Mission and Vision

The Santiago A. De Guzman Elementary School envisions a high-standard educational institution developing the foundation of education of Filipino children with scientific and technological knowledge, skills and attitudes; creative and have positive values; lifelong learning skills to become productive and globally competitive scientists and technologists. It also aims to provide a learning environment to children that recognize multiple intelligences and gears toward the development of God-loving, nationalistic, creative, ecologically aware, scientifically and technologically oriented and skilled individuals who are empowered through lifelong learning skills. 

History

The school was started in 2007, as an annex school of General T. de Leon Elementary School. They started with only 13 teachers – all of whom are still teaching at the school – and 700 to 720 students. In 2008 or 2009, the school became independent and began receiving its own budget from the government. Since then, the student body has steadily increased in size; the school now has around 1800 students from grades 1 through 6. This larger student body has also increased the school’s demands on its teachers, who must now teach as many as eight sections per grade level and have had to learn new, mostly computer-based, tools. The school’s academics have also significantly improved recently, with students now being able to join international olympiads. 

Location

Santiago A. De Guzman Elementary School is located at Tañada Subdivision, 2005 Karen Ave, Valenzuela, 1440 Metro Manila.

Needs Analysis

The pandemic has caused the immediate closure of schools all over the Philippines, with most moving to a purely online setting. This lack of face-to-face interaction has made teaching and learning significantly harder – especially for young children, where the social aspect of face-to-face classes is of paramount importance (Preeti, 2020). Additionally, literacy rates among young children have also dropped during the pandemic: according to the World Bank (2021), the number of young children who cannot read simple text has increased from 53% to 70% in this year alone.

Objectives

Our project aimed to create learning guides for students taking SADGES' sixth grade math curriculum. By doing this, we hoped to ...

Implementation

Phase 2 (March 19-23, 2022) - The pretest was given to the students to be done and a total of 70 respondents answered. The pretest was composed of 20 questions – covering fractions, rates, sequences, and geometry – with each question testing a different skill. After getting the results of the pretest, we scheduled another meeting with Santiago A. De Guzman Elementary School to confirm the details. 

Setback (March 19 - April 9, 2022) - Some setbacks happened and communication between us and Santiago A. De Guzman Elementary School was dead for 3 weeks.

Phase 3 (March 19, 2022-April 19, 2022) - Learning guides for fractions, rates, sequences, geometry, and problem solving were created with emphasis put on topics the majority of the students were weak in. Step-by step instructions on how to solve every pre-test problem were included in the modules. Additionally, post-test was also sent along with the modules for the student to answer on their discretion. The post-test was designed to mirror the pretest, with each question testing the same skill and having the same level of difficulty as the question with the same number on the pre-test, to better analyze how much our modules helped improve each specific skill.

Phase 4 (April 25, 2022) - We then compared the results of the pretest and post-test to gauge the effectiveness of our modules. The results of the students who answered the pretest but did not answer the post-test and vice-versa were excluded from the analysis.

Phase 5 (April 26, 2022) - Finally, we reported the results to Santiago A. De Guzman Elementary School for their approval.

In analyzing these results, it is important to note that the post-test was designed to mirror the pre-test.