Professional Documents
Culture Documents
Action Research in English
Action Research in English
Prepared by:
JASMINE V. LAGUADOR
Elementary School Principal I
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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH
I. INTRODUCTION
In line with DepEd Order 83, s. 2012 entitled Implementing Guidelines on the Revised
educational leaders in schools and communities that will help in achieving the school’s vision,
mission, and goals. To sustain this policy direction, DepEd shall strengthen the cooperation and
collaboration between schools through strong partnership. DepEd believes that high performing
schools can be a valuable resource as mentors or role models for those schools needing
Deped Order no. 44 s. 2016 dated June 22, 2016 issued the enclosed the Guidelines on
the School – to – School Partnership for Fiscal Year 2016. Through this program, high
performing schools can share their best practices to help improve their partner school’s
performance. Bilucao Elementary Schools was one of the Leader Schools stated in the said
DepEd Order. Four (4) eligible activities were conducted by the school namely: SSP Oplan
Orientation; purchase of materials and supplies for teachers needed for classroom activities and
assessment; capacity building for teachers through a three-day training; and reproduction of
created learning materials for English/Filipino. The main goals of these activities were to
improve the MPS in English and to enhance the literacy rate of Sampaloc Elementary School II,
Sampaloc District, Sampaloc, Quezon. Through SSP Implementation, the teachers and learners
of the partner school benefited much because there’s sufficient fund to support the SSP
activities.
Based on the data from the School Improvement Plan (SIP) of Sampaloc Elementary
School II, the English MPS of the said school was low so the researcher focused the projects in
English subject. She gathered data in English every quarter to see if there’s an improvement
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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH
after SSP implementation. She hoped that SSP could be an effective means to solve this
problem.
The main purpose of the study was to improve the English MPS of Sampaloc
order to achieve the desired end, strict implementation of SSP activities were conducted by the
leader school.
4. What is the implication of the findings of this action research for the improvement of
Hypothesis
Ho: There is no significant difference between the results of English MPS of SES II
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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH
This chapter presents the written studies derived from various DepEd Orders and local
reading materials published. The information and data presented were of prime importance to
the study undertaken about the improvement of the English MPS of Sampaloc Elementary
Related Literatures
responsibility to achieve the desired goal. It is also the state of being partners wherein there is
participation and joint interest between partners working together for a common goal. Partners
coordinate so often to have a good direction and to avoid miscommunication. Persons involved
The Philippine Civil Code follows Article 1767 defining partnership as a contract of two or
more persons bind themselves to contribute money, property, or industry to common fund, with
the intention of dividing the profits among themselves. A partner has certain rights in the
partnership. This is somewhat similar in the guidelines set by DepEd’s SSP Program wherein
the partner school has certain rights to the fund. Yet there’s no profit on the part of the leader
school.
Nicolas and De Vega (2013) stated that the partner has a share in the profits of the
partnership and has the right to a specific partnership property. Contrary to the SSP guidelines,
leader school has no share in the fund. They also stated that as a partner, he/she has the right
to participate in the management and demand for a formal accounting. Hence, rights have
corresponding obligations because the partner has an obligation to give his contribution and
share in the losses. On the other hand, the concept of DepEd’s School – to School Partnership
is different in some ways from their view. In SSP, the leader school will share their best
practices to its partner school in which 100% of the fund will be enjoyed fully by the partner
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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH
school. Its purpose is to help improve the performance of the partner school. Nobody loses in
Robles (1998) pointed out that within the context of Philippine Law, “partnership” is
treated as an artificial being created by operation of law with a legal personality separate and
distinct from the partners thereof. Its proceeds from the concept may be allowed to pool their
resources and funds to engage in the pursuit of common objectives without organizing
themselves into corporation, upon which the law imposes much higher form of standards. This
somehow supports the Deped SSP since partnerships operate under the concept of unlimited
liability and agreed upon by partners, each one of them acting as managers and agents of
partnership. In DepEd SSP, both the leader school and the partner school act as managers and
agents of partnership wherein both signed in the contract of agreement before conducting the
SSP activities. Its main direction is to improve the English MPS of the partner school.
Partners make the most of their abilities to reach their end goals. Another advantage is that
partners share decision making and can help one another when the need arises. It is a common
saying that more heads is better than one especially in solving problems. On the other hand,
harmonious relationship which is the primary ingredient for the success of the partnership. This
occurs when people from leader school and partner school have different ideas and interests.
One issue in DepEd SSP is the utilization of SSP fund. There are disputes regarding which who
will benefit from SSP fund but it is clear in the guidelines that 100% of the fund will be used for
partner school. Leader schools must follow the guidelines strictly and must not think negatively
instead, they must reach out for their partner schools needing assistance to help improve the
school’s performance. It is a success when the partner school improves and it is a great
accomplishment for the leader school to be a part for the partner school’s improvement after
SSP implementation.
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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH
Transparency is the key to gain the teachers’ trust. There is no issue between partners if
there’s transparency. Therefore, leader schools must be honest in utilizing the SSP fund. They
need to inform the teachers of the partner school about the expenses incurred for the activities
set and agreed for. With this, the end will really justify the means.
