Republic of the Philippines

Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OF CITY OF BALANGA
BATAAN NATIONAL HIGH SCHOOL – JUNIOR HIGH SCHOOL
City of Balanga, Bataan

3 A’s AKAY ANGAT AGHAM: Enhancement for Learning Recovery

Science instruction and learning have been very challenging for both teachers and
students nowadays. We can see how the pandemic altered the learning process now that we
are back in face-to-face classes. Students have been used to studying at home for the past two
pandemic years; some are independent learners who can handle a heavy workload with ease,
but many are struggling due to a variety of factors at home. Some of them were left out of
what was really meant for them. The mastery of knowledge and skills is being jeopardized.
Teachers in the field now face the real battle.
To meet the needs of the group of students who are falling behind academically or
aren't mastering particular competencies in science, the 3 A's Program AKAY ANGAY
AGHAM: Enhancement for Learning Recovery was crafted and developed.
Even though we are from different grade levels, with and performing our respective
tasks, science teachers were motivated to help our learners and work together to achieve the
goal of the 3A’s Program holding on and inspired by what Martin Luther King said, "We may
have all come from different ships, but we're in the same boat now”, gearing to one goal. The
program gave birth to six(6) projects namely: Project PAL (Peer-Assisted Learning) for
Grade 7 learners, Project PILLAR for Grade 8 learners, Project PBA (Peer-Buddy Approach)
for Grade 9 learners, , and Project TLC (Teacher-Learner Collaboration) for Grade 10
learners which provide the following objectives:
 To conduct a remedial session for students who left behind the lesson in Science;
 To train above-average learners in enhancing their learned skills; and
 To attain 100% of the learners promotion to Science subject.
These projects have the intention to help students gain a thorough understanding of
the concepts that are least understood, achieve a better outcome, and develop resilient
learners in the future. At this juncture, teachers in the field did extra mile aside from regular
teaching task to facilitate remediation with selected student-mentors and their mentees.
After series of remediation activities, it was good to see that 100% of the students
passed the subject for the first quarter. The combined efforts and sacrifices of the students
and teachers, student mentors and mentees are compensated not only by the grades but with
the learning that they have acquired, both m=student-mentors and mentees become resilient
learners. Truly, as what Vince Lombardi say, “The achievements of an organization are the
result of the combined effort of each individual”. And because we believe that by working
together and putting our hearts into what we do, all our sacrifices will lead to the realization

BNHS-JHS
 Republic of the Philippines
Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OF CITY OF BALANGA
BATAAN NATIONAL HIGH SCHOOL – JUNIOR HIGH SCHOOL
City of Balanga, Bataan

of our goal. The following is the result of the first quarter implementation of the 3A’s
program.

Table 1 reveals the result of the initial implementation of the Grade 7 Project PAL:
Peer-Assisted Learning for the First Quarter Grading Period.

Table 1

As can be gleaned from the table, the result of the first quarter implementation of the
3A’s program with the Project PAL (Peer-Assisted Learning) is a success indicator that the
project is effective and efficiently conducted by seven (7) Science teachers. Only one Science
teacher did not implement Project PAL because 100% of her learners passed the subject.
However, it can be recommended to use this strategy to measure the effectiveness of the
project to increase academic performance of the learners. Sixty-five (65) males and twenty-
three (23) females with a total of eighty-eight (88) struggling learners undergo Project PAL
which is 8.46% of the total population of 1,040 Grade 7 students of Bataan National High
School-JHS.
Evidently, after the remediation period using the PEER-ASSISTED LEARNING
strategy, learners were able to sustain the learning losses in certain learning competencies.
The identified above-average learners during the pre-implementation of this project were of
great help or big factor as they were able to teach their classmates who have struggles in
learning particular lessons in Science 7. Overall, 88 out of 88 learners, or 100% of them
successfully passed the Science subject during the first quarter grading after remediation.

BNHS-JHS
 Republic of the Philippines
Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OF CITY OF BALANGA
BATAAN NATIONAL HIGH SCHOOL – JUNIOR HIGH SCHOOL
City of Balanga, Bataan

Table 2 reveals the result of the initial implementation of the Grade 8 Project
PILLAR for the First Quarter Grading Period.

