Chapter 1,2,3,4

UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)

City of Iriga
SCHOOL OF GRADUATE STUDIES AND RESEARCH
Chapter 1
THE PROBLEM
Introduction
Science education has played and contributed to the improvement of the
life of people over the years. In fact, what would the world be, without Science?
How would people live without Science? Science education prepares students to
communicate effectively as educators and researchers in order to lead future
generations in science and technology education.
To address the need to develop science and technology performance of
students, the Philippine government encourages schools, public and private to
adopt science curriculum in response to Republic Act 76781 which utters that the
state shall give priority to research and development, invention, innovation and
their utilization, and to science and technology education, training and services. It
shall support indigenous, appropriate, and self-reliant scientific technological
capabilities and their application to the country’s productive systems.
The Department of Education (DepED), as the lead agency in Science
education, in its ongoing efforts to lift the quality of education in the country,
implemented the K to 12 curriculum under the Republic Act No. 10533 series of
20122, also known as the “Enhanced Basic Education Act of 2013” which aims to
upgrade the country’s education system. Aside from having competent and
skillful teachers in line with the K to 12 program, we also need to develop

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effectual instructional materials that are aligned to the requirements of the 21st
century learning, thus, will enable the learners to cope up with these educational
changes for a life-long learning and reverse the current backward science and
technology situation of the country.
The Department of Education also gives so much emphasis in innovation
primarily in science education by giving trainings, seminars, scholarships, and
programs that will make learning more meaningful for students and for teachers
to further enhance their skills and competencies. An example of this is the
National Training on Strategic Intervention Materials Development in summer of
2005. The training workshop aimed to enhance teachers’ skill in test analysis and
interpretation and capacitate them in developing various intervention materials
for remediation and enrichment of learning.3
Moreover, an In-Service Training on the Development of Strategic
Intervention Materials (SIM) in Science was held in August 2017 in Davao City.
The objective of the training is to capacitate teachers with the skills and know-
how in designing and constructing science strategic intervention materials that
effectively address least mastered competencies and difficulties of learners. 4
Locally, the Iriga City Division conducts SIM-making contests for teachers
every September. Winners will represent the division in Bicol Regional
Patiribayan Festival cognizant to DepED’s pursuit of achieving quality education

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in the region with the use of various school resources designed to impart
information to students.
Despite all of these efforts of the government, science education in the
Philippines are far behind compared to other countries in terms of instruction and
research. The lack of science education competency is reflected on the poor
quality of basic science instruction as shown on the low achievement scores of
Filipino students in various tests. The researcher hopes to improve this result
with the help of this Strategic Intervention Materials.
Teaching preparation of school teachers in science is also a factor in
learning. There is only a small fraction of teachers in high school that is qualified
and capable to teach Physics, Earth Science, Chemistry, and Biology. Although
these numbers have increased due to scholarship efforts of the Department of
Science and Technology (DOST), there is still a need to have programs for the
continuing professional development such as training programs and conferences.
Without our industries, science and engineering graduates will not even be able
to find suitable engineering and science work in the country. It is in these reasons
that encouraged the researcher to develop the strategic intervention materials
(SIM) as the output of this study.
This study therefore intends to develop strategic intervention materials in
Science 8 in the context of the K to 12 curriculum that will help the students
overcome their least mastered competencies and master the subject matter. As a
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Science 8 teacher, the researcher is much apprehensive on how to improve the
students’ performance in the four learning areas of science namely: Physics,
Earth Science, Chemistry, and Biology. This will help them enjoy science through
easy as well as challenging activities prepared for them which they will find useful
within and outside the school. Same with, the fun of this fundamental tool will
leave a mark on their minds which will be of great help in understanding that
science is an integral part of daily life.
Theoretical Framework
This study is anchored on two theories which have bearing on the problem
being studied. These theories are: Constructivist Theory of Learning of John
Dewey and Lev Vygotsky and System’s Approach of Instructional Design
Theory of Walter Dick and Lou Carey. Figure 1 shows the theoretical paradigm
of the study, the Science Key Intervention Theory (Science KIT).
Constructivist Theory of Learning of John Dewey5 rejects the notion
that schools should focus on repetitive, rote memorization. Instead he proposed
a method of "directed living" in which students would engage in real-world,
practical workshops in which they would demonstrate their knowledge through
creativity and collaboration. Students should be provided with opportunities to
think from themselves and articulate their thoughts. Furthermore, Lev
Vygotsky6 pioneered research in learning sciences and made a strong argument
for the need for students to demonstrate their knowledge by creating

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explanations and interpreting their work for others. To Vygotsky, teachers served
as mediators who coached and encouraged students to formulate their own level
of understanding. Each student has a base level of knowledge, but they can
increase it by practicing what they know well and adding onto it.
The System’s Approach of Instructional Design Theory by Walter
Dick and Lou Carey is systematic in nature. The model addresses instruction as
an entire system, focusing on the interrelationship between context, content,
learning, and instruction. According to Dick and Carey, “Components such as the
instructor, learners, materials, instructional activities, delivery system, and
learning and performance environments interact with each other and work
together to bring about the desired student learning outcomes”. 7
With the insights gained from the aforementioned theories, the researcher
theorizes that achievements of the students can be improved with the use of
various learning activities through the use of different instructional materials such
as strategic intervention materials.
Since the strategic intervention materials used by the students involved
several parts wherein the students worked on, it is in this context that learner-
teacher interaction was observed. It follows from this; constructivists maintain
that learners need to be empowered and to have control over the learning
process, so the teacher serves as facilitator of learning.

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CONSTRUCTIVIST THEORY OF SYSTEM’S APPROACH OF

LEARNING of John Dewey and INSTRUCTIONAL DESIGN THEORY
Lev Vygotsky of Walter Dick and Lou Carey
SCIENCE KEY INTERVENTION THEORY

(Science KIT)
Lacbay’s Theory
Figure 1
THEORETICAL PARADIGM
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And the researcher’s theory named as Science Key Intervention Theory
(Science KIT) premises that the learning environment should be deluged with
new products, instructional media, curricular materials and kits, tools, and
modern equipment that can be utilized maximally to facilitate the presentation of
science concepts with ease and accuracy, and then the desired output on high
performance level can be attained. Instructional tools such as the use of strategic
intervention materials serve as key intervention in teaching science in a more
meaningful way.
The interlinking relationships of the two famous learning theories such as
Constructivist Theory of Learning and System’s Approach of Instructional Design
Theory as well as the researcher’s theory named as Science Key Intervention
Theory (Science KIT), rests on students’ achievement. It is in the use of the
Strategic Intervention Materials where these theories would surface from among
the students. It unifies the concept of teachers as facilitators of learning and the
construction of instructional materials which includes student-centered activities.
It emphasizes the importance that students should be given a chance to learn in
an environment where there is no teacher dominance. To be able to meet the
challenges of modern science instruction, much of the development in science
education has to do with how science is taught. It is worthwhile to try new modes
of teaching where the main benefactor are the learners.

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Conceptual Framework
The researcher used system approach in its conceptualization
emphasizing the input, process, and output.
Input. The inputs of this study are the least mastered learning
competencies (LMLC) in Science 8 based from the results of the teacher-made
test. The LMLCs were the following: Light and Sound, Beyond the Earth, Periodic
Table of Elements, and Heredity.
Process. This includes the analysis of the least mastered learning
competencies based from the results of the teacher-made test. It also includes
the preparation and curricular validation of the strategic intervention materials.
Output. Based from the data, strategic intervention materials in Science 8
in the context of the K to 12 curriculum is prepared for students to overcome their
least mastered competencies and master the subject matter.
The recommendation is sent back to the concerned personnel as
indicated by the feedback loop shown. The feedback loop provides a
mechanism for further development of the study. If the result indicates needed
changes, then the input needs modification to increase effectiveness or
efficiency. On the contrary, if the effect of the use of the strategic intervention
materials is positive, then continuous improvement may still be made to adapt to
curricular changes when deemed necessary. The conceptual paradigm is
presented in Figure 2 which serves as the research guide for the study.
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INPUT PROCESS OUTPUT
The least 1. Analysis of the

mastered least mastered STRATEGIC
learning learning INTERVENTION
competencies in competencies. MATERIALS
Science 8 based
2. Preparation of (SIM) IN
from the results
of the teacher- the Strategic SCIENCE 8 IN
made test were Intervention THE CONTEXT
as follows: Materials. OF THE K TO 12
Light and Sound, 3. Curricular CURRICULUM
Beyond the validation of the
Earth, Periodic Strategic
Table of
Intervention
Elements, and
Materials.
Heredity.
FEEDBACK
Figure 2
CONCEPTUAL PARADIGM
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Statement of the Problem
This study aims to develop Strategic Intervention Materials in Science 8 in
the context of the K to 12 curriculum. Specifically, it sought answers to the
following questions:
1. What are the least mastered learning competencies in Science 8 based
from the results of the teacher-made test?
2. What strategic intervention materials can be developed based from the
least mastered learning competencies in Science 8?
3. Is the developed strategic intervention materials for Science 8
curricularly valid?
Assumptions of the Study
This study was premised on the following assumptions:
1. There are least mastered learning competencies in Science 8.
2. Strategic Intervention Materials can be developed based from the least
mastered learning competencies in Science 8.
3. The developed strategic intervention materials in Science 8 are
curricularly valid, based from the guidelines in evaluating strategic intervention
materials prepared and issued by the Department of Education.
Significance of the Study
The findings of this study will be beneficial to the following:

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Teachers. This material will surely help teachers in teaching science
concepts in Grade 8 students because of its interesting activities, designs, and
structures aligned in the K to 12 curriculum. It can be use in assessing students
thru answering the activity cards in this material. Also, they may modify learning
materials presented herein based on the needs of their students. It will help them
facilitate teaching in a more interesting way and will help them enhance
competence and effectiveness as a science teacher.
Students. This material will enhance and deepen the knowledge and
skills of the students for scientific pursuits. Increased learning is achieved
through the use of these materials by keeping them exposed to various learning
activities aligned in the K to 12 curriculum that will surely hone their critical
thinking skills. They are the main benefactor of this study, thus, will help them
overcome their least mastered competencies and master the subject matter.
School Heads and Administrators. As the head of the school, these
instructional materials would be of great help to them in the formulation of
policies that will encourage other teachers to use strategic intervention materials
in their teaching pedagogy.
School. This strategic intervention materials may serve as a source of
information for both teachers and students that will contribute to the whole
development of the school.

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Department of Education (DepED). Results may prove worthwhile for
the Department of Education to come up with policies and guidelines that should
be adopted and implemented to all schools in order to uplift science education in
our country.
Future Researchers. Other researchers may use these materials as their
guide in developing their own research studies in the future.
Strategic Intervention Materials Writers. Other strategic intervention
materials writers can refer to the materials presented herein for the benefit of
their endeavor.
Scope and Delimitation
This study aimed to develop strategic intervention materials in Science 8
in the context of the K to 12 curriculum. It includes the least mastered learning
competencies in Science 8 based from the results of the teacher-made test
conducted to the Grade 8 students of University of Saint Anthony, Iriga City
School Year 2016-2017. The constructed strategic intervention materials in
Science 8 is validated using the guidelines in evaluating SIM, based from the
standardized criteria prepared and issued by the Department of Education.
Definition of Terms
For clarity in the interpretation and understanding of this study, the
following terms are defined.

