Republic of the Philippines

Department of Education
Region III
Schools Division of Aurora
District of Maria Aurora West
CALAO ELEMENTARY SCHOOL

Strategic Intervention Materials in

Mathematics (M5NS-Ib-58.3):
A Remediation Tool for Non-numerate Grade 5 Pupils

ROWENA A. ARAGON
Calao Elementary School
09294136677
I. Rationale

Low performance of students poses a significant challenge to the education arena. Amidst

the technology advancement in solving daily problems, basic knowledge of this technology is

vital in its success. Gaining basic knowledge starts in school. Study of mathematics primarily

needs conceptual understanding. Based on observation, students can read mathematical concepts

but they can hardly comprehend and understand them. Hence the quality of mathematical skills

being taught in schools is one of the primordial concerns of education. According to Ramirez et

al. it was common to perceive mathematics as a difficult subject and some students avoided

solving mathematical problems. Many learners experienced mathematics anxiety in their school

lives.

Eyed as a long term solution, a curriculum transition from 2002 Basic Education Curriculum

to K to 12 Curriculum had been taking place starting School Year 2012-2013 and was made

legal by the Republic Act 10533 or the Enhanced Basic Education Act of 2013. This curriculum

reform had introduced many revisions and innovations such as the incorporation of multiple

disciplines in one subject.

To make learning always available in all learners, new strategies, techniques and methods

are advised to teachers in order that the teacher can cope up with the present trend of computer

generated learners. The focus of K-12 Curriculum is to have a student centered approach in all

schools at all times. They encourage teachers to use inquiry based approach, constructivist

approach, reflective teaching, integrative and collaborative method of teaching as a strategy to

meet the desired goal of DepEd Curriculum (deped.resources, 2015).

 However, school days these past few years were loaded with so many activities and

concerns. There are also yearly holidays that teachers observed every month that they need to be

followed. Aside from this, teachers are required to attend different seminars to upgrade their

knowledge and be updated in all new regulations and memoranda to follow. Learners were also

trained in different subjects to be the contestants in quiz bee contests, technolympics, sports

meet, school camping, etc. Due to these reason, the desired learning competencies cannot be

mastered in short period of time. There is no enough time to teach other competencies in just few

days.

Moreover, learners in this generation have different learning style that needs

differentiated instruction, they have different multiple intelligence that the teachers need to

consider, pupils need different motivation to encourage them to learn by their own.

This scenario encouraged the teacher to make a Strategic Intervention Materials in

Mathematics subject. The purpose is not only to help the students to keep up with the lesson but

also to help them learn how to learn and master the learning competencies. Mathematics n is a

major subject and this subject focus more on the four operations and understanding of the

formula needed to solve a problem. The teacher should be flexible to facilitate the learning that

the learners will understand the lesson in few days time. In addition, some of the learning

competencies are pre-requisite knowledge to understand the next learning competency If the

teacher fail to teach other competency, pupils will lack knowledge to answer summative and

quarterly test with good score. Thus, the academic performance of the pupils will be getting low.

The primary purpose of Mathematics is toencourage and enable learners to recognize that

mathematics permeates the world around us, appreciate the usefulness, power and beauty of

mathematics, enjoy mathematics and develop patience and persistence when solving problems..
 Through the use of Strategic Intervention Materials, children will learn best especially

when they discover answers for questions and problems themselves. They will learn to find their

own goals and be given choices as to what and how to learn. Helping them to feel good about

themselves is just as important as the academic skills they are taught. Pupils learn most

effectively when they are allowed to rely on their own experiences and background knowledge to

mentally “construct” their own, personal understandings of course concepts. And in order that

this concept can be possibly done, the teacher should play as a facilitator of learning rather than a

presenter of knowledge. If the teacher provides Strategic Intervention Materials for every

subject, it will serve as a supplementary material to the current K to 12 resources where

contextualization is a top priority (lrmds.portal, 2012). This Strategic Intervention Material is an

innovative tool that is produced by the teachers to meet the standards of the K-12 Curriculum in

providing our teachers and learners relevant and localized content (Kumon, 2001).

