A Study On Whether 12 Years of Basic Education Is Needed For The Philippine Education System

Research Report:
A Study on whether 12 years of Basic Education is needed for the Philippine

Education System
By: Marisa Rosauro-Winkler

Master of Public Management major in Local Government and Regional
Administration
Student No: 99-78015
University of the Philippines- Open University
A requirement in PM 299.2 (Research Methods in Public Management)
September 30, 2010
Prof. Teofilo Gaius M. Sison, Jr.

Faculty-in-Charge
Foreword
My study seeks to find out whether there is a need for the Philippines to add
two more years in basic education to be competitive with other countries
especially our Asian neighbors and to improve the quality of Philippine
Education.
In addition, my study will show the differences in terms of academic

performance, English proficiency, entrepreneurship skill, creativity, maturity,
morality and good citizenship between students with 12 and 10 years of
basic education. Moreover, it will show the factors that cause such
differences. These factors would be one of the bases whether we need to
have 12 years of basic education or just fix the problems of the current
system and stay with 10 years of basic education.
Finally, my study will show the impact of 12 years of basic education to all
the stakeholders involved. This is a very important factor in deciding whether
we need to have 12 years of basic education.
Acknowledgment
In the preparation of this research report, I would like to acknowledge the

contribution of many people especially my respondents. This paper would
not be realized without their participation. First, I would like to express my
deepest gratitude to the principals for allowing me to conduct a study at
their school. They are Mr. Benedik Warren of Tinago National High School,
Mrs. Dennie B. Capito of San Jose National High School, Mrs. Rellyn A.
Solante of Puertobello National High School Ext., and Ms. Marietta Gorgonio
of Luciano B. Rama Sr. Memorial National High School.
And to my contacts in China (Xie Li and Xie Yusong of No. 1 High School in
Tongling County, China and Julia of Shang Tushi Senior High School in Anhui,
China) who helped me despite of their busy schedules. Thank you so much.
To all the volunteer graduating students who took part in my study even
though some questions were quite difficult to answer, my sincerest thank
you to all of you.
I also wish to thank the other respondents- the parents; teachers;

managers/owners/HR Officers of some companies; the third year students of
Tinago National High School and Luciano B. Rama Sr. Memorial National High
School; and the grade 5 students of Dao Elementary School in Bohol.
To Cindy, my former student at Tongling University China, who is currently

working as International Sales Officer at Wuxi WangSheng Electronic
Company in Ningbo, China. Thank you for translating the questionnaires into
Chinese.
A special thanks also to my UPOU classmates namely: Michel Basister,
Nashra Tulawie, Raul Sarmiento, Dick Abletes, Maria Cristina Ramos and
Kaye Lacanlale for being part or helping me in my study. In addition, I would
like to express my appreciation to my classmate Al Abubakar and the
respondents from Southern Philippines Baptist Theological Seminary in
Davao City even though their responses are not included in this study since
they returned the questionnaires very late but I will still use them in my
future studies. I want you to know that your effort will not be in vain.
I would like to say thank you also to my Faculty-In-Charge in this course,

Prof. Teofilo Gaius M. Sison, Jr. for making us experience doing a quantitative
research like this. Thank you for your unwavering guidance.
And to Dr. Merlyne Paunlagui, my professor in PM 299.1 (Quantitative

Methods in Public Policy & Administration, thank you so much for all the
encouragement and advices especially with regards to matters related to
Inferential Statistics.
Finally, I would like to take this opportunity to thank my husband for all the
support. Thank you also for enlightening me about the American Education
System which offers 12 years of basic education.
Contents
Background
The Philippine Education System
Students’ Performance under the Current System
Problems/Issues in the Philippine Education System
Some of the existing policies or proposals related to the Philippine Education
System
Research Problems
The Variables and its Operational Definitions

Variables
Level of Measurement
Operational Definitions
Theoretical Arguments/Hypotheses
Theoretical Framework in Diagrammatic Form
Research Methodology
Research Design
Sampling Strategies
Data Analysis Tools
Data Collection Plan with Dates
The Research Instruments
Limitations of the Study
Participants
Statistical Analysis and Results
Conclusions
Recommendations
Appendices
References
Background
The Philippine Education System
The Philippine education system is composed of pre-school (day care and

kindergarten), basic education, technical or vocational education and higher
education.
The Department of Education (DepEd) is mandated to supervise and govern

the basic education; the Technical Education and Skills Development
Authority (TESDA) for technical or vocational education; the Commission on
Higher Education (CHED) for the higher education. These three governing
bodies cover both private and public schools.
The focus of this study is the Philippine Basic Education which is only 10
years – six years of elementary and four years of secondary education.
The media of instruction at school are Filipino and English.
Students’ Performance under the current system
Based on the most recent data (School Year 2008-2009), the participation
rate in the elementary level is 85.12% and the completion rate is 73.28%. As
shown in Appendix 4, the participation rate is declining. According to the
DepEd Factsheet 2009, the drop-out rate for SY 2008-2009 is 6.02% and the
enrollment for both public and private elementary schools is 13, 686,643. So,
there are about 1 million students in elementary who dropped out in the SY
2008-2009.
For secondary education, the most recent participation rate or net

enrollment ratio is 60.74% and completion rate is 75.24%. The drop-out rate
in secondary education for SY 2008-2009 is 7.45% and the total enrollments
for both public and private is 6,763,858 (see Appendix 5)
The results of the National Achievement Test (NAT) conducted from SY 2004-
2005 to SY 2007-2008 showed that the performance of the students in both
elementary and high school level is very poor. It is even below the reduced
NAT passing grade which is 66% for elementary students (DepEd as cited in
de los Santos, 2009 as cited in Winkler, 2009). The normal passing grade
was 75%. The latest NAT result (SY 2007-2008) is 64.81% for elementary and
49.26% for secondary level (see Appendix 6).
Problems or Issues in the Philippine Education System
The following are some of the problems/issues in the Philippine Education

System:
1. Lack of instructional materials (textbooks and teachers’ manuals)

2. Inadequate facilities and equipments (see Appendix 7)
3. Unqualified and poorly trained teachers
4. Many students in the classroom. The average student to teacher ratio
is 45:1 but some schools in the Philippines have 90 students or more to
1 teacher. (see Appendix 8)
5. Lack of teachers (see Appendix 9)
6. Poor Quality textbooks
7. Basic Education Curriculum
8. Other problems that affect our education system are poverty, low
educational attainment and illiteracy of parents and poor health and
nutrition of the students.
Some of the existing policies or proposals related to the Philippine

Education System
1. Bilingual Policy
In consonance with the 1987 constitutional mandate and the National Board
of Education declared policy on bilingual education, the Department of
Education, Culture and Sports (DECS now called DepEd) promulgated its
language policy.
Under this policy, Filipino and English are the media of instruction at schools.
2. Executive Order 210
On May 17, 2003, the President of the Philippines, Gloria Macapagal-Arroyo

issued an Executive Order (Exec. Order 210) entitled “ESTABLISHING THE
POLICY TO STRENGTHEN THE USE OF THE ENGLISH LANGUAGE AS A MEDIUM
OF INSTRUCTION IN THE EDUCATIONAL SYSTEM”
3. Mother Tongue-Based Multilingual Education (MLE)
The Department of Education (DepEd) under the leadership of Secretary Jesli

Lapus issued an order of institutionalizing the “Mother Tongue-Based
Multilingual Education (MLE)”. This new policy mandated the use of the
students’ local dialect as the medium of instruction from pre-school to Grade
VI.
4. Revised Basic Education Curriculum
The DepEd implemented the new Basic Education Curriculum in 2002. The
scope of the new curriculum is reduced to five core learning areas- science,
mathematics, Filipino, English and Makabayan or civic education. The
purpose of reducing the learning areas is to allow greater contact time for
each learning area (DepEd, 2002 as cited in Bernardo and Garcia, 2006 as
cited in Winkler, 2009). The new Basic Education Curriculum focuses also on
the development of lifelong learning skills in the students and the use of
integrative, practical, and problem-oriented pedagogical strategies.
5. CHED is planning to add an additional one year in some courses in college

that need international accreditation.
6. BESRA (Basic Education Sector Reform Agenda) is a program of the