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Activity Card. The activity card provides the activities or tasks that the
learner should undertake in order to develop a skill. The activities are drawn from
the subtasks taken from the identified least mastered learning competencies.
Answer Card. The answer card contains the answer to the questions or
problems found in the activity card, assessment card, and enrichment card. This
is a part added by the researcher to employ self-evaluation and encourage
responsibility for self-learning of the students.
Assessment Card. The assessment card helps the learner measure
his/her level of mastery of the skill upon completion of the tasks.
Curricular Validity. It refers to the evidence of test validity shown by
agreement between content and curricular objectives. 8
Department of Education (DepED). The executive department of the
Philippine government responsible for ensuring access to promoting equity and
improving the quality of basic education.9
Enrichment Card. The enrichment card extends learning by providing
additional exercises for further application of knowledge or skill.
Guide Card. The guide card presents the big picture. It gives an overview
of the lesson, presents the focus skills, engages the learner’s interest, and leads
the learner towards the performance of the tasks.

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K to 12 Curriculum. The K to 12 program covers Kindergarten and 12
years of basic education to provide sufficient time for mastery of concepts and
skills, develop lifelong learners, and prepare graduates for tertiary education.10
Least Mastered Learning Competencies (LMLC). As used in the study,
are the topics or competencies in Science 8 that the students are finding difficulty
based from the results of the teacher-made test, thus, requiring the use of
intervention materials in order to attain mastery learning among students.
Reference Card. The reference card provides additional content to the
coverage of textbook, definition of terms, important concepts, or needed
illustrations. It may also list resources that the learner may refer for further
reading. The resources may be books, magazines, other reading materials, and
internet resources.
Spiral Curriculum Approach. A course of study in which students will
see the same topics throughout their school career, with each encounter
increasing in complexity and reinforcing previous learning. 11
Strategic Intervention Materials. Strategic intervention materials,
popularly known as SIM in Philippine education is an instructional material meant
to teach concept or topics which are considered least mastered by the
students.12
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Teacher-Made Test. As used in the study, is defined as the test made by
the teacher which can assess and gain perspective on the least mastered topics
of the students.
Title Card. This card shows at a glance, what a particular intervention
material is all about. It contains terms which directly connect the learner to the
concepts to be learned and skills to be acquired.
Validation. It is the process of determining the effectiveness of the
strategic intervention materials through the results of the evaluation.
Review of Related Literature and Studies
This is the presentation of review of related literature and studies which
the researcher found to be relevant to the present study. The related literature
and studies helped the researcher conceptualize and operationalize the variables
from which the study was anchored from.
Strategic Intervention Materials
Improving the science education has been one of the major concerns of
the 21st century; hence, it must be given proper attention. According to Manila
Times13, apart from few universities in the Philippines that shifted their calendar
year to August, nothing much has changed as student-teacher and student-
classroom ratios have not improved.
Classrooms are scarce, but the situation for science laboratories is even
worse. The Department of Education reports a serious lack of science

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laboratories in both elementary and high schools all over the country. According
to DepED data, in regions III, IV-A, X, XI, and XII, only one school has a science
laboratory out of every 10 public elementary schools. In the National Capital
region, this ratio is 3 laboratories for every 10 elementary schools. The public
elementary schools in the other regions don’t have any science laboratory to
facilitate science learning.
Preliminary results from a survey done by Raymond Pingol from the
Versatile Instrumentation System for Science Education and Research (VISSER)
project show that only around 20% of high schools have laboratories with non-
traditional “modern” equipment. Unfortunately, these “modern” equipment are
typically no more than the combination of a computer and an LCD projector.
The lack of science education facilities is reflected on the poor quality of
basic science and math education seen by the low achievement scores of
Filipino students in various tests. The passing rate for the national achievement
test (NAT) for grade 6 is only 69.21%. This was already a 24% improvement
compared to the 2005-2006 passing rate but is still below the passing rate of
75%. On the other hand, the NAT passing rate for high school is 46.38% in SY
2009-2010, which is a slight decrease from 47.40% in SY 2008-2009.The last
time we participated in international surveys like the 2003 Trends in International
Mathematics and Science Study (TIMSS), the Philippines ranked 34th out of 38
countries in HS II Math and 43rd out of 46 countries in HS II Science; for grade 4,

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the Philippines ranked 23rd out of 25 participating countries in both math and
science. In 2008, even with only the science high schools participating in the
Advanced Mathematics category, the Philippines ranked lowest among 10
countries.
Teaching preparation of public school teachers in science is also a factor
in learning. There is only a small fraction of teachers in high school that qualified
and capable to teach Physics, Chemistry, Biology, and Mathematics. Although
these numbers have increased for public schools due to scholarship efforts of the
Department of Science and Technology (DOST), there is still a need to have
programs for the continuing professional development such as training programs
and conferences. The implementation of the K to 12 basic education program
does not bode well for science education. Science education will start only at
Grade 3, which is not comforting for the improvement in basic science and math
education. We need to develop critical thinking skills of our Filipino students at an
early age. The time allotment for laboratories and non-lecture activities is also
limited.
According to the United Nations Educational, Scientific, and Cultural
Organization (UNESCO) Science Report of 2010 on the Philippines, there were
only 81 researchers in research and development per million people in 2009.
Without our industries, science and engineering graduates will not even be able
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find suitable engineering and science work in the country. Thus, they are rarely
allowed to contribute to the industrialization of the country.
Problems at the Philippine Atmospheric, Geophysical, and Astronomical
Services Administration (PAGASA) reflect this sorry state. Last year, PAGASA
Administrator Dr. Nathaniel Servando resigned from his public post after 23 years
of service to teach in Qatar. This year, more PAGASA weathermen resigned to
work as airport weather forecasters and communications specialists in Qatar.
These experts deferred their plans to quit last year since the government
promised to make their compensation equal to that paid to people working in
high-risk conditions. Those who stay are exposed to high risk jobs as the recent
news of scientists from the Bureau of Soils and Water Management who died in
a plane crash while on their cloud seeding activity. A weather specialist was
reported to have died during the height of the storm surge in Tacloban City when
Super typhoon Yolanda hit the place. He stayed behind to continue his work in
tracking the storm.
The whole PDAF scam have showed that the Philippines have billions of
pesos that should be channeled for the improvement of our public school science
laboratories, training programs of our public school teachers, and benefits for our
science workers. The Magna Carta for Science and Technology workers has yet
to be fully implemented to provide more benefits for those who stay here to work.
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The government’s plan for improving science and math education remains
limited to scholarships and a few projects. This must be improved and expanded
to address not only the supply side of science experts but also to build industries
that will utilize them. We need radical solutions to reverse the current backward
science and technology situation of the country.
According to Rodrigo14, strategic intervention materials are conceptualized
and designed to aid the teachers in providing the pupils the needed support to
make progress in studies. These will increase and deepen the skills, knowledge,
and understanding of the child in various subject areas not only in science and
math but also including various learning areas in the curriculum.
Strategic intervention materials can give the opportunity to explore various
ideas and concepts that would enrich their understanding of varied subject
matters that sharpen their competencies. Furthermore, the strategic instructional
materials tend to re-teach the lessons which are not so much clear to the
learners and to help them gain mastery of the skills.
Each intervention material contains five parts such as the guide card,
activity card, assessment card, enrichment card, and reference card.
The guide card stimulates the pupil’s interest on the topic discussed and
gave a preview of what they would learn. The activity card translates the focus
skills in at least three activities. The assessment card provides exercises, drills or
activities that allow pupils to assess their understanding of what they have
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learned correct errors when appropriate and monitor their learning and use
feedback about their progress. The enrichment card provides activities that
reinforces the content of the lesson and provides opportunities for the pupils to
apply what they have learned to other subject areas or in new contexts. Finally,
the reference card provides further reading to the pupils.
Moreover, the strategic intervention materials guarantee alignment of
activities with the tasks/objectives, keep the activities short and simple, provide a
variety of activities to cater to the diverse learners; provide number of activities
so that the learner can have enough practice in developing the skill and focus on
the least mastered skills.
In addition, the designs of the strategic intervention materials are attractive
and eye-catching that is why a lot of teachers are encouraged to use them in the
teaching-learning process. The benefit of the strategic intervention materials is
not only for the teacher’s convenience and system in teacher but also for the
easy grasp of the learners.
There is a body in the Department of Education called the Instructional
Materials Council Secretariat (IMCS). According to The Philippine Star15, it
“provides technical assistance to the Instructional Materials Council in the
formulation and adoption of policies and guidelines, in the development,
evaluation, and procurement of textbooks and other instructional materials.” Its
mission is “to ensure that good quality and reasonably priced instructional
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materials are made available or provided to all public elementary and secondary
schools when and where they are needed.” Its vision is that there are “quality
instructional materials for students in public elementary and secondary schools.”
Since it was formed, the IMCS has been the center of various
controversies about errors in textbooks and corruption in procurement. In 1990,
even the Congressional Commission on Education (EDCOM) that was
responsible for setting up the trifocal system of education that we have now
(DepED, CHED, and TESDA) strongly criticized IMCS for its failure to provide
quality textbooks to public school students.
The problem lies not only in the persons that staff the IMCS. One can
reasonably argue that IMCS is understaffed, that it does not have a budget
proportionate to its importance in the country’s educational system that it
sometimes does have persons whose integrity is not beyond question. But that is
looking only at the trees and not at the wood. The real problem with IMCS is that
it is a secretariat that has no council. It is supposed to serve a council, but the
Instructional Materials Council (IMC), except for a rare meeting or two, does not
exist. The IMC was created as an afterthought. The name first appeared in 1983
in the General Appropriations Act, when the Textbook Council created by
Executive Order (EO) No. 806 in 1982 was listed as an Instructional Materials
Council. That seems, to my non-lawyer’s mind, a bit funny, since the IMC was
not created by a law nor an EO, but merely by a typist.

