Lead Proponent: Maila M. Capulong, DPA
Research Agenda
Category: Governance
Office/School: SGOD Schools Division Office
of Balanga City

The educational system in the Philippines for the past five decades embraces both formal and non-formal education. The first six years of compulsory primary education are from Grade one to six with an optional Grade seven offered by some schools. Secondary education usually comprises four levels of schooling which is largely based on the American system.

Since the Enhanced Basic Education Act (EBEA, known as the K-12 Law) was
signed, the Philippines has finally embarked on its most ground-breaking change in the educational system in decades, the K-12 reform. K-12 extends compulsory schooling to Grades 11 and 12, thus adding two years to secondary education.

Just like any other policies or programs that are newly implemented, the K-12
Curriculum is facing challenges to cope with the demand of such changes. The country was ill-prepared for the extension of two (2) more years of education and it cannot provide enough teachers to meet the new demand of the curriculum. Bala (2017) noted that there are some problems met in connection with the implementation of the new curriculum. These are the insufficient instructional materials and teachers’ manuals, some classrooms are congested not to mention the need for more classrooms for the
growing number of students, and the newly hired teachers who need re-training to further develop their teaching skills and pedagogical approaches in order to meet the demand of the new subjects incorporated in the curriculum.

Similarly, Ulla and Acompanado (2017) reported the perceptions, motivations,
challenges, and needs of 50 teachers in Agusan del Norte regarding doing research. The data collection used survey questionnaires and group and individual interviews. Findings revealed that teacher respondents had a positive perception of doing research and its benefits to their teaching practices and students’ learning processes. However, reported challenges such as lack of research knowledge skills, heavy teaching loads and lack of financial support from the schools obstructed them from doing research. Lastly, and which is very important in the findings, attending and participating in research trainings, receiving research incentives, and having a lighter teaching timetable were what the teachers perceived they need to embrace research in their areas.

Several studies, including Estacio, Barcelona, & Mejia (2018) and Lavidia et al.
(2018), revealed that both students and teachers in the basic education level
demonstrated limited research skills and techniques. Challenges involved lack of knowledge, heavy teaching loads, and insufficient support. Ulla and Acompanado (2017) reported positive perceptions of research but identified challenges such as lack of research knowledge and skills, teaching load issues, and the need for financial support. The studies collectively suggested a need for further training to enhance teachers’ research capabilities, emphasizing collaboration and inter-institutional engagement as
crucial components in building research capacity. The end goal of these efforts is to collaborate with the Department of Education and address teachers’ problems related to their research capabilities through extension activities.