Republic of the Philippines

Department of Education
Caraga Administrative Region
Division of Butuan City
CABCABON ELEMENTARY SCHOOL
Cabcabon, Butuan City

STRATEGIC INTERVENTION MATERIAL ON COMPARING THE STAGES OF THE LIFE

CYCLE OF ORGANISMS OF THE GRADE 4 SCIENCE MELC IN THE MODULAR
DISTANCE LEARNING

Joey S. Patalinghug, Teacher III

November 20, 2020

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 I. Context and Rationale

Science is typically tough to teach, particularly to grade 4 pupils at Cabcabon

Elementary School, because it requires more practicality and a variety of activities to spark the
pupils' attention. One of the least learned competencies in the grade 4 science MELC is the life
cycle of organisms. For the second quarter of the school year 2020-2021, pupils in grade 4
Jade will take a pre-test.

According to studies, there are several factors that contribute to students' low test
results. We have access and utilization of teaching/learning facilities, socioeconomic position,
and academic qualifications of parents inside the school. Other factors include child motivation
and mindset, school type, and therefore teaching qualities. Based on the outcomes, a suitable
intervention program such as remediation or enrichment must be developed using learner-
centered techniques (Danso, 2014; Villonez, 2018).

As a researcher, I found that my pupils had a consistent difficulty understanding science

topics, which was reflected in their science results since it was labeled as a least learned skill.
That is why I am encouraged to create and implement strategic intervention materials for my 26
grade IV Jade pupils who will be in grade V for the school year (2021-2022) and have low
performance in their science scores.

The researcher proposed using strategic intervention material to address the issue of
their poor science performance. Intervention resources are currently highly recognized as
instruments for remediating pupils' low academic performance in the Philippine school system
(Suarez & Casinillo, 2020). In science, this is known as strategic intervention material. It must
utilize teachers' creativity to capture the attention and interest of the learners so that, despite
the fact that it is one of the least mastered skills, we can attract pupils in a totally different
method of remediation and learn best via it.

This research is also significant for assisting our pupils in developing their proficiency in
that part of comparing the phases of the life cycle of organisms. Teachers may be more
efficient in their use of the material if they reproduce considerably more S.I.M.

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 Action Research Questions

This action research will determine the effectiveness of strategic intervention material on
comparing the stages of the life cycle of organisms of the grade 4 Science MELC in the
modular distance learning. This may be conducted within the 2nd quarter of the school year
2020-2021.

This research aimed to realize these following questions:

1. What are the scores of the grade 4 learners before and after using the strategic
intervention material?

2. Is there a significant increase or decrease within the science scores of the grade 4
learners after using the strategic intervention material?

II. Innovation, Intervention and Strategy

Strategic Intervention Materials are created and intended to aid teachers and offer
students with the motivation they need to make progress in their studies. Furthermore, strategic
teaching materials seek to assist learners re-learn lessons that aren't as clear to them and gain
mastery of their skills (Rodrigo, 2015).

According to DepEd Order 225, s. 2009 (as cited by Reyna 2018), a SIM is made up of
six (6) cards: the Title Card, the Guide Card, the Activity Card, the Assessment Card, the
Enrichment Card, and the Reference Card. It also suggested several areas to concentrate on
while developing supplemental learning material, namely: (1) subtasking; (2) congruence; (3)
usability/functionality; and (4) replicability. Subtasking refers to the created materials' ability to
be competency-based and follow Bloom's taxonomy. Congruence refers to the SIM's activities
and evaluations being congruent with the focused topics and abilities. With terms of
functionality, it emphasizes the usefulness and appropriateness of the six (6) cards included in
the SIMs, as well as the language used and the packaging. Replicability, on the other side,
relates to the material's ease of replication, including its cost-effectiveness.

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 Action Research Methods

The descriptive-developmental research approach was used in this study. It is

descriptive in the sense that it identified the least learned competency for Grade IV Jade

students in the School Year 2021-2022, and developmental in the sense that it targeted

to create or develop Strategic Intervention Material (SIM) as supporting material in

improving the performance of low performing students in science.

The skill utilized in SIM development was based on the competency that was

determined to be the least acquired by students during the second quarter of the current

school year. The principle for categorizing competence is stated in the National

Diagnostic Test Form 2 of DepEd Order 236, s. 2004, in which a percentage score of 75

percent - 100 percent indicates mastery; 50 percent -74 percent as nearing mastery; and

0 percent -50 percent as no mastery, which again is represented by DM no. 28, s. 2016

(as cited by Reyna, 2017).

a. Participants and other Sources of Data and Information

The participants are the 26 pupils in grade 4 Jade for the school year 2020-
2021. They will be the components of this research conducted during the second
quarter of the school year 2021-2022 at Cabcabon Elementary School, North District,
Butuan City. Purposive sampling was used to identify these respondents. Respondents
categorized as "low performers" are pupils who received 74 percent or less on the 2nd
quarter weekly learning activity sheets. This number was restricted to the researcher's
Grade IV Jade section.

b. Data Gathering Methods

Prior to the intervention, the participants took a pre-test to measure their science
understanding ability. The researcher distributed weekly learning activity sheets (wlas)
without answer keys to each learner house by house to ensure that their replies were
not affected by their parents, siblings, friends, or neighbors and that the test findings
were authentic. Furthermore, he ensured that the test was still conducted in line with

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health regulations and with health-related materials. The test findings provided as the
baseline data for deciding whether or not to act depending on the organisms' life cycles.