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In 1985, the DepED (then named Ministry of Education, Culture and
Sports or MECS) tried to justify the renaming of the Textbook Council through
MECS Order No. 64. On 30 September 1993, then President Fidel Ramos finally
issued EO 127, which “revitalized the Instructional Materials Council by
redefining its functions” and made it legal. This EO listed the members of the
IMC, namely, the Education Secretary, the Administrator of the Instructional
Materials Development Center (now the National Book Development Board), the
Director of Elementary Education, the Director of Secondary Education, and “two
(2) other members to be appointed by the President.” The IMC was given several
powers, the most curious of which is to “approve textbooks for use in private
elementary and secondary schools.”
That power given to IMC will surely raise not just the eyebrows but the
blood pressure of private school administrators. Private Higher Education
Institutions (HEIs) with academic freedom, which are now thinking of establishing
Senior High Schools, have yet another thing to worry about.
Of course, in our country, laws are made to be ignored. As far as I know,
this particular provision of EO 127 has never been implemented, but as even
non-lawyers know, “dura lex, sed lex” (the law may be tough, but it is the law).
Needless to say, as a private school administrator, I will be the first to object to
the implementation of this provision, but I will leave that battle for another day.
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The most important function of IMC is to “select and prescribe textbook
and supplementary and reference books for use in public elementary and
secondary schools.” This means that the IMCS has absolutely no authority to
decide on whether a textbook can be purchased by the DepED or not. That
authority resides only in the IMC. The IMCS is only a secretariat. Like any other
secretariat of any other body, public or private, it is supposed merely to
implement what the policy-makers decide. The IMCS is usurping the authority of
the IMC. In 2005, I was asked to be one of the two appointive members of the
IMC. We met once (or perhaps, I was invited only once because I was much too
vocal). During that meeting, we made decisions about some textbooks being
proposed for adoption in public schools. At least during that meeting, the IMC
actually did what it was supposed to do. That was a decade ago.
The Department of Education recently issued a textbook call for learning
resources for the K to 12 curriculum. Philippine publishers are now urging the
Department of Education to lift a moratorium on the procurement of
supplementary materials. We are, once again, getting lost in the trees. We
should not forget the fundamental questions. Who or what exactly is authorized
by law to approve textbooks and other learning materials for public schools? Who
now constitute the IMC? What is the IMCS a secretariat of?
Tan16 emphasizes that, “in the Philippines, the secondary science
education curriculum has been reformed towards providing greater opportunities

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for students to realize that principles studied in class are relevant to everyday
life.”
Paulsen17, found out that majority of the students studied, held favorable
attitudes towards activity approach. The author also found out that the students’
achievement through approach correlates less highly with that of the other
subjects.
Salandanan18 presents a number of widely tested and adjusted effective
methodologies and techniques of teaching science. They are experimenting,
demonstrating, reading, field trips, discussion, using audio aids, preparing special
reports, resource persons, constructing projects, and collecting.
Arena19 examines the process of focusing on the higher order thinking
skills and the role those relevance players in their acquisition. The author argues
that an open inquiring style of instruction appears but suited to stimulating the
leaning of process skills because it allows pupils to purchase problems of
genuine relevance.
Basa20 discovers that the problems met by teachers in the teaching of
science are caused generally by the difficulty of the teachers in following the
curriculum guides. In all of the schools where the study has been conducted
there is difficulty in providing materials for instruction in science.
Adiong21 dealt on the perceptions of teachers on the frequency of their use
of teaching approaches and strategies.

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According to Villa22, teachers together with the parents should exert efforts
in analyzing further situations that will improve the learning skills of the pupils. In
this case, the role of the teachers is important as the link between the parents
and pupils behavior on improving their cognitive learning skills.
Previous studies about the educational achievement in Science of
developing countries has been rooted from the effects of the use of instructional
materials over teaching practices and other classroom strategies.
Lam23 enumerated different ways to be an effective teacher: (1) know the
materials for teaching, (2) organize and articulate material in manner
understandable to students, (3) manage the students to maintain their attention
in learning.
McKinney24 encouraged teachers to avoid over reliance on textbooks. This
according to him can reinforce through some device. He suggested the use of
circulating books that contain materials and supplies which are prepared-oriented
and age-oriented. Likewise, it should be hands-on science activities.
Ornstein25 conceives the idea that the type of instructional aides to be
used must be considered by the teacher in light of the purpose of the learning
activity. It should motivate the students, provide varied learning experiences,
allow for different interests, contribute to understanding, reinforce learning,
encourage participation, and provide experiences changing attitude and feelings.
Thus, it is necessary that teachers working together with their administrators

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should design a curriculum that focuses on science process skills and through
directed inquiry.
According to Berger26 when making a presentation, it is important to use
transition or to show how one has organized his ideas. Transitions are the words,
phrases, or sentence that one used to connect ideas in a clear and logical way.
The use of transition helps listeners follow lesson progress as the teacher moves
from one idea to another or from one part of presentation to another.
Lardizabal27 stated that the instructional material are considered
inseparable partner of instructional methods. Such materials cannot be divorced
by methods. Like the man of the house, methods provide direction and unity in
the teaching process, and visual materials like the woman of the house with
attraction, spice, and gentle touch to the teaching-learning situation.
Rosenshine28 gives several suggestions for teacher presentation.
Materials should be presented in small steps so that one point can be mastered
by students before they proceed to another. Many varied examples of new skills
or concepts should be provided.
William29 explains that teacher should respond differently in learning
situation, applying methods in a unique way in relation to teaching style.
Dewey30 pointed out that learning is good when it provides learning
experiences or situations that will insure understanding. It requires a rich

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environment of instructional materials and devices that will stimulate thinking and
challenge the attention of learners.
Kaslan and Store31 emphasize that teaching science; learning activities in
the teaching-learning process provide learners with the opportunities to develop
critical thinking.
Japson’s32 analysis on teacher-student interaction reveals that too much
teacher talk giving facts and explanation will not develop thinking skills and
scientific attitudes among students. As this prevails, silence and confusion are
always exhibited in the classroom and students are stimulated to respond only by
giving a yes or no answer and statement of facts.
Furthermore, Gultiano33 conducted a study on the “Effects of Strategic
Intervention Material on the Academic Achievements in Chemistry of Public High
School Students”. Results have shown that the strategic intervention materials
are effective in mastering the competency based – skills in chemistry based on
the mean gain scores in the posttests of the experimental and control groups.
Intervention materials contributed to better learning of the concepts among
students. Posttests and maintenance tests indicated that students who were
taught with material employing the causal style of discourse had significantly
better retention of facts and concepts and were superior in applying this
knowledge in problem- solving exercises. The strategic Intervention materials
were effective in teaching competency-based skills. There was significant

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difference between the mean scores in the posttests of the experimental and
control groups. The experimental group performed better in the posttest than the
control group. The experimental and control groups performed at the same level
before the experiment. The two groups of respondents had the same level of
Mental Ability before the treatments.
Dy34 focuses on the preparation, validation and testing of the effectiveness
of Strategic Intervention Materials in Science IV – Physics to the students in
Marcial O. Raňola Memorial School, Guinobatan, Albay. Results shown that the
mean percentage score (MPS) in Science in 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. The prepared 12
Strategic Intervention Materials in Science IV possess curricular validity.
Furthermore, the achievement of the students in the experimental group who
were exposed to the Strategic Intervention Materials is higher and better
compared to the students taught in the traditional approach both in the first and
second grading periods. Thus, there was a significant difference in the
achievement of the students in the control group and experimental group.
Also, Monge35 conducted a study on the construction and validation of
strategic intervention materials on selected topics in high school chemistry
wherein results shown that the use of strategic intervention materials makes the
learning more meaningful and engaging.

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Fernandez36 emphasizes the need for science teachers to consider
strategies which will enhance the development of science process skills through
directed inquiry in the students.
Guanson’s37 study involved the preparation and validation of instructional
modules in teaching Science and Technology III in the Public Secondary Schools
of Iriga City Division. It utilized the descriptive and creative methods of research
in the preparation of instructional modules while its validation was made by
means of curricular and statistical validation technique.
Espinosa38 focused on the study about “Strategic Intervention Material-
Based Instruction, Learning Approach and Students’ Performance in Chemistry”.
This study explored the learning approach adopted and attempted to investigate
the effect of Strategic Intervention Material-Based Instruction (SIM-BI) on the
performance of students in high school Chemistry. It utilized the pretest-posttest
pre-experimental design. The SIM-BI used as a treatment of the study covered
one of the least mastered skills in the subject area which is chemical bonding.
Two classes which consisted of 80 students enrolled in Chemistry during the
fourth quarter of the School Year 2012-2013 were used as respondents. They
were classified according to their learning approach based on their mean scores
in the Chemistry Learning Approach Inventory (CLAI). The score in the
Chemistry Achievement Test (CAT) measured students’ performance in
Chemistry administered as pretest and posttest. Dependent t-test was employed

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to determine the significant difference between the mean responses in the
pretest and posttest. Results of the study showed that the use of SIM-BI is
effective in terms of improving students’ performance and learning approach. The
surface learners performed equally well as the deep learners when SIM-BI is
used. The positive result of the survey suggested that the SIM was appreciated
and appealing to both types of learners.
On the other hand, Ongotan et. al.39 conducted a study about “Strategic
Intervention Material: Improving the level of Academic Performance of Grade 8
Students”. The proponent wondered if the academic performance of the students
will improve through the use of Strategic Intervention Material in the topic,
Factoring Polynomials in Mathematics Grade 8 in Masbate National
Comprehensive High School. The proponent also patterned the activities from
the K to 12 curriculum while transforming the learning process into an enjoyable
reading, problem solving experience and make an impact to their academic
performance.
Salcedo40 conducted a study on construction and validation of instructional
modules in pathophysiology. Findings reveal that the instructional module
facilitates the learning in pathophysiology and strengthen the course since the
module can be used to provide regular instruction and provide an opportunity for
students to develop the skills of independent learning.

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Ortega41 focuses on the preparation of reference manual in general
zoology for college students. The study was conducted to identify a better
alternative from the ordinary methods of teaching and to produce learning
manual.
Salvadora42 conducted a study on supplementary learning materials in
teaching biology. In order to create a functional curriculum, instructional materials
center in schools to enhance the teaching-learning process.
Bredderman43 in a study entitled, “Effects of Activity-Based Elementary
Science on Student Outcomes: A Quantitative Synthesis” assailed that, in 57
controlled studies, outcomes were measured in over 900 classrooms; the overall
mean effect size for all outcome areas was .35. The mean effect size was .52 for
science process tests, .16 for science content, and .28 for affective outcomes.
On the average, gains also were realized in creativity, intelligence, language, and
mathematics. Only 3 of 14 coded study features were related to reported effects:
disadvantaged students derived greater benefits that other students; tests not
biased in favor of the activity-based programs resulted in positive but lower
effects than those favoring the activity-based approach; and published reports
had higher effects than unpublished reports. The effects of particular programs
reflect their relative curricular emphases.
Beck44 emphasizes the need to bring science teaching for young people
into functional use calls for a science program that develop skills, habits and
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attitudes that impart information concerning the tools and methods of science. He
further stated that the best science teachers move beyond common sense
realism and utilize the natural curiosity of young people about the physical world.
Hafalla45 contends that the most profound goal of science education is to
develop scientifically literate and concerned individuals who are proficient in the
scientific process.
Hausman46 emphasizing on an effective science education stresses that
science should help develop children’s ability to think, and to use evidence
before jumping to conclusions and to begin developing some of the other more
complex, intellectual skills. Despite all these, still many teachers show negative
attitudes towards the new innovations in science teaching.
Lee47 through a study on “Science Education with English Language
Learners: Synthesis and Research Agenda” published that, the review analyzes
and synthesizes current research on science education with English Language
Learners (ELLs). Science learning outcomes with ELLS are considered in the
context of equitable learning opportunities. Then, theoretical perspectives guiding
the research studies reviewed here are explained, and the methodological and
other criteria for inclusion of these research studies are described. Next, the
literature on science education with ELLs is discussed with regard to science
learning, science curriculum, science instruction, science assessment, and
science teacher education.

