Strategic Intervention Program and its Impact to the Academic Performance of Grade 9 Students in Science: First Quarter Assessment

Abstract

INTRODUCTION

The current emphasis on best practices for school-based intervention and remedial programs brings with it the demand for evaluation efforts in schools. It describes the challenges of launching a successful school programand evaluation, with lessons learned from the projects that focus on the improvement in the academic achievement of students. In this study, intervention in science will be used to improve performance in Science 9 of the slow learners.

METHODS

This study utilized the descriptive method of research and used the pre-test-posttest pre-experimental design. The descriptive part of the study involves the effect of remedial teaching. The experimental part of the study is the students' performance in Grade 9 Science. Quantitative analysis was used to determine any difference between the pretest and posttest scores. Qualitative analysis was employed for the impact of intervention done.Frequency distribution, percentage scores and mean were used to describe the effect of remediation and to summarize the data.

RESULTS

Based on the result of intervention it helped the students improved their academic performance in the least mastered competency. It has a significant effect on their scores in the achievement test. Moreover, based on the experience of the researcher-teacher, there were students who requested for more drills, exercises, and activities. These perceptions confirmed with the study of Hamm (2009) that the reason for the transformation of students is adopted from the idea that they had enjoyable and rewarding experiences in learning.

DISCUSSIONS

Most of the students enjoyed and appreciated the learning competencies through problem-solving, the performance of the activities, accomplishing of worksheets thus enabling them to better understand the concepts. The strategic intervention material used by the teachers has the capability of influencing the attitudes of students towards deeper learning thus improving their performance in science and they achieved better reflected on their grades. There is a significant difference between the pretest and posttest mean scores of the achievement in science revealing their higher performance after the exposure to the intervention program. The intervention program and academic achievement were found to be significantly related.