i

IN-DEPTH EXPLICATION OF PROJECT EAGLE: A QUALITATIVE INQUIRY

A Basic Research
Presented to the Schools Division Research Committee of
Tagum City Division

ZYRILL NATHALIE L. DIGAL

Liboganon Integrated School

FRANCES ANGELICA MAY R. SEGUIDO

Tagum CItty National High School

CHERRY ANN NICOLAS

La Filipina National High School

UNIQUE LABRA-SAJOL
Don Ricardo Briz Central Elementary School

MAYBELLE G. ISODORO
Pandapan Integrated School

IAN JANE P. ORILLANEDA

Suaybaguio – Riña Elementary School

RAMEL M. ABAY
La Filipina National High School

MAY 2021
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Table of Contents

Title Page i

List of Tables vi

Abstract vii

CHAPTER

1 Introduction

Rationale 1

Review of Related Literature and Studies 3

Related Literatures and Studies

Advantages of Looping 3

Related Literatures and Studies

Disadvantages of Looping 6

Related Literatures and Studies

Perceptions on Looping 8

Related Literatures and Studies

Academic Gap and Looping 9

Purpose of the Study 11

Research Questions 11

Theoretical Lens 12

Significance of the Study 14

Scope and Delimitation 16

Definition of Terms 16

Organization of the Study 17

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CHAPTER

2 Methods

Research Design 19

Role of the Researcher 21

Research Participants 22

Research Instrument 24

Pilot Test 26

Data Collection 27

Data Analysis 30

Trustworthiness 32

Ethical Consideration 36

CHAPTER

3 Results

Profile of the Participants 43

In-depth Interview

Profile of the Participants 44

Focus Group Discussion

Categorization of Data 46

Case Description 46

Experiences of the Project E.A.G.L.E 47

Implementers

Substantiating the Pedagogy of Teachers 51

Developing Teacher’s Competence 57

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Gaining Parental Support 61

Hurdling through the Difficulties 65

of the Implementation

Looking into Learners’ Reading 75

Fluency and Comprehension

Coping Mechanism of Project E.A.G.L.E 80

Implementers

Creating Innovation in Teaching 82

Adapting to the Curricular Changes 85

Strengthening Support System 88

Insights of Project E.A.G.L.E 90

Implementers

Intensifying Professional Development 93

Opportunities for Teachers

Continuing the Concept of Looping 95

Establishing a Strong Foundation of the Project 98

Continuing the Project E.A.G.L.E Implementations 101

Summary 104

CHAPTER

4 Discussion

Experiences of Administrators, Teachers, 106

Parents, and Learners in the Implementation
of Project E.A.G.L.E Program

Substantiating the Pedagogy of Teachers 107

Developing the Competence of Teachers 108

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Getting Parental Support 110

Hurdling through the Difficulties of 111

the Implementation

Looking into Learners’ Performance and Behavior 113

Coping Mechanisms of Administrators, Teachers 114

and Learners in the Implementation
of Project E.A.G.L.E Program

Creating Innovative Ways in Supervising Students 114

Adapting to the Curricular Changes 116

Insights of Administrators, Teachers, Parents, 117

and Learners in the Implementation
of Project E.A.G.L.E Program

Call for Intensifying Professional Development 117

Opportunities

Provision for an Enhances Project E.A.G.L.E 118

Keeping the Set of Teachers and Classmates 119

Continuance of the Project 119

Implication for Teaching Practice 123

Implication for Policy Formulation 124

Implication for Further Research 125

Concluding Remarks 127

Action Plan 129

REFERENCES 131

APPENDICES 137
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List of Tables

Table Title Page

1 Profile of the Informants in In-depth Interview 44

2 Profile of the Informants in Focus Group Discussion 45

3 Major themes and Core Ideas on the Experiences

of the supervisor, school administrators, teachers,
parents, and learners in the implementation of the
Project E.A.G.L.E. Program 48

4 Major Themes and Core Ideas on the Coping Mechanisms

of Administrators, Teachers, Parents, and Learners
in the Project E.A.G.L.E. Program 81

5 Major Themes and Core Ideas on the Insights of

Administrators, Teachers, Parents, and Learners
in the Project E.A.G.L.E. Program 91
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Abstract

This study aimed to discuss the prevalent Project E.A.G.L.E in relation to looping
of the Department of Education Tagum City Division. The participants of the
study were the administrators and teachers who were the project implementers,
parents and learners who were the beneficiaries of the project. Purposive
sampling was used in this study to select the participants from the two project
implementing schools. The researchers employed a qualitative
phenomenological case study design using in-depth interview and focus group
discussion to gather information from the participants. Results showed that the
project E.A.G.L.E substantiate the pedagogy of the teachers, develop teachers’
competence, gain parental support, create teaching innovation, and adapt
curricular changes. Findings also suggested continuing the concept of the
looping and continuing the project E.A.G.L.E implementation. This implied that
teachers can take advantage of opportunities in the lesson to consolidate
students’ learning outcomes holistically. Furthermore, the Department of
Education can continue the project through strengthening the support in the
teaching and learning process, enhancing transition process per grade level and
designing assessments for learning intended for the project to track students’
progress year-round.

Keyword: Project E.A.G.L.E, DepEd Tagum, Phenomenological case study,

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Chapter 1

INTRODUCTION

Rationale

Policymakers and academics are interested in how the structure of

schools and classrooms influences student outcomes. According to a variety of

articles, differences in student performance may be attributed to factors of school

and classroom organization, such as principal and teacher incentives (Darling-

Hammond, 2000; Eberts et al., 2002; Branch, Hanushek, & Rivkin, 2013;

O‘Donnell and White, 2005; Wang et. al., 2017), class size (Bosworth, 2014;

Hoxby, 2000; Wang et. al., 2017) and student categorization (Cohen-Zada,

Gradstein, & Reuven, 2013; Koedel & Betts, 2011; Rothstein, 2009; Wang et. al.,

2017). Indeed, some researchers suggest that changing the way schools and

classrooms are organized can be much more successful than simply growing

school resources per student in improving student outcomes (Hanushek, 2004;

Jacob & Ludwig, 2009; Wang et. al., 2017)

Consequently, the 2018 Philippine PISA results show significant

differences in academic achievement between schools and among students

(Trinidad, 2020). Concerns about incompatibility with the globalization trend have

raised a challenge to the country's basic education curriculum (Almerino, et. al.,

2020). School administrators started studying and implementing instructional

techniques to close the achievement gap (Findley, 2018). Looping is one

technique that deserves further study. Looping is an instructional tool that can be

used to improve academic performance and close the achievement gap for
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students while also fostering strong classroom relationships (Findley, 2018; Hall,

2020; Mink, 2018).

The first time a child spends time away from home with an alternative

caregiver or a teacher is in nursery or preschool (Nitecki, 2017). For the child's

learning development, consistency in caregiving is important (Bowlby, 1988;

Goldberg, Muir & Kerr 2013; NAEYC, 2015; Nitecki, 2017). Teacher looping – a

particular classroom structure in which teachers remain with the same group of

students for two or more consecutive years (Grant, Johnson, & Richardson,

1996; Wang et. al., 2017) – is a significant feature of the distribution of teaching

resources that has seldom been studied in empirical studies.

Meanwhile in the Department of Education Tagum City Division, there are

two recipient schools of the Project EAGLE or Eliminating the Academic Gap of

Learners in the Elementary. The program was commenced by the DepEd Region

XI Office on the school year 2017-2018. Its mandate is to keep the learners in a

looping classroom in the Key Stage 1 or the Kindergarten up to Grade Three

level and at the same time maximizing the skills of the teachers to bridge the

academic gaps through trainings and post-graduate enrollment.

We had three basic goals to achieve this aim. First, we discussed how

prevalent Project EAGLE is, in relation to looping, in Department of Education

Tagum City Division. Second, the researchers wanted to figure out the

experiences of the administrators, teachers, parents, and the learners in the

implementation of Project EAGLE. Finally, we looked at the insights of the key

informants in the implementation of Project EAGLE whether it has distinct

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practices from non-looping classes. We hoped to determine which groups benefit

from, or are hindered by, teacher looping based on the results of our qualitative

inquiry.

Review of Related Literature

This section includes a review of literature and studies which have

significant relationship and similarities with the present study.

Looping in Education

Looping is the process of having the same teacher work with a group of

children for two to three years (Grant, Johnson, and Richardson, 1996; Brown

University Lab, 1996; Nitecki, 2017). This tradition began over a century ago in

European Waldorf schools and is still in use today (Nitecki, 2017). Looping

emphasizes long-term relationships, because students in the same age group

have the same teacher for several school years (Hanson, 1995; Hegde &

Cassidy, 2004, Nitecki, 2017).

Bempechat et al. (2011); Cistone & Shneyderman (2004); and Crosser

(2005), as cited in Wang, et. al. (2017) report that looping is commonly used in

European and Asian countries such as Germany, New Zealand, Finland,

Netherlands, Denmark, Sweden, Japan, China, Russia, and Israel. While looping

is a common method, the empirical literature on its impact on student

achievement is mixed (Wang, 2017).

Advantages of Looping

The qualitative literature on looping supports the method and discusses

many benefits for students, parents, and teachers. The presence of consistent
 4

and long-term relationships between students, teachers, and parents is the most

evident and powerful advantage (Brebner et. al, 2015; Chirichillo, 2001; Lab at

Brown University, 1997; Nitecki, 2017; Thomas, 2014). Hegde and Cassidy

(2004), as cited by Nitecki (2017), looked at parent and teacher perspectives on

looping and found that the benefits were obvious: consistency and quality of

treatment, ease of adjustment from year to year, predicting children's needs, and

enhanced parent friendships and networking.

The formation of rich relationships, according to Ullman (2015) as cited by

Hall (2021), contributes to improved learning. Students are more likely to come to

school and be on track when they feel like they belong and can trust their teacher

(Auglier, 2010; Hall, 2021). As students‘ progress through their developmental

stages, they depend on meaningful relationships, and short-term relationships

cannot help students achieve their educational goals (Hall, 2021).

In a study of student-teacher relationships, discovered that 70 percent of

teachers said that teaching the same group of students for three years helped

them to use more constructive methods with their students. Teachers said they

understood more about their students, 69 percent said their students

enthusiastically engaged in class, and 85 percent said their students saw

themselves as part of the community, felt pride in their group, and felt pride in the

school. In addition, 84 percent of teachers said they had better relationships with

their parents, and 75 percent said they had more empathy with their coworkers

(George et al.,1987; Hall, 2021).

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Looping has academic advantages in addition to relationships. When the

traditional transitional phase at the beginning of the year is practically

unnecessary, the practice effectively adds an additional month of teaching and

learning time during the second year (Burke, 1996; Hanson, 1995; Nitecki, 2017).

An educator may use looping to create a more cohesive lesson plan that is

tailored to the child's needs (Grant, et al., 1996; Nitecki, 2017). Moving a level

ahead of their students, according to teachers, encourages teacher creativity and

keeps them motivated (Hegde & Cassidy, 2004; Nitecki, 2017).

For a variety of considerations, teacher looping is believed to be strongly

correlated with student achievement (Caauwe, 2009; Cistone & Shneyderman,

2004; Gaustad, 1998; Kane & Staiger, 2008; Nichols & Nichols, 2002; Little &

Dacus, 1999; Rasmussen, 1998; Wang et. al., 2017). Researchers have also

found that looping teachers have a greater understanding of their students'

talents, limitations, and attitudes than non-looping teachers (Zahorik & Dichanz,

1994; Wang et.al., 2017). In addition, other research has found that looping has a

positive impact on parents' attitudes toward their children's educational climate

(Nichols & Nichols, 2002; Wang et. al., 2017).

Moreover, looping has also a great advantage on parental involvement in

the classroom. The trusting relationship that parents and teachers have

developed allows for longer-term focus on growth and change, as well as

discussions about long-term goals for their children (Danley, 2012; Hall, 2021).

Families may be more likely to consider a teacher's positive feedback and share

challenges while discussing their child's progress with the teacher (Chirichello &
 6

Chirichello, 2001; Hall, 2021; Hitz et al., 2007). A better relationship between

teachers and parents leads to increased parental engagement and, as a result,

higher academic performance for students (Hall, 2021; Thomas, 2014)

Parents trust teachers more in the second year of a looped cycle,

according to Hitz et al. (2007) as cited in Hall (2021). Furthermore, the reciprocal

partnership between the teacher and the parent helps the parent to understand

the teacher's theory and how it applies to their child. Parents can gain a better

understanding of their child's academic and social needs because of this

relationship. (Auglier, 2010; Hall, 2021).

Disadvantages of Looping

The most frequently raised issue with looping is one that can be found in

any form of scheduling: personality conflict (between students or between

students and teachers). This has been identified as a major source of concern

among parents: the looped class's ability to stretch from one class or year to the

next, potentially compounding the issue (Gustad, 1998; Kester, 2018). The

claims that these concerns are uncommon and that these students' problems can

usually be overcome with a schedule adjustment. The instructor may also be

unsuccessful with one or more students simply because the teacher's teaching

style does not fit the student's learning style (Burke, 1996; Kester, 2018; Pecanic,

2003).

The literature on looping, on the other hand, points to several possible

drawbacks. The most serious concern is that students may spend two or more

years in looping classrooms with an ineffective teacher (Gaustad, 1998; Hitz,

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Somers, & Jenlink, 2007; Wang et. al., 2017). This is concerning because

teacher effectiveness is a good predictor of student achievement (Darling-

Hammond, 2016), and thus is the primary mechanism that mitigates the impact

of teacher looping (Wang et. al., 2017). Since teachers must spend additional

time each school year reacquainting themselves with lesson material and

designing curricula, there is evidence that a lack of specialization in teaching may

be negatively correlated with student achievement (Cistone & Shneyderman,

2004; Wang et. al., 2017).

Teacher vulnerabilities, according to Pecanic (2003), as cited in Hall

(2021), can be triggered by several factors. It is possible that the teacher is new

to the grade level or is a new, inexperienced teacher. As the teacher continues to

learn the new material, this could result in a lack of instructional time. A teacher

might also be concerned about the additional responsibilities of teaching the

same class of students for more than one year (Auglier, 2010; Hall, 2021).

Additionally, parallel to the teachers‘ perspective, adjusting to a variety of

grade levels is difficult, particularly if they prefer a specific age group (Hegde &

Cassidy, 2004; Nitecki, 2017). These difficulties are unique to each person's

interests and attitudes, and they should be handled as exceptions to the general

rule (Nitecki, 2017). If looping is to be used, administrators must be confident that

the instructor can stay at the school for at least two years. Consequently, looping

remains in the educational system's shadows. According to a recent study,

teachers in early childhood public education report a general lack of awareness

and information about looping (Thomas, 2014; Nitecki, 2017).

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According to Auglier (2010), as cited in Hall (2021), the student

population's mobility can impact the effectiveness of a looping classroom. If a

student population is highly mobile, they cannot be able to take advantage of the

benefits of a looped class for long enough (Pecanic, 2013; Hall 2021). If the

teacher views the program as a two-year approach, new students or students

who move away will be negatively impacted (Auglier, 2010; Hall, 2021). Students

can experience learning gaps if the instructor schedules the material over two

years rather than teaching each year's curriculum (Hall, 2021).

Further, a study conducted on looping found that it had a positive effect on

relationships among administrators, teachers, parents, and students but had a

small impact on performance levels. One study also found that assigning

students to a looping classroom did not have a statistically significant effect on

overall student achievement, nor did looping reduce the achievement gap

(Findley, 2018).

Perceptions on Looping

For elementary teachers, Thomas (2014), as cited in Hall (2021),

performed a qualitative study to explain the essence of the looping period.

Looping was effective and beneficial for all stakeholders, according to the

teachers in the report, who noted that it was successful and beneficial because of

the relationships they were able to form with their students and families.

On a study conducted by Tipton (2017), the participants in the study

demonstrated a high degree of comfort in their awareness of their student

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groups. The looped classroom setting, according to participants, allowed them to

expedite the delivery of classroom routines, procedures, and expectations.

Hall (2021) further cited the parents‘ perception on looping. Parents of

looping students had substantially more positive attitudes toward their child's

teacher and education, according to Nicholas and Nicholas (2002). In

comparison, as compared to parents of students in non-looped classrooms,

parents of students in looped classrooms had more favorable views of their

children's actions at school.

Nevertheless, parents also reported that looping made their children feel

more at ease at school in Johnston's 2000 study. Students in elementary school

who were looped had a more optimistic attitude toward school, according to the

same report. According to Pratt (2009), 100 percent of parents said looping was

a positive experience for their children (Hall, 2021).

Related Studies on Academic Gap and Looping

Some school districts and schools have adopted the looping technique as

a means of increasing student achievement in response to federal legislation and

enhanced responsibility for student achievement (Hall, 2021; Harrington, 2017;

Williams-Wright, 2013). There has been research done on the performance gains

of students in looping classrooms (Findley, 2018)

Poor academic performance has long-term consequences that extend

beyond the classroom (Harrington, 2017; Hall, 2017). A student's ability to

graduate from high school, attend college, and excel in college can be harmed by

poor academic performance. Students who do not complete high school and
 10

college also have lower lifetime income and earning opportunities, less job

prospects, are more likely to become dependent on public assistance, and have

poor health (Hall, 2017).

Researchers have tried to identify factors that lead to rural students' poor

educational outcomes due to the persistence of the educational achievement gap

between rural and urban students. Nutrition, fitness, and vision treatment have all

been established as factors that are inadequate in rural areas and are linked to

educational outcomes (Luo et al., 2011, 2012; Ma et al., 2014; Wang et. al.,

2017).

Findley (2018) investigated the connection between student assignments

in a looping classroom and student achievement on the End-of-Grade (EOG) test

in an elementary school. Findley also looked at subgroup data to see whether

there was a connection between being in a looped classroom and EOG

achievement. Students' assignment to a looped classroom had no statistically

meaningful effect on student performance, according to Findley. Looping had a

statistically important positive effect on math achievement levels for students in

the African American subgroup, but not for students in other subgroups.

Tourigny, Plante & Raby (2019) conducted a study comparing the

academic achievement and teacher-student relationship of students who

remained with the same teacher for two consecutive years in so-called looping

classrooms. Results revealed that students who experienced looping had higher

school grades in mathematics and writing and marginally better grades in reading

compared to their counterparts schooled in annual classrooms.

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With the national emphasis on the student achievement and closing the

achievement gap becoming more pressing each year, educators, and others in

positions of educational leadership must not only be mindful of and adopt

research-based instructional strategies, but also invest resources in the growth

and advancement of the educators tasked with providing instruction.

Purpose of the Study

The purpose of this qualitative study is to discover and understand the

experiences and challenges of administrators, teachers, parents, and learners

who are part of the implementation of the Project EAGLE. In addition, the

researchers want to determine the impact of the implementation to the lives of

the key informants and their coping mechanisms. Further, this study desires to

find out various perspectives of administrators, teachers, parents, and learners

that might provide insights to the school community.

Research Questions

This study was designed to explore the impact of Project E.A.G.L.E.

(Elimination of Academic Gaps of Learners in the Elementary) Program in the

Department of Education Tagum City Division. Specifically, this sought to answer

the following questions:

1. What are the experiences of the administrators, teachers, parents, and

learners in the implementation of the Project E.A.G.L.E. Program?

2. How do the administrators, teachers, parents, and learners cope in the

implementation of the Project E.A.G.L.E. Program?

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3. What are the insights of the administrators, teachers, parents, and

learners in the Project E.A.G.L.E. Program implementation?

Theoretical Lens

This study is viewed from the lens of Maslow’s (1962) Hierarchy of

Needs. Physiological needs were the lowest level and covered basic

requirements such as food, water, and air (Gawel, 1997; Hall, 2021). These

would be first level of necessities in the classroom, such as books and resources,

as well as meals before and during school and access to a school nurse when

necessary (Findley, 2018).

Gawel (1997) as cited in Hall (2018), added security, stability, and

protection were incorporated in the second level which is safety. When applied to

the classroom, this concept would encompass both classroom and school-wide

discipline procedures. Self-respect and other people's regard were included in

the fourth level, esteem. Feedback, an inclusive classroom climate, and

opportunities to demonstrate skill help students develop self-esteem in the

classroom (Findley, 2018). Self-actualization, the fifth level, occurs when a

person realizes their full potential. When students strive to better their own

achievement and actively participate in education, they reach the fifth level in the

classroom (Findley, 2018).

The bottom four levels must be met for pupils to reach the greatest level of

self-actualization (Findley, 2018). Self-actualization pupils learn through intrinsic

learning, which entails the mechanisms that enable students to achieve their full

potential. Milheim, (2012) as cited in Hall (2021) Maslow‘s theory was not applied
 13

to education, although his earlier writings indicated a keen interest in how

motivation affects learning and the learning process.

The purpose of the idea is to create a compassionate and successful

environment for learners that will inspire them to stay in the looped classroom

(Budiharso & Tarman, 2020; Shahrawat & Shahrawat, 2017). Looped classrooms

provide an atmosphere in which everyone, including the teacher and students,

contributes to the formation of a sense of community (Bogart, 2002; Hall, 2021).

Students' personal, social, and emotional needs must be addressed in the

learning environment and must involve all students (Daggett, 2014; Hall, 2021).

This study is also supported by the Attachment Theory which is based

on the long-lasting tie that exists between two people or group (Bergin & Bergin,

2009; Watson, 2018). The attachment hypothesis in the classroom is based on a

child's relationship with his or her primary caregiver (Kennedy & Kennedy, 2004;

Hall, 2021). According to John Bowlby (1969), as cited in Bosmans, et. al.,

(2018), attachment development, or the growth of children's trust in their parents'

support and protection during times of hardship, is one of the most crucial

aspects of childhood development (Bosmans et. al., 2018; Dixon, 2016). In his

trilogy on Attachment and Loss (1969–1982), Bowlby articulated the basic theory

of attachment: a developmental explanation of personality with a focus on

emotion regulation.

