I.        Introduction:

     

Quality is at the heart of formal education and what takes place in classrooms and other learning environments are fundamentally important to the future well-being of children. Quality education is one that satisfies basic learning needs that enriches the lives of learners and their overall experience of living.

 

In order to produce scientifically inclined individuals, Science High Schools through DECS Order No. 69, s. 1993 were established. Since the foundation for Science High Schools starts at the elementary level, a need for elementary schools that will serve as feeder schools for the Science High Schools has become more evident over the years. With this in mind, the Department of Education started the pilot program for the SSES or Special Science Elementary School in 2007.

 

            On the third year implementation of the SSES Program in the Division of Laguna, Francisco Benitez Memorial School being the pilot school has successfully met the challenges as embodied in its school vision and mission which is geared towards producing self-motivated pupils who will be technologically and academically competent, with right attitudes and desirable values in life through a relevant and responsive curriculum.

 

            Based on the EFA target by year 2015, the school has been collaboratively working for quality education to produce quality output. Generally, the highlight of accomplishment has embarked remarkable change in the academic performance of the learners and teachers. Thus, the school believes that the SSES project provides opportunities among its pupils to develop understanding and skills necessary to function productively as problem solvers in a scientific and technological world.

 

 

       II. Statement of the Problem

 

This study aims to determine the effectiveness of the Special Science Elementary School (SSES) Program.

 

Specifically, the researcher seeks to answer the following questions:

 

 

1.      What is the effect of the SSES program in terms of pupils’ academic performance?

 

2.      How does the implementation of the SSES program contributed to the performance of pupils in terms of competitions they participated?

 

3.      What are the perceptions of the following in the implemented SSES program?

a. Parents

b. Teachers

c. Pupils

d. Other external stakeholders like the LGU and NGOs

 

 

 Hypothesis

 

      The following hypothesis was advanced in this study:

 

The SSES implementation has been effective in terms of pupil’s academic performance, competitions attended and elicits positive responses from parents, pupils, teachers, principals and other stakeholders.

 

 

 

III. Research Sites

           

·        Why the site was chosen

            FBMS was chosen by DepEd Central Office to spearhead the Special Science Elementary School (SSES) Program due to its impressive performance in National Achievement Test for three (3) consecutive years. In addition to the above mentioned reason, the availability of a standard science laboratory loaded with basic science apparatus and equipment is another reason why the school was chosen by the Central Office.

 

 

·        Background of the Site

Francisco Benitez Memorial School flaunts a school that is committed to attaining quality education based on sound programs and thrusts anchored on the strength on its dedicated and competent teachers and school head with the support of all stakeholders.

The school is situated between Poblacion Uno and Dos  which is at the heart of the town proper. It is bordered on the north by Barangay San Isidro, on the east of Barangay Magdapio, on the south by Barangay Maulawin and on the west by Barangay Sampaloc. The total land area is 29.72 hectares. There are 30 instructional rooms, 30 comfort rooms, a science laboratory with 3 laboratory tables and 40 chairs/stools. The Home Economics Building has complete facilities for laboratory activities.  The Gabaldon Building which is on the process of rehabilitation will serve as computer laboratory, science learning resource center, library and function hall. All of which are geared towards attaining quality education.

 

 

• Profile of the Respondents

 

A.     Organization of Classes

 

The pupils involved in the SSES program underwent the screening processes as prescribed by the Bureau of Elementary Education which provides the necessary technical support to the teachers involved.

 

 

Grade Level	No. of Pupils Beginning	No. of Promotees	Dropout Rate
1	35	35	0 %
2	35	35	0 %
3	35	35	0 %
4	35	35	0 %
	140	140	0 %

Table 1

 

This table shows that there are 140 pupils in the SSES program, and 100% of them were promoted at 0 % drop – out rate.

