Development, Validation, and Acceptability of Mass Promotion Intervention Package

This study aimed to develop, validate, and assess the acceptability of a structured Mass Promotion Intervention Package designed to address learning gaps among pupils promoted without sufficient mastery of competencies. Using a design and development research approach, the intervention was systematically created and evaluated with the participation of key stakeholders from public elementary schools. Findings revealed that the intervention package was generally rated as highly acceptable by pupils, with an overall mean of 4.37, particularly in terms of format (4.64), content (4.50), and organization (4.35). Teachers likewise found the package acceptable to highly acceptable across dimensions, with strong ratings in organization (4.26) and appeal (4.46). These results indicate that the package effectively supports learners’ academic readiness, improves study habits, and enhances engagement. However, usability and accessibility received comparatively lower ratings among both pupils (4.09) and teachers (3.87), highlighting the need for clearer instructions and additional scaffolding to improve independent use and ease of implementation. Overall, the study demonstrates that a well-designed and validated intervention package can serve as a practical and context-responsive tool in addressing the challenges of mass promotion. The findings underscore its potential to support both learners and teachers while promoting improved learning outcomes and academic integrity. The study offers valuable insights for educators, school leaders, and policymakers in developing sustainable, evidence-based interventions for student progression.