Department of Education. It aims to attain and sustain better performance in
basic education of public schools. Its specific objectives are universal adult
functional literacy; universal school participation and elimination of drop-outs
and repetition in first three grades; universal completion of the full cycle of
basic education schooling with satisfactory achievement levels by all at
every grade or year; and total community commitment to attainment of
basic education competencies for all.
7. 12 Years of Basic Education
The newly elected Philippine President Benigno Simeon “Noynoy” Aquino III
has proposed of changing the basic education cycle in the Philippines from
10 years to 12 years. The Department of Education has been very supportive
of this proposal. They are planning to add 1 year in both elementary and
high school.
The aforementioned are just some of the factors that need to be considered
in deciding whether Philippines should adopt 12 years of basic education.
Research Problems
1. Are students with 12 years of basic education performing better in

college entrance exams than those who have 10 years of basic
education?
2. Is there any relationship between number of years of basic education

and the degree of English Proficiency?
3. Is there any relationship between the number of years of basic

education and entrepreneurship; better employment opportunities;
creativity; maturity in life and society; moral values and good citizenship?
4. What is the impact of 12 years of basic education to the students,

parents, teachers, government, business sectors and other stakeholders?
The Variables and its Operational Definitions
Variables
Age, Sex, Income, Education, Type of School, Type of student, Test

score(College Entrance Exam), entrepreneurship skill, better employment
opportunities, creativity, maturity, moral values, good citizenship and Degree
of English Proficiency, other factors such as country, curriculum, quality of
teachers, school facilities, teaching materials, class size, etc.
Level of Measurement
1. Age - interval
2. Sex - nominal
3. Income - interval
4. Education - interval
5. Type of school- nominal
6. Type of student - ordinal
7. Test Score (College Entrance Exam) - interval
8. Entrepreneurship skill – ordinal/interval
9. Better employment opportunities- ordinal
10. Creativity – ordinal/interval
11. Maturity- ordinal/interval
12. Moral values- ordinal/interval
13. Good citizenship- ordinal/interval
14. English Proficiency level- interval
Operational Definitions
The key variables for the study will be operationally defined as follows:
1. Age is the age of the respondents (students with 12 and 10 years of basic
education) and is measured in terms of number of years.
2. Sex (Male or Female) is the gender of the respondents.
3. Income is measured in terms of the estimated total household income in

the last year. To be able to have a standardized currency since some of the
respondents are from China which uses a different currency (Renminbi), the
currency that is going to be used in the study is US dollars.
4. Education is measured in terms of the number of years of basic education

the respondent has. The respondents are still in their last year in high school
but the researcher considers those in Grade 12 as having 12 years of basic
education and those in the fourth year high school in the Philippines as
having 10 years of basic education.
5. Type of school is classified as public and private.
6. Type of student is classified as below average, average, good, very good

and excellent. Since schools have different standard in classifying students
or they have different grading system the classification should be done by
their respective teachers.
7. Test score is the college entrance exam score and is measured as the
number of correct answers over the total number of items/questions. The
questions to be used will be taken from UPCAT (University of the Philippines
College Admission Test), SAT (Scholastic Aptitude Test, an American College
Entrance Exam), and Chinese College Entrance Exam.
8. Entrepreneurship skill is defined as having the following major

characteristics: self-confident and multi-skilled, confident, innovative,
results-oriented, risk-taker and totally committed. It will be assessed using
an Entrepreneurial test developed by Brigham Young University Marriott
School, Utah, USA.
9. Better employment opportunities will be assessed by interviewing
companies if they think jobs that are currently offered to college level
applicants can be offered also to those applicants with 12 years of basic
education. I am planning to interview some hotels, restaurants, and
manufacturing companies in Cebu. Many of them put at least high school
graduate, college level or college graduate as one of their requirements. But
I think the high school graduate will have lesser chance to be hired if they
received many applications from college level or college graduate applicants.
In addition, they will only hire those who are at least 18 years old but our
high school graduates are only 16 or 17 years old so with these requirements
our high school graduates will have a hard time getting a good job after high
school. In fact our labor law requires a person to be 18 years or older to work
in any hazardous or dangerous job, so manufacturing and construction jobs
are almost off limits for so many recent graduates because they are too
young to work in these fields which to many are the highest paying areas
they can work in. So, I think it is better they will just stay in school for 2 more
years to gain more knowledge and be more mature.
10. Creativity is the ability to generate enormous, innovative, imaginative,

original and quality ideas. It will be assessed using a Creativity test by
www.increasebrainpower.com.
11. Maturity will be assessed using a maturity test recently developed by

Harvard School of Psychiatry. Maturity according to Wikipedia “is a
psychological term used to indicate that a person responds to the
circumstances or environment in an appropriate or adaptive manner. This
response is generally learned rather than instinctual, and is not determined
by one’s age.”
12. Moral values will be assessed using a morality test/ moral values test.
Each country has different definitions on morality so the test would be based
on the common definitions of morality in China and Philippines since the
respondents are from both countries.
13. Good citizenship will be assessed using good citizenship test. Each
country has different definitions on what is a good citizen so the researcher
would use the definitions that are common to both China and Philippines.
According to the DepEd order of the Department of Education of the Republic
of the Philippines issued on August 26, 2005 entitled “Revised Implementing
Guidelines of the Implementation of Citizenship Advancement Training (CAT)
in both Public and Private Secondary Schools” a good Filipino citizen
demonstrates the following attitudes and characteristics: respect and
reverence, punctuality and promptness, obedience, cooperation, patriotism
and loyalty-respect of the National Flag and National Anthem, courage and
bravery, honesty and integrity, and obedience to the duties and obligations
of a citizen as required by the Constitution. These characteristics are
basically the same as those of a good Chinese citizen as defined in their
Constitution and according to the teachings of Confucius, who has great
influence on many Asian countries especially China, Japan and Korea. The
researcher will develop questions based on the above definitions and the
questions will be developed in such a way as to validate that the students
possess good citizenship skills. These questions must follow the guidelines as
mentioned but developed as not to be obvious to the student as to the
subject matter being tested. An example could be a question like: We all
know that there are terrorists in Mindanao, if they begin to win their battle
would you forgo going to college or working a job and volunteer for the army
or for other work that would be beneficial to the effort to bring the terrorists
to bay. The questions will be answered by Yes or No. For Chinese students I
would substitute Tibet for Mindanao as the only difference to the question.
14. English Proficiency is measured as the number of correct answers over

the number of items/questions in the TOEFL, IELTS as well as English test in
the College Entrance Exam.
Theoretical Arguments/Hypotheses
The study hypothesizes that there is a direct relationship between the

number of years of basic education and test score; entrepreneurship skill;
creativity; maturity; morality; good citizenship; and English Proficiency level
for students with 12 years of basic education have gained more knowledge
and are more experienced in life than those with 10 years only.
Students with 12 years of basic education will have better employment

opportunities in both government and business–oriented companies than
those with 10 years only since they are more knowledgeable in both
academic and life skills and qualified in many kinds of jobs such as
mechanical, administrative, clerical, janitorial, restaurant and factory worker
jobs.
Furthermore, there is a relationship between Age, Sex, Income, Type of

School and Type of student and academic performance; English proficiency,
Entrepreneurship; Creativity; Maturity; moral values and better employment
opportunities.
Other factors such as the country, curriculum, quality of teachers, school

facilities, teaching materials, and class size influence the results of the tests.
In addition, understanding the impact of 12 years of basic education to all

stakeholders can help in deciding whether we need to have 12 years of basic
education.
Theoretical Framework in Diagrammatic Form
The study is guided by the following framework showing the

interrelationships of the different factors of the study.
Figure 1. The Framework of the Study
Independent Dependent
Variables Variables
Education Test score Findings

Recommendations
Entrepreneurship skill
Creativity
Maturity
Moral Values
Good Citizenship
English Proficiency
Better Employment
Opportunities
Impact of 12 years of
Basic Education to all
Stakeholders
Age
Sex
Income
Type of school
Type of student
Other factors
Such as country,
Curriculum,
Quality of teachers,
School facilities,
Teaching materials
Etc.
Research Methodology
Research Design
I am going to use survey as my research design specifically relational design

in finding out the answers of Research problems no. 1, 2, and 3. I will also
use case study for the qualitative part of my research.
I chose survey over experiments and quasi-experiments for many reasons.

First, I would like to make generalizations in my study but I cannot do this in
experiments and quasi-experiments. In surveys, I can include many
respondents thus I have the capacity to generalize. Second, surveys and
case studies can recall past events. In my study, I will talk about the
Philippine Education System, students’ performance under the current
system (10 years of basic education), problems/issues in the Philippine
Education System and the existing policies/proposals. These events
happened before my study. Third, surveys can also anticipate what may
happen based on a prospective assessment of target respondents in a given
situation. So, finding out the academic performance, English proficiency
level, qualities, skills and abilities of the respondents may be helpful in
determining what is needed to be done to improve the academic
performance, skills and abilities, and English proficiency of the students like
maybe changing the curriculum or adding two more years in high school or
solving the existing problems, etc. In addition, surveys allow for the study of
many variables whereas in experiments and quasi-experiments, it is limited.
In my study aside from the key variables, I will look at other variables/factors
that may affect the test results such as the country, curriculum, quality of
teachers, teaching materials, class size, student’s motivation and others.
I will use case study in narrating, describing or discussing the students’

performance under our current system, problems/issues in the Philippine
Education System, existing policies or proposal to improve our education
system. The information will be based from documents, records and
interviews. A case study will be used also in finding out the impact of 12
years of basic education to all the stakeholders involved and the information
will be based from interviews and documents.
I will use relational design because my study seeks to find out the
relationships of the variables in my study. I would like to find out if the
independent variables have an effect/influence on the dependent variables.
For example, as shown in my hypotheses, my study hypothesizes that there
is a direct relationship between the number of years of basic education and
test score; entrepreneurship skill; creativity; maturity; morality; good
citizenship; and English Proficiency level for students with 12 years of basic
education have gained more knowledge and are more experienced in life
than those with 10 years only. Moreover, my study seeks to find out if there
is a relationship between Age, Sex, Income, Type of School and Type of
student and academic performance; English proficiency, Entrepreneurship;
Creativity; Maturity; moral values and better employment opportunities.
Sampling Strategies
My units of analysis are the graduating students, other students, teachers,

parents, and recruitment officers/managers of some hotels, restaurants and
manufacturing companies.
The volunteer graduating students will be my respondents in comparing the

academic performance, English proficiency, Entrepreneurship skill, Creativity
and other skills/qualities I would like to test in my study. And the parents,
graduating students, other students, teachers, and recruitment
officers/managers are my respondents for the impact of 12 years of basic
education to all the stakeholders involved.
I will be applying sampling strategies. I believe this is necessary to cut down

