ABSTRACT
Pandemic Ipon Challenge can be taught at a young age. Elementary Schools in Laurel District through the leadership of District Supervisor Dr. Agrifina A. Dirain and Dr. Mary Grace B. Satumbaga, school head of As Is Elementary Schools has the Implementation of the Project Ipon Challenge in Laurel District.
This study is implemented as a “Pandemic Ipon Challenge in eleven elementary schools in Laurel District. The school observes the potential of these students to be trained and be easily influenced when specific skill and value of “pagiging masinop” is taught. It was a silent move of the school to implement the program on Ipon Challenge, “Implementation of Pandemic Ipon Challenge in Laurel District.
This research paper aimed to implements its process and monitoring systems and assess the effect of this project to student-participants. There were 11 schools implemented in Laurel District such as As Is, Berinayan, Bignay, Buso Buso, Leviste, Martin, Molinete, Niyugan, Pantay, Sta Maria and San Gabriel) in this study, structured and uninstructed interviews were used in gathering the information needed.
The results show there are different steps in the process of implementation and monitoring of the project. There were five (5) steps identified, namely, (1) creation of the committee, (2) orientation/Lesson on financial literacy, (3) bringing of piggy banks in school, and (4) monitoring and (5) recognition. Based on the interview, positive attitudes and feelings towards money developed among children and parents.
The researchers gave suggestions to further enhance the facilitation of the project. It may be extensively done which could also involve all students, schools in Laurel District who are willing to save money. Ipon Challenge may be integrated in their core subjects, especially in Good Manners and Right Conduct (GMRC) or Edukasyon sa Pagpapakatao (ESP).
Keywords: financial literacy, pandemic, project implementation and monitoring
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