Intervention Accomplishment Report

Republic of the Philippines
Department of Education
REGION IV-A
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
GENERAL MARIANO ALVAREZ TECHNICAL HIGH SCHOOL
ACCOMPLSIHMENT REPORT
INTERVENTION PROGRAM OF GRADE 9 SCIENCE
S.Y 2023-2024
INTRODUCTION
Interventions in education allow teachers to address gaps in a student’s progress or

attainment. Once a need has been identified, effective interventions can be used to
overcome any learning barriers. This report details the Grade 9 Science Intervention
Program, targeting students who scored below 80% in their periodical examinations
within the Quarter 1.
PROGRAM DESCRIPTION
The intervention program focused on the least mastered competencies based on the
intervention plan for Grade 9 Science.
Targeted competencies were:

1. Explain the different patterns of non-Mendelian inheritance (S9LT-Id-29)
2. Differentiate the basic features and importance of photosynthesis and
respiration (S9LT-lg-j-31
PARTICIPANTS
Out of 203 students from different sections (Grade 9-Calle Crisologo, Grade 9-Fort
Santiago, Grade 9-Mendiola, Grade 9-Plaza Miranda and Grade 9- Pugad Lawin), 24
were identified for the intervention program (attached the attendance). These
students had the lowest scores in the competencies.
INTERVENTION STRATEGIES
Initial Strategies
 Re-teaching: The teacher revisited the least mastered topics, providing
additional explanations and examples.
 Supplementary Activities: Activities designed to reinforce the concepts were
given to the students.
DURATION
The initial phase of the intervention took place from October 27, 2023.
REGION IV-A
RESULTS
After the initial series of re-teaching and supplementary activities: 20 out of 24
students (approximately 83%) passed the reassessment. The remaining 4 students
continued with the intervention program.
CONTINUED INTERVENTION
For the 4 students who did not pass, the teacher employed a different strategy:
Collaborative Learning: This approach involved group activities where students
could learn from and support each other.
OUTCOME
Through collaborative learning, the students under the intervention program were
able to catch up with the lessons and topics effectively.
SUMMARY
 Total Students: 203
 Students in Intervention: 24 (Grade 9-Calle Crisologo, Grade 9-Fort Santiago,
Grade 9-Mendiola, Grade 9-Plaza Miranda and Grade 9- Pugad Lawin)
 Students Passed after Initial Intervention: 20
 Students Continued with Program: 4
CONCLUSION
The intervention program demonstrated significant success, with most of the

participating students showing improved understanding and performance in the
targeted competencies.
Prepared by:
MARY JOY P. MOLA

Teacher III
Noted by:
ARVIN F. FAMARIN
Grade 9, Science Chairperson
REGION IV-A
S.Y 2023-2024
INTRODUCTION
The instructional interventions program aimed to support struggling Grade 9

science students by providing targeted assistance to help them improve their
academic performance. This report outlines the implementation and outcomes of the
intervention program conducted during the second quarter.
PROGRAM DESCRIPTION
The intervention program specifically targeted students who scored below 80% on
their periodical examinations. The focus was on addressing the least mastered
competencies as identified in the Grade 9 Science Intervention Program Plan. The
program was implemented for students from sections Grade 9-Calle Crisologo,
Grade 9- Fort Santiago, Grade 9- Mendiola and Grade 9-Plaza Miranda.
Targeted Competencies:
1. Recognize different types of compounds (ionic or covalent) based on their

properties such as melting point, hardness, polarity, and electrical and
thermal conductivity (MELC: S9MT-IIb-14).
2. Use the mole concept to express the mass of substances (MELC: S9MT-IIi-19).
PARTICIPANTS
Out of 182 students across the sections, 18 students were identified for the
intervention:
The following instructional strategies were employed to address the academic needs
of the students:
 Re-teach sessions: Core concepts were re-taught to ensure foundational

understanding.
 Board works: Step-by-step problem-solving exercises were demonstrated on
the board.
 Peer teaching: Students were paired to facilitate peer learning and
collaboration.
REGION IV-A
 Supplementary activities: Additional practice exercises were provided to
reinforce learning.
DURATION
The intervention program was conducted from January 16- 17, 2024.
RESULTS
All 18 students who participated in the intervention program successfully mastered

the targeted competencies. The post-intervention assessments indicated that all
students improved their scores and passed the competencies they initially struggled
with.
CONCLUSION
The intervention program was successful in helping struggling Grade 9 science

students improve their understanding and mastery of key scientific concepts. The
combination of re-teaching, board works, peer teaching, and supplementary
activities proved effective in bridging the knowledge gaps. The program not only
helped students catch up with the curriculum but also enhanced their confidence
and academic performance in science. Future intervention programs will continue to
build on these strategies to support student learning and achievement.
Prepared by:
MARY JOY P. MOLA

