Filipino students’ perceptions on the implementation of K-to-12 program: Qualitative text analysis

The perceptions of Filipino students regarding implementing the Enhanced Basic Education Act of 2013 or the K- to-12 Program in the Philippines, introduced in 2012 to enhance educational competency and global competitiveness, are examined in this research. Employing a qualitative approach enhanced using the Voyant Tool, the study meticulously collects and analyzes textual data to understand students' reactions, perceptions, and challenges associated with the K-to-12 Program. The findings of the study reveal that students generally regard the K-to-12 Program as a pivotal foundation for their future academic and career pursuits. They emphasize the enjoyable learning experiences provided by the program, along with its distinctive advantages over the previous educational system. Students express particular appreciation for the program’s emphasis on the development of essential skills, and critical thinking, and its more comprehensive and globally aligned curriculum, which they perceive as a step forward in preparing them for opportunities in a competitive world. However, despite these positive views, the study uncovers critical concerns. Foremost among these is the financial burden imposed by the program’s additional costs and requirements, which often create economic strain on families. This issue highlights the need for strategic interventions to make the program more accessible and sustainable. To address these challenges, the research underscores the importance of fostering robust collaboration among various stakeholders, including educational institutions, policymakers, families, and local communities. Strengthened partnerships and open communication are crucial for reducing financial strains and creating a supportive academic environment where students can flourish. By presenting these insights, the study significantly contributes to understanding student perspectives on educational reforms in the Philippines, emphasizing the necessity of addressing these concerns for the successful and sustainable implementation of the K-to-12 Program.