cost and also it is impossible to do a study of all high schools in the
Philippines and China. In fact, I will only have one or two high schools in
China to participate in my study. I will be applying both probability and non-
probability sampling strategies. I will use non-probability sampling strategy
in choosing the schools since it is hard to randomly select them and get their
participation. It is through contacts/friends. But to get the final respondents I
will use probability sampling.
I will use purposive sampling in choosing schools. I will choose them

according to whether they are with 10/12 years of basic education,
public/private and by location. For the Philippine high schools, I have one
representative for 12 years of basic education (an international school), one
or two public/private school in Luzon, one public/private school in Mindanao,
three public schools in Camotes Island, Cebu, and one public/private school
in Cebu City. In China, they are all public schools and have 12 years of basic
education.
To get my final respondents, first I only need the graduating students so I do

not need to worry the whole population of the school but I cannot guarantee
that if I randomly select my respondents from all the graduating students the
ones that are selected will participate. In addition, if I do so, it will be very
costly and time consuming for me to have that many respondents. In China
alone maybe all the graduating students in one high school are at least
2,000. So, I am planning to ask first for 20 volunteers from each high school.
I am hoping I can get participation from both males and females. But the
number would not be equal because some schools have less boys/girls. And
then I will do a simple random sampling using a lottery method from those
volunteers. Using the Lynch et al. Formula (1974) with a desired reliability of
95% and 10% sampling error my sample size would be 16 students each
school. So, there will be 160 respondents in all if I can get participation from
10 schools.
For my respondents in finding out the impact of 12 years of basic education,

I will use convenience and purposive sampling. For the parents and students,
I will use convenience sampling. But for the companies (hotels, restaurants,
and manufacturing) I will use purposive sampling since they must be
companies that will hire high school graduates and college level applicants.
Data Analysis Tools
The Z-test for a Difference of Means Test will be applied to find out if
graduating students with 12 years of basic education are performing better
in College Entrance Exam and are more proficient in English than those
graduating students with 10 years of basic education.
Pearson’s Product Moment Correlation Coefficient Test will be adopted to find

out if an increase of one variable leads to a concomitant increase in another
variable. For example: an increase in number of years of basic education will
result to an increase in test score and English proficiency.
Chi- square tests for nominal variables will be applied.
The measures of central tendency, measures of dispersion and coefficient of

variability of the variables age, income, College Entrance Exam score,
English score, Entrepreneurship, Creativity, Maturity, Morality and Good
Citizenship scores will be used to briefly characterize the respondents (12
and 10 year graduating students)
Percentages will be used to characterize the respondents for the impact of
12 years of basic education.
Data Collection Plan with Dates
For the College Entrance Exam, English Proficiency Test, Entrepreneurial,

Creativity, Maturity, Morality and Good Citizenship Tests questionnaires will
be given to the respondents for them to answer.
The Mathematics and Science parts of the College Entrance Exam will be
translated to Chinese for the Chinese students. Entrepreneurial, Creativity,
Maturity, Morality and Good Citizenship Tests will be translated also if
needed. I will ask my contact/s in China to review the questionnaires and see
if they need to be translated.
I will administer the tests personally for the respondents from Camotes
Island (my hometown) and Cebu City. In Luzon, Mindanao and China, I will
ask my friends there to help me.
Interview Guide will be prepared and appropriate language/dialect will be

used during the interview to obtain data/information/opinions from the
respondents (graduating students, other students, parents, teachers and
recruitment officers/managers of some hotels, restaurants and
manufacturing companies) regarding the impact of 12 years of basic
education to them. In addition, the respondents who will take the IELTS are
asked to write their opinion on having 12 years of basic education.
To get information on the students’ performance under the current system,

problems/issues in the Philippine Education System and existing policies or
proposals, secondary techniques of data collection will be used.
The following are the tentative schedules for data gathering/field

implementation:
August 2-6: Mail the request to conduct a study with the Research Proposal
to the prospect schools.
August 9 – 11: Mail the questionnaires to the respondents in Luzon,

Mindanao and China.
August 12- 14: Mail the request to conduct interview with the Research
Proposal to the prospect companies.
August 17-19: Administer the tests to the respondents in Camotes Island.
August 20: Conduct interviews to the sample respondents in Camotes Island.

August 24-27: Administer the tests to the respondents in Cebu City.
August 28 – September 3: Interview companies and other respondents for

the impact of 12 years of basic education.
September 10: Deadline of questionnaires to be returned back to me
September 11-24: Data processing and preparation of the Research Report
September 25: Submission of the Final Report
The Research Instruments
1. College Entrance Exam- the questions are taken from SAT (Scholastic
Aptitude Test, an American College Entrance Exam), Chinese College
Entrance Exam and UPCAT (University of the Philippines College
Admission Test). For this study, there are only three subjects to be tested.
They are English, Mathematics and Science.
2. TOEFL and IELTS
TOEFL (Test of English as a Foreign Language) is used to evaluate the

ability of an individual to use and understand English in an academic
setting. In many English-speaking colleges and universities, it is used as
one of the admission requirements for non-native speakers. In addition,
institutions such as government agencies, licensing bodies, businesses,
scholarship programs may require this test. A TOEFL score is valid for two
years only. Some colleges or universities require the most recent TOEFL
score. TOEFL consist of four parts: Listening, Structure and Written
Expression, Reading Comprehension and Writing. But in my study it only
includes Structure and Written Expression and Reading Comprehension.
IELTS (International English Language System) is the world’s leading

English test for higher education, immigration and employment. IELTS
includes four parts: Listening, Speaking, Reading and Writing. In my
study, it only includes two parts- Reading and Writing.
3. Entrepreneurial Test- developed by Brigham Young University Marriott
School, Utah, USA.
Scoring:
If you scored +35 or more, you have everything going for you. You ought to
achieve spectacular entrepreneurial success (barring acts of God or other
variables beyond your control).
lf you scored +15 to +34, your background, skills and talents give you
excellent chances for success in your own business. You should go far.
If you scored 0 to +15, you have a head start of ability and/or experience in
running a business and ought to be successful in opening an enterprise of
your own if you apply yourself and learn the necessary skills to make it
happen.
If you scores 0 to -15, you might be able to make a go of it if you ventured

on your own, but you would have to work extra hard to compensate for a
lack of built-in advantages and skills that give others a leg up in beginning
their own business.
If you scored -15 to -43, your talents probably lie elsewhere. You ought to
consider whether building your own business is what you really want to do,
because you may find yourself swimming against the tide if you make the
attempt. Another work arrangement—working for a company or for someone
else, or developing a career in a profession or an area of technical expertise
—may be far more congenial to you and allow you to enjoy a lifestyle
appropriate to your abilities and interests.
4. Creativity Test - by www.increasebrainpower.com.

Categories: <50 Not Creative; 51-90 Creative; 91-100 Very Creative
5. Maturity Test- developed by Harvard School of Psychiatry.

Scoring:
6--no worries--incredibly mature
5.1-5.9 - mature
4-5--slightly immature--need work
2-3--social nerd (a.k.a dolt, bozo, oaf, galoot, nebbish, dickhead, etc.)
0-1--pitiful, pathetic bottom feeder (borderline sociopath)
6. Good Citizenship Test – Questions are developed by the researcher

herself.
Categories: <33 Bad Citizenship; 34-60 Good Citizenship; 61-66 Very Good
Citizenship
7. Morality Test – Questions are developed by the researcher herself.
Categories: <18 Bad Moral; 19-30 Good Moral; 31-36 Very Good Moral
8. Interview Guide – for the qualitative part of my study. The respondents

will be asked on their extent of agreement or disagreement on a scale of
1-5 wherein 1 is Strongly Disagree; 2 is Disagree; 3 is Neutral; 4 is Agree;
and 5 is Strongly Agree.
Limitations of the Study
I was planning to ask participation from Cebu International School to

represent the 12 years of basic education along with the two Chinese high
schools. They are offering 12 years of basic education and adopting the
American Curriculum. On my first correspondence with the principal, he did
not say “no”. He said he will talk with the other Administration Staff first but
after that I never heard from him again. It would be nice if they could
participate since the students at their school are mostly Filipinos. I think the
comparison would have been fairer unlike with Chinese students that
language barrier and culture need to be taken into account.
My study focused only on interviewing the business-oriented companies;

However, I did not get much participation from the companies I was planning
to interview. Originally, I was going to interview companies (hotels,
restaurants and manufacturing) in Cebu only but I found it so hard to ask
their participation. So, I tried to contact my friends in Luzon and Mindanao to
help me find some companies to interview. Luckily, I got one participant
from Mindanao and three from Luzon. And I have one from Cebu City.
In my hypotheses, I said the type of school (private/public) affects the

academic performance, English proficiency, skills and qualities of the
students but my only private school respondent from Davao City returned to
me the questionnaires so late. The package was delivered by LBC just hours
before my deadline to submit this research report. So, I will not be able to
compare if there is any difference between private and public schools.
Not all of the respondents answered all the tests. That’s why I have different
N (total number of students) in my computations.
Finally, I have to change the level of measurement of the ordinal variables to

ordinal/interval so I can use Pearson’s Moment Correlation Coefficient Test.
Participants
The main respondents were the volunteer graduating students of Tinago

