1

Improving Academic Performance in Science of Grade 7 Learners

Using Strategic Intervention Material

An Action Research is presented

to the Research Department

of the Division of Zamboanga Sibugay

Submitted by

REY M. DALUMPINES, MAEd

Teacher I
Camanga National High School
Siay District

March 2018
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ABSTRACT

Institution : Camanga National High School

Location : Camanga, Siay, Zamboanga Sibugay
Title of the Study : IMPROVING ACADEMIC PERFORMANCE IN SCIENCE

OF GRADE 7 LEARNERS USING STRATEGIC

INTERVENTION MATERIAL

Author : Rey M. Dalumpines, MA.Ed.

Funding Source : Personal/BERF
Date Started : September 2017 Date Completed : March 2018

______________________________________________________________________
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 quasi –

experimental design which compared the average mean and level of improvement on

science through pre – test and post – test. 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.

Keywords: Strategic Intervention Material, instructional materials, module, teacher –

aid, student performance on science, strategies in teaching science.

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ACKNOWLEDGMENT

The researcher would like to express his gratitude and appreciation to the following

persons who have contributed much to the success of this study:

The Chairman and Members of the Committee on Oral Examination, for the

corrections, suggestions and recommendations which greatly improved the content of the

study;

The selected Grade 7 learners of the School Year 2017-2018 who served as the

respondents of this study;

To my ever-supportive colleagues in Camanga National High School who tend not

to falter their warmest support and encouragement to pursue this research undertaking;

Eugenio V. Ruadel Jr., ABD., the researcher’s School Principal of Camanga

National High School, for his enduring encouragement and support for the fulfillment of

this action research;

The researcher’s sympathetic friends for their support and tap of cheer;

The researcher’s parents, Mr. & Mrs. Rene and Gloria Dalumpines, for their love,

persistent support and guidance along the whole duration of this research;

Rizza N. Malagum, the researcher’s fiancée, for the love, trust, care,

understanding, unrelenting support, and prayers that inspires, motivates, and stirs the

researcher to fulfill his ambitions and dreams in life by persistently pouring out her affection

that enlightened him toward his goals in life;

Almighty God, for His guidance and blessings, my immense gratitude to Him,

knowing that without Him none of this would be possible.

Thank you very much!

REY M. DALUMPINES, MA.Ed.

Researcher
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I. CONTEXT AND RATIONALE

Science provides ways of making sense of the world systematically. It develops

learners’ scientific inquiry skills, values and attitudes, such as objectivity, curiosity, and

honesty and habits of mind including critical thinking. All these are useful to the individual

learner for his own personal development, future career, and life in general. These skills,

values, attitudes, and dispositions are likewise useful to the community that an individual

learner belongs to, and are further useful to the country that he lives in (SEI-DOST & UP

NISMED, 2011).

Moreover, science aims to help the Filipino child gain a functional understanding of

science concepts and principles linked with real life situations, acquire science skills as

well as scientific attitudes and values needed in solving everyday problems (Basic

Education Curriculum Primer, 2002).

In this technological age, science subdues and even drives societies with its ideas and

products and it is very likely that the impact of science and technology on people’s lives

will persist to exist and increase in the coming years. Through science, the way people

think shifts to a more critical approach. Frequently, science has been recognized to be of

great significance because of its connection to technology, which, in a government

perspective, is a priority area for economic development (Elkington, 2015).

In fact, according to Ogena, L. & Sasota (2010), the major factor in a nation’s

development is the emphasis on science and mathematics education which brings the

nation to integrate science and technology in their national agenda.

However, learners perceive science as a difficult subject regardless of its importance.

It is a common observation that learning science creates more negative feedback for many

learners than seeing its economic value. Four major science subjects, Biology, Chemistry,

Physics, Earth and Space, have been viewed as the hated subjects in the curriculum,
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which would likely fail completing the necessary requirements and get low performances

in both academic and conceptual reasoning skills. One of the indicators in a school context

which can justify this claim may be very evident every after each quarterly assessment

having a computed MPS leaving below par among other disciplines. To a multitude of

students, science education was never an enjoyable avenue for them to learn important

concepts that are relevant to societal situations; thus, academic achievement in this field

is relatively low.

Furthermore, the accomplishments of few students are overshadowed by the

consistently poor performance of Filipino students in international assessment studies and

national assessment studies. Studies reveal that Filipino students have low retention of

concepts, have limited reasoning and analytical skills, and poor communication skills and

they cannot express ideas or explanations of events and phenomena in their own words

(UP NISMED, 2004).

Two international sources of information and analysis on science education, such as

Programme for International Student Assessment (PISA) and Trends in Mathematics and

Science Study (TIMSS), aim to assess the extent of student’s achievement in science and

other fields. TIMSS, specifically, is an international study on student’s ability to solve

scientific as well as mathematical problems participated by many countries around the

world. In this assessment, the Philippines was among the bottom five of poor performers

in Math and Science. Dela Cruz (2012) reported that the Philippines placed 36th in science

out of the 38 countries who participated in the said assessment. Similarly, results in the

2003 TIMSS showed that the country ranked 23rd of the 25 countries in grade four science

and 42nd out of the 45 participating countries in second year science.

