SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH

Republic of the Philippines

Department of Education
Region IV – A CALABARZON
Division of Quezon
BILUCAO ELEMENTARY SCHOOL
Sampaloc

ACTION RESEARCH TITLE:

IMPROVING THE ENGLISH MPS OF SAMPALOC ELEMENTARY SCHOOL II THROUGH

SCHOOL – TO – SCHOOL PARTNERSHIP (SSP) IMPLEMENTATION

Prepared by:

JASMINE V. LAGUADOR
Elementary School Principal I

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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH

I. INTRODUCTION

In line with DepEd Order 83, s. 2012 entitled Implementing Guidelines on the Revised

School-Based Management (SBM) Framework, DepEd continues to build networks of

educational leaders in schools and communities that will help in achieving the school’s vision,

mission, and goals. To sustain this policy direction, DepEd shall strengthen the cooperation and

collaboration between schools through strong partnership. DepEd believes that high performing

schools can be a valuable resource as mentors or role models for those schools needing

technical assistance through the promotion of an important culture like sharing.

Deped Order no. 44 s. 2016 dated June 22, 2016 issued the enclosed the Guidelines on

the School – to – School Partnership for Fiscal Year 2016. Through this program, high

performing schools can share their best practices to help improve their partner school’s

performance. Bilucao Elementary Schools was one of the Leader Schools stated in the said

DepEd Order. Four (4) eligible activities were conducted by the school namely: SSP Oplan

Orientation; purchase of materials and supplies for teachers needed for classroom activities and

assessment; capacity building for teachers through a three-day training; and reproduction of

created learning materials for English/Filipino. The main goals of these activities were to

improve the MPS in English and to enhance the literacy rate of Sampaloc Elementary School II,

Sampaloc District, Sampaloc, Quezon. Through SSP Implementation, the teachers and learners

of the partner school benefited much because there’s sufficient fund to support the SSP

activities.

Based on the data from the School Improvement Plan (SIP) of Sampaloc Elementary

School II, the English MPS of the said school was low so the researcher focused the projects in

English subject. She gathered data in English every quarter to see if there’s an improvement

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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH

after SSP implementation. She hoped that SSP could be an effective means to solve this

problem.

Statement of the Problem

The main purpose of the study was to improve the English MPS of Sampaloc

Elementary School II in Sampaloc District, Sampaloc , Quezon through SSP Implementation. In

order to achieve the desired end, strict implementation of SSP activities were conducted by the

leader school.

Specifically, this study sought to answer the following questions:

1. What is the school’s average MPS in English before SSP implementation?

2. What is the school’s average MPS in English after SSP implementation?

3. Is there an improvement on the school’s MPS in English after SSP implementation?

4. What is the implication of the findings of this action research for the improvement of

English MPS of Sampaloc Elementary School II?

Hypothesis

This study tested the hypothesis:

Ho: There is no significant difference between the results of English MPS of SES II

before and after the SSP Implementation.

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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH

II. RELATED LITERATURE AND STUDIES

This chapter presents the written studies derived from various DepEd Orders and local

reading materials published. The information and data presented were of prime importance to

the study undertaken about the improvement of the English MPS of Sampaloc Elementary

School II at Sampaloc District, Sampaloc, Quezon through SSP Implementation.

Related Literatures

Partnership is a cooperative relationship between people or groups who agree to share

responsibility to achieve the desired goal. It is also the state of being partners wherein there is

participation and joint interest between partners working together for a common goal. Partners

coordinate so often to have a good direction and to avoid miscommunication. Persons involved

plan, set specific and attainable activities to attain their targets.

The Philippine Civil Code follows Article 1767 defining partnership as a contract of two or

more persons bind themselves to contribute money, property, or industry to common fund, with

the intention of dividing the profits among themselves. A partner has certain rights in the

partnership. This is somewhat similar in the guidelines set by DepEd’s SSP Program wherein

the partner school has certain rights to the fund. Yet there’s no profit on the part of the leader

school.

