Feasibility Study on Establishing Special Science Elementary School (SSES) Program at Dadiangas West Central Elementary School

Feasibility Study on Establishing Special Science Elementary School (SSES) Program at Dadiangas West Central Elementary School

Gretchel Kwen T. Saavedra, Jonalyn F. Gabales, John Michael P. Castino

Faculty of School of Graduate Studies, Mindanao State University, General Santos City

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000276

Received: 07 May 2025; Accepted: 11 May 2025; Published: 11 June 2025

PROJECT SUMMARY

This study sought to assess the feasibility to establish a Special Science Elementary School (SSES) Program at Dadiangas West Central Elementary School (DWCES). Despite the school’s commendable performance and varied programs, a critical gap remains in the preparatory groundwork of students for the rigorous requirement of secondary STEM education. Thus, this project aims to institutionalize an enriched Science and Mathematics Curriculum for Fast Learner (FL) sections that align with the Department of Education’s priority of improving STEM competencies. This feasibility study began with administering survey questionnaires to the students, teachers, and parents to measure interest and support. This was followed by Key Informant Interviews (KII) with teachers, school administrator, and parents. Moreover, Focus Group Discussions (FGD) with selected students were conducted to supplement understanding of readiness, resource needs, and potential barriers.

The findings show strong support from students and parents, thus confirming the existence of strong demand and stakeholders’ commitment. However, problems such as inadequate laboratory facilities, inadequate teaching materials, and the need for teachers’ training were identified. The study assumes these gaps can be addressed through strong partnerships, sustained resource mobilization, and continuous professional development initiatives. The SSES program at DWCES will equip the learners with a comprehensive skill set to facilitate their knowledge of diverse topics, preparing them for STEM-focused secondary education, and eventually enabling them to succeed across many industries.

INTRODUCTION/RATIONALE

The Problem and Its Setting

Learning and applying scientific principles are basic life skills in the contemporary world. Besides being intellectually valuable, science education encourages curiosity, critical thinking, and evidence-based decision-making—skills that are crucial in navigating personal and societal challenges. As nations strive for sustainable growth and innovation, equipping young learners with a strong foundation in science becomes more than a priority. According to Jones et al. (2024), the world acknowledges the vital role of early STEM Education in sustaining innovation and competitiveness. Organizations such as the Organization for Economic Cooperation and Development (EOCD) insist on the development of scientific literacy at an early age. Their Programme for International Student Assessment (PISA) repeatedly points to the connection between early science exposure and subsequent academic professional achievement (PISA, 2018). In the 2022 result of PISA, the Philippines was ranked 77th out of 88 countries, where Filipino learners were among the world’s weakest in math, reading and science. Science education in the Philippines faces challenges in fostering young scientific minds. In 2022, the Department of Education (DepEd) has made strides in promoting STEM education through initiatives like the K to 12 curriculum, which integrates science concepts across grade levels. The Science Education Institute (SEI) of the Department of Science and Technology (DOST) also supports various programs aimed at enhancing science education, including teacher training and resource development (DOST-SEI, 2023). However, the implementation of specialized science programs at the elementary level remains limited.

In the Division of General Santos City, only four schools in elementary level implement Special Science per Regional Memorandum CLMD-2023-112, these are, General Santos City SPED Integrated School, Pedro S. Acharon Sr. Central Elementary School (PASCES), Dadiangas South Central Elementary School, and Romana R. Acharon Central Elementary School (RACES). Thus, establishing additional SSES in General Santos City is necessary to develop young learners and cultivate their passion for science.

 Dadiangas West Central Elementary School (DCWES) is one of the pioneering and largest populated schools in General Santos City. DWCES has proven its excellence in shaping future professionals, leaders, and well-rounded individuals. Over the years, the school has consistently excelled in both academic and non-academic activities, showcasing the talents and skills of its learners. In addition, DWCES has consistently demonstrated its capacity in preparing learners for admission to prestigious science high schools in Region XII. Many of the graduates have successfully passed the rigorous entrance examinations and gained admission to prestigious institutions such as the Philippine Science High School (PSHS) in Koronadal, Alabel National Science High School in Sarangani Province, Mindanao State University – CETD, and various Science, Technology, and Engineering (STE) High Schools in General Santos City.

Notably, over the past five academic years, the number of PSHS passers from the school has varied, showing consistently strong performance despite not being an official implementer of the Special Science Elementary School (SSES) program. Specifically, there were seven passers in 2020–2021, twelve in 2021–2022, a peak of twenty-five in 2022–2023, followed by eleven in 2023–2024, and fourteen in 2024–2025. It is important to note that these figures represent only the most recent five years; the school has been producing PSHS qualifiers even in the years prior. These results underscore the school’s capacity to deliver quality science education and to nurture learners who can compete for admission to premier science high schools, even without formal SSES implementation. This achievement reflects not only the dedication of the learners but also the commitment of the teachers and the effectiveness of the academic programs in fostering a strong foundation in science and mathematics.

Moreover, DWCES is in a favorable situation to introduce SSES attributable to the infrastructure that the school already has, such as a science laboratory room, science equipment, and proficient teachers. These facilities offer a good starting point for providing hands-on, inquiry-based learning opportunities that are necessary for an effective SSES program. With these assets, we can provide high-quality science education to the learners that is consistent with the quality of leading science high schools in the area. Further, the school has FL sections from Grades 1 to 6 which can be the target enrollees for the program for they possess exceptional academic potential and adaptability to advanced opportunities in learning.

However, while these accomplishments are commendable, the need to institutionalize and expand opportunities for specialized science education at the elementary level. Currently, the success in producing passers for science high schools is largely driven by the dedication of the teachers and the innate abilities of the learners. By implementing a structured Special Science program, it can systematize the approach that will ensure the increase of learners that will benefit from advanced science education and that the school continues to contribute to the development of future leaders in STEM fields (Jamer & Anabo, 2023; Dela Cruz, 2024).

While there are three nearby schools that currently offer the Special Science Elementary School (SSES) program, the implementation of SSES in DWCES is both necessary and strategic. First, the growing demand for specialized science education in the community highlights the need for additional programs to accommodate interested learners. Second, the school’s proven track record of producing passers for prestigious science high schools demonstrates the capacity to excel in science education. By implementing SSES, it can build on this strength, provide equal opportunities for all learners, and contribute to regional and national STEM goals. Furthermore, this initiative will allow us to address the unique needs of the community while fostering collaboration with nearby SSES schools, creating a vigorous network of science education in the area.

Legal Bases

The implementation of a Special Science Curriculum in Dadiangas West Central is grounded in various international, national, and local legal bases. In Philippine context this study is aligned with the Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013, which mandates the curriculum flexibility, allowing schools to develop specialized tracks such as STEM with DepEd Order No. 021, s. 2019 (Policy Guidelines on the K to 12 Basic Education Program) operationalizing this by urging the establishment of science-focused programs.

Also, Republic Act No. 9155 (Governance of Basic Education Act of 2001) mandates the provision of accessible and quality education, reinforcing the need for specialized programs like SSES to cater to learners with exceptional academic potential. Further, Republic Act No. 7687 (Science and Technology Scholarship Act of 1994) supports the development of future scientists and engineers by providing scholarships to students excelling in science and mathematics. SSES serves as a preparatory ground for learners who aspire to pursue careers in STEM fields.

Further, DepEd Order No. 57, s. 2011 is the program’s primary mandate. It institutionalizes the SSES program. The goals, selection procedure, curriculum improvement, and evaluation framework for elementary schools that offer specialized scientific programs are described in this order. It emphasizes how crucial it is to offer advanced science and math training, promote scientific literacy, and get students ready for future STEM-related pursuits. Thus, these legal policies and guidelines provides a solid foundation for the proposed SSES Program at DWCES.

Significance of the Study

The proposed study on establishing the SSES program at DWCES holds immense significance to the various stakeholders.

The School. For DWCES, this study deemed necessary for it will examine the feasibility of enhancing its science education and research program. The school will develop into a leader in research-driven learning and improve its academic performance by implementing a curriculum based on research. It will also assist DWCES in becoming a model institution for incorporating research into elementary teaching. The findings of the research will help the school determine what infrastructure, training, and resources are required to carry out the program successfully.

The Educational Leader. This will aid school leaders in making decisions about faculty development, resource allocation, and curriculum advancements. The findings will assist schools successfully adopt a research-based learning strategy by shedding light on the program’s financial and logistical viability. In order to maintain and enhance the program, it will also help school administrators form alliances with funding agencies, businesses, and research institutes.

The Teachers. The study will benefit significantly from professional development opportunities through training in advanced STEM pedagogy, technology integration, and inquiry-based learning. Participation in the SSES program enhances their teaching capabilities, career growth, and motivation. The program also fosters a collaborative teaching environment, allowing educators to exchange best practices and innovate in classroom instruction.

The Learners. This study will gain early exposure to advanced science and mathematics concepts, improving their critical thinking, analytical, and problem-solving skills. They will become more prepared for more complex academic endeavors in science, technology, engineering, and mathematics (STEM) by participating in research activities, which will give them practical experience in using scientific procedures. They will also be ready for high school research projects and next academic challenges thanks to this research foundation. This research foundation will also prepare them for high school research programs and future academic challenges.

The Parents. For parents, this study will offer the assurance that their children will receive a quality, globally competitive education that emphasizes STEM disciplines. The initiative strengthens parent-school partnerships, encouraging active participation in academic and extracurricular activities. Additionally, parents are more engaged in their children’s learning journey, fostering a supportive home environment for academic growth.

The Community and Other Stakeholders. The community and stakeholders will benefit from the development of advanced learners, fostering technological innovation, economic progress, and community resilience. Local government units, private organizations, and policymakers will view this initiative as a strategic investment in human capital, paving the way for regional and national growth. The program also strengthens the community’s role in supporting education, creating a collaborative ecosystem that benefits all members.

