Professional Documents
Culture Documents
An Undergraduate Thesis
Presented To
Bicol University
In Partial Fulfillment
By
March 2014
Republic of the Philippines
Bicol University
College of Arts and Letters
Legazpi City
THESIS COMMITTEE
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Republic of the Philippines
Bicol University
College of Arts and Letters
Legazpi City
Thesis: The Readiness of the Bicol University English Department for the
Letters
This certifies that Sarah Jean A. Dado has passed the oral examination
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ABSTRACT
The Readiness of the Bicol University English Department for the Impact of the
By
curriculum and educational structure, not only in the basic but also in the tertiary
level. In line with these changes is the proposed revision of the AB English
program which is being utilized by the Bicol University English Department. It has
University CAL English Department on the changes brought about by the K-12
the study embarked on finding out the profile of the faculty in terms of
K-12; the facultys perceived level of readiness in teaching the subjects in what
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Electives; and the recommended strategies to better prepare the department for
With the use of a survey questionnaire, the researcher comes up with the
following findings. For the faculty profile: In terms of their educational attainment,
38.8% are holders of Doctorate Degree, 33.3% Masters degree and 27.7%
Bachelors degree; In terms of special skills, 94.4% of the teachers claimed they
have writing skills, 83.3% oral communication skills, 55.5% computer skills and
22% editing skills. Eighty eight percent (88.8%) of the teachers answered that
and 38.8% research; On the number of trainings attended, 33.3% of the teachers
attended no trainings, 33% 1-3, 22.2% 4-7, 11.1% 7-10 and 0% more than 10
the possible effects of K12 is 4.24 which means that the effects are well
understood by the faculty. The level of the faculty's readiness in teaching the
weighted mean of 4.02 which means that they are Ready.; the teachers
recommended the following strategies to prepare the department for the impact
Based on the findings, the study came up with the following conclusions: (1) the
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understand the perceived effects of the K-12 program; (3) the teachers are all
ready to teach the proposed subjects included in the curriculum; (4) that the
teachers are aware that they are still in need of further studies and trainings for
The following are the recommendations: (1) In terms of the faculty profile that
teachers; (2) that since most claimed that literature is their field, teachers focus
more on communication and language studies since the proposed curriculum will
teachers to attend; (4) all the teachers be given comprehensive instruction on the
K-12 features so that they may fully understand the whole K-12 system; (5) That
conducted; (7) That the administration make use of the strategies presented in
this study to better prepare and equip the teachers with the right tools they will
need for the changes brought about by the K-12 Basic Education Program; (8)
That future researchers focus on the effects of K-12 program to the Higher
12; (9) That future researchers conduct a study on the actual not perceived
readiness of the teachers to teach the subject; (10) That curriculum developers
and administrators use the results of this study in identifying what subjects need
to be included in the new curriculum and which areas should the teachers be
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more focused on and; (11) That profiling based on the documents to validate the
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ACKNOWLEDGEMENTS
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Mak, Mika, my grandparents, aunts, uncles and cousins; for being there
for me all this time.
The management and the network (my housemates), my beloved family
by heart ,B-Ann, Ganda, Shin, Pete, Nini, Joa, Gladys, Emps and BB; for lifting
my spirit during the hard times I had with this thesis. Thanks for the warm
acceptance, the funny drama and horror nights, the forgivable felonies and for
the love and friendship that filled our humble abode.
The group of gifted individuals who call themselves SALOTs- Mae, Peter,
Jobelle, Cha, Clur, Justine, Alea, Shy and Ate Tin; for everything. I cannot find
the words to say how I feel. Thanks for the four years of love and laughter.
The AB English Block B (Batch 2010-2014); for being a joyous company in
this journey. Thank you classmates for the fruitful and happy years.
The Wordsmith and SEM family; my beloved editorial staff, Sir Vince, SEM
officers and co-facis.
All of my precious friends. You know who you are.
Hypnerotomachia Poliphili; for making me BELIEVE.
All the hobbits, elves, wizards and Valars; for taking me away from reality
every time the earth becomes a real Mordor.
Everyone who believed in my abilities. Thanks to those numerous
unnamed faces who became part of my academic strife. A handful of thanks to
those kind and loving souls who believed in my colorful vanity, who trusted my
capabilities, who taught me to refrain from demoting myself and go out of the box
that houses my weak spirit.
And most of all, I would like to thank the Supreme Being up there for all
the things he had rendered to me. I offer this work in His holy name and glory.
Grazie dal profondo del mio cuore.
-sara
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TABLE OF CONTENTS
TITLE PAGE i
RECOMMENDATION FOR ORAL EXAMINATION ii
RESULT OF ORAL EXAMINATION iii
ABSTRACT iv
ACKNOWLEDGEMENTS viii
TABLE OF CONTENTS x
LIST OF FIGURES xii
CHAPTER 1 Introduction
Rationale 1
Statement of the Problem 6
Scope and Delimitation 7
Significance of the Study 8
Notes 12
Literature Review 13
Theoretical Framework 22
Conceptual Framework 25
Definition of Terms 27
Notes 30
Research Method 32
Sources of Data 32
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Research Instrument 33
Data Gathering Procedure 34
Statistical Treatment of Data 36
Notes 37
Findings 71
Conclusions 74
Recommendations 74
BIBLIOGRAPHY 77
APPENDICES
The Questionnaire
General Education Courses
CHED Proposed Curriculum
Classification of Courses
CURRICULUM VITAE 126
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List of Figures
Figures Page
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List of Tables
Tables Page
Table 1. Profile of the Faculty Members of 38
BUCAL English Department
by Highest Educational Attainment
Table 2. Profile of the Regular Teachers by their Special Skills 42
Table 3. The Profile of the Regular Teachers
According to their Field of Concentration 45
Table 4 Profile of the Faculty Members
of BUCAL English Department
by Seminars and Trainings Attended 47
Table 5 The Perceived Level of Understanding
of the Faculty Members
on the Possible Effects of the K-12 Program 50
Table 6 Level of the Perceived Readiness
of the Faculty Members in Teaching the GEC 55
Table 7 The Level of Readiness of the Regular Teachers
in Teaching the Major Subjects 57
Table 8 Level of Readiness of the Regular Teachers
in Teaching the Electives 64
Table 9 Level of Readiness of the English Department
in Teaching All the Subjects
Included in the Proposed Curriculum 66
Table 10 The Recommended Strategies 67
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