Nicolas and De Vega (2013) stated that the partner has a share in the profits of the

partnership and has the right to a specific partnership property. Contrary to the SSP guidelines,

leader school has no share in the fund. They also stated that as a partner, he/she has the right

to participate in the management and demand for a formal accounting. Hence, rights have

corresponding obligations because the partner has an obligation to give his contribution and

share in the losses. On the other hand, the concept of DepEd’s School – to School Partnership

is different in some ways from their view. In SSP, the leader school will share their best

practices to its partner school in which 100% of the fund will be enjoyed fully by the partner

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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH

school. Its purpose is to help improve the performance of the partner school. Nobody loses in

DepEd’s SSP Program.

Robles (1998) pointed out that within the context of Philippine Law, “partnership” is

treated as an artificial being created by operation of law with a legal personality separate and

distinct from the partners thereof. Its proceeds from the concept may be allowed to pool their

resources and funds to engage in the pursuit of common objectives without organizing

themselves into corporation, upon which the law imposes much higher form of standards. This

somehow supports the Deped SSP since partnerships operate under the concept of unlimited

liability and agreed upon by partners, each one of them acting as managers and agents of

partnership. In DepEd SSP, both the leader school and the partner school act as managers and

agents of partnership wherein both signed in the contract of agreement before conducting the

SSP activities. Its main direction is to improve the English MPS of the partner school.

One of the advantages of partnership is shared responsibility on project implementation.

Partners make the most of their abilities to reach their end goals. Another advantage is that

partners share decision making and can help one another when the need arises. It is a common

saying that more heads is better than one especially in solving problems. On the other hand,

there is disadvantage in partnership like disagreement between partners, thus sacrificing a

harmonious relationship which is the primary ingredient for the success of the partnership. This

occurs when people from leader school and partner school have different ideas and interests.

One issue in DepEd SSP is the utilization of SSP fund. There are disputes regarding which who

will benefit from SSP fund but it is clear in the guidelines that 100% of the fund will be used for

partner school. Leader schools must follow the guidelines strictly and must not think negatively

instead, they must reach out for their partner schools needing assistance to help improve the

school’s performance. It is a success when the partner school improves and it is a great

accomplishment for the leader school to be a part for the partner school’s improvement after

SSP implementation.

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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH

Transparency is the key to gain the teachers’ trust. There is no issue between partners if

there’s transparency. Therefore, leader schools must be honest in utilizing the SSP fund. They

need to inform the teachers of the partner school about the expenses incurred for the activities

set and agreed for. With this, the end will really justify the means.

Related Studies

In the research report of Dr. Paul Armstrong (2015), the evidence for direct impact of

inter-school collaboration on student outcomes is limited. Some studies report no association

between school’s involvement and participation on the different activities that increase student’s

attainment. Meanwhile the evidence for indirect impact of inter-school collaboration on student

outcomes is more widespread. Many studies report improvements in areas such as staff

professional development in sharing good practices and innovation. Research pointed to the

positive influence of inter-school collaboration. Teachers provide opportunities for trainings and

development as schools look to benchmark school’s best practices. This study supported the

concept of Deped’s SSP Program. In this program, the teachers of the leader school had given

the chance to facilitate and share their best practices to the teachers of the partner school.

Productive outcomes regarding English MPS of the partner school were expected after its

implementation.

The analysis found in the National Foundation for Educational Research (NFER) was

that most schools believed their partnerships improved the standards of teaching and learning

and had raised pupil performance. Most of the teachers noted the positive impacts of

partnerships with mutual trust, willingness and respect between the schools. Teachers who

were involved in the project reported that they had refined approaches to teaching and learning.

They felt more confident to try different approaches that they may not have used before. They

became better at implementing interventions to stop pupils from falling behind. On the part of

the learners, they became more engaged with teachers and the learning process. This study

concluded that partnerships had been effective in supporting and speeding up changes in

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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH

participating schools. This was achieved partly through matching the schools effectively. On the

contrary, the leader schools chose their partner schools in SSP Program yet the study was

somewhat similar with regards to the purpose and goals of the program.