Related Studies
In the research report of Dr. Paul Armstrong (2015), the evidence for direct impact of
between school’s involvement and participation on the different activities that increase student’s
attainment. Meanwhile the evidence for indirect impact of inter-school collaboration on student
outcomes is more widespread. Many studies report improvements in areas such as staff
professional development in sharing good practices and innovation. Research pointed to the
positive influence of inter-school collaboration. Teachers provide opportunities for trainings and
development as schools look to benchmark school’s best practices. This study supported the
concept of Deped’s SSP Program. In this program, the teachers of the leader school had given
the chance to facilitate and share their best practices to the teachers of the partner school.
Productive outcomes regarding English MPS of the partner school were expected after its
implementation.
The analysis found in the National Foundation for Educational Research (NFER) was
that most schools believed their partnerships improved the standards of teaching and learning
and had raised pupil performance. Most of the teachers noted the positive impacts of
partnerships with mutual trust, willingness and respect between the schools. Teachers who
were involved in the project reported that they had refined approaches to teaching and learning.
They felt more confident to try different approaches that they may not have used before. They
became better at implementing interventions to stop pupils from falling behind. On the part of
the learners, they became more engaged with teachers and the learning process. This study
concluded that partnerships had been effective in supporting and speeding up changes in
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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH
participating schools. This was achieved partly through matching the schools effectively. On the
contrary, the leader schools chose their partner schools in SSP Program yet the study was
somewhat similar with regards to the purpose and goals of the program.
The School of Education of John Hopkins University revealed that most of the
partnerships focus on aligning research with issues being faced by local schools. They had
been granted with funds. Most researches focused on the school’s improvement areas. Robert
Smith (2014) stated that most of the pairings of schools decided to work on a small number of
priorities so they were not over-stretched and were able to devote the resources, time and effort
needed to make positive changes. In SSP Program, the leader school based their activities on
the partner school’s needs and priorities found in the School Improvement Plan (SIP). Similarly,
the time of implementation was short-term but the resources was sufficient and so much effort
Generally, the main goal of school partnerships is to improve the priority areas of the
school needing the assistance. Researches revealed that partnerships help to improve the
school performance. Sufficient funds, planning, good decision making, mutual trust and
harmonious relationship between partners are the key factors toward a successful partnership.
Theoretical Framework
study. In terms of legal basis, this study can answer to Deped orders issued by the department.
DepEd Order no. 83 s. 2012, about Implementing Guidelines on the Revised School-Based
Management (SBM) Framework. To sustain this program, DepEd issued DepEd Order no.44, s,
2014 dated June 22, 2016 about the enclosed the Guidelines on the School – to – School
Partnership for Fiscal Year 2016. Through this program, high performing schools can share their
best practices to help improve their partner school’s performance. In support to these Deped
Orders, the partner schools enjoined a collaborative effort to achieve the purpose of SSP
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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH
Program. The school teaching force pursued the goal to improve the English MPS of Sampaloc
Conceptual Framework
The School – to – School Partnership Program was strictly implemented improve the
English MPS of SES II after SSP Implementation. Activities set and conducted in this program
became the means to determine if there would be an improvement in English MPS of the
partner school after its implementation. The INPUT-PROCESS-OUTPUT (IPO) model served as
the conceptual framework of the study. The model consists of three (3) frames is shown in
Figure 1.
The first frame presents the INPUT consisting of the activities implemented in SSP
The second frame is the PROCESS component indicating the stages of implementing
the SSP program: 1) Planning Stage: Meet and orient the partner schools, organize teams,
study the SIP of the partner school to know its needs;; 2) Preparation Stage: Set and plan
eligible activities to be conducted and orient the teachers about the real essence of SSP
program; 3) Implementation Stage: Conduct the eligible activities agreed by both parties; 4)
Monitoring & Evaluation Stage: Assess the improvement of English MPS after implementing
the program
The third frame of the model is the OUTPUT component indicating the outcome which is
III. METHODOLOGY
This chapter includes the research design, research locale, research population and
sample, research instrument, data gathering procedure and subjects of the study, and statistical
treatment of data.
Research Design
A descriptive developmental design was used in this study. It is descriptive in the sense
that it involved description, analysis, and interpretation of data on prevailing conditions of the
subjects. It described the quarterly performance of partner school’s MPS in English before and
It is developmental because its main purpose was to know the progress of the school’s
Research Locale
The researcher gathered her data in the partner school’s quarterly consolidated periodic
test results. Specifically, the research locale was Sampaloc Elementary School II, Sampaloc
The sample of the research is the partner school- Sampaloc Elementary School II
composed of one hundred ninety-six (196) learners since the program was intended for the
Research Instrument
The instrument used in the study was the data of quarterly consolidated periodic test
results in English of Sampaloc Elementary School II. The instrument sought to measure the
improvement of SES II English MPS before and after SSP program implementation. The SSP
program was consisted of eligible activities, time frame, materials, persons involved and
expected outcomes.
