459

Strategic Intervention Material: Innovative Approach in

Learning Addition of Similar and Dissimilar Fractions

Wenefredo E. Cagape ª,EdD, PhD, Michael Jay A. Lloveras , MAED,

Darling Ypril E. Bangoy , MAED
ª[email protected]/ [email protected]/
[email protected]

ªProfessor III, OIC-College President at City College of Davao, Davao City, 8000, Philippines
Currently teaching at Don Esteban Dasalla National High School, Kanaan, Kaputian, IGACOS, Davao del Norte, 8120,
Philippines
Currently teaching at Anonang National High School, Anonang, Kaputian, IGACOS,
Davao del Norte, 8120, Philippines
________________________________________________________________
Abstract

The study was conducted to explore and describe students' learning experiences in Addition of Similar
and Dissimilar Fractions through Strategic Intervention Material. The study ought to find out the
following: (1) the lived experiences of the grade 7 students in learning the addition of similar and
dissimilar fractions through strategic intervention material; and (2) the learning insights of the students
upon having innovative approach in learning through strategic intervention material. There were five
participants in this study. The in-depth face-to-face interview was utilized to gather data. The following
were the findings: two categories of participants' experiences using the Strategic Intervention Material.
They were: (1) Positive learning Experiences; and (2) Challenging Learning Experiences. The learning
insights of the participants upon using the Strategic Intervention Material were arranged into three
categories: (1) realizations; (2) advice; and (3) messages. Finally, the researcher created a Model to
summarize the themes revealed in analyzing the participants' responses. The researcher recommends
the following: (1) Policymakers should consider the creation of Strategic Intervention Material as a
curriculum innovation in crafting remediation policies, especially on complicated competencies for
successful learning outcomes; (2) school Leaders should intensify the production and usage of strategic
intervention material, especially in remedial classes to help learners at risk of failure; and (3) conduct
further studies to explore problems of the same scope.

Keywords: Strategic Intervention Material; Learning Experiences; Learning Insights

________________________________________________________________
1. Introduction

Quality education is one of the necessary needs for an individual to be competitive in the field
of work, where competition always stays strong. The Department of Education implemented the K to
12 programs to produce globally competitive graduates. Students' performance is expected to improve
after implementing the said program. The Department of Education provided the teachers with the
necessary training (Regional Mass Training), the curriculum designed student-centered, catering to the
level of understanding in each grade level (spiral curriculum), and learning materials were available
through technology. Nevertheless, the performance of the students continues to decline significantly in
Mathematics.

According to Ordinario (2013), the National Achievement Test (NAT) results for the nation's
public high school students have dropped and are much lower than for public elementary pupils. This
holds, especially in Mathematics subject. Strategic intervention material has been a practical approach
to addressing students' difficulties in learning mathematical concepts. In the study by Dumigsi (2019),
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findings showed that the proficiency level of Grade 9 students in the post-test when remediated using
the Strategic Intervention Material was "satisfactory"; in contrast, the students remediated using the
Grade 9 Learner's Material was described as "did not meet expectations."

The use of intervention material had been evident internationally. Intervention materials were
employed in Europe to encourage healthy school behavior and discourage overeating and obesity. The
ToyBox intervention targeted the social and physical environments of preschoolers and their parents,
carers, and instructors. The outcomes of the intervention-development experience offered knowledge
that was helpful for the creation of more extensive intercultural treatments for preschoolers. According
to Dy (2011), they are stimulating the gaining of factual expertise and mastery competency on specific
themes. When used with low-achieving students, instructional tools such as SIMs be successful
educational involvement techniques. Numerous studies, both locally and internationally, produced
positive findings.

Moreover, intervention material has been helpful nationally. Herrera and Soriano (2016)
sought to ascertain the effectiveness of Strategic Intervention Materials (SIM) on the Physics
accomplishment of a chosen sample of fourth-year students in public schools in Mat-i, Las Nieves, and
Agusan del Norte. The study's findings showed that using SIMs successfully enhanced learners' least-
learned ability in physics, as demonstrated by a considerable improvement in their post-test scores.
Furthermore, rather than math remediation, introducing SIM in the classroom significantly impacted
the improvement in physics performance.

