Improving Academic Performance of Grade __

Students Through SIM Integration
(Action Research Title)

ABSTRACT

This research endeavor aimed to find out whether the use of SIM (Strategic
Intervention Material) would improve the academic achievement of grade seven
students on selected topic in earth science. The study made use of quasi
experimental design which is non- equivalent control group pretest and posttest
design. About 120 participants were used as subjects of the study. Mean and t- tests
were used as tools in the analysis of data. The result of the study revealed that there
was a significant difference in the pretest and posttest mean scores of the
experimental and control group in the topic eclipse. The experimental group
achieved a better mean gain score than the control group. This points out that the
use of strategic intervention material (SIM) in the experimental group significantly
improved the performance of the students. It can be concluded that the performance
of students in the experimental group was greatly enhanced after SIM was employed
in teaching the lesson. Therefore, the employment of SIM was better and effective
than the use of traditional method in teaching some topic in science. Furthermore, it
was recommended that SIM be adopted as instructional material or strategy in
teaching science lessons as well as other subjects.
 INTRODUCTION

The onset of the K-12 basic education program aims to erase the poor
academic achievement of students in the different subject areas. The addition of two
years in high school has envisaged development of valuable skills and full mastery of
the students in the subjects learned. Unfortunately, the recent NAT result has
addresses challenge to the teaching workforce particularly on the subjects that
students displayed poor performance. The result suggest that on the average, the
students obtained an MPS of 48.90 in the 2012 NAT, an improved performance when
compared to the previous years, 44.33 in 2006 and 46.80 in 2005. To conclude, it
was still a poor performance. The glaring difference on the result was the scanty
performance of students in science which register 40.53 and the lowest among the
subjects.
This implies that there is a missing ingredient in teaching and handling
science lessons. In Portugal, it has been observed that there is a deficient learning in
science both at middle and secondary level (Fonseca, 2006). This confirmed that
there is a failure in teaching science worldwide. The letdown was due to the in
effectivity and incongruity of teaching strategies and instructional materials employed
in teaching the lesson. Several teaching strategies and instructional materials are
utilized to meet the learning style and need of the students.
Alas, the result is still poor achievement. To note, learning strategies interact
with personal characteristics of students. The fact that there is no ideal strategy that
generates success in all learning situations, hence, teachers need to be trained to
develop an understanding and skills in using appropriate strategies that satisfy
student learning (Simsek & Balaban, 2010).
Moreover, there are manifestations that teaching science and mixing with a
teaching material and strategy was too hot to handle. This statement was supported
by the finding of Wood (2002) which emphasized that teachers in California High
School struggled in teaching science particularly Physics in a way the students can
truly understand the concepts.
Consequently, the effectiveness of one’s teaching approach may require the
use of tools, techniques and strategies to improve students learning and is
sometimes used in a quantitative way, being very effective or not effective (Drucker,
2006). This finding could be validated by the poor performance displayed by
students in Don Carlos National High School. The lack of appropriate materials,
effective strategy and focus of students has been becoming a perennial problem.
Therefore, this endeavor was conducted to offer solutions in improving the
academic achievement of students in science. The researcher would like to
introduce the use of strategic intervention material (SIM) as strategy in teaching
science lessons. Strategic intervention materials are instructional materials that
meant to teach the concept and skills. Materials are given to students to help them
