International Journal of Multidisciplinary Research and Development

International Journal of Multidisciplinary Research and Development

Online ISSN: 2349-4182, Print ISSN: 2349-5979, Impact Factor: RJIF 5.72
www.allsubjectjournal.com
Volume 4; Issue 7; July 2017; Page No. 141-147

Challenges of the K+12 Program Implementation in the Public Elementary Schools of

Pangasinan, Philippines
1
Christopher J Cocal, 2 Gertrudes Marcellano
1
Pangasinan State University, Philippines
2
Department of Education, San Carlos City Schools Division, Philippines

Abstract
The implementation of K+12 means larger budget for the Department of Education and more expenditure for the families who will
be sending their children to school. K+12 is not only an issue of economics, is more importantly an issue of personal and
professional growth and development that will serve as catapult of economic development. This study determined the anticipatory
resource management employed by the principals in the different schools of Pangasinan to ensure greater and successful
implementation of the K+12 program. The respondents of the study were the 230 out of 539 principals of the different public
elementary schools of the six schools divisions of Pangasinan. Results of the study show that the existing physical plant and
facilities and instructional resources of the different public elementary schools in Pangasinan do not met the standard requirements
set by the Department of Education. There is a great need for the schools to improve their physical facilities and instructional
resources to effectively and efficiently implement the K+12 Program. Financial resource is the major problem of the schools with
regards to the implementation of the K+12 Program.

Keywords: K+12 program implementation, pangasinan, Philippines

1. Introduction At present, the Philippines is the only country in Asia and

Quality and relevant education for national development is an among the three remaining countries in the world that uses a
urgent need of the country today. Upgrading it means a 10-year basic education cycle. According to a presentation
positive effect in the attainment of these goals. With the made by the South East Asian Ministers of Education
current status of high school education, students are found not Organization (SEAMEO-INNOTECH) on Additional Years in
prepared to be part of the working force or to pursue Philippine Basic Education (2010), the comparative data on
entrepreneurial activities after graduation. Many students in duration of Basic and Pre-University Education in Asia shows
the Philippines who finished basic education are not college that the Philippines allots 10 years not just for the basic
ready as they do not possess sufficient mastery of basic education cycle but also for the pre-university education while
competencies. One reason is that students do not get adequate all the other countries have either 11 or 12 years in their basic
instructional time or time on task. More, high school graduates education cycle.
are not emotionally prepared and do not have the skills needed The present curriculum is described as congested. This means
by the industry. Statistics show that about 70.9% of the that students do not get enough time to perform tasks because
unemployed are at least high school graduates and 80% of the the curriculum is designed to be taught in a span of 12 years
unemployed are 15-34 years old. Further, most graduates are and not 10 years. The more obvious result of this is the fact
too young to enter the labor force as they were not equipped that most high school students graduate without the readiness
with the needed trainings and skills. High school graduates to take upon higher education or employment. These students
who do not pursue higher education became part of the in- are not equipped with the basic skills or competencies needed
effective and unproductive human resources of the country. at work. Furthermore, the short duration of the basic education
The Philippines is committed to achieving its Education for program puts Filipinos who are interested to either work or
All (EFA) goals not only for the development of each Filipino, study abroad at a disadvantage. This is because other countries
but also for the overall social and economic progress of the see our 10-year program as incomplete, which then, causes
country. Part of the education for all plan of action 2015 is the Filipino graduates to not be considered as professionals
expansion of basic education, targeting that by 2015, the abroad.
Philippines has lengthened its cycle of basic education The Department of Education (DepEd) and allied stakeholders
schooling to make it twelve years. Beginning in the 1950s, the are responding to the urgent and critical need to improve the
‘theory movement in educational administration’ focused quality of basic education in the Philippines through a major
attention on the need to improve scholarly activity through the education reform known as K to 12. K+12 means
application of scientific principles based on empiricism rather Kindergarten and the 12 years of elementary and secondary
than ideological belief, personal experience, and prescription. education. Kindergarten refers to the 5-year old cohort that
Principal leadership makes a difference in the quality of takes a standardized kinder curriculum. Elementary education
schooling, school development and student learning (Heck and refers to primary schooling that involves six or seven years of
Hallinger, 2011) [9]. education; meanwhile secondary education refers to high
141
International Journal of Multidisciplinary Research and Development

