THE EFFECTS OF USING SIM BAROG: YUTANG TABUNOK IN

IMPROVING THE ACADEMIC PERFORMANCE IN SCIENCE III OF

IMELDA ELEM. SCHOOL
AND FELIX QUIMBO MEMORIAL ELEMENTARY SCHOOL (FQMES)
_______________

An Action Research Presented to

Department of Education

Division of Zamboanga del Norte

_______________

In Fulfillment of the Division Office

Requirement for

Action Research

_____________

RAYMOND B. TUMAPON
NENA A. GONZALES
MARY JANE P. JARABI
Researchers
 INTRODUCTION

Imelda Elementary School is an optimist, believing that the primary aim of its

existence is to provide quality basic education for the wholesome formation and

transformation of all its costumers – the young pupils. The school considered this

as its noble mission without which, Imelda E/S as a learning institution is in the

path of extinction. Being an elementary institution, the school staff strived to

provide the best services for its pupils at the least possible cost and prepared

them to face the challenges of life and in their pursuit for higher education.

One of the teachers’ goal is to make the pupils more advanced learners

especially in Science since Elementary School pupils are curious in nature which

enable them to learn ideally this subject. Science is an important part of the

foundation for education for all children.

Teaching Science in the K to 12 Curriculum formally starts in

Grade 3 using Mother Tongue as a medium of instruction. However, many of the

grade 3 pupils in Imelda Elementary School are still not attaining functional

literacy in which they find it difficult to meet the challenges in this changing world.

With this problem, different strategies in teaching Science are recommended to

cope with this difficulties. One of the best strategies which are highly

recommended nowadays is the use of Strategic Intervention Materials which is

commonly called the SIM. It is an instructional material meant to reteach concept

or topics which are considered Least Mastered by the Pupils. The basic parts of

which are; Guide card, Activity card, Assessment card, Enrichment card &

Reference. It is an instructional material for remediation purposes. It is one of the

solutions employed by the Department of Education to enhance academic

achievements of pupils performing low in the field of science.

Labason District, Division of Zamboanga del Norte abides with the K-12

Curriculum that produces educational outcomes. This outcomes focus on the

performance of the learner and envisions in making pupil fully equipped with life

skills and equal opportunities that could prepare him/her to become academically

competitive.

In the school year 2017-2018, after the conduct of the fourth quarter

examination, a test item analysis was prepared and submitted and it is found out

that the following are the two least learned competencies in Science grade 3; (a)

Describe common land forms , (b) Discuss how landforms can be beneficial to

people, plants, and animals. Because of this, Science teachers had found out

that there is a great need of intervention for the learners.

To address this, we used a devise which is perfectly suited to learners

need. It is an interactive instructional material used as a tool for remediation and

enrichment that will develop most of the skills that a learner needs.
 REVIEW OF RELATED LITERATURE

Performances of the pupils in the National Achievement Test showed that

Science continues to be the most difficult field of study in basic education.

Results from NAT are usually used to guide and assist the Department of

Education in its efforts towards the improvement of the quality of education in

public schools and to provide appropriate intervention for the students.

According to the Basic Education Curriculum Primer 2002, Science and

Health 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. These

pertain to health and sanitation, nutrition, food production, and the environment

and its conservation. The goal of Science is to demonstrate understanding how

science, technology and health relate to the comprehension of the environment

and application of skills, attitudes and values in solving varied life situations.

But 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 student

achievement and increasing number of out-of-school children hamper our learners

to be active makers of meaningful life. The Trends in Mathematics and Science

Survey (TIMSS) alone which was conducted five years ago revealed

unsatisfactory results, the Philippines ranked 41st in Math and 42nd in Science
out of 45 countries that were tested (Manila Times 2004). This proved that vast

majority of Filipino students have performed way below par in all national

achievement tests, and below the levels of most students from other countries in

the international tests. Thus, education managers must focus on reforming and

delivering quality instruction so that the Basic Education Curriculum will not be

overwhelmed by the crisis. Students must be provided with maximum

opportunities to become functionally literate in science.

Gultiano (2012) studied the effect of strategic intervention material on the

students’ academic achievement in Chemistry. The study employed the

experimental design and found out that the experimental group, where SIM was

integrated, performed significantly better in the post test. Gultiano (2012)

concluded that the use of strategic intervention materials are effective in

mastering the competency based-skill in chemistry based on the mean gain scores

in the posttests of the experimental and control group. Similarly, Salviejo, Aranes,

and Espinosa (2014) explored student’s learning approach and investigated the

effect of strategic intervention material-based instruction (SIM-BI) on their

performance in Chemistry. Using the pretest-posttest pre-experimental design,

result showed that the use of SIM-BI has significantly enhanced the performance

of the students in Chemistry and that surface and deep learners equally performed

in Chemistry when SIMBI was integrated in their Chemistry Classes.