The High Schools and Science High Schools. This study has the potential to facilitate the transition between elementary and high school research programs, as a significant number of learners from DWCES and SSES will subsequently pursue their education in specialized high schools. Learners will be more adequately equipped to meet the rigorous research requirements of high school STEM programs, contests, and academic competitions by establishing a strong foundation in research at the elementary level.  Also, this study can serve as a basis for curriculum alignment between elementary and secondary education.

The Researchers. This study can be used as a reference for future research initiatives in the fields of science education, curriculum development, and feasibility assessments of research programs in primary and secondary institutions. Subsequent researchers may expand upon this study’s conclusions to investigate effective pedagogical approaches for research, the influence of early research exposure on learner outcomes, and optimal methodologies for integrating research curricula across various educational environments.

Project Objectives

The following are the objectives of this feasibility study:

On Market Study: Educational Needs and Market Analysis

1. To identify the potential number of students from Grades 3 to 6 who may qualify and express interest in the SSES program.
2. To assess the learning capabilities, academic performance, and inclination toward Science and Mathematics of students in the target group.
3. To conduct surveys, interviews, and focus group discussions (FGDs) with the group.
4. To evaluate the current availability of infrastructures and various science equipment to determine the school’s readiness for launching the SSES program and supporting hands-on, research-based STEM education.

On Technical Study: Strategic Planning and Sustainability

1. To assess the school’s capacity to implement the SSES program, including infrastructure, teacher qualifications, and availability of instructional materials.
2. To develop a sustainability plan that includes phased improvements, resource acquisition strategies, and long-term funding sources to support the program’s continuity.
3. To identify potential challenges in program execution and develop contingency measures to ensure smooth and timely implementation.
4. To organize STEM awareness campaigns, parent-teacher forums, and outreach activities to strengthen community involvement and advocacy for STEM education.

On the Management Study: Risk Assessment and Mitigation Strategies

1. To identify potential risks such as low enrollment, resource shortages, and teacher training gaps, and develop proactive strategies to address these challenges.
2. To establish a risk management framework that includes contingency plans, alternative funding sources, and capacity-building initiatives to ensure program stability.
3. To develop a structured implementation roadmap detailing the timeline, responsible personnel, and required resources for each phase of the SSES program.
4. To ensure efficient allocation of resources and workforce by setting up clear guidelines for program execution, tracking progress, and making necessary adjustments.
5. To conduct continuing evaluations and stakeholder feedback sessions to refine instructional strategies, optimize resource utilization, and enhance overall program impact.
6. To strengthen collaborations with parents, local government units (LGUs), and private organizations to secure long-term support for the SSES program.

On the Financial Study: Financial Projections and Cost-Benefit Analysis

1. To project and allocate funding for preparatory programs, bridge courses, and hands-on STEM activities that strengthen students’ readiness for high school Science tracks.
2. To assess the long-term financial benefits of investing in early STEM education, including its impact on student performance, scholarship opportunities, and seamless transition to STEM-focused high schools.

On the Socio-Economic Study: Ethical and Socio-Cultural Considerations in Educational Projects

1  To ensure Inclusivity and Equal Access to the SSES Program

2 To develop fair and transparent selection criteria to provide all qualified learners regardless of their socio-economic background, an equal opportunity to participate in the program.

3 To assess and address potential barriers to access, such as financial constraints, gender disparities, and cultural sensitivities, to promote diversity and inclusivity in STEM education.

4 To evaluate how the SSES program can integrate local knowledge, indigenous perspectives, and ethical considerations to make Science and Mathematics education more relevant and culturally responsive.

5 To foster community engagement and ethical responsibility by involving parents, educators, and local leaders in decision-making processes to ensure that the program aligns with societal values and aspirations.

On the Decision to Implement the Proposed SSES Program

To make a data-driven decision on the implementation of the SSES program, carefully considering the feasibility, long-term sustainability, and level of stakeholder support gathered from the studies. Ensure that the program is realistic, well-supported, and capable of delivering lasting educational impact before moving forward with its execution.

METHODOLOGY

Data Gathering Procedure

This study assessed the feasibility of establishing a SSES program at DWCES. A mixed-methods research design was employed to combine quantitative and qualitative approaches. The first phase involved the data collection process, where a survey questionnaire was distributed to the learners, teachers, school administrator, and parents. The questionnaire was adapted from the study of Cantero et al. (2024) and modified to suit in the specific context of this study. It assessed the feasibility of the research program in relation to the market, technical, management, financial, and socio-economic aspects. Purposive sampling was used to select the key participants, i.e., 12 teachers, 105 parents, and the school head based on their knowledge of the implementation of the science curriculum. To determine the sample size for learners, Slovin’s formula was utilized with a 5% margin of error, resulting in 189 participants ensuring statistical representativeness. Data collection employed a mixed-method approach: surveys to gauge overall trends, interviews for deeper understanding, and Focus Group Discussions (FGDs) to promote interactive inquiry of learner readiness, resources at hand, and current issues. This use of triangulation methods provided rich and detailed insights into the context of the study. Further, the informants for the in-depth interview were identified to gain deeper insights into the initial findings. This phase involved semi-structured interviews with the selected learners, teachers, parents, and the administrator on their selected schedules. To uphold ethical standards, the study ensured that all participants provided informed consent before data collection. Confidentiality and anonymity will be strictly maintained, and ethical guidelines set by DepEd and institutional review boards will be followed throughout the research process. By adhering to this structured data-gathering procedure, the study ensured accuracy, validity, and depth in evaluating the feasibility of the research program at DWCES and SSES.

Locale of the Study

The study was conducted at Dadiangas West Central Elementary School located at Quezon Avenue, Barangay West, General Santos City, Philippines with coordinates of 6°06’34.3″N 125°10’08.5″E. Dadiangas West Central Elementary School is one of the pioneering and promising schools in the Division of General Santos City. Dadiangas West Central Elementary School is a public institution that caters diverse learners and is dedicated to achieving academic achievement, especially in the field of scientific education. The school currently provides general elementary education; however, there is an increasing interest in expanding science, technology, engineering, and mathematics (STEM) education among both teachers and learners. A feasibility study was conducted to assess the preparedness, obstacles, and prospective advantages of adopting the Special Science Elementary School (SSES) program inside the institution. The school was chosen as the research local due to its dedication to high-quality education, its qualified teaching staff, and the enthusiasm of both learners and parents for specialized science programs. These findings of the study will provide the viability of implementing an SSES program and its potential advantages for learners.

Respondents and Informants

The participants of this study were the Teachers from Grade 1 to Grade 6 of Dadiangas West Central Elementary School, GS West District, General Santos City. A total of 189 learners from the Fast Learner sections of Grades 1 to 6 were selected using Slovin’s formula with a 5% margin of error, ensuring a representative sample from a population of 210 learners. As the primary beneficiaries of the proposed Special Science Elementary School, these students offered valuable insights through surveys designed to assess their interest in and readiness for advanced Science education. Moreover, to have a wider perspective of the proposed program, 105 parents comprising half of the parent population in the Fast Learner sections—participated in survey questionnaires. Their responses provided valuable insights on their own perceptions of the program, needs of their children for school, and support for implementing the program.. On the other hand, a Focus Group Discussion (FGD) further enriched the data collection process by six (6) learners.  These participants were chosen based on specific criteria to ensure the selection of respondents could provide rich, in-depth information relevant to the objectives of the study.

PRESENTATION OF RESULTS AND DISCUSSION

Market Study: Educational Needs and Market Analysis

The study revealed a strong interest among Grades 3 to 6 learners for an SSES program.

Figure 1. Percentage of Students Interested to join the SSES Program

Figure 1 showed that 83% or 157 of the learners were willing to join the SSES, while 2% or 4 learners responded negatively. This support for the strong interest in the program emerged during the focus group discussion with the learners.

“yes, because I think it would very much upgrade our learning” (FGD, S1, Lines 29-30)

.” yes, I will be interested to join the SSES program because it will help me understand more about science-related topics. ” (FGD,S2, Lines 31-32)

These statements highlighted the learners’ recognition of the program’s potential to enhance their academic growth, particularly in science-related subjects. The remaining 15% were uncertain about their participation. These include the curriculum’s perceived difficulty, their interest in science, and the potential pressure to participate in a specialized program.

“half yes. half no… it depends (smiling) ” (FGD, S6,Lines 33)

The low percentage of negative responses reflects minimal resistance from the student population. However, the 15% or 28 learners who expressed uncertainty may benefit from further orientation and information regarding the program’s objectives and benefits.

Overall, the data indicated a strong interest among learners, suggesting that establishing the SSES is viable for potential enrollment. This finding implies that while students are generally ready and enthusiastic, program implementers must address knowledge gaps and possible apprehensions through targeted orientation activities. Information dissemination efforts should be age-appropriate, interactive, and designed to make the SSES objectives relatable and appealing to young learners.

Early engagement in elementary education-particularly through hands-on, emotionally supportive, and cognitively stimulating programs like Special Science Elementary Schools (SSES)-has a profound, lasting impact on academic trajectories.  The studies of Prado & Sabas (2023) and Cantero et al. (2025) highlighted that behavioral, emotional, and cognitive engagement in elementary years predict long-term achievement, resilience, and STEM readiness.

As to the adequate resources to support the SSES program, based on the data gathered, out of 12 teacher-respondents, 6 (50%) believed that the school currently has inadequate resources to support the implementation of the Special Science Elementary School (SSES) program, which supported during the KII to the teachers.

“No, it has insufficient laboratory facilities, limited access to learning materials and resources, also insufficient teachers’ training and professional development, curriculum implementation challenges” (KII,T1, Lines18-20)

“the school has no adequate resources like functional science laboratory, library, speech laboratory, ict room” (KII,T2, Lines 71- 72)

“We have resources but not enough to cater all the learners. lacking in science equipment, and also updated instructional materials. Wherein these are essential for providing the hands-on, inquiry-based learning that SSES requires.” (KII,T1, Lines 13-14, 28 )

However, four or 33.33% responded positively, and two or 16.67% were uncertain. Among 105 parent respondents, 48 (46%) expressed disagreement, 33 (31%) agreed, and 24 (23%) were unsure. These findings indicate a divided perception among stakeholders, with many teachers and parents doubtful about the school’s resource readiness. These results highlight the need for a thorough evaluation of existing facilities and resources, targeted information dissemination, and stakeholder engagement to build trust and support for the program’s implementation.