Dios (2013), reported a similar trend in the student’s achievement in the annually

conducted National Achievement Test (NAT) for the fourth years. The assessment

showed similar unsatisfactory achievement in the overall performance of the students

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across the country. In the 2005 NAT, performance of the students in science got the lowest

mean percentage score (MPS) with 39.49 among the five (5) subjects assessed.

Performances in the 2006 and 2012 TIMSS yielded the same dismaying performance with

MPS of 37.98 and 40.53, respectively.

Henceforth, the average MPS of science in grade 7 of Camanga National High School

during the school year 2016-2017 was noted to be very alarming yielding to have 54.10%,

and is 20.9% away from the standard MPS of 75%. This evidently shows that learners

have performed very low in this subject.

Many educators and graduate student researchers have identified several factors

behind the low performance in science of Filipino students. These are: quality of teachers,

the teaching-learning process, the school curriculum, instructional materials, and

administrative support (DOST-SEI, 2006).

The Department of Education (DepEd) had employed a solution for the deteriorating

academic performance of learners in the field of science and technology. As stipulated in

the DepEd Order No. 39, s. 2012, interventions have to be made in order to address

learning gaps. The use of Strategic Intervention Material (SIM), is identified as one of the

suggested various intervention form that can bridge learning gaps. SIM is a remediation

aid for the learners at the level of their understanding and thereby increasing their

academic achievement.

SIM increases and deepens learners’ skills in manipulation, knowledge or thinking,

understanding, and observing the microscopic into macroscopic representation of matter

like atoms, molecules, and ions which students believe as a vague symbolism of what

they know about matter and other related concepts in science. SIM is an instructional

material that is prescribed by the Department of Education (DepEd) to increase the level

of proficiency of learners in science subjects.

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Every learner has the potential to learn and become a responsible citizen if given a

conducive environment for teaching and learning. Therefore, it is worth mentioning that

provision of intervention at the earliest stages, can lead to learners’ success. Intervention

can be defined as the systematic and explicit instruction provided to accelerate growth in

an area of identified need (Kaggwa, 2003). Interventions can be provided by both special

and general teachers and they are designed to improve performance relative to a specific,

measurable goal. Interventions are generally based on valid information about current

performance, whereby realistic implementation and ongoing learner progress monitoring

are essential. Therefore, for any intervention to be effective, the programs designed

should be based on clearly defined objectives, and the program should be monitored and

evaluated (Kaggwa, 2003).

Of more importance is that intervention strategies should not be implemented

because they are popular or interesting. Rather, they should be able to address the needs

of the learners in their institution, given that schools operate in different contexts; hence,

no one size fits all. Approaches will vary according to the school context. Learners support

programs, behavior modification, life skills programs, parental involvement and capacity

building are some intervention strategies to enhance learners’ performance (Kaggwa,

2003).

Teachers and Curriculum Planners should focus on how to amplify learners’

interests in Science, because as observed by many of the teachers, they tend to have lack

of interest during classes in core subjects of Science and Mathematics, this can be shown

by rampant accounts of absences that even resulted to dropping out. Learners at risk of

dropping out should eventually be reached out up to the extent of bringing the classroom

to them and for them to be functionally literate as aligned through our Department’s Vision.
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With the problems persisting today in Philippine education system, our stand for

functional literacy to empower learners is at stake. The scarcity of teachers, poor

classrooms and dearth of instructional materials, low learner achievement and increasing

number of out-of-school children hamper our learners to be active makers of meaningful

life.

Deficiency of educational facilities (Alamarat, 2011) and instructional materials

(Ogbu, 2015), large class size (Eison, 2010), poor instruction (Eison, 2010), and non-

differentiated instructional methodologies and curriculum (Weselby, 2014) are problems

that threaten education process. The current educational system of the Philippines is filled

with problems on classrooms shortage and scarce funding to provide for instructional

materials required in each science classroom. These problems impede teaching and

learning to succeed. Due to these predicaments, successful teaching process is

encumbered and, in turn, achievement in learning is not met. Many learners are not able

to cope with these problems hence can result to their poor performance. The ultimate goal

of teaching is to provide appropriate and effective instruction to students and, in turn,

promoting effective learning. Thus, teachers, themselves, become the agents in

combating these predicaments to achieve successful education process by devising and

providing necessary materials that are suitable to students need.

As stipulated in the DepEd Memorandum No. 30, s. 2011, the teachers should also

be inspired in applying innovative management practices in teaching and learning science;

sustain school-community support in managing efficiently and effectively the varied digital

and non-digital learning resource environment; and share collaboratively with the school

and community the use of best practices in teaching and learning science in public and

private secondary schools with large and extra-large classes.

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It is for these very reasons that the researcher embarks on developing strategic

intervention materials in science for Grade 7 learners that will enhance learning and

remedy the least mastered competencies of the learners, thus attain growth in their

academic performance.

II. INNOVATION, INTERVENTION, AND STRATEGY

This action research was conducted to determine the improvement of the

academic performance of the grade 7 learners from the second to fourth quarter

assessments of the school year 2017-2018 in science competencies which was found to

be least mastered thereby in dire need for additional activities for remediation through the

strategic intervention materials for the grade 7 learners of Camanga National High School.

