Integrated Science Education Journal
Integrated Science Education Journal

an Open Access Journal

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Integrated Science Education Journal

an Open Access Journal

Special Science Program Implementation: School Heads and Teachers’ Practices and Learners’ Academic Performance

Charlene Kayle M Piquero
Bohol Island State University ROR
Philippines
charlenekaylep@gmail.com
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  • Purpose of the study: This study examines the implementation of the Special Science Program (SSP) and its association with learners’ academic performance, focusing on school heads’ practices, teachers’ instruction, resource management, and selection processes. Although specialized science curricula aim to strengthen scientific learning, their effectiveness depends on school-level implementation and institutional support.

    Methodology: A descriptive survey involved 80 teachers from five public elementary schools in Bohol, Philippines. Data were collected through a questionnaire on respondents’ demographic profiles and SSP implementation. The study used frequency, percentage, weighted mean, arithmetic mean, Pearson product–moment correlation, and chi-square tests. Learners’ science grades were interpreted using the Department of Education grading framework.

    Main Findings: SSP implementation was rated Very Great Extent overall (composite mean = 3.29). Curriculum and instruction obtained a mean of 3.46, selection processes 3.38, and resource management 3.05, indicating comparatively weaker resource provision. Among 106 learners, 63.21% achieved Outstanding, 31.13% Very Satisfactory, and 5.66% Satisfactory performance. Teachers’ years of service, educational attainment, and SSP-related training were not significantly associated with implementation. However, SSP implementation and science performance showed a weak but statistically significant negative correlation (r = −0.243, p = 0.030).

    Novelty/Originality of this study: The study’s novelty lies in integrating leadership, instructional, resource, and selection dimensions in a context-specific analysis of SSP. Findings emphasize strengthening laboratory facilities, funding, and professional development, while considering learner characteristics and program demands when interpreting achievement. Future studies should employ longitudinal and multi-site designs and triangulate surveys with classroom observations, resource audits, and learner-level analyses.

  • How to cite

    [1]
    “Special Science Program Implementation: School Heads and Teachers’ Practices and Learners’ Academic Performance”, In. Sci. Ed. J, vol. 7, no. 5, pp. 977–988, Sep. 2026, doi: 10.37251/cj3f3491.

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