thesis about strategic intervention materials in mathematics

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Strategic intervention material: A tool in enhancing grade nine students’ mathematical performance

2021 IJRSE – Volume 10 Issue 5

Available Online : 27 January 2021

Arpilleda, Alcher J.* St. Paul University Surigao, Philippines ( [email protected] )

The goal of every teacher is to make every learner understand and apply the lessons learned from the class, but, this goal may not be met if students themselves find it hard to understand the lessons in Mathematics. One of the ways to help the learners achieve success in learning is through the use of a strategic intervention material. Thus, this study aimed to determine the effectiveness of the Strategic Intervention Material (SIM) in Integrated Mathematics 9 on Positive, Zero, and Negative Integral Exponents. It described further the significant difference on the level of performance of the seventy-seven (77) Grade 9 students under the two groups (control and experimental) in the pre and post-test. T-test was employed to test significant difference in the test results and the groups where they belong. It was concluded in the study that the strategic intervention materials gave a positive impact in mastering the least-learned competency identified as reflected in the post-test results of the two groups. Thus, the school may conduct training, programs and activities that will enhance more the skills of the teachers in crafting strategic intervention materials to aid the students’ needs most especially on mastering the least learned competencies.

Keywords : exponents; least-learned competency; mathematical performance; strategic intervention materials

DOI : https://doi.org/10.5861/ijrse.2021.5051

Cite this article: Arpilleda, A. J. (2021). Strategic intervention material: A tool in enhancing grade nine students’ mathematical performance. International Journal of Research Studies in Education, 10 (5), 61-72. https://doi.org/10.5861/ijrse.2021.5051

*Corresponding Author

Effectiveness Using Strategic Intervention Material (SIM) in Teaching Mathematics for the Selected Grade Five Pupils of David P. Jimenez Elementary School

• Cindy B. Hernandez
• Elenor Guiang
• Lorenza C Jornales

INTRODUCTION

One of the major problems of a Mathematics teacher inside the classroom is the poor performance of her pupils in performing basic multiplication facts. The studyof Mathematics is very crucial not only for the foundation of basic computational skills but also for developing abstract and critical thinking. Strategic Intervention Material (SIM) is used as a tool to improve students' performance specially the least mastered skills in the selected subject or learning area in K to 12 basic education curricula, determines how those schools achieved their performance levels. SIM is the process of giving interventions to improve the performances of the students. SIM can help you improve identified areas, teaching strategies or processes for pupil's performance improvement.

The researchers selected the pupils using the non-random or purposive sampling technique based on their academic achievement. This study used pre-test/post-test pre-experimental design. This study is composed of 30 Grade Five pupils currently enrolled at David P. Jimenez Elementary School. All pupils demonstrated deficits in accuracy and fluency for basic multiplication facts.

The findings suggest that there is significant difference on the academic performance of the grade five pupils after the intervention (SIM) was used based on the pre-test and post-test given. Also, it shows the positive results of pupils in performing basic multiplication facts. Most of the pupils show different ways on how to deal with the lesson positively and they showed interested in dealing with the lessons.

DISCUSSIONS

The results shows that nowadays, Strategic Intervention Material (SIM) will help improve the academic performance of pupils in mathematics. It positively shows that pupil will do better in math in any discussion if there are different SIM used by the teacher in presenting different lessons.

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EFFECTIVENESS OF STRATEGIC INTERVENTION MATERIAL ON THE LEARNING OUTCOMES OF STUDENTS

This study employed a quasi-experimental method of research to determine the effectiveness of Strategic Intervention Material (SIM) on the learning outcomes of grade 11 senior high school students. 90 students were taken for the study, 45 per group; control and experimental group. This experimental group was exposed to SIM in physical science while the other 45 students were catered to the conventional/traditional method. Data was gathered through the use of questionnaires and analyzed, employing mean and t-test. The results showed that there was a significant difference between the mean gain scores of the experimental and the control group by a t-computed of 2.710 with p-value of 0.008. The utilization of SIM can help to increase the learning outcome of the senior high school students than using conventional/traditional way of teaching. The data collected for this study included students’ responses on the pre-test and post-test in physical science from the researcher-made questionnaire. The research findings formed the basis of recommendations for the development of teaching and learning strategies and approaches which will develop students’ learning outcomes, eventually leading to high academic performance.

