Implementation and Effectiveness of Bansang Makabata, Batang Makabansa Program in Public Elementary Schools in Bani, Pangasinan

The implementation and perceived effectiveness of the Bansang Makabata, Batang Makabansa Program in public elementary schools in Bani, Pangasinan were evaluated. A quantitative descriptive-correlational design was employed, utilizing data from 47 teachers and 4 school heads collected through a validated five-point Likert survey. The study examined six dimensions of implementation (curriculum integration, teaching methodologies, resource availability, teacher participation, learner engagement, and community involvement) and four domains of effectiveness (learner behavior improvements, civic values enhancement, academic performance, and community engagement), as well as demographic variables (age, gender, marital status, position, educational attainment, family income, and training). Implementation was rated “Highly Implemented” overall (teachers: M=3.86M; school heads: M=4.33), strongest in curriculum integration and weakest in resource availability. Effectiveness was “Highly Effective” across domains (civic values: M=3.95; academic performance: M=3.87; learner behavior: M=3.83). Challenges were “Moderately Serious,” mainly resource shortages and curriculum workload. Correlations revealed no significant demographic associations with implementation or effectiveness, except for minor relationships between gender/training and resource perceptions. Findings affirm the successful integration of the program and positive learner outcomes, underscoring the need for improved resources and training. Recommendations: teacher literacy training, more materials, and school-community partnerships.