VIEWS OF STUDENTS AND TEACHERS IN THE

IMPLEMENTATION OF
K-12 STEM AND NON-STEM TRACK: A CRITICAL
INSTANCE CASE STUDY
 Researchers

• Rebosura, Mary Ellaine

N.

• Ramiro, Elisha Reign M.

• Noel, Charisse Jade L.

• Sanidad, Jessieca R.
 CHAPTER I

INTRODUCTION
PROBLEM STATEMENT

In this program, all students are required to choose

their preferred track related to their course and can
now begin studying the subjects related to their
chosen career. The subject from the chosen strand is
going to introduce them to the career path that they
want to take and upon on entrance, the students are
required to choose their preferred strands.
Approximately in 13 years the students need to
complete and are now required to complete
kindergarten, elementary school or grades 1 to 6 and
junior high school or grades 7 to 10 up to senior high
school or grades 11 to 12 before receiving his or her
diploma,
PURPOSE OF THE STUDY
To assess the and analyze the perceptions of the
students and teachers on K-12 implementation in
terms of Decision making, teaching and learning
strategies, activities and learning environment

Know the strength and weaknesses of second year

nursing students who undergone from STEM vs
NON-STEM strand.
THEORETRICAL FRAMEWORK
According to Albert Bandura the Social Cognitive
Theory he states the importance of learning through the
process of observation. It was renamed after the original
title of Social Learning Theory, Albert Bandura has
stated the importance of cognition these are
observational interactions and vicarious interactions.

Albert bandura claimed that it is very important to

pay attention to every observational learning. It has
three stages these are
• 1.) Attention Phase- It was the first stage of learning
wherein the observers are trying to pay attention to their
instructors. At this stage, the observer is trying to observe
and learning the knowledge themphasize the lectures of
their instructor. The teachers must build a good
foundation and relationship with its students to
successfully help them learn from their observations.

• 2.) Retention phase- It was the second stage of at has been

learned from their instructors must be captured and able
to retain for a longer time. The observers must able to
analyze and retain the information. A teacher must test
their students by asking some questions during the lecture
and repeat the steps of the task.
• 3.) Reproduction Phase- It was the third stage of learning
wherein after the teacher asks to repeat the task the
observer must meet the proper skills.

• 4.) Motivation Phase- The final stage of learning wherein

the observers must able to motivate to learn. The observers
must find out the positive and negative impacts of what
they learned. Teachers must also help the learners to
motivate in adapting and studying. To be able to improve
their character and skills.
 Conceptual or Research Paradigm

PROCESS
INPUT
Decsion making OUTPUT
Views of Students and
Teaching & Learning Improvements to enhance
teachers undergone K-12
Strategies K-12 program
Program
Activities & Learning
 On our study about the Views of Students and
Teachers in the K-12 STEM and NON-STEM track:
A critical instance case study the theory that will be
utilizing is the theory of Schwarz, Nobert (n.d)
Emotion, cognition, and decision making theory. It
address the influence of moods and emotions
experienced at the time of decision making. Decision
making is very important in choosing what kind of
track will be entering. Once you decide on what path
you are going to take. There is no coming back. The
time has passed there are a lot of efforts, time, and
money.
Research Questions
1.What are the perspective of the students and
teachers on K-12 implementation in terms of:
2.What are the challenges do students & teachers
face during K-12 implementation as to:
3.What are the barriers to facilitation of choices in
K-12 strands among the students?
4.What improvements can be made to enhance K-
12 program?
 SCOPE AND LIMITATIONS
The study would like to explore the views and
opinions of the students who undergone the K-12
curriculum and the assessment of college professors
on their academic performance. This will contribute
knowledge to the researchers by assessing the
perception and experiences of second year level
nursing students who are currently enrolled for second
semester and completed the Kto12 program. The focus
of this study are the learning experiences of students
and the skills and knowledge that they were able to
develop, through this the researchers will be able to
come up with issues and hindrances that students
have experienced and how the students were able to
cope up in the newly implemented curriculum.
 SIGNIFICANCE OF THE STUDY
This research is identified to be beneficial to the
following:

To the students. As the main focus of the study, the students

may be able to determine and assess their strength and
weaknesses that will encourage them to improve their skills
and make better decision before choosing a strand. The
students will have an idea about the learning experiences of
the first batch of senior high school students who
undergone the K-12 curriculum through this student will be
able to prepare their skills and forehand knowledge before
entering senior high school.
• To the parents. Through this study the parents will particularly know how to
communicate and guide their child regarding the challenges experienced by their
child, and see if the newly implemented Kto12 program enhances the skills and
understanding of their child. This study will provide information to the parents
with the learning experiences of their children in the new curriculum and will give
them an overview about what is in the K-12 curriculum.

