Assessment of the Academic

Achievement of Students
Under School-based Management
Program
SUNGAHID, O.A. & SUNGAHID MJ. B.
The Philippine public education is in
distress!
Only six out of every 1,000 Grade Six
elementary graduate students are prepared to
enter high school. Only two out of every 100
fourth year high school students are fit to enter
college .Only 19 out of every 100 public school
teachers have confidence and competence to
teach English.
Education Secretary Jeslie Lapus made special mention
of School-Based Management as a crucial intervention
to ensure better learning outcomes and capabilities
among school children.
The poor performance of Philippine education reflects
the poor governance or of governance structure( Luz,
J.M 2009).
The SBM is a strategy to improve education by
transferring significant decision-making authority from
the national office to the local office, division office or
the schools. for the attainment of EFA 2015 goal.


Background/Rationale


General Objective:

To assess the academic achievement of
students under School-Based
Management (SBM) program in five
pioneering schools of Banaybanay
District, Banaybanay, Davao Oriental.
Specific Objectives:

1. To determine the SBM profile level of the
schools in terms of;
a. School Improvement Process
b. Principals Leadership
c. Internal stakeholders
d. External Stakeholders
e. School Based Resources
f. School Performance Accountability




Specific Objectives:

2. To determine the academic achievement of
students in English, Math and Science in the
District Achievement Test.





Specific Objectives:

3. To determine the problem conditions encountered
by the schools in implementing the schoolbased
management with regards to:
a. The functionality of School Improvement Plan (SIP);
b. Principals leadership Condition;
c. Policy Implementation requirements;
d. Governance and Supervisions Initiatives;
e. Teachers Dynamics;
f. Stakeholders Involvement;
g. Resource Generation/Utilization
h. The School Environment;




Conceptual Framework:
Independent variable Dependent variable

Academic Achievement
of Students
1. To determine the SBM profile level of the schools in terms of;
a. School Improvement Process
b. Principals Leadership
c. Internal stakeholders
d. External Stakeholders
e. School Based Resources
f. School Performance Accountability
2. To determine students academic achievement in English, Math and Science in the
District Achievement Test.
3. To determine the problem conditions encountered by the schools in implementing
the schoolbased management with regards to:
a. The functionality of School Improvement Plan (SIP);
b. Principals leadership Condition;
c. Policy Implementation requirements;
d. Governance and Supervisions Initiatives;
e. Teachers Dynamics;
f. Stakeholders Involvement;
g. Resource Generation/Utilization
h. The School Environment;
MATERIALS AND METHODS

The respondents of the study were 5 principals, 20
teachers, 8 parents and 14 PTA officials, and
Chairman of Education Committee of LGU
Banaybanay, BLGU Education Committee
representative of the above schools and some
external stakeholders.


The Research Instrument:
1. The assessment tool developed by the Department
of Education which was based on the Framework
and Standards for Effective School-Based
Management Practices Towards Improved Learning
Outcomes.
2. District Achievement Test from the school
records.
3.The survey questionnaire with a set of
indicators of problem conditions.




MATERIALS AND METHODS

Data Processing Method:
Descriptive statistics with frequency,
percentages and weighted mean were used
in this study.




MATERIALS AND METHODS

RESULTS & DISCUSSION
SBM Profile Level
Table 1. School Improvement Process Indicators
No. ITEMS/INDICATORS
Responses ( scores)
YES NO
NO
IDEA
A 1
The school has conducted assessment of SBM
practice using assessment tool.
43 1 3
A 2 The School Governing Council was organized. 46 0 1
A 3
The School Governing Council members are oriented
and trained on SBM. They are made aware of their
duties and responsibilities
42 0 5
A 4
School Improvement Plan/ Annual Improvement Plan
(SIP/AIP), needs and priorities are systematically
identified.
45 0 2
A 5
School Improvement Plan/ Annual improvement plan
(SIP/AIP) emphasizes improvement of educational
outcomes.
42 1 4
A 6
Stakeholders(Students, parents, teachers, community
leaders), are informed, consulted and engaged in SIP
Formulation and implementation and monitoring and
evaluation.
41 3 3
A 7
SIP/AIP implementation was regularly tracked and
reported with necessary correctives measures
undertaken.
42 1 4
A
8
x
A system of incentives and rewards (and positive
discipline for underperformance)based on
performance contract(between SGC and DepEd)is
piloted to promote school improvement process.
27 10 10
A 9
A system of technical assistance is installed for
continuous process.
38 3 6
Total
366/423 19/423 38/423
86.5% 4.5% 9.0%