Moreover, the respondents was limited to the purposively selected grade 7

learners of Camanga National High School who, after the conduct of the Pre-Test and

Post-Test with 20 assessment questions, were given interventions vis-à-vis the use of the

strategic intervention material.

The strategic intervention material was about the lessons on Science which are

the following:

1. Living things and their environment;

2. Force, motion and energy; and

3. Earth and Space.

The researcher also followed the protocol/guidelines as established by the

Department of Education. First, the researcher submitted an action research proposal to

the School Principal I of Camanga National High School for endorsement to the District

Research Committee through the chair, Lilia C. Unito, Ed. D.

The research adhered to DepEd Order No. 16, 2017 otherwise known as the

Adoption of the Basic Education Research Fund which stipulates the annexes attached in
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this research. Annex 1 indicates the proponent’s personal description and information,

Annex 3 reflects the Anti – Plagiarism Oath and Absence of Personal Conflict, while Annex

2 A was the guiding format of this research. Approval of this research from the District and

the Division Research Committees was sought prior to implementation.

All the test instruments were researcher – made test so not to commit issues on

plagiarism. These were then validated by the science and language experts across

different districts of the Division of Zamboanga Sibugay.

On the other hand, the SIMs used in this research are modified by the researcher.

In terms of contents, the lessons from the Learner’s Materials were used. The same

citation method was properly given. On the designs and layouts, the researcher employed

his own creativity.

No data from this research was fabricated and protocols of research was observed.

Furthermore, the data gathered in this research were from September 5 to April 6,

2018 (see Workplan for details).

III. ACTION RESEARCH QUESTIONS

Despite the on – going trends of the multimedia, contextualized learning materials,

and support to learners, performance on science still gets relatively low Mean Percentage

Scores. This is due to the fact that learners tend to have less interest on studying the

lessons discussed in class and the lack of attractive instructional materials.

This, action research determined the effects of the Strategic Intervention Material

(SIM) which contains the creative, localized, and simplified discussion of the crucial or

least – learned skills on Science among the Grade 7 learners of Camanga National High

School.

Specifically, this action research sought to answer the following fields of queries:
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1. What is the average mean on a Science test of the Grade 7 learners when data

are grouped into:

1.1 Pre-test (before the application of SIM); and

1.2 Post-Test (after the application of SIM)?

2. What is the level of improvement of the performance on Science of the grade

7 learners after the use of strategic intervention material?

3. How did the strategic intervention material improve the academic performance

on Science of the grade 7 learners?

4. What significant relationship exists between the science academic

performance of the Grade 7 students and the use of strategic intervention

material?

5. What significant difference exists between the pre – test and post – test scores

on science of the Grade 7 students?

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IV. ACTION RESEARCH METHODS

This part contains the research method, research design, sampling procedure, data

gathering method, research instrument, and statistical tool.

A. Participants and/or other Sources of Data and Information:

The researcher identified grade 7 learners who have poor performance on the

learning competencies identified least mastered based on the data scores gathered from

the second to fourth quarter examinations after a thorough conduct of item analysis on

test items.

Moreover, the respondents underwent pretest and posttest to measure the level of

their academic performance in science and the significant difference that existed in their

scores before and after the application of the SIM.

B. Data Gathering Methods

The researcher employed judgment sampling in the data gathering. The research

design was quasi – experimental since not elements in experimental phase were strictly

observed such that the respondents were selected based on academic performance and

not on randomization. Respondents were selected based on their performance on the

Second, Third and Fourth Quarters Examination.

In generating results from this study, the following procedures were observed. To

answer question number one, the pre – test was administered to the identified Grade 7

learners who fair poorly on the learning competencies identified least mastered. Then the

intervention which is the use of SIM was done during Individual and Cooperative Learning

time that is, 11:30 – 12:00 noontime. This was employed from September 5 to April 6,
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2018. The intervention materials were validated by three experts in Science and one

English expert to ensure quality of content.

Moreover, the interventions were given based on the least learned skills, exercises

were given to the students using the Strategic Intervention Material. The SIMs were

printed and distributed to the respondents. Then, the post test was employed to the

identified learners to obtain the MPS and conducted analysis on the difference between

the MPS.

To answer question number three, a questionnaire was given to the students to

describe their perceptions and satisfactions on the use of the SIM. The questionnaire

adopted from a behavioral research instrument. The questionnaire was modified to suit to

the nature of the study. Then, it was validated by three experts in Science and one expert

in English.

When the data gathering phase of the study was done, data gathered from the

assessments were tallied, tabulated, analyzed, and interpreted.

C. Data Analysis

This action research employed quantitative research. The researcher employed a

self – made test and checklist in obtaining the results. Relative differences in the MPS

from the second quarter to the fourth quarterly assessments were identified and

interpreted as to their implications on the effectiveness of the SIM.

Moreover, the instruments were subjected into a reliability test with 0.80 level of

Cronbach Alpha. This was determined through the Special Package for Social Sciences

or SPSS. The research instruments were pilot tested to the Grade 7 learners who were

not selected.
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1. Mean.

