The Implementation of the Special Science Elementary School Project in Masbate Division: Basis for Program Unification

Abstract

This study evaluated the implementation of the Special Science Elementary School (SSES) Program in the Schools Division of Masbate, focusing on its current status, extent of execution, and areas for improvement. The study aimed to provide insights that would guide the development of a standardized framework for effective program management within the division. A mixed-method research design was employed, utilizing both quantitative and qualitative approaches. Data were gathered through semi-structured interviews and survey questionnaires from 17 purposively selected participants composed of school heads and teachers. Findings revealed that while school heads possessed the necessary qualifications and demonstrated effective leadership, teacher competency gaps existed, particularly in STEM-related training. Laboratory facilities and instructional materials were partially sufficient, with some schools lacking updated resources. Due to reliance on government funding, financial limitations posed challenges to the program’s sustainability. Although teaching strategies were generally effective, further teacher development and the integration of digital tools were needed to enhance instructional delivery and assessment. The study concluded that strong leadership and stakeholder collaboration supported the successful implementation of the SSES Program. However, teacher development, resource provision, and financial sustainability require urgent attention. To ensure the long-term success of the SSES Program, recommendations were proposed to enhance teacher training, improve resource allocation, and integrate technology.