In the researchers setting, the division office has acknowledged the use of strategic
intervention material for its effectiveness in helping students learn complicated topics in mathematics.
Although quantitative research has been made to investigate its efficacy, more effort has yet to be made
to look into the actual experiences of the learners while using the material. Exploring learners'
experiences while using the SIM would deepen the understanding of how this material contributed to
the success of learning the competency. As such, this paper was determined to illuminate the remaining
shadow of the innovative practice.

1.1 Review of Related Literature

Presented in this section is the review of related literature. This embeds existing studies,
which served as a basis for discussion relative to the results of this specific study.

Strategic Intervention Material and Students’ Performance in Chemistry

Espinosa (2014) study looked at the methodology used and tried to determine how Strategic
Intervention Material-Based Instruction (SIM-BI) affected students' performance in high school
chemistry. It made use of the pre-experimental pretest-post-test design. One of the least comprehended
concepts in the study's topic, chemical bonding, was covered by the SIM-BI utilized as a therapy. The
study's findings indicated that using SIM-BI to improve students' performance and learning methods is
helpful. The survey's favorable outcome revealed that both categories of learners valued and found the
SIM appealing. Moreover, Gultiano (2012) investigated the impact of strategic intervention material
on the academic performance of Chemistry students. The study's experimental design revealed that the
group in which SIM was implemented performed significantly better on the post-test.

Strategic Intervention Material in Science

In addition, Romero (2021) studied how he could raise his students' academic performance by
separating mixtures via strategic intervention material (SIM) with grade 6 science students. Based on
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the result of the study, it was determined that the usage of Strategic Intervention Material (SIM) had
significantly improved the learners' academic performance. According to the participants' affirmative
responses to the perception survey questionnaire, it was also assumed that they showed interest in and
liked using the Strategic Intervention Material (SIM).

Further, Villonez (2018), an author of "Use of Strategic Intervention Material (SIM) as

Strategy and the Academic Achievement of Grade Seven (7) Students" on selected topics in Earth
Science, conducted a research study on 120 participants in F. Bangoy National High School, Davao
City, Philippines, in to determine whether using SIM would enhance the academic performance of
Grade Seven (7) students on selected topics in Earth Science. He decided that SIM was more successful
and efficient than traditional methods in teaching several Science courses. He advocated using SIM as
an instructional resource or approach to teaching Science and other topics.

Strategic Intervention Material in Social Studies

In the other subject, Lazo and De Guzman's (2021) study evaluated Strategic Intervention
Material's (SIM) success in Social Studies. The results showed that the student's academic performance
significantly changed. This study made several recommendations, including the preparation of SIM to
enhance the development of desirable values and traits and free from biased contents; more active
learning activities intended to increase motivation and understanding as well as the result of higher-
order and critical thinking; and improved effectiveness of its assessment tools and techniques.

Strategic Intervention Material in Physical Education

According to Sadsad's (2022) study, the student's perceptions of the acceptability of the
prepared Competency-Based Strategic Intervention Materials indicate their performance. A positive
response to the material can result in the practical application of the material and performance
enhancements. It is essential to identify the disciplines and topics in which students are deficient,
provide them with the necessary material for improvement, and consider objectives, content, and
suitability.

Strategic Intervention Material as Reading Remediation

Pocaan et al. (2022) used strategic intervention material in reading remediation in English
subjects. The Phil-IRI Manual 2018, Dolch's actual sight words, and reading tales have been used in
this study's quantitative observational research approach to evaluate the reading proficiency of thirty
struggling readers regarding word recognition, reading comprehension, and reading speed. The post-
tests demonstrate that the participants' reading abilities advanced to instruction and independent levels
following the remedial program. The study produces strategic reading intervention resources to help
instructors and students during the vital programs. It is essential to ascertain the student's capacity to
create successful intervention materials. It was proposed that school administrators and program
experts create staff and student assistance programs to improve students' literacy.