• To the institution, This research study will serves as a guide to discover new
teaching and learning strategies to make the newly implemented curriculum
effective and successful, and will contribute knowledge to better understand the
challenges and experiences of students who undergone Kto12 program.
 CHAPTER II

METHODOLOGY
RESEARCH DESIGN
This research would be using critical instance case
study. The data collected either contribute to the
development of theory or explain phenomena from the
perspective of the persons being studied. Critical instance
case studies typically involve investigating one or more
phenomena in an attempt to decipher and focus on a single
occurrence instead of generalizing the situation. This
method is useful for answering cause and effect questions.
 SETTINGS
The researchers being a nursing student of St. Dominic
College of Asia has decided to execute their research
inside the campus of the said college. As one of the top
colleges that offer the nursing course, the research will be
conducted at St. Dominic College of Asia, located at
Emilio Aguinaldo Highway, Bacoor, 4102 Cavite,
Philippines. It will be more efficient and easier to access
students within the campus as the researchers are also
studying at the same institution.
PARTICIPANTS OF STUDY
The research is all about the different
experiences of STEM and non-STEM
students and how they relate to being a
nursing student, different hardships that they
had to go through and how hard it is to enter
nursing without any background of it. Our
target population is the second-year nursing
students, and the accessible population would
be the second-year nursing students who have
undergone with the k to 12 programs.
 SAMPLING TECHNIQUE
Researchers will be using purposive sampling, also known
as judgmental, selective, or subjective sampling, it is a form
of non-probability sampling in which researchers rely on
their judgment when choosing members of the population to
participate in their study.
The main goal of purposive sampling is to focus on
particular characteristics of a population such as students
who are; (a) able to undergo the senior high school program,
(b) currently enrolled in Nursing degree program (c) second-
year nursing student (d) completed immersion programs
during SHS. For teachers (e) teach in a nursing program, (f)
two years of teaching experience in the current workplace (g)
registered nurse and completed masteral in Nursing.
 INSTRUMENTATION
The researchers will conduct a web-based survey between the participants in the
STEM and non-STEM students. A Web-based survey is the collection of data
through a self-administered electronic set of questions on the Web. The interview
will be using a set of questions in the form of a google survey to have a more solid
connection between the interviewer and the individual. The researchers have chosen
to use a self-made questionnaire for the survey that includes open-ended questions.
An unstructured questionnaire will also be utilized. An unstructured questionnaire
has open-ended questions, and it gives more freedom for the respondents to give
responses in the way and to the extent and depth they like. The guide questions are
very detailed and include topics as well as sub-topics. Researchers have included a
variation of topics with a sub-topic that will help the participants to expound their
ideas and opinions more.
The questions were asked to the teachers at St.Dominic College of Asia to

measure its reliability. The questionnaires will determine the views of

teachers in the K-12 implementation.

The following questions were asked:

1. How did you prepare to teach nursing students from the K-12 program?

2. How did you facilitate the learning of nursing students from the different

track?

3. What do you think are your roles in the successful implementation of this

K-12 program?
4. What is your perception of the implementation of the K-12 program?

5. What do you think is the effect of working immersion during SHS to the

related learning experience of the nursing students?

6. What tools and strategies do you use in teaching your nursing students?

7. What particular subjects do you find challenging in teaching nursing students?

8. What specific plan/course of action did your school do to address the

problems and challenges?

 DATA COLLECTION
The data are captured directly in electronic format, making
analysis faster and cheaper. This again allows more data to be
collected than with conventional mailed paper questionnaires.

Once they clicked on the survey link,

https://forms.gle/sxvz1B1GHN3VDJrU9 provided these in the
invitation of the students on their messenger; and
https://forms.gle/mVgmB5GiVWQ9u5eK9 for the teachers. The
participants will be directed to the questionnaire; the survey also
made it clear that submitting the completed document indicated
consent. Open-ended surveys will be given to the participants to
express their views and opinions in the implementation of the K-
12 program. The survey will be distributed to the second-year
nursing students and faculties of St. Dominic College of Asia.
 DATA SYNTHESIS
Triangulation is a process of utilizing multiple sources of data to increase the
credibility of research findings (Cresswell, 2009; Wolcott, 2005). This study
triangulated findings through documents and reflective field notes (see Figure 3.4).
Furthermore, the process will be supported through the use of member checking
(Merriam, 1998) to reduce any personal influence or bias that may have occurred.
In triangulation, we can use more than one method to understand the phenomenon
very well. There are different methods in triangulation like Investigator
triangulation, theory triangulation, methodological triangulation, environmental
triangulation all have the other purpose of checking the validity and seeing the
difference of opinion about the phenomena.
 CHAPTER III

RESULTS

This chapter presents the results of the study.

This introduces the summary of findings gathered
and analyzed conclusions, and recommendations of
the researchers. A summary of the research is used to
give a thematic analysis. The conclusions will
emphasize the views and opinions of teachers and
students to the implementation of K-12 program.
Recommendations are indicated at the end to serve
as suggestions and advices for those beneficial
recipients of the said study.
Profile Characteristics of the Participants
Table 1 presents the profile characteristics of the teacher participants.
Key Age Gender Educational Employment Years of # of Teaching Class
Informant Attainment status teaching in Seminars load Size
current attended
workplace

Teacher A 39 F PHD Regular 13 years More than Full time 32

            100    
                 
Teacher B               30-35
  37 M Masteral Employed 7 years Numerous Full load  
                 
Teacher C           More than    
        Fulltime 1 year 30 Full load 30+
  51 F PHD probationary        
                 
Teacher D                
               
          100   40
38 M Masteral Regular 12 years MS
Interpretatio
n
Teacher A is a 39-years-old, Female. Her highest educational attainment was Ph.D.
and has been an employment status of Regular. With 13 years of teaching in St. Dominic
College of Asia and has more than 100 seminars attended. She has a teaching load of full
time and a class size of 32.

