2026 IJRSE – Volume 15 Issue 18
Available Online: 27 July 2026
Author/s:
De Mesa, Alvin R.*
Leyte Normal University, Philippines (ar_demesa@ymail.com)
Nablo, Denver A.
Samar National School, Philippines (nablodenver@gmail.com)
Abstract:
Education plays a vital role in shaping learners’ success, making effective teaching and assessment essential in improving student outcomes. This study examined the impact of an instructional intervention in teaching Filipino by comparing students’ pretest and posttest performance. A quantitative descriptive-comparative research design was employed, involving 56 Grade 9 students. Data were analyzed using descriptive statistics and a paired samples t-test. Results showed an increase in the mean score from 18.4 (pretest) to 25.0 (posttest), indicating improved learning. A statistically significant difference was found between the two test scores (t (55) = -7.95, p < .001), suggesting that the improvement was not due to chance. The large effect size (Cohen’s d = -1.06) further confirmed the strong impact of the instructional intervention. The findings support the effectiveness of innovative and learner-centered teaching strategies in enhancing academic performance. The study highlights the importance of integrating formative assessment, data-driven instruction, and evidence-based practices to promote meaningful learning. Moreover, this research contributes to the field of education by providing empirical evidence on the value of pretest-posttest assessment in evaluating instructional effectiveness, particularly in Filipino language teaching. It offers practical insights for educators and policymakers in designing responsive and effective instructional interventions that improve student learning outcomes.
Keywords: assessment, learning improvement, pretest, posttest, instructional effectiveness, instructional intervention
DOI: https://doi.org/10.5861/ijrse.2026.26321
Cite this article:
De Mesa, A. R., & Nablo, D. A. (2026). Pauna at panapos na pagsusulit: Sipat-suri sa pagbabago ng antas ng pagkatuto sa Filipino. International Journal of Research Studies in Education, 15(18), 29-37. https://doi.org/10.5861/ijrse.2026.26321
* Corresponding Author