Strategic Intervention Material in English

In addition, Flores and Cacho (2020) evaluated the efficacy of strategic intervention material
in developing the English abilities of the Grade 6 students at Pao Elementary School during the SY
2019–2020. Teachers can use SIM as a strategic teaching tool to help students improve their least-
mastered competencies. The circumstances described above served as the study's inspiration. The
findings demonstrated that the respondents had low levels of competence in the targeted abilities but
had improved following the intervention.

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Summary

In summary, the studies above explored Strategic Intervention Material's effectiveness in

improving student performance in different learning areas. The intervention material had been used as a
remediation tool and an innovative approach to learning complicated competencies. The studies
employed a quantitative approach to investigate such effectiveness in different subject areas. These
studies claimed that there had been an improvement in students' performance after using the material.
However, results were limited to these quantitative data analyses.

1.2 Research Objectives

This study aimed to explore and describe students' learning experiences in Addition of Similar
and Dissimilar Fractions through Strategic Intervention Material. This reflected the importance of
strategic intervention material in providing innovative learning experiences among the grade 7 students.

The following were the objectives of the study:

 Describe the lived experiences of the grade 7 students in learning to add similar and
dissimilar fractions through strategic intervention material; and
 Provide insights gained by the students upon innovative learning approaches through
strategic intervention material.

1.3 Scope and Delimitation

This study is delimited to Don Esteban Dasalla National High School grade 7 students who
were identified to be at getting failing scores in addition of similar and dissimilar fractions.

The researchers explored the students' experiences using the strategic intervention material as
an innovative approach to learning the specified competency. The researchers further delimited this
study to "Indigenous People" (IP) students, specifically those who belonged to SAMA Tribe, as the
language contextualization applied in the strategic intervention material was designed for these specific
learners.

2. Methodology

2.1 Research Design

This study used a qualitative phenomenological research study. The qualitative research
approach known as phenomenology seeks to comprehend and describe the overarching nature of a
phenomenon to arrive at a complete understanding of it. The process investigates the everyday
experiences of human beings while suspending the researchers' preconceived assumptions about the
phenomenon (Limpaecher, 2022). The fundamental goal of the approach is to describe the nature of the
particular phenomenon. "What contexts or situations have typically influenced your experiences of the
phenomenon?" (Creswell, 2013).

2.2 Participants and Sampling

The study participants came from the grade seven students of one of the Island Garden City of
Samal Division schools. There were five participants in this study. They were currently enrolled in the
school year 2022 – 2023. The inclusion of the participants was based on the record of the subject
teachers. As such, they were the learners who failed on the specified competency. Participants were
labeled P1, P2, P3, P4, and P5.

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2.3 Research Instrument

The researchers used an interview guide in data gathering. Interviews are beneficial for
uncovering the story behind a participant's experiences and pursuing in-depth information about a topic.
Interviews may be helpful to follow up with individual respondents after questionnaires, e.g., further
investigating their responses (McNamara, 1999)—the questions in the interview guide aligned with the
study's objectives. The researchers made the interview guide which was validated before being used in
the data gathering. This ensured that the interview guide was free from conceptual and grammatical
errors.

2.4 Data Gathering Procedure

The in-depth face-to-face interview was used to gather data. In this study, the researchers
followed the following steps for data gathering. The researchers gave the school head a letter asking
permission to conduct the study. This was followed by a thorough explanation of the purpose of the
interview and the ethical considerations to eliminate hesitation and ensure full participation from the
participants. After the discussion and all the queries of the participants were addressed, the semi–
structured interview began. Lastly, the responses of the participants from the interview were collated
for data analysis.

The interview was done face-to-face with the participants, observing health protocols. The
researchers wrote down the responses and, at the same time, used an audio recorder during the face-to-
face interview. Often audiotapes are utilized to allow for more consistent transcription (Creswell, 2013).
The researchers took the role of the interviewer while the research participants were the interviewee.
This was done during the preferred time of the research participants.

2.5 Theoretical Lens

This study is anchored on the constructivism theory of learning. Constructivists believe that
learners actively create their knowledge rather than passively absorbing information. People construct
their representations of the world and add new information to their preexisting knowledge (schemas)
when interacting with it and thinking back on it. The teacher ensures they understand the learners'
preexisting conceptions and then guides the activity to resolve and build upon them (Oliver, 2000). It
tied explicitly to Jerome Bruner's notion of discovery learning. It is an inquiry-based method where
learners independently find linkages and facts. The learner draws on prior knowledge and experience to
develop new insights when challenged.

