Utilization of Strategic Intervention Material for Reading and Writing in Addressing Assessment Gaps (Phase I)
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 25, Issue 4
Abstract
This study aimed to address and mitigate the gaps in assessment and performance among senior high school students taking the core subject Reading and Writing. This initiative aimed to enhance educational outcomes and promote a MATATAG future for every Filipino child by tackling significant issues in key learning competencies. Utilizing diagnostic, formative, and summative assessments, the project identified specific areas of struggle and implemented targeted interventions. The methodology included crafting strategic intervention materials and developing a remediation plan within instructional time. Results indicated substantial improvements across all targeted competencies, with the mean percentage scores (MPS) increasing significantly and failure rates decreasing in MELC 1, MELC 2, and MELC 3. The major findings highlight the effectiveness of tailored educational support and strategic interventions in improving student performance. Participant feedback revealed challenges in grammar, sentence construction, and vocabulary, emphasizing the need for foundational skill development. The implications of this study are far-reaching, demonstrating that with proper support and resources, significant academic improvements are achievable. Project SAGIP not only addressed immediate learning gaps but also provided a framework for future educational programs aimed at enhancing student performance and fostering a more inclusive and effective learning environment.
Authors and Affiliations
Joe Mar Levi Pornobi
Keywords
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- EP ID EP762399
- DOI 10.5281/zenodo.13789770
- Views 13
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