. Even if its impact cannot be quantified, it was assumed that higher literacy
rate among the people contributed to the improvement of their standard of living, improvement
in public health and employment opportunities that hasten economic growth.

It had also

awakened in them their political participation. Education was seen as a vehicle for social
mobility and attainment of democratic ideals. The success of public education during the
American period was an achievement cited by Filipino leaders as proof of their capacity for
selfgovernment.
On the other hand, American education was the water that gradually diminished the spark
of burning Filipino nationalism. The educational system established by the Americans was not
solely for giving the Filipinos the gift of literacy, but more so for their economic and political
purposes. This was clearly seen in the Benevolent Assimilation decree of President William
McKinley which states, among others ..to provide the Filipinos the gift of civilization either
by assimilation or conquest. Hence, in spite of the announcement of the Americans that they
were in the Philippines because the Filipinos needed them as their guide and protector, the fact

remained that the Filipinos were still a conquered nation and that they had to weave their life
according to the pattern of American dominance.

The period after the war marked a transition of the Philippines, not only in terms of political
leadership but also in terms of education.

There was massive rebuilding not only of

infrastructures, but more so of the values of the Filipinos that was wrecked during the war. This
was facilitated by the Americans. There was massive rehabilitation of school buildings and the
restoration through the school system, of the values that were practiced during the pre-war
society. However, the political instability of the newly independent nation-state affected the
schools in putting this objective to reality.
The period after the liberation was marked by rapid economic growth which was matched with
the rapid increase in population, urbanization and demand for social services. This scenario
triggered the Joint Committee of Congress on Educational reform to report in 1951, that the
public school system was in crisis, and the Filipinos must find solutions to this. Further, the
committee recommended the full day session and the offering of Grade seven for the primary
level, but this were not implemented nor acted into law. It is to be noted that the failure of the
government to address this crisis became one of the root causes of the perennial education crises
of the succeeding decades.
However, the period from the mid 50s was characterized by rapid economic growth, making
education an integral component for this economic development. Paradoxically, one may ask
how the educational system that is in crisis can contribute to economic growth. True, there was
growth in the economy but problems encountered that were rooted in social conditions, were
often blamed on the inadequacies of the educational system. Studies showed that earning a
college degree was not a guarantee for a stable job that can provide better income. This
motivated the educated Filipinos, especially the middle class to shift their interest in finding
better paying jobs abroad. This phenomenon contributed to the exodus of the best educated
Filipinos resulting to brain drain.

Presently, the Philippine educational system is faced by several issues that need to be
addressed in order to improve the delivery of education to the most number of the population.
One of this is the quality and accessibility of education to its takers. Undeniably, the Philippines
government, in spite of its inadequacy of providing some basic services to its people, is doing its
best to provide the rudiments of basic schooling to its people for free. Similarly, the 1987
Philippine Constitution provides that public secondary education must be free.

This legal

mandates resulted to the increase in enrollment of public elementary and secondary schools.
Hence, access to public education is now a right of every Filipino child and a responsibility of
the parents. However, those who can afford still patronize private institutions for the education
of their children because of the issue of quality.

To provide quality education to all students is

the most important mission of every educational institution. However, with the multifarious
problems facing the public schools, its delivery is hindered. Reality tells us that even if the
public school teachers are qualified to teach, the lack of instructional materials, inadequate
facilities and lack of training for professional growth hindered them to perform at their best. It is
sad to note that with students reaching up to sixty pupils and students in a classroom, the learning
environment is distorted. This problem is also true even in the private schools. Private schools
have to exert extra effort to attract a good number of enrollments to insure their survival (Durban
and Catalan, 2012).
To improve the educational system, the government is exerting its efforts to improve the
education of its citizens. And one of its way of improving the educational system is by
implementing the k-12 Curriculum. And since the concern of this study is in the field of
mathematics, it is of paramount to study the curriculum for k-12 in the field of mathematics.
Mathematics

is one subject that pervades life at any age and in any circumstance. Thus, its

value goes beyond the classroom and the school. Mathematics as a school subject, therefore,
must be learned comprehensively and with much depth. The twin goals of mathematics in the
basic education levels, K-10, are Critical Thinking and Problem Solving. Critical thinking,