school. Under the K+12, the intention is not just to add two Educators have always been fascinated by the potential of
years of schooling but more importantly to enhance the basic instructional materials to enhance teaching and learning,
education curriculum (DepEd discussion paper, 2010) [6]. The teachers lagged behind in using instructional materials during
implementation of K+12 in 2016 is therefore timely in order to teaching and learning (Bolick, 2003) [2]. Instructional materials
address the current needs for reforms in the quality of basic available for instruction are classified into prints, visuals and
education in the Philippines. audios or various combination of these trios make up all we
This new setup “seeks to provide a quality 12-year basic have in instructional media (Orakwe, 2000; Adekeye, 2008)
education program that each Filipino is entitled to”. [11, 1]
. Teaching equipment and materials have changed over
Furthermore, the purpose is not simply to add 2 more years of the years, not only to facilitate teaching learning situation but
education “but more importantly to enhance the basic also to address the instructional needs of individuals and
education curriculum”. The K-12 curriculum aims to enable groups (Ema & Ajayi, 2004) [7]. Instructional media today are
every child “to achieve mastery of core competencies and very gradually finding their ways into the classrooms where
skills” and develop tracks based on the student’s interests and modern and versatile teachers are exploring new ways of
competencies. The focus of K-12 is twofold: curriculum transferring learning to the younger generation the use of
enhancement and transition management (DepEd discussion prints, visuals and audios or various combination of these trios
paper, 2010) [6]. make up all we have in instructional media (Orakwe, 2000)
[11]
The implementation of K+12 means larger budget for the . Instructional materials assist the teachers in the teaching-
Department of Education and more expenditure for the learning process. They are not self-supporting, they are
families who will be sending their children to school. K+12 is supplementary devices. Through these materials, the learning
not only an issue of economics (additional expenses). It is become more interactive and teaching becomes more effective
more importantly an issue of personal and professional growth (Brinkley, 2004) [3]. Audio- visual materials play an important
and development that will serve as catapult of economic role in education by helping to improve communication
development. The implementation of the Program entails more (Zacarria, 2000). Instructional materials provide accurate
physical plant and facilities and instructional resources. image which can make the lesson understandable to the
An effective school facility is responsive to the changing learner. Instructional materials must be properly used, should
programs of educational delivery, and at a minimum should become an integral part of planned teaching-learning system
provide a physical environment that is comfortable, safe, that the teacher continues to play a leading role in the
secure, accessible, well illuminated, well ventilated, and selection, use and evaluation of different aids (Dale, 2003).
aesthetically pleasing. The school facility consists of not only Without the teacher who is knowledgeable, instructional
the physical structure and the variety of building systems, such materials cannot create change and progress the only time it
as mechanical, plumbing, electrical and power, begins to make impact is when the teacher begins to make use
telecommunications, security, and fire suppression systems. of it and allows it to take over its values (Ema & Ajayi, 2006).
The facility also includes furnishings, materials and supplies, With the resource requirements in the implementation of the
equipment and information technology, as well as various K+12 program, it is important to assess the resource
aspects of the building grounds, namely, athletic fields, management implemented by the different schools heads and
playgrounds, areas for outdoor learning, and vehicular access principals as part of the school-based management to ensure
and parking (Lackney and Picus, n.d.). The quality and greater and successful implementation of the K+12 program,
adequacy of the physical plant and facilities of a learning hence, this study. This study determined the status of the
institution determine to a large measure the successful public elementary schools of Pangasinan, Philippines in the
implementation of its curricular programs. In a broad sense, implementation of the K+12 Program. Specifically, this study
physical plant and facilities include school site, campus, determined: (1) the status of the different schools of
buildings and other physical infrastructures, equipment and Pangasinan in terms of adequacy and the level of compliance
complement institutional and program effectiveness. along (a) Physical Plant and Facilities, and (b) Instructional
The school plant and facilities are the pillars and support of all Resources in the implementation of the K+12 Program; (2) the
teaching and learning activities. The site, size, arrangement extent of problems encountered in the implementation of the
and other aspects of the classroom, support facilities such as K+12 program; and the (3) resource management practices of
labs, toilets and other equipment can either be welcoming or the School heads to ensure greater and successful
repulsive to teachers and students alike. This simple fact has implementation of the K+12 Program.
been noted to profoundly influence the acts of teaching and
learning. Adequacy of lighting, the availability and adequacy 2. Methods
of specialized facilities (such as science labs and music The research employed qualitative - quantitative methodology
rooms), and the size of the school are important in achieving employing descriptive-evaluative design. he study was
better educational outcomes (Schneider, 2002) [12]. Gonzales conducted in the Province of Pangasinan covering the six
(2013) [8] found in her study that the academic performance of schools divisions namely: Pangasinan 1, Pangasinan 2,
Filipino students was affected by the extent of compliance Alaminos City Schools Division, Dagupan City Schools
with Department of Education’s standards on physical plant Division, San Carlos City Schools Division, and Urdaneta
and facilities in terms of site and textbooks and other City Schools Division. The sources of data of this study were
instructional materials as well as the extent of management the 230 out of 539 public elementary school principals in
practices in terms of planning and budget allocation. There is a Pangasinan, Philippines for the school year 2014 – 2015.
need to have a facility management program in order to The main instrument used in gathering the pertinent data was a
maintain the equipment and facilities even without the trained questionnaire checklist using the five-point Likert Scale. The
physical plant and facilities maintenance and operations staff. researchers requested permission from the schools divisions’
142
International Journal of Multidisciplinary Research and Development