This was used to get the average of the Grade 7 learners’ percentage scores on

1) pretest; and (2) post-test. The formula used follows below.

Xi
X' = /n
Xi
Where is the summation of scores; n is the number of cases

2. Frequency Distribution

Table 1

The Scale of Science Academic Performance of Grade 7 Learners Using SIM

Score Range Scale of SIM

(30 item test)
24 – 30 Very Good
17 – 23 Good
10 – 16 Average
9 below Poor

Mean

Table 2

The Scale of Mean Percentage Scores of Grade 7 Learners Using SIM

MPS Range Levels of Performance

75% and above Mastered
51% - 74% Nearly Mastered
Below 50% Not Mastered

Table 3

The Scale of Response Category of Grade 7 Learners with their perception and

satisfaction in the use of SIM

Mean Range Levels of Performance

1.0 – 1.7 Strongly Disagree
1.8 – 2.5 Disagree
2.6 – 3.3 Neutral
3.4 – 4.1 Agree
4.2 – 5.0 Strongly Agree
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The results during the SIM activities to address learning needs were interpreted

through frequency distribution.

The significant effects of the SIM and science academic performance were

determined based on the results of the teacher – made tests, and if there is any significant

difference among the levels of sub – variables: 1) pretest; and (2) post - test; of the

learners, and the interventions: SIMs.

The researcher gave the Strategic Intervention Material based on the least

mastered competency that was found after each quarterly assessment. The data that were

gathered undergone statistical treatment through the utilization of Microsoft Excel 2016

and the SPSS and the results were analyzed and interpreted.
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V. DISCUSSION OF RESULTS AND REFLECTIONS

This part presents the results of the application of Strategic Intervention Materials

given from the second to fourth quarters. The pretest and posttest scores which were

taken before and after the application of SIM were carefully tabulated and analyzed. Mean

Scores were carefully interpreted and levels of learning were identified by generating the

Mean Percentage Scores from the Pretest and the Posttest.

Table 4. Average Mean on Science tests of the Grade 7 learners.

2nd Quarter 3rd Quarter 4th Quarter

Mean Mean Mean

Pretest Posttest Pretest Posttest Pretest Posttest

5.9 12.92 5.14 12.68 6.16 15.54

Table 4 presents the average mean on science tests of the Grade 7 learners from

the 2nd to 4th quarters. The data above show that the mean scores of the posttest have

noticeable differences from the pretest mean scores. In the 2 nd quarter, pretest mean is

5.9 and it increases to 12.92 in the posttest. The 3rd quarter yielded 5.14 and 12.68

respectively while 4th quarter recorded 6.16 and 15.54 respectively. This means that

interventions applied through the use of SIM provided significant improvement to the

academic performance of grade 7 learners in science.

Furthermore, the mean differences between comparative scores denote that SIM

can help students with least performance on some competencies.

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Table 5. Levels of improvement of the performance in Science of the Grade 7 learners

after the use of strategic intervention material.

2nd Quarter 3rd Quarter 4th Quarter

Level of Level of Level of

MPS MPS MPS
Performance Performance Performance
Nearly Nearly
65% 63% 78% Mastered
Mastered Mastered

Table 5 shows the levels of improvement of the performance in Science of the

Grade 7 learners after the use of strategic intervention materials from the 2 nd to the 4th

quarters. The Mean Percentage Scores (MPS) are taken from the posttest just right after

the use of SIM. It is very evident that the SIM provided significant effects on the academic

performance of the grade 7 learners in science since it moves a level higher from a level

below mastery. In the 2nd quarter the grade 7 learners have an MPS of 65% which can be

interpreted as Nearly Mastered, 63% of MPS in the 3 rd quarter also Nearly Mastered and

in the 4th quarter yielding an MPS of 78% which can be interpreted as Mastered. This

simply means that the grade 7 learners can easily grasp the given competency in a given

time frame and that they can yield into a better performance if given enough strategic

intervention material to reinforce their learning.

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Table 6. Learners’ Perception on the use of Strategic Intervention Materials (SIM) in the

2nd Quarter.

Total
SD D N A SA Total
Statement Weighted Mean RC
(1) (2) (3) (4) (5) Respondents
Points
1 1 5 30 28 140 50 204 4.1 A
2 0 14 33 64 80 50 127 2.5 D
3 6 20 36 56 40 50 158 3.2 N
4 9 12 27 56 60 50 164 3.3 N
5 2 12 21 60 100 50 195 3.9 A
6 2 12 24 72 90 50 200 4.0 A
7 2 12 18 40 130 50 202 4.0 A
8 5 10 30 40 100 50 185 3.7 A
9 4 16 18 52 95 50 185 3.7 A
10 6 14 18 44 100 50 182 3.6 A

OVERALL MEAN 3.6 Agree

Table 6 shows the learners’ perception on the use of Strategic Intervention

Materials (SIM) in the 2nd quarter. All of the statements except the statements 2 to 4

provided dissatisfactory and neutral responses. In statement 2 the computed mean is 2.5.

