Students' Perceived Helpfulness and Challenges of Intervention Program in Various Facets of Development

Abstract

INTRODUCTION

Academic performance is very important because it is the reflection of the quality of education offered to the learners. Thus, Department of Education continuously develops various intervention programs to ensure quality, effective, realistic, and contextualized learning in the field. For this reason, schools localize national projects to meet the needs of their learners especially those who are at-risk. Hence, the study tries to examine the kind of academic interventions given to the learners, the perceived helpfulness of intervention among the students and the challenges encountered by them.

METHODS

The qualitative research used purposive sampling technique in determining the participants of the study. A total of15 students were interviewed regarding the helpfulness and challenges of those who are having intervention. Coding, categorizing, and conceptualizing were done to analyze the protocol of interview.

RESULTS

The study reveals that the most common types of intervention done among Grade 9 students are make-up classes, project making, special quizzes and activities. More so, most of them find these intervention programs beneficial because they improve the academic aspect of the learners, develop rapport between students and teachers and boost the confidence of the learners. On the other hand, the study also reveals that sometimes the programs hinder them in doing other things in school or at home and make them ashamed for being part of the program from first quarter to last quarter.

DISCUSSIONS

The results state that intervention is a difficult thing for the students but it helps them in increasing their academic rating. It also implies that most of the participants view this undertaking as a contributory factor in their academic success.