There were items to be used in the study's realization. The pre test, strategic
intervention material, and post test were printed on bond paper (letter) substance 20
with Epson L220 continuous ink. Travel expenses for 3 to 4 kilometers traveled during
the three-month period of the action research. Masks, face shields, and alcohol were
used as health necessities to ensure that researchers followed health standards during
the pandemic. Throughout the three-month research, a sign pen was utilized. The pre-
test, intervention material, and post-test were bound with heavy duty staple wire, and
snacks were given for pupils during the pre-test, intervention material, and post-test. He
then performed a post-intervention evaluation to determine the efficacy of the approach
employed with the children. The following suggestions back up the outcome.

The pretest results were recorded and computed to get the Mean-Percentage
Score (MPS). The teacher-researcher urged the students to read and evaluate the SIM
attentively, as well as to follow the directions in each task. They were also instructed to
answer the exercises' questions based on their personal experiences.

Following the use of SIM by the poor performers, the students received the
same assessment, with the difference that the order of each item was changed.

Data Analysis Utilized

The findings of the pretest and posttest administered to low-performing Grade 4

pupils, especially those in the researcher's classes, were utilized to calculate the MPS.
Based on the description provided in the table below, the MPS of each learning
competence was computed, evaluated, and interpreted.

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 Table 1. Mastery Levels Used for Interpretation of MPS
Results

MPS Result Mastery Level

0%- 49% Not Mastered

50%- 74% Nearly Mastered

75%- 100% Mastered

Furthermore, the Paired-Sampled T-test was used by the

researcher to determine whether there is a significant difference
between the two assessments.

I. Discussion of Results

a. Findings

Statistically, the problems of the researcher were answered by

the data gathered by the researcher.

1. Scores of the grade 4 learners before and after using the strategic
intervention material

Table 2. Paired Samples Results for the Pretest and Posttest

(Before and After the Use of the SIM)

Std. Level of
N Mean MPS
Deviation Mastery
Before the 26 2.50 1.14 25.00 Not
use of SIM Mastered
After the use 26 3.38 1.60 33.80 Not
of SIM Mastered

Based on the current table above, Grade 4 Jade students

performed better after using the SIM due to a rise in mean and MPS

outcomes.

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 2. Significant increase or decrease within the science scores of the
grade 4 learners after using the strategic intervention material?

Table 3. Paired-Samples T Test of Pretest and Posttest

Results Before and After the Use of SIM

Mean t- p- Decision
Difference value value
Pretest vs.
-.8846 -3.38 .002 Reject Ho
Posttest

The table above shows that there is a significant difference

between the Grade 4 students' pretest and posttest scores with p<.05,

p = 0.002]. This led to the rejection of the null hypotheses.

b. Reflection

Referring to the data described above, the Strategic

Intervention Material (SIM) may be regarded an effective tool for

remediating low performing children in a specific competency-based

skill, as in the instance of Grade IV students handled by the researcher

at Cabcabon elementary school. This gives support to a number of

studies that highlight the material's usefulness in classroom

remediation. SIM will assist them in reviewing and comprehending the

lessons that they find challenging. It may be used as teacher

instructional materials focusing on the least learned skills. SIM should

constantly take into account their strengths and limitations, as well as

their interests and needs It should be tailored to individual learners'

learning styles (Peaflor, 2019). According to Aranda, Diaz, Sombilon,

and Gicana (2019), based on the significant difference and

improvement in the performance of students in the experimental group,

as well as the shift from low science performance to satisfactory

science performance before and after the intervention, the researchers

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conclude that the researcher-created strategic intervention materials

were effective.  Despite the fact that there was a substantial difference

and an increase in students' posttest scores in the control group, their

scientific performance remained poor. This demonstrates that more

effort is still required to enhance their scientific skills. The fact that the

topic taught utilizing the learner's module and the teacher's guide is

just a rehash of what they were given in the prior grade might account

for the improvement in their score. Meanwhile, students in the

experimental group increased their scientific performance from poor to

satisfactory, demonstrating that the combination of a teacher's guide, a

learner's module, and targeted intervention material may significantly

enhance the performance of low-achieving students.

With the usage of SIM, the students' scores improved from the

pretest to the posttest in this research (STRATEGIC INTERVENTION

MATERIAL). Based on these findings, it is possible to conclude that

the SIM aided students in improving their performance. SIM employs

more engaging and appealing elements such as bright backgrounds

and clear images. Students become more active learners as a result of

their ability to read, comprehend, and research concepts on their own.

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 References

Aranda, Y. A., Diaz, R. A., Sombilon, M., & Gicana, F. A. (2019).

Integrating strategic intervention materials (SIM) in Science to low
achieving learners. Journal of Science Teachers and Educators, 2(1).

Peñaflor, E. L. (2019). STRATEGIC INTERVENTION MATERIALS IN

SCIENCE AS TEACHING AID.

Reyna, M. (2017). The Impact of Strategic Intervention Material (SIM) in

Addressing the Least Learned Competency in Grade 7 Science

Rodrigo, R. (2015). Importance of Strategic Intervention Materials.

Retrieved from http://udyong.gov.ph/index.php?
option=com_content&view=article&id=6925:importance-ofstrategic-
intervention-materials&catid=90&Itemid=1267

Strategic Intervention Materials (SIM) for a Change. (2017). Retrieved

from
https://www.pressreader.com/philippines/sunstar-pampanga/2017032
4/281681139703617

Suarez, M., & Casinillo, L. (2020). Effect of strategic intervention material

(SIM) on academic performance: evidence from students of science VI.
Review of Socio-Economic Research and Development Studies, 4(1), 20-
32.

Villonez, G. L. (2018). Use of SIM (Strategic Intervention Material) as

Strategy and the Academic Achievement of Grade 7 Students on
Selected Topic in Earth Science. PUPIL: International Journal of
Teaching, Education and Learning