Moreover, the study of Anderson (2012) revealed that using intervention material

had assisted the learners of Biology to improve their performance in

understanding the concepts of photosynthesis, respiration, mendelian, and non-

mendelian genetics. His use of computer-based materials and exercises on

concept mapping allowed these students to improve their performance

significantly in answering and understanding genetic problems and concepts.

Finally, Escoreal (2012) found that the use of SIM reduced the number of least

mastered skills after the implementation of the intervention material in grade 4

science. She particularly emphasized that SIM must be implemented to avoid

pupils’ marginalization. Proving that students can cope with science lessons with

the teacher utilization and integration of intervention materials.

Based on the abovementioned information, the utilization of an

intervention material can significantly increase the performance of the students in

the least mastered skills in science. These studies revealed that the use of SIMs

plays a pivotal role in elevating the memory level of the students, in grasping the

different concepts in science, and with the integration of various strategies in the

implementation of the material, the teaching-learning process becomes

interesting.
Definition of Terms

To better understand the terms used in this study, a brief description

of words is hereby provided:

Strategic Intervention Materials - It is an instructional material meant to reteach

concept or topics which are considered Least Mastered by the Pupils.

Effects- refers to the result or change on the performance of pupils after

application the of new teaching method

Pupils- refers to the children who are enrolled in the school under the tutelage

and supervision of a teacher

Teaching Strategy- refers to the teaching technique used by the teacher in

delivering his/her lesson for the pupils to learn.

Performance- refers to the grades/achievements of pupil-subjects in the testing

period

Pre-test- refers to the test administered to the respondents before exposure to

the treatment

Post-test- refers to the test given to the respondents after exposure to the

experimental method to determine if there is an effect on the performance of the

subject used in the study

III.RESEARCH QUESTIONS

This study aimed to determine the effects of effects of using SIM BAROG:

YUTANG TABUNOK in teaching Science to grade three pupils of Imelda Elem.

School and Felix Quimbo Memorial Elementary School (FQMES), District of

Labason, Division of Zamboanga del Norte, for the school year 2018-2019.

Specifically, this action research seeks to answer the following questions:

1. How effective is the use SIM- Barog: Yutang Tabunok on the

performance of Grade Three pupils in Science with respect to The

Landforms (S3ES IVa-b-1):

2. Is there a significant difference on the performance of pupils using SIM-

Barog: Yutang Tabunok compared to traditional chart method?

3. Is there a significant difference between the performance of pupils in the

pre-test and post test of the controlled group and experimental group.

4. What are different strategies or activities that are met in the SIM- Barog:

Yutang Tabunok that greatly improved the least learned skills in Science?

SCOPE AND LIMITATION OF THE STUDY

The study will focus on the determination of the Effects of using SIM

BAROG: YUTANG TABUNOK in Teaching Science on the Performance of

Grade Three Pupils.

The subject of the study will be the twenty-one (21) pupils in Grade 3 of

Imelda Elementary School and Felix Quimbo Memorial Elementary School,

District of Labason, Division of Zamboanga del Norte, for the school year 2018-

2019.
 The study will be conducted on the 4 th week of the 4th grading period

wherein the skills of describing landforms and discussing how landforms are

beneficial to people, plants and animals (S3ES IVa-b-1) will be taught. The

duration of the treatment will last for one week.

21 Grade Three pupils shall be tested using traditional and using SIM

method.

The test instruments to be used in the study are the pre-test and post-test

result. The 10-item questions will be made by the researchers based on the skills

in K to 12 curriculum and will be validated by the two Science teachers.

The input of data will be based on the results of pre-test and post-test from

the grade 3 pupils of Imelda Elem. School and FQMES. The output of pupils’

performance, treated with SIM will be compared to that with traditional method to

see the significant difference.

RESEARCH METHODOLOGY

Research Methods and Design

This study will employ an experimental research method which will use

two subjects for study: the controlled group and the experimental group.
Experimental research is use to discover the influence of one or two factors upon

the condition, group or situation, purpose of which is to discover ‘which will be’. It

describes and analyzes variables under highly controlled conditions to determine

how and why a particular event occurs.