Teacher B is a 37-years-old, Male. His highest educational attainment was a Master’s

degree and has been an employment status of Employed. With 7 years of teaching in St.
Dominic College of Asia and has, numerous seminars attended. He has a full load in
teaching and a class size of an estimated 30-35.

Teacher C is a 51 years-old, Female. Her highest educational attainment was Ph.D.

and has been an employment status of full-time probationary. With 1 year of teaching at
St. Dominic College of Asia and has more than 30 seminars attended. She has a full load
in teaching and a class size of 30+

Teacher D is a 38 years-old, Male. His highest educational attainment was a Master’s

degree and has been an employment status of Regular. With 12 years of teaching in St.
Dominic College of Asia and has, 100 seminars attended. He has a teaching load of MS
and a class size of 40.
Profile Characteristics f (%)
Age  
19 8 (25%)
20 16 (50%)
21 7 (21.9%)
22 1 (3.1%)
Sex  
Male 6(18.8) %
Female 26(81.3%)
Year  
Second Year 32 (100%)
Course  
Bachelor of Science in Nursing 32 (100%)
Strand During SHS  
Science, Technology and Engineering (STEM) 20(62.5) %
Accounting, Business, and Management (ABM) 3 (9.4) %
General Academic Strand (GAS) 3 (9.4) %
Information, Communication and Technology (ICT) 0 (0%)
Humanities, and Social Sciences (HUMSS) 1(3%)
Technological- Vocational (TECH-VOC) 3 (9.4) %
Arts and Design 2(6%)
First choice of degree  
Bachelor of Science in Accountancy (BSA) 1 (3.1%)
Bachelor of Science in Aircraft Maintenance Technology (BSAMT) 1 (3.1%)
Bachelor of Science in Architecture (BSA)  
Bachelor of Science in Computer Science (BSCS) 1 (3.1%)
Bachelor of Science in Education (BSED) 1 (3.1%)
Bachelor of Science in Medical Technology (BSMT) 1 (3.1%)
Bachelor of Science in Nursing (BSN) 2 (6.2%)
Bachelor of Science in Physical Therapy (BSPT) 16(50%)
Bachelor of Science in Psychology (BSPSYCH) 1 (3.1%)
Bachelor of Science in Radiologic Technology (BS RadTech) 1 (3.1%)
Bachelor of Science in Tourism Management (BSTM) 1 (3.1%)
 
6 (19%)

 
Table 2 represents the profile characteristics of student’s participants.
 Themes
Theme 1 The perspective of the students and teachers on K-12 implementation

Subtheme I
The reasons for choosing the strand

Subtheme II
Reasons in Nursing as a college course

Theme I Subtheme III

Perspectives of the students and teachers on Preparedness to teach nursing students from
K-12 implementation the K-12 program

Subtheme IV
Roles in the successful implementation of
this K-12 program

Subtheme V
Perception of the implementation of the K-
12 program
 Chapter IV

DISCUSSION
 This chapter presents the results based on data
analysis. The first section presents the Profile
Characteristics of the Student and Teacher
Participants. The second section presents a variety of
themes based on the data gathered. The researchers
have identified four main themes. Each section and
themes will be discussed in this chapter.
Theme 1: The perspective of the students and
teachers on K-12 implementation.
From a teacher’s point of view, Acosta, A., (2016) found that
there were five predisposing factors, namely: qualifications,
hiring requirements, streamlining of courses, management of
surplus labor, and alternative programs to assess the readiness
of senior high school teachers and higher education institutions
to ensure stability and to encourage and protect the health of the
faculty involved and other workers in the higher education
field. Vizconde, C. (2015) stressed the emerging issues of the K
to 12 systems in its study: 1) the displacement of teachers at
tertiary level; 2) the lack of information on the guidelines for
implementation; 3) the lack of university students for two years;
and 4) the lack of resources for implementation.
 Sub-theme 1: Reasons for choosing your strand.

According to Llego (2018) Students should know the

subjects or fields that they are good at. They must identify
the subjects where they excel. Dream careers in the future
can also be a good basis in choosing the right track. Make
sure that the strand a student is going to take is related to
it. The main reasons of choosing their strands coming from
the nursing student participants were divided into four:
Sub-theme 1.1 FAMILY INFLUENCE.