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Eylon and Linn49 through their study entitled, “Learning and Instruction: An
Examination of Four Research Perspectives in Science Education” was able to
conclude that, recent research in science education examines learning from four
perspectives which was characterized as concept-learning focus, a
developmental focus, a differential focus, and a focus on problem solving. This
study illustrates how these perspectives, considered together offer new insights
into the knowledge and reasoning processes of science students and provide a
framework for identifying mechanisms governing how individuals change their
knowledge and thinking processes.
Lubrico50 evaluated first year high school students on their science
knowledge and finds out that they are inadequate in this field. Many of them have
not developed a scientific outlook in real life situations and there was no effective
carryover of what was previously learned.
Mansour51 in a study entitled, “Challenges to Science-Technology-Society
(STS) Education: Implications for Science Teacher Education” published that, the
findings from the questionnaire and interview revealed a number of factors that
routinely limited teachers’ practices. These limitations were largely noticeable in
their teaching and were emphasized by teachers during the retrospective
discussions of their observed lessons. As a result, most of the teachers in this
study stated that they had to use more transmission methods that they wanted.
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Izumi52 believes that while there was much discussion on the elements of
cognitive process linked to effective scientific teaching, less was known about the
nature on assessments targeting processes of scientific reasoning specific to
biology content.
Metz53 through a study entitled, “Reassessment of Developmental
Constraints on Children’s Science Instruction” found out that science curricula at
the elementary school level frequently emphasize the concrete, with a focus on
the processes of observation, ordering, and categorization of the directly
perceivable.
Synthesis of the State-of-the-Art
The previous section provided the researcher with sufficient insights and
comprehensive views gathered from earlier literatures and studies. Published
works of foreign related literatures made by Lam, McKinney, Ornstein, Berger,
Rosenshine, William, Dewey, Kaslan and Store, Japson, and Miller contributed to
the clarity of the study since they all embarked on the importance of the use of
instructional materials for effective learning. Published literatures of local settings
contributed by Rosario, Lardizabal, Tan, Paulsen, Salandanan, Basa, Adiong,
Arena, Villa, The Philippine Star, and the Manila Times also added to the
precision of this study for they reflect the status of science in our country and the
importance of the use of the strategic intervention materials in teaching and
learning process.
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35
The studies of foreign settings made by Beck, Hafalla, Hausman,
Bredderman, Lee, Eylon & Linn, Metz, Lubrico, Mansour, and Izumi also made a
great leap on improving this study for they served as basis in constructing these
strategic intervention materials. The studies of local settings contributed by
Gultiano, Dy, Monge, Fernandez, Guanson, Espinosa, Ongotan et. al., Salcedo,
Ortega, and Salvadora were also found relevant to the present study because
they also made different strategic intervention materials and other learning
materials which are essential for improving the academic achievements of the
students. However, they differed on subjects, settings, statistical tools, and on
the main focus of the research work.
Research Gap
After extensive review of related literature and studies about the present
study, the researcher claims that there have been studies regarding the
construction and validation of strategic intervention materials in one of the four
major areas of science (i.e. Physics, Earth Science, Chemistry, or Biology) but
not specifically in Science 8 which covers all the four major areas anchored on
the spiral curriculum approach of the K to 12 curriculum, thus this gap.

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NOTES
1Dr. Nancy T. Pascual, “Impact of Mathematics and Science Instructional
Practices, Curriculum and Academic Achievement to the Career Choice of
Laboratory School Graduates of University of Rizal System – Morong Campus”,
http://www.urs.edu.ph/wp-content/uploads/2016/06/2143-4646-1-PB.pdf, 2014
2Implementing Rules and Regulations of the Enhanced Basic Education
Act of 2013 (Republic Act No. 10533), http://www.gov.ph/2013/09/04/irr-republic-
act-no-10533/, September 4, 2013
3Jocelyn O. Dy, “Strategic Intervention Materials in Teaching Science IV
(Physics): Its Effectiveness”, University of Saint Anthony, Iriga City, 2006
4
DepED Davao City, Division Memorandum No. 1033 s. 2017
5Science Education Realities, Manila Times, Featured Columns, OP-ED
Columns, http://www.manilatimes.net/science-education-realities/100096/, May
28, 2014
6Jeremy Bohonos, Key Theories of Lev Vygotsky and John Dewey:
Implications for Academic Advising Theory, IUPUI Community Learning Network,
September 2012, http://www.nacada.ksu.edu/Resources/Academic-Advising-
Today/View-Articles/Key-Theories-of-Lev-Vygotsky-and-John-Dewey-
Implications-for-Academic-Advising-Theory.aspx
7
Ibid
8The Dick and Carey Model, http://www.nwlink.com/~donclark/
history_isd/carey.html
9Fely Navida-Monge, “Construction and Validation of Strategic Intervention
Materials on Selected Topics in High School Chemistry”, University of Saint
Anthony, Iriga City, 2009
10DepED.gov.ph
11http://www.google.com.ph/?gfe_rd=cr&ei=cPKrWL3uI6WM8Qfw5ryQDQ
#q=k+to+12
12study.com/academy/lesson/spiral-curriculum-definition-example.html
13
http://www.google.com.ph/?gfe_rd=cr&ei=cPKrWL3uI6WM8Qfw5ryQDQ
#q=Strategic+Intervention+Materials+(SIM)
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37
14Science Education Realities, Manila Times, Featured Columns, OP-ED
Columns, http://www.manilatimes.net/science-education-realities/100096/, May
28, 2014
15Mrs. Rosario T. Rodrigo, Importance of Strategic Intervention Materials,
Limay Elementary School, Limay, Bataan, http://udyong.net/teachers-
corner/6925-importance-of-strategic-intervention-materials, October 12, 2015
16IsaganiCruz, The Philippine Star, http://www.philstar.com/education-
and-home/2015/02/19/1425168/instructional-materials-council, February 19,
2015
17Merle C. Tan, “Towards Relevance in Science Education: Philippine
Context”, University of the Philippines Institute for Science and Mathematics
Education Development, Quezon City, Philippines, 2010
18GeraldinePaulsen, “The Different Effectiveness of Activity Approach to
Life Science Among Grade VI Pupils of Three Mental Ability Levels”, University of
Santo Tomas, Manila, Philippines
19Gloria G. Salandanan, Teaching Science, thefilipinoteacher.com
20P. Arena, The Role of Relevance in Acquisition of Science Process
Skills, Australia Science Teacher Journal
21Carmen V. Basa, “The Problems Met by Teachers in the Teaching of
Science in the Elementary Grades in Tayug, Pangasinan: An Appraisal”,
Dagupan City, 2011
22Paz Loma Adiong, “Science Teachers’ Utilization of Teaching Strategies
and Instructional Materials: Proposals for Improvement”, University of the
Philippines, Baguio City, Philippines, 2010
23Flordeliza D. Villa, Development of Cognitive Learning Skills through
Science Activities, University of Saint Anthony, Iriga City, 2005
24Carrie Lam, https://www.edutopia.org/discussion/11-habits-effective-
teacher
25RichMcKinney, Moving Beyond the Textbook: Closing the Book on the
Textbook-Dependent Classroom, http://www.wholechildeducation.org/blog/
moving-beyond-the-textbook, May 30, 2013
City of Iriga
38
26Allan C. Ornstein, “Strategies for Effective Teaching”, New York, Harper
Collins Publisher, pages 319-320
27Charles R. Berger, Building A Learning Orientation,
https://en.wikipedia.org/wiki/Charles_Berger_(academic)
28Amparo S. Lardizabal et.al., “Principles and Methods of Teaching”,
Phoenix Publishing House, Inc.
29B.Rosenshine, “Teaching Function in M.C. Wittrock”, Education
Handbook of Research on Teaching, New York: Macmillan, 986, pages 376-391
30
R.O. William, What Teaching Method?, Theory in Practice
31
http://www.google.com.ph/?gfe_rd=cr&ei=RPyrWMuDFK2M8Qf-
mJfIAg#q=john+dewey
32Kaslan and Store, Effective Science Teaching, lessonplan.com
33LiliaJapson, A Descriptive Analysis of the Teacher-Student Interaction in
First Year High School Science Classes Studies Science and Mathematics
Classes, Science Education Center
34Angelyn P. Gultiano, “Effects of Strategic Intervention Material on the
Academic Achievements in Chemistry of Public High School Students”,
SPAMAST, Matti, Digos City Campus, http://www.slideshare.
net/neoyen/strategic-intervention-material, February 18, 2012
36Fely Navida-Monge, “Construction and Validation of Strategic
Intervention Materials on Selected Topics in High School Chemistry”, University
of Saint Anthony, Iriga City, 2009
37Dolores F. Fernandez, “Developing and Assessing Higher Order
Thinking Skills, Monograph 46”, Institute for Science and Mathematics Education,
De La Salle University, Taft Avenue, Manila, 2007
38Goyeta N. Guanson, “Supplementary Instructional Modules in Teaching
Science and Technology III”, University of Saint Anthony, Iriga City
39Allen A. Espinosa, “Strategic Intervention Material-Based Instruction,
Learning Approach and Students’ Performance in Chemistry”,
https://www.ijlter.org/index.php/ijlter/article/view/10
City of Iriga
39
40Ronaldo Z. Ongotan, Joanne C. Collantes, Mark Anthony L. Esparza,
Jennifer D. Ramos, Edralin Aban, Racel Santiañez, and Richard F. Lacquin,
“Strategic Intervention Material: Improving the level of Academic Performance of
Grade 8 Students”, http://www.termpaperwarehouse.com/essay-on/Strategic-
Intervention-Material-Improving-The-Level/397459, March 2015
41Maria Laarni M. Salcedo, “Construction and Validation of Instructional
Modules in Pathophysiology”, University of Saint Anthony, Iriga City
42
Ray B. Ortega, “A Reference Manual in General Zoology”, University of
Saint Anthony, Iriga City
43Agnes B. Salvadora, “Supplementary Learning Materials in Teaching
Biology”, University of Saint Anthony, Iriga City
44Ted Bredderman, “Effects of Activity-Based Elementary Science on
Student Outcomes: A Quantitative Synthesis”, State University of New York at
Albany, New York, USA, 2010
45William J. Beck, Modern Elementary School Science, New York, USA
46Juliana R. Hafalla, Enhancing the Development of Critical Thinking
Among Natural Science Students, Cambridge Far Eastern University Arts and
Science Review, 2013
47Howard Hausman, Choosing a Science Program of the Elementary
School, Washington D.C., USA
48Okhee Lee, Learners: Synthesis and Research Agenda, University of
Miami, USA, 2012
49Bat-Sheva Eylon and Marcia C. Linn, “Learning and Instruction: An
Examination of Four Research Perspectives in Science Education”, The
Weizmann Institute of Science University of California-Berkeley, California, USA
50Alisa Lubrico, Measurements of Students Understanding on Complex
Scientific Reasoning Problems, University of Massachusetts, 2014
51Nasser Mansour, Challenges to Science-Technology-Society (STS)
Education: Implications for Science Teacher Education, University of Exeter,
United Kingdom and Tanta University, Egypt, 2010
52
San-Lin Izumi, Religion and Science Education in the Minds of Young
Adults, Osaka, Japan, 2014
City of Iriga
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53Kathleen E. Mertz, Reassessment of Developmental Constraints on
Children’s Science Institution, University of California, California, USA, 2011
City of Iriga
41
Chapter 2
RESEARCH METHODOLOGY
This chapter presents the methods and procedures used in gathering and
interpreting the data needed for the present study. It emphasizes the description
of the research design, respondents of the study, data gathering tools and
instruments used, and the statistical measures employed in the interpretation of
the data.
Research Design
This study used the descriptive-evaluative method of research. It is a type
of research which collects data describing some phenomenon that is may or may
not be quantifiable. The purpose of the research is to evaluate or measure the
results against some known or hypothesized.
Descriptive-evaluative research method also involves the collection of
data to test hypothesis or to answer questions concerning the status of the
subject being studied. It is designed for the investigator to gather information
about the present existing conditions. This study determined first the least
mastered competencies in Science of the Grade 8 students of University of Saint
Anthony, Iriga City School Year 2016-2017 using the teacher-made test. Results
of the test served as the basis in the development of strategic intervention
materials in Science 8.
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Respondents
There were two groups of respondents in the study.
The first group consisted of one hundred (100) selected Grade 8 students
of University of Saint Anthony, Iriga City School Year 2016-2017. Table 1 shows
the first group of respondents of the study identified through scientific sampling.
They answered the teacher-made test constructed by the researcher. Results of
the teacher-made test enables the researcher to identify the least mastered
learning competencies in Science 8 and become the basis in developing the
strategic intervention materials.
Table 1
Distribution of Grade 8 Students by Section
SECTION Population Size Sample Size