superintendents to conduct the study and administer the compliant (10 – 30%); and not compliant (0 – 10%). On the
questionnaire among the school heads who served as other hand, the seriousness of the problems encountered were
respondents of the study. rated as Very serious (5); Serious (4); Moderately serious (3);
Data were analyzed using descriptive statistics such as Least serious (2); and Not serious (1). The extent of practice
frequency counts and percentages. The level of compliance of anticipatory resource management was interpreted Always
were rated as Very highly compliant (91 – 100%); Highly (5); Often (4); Sometimes (3); Seldom (2); and Never (1).
compliant (61 – 90%); moderately compliant (31 – 60%); Low SPSS 17 was employed in the analysis of the data.

3. Results

Table 1: Compliance of the Public Elementary Schools in Pangasinan along Physical Facilities Requirements of the K+12 Program
Totally not Least Moderately Highly Very Highly
Facility/Equipment Compliant Compliant Compliant Compliant Compliant
% % % % %
1. Classrooms 2.17 3.48 31.30 33.91 29.13
Armchairs per room 3.48 6.52 34.35 36.96 20.00
Teacher’s table 0.87 8.70 27.39 39.13 23.91
Desk 1.30 10.00 36.96 33.91 17.83
Electric fan (ceiling, wall, stand fan) 3.48 10.00 34.35 38.70 13.48
Whiteboards/blackboards 6.52 12.17 32.61 33.04 15.65
2. Comfort Rooms 3.04 16.09 28.70 34.78 17.39
Male comfort room 3.04 16.09 29.13 35.22 16.52
Female comfort room 3.04 16.09 30.43 33.04 17.39
3. Covered court / Gym 17.83 10.00 23.91 27.39 20.87
4. Computer room 14.78 14.35 23.91 30.43 16.52
Computer units 14.35 18.70 25.65 26.96 14.35
Interactive board 23.91 17.83 23.48 20.43 14.35
Internet Connection 23.48 19.57 26.52 19.57 10.87
Printers 22.61 15.65 23.04 23.91 14.78
Air Conditioning units 24.78 17.39 25.65 20.87 11.30
5. Laboratory rooms for Science 43.48 13.91 13.48 22.61 6.52
6. Laboratory equipments for Science 51.74 16.52 10.87 15.65 5.22
7. Audio Visual Room 49.13 16.52 12.17 16.96 5.22
8. Guidance Center 44.35 13.48 20.00 16.96 5.22
9. Canteen 25.65 21.30 26.09 22.17 4.78
10. Drinking faucet/Wash area 3.91 20.87 26.09 36.09 13.04

Among the different physical facilities and equipments, the the lowest compliance in terms of audio visual rooms (49.13%
public elementary schools in Pangasinan were found to have totally not compliant), Guidance center (44.35% totally not
the highest compliance in terms of classrooms (including arm compliant), laboratory equipments for Science (51.74% totally
chairs, teacher’s table, desk, electric fan, and blackboard), not compliant), and laboratory rooms for Science (43.48% not
comfort rooms, and covered court. However, the schools have compliant) (Table 1).