National High School in Naga City Luzon; San Jose National High School in
Poro, Camotes, Cebu; Puertobello National High School Extension in Tudela,
Camotes, Cebu; Luciano B. Rama Sr. Memorial National High School in Poro,
Camotes, Cebu; No.1 High School in Tongling County, China; and Shang
Tushi Senior High School in Anhui, China. They took College Entrance Exam,
TOEFL, IELTS, Entrepreneurship, Creativity, Maturity, Morality and Good
Citizenship Tests.
For the opinion of other students on having 12 years of basic education, two
classes of third year high school students were asked to write their opinion
and their reason/s. They are from Tinago National High School and Luciano B.
Rama Sr. Memorial National High School. A Grade 5 class from Dao
Elementary School in Bohol was also asked about their opinion on 12 years
of basic education.
In addition, a sample of parents; teachers; managers of business-oriented

companies; managers/owners of a restaurant; and HR Officers of
manufacturing companies were also interviewed.
Statistical Analysis and Results
According to the statistical results using the measures of central tendency

(mean, median and mode); measures of dispersion (range and standard
deviation); and coefficient of variability, the volunteer graduating students in
the Philippines on average are 16 years of age with an estimated annual
income of $1,142 US, have a head start ability and or experience in running
a business and have very good morals. In addition, have qualities of a good
citizen but slightly immature, and not creative. In terms of their homogeneity
by looking at their Coefficient of Variability (cov) aside from being
homogenous in the number of years of education the respondents are more
homogenous with regards to age since it has the 2nd lowest cov which is 7%.
Whereas, its counterpart in China are on average 18 years of age with an

estimated annual income of $5,419 US, have a head start ability and or
experience in running a business and have very good morals. Also have
qualities of a good citizen and slightly immature but creative. They are also
more homogenous with regards to their ages.
The graphs below show the frequency distribution of Age and Income of the
respondents from Philippines and China.
Figure 2
Frequency Distribution of Age (Philippines)
50
45
40
35
30
frequency 25
frequency
20
15
10
13-14 15-16 17-18 19-20

Ages
Figure 3
Frequency Distribution of Income (Philippines)
40
35
30
25
20 frequency
15
10
201-1000 1001-1800 1801-2600 2601-3400 3401-4200 4201-5000 5001-5800

Income
Figure 4
Frequency Distribution of Age (
25
20
15
Figure 5
Frequency Distribution of Income
10
12
10 5
8 0
16-17 18-19
Ages
4
Table 1 shows the computations for the Z-test for a difference of means test.
The results show that there is a significant difference between graduating
students with 12 and 10 years of basic education as far as College Entrance
Exam and English scores are concerned. Based on the results, it can be
concluded that students with 12 years of basic education are performing
better in the College Entrance Exam and are more proficient in English than
those with 10 years.
Table 1
The Z-test for a difference of means test
College Entrance Exam
Formulate Hypotheses: Ho: 12=10 Ha: 12>10

2. Statistical Model
_ _
Z = x1 – x2
√s12 + √s22
N1 N2
Criteria: α = .01, reject Ho if Z > 2.33
4. Analysis: _ _
N1 = 40 N2= 61 s1= 16.3 S 2= 8 x 1= 55 x2 = 28
Answer: Z= 9
5. Conclusion: Reject Ho; Accept Ha conclusively.
English score
1. Formulate Hypotheses: Ho: 12=10 Ha: 12>10

2. Statistical Model
_ _
Z = x1 – x2
√s12 + √s22
N1 N2
Criteria: α = .01, reject Ho if Z > 2.33
4. Analysis: _ _
N1 = 40 N2= 61 s1= 14.2 S2= 13 x 1= 49 x2 = 41
Answer: Z= 2.67
5. Conclusion: Reject Ho; Accept Ha conclusively.
The tables that follow show the College Entrance Exam and English Mean
Percentage Scores by schools. Using UPCAT’s passing grade which is 60%,
there is only one school that passed the College Entrance Exam. It is No. 1
High School in Tongling, China. Even though the other Chinese high school
did not pass the College Entrance Exam but its MPS is still higher compared
to the Philippine high schools. The results show also that both Chinese high
schools are better in Math and Science than the Philippine high schools.
However, all the schools did not pass the English Tests (SAT, TOEFL & IELTS)
but still the No. 1 High School in China ranks number 1. Auspiciously, one of
the Philippine schools ranks number 2. It is Luciano B. Rama Sr. Memorial
National High School.
Table 2. College Entrance Exam Mean Percentage Scores (MPS) by schools
Name of English Mathematics Science Total
School (35) (50) (15) (100)
Tinago National 10 11 4 25
High School
San Jose 9 13 5 27
National High
School
Puertobello 9.6 12.6 4.8 27
National High
School Ext
Luciano B. Rama 13 13 7 33
High School
No. 1 High 19.4 36.45 12.8 68.65
School, Tongling,
China (12 years)
Shang Tushi 12 22 8 41
Senior High
School, China
(12 years)
Table 3. English Mean Percentage Scores by schools

Name of English TOEFL IELTS Total %
School (College
Entrance
Exam)
35 60 40 135
Tinago National 10 18.5 17 45.5 34
High School
San Jose 9 22 19 50 37
National High
School
9.6 22.8 17.8 50.2 37
Puertobello
National High
School Ext
Luciano B. 13 33 24 70 52
Rama High
School
No. 1 High 19 36.6 22 77.6 57
School,
Tongling, China
Shang Tushi 12 22 20 54 40
Senior High
School
But by calculating all the 12 year graduating students’ College Entrance
Exam and English Scores together and the same with the 10 year students,
the results show that both their MPS are below the passing grade. However,
the results show that the 12 years of basic education has much higher MPS
especially in the College Entrance Exam compared to the 10 years.
Table 4. Comparing 12 and 10 year graduating students- College Entrance Exam

and English Mean Percentage Scores
Graduating Students College Entrance Exam English

12 year( Chinese High 55 49
Schools)
10 year(Philippine High 28 41
Schools)
The Pearson’s Product Moment Correlation Coefficient (R) tests whether two
variables are correlated which means an increase in one variable leads to a
concomitant increase in another variable. The absolute value of R will always
lie between 0 and 1. An absolute /R/ value equal to 0 means no relationship
and 1 means perfect relationship. The nearer /R/ is to 1, the greater the
probability of a relationship. The statistical results below show that there is a
direct relationship between Education and College Entrance Exam, English
Score and Creativity as hypothesized above. It means the higher the number
of years of basic education the higher the College Entrance Exam, English
and Creativity scores. However, the results of Education vs. Maturity,
Morality and Good Citizenship are different from the hypotheses. Although
they have a relationship but the direction is inverse (- R) that is an increase
in one variable leads to a concomitant decrease in the other and vice versa.
Another variation from the hypotheses is the Pearson’s R result of Education
vs. Entrepreneurship. It was hypothesized that Education has a direct
relationship with Entrepreneurship but according to the result there is not
enough evidence to show that they have a relationship.
It is interesting to know that Age and College Entrance Exam Score has a
relationship. Older students tended to have higher scores in the College
Entrance Exam. But there is not enough evidence to show the relationship
between Age and English score.
In addition, the results below show that there is a direct relationship between
Income and College Entrance Exam and English Score.
Table 5. Pearson’s Product Moment Correlation Test Results

Pearson’s R Conclusion
Education vs College /R/ = .74 Reject H0 (null hypothesis that

Entrance Exam Score there is no relationship
Criteria: At α = .05, between education and
df=95; Reject H0 if the college entrance exam);
absolute value of the Accept Ha (alternative
computed R is greater hypothesis). There is a direct
than the table R, or if /R/ relationship between number
>.200 of years of education and
College Entrance Exam Score
Education vs English Score /R/ = .29 Reject H0 (null hypothesis that
there is no relationship
Same Criteria (/R/ >.200) between education and
English score);
Accept Ha (alternative
hypothesis). There is a direct
relationship between number
of years of education and
English Score
Education vs. /R/ = .11 Since the R computed value
Entrepreneurship (.11) is less than R table value
Criteria: At α = .05, df=75; (.224), we cannot reject the
Reject H0 if the absolute value null hypothesis. There is not
of the computed R is greater enough evidence to show the
than the table R, or if /R/ relationship between
>.224 education and
entrepreneurship.
Education vs. Creativity /R/ = .233 Reject H0 (null hypothesis that

Same Criteria between education and
creativity);
relationship between number
of years of education and
creativity.
Education vs. Maturity R = -0.5 Reject H0 (null hypothesis that

/R/ = 0.5 there is no relationship
between education and
maturity);
Same Criteria Accept Ha (alternative
hypothesis). There is an
inverse relationship between
number of years of education
and maturity.
Education vs. Morality R = -.35 Reject H0 (null hypothesis that

/R/ = .35 there is no relationship
between education and
Same Criteria morality);
and morality.
Education vs. Good R= -.66 Reject H0 (null hypothesis that

Citizenship /R/ = .66 there is no relationship
between education and Good
Same Criteria citizenship);
and Good citizenship.
Age vs. College Entrance /R/= .58 Reject H0 (null hypothesis that
Exam Score there is no relationship
Same Criteria between age and college
entrance exam);
relationship between age and
College Entrance Exam Score
Age vs. English Score /R/ = .19 At α = .05 and df=75; R= .19,
computed value of R is less
Same Criteria than the table value of R = .
224. Therefore, we cannot
reject the null hypothesis.
There is not enough evidence
to show the relationship
between Age and English
Score
Income vs. College Entrance /R/= .66 Reject H0 (null hypothesis that
Score there is no relationship
Same Criteria between income and college
entrance exam);
relationship between income
and College Entrance Exam
Score
Income vs. English Score /R/ = .35 Reject H0 (null hypothesis that
Same Criteria between income and English
score);
relationship between income
and English Score
The Chi-Square Test is a technique for testing the level of statistical

significance obtained by a bivariate relationship in a cross tabulation. The
results show that there is not enough evidence to show the relationship
between Sex and College Entrance Exam, English Score, Maturity, Morality
and Good Citizenship but there is a relationship between Sex and
Entrepreneurship and Creativity. The study shows that males tended to have
more entrepreneurial skills than the females. But females are more creative
than the males.
The results below show also that there is not enough evidence to show the
relationship between Income and Entrepreneurship, Creativity, Maturity and
Morality but there is a relationship between Income and Good citizenship.
Low income students tended to have more qualities of a good citizen.
Table 6. Chi-Square Test Results

Chi-Square (χ2) Conclusion
Sex vs. College Entrance .41 Chi Square (χ2) test

Exam Score
χ2 = ∑ (O – E)2
E
Criteria for making
decision
At α = .05, df = 1, reject
Ho if χ2 > 3.84
Therefore, can’t reject Ho.