according to Scriven and Paul (1987) is the intellectually disciplined process of actively and
skilfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information
gathered from, or generated by, observation, experience, reflection, reasoning, or
communication, as a guide to belief and action. On the other hand, according to Polya (1945 &
1962), the father of problem solving, mathematical problem solving is finding a way around a
difficulty, around an obstacle, and finding a solution to a problem that is unknown. These two
goals are to be achieved with an organized and rigorous curriculum content, a well-defined set of
high-level skills and processes, desirable values and attitudes, and appropriate tools, taking into
account the different contexts of Filipino learners.
There are five content areas in the curriculum, as adopted from the framework prepared
by MATHTED & SEI (2010): Numbers and Number Sense, Measurement, Geometry, Patterns
and Algebra, and Probability and Statistics.
The specific skills and processes to be developed are: knowing and understanding;
estimating, computing and solving; visualizing and modelling; representing and communicating;
conjecturing, reasoning, proving and decision-making; and applying and connecting.
The following values and attitudes are to be honed as well: accuracy, creativity,
objectivity, perseverance, and productivity.
We recognize that the use of appropriate tools is necessary in teaching mathematics. These
include: manipulative objects, measuring devices, calculators and computers, smart phones and
tablet PCs, and the Internet.
We define context as a locale, situation, or set of conditions of Filipino learners that may
influence their study and use of mathematics to develop critical thinking and problem solving
skills. Contexts refer to beliefs, environment, language and culture that include traditions and
practices, as well as the learners prior knowledge and experiences.
The framework is supported by the following underlying learning principles and theories:
Experiential and Situated Learning, Reflective Learning, Constructivism, Cooperative Learning

and Discovery and Inquiry-based Learning. The mathematics curriculum is grounded in these
theories.
Mathematics from K-10 is a skills subject. By itself, it is all about quantities, shapes and figures,
functions, logic, and reasoning. Mathematics is also a tool of science and a language complete
with its own notations and symbols and grammar rules, with which concepts and ideas are
effectively expressed.
The contents of mathematics include Numbers and Number Sense, Measurement, Geometry,
Patterns & Algebra and Statistics and Probability.
Numbers and Number Sense as a strand include concepts of numbers, properties, operations,
estimation, and their applications.
Measurement as a strand includes the use of numbers and measures to describe,
understand, and compare mathematical and concrete objects. It focuses on attributes such as
length, mass and weight, capacity, time, money, and temperature, as well as applications
involving perimeter, area, surface area, volume, and angle measure.
Geometry as a strand includes properties of two- and three-dimensional figures and their
relationships, spatial visualization, reasoning, and geometric modelling and proofs.
Patterns and Algebra as a strand studies patterns, relationships, and changes among shapes and
quantities. It includes the use of algebraic notations and symbols, equations, and most
importantly, functions, to represent and analyze relationships.
Statistics and Probability as a strand is all about developing skills in collecting and organizing
data using charts, tables, and graphs; understanding, analyzing and interpreting data; dealing
with uncertainty; and making predictions about outcomes.
The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11
to 12.

More importantly, it provides necessary concepts and life skills needed by Filipino

learners as they proceed to the next stage in their life as learners and as citizens of the
Philippines. (DepEd, 2013)
Part 3

Now that the k-12 curriculum was already implemented in the Philippine educational
system, the problems encountered by mathematics secondary teachers that are teaching in junior
high schools students in the public schools is the gap that was seen by the researchers since the
mentioned curriculum was just recently established. This study endeavours to find if what
problems are being faced by junior high school teachers in terms of facilities, in teaching
students, and problems within themselves.
Part 4
The researchers planned to address the gaps by conducting the study entitled Problems
Encountered by Secondary Mathematics Teachers in Teaching K-12 Curriculum in Catbalogan
City Division: A Basis for Action Plan. As the name suggests, the research intends to find if
what are the problems that the teachers are experiencing particularly in public schools in
Catbalogan City Division (Province of Samar, Philippines). The researchers shall be using
questionnaires and each questions to be asked will be rated by the respondents through the use of
Likert Scale. These responses will be treated statistically in order to. find the significance of a
particular problem.