Adults attentive to a child's needs, responding to a child's signals, and

looking toward the youngster are examples of specific attachment behaviors

(Bergin & Bergin, 2009). Students are free to explore the world around them
 14

when they have a secure attachment. An insecure attachment develops when

this attachment is not present and the child is unable to use the caregiver as a

secure base (Kennedy & Kennedy, 2004; Hall, 2021).

Another model that supports this study is the Social Development

Theory of Lev Vygotsky (1978) as cited by Kester (2018). The notion of looping

is in line with Vygotsky's social development theory as it is centered on the idea

of satisfying the needs of at-risk kids by forming close-knit groups that would help

kids improve academically and socially. Kester (2018) stated that the sense of

community created in a looping classroom can help students improve both social

and academic skills. According to Vygotsky (1978), each student's growth is

influenced by the situation in which they find themselves, both social and cultural

(Kester, 2018). Furthermore, Gallagher (1999), as cited by Kester (2018), stated

that cooperative or shared discourse in social interactions promotes cognitive

development. As a result, the looping classroom's familiar and non-threatening

atmosphere aids the cognitive growth of the pupils involved.

Significance of the Study

The results of this study can be a direction to others who will also conduct

studies related to this. This study will provide them information on the

experiences and challenges of administrators, teachers, parents, and learners in

the implementation of Project EAGLE and the concept of applying looping in

classrooms. Specifically, this may benefit the following:

DepEd Officials. The results of this study could possibly give relevant and

salient information on the existence looping in the field. As primary source of

 15

formal education, it could be an avenue for policy formulation and program

development that will cater the needs of eliminating academic gaps in

classrooms.

School Administrators. The results of this inquiry may benefit the school

heads and principals in providing them better information on the concept of

looping. This study will help them design programs that would allow help

teachers, parents, and learners to work along the implementation of the program.

Teachers. This study may also provide teachers the capacity to go along

with the learners especially in eliminating academic gaps. Lessons could be

framed to strengthening literacy and numeracy teaching in relation to eliminating

the academic gaps that are necessary for lifelong learning.

Parents. This study may inform them of the challenges that children may

face of being a part of a looped classroom. With this, they could do something to

provide the needs of the children in coordination with the teachers.

Students. This may also convey information to students to keep an open

mind on how looped classrooms with the primary aim of eliminating the academic

gaps specifically in the elementary. Likewise, students may learn lessons from

the experiences of the children are part of the implementation of Project EAGLE.

Future Researchers. This could give a great opportunity to explore into

other facets of understanding of what children experience and how they cope the

challenges in a looped classroom by doing a mixed methods study.

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Scope and Delimitation

This phenomenological case study was delimited to discovering and

understanding the experiences, coping mechanisms and insights of

administrators, teachers, parents, and learners who are part of the

implementation of Project EAGLE. The data of this study was limited only to the

responses and experiences of the one supervisor, two school heads, eight

teachers, six parents and 6 learners who are Project EAGLE implementers at

Schools A and B, Division of Tagum City.

On one hand, it is acknowledged that this study may have some

weaknesses. The findings cannot be generalized which means that the gathered

and analyzed data can only be applied to the participants themselves. In

addition, it is not guaranteed that the 23 identified participants would answer and

respond sincerely to each of the question that were asked during the in-depth

interview and focused group discussion.

Definition of Terms

The following terms are defined operationally in this study:

Project EAGLE (Elimination of Academic Gaps of Learners in the

Elementary). This refers to the program initiated by the Department of Education

Region XI. It stands for Eliminating Academic Gaps of Learners in the

Elementary. The implementation of the program is region-wide, assigning two

school recipients in the Schools Division of Tagum City, where this study is

conducted.
 17

Organization of the Study

This study is organized and arranged in an order, which can be easily

identified and comprehended by the readers. Below is the comprehensive

presentation and discussion of the organization of the study.

The Chapter 1 is the inclusive presentation of the introduction of the study,

which includes related literature on the concept of looping, and related literature

and studies to support the study. It is followed by the purpose of study, which

states the intension in the conduct of the study. Research questions, which

consist of interview guide questions that are formulated and validated to acquire

responses from the informants to attain the aim of the study. It is followed by a

theoretical lens, which compose of supporting studies and theories that the study

is viewed from. Next, the significance of the study, which discussed who will be

the beneficiaries of the study; the definition of terms, which is operationally

defined in order to give clear and comprehensive interpretations. It is followed by

the delimitations and limitations of the study that is presented to show the

parameters of the study. Lastly, the statement on the organization of the study is

included.

Chapter 2 consists of the methodology that will be employed in the study.

This methodology includes research design, role of researcher, research

participants, data collection and analysis, trustworthiness, and ethical

considerations.

Chapter 3 presents and discusses the interview results of the in-depth

interview and focused group discussion, the detailed responses of the seven
 18

participants will be based on the two research questions, and the different

themes generated from the various answers of the participants.

Chapter 4 presents the discussion of the results based on the essential

themes with support from the various authorities. It will also present the

implications for teaching practice, implications for further research, and the

concluding remarks of the researchers.

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Chapter 2

METHOD

This chapter presents the methodology to be used in this qualitative study.

This includes the research design, role of the researcher, research participants,

research instruments, pilot testing, data collection procedure, data analysis,

trustworthiness, and ethical considerations

Research Design

This study employed a qualitative design study utilizing a

phenomenological single case study approach. Qualitative researchers approach

the world from a very different perspective (Dodgson, 2017). It means that all the

qualitative methods view the world as subjective, rather than objective (Creswell

& Poth, 2017). It used in-depth studies of small groups of people to guide and

support the construction of hypotheses. The results of qualitative research were

descriptive rather than predictive (Bazeley, 2015).

This phenomenological qualitative case study investigated the lived

experiences and perception experiences of the supervisor, school heads,

teachers, parents, and learners in the implementation of Project E.A.G.L.E. and

its impact, their attitude as recipient of the program, their social identity

throughout the implementation of the program, the campus climate toward the

implementation of the program, and other views on the implementation of the

program. The phenomenology approach aims to describe the essence of a

phenomenon by looking at it through the eyes of individuals who have

experienced it (Teherani, et. al.,2015). They also further explained that

 20

phenomenology's purpose is to define the meaning of this experience, both in

terms of what happened and how it happened.

Since this phenomenological approach fused with the case study method,

it allowed the researcher to come to understand or make sense of intricate

human experiences and describe the essence of a phenomenon (Crawford,

2016). Qualitative case study methods enable researchers to perform in-depth

investigations of complex phenomena in a specific environment (Rashid, et. al.,

2019). In this study, the researcher built a complex, holistic picture, analyses

words, reports details of informants and conducts the study in a natural setting.

The researchers also investigated and comprehensively examined the existence

phenomena, on what happened and how it happened, in the implementation of

Project E.A.G.L.E. The researchers explicated the experiences of learners,

teachers, school heads and supervisor in the implementation of Project

E.A.G.L.E.

Two of the methods in collecting qualitative data are through focus group

discussion (FGD) and in-depth interview (IDI). Focus group discussion is a

common qualitative method for gaining a deeper understanding of social issues.

Rather than a statistically representative sample of a larger population, the

method tries to acquire data from a purposefully selected group of individuals.

Focus group discussion usually yields both qualitative and observational data

where analyses can be demanding (O.Nyumba, et. al., 2018).

An in-depth interview, also known as a one-on-one interview, is a

technique for gathering more thorough information or gaining a deeper grasp of a

 21

subject or concept. It further means that an in-depth interview is one in which the

goal is to learn more about the interviewee's experience and viewpoint on a

particular topic (Showkat, 2017).

The goal of the interview was to deeply explore the participants‘ point of

view, feelings, and perspectives. One of the advantages of the in-depth interview

is that there is time for the respondent, in peace, to further develop and give

reasons for his or her individual point of views - without being influenced by the

opinions of other participants. In order to achieve comprehensive descriptions of

the study that included the viewpoints and experiences faced by the participants,

in-depth interview was adopted which questions would focus on the research

questions and the interview guide that was directed by the issues of the impact

of Project E.A.G.L.E made to school heads, teachers, parents, and learners.

Role of the Researchers

The researchers of this study dwelled into the school head, teachers,

parents and learners‘ perceptions about how the implementation of Project

E.A.G.L.E. made an impact to school heads, teachers, parents, and learners.

The researchers believed that gathering essential data enabled to come up with

the results needed in this study. While carrying out this analysis, the researchers

were the interviewer of the participants and the moderator when they expressed

their thoughts, and the researchers also used recording during the interview to

get the details they unfolded.

After the purposive selection of the participants, the researchers

immediately prepared letters of consent to conduct a personal interview.

 22

According to Dornyei (2007) in focus group interviews, the interviewer usually

referred to as the moderator, and this special name reflected the fact that the

researchers‘ role differs from that in one-to-one interviews. Dornyei (2007) also

added that although they still need to ask questions, during the session, they

needed to function more as a facilitator of the discussions than as interviewers in

the traditional sense because the dynamic of the focus group was one of the

unique methods of this method.

After gathering the essential information and data, the researchers

immediately transcribed what the participants had to share concerning the

questions in this study. The researchers categorized, gathered and analyzed the

data collected, assessed thoroughly and classified as findings of the study. The

researchers believed in what Postholm and Skrovset (2013) stressed that

researchers have a multi-faceted role that will challenge them cognitively and

emotionally. The researchers were the main instrument in explicating and

examining comprehensively the experiences of the supervisor, school heads,

teachers, parents and learners and the existence phenomena in the

implementation of the Project E.A.G.L.E to understand and explore the impact of

the program in the pursuit of quality education.

Research Participants

The participants of this study came from the two schools implementing the

Project E.A.G.L.E. since there were only two elementary schools in the Division

of Tagum City implementing the program. According to Care Search (2018), a

multi-site approach increases the likelihood that the study will be able to recruit
 23

and retain enough participants to provide a valid answer to the question when the

number of potential participants is limited or if recruitment and retention is likely

to be difficult for other reasons. The participants of this study composed of a

supervisor, school heads, teachers, parents and learners.

Purposive sampling was utilized in choosing the participants. Creswell

(2013) defined purposive sampling as a method that involves identifying and

selecting individuals or groups of individuals that are particularly knowledgeable

about or experienced with a phenomenon of interest. Guided by this notion of

Creswell (2013), the researchers identified the potential participants using

selection criteria as follows; supervisor who is designated to monitor and

evaluate the implementation of the Project E.A.G.L.E in the two elementary

schools of the Division of Tagum City, the school head implementing the project

in the school and providing instructional and financial support to the teachers, the

teachers conducting the project in the classroom and during class instructions

and the parents and learners who were the recipients of the project. It signified

that the participants were selected based on purposive sampling and willingness

to participate.

Since the project was implemented only in two schools, there were only 8

teachers, 6 parents, 6 learners, 2 school heads and 1 supervisor from two

schools implementing the Project E.A.G.L.E in the Division of Tagum City who

participated in the study. The researchers selected different types of participants

since the study aimed to learn about a diverse range of experiences. Question

Pro (2021) said that different respondents have different type of answers to the
 24

same structure of questions – answers obtained can be collectively analyzed.

Five participants were subjected to IDI and four groups were subjected to FGD

which composed of 4 teacher participants in a group, 5 learner participants in a

group, 6 parent participants in group and 3 participants composed of 2 school

heads and 1 supervisor in a group.

According to Showkat and Parveen (2017), a total of 10-15 participants

are interviewed individually in a study employing the in-depth interview mode of

data collection, making it one of the most significant ways of data collecting.

Creswell (2013) also suggested that eight to ten participants in FGD in a

qualitative method maintain authentic and genuine responses of the participants

because of a close relationship that can be established. However, data saturation

is not about the numbers per se, but about the depth of the data. It means that a

large sample size does not guarantee one will reach data saturation, nor does a

small sample size—rather, it is what constitutes the sample size (Burmeister &

Aitken, 2012).

Research Instruments

The researchers created three sets of interview guide questions that were

used for the in-depth interview sessions and focus group discussions with the

participants. The teachers and parents had the same interview guide questions

for IDI and FGD. The learners had also different interview guide questions during

the conduct of IDI and FGD. The school heads and supervisor as one group had

also different interview guide questions. The interview guide generated the

qualitative data of the study. According to Showkat and Parveen (2017), an

 25

interview is a common qualitative research approach in which the researcher

gathers information directly from the participants. Interviews are useful for

eliciting the opinions, experiences, values, and other characteristics of the

population being studied.

Researchers have "privileged access to people's basic experience of the

lived world" when they conduct qualitative interviews. This is a systematic and

deliberate dialogue that is performed to understand the world from the subjects'

perspectives, to unravel the significance of their experiences, and to unveil their

experienced reality prior to scientific explanations (Brinkman and Kvale, 2015).

The purpose is to gain a knowledge of the meaning and experience of the

lived world from the participant's perspective, articulated in their own words and

detailed in great detail to a researcher who is receptive to the experience being

described and can set aside what they think and know about it. It means that a

qualitative interview's purpose is to capture the study participant's subjective

point of view (Rubin and Rubin, 2012).

In the study, interview guide questions were created to capture the

experiences of the participants in the implementation of the Project E.A.G.L.E.

and other existing phenomena. Preparing an interview guide, according to Yin

(2018), also aids researchers in identifying potential problems that may arise

during the interview, allowing them to be more prepared. Yin (2018) even claims

that having a well-thought-out methodology improves reliability.

The semi-structured interview questions were made based on the

research questions. The interview prompts were open-ended. Follow-up

 26

questions were also used when needed for invoking responses to the questions

or further explanation of the responses. The questions were elicited responses

regarding the implementation of the Project E.A.G.L.E. and its impact to school

heads, teachers, parents and learners.

The interview questionnaires were subjected for validation among a panel

of experts using the validation instrument for interview in qualitative research.

After the questionnaires passed the validation stage, comments, suggestions and

recommendation were acted upon.

Pilot Test

Aside from expert validation, the instruments were pilot tested to

supervisors, school heads, teachers and parents who are not among the

anticipated ten informants. Qualitative interview data is often utilized in the social

sciences since it involves the gathering of data through verbal interaction

between the interviewer and the interviewee. However, the validity and reliability

of qualitative data is a major concern. A pilot test is another procedure that a

researcher must master when collecting qualitative data because it can help with

improvisation during the actual interview.

The most essential aspect of this pilot test was that it allowed the

researcher to practice interview tactics in advance according to the three stages

of the interview (Gani, et. al.,2020). This might expose the researcher to some

difficulties and limitations with the use of the instruments and the procedures.

Thus, revision and refinement of the instrument were dependent upon the

outcome of the pilot test. Consequently, after the conduct of the pilot test,
 27

significant improvements on the instrument were done. Logical sequencing of

questions, addition and omission of few questions as well as proper manner of

questioning were affected.

Data Collection

Creswell (2007) mentioned that qualitative researchers will be tied up in a

series of activities in the process of collecting data. A vital step is to find

participants involve in this study, the availability of material, and place where to

conduct study to obtain accurate information.

The researchers took rigorous steps in the data collection procedure. The

researcher also engaged in a series of activities in the process of collecting data

before arriving to the completion of the research study.

Asking Permission to Conduct the Study. First, the researchers asked

permission from the office of the Schools Division Superintendent (SDS) and the

school heads to be able to conduct the study in the public elementary schools of

the Division of Tagum City where the Project EAGLE implemented. Since, there

were only two public elementary schools implementing the Project E.A.G.L.E.,

the researchers selected participants only from these two schools.

Selecting Participants. Second, after securing a permission to conduct

the study from the SDS and school head of the school where to conduct the

study, the researcher asked the list of names of the possible teacher participant,

parent participants and learner participants from the school heads of the two

public elementary schools. The researchers approached the identified

participants and asked them if they can participate to the study. The supervisor,
 28

school heads, teachers and parents were given informed consent stating that

their participation is voluntary and they can withdraw anytime and all information

obtained is confidential. Informed consent and informed assent were given also

for learners to participate in the study.

Conducting Orientation to the Participants. Third, the researchers

conducted an orientation to the participants before conducting the interview

about their rights as participants, the confidentiality, storing and security of the

raw data, the duration of the interview and the research objectives such as to

explicate their experiences as implementers and beneficiaries in the

implementation of the Project E.A.G.L.E. and other existing phenomena.

Conducting IDI and FGD. Fourth, the researcher performed the individual

in-depth interview and focus grouped discussion using the prepared open-ended

guide questions. A voice recorder was used to ensure authenticity and reliability,

both of which are critical in the study's execution. Five participants were

subjected to IDI which composed of teachers, parents and learners and four

groups were subjected to FGD which composed of 4 teacher participants in a

group, 5 learner participants in a group, 6 parent participants in group and 3

participants composed of 2 school heads and 1 supervisor in a group.

An in-depth interview (IDI), also known as a one-on-one interview, is a

technique for gathering more thorough information or gaining a deeper grasp of a

subject or concept. It further means that an in-depth interview is one in which the

goal is to learn more about the interviewee's experience and viewpoint on a

particular topic (Showkat, 2017).

 29

The researchers scheduled an interview with the participants and agreed

venue for the interview. The researchers conducted the pilot tested interview

guide questions about the impact of Project E.A.G.L.E made to teachers,

parents, and learners to the identified participants for IDI.

Focus group discussion is a common qualitative method for gaining a

deeper understanding of social issues. Rather than a statistically representative

sample of a larger population, the method tries to acquire data from a

purposefully selected group of individuals. Focus group discussion usually yields

both qualitative and observational data where analyses can be demanding

(O.Nyumba, et. al., 2018).

In this study, the researchers scheduled a focus grouped discussions to

the four groups of participants and agreed venue for the interview. The study was

conducted to the group of teachers, group of supervisor and school heads, group

of learners and group of parents. Interview guide questions for FGD were

created. The same interview guide questions were given to parents and

teachers. Another set of interview guide question were created for learners and a

different set of interview guide questions were given to supervisor and school

heads.

Storing and Analyzing Data. Fifth, interviews were registered and stored

on a disk or some other available drive, ready for transcription. To ensure a

higher level of precision during data processing, answers were transcribed

verbatim. Then thematic analysis was conducted. According to Braun and Clarke

(2013), thematic analysis is a data analysis technique that aids researchers in

 30

identifying themes and patterns of meaning in a dataset in relation to a certain

research issue (s). Lastly, with the support of related literature, the researchers

wrote the results of the study and wrote its implication.

Data Analysis

Qualitative design encompasses a variety of data gathering

methodologies that researchers can employ to aid in the supply of cultural and

contextual descriptions and interpretations of social phenomena. Researchers

from various disciplines employ qualitative research methodologies such as

qualitative content analysis (QCA) and thematic analysis (TA) (Vaismoradi &

Snelgrove, 2019).

This study made use of the content and thematic analysis in analyzing the

data to be collected and gathered. Qualitative content analysis (QCA) and

thematic analysis (TA) were the two common approaches in data analysis.

According Vaismoradi and Snelgrove, (2019) to the researchers who use QCA

aim to provide a concise yet comprehensive report on the data's commonalities

and discrepancies. In TA, however, the researcher is required to provide a deep

and nuanced interpretation of the data as the topic.

Thematic analysis, according to Braun and Clarke (2013), entails seven

steps: transcribing, reading and familiarization, coding, searching for themes,

reviewing themes, defining and labeling themes, and concluding the study.

Transcribing is a time-consuming procedure that entails converting recorded

information into written documents. In this study the researchers immediately

transcribed the recorded interviews into written documents. Before the coding
 31

and identifying themes, the researchers familiarized the data which happened

during the process of transcribing because through listening, typing, reading,

rereading and correcting, the researchers familiarized with the data.

According to SAGE (2019), as a result, reading, rereading, and

maintaining records on notable parts of the data (for example, in interview data,

there may be some quotes that explicitly match concepts in the theory; or else,

there may be quotes that you never expected, suggesting emerging trends) must

be done either within the data (as a note below or above the quotation or as a

footnote) or in a separate document. Then, the researcher gains an

understanding of the data's patterns and linkages at the end of this step.

To answer the research questions, coding entails identifying all relevant

pieces of data within the entire dataset. A code, according to Braun and Clarke

(2013), is a word or short phrase that captures the essence of why you think a

particular piece of data might be useful. The researchers started coding the

transcripts with the latent codes, and in the process of coding, semantic codes

were identified. These semantic codes were the emerging data (unexpected

interview quotes identified in the previous stage) and were labeled with a name

that was derived from the data itself.

After the coding, the researchers were looking for patterns occurring within

the data. Pattern-based analysis enables the researcher to find key aspects of

the data that are relevant to the research objectives (Braun & Clarke, 2013). The

researchers identify the patterns through looking the frequency of appearance of

a certain code. However, the researcher also considered the codes which were
 32

not frequently appeared but had meaning and useful to answer the research

questions.

The researchers identified themes and sub-themes through the patterns of

the data. The term "theme" can be used as an attribute, a description, an

element, or a concept. It allows researchers to answer the study question

because it is an implicit theme that organizes a group of recurrent thoughts. It

contains codes with a common point of reference and a high degree of generality

that unifies concepts about the topic of investigation (Vaismoradi et. al., 2015).

Lastly, after data analysis, the researchers presented the themes and

other related data collected through codes in relation to the research questions.

The researchers were integrating the findings to the theories and literatures of

the study. Implications were also written based on the findings.

Trustworthiness

The degree of confidence in the data, interpretation, and methods

employed to ensure the quality of a study is referred to as the study's

trustworthiness or rigor (Pilot & Beck, 2014). The utility and integrity of qualitative

research findings are dependent on the trustworthiness or truth value of the

findings, as well as the transparency of the study's conduct (Cope, 2014).

The researcher will be accountable for the responses of the participants.

