This case study aims to empower the Department of Education (DepEd) teachers in conducting action research (AR) on developing remedial programs with the help of volunteer graduate students during the pandemic. Using the IPARD Instructional Design, this research used interviews, reflections, and online focus-group discussion (FGD) in data gathering. In the Investigation stage, the Needs Assessment results showed that 12 DepEd teachers needed training on conducting AR to develop contextualized reading and mathematics remedial curriculum and modules for their low-performing students. In the Planning Stage, the teachers were grouped into four based on their students’ needs: Storybooks, Mobile Apps with Modules, Game-Based Modules, and Math Video Tutorials. Each group had 15 high schools (HS) student-participants. In the Action Stage, 15 University of the Philippines Cebu Master of Education students enrolled in “Production of Materials for Language Learning” in September 2020 conducted an e-Service Learning in which these students volunteered to mentor the DepEd teachers in designing remedial tasks, contextualizing texts with readability testing, and online lay-outing. Mentoring was conducted in and outside my Zoom classes for 7 weeks. The modules which underwent pilot testing were used for 20-contact hours aside from the school’s required modules. Findings are the following: (1) From the pretest-posttest comparison, most participants made a significant improvement. The HS students claimed the remedial modules were attractive, organized, clear. (2) The teachers claimed that the DepEd modules were good but needed to be contextualized to low-performing students. (3) The teachers gained confidence in making AR and planned to continue creating remedial programs. (4) The graduate students claimed the e-Service Learning developed their academic learning, personal growth, professional growth, and reciprocity. (4) E-Service learning can be an alternative pedagogy in the future normal.