Sampaguita 40 10
Azalea 39 9
Bougainvillea 40 10
Camellia 40 10
Cattleya 41 10
Daffodil 41 10
Fuchsia 40 10
Geranium 41 10
Hyacinth 42 11
Jasmine 40 10
TOTAL 404 100
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The second group of respondents consisted of ten (10) evaluators: two (2)
Grade 8 Science teachers, two (2) Science department heads, two (2) SIM
writers, two (2) coaches in SIM-making, and two (2) SIM winners who took part in
the validation of the strategic intervention materials. They are experts in science
instruction and know very well how the strategic intervention materials will be
validated. They also provided additional insights on how the strategic intervention
materials are improved.
Data Gathering Tools
The primary data on the least mastered learning competencies in Science
8 in the context of the K to 12 curriculum is gathered by means of the teacher-
made test. For the curricular validation, guidelines in evaluating strategic
intervention materials, provided by the Department of Education shown in
Appendix C, page 169 was utilized.
Preparation of the Teacher-Made Test. The first group of respondents is
given one hundred (100) items multiple choice type of teacher-made test aligned
to the different learning competencies of Science 8 in the context of the K to 12
curriculum. It is checked and validated by other Grade 8 Science teachers for
they are also considered experts in test construction, because they know very
well the different learning competencies in Science 8. The distribution of items in
the teacher-made test with its corresponding learning competency is shown in
Table 2.
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Table 2
Distribution of Items in the Teacher-Made Test
NUMBER OF ITEM
LEARNING COMPETENCIES
ITEMS NUMBERS
I. Force, Motion, & Energy
Motion 8 1-8
Work, Power, and Energy 8 9-16
Light and Sound 4 17-20
Heat 5 21-25
II. Earth and Space
Earthquakes and Faults 15 26-40
Understanding Typhoons 5 41-45
Beyond the Earth 5 46-50
III. Matter
Particulate Nature of Matter 10 51-60
Atomic Structure 10 61-70
Periodic Table of Elements 5 71-75
IV. Livings Things
Digestive System 7 76-82
Heredity 8 83-90
Biodiversity 10 91-100
Results of the teacher-made test enabled the researcher to identify the
least mastered learning competencies in Science 8. It also become the basis for
the development of strategic intervention materials. The learning competency per
area in science (i.e. Physics, Earth Science, Chemistry, Biology) with the highest
percentage of incorrect responses has become the basis on the development of
the strategic intervention materials. A sample teacher-made test in Science 8 is
shown in Appendix B, page 165.

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Administration of the Teacher-Made Test. Before the teacher-made test
was administered to the intended respondents, a permit to conduct study was
secured from the school principal. Copy of the letter is shown in Appendix A,
page 164. The researcher personally administered, retrieved, and checked the
teacher-made test.
Preliminary. The first step in developing strategic intervention materials is
the acquisition of the least mastered learning competencies in Science 8 in the
context of the K to 12 curriculum through the teacher-made test. Gathering of
data followed for the development of strategic intervention materials.
Development and Preparation. The data gathered is organized
according to the following components of the strategic intervention materials:
Title Card shows at a glance what a intervention material is all about. It
contains terms which directly connect the learner to the concepts to be learned
and skills to be acquired.
Guide Card presents the big picture. It gives an overview of the lesson,
presents the focus skills, engages the learner’s interest, and leads the learner
towards the performance of the tasks.
Activity Card provides the activities or tasks that the learner should
undertake to develop a skill. The activities are drawn from the subtasks taken
from the identified least mastered learning competencies in Science 8.

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Assessment Card helps the learner measure his/her level of mastery of
the skill upon completion of the tasks.
Enrichment Card extends learning by providing additional exercises for
further application of knowledge or skill.
Answer Card contains the answers to the questions or problems found in
the activity card, assessment card, and enrichment card. This is a part added by
the researcher to employ self-evaluation and encourage responsibility for self-
learning by the students.
Reference Card provides additional content to the coverage of textbook,
definition of terms, important concepts, or needed illustrations. It may also list
resources that the learner may refer for further reading. The resources may be
books, magazines, other reading materials, and internet resources.
Curricular Validation
This phase includes the curricular validation of the prepared strategic
intervention materials. This include the second group of respondents who has a
broad knowledge about how the strategic intervention materials work. The
respondents were asked to evaluate the materials using the guidelines in
evaluating strategic intervention, based from the standardized criteria prepared
and issued by the Department of as shown in Appendix C, page 169. These
include ten (10) evaluators: two (2) Grade 8 Science teachers, two (2) Science
department heads, two (2) SIM writers, two (2) coaches in SIM-making, and two
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(2) SIM winners, who experts in science instruction and know very well how the
strategic intervention materials will be improved.
Statistical Treatment of the Data
In the determination of the curricular validity of these strategic intervention
materials, the researcher used Calmorin’s formula, frequency count, percentage
technique, and weighted mean.
Calmorin’s Formula1 used when the population is more than 100 and the
researcher decides to utilize scientific sampling. In this study, it is used to get the
sample size of the first group of respondents. The formula was as follows:
NV+[(𝑆e)2 x (1−p)]
Ss =
NSe +[𝑉 2 x p(1−p)]
where:
Ss - sample size
N – population size
V – standard value (2.33) of 2% level of probability
Se – sampling error
p – the largest possible proportion
Frequency count was used to tally the answers of the respondents to an
item in the teacher-made test.
Percentage technique2 was used to determine the proportionate number
of responses to a question in the teacher-made test. It was used for the
researcher to determine the percentage of students who find difficulty in the

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different learning competencies in Science 8. The learning competency per area
in science (i.e. Physics, Earth Science, Chemistry, Biology) with the highest
percentage of incorrect responses has become the basis on the development of
SIM. The formula for percentage technique is shown below:
𝑓
𝑃= 𝑥 100
𝑁
where:
P - percentage
f - frequency
N - total number of respondents
Weighted Mean3 was used to determine the curricular validity of the SIM
prepared as an output of this study. Data was based from the result of the
evaluation of the teachers who answered the guidelines in evaluating SIM
provided by the Department of Education. Below is the formula:
𝑇𝑊𝐹
𝑊𝑀 = 𝑁
where:
WM - weighted mean
TWF - total weighted frequency
N - total number of respondents
The five-point Likert Scale, with the corresponding verbal interpretation
are shown below:

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Scale Interval Scale Interpretation
5 4.20 – 5.00 Very Evident (VE)
4 3.40 – 4.19 Evident (E)
3 2.60 – 3.39 Moderately Evident (ME)
2 1.80 – 2.59 Less Evident (LE)
1 1.00 – 1.79 Not Evident (NE)
The 100-point scale (in percentage), with the corresponding interpretation
shown below, was used to determine the Least Mastered Learning
Competencies. The competency with 61% - 100% of incorrect responses were
considered the least mastered.
Scale Interpretation
81% – 100% Poor (P)
61% – 80% Fair (F)
41% – 60% Good (G)
21% – 40% Very Good (VG)
1% – 20% Excellent (E)

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NOTES
1Amadeo Pangilinan Cristobal Jr., Ed.D. and Maura Consolacion De La
Cruz-Cristobal, Ed.D., Practical Research for Senior High School 2, revised
2017, page 149
2Stephen Bernstein and Ruth Bernstein, Elements of Statistics II:
Inferential Statistics, (Singapore, Mc Graw Hill Co., International Edition, 2002),
page 120
3
Ibid
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Chapter 3
STRATEGIC INTERVENTION MATERIALS IN SCIENCE 8

IN THE CONTEXT OF THE K TO 12 CURRICULUM
This chapter is the presentation, analysis, and interpretation of the least
mastered learning competencies in Science 8 in which the strategic intervention
materials were developed from.
Least Mastered Learning Competencies in Science 8
The first specific problem dealt in this study is the identification of the least
mastered competencies in Science 8. With the advent of K to 12 curriculum and
the introduction of the spiral curriculum approach, Grade 8 students find some of
the topics difficult, especially with a major shift from purely biology for grade 8, it
turned out to be from all the four major areas of science namely: Physics, Earth
Science, Chemistry, and Biology.
Based from the results of the survey conducted through a teacher-made
test answered by the Grade 8 students of University of Saint Anthony, Iriga City
School Year 2016-2017, the learning competency per area in science (i.e.
Physics, Earth Science, Chemistry, Biology) with the highest percentage of
incorrect responses which become the basis of the development of the strategic
intervention materials were as follows:

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Force, Motion, & Energy

Motion
Work, Power, and Energy
Light and Sound
Heat
0% 10% 20% 30% 40% 50% 60% 70% 80%
Figure 3
Graphical Presentation of the Least Mastered Learning Competencies
in Force, Motion, & Energy for Science 8
The data gathered signify that the least mastered learning competency in
Force, Motion, and Energy based on the results of the teacher-made test is the
topic “Light and Sound”. The data implied that most of the Grade 8 students find
difficulty to master lessons in Light and Sound such as propagation of sound,
visible light, and color. This implication is strengthened when Benchmarks for
Science Literacy1 stated that many middle-school students do not think of light
wave and sound wave as something that travels from one place to another, and
most tend to identify light and sound with its sources. As a result, students have
difficulty explaining how sound propagates, as well as how reflection of light by
objects is made possible. The notion that the eye can see without a link to the
object is a notion that can even persist after basic instruction in optics. Students
therefore, must have a deeper understanding about waves to understand more
the topics on light and sound.

