Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 8 (2025)

Unveiling Student Lived Experiences and Perceptions on the K-12 Education Program in the Philippines

Lolita L. Siason | Baisoraya S. Parcon | Hadiguia K. Sultan | Babyjean K. Sabal | Jocelyn M. Buenavista | Sarmina S. Malidas | Apifa C. Tuanadatu

Discipline: Education

 

Abstract:

The K-12 education program in the Philippines, introduced in 2012, represents a significant reform aimed at enhancing educational quality, equipping students with critical life skills, and preparing them for higher education and employment by extending basic education from 10 to 12 years. This extension aligns the country with global educational standards and addresses previous systemic gaps. However, while much of the policy discourse centers on curricular goals, the lived experiences of senior high school students, especially in socio-economically challenged areas like BARMM and Region 12, remain underexplored. Through a qualitative phenomenological study involving six senior high school students from diverse strands and schools, the research uncovered two primary challenges faced by students: managing financial hardships and coping with academic stress during the transition to the K-12 curriculum. The extended program increased educational expenses, placing significant financial strain on families and intensifying academic pressures. This dual burden affected students' ability to balance their educational demands with economic realities. Despite these challenges, students exhibited notable resilience and adaptability. Their lived experiences revealed themes of academic preparedness, personal growth, and socio-economic development. Many students adopted creative coping mechanisms, such as engaging in small-scale entrepreneurship and seeking support from teachers, peers, and the community. These strategies not only helped them manage stress but also fostered leadership, independence, and adaptability. Furthermore, the K-12 program opened avenues for scholarships and skill development, enhancing students' prospects. This narrative highlights the complex interplay between the pressures of the K-12 reform and the opportunities it presents. It stresses the urgent need for enhanced financial assistance, targeted support networks, and entrepreneurship programs tailored to help students navigate these pressures effectively. For policymakers and educators, prioritizing holistic, student-centered support systems is crucial to fully realize the benefits of the K-12 program, particularly in disadvantaged regions where socio-economic challenges are more pronounced.



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