  

B.    Teachers’ Profile

 

Grade Level	No. of Teachers	Name of Teachers	Years teaching experience	Specialization MT/EGT	Trainings/ seminars attended for the last two years	Highest degree obtained
I	1	Marilou T. Guiron	5.5	EGT II	1. Summer Institute on Effective Implementation of the Reading Program and Early Childhood Education   2. BEE-NSTIC Training Workshop for Teachers and Administrators on Science Instrumentation for the SSES Project   3. Division Semestral Break Inset in English (Elementary)   4. Orientation Training of SSES Project Implementation for School Heads and Grade I and Grade II Teachers   5. Summer Institute on Effective Implementation of the Reading Program and Early Childhood Education   6.Semestral Training Workshop on the Development of Instructional Materials in English, Filipino, Mathematics and Makabayan	Bachelor of Elementary Education
II	1	Lilet F. Cayabyab	10	EGT III	1. Orientation Training of SSES Project Implementation for School Heads and Grade I and Grade II Teachers   2. BEE-NSTIC Training Workshop for Teachers and Administrators on Science Instrumentation for the SSES Project   3. Division Seminar Workshop of Elementary Teachers on the Use of High Level Questions/ Mathematical Investigation and Selected Contents in Elementary Mathematics	Bachelor of Elementary Education with MA units (CAR)
III	2	Rollielyn R. Mahupil June-Dec. 2008                                                               Adora A. Villanueva Jan. – March 2009	4  yrs. In private schl. 4 yrs. In public                                                             1 yr in private schl 4 yrs in public	EGT II	1. Division Seminar Workshop on Content-Based Learning in Science    2. District Re-Echo Training Workshop on Improvisation, Repair, Maintenance and Proper Use of Science Equipments   3. Orientation Training for School Administrators and Grades III-IV  teachers of the Special Science Elementary School (SSES) Project   4. ICT-Based Curriculum Model Building and ICT-Enhanced Instruction   5. Training on Content and Strategies for Teachers of Elementary Mathematics   6. A Walk-through Workshop of the Math Lesson Guides   7. INTEL-Teach Getting Started Course Teacher Training   8. Regional 2 Day ICT Coordinators Competency Training On Basic Computer Operations and Teacher E-mail Account Provisioning thru Windows Live @ edu   9. 2008 Division Elementary Schools Press Conference	Bachelor of Elementary Education                                                               Bachelor of Elementary Education
IV	1	Lizbeth E. Martinez	10	EGT II	1. Division Seminar Workshop on Content-Based Learning in Science    2. Division Seminar In-Service Training in Science IV-VI    3. RECSAM  In –Country Training Course on Active Teaching and Learning in Science   4. District Re-Echo Training Workshop on Improvisation, Repair, Maintenance and Proper Use of Science Equipments   5.  Orientation Training for School Administrators and Grades III-IV teachers of the Special Science Elementary School (SSES) Project   6. Intel Teach Getting Started Course Teacher Training	Bachelor of Elementary Education With 24 M.A. Units

Table 2

 

The table reveals that the teachers went through the necessary orientation about the SSES program which made them equipped in the implementation of the SSES curriculum. All SSES teachers have more than five years teaching experience and two of them already incurred MA units.

 

C.    Facilities

 

            ICT Facilities available in the School

Kinds	Number	Utilized (where)
Personal computer (PC)	21	SLRC, Computer Laboratory
LCD
Printer	3	SLRC, Computer Laboratory
OHP	1	Science Laboratory
others (please specify)

Table 3

                       

            The table shows that the school has necessary ICT materials to support the SSES program.

 

