The Effect of Language Intervention Activities on The Performance of Elementary Learners

KEINRICH ACE UY; ROBIN GUILLERMO

doi:10.18535/sshj.v8i05.1116

Abstract

This study aimed to assess the effect of language intervention activities on the performance of fourth-grade pupils at Divisoria Elementary School in Santiago City, Philippines for the School Year 2023-2024. The research involved 82 participants, with 41 learners assigned to the Control group and 41 learners to the Experimental group. A quasi-experimental design, specifically the pretest-posttest design, was employed to measure the effect of the intervention. Data analysis was conducted using Microsoft Excel, ensuring fair treatment of participants' responses for frequency calculation. A paired sample t-test was utilized to analyze significant differences between the two groups pre- and post-testing, with statistical analysis performed using the Statistical Package for Social Sciences (SPSS) version 20 software. The findings revealed a positive effect of language intervention activities on language performance. The experimental group exhibited a significant improvement in mean performance from the pre-test to the post-test, indicating a substantial increase in their language performance. In contrast, the Control group's mean performance showed minimal change, highlighting the importance of language intervention activities in enhancing language skills. The results underscore the significant improvement of language intervention activities on the identified least mastered competencies of Grade 4 students. A proposed strategic intervention material is the output of this study and it was recommended that the crafted material be adopted by elementary teachers in the school and other teachers in the school division as an additional learning material to address the weaknesses of the learners along the identified least learned competencies.

Keywords

Keinrich Ace G. UyRobin V. Guillermo

References

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[refR-2] Asio, John Mark R. and Jimenez, Edward, Effect of Remediation Activities on Grade 5 Pupils’ Academic Performance in Technology and Livelihood Education (TLE) (August 6, 2020). Asio, J.M.R., & Jimenez, E.C. (2020).. https://doi.org/10.29333/pr/8464 .DOI ↗Google Scholar ↗

[refR-3] Barnes, C., & Tynan, B. (2007). The adventures of Miranda in the brave new world: Learning in a Web 2.0 millennium. Retrieved from http://bit.ly/2WxT1AFGoogle Scholar ↗

[refR-4] Bastedo, M. N., & Gumport, P. J. (2003). Access to what? Mission differentiation and academic stratification in US public higher education. Higher Education, 46(3), 341-359. Retrieved from http://bit.ly/2UTiClTGoogle Scholar ↗

[refR-5] Blancia , G. C. (2023). Effectiveness of Remedial Activities in Teaching Numeracy in Improving the Performance of Identified Grade 6 Non-Numerates.Google Scholar ↗

[refR-6] Boylan, H. R., & Saxon, D. P. (1999). What works in remediation: Lessons from 30 years of research. Unpublished report. Retrieved from http://bit.ly/2vElA3cGoogle Scholar ↗

[refR-7] Bunagan, F. (2012). Strategic Intervention Materials.Retrieved from http://www.slideshare.net/felixbunagan/strategicinte.Google Scholar ↗

[refR-8] Caras, K. (2019). The Effectiveness of Inquiry and Computer Based Learning in RemediationGoogle Scholar ↗

[refR-9] Capuyan, D., Etcuban, J. O., Manguilimotan, R., Padillo, G., Raynera, W., & Onrejas, E. (2019). Mathematics remedial program for elementary learners in Cebu City, Philippines. American Research Journal of Humanities Social Sciences, 2(5), 16-23.Google Scholar ↗

[refR-10] Casazza, ME, & Silverman, SL. (1996). Learning assistance and developmental education. Jossey- Bass: San Francisco.Google Scholar ↗

[refR-11] Casingal, C. P. (2022). Efficacy of Phil-IRI and remedial classes for Filipinos at the intermediate level. Journal of Sustainable Business, Economics and Finance, 1(2), 47-59.Google Scholar ↗

[refR-12] De Jong, E. J., & Harper, C. A. (2005). Preparing mainstream teachers for English-language learners: Is being a good teacher good enough?. Teacher Education Quarterly, 32(2), 101-124. Retrieved from http://bit.ly/2YbT6KBGoogle Scholar ↗

[refR-13] Driscoll, M. P., & Driscoll, M. P. (2005). Psychology of Learning for Instruction. Retrieved from http://bit.ly/2H0TswrGoogle Scholar ↗

