Improving Grade 10 students’ Mastery of Active-Citizenship Concepts Through Brochure-Supported Remedial Instruction

Abstract

This classroom-based action research used a quantitative one-group pretest-posttest design to examine changes in Grade 10 students’ mastery of active-citizenship concepts following participation in a brochure-supported remedial program in Araling Panlipunan (Social Studies). Thirty-three students who scored 50% or below across fourth-quarter formative and summative assessments were selected purposively. The intervention combined brochure-based instructional materials with guided discussion, collaborative tasks, reflection exercises, and practical applications in three 60-minute sessions per week for four weeks. A 40-item curriculum-aligned test was administered before and after the program. The mean score increased from 10.8 (SD = 3.68) to 35.9 (SD = 2.88). The paired-samples comparison indicated a mean gain of 25.1 points, t(32) = 38.00, p < .001, 95% CI [23.76, 26.44], with a very large standardized paired effect, dz = 6.62. These results show a large short-term improvement in test performance among the participating remedial students. Because the study used one group, assessed the same students twice, and delivered several instructional components together, the gain cannot be attributed to the brochure alone and should not be interpreted as evidence of citizenship behavior outside the classroom. The findings support cautious continued use and iterative evaluation of the multicomponent brochure-supported remedial approach, preferably with delayed assessment, broader measures of active citizenship, and a comparison condition in subsequent cycles.

Keywords: active citizenship; Araling Panlipunan; brochure-supported instruction; remedial education