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CHAPTER 2
THEORETICAL AND CONCEPTUAL FRAMEWORKS
This chapter present a discussion of related literature and studies,
synthesis of the art and theoretical paradigm. It emphasizes to discuss
perceptible similarities and differences of related literature.
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engage in partnerships with them to use their existing facilities and teaching sta.
This ensures that during the transition period, the reduction in enrollment in these
colleges and universities may be onset. The college General Education
Curriculum is being revised. It will have fewer units with the removal of
unnecessary remediation as K to 12 graduates adhere to the College Readiness
Standards. With K to 12, the college curriculum will comprise of a years worth of
General Education subjects and at least two years of major subjects. (www.
pcdspo.gov.ph)
The government will require completion of the 12 year basic education
cycle on entry to college by AY 2018-2019. The urgent challenge then should be
an opportunity for colleges and universities to innovate and reinvent while
addressing the impact on student enrolment. Since, the rationale for
implementing the K12 system cycle is to align our standards of education to that
of what is globally accepted, then higher education institutions will have to take a
proactive stance to this change. This is a situation that should also be addressed,
and this becomes an opportunity for colleges and universities to offer
prebaccalaureate programs to provide students additional years of education.
These programs that will be offered should guarantee students employable
competencies or entrepreneurial know-how that can ensure them livelihood if
they wish not to pursue a college degree. A proactive strategy that private
colleges and universities will have to do is to give the last three batches of
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friendly, Ad Hoc committee member of the UST Senior High School Department
Atty. Gezzez Giezi Granado said. As the student progresses through [] senior
high he will be able to understand more what course he really wants to take in
the future.Granado added that the programs are ready and facilities are being
prepared like the newly built Blessed Buenaventura Garcia Paredes, O.P
(BGPOP) building.The newly adapted curriculum, K to 12 requires two more
years of secondary education to supposedly meet international standards
proposed and implemented by CHED. B.K.M.
Transitions are key times where children face new and challenging tasks
as they move from familiar to unknown and more complex surroundings.
Educators recognize that transitions have opportunities to promote positive
development for students, but, if unmanaged, can result in anxiety or stress that
affects learning and relationships (Turner, 2008)
Bangser (2008) Implementation of school transition strategies or
programs may face challenges related to clarifying terminology, establishing and
maintaining partnerships, recruiting students, involving parents and the
community, coordinating various transition activities, addressing the needs of
minority populations, securing financial and human resources, and ensuring
supporting policies are in place. Several authors have identified or recommended
approaches to implementation that minimize the negative impacts of these
challenges.
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STUDIES
Martson (2011) conducted a related study about the perception of the
students and parents involved in Primary to Secondary school transition
programs. Transition programs, of different formats and complexities, based on
both Australian and international research, have been introduces in some
schools to facilitate transition. The aim of the research were to investigate and
compare the perceptions of students, parents and teachers involved in several of
these programs can alleviate issues associated with transition between primary
and secondary schools. Although executive staff and teachers also provided
valuable information and perception.
This study is related to the researchers study for this also focuses the
extent of to which transition programs will be used in order to alleviate issues
regarding how transition will happen in a certain school.
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Naratates (2011) studied about the effects of broken homes among early
teenagers to their academic performance this study cited by the researchers
have also shown that the countrys education program is equivalent to the 12
year education cycle followed abroad except that it is being completed in only 10
years. These researchers analyze and study what will be the effects of the K to
12 educational systems in the country, parents and students.
Manalos (2012) study entitled "Enhanced K to 12 Programs as Perceived
by the Parents of Grade Six Pupils at Baao District, Baao, Camarines Sur,
School year 2011-2012, this study is about the perception of the parents and the
perceived problem regarding the new program or the Department of Education.
Zellman (2012) -The implementation of the K to 12 Education Reform in
Qatars Schools; this study is a reform of education for the new era, because it
views education as the key to the nations economic and social progress. This
study, one of the numbers of RAND studies that trace and document the reform
process in Qatar, was designed to assess progress made in the first years of the
K to 12 reforms implementation in Qatars schools and the perception of the
parents on the implementation of the K to 12 program.
Tan (2011) -Most Perceived Problems on the K to 12 Implementation of
the Students Luzon Elementary School, Tagkawayan, Quezon. This study is also
focused on the problems perceived about the K to 12 program which affects the
students performance and parents perception.
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Theoretical Framework
This study made use of the Lewins Change Theory by Kurt Lewin which is
based around a 3-step process (Unfreeze-Change-Freeze) that provides a highlevel approach to change. Kurt Lewin theorized a three-stage model of change
that has come to be known as the unfreezing-change-refreeze model that
requires prior learning to be rejected and replaced. Edgar Schein provided further
detail for a more comprehensive model of change calling this approach cognitive
redefinition.
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scapegoating & passing the buck; and maneuvering & bargaining. It is necessary
to move past the possible anxieties for change to progress. This can be
accomplished by either having the survival anxiety be greater than the learning
anxiety or, preferably, learning anxiety could be reduced.