RESULTS & DISCUSSION
SBM Profile Level
Table 2. School Leadership Indicators

No. ITEMS/INDICATORS Responses ( scores)
YES NO
NO
IDEA
B 1 There is a principal designated in the school. 47 0 0
B 2
The School head has been trained in instructional
leadership.
47

0 0
B 3
The school head is trained on School Based
Management.
45 0 2
B 4
The school head is trained on Local School Boar
responsibilities.
38 3 6
B 5
The school head was trained in community
organizing.
41 3 3
B 6 The school head initiated to organize stakeholders 43 0 4
B 7
The School head installed appropriate SBM
system like school improvement planning,
budgeting staffing , monitoring, etc.
43 1 3
B 8
The school head performs fund management
(accounting and bookkeeping ) functions.
42 2 3
Total
346/376 9/376 21/376
92.0% 2.4% 5.6%

RESULTS & DISCUSSION
SBM Profile Level
Table 3. Internal Stakeholders Indicators

No. ITEMS/INDICATORS
Responses (scores)
YES NO NO IDEA
C 1
Students are made aware of their rights and
responsibilities as primary stakeholders.
46 1 0
C 2
Teachers are trained on curriculum, content
and pedagogy.
40 1 6
C 3
Teachers pursue continuing professional
development.
46 1 0
C 4
Students, teachers and parents are adequately
oriented on School Based
Management(SBM)
43 2 2
C 5
Students, teachers and parents have understood
their respective responsibilities on School-
Based Management(SBM
43 3 1
C 6
Students, teachers and parents are organized
for participation in SBM process.
45 1 1
C 7
Parents assumed responsibilities as partners in
the learning process.
41 3 3
C 8
Students, teachers and parents supported
school-wide improvement process.
45 0 2
Total
349/376 12/376 15/376
92.8% 3. 2% 4%

RESULTS & DISCUSSION
Table 4. External Stakeholders Indicators

No. ITEMS/INDICATORS
Responses (scores)
YES NO
NO
IDEA

D

1
1. External stakeholders(retired teachers, SK, et)
are organized and made aware of their rights
and responsibilities as education stakeholders..
33 7 7
D 2
2. Local government stakeholders are oriented
into functional LSB ( e.g., school building,
facilities, sports development etc..
40 3 4
D 3
3. Community leaders/ peoples
organization/NGOs are oriented understand
their respective roles and responsibilities for
SBM participation process.
37 6 4
D 4
4. Community leaders/ peoples
organization/NGOs, etc are organized and
mobilized to support SBM.
38 5 4

148/188 21/188 19/188
78.7% 11.2% 10.1%

SBM Profile Level
RESULTS & DISCUSSION
Table 5. Scool Bsed Resources Indicators

Table 5. School Based Resources Indicators
No. ITEMS/INDICATORS
Responses (scores)
YES NO
NO
IDEA
E 1
The Annual School Budget (ASB) ( e.g., Dep Ed
MOOE) is aligned with SIP/AIP.
41 3 3
E 2
The school managed and controlled funds/resources
with Division Office assistance.
36 4 7
E 3
The Annual School Budget (ASB) is executed in
accordance with guidelines.
41 2 4
E 4
ASB resulted in attainment of targets and desired
outcomes.
40 1 6
E 5
The school is properly informed of MOOE
allocation.
22 10 15
E 6
MOOE is published and drilled down to school in
cash.
38 2 7
E 7
The school undertook school-based procurement
with the Division Office Assistance.
38 2 7
E 8
Dep Ed representative to the Local School Board is
knowledgeable of SIP priorities.
39 2 6
E 9
MOOE funds made available to the school is
recorded, and utilized.
41 2 4
E 10 MOOE funds are reported and accounted for. 41 2 4
Total
377/470 30/470 63/470
80.2% 6.4% 13.4%

SBM Profile Level
RESULTS & DISCUSSION
Table 6. School Performance Accountability