There is not enough
evidence to show the
relationship between sex
vs. college entrance exam.
Sex vs. English Score 1 Therefore, can’t reject Ho.
There is not enough
vs. English Score
Sex vs. Entrepreneurship 4.37 Reject Ho and Accept Ha
conclusively. There is a
and entrepreneurship.
Males tended to have
more entrepreneurial skills
than the females.
Sex vs. Creativity 11.6 Reject Ho and Accept Ha
conclusively. There is a
and creativity. Females
tended to be more creative
than the males.
Sex vs. Maturity 0 Therefore, can’t reject Ho.
There is not enough
vs. maturity
Sex vs. Morality .26 Therefore, can’t reject Ho.
There is not enough
vs. morality
Sex vs. Good Citizenship .2 Therefore, can’t reject Ho.
There is not enough
vs. good citizenship
Income vs. 1.99 Therefore, can’t reject Ho.
Entrepreneurship There is not enough
relationship between
income vs.
Entrepreneurship
Income vs. Creativity 2.97 Therefore, can’t reject Ho.
There is not enough
income vs. creativity
Income vs. Maturity 1.45 Therefore, can’t reject Ho.
There is not enough
income vs. maturity
Income vs. Morality 0 Therefore, can’t reject Ho.
There is not enough
income vs. morality
Income vs. Good 5.3 Reject Ho and Accept Ha
Citizenship conclusively. There is a
income and good
citizenship. Low income
students tended to be
Good citizens than high
income ones.
Table 7. Responses of the Respondents on the impact of 12 years of basic

education to all the stakeholders involved (in Percentages)
Extent of Parents Graduating Other Teachers Managers/

Agreement/Disagreem students students Owners/
ent (10 years) HR Officers
1- Strongly Disagree 0 0 34.7 0 0
2 - Disagree 20 35 41.3 25 80
3 - Neutral 50 15 5.0 25 0
4- Agree 30 50 18.2 50 20
5 – Strongly Agree 0 0 .8 0 0
The preceding table shows the details of the responses of the respondents
on the impact of 12 years of basic education to them. There were 170
respondents in all – 10 parents, 26 graduating students, 121 other students,
8 teachers and 5 Managers/Owners/HR officers. All the respondents are from
Philippines.
To summarize, 24.7 % of the 170 respondents strongly disagree the idea of

having 12 years of basic education; 39.4% disagree; 10% neutral; 25.3%
agree; and .6 % strongly agree.
The main reason of those respondents who strongly disagree/disagree is

financial. Both the graduating and other students said their parents already
have a very difficult time in sending them to school with the current basic
education cycle (10 years) how much more when two more years is added
into it. In addition, they feel it is not the number of years that matter. It is the
curriculum, quality of education and students’ age. For the last few years,
children in public schools go to Grade 1 so early. Majority of them are 6 years
old. That is why when they graduate in high school they are still very young
and not of a legal age. They believed that if they go to Grade 1 at 7 years old
they do better at school. They said it is based on their experiences. In
addition, they said 12 years of basic education is too long. The students
would get tired and bored. They also think our government needs to solve
the perennial problems in our education system first. Our country lacks
school buildings, teachers, books etc.
Those who are neutral, they think 12 years of basic education has both
advantages and disadvantages. Although it is a burden to the parents
financially but it will allow the students to learn more knowledge and it will
create many jobs not only for the unemployed teachers.
And the reasons for those who agree and strongly agree are: the students
will have broader knowledge, when they go to college they will be able to
adjust easily since they are familiar with the lessons; 12 years of basic
education will make them more mature and old enough to find a job after
graduation from high school; finally, adding two more years in our basic
education will make the quality of our education better.
On whether 12 years of basic education will have better

employment opportunities?
Of the three managers I interviewed, two believe that those with 12 years of
basic education will have better employment opportunities than those with
only 10 because employers would most likely prefer those with better
education background and especially if the last two years were spent
specializing and training. But one manager (working at Jollibee) said that
perhaps it will not matter since their company will only hire at least college
level applicants. However, she said it is just her own opinion especially she
cannot decide on who to hire. It is the Human Resources Development Office
of Jollibee who will decide on this matter.
The two recruitment officers (both from manufacturing companies) I

interviewed have the same answer on whether those with 12 years of basic
education will have better employment opportunities than those with 10
years. They both said that in their company as long as they pass their written
and medical exams they would consider them hired regardless of their
educational attainment.
Ms. Lacanlale of JBC Corporation said that “working in a manufacturing

company, plant employees usually should be at least high school grads
although we still consider those with lower educational attainment as long as
they pass our written and medical exams. Surprisingly, there are already
quite a growing number of college levels and even college grads who apply
as plant employees and sadly would get same written exam results or
sometimes even lower compared to applicants who have lower educational
attainment”.
According to the present DepEd Secretary Bro. Armin Luistro, 12 year of

basic education will make high school graduates qualify for jobs without
obtaining a college degree. “One of the basic deficiencies of [the current]
basic education program is that in the country, a high school diploma is
really not respected as a passport to a respectable employment,” Luistro
said. (Candice Montenegro, GMANews.TV, 2010)
Conclusions
Using the Z-test for a difference of means test, it can be concluded that
students with 12 years of basic education are performing better in college
entrance exams and are more proficient in English than those with 10 years
only. I agree with the results. I firmly believe that two more years in basic
education will give the students enough time to learn and understand well
the academic subjects. In addition, they have more time to practice their
English. It is quite sad that based on my study, on average Chinese students
are more proficient in written English than the Philippine students since
English is our official language and one of the media of instructions at
schools whereas in China it is just their second language. However, for the
last 30 years the Chinese government has been very aggressive in
promoting English at schools starting from kindergarten up to college level.
I especially found this true in my four years as a University teacher in China.

China as well as Japan, Taiwan, and other Asian countries have developed
and exceptionally high level of English Education for all levels of public
education. They realized that to be an economic power in this global world
English must be emphasized, and of course the world of international
business, science and trade is English. The Philippines forty years ago was
recognized as an English speaking country but sadly that is not true
anymore. Our government is dependent on overseas Filipino workers whose
English must be very good, but those that apply for these jobs must take
English classes before they are hired. If we are to compete in this global
world we need to get back to some of our basics and that is we are an
English speaking country. In other words, English is very important because I
believe it is a key for a better future both for our country and us. If one is
very proficient in English he/she will have enormous job opportunities here
and abroad. And I also believe it is easier to take achievement tests or any
tests that use English as the language if one is proficient in English. And all
this will lead to a higher economic and development position for a better
Philippines.
As for research problem no. 3, if there is any relationship between the

number of years of basic education and entrepreneurship; better
employment opportunities; creativity; maturity in life and society; moral
values and good citizenship. The results of the study show that there is not
much difference. The only difference is on creativity. Those with 12 years of
basic education tend to be more creative than those with 10. The rest they
are similar.
As hypothesized, Pearson’s Moment Correlation Coefficient Test proves that

education has a direct relationship with College Entrance Exam, English
Scores and Creativity. But the tests rejected the hypothesis that education
has a direct relationship with entrepreneurship; maturity; morality; and good
citizenship. The results show that there is not enough evidence to show the
relationship between education and entrepreneurship. And education has an
inverse relationship with maturity, morality and good citizenship. I agree with
the first two conclusions but the third one although statistically conclusive
but it still needs further analysis. There are other factors that affect this such
as culture and laws of the country. Because of Chinas’ one child policy most
of the children in China are very pampered by their parents since they are
the only child. They are not used to responsibilities thus perhaps making
them less mature. Also in China the students have to study very hard to
make sure they will pass the College Entrance Exam so they don’t normally
participate in community work. In my good citizenship test, getting involved
in community work is one of the qualities of a good citizen but most Chinese
students answered “No” in this question. Below is another question that
majority of them answered “No”:
Your teacher who is very strict about deadline that if you are late it will not
be accepted anymore asked you to submit your assignment right after the
flag ceremony but you are still at the gate of your school and if you stop to
attend the flag ceremony you will surely be late. Will you stop or not?
Chinese students are very afraid of their teachers so they rather not attend
the flag ceremony in situation like this.
Another thing that affects the results of the study is the Chinese law on
divorce. In China, divorce is legal. Even though it is morally wrong according
to the teachings of Confucius but the new generation thinks divorce is fine. In
my morality test, I asked the respondents whether they say Yes or No to
divorce. About ninety percent of the Chinese respondents said “Yes”.
So, that is why I said in my limitations of the study that it would be nice if I
was able to get participation from an International School here in the
Philippines that offer 12 years of basic education so the results would be
more conclusive.
I also hypothesized that there is a relationship between Age, Sex, income,