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Strategic Intervention Materials: A Tool in Improving Students' Academic Performance

This study aimed to develop and use teacher made instructional materials otherwise known as Strategic Intervention Materials (SIMs), and investigated the impact of these intervention materials in teaching the identified least learned concepts in Science VI namely; Circulatory System, Nervous System and Respiratory System. The study was a mixed method research which utilized an explanatory sequential design where quantitative data collection and analysis occurs first, followed by a qualitative data collection and analysis. It was revealed that there was a significant difference between the pre-test and post-test performance of the students. The utilization of the SIMs is an effective intervention that made students obtained better scores in the posttest.

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This action research employed a quantitative method to quantify the improvement of the academic performance in science of grade 7 learners using strategic intervention material or SIM. In order to determine the results, this research utilized a quasiexperimental design which compared the average mean and level of improvement on science through pretest and posttest. The latter results marked significant improvements in the average quarterly means: 12.92, 12.68, and 15.54 respectively. Using the Pearson correlation coefficient, the quarterly means marked high correlation as posted 0.739 and 0.755 while 0.491 interpreted as moderate correlation. Based on the results of the study, the use of SIM in teaching science is great tool to address the least learned/mastered competencies in quarterly assessments. Lastly, teachers must undergo trainings and seminars to craft creative SIMs that cater learners with varied learning capabilities and styles.

IJRDO - Journal of Educational Research ISSN: 2456-2947

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The study aimed to determine the effectiveness of Teacher-Made Strategic Intervention Material (SIM) as a tool for remediation through experimental method. The validated SIMs which the researcher made were based on these two topics: The Human Reproductive System and Classifying Vertebrates. The respondents of this study were pupils from four of the ten sections of Grade V of Bayawan City East Central School. There were 36 pupils for the first SIM-The Human Reproductive System and 42 pupils for the second SIM-Classifying Vertebrates; both were divided into control and experimental groups. All of the respondents were the pupils who failed to master the proficiency level of 75% after the teacher delivered the lesson. Results showed that, for both SIMs, there is significant increase on Mean Percentage Score (MPS) in experimental groups compared to control groups. Therefore the use of Strategic Intervention Material (SIM) for remediation was very effective compared to one-on-one direct instruction with close supervision of the teachers. The study then recommends the utilization of the SIMs as remediation tools to enhance the proficiency level of low performing students.

The Review of Socio-Economic Research and Development Studies

Leomarich Casinillo

This study was conducted in Doos Sur Elementary School, Hindang, Leyte, Philippines within the school year 2017-2018 to assess the effectiveness of Strategic Intervention Material (SIM) on academic performance in science among grade VI students. It utilized the pretest-posttest quasi-experimental design. The SIM used as a treatment of the study covered one of the least mastered skills in the Science VI, that is, describing the appearance and uses of homogeneous and heterogeneous mixtures. The study employed 20 students for control group and 20 students for experimental group enrolled in Science VI during the first quarter. Control group was taught with conventional teaching method and the experimental group was taught with SIM. Through hypothesis testing, this study determined the significant effect of SIM to students' academic performance. Results of the study showed that the use of SIM is effective in terms of improving students' performance particularly on the topic pertaining to the least mastered skills in Science VI. This implies that SIM can be utilized as instructional materials during learning process as effective teaching tool.

International Journal of Research and Innovation in Social Science (IJRISS)