The findings of this study, which indicate access to adequate resources as being crucial to the successful enactment of the Special Science Elementary School (SSES) program, are corroborated by various recent studies. Access to specialized laboratories and materials enhances science learning performance (Purnadewi et al., 2023). Similarly, it is noted that continuous investment in instructional resources is vital for sustaining science-focused programs like SSES (Yu et al., 2022). Further, a strong link between well-equipped classrooms and increased student engagement in STEM education was observed (Sharma & Pattanayak, 2022).

Table 1. Educational Needs Identified by the Teachers and Parents.

Table 1 shows the teacher-respondents’ responses that the top priority needed was updated learning materials, with all twelve teachers indicating its importance. Laboratory equipment and teacher training were also highly prioritized, each cited by eleven teachers. Access to technology was followed closely by ten responses. Meanwhile, only five teachers pointed to additional funding as a priority need. These results suggest that while financial support is recognized, teachers emphasize having sufficient instructional tools, professional development, and modern facilities to implement the SSES program effectively.

In addition, most parent-respondents believed that additional resources and support are necessary for the success of the SSES program. Specifically, 95 parents emphasized the need for updated learning materials, 85 for additional funding, 79 for laboratory equipment, 77 for teacher training, and 18 for access to technology. Parents also highlighted the importance of their involvement, the availability of adequate buildings or classrooms, and the provision of advanced learning materials.

“I think what’s lacking are more facilities…” (KII, P3, lines 116-117)

“well-equipped labs with modern facilities and materials for hands-on” (KII, P1, Lines 19-20)

“I think it really needs more science laboratory facilities to accommodate all pupils…” (KII, P2, Lines 70-71)

These responses reflected strong parental awareness of the program’s requirements and willingness to support its implementation, provided the necessary resources are in place.

Parental support is crucial in successfully implementing the Special Science Elementary School (SSES) program, as it influences student engagement and overall effectiveness. Understanding the level of parental support is essential for identifying potential areas for improvement and strengthening community involvement. This section presents data on parental support for the SSES program, highlighting the varying levels of enthusiasm and commitment from parents in the school community.

Table 2. Parental Support for SSES Program.

Table 2 indicates parental support, where 89 parents, or 85% of the parents, strongly support the SSES program, indicating high confidence and enthusiasm for its implementation. The informants’ statements support this result.

            “Yes. These are for the learners themselves.” (KII, P1, Line 7)

            “Yes, for the improvement of the program” (KII, P3, Line105)

On the other hand, 13 parents or 12% moderately support the program, suggesting a more cautious but still positive stance. Meanwhile, three parents (3%) expressed support with reservations, highlighting some concerns or uncertainties regarding the program. The data shows strong parental backing for the program, though some parents remain unsure or have reservations.

The level of parental support for the Special Science Elementary School (SSES) program has been a vital factor in its successful implementation, as it directly impacts student motivation and participation (Alic, Jenko Miholic, & Kuna, 2023). Engaged parents often contribute not only through financial and material support but also by reinforcing the value of science education at home, which helps sustain students’ interest in STEM fields. It is necessary to understand the varied degrees of enthusiasm and commitment exhibited by parents in the school community to identify areas improvement, and promote participation in the community, particularly in good communication and promoting common goals in the home and school environments (Wang & He, 2022). In addition, as noted by Nadeem, Oroszlanyova, and Farag (2023), high level of parental engagement has been shown to increase students’ motivation, academic achievement, and overall success of special programs such as SSES. These findings indicate that active and persistent parental intervention is key to the program’s long-term viability.

Technical Study: Strategic Planning and Sustainability

The study found that the current resources at Dadiangas West Central Elementary School (DWCES) are insufficient to fully support implementing the Special Science Elementary School (SSES) program. The critical areas identified for improvement include updated learning materials, laboratory equipment, and teacher training. Teachers and parents consistently highlighted these resources as essential, indicating that addressing these gaps is crucial for the successful implementation and sustainability of the program.

The teacher informants echoed these findings:

“additional support should focus on specialized training and professional development, access to adapted curricular resources…” (KII, T1, Line 47)

“Teachers need advanced training in specific science disciplines relevant to SSES Curriculum, training on effective integration of technology.” (KII, T3, Lines 152-153)

“We need access to updated teaching guides, lab equipment and professional development.” (KII, T3, Lines 154-155).”

The research shows that DWCES is not adequately equipped to carry out the SSES program without the necessary resources such as new materials, laboratory equipment, and teachers training. These are areas need to be closed for the program to be effective, sustainable, and supported by the necessary stakeholders.

The finding that DWCES lacks sufficient resources for SSES implementation aligns with studies emphasizing the need for strong foundational support in specialized programs. Insufficient infrastructure and materials have been shown to undermine science education and student performance, which underscored that equipped learning spaces are necessary. Similarly, Wenzel (2022) underscored that the provision of teacher professional development and laboratory equipment is important not only for successful STEM education but also in developing innovation and critical thinking capabilities in students. The two studies together endorse the existing finding that it is necessary to resolve resource deficiencies to ensure long-term success, sustainability, and ability to meet its intended educational goals (Geissdoerfer et al., 2017).

Evaluation of Class Schedules

As the school explores the potential implementation of the Special Science Elementary School (SSES) program, one key consideration is the flexibility of the current class schedules. Adapting the timetable is essential to ensure learners are given ample time for in-depth science and math instruction. The school head shares insights on managing scheduling adjustments effectively in this regard.

“ By adjusting the current class schedule to integrate SSES classes is feasible with careful planning so we can provide more time for hands-on learning and enrichment activities and also with support from the division office, our existing scheduling system can be modified to accommodate these changes.”(KII, Lines 40-43)

The school head and teachers’ statements were aligned in affirming that the adjustment of the class schedule is feasible and essential for the successful implementation of the SSES program. Both parties emphasize that with proper planning and coordination, the schedule can be modified to allocate sufficient time for science and mathematics instruction without disrupting the continuity of other subject areas.

“I believe, hahaha, we can adjust the class schedule as long as it’s planned well. This will help us give more time for science and math without taking away from other subjects. “(KII, T5, Lines 274-275)

“I think changing the schedule is doable, especially if everyone works together. It can give students more time to enjoy hands-on learning and better understand their lessons.” (KII, T5, Lines 271-272)

Modifying the existing class schedule to accommodate the requirements of the SSES program is a viable undertaking, provided that a well-structured implementation plan supports it. With appropriate scheduling strategies—such as the adoption of block or modular periods—and institutional support from the Schools Division Office, the integration of specialized science and mathematics instruction can be achieved without compromising the core curriculum. These adjustments are essential to optimizing instructional time and enhancing the delivery of enriched learning experiences aligned with the objectives of the SSES program.

Adjusting the class to accommodate the inclusion of the SSES program is a feasible and strategic approach to enhancing the quality of science and mathematics instruction. Past research shows that flexible scheduling models, such as block or modular periods, can facilitate more and more concentrated learning experiences (Owusu-Boateng et al., 2023). Provided with strong institutional support from the Schools Division Office, these modifications can be seamlessly integrated into the existing structure without compromising the essential curriculum. This underscores the importance of planning and concurrent implementation to make improved learning opportunities effectively accessible to students in the SSES program.

Strategic Planning for Sustainability

This study proposed various strategic planning approaches to address the gaps and ensure the program’s sustainability:

Teacher Professional Development. Teachers strongly emphasized the need for a continuous professional development program for teachers to strengthen their knowledge and competencies.

“Sustaining and continually improving a SSES program necessitates a strategically approach that involves ongoing enhancements in teaching and learning, di ba?” (KII, T1, Lines 52-54)

“Teachers need enhanced training in specific science discipline relevant to SSES curriculum, training on effective integration of technology…” (KII, T3, Lines 125,152)

Learning Environment Improvement. The teachers emphasized the need to enhance the classrooms to be conducive to learning. As noted by one of the informants:

“Provision of conducive learning environment like classrooms, textbooks and digital resources” (KII, T2, Lines 93-94)

“We need more laboratory equipment, like microscopes and science kits, as well as digital resources to make learning more engaging and hands-on” (KII, T4, Lines 187-188)

Community and Parent Involvement. The school head, teachers, and parents agreed that fostering a strong partnership is vital for successfully implementing the SSES. The informants conveyed this:

“We see potential in partnering of course with the LGU, for infrastructure and funding support. We can also reach out to the Division Office, our supervisors for mentorship programs, additional laboratory equipment, and teachers training.” (KII, SH, Lines 32-33, 41-42)

“it requires a collaborative approach involving school administrator, teachers, and parents by working together, it can create a supportive environment that enables the program’s effectiveness” (KII, T1, Lines 159- 162)

“Collaborate with local businesses, foundations or alumni associations for financial support” (KII, T3, Lines 158-159)

“The parents can actively participate by attending PTA conferences, assisting teachers with activities and experiment projects. Attending science fairs and exhibitions” (KII, P3, Lines 36-38)

Financial resource mobilization. The school head stressed that the school can secure funding through grants and subsidies:

“We can seek support from local government units, as I said a while ago, partnerships with private sector organizations, and also, we can utilize some of the PTA subsidies.” (KII, Lines 32-37)

The findings of this study underscore that strategic planning is essential for the long-term sustainability of the Special Science Elementary School (SSES) program. Teachers, school administrators, and parents all identified several areas of priority, including continued professional development of teachers, enhanced learning environments, greater community involvement, and diversified mobilization of funding sources. These strategies reflect a proactive, concerted effort to address current weaknesses and lay the groundwork for a sustainable, high-quality SSES program. This suggests that sustainability does not hinge on infrastructure or budget but on a coordinated system of support that is built on capacity development, resource construction, and stakeholder involvement. Without strategic planning and community participation, even well-maintained education programs will fail to achieve their full potential.