This means that majority of the grade 7 learners tend to disagree that the presentation of

the concepts in the SIM is clear and fitted to their needs while statements 3 and 4 yielded

to have a neutral mean. This means that they somewhat undecided if they could easily

understand the explanations provided by the SIM. However, majority of the learners

agreed that the SIM can help them better understand the concepts and that they are more

inspired and motivated to learn concepts in science using the SIM as shown in the overall

mean which is computed to have 3.6.

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Table 7. Learners’ Perception on the use of Strategic Intervention Materials (SIM) in the

3rd Quarter.

Total
SD D N A SA Total
Statement Weighted Mean RC
(1) (2) (3) (4) (5) Respondents
Points
1 2 10 54 80 25 50 171 3.4 A
2 0 2 48 124 10 50 184 3.7 A
3 0 4 78 72 20 50 174 3.5 A
4 1 0 81 64 30 50 176 3.5 A
5 1 2 39 36 130 50 208 4.2 SA
6 0 0 12 60 155 50 227 4.5 SA
7 0 0 0 60 175 50 235 4.7 SA
8 1 0 33 112 50 50 196 3.9 A
9 0 0 84 56 40 50 180 3.6 N
10 0 0 6 80 140 50 226 4.5 SA

OVERALL MEAN 4.0 Agree

Table 7 shows the learners’ perception on the use of Strategic Intervention

Materials (SIM) in the 3rd quarter. The grade 7 learners strongly agree that the activities

and tasks given in the SIM were very easy and that they enjoyed reading and doing all the

activities in the SIM. Only statement 9 obtain a neutral response. The grade 7 learners

were undecided if the SIM had inspired and encouraged them to learn using the SIM,

however, majority of the grade 7 learners agree that SIM is an essential tool to reinforce

their learning in a given competency

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Table 8. Learners’ Perception on the use of Strategic Intervention Materials (SIM) in the

4th Quarter.

Total
SD D N A SA Total
Statement Weighted Mean RC
(1) (2) (3) (4) (5) Respondents
Points
1 0 4 48 104 30 50 186 3.7 A
2 0 0 30 148 15 50 193 3.9 A
3 2 12 36 84 45 50 179 3.6 A
4 0 2 42 112 35 50 191 3.8 A
5 0 0 9 116 90 50 215 4.3 SA
6 6 6 48 80 25 50 165 3.3 A
7 0 6 42 132 0 50 180 3.6 A
8 3 10 39 88 35 50 175 3.5 A
9 0 12 45 84 40 50 181 3.6 A
10 0 6 24 104 65 50 199 4.0 A

OVERALL MEAN 3.7 Agree

Table 9 presents the learners’ perception on the use of Strategic Intervention

Materials (SIM) in the 4th Quarter. Statement 5 yielded to have a mean of 4.3 which means

that majority of the grade 7 learners strongly agree that the time allotment is adequate for

each lesson integrated in the SIM. They also provided a positive response when it comes

to the presentation of concepts in the SIM since they agree that concepts in the SIM are

clear and fitted to their needs, and that they believe that the SIM help them to master the

concepts in science which they tend to perform unsatisfactorily below mastery. Moreover,

the grade 7 learners agree that the strategic intervention material (SIM) is an essential

tool to reinforce their learning in a given competency satisfactorily yielding an average

mean of 3.7.
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Table 9. Test of significant relationship between the science academic performance of the

Grade 7 learners and the use of strategic intervention material in the 2nd quarter.

Correlations
Posttest (2nd Response Decision
Quarter) Category
Posttest (2nd Quarter) Pearson
1 .739**
Correlation
Sig. (2-tailed) .000 High
N 50 50 Relationship
Response Category Pearson
.739** 1
Correlation
Sig. (2-tailed) .000
N 50 50
**. Correlation is significant at the 0.01 level (2-tailed).

Table 9 shows the test of significant relationship between the science academic

performance of the Grade 7 learners and the use of strategic intervention material in the

2nd quarter. Data are taken from the posttest scores in the 2nd quarter which would mean

after the application of the SIM as against the response category of the grade 7 learners

base on their perception and satisfaction in the use of SIM. The table shows that the

computed r using the Pearson correlation coefficient is 0.739. Correlation then is

significant at 0.01 level. Moreover, an r from  0.71 to  0.90 denotes high relationship.
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Table 10. Test of significant relationship between the science academic performance of

the Grade 7 learners and the use of strategic intervention material in the 3rd quarter.

Correlations
Posttest (3rd Response Decision
Quarter) Category
Posttest (3rd Quarter) Pearson
1 .755**
Correlation
Sig. (2-tailed) .000 High
N 50 50 Relationship
Response Category Pearson
.755** 1
Correlation
Sig. (2-tailed) .000
N 50 50
**. Correlation is significant at the 0.01 level (2-tailed).

Table 10 shows the test of significant relationship between the science academic

performance of the Grade 7 learners and the use of strategic intervention material in the

3rd quarter. Data are taken from the posttest scores in the 3 rd quarter which would mean

after the application of the SIM set against the response category of the grade 7 learners

base on their perception and satisfaction in the use of SIM. The table shows that the

computed r using the Pearson correlation coefficient is 0.755. Correlation then is

significant at 0.01 level. Moreover, an r from  0.71 to  0.90 denotes high relationship.
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Table 11. Test of significant relationship between the science academic performance of

the Grade 7 learners and the use of strategic intervention material in the 4th quarter.

