Authors : Kathleen D. Gutierrez; Jennifer P. Consing

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/bda957af

Scribd : https://tinyurl.com/yhjtkvwp

DOI : https://doi.org/10.38124/ijisrt/26may1443

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This quasi-experimental study examined the impact of Project SCoRE in improving the learners' academic performance in Science 10. The study involved students in Grade 10 under Life Science at Bagbaguin National High School. The research utilized a quasi-experimental design, specifically the pretest and posttest experimental group design. To guarantee that the pretest effectively assessed the desired learning competencies and yielded consistent findings, instrument validation and reliability testing were conducted. After the full implementation, the collected data were analyzed and interpreted using descriptive and inferential statistics with support from JASP, a free and intuitive statistical software. The Shapiro-Wilk test was first employed to assess the normality of score distributions. Due to several Most Essential Learning Competencies (MELCs) yielding non-normal results, the Wilcoxon signed-rank test was chosen as the appropriate non-parametric alternative. The analysis was performed both per MELC and for the total test score. The learners' performance before the intervention revealed limited achievements and minimal variability, with few students exhibiting advanced understanding. This indicated a critical learning gap, particularly in Life Science. The pretest outcomes across the eight MELCs clearly suggested that students began the intervention with minimal prior knowledge and a generally low level of conceptual mastery. Post-test data demonstrated a significant rise in student achievement across all eight MELCs. The most prominent improvements were seen in topics related to the reproductive system and species diversity. The application of the Wilcoxon signed-rank test revealed significant gains in student achievement across all eight MELCs. The statistical findings showed a considerable improvement in student performance from pre-test to post-test, with a substantial improvement in mastery levels among students who had previously demonstrated low performance. Overall, the posttest results confirmed that Project SCoRE not only improved overall academic performance but also addressed specific knowledge gaps effectively. Its impact underscored its value as a structured, research-based approach to enhancing mastery and increasing learner engagement.

Keywords : Remediation, Learning Gap, Science Education.

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