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This research investigates the perceptions of Grade 12 Humanities and Social Sciences (HUMSS) students regarding the effectiveness of the K-12 curriculum and its impact on their job readiness. Utilizing a quantitative descriptive-correlational design with 216 participants, the study found a significant positive relationship between favorable curriculum perceptions and job readiness. The results suggest that students feel adequately prepared for employment, leading to recommendations for enhancing curriculum

Author

shiermanibo

Language

EN