Correlations
Posttest (4th Response Decision
Quarter) Category
Posttest (4th Quarter) Pearson
1 .491**
Correlation
Sig. (2-tailed) .000
N 50 50 Moderate
Response Category Pearson Relationship
.491** 1
Correlation
Sig. (2-tailed) .000
N 50 50
**. Correlation is significant at the 0.01 level (2-tailed).

Table 11 shows the test of significant relationship between the science academic

performance of the Grade 7 learners and the use of strategic intervention material in the

4th quarter. Data are taken from the posttest scores in the 4 th quarter which would mean

after the application of the SIM as against the response category of the grade 7 learners

base on their perception and satisfaction in the use of SIM. The table shows that the

computed r using the Pearson correlation coefficient is 0.491. Correlation then is

significant at 0.01 level. Moreover, an r from  0.41 to  0.70 denotes marked or moderate

correlation.
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Table 12. Test of Significant Difference between the Pretest and Posttest Scores on

Science of the Grade 7 Learners in the 2nd Quarter.

Tabular t
Computed
(5% Interpretation
t
significance)

13.30 1.68 With Significant Difference

Table 12 presents the test of significant difference between the Pretest and

Posttest Scores on Science of the Grade 7 Learners in the 2nd Quarter. Computed t of

13.30 is greater than the tabular t at 5% level of significance which is 1.68. This means

that there is significant difference between the Pretest and Posttest Scores on Science of

the Grade 7 Learners in the 2nd Quarter.

Table 13. Test of Significant Difference between the Pretest and Posttest Scores on

Science of the Grade 7 Learners in the 3rd Quarter.

Tabular t
Computed
(5% Interpretation
t
significance)

17.28 1.68 With Significant Difference

Table 13 shows the test of significant difference between the Pretest and Posttest

Scores on Science of the Grade 7 Learners in the 2nd Quarter. Computed t of 17.28 is

greater than the tabular t at 5% level of significance which is 1.68. This means that there

is significant difference between the Pretest and Posttest Scores on Science of the Grade

7 Learners in the 3rd Quarter.

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Table 14. Test of Significant Difference between the Pretest and Posttest Scores on

Science of the Grade 7 Learners in the 4th Quarter.

Tabular t
Computed
(5% Interpretation
t
significance)

19.69 1.68 With Significant Difference

Table 14 presents the test of significant difference between the Pretest and

Posttest Scores on Science of the Grade 7 Learners in the 4th Quarter. Computed t of

19.69 is greater than the tabular t at 5% level of significance which is 1.68. This means

that there is significant difference between the Pretest and Posttest Scores on Science of

the Grade 7 Learners in the 4th Quarter.

Summary of Findings

The following are the findings on the improvement of academic performance in

Science of Grade 7 Learners using Strategic Intervention Material. The following would

serve answers to the specific problems of the study:

1. What is the average mean on a Science test of the Grade 7 learners when data

are grouped into: 1.1. Pre-test (before the application of SIM) and 1.2. Post-

Test (after the application of SIM)?

It is very evident that the mean scores significantly differ satisfactorily from

the pretest mean scores. In the 2 nd quarter, pretest mean is 5.9 and it grows

12.92 in the posttest. In the 3rd quarter, pretest mean is 5.14 and it yields 12.68

in the posttest. And in the 4th quarter pretest mean marks from 6.16 and it grows

15.54 in the posttest. This means that interventions applied through the use of

SIM provided significant effects in the academic performance of grade 7

learners in science.
 26

2. What is the level of improvement of the performance on Science of the grade

7 learners after the use of strategic intervention material?

As concisely presented in Table 5, it was presented that in the 2nd quarter

the grade 7 learners have an MPS of 65% which can be interpreted as Nearly

Mastered, 63% of MPS in the 3rd quarter also Nearly Mastered and in the 4 th

quarter yielding an MPS of 78% which can be interpreted as Mastered. This

simply means that the grade 7 learners can easily grasp the given competency

in a given time frame and that they can yield into a better performance if given

enough strategic intervention material to reinforce their learning.

3. How did the strategic intervention material improve the academic performance

on Science of the grade 7 learners?

As presented in tables 6, 7, and 8 about the grade 7 learners perception

and satisfaction in the use of SIM, they all agreed that the SIM significantly

improve their science academic performance since according to their

responses, the SIM help them to be encouraged and motivated in learning

science. They can have as always an easy grasp of the competencies which

they tend to perform below mastery. Aside from that they have expressed that

they are actually enjoying while answering all the activities included in the SIM

for concepts laid were simple, easy and interesting. These had helped be

stirred, motivated and even inspired in science learning.

 27

4. What significant relationship exists between the science academic

performance of the Grade 7 students and the use of strategic intervention

material?

The computed r using the Pearson correlation coefficient in the second

quarter is 0.739. Correlation then is significant at 0.01 level. This denotes high

relationship.

In the third quarter, the computed r using the Pearson correlation coefficient

is 0.755. Correlation then is significant at 0.01 level. This denotes high

relationship.