Teacher III
Noted by:
ARVIN F. FAMARIN
REGION IV-A
S.Y 2023-2024
INTRODUCTION
The Science Department of General Mariano Alvarez Technical High School has
implemented an intervention program to ensure that no students receive failing
grades. This initiative aligns with the Department of Education's (DepEd)
"MATATAG: Bansang Makabata, Batang Makabansa" campaign, which emphasizes
support for students with learning difficulties.
PROGRAM DESCRIPTION
The intervention program was specifically designed for Grade 9 students who scored
below 80% in their periodical examinations during the Third Quarter. The focus was
on addressing the least mastered competencies as identified in the intervention
program plan.
Targeted Competencies:
1. Illustrate how energy from volcanoes may be tapped for human use. S9ES-
IIIc-d-29
2. Describe certain climatic phenomena that occur on a global level. S9ES-IIIf-
31
3. Show which constellations may be observed at different times of the year
using models. S9ES-IIIj-35
PARTICIPANTS
Out of 157 students across four sections— Grade 9-Calle Crisologo, Grade 9- Fort
Santiago, Grade 9- Mendiola and Grade 9-Plaza Miranda —9 students participated
in the intervention program. These students had low scores in the following Most
Essential Learning Competencies.
To bridge the learning gaps, teachers employed several strategies:
 Re-teaching: Revisiting and reinforcing the concepts.

 Video Presentations: Utilizing multimedia to enhance understanding.
 Supplementary Activities: Providing additional exercises to reinforce learning.
REGION IV-A
DURATION
The intervention was conducted over a five-day period from April 1-2, 2024.
RESULTS
After the series of re-teaching sessions and supplementary activities, all 9 students
who participated in the intervention program showed significant improvement. They
successfully mastered the lessons and passed the subsequent assessments.
CONCLUSION
The intervention program effectively supported students in mastering the essential
science competencies. The dedicated efforts of the teachers and the tailored
strategies ensured that all participating students could catch up. This initiative
demonstrates the school's commitment to providing quality education and
supporting all students in achieving academic success.
Prepared by:
MARY JOY P. MOLA

Teacher III
Noted by:
ARVIN F. FAMARIN
REGION IV-A
S.Y 2023-2024
INTRODUCTION
The Intervention Program of the Science Department at General Mariano Alvarez

Technical High School was designed to ensure that no student received failing
grades. This initiative aligns with the Department of Education's "MATATAG:
Bansang Makabata, Batang Makabansa" campaign, emphasizing the nation's
commitment to youth education and development. The program particularly targeted
students struggling with fourth-quarter Physics, a subject heavily reliant on
computational skills. Many students found difficulty with basic operations such as
multiplication and division, which hindered their understanding of key physics
concepts.
PROGRAM DESCRIPTION
Grade 9 Science conducted an intervention program for students who scored below
80% on their periodical examinations in the fourth quarter. The intervention focused
on the least mastered competencies as identified in the Intervention Program Plan
for Grade 9 Science.
Targeted Competencies: The program concentrated on the following Most Essential

Learning Competencies (MELCs):
1. Describe the horizontal and vertical motions of a projectile S9FE-IVa-34

2. Relate impulse and momentum to collision of objects (e.g., vehicular collision)
S9FE-IVb-36
3. Perform activities to demonstrate conservation of mechanical energy S9FE-
IVd-40
PARTICIPANTS
Out of 157 students across four sections— Grade 9-Calle Crisologo, Grade 9- Fort
Santiago, Grade 9- Mendiola and Grade 9-Plaza Miranda —9 students participated
in the intervention program. These students had low scores in the following Most
Essential Learning Competencies.
The teacher employed various strategies to address the learning gaps, including:
REGION IV-A
 Re-teach Sessions: Revisiting challenging topics.

 Board Work: Emphasizing computational skills through hands-on practice.
 Supplementary Activities: Providing additional exercises to reinforce concepts.
DURATION
The intervention, conducted from May 13, 2024.
RESULTS
Out of 21 participating students, 15 successfully passed and mastered the lessons.
The remaining 6 students continued the program, receiving collaborative teaching
and focused instruction on basic mathematics. This approach enabled them to
eventually grasp and master the computational aspects of the physics problems.
CONCLUSION
The fourth-quarter intervention program posed challenges in identifying the most
effective strategies for diverse learners. However, through dedicated efforts and
adaptive teaching methods, the program successfully helped students overcome
their difficulties and achieve mastery in the targeted competencies. For future
interventions, it is recommended to: Continue utilizing a mix of teaching strategies
tailored to students' specific needs, incorporate regular assessments to identify and
address learning gaps promptly and provide ongoing support for students struggling
with foundational skills in mathematics to facilitate better understanding of complex
subjects like physics.
Prepared by:
MARY JOY P. MOLA

Teacher III
Noted by:
ARVIN F. FAMARIN

Intervention Accomplishment Report

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Republic of the Philippines

Interventions in education allow teachers to address gaps in a student’s progress or

Targeted competencies were:

The intervention program demonstrated significant success, with most of the

MARY JOY P. MOLA

The instructional interventions program aimed to support struggling Grade 9

1. Recognize different types of compounds (ionic or covalent) based on their

 Re-teach sessions: Core concepts were re-taught to ensure foundational

All 18 students who participated in the intervention program successfully mastered

The intervention program was successful in helping struggling Grade 9 science

MARY JOY P. MOLA

 Re-teaching: Revisiting and reinforcing the concepts.

MARY JOY P. MOLA

The Intervention Program of the Science Department at General Mariano Alvarez

Targeted Competencies: The program concentrated on the following Most Essential

1. Describe the horizontal and vertical motions of a projectile S9FE-IVa-34

 Re-teach Sessions: Revisiting challenging topics.

MARY JOY P. MOLA

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