In this study, the researcher made Strategic Intervention Material consists of seven parts

aligned with the one learning competencies taught intended for 1st quarter. This may help the

Department of Education to prove that the Strategic Intervention Material with an accurate

standard is an effective means of instruction in teaching the learners.

Strategic Intervention Material in Mathematics

Long before the advent of K to 12 Basic Education Program, intervention materials are

highly regarded as tools for remediating poor achievements of the learners. Thereafter, Strategic

Intervention Materials or SIM was introduced into the teaching methods to stimulate the activity

of the students and thereby increase their level of understanding. It is strategically prepared and

designed for teaching remediation for low achievers in the subject. The same is given after a

regular classroom instruction to students who were not able to grasp the concepts of a subject
matter. In the past three quarters of School Year 2016-2017, the teacher had observed that

remediation as part of addressing learning gaps and other deficiencies in learning produced

positive effects. The one hour teaching-learning interaction in the classroom is not enough for

the slow learners to grasp the concept. This raises a big concern on how students can maximize

learning. The teacher is primarily interested in identifying the least learned competencies in

Mathematics and finding a way to address this problem. The goal of the Intervention Material is

to determine the effectiveness of the SIM as a remediation tool for the Grade 5 pupils so as to

enhance their skills in solving problems involving divisibility rules, this being one of the least

mastered competencies in Grade 5 Mathematics.

II. Goals and Objectives

This output entitled: “Strategic Intervention Material in Mathematics 5: A Remediation

Tool in Mathematics Skills of Grade 5 Learners” has the following objectives:

1. to re-teach concepts and topics which are considered least learned by the students who are

working below national expectations but have the potential to meet national standards if given

timely support and motivation

2. to encourage pupils’ interest; learn Mathematics concepts and skills; and apply learned skills

and concepts into real life situations.

3. To promote successful learning in the field of Science and Technology subjects in both

elementary and secondary among public schools.

III. Proposed Innovation

This Strategic Invention Material was validated by the District Area Leader and Public

Schools District Supervisor and Principal of the School. SIM is a remediation tool that is

developed with five (5) parts. These are Guide card, Activity card, Assessment card, Enrichment
card and Reference card. It was given to Grade 5 non-numerate learners and they were tasked to

answer the activities within three days. The teacher give pretest before they were given SIM and

she checked the activities done by the slow learners before giving the posttest.

IV. Scheme of Implementation

On the first day of implementation, a pretest was given to the Grade 5 non-numerate

learners. This SIM was used by the teacher-made 20-item pretest and posttest on solving

problems involving divisibility rules. The questions were based from the pre-assessment of the

Grade 5 based on the Mathematics 5 Learner’s Material which was modified for the purpose of

this study. The test was administered to the non-numerate and nearly numerate pupils before and

after the topic was discussed by the teacher. Table 1 shows the comparative matrix on using SIM

and DepEd’s Grade 5 Learner’s Material in Mathematics as remediation tool in solving problems

involving divisibility rules.

The daily routines, surroundings, and daily learning competencies or topics to be discussed

remained the same so that the respondents will not be affected in learning other subjects. The

teacher encouraged them to answer and read the SIM during their vacant time specifically every

3:35pm – 4:00pm.

Activities Objective Resources Timeframe Expected Output

(Human, Financial,
Materials)
Orientation To orient pupils Non-numerate learners, 1st quarter of Well oriented pupils
so they are all MATHEMATICS School Year
aware of the Teacher, Strategic 2017-2018 Pre test Scores
SIM that they Intervention Material
are going to use
it.
Implementatio 1.To increase Increased Mean of
n of the level of mastery Non-numerate learners, 1st quarter of MATHEMATICS
program in Mathematical School Year Posttest Result
skills 2017-2018
Conduct of 5 2.To remediate
Pretest pupils needing
 remediation.
Timeframe of 3. To teach an
SIM when to absent pupil who
submit miss the lesson.