master a competency based skill which they were not able to develop during the
regular classroom teaching.
The ultimate aim of SIM is to make students master the least learned
concepts in science. In doing so, once they mastered the concept they can easily
comprehend questions and answer it correctly, thus, better academic gain is
achieved. This research is anchored on the following theories; first, social
development theory by Vygotsky which says that social interaction profoundly
influences cognitive development; second is Bandura’s social learning theory which
posits that people learn from one another via observation, imitation and modeling;
and lastly, the constructivist theory by Bruner which suggests that learning is a social
process, whereby students constructs new concepts based on current knowledge.
It is a common observation that learning Physics, as a discipline creates a
negative feedback to most students in the secondary level. Physics is one of the
hated subjects in Science, which students would likely fail completing the necessary
requirements and get low performances in both academic and conceptual reasoning
skills. To many students, Science learning is never fun and the process is boring and
burdensome; thus, student achievement in this field is relatively low.
The Trends in International Mathematics and Science Study (TIMSS 2003)
which was conducted nine years ago revealed unsatisfactory results. The Philippines
ranked 42nd in Science out of 45 participating countries that were tested (Manila
Times, 2004). TIMMS result specifically in Physics has an international average of
45% correct answers and Philippine average of 30 %. This proved that vast majority
of Filipino students have performed below par in the Physics achievement test and
below the levels of most students from other countries based on the international
tests.
 The mediocre difference in the academic performance of students is also
evident in the results posted in the National Achievement Test given by the
Department of Education (DepED) to elementary and high school students. In the
year 2007, Physics posted an average of 51.8 %, 57.8 % in 2008 (Espinosa, 2012).
The results are far and below the criterion target set by the Philippine government
which is 75% (Lapuz, 2009) cited. This problem in the education system is now
being addressed by the government through adopting the K-12 program. This
program being implemented by the government extends the basic education
curriculum from 10 to 12 years. DepEd reasoned that it is high time to implement this
system in the basic education attributing the low achievement scores of students
nationally and internationally.
In the present situation of the Philippine Educational System, wherein there
are shortage in the classrooms throughout the country and scarce funds, not enough
to cater instructional materials needed in every science classroom. The primary goal
of teaching is to provide appropriate and effective instruction to students. Thus, a
Science teacher is responsible to devise and provide the necessary materials for use
in science classes (Dy, 2011). Teaching Physic is more productive when there are
available, sufficient, and strategically designed instructional materials suited for the
type of students. Instructional approaches may succeed or fail, they are dependent
to the learning needs of the students. Teachers must consider the students‘
emotional needs and their approaches to learning. Use of instructional materials has
a strong relationship with academic performance at the secondary students as
mentioned in Dahar( 2011).
Students in Don Carlos National High School are usually taught using the
traditional type of teaching. Developing instructional materials play an integral role in
the teaching – learning process. This action research addresses the need to
investigate the effect of the integration of SIM on the performance of the Grade 10
Aguinaldo students.
This paper aimed to find out whether the use of SIM (Strategic Intervention
Material) would improve the academic achievement of Grade 10 - Aguinaldo
students on selected topic in Physics. Specifically, this study aims to identify; 1. What
is the level of performance of the students in Sceince 10 before and after the
intervention? 2.Is there a significant difference of the students’ performance before
and after the intervention?
 REVIEW OF RELATED LITERATURE

