Abstract
This study examined the effectiveness of a self-pacing interactive lesson intervention in enhancing student engagement and performance in a tribal community school. Employing a quasi-experimental design, the research evaluated the developed intervention's quality, measured baseline and post-intervention engagement and performance levels, and analyzed the relationship between intervention quality and learning outcomes. The study involved 242 Grade 7 students, with data analyzed through descriptive and inferential statistics, including t-tests and Wilcoxon signed-rank tests. Results showed that the intervention was rated “Very Satisfactory” in terms of content, instructional value, technical quality, and overall impact. There was a significant improvement in student engagement and performance following the implementation of the intervention. Post-test results and engagement indicators demonstrated notable increases, with statistical analysis confirming a significant difference in learning outcomes before and after the intervention. Additionally, a positive correlation was found between the perceived quality of the intervention and student academic achievement. These findings highlight the effectiveness of culturally responsive, interactive instructional materials in Indigenous education. The study recommends the refinement and integration of similar interventions in the curriculum and encourages the continued development of digital learning strategies to support diverse learners.