According to Shenton (2005), the researcher would state the importance of

assessing the worth of the study such as establishing credibility, confirmability,

transferability, and dependability in order to create trustworthiness in the conduct

of the study.
 33

Credibility. The level of trust that can be placed in the research findings is

accuracy. The research findings' credibility is determined by whether they

represent believable information derived from the participants' original data and

whether they are a correct interpretation of the participants' original opinions

(Korstjens, et. al., 2017). Longer interaction with participants, if suitable to the

study, persistent observation, peer-debriefing, member-checking, and reflective

journaling are all employed to establish trustworthiness (Connelly, 2016).

To address credibility, the researcher used a long-term engagement

strategy that builds trust between the researcher and the participants to address

credibility. The researcher-built rapport with the participant by getting to know

them prior to the interviews. As a result, the researcher spent some time with the

participants to learn more about their experiences. In this way, the researchers

were established a trusting relationship, which will be beneficial in gathering data.

The researcher will make sure that the participants are informed about the data

interpretations and conclusions. The researchers provided participants the

opportunity to explain their claims, correct any mistakes, and provide additional

details as needed (Olivia, 2017). Finally, by presenting the findings using the

participants' exact words and quotes from transcriptions, credibility was

enhanced (Creswell, 2007).

Transferability. The extent to which qualitative research findings can be

applied to various contexts or settings with different respondents. A potential

user's ability to judge transferability is aided by the researcher's detailed

description (Korstjens, et. al., 2017). The nature of transferability, or the amount
 34

to which findings may be applied to people in other contexts, differs from other

parts of research in that readers decide how applicable the findings are to their

own situations (Polit & Beck, 2014).

To address transferability, the interviewees‘ response transcripts and data

analysis of records were retained and used as references in the research to

ensure transferability. Both extras, such as hard and soft copies, were held as

proof for future research. Furthermore, detailed explanations of the phenomena

will be included, as the narrative approach was used to provide valuable

knowledge and a better understanding of the research.

Dependability refers to the data's consistency through time and across

study conditions (Polit & Beck, 2014). It also refers to participants' assessments

of the study's findings, interpretations, and recommendations, all of which must

be backed by the data collected from study participants (Korstjens et. al., 2017).

It's related to reliability in quantitative research, but the stability of conditions is

determined by the study's nature. From time to time, a study of a phenomenon

observed by the participants may be extremely similar (Connelly, 2016).

To ensure dependability, the study's method was detailed, allowing a

potential researcher to duplicate the work, but not necessarily with the same

results. The researchers ensured the maintenance of an audit trail of process

logs and peer-debriefings with a colleague. The researchers also checked

whether the analysis process is in line with the accepted standards for a

particular design.
 35

Confirmability. The extent to which the conclusions of the research study

could be confirmed by other researchers. Confirmability is concerned with

demonstrating that the data and interpretations of the findings are clearly drawn

from the data and are not the result of the inquirer's imagination (Korstjens, et.

al., 2017). The degree to which discoveries are consistent and repeatable is

referred to as confirmability. In quantitative research, this is equivalent to

objectivity (Polit & Beck, 2014).

The researchers focused on confirmability because the data gathered

were not contaminated by prejudices or personal judgments about the study's

subject. The reason for this was because the researchers believed that the

researchers can serve as the data gatherer, even though the researchers may

also be involved, as the participants in the study. The researchers assumed that

drawing a line where the researchers‘ foot is placed as a researcher of this study

is the most rational thing to do to achieve confirmability in the study. The

researchers kept in mind that the study's results are the product of the inquiry's

attention, not the researcher's predispositions and preconceptions. The study

contained an audit trail, which will enable readers to follow a researcher's

reasoning and decide if the study's results can be used as a foundation for

further investigation (Carcary, 2009). All that was done in the qualitative study,

including all data collection, methods, and documents used, will be thoroughly

viewed, reviewed, measured, and evaluated.

 36

Ethical Considerations

There was major ethical consideration that had distinct implications for this

qualitative research. These issues and concerns might come out basically from

the methodology that was involved in this study. The ethical challenges that were

applicable in this research concern were the issues of the proper operation on

the study, confidentiality, and anonymity. This study will follow the standards of

the Schools Division Research Committee (SDRC) for the guidelines of ethical

consideration particularly in addressing the population and data such as, but not

limited to:

Voluntary Participation. No one should ever feel compelled to participate

in a research study. Any sort of persuasion or deception used to acquire

someone's trust falls under this category (Enago Academy, 2020). The

participants were granted the option to participate without any plan of

repercussion or reparations or loss of benefits. Therefore, after the purpose and

the benefits of the study was shown to the participating person, the rights of the

participant to provide the body of knowledge was carefully measured and

foresighted upon. In this study, the participants were not forced to be part of the

study. They were free to withdraw their participation when they feel

uncomfortable during the conduct of the study.

Privacy and confidentiality. The confidentiality of study subjects'

information and the anonymity of respondents must be preserved (Economic and

Social Research Council cited in Enago Academy, 2020). Participants have the

right to privacy that should not be violated without informed consent to conform to
 37

the existing Republic Act 10173 or also known as Data Privacy Act 2012, an act

protecting the fundamental human right of privacy. One way of doing this in a

qualitative research is to give each participant a pseudonym or a code during the

in-depth interview of focus group discussion.

Besides, confidentiality and privacy were attained by not publishing the

demographic data of the informants such as the age, gender, occupation,

employment, disease if there is any. Hence, their identity was kept as confidential

for safety purposes. Even their responses were held and considered as

confidential.

Informed consent process. The informed consent procedure for clinical

research necessitates the consent administrator effectively communicating study

risks and benefits so that potential research participants can make an informed

decision about whether or not to participate (Council for International

Organizations of Medical Sciences [CIOMS], 2016). The prospective research

participants were fully informed about the objectives, methods, and benefits of

the research as comprehensively as possible within the framework of the study.

The consent of the participants was obtained indicating that their

participation was asked on a voluntary basis. This was done in written form

stating all the important details to be disclosed to the participants and the manner

that the IDI and FGD were conducted. The participants were asked to affix their

signature on the inform consent form confirming that the participants voluntarily

agreed to participate in the in-depth interview or the focus group discussion.

 38

Since the participants were consenting adults, there was no need to ask

for parent‘s consent. The names of the participants were crashed out with black

pen marker in the informed consent and their answers were held confidentially

and that the participants will be fully aware that they can withdraw at any time

from participating in the study. Furthermore, any data that the researcher

gathered was protected and the release of any information would follow through

a strict informed consent process. The participants had a sense of control over

their personal information to lessen their fear that the data or information would

be used in any other unintended manner.

Recruitment. Recruitment of research participants can take various

forms, including providing information about the study to potential participants

prior to their enrolment to help build interest and desire to participate as research

subjects (IRB Iowa State University, 2016). The participants were informed of the

reasons of why they will become part of the study. In order for the participants to

understand what the study was all about; the researcher explained the purpose

of the study so that they can further infer to the researcher and they can also

view the essence of the study. Apart from the letter, the researchers gave the

rationale of the study and its significance.

Risks. Research conducted only if there was an acceptable positive

benefit-risk ratio (National Ethical Guidelines for Health and Health-Related

Research, 2017). In addition, the need to protect the participants from significant

harm was equally important. The study prioritized the welfare of the participants.

Furthermore, the participants were not put into harm since their identity was held
 39

confidentially. Their security and safety were the utmost concern. As the

researcher, there was a need to ensure that the participants will physically,

emotionally, and socially ready. In answering the survey questionnaire, the

researcher made sure that the participants won‘t feel any discomfort or

awkwardness.

Benefits. The principle of beneficence refers to making efforts to secure

the well-being of research participants or to minimize the possible benefits of the

research and minimize its potential harm. The key to this principle is, since all

research has both risks and benefits, to make sure they balance. Benefits, to

study, might develop a friendship with the researcher or other participants,

knowledge or education gleaned from participation or the opportunity to do well

for society or receive the esteem of others (Creswell, 2007).

This study was beneficial to the participants since the results served as an

eye-opener for the DepEd officials, school administrators and even elementary

teachers on creating programs and ways on how to improve academic

performance of the learners through Project EAGLE and the extent of its impact

to the learners, teachers, parents, the school and the community. This study had

been conducted for a purpose and that is to serve its internal and external

stakeholders most especially the students. Furthermore, in order to achieve

beneficence in research, researcher did all the aspects that would not harm the

lives of the participants, thus, would benefit on the further undertakings with

regards to the related studies. The most essential to all in achieving benefits is

the rise of important learning.

 40

Plagiarism. Plagiarism is the unauthorized use of someone else's

intellectual property. Plagiarism has always been a problem in academic

contexts, but it now looks to be spreading to other sectors such as medicine and

science, as well as industry, manufacturing, the military, and legal pleadings

(Fusch, et. al., 2019). The study had no trace or evidence of misinterpretation of

someone else‘s work. The study was subjected to plagiarism detector like

Grammarly software trial version. As a researcher, there was a need to have that

positive character and integrity which are associated with moral virtues and

values. The researchers had better knowledge with regards to the paradigm of

plagiarism in order to have a credible research paper.

Fabrication. Fabrication is the paradigmatic kind of unethical research

behavior, frequently described as the polar opposite of truth-telling (Markham,

(2012). The study had no indication or cue of purposive misinterpretation of what

had been done. There was no making up of data and results, or purposefully

putting forward conclusions that were not accurate. The researchers employed

and integrated theories which were related to the information and other inferential

concepts.

Falsification. Manipulation of research materials, equipment, or

procedures, as well as modifying or omitting data or outcomes, leads to an

inaccurate representation of the research in the research record (Zietman, 2013).

The study had no trace of purposefully misrepresenting the work to fit a model or

theoretical expectation and had no evidence of over claiming or exaggeration.

Furthermore, this study was not adhering on manipulating the data which
 41

involved formulating statement or disregarding important details, maneuvering

materials, tools or methodologies that would mislead others.

Conflict of Interest (COI). Conflicts of interest develop when people who

owe others conscientious duties appear to have personal interests that can

encourage them to put their own interests ahead of their responsibilities (Dickens

and Cook, 2005). The study had no trace of conflict of interest like for example

the disclosure of COI which was a set of conditions in which professional

judgment concerning primary interest such as participants‘ welfare or the validity

of the research tends to be influenced by a secondary interest such as financial

or academic gains or recognitions. Furthermore, the researcher had no control or

influence over the participants that would force them to be part of the study.

Deceit. It has been found that researchers have mislead study

participants or withheld crucial information during the consent process on

occasion (Tai, 2012). The study had no trace of misleading the participants to

any possible danger. Basically, in any study, there was a humongous protection

on the rights of the participants especially that they had attained higher education

so a balance and appropriate principles shall be adhered.

Permission from Organization/Location. The researcher of this study

followed protocols. Upon receiving the go signal from the Schools Division

Research Committee, the researcher sought approval to the Schools Division

Superintendent of the selected public elementary schools in Tagum City Division

for the conduct of the study through a formal letter. After which, the researcher

made a formal letter addressed to the School Principal of the schools involved in
 42

the study attaching the endorsed letter from the Schools Division Superintendent.

The public elementary school teachers and school heads who were part of the

study were oriented before conducting the In-depth interview and focus group

discussion.

Authorship. Authorship of a scientific article ensures that the right people

get credit for the work and are held accountable for it. Misrepresenting a

researchers‘ link to their work on purpose is considered to be a kind of

misconduct that undermines trust in the work's reporting (Committee on

Publication Ethics (COPE), 2017)The researchers were the author of this

authentic research undertaking which strictly followed the standards of the

Schools Division Research Committee for the guidelines of ethical consideration.

Upon approval, the study the research instrument or the interview guide

questions underwent pilot testing and the suggestions of the questionnaire

validators were incorporated for the consistency and enhancement of the tool.
 43

Chapter 3

RESULTS

This chapter presents the experiences, coping, and insights of the

supervisor, school administrators, teachers, parents, and learners in the Project

E.A.G.L.E. implementation. Their responses were taken from the in-depth

interview and focused group discussion that the researchers conducted from the

23 key informants anchored on the three basic questions:

1. What are the experiences of the supervisor, school administrators,

teachers, parents, and learners in the implementation of the Project

E.A.G.L.E. Program?

2. How do the supervisor, school administrators, teachers, parents, and

learners cope in the implementation of the Project E.A.G.L.E. Program?

3. What are the insights of the supervisor, school administrators, teachers,

parents, and learners in the Project E.A.G.L.E. Program implementation?

This chapter is divided into three parts: Part 1 is the participants‘ data from

which the qualitative data were collated. Part 2 contains the analysis procedures

and the steps in the categorization of the emergent themes from the result of the

in-depth interview and focused group discussion questions under each research

problem. Part 3 is the summary of the responses.

Profile of the Participants

In-depth Interview

There were five informants in the in-depth interview. Two teachers were

selected from each Project EAGLE school. In addition, one learner was
 44

interviewed to solicit experiences as a learner of the program. Based on the table

that follows, the teachers‘ age varies from thirty to forty-five years old and all

were female. On the other hand, learner informants were ages 7 and 9.

Table 1

Profile of Informants in In-depth Interview

IDI Description Sex Age School

IDI – T1 Teacher Female 45 A

IDI – T2 Teacher Female 40 A

IDI – T3 Teacher Female 34 B

IDI – T4 Teacher Female 30 B

IDI – L1 Learner Male 7 A

Focus Group Discussion

There were four focus group discussions conducted. Two FGDs were

conducted separately by school with two teacher-informants and three parent-

informants under the program. Another FGD was organized for the school heads

and the division focal of the E.A.G.L.E. schools. The fourth FGD was held with

five learners, three males and two females.

This method was employed to obtain necessary information from the

supervisor, school heads, teachers, parents, and learners. This group discussion

was led by the researchers and supported and encouraged by each other. As a

result, they can express their views freely.

 45

Table 2

Profile of Informants in Focus Group Discussion

FGD Description Sex Age School

FGD – T1 Teacher Female 46 A

FGD – T2 Teacher Female 45 A

FGD – T3 Teacher Female 34 B

FGD – T4 Teacher Female 30 B

FGD – PRT 1 Parent Female 31 A

FGD – PRT 2 Parent Female 28 A

FGD – PRT 3 Parent Female 67 A

FGD – PRT 4 Parent Female 27 B

FGD – PRT 5 Parent Female 36 B

FGD – PRT 6 Parent Female 31 B

FGD – L1 Learner Male 8 B

FGD – L2 Learner Male 9 B

FGD – L3 Learner Female 7 B

FGD – L4 Learner Male 9 B

FGD – L5 Learner Female 8 B

FGD – P1 School Head Female 49 A

 46

FGD – P2 School Head Female 59 B

Division Focal for A/B

FGD – F1 Female 59
E.A.G.L.E Program

Categorization of Data

In categorizing the data, the first step was to cluster the responses of the

participants and identified the common answers to come up with the essential or

emergent themes. These data were arranged and organized based on the

common or general concepts presented by the participants. Regroupings were

done as to 50% are considered general themes, 25-50% and less 25% are

variant answers.

The second step as data display presented in Tables 3, 4 and 5. The

important phrases that emerged from the transcripts and comments were

identified as thematic statements. They were organized to come up with the

essential theme. The following are the accounts of the experiences as narrated

by the participants during the conduct of In-depth Interview and Focused Group

Discussion.

Case Description

The implementation of Project E.A.G.L.E. in the Division of Tagum City is

carried out by the two recipient schools in the elementary, noted herein as

schools A and B. There had been no research conducted to magnify its

effectiveness and loopholes upon its implementation. This study wanted to

document its advantages and disadvantages through analyzing the experiences,

 47

coping mechanisms, and insights of the implementers: supervisor, school heads,

teachers, parents, and learners.

Through the collected data, this study found out the following problems

encountered by the implementers such as: teachers‘ adjustment problems in

terms of restructuring the classroom every school year, maintaining relationship

with ineffective implementer/s, sufficiency of the resources, and attempting to

control the number of E.A.G.L.E. enrollment.

With the case encountered by the implementers, the researchers explored

the implications that Project E.A.G.L.E. brings to the learners, teachers, parents,

school administrators, supervisors, and the implementing schools in general.

Further, the study looked into the unique practices of the looped classrooms, if

there is any, that can be adapted by the non-looping classes.

Experiences of the Project E.A.G.L.E. Implementers

Project E.A.G.L.E. implementation brought varied experiences to the

supervisors, school heads, teachers, parents, and learners. As implementers,

they encountered advantages and challenges in carrying out the program.

The key informants revealed their experiences during the conduct of in-

depth interviews and focus group discussion. After a thorough categorization of

the data, five major themes were created: substantiating the pedagogy of

teachers, developing competence of the teachers, gaining parental support,

hurdling through the difficulties of the implementers, and looking into the reading

levels of the learners.

 48

Table 3 shows the experiences of supervisor, school administrators,

teachers, parents, and learners in the implementation of the Project E.A.G.L.E.

Research Question No. 1: What are the experiences of the supervisor, school

administrators, teachers, parents, and learners in the implementation of the

Project E.A.G.L.E. Program?

Table 3

Major themes and Core Ideas on the Experiences of the supervisor, school
administrators, teachers, parents, and learners in the implementation of the
Project E.A.G.L.E. Program.

Major Themes Core Ideas

 The teacher is certain of the activities that
best suits the learners. (IDI-T2)
 E.A.G.L.E. teachers can conduct efficient and
effective remedial instruction. (IDI – T3)
Substantiating the  Advanced lessons can be taught to identified
Pedagogy of fast learners. (FGD – T3)
Teachers  Teachers can identify achievable goals for
learners. (IDI –T4)
 Teachers are already familiar with learners‘
talents, skills, and learning preferences. (IDI –
T1)
 Teachers do not develop special activities for
Project E.A.G.L.E. (IDI-T2)
 Activities applied to the learners are the same
with the non-E.A.G.L.E. classes. (IDI-T1)
 Teachers wanted to be trained more in
reading instruction. (IDI-T1)

 Sense of improvement and job satisfaction is

evident for the teachers. (IDI – T2)
 Professional growth involves learning from
their learners as the pupils also learn from
them. (IDI – T4)
 The program motivates the teachers to meet
the target outcomes. (IDI – T3)
 49

Developing the  Increased knowledge on teaching strategies

Competence of and approaches through enrolling in a
Teachers master‘s program offered by Project
E.A.G.L.E. (FGD – T1)
 Teachers were given provisions to carry out
the program. (IDI-T1)
 Teachers are now starting with their theses.
(FGD-T2)
 The 15 to 20-day training was helpful for them
to learn especially on the early childhood
development. (IDI-T2)
 One semestral class was compacted into 15
days training, with free accommodation for all
teacher-implementers in the region. (IDI-T3)
 Gratefulness is expressed by the teachers in
relation to master‘s degree scholarship. (IDI-
T2)
 Teachers have continued their master‘s
degree studies. (FGD-T3)

 Supporting the teacher in whatever is needed

in the classroom. (FGD – PRT 2)
 Valuing the opportunity to learn how to assist
their children in learning at home. (FGD –
PRT 2)
 Teachers appreciate the parents‘ involvement
in setting up the classroom. (IDI – T3)
 Parents actively maintain their stand in
classroom beautification and financial
support. (IDI – T2)
Gaining Parental
 Parents realize the teachers‘ efforts thus
Support
donating materials is highly considerable.
(FGD – PRT 3)
 Strong positive relationship is observable
among the teachers and parents. (FGD-P2)

 Juggling work and study was difficult which

somehow affects the preparation of the
teaching materials. (FGD-T1)
 50

 Moving from one room to another every

school year consumes the time of making
teaching materials. (FGD – T2)
 Learning the new curriculum every year is
compelling. (IDI-T4)
 Resources are not enough at first. (IDI-T4)
 Behavior concerns of the learners arise due to
comfortability and familiarity. (FGD-L2)
Hurdling through  Parent-teacher relationship is sometimes hard
the Difficulties of to maintain. (IDI-T4)
the Implementation  Identified a problem teacher but their
sentiments were not heard. (FGD-T1)
 Comparison of E.A.G.L.E. and non-E.A.G.L.E.
classes bring the teachers anxiety. (IDI-T3)
 Classroom proficiency is not applicable for
comparison if it only depends on how the
teacher grade the learners. (IDI-T3)
 They are compared through proficiency level
via grading and not all E.A.G.L.E. teachers
give much grade compared to non-
implementers. (FGD-T2)
 The Project E.A.G.L.E. is nice but it failed to
identify standards for selecting teachers.
(FGD-PRT1)
 In connection to the previous idea, one parent
had a personal unpleasant encounter with
one E.A.G.L.E. teacher as her child‘s adviser.
(FGD-PRT2)
 Child is no longer interested to go to school
since that encounter. (FGD-PRT2)
 Reluctance to enroll in the said advisory if the
teacher once again goes back to Kindergarten
for new phase of looping. (FGD-PRT2)
 Teachers remind each other with their
strengths and weaknesses. (FGD-T1)
 Teachers discuss their matters in terms of
keeping their classroom records and other
important school forms. (FGD-T2)
 51

 Learner can read across three languages.

(FGD-L2)
 Learner can read in MTB and Filipino, CVCs
for English. (IDI-L1)
 Learner can read in Filipino fluently. (FGD-L1)
Looking into the  Learner can read but stutters a lot. (FGD-L3)
Reading Levels of
 Stutter and comprehension are not
Learners
manifested in the reading assessment. (FGD-
L5)
 Learners only nodded when asked; gazed at
the open space as if daydreaming. (FGD-L4,
L5)
 Learner pointed and scribbled on the ground.
(FGD-L4)
 The teacher prioritizes reading skill as a key
to eliminating academic gaps. (FGD-T1)
 Parents affirm the development of her
children‘s reading abilities. (FGD-PRT1,
PRT2)

Substantiating the Pedagogy of Teachers

The looping process, as practiced by the Project E.A.G.L.E

implementation, has allowed more time to uncover the key to help that child

unleash his or her potential during this three-year looping process. As teachers,

they face a lot of problems while working with pupils who are simply impossible

to reach. What a thrill it is when you can identify that child's individuality and

unlock the key to his or her intrinsic motivation, and that kid begins to pursue his

or her own learning.