No. ITEMS/INDICATORS
Responses (scores)
YES NO
NO
IDEA
F 1
The school introduced transparency and accountability
in its transaction.
41 3 3
F 2
There is a monitoring and evaluation ( M&E) system
such as data and reports are used in continuing
improvement.
41 3 3
F 3
Major stakeholders( SGC, PTA, School Division
Superintendent, LSB) are informed and participated in
monitoring evaluation and reporting activities.
42 4 1
F 4
Quarterly school performance ( student and Teacher ) is
monitored and evaluated by SGC.
42 2 3
F 5
Improvement in learning outcomes by grade/ level is
monitored and evaluated by homeroom and tracked per
student/ subject.
41 3 3
Total
207/235 15/235 13/235
88.1% 6.4% 5.5%

SBM Profile Level
RESULTS & DISCUSSION
Table 7. SBM Profile Summary


Dimensions
Overall Yes
Answer (in % )
SBM level 1
Starting
Stage
Moving
towards
Standard
Stage
1-60% 61- 98% 99- 100%
A
School Improvement
Process
86.5%


B Principals Leadership 92.0%
C Internal Stakeholders 92.1%


D External Stakeholders 78.7%
E School-Based Resources 80.2%


F
School Performance
Accountability
88.1%
Average 86.27%
* SBM level: a) 1- 60% : Starting stage
b) 61-98 % : Moving towards
c) 99-100% : Standard stage
SBM Profile Level
RESULTS & DISCUSSION
Academic Achievement of Students


0
10
20
30
40
50
60
70
Figure 1. Average of DAT Results of English, Math
and Science of Five Schools for Grade 1V, V & V1 for
SY 2005-2009
2005-2006 62.29 52.02 60.61
2006-2007 54.51 56.19 60.24
2007-2008 59.58 54.55 60.91
2008-2009 55.02 54.12 65.87
Grade 1V Grade V Grade V1
RESULTS & DISCUSSION
Academic Achievement of Students


50
52
54
56
58
60
62
Figure 2. Average of the Average ( Grade 1V, V & V1) of the DAT
Results of the 5 Schools and that of the district.
5SCH AVE. 58.27 56.98 58.35 58.35
DIST. AVE. 56.32 55.95 54.6 61.92
2005-6 2006-7 2007-8 2008-9
3
RESULTS & DISCUSSION
Problem Conditions
Table 8. The Functionality of School Improvement Plan

Item
No.
ITEMS/INDICATORS
Responses (score)
A
g
r
e
e

D
i
s
a
g
r
e
e

N
o

I
d
e
a

A 1
The teachers, students and parents are very much
aware of the schools mission, vision, goals and
objectives.
41 3 3
A 2
The School Improvement Plan (SIP) is familiar to
everyone.
39 2 6
A 3
The School uses the SIP to plan and implement
change to improve students learning.
43 3 1
Total
123/141 8/141 10/141
87.2% 5.6% 7.2%

RESULTS & DISCUSSION
Problem Conditions
Table 9. Principals Leadership Condition

Item
No.
ITEMS/INDICATORS
Responses (scores)
A
g
r
e
e

D
i
s
a
g
r
e
e

N
o

I
d
a

B 1
The principal has high hopes, aspiration and
expectation for the school.
46 1 0
B 2
The principal makes tough decision and takes
Responsibilities.
39 2 6
B 3x
The principal is receptive to peoples needs and
care for the feelings and views of others.
37 7 3
B 4 The principal has strong commitment to students. 46 1 0
B 5
The principal has initiatives that focused on the
Improvement of student and school performance.
46 0 1
B 6
The principal mobilizes teachers, parents,
community members and LGU to support
School Based Management project.
44 0 3
B 7
The principal informs and updates SBM
stakeholders on the school performance
43 4 0
B 8
The principal involves the teachers, PTA, barangay
and LGU education committees in making
decisions on SIP planning and SBM
implementation.
42 0 5
B 9x
The principal has faith in the teaching staff and
community
35 2 10
B
10
x
The principal has the ability to raise additional
resources.
22 10 15
Total
400/470 27/470 43/470
85.2% 5.7% 9.1%

RESULTS & DISCUSSION
Problem Conditions
Table 10. Policy Implementation Requirements

