HomeLEAPS: Miriam College Faculty Research Journalvol. 31 no. 1 (2009)

The Impact of MCHS LEAP

Jasmin E. Acuña | Ruth Quintillan-bugas

Discipline: Education Development



The Miriam College High School Learning Enhancement and Advancement Program (MCHS LEAP) started in school year 2006- 2007. This program was in response to the revisit of the Admissions Policy. This study was conducted to describe the impact of LEAP on students’ learning.


The participants for this study are the 740 and 419 MCHS students enrolled in the Math and Science Enhancement classes from first to fourth year in school years 2006-2007 and 2007-2008, respectively. The independent variable is the number of sessions a student attended LEAP classes, year level, first, second, and third quarterly grades. The dependent variable is the fourth quarter grade.


Multiple stepwise regression analysis showed that the third and first quarter grades best predict the fourth quarter grades of students. The number of LEAP classes they have attended and the year levels of students did not enter the stepwise regression, meaning all the variance explained by number of LEAP classes and year levels is already covered by the previous quarter grades.


We cannot ignore other factors beyond the classroom and outside the control of the educators that influence student learning. Nonetheless, these impediments should not lower expectations about students learning. Instead, efforts to address these challenges must continue.

Based on the findings, the following are recommended:


  • Use as framework the Mastery learning theory of Benjamin S. Bloom as an instructional strategy.
  • Retrain teachers handling the LEAP classes.
  • Enlighten stakeholders about the LEAP program to encourage participation.
  • Systematic filing of students’ records to encourage future researchers to do further study of the program, example tracer studies.