These findings are consistent with several recent studies. Denessen et al. (2020) emphasized that sustained teacher training is critical to the success of science-focused programs, as it ensures instructional quality and relevance. Similarly, Hertz and Barrios (2020) identified the physical learning environment and access to laboratory tools as significant predictors of student performance in science. in addition, on community involvement, it is stressed the importance of school-community partnerships in building shared responsibility and resource-sharing models, while highlighted that collaboration with local government and private organizations enhances both funding stability and public trust. Collectively, these studies affirm that strategic, inclusive planning is foundational to sustaining specialized programs like SSES (Monahan et al., 2021).

Learning from International STEM Programs

Education and research in science, technology, engineering, and mathematics are widely acknowledged worldwide as essential for national growth, efficiency, financial viability, and societal well-being. Globally, an examination of models of effective STEM education reveals that South Korea, Japan, and China emerge as the leading examples in Asia. These countries have implemented programs prioritizing hands-on learning, critical thinking, and real-world problem-solving. In South Korea, according to Kim & Lee (2022), the government has integrated AI and coding education into primary and secondary curricula, fostering early exposure to advanced technologies. Furthermore, the country also emphasizes project-based STEM learning, encouraging students to collaborate on real-world challenges (Park et al., 2021). Similarly to Tanaka and Yamada (2023), Japan’s STEM approach emphasizes inquiry-based learning through initiatives such as the Super Science High Schools (SSH) program, which collaborates with universities and industries to foster innovation. In the interim, China has made substantial progress by incorporating AI and robotics into K–12 education through the “New Generation Artificial Intelligence Development Plan” (Zhou & Li, 2023). Additionally, Wang et al., (2022) stated that the country encourages STEM competitions, which foster cooperation and problem-solving abilities. Establishing SSES may present significant challenges; however, it is crucial to recognize that prioritizing teachers’ training is essential for overcoming these obstacles and ensuring successful implementation. Japan emphasizes teacher professional development, guaranteeing educators’ state-of-the-art pedagogical strategies (Saito & Fujita, 2020).

Another vital consideration is optimizing limited resources, a strategy effectively implemented in Singapore and China. These nations maximize laboratory space and leverage digital tools to enhance experiential learning, even in the face of constraints (Lim & Tan, 2022; Wang et al., 2023). The SSES program can effectively address infrastructure challenges by adopting similar cost-effective and resource-efficient strategies while providing high-quality, inquiry-driven science education. This study underscores the challenges and opportunities associated with implementing the SSES program at DWCES. Identified gaps include inadequate laboratory facilities, outdated learning materials, and insufficient teacher preparedness. Nevertheless, the strong collaborative commitment among school leaders, educators, and the community offers a solid foundation for progress. Research from Vietnam and Malaysia demonstrates that schools facing similar limitations can succeed through strategic partnerships, phased resource allocation, and continuous teacher professional development (Nguyen & Tran, 2022; Abdul Rahman et al., 2023). By leveraging these evidence-based strategies, DWCES can systematically address its needs and align the SSES program with global standards in STEM education.

Management Study: Risk Assessment and Mitigation Strategies

The feasibility study identified several key risks that could challenge the successful implementation of the SSES program at DWCES. These risks included insufficient lab facilities and equipment, inadequate STEM pedagogical training, misalignment with global STEM standards and budget constraints limiting program scalability. However, targeted mitigation strategies and the school’s existing partnerships demonstrated potential for overcoming these barriers. One major concern raised was the inadequacy of infrastructure, particularly the lack of sufficient laboratory facilities and modern equipment, which are essential for effective teaching and learning. The absence of well-equipped science laboratories limits students’ opportunities for hands-on experiments and practical application of theoretical concepts, which are crucial in developing critical thinking and problem-solving skills (Aljuhani, 2023). Without up-to-date tools, students are left to rely heavily on textbooks and lectures, reducing engagement and deep understanding of scientific principles. Teachers also expressed difficulty in demonstrating complex processes and conducting interactive lessons, which affects overall instructional quality. Moreover, the outdated or missing equipment hinders the school’s ability to align with the requirements of the current curriculum, especially in STEM-related subjects. This lack of facilities not only compromises the learning experience but may also discourage parents from enrolling their children in the program, fearing inadequate preparation for higher education or future careers in science and technology fields.

The school head emphasized during the Key Informants Interview (KII) that:

“Yes, there are several gaps we need to address. These include the need for more advanced laboratory equipment, updated ICT resources, and specialized instructional materials that align with SESS curriculum. Furthermore, our teachers would benefit from additional capacity-building in differentiated instruction, research-based science pedagogy, and integration of technology in STEM education. Infrastructure improvement and allocation of dedicated SSES classrooms are also areas that need attention.” (KII, Lines 14-20)

During the Key Informants Interview (KII), a teacher remarked:

“The biggest challenge is the lack of sufficient materials and equipment for experiment. Sometimes, it’s difficult to fully engage students in hands – on activities to limited resources”  (KII, T4, Lines 173-175)

Another teacher stated that:

“The school has no adequate resources like functional science laboratory, library, speech laboratory and ICT room”.(KII, T2, Lines 71-72)

During the Key Informants Interview (KII), a parent remarked:

 “I think it really needs more Science laboratory facilities to accommodate all pupils with a thousand of enrollees.

(KII, P2, Lines 70-71)

Another parent said that:

“In my opinion, the learning environment must have well-equipped laboratory with modern facilities and materials for hands-on. Access to computers, tablets and other digital to support them. “ (KII, P1, Lines19-20)

During the Focus Group Discussion (FGD), a learner remarked:

“I feel like, we don’t have enough resources in school because we have on laboratories and some of my classmates and other students don’t have science books, so they don’t understand the lesson very well.” (FGD, P1, Lines 53-55)

The gathered insights indicated that infrastructure inadequacy, particularly the absence of modern learning aids and well-equipped laboratories, impedes the successful implementation of STEM programs. Feedback from school administrator, teachers, parents, and students continually emphasizes the critical need for enhanced facilities, digital resources, and instructional materials that promote hands-on learning. Key impacts include reduced learning quality, insufficient instructional delivery, curriculum misalignment, weakened stakeholder confidence, and equality and access challenges. Addressing these physical gaps through strategic investment is critical to providing quality, equitable STEM education and gaining the trust and support of all stakeholders.

The second challenge involved inadequate STEM pedagogical training, which limited teachers’ ability to effectively deliver science, technology, engineering, and mathematics content using innovative and student-centered approaches. Many educators lacked exposure to current instructional strategies such as inquiry-based learning, problem-solving techniques, integration of real-world applications, and the use of technology tools that are essential in STEM education. This gap in professional development led to a reliance on traditional, lecture-based methods that often failed to engage students or foster critical thinking and creativity. Without sufficient training, teachers also struggled to differentiate instruction to meet diverse learner needs, further widening the achievement gap in STEM subjects. The lack of pedagogical readiness not only impacted classroom instruction but also hindered efforts to inspire students to pursue STEM-related careers.

During the Key Informants Interview (KII), a teacher (Grade 4) remarked:

“Teachers must be trained for the purpose of the program and    the learners must be screened thoroughly”. (KII, T2, Lines 64-65)

Another teacher stated that:

“Teachers’ training that focuses on pedagogy of higher thinking and critical thinking. (KII, T2, Line75)

Another teacher remarked that:

“One challenge is ensuring that all teachers are properly trained and equipped to handle the specialized science curriculum. This can be addressed through professional development and regular workshops to enhance teacher skills”. (KII, T4, Lines 202-204)

These insights collectively underscored a critical implication: the STEM program’s success is contingent upon the systematic and sustained development of teacher capacity. Teachers can provide standards-aligned, inclusive, and engaging instruction by investing in specialized training, seminars, and continuous professional learning opportunities. Therefore, the enhancement of pedagogical competence is not only a prerequisite for the efficacy of a program but also a driving force in the development of a new generation of students who are well-prepared for future STEM careers.

 The third challenge involved misalignment with global STEM standards, which hindered the ability of local education systems to equip students with the skills and knowledge necessary to thrive in a competitive, technology-driven world. This misalignment was evident in outdated curricula, insufficient emphasis on interdisciplinary learning, and a lack of focus on 21st-century competencies such as innovation, digital fluency, and systems thinking. As a result, students often fell behind in meeting the expectations set by international benchmarks and assessments. Additionally, teachers found it difficult to incorporate global best practices due to limited access to professional development, modern instructional resources, and collaborative networks that promote continuous learning and improvement in STEM education.

“Teachers need advanced training in specific science discipline relevant to SSES curriculum, training on effective integration of technology, access to high- quality materials aligned of the SSES Program’s goal, sufficient funding, adequate classroom space and administrative support including providing time for professional development.”  (KII, T3, Lines 152-155)

Another teacher (Grade 1) remarked that:

 “Specialized training and professional development, access to adapted curriculum resources, collaborative, planning and support networks, ongoing professional development opportunities”. (KII, T1, Lines 47-49)

 To effectively align with global STEM standards, it is imperative to invest in globally benchmarked instructional tools, enhance curricular frameworks system-wide, and develop the capacity of teachers. However, the establishment of professional learning communities and international partnerships that promote the implementation of innovative pedagogical strategies is equally critical.

 In ultimately, a strategic, long-term dedication to curricular innovation, teacher empowerment, and global engagement is necessary to bridge this gap, ensuring that the STEM program not only meets local educational requirements but also equips learners to succeed on the global stage.

