Abstract
Monitoring student’s progress is one of the key roles of a teacher because the goal of education is the academic achievement of the learners. With this, the researcher devised a modified individual learning monitoring plan patterned to that of the DepEd to assess its effectiveness in student engagement and academic achievement among the Grade 11 academically challenged learners in science. This study is supported by progress monitoring theory, goal theory, theory of zone of proximal development, and expectancy-value theory. The study was conducted to determine if there is significant difference between the student engagement and science achievement of the experimental and control group before and after the use of Modified Individual Learning Monitoring Plan (MILMP). The researcher used non-equivalent quasi-experimental research design where control and experimental groups were selected purposively using the criteria; 40%- previous science grade, 20%- previous science teachers interview and 40%- for the 1st quarter grades in earth and life sciences. Data were collected using survey questionnaire for student engagement and 50-item achievement test and focus group discussion. The statistical tool used are percentage, weighted mean, T- Test, Wilcoxon signed rank Test and Mann-Whitney U-test. Data reveals that the level of science engagement and achievement of the experimental group increased after the use of MILMP than to that of the control group. Overall, the use of MILMP is effective in improving the science achievement and student engagement of the academically challenged learners because of Immediate feedbacking and communication to parents and learners, active involvement of the parents and specific learning objective. The MILMP is easy to use and does not consume so much time, effort, and money on the part of the parents and learners.
Author Information
Kathleen Anne F. Faderogao, Corcuera National High School, Philippines
Reynaldo P. Ramos, Technological University of the Philippines, Philippines
Paper Information
Conference: ACEID2023
Stream: Teaching Experiences
This paper is part of the ACEID2023 Conference Proceedings (View)
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To cite this article:
Faderogao K., & Ramos R. (2023) Effectiveness of Modified Individual Learning Monitoring Plan on Science Achievement and Student Engagement Among the Grade 11 Academically Challenged Learners ISSN: 2189-101X – The Asian Conference on Education & International Development 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2189-101X.2023.5
To link to this article: https://doi.org/10.22492/issn.2189-101X.2023.5
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