Table 2

The table shows that there are sixty-three (63) males and forty-seven (47) females
with a total of 110 struggling learners in Science subject that go through the remediation
program which is 8.3% of the total population of 1332 Grade 8 students of Bataan national
High School-JHS.
After remediation activities, it was good to see that 110 out of 110 or 100% of the
students successfully passed the subject for the first quarter. The combined efforts and
sacrifices of the students and teachers, student-mentors and mentees are compensated not
only by the grades but with the learning they acquired to become resilient learner. Truly, as
what Vince Lombardi say, “The achievements of the organization are the result of the
combined effort of each individual.”
And because we believe that by working together and putting our hearts into what we
do, all our sacrifices will lead to the realization of our goal.

BNHS-JHS
 Republic of the Philippines
Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OF CITY OF BALANGA
BATAAN NATIONAL HIGH SCHOOL – JUNIOR HIGH SCHOOL
City of Balanga, Bataan

Table 3 reveals the result of the initial implementation of the Grade 9 Project PBA :
Peer-Buddy Approach for the First Quarter Grading Period.

Table 3

As can be gleaned from the table, the result of the first quarter implementation of the
3A’s program with the Project PBA (Peer-Buddy Approach) is a success indicator that the
project is effective and efficiently conducted by seven (7) Science teachers. Only one Science
teachers did not implement Project PBA because 100% of her learners passed the subject.
However, it can be recommended to use this strategy to measure the effectiveness of the
project to increase academic performance of the learners. Eighty-nine (89) males and forty-
four (44) females with a total of 133 struggling learners go through Project PBA which is
9.6% of the total population of 1,381 Grade 9 students of Bataan National High School-JHS.
Evidently, after the remediation period using the peer-buddy approach strategy,
learners were able to sustain the learning losses in certain learning competencies. The
identified above-average learners during the pre-implementation of this project were of great
help or big factor as they were able to teach their classmates who have struggles in learning
particular lessons in Science 9. Overall, 133 out of 133 learners, or 100% of them
successfully passed the Science subject during the first quarter grading after remediation.

BNHS-JHS
 Republic of the Philippines
Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OF CITY OF BALANGA
BATAAN NATIONAL HIGH SCHOOL – JUNIOR HIGH SCHOOL
City of Balanga, Bataan

Table 4 reveals the result of the initial implementation of the Grade Project TLC :
Teacher-Learner Collaboration for the First Quarter Grading Period.

Table 4

The results of the first phase of Project TLC: Teacher-Learner Collaboration during the first
grading period are shown in the table above. Students who struggled with their science classes passed
the subject after undergoing a remediation/intervention of Project TLC.
As seen in the table the results of the 3A's program's first quarter implementation with Project
TLC (Teacher-Leaner Collaboration), are a success sign that the project is effectively and efficiently
run by seven (7) Science 10 teachers. Project TLC caters 118 challenging learners and includes 85
males and 33 females, making up 9.41 % of the total 1254 Grade 10 students enrolled at Bataan
National High School Junior
It’s clear evidence that learners were able to sustain the learning deficits in a few learning
abilities following the remediation phase employing the Teacher-Learner Collaboration. The
identified high performing learners during the pre-implementation of this project were a great support
or a major factor since they were able to instruct their co-learners who struggled to understand
specific lesson in science 10. All of 133 challenging learners or 100% of them, passed the Science
subject during the first quarter of grading implementing the Project TLC.

BNHS-JHS
 Republic of the Philippines
Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OF CITY OF BALANGA
BATAAN NATIONAL HIGH SCHOOL – JUNIOR HIGH SCHOOL
City of Balanga, Bataan

Table 5 reveals the overall result of the initial implementation of the 3A’s Program:Akay
Angat Agham the First Quarter Grading Period.

Table 5

The result of the initial implementation of the 3A’s program for the first quarter is
overwhelming. As revealed, 8.94% struggled Grade 7 learners under Project PAL attained the
objectives of the program as provided by 100% of passers. Similarly, Project PILLAR also
obtained 100% struggling learners successfully passed the Science subject as provided by the
data with 63 males and 47 females, a total of 110 learners. On the other hand, Project PBA
bumped the goal of the 3A’s program with 100% learners also passed the Science subject
through Project PBA (Peer-Buddy Approach). Also, Project TLC (Teacher-Learner
Collaboration) with 85 males and 33 females among 118 learners who went through
remediation under this project successfully passed the Science subject for the first grading
period.

Evidently, after the remediation period enforcing the four (4) projects of the 3A’s
program were able to sustain the learning losses in certain learning competencies. As
revealed on Table 5, 302 males and 147 females among 449 struggling learners successfully
passed the Science subject. Indeed, the program is effectively implemented during the first
grading period.  

Prepared by:

MELANIE I. CARLOS CHERYL E. POSAS

Master Teacher I Master Teacher I

BNHS-JHS