Experimental research method involves the selection of sample of

subjects, random assignments of these subjects to the control and experimental

group and finally the evaluation. Aquino(1992)

Sources of Data

The subject of the study to whom the data obtain, will be the twenty-one

(21) Grade Three pupils of Imelda Elementary School and Felix Quimbo

Memorial Elem. School, District of Labason, Division of Zamboanga del Norte,

enrolled in the school year 2018-2019.

Data Gathering Instruments

The instruments to be used in gathering data will be the pre-test and post-

test consist of ten items each made by the researcher and will be validated by

two Science teachers of the school. The contents of the tests will be taken from

the skills of Grade Three Science particularly in the two commonly least

mastered skills specifically on the Science III will be used as the reference book.
Data Gathering Procedure

To ensure an accurate and reliable results, a well-defined procedure in

step by step gathering of data shall be followed.

The researcher will send a letter to the office of the Division

Superintendent asking permission to conduct research. An authorization will be

sought from the School Head of Imelda Elementary School and Felix Quimbo

Memorial Elementary School to conduct the study to Grade Three pupils. Upon

the approval, the researchers will administer the 10-item pre-test. Lessons in

Landforms will be taught to the groups for one week. There will be only one

teacher who teaches the lessons.

The first one, will be taught using Manila paper made charts and

illustrations drawn by the teacher. In the experimental group, the teacher will be

SIM: Barog Yutang Tabunok. teaching Science shall be employed. After the

execution of three lessons, data of scores will be gathered for statistical analysis.

The comparative results between pre-test and post-test will be recorded as the

basis in assessing and validating its effectiveness.

Statistical Treatment of Data

After the collection of relevant data, the researcher will tally, tabulate

and compute the viable data for analysis and interpretation of the outcome. The

following statistical treatment will be used:

To determine the performance of the pupils in the pre-test and post-test,

frequency of correct response and scores and percentage distribution will be

employed.

To find the outcome if there is a significant difference between the pre-test

and post-test of the controlled group and experimental group, the mean, mean

difference, mean percentage score, standard deviation and t-test will be used.
 RESULTS AND DISCUSSION

Result of the test to Grade 3 pupils at Imelda Elem. School

Table 1.a: Raw Data (Pre-Test Traditional) Table 1.b: Raw Data (Pre-Test SIM)

Sample Score Sample Score

1 3 1 3
2 5 2 7
3 4 3 6
4 7 4 7
5 8 5 3
6 6 6 5
7 5 7 4
8 3 8 6
9 5 9 6
10 8 10 3
11 5 11 4
12 5 12 7
13 3 13 3
14 8 14 9
15 5 15 7
16 3 16 5
17 4 17 6
18 5 18 5
19 7 19 3
20 3 20 5
21 6 21 7

Table 1.a above shows the scores of pre-test taken by 21 pupils at Imelda Elem.
Sch. who took remedial class using traditional method; and table 1.b shows the
scores of the pre-test taken by 21 pupils who took remedial class using the SIM
Result of the test to grade 3 pupils at Felix Quimbo Memorial Elem. School

Table 2a: Raw Data (Pre-Test Traditional) Table 2b: Raw Data (Pre-Test SIM)

Sample Score Sample Score

1 5 1 3
2 5 2 2
3 4 3 2
4 5 4 5
5 5 5 5
6 5 6 5
7 4 7 6
8 5 8 6
9 5 9 6
10 5 10 4
11 2 11 2
12 7 12 4
13 5 13 5
14 8 14 4
15 5 15 5
16 3 16 3
17 4 17 2
18 3 18 4
19 4 19 5
20 5 20 5
21 6 21 5
21

Table 2.a above shows the scores of pre-test taken by 21 pupils at Felix Quimbo
Memorial Elem. Sch. who took remedial class using traditional method; and table
2.b shows the scores of the pre-test taken by 21 pupils who took remedial class
using the SIM.
Result of the test to Grade 3 pupils at Imelda Elem. School

Table 3a: Raw Data (Post-Test Traditional) Table 3b: Raw Data (Post-Test SIM)

Sample Score Sample Score

1 8 1 8
2 8 2 10
3 7 3 9
4 10 4 10
5 8 5 8
6 9 6 8
7 8 7 10
8 8 8 9
9 8 9 9
10 8 10 8
11 5 11 7
12 9 12 9
13 8 13 8
14 10 14 9
15 8 15 10
16 8 16 8
17 7 17 9
18 5 18 8
19 7 19 8
20 8 20 5
21 9 21 10
21
Table 3.a above shows the scores of posttest taken by 21 pupils at Imelda Elem.
Sch. who took remedial class using traditional method; and table 3.b shows the
scores of the pre-test taken by 21 pupils who took remedial class using the SIM.