Laguador (2015) emphasized that children are still being

asked by their parents where they wanted to pursue their
education but parents are considered the most influential
person closest to their children to decide and convince
where to study because they are the ones who will pay the
tuition fees. One consistent finding in research suggests that
adolescents’ own aspirations are influenced by their parent’s
aspirations or expectations. Parental support and
encouragement are important factors that have been found to
influence career choice. Children may choose what their
parents desire simply to please them (Taylor et al, 2014).
Sub-theme 1.2 RELATED TO COURSE

Choosing a career path can help you set professional

goals and develop a strategy for getting where you want
to be. Part of selecting an appropriate career path
involves making an honest self-evaluation of your
talents, skills, and interests. A course has a lot to say
about the employment prospects of job seekers.
(Vallente et. al., 2016) Having an advanced desired
career path can influence a person into picking a strand
concentrated to their college course.
Sub-theme 1.3 INDECIVENESS
Indecisiveness or career indecision is defined as the chronic
difficulty in making decisions about an academic major or career. It
can be linked to any number of internal and external conflicts.
Career anxiety is one specific problem that can impede decision-
making and contribute to indecision. Indecision can deter the
progress of a student through academics (Counseling group service
of the Counselling Center of UM, 2017). According to the study of
Manapsal (2018) The following factors of undecidability in choosing
career among senior high school students were arranged according to
their rank: 1. financial problem; 2. immaturity to make decision; 3.1
the right school to choose is too limited; 3.2 peer pressure; 5.
parental conflict; 6. No new friends or acquaintances; 7. the school is
not credited by the Commission on higher Education (CHED); 8.
Other reasons are left unanswered and lastly, heath problems.
Sub-theme 1.4 INTEREST.

Students who have taken a particular interest to a

subject will eventually consider a course that is related to
that interest. It was found that students who receive help
in exploring careers and planning programs of study
related to their career interest are more likely to see
school as meaningful (Pascual, 2014) Although suited
course are measured based on the interest and personality
of the students, other criteria relevant in choosing a career
such as individuals’ aptitude and intellectual abilities are
equally of great importance (Bandura et. al., 2001)
Sub-Theme 2: Reasons in Nursing
as a college course.
Nursing remains a career of choice for young and
mature students entering university. It is seen to provide
security, interest and opportunity to help and care for
others. (Wilkes et. al., 2014) Few careers offer the same
advantages as nursing: registered nurses earn high salaries,
work with interesting people, and perhaps most
importantly significantly affect people’s lives, often even
saving their lives. Participating student nurses states their
common reasons in pursuing nursing as:
Sub-theme 2.1 GAIN
COMPETITIVE SALARY.
Prospective students’ perceptions of the image of nursing
is seen as a predictor in career choice (Seago et. al., 2006).
In a quantitative study of the image of nursing and shortage
in the workplace found that nursing students’ perceptions of
occupational characteristics that attracted them to nursing
were mainly related to career income (65%), job security
(55%), interesting work (71%) and the ability to make a
difference (65%). (Wilkes et. al., 2014). Nursing is one of
the highest-paid jobs not only in the Philippines but also
globally that is why having a high salary is mainly one of the
reasons students choose nursing as a future career path.
Sub-theme 2.2 INTERPERSONAL
SKILLS.
Other reasons that influenced student choice included
personal reasons and ideals – often defined as altruistic
reasons of what they can do for others as nurses (care,
help, make well, contribute to society and community)
(Buerhaus et al., 2005, Law and Arthur, 2003, Neilson
and McNally, 2012). Grainger and Bolan (2006) survey
in Canada related the image that students have of nursing
to their career choice. In this study new students had an
idyllic view of nursing ‘seeing them as kind,
compassionate people in an exciting career that would
make them feel good about what they are doing
Sub-theme 2.3 DREAM.

Mkala (2013) stated that to some of the students,

nursing is their dream career, therefore giving them
satisfaction of doing what they have always wanted to
do. Being able to achieve a lifelong dream job will of
course be one of the main reasons a student chooses a
course. Mijatović (2018) expressed that for others,
nursing had been a childhood dream and something that
had always been one of their interests.
Sub-theme 2.4 INFLUENCE OF
DRAMAS.
According to Price (2011), There has been a recent focus on
reshaping the image of the nurse in media, especially given the
prevalence of mass media influences from internet use; a
growing feature of daily life in the 21st century. Kalisch,
Begeny and Neumann (2007) studied the images of the nurse on
the internet and found that 70% of the content depicted nurses
as intelligent and educated, and 60% showed nurses as
respected, competent and trustworthy. Such strategies can
elevate the perception of nursing as a desirable career choice
and provide a more comprehensive understanding of the
profession, both of which can enhance recruitment and retention
among the upcoming generation (Whitehead et al., 2007)
Sub-Theme III: Preparedness to teach nursing
students from the K-12 program.

