ABSTRACT

Title: SPECIAL SCIENCE HIGH SCHOOLS IN REGION III:

CASE ANALYSIS

Researcher: Amparo Mataga Muñoz

Degree: Doctor of Education Management

This study presented and described the Special Science High Schools in Region III: Case

Analysis.

Specifically, this study aimed to answer the following questions:

1. How are the components of Special Science High Schools in Region III described in

terms of:

1.1 Inputs

1.1 .1 Administration
1.1.2 Facilities and equipment
1.1.3 Human resources

1.2 Processes

1.2.1 Delivery system

1.3 Student Performance?

2. What are the problems met by the Special Science High Schools (SSHS) in Region

III?

3. What are the implications of the study to educational management?

The case study was utilized in describing the components of special science high schools

in Region III because the research intended to present and describe how the schools were

managed in the region and to determine the problems met by the participating schools.
 The research was conducted in the 3 Divisions of Region III with a total of 2 Science

High Schools and 1 Regional Science High School. This is equivalent to one hundred percent

(100%) based on the list of Regional Science High Schools and Special Science High

Schools(SSHS) provided by the Department of Education-Regional Office. These schools were

the Regional Science High School, Olongapo City, Angeles City Science High School, Angeles

City, and Honorato C. Perez Sr. Memorial Science High School, Cabanatuan City.

The main instrument used in gathering the data was the questionnaire on the participating

schools. To supplement the data gathered through the questionnaire, relevant documents were

searched, requested and analyzed such as the report cards of the schools, school

manual/handbook, performance indicator, and other relevant materials such as the school-based

management (SBM) report of the school heads. Supplemental or follow-up questions were asked

by the researcher to complete the research.

There were 3 groups of respondents in the study which were the following: 32 math and

science teachers, 3 school heads, and 3 property and laboratory custodian.

To gather the needed data, 3 sets of questionnaires in lined with the different problems

presented in the study were designed by the researcher. Each set has different content to get the

desired information needed. Set 1 which is for the Mathematics and Science teachers focused on

the content, human resources and delivery system of Special Science Education, Set 2 intended

for the property or science laboratory custodian centered on the facilities and equipment of the

SHS and Set 3 dealt on the admission and problems met by the administrators.

The questionnaires were developed and the initial drafts were presented to the adviser

and statistician to evaluate their content. Their comments and suggestions were considered for

the improvement of the first draft. Revisions were made and the second draft was developed. A
dry run was conducted to a public school in the Province of Tarlac which offers Special Science

Education but not categorized as a Science High School, to identify vague statements in the

questionnaire. This was done to validate the appropriateness and to add some information about

the study. After the dry-run, all questions that seemed vague were revised.

The study revealed the following findings:

On organizational structure, all the special science high schools were under the direct

supervision of their respective Schools Division Superintendent. The highest designation in the

school level was the Principal.

On polices on admission and selection, two schools had manual which contains processes

in their admission. All the SSHS followed standard guidelines on admission and selection

policies

As regards to the funding, all the SSHS funds were drawn from the Maintenance and

Other Operating Expenses (MOOE) subsidized by the national government. School 3 had the

biggest subsidy in terms of MOOE because of the fixed annual allocation of one million pesos

( php 1,000,000.00) and a variable allocation of Php 2,000.00 for every student to augment the

school’s Maintenance and Other Operating Expenses (MOOE). Aside from these, the 3 schools

were also funded from the voluntary contribution of the parents.

On distribution of subjects in the curriculum, the 3 schools offered the same core science

subjects in each year level. School 1 offered more extensive training in science as manifested by

the advanced courses in of Research and Statistics and additional subjects in Environmental

Science, Advanced Biology, and Microbiology.

 School 1 had the most number of science subjects (14) and school 3 had the least (11).

The 3 participating schools met the required number of science subjects a special science high

school.

Schools 1 and 2 offered 7 mathematics subjects and school 3 offered only 5. School 3

did not meet the required number of Mathematics subjects for a special science high school.

On time allotment for Mathematics and Science subjects, school 3 had the most number

of exposures in science since its entire core, advanced and elective subjects were taught equally

for 300 minutes in a week in all year levels. School 1 had a total of 2940 minutes of science in

all its year levels making it had the least number of exposure.

School 2 offered the most number of Mathematics exposure to its students having a total

of 1860 minutes teaching hours in all its year levels. School 3 had the least with a total of 1500

minutes in a week in all its levels.

On facilities and equipment, the 3 science high schools had similarities in the physical

facilities except for one structure which school 3 did not have and that is the covered court.

The 3 schools had laboratory equipment and apparatuses, however they differ in number.

School 2 had the least number of laboratory equipment and apparatuses while School 3 had the

most perfect list of equipment and apparatuses. It also had the most updated inventory of

property of science laboratory.

The 3 participating schools had all the required references and study guides needed for a

science high school.

All teachers of the 3 SHS were eligible since they passed the PBET and LET. Teachers

of science high schools were very well qualified to be part of the teaching forces of the SSHS

schools based on their specialization in mathematics and science.