 Budget constraints significantly limit the scalability of STEM programs, affecting schools, teachers, and parents in their ability to sustain the resources needed for students’ projects and learning activities. Schools often lacked adequate funding to expand STEM initiatives beyond pilot stages, while teachers faced difficulties securing materials, equipment, and training to implement hands-on, project-based learning. At the same time, parents, especially from low-income communities, were unable to provide financial support for project requirements, such as materials, research tools, or participation in science fairs and competitions. This financial strain made it challenging to maintain the continuity and impact of STEM education, ultimately affecting student engagement and learning outcomes.

The school head highlighted this concern:

 “Sustaining the program may pose challenges such as maintaining resources availability, ensuring consistent teacher training and balancing the academics load of students…as challenges in the program” (KII, Lines 62-67)

A teacher (Grade 1remarked:

 “Inadequate funding, insufficient teacher training, curriculum in flexibility,   resources limitations, student selection and retention, stakeholders  engagement” as challenges in maintaining SSES program.(KII,T1, Lines 34-35)

“For the schools challenges might be lack of funding for SSES activities, teachers’ training to handle SSES subject. For parents’ financial burden since SSES have more activities that need monetary support. (KII, P4, Lines 187-189)

 Another parent remarked:

 “I think the challenges that I might face in implementing the program is that, as a parent, the resources constraint, limited funding, inadequate facilities and insufficient equipment, and also time management. Parents also may face financial constraints.” (KII, P1, Lines 32-34)

 Budget constraints emerged as a critical barrier to the sustainability and scalability of STEM education. Stakeholders, including the school head, teachers, and parents—consistently emphasized the lack of funding as a key issue that limits program expansion, teacher training, resource availability, and parental support. This financial strain particularly affects low-income families and hinders equitable access to quality STEM learning. The insight underscores the urgent need for a sustainable financial framework through regular government funding, partnerships, and equity-driven policies. Without such support, the long-term success and impact of STEM programs remain at risk.

Mitigation Strategies

To address these risks, the study proposed several strategies

Advancing Scientific Infrastructure:

The school commits to systematically upgrading existing science laboratories and establishing new, state-of-the-art facilities to support practical learning. Collaborative agreements with NGOs, academic institutions, and private sector partners will be pursued to access shared laboratory resources and specialized equipment. In underserved areas, portable science kits and immersive digital laboratory platforms will be deployed to simulate authentic, hands-on scientific experiences.

Elevating Instructional Capacity:

To build a competent and innovative STEM educator, the school will implement structured, ongoing professional development programs. These will emphasize evidence-based pedagogies such as inquiry-driven learning, problem-based approaches, and seamless technology integration. Faculty learning communities, peer mentorship systems, and linkages with STEM-focused training institutions will ensure continuity, collaboration, and instructional excellence.

Global Curriculum Harmonization:

A comprehensive STEM curriculum framework will be crafted and continuously refined in alignment with international education standards and emerging scientific paradigms. Emphasis will be placed on interdisciplinary learning, systems thinking, and the development of core 21st-century competencies—including innovation, computational literacy, and collaborative problem-solving. Benchmarking exercises and curricular audits will be routinely conducted to ensure global relevance and competitiveness.

Sustaining Program Viability through Financial Diversification:

The school will employ a multifaceted resource mobilization strategy, targeting national education funds (e.g., DepEd innovation grants), LGU appropriations, corporate sponsorships, and partnerships with philanthropic organizations. In addition, cost-effective delivery models—such as blended learning, modularized instruction, and open educational resources—will be adopted to optimize expenditures. Community-driven fundraising campaigns and stakeholder engagement initiatives will further reinforce financial sustainability.

To ensure the effective and sustainable implementation of the program, it is vital to address potential risks through structured planning. The table below outlines the key issues highlighted in the feasibility study, the proposed mitigation strategies, the resources needed, and the stakeholders responsible. This approach supports timely, informed decision-making and promotes alignment between program execution and its intended outcomes.

Financial Study: Financial Projections and Cost- Benefit Analysis

This section presents the financial viability of establishing an SSES AT DWCES through detailed projections and a cost-benefit analysis. These frameworks estimate capital and operational expenditures necessary for the program’s initial implementation and long-term sustainability. Dadiangas West is a central public school; it receives a substantial allocation of the Maintenance and Other Operating Expenses (MOOE) budget. This allocation is determined by DepEd’s funding formula, which considers key indicators such as enrollment, number of teaching personnel, and classroom count.

In addition to MOOE, one of the school’s supplementary sources of funding is the Parent-Teacher Association (PTA) subsidy provided through the support of the Local Government Unit (LGU), which further aids in sustaining school operations and development initiatives.

Budget of the Program

Table 6. Proposed Budget Allocation Matrix for Establishment and Costs of the SSES Program at DWCES

Table 6 shows the proposed budget allocation matrix for the establishment and costs of SSES. The financial requirement for the initial establishment of the Special Science Elementary School (SSES) Program at Dadiangas West Central Elementary School (DWCES) is estimated at ₱2,350,000. This projection covers key components for developing a science-oriented curriculum, enhancing instructional delivery, and fostering an environment conducive to innovative learning. The science laboratory setup accounts for the largest share of the proposed budget, with an allocation of ₱1,000,000. This amount will cover the procurement of essential equipment, laboratory tables and chairs, and standard safety gear. As the cornerstone of experiential learning in the sciences, the laboratory will facilitate hands-on experiments and scientific inquiry among learners. To strengthen digital integration and 21st-century skills, ₱500,000 is allocated for ICT equipment and internet access. This allocation includes computers, printers, routers, and licensed educational software to support classroom instruction and research-based learning. The provision of learning resource materials such as science books, printed modules, and STEM activity kits is estimated at ₱300,000. These instructional materials will support curriculum delivery and supplement laboratory activities. A key focus of the financial plan is the professional development of teachers, for which ₱300,000 has been earmarked. The budget will cover seminars, workshops, and benchmarking activities.

Operational expenses, including maintenance and utilities, are projected at ₱150,000. It ensures the consistent availability of basic services such as electricity, water, and internet. Lastly, a budget of ₱100,000 is allocated for STEM-related competitions and activities, including science and technology fairs, robotics events, and innovation expos at the school, district, and division levels. These co-curricular initiatives promote creativity, critical thinking, and collaboration among students.

FUNDING SOURCES

To support implementing the Special Science Elementary School (SSES) Program at DWCES, maximize available and supplementary funding sources to ensure operational efficiency and program sustainability. While regular school operations were primarily funded through the existing MOOE allocation, additional financial resources are explicitly mobilized to meet the various requirements of the SSES initiative. In addition, the school also receives supplementary funding through the Parent-Teacher Association (PTA) subsidy, which is facilitated by the Local Government Unit (LGU). These funds are instrumental in supporting co-curricular activities, facility enhancement, and other school-based projects that align with the objectives of the SSES program. Moreover, DWCES actively seeks support from parents, other government agencies, and partner offices, which may assist in the form of grants, donations, or targeted educational funds. Equally significant is the engagement of private sector stakeholders, including local businesses, non-government organizations, and alumni networks. These stakeholders contribute through sponsorships, resource sharing, and capacity-building initiatives that enrich the SSES implementation. By leveraging a multi-source funding framework, the school strengthens its ability to implement a high-quality, innovative science education program that supports student achievement and promotes long-term institutional development.

Cost-Benefit Analysis

The overall estimated cost of setting up the Special Science Elementary School (SSES) Program is ₱2,350,000.00, which is detailed in the budget of the program. The funds are allocated for infrastructure enhancements, science equipment, teaching materials, and teacher training. Although the financial investment is significant, it is worthwhile for academic excellence, 21st-century skill acquisition, and workforce preparedness for the future. The long-term educational and societal returns are manifold compared to the initial investment. To ensure financial sustainability, the study also explores potential funding sources, including government grants such as DepEd and DOST, local Special Education Fund (SEF), partnerships with science-based organizations, corporate CSR programs, and PTA-led initiatives.

“ students can adapt to the fast – faced kind of learning. in which they can bring to the next journey that they’ll face. students are already equipped w ith skills that they can use along the way.” (KII, P1, Lines 130-131)

“SSES program can have numerous long-term benefits for learners such as academic-benefits, career benefits, personal benefits and societal benefits.” (KII, P1, Lines 28-29)

The cost of establishing the SSES Program at Dadiangas West Central Elementary School can be justified by numerous studies highlighting the long-term returns of investing in quality science education. According to a study on “Ensuring Quality Science Education for Sustainable National Development”, strategic investments in specialized programs have an important impact on improving student outcomes in science and mathematics that contribute to the development of critical thinking and problem-solving skills (Maryanti et. Al, 2022). Likewise, Guo, Saab, Post, and Admiraal (2020) emphasized that initiatives promoting 21st-century skills have lasting impacts on both learner achievement and national competitiveness. In terms of sustainability, Farini (2023) found that multi-sectoral collaboration—including government, parent associations, and private stakeholders—plays a vital role in maintaining educational programs beyond their initial implementation phase. These studies affirm that the financial commitment to the SSES program is not merely a cost but a forward-looking investment in both human capital and community development.

Socio-Economic Study: Ethical and Socio-Cultural Considerations in Educational Projects

Establishing SSES provides substantial advantages in academic achievement, educator advancement, and community involvement; nevertheless, it poses issues concerning resources, equity, and sustainability. Rigorous planning, strong partnerships, and continuous assessment are crucial to enhance the program’s efficacy and mitigate its drawbacks. The program targets the deficiency in STEM education in Barangay West and the General Santos City Division. By adopting new and research-based learning methodologies, the program intends to improve the caliber of science and mathematics instruction at the elementary level. This path is linked with the community’s goals for excellent educational performance and long-term economic development. Furthermore, parents strongly supported the initiative, emphasizing its significance and potential impact on their children’s future and the community.