Additionally, Constructivism is an approach to education that aims to maximize learner

comprehension. It is defined by Woolfolk et al. (2013) as instruction that emphasizes the learner's
active participation in developing understanding and making sense of information. The constructivist
perspective on learning can inform a variety of classroom instructional strategies. The teacher ensures
that he comprehends the student's preexisting beliefs, guides the activity to address them, and builds
upon them.

2.6 Ethical Considerations

Ethical considerations form a significant element in research (Chetty, 2016). In this study,
it was a priority that the appropriate ethical standards were maintained and followed. According to
World Health Organization, it is essential to adhere to ethical principles to protect research participants'
dignity, rights, and welfare. In addition, the Department of Science and Technology - Philippine Health
Research Ethics Board (DOST – PHRB) emphasized three purposes of ethical considerations in human
research.

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The following are protecting human participants, responsible conduct of research, and
application of research outcomes. This research was anchored on the National Ethical Guidelines set by
DOST – PHRB to ensure that appropriate ethical standards were followed. Thus, this paper strictly
followed the nine elements of research ethics. These elements were social value; informed consent;
risks, benefits, safety; privacy and confidentiality of information; justice; transparency; adequacy of the
facilities, qualification of the researcher, and community involvement.

2.7 Data Analysis Plan

Data analysis in qualitative research systematically searches and arranges the interview
transcripts, observation notes, or other non-textual materials that the researcher accumulates to increase
the understanding of the phenomenon (Wong, 2008). The researchers started by categorizing the
responses of the participants into codes. A 'code' can be a word or a short phrase representing a theme
or an idea. Then it was followed by finding meaningful insights and identifying themes, patterns, and
relationships from each code. Lastly, the researcher summarized the result. At this last stage, the
researchers linked research findings to the study's objectives.

3. Results and Discussion

The ten interview questions utilized in the study were used for detailed data analysis. The
information gathered through individual student interviews was then categorized to reflect students'
experiences using the strategic intervention materials. Themes were taken from these responses. Lastly,
a framework for further quantitative exploration was offered based on the derived themes.

Research Question Findings

1. What are the lived experiences of the grade 7 students in learning the addition of similar and
dissimilar fractions through strategic intervention material?

The study's findings revealed in the analysis of the participants' responses categorized the
experiences of the participants into two sub-headings: Positive learning Experiences and Challenging
Learning Experiences. Below is a detailed discussion of each category.

Positive Learning Experiences

Easy
Three themes were taken from the participants' responses under this subheading. First, the
participants revealed that the material was accessible. This means that they could comprehend the
information from the material independently. In the study of Norris and Brown (2002), the findings
revealed a relationship between task difficulty estimates and examinee performances. Since the
strategic intervention material was intended for students at risk of failure, the difficulty level should be
appropriate. Moreover, according to Lynch, Patten, and Hennessy's (2013) research, teachers must
provide plenty of opportunities for student success when creating activities to support student learning,
especially self-directed tasks like homework.

Subsequent to this, P3 expressed his thoughts in this manner:

“Ang akong mahinumduman pag gamit nako sa SIM kay lingaw siya gamiton ug sayon ra sad sabton.”

(I remember that I enjoyed using the Strategic Intervention Material, and it was easy to understand.)

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Contextualization

Second, the participants declared that the material was relatable. They highlighted that the
problem situations and the language were contextualized. They could also recognize how the idea
could be used daily. Contextualization has been a practical approach to increasing learners'
performance. As students realize the concept's existence in their daily lives through contextualization,
learners are motivated to learn it.

The work of Cordova and Lepper (2016) revealed that students' motivation, as well as their
degree of engagement in learning, how much they learned in a certain period, their perception of their
level of competence, and their levels of desire, all dramatically increased as a result of
contextualization, customization, and choice. In addition, the study of Bottge (1999) supported the use
of contextualized tasks to improve students' problem-solving abilities in general education and
remedial classes is supported by the results. Further, the findings of Rivet and Krajcik (2007) support
claims that contextualizing instruction can help students learn and relate to future research
investigations and the planning of science learning environments that will take this instructional
strategy into account.

