Authors :
VERNA D. AMBAT
Volume/Issue :
Volume 8 - 2023, Issue 7 - July
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://tinyurl.com/7yyv9vuu
DOI :
https://doi.org/10.5281/zenodo.8207367
Abstract :
This study was conducted to assess the effectiveness of Project VDA (Valid Diverse Assistance) as
an instructional intervention for Grade two learners who were identified with the least mastered
competencies in Mathematics based on Learning Outcome Assessment (LOA) result and enrolled under
Program Power It Up during the school year 2021-2022.
The researcher utilized the quasi-experimental design using the pretest and posttest methods. One
hundred percent of the learners from grade two who were enrolled in the Power It Up Intervention
program in Mathematics were selected as participants.
The participants were subjected to pretest and post-test every quarter for four quarters to
determine their academic performances. The action research project was conducted over five months,
from July to December 2022.
The teacher advisers of grade two were the ones who implemented the intervention activities to the
learners enrolled in Mathematics under the Program Power It Up. The intervention program included
in the project is Individualized Instruction, Peer Support Program, and Reward Scheme. The
researchers monitored the implementation of the project.
The data gathered was analyzed statistically to answer the questions proposed in the research work.
Frequency count, percentages, mean, standard deviation, and paired sample t-test were used to
statistically analyze the data.
The study came up with the following findings: There was a significant difference in the level of
academic performance of the learners before and after the implementation of the intervention program.
Higher mean was observed from the learners after the implementation of the intervention activities.
The intervention program Project VDA was effective in improving the mathematics academic
performance of grade two learners based on the mean gain scores in the post-tests.
Based on the outcomes and implications of the study, the following are recommended, the
continuous implementation of the intervention program for mastery of competencies to improve the
academic performance of the learners. SLAC should be conducted regarding implementation of the
intervention activities in teaching for mastery of least mastered competencies in other learning areas;
A similar study may be conducted in other subject areas and grade levels using the implemented
intervention program.
This study was conducted to assess the effectiveness of Project VDA (Valid Diverse Assistance) as
an instructional intervention for Grade two learners who were identified with the least mastered
competencies in Mathematics based on Learning Outcome Assessment (LOA) result and enrolled under
Program Power It Up during the school year 2021-2022.
The researcher utilized the quasi-experimental design using the pretest and posttest methods. One
hundred percent of the learners from grade two who were enrolled in the Power It Up Intervention
program in Mathematics were selected as participants.
The participants were subjected to pretest and post-test every quarter for four quarters to
determine their academic performances. The action research project was conducted over five months,
from July to December 2022.
The teacher advisers of grade two were the ones who implemented the intervention activities to the
learners enrolled in Mathematics under the Program Power It Up. The intervention program included
in the project is Individualized Instruction, Peer Support Program, and Reward Scheme. The
researchers monitored the implementation of the project.
The data gathered was analyzed statistically to answer the questions proposed in the research work.
Frequency count, percentages, mean, standard deviation, and paired sample t-test were used to
statistically analyze the data.
The study came up with the following findings: There was a significant difference in the level of
academic performance of the learners before and after the implementation of the intervention program.
Higher mean was observed from the learners after the implementation of the intervention activities.
The intervention program Project VDA was effective in improving the mathematics academic
performance of grade two learners based on the mean gain scores in the post-tests.
Based on the outcomes and implications of the study, the following are recommended, the
continuous implementation of the intervention program for mastery of competencies to improve the
academic performance of the learners. SLAC should be conducted regarding implementation of the
intervention activities in teaching for mastery of least mastered competencies in other learning areas;
A similar study may be conducted in other subject areas and grade levels using the implemented
intervention program.
