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The aim of this study was to examine the different K to 12 STRANDS in terms of student academic performance and the educational learning program, and to assess whether the academic performance of grade 12 and first year college students is significantly related. This is also to find out if one of the strands in the educational curriculum of learning has a major difference. The academic competencies in the various strands serve the educational program of learning.
There were one hundred and eighty (180) first-year students examined at the College of Education during the academic year 2018-2019. The respondents in this sample are the first batches of Bachelor of Secondary Education (BSEd) and Bachelor of Elementary Education (BEEd) and also the first cohorts of the K to 12 curriculum programs. In this study, there are 100 BSEd and 80 BEEd students.
Data were analyzed using the central tendency measure, the correlation measure and the test of the difference between the two means of academic performance of the respondents. The following variables were considered in order to determine the entry competencies of the respondents: General Weighted Average in Grade 12, Entrance Examination and Interview.
The mean value of the competence level of the participants in the core subjects after the academic year is 91.41, which is defined as an outstanding achievement. Although the mean value is 86.37 in the general education subjects, with a very satisfactory value in the learning growth and achievement of the respondents. It was inferred from the results that there was a substantial connection between the academic performance of the respondents from grade 12 and first year college. The three (3) strands of STEM, GAS and HUMSS had a statistically important output gap at the 5 percent significance stage in the two degree programs. All the estimated values for t are greater than the critical value of 1.96, so all the variables have a meaningful relationship.
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