Enhancing Student Academic Performance through Engagement and Learning Resources in Project Self

The research examines the functionality of Project SELF (Strengthening Engagement and
Learning Foundations) in enhancing the academic performance of Senior High School students at
Southville 1 Integrated National High School, specifically in the subject Introduction to the
Philosophy of the Human Person. Recent studies have shown that contextualized learners’ activity
sheets significantly improve students’ academic performance. The research addresses students’ low
Mean Percentage Score (MPS) in the subject by utilizing structured activity sheets to enhance
student engagement, critical thinking, and foundational learning skills. Moreover, few studies have
examined activity sheets in Introduction to the Philosophy of the Human Person as supplementary
materials. Their effectiveness is well-documented in other subjects, and their potential to enhance
understanding and critical thinking in this subject is still unexplored. An experimental research
design with pre-test and post-test methods was employed to measure the impact of Project SELF.
The results indicate a significant improvement in students’ post-test scores, demonstrating the
activity sheets’ effectiveness in enhancing learning outcomes. The study concludes structured
activity sheets can be a valuable supplementary learning resource in Introduction to the Philosophy
of the Human Person. Recommendations to strengthen student academic performance further
include continuously enhancing Project SELF materials, integrating more active learning strategies,
and encouraging collaborative learning among students. Additionally, the study suggests
institutionalizing Project SELF to ensure its sustainability by incorporating it into the school’s
learning framework, reviewing and revising the contents of the activity sheets based on the lowest
scoring items and providing instructional coaching for teachers on Project SELF integration.