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Urdaneta City University

despite the fact that their performance is rated as average, their performance is still differs
from each other. The respondent-students had levels of learning difficulty in cognitive areas in
Science IV (Physics), where higher order thinking skills (HOTS) are needed, namely: analysis
and synthesis. Significant differences in the levels of learning difficulties are observed only
in specific cognitive areas such as: difficulty in application across occupation of fathers GPA,
difficulty in evaluation across occupation of fathers, and difficulty in synthesis across attitude
towards learning.
The following recommendations are forwarded: Teachers should provide activity-
oriented lessons in Physics to encourage positive learning attitude among students. Teachers
should provide make-up classes or cooperative learning to those students who are not performing
well in the class in order to improve their performance in every test given. More emphasis should
be given to lessons involving higher order thinking skills (HOTS). Teachers should also provide
students opportunities to improve their learning practices by involving them in class discussions.
They should also include formative evaluation in every lesson as feedback mechanism to guide
them in helping students to overcome learning difficulties in Physics. Other studies should be
conducted on students’ learning difficulties in Physics, using more variables and wider scope,
under the auspices of reputable graduate schools.

EXTENT OF THE IMPLEMENTATION OF K TO 12 PROGRAM
REALYN M. DOMINGO

This study determined the extent of implementation of the K-12 program among Grade
I Teachers of Rosales District II, Division of Pangasinan II during the school year 2014-2015.
Specifically, this study sought to answer the following: 1) What is the profile of the respondents
in terms of age, sex, civil status, highest educational attainment, length of service as a teacher
and number of relevant trainings, 2) What is the extent of the implementation of the K-12
Program along: teaching methodologies, instructional materials, physical facilities and grading
system, 3) Is there a significant difference between the extent of the implementation of K to
12 program and their personal profile, 4) Is there a significant relationship between the extent
of the implementation of K to 12 program and profile variables, and 5) What is the proposed
enhancement program to further improve the implementation of K to 12 Program.
Further, descriptive method was used in this study. The personal profile of respondents
in terms of personal attributes was determined using the frequency counts and percentage
computation.
The findings indicate that most of the Grade 1 teachers belonged to majority age
bracket 26-35 years old, mostly females and were married. Most of them have only bachelor’s
degree, with 4-20 years of teaching experiences and a total of 4-11 relevant trainings attended.
Further, the extent of the implementation of the K-12 Program along teaching methodology
and physical facilities is rated “Extensive” while instructional materials and grading system were

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