Table 2: Compliance of the Public Elementary Schools in Pangasinan along Instructional Material/Equipment Requirements of the K+12
Program
Totally not Least Moderately Highly Very Highly
Material/equipment Compliant Compliant Compliant Compliant Compliant
% % % % %
1. Audio
Radio 3.91 22.61 24.35 32.61 16.52
Recorder 18.26 17.83 32.61 17.83 13.48
CD/CD Player 21.74 23.04 26.09 18.70 10.43
Lapel 18.70 16.96 34.35 20.43 9.57
2. Visuals
A. Non- projected
Curriculum guide 21.74 15.22 24.35 24.35 14.35
Teachers Guide/ Manual 3.48 9.13 30.00 40.87 16.52
Learners Materials (Non-MTB) 1.30 7.83 33.48 42.17 15.22
Learners Materials (MTB ) 1.74 12.61 33.91 36.09 15.65
Big/small books(Eng/Fil) 1.74 17.39 31.30 33.48 16.09
Big/small books(MTB ) 3.48 18.26 34.35 29.57 14.35
Textbooks 3.48 18.26 30.43 34.35 13.48
Educational toys 2.61 19.13 33.04 32.61 12.61

143
International Journal of Multidisciplinary Research and Development

Flash cards 3.48 24.35 33.48 23.91 14.78

Posters 3.48 21.74 38.70 23.91 12.17
Pictures 2.61 18.70 27.39 35.22 16.09
Dictionaries (MTB ) 5.22 20.43 28.70 28.26 17.39
Games/Puzzles 7.83 21.30 37.83 23.04 10.00
B. Projected
LCD/ Overhead projector 10.87 20.43 36.52 20.00 12.17
Slides 34.78 14.35 19.57 18.26 13.04
3. AUDIO-VISUAL
Television 20.87 22.61 25.65 17.39 13.48
Desktop computer 23.04 23.04 27.39 14.35 12.17
Lap top 32.17 20.43 24.35 13.48 9.57
Video player 34.35 21.74 16.96 12.61 14.35
E-Learning Package 32.17 20.43 24.35 13.48 9.57
Movie clips 37.39 21.30 16.09 10.43 14.78
Video Cam 15.22 15.22 21.74 23.04 24.78

Majority of the schools have complied with the audio large percentage of the schools have not complied with the
materials/equipments as required by DepEd. Greatest different audio-visual requirements which includes television,
compliance was on radio wherein only (3.91%) have not computer units, laptop, video player, e-learning package, and
complied and (22.61%) have complied least. The rest have movie clips (Table 2).
moderate to very high compliance. On the other hand, lowest The Enhanced K+12 Basic Education Program seeks to
compliance was on cd/cd player: (21.74%) have not complied provide for a quality 12-year basic education program that
with the requirements. Along visual materials, a large each Filipino is entitled to. This is consistent with Article
percentage of the schools have complied with the non- XIV, Section 2(1) of the 1987 Philippine Constitution which
projected material requirements. However, (21.74%) have not states that “The State shall establish, maintain, and support a
complied with curriculum guide. In terms of projected complete, adequate, and integrated system of education
materials, (34.78%) of the schools have not complied with the relevant to the needs of the people and society.”
required slides to enhance the teaching-learning process. A

Table 3: Extents of Seriousness of Problems in the Implementation of the K+12 Program along Physical Facilities
Descriptive
S. No Problem AWM
Rate
Moderately
1 No enough funds to put –up new facilities. 3.36
serious
Moderately
2 Facilities needed are not available. 3.33
serious
Moderately
3 There are insufficient funds to manage school facilities. 3.22
serious
The classrooms can no longer provide the variety of learning settings necessary to successfully support Moderately
4 3.04
project-based, real-world authentic learning. serious
The school facilities management program that provides sufficient information for effective decision- Moderately
5 2.85
making regarding resources and operations is weak. serious
Moderately
OAWM 3.16
serious