One of the experiences shared by the teacher-informants is substantiating

their pedagogy. Teaching a looping classroom is an advantage since they are

 52

already familiar with their learners in terms of identifying their skills, talents,

learning preferences, and weaknesses as well.

When the participants were asked regarding their experiences on teaching

their E.A.G.L.E. learners, these are their statements:

“As a teacher mam ahmm, daghan kog na learn kay

syempre nag teach man pod kog grade 1. So, new
learnings na pod nga na sa ilahang subjects lahi lahi
man gud ang ang teaching sa kinder so pag ka Grade 2
na pod lahi na pod and then pag ka Grade 3. So mao to
nga kuan ahh sa activities and then naa pod me mga
activities mas nnga makabalo na pod ka nga kung asa
ang hiyang sa bata nga mas na develop pa kabalo ko
asa sia mas amm mas hawd.”

(As a teacher, ahmm, I learned a lot since I was able to

teach Grade 1. So, there are new learnings in every
subject and whenever you teach in Kinder, Grade 2 or
Grade 3. There are also activities that aid me to know
on what would work best for a certain type of student
that would as well help them to develop even more in a
particular area that they excel the most.)

IDI – T3 also shared that being an E.A.G.L.E teacher made a big

difference in her delivery of remedial instructions. One of the concerns she

constantly battles with is the improvement of her struggling readers. When the

pandemic hit, she had to work extra to motivate her students but having spent

time with her kids since kindergarten, she has been familiar with how she can

successfully motivate them and what stories will do the trick. Parents are sending

videos documenting their children‘s progress and she is elated with their

improvement.

“Up to this year na flatter ko kay in the video na gina

send nila sa akoa kay naga send man ko sa ilahag mga
stories ana tapos mo send silag video sa akoa na
 53

nagbasa jud sila . naa jud koy mga videos na MOV sa

ila kanang nakahilak jud ko wala jud koy non-reader
mam lahi jud ako pamati kanang productive teacher di
ay ko.”

(Up to this year, I am truly flattered with the videos they

are sending to me. I give them stories and they send
videos of them reading. I have seen some videos that
made me cry. I do not have any non-reader. This
makes me feel like I am actually a productive teacher.)

The structure of a Project E.A.G.L.E class benefits the academic

achievers or fast learners as well. FGD – T3 has noted that being an E.A.G.L.E

teacher allowed her an opportunity to advance lessons for her fast-learning

pupils. She mentioned that her pupils are more advanced compared to their in

non-looping classes because certain competencies and skills, reserved in a

specific grade level, are being taught ahead when the teacher determines that

the learner is ready to acquire them.

―“Lami diay nga akoy nga naka pabasa ani akoy naka
pabalo mag plus mag minus. Lain man jud tong regular
class mam noh kay : bahala ka ang grade 2 nay mag
pa multiplication nimo diha.. ako nga advance jud
ko..kay kabalo ko nga ako sila , though kinder more pn
plays and sounds and kuan pero nag advance gyud kog
read sa ilag phases and sentences though wala na sa
among MELC sa competencies pero tungod kay akong
bata pag abo tog grade 2 kabalo na jud ni sila mao na
gi advance nako na sila mao pag grade 1 kabalo sila
mag reporting kanang an aba na dili nako mag…..
kampante nako..”

(It felt great to know that I was able to teach my

students how to read, how to add and subtract. It is
really different with the regular class Ma‘am
because…it‘s the Grade Two teacher‘s task to teach
multiplication. In my case, I get to advance lessons
since I have been with the children since Kinder. More
on plays and sounds and… but I give them advance
 54

reading materials with phrases and sentences even

though it is not yet in our MELC. Because I have given
them advance classes since Grade 1, they can already
do reporting as well. I‘m confident.)

More importantly, the looping process buy teachers and students more

time. IDI – T4 shared that by remaining with her kids, she was able to reconfigure

and set realistic goals for her learners. As a result, it eases the burden of trying to

teach multiple competencies in various subjects in a 10-month time frame.

“Kuan, experience na ko sa iyaha sa pag sa sa during na

nagkadugay nagkadugay nakabalo naka kanang sa mga
trainings na makabalo naka unsaon paghandle sa mga
bata. Though, kini siya sa implementation na ning ani, ano
siya kanang as a teacher, makakuan gani ka na ang
imong goal sa usa kabata dili pa nimo makakuha karon na
tuig, most probably by next year basin makuha na nako
siya.”

(…I experienced that after a while, with the help of the

training we attended, you eventually get the hang of it,
how to handle the kids. Though, with this implementation,
as a teacher, if the goal won‘t be realized this year, most
probably, I will be able to meet them next year.)

FGD – T1 also added that the project‘s format truly made an impact in

closing learning gaps that are impossible to close in one academic year. She

highlighted that with the looping process, she can closely track their progress

over the years.

“Pero ang kuan lang sa amoa kay ma track namo ang

mga bata. Kinsa to naay mga gaps, ma kuan gyud namo
sila ma follow gyud na mo sila.”

(But with us, we can really track the progress of the

children. We can also address learning gaps since we
follow them every grade level.)
 55

More time for teaching translates into a richer curriculum, said IDI – T1.

Since she began looping, she said, the most significant way her curriculum has

changed is the addition of more social learning at the beginning of the 1st grade.

Because she knows she will have extra time in the second year, IDI – T1 spends

the first several weeks building a sense of community by tapping into the talents

and skills of her pupils.

“Ma feel nimo ang advantages sa Project EAGLE. Like,

ahh kabalo naka sa imong studyante na kinsa tong
talented. Kabalo musayaw, kabalo ka, kinder palang
kabalo na siya mudrawing... Makita nimo ang iyaang kuan
sa bata kay imo man siyang nasundan.”

(You can recognize the advantages of Project EAGLE.

One of them is being able to identify the talents of your
pupils – who can dance, who can draw. You are informed
of their learning inclinations since you have been with
them since kindergarten).

However, in terms of developing activities for the Project E.A.G.L.E.

implementation, there are no special or unique activities that the teachers create

and could make them distinct from regular classes. They are still the same with

the non-E.A.G.L.E. classrooms. The teacher-informant stated:

T2: “Ah siguro mam ah na ma kuan ko sa ilaha na okay man

ang project eagle kay masundan jud nila ang project sa bata
unya..ammm..Ang mga activities siguro usually kay pareha ra
man pod gud meg activities wala juy ingon nga ang naay
special nga activities ang sa Project EAGLE.”
R: Ang difference lang kay ang bata?
T2: Yes, Ma’am.

(T2: If there is something I could share to others about Project

EAGLE, it would be about the opportunity to observe and
participate in the progress of our learners. One common
misconception I would like to correct about the program is
 56

people think we have different curricular activities from the

regular classes. We do not. We teach the same competencies.
R: The only difference is the learners?
T2: Yes, Ma‘am.)

With such reason, the teachers wish to be trained intensively in

teaching reading and improving the reading proficiency of K to 3 learners.

IDI-T1 confirmed in her statements:

―Among reading intervention, pero same same ra man pud mi,

pero mashare lang na mo in verbal nga mao na among
ginabuhat.‖

(Our reading intervention, though we are all the same, but we

only share it with them verbally that we do this and that.)

Karon man gud na, kami na sa first loop, murag nangapa pa

gyud mi maam ba, kanang sa.. sa ah pagkuan sa mga bata.
Siguro kanang, kanang, strong reading kanang, ah, activities,
mga enhancement activities, murag mao gyud ilahang mga
kailangan. Same lang man gyud sila sa regular class. Kailang
lang gyud siya ug strong program. Maybe siguro kay na
experience naman gud namo ang kinder until now, sa next
loop, ay sa next namo na looping, kay mubalik naman pud mi,
siguro dira na ma, naa siguro siyay lahi na pud na kausaban o
progress kay dili man gyud perfect ang tanan maam, para sa
akoa. So naay, maybe, kaanng strong gyud siya na mga
activities na e implement sa mga bata. Para dili lang kay ingon
sila nga pagkagrade 1 pila pa lang ilang mabasa, kanang
reader gyud sila.

(We as the first loop, we are still trying to impose strong

reading interventions because that is what they need. They
are the same with regular class and they need a strong
program.
Now, as we are about to experience the next loop, I think in
that time, I can experience that changes and the progress and
maybe, if we have a strong implementation of the activities
then we can develop students that are skilled readers.)
 57

A teacher who has a thorough understanding of curricular standards

before to and after grade levels they are teaching is better able to assist students

in making those connections and transitioning smoothly from one grade to the

next. The most effective benefit is that they get more teaching time. They can

save up to a month of instructional time by not having to discover the kids'

learning styles, strengths, weaknesses, interests, and family conditions at the

start of the second year. Teachers can arrange lessons based on what pupils

already know. They do not have to guess or make assumptions about what was

taught the year before. They already know what the pupils know and can build on

that understanding.

Developing Teachers’ Competence

Having the same learners in a span of time does not mean you can teach

them through the same strategy. One cannot teach the same way all the time.

Furthermore, the teacher-informants have shared that teaching different grades

each year, require new skills and competencies to be developed in accordance

with our educational program. Consequently, it effectively prohibits teachers from

recycling the same materials year after year and it keeps them up to date on new

educational technologies and ideas, as they spend time looking for new things to

incorporate into their classes. As a result, IDI – T2 felt validated when they see

they kids triumph over the lessons they were struggling with.

“Lami jud kayo ang feeling oy, makapanghambog jud ko

nga productive teacher jud ko. Lami jud d ay nga I give jud
nimo ang best nga imoha jud d ay commit man na nimo
bah nga imoha ng bata . daghan nag atang sa imoha na
ma mold nimo for 4 years nimo ginunit sa ila.”
 58

(It is truly a great feeling. I can take pride in calling myself

a productive teacher. It feels great to give your best and
commit yourself in to educating the kids. Others are lining
up as well to be taught for the next four years.)

One of the reasons why IDI – T4 felt a boost in her teaching confidence is

that she felt growing with her kids made her understand herself better too.

Cultivating patience and meeting challenges every year of transition has made

her a more discerning professional she said.

“As a teacher, mao na siya murag natan-awan nako

pagkuan sa pag implement, murag ang sa akoa lang na
experience murag mu grow pud ka uban ang mga bata
ba. Maka learn siya sa imo, ikaw pud maka learn pud ka
sa iyaha.”

(As a teacher, that is one of the things I recognized upon

the implementation, it seemed like you also grow with the
kids. They learn from me and I also learn from them.)

IDI – T3 also got emotional upon sharing her thoughts and experiences.

She said that being selected as an E.A.G.L.E teacher made her feel privileged

and special since only handful were selected to be a part of the said program. It

has made her motivated to step-up to the standard of an E.A.G.L.E teacher.

“Feeling kay happy, sa tinuod lang happy ko kay murag

special program siya ba. Motivating kaayo kay challenge
man siya sa imoha kay naay may dapat result na Makita.
Happy pud siya kay special program man gud siya.
Muingon ka project eagle, gamay ra man mi. Dili man
tanan sa division naay project E.A.G.L.E. Makahappy
lang siya murag privilege na apil ka.”

(Feeling happy. Honestly, I feel very happy because it‘s

like a special program. It motivates me since it is a
challenge for us to provide results. When you say project
E.A.G.L.E., there are only a few of us. Not everyone in
 59

the Division has Project E.A.G.L.E. It really makes me

happy since it is a privilege to be a part of it.)

Many attribute this growing confidence in the training they are provided

with to equip them to teach multi-year classes. Project E.A.G.L.E. teachers are

currently enrolled in Early Childhood Education in the University of Southeastern

Philippines. All expenses, paid, this initiative aimed to prepare the selected

teachers to handle lower and multi-grade levels as they go through with the

looping process. FGD – T1 explained that the graduate class helped her

immensely in preparing for her role as an E.A.G.L.E. teacher.

“Pero ang best thing ato Ma’am kay murag, September

ba to or October, bale nagcall out ang division sa amoa
na e send me sa ECE na masteral early childhood
education, so gipaeskwela mi sa USEP, need man gyud
nga naa mi mahibal an sa early childhood na program,
karon kaloy an sa Ginoo, hapit na nahuman na mi,
maglibro na pud mi Ma’am.”

“Siguro maam, professional growth namo kay nag

undergo man mi ug schooling. So mas nadevelop ug
nadagdagan gyud amoang knowledge in terms of
strategies and approach. Since seminars, taod taod lang,
seminars, trainings, daghan gyud mi na learn kay ang
uban kay nagstay ra gud sa school. So kami privilege
pud sa amoa kay dghan gyud mi na learn. Instructional
materials, kay sa trainings gipahimo mi ug instructional
materials. So sa professional growth na mo.”

(But the best thing of it Ma‘am was, was it September or

October, that the Division Office called to inform us that
we will be sent to a Masters Course for Early Childhood
Education in USeP. We need to learn the early childhood
program. Now, with God‘s grace, we‘ll be finishing soon.
We will be doing our thesis, Ma‘am.

Maybe, Ma‘am, (we really experienced) professional

growth since we undergo schooling. So, our knowledge,
in terms of strategies and approach, developed and
 60

grew. We are sent multiple training and seminars. We

were trained, unlike our peers who had to remain in
school. So, it is truly a privilege for us since we learned a
lot. We were also refreshed and taught how to craft
instructional materials. So, I think that greatly contributed
to our professional growth.)

In this aspect, teacher-informant also expressed her

gratefulness for the all the materials and resources provided for

them.

Ahh, sa project eagle, we are very fortunate, kay

ginahatagan gyud mi ug resources. Same with diri a sa
mga teachers.. Naa mi TV, dagko jud among TV, mga 55
inches, naa mi, kana siya gikan na siya sa Division. Nga,
unsa gani na sa, ah SEF. Naa pud laptop each teacher.
Gikan sa MOOE, naa mi laminator, printer. Isa isa gyud
mi maam.

(We are very fortunate because we had given resources.

We have 55 inches TV from the Division. Every project
EAGLE teacher has given laptops, laminator, and printer
from the MOOE.)

[R: does it feed your need?]

Yes. Kay magamit gyud siya sa teaching and learning.

Kay mas kuan man gud ang bata sa dako na TV. Nindot
pud siya gamiton . Amoa gneng mga teachers, didto a
mag COT sila, didto sila kay dako gyud siya.

(Yes, because we can really use it in teaching and

learning of students. EAGLE Students likes to listen and
learn because of those resources.)

[R: how does it feel maam na gitagaan mo ana na

resources?]

“Very happy. Siyempre, makadunggog pud ka lain maam

na, sa mga teachers, project eagle ra? Kami di ay.
Maulaw nalng gud mi maam ay.”
 61

(I am very happy because we have those resources.)

Looping, such with the case of E.A.G.L.E. program, allows teachers to

broaden their range of skills. Many teachers teach the same grade level year

after year, with little regard for what comes before or after it. Teachers are forced

to learn new norms, expectations, and ways of doing things because of looping.

This allows a teacher to develop as a professional and learn skills that will allow

her to serve children who are working above or below grade level in the future.

Even if a teacher never has a looping class, there are many compelling reasons

to investigate what is going on in other grade levels.

Gaining Parental Support

A pleasant by-product of looping was increased parent involvement. This

was noted by every teacher informant we interviewed. Parents relax in the

second year because they have gotten to know their teachers. Some parents had

a lot of questions and were not certain about the program in the beginning.

However, with time, they have grasped the looping process. Looping is beneficial

for parents who are more reserved since they are familiar with the teacher and

can communicate on a deeper level. The instructor and parents can collaborate

closely, especially if a child is struggling.

FGD – PRT 2 acknowledge how her involvement directly impacts student

progress. Knowing that teacher and parents will be in a partnership for three

years changed their ideas about what their relationship will be.

“Mao man jud na ang papel ni parent na mosupport jud

sa adviser labi na kung naa gani bulohaton gani sa room,
sa among section, kailangan jud ang parent.”
 62

(That is actually our role as parents. To support the

adviser especially with endeavors relating to classroom
preparation in our section. The parent is really needed.)

It is thereby affirmed by IDI-T1 as stated:

“Sa akong na experience, positive man pud ilahang feedback.

Sa amoang tulo katuig na panag uban, wala man pud silay
negative na reactions. Ma feel pud na ko na murag proud
sila na naa sila sa project eagle. Well informed naman gud
ang tanan. During kanang naay magpaenroll sa akong
experiences, maam gusto ko sa project eagle ko maam. Naa
pud koy parent nga naa siyay anak, sa project eagle lang ako
maam. Pero dili siya pwede kay random man ang pagpili sa
mga bata. So positive iyang feedback sa parent.”

(So far, the parents have positive feedback. They don‘t have
negative reactions about the project EAGLE. I can feel also
that their parents are proud because their child belongs to
this project. Sometimes during our enrollment, there are
parents who are wishing that their child will be enrolled in
Project EAGLE but we can‘t do it because we select students
randomly.)

In addition, FGD – PRT 5 also expressed that there is a different sense of

closeness with the parent community in the program. Parents who are in the

same sections have been working with together for several years now. As each

new school year comes along, parent-driven initiatives are easier to plan and

execute.

“Mas kuan siya maam, ang bonding sa parents mas

hugot. Naa pud mi kanang, for example naay activity sa
school, magtinabangay na gani mi maam. O dili na mi
mag iniyahay, labi na daghan kaayo mi na….under kay
maam, nga magfocus gane sa bata maam. Dali lang
 63

gyud kaayo ang among pag kuan. Naa mi project, dali ra

kaayo pag put up.”

(It‘s more of…Ma‘am, the bonding of parents are tighter.

We also have, for example, if there is a school activity,
we work together. We don‘t make isolated efforts
especially since there are a lot of parents under Ma‘am‘s
section. We focus on the children. Putting up projects
becomes easy.)

Parents have mentioned that their motivation to be active in classroom-

related endeavors is heightened when they see actual outputs of their sons and

daughters. To lay a foundation for parent-teacher communication, teachers

routinely invite parents to visit the class and calls parents with positive remarks

and reports about their child. FGD – PRT 3 expressed her delight upon seeing

the posted outputs on the bulletin board and the teachers‘ effort to communicate

with them.

“Makita pud namo ba, taga uli, hala naay activities nga
gipangpilit sa bulletin board. Daghan kaayo papel papel.
Makita namo na okay kaayo oy. Bisan pa pila ka ream na
coupon bond. Worth it kaayo mag donate.”

(We can also see, every time they leave their classroom,
there are activities posted on the bulletin board. There
are volumes of worksheets. We really appreciate the
effort. It does not matter how many reams of coupon
bond we have to provide. It‘s really worth it to donate.)

The involvement of parents do not end in the provision of physical

resources or projects. They are also involved in enhancing student progress

academically. Teacher informants have noted that they also provide instructional

assistance to parents by giving them basic lessons in reading. FGD – PRT 4

have expressed her gratitude for this effort. She said that it eliminated disparity
 64

and she is more efficient in facilitating homework or additional learning exercises

at home. They have found this practice effective in developing and sustaining

study habits in their children.

―Lahi ra gyud ang project eagle kay sa regular class.

Kami ginatudloan pud mi ni maam. Unsaon pagtudlo sa
among anak aron dili mag lahi lahi ang pagtudlo ba.”

(Project E.A.G.L.E is truly different with the regular class.

We receive instructional assistance as well. As to how
we could teach our children at home so we won‘t be
teaching differently.)

On the teachers‘ end, being a part these cordial and supportive parent

communities allow smooth transitions into the next year. IDI – T3 expressed that

she feels less burdened with the parents‘ support in helping her structure and

beautify her classroom.

―So happy…labi na ang parents very cooperative in

terms sa beautification, financial mga fundraising support
jud na sila wala juy poblema maskin karon coupon
bonds… basta sa akong parents wala juy maestorya
basta very ano supportive jud sila..”

(Very happy. Especially because the parents are very

cooperative in terms of beautification and financial
support for our fundraising. There‘s no problem at all.
Right now, they are donating many coupon bonds. I
really do not have any problem with my parents. They
are very supportive.)

Fostering a good relationship between parents and the teacher benefits

the child in the end. Because parents are comfortable with the teacher, the

teacher learns how to help parents and parents learn how to help the teacher.

FGD – P2 lauded the camaraderie of the E.A.G.L.E. parent-teacher community.

 65

Because families get to know the teachers, parents are relaxed and work closely

with their teachers.

“Yan ang very good impact ng E.A.G.L.E Program. The

teachers and the parents were able to build a very strong
relationship. In fact, one of the, in terms of the materials,
if ever the LGU cannot provide that, so parang madali
lang sa kanila. Because of the strong relationship they
have, the teachers of the E.A.G.L.E program can easily
win the sympathy and the support of the parents.”

(That is the very good impact of the E.A.G.L.E program.

The teachers and the parents were able to build a very
strong relationship. In fact, in terms of materials, if the
LGU (Local Government Unit) cannot provide that, it is
easy for them to get what they need in the classroom.
Because of the strong relationship they have, the
teachers of the E.A.G.L.E program can easily win the
sympathy and the support of the parents.)

Hurdling through the Difficulties of the Implementation

Being in a public school, some teachers may have experienced teaching

almost every grade level or may have tried handling multiple grade levels.

However, it is an uncommon practice to move with a certain group of students as

they graduate a grade level. The differences between levels can be huge. While

many second graders were learning to read and write better, some elementary

graders were are still trying to tie their shoes and learn how to hold a pencil.

Teachers all have certain niches. Some prefer teaching the higher elementary

levels while some are better with the younger learners.

