INTERNATIONAL JOURNAL OF STUDENT PERFORMANCE AND EDUCATIONAL RESEARCH

Abstract

This study assessed the effectiveness of the End-of-Class-Hurdle (ECHO) Journal as an intervention to reduce learning loss and enhance student performance in the Empowerment Technology subject among Grade 11 TechVoc students at Isabela School of Arts and Trade for the school year 2024–2025. Using a descriptive quantitative research design, the study involved 143 students selected through simple random sampling. A diagnostic pre-test was conducted to identify existing learning losses in the Most Essential Learning Competencies (MELCs), followed by the implementation of the ECHO Journal and a post-test evaluation. Additionally, a validated survey instrument was used to gather students’ perceptions of the benefits and challenges of the journal. The findings revealed that students initially exhibited low to very low mastery across key technology topics. After the intervention, students demonstrated moderate to high mastery, with a statistically significant difference between pre-test and post-test scores as shown by the paired sample t-test (t = 21.37, p < 0.05). Students strongly agreed that the journal improved their focus, comprehension, and retention, while only minimal challenges were reported. The study concluded that the ECHO Journal was an effective tool for reflective learning, fostering knowledge reinforcement and addressing learning deficiencies in technology-based education. It recommended further exploration of the journal’s application in other subjects and contexts, including digital and blended learning environments.