Science Equipment

Kinds	Number	Utilized (where)
Microscope	5	Science Laboratory
Weighing scale	8	Science Laboratory
Thermometer	2	Science Laboratory
Telescope	2	Science Laboratory
Axle	4	Science Laboratory
Beaker	19	Science Laboratory
Graduated cylinder	12	Science Laboratory
Magnifying glass	9	Science Laboratory
Magnets	10	Science Laboratory
Alcohol Burner	5	Science Laboratory
Tripod	4	Science Laboratory
Stop Watch	3	Science Laboratory
Microscope	4	Science Laboratory
Spring Balance	2	Science Laboratory
Table Balance w/ weights	8	Science Laboratory
Dissecting Set	4	Science Laboratory
Evaporating Dish	2	Science Laboratory
Funnel	4	Science Laboratory
Flask	4	Science Laboratory
Wall Thermometer	2	Science Laboratory
Galvanometer w/ digital multimeter	3	Science Laboratory
Double concave lens	6	Science Laboratory
Test tube	22	Science Laboratory
Test Tube Rack	7	Science Laboratory
Test Tube holder	2	Science Laboratory
Wire Gauze	3	Science Laboratory
Tuning Fork	15	Science Laboratory
Compass	3	Science Laboratory
Petri Dish	2	Science Laboratory
Mortar and Pestle	2	Science Laboratory
Test Tube Brush	2	Science Laboratory
Iron ring w/ stand & base	2	Science Laboratory
Electric Stove	2	Science Laboratory
Equilateral Prism	1	Science Laboratory
Pulley	9	Science Laboratory
Bar Magnet	1 pair	Science Laboratory
Erienmeyer Flask	5	Science Laboratory

Table 4

 

      Table 4 shows that the Science Laboratory of FBMS is well equipped with basic science apparatuses making the school finalist for the Regional Search for Most Functional Science Laboratory.

 

IV. Methodology/Research Activities

This chapter discusses the research design used, the sample and sampling procedure, instrument used, data collection and data analysis.

 

Research Method

            The study used the descriptive method of research where the researcher tried to find out the effectiveness of the Special Science Elementary School (SSES) Project on the learners.

 

Sample and Sampling Procedure

The participants of the study are the 140 pupils under the SSES pilot program of Francisco Benitez Memorial School.  The sample for the study was chosen using purposive sampling.

 

Research Instrument

The research made use of questionnaire as an instrument to obtain the data regarding the perception of the pupils, parents, teachers, principal and other stakeholders to the implementation of the SSES Program.

The instruments were given to the respondents. Retrieval was done after 2 days.

Data gathered from the questionnaires were studied, analyzed and recorded.

 

V. Presentation and Analysis of findings

1. Achievement Level (SY 2008-2009)

GRADE	Diagnostic Test	1st Periodic Test	2nd Periodic Test	3rd Periodic Test	Achievement Test
One	50.77 %	85.53 %	82.46 %	85.33%	84.35%
Two	50.57 %	87.03 %	85.14 %	85.05%	85.43%
Three	43.85 %	84.08 %	84.35 %	86.15%	85.00%
Four	39.00 %	86.21 %	86.00 %	84.93%	86.73%

       

 

      

 

 

 

 

 

 

The table shows that there is great improvement in the performance of the SSES pupils. The results of the various examinations given during school year 2008-2009 showed that pupils involved in the SSES program has good academic achievement.

 

 

2. Performance in Competition

Name of Pupil	Grade Level	Title of Competition	Awards Received
1. Erika C. Rodriguez	I	2008 FBMS Spelling BEE	1st
2. John Rollic V. Conducto	I	2008 FBMS Spelling BEE	2nd
3. John Rollic V. Conducto	I	Division Elimination MTAP	2nd
4. John Patrick M. Ponce	I	Division Elimination MTAP	2nd
5.  Terrence V. Soriano	I	Division Elimination MTAP	2nd
6. Niña Gabriel F. Villaruel	II	2008 FBMS Spelling BEE	1st
7. Bernard G. Agawin	II	2008 FBMS Spelling BEE	2nd
8. Paulyn Anne A. Roldan	II	2008 FBMS Spelling BEE	3rd
9. Niña Gabriel F. Villaruel	II	1st MTAP Dep-Ed Challenge (District Level)	1st-team
10. Ma. Rhae Anne S. Lava	II	1st MTAP Dep-Ed Challenge (District Level)	1st-team
11. John Joseph S. Roazul	II	1st MTAP Dep-Ed Challenge (District Level)	1st-team
12. Ariessa Adelei S. Navarro	III	District Science Quiz Bee	2nd
13. Ariessa Adelei S. Navarro	III	District Story Telling Contest	1st
14. Ariessa Adelei S. Navarro	III	Division Story Telling Contest	4th
15. .Kae Cee J.  Natividad	III	Metrobank –MTAP DepEd  Challenge (District Level)	1st-team
16. Xyrza Yvette M. Almontero	III	Metrobank –MTAP DepEd  Challenge (District Level)	1st-team
17. Jennica Ll. Rodillas	III	Metrobank –MTAP DepEd  Challenge (District Level)	1st-team
18. Mary Nadine R. Reforma	III	2008 FBMS Spelling BEE	1st
19. Nicole C. Britania	IV	District Science Quiz Bee	1st
20. Nicole C. Britania	IV	Division  Science Quiz Bee	1st
21. Krizzia Rosan T. Dalipe	V	District Science Quiz Bee	3rd
22. Vince Errol A. Niño	V	Division Elimination MTAP	3rd
23. John Vincent Dimaunahan	V	Division Elimination MTAP	1st
24. John Carlo Dela Cruz	VI	Division Elimination MTAP	3rd