The school administrators encountered moderately serious encountered. On the other hand, the facilities management
problems in the implementation of the K+12 Program along program that provides sufficient information for effective
physical facilities. This was shown by the overall average decision-making regarding resources and operations being
weighted mean value of 3.16. Of the different problems weak was encountered the least by the school heads. A mean
related to physical facilities, having no enough funds to put – value of 2.85 was computed, descriptively rated as moderately
up new facilities was the most encountered problem by the serious. In general, the school heads encountered moderately
school heads followed by the non-availability of needed serious problems along physical facilities in the
facilities. Average weighted mean values of 3.36 and 3.33 implementation of the K+12 Program. This was shown by the
were computed respectively, descriptively rated as sometimes overall mean value of 3.16 (Table 3).

Table 4: Extent of Seriousness of Problems in the Implementation of the K+12 Program along Instructional Resources
S. No Problem AWM Descriptive Rate
1 Instructional materials are not adequate and sometimes not available. 3.37 Moderately serious
2 No enough funds to buy new and state of the art instructional materials and tools. 3.34 Moderately serious
Available instructional materials are obsolete and do not met the requirements for the
3 3.27 Moderately serious
implementation of K+12 Program.
4 The teachers do not have needed skills to use state of the art instructional resources. 2.97 Moderately serious

144
International Journal of Multidisciplinary Research and Development

Materials available for the effective instructional delivery are poorly manhandled by both the
5 2.74 Moderately serious
teachers and some school authority.
Overall Mean 3.14 Moderately serious

Along instructional resources, instructional materials being not mean value of 4.41. Exploring the possibility of public-private
adequate and sometimes not available was the most serious partnership to gain support in the development of our school
problem encountered by the school heads having a mean of facilities was practiced by the school heads at the highest
3.37, descriptively rated as moderately serious? No enough extent followed by employing knowledge management system
funds to buy new and state of the art instructional materials in our facility development. Average weighted mean values of
and tools followed with a mean of 3.34, also rated as 4.54 and 4.43 were computed respectively. It has to be noted
moderately serious. It is worthy to note that the teachers that government agencies are exploring and entering into
lacking the needed skills to use state of the art instructional public-private partnership in their development efforts. This is
resources was found moderately serious by the school heads. due to the lack of financial resources of the government. On
A mean of 2.97 was computed (Table 4). the other hand, spearheading trend analysis on the facilities
In response to the challenges encountered in the needed for the implementation of new programs such as the
implementation of the K+12 Program, the school heads always K+12 was performed the least with a mean value of 4.31, also
practice anticipatory resource management along physical rated as always practiced (Table 5).
facilities. This was shown by the overall average weighted

Table 5: Extent of Practice of Anticipatory Resource Management along Physical Resources by the School Administrators
S. No Problem AWM Descriptive Rate
As a principal/school head...
I explore the possibility of public-private partnership to gain support in the development of our school
1 4.54 Always
facilities.
2 I employ knowledge management system in our facility development. 4.43 Always
3 I practice advance planning for disaster preparation and recovery of our facilities. 4.40 Always
4 I assign In-House responsibilities to subordinates for them to take charge of their classroom facilities. 4.37 Always
I spearhead trend analysis on the facilities needed for the implementation of new programs such as
5 4.31 Always
theK+12.
OAWM 4.41

The school heads always practice anticipatory resource purchase on instructional materials according to categories as
management along instructional resources. This was shown by high priority, relative unimportance or require no action.
the overall mean value of 4.36. Of the different indicators, Likewise, the school heads always identify further information
sending teachers to trainings, workshops to gain knowledge needs and monitor the needs of instructional materials in the
and skills in the use of new technologies and instructional implementation of the K+12 Program. Average weighted
resources was practiced with the highest extent, having a mean mean values of 4.42 and 4.33 were computed respectively
value of 4.60, descriptively rated as always practiced. The (Table 6).
school heads always prioritize budget allocation in the