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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH
Table 1
English MPS of Sampaloc Elementary School II Before SSP Implementation
FIRST AND SECOND PERIODIC TEST RESULTS
SY 2016 - 2017
FIRST SECOND AVERAGE
TEACHER'S NAME Grade/Section
MEAN MPS MEAN MPS MEAN MPS
MARIAN G. PALMES I-Mt. Caraballo No examination for English in Grade 1
ELIZA S. ABELLA II-Mt. Mayon 20.24 67.47 20.72 69.08 20.48 68.28
LORELYN M. LADINES III-Mt. Banahaw 15.79 45.12 16.65 41.63 16.22 43.38
HEIDI M. EMPINO IV-Mt. Apo 20.04 50.1 21.58 53.95 20.81 52.03
JERRYLYN E. PRINCIPE V-Mt. Makiling 26.11 52.22 28.36 56.72 27.24 54.47
IMELDA D. DATOR VI-Mt. Cristobal 25.94 51.88 24.03 48.06 24.99 49.97
SCHOOL’S AVERAGE MEAN AND MPS 21.62 53.36 22.27 53.89 21.95 53.62
Table 1 shows the English MPS of SES II in the first quarter conducted last August to
October, 2016 before SSP implementation. The average English MPS of SES II during the first
and second quarter was 53.62%. Therefore, the baseline data was 53.62%.
Data Gathering Procedure
The consolidated data on English MPS were gathered quarterly by the leader school
from its partner school. The data were analyzed and interpreted. The subject of the study is the
Data of test results of the partner school was treated statistically. To determine the
average English MPS, the English Mean Percentage Score (MPS) from Grades 2 to 6 was
computed using the formula: Average = x1+x2+x3+ x4+x5+x6 ÷ N
where: = x = MPS of Grade Level N= Number of Grade Level
To know if there is significant difference between the English MPS before and after SSP
implementation, the dependent T-test was computed using the formula: t = d – 0
ô/ n
where: d = average MPS ô = standard deviation
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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH
This study deals with the improvement of English MPS of Sampaloc Elementary School
II through SSP implementation. The primary data were gathered from the school’s consolidated
Data gathered were consolidated and analyzed. Results are shown in this section. There
Table 2
THIRD
TEACHER'S NAME Grade/Section
MEAN MPS
ELIZA S. ABELLA II-Mt. Mayon 21.31 71.03
LORELYN M. LADINES III-Mt. Banahaw 18.43 52.66
HEIDI M. EMPINO IV-Mt. Apo 21.96 54.93
JERRYLYN E. PRINCIPE V-Mt. Makiling 30.11 60.22
IMELDA D. DATOR VI-Mt. Cristobal 28.24 56.46
SCHOOL’S AVERAGE MEAN AND MPS 24.01 59.06
Table 2 shows the English MPS of SES II in the third grading period conducted after
SSP implementation. The average MPS in English was 59.06% This implies that there is an
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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH
Table 3
English MPS of Sampaloc Elementary School II Before and After SSP Implementation
ENGLISH MPS
ENGLISH MPS IMPROVEMENT
After SSP Implementation
Before SSP Implementation (Increase)
SES
II
MPS MPS
Difference= + 5.44
(FIRST- SECOND GRADING) THIRD GRADING
53.62% 59.06% 10.15%
50.00%52.00%54.00%56.00%58.00%60.00%
Table 3 shows the actual English MPS of SES II before and after SSP implementation.
There’s an increase of 10.15% in the English MPS since the average before the program
implementation is 53.62% while the average after the program implementation is 59.06%.
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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH
V. SUMMARY OF FINDINGS
This part provides a synthesis of the study. A brief summary of the entire study is
followed by a presentation of the findings based on the data gathered from the partner school’s
4. What is the implication of the findings of this action research for the improvement of
To achieve the objectives of this study, the researcher conducted four (4) SSP activities
which were strictly implemented by Bilucao Elementary School, the leader school. The activities
focused on SES II English MPS improvement. The data from the partner school’s consolidated
periodic test results from first grading to third grading SY 2016 - 2017 were computed, analyzed,
and interpreted.
Summary of Findings
After an analysis of the data gathered, the study revealed the following:
4. The program became effective due to the strict implementation of SSP activities.
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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH
VI. CONCLUSIONS
Based on the findings of this study, the following conclusions are derived.
implemented.
2. The English MPS of SES II had increased by 10.15% after SSP implementation. This
shows that through this program, the partner school performance in English improved.
3. The effectiveness of DepEd’s program depends on how the leader school and partner
VII. RECOMMENDATIONS
Based on the findings and conclusions derived from the study, the following
2. The researcher must share her intervention program to other schools experiencing a
4. Make sure that the school’s programs/projects/activities benefit the learners, teachers,
5. Administrators must implement the program strictly and must show transparency to their
partner school.
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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH
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Armstrong. Paul (October, 2015). Effective School Partnerships and Collaboration for School
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