1 2 3 4 5 TABLE of CONTENTS Performance of The K12 Graduates of Different Strands 9 - 12 in Engineering Education: Basis for Bridging the Gap in Engineering Mathematics Dexter M. Toyado, CE, MM Nanette M. Valeza, ECE, MSEE-CPE Teaching Conditions, Challenges Met and Benefits Gained by 13 - 22 Filipino Teachers in Nakhon Sritammarat, Thailand Fortunato Saturos Beltran Jr. Allan S. Tiempo, PhD, Leandro C. Torreon, PhD Julius J. Igot, EdD, Proceso M. Castil, EdD Luzminda G. Machete, EdD Academic Attitude, Behavior and Performance of 23 - 33 Generation Z Students Grace A. Galolo, LPT Co-Authors: Allan S. Tiempo, PhD; Leandro C. Torreon, PhD; Julius J. Igot, EdD; Proceso M. Castil, EdD; and, Luzminda G. Machete, EdD Perceived Effects of Technology-Based Instruction 34- 44 in Teachers’ and Pupils’ Proficiency Jonaly G. Nangkil, LPT Co-Authors: Allan S. Tiempo, PhD; Leandro C. Torreon, PhD; Julius J. Igot, EdD; Proceso M. Castil, EdD; and, Luzminda G. Machete, EdD BISU Employees Level of Competence and Attitudes Towards In- 45 - 52 formation and Communication Technology (ICT) Jonas E. Olandria, PhD Jessel I. Salado, Claire Divine Galinato, Jean Rose B. Pil, Ma. Lorna O. Cagulada, Maximo A. Cabangunay III 6 TABLE of CONTENTS Teachers’ Level of Competence in Teaching Music: 53 - 60 Basis for A Training Program Liezel Joy Lacera Acuzar, LPT Co-Authors: Allan S. Tiempo, PhD; Leandro C. Torreon, PhD; Julius J. Igot, EdD; Proceso M. Castil, EdD; and, And Luzminda G. Machete, EdD Play-Based Instruction in Relation to The Level of The Pupils’ 61 - 67 Literacy and Numeracy Skills Achievement Louiela G. Makinano and Leandro C. Torreon Benefits Gained and Challenges Encountered by The Elementary School 68 - 78 Teachers in Conducting Classroom-Based Action Research Madelyn T. Boyles, LPT Co-Authors: Allan S. Tiempo, PhD; Leandro C. Torreon, PhD; Julius J. Igot, EdD; Proceso M. Castil, EdD; and, Luzminda G. Machete Status of Master of Arts in Education Graduates of Bohol Island State 79 - 87 University Candijay Campus: A Tracer Study Marianne Ellorimo Alegre, LPT Co-Authors: Allan S. Tiempo, PhD; Leandro C. Torreon, PhD; Julius J. Igot, EdD; Proceso M. Castil, EdD; and, Luzminda G. Machete, EdD The Learning Style-Preferences and Academic Performance of 88 - 94 Students in the Secondary Schools Marina W. Dacaca-Acerit Ariel D. Dumlao Schools’ Support Services in Relation to Students Level of Satisfaction and Academic Achievement Noel A. Casimsiman, LPT 95 - 104 Co-Authors: Allan S. Tiempo, PhD; Leandro C. Torreon, PhD; Julius J. Igot, EdD; Proceso M. Castil, EdD; and, Luzminda G. Machete, EdD 7 8 PERFORMANCE OF THE K12 GRADUATES OF DIFFERENT STRANDS IN ENGINEERING EDUCATION: BASIS FOR BRIDGING THE GAP IN ENGINEERING MATHEMATICS DEXTER M. TOYADO, CE, MM1 NANETTE M. VALEZA, ECE, MSEE-CPE2 1Director, Center for Island Climate Change Solutions, Catanduanes State University, Virac, Catanduanes, Philippines 2Faculty of College of Engineering, Catanduanes State University, Virac, Catanduanes ABSTRACT The Commission on Higher Education released Memorandum Circular No. 105 or The Policy on the Admission of Senior High School Graduates to Higher Education Institutions. This states that “All Grade 12 graduates beginning Academic Year 2017-2018 are eligible to enter college regardless of the strand taken in the SHS.” Engineering program will accept the; Science, Tech- nology, Engineering, and Mathematics (STEM) and non-STEM strand graduates. The dilemma on the part of the students who have taken non-STEM graduates is that they will have difficul- ties in coping with the fast tracked discussions on engineering subjects. The study determines the effectiveness of K-12 implementation in the Engineering programs following the CHED MC No. 105. It specifically evaluates the performance of the first year civil and computer engineer- ing students taking up engineering math. The study revealed that, for BSCE, 91% of enrollees is STEM graduate, 6% GAS graduate. ABM has minimal enrollees which is 3% and 6%. For HUMSS, 2% are enrolled but in the last block. For the BSCpE, 38% is STEM graduates and 24% from GAS while 29% is TVL graduates. The passing percentage of STEM graduates for the BSCE is 91%, 67% and 86% and 29% for the four blocks respectively. For BSCpE, is 15% and 0% passing for the two blocks respectively. Recommendations includes; design strands or tracks should be followed, the college should develop a bridging program for the non-STEM graduates, and implementation of the K12 program should be properly monitored. Keywords: K-12, STEM, Engineering Program, Engineering Mathematics INTRODUCTION were integrated to help them master their skills and to develop vital learning and prepare gradu- In pursuit to meet the criteria of the interna- ates for tertiary education. tional education, on May 15, 2013 President The strand includes the following; Science Aquino signed into law the Enhanced Basic Edu- Technology, Engineering and Mathematics cation of 2013 competencies and skills and devel- (STEM), General Academic Subjects (GAS), Ac- op tracks based