A Journey to Journal Writing: Significance of Non-Threatening Assessment in the Remedial Class of Grade 12 General Biology 1 Students

This action research delved into the effect of non-threatening assessment, particularly learning journals, to the performance of the grade 12 students of Holy Angel University in their remedial class in General Biology I. The students wrote eight learning journals on the topic discussed to them in remedial class. Using an adapted rubric, the researcher described the content of the learning journals and the learners’ achievement in the researcher-made pre- and posttest. The researcher found that the students learned the lessons in remedial class as concepts were reflected in their journal entriesand that there is a significant difference in the pre- and posttest scores, with the students registering higher mean in the posttest. The study recommends the use of journal writing as a non-threatening assessment and the longer schedule of remedial sessions for mastery.