The School of Education of John Hopkins University revealed that most of the

partnerships focus on aligning research with issues being faced by local schools. They had

been granted with funds. Most researches focused on the school’s improvement areas. Robert

Smith (2014) stated that most of the pairings of schools decided to work on a small number of

priorities so they were not over-stretched and were able to devote the resources, time and effort

needed to make positive changes. In SSP Program, the leader school based their activities on

the partner school’s needs and priorities found in the School Improvement Plan (SIP). Similarly,

the time of implementation was short-term but the resources was sufficient and so much effort

was exerted by the leader school during the program implementation.

Generally, the main goal of school partnerships is to improve the priority areas of the

school needing the assistance. Researches revealed that partnerships help to improve the

school performance. Sufficient funds, planning, good decision making, mutual trust and

harmonious relationship between partners are the key factors toward a successful partnership.

Theoretical Framework

Several theoretical underpinnings are considered as foundation in the conduct of this

study. In terms of legal basis, this study can answer to Deped orders issued by the department.

DepEd Order no. 83 s. 2012, about Implementing Guidelines on the Revised School-Based

Management (SBM) Framework. To sustain this program, DepEd issued DepEd Order no.44, s,

2014 dated June 22, 2016 about the enclosed the Guidelines on the School – to – School

Partnership for Fiscal Year 2016. Through this program, high performing schools can share their

best practices to help improve their partner school’s performance. In support to these Deped

Orders, the partner schools enjoined a collaborative effort to achieve the purpose of SSP

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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH

Program. The school teaching force pursued the goal to improve the English MPS of Sampaloc

Elementary School II after SSP Implementation.

Conceptual Framework

The School – to – School Partnership Program was strictly implemented improve the

English MPS of SES II after SSP Implementation. Activities set and conducted in this program

became the means to determine if there would be an improvement in English MPS of the

partner school after its implementation. The INPUT-PROCESS-OUTPUT (IPO) model served as

the conceptual framework of the study. The model consists of three (3) frames is shown in

Figure 1.

The first frame presents the INPUT consisting of the activities implemented in SSP

program set and conducted by the leader school.

The second frame is the PROCESS component indicating the stages of implementing

the SSP program: 1) Planning Stage: Meet and orient the partner schools, organize teams,

study the SIP of the partner school to know its needs;; 2) Preparation Stage: Set and plan

eligible activities to be conducted and orient the teachers about the real essence of SSP

program; 3) Implementation Stage: Conduct the eligible activities agreed by both parties; 4)

Monitoring & Evaluation Stage: Assess the improvement of English MPS after implementing

the program

The third frame of the model is the OUTPUT component indicating the outcome which is

an improved English MPS quarterly on SY 2016 – 2017.

Figure 1 shows the conceptual framework on SSP Program Implementation

PROCESS
INPUT Stages of SSP Program OUTPUT
Implementation

DepEd Order no. 44, s.

2016 on SSP Program Improved
Implementation Planning
Preparation English MPS
 Four (4) Eligible of SES II
Strict Implementation
Activities stated in
Monitoring & Evaluation
the School’s 8
Action Plan
 SES II SIP
SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH

III. METHODOLOGY

This chapter includes the research design, research locale, research population and

sample, research instrument, data gathering procedure and subjects of the study, and statistical

treatment of data.

Research Design

A descriptive developmental design was used in this study. It is descriptive in the sense

that it involved description, analysis, and interpretation of data on prevailing conditions of the

subjects. It described the quarterly performance of partner school’s MPS in English before and

after SSP Implementation.

It is developmental because its main purpose was to know the progress of the school’s

English MPS in every grading period on SY 2016 – 2017.

Research Locale

The researcher gathered her data in the partner school’s quarterly consolidated periodic

test results. Specifically, the research locale was Sampaloc Elementary School II, Sampaloc

District in Sampaloc, Quezon.

Research Population and Sample

The sample of the research is the partner school- Sampaloc Elementary School II

composed of one hundred ninety-six (196) learners since the program was intended for the

partner school according to Deped Order no.44,s. 2016.

Research Instrument

The instrument used in the study was the data of quarterly consolidated periodic test

results in English of Sampaloc Elementary School II. The instrument sought to measure the

improvement of SES II English MPS before and after SSP program implementation. The SSP

program was consisted of eligible activities, time frame, materials, persons involved and

expected outcomes.

