Advisers

Christopher D. Azares, LPT

Discipline

Education

Abstract

This study investigates the effectiveness of school-based interventions in improving the academic performance of Grade 12 Humanities and Social Sciences (HUMSS) students at Bestlink College of the Philippines. These interventions are designed to create healthy and safe learning environments that facilitate skill development and enhance students’ readiness for academic tasks and activities. This study utilized a descriptive research design with a survey questionnaire and employed cluster sampling to select 200 Grade 12 HUMSS students as respondents. The questionnaire, validated by experts, collected information on the evaluation of school-based interventions, students’ challenges, and the effectiveness of these programs. Data were analyzed using frequency and percentage distributions, ranking, and mean scores. The findings indicate that students view school-based programs as highly effective in developing critical thinking and practical skills. However, difficulties with time management and class attendance posed challenges for some participants. Overall, the interventions were considered both relevant and satisfactory. The discussion provides a summary of the findings regarding the perceived effectiveness of school-based programs at Bestlink College of the Philippines among Grade 12 Humanities and Social Sciences students. It examines the impact of these programs on students’ learning outcomes and the challenges they faced. The section also includes the researchers’ conclusions and recommendations aimed at enhancing the effectiveness of these interventions.

Keywords

critical thinking, program effectiveness, humanities and social sciences, grade 12, bestlink college of the philippines, school-based programs