A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum


Author: Edwin B. Estrera, University of the Philippines Cebu, Philippines
Email: [email protected]
Published: November 27, 2020

Citation: Estrera, E. B. (2020). A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum. IAFOR Journal of Education: Studies in Education, 8(4). https://doi.org/10.22492/ije.8.4.02


This study examines the perception of Humanities and Social Science teachers among public Senior High Schools in the Department of Education’s Humanities and Social Sciences strand in the Philippines. It uses Erden’s element-based model of evaluation by considering the alignment to the goals of the Humanities and Social Sciences disciplines, the purpose, and core courses of the program, and the teaching-learning process. It also uses Tyler’s Rationale as frameworks in assessing the curriculum. Likewise, the study examines the problems and difficulties in curricular implementation. Upon administering a survey to 25 Humanities and Social Science teachers among four public senior high schools, data revealed that the respondents perceived the curriculum goals, and the purpose of the program as highly observed, while the core courses of the program and teaching-learning process were satisfactorily observed in the curriculum. Also, sex and age were not factors in their level of assessment of Humanities and Social Science goals. The problems and difficulties encountered by teachers included unbalanced time allocation of learning competencies, lack of available learning materials, and lack of specialized teachers. Based on the findings, it is suggested that the government provide stronger teacher support programs to address the gap in curriculum implementation. The K to 12 program also needs a full review, as the study only provides a presurvey to more significant institutional issues. While the Humanities and Social Science curriculum appears aligned with the goals of their disciplines, and to the country’s educational goals, its realization still depends upon the teachers’ implementation in the classroom level.


basic education, HUMSS, basic education, educational reform, teacher perceptionIntellectual Schools, Nazarbayev, perception, teacher professionalism