Table 6: Extent of Practice of Anticipatory Resource Management along Instructional Resources by the School Administrators
Descriptive
S. No Problem AWM
Rate
As a principal/school head...
I send teachers to trainings, workshops to gain knowledge and skills in the use of new technologies and
1 4.60 Always
instructional resources.
I prioritize budget allocation in the purchase on instructional materials according to categories as high
2 4.42 Always
priority, relative unimportance or require no action.
I identify further information needs and monitor the needs of instructional materials in the
3 4.33 Always
implementation of the K+12 Program.
4 I establish technical team to evaluate instructional resources from time to time. 4.30 Always
5 I allocate resources to purchase instructional materials and equipment. 4.13 Always
OAWM 4.36 Always

Globally competitiveness and quality education demands Results of the study show that the different public elementary
state-of-the art facilities and equipment. It is worthy to note schools in Pangasinan do not met the standards and
that the school heads always allocate resources to purchase requirements for physical plant and facilities as set by DepEd.
state-of-the art instructional materials and equipment. Average Effective teaching learning would not be possible without
weighted mean value of 4.13 was computed. adequate physical facilities to the students and teachers. In
order to improve current status of schools and making it a
4. Discussion better place for effective teaching learning process, some
implementable suggestions should be made to provide suitable

145
International Journal of Multidisciplinary Research and Development

environment. There is a need for the public schools to upgrade and instructional materials. The teachers should keep
their facilities to comply with the physical facilities themselves abreast of the current trends and technological
requirements on the implementation of the K+12 Program. advancements. Instructional materials must be properly used,
School physical plant and facilities are very essential to should become an integral part of planned teaching-learning
achieving positive outcomes in the teaching – learning system that the teacher continues to play a leading role in the
process. The school plant and facilities are the pillars and selection, use and evaluation of different aids (Dale, 2003).
support of all teaching and learning activities. The site, size, Without the teacher who is knowledgeable, instructional
arrangement and other aspects of the classroom, support materials cannot create change and progress the only time it
facilities such as labs, toilets and other equipment can either begins to make impact is when the teacher begins to make use
be welcoming or repulsive to teachers and students alike. This of it and allows it to take over its values (Ema & Ajayi, 2006).
simple fact has been noted to profoundly influence the acts of Results of the study also show that the school heads are very
teaching and learning. Adequacy of lighting, the availability much aware of the impact of the implementation of the K+12
and adequacy of specialized facilities (such as science labs and Program. In response, the school heads practice anticipatory
music rooms), and the size of the school are important in resource management in order to improve the physical
achieving better educational outcomes (Schneider, 2002) [12]. resources of their schools.
A positive school environment creates an optimal setting for 5. Conclusions
teaching and learning. It is argued that the physical Based from the findings of the study, the following
surroundings of an organization such as the building, layout, conclusions were generated:
machinery, equipment, and uniforms may have a significant 1. The existing physical plant and facilities and instructional
impact on the way people work and therefore the way they resources of the different public elementary schools in
learn. Pangasinan do not met the standard requirements set by the
Results of the study also showed that there is a need for the Department of Education.
different schools to improve their instructional materials to 2. Financial resource is the major problem of the schools with
facilitate better teaching-learning process. The schools need to regards to the implementation of the K+12 Program. This
produce more audio materials to become fully compliant with is due to the minimal budget given by the Philippine
the requirements of the K+12 Program. There is a need for the government to the Department of Education.
schools to improve their non-projected visual materials to 3. The school heads are knowledgeable and capable to
effectively and efficiently implement the K+12 Program. It perform anticipatory resource management for the
has to be noted that the K+12 Program is a newly effective implementation of the K+12 Program.
implemented Program of the Department of Education. With
the implementation of the new program, there is a need for the 6. Recommendations
schools to invest in their instructional resources for them to be Based from the findings of the study and the conclusions
able to comply with the requirements. Teaching and learning generated, the researchers recommend that the school heads
could not be effective without adequate and relevant use of should improve their existing physical plant and facilities and
instructional materials. Teaching equipment and materials instructional resources to meet the standard requirements set
have changed over the years, not only to facilitate teaching by DepEd. This can be done by securing the help of the
learning situation but also to address the instructional needs of politicians, GOs, NGOs, and other private benefactors, and the
individuals and groups (Ema & Ajayi, 2004) [7]. Instructional community. Further, DepEd should bargain for a larger budget
media today are very gradually finding their ways into the in order for them to improve their physical plant and facilities,
classrooms where modern and versatile teachers are exploring instructional resources, and human resource to become fully
new ways of transferring learning to the younger generation compliant with the requirements of the implementation of the
the use of prints, visuals and audios or various combination of K+12 Program. The school heads should keep themselves
these trios make up all we have in instructional media abreast with technological development and integrate the same
(Orakwe, 2000) [11]. Teachers use instructional materials in their management practices. Likewise, the school heads
which can help them facilitate learning. Instructional materials should develop their full capacity to become effective
are the devices developed or acquired to assist or facilitate administrators. They should be knowledgeable on the
teachers in transmitting, organized knowledge skills and processes of anticipatory resource management, strategic
attitudes to the learners within an instructional situation planning, and the implementation of such.
(Nwachukwu, 2006) [10]. Teachers use different instructional
materials to motivate learning. Scarcity of textbooks, libraries 7. Acknowledgment
and physical facilities will constraint educational system from The researchers wishes to acknowledge Dr. Dexter R. Buted,
responding more fully to new demands. In order to raise the President of the Pangasinan State University, Dr. Honorio L.
quality of education, its efficiency and productivity, better Cascolan, Dr. Cesar G. Delia, Dr. Domingo G. Cabarteja, Dr.
learning materials and resources are needed. Virgilio C. Barongan, and Dr. Fe G. Soriano, Dr. Zenaida U.
The problem encountered in the implementation of the K+12 Suyat, and Dr. Manolito C. Manuel of the Pangasinan State
Program could be attributed to the limited resources of the University for their comments and suggestions which lead to
public schools and the minimal budget provided by the the improvement of the study.
government to the Education Department. Although some of The Regional Director, Schools Divisions Superintendents of
the facilities needed are not available, the, facilities available San Carlos City Division, Alaminos City Division, Urdaneta
in the schools are being maintained and functional. City Division, Dagupan City Division, Pangasinan I Division
Results show that there is a need for the teachers to undergo and Pangasinan II Division for their kind permission to
trainings on the use of innovative and state-of-the art facilities conduct the study are also acknowledged.
146
International Journal of Multidisciplinary Research and Development

