ACTION RESEARCH

The Efficacy of STRATEGIC INTERVENTION MATERIAL: Debone Me, Not

in Science VI
Abstract
This study aimed to test the effectiveness of Strategic Intervention Material in
improving the performance of the learners in describing the distinctive characteristic
of vertebrate animals and its classification. Eighteen learners from Lourdes
Elementary School were chosen as respondents through purposive sampling test.
Descriptive Comparative design was employed in the study. The statistical tools used
were Independent Sample t-test. The results revealed that there was significant
difference in the scores of the respondents before and after the implementation of
SIM. Hence, it’s recommended that this strategy be utilized in teaching Science
lessons.

Introduction
A great K-12 science teacher engages students, uses multiple
assessment methods, adjusts instructions, makes corrections and has strong
content knowledge (Cardieux , 2012). It simply implies that teachers must be
equip on the content of the subject itself, provides varied instructional
materials that suit to learning style and understanding level of learners.
 Based on the premise that children are naturally curious on the things
around them so teaching science seem to be an easy task (Greenspan,
2016). It means that there is fun in teaching and learning science.
Trends in International Mathematics and Science Study (TIMSS)
revealed that Philippines is at the bottom five in Science compared to other
Asian Countries.
According to the report by abs-cbnnews.com on June 15, 2011, The
Philippines ranks a poor seventh among nine Southeast Asian nations in the
area of education and innovation. In the area of primary education the
Philippines ranked 99th out of 138 economies and ranked 112 th, in math and in
science.
Nowadays, Strategic Intervention Material (SIM ) is known to aid pupils
in remediation process. It consists of well-made activities, assessment card
and enrichment cards that presented the lesson in simpler way, interactive
and fun. The learners will learn in her own pace with minimal guidance of the
teacher. With clear instruction and spiral organization it can be easily grasp
by the learners (Bruner’s Theory on Constructivism).
According to Gultiano (2012) SIM contributes better learning of the
concepts among students. In addition, it was stated that there is better
retention of concepts learned and that students who used the Intervention
Material are more superior in applying the knowledge in problem solving
exercises. SIM is useful to reduce least learned topics and at the same time to
improve the performance of the pupils (Marimla, 2016).
Lourdes Elementary School’s periodic examinations reveal
competencies in every grading period that fall below the mastery level. Their
low grade in every quarter exam indicates that regular remediation and peer
tutoring is not enough.
The researcher prepared a SIM that contains varied activities which
follows the spiral approach that helps the learners to fully understand the
lesson or master a particular competency. The researcher would like to
determine the efficacy of SIM as a remediation material.
Conceptual Framework

Independent Variable Dependent Variable

SIM- Academic
(Strategic Performance of
Intervention the learners.
Material)
Background of the Study
Strategic Intervention Material is intended to re-teach the least
mastered concepts or skills. It is a material that will be given to learners who
were not able to master the competency during regular classroom teaching.
Teachers are very much happy to see their learners enjoying the subject while
learning it. It is very rewarding if they will consider the subject as fun and
challenging. This material will help the learners to fully understand the topic
which is about vertebrate, specifically their distinctive characteristic and
classification.

Statement of the Problem

To determine the effectiveness of the teacher-made Science Strategic
Intervention Material in increasing the performance level of the Grade VI
pupils of Lourdes Elementary School in the competency, determine the
distinctive characteristic of vertebrates, the following questions were
answered:

1. What is the pre test scores of the Grade VI pupils before the strategic
intervention material was implemented.
2. What is the post test scores of the Grade VI pupils after the strategic
intervention material was implemented.
3. Is there a significant difference between the pre-test and post-test
scores after the strategic intervention was implemented?
 4. What is the magnitude of effect of the strategic Intervention Material to
the performance of the grade VI in describing the characteristic of
vertebrate animals.

Instrumentation
The following were the research instruments used in this study.
Strategic Intervention Materials
This Strategic Intervention Material entitled Debone Me, Not which
focuses on the distinctive characteristic of vertebrate and its classification was
developed to remediate the learning outcomes of Grade VI learners. This will
help them to master a competence-based skill of the which they were not able
to develop during the regular class session.
It includes six major parts such as Guide Card, Activity Card,
Assessment Card Enrichment Card, Answer Card and Reference Card. Guide
Card gives an overview of the lesson on which the students will learn. It
mentions the learning competency and presenting the focus skills. The
Activity Card includes activities that will allow learners discover and formulate
ideas. It provides questions that guide the development of concepts. It
provides enough practice for the learners in order to perform the skill
automatically. The Assessment Card provides the students with exercises,
drills that will monitor their learning and understanding of the lesson. The
enrichment Card provides additional exercises for further application of
knowledge or skill. It also includes additional information to extend the
knowledge. The Answer Card contains all the answers to the different
activities found in the activity cards, as well as answers to the assessment
cards and enrichment cards. The Enrichment Card provides activities that
reinforce the content of the lesson. And the last part is the Reference Card
which reinforces concepts and provides readings that relate content with
students’ life experiences.