Crisol, L., et. al., (2014) affirmed that the teachers had approved the
implementation of the K-12 programs in the Philippines. They
believed that the program effectively provided students with the fields
and careers they had chosen. Although they were willing to take part in
the program, they still do not find themselves equipped to teach
students because they believe they need more training. With the newly
implemented K-12 program, the education involving nursing has been
said to be more advanced with the K-12 graduates compared to those
who did not. Clinical learning was more specific because the students
from the STEM strand has a general idea about the clinical studies
because of certain subjects involved in the said strand. The importance
of clinical learning cannot be overemphasized as it prepares nurses to
become competent practitioners (Kaphagawani & Useh, 2013).
 Sub-Theme IV: Roles in the successful
implementation of this K-12 program.

Pascual (2015) stated that while the higher budget

allocation for K-12 is encouraging, the government must
ensure adequate monitoring of spending to avoid waste or
misappropriation. Teachers to use as a tool for teaching
instructions based on standards. Senior High School
teachers were also given essential trainings, workshops and
seminars to be fully equipped with vital information in
molding senior high school students ready for work or to
continue higher education. (Cogal et. al., 2019)
 Sub-theme V: Perception of the implementation of
the K-12 program.

Lacorte, E. (2011) stated that teachers are likely to have been

adequately prepared for the implementation of the K to 12
programs in terms of teaching skills, teaching strategies and
teaching materials and there was a considerable variation in the
readiness of private and public schools, as well as the readiness of
their respective teachers, and this, was mostly attributable to the
different settings and conditions in the two groups of schools. It
was not an aim of this new curriculum to give additional years for
sufferings but rather to standardized the educational system of the
country where it strengthened the academic subjects and prepared
students’ work readiness as skills were enhanced and developed.
Furthermore, this new system produced graduates who were
competent, skills and highly employable (Dizon et al., 2019)
 Theme 2: Challenges students face
during K-12 implementation.

Findings of Ednave, R., et. al., (2018) stated that the

implementation of the K to 12 programs presented the
following challenges: a) lack of preparation and
professional development; b) excessive academic burden
on students; and c) integration of lessons in the real-life
context. With the sudden implementation of this new
curriculum a lot of students were stunned and wasn’t ready
to face an additional two years of higher education and this
made them felt lost and somehow wronged because of the
additional years added to their education.
 Sub-theme I Particular subjects.
According to a study of Nava (2017) Senior high school
students revealed that they found topics such as mechanics,
optics, electromagnetism, and thermodynamics difficult to
understand. These topics were especially difficult for
students who have not learned how to apply knowledge in
novel and real-life situations. Students who were asked to
remember contributions of physicists found the task
problematic because of the foreign names. For major
topics, lack of mastery on underlying concepts made
lessons challenging.
 Sub-Theme II Specific difficulties that was encountered in the chosen
strand.

STEM, ABM, HUMSS, and much more are strands expected to be

chosen in the 10th grade –students in the range of 13-15 years old. This
means that students from an early age who are just adjusting from being a
teenager had to pick a strand of interest that will greatly affect their grades
and future, and would possibly lead to regret. (Ganglani, 2018) With
different types of subjects, performance tasks and activities within each
strand all of it has its own hardship. The participants specified a certain
difficulty within their strands such as:
 Sub-theme 2.1 SPECIALIZED
SUBJECTS.
The most preferred track in all of the three countries is the academic track.
Unlike US and Japan academic courses, the Philippines are more organized. It has
at least four academic strands. These strands lead to specific courses in college
except for the General Academic Strand (GAS) which is for the undecided
student. (Orale et al., 2016). These four academic strands have specialized
subjects. These are subjects that are unique to the career track or learning strand
that the student chose. These are similar to the major subjects that college students
take, although they're designed to be less complex than their college counterparts
Sub-theme 2.2 PUBLIC SPEAKING.
As K-12 was implemented for a higher education,
speaking publicly was a required agenda for students.
According to Kirkwood and Melton (2002), anxiety
disorders are among the most common mental disorders
encountered by public speakers. People who feel anxiety
while speaking in public generally tend to avoid situations
where they have to perform, but when they encounter
such situations, they suffer intense distress and anxiety.
According to Raja (2017) lack of confidence was the
most common reason of fear of public speaking because
many students have a meek nature and they tend to feel
uncomfortable while speaking in front of others.
Subtheme 2.3 TEACHER RARELY
ATTEND CLASS.

With the implementation of K-12, the teachers also experienced a lot

of stress and a change of their schedule resulting to some of them not
attending classes. Teachers have a responsibility to the student’s
learning because they are one of the vital points affecting the student’s
academic performances. King and Newman (2000) state, “Since
teachers have the most direct, sustained contact with students and
considerable control over what is taught and the climate for learning,
improving teachers’ knowledge, skills and dispositions through
professional development is a critical step in improving student
achievement.”
Subtheme 2.4 IN-DEPTH WITH MATH ANALYSIS.

Because of specialized subjects in the Academic Tracks,

Mathematics was one of the main topics in strands STEM
and ABM. According to the study of Camarao et al., (2017)
students hardships for major topics is the lack of mastery
on underlying concepts which made the lessons
challenging. Topics which were heavy on terminologies,
formulas, and numbers were also listed as particularly
demanding.
Subtheme 2.5 CONFUSING.