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Earth and Space

Earthquakes and Faults
Understanding Typhoons
Beyond the Earth
0% 10% 20% 30% 40% 50% 60% 70%
Figure 4
in Earth and Space for Science 8
As gleaned from the data stated above, it can be inferred that the least
mastered learning competency in Earth and Space based on the results of the
teacher-made test is the topic “Beyond the Earth”. The data imply that most of
the Grade 8 students find it difficult to master lessons in Beyond the Earth such
as the solar system, the sun, the eight planets, and the other members of the
solar system. This is supported when Russell J. Lowke2 cited in his essay that
the origin of the solar system is one of the oldest unsolved problems in science.
We have yet to model the solar system including the sun, the planets, and other
celestial objects conclusively. We suffer from the same illusion today. Hopefully,
as more is discovered about planets in neighboring systems, and faster
computers utilize more extensive computer models, the origin of the solar system
might become solved. To master the learning competencies on the topic Beyond
the Earth, students must be exposed to varied activities to at least visualize what
our solar system really looks like.

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Matter
Particulate Nature of Matter
Atomic Structure
Periodic Table of Elements
0% 10% 20% 30% 40% 50% 60% 70% 80%
Figure 5
in Matter for Science 8
The data gathered shows that the least mastered learning competency in
Matter based on the results of the teacher-made test is the topic “Periodic Table
of Elements”. The data signify that most of the Grade 8 students find it difficult to
master lessons in Periodic Table of Elements such as the chemical symbols,
arrangement, classification, and uses of the elements in the periodic table. This
implication is supported by the study on Secondary High School Chemistry
Teachers’ Perspectives on the Difficulties of Teaching Atomic Structure and the
Periodic Table: Views from Thailand and Kenya 3 which states that the concepts
in atomic structure and periodic table are difficult to teach because these are
abstract topics and students must imagine a lot to construct an understanding of
things that cannot be seen. The teachers seem not to possess adequate
knowledge to construct their own instructional materials or models to use in
concrete teaching. This means, that students should be provided with more
activities to have a deeper understanding of the topic.

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Living Things
Digestive System
Heredity
Biodiversity
0% 10% 20% 30% 40% 50% 60% 70%
Figure 6
in Living Things for Science 8
The data gathered shows that the least mastered learning competency in
Matter based on the results of the teacher-made test is the topic “Heredity”. The
data signifies that most of the Grade 8 students are finding difficulty to master
lessons in Heredity such as the cell cycle, mitosis, meiosis, and patterns of
Mendelian inheritance. This implication is supported by the post on Teaching
Heredity of Bethany Lau4 that one of the key difficult concepts in the standards is
heredity. There are four main concepts of heredity that are required in the NGSS:
living things have life cycles, plant and animal traits, traits influenced by the
environment, and traits within a population.
Science should be all about fun. In fact, science at all levels of school
should be about curiosity, explorations, and lots of fun. As more and more states
adopt the Next Generation Science Standards (and as other states adopt their
own similar science standards), teachers are looking for new and creative ways
to teach science concepts.

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Table 3 shows the summary of the least mastered learning competencies
in Science 8 based from the results of the teacher-made test. It shows what
learning competency per area in science (i.e. Physics, Earth Science, Chemistry,
Biology) has the highest percentage of incorrect responses. This is where the
development of the strategic intervention materials was based.
Table 3
Summary of the Least Mastered Learning Competencies in Science 8
TOTAL
NUMBER OF
ITEMS NUMBER OF
NUMBER % OF
LEARNING COMPETENCIES OF ITEMS
(Number of INCORRECT
INCORRECT
INTERPRETATION
Items X RESPONSES
Number of
Respondents)
I. Force, Motion, & Energy 25
Motion 8 800 376 47% Good
Work, Power, and Energy 8 800 424 53% Good
Light and Sound 4 400 272 68% Fair
Heat 5 500 280 56% Good
II. Earth and Space 25
Earthquakes and Faults 15 1500 610 41% Good
Understanding Typhoons 5 500 180 36% Very Good
Beyond the Earth 5 500 305 61% Fair
III. Matter 25
Particulate Nature of Matter 10 1000 420 42% Good
Atomic Structure 10 1000 510 51% Good
Periodic Table of Elements 5 500 335 67% Fair
IV. Livings Things 25
Digestive System 7 700 280 40% Very Good
Heredity 8 800 488 61% Fair
Biodiversity 10 1000 600 60% Good
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Result shows that the least mastered learning competencies in Science 8
based on the percentage of incorrect responses are the following: Light and
Sound (Physics, 68% - Fair); Periodic Table of Elements (Chemistry, 67% - Fair);
Heredity (Biology, 61% - Fair); and Beyond the Earth (Earth Science, 61% - Fair).
Strategic Intervention Materials in Science 8 in the Context

of the K to 12 Curriculum
The second specific problem in this study is the development of the
strategic intervention materials based from the least mastered learning
competencies in Science 8. This SIM will serve as additional teaching tools to
increase the level of achievement of students.
The strategic intervention material is an instructional material meant to
teach concept or topics which are considered least mastered by the students. It
can give the opportunity to explore various ideas and concepts that would enrich
their understanding of varied subject matters that sharpen their competencies.
Furthermore, the strategic instructional materials tend to re-teach the lessons
which are not so much clear to the learners and to help them gain mastery of the
skills.
Aside from the title card, each intervention material contains six parts such
as the guide card, activity card, assessment card, enrichment card, answer card,
and reference card.
The guide card stimulates the student’s interest on the topic discussed
and gives a preview of what they would learn. The activity card translates the
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focus skills in at least three activities. The assessment card provides exercises,
drills or activities that allow students to assess their understanding of what they
have learned, correct errors when appropriate, monitor their learning, and use
feedback about their progress. The enrichment card provides activities that
reinforces the content of the lesson and provides opportunities for the students to
apply what they have learned to other subject areas or in new contexts. The
answer card contains the answers to the questions or problems found in the
activity card, assessment card, and enrichment card. Finally, the reference card
provides further reading to the students.
The topics of the prepared strategic intervention materials is focused on
the least mastered learning competency per area in science (i.e. Physics, Earth
Science, Chemistry, Biology).
Based from the result of the teacher-made test, the least mastered
learning competencies based on the percentage of incorrect responses are the
following: Light and Sound (Physics, 68% - Fair); Periodic Table of Elements
(Chemistry, 67% - Fair); Heredity (Biology, 61% - Fair); and Beyond the Earth
(Earth Science, 61% - Fair). The organization of the topics of the strategic
intervention materials prepared followed the sequence of topics found in the
Science Links 8 textbook published by REX Bookstore and with reference to the
topics and objectives of Department of Education’s learner’s module on Science
8.
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The strategic intervention materials are only a supplementary teaching
tools. It should not be used by the teachers as the main strategy for teaching and
it is only providesd to students who failed to master a learning competency.
Students who passed the evaluation of the teacher after the teaching-learning
process is not to be given these strategic intervention materials.
The strategic intervention materials prepared are organized as follows:
SIM 1: Light and Sound – discusses the propagation of sound, visible
light, and color.
SIM 2: Beyond the Earth – discusses the solar system, the sun, the eight
planets, and the other members of the solar system.
SIM 3: Periodic Table of Elements – discusses the chemical symbol,
arrangement, classification, and uses of the elements in the periodic table.
SIM 4: Heredity – discusses the cell cycle, mitosis, meiosis, and patterns
of Mendelian inheritance.
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Curricular Validation of the

Strategic Intervention Materials in Science 8
Curricular validity5 as defined, is the evidence of test validity shown by
agreement between content and curricular objectives. The validation was done
by the second group of respondents which includes ten (10) evaluators: two (2)
Grade 8 Science teachers, two (2) Science department heads, two (2) SIM
writers, two (2) coaches in SIM-making, and two (2) SIM winners who took part in
the validation of the strategic intervention materials. They are experts in science
instruction and know very well how the strategic intervention materials is
validated. They also provided additional insights on how the strategic intervention
materials are improved.
Results of the curricular validation clearly shows that the strategic
intervention materials in Science 8 constructed by the researcher has contents
that are very evident and suitable as a tool in mastering the least mastered
competencies of the students. The average weighted mean for the SIM on the
guide card is within the very evident range, the same in the activity card,
assessment card, enrichment card, answer card, and reference card. It means
that the constructed strategic intervention materials are truly useful for students’
academic improvement. Table 4 to 9 shows the results of the curricular validation
on the parts of the strategic intervention in Science 8 developed by the
researcher.
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Table 4
Curricular Validation on Guide Card
CRITERIA WM INTERPRETATION
GUIDE CARD
1. Gives a preview of what a student will learn. 5.0 Very Evident (VE)
2. Stimulates interest in the topic. 4.9 Very Evident (VE)
3. Presents the focus skills that:
a. mentions the learning competency. 4.9 Very Evident (VE)
b. states at least 3 sub tasks (activities). 5.0 Very Evident (VE)

c. builds on prior learning/prerequisite skills. 4.7 Very Evident (VE)
d. mentions the concrete outcome or products
students are expected to demonstrate/produce. 4.8 Very Evident (VE)
4. Cites briefly the activities. 4.9 Very Evident (VE)