And lastly, in the fourth quarter, the computed r using the Pearson

correlation coefficient is 0.491. Correlation then is significant at 0.01 level.

Moreover, an r from  0.41 to  0.70 denotes marked or moderate correlation.

5. What significant difference exists between the pre – test and post – test scores

on science of the Grade 7 students?

In the second quarter, computed t of 13.30 is greater than the tabular t at

5% level of significance which is 1.68. This means that there is significant

difference between the Pretest and Posttest Scores on Science of the Grade

7 Learners in the 2nd Quarter.

The third quarter on the other hand shows that the computed t of 17.28 is

greater than the tabular t at 5% level of significance which is 1.68. This means

that there is significant difference between the Pretest and Posttest Scores on

Science of the Grade 7 Learners in the 3rd Quarter.

And finally, in the fourth quarter, computed t of 19.69 is greater than the

tabular t at 5% level of significance which is 1.68. This means that there is

 28

significant difference between the Pretest and Posttest Scores on Science of

the Grade 7 Learners in the 4th Quarter.

Reflections/Recommendations:

Based on the findings and conclusions of the study, the following

reflections/recommendations were formulated:

1. Teachers are in dire need to maximize teaching-learning process by extending

and focusing more on the enhancement of their classroom strategies and approaches by

developing contextualized and localized SIMs. Eventually, this can be a great tool to

address the least learned/mastered competencies in quarterly assessments.

2. Teachers must undergo trainings and seminars not only to improve their

perceptive competencies in teaching but also for the development and further

enhancement of their skills in crafting creative SIMs that cater learners with varied learning

capabilities and styles.

3. The conduct of this study can be extensively conducted to all grade levels in the

elementary and secondary with a long span of time, to at least, bridge the gap of answering

common doubts that hamper the successful execution of activities relevant to teaching

and learning.

4. The scope of this research may also be widened in different aspects in deeper

technical dimensions of education.

 29

ACTION RESEARCH WORK PLAN AND TIMELINESS

Goal: To improve the academic performance of Grade 7 learners in Science.

Objective: To implement the use of Strategic Intervention Materials in improving

Science Academic Performance of Grade 7 students in Camanga National High School.
Date Date Expected
Activity Strategies Resources
Started Finished Output
Identifying 09/5/17 09/5/17 Selection of None Identified
Respondents 01/12/18 01/12/18 Respondents Respondents
03/20/18 03/20/18
Identifying the least 10/21/17 10/22/17 Item Analysis Bondpaper Identified
mastered 01/12/18 01/12/18 and least
competencies 03/20/18 03/20/18 Interpretation mastered
competency
Crafting of SIMs 10/23/17 10/27/17 TOS Bondpaper Crafted the
relative to identified 01/13/18 01/14/18 Preparation Printer SIM / Bound
least mastered 03/21/18 03/21/18 for quality
skills/competencies assurance
Reliability and 11/2/17 11/7/17 Checking for BERF SIMs were
Validity Testing on 01/15/18 01/17/18 Quality quality
the crafted SIMs 03/22/18 03/24/18 Assurance / assured and
Pilot Testing Pilot Testing
conducted
Employing Pretest 11/8/17 11/8/17 Giving of MOOE Respondents
to identified 01/18/18 01/18/18 Pretest to Prepared answered the
respondents 03/26/18 03/26/18 identified Tests pretest and
respondents researches
computed the
MPS
Employing the 11/9/17 11/10/17 Strategic MOOE Answered/
Strategic 01/19/18 01/19/18 Intervention SIM Utilized the
Intervention 03/27/18 03/27/18 Material SIM
Material
Employing Posttest 11/13/17 11/13/17 Giving MOOE Respondents
to identified 01/22/18 01/22/18 Posttest Prepared answered the
respondents 03/28/18 03/28/18 Tests posttest and
researcher
computed the
MPS
Interpreting Results 03/31/18 04/2/18 Interpreting Bondpaper Researcher
Results Printer has
interpreted
the results
Submitting Findings 04/3/18 04/6/18 Preparing Pocket WiFi Researcher
/ Advocating for SIM for / Internet has submitted
dissemination / LRMDS Connectivity findings to the
LRMDS uploading uploading School
of SIM Principal
 30

PLANS FOR DISSEMINATION AND ADVOCACY

This study was conducted to assess the efficiency of the use of the strategic

intervention material in improving the academic performance of grade 7 learners in

Camanga National High School. The researcher assumed that the problem treated in this

study may be true to other schools. In this regard, the researcher aimed to reinforce the

same problem by integrating the use of strategic intervention material in science classes.

The strategic intervention materials that was crafted through this research may be

uploaded to the LRMDS after which will be quality assured for immediate dissemination

of the materials.

Further, the researcher aims to present the results during the Learning Action Cell

of the Science and other subject teachers and events through higher level research

congress.

Moreover, the following mechanisms shall also be observed. INSETs, SGC,

eSIP/AIP, and SRC.

