This study investigates the impact of school-based interventions on teaching performance and student academic outcomes in public secondary schools in Northern Negros, Philippines. Using an explanatory sequential mixed-methods approach, it integrated both quantitative and qualitative analyses to assess the implementation and impact of targeted initiatives, that includes that includes Project SHARE, Project SHINE, Project ReWal, E-CARE, Project PPST, Project LERI, Project V-EXTRA, and Physics in Minecraft. Stratified sampling was employed to ensure adequate representation with 288 junior high school respondents in DepEd. Results revealed significant improvements in student proficiency across key domains—literacy, numeracy, science conceptual understanding, and environmental awareness. Notably, Physics in Minecraft yielded the most substantial increase, with average accuracy scores rising from 24% to 50%, demonstrating the effectiveness of gamified instruction. Across all interventions, student engagement, teaching effectiveness, stakeholder participation, and resource utilization also improved, as reflected in mean ratings nearing 4.00 (“Somewhat Positive”). The success of the initiatives was largely enabled by teacher collaboration, contextualized instruction, and active community involvement. However, challenges such as resource limitations, lack of training, workload concerns, and limited full-scale implementation. The study highlights the potential of evidence-based, context-sensitive interventions to enhance educational equity and learner outcomes. Recommendations were offered to inform with Policymakers, school leaders, and educators to optimize, scale, and sustain such interventions for broader impact.
Maguate et al. (Tue,) studied this question.