Project DEMAR and Students Academic Performance in the Introduction to the Philosophy of the Human Person

The function of education in creating people and society is crucial, and its efficiency depends greatly on the quality of instructional materials used in the teaching-learning process. This study explored the impact of the Project DEMAR Module on the academic performance of Grade 12 students in the Introduction to the Philosophy of the Human Person at Tran National High School during the 2024-2025 school year. The research employed a quasi-experimental design, utilizing pretest and posttest scores to measure the effects of the intervention. The Project DEMAR Module, focused on the introduction to the philosophy of the human person (IPHP), was highly regarded by experts, affirming its high quality in terms of content and delivery. Results indicated that both the control and experimental groups had low mastery levels in the pretest. However, the experimental group, exposed to the module, showed significant improvement in their posttest scores, while the control group had a slight increase. Statistical analysis confirmed a significant difference between the posttest scores of both groups, with the experimental group outperforming the control group. The learning gains in the experimental group were notably higher, further indicating the module’s effectiveness. These findings suggest that the Project DEMAR Module positively influenced students’ academic performance, particularly in teaching relevant content on Introduction to the Philosophy of Human Person. The study emphasizes the module’s potential to enhance student learning outcomes and calls for continuous refinement based on feedback to further improve its educational impact.