Aligned with this, P5 expressed his response as follows:

“Makalingaw unya ang mga example kay naa ra sa among palibot. Lingaw kayo basahon sir. Unya
mahagit sad ko ug answer kay parihas ra jud sa nahitabo sa among balay ang mga problem.”

(It was enjoyable, then the examples were just around us. I enjoyed reading it. It also ignited my
interest to answer since the problem happened in our house.)

Mixed Emotions

Lastly, they had mixed emotions while using the said material. They felt afraid at the
beginning, yet it was replaced with enjoyment as they went on with the parts of the material.
Concerning the study of Espinosa (2014), which revealed that learners valued and found the SIM
appealing, and Romero (2021), who assumed that the students showed interest and liked using the
Strategic Intervention Material (SIM), the result of this study stipulated students' SIM feelings and
interest while using the material.

To concretize this, here is the transcribed note from P1:

“Katong gitagaan mi ni Teacher ug SIM, nahadlok ko kay basin dili ko kasabot sa gihatag niya pero
pag gamit nako, nausab akong gibati. Sayon lang di ay ug lingaw pud. Ganahan ko sa iyang gihatag
nga SIM.”

(When they gave us the Strategic Intervention Material, I was afraid I might not understand it, but
when I used it, my feeling changed. It was easy and enjoyable. I liked the material he gave.)

The themes revealed in this study precisely illustrated how the material helped in raising
learners' performance. The participants declared that the reasons why the material was accessible,
relatable, and enjoyable were the content presentation and the topic application. They discovered that
the process employed in the material was systematized and translated into vernacular language. The
participants also stated that applying the idea in real life made some SIM components attractive.
Because the SIM's situations were drawn from their community, the participants could relate to them.
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The purpose of Strategic Intervention Material, according to Lazo et al. (2021), is to re-teach
concepts and skills (least learned). It is a tool provided to students to assist them in acquiring
competency-based skills that they could not obtain during conventional classroom instruction. It
incorporates both student learning methodologies and material improvement (for instructors). It is an
all-encompassing strategy designed to help students become independent and effective learners.

These findings opened up possible quantitative explorations with the previous studies
revealing the material's effectiveness in improving students' performance. New variables were
identified, specifically "content presentation" and "topic application," which may be explored to add up
to the existing body of knowledge.

Challenging Learning Experiences

Aside from the exciting experiences of the participants while using the SIM, challenges were
encountered. The participants enumerated some parts of the material that they found challenging. The
following were the preliminaries, guide cards, and assessment cards. The participants revealed two
reasons for these challenges: "the nature of the parts" and "the use of the English language as the
medium of the written instructions. In support of this, Brock-Utne (2007) shows a substantially broader
range in test performance across learners when a foreign language is employed, such as English. This
means that while most students fail, only a few succeed. Further, they overcame these challenges
through peer and teacher assistance.

To be evaluated using performance assessment, students must engage in activities that

enhance them to develop specific performance abilities and produce results that meet specific quality
standards. These skills and procedural quality measures should be defined and evaluated to evaluate
actions and outcomes consistently and critically, representing specified levels and tracking learners'
progress.

2. What are the learning insights of the students upon having an innovative approach to learning
through strategic intervention material?

The learning insights of the participants upon using the SIM were arranged into three
categories: realizations, advice, and messages.

Realization

The students realized they could learn complex competencies through perseverance (using the
SIM). In addition, the participants realized that the language gap is one of the reasons for their
difficulty in understanding concepts in mathematics. Lastly, the participants revealed that through the
material, they realized the relevance of competency in their daily lives.

SIM is material provided to students to assist them in mastering a competency they were
unable to acquire through conventional classroom instruction. Participants' responses regarding their
insights that can be shared with others led to the conclusion that SIM is advantageous and
advantageous. This became one of the predominant themes.