8. References
1. Adekeye RB. Social Studies Curriculum Lecture
Materials on SSE, 2008, 402.
2. Bolick C, Berson M, Coutts C, Heinecke W. Technology
applications in social studies teacher education: A survey
of social studies methods faculty. Contemporary
Issues in Technology and Teacher Education. 2003, 3(3).
Retrieved on 15th September, 2008 from
http://www.citejournal.org/vol3/iss3/socialstudies/article1
.cfm
3. Brinkley, Sheena. Effectiveness of Teaching Aids, 2004.
4. Department of Education. Discussion Paper on the
Enhanced K +12 Basic Education Program, 2010.
5. Department of Education. K to 12 Basic Education
Program Primer. Briefer on the enhanced k12 basic
education program, 2011. Retrieved from
http://www.gov.ph/2010/11/02/briefer-on-the-enhanced-
k12-basic-education-program/
6. DepEd Updates, 2010. Retrieved from
http://www.deped.gov.ph/
Department of Education.
7. Ema E, Ajayi DT. Educational Technology: Methods,
Materials, Machines. Jos: Jos University Press Ltd.
2004.
8. Gonzales, Michelle I. An Assessment of physical plant
and facilities of selected public and private secondary
schools in the National Capital Region: basis for a
proposed facility management program. PhD thesis, De
La Salle University – Dasmariñas, 2013.
9. Hallinger, Heck RH. Collaborative Leadership and School
Improvement: Understanding the Impact on School
Capacity and P. Student Learning. International
Handbook of Leadership for Learning Springer
International Handbooks of Education. 2011; 25:469-485.
10. Nwachukwu CE. Designing Appropriate Methodology in
Vocational and Technical Education for Nigeria, Nsukka,
University, Trust Publishers, 2006.
11. Orakwe ITC. Social Studies Education Basics for Tertiary
Institutions. Onitsha: Desvic, 2000.
12. Schneider, Mark. School building and students academic
learning outcomes New York: Strong Brook, 2002.

147