Perspectives and Experiences of Students and Teachers on the Senior High School Curriculum

Abstract

This study examined the perspectives and experiences of students and teachers on the Senior High School (SHS) curriculum under the K to 12 reform implemented by the Department of Education. Employing a multi-method research design, the study combined quantitative and qualitative approaches to provide a comprehensive understanding of curriculum implementation. The participants consisted of 242 Grade 12 students and 180 SHS teachers from nine public secondary schools in Santiago City, Philippines. Data were collected using an adapted structured questionnaire with Likert-scale items and open-ended questions, and were analyzed using descriptive statistics, correlational analysis, and thematic analysis. Findings revealed that both students and teachers generally have positive perceptions of the SHS curriculum in terms of satisfaction, knowledge and confidence, preparation, and support. Students viewed the curriculum as engaging, relevant, and helpful in developing critical thinking and life skills, although they also described it as demanding. Teachers, on the other hand, demonstrated high levels of confidence and preparedness in implementing the curriculum and recognized its role in enhancing professional growth. Qualitative results further highlighted shared experiences, including the demanding yet meaningful nature of the curriculum, its effectiveness in preparing learners for future pathways, and the importance of teacher support and collaboration. However, concerns regarding resource adequacy, workload, and curriculum alignment were also identified. The study concludes that while the SHS curriculum is largely effective, continuous improvements in support systems, resource provision, and curriculum refinement are necessary to enhance its implementation and responsiveness to learner and teacher needs.