From Struggles to Success: The Effectiveness of Teacher-led Post Assessment for Low Achievers in EPP V

Abstract

This study employed a quasi-experimental design to examine whether low-achieving Grade V learners in Edukasyong Pantahanan at Pangkabuhayan V (EPP V) in Agriculture class of Calot Elementary School could improve their academic performance with the application of teacher-led post-assessment strategies.

The pre-test was used to ascertain the initial levels of competence of learners. A post-test was given to learners after the intervention to see if their academic performance had changed or even improved significantly. Some of the descriptive statistics that were used to analyze the data collected were the mean and standard deviation. To determine whether differences between pre- and post-test scores and between assessment techniques were significant, inferential statistics (paired and independent sample t-tests) were used.

The findings revealed that prior to the intervention, the learners demonstrated a moderate level of prior knowledge. Specifically, competency one obtained a mean score of 82.71 (Satisfactory) and 79.00 (Fairly Satisfactory) in competency two, resulting in an overall mean of 80.86. Following the implementation of teacher-led post-assessment techniques, there was a notable improvement in learners’ academic performance. The post-test results showed an increase to a mean score of 88.55 (Very Satisfactory) for the first competency and 82.04 (Satisfactory) for the second competency, with an overall mean of 85.27. Also, the paper contrasted two types of post-assessment activities used by the researcher: individual and group activities. The findings demonstrated that learners' academic performance was substantially enhanced by individual task as compared to group activities.