The implementation of the K to 12 curriculum in the Philippines started in 2012. While the program began with Grade 1 and Grade 7 students, the succeeding levels were introduced as these students get promoted to the next grade levels in the following school year. During the school year 2011-12, Republic Act 10157 or the Kindergarten Education Act was implemented. The Act institutionalized the inclusion of kindergarten education in the basic education system. Republic Act 10533, also known as the Enhanced Basic Education Act of 2013, enabled the implementation of the K to 12. This study aimed at conducting formative evaluation of the implementation of K to 12 Science Program of public elementary schools in Cabagan District, Cabagan, Isabela, Philippines for the first semester of school year, 2019-2020. The respondents of the study were teachers and administrators from twelve (12) randomly selected public elementary schools in Cabagan district. The study used quantitative and qualitative designs of research. Survey questionnaire and interview guide were used to gather data. This paper presents the teachers’ competencies and pedagogical practices in teaching science. It also presents common problems encountered by teachers and administrators in the implementation of the program, and the degree of seriousness of these problems.
Eileen Bernardo, Isabela State University, Philippines
Stream: Primary & Secondary Education
This paper is part of the SEACE2020 Conference Proceedings (View)
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