Abstract
Objectives This study aimed to analyze the variations in the impact of an educational intervention program de-signed to enhance basic academic skills among vulnerable elementary school students. The analysis considered factors such as weekly participation frequency and grade. The primary goal was to gather evidence for assessing performance and enhancing the program, ultimately improving participation outcomes.
 Methods Using the BASA test results (reading, writing, and mathematics) of 173 elementary school students who participated in the basic academic intervention program at the City Dream Start Center A in Gyeonggi Province from 2016 to 2022, we conducted a pre-post test difference analysis (t-test), a covariance analysis based on weekly participation frequency (1 and 2 sessions), and Analysis of Covariance(ANCOVA) based on grade level (1st-2nd grade, 3rd-4th grade, and 5th-6th grade).
 Results Children who participated in the basic academic intervention program showed the following results: Firstly, based on weekly participation frequency, higher effects were observed in reading and mathematics when participating twice a week compared to participating once a week. Secondly, based on grade level, reading showed higher effects in 3rd-4th, and 5th- 6th grades compared to 1st-2nd grades, while mathematics showed higher effects in 1st-2nd grades compared to 3rd-4th grades. However, there were no significant differences in writing based on participation frequency and grade level.
 Conclusions According to these findings, educational intervention programs conducted on a one-on-one basis for vulnerable elementary students need to consider individualized tailored lessons. Therefore, it is necessary to differentiate between short-term intensive interventions and long-term systematic interventions, considering the students' weak subjects and grade levels. Also, the development of diagnostic methods and the restructuring of the curriculum are required to enhance participation outcomes.
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