The Power of Project Bridges To Boost Grade Seven Learners

Abstract

INTRODUCTION

The classroom nowadays contains most of the learners who skip classes, observe tardiness, and lack enthusiasm in their studies. All of these will result to academic failure if students are not provided with utmost care and attention. Thus, the focus of this research is to boost the attendance of the Grade Seven learners through Project BRIDGES (Building Rapport and Interconnection to Diminish the Gaps and Enhance Supervision). The said project includes parent-teacher conferences, SMS and phone calls, culminating activities, homeroom guidance, get-together, home visitations, case studies, and giving of awards and incentives.

METHODS

The respondents were the 80 Grade Seven Learners from the two sections namely Waling-waling and Sampaguita. The study used the non-equivalent control group design wherein two groups were involved: the 40 learners of G7-Waling-waling were exposed to Project BRIDGES, while the 40 learners of G7-Sampaguita were not. The School Form 2 or Daily Attendance Report of Learners was utilized during the data-gathering procedure. The percentage of attendance every month was used as a basis of comparison. The Z-test for Proportions was used to present, analyze, and interpret the data. The study was conducted for three (3) months.

RESULTS

Research findings showed that before the experimental group was exposed to the intervention, there was no significant difference in the attendance percentage of the respondents with the computed z of -0.5139 and p-value of 0.61006 accepting the null hypothesis. Though after exposure to the intervention for the past two months, the results revealed the significant difference in the attendance percentage of the two groups involved. The computed z was 10.5065 with computed p-value of 0 which means that the null hypothesis is rejected. Furthermore, most of the learners in the experimental group had perfect attendance for the past 2 months as well as none of them was reported to have shown inappropriate behavior inside or outside the school premises.

DISCUSSIONS

Communication is a vital element in the teaching-learning process. Well-nurtured relationships can be attained when right channels are established among the key players of the classroom. Project BRIDGES served as a wake-up call for teachers to take part in attending to the learners' needs and weaknesses. It is about time that the school must do something to eliminate the instances wherein students do not attend classes most of the time because they know they are not being monitored.