ABSTRACT
Education at any level has normally been based on some image of the future; that was not impossible in a world that was changing slowly like what is happening now, that learning in the new normal is a challenge for the teachers, students and even parents. And since going back to the “normal” we’re all accustomed to isn’t going to happen anytime soon, let’s all do the best we could to adjust and make this current situation work. Today, educators are preparing learners for a world that we cannot predict, and self-directed learning has become essential foundation for 21st century learners. This study was designed to determine the effect of Self-Directed Activity as Remedial Approach to Selected Grade 9 Students in Antipolo National High School. Moreover, the study aimed to answer the following problems: 1.) the performance of students before the intervention; 2.) the performance of students in the posttest 3.) and the significant difference between the pretest and post-test of the students. Quantitative approach was used to measure its effectivity, and experimental design was employed to the study. The participants of the study were the 50 students from handled sections of the researcher in Antipolo National High School and they were selected through random sampling. Data were gathered through using Pretest and Post-test result with teacher-made test as the main instrument which consist of fifty-item test which were based under the most essential competencies (MELC) of DepEd. Mean and standard deviation were used to determine the performances of the participants and dependent t-test was applied in order to get the result of the performance of the students in both pretest and post-test. And based from the result, a significant difference occurred from the pretest and post-test of the respondents. Based from the result of the study, the following conclusions were drawn such as; there is no significant difference in the pretest scores of the students, self-directed activity was effective based on the increase in the posttest results after the intervention was made. The highest posttest score attained by the students were on the range of 46 to 50 and the lowest was in the range of 26 to 30. The mean scores of 38.20 and standard deviation of 5.19 respectively, the posttest results of the respondents was significantly different and that the use of self-directed activity approach produces significantly higher scores among the students. And the used of self-directed activity as an approach for remediation in teaching selected grade 9 students was effective since the mean in the posttest was higher than the mean in the pretest.
Keywords: Self-Directed Activity, independent learning, experiential learning by doing
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