Growing Understanding Relationship Optimally (GURO): An Approach in Improving the Learners’ Performance

This study examines the effectiveness of the Project GURO-based approach in managing classroom behavior and improving the academic performance of Grade Two learners at Tambacan Elementary School during the first quarter of School Year 2025–2026. Rooted in social-emotional learning, attachment, self-determination, and social cognitive theories, Project GURO was designed to foster supportive teacher-learner relationships, promote positive classroom interactions, and proactively address disruptive behaviors. The study employed a quasi-experimental design involving two groups: one exposed to the Project GURO-based approach and another taught using traditional methods. The findings of this study provide compelling evidence that the Project GURO-based approach is an effective intervention for addressing classroom behavioral challenges while simultaneously enhancing learners’ academic performance. The intervention succeeded in creating a more supportive and structured learning environment where learners were encouraged to regulate their behaviors, participate actively, and engage meaningfully with the learning process. Based on the results of the study, an action plan was proposed to support the implementation of Project GURO in the behavioral management of learners.