 Teachers continued their master’s degree as form of growing in their profession but they

failed to have advance degree in their specialization.

Participation of teacher in the international training was very minimal. Majority of the

teachers participated in the Division level. The trainings of the teachers were all in line in their

area of specialization.

Only schools 1 and 3 had teachers who had written their master’s thesis. The 3 SSHS

had teachers who had written action research, 1 in each school. School 3 had 1 teacher who had

written a research for paper presentation as a requirement in his scholarship in Tokyo, Japan.

On number of researches conducted by teachers, school 1 had 2 out of 9 teachers who

had written researches, school 2 had 1 teacher who had conducted research out of 12, and school

3 with 3 out of 11 teachers that had written researches.

On extension services, only school 1 had teachers who participated in extension services

to their communities. Schools 2 and 3 were not in any way involved in any extension services.

In School 1, mathematics teachers used 13 strategies in teaching the subject, school 2 had

mathematics teachers who employed 14 strategies in their teaching, and school 3 integrated 12

mathematics strategies. For mathematics teaching, school 2 had used the most number of

strategies with a total of 14 strategies and school 3 used the least.

In science teaching, school 1 employed 27 science strategies, school 2 used 28 science

strategies, and school 3 integrated 26 science strategies. In science, school 2 had still used the

most number of strategies and school 3 had the least.

Science high schools in region 3 were equipped with highly technological teaching aids

and devices and with complete teaching aids and devices that make the teaching-learning process

enjoyable and interesting.

 All the science high schools in region 3 were provided with teaching aids and devices but

only school 3 had a very well organized inventory of teaching aids and devices found in their

school.

On support of school heads to teachers, administrators of the SSHS sent teachers to

trainings and seminars and also found sponsors for scholarship grants for the graduate studies.

School 2 sent teachers to short term courses as means of support to teachers for their professional

growth. Administrators also visited teachers for classroom observation and post-conference after

each visitation.

Students were supported by the school heads by allowing them to join contests, providing

them with best coaches before and during competition, giving special consideration by creating

school memoranda as to the guidelines in giving incentives to students who won and participated

in academic and non-academic contest. Students are also supported with financial assistance

during official activities of the schools charged against local school funds and MOOE.

Additional services were provided by the school such as health/medical, dental,

sports/recreational, and food services.

All the SHS received support from parents through donated books, fund for school

facilities, donated computers, donated funds for students’ activities and attendance to school

activity and other related programs.

On attendance to seminars and trainings, students of special science high schools in the

region did not have enough training related to Science. In Mathematics there was no any

training given to the students.

 Students of science high schools were active when it comes to co-curricular activities.

Their students excelled very well in Science contests making them all reached the National level.

School 3 did not involve their students in athletics competition.

Students of science high school were properly oriented and exposed in conducting

research although school 1 students have not done researches in physical science.

Researches conducted by the students of the science high schools were recognized and

won some awards in the different level of Science Research competition but no research yet from

the 3 schools had been a finalist in the International Level.

Students of science high schools participated in extension projects except for school 3.

School 3 did not give much attention to extension activities beside the academic and co-

curricular involvement of students.

Extension services of schools 1 and 2 were conducted in the district level only which

means that it was only within their community.

The problems met by the special science high schools vary from 1 science high school to

another. The major problem encountered by the SSHS was the limited number of researches

conducted by teachers due to time needed to finish such. Other significant problems encountered

by SSHS were the following: acceptance of non-passers, insufficient support from the local and

national government, no enough seminar/training for students and limited outreach program

among teachers.

Conclusions

Based on the findings of this study, the following conclusions were drawn:

1. All the SSHS were headed by schools principal who were directly supervised by the

Schools Division Superintendent.

2. Generally, special science high school required rigid admission and selection policies to

incoming students.

3. Additional subjects which enriched the students of SSHS in science were Environmental

Science, Advanced Biology, and Microbiology.

4. There were no enough elective and advanced subjects in Mathematics which were offered

by the SSHS.

5. All the special science high schools met the required number of science subjects but in

mathematics, school 3 did not meet the required number of Mathematics subject.

6. SSHS differed in the total number of teaching hours in a week in Science and

Mathematics subjects.

7. The 3 SSHS were all subsidized by the national government through the MOOE.

Schools 3 had highest subsidy in terms of MOOE.

8. Physical facilities among SSHS were adequate in meeting the needs and demands of the

students.

9. Equipment and laboratory apparatuses needed by the students were all found in the

SSHS.

10. There were enough references and study guides found in the 3 SSHS in the Region.

11. SSHS in the region had well-qualified teaching staffs since all the teachers were Science

and Mathematics majors aside from being passers of LET and PBET.

12. Teachers strived to continue their graduate studies although very few teachers were full-

pledged Master’s degree holders.

13. There was minimal participation of teachers to International trainings. Majority of the

seminars and trainings attended by teachers were in the Division level only.
14. Trainings attended by the math and science teachers of the SSHS were in line with their

specialization.