on the student’s interests and countancy, Business and Management (ABM), competencies (RA 10533, 2013). Humanities and Social Sciences (HUMSS) and The K-12 program covers Kindergarten and Technical Vocational Track (TVL). STEM strand 12 years of basic education. Every child now has prepares the students who wants to pursue Engi- access early childhood education through Univer- neering, Technology related courses and Mathe- sal Kindergarten. Children can starts schooling at matics. GA strand prepares students for Second- the age of 5 and are introduce to gradually adjust ary and Elementary Education. ABM for Ac- to formal education. Six years for primary educa- countancy and Business Management, HUMSS tion, four years for junior high school, and addi- for Philosophy linguistic and Literature track and tional two years for senior high school is imple- TVEL for technical Vocational strands (DEPED, mented to provide sufficient time for mastery of 2013). concepts and skills. Different tracks or strands 9 After 8 years of the K-12 program implemen- STATEMENT OF THE PROBLEM tation which started in school year 2012-2013, it already produces graduates but a lot of issues and The study aims to evaluate the performance of concerns are still to be addressed. In the entire the of the K-12 graduates in the Engineering pro- country, the lack of buildings, laboratories, and gram of Catanduanes State University. Specifical- facilities are reported. Lack of books in the differ- ly, the study sought to answer the following ques- ent strands and insufficient trainings for teachers tions are still need to be addressed in the implementa- 1. What is the percentage of enrollees of the tion of the new program. Senator Antonio Tril- Senior High graduates from the different lanes, moves to stop the implementation of the K- strand in the College of Engineering of CSU 12 program which he referred to as overly ambi- in consonance with the implementation of the tious because of the perennial issues in the educa- K-12 program, specifically with CMO 105, S. tional system of the Philippines (Montebon, 2017? 2014). He discusses the actual inspections of the 2. What is the passing percentage of STEM program implementation and found problems like graduates in engineering math? the availability of classrooms and other issues of 3. Is there a significant difference between the the teachers. He also cited the backlogs in the ed- performance of the STEM and NON-STEM ucation system are still present even if the depart- graduate in engineering math? ment of education declared that there is none. 4. What are the techniques and methods that can The current basic education system of the be used to bridge the gap for NON-STEM country ranked 113th on the Global Innovation graduates to Engineering Program? Index, and higher education system rank 74th. The poor marks received by the Philippine educa- tion system on the Global Competitiveness Index METHODOLOGY 2017-2018 released by the World Economic Fo- rum, where it ranked 66th for primary education The study utilizes the Descriptive Research quality and 74th for secondary education quality method. The descriptive method according to Best for Math and Science education prompted Senator (1970), describes and interprets “What is”. It is Gatchalian for filing Senate Resolution 675 to concerned with relation and condition that exit, look into the problems of the education system in practices that prevails, beliefs, processes that are the country (Fernandez, 2018). going on and trends that are developing. Further- Another setback for the Higher Education is more, Kothari (2008), stated that” Descriptive the implementation of CHED Memorandum Cir- research is a study which is concerned with de- cular (CMO) No. 105 on the policy on the admis- scribing the characteristics of a particular individ- sion of senior high school graduates to the higher ual, or a group.” Correlational studies investigate education institutions effective academic calendar the possible relationship between two variables 2018-2019 (CHED, 2018). It states that “All such as leadership style and school performance. Grade 12 graduates beginning Academic Year Fraenkel, (2006); states that describing the degree 2017-2018 are eligible to enter college regardless to which two or more quantitative variables are of the track or strand taken in the SHS”. That related and it does so by using correlation coeffi- would mean, no graduates of different strands in cient. In this study, the researcher assessed the SHS shall be denied acceptance in a certain col- performance in engineering mathematics of the K- lege program. Engineering program will have to 12 graduates with other different strands. accept STEM strand graduates as well as non- The population of interest in this study con- STEM strand graduates. The dilemma therefore sists of first year students enrolled Math1- Differ- is on the part of the students especially of the non- ential Calculus in BS Civil Engineering and BS STEM graduates, difficulty on coping with the Computer Engineering of S.Y.