Some students find the topics discussed confusing

because of teachers not using layman’s term or having
fast discussions where students could not keep up. This is
supported by the study of Mamolo et al., (2020). They
stated that if the teachers discussed the concept, the
pacing was fast. This makes the students do not
understand the concepts tackled. It was also emphasized
that the teachers’ way of discussing the lesson made the
subject more difficult.
Subtheme 3.1 RATIONALE AND
MEMORIZATIONS.
Rationales and memorization are always a part of the
nursing education. The teacher delivers structured
packages of theoretical or practical knowledge complete
with analysis, insight, and conclusions, while students are
expected to take notes, memorize and master the imparted
information (Loving & Wilson, 2000). But as these
rationales that the student needs to memorize piles up, it
becomes very hard to each student particularly to those
who lack memorization skills.
Subtheme 3.2 ANXIETY.

According to the study of Molazem et al., (2016)

students became distressed and overwhelmed in dealing
with new experiences within the clinical learning
environment. From the perspective of the students,
providing care for patients is stressful to them. The
presence in the clinical setting and exposure to new events
cause emotional reactions in students. Such reactions have
a significant effect on their learning process. With new
experiences and knowledge students feel anxious and
stressed affecting their academic and clinical
performances.
Sub-theme 3.3 LACK OF CONFIDENCE.

As a new comer with no experience in real life and

death situations, students will have a lack of confidence
with their skills as they have always practiced only in
clinical learning with a clinical instructor present.
Panduragan et al., (2011) states that Confidence level
among nursing student is an important factor to enable
them to carry out their duties competently in the clinical
area. Most of the time nursing students lacked confidence
in their clinical skills.
Sub-theme 3.4 COMMUNICATION AND
CRITICAL THINKING SKILLS.

In the study of Jamshidi et.al., (2016) the researchers

stated that many students mentioned the lack of
communication skills as the reason for deficiency in
communicating with the clinical learning environment.
Insufficiently developed communication skills sometimes
cause disruption in providing care for patients.
Sub-theme 3.5 EXPENSIVE.

In the Philippines, nursing degrees are one of the

most expensive courses available (Zosa and Orbeta,
2009). Nursing belongs to the list of the most expensive
tuition fees as it provides clinical learning and
experiences. Clinical tools, books and uniforms are also
a requirement of the course thus adding to the expenses
the student and parents shoulder
Sub-theme 3.6 RETURN
DEMONSTRATION.

While Practical Return Demonstration is the effective

means of acquiring necessary increasing knowledge and
psychomotor skills and values to become an excellent nurse
practitioner. (Alo, 2017), it also is considered one of the
hardships a student nurse experiences because of their
anxiety to make mistakes and to receive low scores as they
lack self-confidence with their clinical skills.
 Sub-theme 3.7 TIME MANAGEMENT SKIL

Time management is very important in

the nursing profession; because the time
wasted by nurses, is the time not spent with
the patient and it has a negative effect on the
quality of care given to patients (Nasri et al.,
2013). According to Omidvar (2013) Time
management is one of the ways which can be
very effective on anxiety and academic
motivation of students.
Sub-theme 3.8 NURSING CARE
PLAN.
The nursing process has many benefits for the
individual who is receiving care, the nurse, and the
nursing student. An accurate nursing process
facilitates solving the patient's problems and enables
the provision of systematic care for patients. During
nursing education, students comprehending the
importance of the nursing process are among the
responsibilities of instructors (Yilmaz et al., 2015)
 Theme 3: Barriers in
choosing
K-12 strands
Because students are in trouble of choosing their
career most likely their decisions are influenced by
some factors. According to Hewitt (2010), most people are
influenced by careers that their parents favor. The article
of Stebleton (2007) indicated that the students’
decision on career choice is influenced by political and
economic considerations, previous work experience, and
the influence of key individuals in their lives. With a lot
of uncertainty students experience a lot of barriers while
choosing the right strand for them.
 Sub-theme 1: CAREER
TRACK REQUIREMENTS.
Career decision is very important for a senior high
school graduating student to take although doing it is
a lifelong process (Georgia Career Information
Center, 2013). It is a continuous process throughout
the development of a person. In the choice of career,
students are likely to consider their own personality as
gauge of the academic program they would go into in
Senior High School (SHS); thus, it has become the most
dominant factor in the pursuit of higher studies.
(Limjuco, 2018).
Sub-theme 2: NO BACKGROUND
INFORMATION.
Navales (2017) stated that students need to adjust to
the new curriculum and have to condition themselves in
spending a longer time in school. SHS is relatively new so
its efficiency is yet to be determined, and this is one risk
which may have dire consequences. With no information
and assurance of this newly implemented curriculum
students will also have no idea on what is the right strand
to choose.
Sub-theme 3 UNCERTAINTY.