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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH

Table 1
English MPS of Sampaloc Elementary School II Before SSP Implementation
FIRST AND SECOND PERIODIC TEST RESULTS
SY 2016 - 2017
FIRST SECOND AVERAGE
TEACHER'S NAME Grade/Section
MEAN MPS MEAN MPS MEAN MPS
MARIAN G. PALMES I-Mt. Caraballo No examination for English in Grade 1
ELIZA S. ABELLA II-Mt. Mayon 20.24 67.47 20.72 69.08 20.48 68.28
LORELYN M. LADINES III-Mt. Banahaw 15.79 45.12 16.65 41.63 16.22 43.38
HEIDI M. EMPINO IV-Mt. Apo 20.04 50.1 21.58 53.95 20.81 52.03
JERRYLYN E. PRINCIPE V-Mt. Makiling 26.11 52.22 28.36 56.72 27.24 54.47
IMELDA D. DATOR VI-Mt. Cristobal 25.94 51.88 24.03 48.06 24.99 49.97
SCHOOL’S AVERAGE MEAN AND MPS 21.62 53.36 22.27 53.89 21.95 53.62

Table 1 shows the English MPS of SES II in the first quarter conducted last August to
October, 2016 before SSP implementation. The average English MPS of SES II during the first
and second quarter was 53.62%. Therefore, the baseline data was 53.62%.
Data Gathering Procedure

The consolidated data on English MPS were gathered quarterly by the leader school

from its partner school. The data were analyzed and interpreted. The subject of the study is the

partner school which Sampaloc Elementary School II.

Statistical Treatment of Data

Data of test results of the partner school was treated statistically. To determine the
average English MPS, the English Mean Percentage Score (MPS) from Grades 2 to 6 was
computed using the formula: Average = x1+x2+x3+ x4+x5+x6 ÷ N
where: = x = MPS of Grade Level N= Number of Grade Level

For the purpose of interpretation, the baseline target is 53.62%

To know if there is significant difference between the English MPS before and after SSP
implementation, the dependent T-test was computed using the formula: t = d – 0
ô/ n
where: d = average MPS ô = standard deviation

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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH

IV. DISCUSSION OF THE FINDINGS

This study deals with the improvement of English MPS of Sampaloc Elementary School

II through SSP implementation. The primary data were gathered from the school’s consolidated

periodic test results in SY 2016 – 2017.

Data gathered were consolidated and analyzed. Results are shown in this section. There

are two (2) tables of the data presentation.

Table 2

English MPS of Sampaloc Elementary School II After SSP Implementation

THIRD PERIODIC TEST RESULTS

SY 2016 – 2017

THIRD
TEACHER'S NAME Grade/Section
MEAN MPS
ELIZA S. ABELLA II-Mt. Mayon 21.31 71.03
LORELYN M. LADINES III-Mt. Banahaw 18.43 52.66
HEIDI M. EMPINO IV-Mt. Apo 21.96 54.93
JERRYLYN E. PRINCIPE V-Mt. Makiling 30.11 60.22
IMELDA D. DATOR VI-Mt. Cristobal 28.24 56.46
SCHOOL’S AVERAGE MEAN AND MPS 24.01 59.06

Table 2 shows the English MPS of SES II in the third grading period conducted after

SSP implementation. The average MPS in English was 59.06% This implies that there is an

improvement in English MPS of SES II.

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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH

Table 3

English MPS of Sampaloc Elementary School II Before and After SSP Implementation

ENGLISH MPS
ENGLISH MPS IMPROVEMENT
After SSP Implementation
Before SSP Implementation (Increase)
SES
II
MPS MPS
Difference= + 5.44
(FIRST- SECOND GRADING) THIRD GRADING
53.62% 59.06% 10.15%

AVERAGE ENGLISH MPS

BEFORE SSP IMPLEMENTATION 53.62%

AFTER SSP IMPLEMENTATION 59.06%

50.00%52.00%54.00%56.00%58.00%60.00%

Table 3 shows the actual English MPS of SES II before and after SSP implementation.

There’s an increase of 10.15% in the English MPS since the average before the program

implementation is 53.62% while the average after the program implementation is 59.06%.