In the advent of the E.A.G.L.E. program, some teachers who were

teaching grades four to six had to re-learn the competencies in the early grade

levels once were chosen to be part of the project. This brought and necessitated
 66

a great deal of adjustment to these teachers. FGD – T1 shared how shocked she

was when she learned that she was going to be part of the project. She

expressed her distress when she learned that she would not be handling second

graders anymore but will be teaching kindergarten as that is the first year of the

looping process. She was culture shocked.

“Katong niagi pang tuig, naa ko sa grade 2. Gibutang

dayon ko sa kinder which is wala pa koy experience sa
kinder. So sa akoa, dugay kaayo ko nakaadjust. Kay ang
mga bata, ahhh kuan lahi man gud approach sa graders
kaysa sa kinder. Kay kung sa kinder ka, motherly gyud
ka, imoha tanan, naay mga bata nga dili pa gyud sila
kabalo mangihi sa toilet. Ang then kanang naay uban dili
pa gyud ka kablo musulat. Ha, ning ani di ay ni murag,
culture shock kaayo ko. Ning ani di ay ning kinder. So
kanang dugay kaayo ko nakaadjust maam. Murag almost
three months. As in sa akong experience mura na kog
kahilakon. Pwede ko mubalik ug Grade 2? Ana, naa may
muana maam nga naay nakapopo, hala naka popo.
Kinsa may mukuan ani, di teacher? Dal on na pud nimo
sa CR kay mag change sa iyahang ano, kanang, kay
ginanpadala man sila ug things maam no, sama sa short,
para kambiyohan. Ok lang tong uban na mga bata na
kabalo na sila mo use sa toilet. Ana, muadto pud ddtp.
Naa pa jud bata nga dili pa gyud kabalo muadto ddto. So
si teacher tanan, kanang dili pa kabalo musulat, gunitan
nimo ang kamot. Naay uban muhilak, kanang kuan
“maam dili man ko kabalo ani”. Imoha na pud kuan ang
bata, kanang ahhh, e motivate na pud nimo kay para
mohimo siya ato... So kato siya maam nga kuan murag
ka surrenderon na gud ko maam, pero sige lang laban
kay nakasulod naman kining kuan sa eagle na program.”

(Last year, I was handling Grade 2. I was suddenly

transferred to Kinder and I do not have any experience in
the Kindergarten level. Personally, it took me a long time
to adjust. Because the kids, you need to have a different
approach with the graders and the kinder. If you are
teaching Kinder, you have to be motherly. Everything is
on you. Some of the pupils do not know how to pee
independently. Some do not even know how to write. Is it
really like this here? I was culture shocked. So, I had a
 67

really long adjustment period. I think it was almost three

months. With the experience I had, I feel like crying. Can
I just return to Grade 2? All of a sudden, a pupil will say
someone has soiled their underwear. Who would take
the pupil to the CR? The teacher? You had to bring them
to the comfort room to clean and change their garments
since they bring spare clothes. Some of them know how
to take care of their toilet concerns but some are
completely dependent on an adult. The teacher handles
everything. If the pupil cannot hold the pencil on his own,
you must hold and support his hand. Some of them
would cry in frustration and say they do not know how to
do it. Then, you have to motivate them to accomplish the
task again. Sometimes I feel like surrendering but I still
did my best to persevere because I am already a part of
the program.

While there are many benefits to looping, disadvantages do exist. IDI –T2

expressed that they are constantly challenged and are responsible for providing

engaging instruction for successive academic years to the same group of

students. Preparing for two separate content areas can be a challenge. In

addition, teachers face exhausting their pedagogical skills and using all of their

―tricks‖ in the first year of the loop.

“Murag ang akoa lng man gud siguro sa bata kaya pa nako
pag deal pero in terms og sa lesson murag lisod sa akong part
kay mag study baya ka noh di baya lalim mag-study pod baya
kay naa baya’y bag o bag o dili permanente.”

(I can deal with managing their children but in terms of

lessons, I really struggle. You still have to study for those, and
it is not an easy feat since it constantly changes.)

IDI – T4 also agreed and shared that the new lessons were arduous

because they were not trained for it and had to build their instructional materials‘

bank again. It‘s hard to become a true ―expert.‖ When you are constantly moving
 68

between grade levels, it is hard to really know and prepare for a specific grade

level. Learning new curriculum takes time and a change in grade levels typically

means spending more of your own money on resources for your classroom.

Learning more than one grade level can be both a blessing and a curse

according to IDI –T4.

―Oo wala gyud ko na train maam. Gisurprise nalang mi ana.

Nakuratan. Ang hindrance pud nako maam, ang competency
gani maam kay studyhan na pud nako siya. Kay sa grade 2,
hawod naman ko sa grade 2 kay mao may nafocus nako. Pag
abot sa kinder unsa na pud sunod na lesson for tomorrow for
that week. Unya, ang mag new na pud ko ug IMs powerpoint ,
tanan new gyud siya maam, from the bottom gyud, as in.”

(Yes, I was not trained, Ma‘am. We were just surprised about it.
Shocked. One of the hindrance is the competency to be
studied. I am already well-versed with Grade 2 lessons since
that‘s where I focused before. And then, I had to learn
Kindergarten lessons, fast. In addition, I had to make new
instructional materials like PowerPoint Presentation. Everything
is new. I had to start from the bottom again, really.)

Additionally, IDI-T4 pointed out that the department should provide more

trainings on pedagogy for the implementation of Project E.A.G.L.E.

IDI 4 Kanang ano lang gyud, kanang ilang support system,

through like resources, kanan ganing dili lang ka more trainings
lang, sa kanag more on how to make instructional materials,
mas nindot gyud tong pedagogy. Like kanang kuan gyud ba,
More on strategies.

(In addition, I want to have a support from others in teaching

resources, trainings on how to make instructional materials and
teaching strategies because as a teacher, we need these
effective strategies so that the students can have an effective
learning.)

In the interview, the teacher informants also shared that constantly

changing classrooms took a valuable amount of time in their instructional

 69

preparation. E.A.G.L.E teachers are often relocated from one classroom to the

next in order to provide learners with a new atmosphere in the beginning of every

year. When asked if it did have an effect, FGD – T2 contested that transferring

classrooms does very little in increasing their pupils‘ interest and motivation.

“Wala man Ma’am. Igo ra man na magdula dula ang mga bata.
Kay makita man sa mga bata nga same ra ang decorations sa
room.”

(None, Ma‘am. They just play with the materials inside the
room. They notice that it is the same materials from last year.)

FGD – T2 said that it took an enormous amount of time to organize and

prepare since they had to also carry with them their belongings. Despite having

parental support, the task still impacts their time. Instead of getting a head start in

preparing new activities, worksheets and lesson plans, a great deal of their effort

is concerted again in structuring their classrooms.

“Katong first hindrance is the structuring of the classroom,

because sa among school, ahh from, lahi lahi mi every year
ug classroom. From kinder, sa grade 1 lahi na pud, sa grade
2, difficult kaayo sa imoha, kay magbalhin balhin mi ug gamit,
table,mga cabinet, imo gyud ng dad on kay unsa man ibutang
nimo sa pikas.”

(The first hindrance is the structuring of the classroom

because in our school, ah, we change classrooms yearly.
From kindergarten to Grade 1, it‘s really difficult for us
because you have to transfer also your things, your table, the
cabinets. You have to bring them because you have to
arrange them in your new room.)

On the learners‘ behaviors, teachers have noted that since the learners

know each other very well, behavior issues arise.

―Aside sa reading activities, like values, behavior. Ang mga

bata kay very close. Mao gyud sila maam, very close kay
 70

kaila na gyud sila sa ilang classmates. Hastsa gyud sabaa,

kay kampante na sila pero strong gyud imong discipline ug
kuan.‖

(Aside from reading activities, strengthening the values and

behavior, I can say that my students are very close with each
other because they have been together since kinder.
Sometimes they are too noisy because they are comfortable
with each other we never forget to discipline them.)

Another factor that is evident in a looped classroom is the comfortability of

the learners with the people around them. Since the learners already know the

attitude of their teacher and classmates, a fresh school year is no different for

them. What only changes in the class are their growth and development.

R: Sige so amigo ba tanan ninyo inyong mga classmate.

L2: Oo uban dili..
R: Ngano?
L2: Cgeg pangaway uban manundog..
R: Di ka ganahan manundog…Mag away mag unsa ra man si
teacher?
L2: Badlongon me nila
(Parent interrupting: Balhin bangko kada adlaw balhin bangko)
R: Ikaw L3, balhin pod kag bangko?
L3: Dili hilomon man ko.

(R: So are you friends with your classmates?

L2: Yes but to some we are not.
R: Why?
L2: They always tease, and the others always copy our work.
R: What does your teacher do?
L2: She will scold us.
(Parent interrupting: They transfer to other chairs.)
R: How about you L3, do you transfer to other seats?
L3: No. I am a quiet pupil.)

A looped classroom can be a venue for positive development, but negative

instances also occur just like in many common classrooms. The learners‘
 71

attachment to their teacher can not be traded with any other options. In this

matter, they see their teacher as their mother in school and such viewpoint get

stronger as their time spent together becomes longer. Their comfortability gives

them a chance to showcase their behaviors.

With such convenience that they encounter in a looped class, the learners

have preferred to be in the same class in the next school year. The learners

stated in the interviews as this:

R: Okay cge kani na lang.. inig ka grade 4 ninyo? Ganahan bam o

nga kamo gihapon magkuyog?
L1: Gusto ko kanang kami lang magkuyog
R: Hmm unya same gihapon inyong teacher mosugot ka?
L1: O
R: Ahh okay ikaw L2?
L2: Mao gihapon.

(R: Alright, whenever you go to the fourth grade, do you want to still
have the same classmates?
L1: I want us to be together.
R: Hmmm. Even though you are going to have the same teacher?
L1: Yes.
R: OK. What about you, L2?
L2: I prefer the same.)

In terms of maintaining the relationship with parents, teacher-informant

was reluctant to have the same class in the next two or three years which means

to also deal with the same parents. She stated:

IDI 4 : Dili na. No na gyud ko. Sometimes ka man gud,

siyempre, in this project, parent-teacher, inyoha gyud
closeness dapat naa gyud no. But sometimes man gud
parents, are kana ganing magselos sila sa uban na close sila
sa teacher. Ana gani, ikaw maipit as a teacher. Then tapos
Mura na siyag mahimo nang, sila ang mas, sila ang mas,
 72

kana ganing teacher, murag magbuot. Oh if ever then strict

pud ka, malain pud ka kay over strict pud ka. Kana ganing
imbis nagbutang ka ug wall, murag pud sila malain imo. Imo
pud hawaon ang wall, murag muover power pud sila sa imo.
Para sa akoa 3 years or 4 years is enough. Pero kung
muabot na ug 6 years, another 3 years, dili na. siguro lahi na
pud. Mas gusto pa ko mu start na pud ug another group of
agila na pud kaysa magpadayo pa ko. Murag casual nalang
gani. Establish na kaayo ang relationship. Murag kampante
na lang sila. Ana ba then , ang…ang though ang closeness
nimo sa mga bata mingawon gyud mo. Mingawon gyu ka sa
mga bat. Pero ang, imoha lang gud, ang parents ba,
sometimes man gud ang parents stage mother kaayo. Halos
gusto nila ilang mga anak, e kuan gud nimo tanan. E cater
nimo tanan ilang gusto. Siyempre ikaw ang teacher, dili man
gyud na pwede, naa gyud kay limitation. May pag maghimo
nalang ko laing na pud agila na pud. Kamo na sad lahi na
pud muhandle.

(No. I would not really want anymore, because of course in

this project, the closeness between you and the parents
should really be there, but sometimes there will be jealousy
that would boil because also of that closeness. You as the
teacher would end up getting stuck and then it is like they
would be imposing in a way. If ever you would be strict, they
would take it negatively and if you would remove that wall,
they would in turn over power you. For me, three or four
years is enough, but if it would last for six years which means
there would be another three years, I will not accept it. I
would rather want to start another group than continue with
the old one, because it would become casual due to the
established relationship. They would get too confident. You
would definitely miss the children but you cannot also take
the parent‘s attitude. Sometimes they would get so stage
parents. They would want you to cater everything for their
children and of course you as a teacher, you know it should
not be possible. There is really limitation. It is better to create
another group and they would also be handled by a different
moderator.)
 73

However, certain conundrums tend existed as far as the relationship

between parents and teachers is concerned. As one parent-informant stated:

PRT 2: Kung nindot ang paghandle wa jud untay

problema. Niabot na gyud sa punto na ang akong anak
dilio ganahan moeskwela.
R: Mohuman na man ang isa nimo ka anak maam no?
Gusto ba ka na mao ra ba gihapon?
PRT2: Mananghid sa ko sa iyaha (sa bata) kung
musugot ba gihapon ka ato nga teacher, kay kung siya
lang gihapon dili ko. Committed ba ni?

(PRT2: If only handled and managed properly (why not

enroll again). But we came to a point when my child no
longer wanted to go to school.
R: Your child will be finishing the loop, right? Do you
want him to continue with the E.A.G.L.E.?
PRT2: I will have to ask the child first about it. If he will
be under the same teacher, I will not allow it. I have to
see of the commitment (of the teacher).

It was thereby affirmed by the teacher-informant that there was

no action on reminding the teacher of the said encounter.

FGD T1: Ma-ano gyud nimo nga naay problema sa iya.

Parehas sa katong akong na observe na dili sya kabalo
mo-ano sa iyang mga bata. Nakakuha ko ug idea na
palanggaon nimo ang mga bata pati ang mga parents.
Amo nanang giingon about ana nga problema pero way
aksyon (sa taas).

(FGD-T1: We can really see that there is a problem (with

her). Just like when we observed that she does not know
how to manage her pupils, we got an idea that we really
have to maintain a proper relationship with them
especially with the parents. We have raised our concern
about it but it was not addressed.)
 74

The implementing teachers have also stressed that they conduct

discussions or meetings to keep themselves on track. It is by returning the

investment they received allowed them to maintain a healthy relationship with the

parents and learners.

FGD-T1: Actually, nagameeting gyud mi Ma’am.

Magkumustahay mi sa usag-usa. Tungod sa taas nga
expectations sa amoa diha nga ma ano namo ba, maisip
bitaw na kinahanglan mi magkugi pa gyud kay hinatagan
baya mi. Tungod pod ana, makita sad sa mga ginikanan
bitaw nga nindot jud kaayo ang gikabutangan sa ilang
mga anak.

(FGD-T1: We actually see each other through meetings

to discuss things and remind each other that because we
were given with this and that, expectation is high on us.
Parents can also tell that their children are in good
hands.)

On the other hand, one huge challenge that the teachers face is the

comparison and high expectation of the people around them. It creates a

denigrated atmosphere among them in the school. As IDI-T3 stated:

―Taas kaayo ug expectation sa amoa tungod aning

programaha. Maong ang isa sad sa among concern jud kay
ug icompare ang among proficiency sa uban regular class di
man gud na sya mamao. Kintahay ang regular class dagko
lang jud manghatag ug grado unya ang E.A.G.L.E. teacher
kay dili, so diha pa lang daan ma -bias na.‖

(People expect a lot from us because of this program. One

of our concerns is whenever they compare class proficiency
through grades. What if the regular class advisers give their
pupils higher grades compared to E.A.G.L.E teachers, in that
case alone we are biased.)
 75

It is further agreed by a teacher-informant, FGD-T2 that comparison

always come with them.

―Ang among problema lang gyud no kay kanang pareha

atong naay nagconduct ug isa ka study ba unya gikuha ang
mga grado sa among mga klase, di mn gud mi same
maghatag ug grado. Kung dagkoon jd ug hinatagan ang
regular clas buot pasabot taas ilang proficiency unya kung
ang uban klase sama namo ban ga di kaayo dako
maghatag ug grado, kana lang murag maulaw mi kay
icompare naman dayon mi.‖

(Our problem was seen when there were a pool of

researchers requested to access our class records and
school forms to compare us with non-E.A.G.L.E. classes.
We don‘t give the same grades. What if they just give
grades higher than we do, it meant that they have a higher
proficiency compared to us implementers.)

Looping necessitates the teacher's reflection on each student's success

and failure, which is not always a bad thing. It is, however, more time demanding

in the sense that a great lesson you taught one year ago may not be applicable

the following year if you are teaching a different grade. When you return to

teaching the younger grades three years later, you won't want to employ a three-

year-old lesson plan. A teacher's curriculum and professional adaptability must

evolve as the children grow older when using looping.

Looking into Learners’ Reading Fluency and Comprehension

While being together for more than a year can bring benefits to the

learners, looping has disadvantages for other learners. Students can become

influenced, both positively and negatively, by the same teacher leading to the

development of the same weaknesses. However, looping is seen to be

advantageous in most of the people involved in its implementation.

 76

The learner-informants shared that being with the same teacher gives him

confidence to learn better.

Researcher: Ngano nakaingon man ka na hawod siya mutudlo.

Musgod ta kay (Learner 4). Hawod ba si Ma’am motudlo?
L4: O.
R: Ngano nakaingon ka na hawod siya? Katong kinder ka, dili pa
kaayo ka hawod mubasa?
L4: O.
R: Pag grade 1 nimo?
L4: Kabalo gamay.
R: Pag grade 2 ka?
L4: Kabalo-kablo na.

(Researcher: How can you say that your teacher is good in

teaching? Let us begin with Learner 4. Is your teacher good in
teaching?
L4: Yes.
R: When you were in kindergarten, do you not know how to read
well?
L4: Yes
R: In the first grade?
L4: I can read a bit.
R: What about in the second grade?
L4: I already know how to read.)

R: Mangutana ko L1, kadtong kinder ka maayo ba motudlo si

teacher?
L1: Oo
R: Tapos pag grade 1 nimo okay ba siya magtudlo gihapon ?
kadtong kinder ka kabalo ka mobasa ato dili?
L1: Tong kinder gamay lang…
R: Gamay lang… Pag Grade 1 nimo?
L1: Ayos na.. maayo na…filipino
R: Pag grade 2?
L1: Kabalo na sa English.

(R: When you were in kindergarten, does your teacher teach you
well?
L1: Yes.
R: Was she still good when you were in Grade 1? As a
kindergarten pupil, can you read?
 77

L1: I can only read a bit in kindergarten.

R: What about when you were in Grade 1?
L1: I can read better especially in Filipino.
R: In the second grade?
L1: I can read English texts.)

In terms of reading level, the researchers had brought reading materials

for the learners to read. The materials used are in Filipino and English. The

reading assessment began with the first grader.

R: Filipino unya pagkahuman English dayon sige unahon nato si

L1. Cge.. go.”

L1: Noong unang panahon ang … lansones.. ay pinaniniwalaang

nakalalason dahil ito sa isang mag nanakaw ng kalabaw na nadat
na nadatnan ng mga tao na walang buhay sa ilalim ng ilog ng
inaudible

(R: We will start with Filipino text and then next is English. Alright,
go.

L1: Noong unang panahon ang … lansones.. ay pinaniniwalaang

nakalalason dahil ito sa isang mag nanakaw ng kalabaw na nadat
na nadatnan ng mga tao na walang buhay sa ilalim ng ilog ng
inaudible.)

The following transcripts are the reading performances of two learner-

informants of Grade 3 levels.

R: Okay cge basaha ang baba daw sa ubos daw. Dili pa kayo cvc
pa.. Ah cge grade 1 pa man bag o pa baya sia gikag kinder. Okay
si L2 na pod.

L2: Noong unang pananhon ang lansones ay naniniwalang

nakalason dahil ito sa isang mag nanakaw ng kalabaw na
nadadatnan ng mga tao na walang buhay sa ilalim ng puno ng
lansones
 78

R: Kanang sa gagmay na pod.

L2: In the early days people believe the lanzones was poisonous .
they came to this conclusion when they found the lifeless body of
the …inaudible.. under the lanzones tree one day.

R: Hmmm ikaw na pod, L3.

Noong unang pananhon ang lansones ay naniniwalang nakalason

dahil ito sa isang nag nanakaw ng kalabaw na nadatnan ng mga
tao na walang buhay sa ilalim ng punong ng lansones.

In the early days, people le … inaudible.. that lanzones that

poisions they come ot his conclusion when they found the life fe
less bosy of a pity dafe under the lanzones tree one day.

The researchers noted that the two learners showed different

performances reading the same text. Factors contributing to their reading levels

may vary. The next reading assessments include two learn-informants: one from

Grade 2 and one from Grade 3.

L4: Maria is an intelligent pipol, pyupol, pupil…(reading) She is

friendly that is why she has a lot of friend. She is also respectful
and helpful pupil that is why . . .
R: Okay.
L5: Maria is an integent . . .
R: Kinsa ang bata nga naa sa istorya?
L4: Maria.
R: Unsa si maria sa inyong pagsabot sa story, unsa siya? What
kind of pupil is she?
L4 & L5: helpful
R: What else? Top 1 siya, ibig sabihin honor student siya because
she is…? Maria is…? Unsa mana siya? Ikaw, L5. Unsa pa man
gyud si Maria. Si L4 kay ingon siya helpful. Ganahan ba ang
classmate ni Maria sa iyaha?
L5: O.
R: Ngano man ganahan ang classmate sa iyaha? Kay?
L5: (Silent.)
 79

(L4: Maria is an intelligent pipol, pyupol, pupil…(reading) She is

friendly that is why she has a lot of friend. She is also respectful
and helpful pupil that is why . . .
R: Okay.
L5: Maria is an integent . . .
R: Who is the character of the story?
L4: Maria.
R: What kind of pupil is she?
L4 & L5: helpful
R: What else? She is an honor pupil because she is…? Maria is…?
What about you, L5. What can you say about Maria? L4 said that
she is helpful. Do you think her classmates like her?

L5: Yes.
R: Why?
L5: (Silent.)

