The Impact of Project RIPPLES on the Performance of Junior High School Science Teachers in Nueva Vizcaya

Author

Nevelyne C. Kimayong


Abstract

 This study assessed the impact of Project RIPPLES (Realizing Improvement in Science Performance and Professional Development through Learning Action Cell and Engagement of Science Educators and Leaders) on the performance of permanent Junior High School Science teachers in the Northern District Secondary Schools of the Schools Division Office (SDO) of Nueva Vizcaya, as the basis for a proposed Developmental Plan. Utilizing a quantitative descriptive-comparative research design, the study analyzed teachers’ Individual Performance Commitment and Review Form (IPCRF) ratings, while responses from semi-structured interviews were subjected to thematic analysis to provide additional context for the quantitative findings. Data were gathered from 66 permanent Junior High School Science teachers through complete enumeration. Quantitative performance data were obtained from IPCRF ratings across the Key Result Areas (KRAs) and Plus Factor over a four-school-year period. Frequency count, percentage, weighted mean, standard deviation, independent samples t-test, one-way analysis of variance (ANOVA), Scheffé post hoc test, and paired samples t-test were employed to analyze the data.

Findings revealed that the respondents demonstrated an Outstanding level of performance both before and during the implementation of Project RIPPLES. Prior to implementation, statistically significant differences were observed only when teachers were grouped according to years in teaching and school category in selected indicators; age and sex did not significantly influence performance. During implementation, school category remained the only profile variable showing significant differences in selected KRAs, while age, sex, and years in teaching showed no significant differences. Using proportional mean scores to account for differences in IPCRF weights across years, the comparison revealed significant changes in Key Result Area 1, Key Result Area 2, Key Result Area 3, and the Overall Rating. Scores increased in Key Result Area 1 and the Overall Rating, decreased in Key Result Area 2 and Key Result Area 3, and remained unchanged in Key Result Area 4 and the Plus Factor. Interview responses further indicated that while Project RIPPLES contributed to instructional improvement and professional growth, performance was also shaped by school leadership, collegial collaboration, mentoring, teaching experience, resource availability, and participation in other professional development activities.

The study concludes that Project RIPPLES served as a valuable professional development initiative that supported teachers’ competence and sustained their high performance. However, outcomes reflected the combined influence of the project and broader professional and contextual factors rather than the project alone. It is recommended that the Schools Division Office sustain Project RIPPLES while strengthening mentoring systems, collaborative learning, differentiated support, curriculum planning, and school-based mechanisms through the proposed Developmental Plan.


Keywords

Learning Action Cell, professional development, IPCRF, science education, Nueva Vizcaya



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