The study aimed to assess the extent of implementation of the Special Science Elementary School (SSES) Curriculum within the Schools Division of Camarines Norte, focusing on respondent profiles, including age, years of service, specialization, educational attainment, relevant training, and the number of research and innovations conducted. It investigated the learning resources, facilities, materials, and technology utilized by SSES-implementing schools and examined curriculum implementation in terms of the screening process, curriculum instruction, capability building, and monitoring and evaluation. Additionally, the study explored whether there was a significant difference in the extent of implementation across respondent schools, identified challenges encountered, examined the level of agreement among schools on these challenges, and proposed interventions to enhance curriculum implementation. Grounded in General System Theory, Diffusion of Innovations Theory, and Stakeholder Theory, the study employed a quantitative approach using descriptive and inferential designs. Survey questionnaires, based on DepEd Order no. 57 s. 2011 and a Regional Memorandum, served as the primary data collection tool, encompassing responses from 49 teachers and 3 school heads across Vinzons Pilot Elementary School, Daet Elementary School, and Labo Elementary School. A total enumeration sampling technique ensured a representative dataset, enhancing the studys validity. The study revealed key findings, such as the demographic makeup of the respondents, with a significant proportion being senior teachers lacking specialization in core subjects like English, Science, and Mathematics, though many hold masters degree units and relevant training. A critical analysis of learning resources exposed disparities, with notable gaps in STEM facilities, including the absence of robotics labs and creative learning technology across all schools. The curriculum implementation was generally effective, with School C excelling in most areas, especially in monitoring and evaluation, while significant differences in implementation were observed among schools, particularly in the admission process. Challenges such as inadequate technology and funding limitations were systemic, as reflected in the strong consensus among schools. The study concluded that while the SSES curriculum in Camarines Norte was effectively implemented, there is a pressing need for professional development, resource enhancement, and standardization across schools. To address these issues, the study proposed Project WE LEARN as a comprehensive intervention, alongside recommendations for professional development programs, investment in STEM facilities, and targeted curriculum improvements, urging future research to conduct longitudinal studies to assess long-term impacts.

Special Science Elementary School (SSES) Curriculum

Curriculum Implementation

STEM Resources

Professional Development

Educational Interventions