Strategic Intervention Material, an instructional material for remediation

purposes is one of the solutions employed by the Department of Education to
enhance academic achievements of students performing low in the field of science
and technology. DepEd Memo No. 117, series of 2005 entitled ―Training Workshop
on Strategic Intervention Materials (SIMs) for Successful Learning. It provided
science secondary teachers the training in the preparation of SIMs. As part of
intensifying and developing strategic intervention materials as tool for remediating
poor performance in Science. The Department of Education included the SIM
making as one of the contests during science fairs in school, division, regional, and
national level competitions.
One of the most significant topics today in the field of educational research
specifically in the basic education is the learning approach adopted by the students
in learning a particular task. For educators, this approach should be considered and
applied most of the time in teaching (Lublin, 2010). One of the major concepts that
emerged from this research was the idea that students can take different approaches
to learning. Biggs (2003) defines good teaching as the encouragement of a deep
approach to learning.
In the light of this the paper was conceived. This study investigated the effect
of traditional teaching with the use of a strategic intervention material made by the
researcher to help improve students‘ performance considering the learning approach
they adopt in Chemistry. It is hoped that students‘ learning approach, from being a
surface learner to deep learner upon exposure to Strategic Intervention Material –
Based Instruction will be realized.
Strategic Intervention Material (SIM) Instructional materials are school
resource inputs (SRI), they include print and non – print items that are designed to
impart information to students in the educational process. Instructional materials also
include items such as kits, textbooks, magazines, newspapers, pictures, recordings,
slides, transparencies, videos, video discs, workbooks and electronic media
including music, movie, radio, software, CD – ROMs, and online services (Dahar,
2011). Instructional material plays a very important role in the teaching learning
process. It enhances the memory level of the students and makes the teaching –
learning process interesting (Nicholls, 2000; Raw, 2003).
At present, in the Philippine education system, intervention materials are
highly regarded as tools for remediating poor achievements of the learners. SIM or
Strategic Intervention Material refers to a teaching aid introduced into the teaching
methods to stimulate the activity of the students and thereby increased their level of
understanding (Dy, 2011). It is strategically prepared and designed for teaching
remediation for low achievers in the subject. It is given after the regular classroom
instruction to students who were not able to grasp the concepts of the subject matter.
A study Bunagan (2012) defined Strategic Intervention Material as meant to
re-teach the concepts and skills (least mastered). It is a material given to students to
help them master competency – based skills which they were not able to develop
during a regular classroom teaching. It consists of both learning strategies (for
students) and content enhancement (for teachers). It is a multifaceted approach to
help students to become independent and successful learners. He further
differentiated SIM and modules. This intervention material focuses on the skill not
mastered by the students during regular class. It does not involve pretest and
posttest and includes fun activities. Module, on the other hand, contained different
topics included in a given chapter and intended for regular classroom teaching and
distance learning. Module requires pretest and posttest and also includes fun
activities.
SIM increases and deepens students‘ skills in manipulation, knowledge or
thinking, understanding and observing the microscopic into macroscopic
representation of matter like atoms, molecules and ions which students believe as a
discrete representation of the existing matter and other related components of
science.
(Togonon, 2011).Strategic Intervention Material is an instructional material prescribed
by the Department of Education to improve students‘ performance in science
subjects.
To promote successful learning in the field of science and technology subjects
in both elementary and secondary among public schools, DepEd Memorandum No.
117, series of 2005, provided the teachers the training and workshop on how to
prepare this intervention material. As part of promoting the wide use of the material,
the Department of Education included SIM making that is open to all science
teachers as one of the contests in yearly science fair in the school, division, region
and national level competitions.
The Strategic Intervention Material (SIM) is divided into six parts taken from
the seminars and trainings attended by the researcher. The first part of the SIM is the
title card, this part of the SIM includes the specific chapter or the subject matter
covered by the material. The SIM that was used in this study is entitled
―Electromagnetic Wave which is considered least mastered skills in Physics. The
second part is the guide card. This section gives a preview of what students will
learn. This card should stimulate the interest of the students with respect to the topic
covered by the strategic intervention material. It presents the focus skills mentioned
in the learning competencies and must state at least two sub-tasks (activities). This
part must also cite prerequisite skills built on prior learning and concrete outcome or
product that students are expected to demonstrate or produce.
The third part of the SIM is the activity card. This section is considered the
heart of the Strategic Intervention Material. It consists of activities that will develop
understanding of the students related to the given objective of a specific lesson
stated in the guide card. It contains also guide questions for the students to answer
and relate the activity conceptually, that will be developed after completing the main
activity. This part also provides the objectives, students‘ exercises, activities, and
drills with clear directions to develop necessary skills in the three domains and
concrete concepts, particularly those drawn from real – life situations. It allows also
the students to organize based on the sequence of the focus skills and to make
discoveries and formulate ideas on their own. This section also consists of questions
that establish relationship between the topic and what students already know or
familiar to them.
The fourth part is the assessment card that is made up of activities and tests
concerning what the students learned from the previous activities of the SIM. This
test measures how much students learned from the given activities in the activity
card. It is made up of questions in different forms (multiple choice, interpreting graph,
identification, and matching type). This section determines the effect of this material
as a tool for teaching remediation.
The fifth part of the SIM is the enrichment card. This section provides practical
activities to be done by students related to the topic. This involves applications of the
topic in their daily life, in industry or in other technologies. The last part of the SIM is
the reference card which includes the title of the books, websites, or any other
electronic or printed materials. This part may be used by students as reference for
additional information concerning the topic covered.

OBJECTIVES OF THE STUDY

The main purpose of this study is to determine the effect of using

Strategic Intervention Material to Grade __ students to improve their academic

achievement in Science.

Specifically, this study seeks to answer the following questions:

1. What is the level of performance of the students in Grade __ in their

Science subject before and after the intervention?

2. Is there a significant difference of the students’ performance before and

after the intervention?

METHODOLOGY

Research Design

The study made use of quasi experimental design which is a non- equivalent
control group pretest- posttest design. Non- equivalent design is a good design when
you have access to one group for your experimental (Vockel, 1983). This design was
used by the researcher because the subjects of the study were intact group of the
grade __ students in (School).
This study used the pretest and post test to determine whether the
intervention is effective or not using a researcher-made questionnaire.

Locale of the Study

The study was conducted at (School). The school was headed by a principal,
supervising the thirty eight (38) teachers and two (2) non-teaching staff. The school
has a complete junior high school and senior high school.