5. Challenges the learner in performing the tasks. 4.7 Very Evident (VE)
AVERAGE WM 4.86 Very Evident (VE)
The average weighted mean for the curricular validation on guide card is
4.86 with a verbal interpretation of Very Evident (VE). Criterion numbers: 1.
Gives a preview of what a student will learn; and 3b. States at least 3
subtasks/activities, got the highest weighted mean of 5.0 with a verbal
interpretation of Very Evident (VE). Followed by criterion numbers 2, 3a, and 4
with 4.9 weighted mean or Very Evident (VE). Criterion number 3d. Mentions the
concrete outcome or products students are expected to demonstrate/produce,
got a weighted mean of 4.8 with a verbal interpretation also of Very Evident (VE).
And lastly, criterion numbers: 3c. Builds on prior learning/prerequisite skills; and
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criterion number 5. Challenges the learner in performing the tasks got the lowest
weighted mean of 4.7, but still with a verbal interpretation of Very Evident (VE).
This process was found similar to the one postulated by Soriano6 on
module preparation. While this is called strategic intervention materials and the
parts are refereed as cards, but the descriptors are similar. Soriano postulated
that the module is based on management principle, hence, the various lessons
also follow the POLE (Planning, Organizing, Leading, and Evaluating) formula.
This is for easy understanding and good appreciation of the module, the
instructional material has the following modular elements in each lesson:
objective, lesson abstract, lesson introduction, sticklers, in-text questions,
summary, space and assignment, and self-testing.
Meaningful learning will only occur when education provides experience
that requires students to connect knowledge across the three domains either
cognitive, affective, or psychomotor domain. It underlies the constructive
integration of thinking, feeling, and acting, leading to human empowerment for
commitment and responsibility.
This means that the science teacher must design a learning experience
which will attend to the three domains. Science students must have an
understanding and a commitment to the requisite conditions for meaningful
learning.
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Table 5
Curricular Validation on Activity Card
ACTIVITY CARD
1. Translates the focus skills into at least 3 activities. 4.9 Very Evident (VE)
2. Provide activities that:
a. are organized based on the sequence of the 4.9 Very Evident (VE)
focus skills (in the Guide Card).
b. have clear directions. 4.9 Very Evident (VE)
c. provide examples to concretize the concepts,
5.0 Very Evident (VE)
particularly those drawn from real-life experience.
d. students can complete independently, in pairs,
or in groups.
e. allow students to make discoveries and
formulate ideas on their own.
f. guides and challenges student’s thinking and
learning.
g. uses local data and situations. 4.8 Very Evident (VE)
3. Provides transition statements that recognize
students’ accomplishment.
4. Provides questions that:
a. guide the development of concepts/focus skills.
b. elicit the message or meaning that a student can
take away from an activity/experience.
c. elicit an explanation, not in one word answers. 5.0 Very Evident (VE)
d. establish the relationship between the lessons
and what students already know.
e. develop the skills in the three domains. 4.9 Very Evident (VE)
The average weighted mean for the curricular validation on activity card is
4.89 with a verbal interpretation of Very Evident (VE). Criterion numbers 2c, 4a,
and 4c got the highest weighted mean of 5.0 with a verbal interpretation of Very
Evident (VE). Criterion number 3 got the lowest weighted mean of 4.7 (VE).
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These data are supported by Transformation Learning Theory of Wink 7, that
it is important for science educators to recognize the fact that students who
cannot solve certain problems are the ones who lacks knowledge. Thus, they
must be provided with different activities to cater their individual differences to
achieve the best learning.
Table 6
Curricular Validation on Assessment Card
ASSESSMENT CARD
1. Provide exercises that allow students to:
a. assess their understanding of what they have 4.9 Very Evident (VE)
learned and correct errors when appropriate.
b. monitor their learning and use feedback about
their progress.
2. Formulated in standard test format to give students
practice in test-taking techniques.
3. Give clear directions. 4.9 Very Evident (VE)
4. Provides an answer key (in a separate card). 4.9 Very Evident (VE)
The average weighted mean for the curricular validation on assessment
card is 4.86 with a verbal interpretation of Very Evident (VE). Criterion numbers:
1a. Provide exercises that allow students to assess their understanding of what
they have learned and correct errors when appropriate; 3. Give clear directions;
and 4. Provides an answer key in a separate card, got the highest weighted
mean of 4.9 with a verbal interpretation of Very Evident (VE). And Criterion
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numbers: 1b. Monitor their learning and use feedback about their progress; and
2. Formulated in standard test format to give students practice in test-taking
techniques, got the lowest weighted mean of 4.8 but still with a verbal
interpretation of Very Evident (VE).
These data are supported by the Novak’s Theory of Human Constructivism
cited by Bretz8 which gives the “irreducible commonplace” – the evaluation.
Evaluation is obviously important in measuring learning outcomes. It means that
students must be given the right evaluation to assess their level of
understanding.
Table 7
Curricular Validation on Enrichment Card
ENRICHMENT CARD
1. Provides activities that reinforce the content of the
lesson.
2. Provides opportunity for students to:
a. apply what they have learned to other subject 4.8 Very Evident (VE)
areas in a new context.
b. work independently or in groups to explore
answers to their own questions. 4.9 Very Evident (VE)
The average weighted mean for the curricular validation on enrichment card
is 4.83 with a verbal interpretation of Very Evident (VE). Criterion number 2b.
Provides opportunity for students to work independently or in groups to explore
answers on their own questions, got the highest weighted mean of 4.9 with a
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verbal interpretation of Very Evident (VE). While, criterion numbers: 1. Provides
activities that reinforce the content of the lesson; and 2a. Provides opportunity for
students to apply what they have learned to other subject areas in a new context,
got the lowest weighted mean of 4.8, but still with a verbal interpretation of Very
Evident (VE).
This is also found similar to the study of Caculitan9 wherein the prepared
instructional material was rated excellent by the teacher-evaluators in terms of
overview, objectives, topics, activities, and evaluation materials, thus the said
instructional material was found curricularly valid hence, it could be used as
instructional material in the classroom.
Table 8
Curricular Validation on Answer Card
ANSWER CARD
1. Provides complete answers in sequential order. 4.9 Very Evident (VE)
2. The answer card is easy to understand. 5.0 Very Evident (VE)
3. Appropriate for checking the activity card,
assessment card, and enrichment card. 5.0 Very Evident (VE)
The average weighted mean for the curricular validation on answer card is
4.97 with a verbal interpretation of Very Evident (VE). Criterion numbers: 2. The
answer card is easy to understand; and 3. Appropriate for checking the activity
card, assessment card, and enrichment card, got the highest weighted mean of
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5.0 with a verbal interpretation of Very Evident (VE). While, criterion number 1.
Provides complete answers in sequential order, got the lowest weighted mean of
4.9, but still with a verbal interpretation of Very Evident (VE).
This finding agrees with Deocariza wherein the Workbooks in Science III
that was developed was found to be effective in enhancing students’
achievement in Science III, practical skills, and positive attitude towards practical
work. It also has answer cards that provide answers on different activities on the
workbook.
Table 9
Curricular Validation on Reference Card
REFERENCE CARD
1. Provides readings that relate content with students’
life experiences.
2. Provides a carefully researched list of resources
that: 4.8 Very Evident (VE)
a. will reinforce concepts/skills learned.
b. provide additional content not found in the
textbook.
c. student may refer to further reading. 4.8 Very Evident (VE)
The average weighted mean for the curricular validation on reference card
is 4.83 with a verbal interpretation of Very Evident (VE). Criterion number 1.
Provides readings that relate content with students’ life experiences, got the
highest weighted mean of 4.9 with a verbal interpretation of Very Evident (VE).
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While, criterion numbers: 2a. Provides a carefully researched list of resources
that will reinforce concepts/skills learned; 2b. Provides a carefully researched list
of resources that provide additional content not found in the textbook; and 2c.
Provides a carefully researched list of resources that student may refer to further
reading, got the lowest weighted mean of 4.8, but still with a verbal interpretation
of Very Evident (VE). These data are found related Brophy’s10 statement that
learning is fun and exciting, at least when the curriculum is well matched to
students’ interests and abilities and the teachers emphasizes hands-on activities
and additional references for further readings.
Table 10
Summary of the Curricular Validation on
Strategic Intervention Materials in Science 8
PARTS OF THE SIM AWM INTERPRETATION

Guide Card 4.86 Very Evident (VE)
Activity card 4.89 Very Evident (VE)
Assessment Card 4.86 Very Evident (VE)
Enrichment Card 4.83 Very Evident (VE)
Answer Card 4.97 Very Evident (VE)
Reference Card 4.83 Very Evident (VE)
OVERALL WM 4.87 Very Evident (VE)
Table 10 shows the summary of curricular validation on strategic
intervention materials in Science 8 constructed by the researcher. The overall
weighted mean for the curricular validation of the SIM is 4.87 with a verbal
interpretation of Very Evident (VE). Answer Card is the part of the SIM that got
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the highest average weighted mean of 4.97 with a verbal interpretation of Very
Evident (VE). The Activity Card got an average weighted mean of 4.89 with a
verbal interpretation of Very Evident (VE). While other parts of the SIM such as
the Guide Card and Assessment Card got an average weighted mean of 4.86
which is interpreted as Very Evident (VE). Enrichment Card and Reference Card
got the lowest average weighted mean of 4.83, but still with a verbal
interpretation of Very Evident (VE).
Results of the curricular validation clearly shows that the strategic
intervention materials in Science 8 constructed by the researcher has contents
that are very evident and suitable as a tool in mastering the least mastered
competencies of the students. This process was found similar to the study of
Dy11 on Strategic Intervention Materials in Science IV (Physics). The average
weighted mean for the SIM on the guide card is within the very evident range, the
same in the activity card, assessment card, enrichment card, answer card, and
reference card. It means that the SIM is truly useful for students’ academic
improvement. Hence, the strategic intervention materials in Science 8 is
curricularly valid and can now be used by the teachers and be given to the
students to improve their learning competencies in Science 8.

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NOTES
1Benchmarks for Science Literacy: Project 20161 – The American
Association for the Advancement of Science, pp. 338-339,
http://project2061.aaas.org/tools/benchol/bolframe.html
2Lowke, Russell J., Research Essay “On the Origin of the Solar System”,
May 9, 2011
3
Panwilai Chomchid – Kasetsart University, Justus Inyega – Kenya
Science Teachers College, Norman Thomson – University of Georgia,
“Secondary High School Chemistry Teachers’ Perspectives on the Difficulties of
Teaching Atomic Structure and the Periodic Table: Views from Thailand and
Kenya”, 2013
4Lau, Bethany, “Minds in Bloom”, United States of America,
https://www.britannica.com
5Fely Navida-Monge, “Construction and Validation of Strategic Intervention
6Soriano, Robert, Broadcast Management: A Course Module for College
Students, Manila: Bookstore Publishing Corporation, revised 2010
7Wink, Donald J., “Reconstructing Student Meaning: A Theory of
Perspective Transformation”, 2012
8Bretz, Stacey L., Journal of Chemical Education Online Symposium,
August 2011
9Caculitan, Edith P., “A College Resource Book in Earth Science: Its
Utilization and Effectiveness”, Doctoral Dissertation, University of Saint Anthony,
Iriga City
10Brophy,Jere, Motivating Students to Learn, United States of America,
McGraw-Hill Companies, Inc. 2012
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Chapter 4
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter is the summary of the methods and procedures adopted in
this study, together with the findings and conclusions from which the
recommendations were drawn.
Summary
The researcher aims to develop Strategic Intervention Materials in
Science 8 in the context of the K to 12 curriculum. Specifically, it sought answers
to the following questions: 1. What are the least mastered learning competencies
in Science 8 based from the results of the teacher-made test?; 2. What strategic
intervention materials can be developed based from the least mastered learning
competencies in Science 8?; 3. Is the developed strategic intervention materials
for Science 8 curricularly valid?
This study was premised on the following assumptions: 1. There are least
mastered learning competencies in Science 8.; 2. Strategic Intervention Materials
can be developed based from the least mastered learning competencies in
Science 8.; 3. The developed strategic intervention materials in Science 8 are
curricularly valid, based from the guidelines in evaluating strategic intervention
materials prepared and issued by the Department of Education.
There were two groups of respondents in the study. The first group
consisted of one hundred (100) selected Grade 8 students of University of Saint

