CASE STUDY 2

Small Steps, Big Dreams: The Story of

Pangil Elementary School
BACKGROUND
 THE PANGIL COMMUNITY
• “Barrio Maquilo” B
• It was a small hilly village frequently raided by A
thieves for other barrios for animals and food. • C
• The leaders fought back back “pangil sa pangil”
literally meaning “teeth for teeth”
K
• In 1994, Barrio Pangil was declared as a G
barangay under Presidential Degree 557. R
• 15th barangay of Pasuquin, Ilocos Norte.
• It represents 1.48 of the total population of
O
Municipality of Pasuquin. U
• Barangay Pangil can be reached by bus, jeepney, N
motorcycle, or any type of private vehicle
D
 Main sources of
livelihood

➢ Farming
➢ Fishing
➢ Backyard livestock
production
➢ Poultry raising
➢ Home-based work
 THE SCHOOL PROFILE

• Pangil Elementary School was established

in 1969
• Pangil ES provides learners with quality
education.
• Pangil ES teachers lives outside the town.
• “Habal-habal” or motorcycle.
• The parents, teachers, and community
members works together to address the
needs of Pangil ES to prevent school
closure.
ACCESS AND PARTICIPATION

• Pangil ES is one of the upland mountain schools in Ilocos Norte.

• It is a combined multigrade and monograde schools offering:
➢ Kindergarten
➢ Combination classes:
▪ Grade 1 and Grade 2
▪ Grade 3 and Grade 4
▪ Grade 5 and Grade 6
• Four multigrade teachers under the supervision of a school/cluster
principal.
➢ 3 male teachers
➢ 1 female teacher
• In school year 2017-2018, Pangil ES had a total of 51 enrollees, male
students are 36 and female students are 15.
• School enrollment has fluctuated in the last four school years. More
boys than girls were enrolled throughout the four-year period.
 PROGRESSION AND
COMPLETION

• The school’s National Achievement

Test (NAT) result in S.Y 2014-2015 is 90
percent, ranking Pangil ES first among
schools in the district. \
• This score is higher compared to the
schools NAT result two years ago.
• The school’s achievements could be
attributed to the regular monthly
home visits conducted by the
multigrade teachers.
 LEARNING OUTCOMES

• The school has continued delivering quality

education despite fluctuations in school enrollment.
❖ These are the evidences.
✓ Performance of learners in the NAT in S.Y 2014-
2015.
✓ Performance of learners in the Language
Assessment for Primary Grades (LAPG).
✓ Winning streak in academic competitions at the
school divisions and district levels.
• Students have achieved NAT MPS of 90 percent and up in
all subject areas during the period 2014-2015, and even
received a perfect score in Mathematics.
• Grade 3 pupils who took the S.Y 2014-2015 LAPG obtained
higher MPS in all language subjects compared to their
counterparts at the national level.
• They especially excelled in the Mother Tongue (Ilocano)
test, attaining a mean score that surpassed the national
and regional average.
• Grade 6 students who took the S.Y 2014-2015 NAT also
received exceptionally higher scores in all subject areas, at
90 percent and above, compare to the cohorts at the
national and regional levels.
• Obtaining high scores in NAT and LAPG is
a reflection of the quality of multigrade
teaching and learning in Pangil ES.
• Grades 3 to 6 learners said that they are
proud that despite studying in a small
multigrade school, they are not left
behind.
• “Matiyagang tumutulong at
sumusubaybay sa pag-aaral ng mga mag-
aaral.”
CHALLENGES/PR
OBLEMS
THE CHALLENGES/PROBLEM

TRANSFORTATION
 Pangil ES teachers live outside the
town of Pasuquin,
 They commute to and from school
every day via “habal-habal” or
motorcycle.
 On rainy days, is dangerous as the
teachers have to pass through steep
and muddy areas.
 DROP-OUT CASES

 the decline in girls’

enrolment may be attributed
to less females Enrolling but
more females graduating.
 Table 20 shows the number
of incoming Kindergarten
pupils versus the number of
graduating elementary pupils
for the past two years.
LACK OF LEARNING FACILITIES
 Pangil Elementary School has four
classrooms and one office for the
School/Cluster Principal. This is
compliant with the 3-room school
building policy.
 some of the classrooms need minor
repair and maintenance work.
NO INTERNET CONNECTIVITY
NO ENOUGH LEARNING
RESOURCES

 there are resource gaps, such

as functional computers and
other K-12 reference materials.
 Multigrade teachers mentioned
in an interview that the
challenge for them was to fill in
the gaps of these missing
multigrade learning resources