Type of School, Type of student and academic performance; English
proficiency; entrepreneurship; creativity; maturity; moral values and better
employment opportunities. Using Pearson’s Moment Correlation Coefficient
and Chi-Square Tests, the results show that Age and College Entrance Exam
has a direct relationship as well as Income vs College Entrance Exam; English
Score; and Good Citizenship. Sex vs Entrepreneurship and Creativity have a
relationship also. The other variables do not have enough evidence to show
the relationship.
According to my survey on the impact of 12 years of basic education to all

the stakeholders involved, more than 60% of the respondents opposed to
this proposal.
Recommendations
General Recommendations
I have three general recommendations to improve the academic

performance and English skills of our students:
1. Based on the results of my study, I strongly recommend that Philippines

should adopt the 12 years of basic education for three main reasons:
First, the statistical results clearly show that our graduating high school
students lack the necessary knowledge to go to College. The mean
percentage score, 28%, in the College Entrance Exam is way too low. The
study shows that our graduating students are not only poor in English but in
Mathematics and Science as well. Majority of the respondents cannot write a
good composition. They did badly also in reading comprehension and
vocabulary. Although they score higher in the grammar test but they still
need to improve their grammar skills. Improving all these need enough time.
In fact, two more years of learning English, Math and Science well is not
enough. But I am confident their performance will surely improve if the
students can get more practice by staying two more years in basic
education. Even though not all of them can study in college but those who
will go to work still need to be equipped with a right amount of knowledge
since they have to take written exams also when they apply for jobs. I found
out in my interviews with some managers and HR Officers that many college
level and college graduate applicants do very poorly in written exams and
interviews how much more a high school graduate applicant that has very
limited academic knowledge and life experiences.
Second, on average or 90% of our high school graduates are below the legal
age which is 18 years old. Majority of the companies will only hire those
applicants who are at least 18 years old. So, our graduates will just end up
working as house helpers or low paying workers. What’s worse many will end
up jobless and become a burden to their family. Some will think that it is fine
to temporarily work as housemaid because once they turn 18 which is 2
years away from graduation they can apply for decent jobs in the companies
but the problem is within that two years waiting time they almost forget
what they learned in high school so when they take written exams when they
apply for jobs they will fail whereas if they stay at school until they are 18
the probability of passing company exams is high since the lessons are still
very fresh in their mind.
Finally, is to be globally competitive. According to the Presidential Task Force

for Education as cited in Cruz (2009), the Philippines has the shortest
education cycle in the world. All the other countries in the world have 15 or
16 years of education from Grade 1 to undergraduate graduation. It is very
important to catch up with the rest of the world for mutual recognition of
qualifications and degrees will be undertaken by ASEAN countries and the
rest of the Asia-Pacific region on or before 2020 (CHED Chair Emmanuel
Angeles as cited in Cruz, 2009). The CHED Chairman further said that there
are no other alternatives but to align our degree programs with those of
other countries. He also said that the qualifications of our graduates must be
improved to meet our development goals.
According to Cruz (2009), it is likely that in the near future certain
professional courses will have their own international standards like nursing
for purposes of mutual recognition. He said in simpler terms, it means if we
go to school for the same number of years as students in other countries we
do not have to take foreign exams in medicine, nursing, education,
engineering, accounting and other professions to work abroad. It also means
that our doctors, nurses, teachers, accountants, engineers, and other
professionals can be hired immediately in other countries without the need
for additional trainings or exams.
Examples of international agreements are Washington Accord and Bologna
Accord. The Washington Accord specifies that a professional engineer must
have gone to school for at least 16 years if he or she wants to practice in
another country. And the Bologna Accord specifies that professional
accountants, pharmacists, physical therapists and other professionals should
have at least 3 years of undergraduate education in addition of 12 years of
basic education. With our current basic education which is 10 years our
professionals with degrees mentioned above will not qualify to practice
abroad.
2. Before implementing this 12-year basic education program, the Philippine

government should first solve the current problems that the education
system is facing for decades such as lack of teachers, classrooms, books and
other teaching facilities and materials. Other problems are poor quality
teachers and textbooks. In addition, there is a mismatch in the subjects that
the teacher teaches to his/her major. Some teachers will teach English even
it is not their major as a result they were not able to deliver quality teaching.
The teachers I have interviewed agreed with me that these problems affect
the academic performance of our students.
One of the reasons why we lack quality teachers is many of them have left to
work overseas because the salary they receive in our country is much lower
than what they will get abroad even if some of them just work as a domestic
helper in a foreign country. (see Appendix 10 for Teacher’s Salary
Comparison). So, our government should ensure that the salary of our
teachers is attractive but reasonable. Or they have to find other ways in
attracting quality teachers to stay in our country and teach our students. I
always believe that quality teachers will produce quality students so our
government should take measures on this problem.
3. The schools should follow the bilingual policy strictly that states:
“Pilipino (changed to Filipino in 1987) “shall be used as medium of
instruction in social studies/social sciences, music, arts, physical
education, home economics, practical arts and character education.
English, on the other hand, is allocated to science, mathematics and
technology subjects. The same subject allocation is provided in the 1987
Policy on Bilingual Education which is disseminated through Department
Order No. 52, s.1987” (Clemencia Espiritu, Ph.D., as cited in Winkler,
2009).
We all know that many of the teachers do not follow this mandate. There are
even teachers who teach English in local dialect. I understand that
sometimes, teachers have to use the local dialect to ensure that the
students understand what the teacher says but the Executive Order 210
should be followed sternly which states:
“The English language shall be used as the primary medium of instruction

in all public and private institutions of learning in the secondary level,
including those established as laboratory and/or experimental schools,
and non-formal and vocational or technical educational institutions. As the
primary medium of instruction, the percentage of time allotment for
learning areas conducted in the English language is expected to be not
less than seventy percent (70%) of the total time allotment for all learning
areas in the secondary level.”
I believe that high degree of English proficiency will result to better scores in
Mathematics and Science for the very simple reason that if they do not
understand the Math or Science questions since their English is poor they do
not know how to answer the questions. So, their Math and Science scores will
be low.
Specific Recommendations
1. The main reason why majority of the respondents I interviewed

opposed on the proposal of having 12 years of basic education is
financial. Our country has a very high prevalence of absolute poverty.
These people already have difficulty in sending their children to school
with the current basic education cycle. The government should have a
program that will help the poor people especially those in absolute
poverty so that they can at least finish 12 years of basic education.
2. For this program to be widely accepted by the stakeholders involved,

the government should inform the public the benefits they will receive
from it.
3. For the 12-year basic education program to be meaningful, it should