Respondents of the Study

The respondents of the study were the __ who are officially enrolled in the
School Year _____________ of (School).

Sampling Procedure

Considering the limited number of Grade ________, total enumeration of the

population was used. Hence, sample size was 100% of the ____ responddents.

Instrumentation

The pretest and posttest was designed to measure the academic

achievement of grade seven students. The pretest and posttest both consist of a 25-
item test determines the level of academic achievement of the students in eclipse.
The subjects took the test twice with the same content of the test, pretest and
posttest. The pretest was administered to all subjects prior to the treatment. The
pretest was helpful in assessing student’s prior knowledge of eclipse and testing
initial equivalence among groups. A posttest was administered to measure treatment
effects. In addition, the results of the pretest and posttest scores were analyzed and
categorized using the scale below:

0 – 19.99% - Very Poor

20 – 39.99% - Poor
40 – 59.99% - Satisfactory
60 – 79.99% - Very Satisfactory
80 – 100% - Outstanding

Statistical Techniques

The study made use of quasi experimental design which is a non- equivalent
control group pretest- posttest design. Non- equivalent design is a good design when
you have access to one group for your experimental (Vockel, 1983). This design was
used by the researcher because the subjects of the study were intact group of the
grade 10 - Aguinaldo students in Don Carlos National High School.
Moreover, the researcher utilized questions which cover the topic in the
second quarter which is about the Electromagnetic waves based on the learning
competencies of the Department of Education. The test questions were checked and
validated by the master teachers of the science department. The pretest and posttest
was designed to measure the academic achievement of grade ten students. The
pretest and posttest both consist of a 25- item test determines the level of academic
achievement of the students in Electromagnetic waves. The subjects took the test
twice with the same content of the test, pretest and posttest. The pretest was
administered to all subjects prior to the treatment. The pretest was helpful in
assessing student’s prior knowledge of eclipse and testing initial equivalence among
groups. A posttest was administered to measure treatment effects.
Further, this study employed the following statistical tests in the treatment of
data. These were the mean and t- test for paired and independent samples. Mean is
being described as center of gravity of a distribution and is described as the common
score of the entire group. On the other hand, t – test for uncorrelated samples used
to test the significance of difference between the pretest and posttest mean scores in
the experimental and control group while t- test for paired samples used to test the
significance of the difference between the pretest and posttest mean scores within
each of the group.

DISCUSSIONS

In this section, the data gathered were carefully discussed, analyzed, and
interpreted using appropriate statistical tools. Table 1 describes the academic profile
of students in Don Carlos National High School in the second quarter. It was
displayed that students in the experimental group records a mean of 78.83 while the
control group registers a mean of 78.53. The performance of both groups was
described as fairly satisfactory. There was a slight difference on the grade of
students in the second quarter in both groups. This implies that the students in both
groups have an almost equal performance in the said subject. Therefore, an
intervention in improving their performance was highly desired or appropriate.

Table 1: Academic profile of students

Groups N Mean Descriptive

Interpretation

Control 48 78.5 Fairly satisfactory

Experimental 52 78.8 Fairly satisfactory

Table 2 indicates the significance of the difference between the pretest mean
scores of the students in experimental and control group in the topic electromagnetic
waves. The experimental group gains a mean score of 4.90 while the control group
earns a mean score of 4.83. There was a slight difference of .07. The performance of
both groups in the topic can be described qualitatively as poor. The computed t- stat
was .26 at 120 degrees of freedom and the p- value was .80 which was greater
than .05 in the level of significance. This means that the null hypothesis was
accepted which denotes that there was no significant difference between the pretest
mean scores of the students in the experimental and control group in the
electromagnetic waves.

Table 2: Test on the significance of the difference between the pretest mean
scores of the experimental and control group in Electromagnetic Waves.

Groups Mean QD N Df T-stat P-value Decision

Control 4.90 Poor 48 Reject HO

Experimenta 4.83 Poor 52 120 .25 .80 Accept Ha

l

The result above reveals that there was no significant difference in the pretest
means scores of students in both groups. This suggests that students from both
groups performed poor in the pretest in electromagnetic wave. In addition, this
implies that there is an equal performance in the two groups during the pretest.
Moreover, the findings was supported by Sahin (2010) which asserts that the effect
of any strategy or material on the academic achievement of student in any written
course found to be non- significant in the pretest scores of the experimental and
control group in the Written Expression Achievement Test.
Table 3 discusses the significance of the difference between the posttest
mean scores of the experimental and control group in electromagnetic waves. It
notes that the posttest mean score of the experimental group is 11.23 and 7.70 in the
control group. The performance of students in the experimental group is described
as satisfactory and poor in the control group. The computed t- stat was 8.11 at 120
degrees of freedom and the p- value was .000 which was lesser than .05 in the level
of significance. This implies that the null hypothesis was rejected which denotes that
there was a significant difference between the posttest mean scores of the students
in the experimental and control group in electromagnetic waves.