[refR-14] Eno, M. A. (2019). Impact of remedial teaching on ESL/EFL low achievers: An Arabian Gulf experience. International Journal of English Research, 5(2), 58-64.Google Scholar ↗

[refR-15] Etu, 0.C. (2009) “Underachieving learners: Can they learn at all?" ARECLS. Vol. 6. 84 102.Google Scholar ↗

[refR-16] Gifford, L. S. (2013). The mature organism model. Whiplash—science and management: Fear, avoidance beliefs and behaviour. Topical Issues in Pain, 1, 45-56. Retrieved from http://bit.ly/302bvemGoogle Scholar ↗

[refR-17] https://pahinadepedsantiago.com/2022/03/11/las-quarter-1/Google Scholar ↗

[refR-18] Jarrar, E. T. M. (2014). The impact of remedial classes on the performance of the fourth grade low achievers in English in public schools in Ramallah district (Doctoral dissertation).Google Scholar ↗

[refR-19] Luoch, T. O. (2014). The impact of remedial English on the improvement of English proficiency: The case of the United States international university-Africa. Procedia-Social and Behavioral Sciences, 152, 1178-1188.Google Scholar ↗

[refR-20] Mroczek DK & Little, TD. (2006). Handbook of personality development.Google Scholar ↗

[refR-21] Nugent M, Gannon, L, Mullan, Y., & 0' Rourke D. (2012). "Effective interventions for struggling readers. A good practice guide for teachers" National Education Psychological Service. http//www.educatio ie. /neps literacy good practice guideGoogle Scholar ↗

[refR-22] Parker, L T, Bustillos, T. & Behringer, L. ( 2010). “Remedial and developmental education policy at crossroads", University of Massachusetts, Boston, www.cLkeseerx Ist psu.edu USAGoogle Scholar ↗

[refR-23] Perin, D. (2006). Can community colleges protect both access and standards? The problem of remediation. Teachers College Record, 108(3), 339-373.Google Scholar ↗

[refR-24] Rai, H., & Penjor, S. (2020). The Impact of remedial class on pupils’ learning achievement. Contemporary Education and Teaching Research, 1(2), 27-34.Google Scholar ↗

[refR-25] Reichardt, C. S. (2009). Quasi-experimental design. The SAGE handbook of quantitative methods in psychology, 46-71.Google Scholar ↗

[refR-26] Sharples, J Slavn, R, & Chambers, B (2011). “Effective classroom strategies for closing the gap in educational achievement for children and young people living in poverty. Retrieved from www.s4eo.orgGoogle Scholar ↗

[refR-27] Shanaaa, Z., & Hamadab, N. H. Remedial Classes for Middle School Pupils: Evidence from UAE.Google Scholar ↗

[refR-28] Siegel, L.S. (1995). Reading and writing: An Interdisciplinary Journal. Kluwer Academic Publisher. http://www.researchncl.ac.yk.ARECLS/volum_6/ogbonnia_vol6.pdfGoogle Scholar ↗

[refR-29] Sepyanda, M. (2019) The importance of english subject in elementary school curriculumGoogle Scholar ↗

[refR-30] Salas, C., & Bowers (2001). The effects of an after-school tutoring program on the academic performance of at-risk pupils and pupils with LD. Remedial and Special Education, 22(3), 172-186. Retrieved from http://bit.ly/2JjMaqIGoogle Scholar ↗

[refR-31] Thilges, N., & Schmer, C. (2020). A concept analysis of remediation. Teaching and Learning in Nursing, 15(1), 98-103.Google Scholar ↗

[refR-32] Rowntree, D. (2015). Assessing pupils: How shall we know them?. Routledge. Retrieved from http://bit.ly/2WrfTkYGoogle Scholar ↗

[refR-33] Stronge, J. H. (2018). Qualities of effective teachers. ASCD. Retrieved from http://bit.ly/2PWF2lrGoogle Scholar ↗

[refR-34] Zaman, S. (2010). Relationship between cognitive levels, moral reasoning and academic achievement of secondary school pupils (Doctoral dissertation, University of Punjab, Lahore). Retrieved from http://bit.ly/2ZXEVdYGoogle Scholar ↗