“ students can adapt to the fast – faced kind of learning. in which they can bring to the next journey that they’ll face. students are already equipped with skills that they can use along the way.” (KII, P1, Lines 130-131)

“SSES program can have numerous long-term benefits for learners such as academic-benefits, career benefits, personal benefits and societal benefits.” (KII, P1, Lines 28-29)

While the program has gotten immense support from parents, stakeholders, and the school, it is vital to highlight that potential problems may arise during its implementation. The adoption of research-based learning methodologies in the SSES program strategically enhances science and mathematics instruction at the elementary level. This aligns with Ansong et al. (2020), who found that evidence-based strategies boost STEM performance and link innovative pedagogy to long-term community and economic development. Strong parental support in this study echoes on Hovenga et al. (2022) view that family involvement is key to sustaining educational initiatives. These findings affirm that progressive teaching methods are both an academic necessity and a community investment.

Ethical and Socio-Cultural Strategies

The planned establishment of a Special Science Elementary School (SSES) considers various ethical and socio-cultural concerns to guarantee that the effort is inclusive, courteous, and sensitive to the local community’s needs. Thus, to address these issues, this study proposed the following strategies:

Accessibility. 

To provide equal access to quality special science education, particularly to learners from varied socio-economic circumstances. Through developing admission policies that avoid prejudice and assuring accommodations for learners with special needs, indigenous backgrounds, and/or underprivileged.

Cultural Awareness and Relevance

Integrating local values, traditions, and languages will develop a sense of identification and respect among learners. Teaching methodologies and resources will be designed to reflect and support the locality’s cultural diversity while encouraging national and global scientific literacy.

Community involvement

The involvement of parents, community leaders, and private and public stakeholders in the planning and implementation process of SSES will help tailor contextually relevant and socially accepted programs.

Standardized Selection Criteria

The admission procedure for the SSES is based on uniform and well-defined criteria that encourage fairness, diversity, and academic potential. The school may develop standardized assessment tools aligned with the program’s academic goals. Establish clear criteria and rubrics for evaluating applicants.

Fostering Broader Participation.

Increase the impact of the SSES by establishing opportunities for learners from various backgrounds to engage in science-related activities. The aim is to guarantee that every student can participate in science education in relevant and various manners, establishing a sense of community and collective learning.

Teacher Support and Professional Development

Empowering teachers by continuing training, mentoring, and a supportive teaching atmosphere guarantees that the teachers are well-equipped, motivated, and aligned with the values and vision of the SSES.

The socio-economic study underscores the strong relevance and timeliness of establishing a SSES in Barangay Dadiangas West. The proposed initiative addresses the community’s aspirations for inclusive and quality science education while recognizing its learners’ diverse cultural and economic contexts. The project aims to promote social inclusivity and educational fairness through equitable access, culturally responsive teaching, and ethical implementation practices—such as standardized selection criteria and community engagement. Economically, the SSES can potentially empower learners with scientific literacy and skills that contribute to their long-term productivity and upward mobility, ultimately supporting the broader development goals of the community. The strategies identified in this study reflect a commitment not only to academic excellence but also to social responsibility, teacher empowerment, and community-building—key pillars for the sustainable success of the program.

On the Decision to Implement the Proposed Special Science Program

Following the feasibility study results, establishing the proposed SSES in Barangay Dadiangas West, General Santos City, is deemed viable and appropriate. Analyzing institutional capacity, community support, socio-economic conditions, and ethical and socio-cultural considerations confirms that the program aligns with local educational needs and national development priorities. Stakeholder consultations, including interviews with parents and community members, indicate a strong demand for enhanced access to quality science education at the elementary level. The availability of administrative and instructional resources, supported by the school’s commitment to inclusive policies and professional development for teachers, further strengthens the program’s readiness for implementation. The SSES initiative promotes equity, scientific literacy, and social responsiveness. The program is positioned to deliver sustainable educational outcomes with a structured approach to admissions, a culturally relevant curriculum, and support mechanisms for teachers and learners alike. Therefore, the decision to proceed with its implementation is strongly supported by evidence and aligned with strategic educational objectives.

CONCLUSIONS AND RECOMMENDATIONS

Conclusions

The feasibility study aimed to evaluate the potential establishment of the Special Science for Elementary and School Program at Dadiangas West Central Elementary School. Based on the quantitative and qualitative data gathered, the following conclusions were drawn:

On the Market Study: Educational and Market Analysis 

Survey results indicated a high level of interest in the proposed Special Science Elementary School (SSES) program, with 83% of respondents from Fast Learner sections expressing intent to enroll. Parental feedback also reflected strong support, citing alignment with long-term academic and career goals in STEM-related fields. These findings established an apparent demand for the program and supported its relevance and timeliness in the current educational landscape.

On the Technical Study: Planning and Sustainability

Data analysis identified deficiencies in some key resources, including outdated instructional materials, inadequate laboratory equipment, and insufficient teacher training. However, these gaps can be mitigated through targeted interventions. School administrator has indicated readiness to implement schedule adjustments and adopt a phased approach to infrastructure development to facilitate the program’s effective rollout.

On the Management Study: Risk Assessment and Mitigation Strategies

Based on the gathered data, the study revealed substantial interest in the proposed Special Science Elementary School (SSES) program, with 83% of students expressing a desire to enroll, particularly in science-related subjects, which indicates an apparent demand for the program and suggests that it would effectively enhance learners’ academic growth. Furthermore, 85% of parents strongly supported the program, underscoring its alignment with their aspirations for their children’s development, particularly in the STEM fields.

However, despite this intense interest, the study highlighted concerns regarding the school’s current resources, as teachers and parents indicated that the existing facilities, laboratory equipment, and teacher training are insufficient to support the program’s implementation fully. These findings suggested that while significant enthusiasm existed for the SSES program, addressing the resource gaps is critical for its success.

On the Financial Study: Financial Projections and Cost-Benefit Analysis

The financial analysis indicated that the program was feasible, with funding sources identified from the school’s Maintenance and Other Operating Expenses (MOOE), Department of Education (DepEd) grants, and prospective external partnerships. Initial expenditures included the procurement of laboratory equipment and the implementation of teacher training programs. These capital and operational costs were justifiable based on projected long-term returns, including improved student performance in STEM subjects and enhanced community engagement.

Socio-Economic Study: Ethical and Socio-Cultural Considerations in Educational Projects

Based on the collected data, the study highlighted the program’s potential to bridge socio-economic gaps by ensuring inclusive access to quality STEM education and encouraging active community participation. It promoted broader engagement through strategies that prioritized equal opportunities and collaborative efforts. Ethical concerns, including cultural sensitivity and fairness in the selection process, were addressed through suggested approaches to involve the community and uphold transparent standards meaningfully.

The results demonstrated that the suggested SSES program is a viable, sustainable, and significant endeavor that corresponds with the school’s goals and community desires. The implementation was expected to enhance STEM education and cultivate learners prepared for the future.

Recommendation

In light with the conclusions, the following recommendations are made.

To preserve enrollment interest, the school should ensure continuous interaction with parents through clear information about curriculum advantages and student performance.

To ensure effective resource utilization, a phased method of infrastructure development while gradually building the required learning environment is essential. Immediate procurement of updated learning resources and science equipment is essential through fund allocations and collaboration with public and private institutions. In addition, a specialized professional development program for teachers is needed to address the gaps in teacher preparedness.

To enable effective monitoring of the progress of the program, a detailed evaluation system should be established. The system will constantly evaluate performance measurements such as learners’ academic success, teacher proficiency, and facility suitability. These evaluations will guide continuous program modification to ensure consistency with DepEd’s objectives.

To ensure financial sustainability, a diversified funding strategy that seeks DepEd’s special science school grants and corporate sponsorships for laboratory equipment and scholarships is recommended. Furthermore, the school optimizes Maintenance and Other Operating Expenses (MOOE), and leverages identified funding sources such as Department of Education (DepEd) grants, PTA subsidies under the local Government, and potential external partnerships. Budget allocation should be aligned with the phased implementation plan, prioritizing essential capital outlay and training costs. Formal engagement with private sector partners, alumni, and non-governmental organizations (NGOs) is advised to supplement financial and material needs to ensure long-term sustainability.

To develop a risk management plan focused on strengthened partnerships, proactive resource mobilization, and continuous stakeholder engagement, which will drive the program’s success and ensure that students gain meaningful access to globally aligned STEM education.

To implement inclusive and open admission policies to provide equitable access to the program. Engage the community in formulating policies to enhance cultural sensitivity and maintain ethical standards. Moreover, design a culturally relevant curriculum that integrates local context and values to ensure that learning remains meaningful and responsive to the community’s needs.

Table 7. Proposed Action Plan for the Establishment of SSES Program.

The feasibility study confirms that implementing the Special Science Elementary School (SSES) program at Dadiangas West Central Elementary School is viable and responds to identified educational needs. The SSES initiatives responds to existing learning gaps in STEM education by enhancing scientific and mathematics teaching, promoting thinking critically, and developing inclusive, culturally relevant learning environments. Additionally, its implementation aligns with national educational goals and represents notable improvement in the development of primary STEM skills among elementary learners.

Approval Sheet

This feasibility study entitled “A FEASIBILITY STUDY ON ESTABLISHING SPECIAL SCIENCE ELEMENTARY SCHOOL (SSES) PROGRAM AT DADIANGAS WEST CENTRAL ELEMENTARY SCHOOL,” in partial fulfilment of the requirements for the subject EDUC – 310 Project Feasibility Design has been examined and is hereby recommended for acceptance and approval for oral examination.

