Contextualized Intervention Materials and Competency Recovery in Grade 6 Agricultural Fishery and Arts Learning

Abstract

This study evaluated the effectiveness of contextualized intervention materials in supporting competency recovery in Grade 6 Agricultural Fishery and Arts learning. A quasi-experimental interrupted time-series design was employed, with repeated competency assessments administered before, during, immediately after, and three weeks following the intervention. Participants were Grade 6 learners who had demonstrated difficulty in attaining selected curriculum competencies. Data were gathered using a validated competency recovery assessment, an analytic performance rubric, weekly competency probes, and implementation records. Piecewise linear mixed-effects modeling was used to estimate changes in performance level and learning rate, while the Reliable Change Index determined whether individual gains exceeded measurement error. Results showed a minimal upward trend during the baseline phase, followed by a significant immediate increase and a substantially steeper improvement rate during the intervention. Mean competency scores rose from below mastery at baseline to mastery at post-intervention and remained above the criterion during delayed assessment. The strongest recovery occurred in crop and orchard production, safety practices, and preparation of tools and materials. Fishery concepts and independent decision-making remained the least developed areas. Most learners achieved reliable and sustained competency recovery, although a smaller group required continued targeted support. The findings indicate that locally relevant examples, guided practice, visual procedures, and formative feedback can strengthen both conceptual understanding and practical performance. Continued refinement of fishery-related tasks, extended follow-up instruction, and wider implementation with comparison groups are recommended.