Result of the test to Grade 3 pupils at Felix Quimbo Memorial Elem. School

Table 4a: Raw Data (Post-Test Traditional) Table 4b: Raw Data (Post-Test SIM)

Sample Score
Sample Score
1 8
1 8
2 8
2 9
3 7
3 9
4 10
4 8
5 8
5 8
6 9
6 8
7 8
7 9
8 8
8 9
9 8
9 6
10 8
10 7
11 5
11 9
12 9
12 9
13 8
13 10
14 10
14 10
15 8
15 8
16 8
16 8
17 7
17 9
18 5
18 10
19 7
19 8
20 8
20 8
21 9
21 8
21
Table 4.a above shows the scores of posttest taken by 21 pupils at Felix Quimbo
Memorial Elem. Sch. who took remedial class using traditional method; and table
4.b shows the scores of the pre-test taken by 21 pupils who took remedial class
using the SIM.

WORK PLAN

TARGETED
DESCRIPTION TARGET DATE STATUS
QUARTER

First Quarter Identify least learned skill/ competencies. First week of June completed

Identify the reasons for the low performance

of the learners.

First Quarter Identify and prepare the tools for remediation. last week of June completed

Prepare the Strategic Intervention Material

Continue preparing the Strategic Intervention

First Quarter July to August completed
Material

Second Quarter October-November completed

Editing of the SIM Barog: Yutang Tabunok! for
validation

Continue editing of the SIM- Barog:Yutang

Tabunok! for validation
Second Quarter 1st week of December Completed

Application of the SIM- Barog: Yutang 3rd week of January

4th Quarter Ongoing
Tabunok! 2019

last week of January

4th Quarter Validation of the SIM- Barog: Yutang Tabunok! Ongoing
2019

School/District Assessment/Evaluation of SIM -

Fourth Quarter February - March In planning
Barog: Yutang Tabunok!
 The Gantt Chart

Aug. Aug. Aug. Aug. Aug. Sept.

Activities 1-5, 9-12, 15-17, 22-26,
30-
5-9,
Sept. 2,
2017 2017 2017 2017 2017 2017

1. Research Proposal

2. Preparation and

Validation of Instruments

3. Administration of Pre-test

4. Treatment of the Subjects

5. Post-test, Data collection

and Statistical analysis

6. Printing and Submission

of Action Research

COST ESTIMATES
 Materials Quantity Estimated Estimated

and Supplies Price Per Unit Cost

Scotch tape 1 roll P65 P65

Illustration Board 1/4 piece P9 P9

Duct tape 1 roll P35 P35

TOTAL P109

Prepared by:
RAYMOND B. TUMAPON

NENA A. GONZALES

MARY JANE P. JARABI

Researchers
Noted by:
BENICIO A. SANTISAS
Elementary School Head Teacher-I

Approved by:

REYNALDO S. ALCALA, Ph. D.

Public Schools District Supervisor

. SUMMARY AND CONCLUSION

Based on the findings, the following are the conclusions.

1. The use of SIM is very important since the result of the post test of the

remedial using SIM is higher compared to the use of traditional method.

 2. There is a significant difference on the perfomence of pupils using SIM

Barog: Yutang Tabunok compared to traditional chart method.

3. There is..

4. The different strategies…..

VII. RECOMMENDATION

Teachers should be allowed to participate trainings on developing

Strategic Intervention Material for them to gain more knowledge and clear

understanding of the approach. Although tedious on the part of the teachers, they

should be encouraged to prepare and use SIM to motivate pupils to participate in

class discussions. This action research should be continued.

Result of the test to Grade 3 pupils at Felix Quimbo Memorial Elem. School

Table 4. Pre-test

Sample Score
1 8
2 8
3 7
4 10
5 8
6 9
7 8
 8 8
9 6
10 8
11 5
12 9
13 8
14 10
15 8
16 8
17 7
18 5
19 7
20 8
21 9

Table 4.a above shows the scores of pre-test taken by 21 pupils at Felix Quimbo
Memorial Elem. School.
Out of 21 pupils
Sample Score
1 8
2 8
3 7
4 10
5 8
6 9

6 8
7 8
8 8
1 8
11 5
12 9
 Research Instrument

TEST FOR DESCRIBING LAND FORMS

Directions: This ten item test will determine the pupils mastery level through the
developed Strategic Intervention Material in describing landforms.

Basaha ang pangutana ug pilia ang letra sa hustong tubag.