Intervention Brigade: A Strategic Process to Improve the Academic Performance of Cookery 9 Students in Bulihan Integrated National High School, Silang, Cavite, Philippines
DOI:
https://doi.org/10.48017/dj.v10i3.3504Keywords:
Intervention Brigade, Strategic Intervention Materials, TLE (Technology and Livelihood Education)Abstract
This study examined the implementation and effectiveness of the "Intervention Brigade," a school-based remediation strategy aimed at addressing the least-mastered competencies of Cookery 9 students at Bulihan Integrated National High School in Silang, Cavite, Philippines. The research sought to identify factors behind low academic performance and evaluate the intervention's impact on student outcomes. Data collection involved Learning Outcomes Assessments (LOA), focus group discussions with purposively selected students, and interviews with Cookery 9 teachers. Findings highlighted that poor study habits, limited access to learning resources, low engagement in written tasks, and instructional gaps were key contributors to low performance. Analysis of pre- and post-intervention LOA scores showed a significant improvement, with an average 22% increase in scores and a notable rise in student mastery levels. The study concluded that structured remediation activities—such as teach-reteach sessions, test-retest, and the use of Strategic Intervention Materials (SIMs)—are effective in enhancing learners' comprehension and confidence. Recommendations include institutionalizing the Intervention Brigade across other subject areas, improving teacher training in differentiated instruction and SIM development, and integrating diagnostic assessments into regular teaching to better support student learning.
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Copyright (c) 2025 Ronemie Abril, Paul Jay Payumo, Mark Anthony Abril
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