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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH

V. SUMMARY OF FINDINGS

This part provides a synthesis of the study. A brief summary of the entire study is

followed by a presentation of the findings based on the data gathered from the partner school’s

consolidated periodic test results in SY 2016 – 2017.

This research focused on the improvement of English MPS of Sampaloc Elementary

School II in Sampaloc District, Sampaloc , Quezon through SSP Implementation.

Specifically, this study sought to answer the following questions:

1. What is the school’s average MPS in English before SSP implementation?

2. What is the school’s average MPS in English after SSP implementation?

3. Is there an improvement on the school’s MPS in English after SSP implementation?

4. What is the implication of the findings of this action research for the improvement of

English MPS of Sampaloc Elementary School II?

To achieve the objectives of this study, the researcher conducted four (4) SSP activities

which were strictly implemented by Bilucao Elementary School, the leader school. The activities

focused on SES II English MPS improvement. The data from the partner school’s consolidated

periodic test results from first grading to third grading SY 2016 - 2017 were computed, analyzed,

and interpreted.

Summary of Findings

After an analysis of the data gathered, the study revealed the following:

1. The school’s average MPS in English before SSP implementation is 53.62%

2. The school’s average MPS in English after SSP implementation is 59.06%

3. There is an improvement on the school’s MPS in English after SSP implementation

since the increase was 10.15%

4. The program became effective due to the strict implementation of SSP activities.

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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH

VI. CONCLUSIONS

Based on the findings of this study, the following conclusions are derived.

1. School – to – School Partnership activities agreed by both parties were effectively

implemented.

2. The English MPS of SES II had increased by 10.15% after SSP implementation. This

shows that through this program, the partner school performance in English improved.

3. The effectiveness of DepEd’s program depends on how the leader school and partner

school implemented it.

VII. RECOMMENDATIONS

Based on the findings and conclusions derived from the study, the following

recommendations are made:

1. The researcher must add other eligible activities in English.

2. The researcher must share her intervention program to other schools experiencing a

continuous decrease in English MPS.

3. Other researchers can replicate/adopt the intervention program conceptualized and

implemented by the researcher.

4. Make sure that the school’s programs/projects/activities benefit the learners, teachers,

parents and community.

5. Administrators must implement the program strictly and must show transparency to their

partner school.

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SCHOOL-TO-SCHOOL PARTNERSHIP (SSP) ACTION RESEARCH

VIII. List of References:

Advantages and Disadvantages of Partnership (March 1, 2010) retrieved from https:// www.the

companywarehouse.co.uk

Armstrong. Paul (October, 2015). Effective School Partnerships and Collaboration for School

Improvement: A Review of the Evidence: Research Report

Ainscow, M. (2014). Towards Self-Improving School Systems Lessons from a City Challenge.

London: Routledge

Boundless. “Advantages and Disadvantages of Partnerships.” (December 20, 2016) retrieved

from https://www.boundless.com/business/textbooks/boundbusiness-textbook/types-of-

business-ownership-6/partnerships-49/advantages-and-disadvantages-of-partnerships-245-

3518/

Carlisle, K & Hughes,J (2013). The Role of Inter-School Collaboration in Promoting Inter-Group

relations: the Northern Ireland Perspective. In H. Biseth & H.B. Holmarsdottir (Eds).

Human Rights in the Field of Comparative Education.Rotterdam: Sense Publishers

pp.125-145.

Chapman, C. and Mujis, D. (2014). Does School-to-School Collaboration Promote School

Improvement? A Study of the Impact of School Federations on Student Outcomes.
School Effectiveness and School Improvement,pp. 387 – 403
DepEd Or no. 83, s. 2012 and DepEd Or no. 44, s. 2016, retrieved from www.deped.gov.ph

Merin, Joey and Evcen, Ozge. Review of School Partnerships in Major Education Research

Universities. Bureau of Educational Research. University of Illinois

Nicolas & De Vega Law Offices: How to Form a Partnership, April 16, 2013 retrieved from

m.ndlaw.com

Robles, Chan & Associate Law Firm: Partnership (1998) retrieved from www. chanrobles .com

Smith, Robert. (2014). Effective School-to-school Partnerships retrieved from https://

www.nfer.ac.uk

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