One domain of life in which uncertainty plays a

significant role is that of career decisions (Amir and Gati,
2006). Deciding on a career is one of the most important
aspects of an individual’s development and personal
happiness. According to Creed and Patton (2001),
making decisions regarding a career is an important
task for young people. Choosing strands that can affect
your higher education and future is not such an easy
decision for a freshly graduated junior high school. Being
uncertain is a given for such a young age.
Theme 4: Improvements that can be made
to enhance the K-12 program.
According to Morken (2018) The Department of
Education in the Philippines had an intensive preparation
before the implementation of the said curriculum:
Classrooms, Teachers, Textbooks and the Curriculum have
been taken into consideration. But he suggests that these
should be considered: 1.) Ammendment of the Kindergarten
Curriculum; 2.) Sufficient School and Company Linkages;
3.) Sufficient Job Opportunities; 4.) Excellent School
Facilities and Equipments; 5.) Expel Corrupt Government
Officials in the Department of Education; and to 6.)
Motivate Teachers.
Sub-Theme I PLAN OF ACTION
IMPLEMENTED TO SCHOOLS.
A lot of actions are implemented to schools to make
adjustments. The action varies from different schools as it
affects different factors but CHED has specifically outlined
their role in this reform, which is fourfold: Curriculum
consultation (Sections 5 and 6) – CHED has been actively
involved as part of the curriculum consultative committee for K
to 12. CHED has tapped experts from universities to contribute
to designing and revising the K to 12 curriculum. Teacher
training and education (Section 7) – CHED is also mandated to
partner with DepEd and other institutions for teacher training
and education, including making sure that the curricula of
teacher education institutions meet standards of quality. This
ensures that the teachers of the next generation are equipped to
teach young Filipinos under the new K to 12 system.
 Sub-Theme II FACILITATE THE LEARNING.

According to Dizon et al., (2019) In the teaching field,

learning was considered to be the most essential goal that
a teacher must achieve at the end of the lesson. Students
learned best if the discussion was interesting and required
the participation of the audience. In view of this idea,
teachers adapted different teaching strategies to ensure
that the delivery of instructions was successfully
transmitted to the mind of the students in an effective way.
Teaching strategies must be assessed by the teachers to
make sure its effectiveness as it was used during
discussion.
 Sub-Theme III Significant
contributions.
Although a lot of negative reactions came with the
newly reformed implementation there are also positive
contributions from K-12 that will benefit the students.
K12philippines (2015) listed 1.) Preparedness for tertiary
learning; 2.) Readiness to join the workforce.; 3.) Skill
competency in the global job market. With specialized
subjects from each strand, it gives students a general idea
on what to learn in their aligned college course within the
strand that they’ve chosen.
Sub-Theme III Working Immersion.
According to the DepEd (2019) Work Immersion is one of the
course requirements for graduation. A Senior High School student
has to undergo Work Immersion in an industry that directly relates to
the student’s postsecondary goal. Through Work Immersion, the
students are exposed to and become familiar with work-related
environment related to their field of specialization to enhance their
competence. Specifically, the students are able to: (i) gain relevant
and practical industrial skills under the guidance of industry experts
and workers; (ii) appreciate the importance and application of the
principles and theories taught in school; (iii) enhance their technical
knowledge and skills; (iv) enrich their skills in communications and
human relations; and (v) develop good work habits, attitudes,
appreciation, and respect for work. These prepare them to meet the
needs and challenges of employment or higher education after
graduation.
 CHAPTER V

Summary of Findings, Conclusi

Recommendation
SUMMARY
Based on the results of the content analysis of the data that
are summarized and presented in the preceding chapter, the
researcher hereby presents a summary of the findings of the
study: This study was conducted base on the researchers’
primary goal to identify the student’s and teacher’s view
regarding the implementation of the K-12 program and how it
affected their current chosen course. The population consists
of 32 (thirty-two) student participants: 20 STEM students, 3
ABM students, 3 GAS students, 1 HUMSS student, 3 TECH-
VOC students, and 2 Arts and Design with ages between 19 –
21 years old. As the student participants have a variety of
strands taken during their senior high school years aside from
the STEM strand which is connected to medical courses, the
researchers were able to have a variety of opinions not only
basing on a specific strand.
 The population of the teachers consists of 4 (four)
participants that have an age range of 37 – 51 years old and has a
range of 1 – 13 years in terms of their years of teaching. Based on
the data that the researchers have obtained there were a variety of
different views and opinions from students. Some were positive
and others had a negative viewpoint with the implementation of the
program. Most of the experiences the students shared were having
a hard time during the program because of a lot of factors but
mostly because of their academic performances same as with being
a nursing student. The majority of the students believe that the
strands did not bring a big contribution to the Nursing course,
especially for the STEM students.
 CONCLUSION
This study will emphasize the views and opinions of teachers and
students on the implementation of the K-12 program. Under this
theme, subthemes with the following transcriptions were extracted
from the key informants. Each student has different reasons why
taking up different tracks. The theme I Perspectives of the students
and teachers on K-12 implementation different factors affect the
student to choose their preferred tracks. For Sub-Theme 1 The reasons
for choosing the strand: Family Influence, because we all know that
parents always want their children to be successful in the future.
Related Course, most of the participants choose their track because
the track is connected to pursuing their chosen career. Indecisiveness,
students who are not sure yet about the career path they are going to
take. Some undecided students maybe that track has many enrollees,
lack of information about the track. Lastly, Interest, the students feel
they are on the right track that sustains their passion and have an
impact on society living. These are the factors that affect the student
to make choices about their preferred tracks
 Sub-Theme II
Reasons in Nursing as a college course. Before
entering the course of Bachelor of Science in
Nursing: Gain a Competitive Salary. Nursing is one
of the highest paying jobs all around the world.
Nursing becomes one of the in-demand courses due
to the shortage of nurses. Interpersonal Skills, this is
one of the skills a nurse should possess. Dream, It is
very important to follow your dream and this is one
of the reasons that keep pursuing what they wanted.
It makes their life worth living. Influence of Korean
Drama, since it is very popular nowadays
Sub-Theme III

