Abstract
Mastering learning competencies in Grade 10 Mathematics was a significant challenge for many students, affecting their academic performance and confidence. This study explored effective interventions to improve students' understanding and proficiency in key mathematical concepts, particularly in geometry. Mathematics required time, patience, interest, and discipline, making it more difficult to master than other subjects. As a result, many students struggled, highlighting the need for targeted interventions. The independent variables in this study were the different interventions used to address learning difficulties, group learning and individualized learning. The dependent variable was the students’ academic achievement in both approaches. The study focused on 34 out of 80 Grade 10 students at Kapaya National High School, S.Y. 2024-2025, who required intervention. An experimental research design, specifically a pre-test-post-test method, was used. Students were randomly assigned to either the control group (group learning) or the experimental group (individualized learning). The findings indicated that both interventions led to an increase in achievement levels, from "did not meet expectations" to a "satisfactory" level. There was no significant difference between the two methods, proving that both were effective. The choice of intervention depended on students' individual learning needs.
