Effectiveness of Trimodal Protocol in Improving Engagement Level and Analytical Skills of First–Year College BSIS Students in Statistics: Basis for a Remediation Program

This study aimed to determine the effectiveness of the Trimodal Protocol, which comprises the enactive, iconic, and symbolic modes of learning, in enhancing students’ engagement and analytical skills in Statistics. Using a quasi-experimental design, two groups of first–year college Bachelor of Science in Information Systems students from Dr. Filemon C. Aguilar Memorial College of Las Piñas were selected: The Non-Trimodal Group and the Trimodal Group. Data were gathered through researcher–developed 20–item engagement questionnaires and a 30–item analytical skills test, both of which were validated and demonstrated high reliability. Findings revealed that the Trimodal protocol significantly improved students' engagement and analytical skills. Results from a paired-samples t-test indicated a significant increase in pre- and post-engagement levels and in analytical test scores. At the same time, Pearson’s correlation showed a strong positive relationship (r = 0. 736, p = 0. 001) between engagement and analytical skills in the Trimodal Group. These findings confirm that students who were more actively engaged demonstrated higher analytical proficiency. Based on the results, a remediation program anchored in Bruner’s Theory of Cognitive Development was proposed, integrating hands-on learning (enactive), visual representation (iconic), and abstract reasoning (symbolic). The program aims to sustain improved performance, foster critical thinking, and promote lifelong learning habits. In conclusion, the Trimodal Protocol proved to be an effective pedagogical strategy in strengthening engagement and analytical skills among first–year college BSIS students in Statistics, providing a strong basis for its integration into remedial and regular classroom instruction.