THE EFFECTS OF STRATEGIC INTERVENTION

MATERIALS (SIM) IN TEACHING GRADE 8

SLOW LEARNERS OF CALAOAGAN DACKEL
NATIONAL HIGH SCHOOL

A Research Project Submitted to

the Faculty of St. Paul University Philippines
and to Ms.Pilar M. Acorda, Ph. D.

In Partial Fulfilment
of the Requirements for the Degree
Masters of Science in Teaching Biology

By:

SHELLA MAE S. GERON

DEVINE GRACE N. LICQUO

April 2017

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 ACKNOWLEDGEMENT

First of all, I am grateful to the Almighty God for

guiding me always and for enlightening my mind to finish

this research project.

I wish to express my sincere thanks to Madam Elisa B.

Laggui, Secondary School Principal III of Calaoagan Dackel

National High School for allowing me to use the students of

the said school to be my respondents and for providing us

with all the necessary facilities.

I place on record, my sincere gratitude to Mr. Renato

D. Segundo, Chairman of the Science Department of Calaoagan

Dackel National High School for his continuous help and

encouragement.

I also thank Dr.Pilar M. Acorda, Dean of College of

Arts and Sciences. I am extremely grateful and indebted to

her for her expert, sincere and valuable guidance and

encouragement extended to me.

I also thank my parents for their unceasing

encouragement and support.

I also place on records, my sense of gratitude to one

and all who, directly or indirectly, have lent their

helping hand in this venture.

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 TABLE OF CONTENTS

Chapter I – THE PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction…………………………………………………………………………………………………………………… 4-5
Review or Related Literature and Studies
- Related Literature…………………………………………………………………………………… 5-10
a. foreign
b. local
- Related Studies……………………………………………………………………………………………
a. foreign
b. local
Conceptual Framework or Reference…………………………………………………………… 11
Statement of the Problem…………………………………………………………………………………… 11-12
Hypothesis………………………………………………………………………………………………………………………… 12
Scope and Limitations…………………………………………………………………………………………… 12
Significance of the Study………………………………………………………………………………… 12-13
Definition of Terms………………………………………………………………………………………………… 13-14

Chapter II – METHODS
Research Design…………………………………………………………………………………………………………… 15-16
Respondents of the Study…………………………………………………………………………………… 16
Instrumentation…………………………………………………………………………………………………………… 16
Data Gathering Procedures………………………………………………………………………………… 17
Data
Analysis……………………………………………………………………………………………………………………………… 17-18

References………………………………………………………………………………………………………………………… 20

Appendices…………………………………………………………………………………………………………………………

Curriculum Vitae………………………………………………………………………………………………………… 22-23

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 Chapter I

THE PROBLEM AND REVIEW OF RELATED LITERATURE

INTRODUCTION

Instructional materials are the tools used in

educational lessons, which includes active learning and

assessment. Basically, any resource a teacher uses to help

her teach her students is an instructional material. There

are many types of instructional materials, and there are

three most common types.

The traditional resources which include textbooks and

workbooks used in the classroom. These materials can really

help to introduce new concepts to students. The second type

is the graphic organizer, which is any type of visual

representation of information. Diagrams, charts, tables,

flow charts, and graphs are all examples of graphic

organizers. The last type of instructional material

comprises any teacher-made resources. These include

anything the teacher creates like hand-outs, worksheets,

tests, quizzes, and projects. Many of these are used for

assessment in classroom which is determining the level of

learning on any given topic. But there are times that with

the use of these materials, slow learners cannot still

follow.

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 The strategic intervention material is very important

especially to those low performing students. It is an

intervention given to students so that they could be able

to cope with the lesson.

REVIEW OF THE RELATED LITERATURE AND STUDIES

FOREIGN STUDIES

Bruce, et al (2001) pointed out that the development

of positive attitudes towards any school subject is

fundamental for several reasons. First, attitude is related

to achievement and may enhance cognitive development

directly. Second, positive attitude toward a subject makes

students more likely to engage in lifelong learning both

formally and informally. More specifically, in the area of

science teaching, positive attitude affects both course and

career choices.

According to Bretz (2001), Novak’s Theory of Human

Constructivism states that “a meaningful learning underlies

the constructive integration of thinking, feeling, and

acting, leading to human empowerment for commitment and

responsibility”. Meaningful learning will only occur when

education provides experience that requires students to

connect knowledge across the three domains either

cognitive, affective, or psychomotor domain. Students must

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not only read concepts, but must also design and carry out

experiments in the laboratory which will allow them to

connect these abstract concepts to choices they must make

in their daily lives.

