THE IMPACT OF THE IMPLEMENTATION OF THE SUPREME SECONDARY LEARNERS’ GOVERNMENT (SSLG) ACTIVITIES IN ENHANCING THE LEARNERS’ WELFARE IN THE PUBLIC SECONDARY SCHOOLS IN THE DIVISION OF ALBAY
Keywords:
Supreme Secondary Learners’ Government (SSLG) activities, learners’ welfare, challenges, solutions, action planAbstract
This study determined the impact of the implementation of the Supreme Secondary Learners’ Government (SSLG) activities in enhancing the learners’ welfare in the public secondary schools in the Division of Albay for School Year 2025–2026, and formulated an action plan based on the findings. Using the descriptive-evaluative-correlational method, a researcher-made questionnaire was answered by 103 respondents (67 teachers and 36 School Heads); the data were treated with frequency count, percentage, weighted mean, rank, and the Kendall Coefficient of Concordance (W) at the 0.05 level of significance. The SSLG activities were Very Much Implemented (VMI), led by Academic Development (4.84), Health and Wellness (4.64), School Environment (4.55), and Learners’ Welfare (4.52), while Talent and Skills Development (4.49) was Much Implemented (MI). Their impact on learners’ welfare was Very Much Evident (VME), led by Leadership Skills (4.86) and Learning Enhancement (4.84). The challenges encountered were Very Much Challenging (VMC), namely Insufficient Budget (4.69), Lack of Administrative Support (4.57), and Poor Time Management (4.51), with Lack of Learners’ Participation (4.35) rated Much Challenging (MC); the solutions offered were Very Much Appropriate (VMA), the highest being the integration of SSLG activities into the official school schedule (4.70). The computed chi-square values did not exceed the tabular values in any of the tests of agreement on rank orders (implementation, impact, and challenges and solutions), so there was no significant agreement and the null hypotheses were accepted. It is concluded that the SSLG activities are strongly implemented and have a very evident impact on learners’ welfare despite budget, administrative, and time constraints, and that the action plan should be implemented. It is recommended that school heads and supervisors integrate SSLG activities into the school calendar with sufficient time, resources, and monitoring, and that teachers, parents, and learners support active participation; replication in other divisions is suggested.
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