In this case, the researchers documented certain manifested behavior such

as: not paying much attention to the interviewer, not totally listening to the

interviewer, nods instead of uttering a word as answer, scribbling on the ground

through the finger, and losing focus as if daydreaming. The follow up questions

were intended to check their comprehension; however, it was not clearly

displayed by the learner-informants.

On the teachers‘ account, FGD-T1 discussed how she prioritizes to

strengthen the reading performance of her learners.

“Ang isa lang gyud maam na paagi kay ang pagtutok bitaw sa
pagbasa sa bata. Siyempre dugay baya mo nag-uban sa bata unya
mabalaka nalang ka kay sukad pag-kinde wala juy nausab? Mao
nang nagahimo gyud ko pirmi ug mga basahon or magpadala ko sa
ila na mapraktisan sa balay. Ang mga ginikanan sad kay akong
imeeting dala tudlo sa ila na ingon anion ang pagpabasa sa ilang
anak.”

(One of the ways to focus on strengthening the reading skills of my

learners is through sending them materials and teaching their
parents how to conduct reading activities at home. You are with
 80

them since kindergarten and it‘s a shame if the child does not get to
know how to read well.)

The parents are also cooperative in terms of teaching their learners at home.

FGD-PRT 1 and PRT 2 expressed their thankfulness of the program:

PRT1: Mapasalamaton gyud ko Ma’am ba kay kanang tungod sa programa

makatutok bitaw ko sa akong anak. Masubay nako siya ba na unsa na diay ang
iyang abilidad bahin ana.
R: Ikaw, Ma’am, sa inyong klase ba mao sad?
PRT 2: Oo, sa duha nako ka anak gyud Ma’am, ako na gyud pod nuon nang
nahimo ug nakita ba na dili diay lalim magtudlo ug basa. Di diay lalim mahimong
maestra.

(PRT1: I am very much thankful because through this program, I can track my
child‘s reading ability.
R: What about you, Ma‘am?
PRT 2: Yes, with my two kids under the program, I saw that it is not easy to
become a teacher. Teaching reading is never easy.)

Coping Mechanisms of Project E.A.G.L.E. Implementers

E.A.G.L.E. teachers have different approaches in dealing with the various

concerns in the project. Each of the teachers faced different challenges

throughout the implementation of the program and all of them has developed

their own coping mechanisms. The participants revealed their thoughts about

how they dealt about the problems they encountered.

After a careful segregation and classification of the responses of the

participants in Project E.A.G.L.E, three major themes were demonstrated:

creating innovation in teaching, adapting to curricular changes, strengthening

support system, and learning in a looped classroom.

Table 4 shows the coping mechanisms of administrators, teachers,

parents, and learners cope in the implementation of the Project E.A.G.L.E.

 81

Research Question No. 2: What are the coping mechanisms of the supervisor,

school administrators, teachers, parents, and learners in the implementation of

the Project E.A.G.L.E. Program?

Table 4

Major Themes and Core Ideas on the Coping Mechanisms of Administrators,

Teachers, Parents, and Learners in the Project E.A.G.L.E. Program

Major Themes Core Ideas

Creating Innovation in  We have online reading as
Teaching intervention in monitoring
students‘ performance during
pandemic. (IDI-T1)
 Having video tutorial to monitor
students. (FGD-T2)
 There‘s a need doing home-
visitation or monitoring students
online. (FGD-T3)
 I need to translate the words
when I am reading stories found
in module. (FGD-PRT1)
 I tried to teach my child in my
own way by making word chart.
(FGD-PRT3)
Adapting to Curricular  Adjusting in teaching different
Changes grade level. (IDI-T2)
 Adjusting to classroom
restructuring and the struggle in
transferring things (IDI-T1)
 I was about to give up and
fortunately I had adjusted to the
set-up of the project. (FGD-T1)
 Adjusting learning styles during
pandemic. (FGD-PRT1)
 Adapting and adjusting to
distance learning. (FGD-PRT2)
 Every school year teachers will
have to adapt and study the
curriculum imbodied in every
grade level. (FGD-P2)
Strengthening Support  Understanding and support
System coming from colleagues. (IDI-
T1)
 82

 Gained support from the

parents during activities. (FGD-
T1)
 Supporting her child‘s teacher
during activities. (FGD-PRT3)
 Expressed that as parents need
to support the teachers during
classroom or section activities.
(FGD-PRT2)
 Supplied and supported
instructional materials for
teachers to be more advanced
in teaching. (FGD-P1)
 Teachers can easily win the
support of the parents. (FGD-
P2)

Creating Innovation in Teaching

Having a looping practice and teach the same set of students for three

years helped them utilize more constructive ways in helping their students‘

performance. It's a tough challenge for teachers and parents to avoid academic

gaps under Project E.A.G.L.E., especially this time. As a means of coping, they

devised and implemented strategies in preventing these gaps during pandemic

as IDI-T1 shared her experience on how challenging monitoring students‘

performance during pandemic and how she made it through by having

interventions:

“Challenge gyud siya sa among part. Karon man gud

maam na karon na year, labi na karon pandemic, dili pa
kaayo na mo mamonitor. Though mamonitor namo kay
mutawag man mi, like online reading, naa mi mga
intervention maam ba, manawag mi sa cellphone,
mangumusta mi ana, pero naa pud uban walay cellphone,
dili namo macontact kay nag ilis ilis ug number.”

(It’s challenging on our part especially this year, in this

time of pandemic, we can’t monitor them well. Though we
 83

can monitor the, we call them up and do online reading,

we have this intervention. We call them through their
cellphone, though we can’t contact others because they’re
changing mobile numbers.)

FGD-T2 also revealed her efforts in tracking the performance of her

students as she monitors them through their group chat and conduct tutorial to

those students who needs improvement,

“In terms of kuan karon maam kay wala man gyud koy
nakita sa bata no. para para, muano gyu sila sa akoa,
naningkamot gyud ko ug maayo. Grabe akong
paningkamot karon, always ko naga monitor sa ilang
group chat. Mga..mga sa isa ka grupo gane, bale duha
man ni sila ka grupo, ang isa ka grupo gne, nag nag kuan
ko ug tutorial. Nakita nako sa videos nila, hala naa pa di
ay dili kabalo mugunit ug lapis. O so, akong
gipaningkamotan, gi call up nako ang mga parents kung
pwede ba mi magkita...”

(In terms of… just like now Ma’am, I didn’t meet any of my
students, in order for them to.. I’m working hard and
always monitor them through our group chat. I’m
conducting tutorial in groups. As I watched their videos,
there I knew that there are some of them that are not yet
able to hold a pencil. Yes… so… I’m putting so much
effort and call up parents if it is okay for us to meet…”

FGD-T3 also shared the need of home-visiting and doing it online for her

to monitor student‘s progress. She also said that face-to-face classes is way

better in students‘ academic improvement.

Pero karon maam, dapat katong dapat na e focus na ko

na bata, naglisod ko because of pandemic, dapat nag
progress na to siya. So kinahanglan nako siya e home
visit, kinahanglan nako siya e online. May man tong face
to face murag paspas iyahang improvement. Compare
karon nalangay mi because of pandemic.
 84

(Now maam, I’m having a hard time to do those

competencies that I want to focus on to my students
because of pandemic, the were supposed to progress. So
I need to do home-visit, and do it online. Face to face is
way better because the improvement is fast compared
now it’s taking too long because of pandemic.)

Being a parent, who guides her child at home during the policy of no face-

to-face classes, FGD-PRT1 discussed her experience and beneficial ways in

guiding her child in understanding stories in their module. She said that,

“And then the communication, magbasa ko ug story sa

module, kinahanglan e translate nako kay naay mga
words na dili gyud niya masabtan. Dili niya makuha ang
dagan sa storya kung dili niya matranslate ang words. So
magkapakapa pud k okay there are times na ang akong
pagsabot ana na words na binisaya, lahi di ay, lahi pud sa
iyaha. Pero so far nag improve na man pud siya…”

(And then the communication, I need to translate words

that my child don‘t understand when I am reading story in
the module. She can‘t understand the story if I can‘t
translate unfamiliar words. So I‘m having a hard time
because there are times that we have different meaning of
those Visayan words. But so far, my child had improved…)

FGD-PRT3 had made word chart to help her child in developing her

daughter‘s reading skills as she said that,

Ay nagbuhat kog… nagdiskarte kog akoa maam nagsulat

ko sa chart ug mga kanang words gani maam, gitudluan
nako siya tapos kuan… para makapractice ug basa
akong anak para ma kanang kuan ma develop gani siya
maam.

(I made word chart for my daughter for her to practice

reading and develop her reading skills.)

The teachers as well as the parents of Project E.A.G.L.E. student‘s

despite of those challenges experienced, they still manage to create ways on

 85

how to teach students, especially this pandemic. Teachers also have their

strategies on how to communicate with the parents and students who needs

help, one of this is by monitoring them through online and through their cellular

phones. Having those innovative ways and efforts of parents and teachers,

students were able to improve and learn during distance learning.

Adapting to the Curricular Changes

Project E.A.G.L.E. has a looping practice; it is the practice of transferring

classes of students from one grade to the next while keeping the same teacher.

As I asked the participants about their experiences, they conveyed some

challenges of having such practice, they find a hard time adjusting in creating

innovative activities and teaching strategies to keep students involved in learning,

also on adjusting to new curriculum and effort on restructuring the classrooms.

Adapting to changes helped them coped with their problems and was proven true

as IDI-T2 stated that:

“… pare-pareho man gud mi ug kuan no? kay based sa

among discussion, mao gyud na ang among problema.
Adjustment gyud na mo. Kung grade 2 siya, ako for how
many years. Naa gyud ko sa grade 3, first time gyud nako
sa baba. Mao gyud na isa sa mga kuan kanang hala, kaya
kaya nako sa baba, kaya kaya nako ang ang kinder, kaya
kaya naklo ang approach.”

(…because based on our discussion, we have the same

problem, our adjustment. If she‘s assigned in grade 2, for
how many years I was also assigned in grade 3. It was
really my first time handling lower grade level, that is one
of my question if can I do it? Can I handle kinder? Can I
handle with the approach?)
 86

FGD-T3 also shared the adjustments she had experience in teaching

Kindergarten students as well as her preparation in studying the competencies

and making instructional materials.

“ang competency gani maam kay studyhan na pud nako

siya. Kay sa grade 2, hawod naman ko sa grade 2 kay
mao may nafocus nako. Pag abot sa kinder unsa na pud,
adjust nasad sa sunod na lesson for tomorrow for that
week. Unya, ang mag new na pud ko ug IMs powerpoint ,
tanan new gyud siya maam, from the bottom gyud, as in.”

(I need to study the competency maam. I‘m more

knowledgeable in grade 2 because that‘s my focus. When
it comes to Kinder, I need to adjust to the lessons for
tomorrow and for that week. And I need to make new IM‘s,
powerpoint… everything were new, from the bottom.‖

Having such experiences, FGD-T3 also had a thought of giving up as she

expressed that,

“So kato siya maam nga kuan murag ka surrenderon na

gud ko maam, pero sige lang laban kay nakaadjust naman
ko after 3 months since nakasulod naman kining kuan sa
eagle na program.”

(So, that was it maam, I feel like I want to surrender but I

told myself not to, and fortunately I had adjusted to the
set-up of the project.)

IDI-T3 also shared about how did she adapted from her experience in

shifting grade level,

“…ang ako man gud na forsee na mag balhin balhin kog

grade kanang didto na pod ko sa lain mag start na pod ko
study murag challenging jud sia pero sa pagkakaron na
adapt na nako na kaya man d ay nako...”

(I had foreseen that I‘m going to transfer grade level,

where I will transfer to other grade level and start studying
(curriculum), it‘s seems that it‘s challenging but now I had
adapted because I can do it.)
 87

Adjusting to classroom restructuring and the struggle in transferring things

were the concerns of IDI-T1 as she stated that,

“Katong first is the adjustment sa structuring of the

classroom, because sa among school, ahh from, lahi lahi
mi every year ug classroom. From kinder, sa grade 1 lahi
na pud, sa grade 2, difficult kaayo sa imoha, kay
magbalhin balhin mi ug gamit, table,mga cabinet…”

(First was the adjustment of structuring of the classroom

because in our school we tend to change classrooms
every year. From kinder, it‘s different from grades 1 and 2,
and it‘s difficult on our part transferring things like table,
cabinet…)

FGD-PRT1 had adjusted to the new normal setting as she shares that,

Nakaadjust ra sad maam kay grabe jud ang kalahian sa

pag-eskwela karon, karon dli na nila madungog ang
klase sa iyang maestra dli pareha sa una na madungog
niya unya mas makafocus siya.

(We had adjusted because there‘s a huge difference in

studying this time compared last year. Now they can‘t
hear their teacher‘s class discussion unlike in the
previous year where she can focus.)

FGD-PRT4 shared how they had adjusted to distance learning under the

Project E.A.G.L.E. as one of the curricular changes during this school year,

Tungod sa pandemic, akong anak kay murag kanang

sa sugod kami naglisod mig adjust ana kay magkuha
pag module unya sa pagklase unsaon pagkat-on sa
bata pero akong anak nakahibalo na siya sa sitwasyon
mao tong na okay ra sad siya aning kuan distance
learning sa skwelahan.

(Because of pandemic, we had a hard time in adjusting

because of getting modules and on how she can learn
but my child eventually had adjusted in the situation
and felt okay during the implementation of distance
learning.)
 88

But IDI-T2 realized on being an E.A.G.L.E. teacher as stated:

―Being an E.A.G.L.E. teacher demands high-level of

adaptability since we are continuously shifting from one
grade level to another.‖

Being able to adapt to changes was supported by FGD-P2:

―Every school year teachers will have to adapt and study

the curriculum imbodied in every grade level.‖

Change is inevitable as they say. The participants were able to adapt to

some changes which helped them coped with their common problem which is

shifting from one grade level to another and the restructuring of their classroom.

One of the participants remarked that teachers will have to adapt and study the

curriculum in every grade level.

Strengthening Support System

During the implementation of Project E.A.G.L.E., one of the coping

mechanisms of the participants is by strengthening their support to one another

for them to successfully carry out plans, easily monitor students and help the

teachers in bringing quality education in their classes and in some school

activities. Because of the understanding and help of her colleagues, IDI-T3 then

shared how she was supported by her co-teachers whenever she sometimes

could not join meetings because of some activities in the project E.A.G.L.E. as

she shares that,

Okay ra man sila moana lang sila na ay O kuan jud mo

kay eagle baya mo, human na man me excuse sa ha di
sa ko makuan naa me report monitor baya me karon ana
mosabot and musupport baya sila dili sa ko moapil sa
meeting ha di sa ko moapil dinha kay mag prepare me sa
among ano okay man sila wala man silay kuan
 89

(It‘s okay for them whenever I excuse myself because of

some reports due to monitoring they understand and
support me whenever I can‘t join them during meetings
because I have a lot to prepare.)

FGD-T2 even shared the closeness of the teachers and the parents, she

even expressed that EAGLE parents will support you if you approach them well,

FGD-T2 Isa pud maam, close na nimo ang parents. Ikaw

teacher kabalo nako mukuan sa ila… gane ng mga kuan,
dapat palanggaon gyud nimo sila. Pati mga parent e
approach nimo sila na murag ra gyud mo ug pareha, dili
nimo e kuan na parents sila kay musuporta man sila sa
imo. Wala gyud problema.

(One of it is our closeness of the parents. We need to

learn how to deal with them, that‘s why we need to
approach them well because they will support you and by
that you can‘t experience problem.)

In the implementation of this program made their bond strong as FGD-

PRT3 recalls how they helped and supported each other during school activities.

FGD-PRT3: Ang bonding sa parents mas hugot. Naa pud

mi kanang, for example naay activity sa school,
magtinabangay ug mag sinuportaay na gani mi maam.

(The bonding of the parents during school activities is

great because we help and support each other.)

FGD-PRT2 even told that one of the roles of the parents is to support

teachers especially whenever their students have activities in school and/or done

by section,

FGD-PRT2: Mao man jud na ang papel ni parent na

mosupport jud sa adviser labi na kung naa gani
bulohaton gani sa room, sa among section, kailangan jud
ang presensya sa parents.
 90

(That is the role of the parents to support the adviser

whenever they have some activities. They really need our
presence.)

FGD-P1 also stated that in the implementation of this program, teachers

were supplied and supported with instructional materials that were needed for the

teaching and learning process inside the classroom,

They are supplied and supported with instructional

materials for them to use so the way I see it they are
more a bit advanced.

FGD-P2 also shared how her teachers and parents established strong

relationship and by that, teachers can easily have the support of their student‘s

parents.

Because of having strong relationship of the teachers

and the parents, teachers can easily win parents‘
support.

Insights of Project E.A.G.L.E. Implementers

The participants were asked on their personal perceptions, observations,

and the things that they want to suggest in the implementation of the Project

E.A.G.L.E. Program. These observations given by the participants would have a

significant effect on the teaching and learning process as they propose for the

project's continuity.

After scrutinizing the thoughts of the participants about their insights in the

Project E.A.G.L.E. Program implementation, three major themes were

manifested: call for intensifying professional development opportunities for

teachers, establishing a strong foundation of the project, continuing the concept

of looping, and continuing Project E.A.G.L.E. implementation. provision for an

 91

enhanced Project E.A.G.L.E. guideline, keeping the set of teachers and

classmates and continuance of the project.

Table 5 shows the responses of the participants about the insights of the

administrators, teachers, parents, and learners in the Project E.A.G.L.E.

Research Question No. 3: What are the insights of the supervisor, school

administrators, teachers, parents, and learners in the implementation of the

Project E.A.G.L.E. Program?

Table 5

Major Themes and Core Ideas on the Insights of Administrators, Teachers,

Parents, and Learners in the Project E.A.G.L.E. Program

Major Themes Core Ideas

Intensifying Professional
Development Opportunities
for Teachers
Establishing a Strong
Foundation of the Project
 I wish to have more trainings to
enhance and improve our
teaching. (IDI-T4)
 Teachers wanted to be trained
more in reading instruction. (IDI-
T1)
 I wish to have seminars on
learning activities. (FGD-
T1&FGD-T2)
 I hope that they will intensify its
reading program and provide
more seminar and training to
improve and develop our skills
in teaching the learners. (IDI-
T2)
 Training for the ECCD. (FGD-
P2)
 I wish that they will develop and
make the foundation of the
Project E.A.G.L.E. firm and
strong. (IDI-T4)
 They should set clear guidelines
on the grading system and what
activities we can give to
students. (IDI-T3)
 92

 I expect that there‘s a strong

guideline in the implementation
of reading. (IDI-T1)
 Follow the guidelines on
selecting teachers for Project
E.A.G.L.E. (FGD-F3)

Continuing the Concept of  I still want to be with my

Looping classmates and teachers.
(FGD-L1)
 I don‘t want to change my
classmates and teachers.
(FGD-L2)
 I want us to be together in
Grade 4. (FGD-L3)
 I want the same teachers and
classmates in Grade 4 and
Grade 5. (IDI-L2)
 They still want me to be their
teacher. (IDI-T3)
 I want to have the same teacher
for my child. (FGD-PRT5)
 FGD-L4
 Can easily track students
progress because I already
know what areas they are
strong and weak. (FGD-T1)
Continuing Project EAGLE  I don‘t want to remove the
Implementation project. (IDI-L1)
 It‘s nice to continue the project.
(IDI-T4)
 I still want my child to be in this
project and continue this
program. (FGD-PRT2)
 It is great to continue and
sustain Project E.A.G.L.E. to
boost teachers drive in teaching
students how to read. (FGD-P2)
 I recommend that this program
will continue and will be
experienced by other school
within the Division of Tagum.
(FGD-P1)
 I want that Project E.A.G.L.E.
will be continued and will also
 93

be experienced by other school,

principals and teachers. (FGD-
F3)
 I want my son to continue in the
project E.A.G.L.E. (FGD-PRT4)

Intensifying Professional Development Opportunities for Teachers

The passion for teaching and commitment to Schools A and B were

evident in the responses the E.A.G.L.E. teacher demonstrated in the interview.

The goal of teacher career development is to improve instructors' expertise so

that they can better serve their pupils. This event allows teachers to concentrate

on what they need to improve during classroom practice while ensuring the

positive impact towards the learners. However, the participants proposed that

frequent and intensified trainings should be given to them as E.A.G.L.E.

teachers. Moreover, there was no mention of the chain of trainings that the

department has given to the teachers via Learning Action Cells (LAC) and virtual

training workshops from national, regional, division and school levels. As per

reading programs, it is a common knowledge that Bawat Bata Bumabasa (3Bs)

reading program of the department should be implemented in classrooms

nationwide. This is proven when IDI-T4 shared that:

“…more on kuan pa sila mohatag pa sila og mga seminars

og kanang mga trainings pra maimprove pa jud ang
kuan…madevelop pa jud ang amoang pagtudlo sa mga
bata.”

(I wish that they will give and have more trainings to

enhance and improve our teaching to our learners.)

Improving on making instructional materials was also IDI-04‘s desire, as

she continued saying that,

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“Sa kanang more on how to make instructional materials,

mas nindot gyud tong pedagogy. Like kanang kuan gyud
ba, More on strategies.”

(I want that they will give training more on making

instructional materials, and it‘s great if it‘s all about
pedagogy and more on strategies.)

FGD-T1 commented that teachers have different strategies in handling

students and wishes a seminar on learning activities instead as she shares that,

“Kung kuan sa activity lang, dili ko kaingon na naay, kanya

kanya mann mi ug strategy giuansa namo ang mga bata,
amoang kuan ba, pagdala.”
(For me I wish to have seminars on learning activities.)

IDI-T2 mentioned that,

With project E.A.G.L.E., I hope that they will intensify its

reading program and provide more seminar and training to
improve and develop our skills in teaching the learners.

