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Abstract
This descriptive research study aimed to determine the extent of the Grade 7 teachers’ implementation of the K to 12 Secondary School Curriculum in the public high schools in Bacolod City. All the 281 Grade 7 teachers were utilized as participants in the survey, while purposive sampling was used in the semi-structured interview. The data were generated using the researcher-made survey instrument and semi-structured interview. The mean, t-test of independent sample means, analysis of variance (ANOVA), and frequency count were used to treat the data. Results revealed that the extent to which Grade 7 teachers implemented the K-12 Curriculum in terms of: a) curriculum objectives, b) curriculum content, c) learning experiences and materials, and d) evaluation of learning, was high. No significant differences were found in the implementation of K-12 Curriculum in the areas of learning objectives, learning content, learning experiences and learning evaluation when Grade 7 teachers were grouped according to designation, however, significant differences were found in the area of learning evaluation when the teachers were grouped according to academic areas they specialized and their teaching loads. The problems encountered in the implementation of the K-12 curriculum are: a) lack of materials and b) computer/digital illiteracy. Program for the Improvement of the Implementation of the Grade 7 K to 12 Curriculum was also designed.