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Following this, P2 expressed his thoughts in this manner:

“Akong na realize nga kaya nako masabtan ang mga lisod na topic sa math pinaagi sa pag kugi ug
subay sa mga proseso.”

(I realized that I could understand complex topics in mathematics by diligently following the process.)

Advice

As the participants became successful in understanding the competency through the SIM,
participants advised the use of the material, especially for those who had difficulties in learning the
addition of similar and dissimilar fractions. The participants were hopeful that the strategic intervention
material could help other learners who found adding similar and dissimilar fractions challenging.
Typically, students who do not meet the expected learning standards receive additional instruction,
practice time, and academic support to achieve competency and meet the criteria. The Department of
Education identifies SIM as one of the suggested intervention materials that can bridge learning
disparities. SIM is a remediation tool for students at their current level of comprehension, increasing
their academic achievement.

In connection with this, P2 firmly stated that,

“Katong mga naglisod sa pag add ug fraction, gamiton jud nila tong SIM ni teacher. Sayon ra jud to
kay naay translation. Tapos makalingaw pa jud.”

(Those learners who had difficulties adding fractions should use our teacher's SIM. It was easy
because there is a translation.)

Message

Moreover, the participants pleaded with teachers to create more SIM, especially for complex
topics, not just in mathematics but also for their subjects like Science and English.

These insights furthered the effectiveness of Strategic Intervention Material as an innovative

approach to the curriculum. The material was not only effective in letting learners learn the
complicated competencies in mathematics. It reached the affective domain of the learners who could
realize the relevance of the competency in real life. Moreover, it ignited the participants' reflective
thinking, enabling them to place trust within themselves that they could learn complicated topics
through perseverance (while using the SIM). Further, participants enhanced their interpersonal skills by
advising fellow learners having the same problem and pleading with teachers to create more material
for learners like them.

In line with this, P2 shared his thought, saying,

“Maayo unta nga naay SIM ang mga lisod na topic dili lang sa math, apil sad ang science og English.
Nindot jud kung naay ingon ani para matabangan mi mga slow learners.”

(We wish there were Strategic Intervention Materials for all complex Mathematics, Science, and
English topics. It is excellent if there are materials like this to help us slow learners.)
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These findings led the researchers to create a Model to summarize the themes revealed in the
analysis of the participant's responses. As such, the schematic diagram is presented below, which may
serve as starting point for future quantitative explorations to investigate the variables uncovered in this
study.

Figure1: A Framework for Quantitative Exploration

4. Conclusion

Based on the findings, the researchers reached the following conclusions:

 The participants' learning experiences in using the Strategic Intervention Material were: (a)
Positive learning Experiences (accessible, relatable, and involving mixed emotions); and (b)
Challenging Learning Experiences (the nature of the parts and medium of the written
instructions).

 The learning insights of the participants upon using the Strategic Intervention Material were
arranged into three categories: (a) realizations (perseverance, language gap, and relevance of
the competency in their daily lives); (b) advice (utilization); and messages (production).

5. Recommendations

Based on the above conclusions, the researchers recommend the following:

 Policymakers should consider the creation of Strategic Intervention Material as a curriculum

innovation in crafting remediation policies, especially on complicated competencies for
successful learning outcomes.

 School Leaders should intensify the production and use of strategic intervention material,
especially in remedial classes, to help learners at risk of failure.

 As a means of minimizing the least-learned competencies in a subject, teachers may develop

SIMs for lessons. This may encourage them to proceed with the implementation despite
potential obstacles.
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 In addition, this may assist the students who utilize the material to recognize and appreciate
the teacher's efforts. This would motivate them to work harder on their learning, knowing that
their teacher went above and beyond to aid their education.

 Conduct further studies to explore problems of the same scope.

Acknowledgment
The researchers would like to acknowledge with great pride the invaluable assistance and
support of the Public Secondary School, School Head, Teachers, and learners from one of the Division
of Region XI for their willingness to respond in accomplishing this research. The researchers also
acknowledge all families and friends who have provided moral, financial, and physical assistance in
some manner. Most importantly, thank the Almighty Father for the wisdom, strength, blessing, and
guidance and for making everything possible.

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