Effectiveness Of Calibrating Action for Lifelong Learning to Upstage Pandemic (Call Up) Approach on Pupils’ Academic Performance

AUTHOR(S)

Marilyn P. Pasigna

ABSTRACT

This study investigated the effectiveness of Teachers’ Calibrating action for Lifelong Learning to Upstage Pandemic (Call Up) Approach on pupils’ academic performance specifically in English, Mathematics and Science. The quasi-experimental method of research was employed to investigate the effectiveness of CALL UP Approach to improve learners’ performance in English, Math and Science. This pre-posttest design makes use of two group of learners with almost similar characteristics. The learners were divided into two groups to compose the control and experimental groups. The control group were subjected to the usual treatment. Meanwhile, the experimental group were subjected to CALL UP Approach composed of home visits, small group community teaching, scaffolding and feed backing. The results yielded significant difference on the mean gain score between the control and experimental groups implying that the Call Up Approach is more effective in improving the pupil’s academic performance in English, Math and Science than the previously available learning model of delivery. The Call Up Approach as an intervention program is found effective to improve the learner’s academic performance as revealed in this study.