In order to strengthen the science performance of the school, the results of SIM

study shall be integrated to the Annual Improvement Plan following the PREXc and EDDP.
 31

REFERENCES

Anderson, C.W., Sheldon, T.H., & DuBay, J. (1990). The effect of instruction on college

nonmajors’ conceptions of photosynthesis and respiration. Journal of Research

in Science Teaching, 27 (8), 761-776.

Bunagan, F. (2012). Science intervention material. Retrieved from

http://www.slideshare.net/felixbunagan/ strategic-intervention-material

Bureau of Elementary Education 2004 Annual Report. Retrieved from http://bee-

deped.tripod.com/bee2004annualreport. August 26, 2017.

Dacumos, Leo Peter Narciza. (2016). Perspective of Secondary Teachers in the Utilization

of Science Strategic Intervention Material (SIM) in Increasing Learning Proficiency

of Students in Science Education. AsTen Journal of Teacher Education.

Das, R C.( 2004) Science Teaching in Schools. Sterling Publishers Private Limited

Dela Cruz, R. S. (2012). The science dilemma in Philippine schools. Retrieved from

http:// www.mb.com.ph/articles/374863/thescience- dilemma-philippine-schools.

August 26, 2017.

Ediger, Marlow.(2005) Teaching Science Successfully, Discovery Publishing House

Escoreal, A. (2012). Strategic intervention material: A tool to reduce least learned skills

in grade 4 science.
 32

Faulkner, S.S. & Faulkner, C. (2009). Research methods for social workers:Practice

based approach. Morehead State University. Lyceum Books Inc.

Ganem, J. (2012). Why science is hard. Retrieved from

http://www.thedailyriff.com/articles/whyscience-is-just-so-darn-hard-854.php.

August 26, 2017.

Garcia, Maan V.( 2003, September). Educator, Magazine for Teachers, Manila Philippines

Gultiano, A. (2012). Effects of strategic intervention material (SIM) on the academic

Achievements in Chemistry of public high school students.

Retrieved from http://www.slideshare. net/neoyen/strategic-intervention-material.

August 26, 2017.

Katamei & Omwono. (2015). Intervention Strategies to Improve Students’ Academic

Performance in Public Secondary Schools. International Journal of Social Science

Studies.

Llewellyn, D. (2005) “Teaching High School Science Through Inquiry: A Case Study

Approach” Thousand Oaks, CA: Corwin Press.

Manila Times, Tuesday, July 6, 2004. The Sorry State of RP Public Education

Manila Bulletin. (2003, September). Educators Speak. Manila Philippines

 33

Ogbu, J. (2015). Influences of inadequate instructional materials and facilities in teaching

and learning of electrical/electronic technology education courses. Journal of

Education and Practice. 6(33), 39-46. Retrieved from http://www.eric.ed.gov/

contentdelivery/servlet/ERICServlet?accno=EJ1083540

Panorama. (2004, May). Giving Quality Education to our children, Manila Philippines

Rodrigo, Rosario T. (2015). Importance of Strategic Intervention Materials. Limay

Elementary School.

Salem al-amarat, M. (2011). The classroom problems faced teachers at the public

schools in Tafila Province, and proposed solutions. Retrieved from

http://krepublishers.com/02-Journals/ IJES/IJES-03-0-000-11-Web/IJES-03-1-

000-11-Abst-PDF/IJES-3-1-037-11-041-Al-Amarat-M-S/IJES-3-1-037-11-041-Al

Amarat-M-S-Tt.pdf

Salviejo, Edwin I., et.al., (2014). Strategic Intervention Material-Based Instruction,

Learning Approach and Students’ Performance in Chemistry. International

Journal of Learning, Teaching and Educational Research, Vo.2., No. 1, pp.91-

123.

SEI-DOST & UP NISMED, (2011). Science framework for Philippine basic education.

Manila: SEI-DOST & UP NISMED.

 34

COST ESTIMATES

The researcher used Personal/MOOE/BERF and local funds in the conduct of

the research.

Item Total Cost

Particulars Unit Quantity Unit Cost
Number

1 Bond paper Ream 10 200.00 2,000.00

Quality Assurance for test 5,000.00
2 Questionnaires and SIMs /
PFs
3 Inkjet Printer Inks Bottle 8 300.00 2,400.00
4 Gun Tucker Piece 1 350.00 350.00
5 Duct Tape Piece 5 185.00 925.00
6 Board Paper Ream 30 42.00 1,260.00
7 Staple Wire Box 4 16.25 65.00
8 Assorted Colors Cartolina Piece 50 10.00 500.00
9 Folders Ream 1 500.00 500.00
Expenses for IMs and 4,000.00
10
other related costs
Transportation Expenses / 5,000.00
11
Ethical Clearance
12 Snacks of Respondents 3,000.00
Research dissemination 5,000.00
advocacies / Internet
13
Connectivity / Pocket Wifi
Load
TOTAL P 30,000.00
 35

Appendix A.

The Researcher with the Grade 7 Learner-Respondents in Camanga National

High School
 36

Appendix B

Learners’ Perception research questionnaire in the use of SIM for the 2 nd Quarter
 37

Appendix C

Learners’ Perception research questionnaire in the use of SIM for the 3 rd Quarter
 38

Appendix D

Learners’ Perception research questionnaire in the use of SIM for the 4 th Quarter