Item
No.
ITEMS/INDICATORS
Responses (score)
A
g
r
e
e

D
i
s
a
g
r
e
e

N
o


I
d
e
a

C 1
The school has control over the budget and the
power to reallocate current resources to more
productive uses
37 3 7
C 2
SBM has provisions of authority granted to
the school to purchase supplies form
competitive suppliers.
39 4 4
C 3x
SBM has provisions and budget for
appropriate training in management
techniques for principals, teachers and parents
including staff development .
31 3 13
C 4
SBM has established reward system structure
for school that exceed achievement goals.
40 0 7
C 5 SBM has flexibility of budget allocation 40 0 7
C 6
The school has significant budgetary and
personnel authority.
39 3 5
C 7
SBM determines principals performance
review.
42 1 4
Total
268/329 14/329 47/329
81.5% 4.2% 14.3%

RESULTS & DISCUSSION
Problem Conditions
Table 11. Governance and Supervision Initiatives

Item
No.
ITEMS/INDICATORS
Responses (score)
A
g
r
e
e

D
i
s
a
g
r
e
e

N
o

I
d
e
a

D 1
SBM program focused on the ultimate purpose of
implementing such program increasing students
academic Performance.
42 0 5
D 2
The School develops and implements process that
will enhance school effectiveness
46 0 1
D 3 The school has a governing body. 44 0 3
D 4x
The school division and district provides
appropriate training in management techniques for
principals, teachers and parents.
23 4 20
D 5
The district office provides consultative services on
SBM and other teaching development activities.
44 1 2
D 6x There is a presence of incentives for participation. 29 6 12
D 7
Information is broadly disseminated so that SBM
stakeholders can make decisions on school
organizations and be updated about school
performance
43 1 3
D 8
The school has a well-defined vision for curriculum
and instruction
44 1 2
D 9
Every year end, an Annual SIP review and
Evaluation involving stakeholders has been
conducted by the school.
39 1 7
D 10
Trainings are afforded to teachers, particularly
principals, on basic leadership techniques and
community organization Skills.
44 3 0
Total
398/ 470 17/470 55/470
84.7% 3.6% 11.7%

RESULTS & DISCUSSION
Problem Conditions
Table 12. Teachers Dynamics
Item
No.
ITEMS/INDICATORS
Responses (score)
A
g
r
e
e

D
i
s
a
g
r
e
e

N
o

I
d
e
a

E 1 Teachers have strong support to students need. 45 0 2
E 2
Teachers develop commitment for Vision of School
Improvement
45 0 2
E 3
Teachers develop teamwork with the principal,
parents, PTA and community in achieving the
schools vision.
43 0 4
E 4
Teachers regularly consult with parents regarding
schools concerns and problems.
45 0 2
E 5 Teachers have high morale. 45 1 1
E 6
Teachers create better teaching/learning
environments to promote better student
achievements.
47 0 0
E 7
Parents and community have greater support for the
school plan and activities.
43 1 3
E 8 Teachers help parents strengthen home learning. 45 0 2
E 9
Teachers have sufficient opportunity for
development and are provided funding to attend
trainings and seminars.
41 1 5
E
10
x
Teachers resist change. 29 15 3
Total

428/470 18/470 24/470
91.1% 3.8% 5.1%

RESULTS & DISCUSSION
Problem Conditions
Table 13. Stakeholders Involvement
Item
No.
ITEMS/INDICATORS
Responses (score)
A
g
r
e
e

D
i
s
a
g
r
e
e

N
o

I
d
e
a

F 1
The principal, teachers, parents and stakeholders are
involved in making decisions to improve school
performance.
45 0 2
F 2
School-based initiatives are focused on the
improvement of student and school performance
44 1 2
F 3
Parents are encouraged to volunteer in activities
involving student learning.
41 1 5
F 4
Stakeholders are varied like parents, teachers, PTA,
local officials, media, the business sector, NGOs,
church-based organizations, alumni and student-body
organizations, etc. to support the school.
38 2 7
F 5
Parents are encouraged to show moral support and
strengthen home learning of their children.
43 1 3
Total
211/235 5/235 19/235
89.8% 2.1% 8.1%