Stage 2 change what needs to be changed (unfrozen and moving to a
new state) Once there is sufficient dissatisfaction with the current conditions and
a real desire to make some change exists, it is necessary to identify exactly what
needs to be changed. Three possible impacts from processing new information
are: words take on new or expanded meaning, concepts are interpreted within a
broader context, and there is an adjustment in the scale used in evaluating new
input. A concise view of the new state is required to clearly identify the gap
between the present state and that being proposed. Activities that aid in making
the change include imitation of role models and looking for personalized solutions
through trial-and-error learning.
Stage 3 making the change permanent (refreezing) Refreezing is the
final stage where new behavior becomes habitual, which includes developing a
new self-concept & identity and establishing new interpersonal relationships.
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Conceptual Framework
This study adopts the systems approach in the conceptualization of the
research which focuses on the Preparedness of CSPC towards K to 12
transition. As shown in figure 2.
INPUT consists of the profile of the respondents in terms of: the age, sex,
civil status, administrative position, profession, length of service and the key
result areas assigned. It also include the level of preparedness of CSPC in the K
to 12 transition in terms of faculty, physical plants/facilities, and curriculum &
instruction. The factors that affect the level of preparedness of CSPC towards K
to 12 transition; and the perception of CSPC key personnel on the level of
preparedness to K to 12 transition.
PROCESS consists of the collection of data through questionnaires,
documentary analysis and interpretation of the data gathered and the test for
significance; it also includes the formulation of proposed plan to enhance the
level of preparedness of CSPC towards K to 12 transition.
OUTPUT is consist of Plan to enhance the level of preparedness of
Camarines Sur Polytechnic Colleges to K to 12 transition
FEEDBACK mechanism represented by broken arrow will be adopted to
monitor the implementations of the recommendations.
FEEDBACK
Figure 2. Conceptual Paradigm
1. Profile of the respondents in terms of
A. Age
B. Sex
C. Civil Status
1. Collection of Data through
D. Administrative position
-checklist
E. Profession
Questionnaires
F. Length of service
- Documentary analysis
G. key result area assigned
e level 2.
of Analysis
preparedness
of CSPC towards
K to 12 transition
and interpretation
of data
2. Level of preparedness of CSPC towards K to 12 transition in terms o
A. Faculty
3. Testing for significance
B.Physical Plants & Facilities
C. Curriculum & instructions
4. Formulation of plan to enhance the level of preparedness of CSPC towards K to 12 transition.
3. factors that affect the level of preparedness of CSPC towards K to 1
INPUT
PROCESS
OUTPUT
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ISO 9001:2008
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ENDNOTES
1. Department of Education (2011) K TO 12 Program Primer Quismundo, T.
Retrieved from: http://www.deped.gov.ph Date Retrieved: March 13, 2015
2. Discussion Paper on the Enhanced K to 12 Basic Education Program.
http://pcdspo.gov.ph/downloads/k-to-12-print-component-FINAL-March-192013.pdf
3. K-12
Challenge
to
Philippine
https://rodrigo75.wordpress.com/category/culture/
Tertiary Education
32
Retrieved From:
http://www.childtrends.org/Files//Child_Trends2009_01_01_PI_NewMexicoServic
es.pdf; Date Retrieved: March 13, 2015
11. David R. Johnson University of Minnesota Issues Influencing the Future of
Transition
Programs
and
Services
in
the
United
Stateshttp://www.ncset.org/publications/related/NTN_Transition_Issues.pdf
12. Martson, Jennifer T. (2011) Perception of Students and Parents in Primary to
Secondary School Transition Program
13. Naratates, Jonathan M. (2011) The Effect of Broken Homes among Teenagers
to their Academic Performance
14. Manalo, Katherine T. (2012) Enhanced K-12 Program as Perceived by the
Parents of the Grade Six Pupils of Baao District, Baao Camarines Sur
15. Zellman, Gail L. (2012) Implementation of the K-12 Education in Qatars
Schools
16. Tan, Jeryl S. (2011) Most Percieved Problems on K -12 program of students in
the Southern Luzon Elementary School, Tagkawayan Quezon
17. Andrea Alviola: The K to 12 Basic Education Program: December 06, 2012
Date retrieve: Jan. 28, 2015 Retrieve From: www.wikipedia.com
18. Isagani Cruz, Digital K to 12; The Philippine Star
19. MalynIgliane-Villenes Course work in School Legislation (May 2013) Date
retrieve: Jan. 29, 2015 Retrieve from: www.wikipedia.com
20. David Michael M. San Juan, Rethinking Educational Policy: Some notes on the K
to 12 in the Philippines: Date retrieve: Jan. 28, 2015: Retrieve from:
www.wikipedia.com
21. Kurt
Lewins
Change
coach.com/kurt_lewin.html
Theory
http://www.change-management-
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by Nursing Review
http://www.nursingreview.co.nz/issue/november2012/change-management-a-classic-theory23. The Kurt Lewin Change Management Model http://www.change-managementcoach.com/kurt_lewin.html
24. http://www.mindtools.com/pages/article/newPPM_94.html