Table 3: Test on the Significance of the Difference between the posttest mean
scores of the experimental and control group in Electromagnetic waves.

Groups Mean QD N Df T-stat P-value Decision

Control 11.23 Satisfactory 48 Accept HO

Experimenta 7.70 Poor 52 120 8.2 .00 Accept Ha

l

The result reveals that there was a significant difference between the posttest
means scores of the two groups. This implies that students in the experimental
learned better than the students in the control group as indicated by higher mean.
Further, the exposure of students in the experimental group by the strategic
intervention material given has helped them master the lesson better than the
students in the control group.
Moreover, this result supports the view that the use of learning strategy
contributes to higher students’ academic achievement. Further, the findings of Iqbal
(2004) supports the idea above that the use of learning strategy is more effective as
teaching learning technique than traditional method.
The traditional method (lecture) that was employed in the control group also
suggests that there was a significant difference between the pretest and posttest
mean scores of the students. This signifies that students who were exposed to
traditional method have learned something in electromagnetic as indicated by an
increase in score during the posttest. The result was supported by the findings of
Vigor (2006) which implies that even without the integration of learning strategy, the
students achievement in any topic (mathematics) were enhanced.
The effectiveness of SIM as a strategy needs to be explored to measure its
relevance in teaching workplace. As shown in the table, it contributes greater gain on
the part of the students. Thus, it can be used as intervention strategy in making the
lesson easy to understand and mastery was achieved on the part of the students.
This idea was supported by the findings of Ceballos (2000) which says that
collaboration is a shared act by each member of the group and allows each member
to collectively gain knowledge and learn on their own. This statement is in line when
SIM was employed in the teaching process. Since SIM entails collaboration on the
part of the students. Thus, students learned best if there is collaboration among the
members of the group.

CONCLUSIONS

Based on the findings of the study, the following conclusions were drawn:
1. The academic profile of the two groups was described as fairly satisfactory.
2. There was no significant difference in the pretest mean scores of students
in
the experimental and control group in the topic electromagnetic waves. Both groups
performed poor in the pretest due to the lack of exposure to the topic.
3. There was a significant difference in the posttest mean scores of students
in the experimental and control group in the topic electromagnetic waves. The
experimental group obtained a satisfactory performance in the posttest while the
control showed a poor performance. The better performance in the experimental was
attributed to the utilization of SIM that made students gained significant learning,
thus, improving their performance. On the other hand, the control group also
demonstrated significant increase in their performance with the use of traditional
method.
4. There was a significant difference in the pretest and posttest mean scores
of students in the experimental and control group in the topic electromagnetic waves.
Experimental group recorded a higher pretest and posttest mean scores than the
control group. Both groups showed a poor performance in the pretest while the
experimental gained the upper hand in the posttest by demonstrating a satisfactory
performance compared to the control group.
5. There was a significant difference in the mean gain scores of students in
the
experimental and control group in the topic electromagnetic waves. The
experimental group tallied a higher mean gain scores than the control group. Both
groups achieved poorly in the topic electromagnetic waves.
 RECOMMENDATIONS

Based on the conclusions of the study, the following are suggested:

1. Since the use of Strategic Intervention Material (SIM) yield a better
performance on students, teachers should adopt it as a strategy or instructional
material in teaching science lessons.
2. The Department of Education must intensify their campaigns in improving
the NAT result of the students by engaging teachers in this kind of material.
3. Each teacher should be required to make a SIM every grading period.
Exposure to this kind of activity will make lessons meaningful and easy to
understand.
4. The conduct of similar studies in other areas is recommended to validate
the external validity of the findings.

REFERENCES

Aguele A. (2010) http://www.brighthubeducation.com/special-ed-

inclusionstrategies/103030-understanding-remedial-teaching/Understanding
and Tips to Teach Remedially

Beran, M. (2005), Chemistry Problem Solving Performance and Strategies of Deep

and Surface Learners: An Analysis. Unpublished Masters Thesis.
Technological University of the Philippines.