offer not only advanced academic subjects like Calculus, Statistics, etc.
but it should also offer life skills courses such as cooking, dressmaking,
carpentry, cosmetology, motherhood and entrepreneurship skills among
others so that if they could not afford to go to college after graduation
from high school they can find jobs easily or can do their own small
business out of the life skills they have learned. And also they will be able
to take care of their own families when they get married. For the last 10
years, we have more and more irresponsible parents. Their irresponsibility
causes also the decline of our morals and quality of education. In addition,
it is one of the causes of poverty. So, we need to teach our high school
students these life skills.
4. I found out from the principal of San Jose National High School that the
current English curriculum for high school focuses on Reading
Comprehension. There is no more emphasis on Grammar. So, I would like
to suggest that all aspects of English (Grammar, Writing, Reading
Comprehension, Vocabulary as well as Speaking and Listening) should be
emphasized in both elementary and high schools because most of the
English examinations are not only about Reading Comprehension. I know
with the current basic education system, there is not enough time to
teach all these. So, if 12 years of basic education will be implemented
they should do this to improve our students’ English skills.
Appendices
Appendix 1: 10 year graduating students’ data worksheet
Variable 1 – Age
Variable 2 – Sex
Variable 3 – Income (in US Dollars)
Variable 4 – Education
Variable 5 – Type of School
Variable 6 – Type of Student
Variable 7 – Test Score (College Entrance Exam)
Variable 8 – Entrepreneurship
Variable 9 – Creativity
Variable 10 – Maturity
Variable 11 – Morality
Variable 12- Good Citizenship
Variable 13 - English Score
N Name 1 2 3 4 5 6 7 8 9 10 11 12 13
o
1 Ommar 16 M 2,667 10 publi Average 18 16 20 5.5 32 53 27
c
2 Jel 15 F 1,333 10 publi Good 22 8 60 5 36 50 29
c
3 Wendell 18 M 1,333 10 publi Average 18 16 20 5.5 25 57 22
c
4 Francis 17 M 2,667 10 publi Good 26 18 36 4.5 33 42 26
c
5 Sharmai 15 F 1,333 10 publi Average 30 20 20 6 36 48 35
ne c
6 Michelle 17 F 1,333 10 publi VeryGo 28 12 44 5.5 34 46 52
c od
7 Chona 15 F 1,600 10 publi Good 16 4 32 5.5 35 56 39
c
8 Jessa 15 F 2,667 10 publi Good 23 3 100 5 31 38 36
c
9 Ronald 16 M 2,667 10 publi Average 14 14 20 4 36 61 24
c
10 Ralph 15 M 1,333 10 publi Good 32 -2 80 4.5 36 38 47
c
11 John 15 M 5,333 10 publi Average 34 -6 36 5.5 34 61 36
c
12 Jefferson 15 M 2,667 10 publi Good 30 13 20 5 36 62 18
c
13 Aldrin 16 M 2,667 10 publi BelowAv 26 20 28 5.5 28 53 32
c e
14 Dennis 17 M 1,333 10 publi BelowAv 24 22 47 6 35 66 39
c e
15 Jasmin 16 F 2,667 10 publi VeryGo 34 0 80 4.5 29 48 53
c od
16 Ederlind 17 F 1,333 10 publi Good 28 8 0 5.5 31 54 30
a c
17 Jerome 18 M 533 10 publi Average 28 17 36 5.5 34 53 27
c
18 Laila 16 F 533 10 publi VeryGo 25 -2 84 5.5 36 61 55
c od
19 Lee Ann 18 F 1,067 10 publi Average 22 13 40 4 25 57 27
c
20 Catherin 16 F 533 10 publi Good 26 11 48 6 30 61 35
e c
21 Khemly 16 F 800 10 publi VeryGo 28 -18 44 5 34 48 51
c od
22 Giselle 16 F 533 10 publi Average 19 9 48 5 30 61 34
c
23 Lynie 16 F 533 10 publi Average 37 9 52 5 32 57 50
c
24 Marnie 16 F 1,333 10 publi VeryGo 26 10 52 5 32 52 47
c od
25 Manilyn 18 F 533 10 publi Average 28 3 68 5 36 56 37
c
26 Jessa 15 F 1,067 10 publi VeryGo 35 4 80 5 36 50 54
c od
27 Sheila 16 F 533 10 publi Average 28 17 36 5.5 34 53 21
c
28 Mary 15 F 533 10 publi Average 35 12 48 5.5 36 63 42
Rose c
29 Cheryl 16 F 800 10 publi Average 25 14 36 5.5 36 58 38
c
30 Gemalie 15 F 213 10 publi VeryGo 16 12 52 5.5 36 61 37
c od
31 Sarah 15 F 533 10 publi VeryGo 26 21 52 5.5 36 66 37
c od
32 MerryRo 15 F 800 10 publi Average 29 16 48 5 36 57 50
se c
33 Renah 15 F 1,333 10 publi Average 29 17 32 4 34 65 32
c
34 Rocil 16 M 1,067 10 publi Average 25 13 24 1.5 35 62 52
c
35 Christian 15 M 533 10 publi Average 29 30 32 5.5 31 55 27
c
36 Mitchel 16 F 533 10 publi Average 24 8 36 4.5 33 61 42
c
37 Riza 15 F 533 10 publi VeryGo 33 -2 52 5 34 66 57
c od
38 Bobong 15 M 800 10 publi BelowAv 20 22 20 4 33 53 30
c e
39 Jesille 15 F 1,333 10 publi Average 22 14 52 5.5 31 41 31
c
40 Gea 15 F 533 10 publi BelowAv 11 18 44 5.5 36 62 19
c e
41 Maricel 15 F 267 10 publi Average 50 6 20 4.5 31 65 41
Appendix 2: 12 year graduating students’ data worksheet
N Name 1 2 3 4 5 6 7 8 9 10 11 12 13
o
1 Pan Huan 18 M 2,941 12 publi 72 16 36 4 31 45 54
c
2 Chen Qing 17 M 2,200 12 publi 73 4 80 3 36 41 67
c
3 Tang Hui 18 F 2,941 12 publi 67 5 100 6 30 41 64
c
4 Xu Yun 18 F 7,353 12 publi 51 8 100 3 76
c
5 Pan Yuan 18 F 7,353 12 publi 71 24 36 3 24 41 58
c
6 Liu Li 17 F 4,411 12 publi 68 12 100 4 28 51 61
c
7 Wang Jian 18 M 5,882 12 publi 81 -4 40 4 29 43 67
c
8 Su Chao 19 M 7,353 12 publi 68 8 50 4 36 37 36
c
9 Li Lei 18 M 5,882 12 publi 75 12 60 4 30 51 46
c
10 Liu Dong 19 M 2,941 12 publi 72 7 28 5 35 51 69
c
11 Ma Li 17 F 7,353 12 publi 77 8 80 2 36 41 62
c
12 Cheng Qi 18 M 4,412 12 publi 76 26 24 3 36 49 56
c
13 Li Mei 19 F 7,353 12 publi 69 5 100 6 30 41 65
c
14 ChengTao 20 M 8,088 12 publi 63 7 40 5 30 37 46
c
15 Huang Li 17 M 1,471 12 publi 71 7 32 3 24 30 40
c
16 ChenShao 18 F 8,824 12 publi 66 21 28 4 29 42 48
c
17 Lu Zechao 17 M 14,706 12 publi 66 -3 36 4 21 25 59
c
18 Zhu Miao 17 F 2,941 12 publi 66 -3 100 2 36 42 62
c
19 Mao Wen 17 M 5,882 12 publi 51 8 36 3 42
c
20 TangChao 17 M 7,353 12 publi 70 68
c
21 YangRukua M 12 publi 47 33 55 48
n c
22 Geng Man 12 publi 48 36 51 19
c
23 Wang Juan 18 F 2.941 12 publi 41 36 36 44
c
24 Zhu Changli 18 M 2,941 12 publi 45 35 42 40
c
25 Chen Chao 17 M 12 publi 45 29 32 44
c
26 Xia Chen 17 F 4,412 12 publi 46 35 51 50
c
27 Li Qiong 18 F 12 publi 28 35 35 47
c
28 Wang Qi 18 F 12 publi 43 33 59 33
c
29 Liu Xia 18 F 12 publi 24 35 28 39
c
30 He Jin 17 M 12 publi 42 35 60 35
c
31 Reng 18 M 12 publi 42 35 60 31
Chuan c
32 Huang Yan 12 publi 26 36 52 20
c
33 HuangLipin 18 F 2,941 12 publi 28 33 56 39
g c
34 Xie Xiang 18 M 5,147 12 publi 48 29 45 44
c
35 WanXiaomi 19 F 12 publi 55 36 34 59
ng c
36 Chen Yaqin 17 F 12 publi 46 32 42 58
c
37 Bao Ju 18 F 12 publi 51 35 51 38
c
38 Shu Xue 18 M 7,353 12 publi 54 26 36 53
c
39 He Shengfu 18 M 2,941 12 publi 26 25 27 41
c
40 Wan Lijun 19 F 12 publi 40 33 51 19
c
∑x Sum 661 146,316 480 2,198 168 1,106 72 1183 1,611 1,947
Appendix 3a: Pearson’s data
Education vs. College Entrance Education vs. English Score Education vs. Entrepreneurship
Exam
N= 99 N= 76
N= 99 ∑X = 1,070 ∑X = 794
∑X = 1,070 ∑Y = 4,349 ∑Y = 818
∑Y = 3,859 ∑ x² = 11,660 ∑ x² = 8,348
∑ x² = 11,660 ∑ Y² = 209,591 ∑ Y² = 14,520
∑ Y² = 181,729 ∑XY = 47,384 ∑XY = 8,484
∑XY = 42,986 ∑X∑Y = 4,653,430 ∑X∑Y = 649, 492
∑X∑Y = 4,129,130 (∑ x)² = 1,144,900 (∑ x)² = 630, 436
(∑ x)² = 1,144,900 (∑ Y)² = 18,913,801 (∑ Y)² = 669, 124
(∑ Y)² = 14,891,881
Education vs. Creativity Education vs. Maturity Education vs. Morality
N= 76 N= 76 N= 76
∑X = 794 ∑X = 794 ∑X =794
∑Y = 3,555 ∑Y = 367.5 ∑Y = 2,495
∑ x² = 8,348 ∑ x² = 8,348 ∑ x²=8,348
∑ Y²= 209,401 ∑ Y²= 1,849.25 ∑ Y²= 82,793
∑XY = 37,490 ∑XY = 3,807 ∑XY= 25,992
∑X∑Y= 2,822,670 ∑X∑Y= 291,795 ∑X∑Y=1,981,030
(∑ x)² = 630,436 (∑ x)²= 630,436 (∑ x)²= 630,436
(∑ Y)²= 12,638,025 (∑ Y)²= 135,056.25 (∑ Y)² = 6,225,025
Education vs. Good Citizenship Age vs. College Entrance Exam Age vs. English Score
N= 76 N= 79 N= 79
∑X =794 ∑X = 1,285 ∑X = 1,285
∑Y =4,013 ∑Y = 3,034 ∑Y = 3,548
∑ x² = 8,343 ∑ x² = 21,049 ∑ x² = 21,049
∑ Y² = 218,213 ∑ Y² = 145,934 ∑ Y²= 174,952
∑XY = 41,546 ∑XY = 50,553 ∑XY = 58,004
∑X∑Y =3,186,322 ∑X∑Y = 3,898,690 ∑X∑Y = 4,559,180
(∑ x)² = 630,436 (∑ x)² = 1,651,225 (∑ x)² = 1,651,225
(∑ Y)² = 16,104,169 (∑ Y)²= 9,205,156 (∑ Y)² = 12,588,304
Income vs. College Entrance Income vs. English Score Notes:

Exam
N= 79 There are 99 respondents with
N= 79 ∑X = 185,630 complete data for Education vs.
∑X = 185,630 ∑Y = 3,548 College Entrance Exam and
∑Y = 3,034 ∑ x² = 1,004,453,582 English Score.
∑ x² = 1,004,453,582 ∑ Y² = 174,952
∑ Y² = 145,934 ∑XY = 9,371,314 And 76 respondents for
∑XY = 9,821,341 ∑X∑Y = 658,615,240 Education vs. Entrepreneurship,
∑X∑Y = 563,201,420 (∑ x)² = 34,458,496,900 Creativity, Maturity, Morality and
(∑ x)² = 34,458,496,900 (∑ Y)² = 12,588,304 Good Citizenship.
(∑ Y)² = 9,205,156
There are 79 respondents for
Age and Income vs. College
Entrance Exam and English
Score
Appendix 3b: Pearson’s Sample Computation

Education vs College Entrance Exam
1. Formulate Hypotheses
Ho: R = 0 Ha: R > 0
2. Statistical model to be used
R= N∑XY -∑X∑Y
√N∑X2 –(∑X) 2 (√N∑Y2 – (∑Y) 2
3. Criteria for Making Decision
At α = .05, df= 75, reject H0 if the absolute value of the computed R is greater than the table R, or
if /R/ >.224
4. Analysis
R= N∑XY -∑X∑Y
√N∑X2 – (∑X) 2 (√N∑Y2 – (∑Y) 2
= 99(42,986) – 4,129,130
√99 (11,660) – 1,144,900 (√99 (181,729) – 14,891,881)
= 4,255,614 – 4,129,130
√1,154,340- 1,144,900 (√17,991,171- 14,891,881)
= 126,484
√9,440 (√3,099,290)
= 126,484
97(1,760.5)
= 126,484
170,768.5
R = .74
Appendix 4. Elementary Participation, cohort survival and completion rates
2000-2009
ELEMENTARY PARTICIPATION RATE COHORT SURVIVAL RATE COMPLETION RATE

2000-2001 96.77% 69.46% 68.68%
2001-2002 90.10% 75.90% 74.94%
2002-2003 90.29% 72.44% 71.55%
2003-2004 88.74% 71.84% 70.24%
2004-2005 87.11% 71.32% 69.06%
2005-2006 84.44% 70.02% 67.99%
2006-2007 83.22% 73.43% 71.72%
2007-2008 84.84% 75.26% 73.06%
2008-2009 85.12% 75.39% 73.28%
Sources: NEDA, UNDP, DepEd
Source: cited in GMA News Research, August 2009 as cited in Winkler, Marisa’s research entitled “Poor Quality of
Philippine Education and the Vanishing of English Proficiency of the Filipinos: Causes and Solutions”
Appendix 5. Net Enrolment Ratio (NER) in Secondary Education

SY 2004-2005 to SY 2008-2009
COHORT SURVIVAL
SECONDARY PARTICIPATION RATE COMPLETION RATE
RATE
2004-2005 59.97% 78.09% 72.38%
2005-2006 58.54% 67.32% 61.66%
2006-2007 58.59% 77.33% 72.14%
2007-2008 60.26% 79.91% 75.37%
2008-2009 60.74% 79.73% 75.24%
Source: DepEd Factsheet 2009
Appendix 6. Mean Percentage Scores in the National Achievement Test (NAT)

in Elementary and Secondary Education: SY 2004-2005 to SY 2007-2008
School Year (SY) Mean Percentage Scores Mean Percentage Scores

(Elementary) (Secondary)
2004-2005 58.73% 46.80%
2005-2006 54.66% 44.33%
2006-2007 59.94% 46.64%
2007-2008 64.81% 49.26%
Source: DepEd Factsheet 2009
Appendix 7. Inadequate Facilities and Equipments

Shortages 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006
Classrooms 8,443 12,470 44,716 51,947 57,930

Seats 2,108,173 1,886,499 4.87M 4.56M 3.48M
Source: DepEd Briefing Materials, 2002-2005 Budget Hearing as cited in Jobo, 2009
Appendix 8. Students: Teacher Ratio

(Selected Asian Country Comparison)
Country Elementary Lower Secondary
Indonesia 24:1 17.6:1
Japan 23:1 17:1
Laos Less than 20:1 17:1
Malaysia 21:1 21:1
Philippines 45:1 45:1
South Korea 27:1 27:1
Thailand 21.5:1 21.5:1
Vietnam 30.1:1 30.1:1
Source: Education for All- 2000 Assessment Country Report as cited in Jobo, 2009
Appendix 9. Lack of teachers

Shortages 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006
Teachers 37,932 35,818 46,356 38,535 49,699

Source: DepEd Briefing Materials, 2002-2005 Budget Hearing as cited in Jobo, 2009
Appendix 10. 2005 Teacher’s salary comparison with selected countries
Country Average Net Income Weekly hours

($US )/month
United States 4,055 36.6
United Kingdom 3,568 42.5
Australia 2,742 39.1
Canada 2,236 31.1
Japan 2,961 No data
South Korea 2,096 39.7
Thailand 388 38.0
Philippines 237 40.0
Germany 3,309 40.0
France 1,950 No data
Kuwait 1,506 36.0
Source: http://www.worldsalaries.org/teacher.shtm as cited in Winkler, 2009
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Interviews:
1. Mrs. Dennie B. Capito, principal of San Jose National High School

2. Mrs. Laarni L. Lucero, an English teacher at Luciano B. Rama Sr.
Memorial National High School
3. Mrs. Maricel G. Crusado, a Math and Chemistry teacher at
Luciano B. Rama Sr. Memorial National High School
4. Ms. Victoria A. Suralta, a Science teacher at Dao Elementary
School in Bohol
5. Mrs. Analou M. Gaite, a store manager at Jollibee 138 Mall.
6. Mr. Eduardo P. Rodriguez, Barneys Burger Proprietor and GuaGua
Water District General Manager
7. Ms. Nashra Tulawie, Administrator of Family Farm Business and
soon-to-be owner of a gourmet coffee shop which will open in
November
8. Ms. Kaye Lacanlale, HR-Recruitment and Training Clerk of JBC
Corporation
9. Ms. Grace Mendoza, HR Officer of REBISCO Corporation
10. Some of my high school classmates at Luciano B. Rama Sr.
Memorial National High School who are parents now.
11. My neighbors and family in Camotes
12. Some of my UPOU classmates who are parents

A Study On Whether 12 Years of Basic Education Is Needed For The Philippine Education System

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Research Report:

A Study on whether 12 years of Basic Education is needed for the Philippine

By: Marisa Rosauro-Winkler

A requirement in PM 299.2 (Research Methods in Public Management)

September 30, 2010

Prof. Teofilo Gaius M. Sison, Jr.

In addition, my study will show the differences in terms of academic

In the preparation of this research report, I would like to acknowledge the

I also wish to thank the other respondents- the parents; teachers;

To Cindy, my former student at Tongling University China, who is currently

I would like to say thank you also to my Faculty-In-Charge in this course,

And to Dr. Merlyne Paunlagui, my professor in PM 299.1 (Quantitative

The Variables and its Operational Definitions

Theoretical Framework in Diagrammatic Form

Statistical Analysis and Results

The Philippine Education System

The Philippine education system is composed of pre-school (day care and

The Department of Education (DepEd) is mandated to supervise and govern

The media of instruction at school are Filipino and English.

Students’ Performance under the current system

For secondary education, the most recent participation rate or net

The following are some of the problems/issues in the Philippine Education

1. Lack of instructional materials (textbooks and teachers’ manuals)

Some of the existing policies or proposals related to the Philippine

2. Executive Order 210

On May 17, 2003, the President of the Philippines, Gloria Macapagal-Arroyo

3. Mother Tongue-Based Multilingual Education (MLE)

The Department of Education (DepEd) under the leadership of Secretary Jesli

4. Revised Basic Education Curriculum

5. CHED is planning to add an additional one year in some courses in college

6. BESRA (Basic Education Sector Reform Agenda) is a program of the

7. 12 Years of Basic Education

1. Are students with 12 years of basic education performing better in

2. Is there any relationship between number of years of basic education

3. Is there any relationship between the number of years of basic

4. What is the impact of 12 years of basic education to the students,

The Variables and its Operational Definitions

Age, Sex, Income, Education, Type of School, Type of student, Test

2. Sex (Male or Female) is the gender of the respondents.

3. Income is measured in terms of the estimated total household income in

4. Education is measured in terms of the number of years of basic education

5. Type of school is classified as public and private.

6. Type of student is classified as below average, average, good, very good

8. Entrepreneurship skill is defined as having the following major

10. Creativity is the ability to generate enormous, innovative, imaginative,

11. Maturity will be assessed using a maturity test recently developed by

14. English Proficiency is measured as the number of correct answers over

The study hypothesizes that there is a direct relationship between the

Students with 12 years of basic education will have better employment

Furthermore, there is a relationship between Age, Sex, Income, Type of

Other factors such as the country, curriculum, quality of teachers, school

In addition, understanding the impact of 12 years of basic education to all

The study is guided by the following framework showing the

Figure 1. The Framework of the Study

Education Test score Findings

I am going to use survey as my research design specifically relational design

I chose survey over experiments and quasi-experiments for many reasons.

I will use case study in narrating, describing or discussing the students’

My units of analysis are the graduating students, other students, teachers,

The volunteer graduating students will be my respondents in comparing the

I will be applying sampling strategies. I believe this is necessary to cut down

I will use purposive sampling in choosing schools. I will choose them

To get my final respondents, first I only need the graduating students so I do