The science teacher must design a learning experience

which will attend to three domains. Science students must

have an understanding of and a commitment to the requisite

conditions for meaningful learning. Science teacher need an

equally important obligation to inform themselves of what

their students already know, so that they can teach

accordingly. Novak’s theory gives the “irreducible

commonplace” - the evaluation. Evaluation is obviously

important in measuring learning outcomes. Test will assess

students’ cognitive, practical and social skills.

According to Town (2000), experiential learning theory

uses personal experience as the focal point for learning

because it gives meaning to abstract concepts. It

characterizes learning as continuous process grounded in

experience. Concepts are derived from and continuously

modified by experience throughout life. Learning is a

process where knowledge is created through the

transformation of experience. Thus, learning requires both

perceiving and transforming an experience. Perception alone

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is not enough because something must be done so that

experience brings about learning.

Collette and Chiapette (1994)said that, “there is a

good match between student’s developmental stage and the

cognitive complexity of the instructional materials.

Students have a greater chance to achieve the desired

learning outcomes”. However, they continue when the

materials are too abstract and complex, many students may

fail to comprehend the subject matter. If science teachers

and curriculum writers which to identify learning outcomes

that students can attain, they must be aware of the

cognitive operations, scheme, or reasoning patterns

required to learn a given amount of materials.

Bednar, et.al. (1995)in analysis of content of the

Instructional Design, one system would see components as

facts, principles, concepts and procedures, while the goals

would be to remember, use, or find; and the other is the

analysis of specific prerequisite learning. In essence, the

analysis pre-specifies all of the relevant contents and the

logical dependencies in between the components of the

content. They anticipated that the development of a

validated self-learning system, in almost every content

area, will be a major challenge for educational

technologies during the coming decade.

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 According to Fraser and Giddings as cited by Wheatley

(1995), in their study were able to investigate the

usefulness of the developed and validated New Personal Form

of the Science Laboratory Environment Inventory (SLEI)

because some existing instruments were discovered to be

unsuitable for Science Laboratory classes. The study came

up with a “new, widely acceptable and class nationally

validated questionnaire and is made available for

assessing, evaluating, and researching the unique and

important environment of Science Laboratory classes.

Dechsri, et al (1997)conducted a study on the effect of a

laboratory manual incorporating visual information

processing aids on student learning and attitudes. Results

showed that the manual incorporating visual information

processing characteristics helped students gain

significantly higher scores in the achievement test and

psychomotor skills and also stimulated students to develop

more favorable attitudes toward laboratory activities.

The reviewed foreign literatures of Bednar (1995),

Bruce (2001), Bretz (2001) and Town (2001) were found

relevant to the present study since they dealt on the

improvement of the curriculum through the use of the

comprehensive instructional materials which is the central

focus of this study that reinforced the findings and

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conclusions. They provided theories and concepts on the

science teaching, more importantly on providing the

students concrete experiences on the use of effective

instructional materials for a better school’s achievement

of the students.

Collette and Chiapetta (1994) has the same line of

thinking, they said that “there is a good match between

students’ developmental stage and the cognitive complexity

of the instructional materials. Students have a greater

chance to achieve the desired learning outcomes.

The foreign related studies conducted by Wheatley

(1995), and Dechsri, et al. (1997) were all related to the

present study since they are focused on the development and

validation of instructional materials.

These studies are very much related to the present

study since both studies covered development and validation

of instructional materials for science subject, but of

different groups of students. The present study is focused

on the Strategic Intervention Materials (SIM) development,

validation and the effectiveness was determined.

LOCAL LITERATURE

According to Rodrigo, Strategic Intervention Materials

are conceptualized and designed to aid the teacher provide

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the pupils the needed support to make progress in studies.

These will increase and deepen the skills, knowledge and

understanding of the child in various subject areas not

only in science and math but also including various

learning areas in the curriculum.

Moreover, Banan stated that strategic intervention

materials guarantee alignment of activities with the

tasks/objectives, keep the activities short and simple,

provide a variety of activities to cater to the diverse

learners; provide number of activities so that the learner

can have enough practice in developing the skill and focus

on the least mastered skills.

Gultiano asserted that strategic intervention

materials are effective in mastering the competency-based

skills of science which contributed to better learning of

the concepts among students.

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CONCEPTUAL FRAMEWORK OF REFERENCE

The paradigm below presents the effects of strategic

intervention materials on the academic achievement of grade

8 slow-learner students.

Teaching Academic
Strategies for Achievement of
Slow Learners the Slow Learner
in Grade 8 Students

Traditional - Pre-test
Method - Postest
Strategic - Periodical
Intervention Test
Materials

STATEMENT OF THE PROBLEM

This study aims to determine the effects of strategic

intervention materials in teaching Grade 8 slow learners of

Calaoagan Dackel National High School.

