Strategic Intervention “Project Sigla” And The Performance Of Grade 12 Students In Health Optimizing Physical Education

AUTHOR(S)

Sharmaine P. Avilla & Edilberto Z. Andal, Ed.D.

ABSTRACT

This research study aimed to determine the effectiveness of Strategic Intervention in Guiding Learners’ Aptitude (Project SIGLA) in improving the academic performance of Grade 12 students in Health Optimizing Physical Education (HOPE) 4 subject. Project “SIGLA” was one of the pedagogies and initiatives done for Grade 12 students at Buenaventura Alandy National High School (BANHS) in Tayabas City to bridge the gap in students’ academic performance by developing self-paced modules that allow students to deal with the lesson and improve exam results even without in-depth discussions. Descriptive-comparative research method was used in gathering quantitative data from the Diagnostic Test (Pre-test), Achievement Test (Post-test) and survey questionnaire. The respondents were thirty (30) Grade 12 students from various strands of Buenaventura Alandy National High School (BANHS)’s Academic, Technical Vocational, and Livelihood Track. The findings of the study reveals that (1) the pre-test scores were low and that the respondents were not adapted to the “New Normal” learning modality, resulting in poor academic performance in the HOPE 4 subject, (2) the post-test scores increased after Project “SIGLA” was implemented, indicating that the intervention was successful owing to the developed self-made learning material, (3) the contents of the self-made learning material were appropriate for modular distance learning, activities suited the learning styles of the learners, instructions were clear and understandable, and that the assessments enable learners to answer objectively with comprehension and critical thinking, (4) significant difference on the respondents’ pretest and posttest scores owed to implementation of the Project “SIGLA” which enhanced academic achievement in HOPE 4, and (5) weak connections were found between the respondents’ knowledge of factual, conceptual, and analytical components and the self-developed module’s content, activities, teaching, and evaluation at the α = 0.05 level. The results of this study contribute to the literature and body of knowledge concerning academic performances improvement through developed self-made learning material intervention.