Broderick, C.(2012) Research in the Use and Purpose of Instructional Materials.

(http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_195604_brode rick.pdf)

Broderick, C.(2012) Research in the Use and Purpose of Instructional Materials.

(http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_195604_brode rick.pdf)
Broughton, G. (2004) Teaching English as Foreign Language, 2nd Edition.
London: Routledge

Bunagan F. (2012) http://www.slideshare.net/felixbunagan/strategicintervention-

http://84.22.166.132/learning-and-teaching-theory-guide/deep-and-
surfaceapproaches-learning.html
Chingos, M. (2012) http://www.brookings.edu/~/media/research/files/reports/2012/4/
10%20curriculum%20chingos%20whitehurst/0410_curriculum_chingos
_whitehurst.pdf

Dahar, M (2011), Effect of the Availability and the Use of Instructional Material on
Academic Performance of Students in Punjab (Pakistan), Euro Journal
Publishing Inc.

Daluz Ma. L. C.(2003)―Problem Solving - Skills and Physics Achievement of Deep

and Surface Learners‖ Unpublished Masters Thesis. Technological University
of the Philippines.

Dy, L. (2011) http://jhody.hubpages.com/hub/TEACHING-PHYSICSTHROUGH-

STRATEGIC-INTERVENTION-MATERIALS-SIM

Escoreal, A. (2012), Strategic Intervention Material A Tool to Reduce Least Learned

Skills in Grade Four Science.

Espinosa, A. (2012), Career – Oriented Performance Tasks: Effects on Students‘

Critical Thinking, Process Skills and Interest in Chemistry. Unpublished
Master‘s Thesis.University of the Philippines Diliman.

Espinosa, A., Monterola, S, &Punzalan, A. (2013). Career-Oriented Performance

Tasks in Chemistry: Effects on Students‘ Critical Thinking Skills. Education
Research international.Volume 2013, Article ID 834584, 10 pages.
http://dx.doi.org/10.1155/2013/834584.

Espinosa, A., Monterola, S. &Punzalan, A. (2013). Career-Oriented Performance

Tasks in Chemistry: Effects on Students‘ Integrated Science Process Skills.
Cypriot Journal of Educational Sciences 8(2), 211226.http://www.world-
educationcenter.org/index.php/cjes/article/view/8.2.6.

Fonseca, J. (2006). Secondary student perceptions of factors affecting failure in

Science in Portugal. Eurasia Journal of Mathematics, Science and Technology
Education. https://doi.org/10.12973/ejmste/75455.

Lublin, J. (2012) http://www.doceo.co.uk/heterodoxy/surface.htm date accessed

11/19.2012Centre for Teaching and LearningGood Practice in Teaching and
Learning Deep, surface and strategic approaches to learning.

Miguel, F. ((2012), Achievement and Retention of Learning of Deep and Surface

Learners Exposed to UBD – based Teaching of Integrative Biology.(Ramon
Magsaysay HS – Manila) Unpublished Masters Thesis. Technological
University of the Philippines.

NAT Overview and 2012 Test Results.Department of Education. National Education

Testing and Research Center. Retrieved from www.depedqc.ph.

Rondon, S. (2013), Computer Game – Based and Traditional Learning Method: A

 Comparison Regarding Students‘ Knowledge and Retention, Univ. of Sao
Paulo, Brazil.

SIM 101: The Basic of Developing Strategic Intervention Materials for Classroom
Use.
Retrieved from http://tsoktok.blogspot.com/2011/08/sim-101-
basicofdevelopingstrategic.html)

Simsek, A., & Balaban, J. (2010). Learning Strategies of Successful and

Unsuccessful
University Students, Contemporary Educational Technology, 1 (1), 36-45.

Togonon, I. (2011), Development and Evaluation of Project – Based SIM (PB – SIM)
in Teaching High School Chemistry.Unpublished Masters
Thesis.Technological University of the Philippines.

Tonel (1997)The Effect of Teacher Resource Material in Physics on the Achievement

of Deep and Surface Learners.Unpublished Masters Thesis. Technological
University of the Philippines.

Vygotsky, L. (1978). Mind in society: The development of higher psychological

processes. Cambridge: Harvard University Press.

Wood, D. (2002). Teaching with internet based resources increase internet learning.
Retrieved on August 9, 2013 from article printed to suite 101.com.