 JOHN MICHAEL P. CASTINO, DM

Adviser

PANEL OF EXAMINERS

DIANE MAE P. ULANDAY – LOZANO, EdD

Chairperson

CHARLIE S. TACLENDO, PhD                 JOHN MICHAEL P. CASTINO, DM

Member                                                                      Member

ACCEPTED and APPROVED in partial fulfilment for the requirements for the subject EDUC 310 Educational Project Feasibility Design

DIANE MAE P. ULANDAY – LOZANO, EdD

Dean

ACKNOWLEDGMENT

This feasibility study would not have been made into fruition without the assistance and efforts of several individuals and organizations. First and foremost, the researchers would like to express their heartfelt thanks to their professor, John Michael P. Castino, DM, LPT, for his guidance during the writing of this project. His expertise, constructive comments, and encouragement had contributed to the refinement of their work and the fulfillment of their research objectives. His commitment to fostering academic greatness has encouraged them to meet for the exacting standards. They are grateful for the information and mentorship he has provided them with.To the faculty and staff, parents, and students of Dadiangas West Central Elementary School spearheaded by Ma. Rowena R. Cabreros. Their insights, experiences, and feedback were critical in shaping the findings and ensuring the study’s success. Their participation and openness not only increased the depth of this study, but also proved their commitment to supporting activities aimed at improving the educational scene.To their family and loved ones, they appreciate their steadfast support, motivation, and understanding during their journey. Finally, they thank Almighty God for divine direction, knowledge, and strength that has inspired them to complete this effort. He provided them with discernment to overcome the drawbacks and setbacks encountered in process of conducting and writing this study.       .

Dedication

This work is lovingly dedicated to Our Almighty God My family, Friends, Fellow teachers and learners.

REFERENCES

1. AlJuhani, E. A. (2024). Rethinking the education of multilingual learners: A critical analysis of theoretical concepts [Review of the book Rethinking the education of multilingual learners: A critical analysis of theoretical concepts, by J. Cummins]. Multilingual Matters.
2. Ansong, D., Okumu, M., Albritton, T. J., Blahnik, E. P., & Small, E. (2020). The role of social support and psychological well-being in STEM performance trends across gender and locality: Evidence from Ghana. Child Indicators Research, 13(5), 1655-1673.
3. Cantero, K. K. D., Cotoner, B. M., & Castino, D. J. M. P. (2024). Feasibility study on launching Special Science for Elementary School Program at HN Cahilsot Central Elementary School. International Journal of Research and Innovation in Social Science, 8(12), 2182–2211.
4. de Cordoba Farini, C. F. (2023). How can we improve and facilitate multi sectoral collaboration in warning and response systems for infectious diseases and natural hazards to account for their drivers, interdependencies and cascading impacts. Research Directions: One Health, 1, e11.
5. De la Cruz, R. J. (2024). Extent of implementation of Special Science Curriculum in public secondary schools in the Division of Rizal. Universitas Pendidikan Indonesia in collaboration with the Indonesian Society of Science Educators. http://www.upi.edu
6. Denessen, E. J. P. G., Bakker, J. T. A., Kloppenburg, H. L., & Kerkhof, M. (2010). Teacher-parent partnerships: Preservice teacher competences and attitudes during teacher training in the Netherlands.
7. Department of Education. (2019). Policy guidelines on the K to 12 Basic Education Program (DepEd Order No. 21, s. 2019). Department of Education. https://www.deped.gov.ph/2019/08/22/august-22-2019-do-021-s-2019-policy-guidelines-on-the-k-to-12-basic-education-program/\
8. Department of Education. (2011). Policy guidelines in the implementation of the Special Science Elementary Schools (SSES) Project (DepEd Order No. 57, s. 2011). Department of Education. https://www.deped.gov.ph/2011/07/20/do-57-s-2011-policy-guidelines-in-the-implementation-of-the-special-science-elementary-schools-sses-project/
9. Duterte, J. P. (2024). Technology-enhanced learning environments: Improving engagement and learning. International Journal of Research and Innovation in Social Science, 8(10), 1305–1314. https://doi.org/10.47772/ijriss.2024.8100111
10. Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11
11. Geissdoerfer, M., Savaget, P., Bocken, N. M., & Hultink, E. J. (2017). The
12. Circular Economy–A new sustainability paradigm. Journal of cleaner production, 143, 757-768.
13. Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based
14. learning in higher education: Student outcomes and measures. International journal of educational research, 102, 101586.
15. Hertz, M. F., & Barrios, L. C. (2021). Adolescent mental health, COVID-19, and
16. the value of school-community partnerships. Injury Prevention, 27(1), 85-86.
17. Hernias, J. S., & Guntalidad, J. A. A. (2024). Project-based learning approach on content mastery and cognitive skills: A pedagogical model for senior high school biology students
18. Sapienza: International Journal of Interdisciplinary Studies, 5(2), e24034. https://doi.org/10.51798/sijis.v5i2.763
19. Hovenga, N., Landeweer, E., Zuidema, S., & Leget, C. (2022). Family involvement in nursing homes: an interpretative synthesis of literature. Nursing Ethics, 29(6), 1530-1544.
20. Hu, X., Fang, Y., & Liang, Y. (2024). Roles and effect of digital technology on young children’s STEM education: A scoping review of empirical studies. Education Sciences, 14(4), 357. https://doi.org/10.3390/educsci14040357
21. Jamer, F., & Anabo, R. (2023). Add-on subjects in Science Special Program Science, Technology, Engineering (STE): Its impact in choosing a career in STEM. Zenodo. https://doi.org/10.5281/zenodo.10453900
22. Jones, M., Geiger, V., Falloon, G., Fraser, S., Beswick, K., Holland-Twining,
23. , & Hatisaru, V. (2024). Learning contexts and visions for STEM in schools. International Journal of Science Education, 47(3), 337–357. https://doi.org/10.1080/09500693.2024.2323032
24. Maryanti, R. I. N. A., Rahayu, N. I., Muktiarni, M., Al Husaeni, D. F., Hufad, A. C. H. M. A. D., Sunardi, S., & Nandiyanto, A. B. D. (2022). Sustainable development goals (SDGs) in science education: Definition, literature review, and bibliometric analysis. Journal of Engineering Science and Technology, 17, 161-181.
25. Monahan, J., Ackles, L., Edwards, A. D., Freedman, B., Withers Lubbers, P.,
26. Sanders Gardner, S., … & Thierfeld Brown, J. (2021). Autistic college students and COVID-19: anxiety, support needs and responses by specialized programs. Developmental Disabilities Network Journal, 1(2), 11.
27. Nadeem, M., Oroszlanyova, M., & Farag, W. (2023). Effect of digital game based learning on student engagement and motivation. Computers, 12(9), 177.
28. Organization for Economic Co-operation and Development. (2019). PISA 2018 results (Volume 1). https://www.oecd.org/en/publications/2019/12/pisa-2018-results-volume-i_947e3529.html
29. Organization for Economic Co-operation and Development. (2024). PISA 2022 results (Volume I and II) – Country notes: Philippines. https://www.oecd.org/en/publications/pisa-2022 results-volume-i-and-ii-country-notes_ed6fbcc5-en/philippines_a0882a2d-en.html
30. Owusu-Boateng, O., Yidana, I., Salifu, A. S., Benuwa, B. B., Emmideme, G. N., Abdul-Mumin, K., & Yussif, B. K. (2023). College Tutors’ Barriers and Challenges with their usage of Online Instructional Delivery Resources during Covid-19 Pandemic, Ghana. Journal of Digital Learning and Distance Education, 2(2), 462-475.
31. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42, 533–544.
32. Prado, G., & Sabas, H. (2023). Implementation of Special Science Elementary School Curriculum as Correlate of School Performance and Instructional Leadership: Basis for Continuous Improvement Plan. Psychology and Education: A Multidisciplinary Journal, 13(6), 1-1.
33. Purnadewi, G. A. A., Arnawa, N., & Tatminingsih, S. (2023). The influence of school culture, learning interest, and learning motivation on science learning outcomes. Indonesian Journal of Educational Development (IJED), 4(2), 126-138.
34. Region DepEd Memorandum (2023). Region Memorandum CLMD -2023-112. List of Special Science Elementary Schools (SSES), Science Technology, and Engineering (STE) program and regional science high school (RSHS) in Region XII
35. Republic of the Philippines. (2001). Republic Act No. 9155: An act instituting a framework of governance for basic education, establishing authority and accountability, renaming the Department of Education, Culture and Sports as the Department of Education, and for other purposes. Official Gazette. https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/
36. Republic of the Philippines. (2013). Republic Act No. 10533: Enhanced Basic Education Act. Official Gazette. https://www.refworld.org/legal/legislation/natlegbod/2013/en/147433
37. Sharma, G., & Pattanayak, B. (2022). A Study on Effectiveness of Smart Classrooms through Statistical Analysis.
38. Wang, X., & He, Y. (2022). School EFL teachers’ research identity construction in the Chinese university–school community. Frontiers in Psychology, 13, 897425.
39. Wenzel, M., Danner-Schröder, A., & Spee, A. P. (2021). Dynamic capabilities? Unleashing their dynamics through a practice perspective on organizational routines. Journal of Management Inquiry, 30(4), 395-406.
40. Yu, M., Zhan, Z., Lin, Z., Feng, Y., Chen, Z., & Li, Q. (2022, October). The design and application of C-STEAM instructional resources based on Unity 3D blending physical and virtual manipulatives. In Proceedings of the 14th international conference on education technology and computers (pp. 150-157).

APPENDIX A

LETTER- REQUEST TO THE SCHOOLS DIVISION SUPERNTENDENT

ANNEX B

SURVEY QUESTIONNAIERS

SURVEY QUESTIONNAIRE FOR TEACHERS AND PARENTS

Survey Questionnaire for the Feasibility Study on Establishing a SSES Program

 Dear Respondent,

            This study aims to assess the feasibility of establishing a SSES Program for the Grades 1 to 6 at Dadiangas West Central Elementary School. The feedback gathered from you will help identify the demand, readiness, and availability of resources of the school to implement this program.

            By filling out this survey, you consent to participate in this study. Your responses will be kept confidential, and your identity will not be disclosed. You may withdraw from the study at any time without any consequences.

   Name: (Optional)__________________________________________________

 Instructions:  Read each question carefully and provide your response. For multiple-choice questions, mark your answer(s) by placing a checkmark (✔) or an “X” in the box [ ]. For open-ended questions, write your answer in the space provided.

