UNIVERSITY OF SAINTANTHONY

(DR. SANTIAGO G. ORTEGA MEMORIAL)

IRIGA CITY, PHILIPPINES 4431

GRADUATE STUDIES AND RESEARCH

ABSTRACT

STRATEGIC INTERVENTION MATERIALS (SIM) IN TEACHING SCIENCE

IV (PHYSICS): ITS EFFECTIVENESS

DY, JOCELYN, O., University of Saint Anthony, Iriga City

Keywords: Strategic Intervention Materials in Science Teaching

The main concern of this study was to prepare, validate and test the

effectiveness of the Strategic Intervention Materials (SIM) in Science IV

(Physics) to the students in Marcial O. Rañola Memorial School, Guinobatan,

Albay. Specifically, it answered the following questions: (1) What is the Mean

Percentage Score (MPS) of Albay Division in the National Achievement Test

for school years 2003-2004 and 2004-2005? (2) What Strategic Intervention

Materials (SIM) in teaching Science IV (Physics) can be prepared from the

results of the National Achievement Test? (3) Are the prepared Strategic

Intervention Materials curricularly valid? (4) What are the achievements of

the students exposed to the Strategic Intervention Materials compared to the

students taught in the traditional approach? (5) Is there a significant

difference in the achievement of the students in the control and experimental

group?

This study was premised on the assumptions that: 1) the achievement

of the students in the Division of Albay in the National Achievement Test

(NAT) for school years 2003-2004 and 2004-2005 is below the 75%

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 UNIVERSITY OF SAINTANTHONY
(DR. SANTIAGO G. ORTEGA MEMORIAL)
IRIGA CITY, PHILIPPINES 4431

GRADUATE STUDIES AND RESEARCH

performance or proficiency level; 2) Strategic Intervention Materials (SIM)

can be prepared based from the National Achievement Test (NAT) results;

3) the prepared Strategic Intervention Materials (SIM) are curricularly valid;

and 4) the achievement of the students exposed to the Strategic

Intervention Materials (SIM) is higher and better compared to the students

taught in the traditional approach.

The null hypothesis forwarded in this study, is that there is no

significant difference in the achievement of the students in the control group

and experimental group.

This study was delimited to the preparation, validation of the Strategic

Intervention Materials (SIM) and testing its effectiveness to the two sections

of the fourth year students in Marcial O. Rañola Memorial School during the

first and second grading periods, school year 2006-2007.

The researcher made use of descriptive and experimental methods of

research. Control and experimental classes were used in determining the

effectiveness of the Strategic Intervention Materials (SIM). Data collected

were treated through the mean, weighted mean, standard deviation, and t-

test.

The major findings generated in this study were: (1) The Mean

Percentage Score (MPS) in Science of the Division of Albay in the National

Achievement Test for school year 2003-2004 was 35.26 percent while for

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 UNIVERSITY OF SAINTANTHONY
(DR. SANTIAGO G. ORTEGA MEMORIAL)
IRIGA CITY, PHILIPPINES 4431

GRADUATE STUDIES AND RESEARCH

school year 2004-2005 was 33.24 with an average Mean Percentage Score

of 34.25. (2) There were 12 Strategic Intervention Materials (SIM) prepared

which covered the topics for the first and second grading periods in Science

IV (Physics). For the first grading period: SIM 1-Behavior of Light (All About

Light); SIM 2-Image Formation in Plane Mirror (How Do I Look?); SIM 3-

Image Formation in Curved Mirror (All About Images); SIM 4- Mirror Equation

(Solve Me and Make Me Bigger); SIM 5- Refraction of Light: Snell’s Law

(Bend to the Right, Bend to the Left!). For the second grading period: SIM 6-

Total Internal Reflection (Don’t Get Trapped!); SIM 7- Image Formation in

Lenses (Do Objects Look Bigger or Smaller?); SIM 8- Lens Equation (Is It Up

Side Down?); SIM 9 –Vision Defects (Are You Myopic or Hyperopic?); SIM

10 – Interference of Light (Stripes of Light); SIM 11- Diffraction of Light (The

Bent Edges); and SIM 12- Polarization of Light (The Glow Around Me). (3)

The curricular validation of the Strategic Intervention Materials (SIM) yielded

an average weighted mean of 4.88 which is verbally interpreted as Very

Evident (VE) both to the Guide Card and Assessment Card, which topped

the five components equally ranked as 1.5 th, followed by Enrichment Card,

4.82, VE, rank 3rd, Rank 4th, Activity Card, 4.79, VE and rank 5 th, Reference

Card with an average weighted mean of 4.72 with a verbal interpretation of

Very Evident (VE).

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 UNIVERSITY OF SAINTANTHONY
(DR. SANTIAGO G. ORTEGA MEMORIAL)
IRIGA CITY, PHILIPPINES 4431

GRADUATE STUDIES AND RESEARCH

(4.a) In the pre-test during the first grading period, the score revealed

that for the control group, the highest score was 19 while for the experimental

group the highest score was 18; .while for the lowest score, the value for the

control group was 10 while the experimental group, 9. The Computed mean:

for control group, 13.96 (27.92); experimental group, 13.52 (27.04). The

standard deviation for experimental group, 2.90, while for control group, 2.61.