 

3. Interview Result

1. What are the parents’ perceptions to the SSES program in terms of acceptability?

 

Description of Acceptability	Total no. of parents	Percentage	Other remarks
Highly accepted	130	97%
Moderately accepted	4	3%
Not accepted

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

After some series of interviews, it was established that 97 % of the parents highly accepted the SSES program and only 3 % moderately accepted it.

 

2. What are the teachers’ perceptions about the SSES program in terms of preparedness in the implementation?

Description of Preparedness	Total no. of Teachers	Percentage	Other remarks
Very Challenging	4	100%
Moderately Challenging
Not challenging at all

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

100 % of the SSES teachers agreed that the program is very challenging in terms of preparedness in the implementation.

3. What is the principal’s perception about the SSES program implementations in terms of preparation?

 

Description of Preparedness	Percentage	Other remarks
Very Challenging	100%
Moderately Challenging
Not challenging at all

 

According to the principal, the SSES program implementation in terms of preparation is very challenging.

 

4. What are the pupils’ perceptions about the impact of SSES program in their lives?

 

Description of the Program Impact	Total no.  of Pupils	Percentage	Other remarks
Very Challenging	135	96%
Moderately Challenging	5	4%
Not challenging at all

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

With regards to the pupils’ point of view, 96% of them found the program very challenging, and only 4% responded moderately challenging.

 

5. What are the stakeholders’ perceptions about the impact of SSES Program Implementation?

 

Description of the Program Impact	Total no. of Stakeholders	Percentage	Other remarks
Very Challenging	5	100%
Moderately Challenging
Not challenging at all

 

 

All of the school’s stakeholders or 100 % of them observed that the impact of the SSES program implementation is very challenging.

 

 

 

 

VI. Conclusion

 

Based on the checklist given to the parents, teachers, pupils, principal and stakeholders, it is very evident that this program evoked positive responses.  It can also be noted that based on the test results given during the school year 2008-2009, pupils in the pilot class achieved higher grades.

 

VII. Recommendation

 

After careful studies, the following concerns arises which should be given proper actions; teachers should undergo series of trainings which will make them more competent in teaching the Special Science Curriculum, participants in academic competitions should be given more interventions and trainings for them to win not only in the division level but also in the regional and national level.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Grade Level                   Teachers

Grade I                       Marilou T. Guiron

Grade II                       Lilet F. Cayabyab

Grade III                       Rollielyn R. Mahupil

                                     Adora A. Villanueva

Grade IV                     Lizbeth E. Martinez

 

 

 

 

Support of the Stakeholders

 

            The ADOPT-A SCHOOL Program of FBMS has been a success through the able support of the alumni of the institution. The Science Laboratory is adopted by Class ’56-’60. Financial support comes as requested. Almost all science apparatus and equipment in it were supplied by the adopters.

            The Pagsanjan Scholarship Foundation Incorporated, a foundation composed of FBMS Graduates residing abroad, joined hands in constructing an amphitheater for the school where cultural development of pupils can be enhanced. The fund for scholarship program they used to provide the grade six graduates since 1980 was deviated for this project. The said project was completed in 2007.

In 2005, ten brand new computer units were added to the self-help IT Project of the school through its adopters, the Pagsanjan Rotary Club through its Matching Grant no. 54856. Thus the school has already 30 computer units.