RESULTS & DISCUSSION
Problem Conditions
Table 14. Resource Generation/ Utilization

Item
No.
ITEMS/INDICATORS
Responses (score)
A
g
r
e
e

D
i
s
a
g
r
e
e

N
o

I
d
e
a

G 1 Dep Ed requirements for SBM funding is very tight 28 6 13
G 2x
The School has limited control over the utilization of
funds.
30 10 7
G 3
To involve stakeholders for financial support is
difficult.
34 7 6
G 4x
Counterpart budget for the School Improvement Plan
is supplied by parents, PTA, LGUs and other
individuals or group.
25 14 8
G 5x
The principal is effective in sourcing funds for the
SIP.
11 32 4
G 6
There is funding for professional development
activities
27 6 14
G 7x
Parents have contributed so much in complying the
financial requirements of the School Improvement
Plan.
28 11 8
G 8
Other private individuals and business groups are
solicited to support the vision of the schools
improvement.
35 5 7
G 9
Funding for teachers professional development is
made available..
29 7 11
Total
268/423 77/423 78/423
63.4% 18.2% 18.4%

RESULTS & DISCUSSION
Problem Conditions
Table 15. School Learning Environment

Item
No.
ITEMS/INDICATORS
Responses (score)
A
g
r
e
e

D
i
s
a
g
r
e
e

N
o


I
d
e
a

H 1
The School creates a professional school culture
committed to producing higher levels of learning for
all students.
41 1 5
H 2 The school promotes child friendly environment 46 0 1
H 3
Teachers create better teaching/learning
environments and students achievements.
46 0 1
H 4x
The school has a strong collective vision and strong
values and beliefs in the importance of education .
30 11 6
H 5
Better instructional programs for students at risk have
been devoted and developed.
38 3 6
H 6
Teachers have effective behavioral management
programs.
37 8 2
H 7x
Classes are not distracted by extracurricular
activities.
33 14 0
H 8x Teachers are sensitive to the culture of the students. 33 11 3
H 9 Parents are welcome in the school. 38 8 1
H 10
Every Child A Reader Program is emphasized and
promoted in every class.
43 1 3
Total
385/470 57/470 28/470
81.9% 12.1% 6%

RESULTS & DISCUSSION
Problem Conditions
Table 16. Top 10 Problem Conditions Encountered in Implementing SBM

NO. ITEMS/INDICATORS
SBM
Problem
Condition
Favorable
SBM
Condition
No Idea
Number of Responses / %
G 3
To involve stakeholders for financial support
is difficult.
34 72% 7 15% 6 13%
G 2
The School has limited control over the
utilization of funds
30 64% 10 21% 7 15%
E 10 Teachers resist change. 29 62% 15 32% 3 6%
G 1
Dep Ed requirements for SBM funding is
very tight
28 60% 6 13% 13 28%
H 7
Classes are distracted by extracurricular
activities.
14 30% 33 70% 0 0%
G 4
Counterpart budget for the School
Improvement Plan is supplied by parents,
PTA, LGUs and other individuals or group.
14 30% 25 53% 8 17%
H 8
Teachers are sensitive to the culture of the
students.
11 23% 33 70% 3 6%
G 5
The principal is effective in sourcing funds
for the SIP.
11 23% 32 68% 4 9%
H 4
The school have a strong collective vision
and strong values and beliefs in the
importance of education .
11 23% 30 64% 6 13%
G 7
Parents have contributed so much in
complying the financial requirements of
the School Improvement Plan.
11 23% 28 60% 8 17%
*E= Teachers Dynamics ( 1 )
**G= Resource Generation ( 6 )
** H= School Learning Environment ( 3 )

RESULTS & DISCUSSION
Table 17. Top 10 Conditions Under No idea



NO.



