Local Literature

Local Literature
According to Nicholas Sparks, Accountancy and Business Management (ABM) strand

offers subjects which will help and open our minds into the business world, therefore, become the
ticket to the corporate world. And as our economy grows through the years, more and more job
opportunities are being available, and as of this year, 2017, accounting and finance related jobs are
the most sought jobs around the world. The purpose of writing the literature is to highlight and
broaden the knowledge of the students of what ABM is and encourage them to take up the said
track.
Local Literature
According to the study “ASSESSMENT FOR THE PREPAREDNESS OF SENIOR
HIGHSCHOOL STUDENTS UNDER ACADEMIC STRANDS FOR COLLEGE”, the
preparedness of senior high school in college is needed for them to choose the right course for
them. It also states that DepED ensures that students would graduate under K-12 program will
have the standard knowledge, skills, abilities, and competencies that are needed mostly in
college. it states that the senior high school will graduate with full of skills and preparedness
when they step up to the college life. The Department of Education, which is the main agency
tasked to manage and govern the Philippines of basic education produces better curriculum for
senior high school for them to improve their skills and manage their college life.
Foreign literature.
Local Literature
As stated by Fortun, L (3028), taking an ABM Strand as a career track in senior high
means your skills and preferences revolve around the world of accountancy, business, and
management. If you're about to hit your final year, Bachelor of Science in Accountancy is the
major ABM related college course that is suited for you.
Local Literature
According to Carol L O’Donnell (2008) Defining, Conceptualizing and measuring
fidelity of implementation and its relationship to outcomes in K-12 curriculum intervention
research says that Education researchers are being asked to conduct rigorous, scientifically based
studies of K–12 curriculum interventions; therefore, the need for measuring fidelity of
implementation and empirically relating it to outcomes is warranted to ensure internal and external
validity. The outcome of this review indicate that there are too few studies to guide researchers
on how fidelity of implementation to core curriculum interventions can be measured and related
to outcomes, particularly within efficacy and effectiveness studies, where the requirements for
fidelity measures differ. The goal of this review is to clarify the definition, conceptualization,
and measurement of fidelity of implementation and to guide future researchers in understanding
how fidelity of implementation can be used to adjust or interpret outcome measures.
Foreign Literature
“The SHS curriculum is an entry point to college/university life or business and industry,
the later seen as the lesser of the two regarding prestige.In the Philippines for example, more
students would prefer going into the academic track than any other track. In a study conducted,
about half chooses academic tracks while tech-voc courses are selected only by about 3% of their
prospective students (Lagajino et.al, 2015). Based on enrolment data from DepEd, 60.6% of
Philippine senior high school enrolees went to academic track while around 39% went to the tech-
voc track. In Japan, about 73% choose academic track compared to 24% going to tech-voc. track.
The K-12 program is a more potent educational model compared to the old curriculum of basic
education in the Philippines. Students can prepare themselves for a more rigorous training in the
higher education or go immediately to employment or be an entrepreneur. Being new in the
Philippines, it is marred with issues such as lacking qualified teachers and the much-needed
facilities for use in the highly specialized courses, specifically at the SHS level. The K-12 program
including the coverage of compulsory education varies from state to state in the US. Their SHS
program has no definite tracks (like the Philippine and Japan model) and the courses offered are
dependent on the state where the district belongs.” (Bidwell, 2014, Peano et,al, 2008)
Foreign Literature
According to Crorwin Press (2006), The key to Effective Schools; Educational Reform as
continuous improvement that raise organizational effectiveness to enhance the quality of
instruction and dramatically impact student achievement. Working in tandem with the powerful
National Education Association’s KEYS initiative (Keys to Excellence in Your Schools), this
second edition provides a wealth of knowledge from leading experts in the field including
Patricia A. Alexander.
Local Study
As pertained by the Education Secretary Br. Armin Luistro, the students should go to
their schools of choice and enroll in their preferred tracks. Senior high school (SHS) refers to
Grades 11 and 12, the last two years of the K-12 program that DepEd has been implementing
since 2012. Students begin to study in SHS the subjects that will introduce them to their
preferred career path
Local study
Official Gazette (2012), states that Senior High School is two years of specialized
upper secondary education; students can choose a specialization based on ability, interests and
ability to study. In Grades 11 and 12, the selection of career path will identify the content of the
topics that a student will take. SHS topics are either covered by the core curriculum or by
particular tracks The K to 12 program includes kindergarten and 12 years of fundamental
schooling (six years of main schooling, four years of junior high school, and two years of senior
high school) to provide adequate time to master ideas and abilities, develop lifelong students, and
prepare graduates for tertiary schooling, middle-level skills development, jobs, and
entrepreneurship. Each senior high school student can choose from three paths: academic;
lifelong learning; and sports and arts. Academic track consists of three strands: Accounting,
Business Management (ABM); Humanities and Social Sciences (HUMSS); and Science,
Technology, Engineering, Math (STEM). Students undergo immersion, which may include
possibilities to give them appropriate exposure and actual experience in their selected course.
Foreign study
According to Cavanaugh, C.S. (2001) a quantitative synthesis of studies of the
effectiveness of interactive distance education using videoconferencing and telecommunications
for K-12 academic achievement. Effect sizes for 19 experimental and quasi-experimental studies
including 929 student participants were analyzed across sample characteristics, study methods,
learning environment, learner attributes, and technological characteristics. The overall mean
effect size was 0.147, a small positive effect in favor of distance education. Effect sizes were
more positive for interactive distance education pro-grams that combine an individualized
approach with traditional classroom instruction. Programs including instruction delivered
through telecommunications, enhancement of classroom learning, short duration, and small
groups yielded larger effect sizes than programs using videoconferencing, primary instruction
through distance, long duration, and large groups. Studies of distance education for all academic
content areas except foreign language resulted in positive effect sizes. This synthesis supports the
use of interactive distance education to complement, enhance, and expand education options
because distance education can be expected to result in achievement at least comparable to
traditional instruction in most academic circumstances.
Foreign study
According to Danilo H. Sarmiento and Ronald L. Orale, Senior High School curriculum
in various parts of the world is offered to prepare students for work or university life. The World
Education News and Reviews (2016) presented various basic education curriculums in the world.
Taiwan, for example, has three years of either senior vocational schools or senior high schools
made mandatory in 2014. Indonesia also has three years of Upper Secondary Education (Senior
High) with the first curriculum being more generalist and the last two is either for general
academic or vocational stream (WENR, 2014). High schools in South Korea are divided into
general/academic, vocational, and special purpose curriculum which students are graduating
from Middle School can opt to enroll (WENR-2, 2013). Despite not being compulsory or free,
the progression rate is as high as 99% (ibid).
Fore

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According to Nicholas Sparks, Accountancy and Business Management (ABM) strand

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