Curricular Integration, School Effectiveness, and Student Achievement in Public Elementary Schools in Cluster 9, City Schools Division of Dasmariñas: Basis for a Localized Improvement Plan

Abstract

This study examined curricular integration, school effectiveness, and student achievement in selected public elementary schools in Cluster 9, City Schools Division of Dasmariñas, as a basis for a localized improvement plan. Specifically, it assessed curricular integration in terms of collaboration, teacher expertise and training, school leadership and support, and cross-disciplinary learning activities. It also assessed school effectiveness in terms of school leadership, school resources and facilities, classroom environment, and classroom management. The study further determined differences between the assessments of school heads and teachers, examined student achievement over two school years, identified challenges encountered, tested the relationships of curricular integration and school effectiveness with student achievement, and determined the acceptability of the proposed intervention program.

A descriptive-correlational research design was employed. The respondents consisted of three school heads and ninety-seven teachers from three public elementary schools in Cluster 9, for a total of 100 respondents. Data were gathered through a validated researcher-made questionnaire, while documentary analysis of Mean Percentage Scores in Technology and Livelihood Education was used to determine student achievement. Weighted mean, independent-samples t-test, and Pearson correlation were used in analyzing the data.

Results showed that curricular integration was evident, with an overall weighted mean of 4.11, while school effectiveness was likewise rated evident, with an overall weighted mean of 4.13. Significant differences were found between the assessments of school heads and teachers in the dimensions of curricular integration. Student achievement across the three schools had an overall average of 55.26, interpreted as Average Mastery, although one school demonstrated a higher level of performance with an average of 67.98. Challenges in curricular integration were encountered, while challenges in school effectiveness were highly encountered, particularly those related to teacher-student interaction in large classes, leadership capacity, classroom management, instructional support, and resources. Curricular integration had a very weak positive but statistically insignificant relationship with student achievement (r = 0.1095, p = 0.278). School effectiveness likewise had a very weak positive and statistically insignificant relationship with student achievement (r = 0.0122, p = 0.904). Based on the findings, the T.E.A.M.–TLE intervention program was developed and rated highly acceptable, with an overall mean of 4.31.

The study concludes that although curricular integration and school effectiveness were generally evident, important gaps in teacher capacity, collaboration, resources, leadership support, and implementation remain. The findings support the adoption of a localized and systematic improvement program to strengthen integrated instruction, teacher development, collaboration, leadership involvement, and resource support.