ITEMS/INDICATORS
F
A
V
O
R
A
B
L
E

C
O
N
D
I
T
I
O
N


P
R
O
B
L
E
M

C
O
N
D
I
T
I
O
N


N
O


I
D
E
A

D D 4
The school division and district provides appropriate
training in management techniques for principals,
teachers and parents.
23 4 20
B 10
The principal has the ability to raise additional
resources.
22 10 15
G 6
There is funding for professional development
activities
27 6 14
C 3
SBM has provisions and budget for appropriate
training in management techniques for principals,
teachers and parents including staff development .
31 3 13
D 6 There is a presence of incentives for participation. 29 6 12
G 9
Funding for teachers professional development is made
available.
29 7 11
B 9
The principal has faith in the teaching staff and
community
35 2 10
G 4
Counterpart budget for the School Improvement Plan is
supplied by parents, PTA, LGUs and other individuals
or group.
25 14 8
G 7
Parents have contributed so much in complying the
financial requirements of the School Improvement
Plan.
28 11 8
G 2
The School has limited control over the utilization of
funds
10 30 7
*B=Principals leadership Condition ( 2 )
**C=Policy Implementation Requirements ( 1 )
***D=Governance and Supervision Initiatives ( 2 )
****G=Resource Generation ( 5 )
CONCLUSIONS & RECOMMENDATIONS
Objectives Major Findings Conclusions Recommendations
1. To determine the
SBM profile level of
the schools in terms of;
a. School Improvement
Process
b. Principals Leader-
ship
c. Internal stakeholders
d. External Stake-
holders
e.SchoolBased Re-
sources
f. School Performance
Accountability

1. SBM profile
summary showed
that, the five schools
fall between 78.7%-
92% level which is
characterized as

Moving Towards.

1. Based on the
Manual of
Assessment of School
Based-Management
Practices, and
despite the four years
in the inception of
school-based
management program
in the five schools, the
schools have not
attained the Standard
Level.

1. A Sustainable,
massive community-
wide information,
education and
communication
strategy through
various media on
school-based
management, in order
to generate
community-wide
awareness and support,
be established .


CONCLUSIONS & RECOMMENDATIONS
Objectives Major Findings Conclusions Recommendations
2. To determine the
academic
achievement of
students in English,
Math and Science in
the District
Achievement Test
(DAT).

2. The DAT results of
the five schools, for
grade level 1V, V, and
V1, for School-Year
2005-2006 to 2008-
2009, showed erratic,
slight downward-
upward trend and that
they were slightly
higher than that of the
whole District DAT
average result.

2. The downward-
upward trend of the
DAT results of the
academic achievement
of students in English,
Math and Science for
Grade 1V, V and V1
school year 2005-2006
to 2008-2009 and the
slight higher scores of
the five schools as
compared with District
DAT average scores- It
is inconclusive that
they are attributed to
the implementation of
School-based
Management program.

2. Institutionalization
of teachers continuing
professional
development be part
of SBM dimension-a) a
locally funded
scholarship grant be
made available, and
that b) they be de-
loaded with multi-
responsibilities for
them to become more
focused on teaching-
learning activities; c)
postgraduate criteria be
added to teacher
applicants ranking and
evaluation system as
incentive for young
teachers to go on
graduate studies.


CONCLUSIONS & RECOMMENDATIONS
Objectives Major Findings Conclusions Recommendations
3.To
Determine the
problem
conditions
encountered
by the schools
in implement-
ing the
schoolbased
management
3. The SBM problem conditions
showed that; a) Principals had
inadequacy in the ability to raise
funds, and not very receptive to
peoples needs and feelings;
b) Policy Implementation
requirements and Governance and
Supervisions Initiatives were not
clearly understood ; d) High
percentage of teachers resisted
change; e) Stakeholders were not
so diverse although their roles
were clear ; g) Resource
Generation and utilization was
highly a problem condition in
SBM implementation; and h)
Under school learning
environment, distraction by extra
curricular activities; Teachers
have effective behavioral
management programs; Teachers
are sensitive to the culture of the
students, scored significantly,
negatively high.

3. The Problem
conditions are
centered on the;

a)capability by the
stakeholders to tap
various sources for
fund raising,
allocation and
utilization in support
of the school
improvement plan,
b) continuing
information and
dissemination on
SBM practices, and
c) developing a
learning
environment that
centered on culture
of quality education
.

3.a) A training
program for internal
and external
stakeholders be
programed to obtain
organizational,
planning and
management skills for
school-based
management capacity
building.
b ) An incentive and a
reward system for
parents-stakeholders be
tapped to assist in
various school
activities and
institutionalize
volunteerism in school
to take teachers non-
academic related
work.

Very Much !