Pre-Test/Post-Test
A 15 -item teacher made test was prepared to measure the mastery
level of the students in the topic chosen by the researcher. The pre-test was
given to the students of Lourdes Elementary School. After using the SIM the
posttest was given.

Results and Discussion

This section displays the analysis of the data collated and was given
significant interpretation?
Table1. Score of the respondents before the implementation of Strategic
Intervention Materials.
Groups N Mean sd Descriptive Interpretation
pre test 18 6.4444 1.72259 Fairly Satisfactory performance
Table 1 shows the pretest scores of the respondents. It shows that pre
test has (M= 6.444 , sd = 1.72259 ) with a descriptive interpretation of Fairly
Satisfactory performance.

Table 2 . Score of the respondents after the implementation of Strategic

Intervention Materials.
Groups N Mean sd Descriptive Interpretation
Post –test 18 10.4444 1.14903 Very Satisfactory
Table 2 depicts the Post Test. It shows that it has (M=10.444
sd=1.14903) which describes very satisfactory performance.

Table 3. Test on significant difference between pre test and post test
scores of the grade VI pupils.

Test n df t-value p-value Remarks

Post –test 18 17 -9.895 .000 significant
Table 3 shows the significant difference between the pretest and
posttest scores of the respondents. It has t-value of -9.895 with a p-value of
0.000which is lesser than 0.05 level of significance, hence ,indicating
significant.

Table 4. Magnitude of effect of SIM to performance of grade VI pupils.

n t-value Eta-squared Remarks

18 -9.895 0.852 Large effect
Table 4 shows the test of the effect of SIM to the performance of the
learners in Science IV. It generated an Eta2 value of 0.852 which signifies
large effect. This means that SIM is very effective in improving performance in
Science of Grade 6 learners of Lourdes Elementary School.
Conclusion:

1. The Grade VI learners of LES performed fairly satisfactory during the

pretest evaluation.
2. The Grade VI learners using SIM performed very satisfactory.
3. There is significant difference between the pre-test and post-test
scores after the strategic intervention was implemented.
4. The Strategic Intervention Material demonstrates large effect on
describing body parts.

Recommendations
Based on the results, the researcher considered the following
recommendations:
1. That this teacher-made Strategic Intervention Material, “ Debone Me, Not “
should be tried to Grade VI learners from other schools within Binugao
District.
2. That different Strategic Materials for Science VI should be made and tested
for other least learned competencies.
3. That science teachers in different level should develop more intervention
materials to increase the performance of the learners especially in the least
learned competency.
This SIM on refraction of light was developed to remediate the learning
outcomesof Fourth Year students. This includes Activity cards that present
lesson in a very simple and practical way.It is a way of encouraging
the students to study and work hard in order to learnand to pass .It is a
learning tool that will help students to understand the concepts withoutfurther
misconception and misunderstanding. It is an approach that is suited to
the learning styleof the learners.The researcher applied the SIM to
forty (40) randomly selected fourth yearstudents of Do
ń
a Rosario National High School , Tubay District II of the Division of Agusandel
Norte, Caraga Administrative Region.Statistical tools like the test-retest
method was used to determine the reliability ofthe intervention materials
applied in the lesson. Questionnaires and test were also specificallydesigned
to find the efficiency of the SIM.The primary aim of the study is to find out the
effectiveness of this StrategicIntervention Material in teaching Physics
(Refraction of Light: Expedition of Bending Light ) tofourth year students of
Dońa Rosario National High School
, Tubay , Agusan del Norte.
Problem
The Effectiveness of “
EXPEDITION OF BENDING LIGHT :REFRACTIONOF LIGHT
” A Strategic Intervention Material in Physics as a Supplemental Material for
thetopic Refraction of Light.
Significance of the Study
Preliminary Investigation:The Science Supervisor and the Physics teacher
conduct a thorough analysis on thetest result in Physics. Then it was found
out that there is one of the learning competency whichwas least learned by
the students is on understanding the concept of refraction of light indifferent
media.