Independent learning is an essential skill that improves students' metacognitive skills and learning. This study assessed the effectiveness of Independent Learning (IL) as a Tier 1 Intervention in improving the academic performance of Grade 9 students in Filipino subject and explore the significance of IL and its principles on the learning and experience of Grade 9 students. The study used IL-based principles such as metacognition, crafting one’s learning targets, use of resources, self-assessment, identifying the achievement of learning targets, and linking it to student decision-making and interaction with others. A PDSA model was used to design the action research, and purposeful sampling determined the cycle data analyzed. The researchers used a t-test to determine the statistical implication of the data (pretest and post-test) from a sample population of ten Grade 9 sections. After statistical analysis, a p-value of 6.78149e-21 was obtained, indicating a significant difference between the pretest and post-test data, leading to the acceptance of the alternative hypothesis. To further validate the use of IL principles, students’ reflections on their Performance Task (PT) and related tasks were analyzed, revealing a greater understanding of the lesson through the designed activities and/or lessons. This study suggests that the use of IL principles in lesson design and implementation can have a significant impact on students’ academic performance and reinforce the importance of being autonomous and reflective learners. Teachers, lesson designers, administrators, and institutions are encouraged to consider these principles in their instruction and design activities and/or lessons that promote IL skills.
Arvin Jasper Villanueva, De La Salle Santiago Zobel School, Philippines
Gio Paolo Bautista, De La Salle Santiago Zobel School, Philippines
Steward Amon, De La Salle Santiago Zobel School, Philippines