Jovenil Bacatan

This study aimed to determine the perceptions of the selected students who have learning difficulties in science, and their teachers regarding the effectiveness of using Strategic Intervention Material (SIM) in science. To explore and describe the perceptions of the teacher and students, a qualitativephenomenological approach was employed. There were six (6) participants of the study composed of teachers and students which were purposely selected. The participants of the study are from one of the public schools in Island Garden City of Samal that has teachers utilizing SIM (Strategic Intervention Material) in aiding students' least learned topics or competencies in science. The researchers used researcher-made questionnaires which were validated by a panel of experts. The researchers also utilized the focus group dicussion employing an open-ended semi-structured interview to the key informants. The researchers interviewed each of the participants and obtained some perceptions correlated to the research questions prepared by the researchers. After gathering the needed data, the researchers used thematic analysis or thematic coding as a tool for analyzing the data and drawing of the conclusion. Based on the gathered data from the participants, the researchers noticed three positive themes which were Strategic Intervention Material aids the least learned competencies, Strategic Intervention Material is simplified, and Strategic Intervention Material improves the performance of the students in class. In addition to this, there is a student, one of the participants, who stated that after Strategic Intervention Material was utilized to them, there had been an increase of her grades. Because of the positive results of the gathered data, it is possible that Strategic Intervention Material will prosper in the near future as a material that aids least the learned competencies of students. With these results also, it was recommended that the Science teachers should make their own SIM, school administrators should include the use of SIM in their planning, and similar study that has more participants and wider in scope should be conducted by future the researchers.

Angelito Atienza

This study was conducted at San Juan National High School involving the students in two sections Grade 10 – Mt. Makiling and Grade 10 – Mt. Banahaw. The study sought whether the use of Strategic Intervention Materials will increase the performance of the students in Grade 10 Science (Physics) specifically on understanding the concept of Reflection Light in Plane Mirror. The students of Grade 10 – Mt. Makiling were used as the control group (exposed to traditional method) while Grade 10 – Mt. Banahaw's as the experimental group (exposed to SIM). Students from the two sections used are of equal level of intelligence based on their scholastic performance and First Grading Average. Both sections were given pre-test and post-test. The research revealed that there is a significant difference in the mean percentage score of the two classes as the experimental group got the higher performance compare to the controlled group.

Psychology and Education: A Multidisciplinary Journal

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By developing and implementing competency-based strategic intervention materials (SIM), this action research aims to address the pervasive challenges in science education among Filipino students. The research is based on the understanding that high-quality science education is crucial for scientific literacy and prospective careers in science, technology, and engineering. Despite occasional success in international competitions, the overall performance of Filipino students on science assessments remains subpar, with limited retention of scientific concepts and analytical abilities. The research adheres to the requirements of Republic Act No. 10533, which emphasizes flexible curriculum development and localized instructional materials. The SIMs developed in this study are intended to help sixth-grade pupils improve their least-mastered science abilities. The action plan involves the development of a science-specific SIM, the creation of a school action plan for SIM implementation, and an emphasis on improving the academic performance of struggling pupils. As indicated by a significant increase in mean percentage scores (MPS) from pre-tests (10.6) to posttests (17.1), the results of the study disclose significant enhancements in pupils' performance. The statistical analysis confirms that this improvement is highly significant (p 0.001). This study demonstrates the efficacy of competency-based strategic intervention materials for improving learning outcomes and addressing learning deficits in the classroom. It is recommended that the action plan, which is aligned with curriculum flexibility and teacher training, be implemented more broadly to raise academic standards for learning in the school.

Leo Peter Dacumos

The phenomenological research investigated the perspectives and experiences of five science teachers on using strategic intervention material (SIM) in their respective science classes. The use of these materials is important towards achieving the needed competencies of the students which they failedto achieve in regular classroom instruction. A total of five science teachers were recruited from different schools in Baguio provided that they were able to craft or at least to utilize science SIM. The research indicated that the teachers held variety of views of SIM integration. These views influenced their use of SIM in the classroom, especially during remediation sessions as an abridgement and re-teaching tool. They view that SIM will promote autonomous learning and memory enhancement among learners to better their performance in understanding many complicated concepts and skills in science. However, despite these advantages, teachers encounter barriers during preparation and impleme...

Venus Alboruto

European Journal of Social Sciences Studies

Garry Bastida

Glen Villonez

This research endeavor aimed to find out whether the use of SIM (Strategic Intervention Material) would improve the academic achievement of grade seven students on selected topic in earth science. The study made use of quasi experimental design which is non-equivalent control group pretest and posttest design. About 120 participants were used as subjects of the study. Mean and t-tests were used as tools in the analysis of data. The result of the study revealed that there was a significant difference in the pretest and posttest mean scores of the experimental and control group in the topic eclipse. The experimental group achieved a better mean gain score than the control group. This points out that the use of strategic intervention material (SIM) in the experimental group significantly improved the performance of the students. It can be concluded that the performance of students in the experimental group was greatly enhanced after SIM was employed in teaching the lesson. Therefore, the employment of SIM was better and effective than the use of traditional method in teaching some topic in science. Furthermore, it was recommended that SIM be adopted as instructional material or strategy in teaching science lessons as well as other subjects.

