A Multivariate Analysis of the Implementation and Impact of Brigada Eskwela Among Stakeholders in Candijay District, Bohol, Philippines
DOI:
https://doi.org/10.70112/arss-2024.13.2.4269Keywords:
Brigada Eskwela (BE), Implementation, Elementary Schools, Stakeholders, ImpactsAbstract
Brigada Eskwela (BE) is one of the school activities implemented by the Department of Education (DepEd) to better prepare school facilities for the upcoming school year. This study aimed to determine the extent of BE implementation and its impact on public elementary schools in the Candijay District, Bohol, for the 2019-2020 school year. A descriptive correlational quantitative research design was employed, utilizing a standardized and researcher-made instrument that was pilot-tested. The collected data were organized, analyzed, and interpreted using statistical methods. The respondents of the study were 479 stakeholders, including PTA officers, teachers, and barangay officials, from three (3) medium-sized public elementary schools and nineteen (19) small public elementary schools in the Municipality of Candijay. The study revealed that the BE Program in Candijay elementary schools was implemented to a very high extent across all stages - pre-implementation, implementation, and post-implementation - according to the perceptions of parents, teachers, and barangay officials in both small and medium schools. Stakeholders also agreed that the program had a very high impact on pupil participation and learning, community engagement, and the overall school environment. However, significant differences in perceptions were found between stakeholder groups. Notably, parents and barangay officials, as well as teachers and barangay officials, had differing views on the extent of implementation. Additionally, significant differences were observed between small and medium schools regarding the extent of program implementation and its impact. The study found a strong correlation between the implementation of the BE Program and its overall impact, emphasizing its effectiveness in these schools. It concluded that the Brigada Eskwela program was highly implemented across all stages, with the implementation stage receiving the most emphasis. Schools that effectively implemented BE had a positive impact on student participation, learning, community involvement, and the school environment, particularly in medium-sized schools. However, perceptions of the program’s success varied, with parents and teachers viewing it more favorably than barangay officials. Overall, greater implementation led to a higher positive impact on schools.
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