Authors
Erlyn C. Beup, PhD*
Filamer Christian University
Roxas City, Capiz, Philippines
Mary Jane F. Tormon, PhD
Filamer Christian University
Roxas City, Capiz, Philippines
Elica A. Guillermo, DPA
Filamer Christian University
Roxas City, Capiz, Philippines
Leo Art Diosep E. Borres, MA
Filamer Christian University
Roxas City, Capiz, Philippines
Abstract
This study assessed the impact of the BA-MA-GA-SA framework at Milibili National High School, implemented from January 2019 to March 2020 through eleven extension projects. The framework emphasizes shared responsibility among learners (BaSa), teachers (MaSa), and parents (GaSa). Programs included literacy and numeracy interventions, socio-civic activities, teacher capability-building, and parental wellness initiatives, reaching 486 beneficiaries. A qualitative descriptive case study design was employed, with data gathered from twelve teacher-participants through semi-structured interviews. Thematic analysis was used to capture sustained outcomes in student performance, teacher professional growth, and parental engagement. Results showed that BaSa initiatives improved literacy and numeracy skills, increased classroom engagement, and enhanced student confidence and motivation. Learners who previously struggled academically became independent readers and problem-solvers, while socio-civic activities reinforced discipline, teamwork, and self-esteem. The MaSa initiatives promoted pedagogical innovation, with teachers adopting differentiated instruction, ICT integration, and inquiry-based learning. Collaboration was strengthened through peer mentoring and team-building, creating a supportive professional culture. Career advancement was stimulated as teachers pursued higher education, certifications, and leadership roles, highlighting the framework’s role in fostering continuous professional growth. The GaSa initiatives transformed parental involvement. Parents became consistent participants in assemblies, proactive supporters of home learning, and contributors to school governance. This reinforced the home-school partnership and created a culture of shared responsibility for student success. The framework demonstrated holistic sustainability where collaboration among students, teachers, and parents led to sustained improvements in academic performance and professional development. Community empowerment emerged as stakeholders initiated education-related projects and resource-sharing programs. Therefore, the BA-MA-GA-SA framework is a replicable and sustainable model for educational and socio-civic development, promoting shared responsibility and community empowerment in sustaining educational excellence.
Keywords: Community empowerment, educational sustainability, parental involvement, student academic growth, teacher professional development.
*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS0501834
Recommended citation:
Beup, E. C., Tormon, M. J. F., Guillermo, E. A., & Borres, L. A. D. E. (2026). Evaluation of educational and socio-civic extension initiatives in Milibili National High School: An impact study. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8390-9403. http://doi.org/10.69651/PIJHSS0501834
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