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CONTEXTUALIZED STRATEGIC INTERVENTION MATERIALS IN GRADE 9 MATHEMATICS

• Aiko B. Adonis Bicol University, Legazpi City, Philippines

This pre-experimental study developed ten (10) Contextualized Strategic Intervention Materials (CSIMs) for the third quarter least mastered Grade 9 Mathematics competencies. The developed CSIMs were based on the generalized least mastered skills of a High School for SY 2015 – 2018. The three (3) least mastered skills were: prove theorems on the different kinds of parallelogram (rectangle, rhombus, square); solve problems involving parallelograms, trapezoids and kites; and solve problems that involve triangle similarity and right triangles. The CSIMs developed addressed the above-cited least mastered skills integrating features of: Bicol culture, use of language learning strategies, and awareness of Disaster Risk Reduction and Management. Students’ significant learning experiences in, and the effect of CSIMs on students’ conceptual understanding were also tackled. Five (5) teachers each for the three features, using DepEd’s LRMDS for SIM, evaluated and rated the CSIMs very evident (at mean 4.73 of 5). Further, the CSIMs under each focus area were evaluated excellent (mean of 4.78 of 5). Students’ significant learning experiences were extracted from the students’ journal entries, teachers’ observation, and Focus Group Discussion responses. The significant learning experiences of Grade 9 students in using the CSIMs were: (a) gained new experiences and developed into independent learners, (b) learned effectively and found the topics easy to understand, (c) became more interested in learning Math topics, (d) appreciated problem solving, and (e) enjoyed and felt comfortable in learning Math topics using the CSIM. Students’ conceptual understanding improved and were significantly different (p < 0.05) for the formative and summative assessments. The set of Contextualized Strategic Intervention Materials (CSIMs) is recommended for: use to promote meaningful learning; further improved by considering other features and subject areas; replication to validate the reliability of the results and expand the learning experiences of students; and collaboration among teachers is encouraged for the development of CSIMs.

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Habok, A., & Magyar, A. (2018). The effect of language learning strategies on proficiency, attitudes and school achievement. Published Dissertation. University of Szeged, Hungary. https://doi.org/10.3389/fpsyg.2017.02358

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Effect of Strategic Intervention Material (SIM) on Academic Performance: Evidence from Students Of Science VI

Review of Socio-Economic Research and Development Studies, 4(1), 20-32, 2020

13 Pages Posted: 2 Apr 2021

Michael Suarez

Doos Sur Elementary School, Hindang Leyte

Leomarich Casinillo

Visayas State University

Date Written: December 2020

This study was conducted in Doos Sur Elementary School, Hindang, Leyte, Philippines within the school year 2017-2018 to assess the effectiveness of Strategic Intervention Material (SIM) on academic performance in science among grade VI students. It utilized the pretest-posttest quasi-experimental design. The SIM used as a treatment of the study covered one of the least mastered skills in the Science VI, that is, describing the appearance and uses of homogeneous and heterogeneous mixtures. The study employed 20 students for control group and 20 students for experimental group enrolled in Science VI during the first quarter. Control group was taught with conventional teaching method and the experimental group was taught with SIM. Through hypothesis testing, this study determined the significant effect of SIM to students’ academic performance. Results of the study showed that the use of SIM is effective in terms of improving students’ performance particularly on the topic pertaining to the least mastered skills in Science VI. This implies that SIM can be utilized as instructional materials during learning process as effective teaching tool.

Keywords: strategic intervention materials, quasi-experimental design, academic performance, science VI

Suggested Citation: Suggested Citation

Doos Sur Elementary School, Hindang Leyte ( email )

Leyte Philippines

Leomarich Casinillo (Contact Author)

Visayas state university ( email ).

Leyte 6521-A Baybay City Philippines

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