Accelerating the Performance of Grade 8 Students in Araling Palipunan Through the Facture, Reasoning, Operations, Metacognitive (FROM) Strategy: A Multi-level Question Assessment Approach

Abstract

This study examined the effectiveness of the FROM (Factual, Reasoning, Operations, Metacognitive) Strategy in enhancing the academic performance of Grade 8 students in Araling Panlipunan. The traditional teaching method often hinders students’ participation in class discussions because it lacks activities that keep them engaged, making it difficult for them to comprehend complex ideas. The study aimed to determine the effectiveness of the FROM Strategy as a multi-level question assessment approach in accelerating the academic performance of Grade 8 students in Araling Panlipunan. A descriptive-experimental design was employed involving 90 Grade 8 students at Western Abra National High School. One section served as the control group, one as the experimental group, and one as the baseline group. A researcher-developed 50-item pretest/posttest, validated by Araling Panlipunan specialists with a validity index of 3.61, was used. Data were analyzed using means, dependent-samples t-tests, and independent-samples t-tests. Before the intervention, the control and experimental groups had low performance, with overall pretest means of 65.33 and 65.71, both Did Not Meet Expectations. After implementation, the control group obtained an overall posttest mean of 87.43, Very Satisfactory, while the experimental group obtained 90.48, Outstanding. The FROM group showed significant pretest-posttest improvement, t = 34.57, p < 0.001. Overall posttest comparison also favored the FROM group, mean difference = 3.05, t = 3.69, p = 0.000. The study revealed that incorporating multiple levels of strategies using the FROM Strategy helps improve students’ academic performance and supports comprehension, critical thinking, and self-regulated learning.