Curricular Insights: Exploring the Impact of Philippine K to 12 on PISA 2022 Reading Literacy Achievement
DOI:
https://doi.org/10.5281/Keywords:
K to 12 educational reform, Program for International Student Assessment (PISA), Reading literacy achievement, Curriculum alignmentAbstract
This systematic literature review explores the nexus between the Philippine K to 12 educational reform and the reading literacy achievement of students, as elucidated by the 2022 Program for International Student Assessment (PISA). Initiated in 2013, the K to 12 program aimed to extend basic education, enhance critical skills, and align the Philippines with international education standards. However, the study reveals a noticeable gap between the program's goals and the actual reading literacy outcomes, prompting a nuanced examination of curricular components. The global significance of the PISA framework is emphasized, positioning it as a vital tool for evaluating student proficiency on an international scale. Challenges in reading literacy achievement among Filipino students are identified, underlining the complexity of translating educational objectives into tangible results. The study delves into the alignment between the K to 12 curriculum and the PISA framework, elucidating the need for a closer examination of curricular elements influencing reading literacy outcomes. The findings underscore the importance of scrutinizing curriculum design, teaching methodologies, and advocating for targeted interventions to address specific challenges. As the Philippines endeavors to enhance its education system, these insights offer a foundational understanding for evidence-based interventions and reforms, fostering continuous improvement in reading literacy achievement.
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