UTILIZING PROJECT BANSA PH TOWARDS ADDRESSING GAPS IN PHILIPPINE KNOWLEDGE AMONG GRADE 7 STUDENTS

JENNIE BLANCA B. MIRANDA, ET. AL.

Completed 2025

ABSTRACT

This action research aimed to assess and enhance the knowledge of Grade 7 students in Philippine History through the implementation of Project BANSA PH (Building and Nurturing Students’ Appreciation of Philippine History), a gamified and interactive intervention program. The study was conducted at Bataan National High School – Junior High School during the school year 2024–2025 and employed a quasi-experimental design involving 30 purposively selected learners who obtained low scores in the pre-assessment. The intervention included a series of special classes featuring engaging and participatory activities to improve students’ understanding of national heroes and significant historical events. Pre- and post-assessments were administered to measure the impact of the intervention. Statistical analysis using weighted mean, standard deviation, and one-sample t-test revealed a significant improvement in students’ knowledge after the intervention. The mean scores for both knowledge domains increased considerably, and the post-test results demonstrated greater consistency among learners’ performance. The findings affirm the effectiveness of gamified and contextualized instructional strategies in enhancing historical literacy among junior high school students. The study recommends institutionalizing Project BANSA PH, integrating interactive teaching strategies into the Araling Panlipunan curriculum, and conducting further research to explore long-term impacts. Ultimately, this research advocates for innovative and culturally responsive approaches to history education to foster a deeper appreciation of national identity among Filipino youth.