Section 1: Demographic Information

Age:

[ ] Below 25                [ ] 36-45

[ ] 25-35                      [ ] Above 45

Gender:

[ ] Male                       [ ] Female

Position:

[ ] Teacher                   [ ] Parent/Guardian

Educational Background:

[ ] High School Graduate       [ ] Postgraduate

[ ] College Graduate               [ ] Other (Please specify): __________

Affiliation with DWCES:

[ ] Current Teacher                 [ ] Parent of a Student

[ ] Other (Please specify): __________

Section 2: Awareness and Perceptions

Are you aware of any existing SSES Programs in elementary schools?

[ ] Yes                         [ ] No

Do you think a SSES Program will benefit academically advanced students at DWCES?

[ ] Strongly Agree

[ ] Agree

[ ] Neutral

[ ] Disagree

[ ] Strongly Disagree

In your opinion, which specific skills should a SSES Program focus on? (Select all that apply)

[ ] Critical Thinking

[ ] Problem-Solving

[ ] Technological Proficiency

[ ] Innovation and Creativity

[ ] Other (Please specify): __________

How important is it to introduce a SSES Program for improving the school’s academic standing?

[ ] Very Important

[ ] Important

[ ] Neutral

[ ] Not Important

Section 3: Needs Assessment

Do you believe the school currently has adequate resources to support a SSES Program?

[ ] Yes             [ ] No               [ ] Not Sure

What additional resources or support do you think are necessary for the program’s success? (Select all that apply)

[ ] Laboratory Equipment

[ ] Training for Teachers

[ ] Access to Technology (e.g., Computers, Internet)

[ ] Update learning materials

[ ] Additional Funding

[ ] Other (Please specify): __________

Are you willing to support additional contributions (e.g., fees, fundraising) for the program?

[ ] Yes             [ ] No               [ ] Not Sure

Section 4: Benefits and Challenges

What benefits do you foresee if a SSES Program is implemented? (Select all that apply)

[ ] Improved Student Learning Outcomes

[ ] Enhanced Reputation of the School

[ ] Better Preparation for STEM Careers

[ ] Increased Enrollment

[ ] Other (Please specify): __________

What challenges do you think might arise from implementing this program? (Select all that apply)

[ ] Lack of Funding

[ ] Resistance to Change

[ ] Insufficient Teacher Training

[ ] Inadequate Facilities

[ ] Other (Please specify): __________

Section 5: Recommendations and Suggestions

Would you enroll your child (or recommend enrollment) in the SSES Program if it is offered?

[ ] Yes             [ ] No               [ ] Not Sure

What specific topics or areas should be included in the SSES curriculum?

____________________________________________________________________________________________________________________________________

What other programs or initiatives do you think would benefit DWCES?

____________________________________________________________________________________________________________________________________

Do you have any additional comments or suggestions about implementing a SSES Program?

__________________________________________________________________

(Note: Adapted from the study of Cantero et al., 2024)

SURVEY QUESTIONNAIRE FOR LEARNERS

Survey Questionnaire for The Feasibility Study on Implementing A SSES Program

Name:(Optional_______________________________________________

Dear Respondent,

This study aims to assess the feasibility of implementing a SSES program for the Grades 1 to 6 at Dadiangas West Central Elementary School. The feedback gathered from you will help identify the resources, challenges, and readiness of the school to implement this program.

By filling out this survey, you consent to participate in this study. Your responses will be kept confidential, and your identity will not be disclosed. You may withdraw from the study at any time without any consequences.

Section 1: Demographic Information

Grade Level:

[ ] Grade 1                   [ ] Grade 2       [ ] Grade 3

 [ ] Grade 4                  [ ] Grade 5      [ ] Grade 6

Gender:

[ ] Male           [ ] Female

Section 2: Interest in Science

Do you enjoy learning science at school?

[ ] Yes, very much

[ ] Yes, sometimes

[ ] No, not really

[ ] No, not at all

What topics in science interest you the most? (Select all that apply)

[ ] Animals and Plants

[ ] Earth and Space

[ ] Technology and Inventions

[ ] Experiments and Problem-Solving

[ ] Other (Please specify): __________

How often do you participate in science-related activities (e.g., experiments, science fairs)?

[ ] Very Often

[ ] Sometimes

[ ] Rarely

[ ] Never

Section 3: Awareness and Perceptions

Have you heard about SSES programs in other schools?

[ ] Yes                         [ ] No

Would you like to join a program that focuses on learning more about science and doing experiments?

[ ] Yes                         [ ] No               [ ] Not Sure

Why would you like to join (or not join) a SSES Program?

What do you think makes science exciting or difficult to learn?

Section 4: Needs and Expectations

What would you like to learn in a SSES Program? (Select all that apply)

[ ] How to conduct experiments

[ ] How to solve real-world problems

[ ] How to use technology for learning

[ ] How to think like a scientist

[ ] Other (Please specify): __________

What activities would make science learning more fun for you? (Select all that apply)

[ ] Doing experiments in a lab

[ ] Using computers and technology

[ ] Visiting science museums or nature parks

[ ] Competing in science contests

[ ] Other (Please specify): __________

Section 5: Feedback and Suggestions

Do you think a SSES Program will help you prepare for your future goals?

[ ] Yes, very much

[ ] Yes, somewhat

[ ] No, not really

[ ] No, not at all

What other programs or activities would you like your school to offer?

Do you have any suggestions for making science lessons more enjoyable?

(Note: Adapted from the study of Cantero and Cotoner, 2024)

ANNEX C

INTERVIEW GUIDE QUESTIONS

Introduction

1. Greeting: “Good morning/afternoon, my name is (name). I am thankful for your time to participate in this interview. I am conducting a feasibility study on the establishing Special Science for Elementary School (SSES) program at Dadiangas West Central Elementary School. The purpose of this interview is to gather your insights on the school’s readiness, capacity, and support for the program.”
2. Confidentiality Statement: “Please be assured that your responses will remain confidential and will be used solely for the purpose of this study. You may decline to answer any question or withdraw at any time.”
3. Consent Confirmation: “Do you consent to participate in this interview?”

Interview Questions

For the School Head

1. Capacity Assessment:
   • What are the current resources available to support a SSES program (e.g., laboratories, instructional materials, teacher expertise)?
   • Are there any notable gaps in resources that need to be addressed before the program can be implemented?
2. Support and Collaboration:
   • How do you perceive the school’s ability to adapt its current structure to accommodate the program?
   • Are there opportunities for partnerships or external support to address potential challenges (e.g., partnerships with other schools, NGOs, or local government units)?
3. Schedule Flexibility:
   • How feasible is it to adjust the current class schedules to integrate SSES classes?
   • What strategies could be employed to manage these adjustments?
4. Long-term Vision:
   • What is your long-term vision for the SSES program at this school?
   • What challenges do you foresee in sustaining the program, and how can these be mitigated?

For Teachers

1. Current Teaching Experience:
   • How do you currently integrate science concepts into your lessons for the Fast Learner sections?
   • What challenges do you face in teaching science, particularly regarding practical and hands-on activities?
2. Training and Development:
   • Have you received any specialized training in teaching science? If not, what type of training do you think would benefit you most?
   • Do you feel confident in your ability to deliver specialized science lessons for the SSES program? Why or why not?
3. Resource Assessment:
   • What additional resources (e.g., laboratory equipment, instructional materials) do you think are necessary to support the program?
   • Are there specific resources or tools you lack that limit your ability to conduct science experiments or hands-on learning activities?
4. Support for the Program:
   • How do you perceive the value of the SSES program for your students?
   • What challenges do you foresee in implementing the program, and how can these be addressed?
5. Class Schedules:
   • How do you think the current class schedules could be adjusted to accommodate the SSES curriculum?
   • What concerns, if any, do you have about balancing the SSES program with other subjects?
6. Long-term Sustainability:
   • What do you think would be necessary to sustain the SSES program in the long term (e.g., ongoing training, resource upgrades)?
   • How do you see your role in ensuring the program’s success?

For Parents:

1. Awareness and Perception

• Have you heard of SSES? What do you know about it?
• Do you believe your child would benefit from an SSES Program? Why or why not?
• What aspects of an SSES Program interest you the most?

2. Needs assessment

• Do you think the school currently has enough resources and facilities to implement an SSES Program? If not, what do you think is lacking?
• In your opinion, what type of learning environment would be ideal for an SSES Program to succeed?
• Are yo willing to support additional fundraising, contributions, or efforts to help sustain the program? why r why not?

3. Benefits and Challenges

• What long-term benefits do you see for students if the school adopts an SSES Program?
• What challenges do you think the school or parents might face in implementing the program?
• How can parents actively participate in making the SSES Program success?

4. Recommendations and Suggestions

• What specific subjects, skills, or extracurricular activities do you think should be included in the SSES curriculum?
• If you could make one suggestion to ensure the success of the program, what would it be?

Learners Focus Group Discussion (FGD) Guide

Part 1: General Perceptions of SSES Program

1. Do you enjoy learning Science at school? Why or why not?
2. What topics in Science interest you the most? (e.g., experiments, animals, space, technology)
3. Are there Science-related activities or lessons you wish you could do more of in class?

Part 2: Awareness and Expectations for the SSES Program

1. Have you heard about SSES programs in other schools? If yes, what do you think about them?
2. If a SSES program were introduced here, would you be interested in joining? Why or why not?
3. What do you expect to learn or do in a SSES program?

Part 3: Learning Preferences and Needs

1. What kind of activities make science learning fun for you? (e.g., hands-on experiments, using technology, group projects)
2. Do you feel you have enough resources in school (e.g., science materials, labs) to learn science effectively?

Why or why not?

3. How do you think having more experiments and science tools would help you understand lessons better?

Part 4: Challenges and Suggestions

1. What challenges do you think students might face in a SSES program? (e.g., balancing time, difficulty of lessons)
2. How can teachers and the school help make Science lessons more engaging and easier to understand?

What suggestions do you have to make a SSES program successful for students like you?

ANNEX D

DEPED ORDER NO. 57, S. 2011