Abstract
Academic underperformance in mathematics remains a significant challenge for many high school students, particularly those identified as at-risk learners. This study addresses the effectiveness of Project TABANG, a remediation program designed to enhance mathematical proficiency among Grade 10 students at risk of failing. Conducted across three National High Schools in Talisay, Cebu, the study utilized a quasi-experimental pretest-posttest design with a sample of 180 at-risk learners. Quantitative and qualitative data were gathered to assess the impact of Project TABANG on students’ mathematical performance. Findings demonstrate that the program significantly improved mathematical skills, which were attributed to its personalized and hands-on instructional approach. Project TABANG's tailored intervention serves as an effective model for educational remediation, emphasizing the need for supportive, rather than punitive, remediation strategies. The program highlights the importance of early identification and targeted support for at-risk learners, showcasing a structured pathway to academic success. The findings have practical implications for schools seeking to develop or enhance remediation programs to address learning gaps in mathematics and other subjects, ultimately promoting a proactive approach to preventing academic failure among at-risk students. This study contributes to the growing body of evidence supporting structured remediation initiatives and underscores the value of adapting such programs to meet diverse learner needs.