Specifically, this study seeks to answer the following

questions:

1. Are the prepared Strategic Intervention Materials (SIM)

curricularly valid?

2. What are the achievements of the students exposed to the

Strategic Intervention Materials (SIM) compared to the

students taught in the traditional approach?

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3. What strategic Intervention Materials (SIM) in teaching

Science can be prepared based from the results of the

National Achievement Test of the school?

4. Is there a significant difference in the achievement of

the students in the control group and experimental group?

HYPOTHESIS

Null Hypothesis

There is no significant difference in the achievement

of the students in the control group and experimental

group.

SCOPE AND LIMITATIONS

The study was conducted at Calaoagan Dackel National

High School. The data are limited to determine the effects

of Strategic Intervention Materials in teaching Grade 8

slow learners of Calaoagan Dackel National High School.

SIGNIFICANCE OF THE STUDY

Strategic Intervention Materials are conceptualized and

designed to aid the teacher provide the students the needed

support to make progress in studies.

These will increase and deepen the skills, knowledge and

understanding of the child in various subject areas not

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only in science but also the various learning areas in the

curriculum.

SIM can give the opportunity to explore various ideas and

concepts that would enrich their understanding of varied

subject matters that sharpen their competencies.

Furthermore, the strategic instructional materials tend to

reteach the lessons which are not so much clear to the

learners and to help them gain mastery of the skills. The

benefit of the strategic intervention materials is not only

for the teacher’s convenience and system in teacher but

also for the easy grasp of the learners.

DEFINITION OF TERMS

Assessment. It is the process of learning from the

results and impact of the program, either to improve the

design during its implementation or for applying its lesson

learned to take projects or progress.

Education.The knowledge, skills and understanding that

you get from attending a school, college or university.

Learner.Any individual seeking basic literacy skill

and functional life skills or support services for the

improvement of the quality of his/her life.

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 Quality Education. It is the appropriateness,

relevance and excellence of the education given to meet the

needs and aspirations of an individual in a society.

School. It is an educational institution, private or

public, undertaking educational operation with a specific

age – group of pupils or students pursuing defined studies

at defined levels, receiving instruction from the teacher.

School Head.It is a person responsible for the

administrative and instructional supervision of the school

or cluster of school.

Student. It refers to the learners. It is a person who

attends a school, college or university.

Teacher. It is a person whose job is to teach students

about certain subjects.

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 Chapter II

METHODS

RESEARCH DESIGN

The researcher used the descriptive design and

experimental method to determine the effect of Strategic

Intervention Materials as an alternative tool for Grade 8

slow learners of Calaoagan Dackel National High School.

Descriptive research is a purposive process of

gathering, analyzing, classifying, and tabulating data

prevailing conditions, practices, beliefs, processes,

trends, and cause-effect relationships and then making

adequate and accurate interpretation about such data with

or without the aid of statistical methods (Calderon, 1993).

This method was used in determining the curricular validity

of the Strategic Intervention Materials (SIM).

The experimental method of research was employed in

this study using two groups of subjects as the control and

experimental group, respectively. Experimental method of

research is a method or procedure involving the control or

manipulation of conditions for the purpose of studying the

relative effects of various treatments applied to members

of a sample, or of the same treatment applied to members of

different samples (Calmorin, 1995) It is a problem solving

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approach that embraces studies of an experimental nature in

which the systematic study of social life is carried out

under conditions of control and experiment.

RESPONDENTS OF THE STUDY

The respondents of the study are the students in the

two classes in Science 8 handled by the researcher. They

were the Grade 8 Junior High School students of Calaoagan

Dackel National High School for the school year 2016-2017.

INSTRUMENTATION

There were two classes used by the researcher. Both

classes were composed of 25 students, a total of 50

students involved in the study. The control class was

composed of 25 students, too. The control class did not use

the Strategic Intervention Materials (SIM). The researcher,

therefore, used the traditional approach or expository

teaching in the control class while the strategies and

activities included in the Strategic Intervention Materials

(SIM) were used in the experimental class.

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DATA GATHERING PROCEDURES

The study is to be conducted at Calaoagan Dackel

National High School. The researcher sought first

permission to Madam Elisa B. Laggui, Secondary School

Principal II and through channel; the letter to the Schools

Division Superintendent of Cagayan, Dr. Gilbert Narag Tong

CEO VI, CESO V. Upon approval by the Schools Division

Superintendent, the researcher will administer the

questionnaires to the target respondents of the school.

From the obtained results, the researcher apparently

conclude that the achievement of the students in the

experimental group who were exposed to the Strategic

Intervention Materials (SIM) is higher and better compared

to the students taught in the traditional approach both in

the first and second grading periods. There is a

significant difference in the achievement of the students

in the control group and experimental group.