Preparedness to teach nursing students from the K-12

program. It was challenging for teachers to teach nursing
students coming from different tracks. A teacher's
preparation is a must to become successful in the future.
They used different techniques and strategies to be
prepared in the newly implemented K-12 program of the
Department of Education. To be able to meet the needs of
their students they attended different seminars and classes
regarding the K-12 program to be aware of the policies,
standards, and guidelines.
Sub-Theme IV

Roles in the successful implementation of this K-12

program Teachers need to b engage with their students.
One of the responsibilities of the teacher to provide and
engage in different activities and training. Teaching with
passion, sincerity, attitudes, skills, and required
knowledge. Teachers need to understand the program of
K-12.
Sub-Theme V

Perception of the implementation of the K-12 program.

The teacher can empower their students. Their perceptions
of the newly implemented program are important. It
determines their views and opinions on the K-12 program.
It affects how they manage the conflicts and problems that
arise in the program. It gives the students motivation and
inspires the students to finish their students.
Theme II

Challenges of students face during K-12 implementation. These are

different challenges that occur during the implementation of the new K-12
program. It includes the struggles and hindrances that affect their academic
performance. Particular subjects: Physics, Mathematics, Practical Research,
Health Assessment, and Accounting. (Sub-Theme II) These are the
particular difficulties of students. Each student has a core subject in each
track. (Subtheme 2.1) Specialized subject. These include the Accountancy,
Business, and Management (ABM) Humanities and Social Sciences Strand
(HUMSS), Science Technology Engineering and Mathematics (STEM)
Strand, General Academic Track (GAS). There is also a sports track, Art
and Design track, and Technological-Vocational Livelihood track (TVL).
Subtheme 2.2 Public Speaking

Making speeches in front of everyone and present an

effective speaking in the audience. Trying to persuade
and entertain without having stage fright is one of the
most challenging parts for the speaker. A stage fright
might be one of the anxieties and responses of the body.
Subtheme 2.3 Teacher Rarely Attend Class.

The teacher who rarely attends class for their students has an impact
on academic performance. Their role is to teach the students and became
a role model. They are sharing knowledge with their students. They are
considered one of the important persons in society.
Subtheme 2.4 In-depth with math analysis

It deals with an analysis of numbers and complex concepts. It

requires to devote time, effort, and energy. It has a computation that
exercises the mind of the solver.
 Subtheme 2.5 Confusing.
Each student has a different way of understanding
the lessons. It is one of the reasons that the student has
struggled in comprehending the lecture. Students have
different learning styles.
Sub-Theme III Challenges and difficulties
have faced while studying nursing
Nursing is full of challenges. Studying nursing was not an
easy path it has challenges and difficulties that require
courage to face and have hope that these problems can
overcome. (Sub-theme 1.1) Rationale and Memorization. In
nursing, there are areas and subjects required to have the
knowledge and be familiarize needed to be retained in the
memory to have an excellent nursing care plan outcome.
(Sub-theme 2.2) Anxiety, Students are dealing with anxiety
that affects their academic performance. Their mental health
might be at risk. It is hard to cope up, especially while
studying. The student who does well in class might also
suffer from academic anxiety without no one noticing it.
(Sub-theme 3.3) Lack of Confidence.
(Sub-theme 4.4) Communication and
Critical Thinking.
It is interconnected with each other that is key to
deliver the message. It has these skills enable us to
share our ideas knowledge. Critical thinking is the soul
of effective communication.
RECOMMENDATION
Based on findings, it is recommended that all students
are required to choose their preferred track related to their
course and can now begin studying the subjects related to
their chosen career. The subject from the chosen strand is
going to introduce them to the career path that they want to
take and upon entrance, the students are required to choose
their preferred strands. The K-12 curriculum has a
significant impact on the decision-making in choosing the
right course based on the skills and knowledge they were
able to develop during their Senior High School.
 The instructors significantly affect their relationship
with their understudies. There is a strong bond that has
an attachment to them. They cannot survive without
their unique relationship with each other. A teacher is
one of the helping hand that helps the students to
survive the entire semester. The good qualities of a
teacher help the students yield and develop
characteristics that a student should possess. The
students learn with them in terms of their decision
making and perceptions. They contribute a lot that can
make the student be a better.
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