FGD-P2 also shared that there is a need to intensify training for teachers

most especially on the ECCD for those teachers who will handle Kindergarten 2,

I understand that they need to train for the ECCD because

most of them undergo teaching K-2, and some of them
didn‘t experienced teaching K-2, so they need a training
on the ECCD so that they can adjust themselves once
they will be assigned in the K-2.

The participants shared their desire of having an intensified training in

teaching students. They want to have more pedagogical seminars and

workshops for them to be more equipped in delivering effective instruction to their

students. Having personal development activities for teachers can aide students‘

improvement in those areas that they need to enhance.

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Continuing the Concept of Looping

When students feel like they belong and can trust their teacher, they are

more inclined to attend to school and stay on track. The participants during the

interview were very shy to answer the interviewer‘s questions but still expressed

that they still want to keep the same teachers next school year. And it was

proven true as FGD-L1, FGD-L2 and FGD-3 confirmed in the following

conversation:

Interviewer: Ganahan ka nga mag baylo baylo imo mam?

FGD-L1: Dili.
Interviewer: Ah dili, kamong duha ganahan mo.. gusto o
mag baylo baylo ang teacher?
FGD-L2&L3: Dili.
Interviewer: Okay cge kani na lang.. inig ka grade 4
ninyo? Ganahan bam o nga kamo gihapon
magkuyog? Unsa may gusto ninny kamo
gihapon mag uban hantud matigulang mo or
gusto ninyo makaila og laing mga
classmate? Ayy.. gusto ko og lahi na pod
akong teachers, gusto ko lahi na pod akong
classmate, gusto ko lahi na pod among
classroom nga kuan gusto ko mogawas sa
koral, ikaw para sa imoha unsay tan aw
nimo?
FGD-L3: Oo gusto nako kauban gihapon mi.
Interviewer: Hmm unya same gihapon inyong teacher
mosugot ka?
FGD-L3: Oh.
Interviewer: Ikaw, FGD-L2?
FGD-L2: Mao gihapon.

Interviewer: Do you want to change your teacher?

FGD-L1: No, I don‘t want to change my teacher.
Interviewer: Ahh, how about you? Do you want to change
your teacher?
FGD-L2&L3: No.
Interviewer: Okay, when you move to grade 4, do you
still want to be with each other? Do you want
 96

to experience having new set of classmates?

Do you have second thoughts that you want
to have new classmates, new classroom?
What‘s your idea about that?
FGD-L3: I want us to be together.
Interviewer: Hmm and with the same teacher, would you
agree on that?
FGD-L3: Yes.
Interviewer: How about you, FGD-L2?
FGD-L2: The same answer as FGD-L3.

The same question was asked by IDI-L2, she simply smiled and

answered:

Interviewer: Gusto ka mao ra gihapon imong teacher?

IDI-L2: Opo.

Interviewer: Do you still want to have the same teacher?

IDI-L2: Yes.

The interviewer once asked IDI-L2 and presented example situation to get

IDI-L2‘s response and the conversation was,

Interviewer: Halimbawa mag grade 4 or grade 5,

ganahan lang gihapon ka na mao lang
gihapon imong classmates? Halimbawa lang.
IDI-L2: Oo.

Interviewer: For example you will become grade 4 or

grade 5 student, do you want to have rhe
same classmates?
IDI-L2: Yes.

The interviewer also asked IDI-T3 on the thought of having the same

classmates and the same teacher for the next school year as IDI-T3 shared,

Interviewer: Kaning mga learners nimo kanang okay lang

ba sila nga same classmate lang sila same
teacher for the next school year ana…
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IDI-T3: Oo nakadungog na ko na moana sila “si mam

gihapon ha”… Mailhan nimo sila na happy
sila basta naa ilang cassmates lahi ra jud.

Interviewer: Is it okay for your learners that they have the

same classmates and same teacher for the
next school year?

IDI-T3: Yes, I can hear them saying ―I still want

maam to become my teacher‖… you can
observe that the are extremely happy with
their classmates.

During the interview of FGD-L4, the participant was asked if he likes to

have the same teacher and classmates for the next school year and he simply

nod his head saying yes. It is true as we can read the following conversation,

Interviewer: grade 3 naman ka karon no? ganahan ka na

gikan kinder hangtod karon mao lang gihapon imong
teacher? Kato imong klasmate ganahan gihapon ka?
Musugot ka mao ra gihapon ang imong maestro hangtod
grade 4 ug classmate?

FGD-L4 A: Ohh

Because of this looping practice, FGD-T1 find it very easy to track

student‘s performance as she shares that,

Ako ganahan ko, makabalo naman ko unsaon nako sila

pag track. Asa sila dapit, unsay mga weakness nila ug
unsay mga strengths nila. So kabalo naka unsay buhaton
sa ila.

(I like it because I already know how to track their

performance, their strengths and weakness and I know
what to do.)
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Project E.A.G.L.E. looping practice had made students close to each

other as well as their teachers. Enjoying the company of others and the

closeness between students and teachers made the participants desire to keep

the same set of classmates and teachers.

Establishing a Strong Foundation of the Project

In this study, it was being analyzed that providing and establishing clear

guidelines to enhance project implementation is one of the suggestions of the

participants. The participants of this study have their common answers in the

interview on the foundation of the program, development of activities intended

for the looping classrooms, setting of grades and selection of the teachers

through profiling.

The E.A.G.L.E. teachers expressed their concerns on the foundation of

the program in terms of the implementation, referring to the roadmap of the

program as observed by the walkthroughs of the administrators. As for the

guidelines, the teachers maintained that clearer plans for designing appropriate

activities should be prioritized. Additionally, the participants articulated their

concerns on giving out grades which often results to comparison of class

proficiency between the E.A.G.L.E. and non-E.A.G.L.E. teachers. Lastly, they

suggested the profiling of teachers such as identifying their personalities, their

ability to see relationships as critical factors, and their ability to establish a

positive connection with every pupil should be done.

In fact, IDI-T4 stated that she wants to have a strong foundation to be

stated clearly in the project guidelines. And it is true as she suggested that:
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“Ang gusto nako madevelop more, kana gani iyang

foundation. Kanang ano ba, kanang hmm mas strong
foundation pa siya.”

(I wish that they will develop and make the foundation of

the Project E.A.G.L.E. firm and strong.)

IDI-T4 added that Project E.A.G.L.E. make clearer and proper guidelines

for its implementation,

“Like siguro kung sa kinahanglan ang kuan, ang

pagimplement, ang foundation gyud kinhanglan, kana
gane sa ilang guidelines na matarong gyud siya. Ning ana
lang siya.”

(I hope that they can make clearer and proper guidelines

for the Project E.A.G.L.E.)

IDI-T4 also suggested to follow clear rules or guidelines in selection of

teachers,

“Choosing a teacher, like kung naa silay, unta mafollow

lang ang sa clear na rules ba, guidelines.”

(Choosing a teacher, I hope they follow clear rules or

guidelines.)

IDI-T1 stressed that they can include strong implementation of reading in

the guidelines,

“So naay, maybe, kaanng strong gyud siya na mga

activities na e implement sa mga bata. Para dili lang kay
ingon sila nga pagkagrade 1 pila pa lang ilang mabasa,
kanang reader gyud sila.”

(I expect that there‘s a strong guideline in the

implementation of reading.)

Added by IDI-T3 that,

―Dapat na magset ug guidelines unsay dapat na

grades/activities na ihatag sa bata.‖
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(They should set clear guidelines on the grading system

and what activities we can give to students.)

When asked about her hopes in developing the program, IDI-T3 had

expressed her desire to have a clearer guideline in terms of giving grades to

E.A.G.L.E. and non- E.A.G.L.E. students, where she shared that there‘s

comparison to E.A.G.L.E. class and regular class because of the difference of

their standard.

“Hmm in terms sa giving grades mam kay ngano gina

compare baya ang eagle sa regular class kung motaas
among hinatagan sa grade kay lahi baya tag standard...”

(Hmm in terms of giving grades mam, because they tend

to compare eagle class to the regular class if we give
grades because we have different standard.)

While on the other hand IDI-T1 expressed her thoughts about E.A.G.L.E.

Program of which she finds this as a special project,

Na contented ko maam. Advnce man gud siya. Lahi ra

siya (Grade 1) sa kuan, kabalo siya mubasa, naa na silay
spelling spelling gamay. Advance gyud siya.

(I was contended maam because it‘s advane, there‘s a lot

of difference, where grade 1 students knows how to read
and they sometimes have spelling session. It‘s so
advanced)

Lastly, FGD-F3 also suggested that in the implementation of this project,

they should select best teachers, it is true as she continuously shared qualities

on the selecting project E.A.G.L.E. teachers,

“Select best teachers that have the skills, commitment and

with good attitude and have passion in teaching.”
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In the course of the participants‘ responses, one their aspirations were to

be provided by clearer guidelines to have a successful implementation of the

project standards. They also suggested to have a strong foundation and

regulations of this program that they must follow.

Continuing of Project EAGLE Implementation

In this study, one of the insights of the participants is the continuation of

the Project E.A.G.L.E. The teachers expressed that they lived with high

expectations from the people outside their circle. In relation to this, it was also

documented that their experiences would set the bar to open doors for

implementing the principle of looping in classrooms.

Further, they anticipated that teachers in other schools should be able to

get the same teaching experience as they have about having the same pupils

from kindergarten up to the third grade. Moreover, they also stated that

sustainability must be continued to motivate other teachers to eliminate the

academic gaps among learners. The participants shared their realizations and

insights in this scenario.

When asked if ever project E.A.G.L.E. will be removed, IDI-L1 answered

it by simply saying no as a way of declaring that he wants this project to continue.

It was proven true when he shared in the conversation that:

I: Kuntahay tanggalon ang E.A.G.L.E., okay ra sa imo?

Mosugot ka?
IDI-L1: Dili.

I: If ever the project E.A.G.L.E. will be removed, is it

okay for you? Will you agree?
IDI-L1: No.
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IDI-T4 as an E.A.G.L.E. teacher, said that it‘s nice to continue this project

as she stated her opinion,

“So, kong ako lang, as for me, nindot man siya ang project
magpadayon.”

(So for me, as for me, it‘s nice to continue this project.)

FGD-PRT3 also shared about her desire in the continuance of the Project

E.A.G.L.E. as she states that she still wants her daughter to be an E.A.G.L.E.

student.

“Advance man gud ang E.A.G.L.E. maam maong

ganahan ko na naa akong ana diri. Maayo kaayo siya na
program para mas mahatagan jud ug focus among mga
anak, makabasa na jud siyag tarong unya kanang nindot
siya ipadayon para sa pagbasa gud kana maam.”

(In the E.A.G.L.E. program the students are advanced

that‘s why I like it that my daughter is part of this project.
It‘s a great program because it focuses on the students
development that she can read and for me it‘s nice to
continue this program.)

In relation with this, participants like FGD-P1 recommended Project

E.A.G.L.E. to be experienced by other schools in the Division, it was proven true

as she said that:

“I recommend that this program will continue and will be

experienced by other school within the Division of Tagum.”

FGD-P2 said that because of this project, teachers can simply have

remediation to students who needs them as she shared that,

“Mas okay siya na ma sustain and ma-continue para mas

makuan ang drive sa teachers na ma motivate na
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makabasa and makalearn jud ang mga bata. Dahil sa

project eagle, teachers can easily do intervention to
students who needs remediation.”

(It is great to continue and sustain Project E.A.G.L.E. to

boost teachers drive in teaching students how to read and
that students had learned. Because of the project eagle,
teachers can easily do intervention to students who needs
remediation.‖

Moreover, FGD-3F indicated and stated that and supported the idea of
FGD-P1,

“For me, ma continue man jud ning Project E.A.G.L.E.

gusto nako na this project will also be experienced by
other school, principals and teachers kung unsaon nila
pag handle sa students from K1-Grade 3.”

(I want that Project E.A.G.L.E. will be continued and will

also be experienced by other school, principals and
teachers and on how they will be able to handle students
from K1-Grade 3.)

While FGD-PRT4, as a parent, really stressed that she still wants her son

to be part of the EAGLE program, she wants his son to develop and improve in

his studies,

FGD-PRT4 Kung naa payy eagle mag palista gyud ko

maam, para sa akong bugoy, ma kuan iyang utok ba, ma
hanas ug study.

(If there‘s chance to still be part of project E.A.G.L.E., I

want to include my son for him to improve his studies.)

As the participants shared their insights, they expressed that the program

should be developed and be implemented further. In fact, one of them stated her

desire to implement E.A.G.L.E. project in all the Division's elementary schools.

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Also, one participant said that the implementation of the program really improves

teacher‘s drive in teaching students, especially on reading.

Summary

The experiences of each participant in the implementation of the

E.A.G.L.E. program were presented to this chapter and were presented through

themes. The participants shared the program‘s academic benefits, gained social

advantages, having a stronger sense of community, having less time to prepare

for and master new competencies, and experienced a prevalence of

misconceptions about the project.

They also share their challenges and displayed ways of coping with it, the

first was creating innovative ways in supervising students and adapting to

curriculum implementation. The participants also shared their perspectives and

desires for the program‘s development, of which they aspire to have an

intensified professional development opportunity, provision for an enhanced

Project E.A.G.L.E. guideline, keeping of the set of teachers and classmates and

emphasized the continuance of the project. Having those exploration on the

participants‘ experiences, coping mechanisms and insights, they had just one

aim and that is to improve the Project E.A.G.L.E. program and to make it more

beneficial to students.
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Chapter 4

DISCUSSION

The discussion and implications of the results of the study are presented

in this chapter to generate ways on intensifying and generalizing the impact of

the Project EAGLE to the students, teachers, administrators, and policy makers.

Using series of in-depth interviews (IDI) and focus-group discussion (FGD), data

were gathered from identified participants to help understand how they make

meaning of their experiences. Moreover, implications and lessons related to

Maslow‘s Hierarchy of Needs (1962), Attachment Theory, and Social

Development Theory are drawn to aid educational planners, policy makers, and

other education sectors in improving the program.

Aligning the elements from the Maslow‘s Hierarchy of Need with the

experiences of student-participants in this research study provides greater

understanding of the experiences that the learners have in the implementation of

the Project EAGLE. The different hierarchy of needs mentioned by Maslow

created a compassionate and successful environment for learners that will

inspire them to stay in the looped classroom. Looped classrooms provide an

atmosphere in which everyone, including the teacher and students, contributes to

the formation of a sense of community. Students' personal, social, and emotional

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needs must be addressed in the learning environment and must involve all

students.

The hypothesis in the Attachment Theory, on the other hand, explained

the child's relationship with the teacher and classmates. It supports the insights of

the administrators, teachers, parents, and learners in the program

implementation on the attachment development or the growth of children's trust

and support from their teachers and classmates in the learning process. Students

are free to explore the world around them when they have a secure attachment.

An insecure attachment develops when this attachment is not present.

Social Development Theory is another model that supports this study.

The looping program is in line with Vygotsky's social development theory as it

centered on the idea of satisfying the needs of at-risk kids by forming close-knit

groups that would help kids improve academically and socially. The sense of

community created in a looping classroom help students improve both social and

academic skills as mentioned in the experiences of the participants. According to

Vygotsky, each student's growth is influenced by the situation in which they find

themselves, both social and cultural (Kester, 2018). Cooperative or shared

discourse in social interactions promotes cognitive development. As a result, the

looping classroom's familiar and non-threatening atmosphere aids the cognitive

growth of the pupils involved (Kester, 2018).

Experiences of Administrators, Teachers, Parents, and Learners in the

Implementation of Project E.A.G.L.E. Program

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The data analysis results indicated that the teachers‘ external support

received play vital role in the implementation of the program. Experiences could

be significantly contributed to the different factors like timing, duration, triggering

factor to transition, controlled aspects or previous experiences with similar

transition.

It showed that the experiences of administrators, teachers, parents, and

learners in the implementation of Project E.A.G.L.E. program generated in

clustered themes namely: substantiating the pedagogy of teachers, developing

the competence of teachers, getting parental support, hurdling through the

difficulties of the implementation, and looking into learners‘ performance and

behavior.

Substantiating the Pedagogy of Teachers

Teaching pedagogy such as techniques, methods and activities best

suited to the learners, including the remedial instruction and advance classes for

identified fast learners‘ students, has garnered from the teacher-participants

answers, revealing their familiarity and knowledge of the student‘s capacity,

learning styles, and preferences.

With the concept of the looping program which is keeping the same set of

students for at least two years, the effect has resulted to familiarity of teachers on

the learner‘s talents, skills and learning preferences. The study of Hill and Jones

(2018) concluded that student-teacher familiarity improves student achievement.

The study estimated rich fixed effects models and found that students who were
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matched to a particular teacher for a second time score higher on standardized

end-of-grade tests than they did in their first pairing with the same teacher.

Hoveida, et.al (2017) in the study of the looping system revealed that the

following benefits of looping system as follows: knowing the learner by the

teacher is of utmost importance and has the first rank, followed by increasing the

understanding and knowledge of the teacher on the strength and weakness of

students‘ intelligence, then considering parents, students and teachers as

members of the same family and community is in the third rank, and reducing

students concern and anxiety towards new school year and teacher in promoting

and improving students‘ teaching-learning process.

It can also be noted that teachers can identify achievable goals for

learners. This could still be attributed to the familiarity of the capacity and

progress of the learners by the teachers. The data from the participants of this

study corroborate and build on the results of the study of Hill and Jones (2018)

for which allow them to not only strip away more general school fixed effects, but

also student and teacher fixed effects.

Gheys & Yazd (2018) on the study on the implementation of the looping

system noted that the consequences of looping system implementation by a

qualified teacher are in-depth familiarity with students and their families which

might help teacher to solve students educational and non-educational problems,

positive educational effects, enhancement of teachers skills, positive

psychological effects on students and teachers, reduction of the training and

recognition time, improvement of interactions between involved people,

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enhancement of the positive modeling in the students, and the students

dependence on the teacher.

Developing the Competence of Teachers

Looping as a teaching method has evidently contributed to the sense of

improvement and job satisfaction of the teachers. Professional growth, motivation

and increasing knowledge on the teaching strategies are among the apparent

manifestation of the experiences of the teachers-participants.

Teachers in the program has become more motivated and persistent to

meet target outcomes expected of the program. It could be developing tenacity in

practice and emerging more than perseverance. Lucas & Spencer (2018)

describe person who is motivated has a ‗growth‘ mindset and believes in the

efficacy of their own exertions; that being persistent pays off, both in terms of

success and in terms of learning.

This study revealed sense of improvement and job satisfaction among the

teachers. There is a clear persistence, willingness, and motivation among the

participants when it comes to meeting outcomes of the project. It could be

attributed to the career growth and other motivating factors that the participants

experienced in the project. Motivation is essential to learning since some

motivation underlines everything students do, including students' motivation

complete tasks that build knowledge. With its association with everyday life,

motivation is a significant psychological term in education because it motivates

and strengthens students to learn and develop their academic results (Albrecht &

Karabenick, 2017).
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It can be noted that participants have specifically seen career-growth and

adaptability to the looping project as an appealing factor. Similar findings of the

study of Stellars (2019) revealed on the teacher‘s perceptions of looping in

relation to their professional growth and development. The participants of the

study constructed a firsthand understanding of teaching excellence in various

areas in the form of the job-embedded experience of looping. The experience of

looping impacted the participants‘ understanding and ability to achieve

expectations, build a more solid foundation of content knowledge, and monitor or

adjust instruction.

Tipton (2017) also found out in a study that those participants consistently

correlated their ability to establish classroom expectations, manage student

behavior, and respond to student needs with their level of relational involvement

with their student groups. The depth of knowledge that the teachers gained from

extended time with their students provided valuable information that resulted in

greater feelings of teacher efficacy in meeting the individual needs of students

and development of an effective classroom environment.

Getting Parental Support

Parental involvement styles have an effect on achievement at an

individual and school level, even after accounting for the effect of context or

background variables. According to the findings of Alonso, et al. (2017), pupils

from households with a more distal or indirect profile of family participation

performed better than those from households with a more controlling approach.

Given the relevance of parental participation in academic performance, the study

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indicated that schools should include it in their family information and training

policies. In schools with more communicative family profiles, there are fewer

intra-school variations in kids' academic performance.

The result of the study of Tisdol (2020) indicated that parental involvement

affects students‘ academic achievement by impacting factors like morale,

confidence, academic commitment, class attendance, and consistency in class

performance. Communication with parents would help them understand the

message, thereby improving their involvement in the academic process. In

conclusion, parental involvement in their children‘s educational affairs has a

significant impact on the latter‘s academic achievement in school. Thus, school

should employ meaningful methods to encourage and support parents‘

engagement to improve students‘ academic achievement.

The study revealed strong support from parents in providing instructional

assistance to their children at home. This is in consonance with the study of

Silinskas & Kikas (2019) on parental involvement in Math Homework and its link

to children‘s performance and motivation suggested that more parental help

might be needed to succeed in acquiring new math skills. As a result of the

study's findings, parents should be urged to pay close attention to how their

children perceive and interpret parental homework assistance. This is critical

since it is children's perceptions of such participation, not parental intentions or

frequency of actual involvement, that matter for the eventual development of

math performance, homework task persistence, and math self-concept. Another

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educational aspect of the current study's findings is that the quality of parental

engagement with homework is important.

Hurdling through the Difficulties of the Implementation

Difficulty in the implementation of the program has emerged as one of the

experiences during the process of gathering information from the participants.

The discussions led to the challenges in the unpleasant behaviors that arise due

to familiarity, maintaining good parent-teacher relationship, no standard for

selection of teacher in the program, preparation of teaching materials, classroom

set-up, support for resources at the beginning of the project implementation, and

others.

Familiarity that developed between teachers and student or even among

students themselves have emerged as one of the many pros in the program.

