Name: Miguel M. Aquino Jr.

Date: 10-15-23
Yr/Crs/Sec: 3 BSE - E

1. Read the sample statement of the problem.

Statement of the Problem (Samonte, E. (2013)

The main objective of this research undertaking was to conduct an assessment

on the implementation of SBM Program in Public Elementary Schools in the District of
Bacolor, Pampanga.
More specifically, the study attempted to answer the following sub-problems: 1.
How do the stakeholders assess the six dimensions of School Based Management
program by School?
1.1 School Leadership
1.2 Internal Stakeholders
1.3 External Stakeholders
1.4 School Management Process
1.5 Resource Management and
1.6 Performance Accountability
2. How do the stakeholders assess the implementation of SBM dimension by
school?
3. Are there significant relationships between and among the respondent group’s
assessment on the different dimensions?
4. What are the issues and concerns on the SBM implementation?
5. What improvement plan be developed to achieve the SBM standards?

1.a What is the main problem?

Implementation of SBM Program in Public Elementary Schools in the District of

Bacolor, Pampanga.

1.b What are the minor or specific problems?

1. How do the stakeholders assess the six dimensions of School Based Management
program by School?
2. How do the stakeholders assess the implementation of SBM dimension by
school?
3. Are there significant relationships between and among the respondent group’s
assessment on the different dimensions?
4. What are the issues and concerns on the SBM implementation?
5. What improvement plan be developed to achieve the SBM standards?

2. Read the background of the study then complete the table below.

Title: School-Based Management of Selected

Public Secondary Schools in the City Division of Cavite
 Background of the Study

To achieve the Education For All (EFA) objectives by 2015, the Department of
Education is pursuing policy reforms under the Basic Education Sector Reform
Agenda (BESRA). Key Reform Thrust (KRT) of BESRA is School-Based
Management (SBM). SBM underscores the empowerment of key stakeholders in
schools’ communities to enable them to actively participate in the continuous
improvement of schools towards the attainment of higher pupil/student learning
outcomes.

The Governance of Basic Education Act of 2001 provides the legal basis for
the decentralization of basic education management and governance to the level
closely to the learners. The school and community (Republic Act 9155)

The Department of Education has stepped up its efforts to decentralize

education management a strategy that is expected to improve the department’s
operating efficiency and upgrade education quality. The DepEd is now accelerating
the implementation of School-based Management (SBM), a key component of Basic
Education sector Reform Agenda (BESRA). With SBM as the key provider of
education, the school will be equipped to empower its key officials to make
informed and localized decisions based on their unique needs toward improving the
education system.

A decision as to where and into what aspects of school management and

processes a school and its stakeholders may start to build upon, as prescribed in the
SBM Scale of practice, makes assessment imperative. Assessment is also important
to determine the direction of improvement to attain the level of SBM practice.

Identify the background and setting by answering all of the questions about the topic.

Questions Answers
Who Selected Public Secondary Schools in the City Division of Cavite

Where City Division of Cavite

When by 2015
What School-Based Management (SBM)
Why To achieve the Education For All (EFA) objectives

4. Formulate the hypothesis

Problems: There is no significant relationship between

1. What is the personality profile if the respondents in terms of:

1.1 Dominance
1.2 Influence
1.3 Steadiness
1.4 Conscientiousness
Ho1:

2. How is the disc personality profile of the respondents related to their performance in
chemistry?

Ho2:
There is no significant relationship between the disc personality of the respondents and
their performance chemistry.

There is significant relationship between the disc personality off the respondents and their
performance chemistry.

Problems:

1. Is there a significant difference between the anxiety levels of the respondents

living in a dormitory and those who are not?

Ho1:
There is no significant differences between the anxiety levels of the respondents living in
a dormitory and those who are not.

There is a significant difference between the anxiety levels of the respondents living in a
dormitory and those who are not.

2. Is there a significant difference between the quality of life of the respondents

living in a dormitory and those who are not?

Ho2:
There is no significant difference between the quality of life of the respondents living in a
dormitory and those who are not.

There is a significant difference between the quality of life of the respondents living in a
dormitory and those who are not.