Conduct of 5
Posttest

The data were analyzed, and computed using the Microsoft Excel Spreadsheet and then

presented in table form. Mean, percentage and standard deviation were computed to analyze

pretest and posttest of the learners in remediating non numerates of Grade 5 pupils in

Mathematics

V. Results and Discussion

Table 1 shows that the pretest results of both groups under remediation are generally

comparable. Based on the achievement descriptions set by the Department of Education, both the

nearly numerate and the non-numerate group did not meet expectations. However, their

respective standard deviations indicated that the pretest scores of the students in the nearly

numerate group were more scattered compared with that of the non numerate group. The

frequency and percentage of pretest scores show that before the conduct of the test, the

participants in both the nearly numerate group and the non numerate group least mastered the

concepts behind divisibility rules. Pretest results indicate the pupils have poor academic

achievement scores. The results suggest for interventions that will aid the improvement of the

pupils’ academic achievement. It can be implied that when teachers may not incorporate

effective interventions in the remediation class, students’ academic achievement would be on the

same level, which is low. The results indicate that Grade 5 pupils under remediation struggle

with their understanding; prerequisite and fundamental knowledge and/or skills have not been

acquired or developed adequately to aid understanding. A similar finding in the pretest scores
was revealed in a test conducted by Barredo that both groups of research subjects had the same

level of mastery before an intervention was introduced to the non numerate group and traditional

instructional material to the nearly numerate group.On the other hand, the posttest results of both

groups showed that the non numerate group had the same posttest mean score compared with

that of the nearly numerate. Based on the achievement descriptions set by the Department

of Education, the non numerate group met the “satisfactory” rating while the control group still

obtained also obtained “satisfactory” rating . Furthermore, results presented using frequencies

and percentages show that in the posttest results of the two groups, a greater number of

percentages of the pupils in the non-numerate reached at least Fairly Satisfactory rate while none

of the students in the nearly numerate group reached almost the same level. Some pupils in the

nearly numerate group still did not meet the prescribed expectations while only little number of

pupils in the non numerate remained at the same level. Findings suggest that students in the

nearly numerate had low increased in their scores compared to the students in the non numerate

group who had had an greater increased in their scores. Results indicate that the use of SIM in

remediating solving problems involving divisibility rules increases the students’ achievement

significantly higher than the use of Grade 5 Math Learner’s Materials. SIM influence the

students under remediation in the non numerate group to perform better as compared to Grade 5

Math Learner’s Material. The results are in consonance with the findings of the study conducted

by Lusica and Barredo that more learning has been taking place during the conduct of the test

and that although there was a positive transfer of learning in the two groups, a higher mean was

observed from the non numerate group after the use of SIM as remediation tool.

Table 1: Achievement Scores of pupils in Mathematics

Level of Proficiency Range of Nearly Numerate Non-Numerate
Scores
Pretest Post Test Pretest Post Test
Outstanding 17-20 f % f % f % f %
Very Satisfactory 16 0 0 0 0 0 0 0 0
Satisfactory 14-15 0 0 0 0% 0 0 2 25%
Fairly Satisfactory 12-13 0 0 2 50% 0 0 2 25%
Did not Meet 0-11 0 0 3 37.5% 0 0 2 25%
Expectations 8 100% 3 37.5% 8 100% 2 25%
SD 2.00 1.13 2.00 1.70

IX. Conclusions

Strategic Intervention Material can help improve the academic achievement of Grade 5

learners in Mathematics. Incorporating SIM to the delivery of the lessons with least mastery

develops the mathematical skills in solving problems involving divisibility rules. The said

intervention material assists non numerate pupils to develop the fundamental knowledge, skills,

and understanding in Mathematics and aid them in the transfer of learning.