However, it some case, it has also seen as one of the difficulties encountered by

the teachers. The same challenge has been noted in the study of Findley (2018)

which noted that along with many positive aspects of looping noted by the

teachers and the principal there were also challenges that arose. It revealed in

the study that teachers assigned to classrooms practicing looping experienced

behavioral changes in students toward the second half of the year together to

which they attributed students being too comfortable with one another. Teachers

also noted an increased difficulty when forming groups, assigning seats, or

setting up stations as the second year progressed. Reflecting on the positives

and challenging aspects of looping the teachers and principal alike encouraged

the use of looping. However, they cautioned the decision to implement looping is
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one which requires extensive research and careful consideration of the students

being placed in the looping class and the teachers selected to teach the looping

classes.

The project has been viewed as a good program however, it raised in the

participants responses that it failed to provide standard for the selection of

teachers to handle the classes which resulted to the unpleasant personal

encounter of parent with a specific teacher and resulted to loosing interest of the

learner to attend the program. Gheys & Yazd (2018) in their study on the looping

program revealed the consequences of a looping system implementation by an

unqualified teacher as follows: Labeling students and their families by teacher

due to the teachers obtained knowledge, educational and emotional traumas of

students, and stabilization of the inappropriate behavioral-personality patterns

taken from teacher.

Looking into Learners’ Performance and Behavior

The end-result of the project should all lead to the performance of the

students in order to see the effect of the project and how it contributes to the

overall performance of the learners. The project looked into students‘

performance and behavior particularly in the ability of the students to read and

comprehend. The data in the interview and discussions revealed the reading as

one of the most checked performance in the learners. Even parents affirm the

development of their children‘s reading ability.

Bennet (2021) in a quasi-experimental quantitative study revealed that

there was a significant difference in reading achievement between students who

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looped and students who did not loop. Although the data in the study did not

show a statistically significant difference between the looping and non-looping

classes nor between the males and females in looping or non-looping classes

the, researcher determined through the literature review that there are benefits to

looping that non-looping students do not have to opportunity to experience.

Coping Mechanisms of Administrators, Teachers, Parents, and Learners in

the Project E.A.G.L.E. Program

In the context of transition, coping is part of the process. It carries out the

strategies which includes the elements of change and transform into a new

dimension of the new situation. Administrators, teachers, parents, and learners

who underwent the program experienced noteworthy accounts on the

implementation of the project. This includes two themes: creating innovative

ways in supervising students and adapting to the curricular changes.

Creating Innovative Ways in Supervising Students

Teachers warmly share their coping mechanism experiences as they were

given a big responsibility of keeping their pupils interested and attuned in

learning. Teachers creates different Innovative ways in dealing with learners.

Supervising as one of the essential steps of teaching is a necessity to provide a

safe and effective learning environment. In the case of teachers dealing with the

same learner for a number of years, they will be able to develop a mechanism to

effectively supervise learners and overcome the challenges of the process. They

shared how they felt the pressure in ensuring that learners were given the

appropriate activities and performance task and ensuring the effective monitoring
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process of their performance. Ensuring safety of learners in the different aspects

was also a priority in supervising the learners.

Despite having the hard times most especially in this time where there is a

big shift of the teaching and learning process due to pandemic, teachers find

different ways in monitoring and supervising their learners, these includes

several platforms of communication, home visitation and maximizing the use of

multi-media to reach out to learners and parents. Since the teacher has already

been taught the learners for several years, they would come to know their way of

learning, the patterns of behavior, their interest, emotional stability as well as

social skills (Hanson, 1995). In this way, the teacher would be able create

different innovative ways in supervising the performance of the learners.

The parents also give their share of supervising their child, most especially

in these times of the pandemic where their child must stay at home. They cope

with the challenges in assisting their child‘s learning. They said that they are

having hard times in assisting their child since they cannot fully grasp their

lessons alongside juggling with other parental responsibilities.

Yet, the continuous communication and follow-up of the teachers to the

parents bridge the gap to make the learning significant. This way, the link

between school and parents is strengthened so that when problems arise, the

"child/teacher/parent bond helps all involved work things through instead of

handing the problem on to someone else" (Barnes, 1991, p. 53). The trusting

relationship developed between parent and teacher makes it possible for both to

reflect on growth and change over a greater period, and to discuss and direct
 116

long-range goals for their children. With the stability in a long-term classroom

setting, Jacoby (1994) discussed how children's social, cognitive, and emotional

ups and downs can be charted and shared with parents. When significant adults

are cooperating and working together for their child's benefit, the efforts are

enriched.

Adapting to the Curricular Changes

The teachers conveyed some challenges of having different curricular

practice they encountered such as this looping. They find a hard time adjusting in

creating innovative activities and teaching strategies to keep students involved in

learning. As they move forth (or back) to the different grade levels, they

encountered huge adjustment in their practices. The changes of the

competencies and the levels gave them the difficulty since they go out of the

comfort of mastering through repetitive teaching of only one grade level over

years. Teacher weaknesses may be due to a variety of factors. Perhaps the

teacher is a new, inexperienced teacher or a teacher new to the grade level.

Instructional time may be lost while the teacher tries to master the new

curriculum (Skinner, 1998; Looping and the Elementary Classroom 9 Vann,

1997).

Since the teacher is expected to be fully immersed in all the grade levels,

they shared that they must take longer preparation in studying the new level of

competencies as well as making instructional materials for different grade levels.

Because of these challenges, the teachers must develop coping mechanisms

and high level of adaptability. This is supported by Pecanic (2003), he mentioned

 117

that teachers who loop should be prepared for the challenges of learning two

years of curriculum and planning engaging lessons. They should also be aware

of the pressure and responsibility for student achievement that comes with

keeping a group of students for two years. Because of this, looping is better

suited for experienced teachers.

Insights of the Administrators, Teachers, Parents, and Learners in the

Project E.A.G.L.E. Program Implementation

The insight of the administrators, teachers, parents and learners in the

project E.A.G.L.E program implementation is a straightforward confirmation that

the action of implementation was essential and educative though it is a complex

and a difficult task for the schools A and B. This was confirmed during the in-

depth interview and focus group discussion of the participants of the study. This

is further corroborated by the research results which showed that the key

informants were satisfied with the implementation of the project E.A.G.L.E.

program. In addition, based on the findings, the implementation of the program

was successful, and it was on its fourth year of realizing the program. The

research findings confirmed that their personal perceptions, observations and

suggestions for the program were eminent in the success of the project

E.A.G.L.E. implementation.

Call for Intensifying Professional Development Opportunities

The call for intensifying professional development opportunities is drawn

from the results that the implementation is formalized by the department of

 118

education, it should get more support and commitment especially in the

professional development of the implementers of the program.

In the Republic Act No. 4670 (Magna Carta for Public School Teachers),

Republic Act No. 10533 (Enhanced Basic Education Act of 2013) and Republic

Act No. 9155 (Governance of Basic Education Act of 2001) include provisions

that stress the need for sustained efforts to support the professional growth and

development of all teaching and nonteaching personnel towards higher levels of

efficiency and effectiveness in rendering basic education services. Hence, the

teachers will have to continue for the purpose of giving the best for their learners.

This intensification of the professional development must be provided for

the teachers to carry-out into more deeper and complex demands they

encountered, and they may encounter more in the future implementations.

Provision for an Enhanced Project E.A.G.L.E.

The views of the participants for the provision for an enhanced project

E.A.G.L.E. is that it is critical to involve all levels in the department to create the

guidelines for the implementation of the program for a more specific

management process from the beginning in order to facilitate the core conceptual

stage that would eventually aid with the implementation process as it will

progress every year and the looping cycle. These guidelines must be

independent given this constantly changing environments and the instances of

broad perspectives on the implementation and process (Janssen 2017).

An enhanced project is an ongoing with a comprehensive planning

process used to establish the goals in the program. Quality enhancement is

 119

supported by a well-thought documented plan of action. This is the reason for

having guidelines to provide a step-by-step process to be used by administrators

and teachers to develop successful implementation of the program.

In the enhancement of the program, this will enable to identify major

needs, objectives, priorities and a direction for growth and development. This will

also allow to identify shortcomings and weaknesses and in this new course of

action should priorities and needs change. Not only allows to keep track of where

the project have been, but also continues to guide in the direction of where it

should be going and tells where it is intended to go next. Equally important in the

guidelines in the implementation is the need to identify and develop a sense of

successful goal achievement and outcomes.

Keeping the Set of Teachers and Classmates

In keeping the teachers and classmates are expected to be followed in a

logical method to determine their highest educational goals and priority. The

looping process should be understood and open. This is to make sure that the

students and parents have a candid participation of the process in the E.A.G.L.E.

program. They need to understand that the classes are inclusive of differences in

cultural and ethnic background, perspective, and experiences.

The E.A.G.L.E. program produces priorities that are responsive to

students‘ validated needs. Initiatives developed by teachers were inputs of a

great significance and were likely successful in garnering the necessary public

support for effective implementation.

Continuance of the Project

 120

The view of the participants is important to be highlighted because of

wanting for the continuance of the project. The collection of the responses made

an answer to a continuation in its systems and processes of the implementation.

This calls for appropriate staffing or assigning of teachers to handle the learners,

the equipment and funding are also necessary to provide quality service and

education. Good supervision is important for the success of the program.

Administrators and teachers should understand how problems occur and how to

handle them, thus strengthening the project E.A.G.L.E. as a whole.

Many times, the pursuit of continuing the project is a great reason for the

recipients a deal of the quality education. They recognize the invested time and

at times the technology into improving the delivery of the curriculum. The

learners feel that the continuing of a program makes them more qualified for

advanced studies and an ideal learning outcome according to Humbrick (2018).

Similarly, when placed side-by-side with regular classes, they stand out

and impress for being in the E.A.G.L.E. program education. In this case, the

teachers qualify to handle more tasks and responsibilities given to a specific

knowledge in order to do better in the program. This is giving the skills and

abilities by teachers that is also reflected by the learners and showing how

dedicated the teachers are to continue the program.

The study was examined taking the theory of Lev Vygotsky for his

sociocultural theory which indeed had supported the results of the study

particularly in the in the insights of the administrators, teachers, parents and

learners of the Project E.A.G.L.E. program implementation bringing with it the

 121

ideas of concepts and cognitive development focus exclusively on child

development.

This raises a key issue with regards to how far the Project E.A.G.L.E.

teachers and learners are different from other teachers and learners because of

the nature of the program. The teacher-participants in the study were novice

teachers in the program. They have called for intensifying of professional

development as their personal convictions because the program is designed to

explore the nature of learners‘ knowledge or cognition and to focus on the

process of learning with a view to informing the delivery of curriculum during the

implementation.

The study aims to examine how the project E.A.G.L.E. impact the process

by which the administrators and teachers will have an enhanced program with

the set of guidelines cut-out for those who are tasked to be in the project. This

may mean to gain control over the concepts of teaching and its design (Thorne,

2017) allowing operations meant in the teaching and learning outcomes. This

views the outcome of teaching and learning as the application of knowledge and

theories to the development and enhanced set of behaviors and techniques,

often identified in the project of what and how effective teachers do.

The outcomes of learning of the E.A.G.L.E. program within this view for

the looping cycle were seen and observed as a personalized set of skills and

techniques that the teacher applies in different ways according to the

circumstances. The holistic and unified descriptions of the outcomes will exist

with specific guidelines to resolve specific teaching incidents, creating theories to

 122

draw on knowledge and skills in making decisions to solve problems that are

unique to a particular teaching situation.

This ability to integrate different aspects of knowledge during the teaching-

learning was also found to be a feature of the looping strategy of the E.A.G.L.E.

program. Keeping the set of teacher and learners for a cycle involved making the

visible nature of learners in their knowledge and providing the means by which

such knowledge can be elaborated, understood, and reviewed. Simply the

transmission of knowledge and skills lead to effective teaching and learning

outcomes because the teacher had figured out how to act on what they knew and

had observed of their students‘ abilities and capabilities.

The implementation of the E.A.G.L.E. program was claimed to be an

advantage for the teachers and learners. The teachers described and

interpreted their teaching experiences and had a common language shared by

teachers, with precision offered by the program. It ignores the complexities of

teacher-learner interaction in the classroom and reduces teaching to a

quantifiable set of behaviors. This too echoes a Vygotskian tenet: that of the

interplay of spontaneous concepts (gained through lived, practical experience in

the classroom) and scientific concepts (gained through formal instruction).

Interestingly, most of the participants of the project E.A.G.L.E. program

was engaged in the teaching and learning process during their stay in the cycle.

The continuation of the program was specifically asked by the parents because

of the different experiences encountered scientifically with the concepts and role
 123

of the interplay between the leaners‘ experiences in the classroom and their

holistic development with their teachers.

The view of the social interaction of the learners had played the crucial

role in the development of higher mental functions and served to regulate the

learner‘s performance in the tasks provided for social interaction that shaped the

development of individual thinking investigated by Mercer, 2018. Some

judgments on the effectiveness of certain strategies in the E.A.G.L.E. program

are now acknowledged to have characteristics of effective teacher-led activities.

Implications for Teaching Practice

The Project E.A.G.L.E. aimed to have an effect on eliminating students‘

learning gaps and to develop holistic awareness with their teachers for 3 school

years or the use of looping. The program areas had been identified and

implemented. It is impossible to make any strong claims about the success of

these aims without detailed research and evaluation. Indeed, there is not likely to

have been any great immediate impact, as ―change is a slow process‖ (Hayes

2015: 261). What we can say is that the E.A.G.L.E. program implementation

attempted to apply strategies to support development for recommendation of

continuing the program.

The teaching practice of the E.A.G.L.E. Program focused on enabling

continuous student learning and the teachers deliberately prepared for all the

necessary activities to be able to manage and facilitate learning outcomes and

ensure to determine students‘ holistic learning. The teachers can take advantage

of opportunities in the lessons to consolidate students‘ learning outcomes

 124

holistically since the looping norm is capable of giving complete information upon

knowing and understanding the diversity of students for a three-year time span.

The administrators, teachers, parents and students completely engaged in the

program, thereby teachers had the most experienced in gently guiding student in

all aspects with appropriate probes.

Teachers focused on the quality of the teaching and learning process that

had given an impact to the student recipients. The value and encouragement of

the administrators to teachers, teachers to parents and students were essential

to deep engagement with and learning of curriculum, instruction and

assessments. Additionally, the teacher had plenty of time for students, that made

all things in the E.A.G.L.E. program efficient and effective.

The E.A.G.L.E. program produced an interesting variety of response that

is confident in the current practice because of adequate support from the

administrators, teachers, parents and students. Whilst others felt that changes

were needed because of the evidence showed in the program that teachers

claimed to be using a wider range of tasks in class and it is actually observed.

For example, the wide variety of reading tasks claimed to be used by the

E.A.G.L.E. teachers. This suggests that the teachers knew what ought to be

happening in their classrooms. There could be several existing discouraging

activities but the teachers had shown understanding and mastery of the

principles behind teaching and learning influences they made in the classroom.

Implications for Policy Formulation

 125

In the future envisioned for the project E.A.G.L.E. program will be viewed

as the high levels of learners‘ achievement. This will help students learn and

succeed in school by making as clear as possible to them, their teachers, and

other education stakeholders the nature of their accomplishments and the

progress of learning.

The project E.A.G.L.E. project classroom practices will be grounded in the

plan of action that will have the objectives specifically formulated for the coming

school year. These are to;

 Prepare and improve the curriculum suitable for learners‘ needs before the

classes begin

 Produce content for instruction and create instructional materials for

activities and classroom usage

 Enhance transition process of students per grade level

 Motivate and track students‘ progress year-round

 Provide alternative and creative academic support and enrichment

opportunities

The students will think and learn in content domains and the activities be

taken. The administrators will provide support to the teachers and learners in the

process of the teaching and learning, the assessments to show results and

learning outcomes as evidence. Teachers will use this knowledge to design

assessments that provide students with feedback about particular qualities of

learning and what they can do as their holistic improvement.

Implications of Further Research

 126

The potential harmony of good teaching and learning is shown in a

number of ways. One way is by establishing the tasks for the students following

the essential competencies in the curriculum. Another way is by showing that the

activities are being executed accordingly in the classroom, like reading activities,

are reflected in assessment practices in rubrics and performance outputs to

anticipate that the content of reading activities are performed.

A potential criticism of the E.A.G.L.E. program could be set out to

challenge directly the problems in the current practice of curriculum instruction,

delivery of the content and assessments. The reason for this, is that the

E.A.G.L.E. program designers felt it would be more effective to use looping as an

assumption that the new student progress validation would require changes to

classroom practice, rather than to criticize teachers‘ current practice directly.

Research will be necessary to establish whether this approach is effective.

In the E.A.G.L.E. program classroom implications and the issues

mentioned are addressed through a cyclical approach consisting of concrete

experience, reflective observation, abstract conceptualization and active

experimentation based on study. The starting point of the program has a baseline

study, a kind of reference to concretize the experience through implementation of

the program. Reflective observation takes the form of discussion on existing

program implementation and the introduction of a new practice.

Conceptualization takes the form of focusing on points encountered through

reflective observation, in particular through the teaching implications sessions

that are described by the program itself. Active experimentation occurs through
 127

the application in class of the points from the earlier stages. The cycle then starts

again with new students after the first looping.

The materials prepared had shown how teaching implications and needs

were catered for. The responses of the students in classes through activities

show the successful results of these materials. The success of the course in

terms of classroom behavior cannot be ascertained at this stage. However, the

teachers claimed that their classroom behavior had been influenced by aspects

of the program. There are reasons for this, the main one that been introduced is

the training connected that resulted many outcomes. Another reason is that,

teachers claimed what they did in the classroom can be rather different and

exclusive.

Concluding Remarks

Teaching takes as the starting point of a natural phenomenon that

provokes the children‘s sense of learning and wonder. The teacher and

students is a combination of togetherness that formulates a teaching-learning

atmosphere in such a way that they can be a meaningful phenomenon. This

begins identifying and discussing concepts fitted for a certain program that

confronts new ideas as a result of observations, experiences and research.

Teaching seeks, where possible, to involve the children in the

construction of an experimental design which is the E.A.G.L.E. program, that

will yield answers for queries in the delivery of the curriculum and normal class

set-up. If the children are not yet capable of such involvement the teacher must
 128

therefore give them a predefined experience. They must at least be aware of

the development and process and the class norms.

The program must encourage teachers to let children experience fully of

the activities the program can offer. Teachers have to foster orderly activities to

let children be engaged in the activities and unleash creativity in students as

well develop higher order thinking skills. It is necessary to develop suitable

presentations which broadens the children‘s view of the holistic significance of

the teaching and learning process.

 129

Action Plan

Title: Project EAGLE: Teachers‘ Focus on Students‘ Academic Engagement on SY 2021-2022

Objectives Activities Expected Method Time Person In- Success

Result and charge Indicator
Place

st
Prepare and Training on Teachers Schedule 1 and Facilitators 100%
nd
improve the Strategies on are trained training for 2 week completed
curriculum Teaching teachers of July Administrator tasks
suitable for 2021
learners‘ Teachers
needs before
the classes Review of
the MELC Enhanced School
begin
Walkthrough
MELC MELC
through
Collaborative trainings
Writing

rd
Produce Discussion Discussed EAGLE 3 and Facilitators 100%
th
content for Forums contents for Teachers 4 week completed
instruction instruction Forum of July Administrator tasks
and create 2021
instructional Teachers
materials for
activities and Created
classroom instructional School
materials Instructional
usage
Materials
Making
Scheduled
Sessions

Enhance School tours Smooth Create Virtual August Coordinators Number of

transition and School transition of School credit 2021 students
process of Clubs (if face learners in a recovery Administrator enrolled
students per to face grade level program. School successfully
grade level instruction is Open school Teachers completed
permitted) computer lab tasks
Students
for this
purpose. Parents
Parent Class
tutoring Participation
Tracked Quarterly
Motivate and students‘
track
 130

students‘ progress School

progress
year-round

Provide Seek Enrichment Offer Year Teachers Academic

alternative partnerships programs enrichment round Performance
and creative with the organized activities at Students
academic community by different
support and for community times from Stakeholders
enrichment enrichment partners core classes,
opportunities programs or as
electives, or
as after
school
programs.
 131

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APPENDICES
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Appendix 1. Letter to Conduct the Study

Republic of the Philippines

Department of Education
Region XI – Davao Region
DIVISION OF TAGUM CITY

December 15, 2020

DR. JOSEPHINE L. FADUL

Schools Division Superintedent
Division of Tagum City

Madame:

Greetings of peace!

The implementation of Project EAGLE (Elimination of Academic Gaps of

Learners in the Elementary), which is a unique intervention for teachers and
learners, has come a long way. As its success continue to unfold, the
undersigned are conducting a research entitled IN-DEPTH EXPLICATION OF
PROJECT EAGLE: A QUALITATIVE INQUIRY to further dig evidences of its
success and restructure its ambiguities that may contribute to possible
enrichment in policy making.

The study will focus on the two recipient schools, Don Ricardo Briz Central
Elementary School and Mangga Elementary School as well as the teachers who
helped with the implementation of the program. There will be a survey that would
be arranged at a time convenient to the teachers‘ schedule. Participation in this
study is entirely voluntary and does not pose any unknown or anticipated risks.
All information provided will be kept in utmost confidentiality.

Your approval to the conduct of this study will be greatly appreciated. As

you grant your permission, kindly sign below acknowledging your consent for us
to do the study.

Thank you so much.

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Respectfully,

UNIQUE L. SAJOL

MAYBELLE ISIDORO

RAMEL ABAY

CHERRY ANN NICOLAS

IAN JANE P. ORILLANEDA

FRANCES SEGUIDO

ZYRILL NATHALIE L. DIGAL

Approved by:

(SGD) DR. JOSEPHINE L. FADUL

Schools Division Superintendent
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Appenix 2. Informed Consent Form

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