ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study aimed to Determine effectiveness of Progressive-part Strategy to the Test performance of the Grade 7 learners in MAPEH. The findings of the study served as a basis of a proposed Instructional Supervision plan. The method used to gather relevant data was Quasi Experimental Research Design for Grade 7 learners to complete in the 2nd grading period performances based on their test scores before and after of the Progressive-part Strategy has been introduced and delivered in the classroom during the teaching and learning process that were took for 4 weeks or 1 month in the implementation of the chosen intervention. The output of this study is to provide instructional supervisory plan to help the teachers to create a more effective teaching practices that would help the learners to improve their test performances as one of the main objectives in this study. Table 3 presents the test of difference between the scores in the pre-test and post-test of Grade 7 in MAPEH focusing on 4 major parts of the subject. This results was based from the things that they have learned before the integration was made by the teachers to the learners as well as the leaning gained that they have surpassed after the integration was being integrated during the delivery of the lessons particularly to the learning competencies which covers to the entire 4 weeks from the implementation of the intervention to the lessons being delivered. In this table also, the results on how the hypothesis will be accepted or rejected based on the actual findings of the study whether the intervention is effective or not which somehow witnessed through the improvement or not on their test performance in general. Based on the results in table 3, there was a strong evidence for the efficacy of the interventions used during the testing periods that was lasted for 4 weeks or 1 month of the implementation. The results shows the Test of Difference Between the Scores in the Pre-test and Post-test of Grade 7 Learners in MAPEH. As a result of the computed t-test value exceeding the critical t-value of the null hypothesis (Ho) is rejected and statistical significance is indicated. The fact that there was a statistically significant difference between the pre- and post-test scores confirms that the interventions significantly improved the students’ MAPEH performance. This statistical significance is a strong indication that the interventions that were put in place between the two testing phases are what caused the observed improvements in scores, rather than just being the result of chance. The fact that the null hypothesis was rejected highlights how significantly the interventions improved the students’ comprehension and mastery of MAPEH. The significant improvement in the learners’ scores is further supported by the pre-test mean and the post-test mean of The computed t-value is consistent with the positive difference between these means, suggesting that the interventions have resulted in a statistically significant and noteworthy improvement in academic performance. The fact that this improvement is both numerically and statistically evident lends credence to the interventions’ efficacy. The rejection of the null hypothesis suggests that the implemented interventions have effectively tackled the noted difficulties, resulting in a statistically significant improvement in the students’ comprehension of MAPEH concepts. This result suggests that the strategies used—whether they include curriculum modifications, different teaching approaches, or extra support systems—have all helped to improve the academic performance of Grade 7 students in MAPEH. In order to continuously improve student outcomes, it also emphasizes the significance of focused interventions and continuous assessment in the educational process. The null hypothesis (Ho) is rejected due to the computed t-value exceeding the critical t-value of, indicating statistical significance. This rejection highlights the transformative effect of these interventions on the learners’ academic performance by indicating that the observed difference between pre-test and post-test scores is not the result of random chance but rather is a result of the interventions implemented. This research shows that specific strategies can effectively promote positive educational outcomes, which has practical implications. The results in table 3 implied that rejecting the null hypothesis connotes effective integration of the intervention in the delivery of the lessons in MAPEH. It means that the problems found in MAPEH have been effectively addressed by the interventions that have been put into place, be they new teaching techniques, curriculum modifications, or extra support systems. The fact that Ho was rejected validates the deliberate efforts to improve the comprehension and competency of the learners. This finding highlights the value of evidence-based interventions in education and motivates teachers to use and modify tactics that have been shown to be statistically effective. This outcome emphasizes the value of evidence-based practices in education and validates the effectiveness of the interventions that were put into place. Keywords — Effectiveness Progressive-part Performance Grade 7 Learners MAPEH