X. Recommendations

In the light of the foregoing findings and conclusions of the study, the following are

recommended:

1. Department of Education officials may institutionalize the use of SIM in reinforcing

difficulties of learners in learning Mathematics least learned competencies. They may

formulate policies that will encourage teachers to develop SIMs for their classes to

maximize teachers’ potential in making more effective instructional materials which can be

helpful in saving students who are academically at-risk. Principals, head teachers and master

teachers can conduct seminars and in-service trainings regarding the development of SIM

that may aim to enhance and maximize teachers’ potential on developing instructional

materials such as SIM as well as its implementation as a remediation tool.

2. Mathematics teachers may develop SIMs for lessons to complete the least learned

competencies in all secondary level which can be as a remediation tool.

XI. References

Ramirez G, Gunderson EA, Levine SC, Beilock SL. Math anxiety, working memory

and math achievement in early elementary school. Journal of Cognition and Development.

2013;14(2):187-202.Available:http://dx.doi.org/10.1080/15248372.2012. 664593

Department of Education. Department of education order no. 31, s. 2012 entitled, The

Implementation of Grades 1 to 10 of the K to 12 Basic Education Curriculum (BEC)

Effective School Year; 2013.(Retrieved August 9, 2019)Available: https://bit.ly/2yMo3ua

Martin MO, Mullis IVS, Chrostowski SJ. (Eds.) TIMSS 2003 technical report: Findings from

IEA’s trends in International Mathematics and Science Study at the Fourth and Eighth

Grades; 2004.

Philippine education for all 2015 National Review Report. Philippines: Education for all 2015

National Review; 2015. (Retrieved August 18, 2019)

Available:https://unesdoc.unesco.org/ark:/48223/pf0000230331

Department of Education. National Education Testing and Research Center (NETRC) Report.

Department of Education Central Office, DepEd Complex, Meralco Avenue, Pasig City;

Aguele A. Understanding and tips to teach remedially; 2010.

Available:http://www.brightubeducation.com/special-edinclusionstrategies/103030understa

ndingremedialteaching/.

Dy L. Teaching mathematics through Strategic Intervention Materials (SIM);2011. (Retrieved

January 9, 2015)

Barredo KJ. Evaluating the effectiveness of using strategic intervention material in improving

the academic performance in science; 2013.Available:https://www.slideshare.net/kbarr

edo/action-research-for-strategicintervention-materials.
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region III
Schools Division of Aurora
Maria Aurora West District
CALAO ELEMENTARY SCHOOL

CERTIFICATE OF ACCEPTANCE
(School Level)

This intervention material entitled “Strategic Intervention Materials: A Remediation

Tool for Grade 5 Non-Numerate Learners ” prepared and submitted by

ROWENA A. ARAGON, of CALAO ELEMENTARY SCHOOL, was evaluated by the

Intervention Materials Evaluation Committee and is hereby accepted this , 8th day of June, 2017

_____________________________________________________________________________________

Intervention Materials Evaluation Committee

_WENNIE U. UERA_
T-III
Member

MICHAEL T. MANIPON___
School Mathematics Coordinator
Member

ALICIA DV. DE VILLA

School Principal-I
 This instructional materials “Strategic Intervention Materials for
Mathematics 5: A Remediation Tool for Non-numerates Grade 5 pupils” is
made after identifying the ten least mastered skills in Mathematics during the
diagnostic test.
This instructional materials is intended for Grade 5 pupils who find the
learning competencies as one of the least learned skills and for pupils who did not
meet the mastery level. It can be done by the pupils with a teacher or even without
a teacher.
This instructional materials was used while teaching mathematics for the
purpose that learners will guided on how they will used the Strategic Intervention
Materials. They would be able to understand the lesson better through the aid of
the SIMMs, since pupils nowadays are learned best when there is an involvement
of intervention materials. This creative output is made possible through microsoft
power point and microsoft word. It has five parts-Guide card, Activity card,
Assessment card, Enrichment card and Reference card..
In this project intervention for non-numerate pupils will not only learn
Mathematical skills and activities but this is also a way of learning and exploring
the new material available in the school that is surely enjoyable among elementary
children.