Advanced International Journal for Research

E-ISSN: 3048-7641   •   Impact Factor: 9.11

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 7, Issue 2 (March-April 2026) Submit your research before last 3 days of April to publish your research paper in the issue of March-April.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 7 Issue 2
March-April 2026

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

A Comparative Study on the Implementation and Effectiveness of School-based Academic Intervention Programs in District 2 (Consolacion) and Lapu-lapu City Division

Author(s) Mr. HIMEJI-KEN V DELA PEÑA, Ms. FERNEL B GERALDEZ, Ms. GERALYN B BASABE, Ms. YOLLYMAR LEMENTE
Country Philippines
Abstract This study aimed to examine the implementation and effectiveness of school-based academic intervention programs in District 2 (Consolacion) and Lapu-Lapu Division, Cebu Province. The primary objective was to assess how these interventions influenced students’ academic performance, engagement, attendance, retention, and overall holistic development, including social, emotional, and cognitive growth. The study sought to determine whether structured interventions could address learning gaps and promote equitable educational opportunities.
The study involved 100 participants, including school heads and teachers from six public schools across the two districts, and a representative sample of their students during the 2025–2026 school year. A descriptive-correlational research design was employed. Data were collected through surveys, interviews, and document analysis to evaluate program planning, instructional design, resource allocation, teacher participation, monitoring practices, and student outcomes. Quantitative data were analyzed using descriptive statistics, correlation analysis, and comparative tests, while qualitative data provided insights into challenges, best practices, and stakeholder involvement in program implementation.
Results indicated that school-based academic intervention programs were generally well-planned and consistently executed. Programs demonstrated clear alignment with school objectives, active teacher involvement in strategy selection, and collaboration with administrators. The interventions significantly improved students’ mastery of lesson objectives, understanding of core subjects, and measurable academic performance, with assessment scores averaging 3.95–4.03 on a 5-point scale. Programs also enhanced student engagement, motivation, responsibility, and self-directed learning. Positive outcomes were observed in attendance, retention, and grade-level progression, alongside growth in social, emotional, and cognitive skills. A strong positive correlation (r = 0.68, p < 0.01) was found between program implementation and perceived effectiveness, emphasizing that structured, high-quality execution contributed to improved student outcomes. Challenges included limited instructional resources, gaps in teacher training, and inconsistent stakeholder engagement, which affected the full potential of the programs.
The study concluded that school-based academic interventions are critical for addressing learning gaps and supporting holistic student development. Effective programs depended on careful planning, structured implementation, continuous teacher professional development, and active engagement from both teachers and students. Recommendations include strengthening and expanding intervention programs, providing ongoing professional development for teachers, integrating systematic monitoring and evaluation mechanisms, promoting collaboration with parents and community partners, and ensuring adequate allocation of resources to sustain and enhance program effectiveness.
Keywords school-based interventions, academic performance, student engagement, attendance, instructional design, holistic development, learning outcomes, program effectiveness  
Published In Volume 7, Issue 2, March-April 2026
Published On 2026-03-12
DOI https://doi.org/10.63363/aijfr.2026.v07i02.3917
View / Download PDF File

Share this



E-ISSN 3048-7641
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

AIJFR DOI prefix is
10.63363/aijfr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 7 Isu 1Cover Page Vol 6 Isu 6Cover Page Vol 6 Isu 5

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About AIJFR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9898-79-39-59 editor@aijfr.com