15. There were limited researches undertaken by the teachers of SSHS in Region III.

16. There were limited extension programs undertaken by the teaching force of SHS in the

Region. Teachers were not very much exposed to this kind of activity.

17. There was proper integration of teaching strategies in Math and Science subjects among

teachers of SHS in Region III. Teachers of SSHS knew very well the kind of strategies to

use in teaching their subjects to ensure effective transfer of learning among students.

18. There were adequate teaching aids and devices among the 3 SSHS in Region III.

19. There was sufficient support from the administrators of SSHS to their teachers in terms of

professional development and teacher trainings.

20. Schools heads of SSHS supported students in all their school-related activities.

21. The PTCA worked hand in hand with the school heads of SSHS to maintain the good

performance of the SSHS in the region.

22. Only students of school 3 had attended seminars in science and no seminar in

mathematics was provided for the students.

23. All students of SSHS were excelling in academic and co-curricular contests but not much

in sports contests.

24. Students focused much on biological science in conducting researches. Students of SSHS

did not give much attention on Physical science.

25. Students of school 3 were very exposed in research since an output was required to

complete the fourth year level.

 26. Researches conducted by students need further improvement to qualify the winning

entries of students to the International level.

27. The 3 SSHS differed in terms of students’ involvement in extension services. Not all

students of SHS were active in this kind of activity.

28. Extension projects conducted by the students were only extended to their own

community. Students of SSHS were not very much exposed to this kind of activity.

29. Special Science High Schools in Region III were confronted with different problems that

should not be taken for granted. All problems met were teacher, students, community,

and administrators’ related. There is a call for all the people involved in the SSHS to

work together to eliminate these problems.

Recommendations

In the light of the conclusions mentioned, the following recommendations are offered:

1. The special science high schools should strictly follow the guidelines in the admission

and selection policies of students that will be part of special science education to ensure

quality students.

2. There should be an equal distribution of Math and Science subjects in the curriculum

since the special science curriculum focused both in Math and Science.

3. More teaching time must be given to both Science and Math subjects since the target

qualities of a graduate of science high school is one who is excellent in both subjects.

4. Aside from the MOOE and local school funds received by the science high schools, the

Department of Science and Technology (DOST) should also allocate subsidy to be used

by students in their conduct of researches.

5. In terms of professional development, teachers should finish their Master’s degrees.

They must not be contended in earning some master’s units only.

6. Since the 3 SHS are with standard physical facilities, school heads should find ways to

maintain and improve these facilities.

7. There must be an up-to-date inventory of equipment and laboratory apparatuses to easily

determine and locate these apparatuses. And to easily know the equipment and

apparatuses which were damaged and has to be changed and purchased.

8. More trainings and seminars must be given to the teachers especially at the International

level. And these must be in line with their specializations. Many students should enjoy

these trainings that is why more teachers must be sent to different trainings. It is better if

scholarship grants or sponsors will support teachers in their graduate studies. This will

lessen financial difficulties among teachers who are pursuing their studies.

9. Teachers should find time to conduct and finish researches. This will improve the writing

abilities of teachers and also research is one criterion used for promotion. Capability to

conduct research will lead to better supervision of researches conducted by students.

10. Aside from classroom teaching, it is also encouraged that teachers become involve in

extension services especially in their district or community.

11. In terms of teaching strategies, teachers should use the most appropriate strategies in

Mathematics and Science teachings. Not all teaching techniques are appropriate to both

subjects. There are strategies which may be used in Mathematics but not appropriate for

science teaching. It is recommended that school heads encourage teaching demonstration

during in-service training or semestral break.

12. Aside from the teaching aids and devices provided to the schools, teachers should

improvise additional teaching devices to facilitate effective learning among students.

13. More training must be given to students and these must be in line with science and

mathematics.

14. PTCA should continuously support the science high schools and school heads to

effectively implement the objectives of the schools.

15. In as much as science high schools excel in academic contest and co-curricular activities

especially in Science, the school heads should give extra support also to athletics to fully

make students of science high schools excellent not only in academic but also in sports.

16. Students should not only focus on biological science in their researches but as well as in

physical sciences. More researches in both areas must be done by the students.

17. An individual research must be required to all students of special science high schools in

the region to ensure the conduct of such activity and that more researches will be

presented during the competition in research.

18. More efforts must be given to the researches conducted by the students to enable them to

qualify to the International Science Research Competition.

19. Extension services must be encouraged to all schools and these community services must

be extended to other places also.

20. To solve problems met by SSHS, school head should lead in finding ways on how to

generate funds that will subsidize the needs of the school and should encourage all

teachers to participate and become active members of the community since education is

partnership to its stakeholders in the community.

21. Successful implementation of the program is dependent on the leadership and managerial

skills of the school heads in undertaking and accomplishing the tasks and expected roles.

The competencies of the school heads are measured through the use of their power and

authority in improving the quality of school life. School heads should be equipped with

administrative and supervisory skills and know-how needed in successful management of

the implementation of any program.