Pre-test result during the second grading period, in the control group the

highest score was 23, lowest 9, while the experimental group, highest score

was 20 and lowest score, 8. The mean; experimental group, 13.48 (26.96%),

mean, control, 14.56 (29.12%). The standard deviation, experimental, 3.57,

standard deviation, control group, 2.92. (4.b) In the post test, during the first

grading period, the experimental group had 47 as the highest score while the

control group 42; while in the lowest score, the experimental group obtained

37 and the control group 14 with a difference of 23 points. The mode, mean

and students within and above mean had also a greater value in the

experimental group compared to the control group with the value of 42; 42.52

(85.04 percent); and 17 (68.00 percent). The standard deviation for

experimental group- 2.92 and for control group- 7.52. The post test during

the second grading period: the experimental group, the highest score was 46

while the control group 43 with a difference of three points, while under the

lowest score, the experimental group obtained 36 and control group 17 with a

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 UNIVERSITY OF SAINTANTHONY
(DR. SANTIAGO G. ORTEGA MEMORIAL)
IRIGA CITY, PHILIPPINES 4431

GRADUATE STUDIES AND RESEARCH

difference of 19 points. The mode, mean and students within and above the

mean have also greater value in the experimental group compared to the

control group with the value of 40; 41.48 (82.96 percent); and 15 (60.00

percent).

(5.a) The significant difference in the achievement of the students in

the control and experimental group was determined through a t-test. In the

first grading period: the mean and computed t value of the experimental

group was higher compared to the control group with the value: mean for

experimental, 42.52; for control, 26.84; while computed t value for

experimental, 35.24; for control, 8.10. When the computed t for the

experimental and control group was compared with the critical value (1.679)

at .05 level of significance, the experimental group (35.24) is much higher

compared to the control group (8.10) which means that there is a big

difference in the achievement of the students and learning is higher on the

part of the experimental group. (5.b) In the second grading period, the mean

and computed t value of the experimental group is higher compared to the

control group with the value: mean for experimental group, 41.48 while for

control group, 25.20; while computed t value for experimental, 29.47; control,

6.82. When the computed t, for the experimental and control group was

compared with the critical value at .05 level of significance, 1.679, the

computed t under the experimental group (29.47) is much higher compared

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 UNIVERSITY OF SAINTANTHONY
(DR. SANTIAGO G. ORTEGA MEMORIAL)
IRIGA CITY, PHILIPPINES 4431

GRADUATE STUDIES AND RESEARCH

to the control group (6.82) which means that there is a big difference in the

achievement of the students and the learning is higher on the part of the

experimental group.

Based from the aforestated findings, the following conclusions were

drawn: (1) The Mean Percentage Score (MPS) in Science of the Division of

Albay in the National Achievement Test for school years 2003-2004 and

2004-2005 is below the 75 percent of proficiency level as required in any

subject area. (2) The prepared 12 Strategic Intervention Materials

(SIM) in Science IV (Physics) are: SIM 1-Behavior of Light; SIM 2-Image

Formation in Plane Mirror; SIM 3- Image Formation in Curved Mirror; SIM 4-

Mirror Equation; SIM 5- Refraction of Light: Snell’s Law; SIM 6- Total Internal

Reflection; SIM 7- Image Formation in Lenses; SIM 8- Lens Equation; SIM 9

–Vision Defects; SIM 10 – Interference of Light; SIM 11- Diffraction of Light;

and SIM 12- Polarization of Light. (3) The prepared set of Strategic

Intervention Materials (SIM) possesses curricular validity. (4) The

achievement of the students in the experimental group who were exposed to

the Strategic Intervention Materials (SIM) is higher and better compared to

the students taught in the traditional approach both in the first and second

grading periods. The 75 percent proficiency/performance level required in

any subject area has been attained / reached in the experimental group. (5)

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 UNIVERSITY OF SAINTANTHONY
(DR. SANTIAGO G. ORTEGA MEMORIAL)
IRIGA CITY, PHILIPPINES 4431

GRADUATE STUDIES AND RESEARCH

There is a significant difference in the achievement of the students in the

control group and experimental group.

Based from the conclusions of this study, the following

recommendations are proposed: (1) Improve the achievement of the

students through the use of Strategic Intervention Materials (SIM) in order to

cope with the desired 75 percent performance or proficiency level. (2)

Strategic Intervention Materials (SIM) be prepared which cover the topics in

Science IV (Physics) for the third and fourth grading periods. (3) The

Strategic Intervention Materials (SIM) be adopted as instructional materials

for teaching Science IV (Physics). (4) The Strategic Intervention Materials

(SIM) be used not only in Marcial O. Rañola Memorial School but also in

other schools in other divisions to improve achievement of the students. (5)

Strategic Intervention Materials (SIM) be made available for use of the

students to facilitate learning and improve performance.

The suggested topics for future research are: (a) A replicate of this

study by testing the Strategic Intervention Materials (SIM) to the higher

sections and lower sections of the students, or a replicate of this study with

the application of software. (b) Development of Strategic Intervention

Materials (SIM) in Science IV (Physics) covering the topics in the third and

fourth grading periods; (c) Development of Strategic Intervention Materials

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 UNIVERSITY OF SAINTANTHONY
(DR. SANTIAGO G. ORTEGA MEMORIAL)
IRIGA CITY, PHILIPPINES 4431

GRADUATE STUDIES AND RESEARCH

(SIM) in teaching Science I (General Science), Science II (Biology), and

Science III (Chemistry) using the same experimental procedure of research.

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