DATA ANALYSIS

The statistical tools used in the study were the following:

Mean. This was used to determine where most of the scores

of the students clustered. Since the number of students in

each group was less than 30, then the ungrouped data was

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used. This was done by adding all the scores of the

students and the sum was divided by their number.

Weighted Mean is used to determine the curricular

validation of the Strategic Intervention Materials (SIM).

Standard Deviation. This was used to determine the

variability of the students’ abilities or scores. The mean

was subtracted from the students’ scores. The difference

was squared after which the summation was obtained.

t-test. This was used to find out whether the students who

used the Strategic Intervention Materials performed well

and achieved better than those who did not.

The data for the t-test were arrived at after determining

the mean standard deviations of the two groups for the

first and second grading periods.

Level of Significance

To interpret the significant difference of the achievement

of the students who used and did not use the Strategic

Intervention Materials (SIM), the computed t-value was

compared with the tabular t-value at .05 level of

significance at 48 degrees of freedom. This was used also

18
as the basis as to whether the null hypothesis would be

rejected or accepted.

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REFERENCES

 Calderon, Jose F. and Expectacion C. Gonzales. 1993.

Methods ofResearch and Thesis Writing. Manila:

National Book Store.

 Lardizabal, A. et al. 1996. Principles and Methods of

Teaching. 3rd Edition, Phoenix Publishing House, Inc.,

Quezon City, 1996.

 Navaza, Delia Cordero and Cienvenido J. Valdes. 2000.

Fourth YearPHYSICS Textbook. Manila: Phoenix

Publishing House.

 Ornstein, Allan C.. 1990Strategies for Effective

Teaching. New York: Harper Collins Publisher, New

York.

 Orion, Nir, et al. 1997. “Development and Validation

of an Instrument for Assessing the Learning

Environment of Outdoor Science Activities”.Science

Education Journal.8(2) John Wiley and Sons Inc.

 Atherton J S (2005) Learning and Teaching; Theories of

Learning [On-line: UK] retrieved 23 November 2005

from http://www.learningandteaching.info/learning/theo

ries.htm

 http://study.com/academy/lesson/instructional-
materials-definition-examples-evaluation.htm
 http://udyong.net/teachers-corner/6925-importance-of-
strategic-intervention-materials

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 CURRICULUM VITAE

SHELLA MAE S. GERON

Address: L. Adviento, Gattaran, Cagayan
Mobile No.: 09265871653
Email Address: mae_geron@yahoo.com

CAREER OBJECTIVE
To build a long-term career as a Junior High teacher
with opportunities for career growth and to keep up with
the cutting edge of the teaching technologies and to
encourage creativity and higher-order thinking to increase
students' performance.

PERSONAL DATA

Date of Birth: March 19, 1988

Place of Birth: Gattaran, Cagayan
Civil Status: Single
Citizenship: Filipino
Religion: Iglesia Ni Cristo
Height: 148 m
Weight: 50 kg
Father’s Name: Noel A. Geron
Mother’s Name: Susan S. Geron

EDUCATIONAL BACKGROUND

Primary Gattaran West Central School

Centro Sur, Gattaran, Cagayan
1995 – 2001

Secondary Lallo National High School

Centro, Lallo Cagayan
2001-2005

Tertiary New Era University

Bachelor of Science Major in Biology
New Era, Quezon City
2005-2009
University of Cagayan Valley
Units in Education
2012

Graduate Studies: St. Paul University Philippines

Tuguegarao City
2016 – 2017

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 CURRICULUM VITAE

DEVINE GRACE N. LICQUO

Address: Manaoag, Iguig, Cagayan
Mobile No.: 09177716363
Email Address: dnlicquo.pt12@gmail.com

CAREER OBJECTIVE

Dedicated in creating a positive learning environment

and making a difference in students’ lives by providing
them superior knowledge and skills.

PERSONAL DATA

Date of Birth: September 30, 1989

Place of Birth: Iguig, Cagayan
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
Height: 1.58 m
Weight: 52 kg
Father’s Name: Felicito G. Licquo
Mother’s Name: Adoracion N. Licquo
SSS No.: 34-2156920-8
TIN: 403-992-948

EDUCATIONAL BACKGROUND

Primary Iguig Central School

Ajat, Iguig, Cagayan
1996 – 2002

Secondary Iguig National High School

Ajat, Iguig, Cagayan
2002 – 2006

Tertiary Cagayan State University

Andrews Campus, Tug. City
BSED major in Biological Science
2006 – 2010

Graduate Studies: St. Paul University Philippines

Tuguegarao City
2016 – 2017

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