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Anthony, Iriga City School Year 2016-2017. The second group of respondents
consisted of ten (10) evaluators: two (2) Grade 8 Science teachers, two (2)
Science department heads, two (2) SIM writers, two (2) coaches in SIM-making,
and two (2) SIM winners who took part in the validation of the strategic
intervention materials.
In the determination of the curricular validity of these strategic intervention
materials, the researcher used Calmorin’s formula, frequency count, percentage
technique, and weighted mean.
Findings
The study yielded the following salient findings:
1. The least mastered learning competencies in Science 8 based on the
percentage of incorrect responses are the following: Light and Sound (Physics,
68% - Fair); Periodic Table of Elements (Chemistry, 67% - Fair); Heredity
(Biology, 61% - Fair); and Beyond the Earth (Earth Science, 61% - Fair).
2. The strategic intervention materials that was developed based from the
least mastered learning competencies in Science 8 contains the following topics:
Light and Sound, Beyond the Earth, Periodic Table of Elements, and Heredity. It
may be used as a tool in understanding the least mastered learning
competencies of the students in Grade 8 for the improvement of their academic
performance.
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3. The developed strategic intervention materials for Science 8 was
curricularly valid. The overall weighted mean for the curricular validation of the
SIM is 4.87 with a verbal interpretation of Very Evident (VE). Answer Card is the
part of the SIM that got the highest average weighted mean of 4.97 with a verbal
interpretation of Very Evident (VE). The Activity Card got an average weighted
mean of 4.89 with a verbal interpretation of Very Evident (VE). While other parts
of the SIM such as the Guide Card and Assessment Card got an average
weighted mean of 4.86 which is interpreted as Very Evident (VE). Enrichment
Card and Reference Card got the lowest average weighted mean of 4.83, but still
with a verbal interpretation of Very Evident (VE). Results showed that the SIM
has contents that are very evident and are curricularly valid.
Conclusions
Based from the findings, the following conclusions were drawn:
1. The least mastered learning competencies in Science 8 curriculum were
the following: in Physics, the topic “Light and Sound”; in Earth Science, the least
mastered is on the topic “Beyond the Earth”; while in Chemistry, students find
difficulty on the topic “Periodic Table of Elements”; and lastly, in Biology, the least
mastered topic is “Heredity”.
2. A strategic intervention materials was developed based from the least
mastered learning competencies in Science 8. This SIM may be used as a tool
for better understanding of the lesson.

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3. The developed strategic intervention materials in Science 8 has
undergone curricular validation. The overall weighted mean for the curricular
validation of the SIM is 4.87 with a verbal interpretation of Very Evident (VE).
Recommendations
In the light of the findings and conclusions of the study, the following
recommendations were drawn:
1. The teachers in Science 8 should focus on the topics which are least
mastered by the students. They should re-teach difficult concepts and devise
concrete instructional materials to augment learning.
2. The heads of schools should encourage teachers to utilize instructional
materials to facilitate instruction, increase retention of lessons, and enhance
competencies of difficult concepts.
3. As a support instructional material in teaching Science 8, the researcher
finds it viable that the prepared SIM be used by the Grade 8 Science teachers, in
both public and private schools.

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BIBLIOGRAPHY
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A. BOOKS
Beck, William J., Modern Elementary School Science, New York, USA
Bernstein, Ruth and Bernstein, Stephen, Elements of Statistics II:
Inferential Statistics, Singapore, Mc Graw Hill Co., International Edition, 2002
Cristobal, Amadeo Jr. Pangilinan, Ed.D. and Maura Consolacion De La
Cruz-Cristobal, Ed.D., Practical Research for Senior High School 2, revised 2017
Lardizabal, Amparo S. et.al., “Principles and Methods of Teaching”,
Phoenix Publishing House, Inc.
McKinney, Rich, Moving Beyond the Textbook: Closing the Book on the
Textbook-Dependent Classroom, May 30, 2013, http://www.wholechildeducation
.org/blog/moving-beyond-the-textbook
Ornstein, Allan C. “Strategies for Effective Teaching”, New York, Harper
Collins Publisher
Rosenshine, B., “Teaching Function in M.C. Wittrock”, Education
Handbook of Research on Teaching, New York: Macmillan, 986.
William, RO, What Teaching Method?, Theory in Practice
B. JOURNALS, PERIODICALS, AND PAPERS

Arena, P., The Role of Relevance in Acquisition of Science Process Skills,
Australia Science Teacher Journal
Bohonos, Jeremy, Key Theories of Lev Vygotsky and John Dewey:
Implications for Academic Advising Theory, IUPUI Community Learning Network,
September 2012, http://www.nacada.ksu.edu/Resources/Academic-Advising-
Today/View-Articles/Key-Theories-of-Lev-Vygotsky-and-John-Dewey-
Implications-for-Academic-Advising-Theory.aspx
Cruz, Isagani, The Philippine Star, http://www.philstar.com/education-and-
home/2015/02/19/1425168/instructional-materials-council, February 19, 2015
Implementing Rules and Regulations of the Enhanced Basic Education
Act of 2013 (Republic Act No. 10533), September 4, 2013
http://www.gov.ph/2013/09/04/irr-republic-act-no-10533/
Salandanan, Gloria G., Teaching Science, thefilipinoteacher.com
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Science Education Realities, Manila Times, Featured Columns, OP-ED

Columns, May 28, 2014, http://www.manilatimes.net/science-education-
realities/100096/
Tan, Merle C., “Towards Relevance in Science Education: Philippine
Context”, University of the Philippines Institute for Science and Mathematics
Education Development, Quezon City, Philippines, 2010
C. UNPUBLISHED MATERIALS
Adiong, Paz Loma, “Science Teachers’ Utilization of Teaching Strategies
and Instructional Materials: Proposals for Improvement”, University of the
Philippines, Baguio City, Philippines, 2010
Basa, Carmen V., “The Problems Met by Teachers in the Teaching of
Science in the Elementary Grades in Tayug, Pangasinan: An Appraisal”,
Dagupan City, 2011
Bredderman, Ted, “Effects of Activity-Based Elementary Science on
Student Outcomes: A Quantitative Synthesis”, State University of New York at
Albany, New York, USA, 2010
Dy, Jocelyn O., “Strategic Intervention Materials in Teaching Science IV
Espinosa, Allen A., “Strategic Intervention Material-Based Instruction,
Learning Approach and Students’ Performance in Chemistry”,
https://www.ijlter.org/index.php/ijlter/article/view/10
Eylon, Bat-Sheva, et.al., “Learning and Instruction: An Examination of
Four Research Perspectives in Science Education”, The Weizmann Institute of
Science University of California-Berkeley, California, USA
Fernandez, Dolores F., “Developing and Assessing Higher Order Thinking
Skills, Monograph 46”, Institute for Science and Mathematics Education, De La
Salle University, Taft Avenue, Manila, 2007
Guanson, Goyeta N., “Supplementary Instructional Modules in Teaching
Science and Technology III”, University of Saint Anthony, Iriga City
Gultiano, Angelyn P., “Effects of Strategic Intervention Material on the
Academic Achievements in Chemistry of Public High School Students”,
SPAMAST, Matti, Digos City Campus, February 18, 2012,
http://www.slideshare.net/neoyen/strategic-intervention-material
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Hafalla, Juliana R., Enhancing the Development of Critical Thinking

Among Natural Science Students, Cambridge Far Eastern University Arts and
Science Review, 2013
Hausman, Howard, Choosing a Science Program of the Elementary
School, Washington D.C., USA
Izumi, San-Lin, Religion and Science Education in the Minds of Young
Adults, Osaka, Japan, 2014
Japson, Lilia, A Descriptive Analysis of the Teacher-Student Interaction in
First Year High School Science Classes Studies Science and Mathematics
Classes, Science Education Center
Lee, Okhee, Learners: Synthesis and Research Agenda, University of
Miami, USA, 2012
Lubrico, Alisa, Measurements of Students Understanding on Complex
Scientific Reasoning Problems, University of Massachusetts, 2014
Mansour, Nasser, Challenges to Science-Technology-Society (STS)
Education: Implications for Science Teacher Education, University of Exeter,
United Kingdom and Tanta University, Egypt, 2010
Mertz, Kathleen E., Reassessment of Developmental Constraints on
Children’s Science Institution, University of California, California, USA, 2011
Monge, Fely Navida, “Construction and Validation of Strategic Intervention
Ongotan, Ronaldo Z. et.al., “Strategic Intervention Material: Improving the
level of Academic Performance of Grade 8 Students”, March 2015,
http://www.termpaperwarehouse.com/essay-on/Strategic-Intervention-Material-
Improving-The-Level/397459
Pascual, Nancy T., “Impact of Mathematics and Science Instructional
Practices, Curriculum and Academic Achievement to the Career Choice of
Laboratory School Graduates of University of Rizal System – Morong Campus”,
http://www.urs.edu.ph/wp-content/uploads/2016/06/2143-4646-1-PB.pdf, 2014
Paulsen, Geraldine, “The Different Effectiveness of Activity Approach to
Life Science Among Grade VI Pupils of Three Mental Ability Levels”, University of
Santo Tomas, Manila, Philippines
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Rodrigo, Rosario T., Importance of Strategic Intervention Materials, Limay

Elementary School, Limay, Bataan, October 12, 2015,
http://udyong.net/teachers-corner/6925-importance-of-strategic-intervention-
materials
Salcedo, Maria Laarni M. “Construction and Validation of Instructional
Modules in Pathophysiology”, University of Saint Anthony, Iriga City
Salvadora, Agnes B., “Supplementary Learning Materials in Teaching
Biology”, University of Saint Anthony, Iriga City
Villa, Flordeliza D., Development of Cognitive Learning Skills through
Science Activities, University of Saint Anthony, Iriga City, 2005
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APPENDICES
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APPENDIX A
PERMIT TO CONDUCT STUDY
REMELITA G. FRAGINAL
High School Principal
University of Saint Anthony
Iriga City
Madam:
The undersigned is currently conducting a study entitled “STRATEGIC

INTERVENTION MATERIALS IN SCIENCE 8 IN THE CONTEXT OF THE K TO 12
CURRICULUM”, in partial fulfillment of the requirements for the degree of Master of Arts
in Education, major in Science at University of Saint Anthony, Iriga City.
In this regard, may I have the honor to seek permission from your office to
conduct a survey on the least mastered learning competencies in Science 8 through a
teacher-made test among the one hundred (100) selected Grade 8 students of your
prestigious school. Please rest assured that all data will be treated with utmost
confidentiality. I would deeply appreciate the attention given to this request.
May God continuously bless you in all your undertakings.
Respectfully yours,
(Sgd) ATHINA M. LACBAY

Researcher
Noted by:
(Sgd) DR. DOMINGO R. ORTEGA JR.

Dean, Graduate Studies and Research
Approved by:
(Sgd) MRS. REMELITA G. FRAGINAL

High School Principal
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APPENDIX B
TEACHER-MADE TEST IN SCIENCE 8
NAME: ___________________________________________ SECTION: _______________
INSTRUCTIONS: Read each item carefully. Choose the correct answer then write the letter on the space provided for
before the number.
I. Force, Motion, and Energy

____1. Which of the following is FALSE regarding a car moving forward at constant speed in straight line?
A. The net force acting on the car is zero. B. The car also has constant velocity.
C. The car also has constant acceleration. D. None of the above.
____2. Which of the following is FALSE regarding inertia?
A. It is solely dependent upon mass.
B. It is the tendency of an object to resists changes in motion.
C. The more mass an object has, the more inertia it has.
D. None of the above
____3. What is the force exerted by a surface as an object makes an effort to move across it?
A. applied force B. normal force C. friction force D. spring force
____4. The vector sum of forces that act on an object is called ____________.
A. inertia B. gravitational force C. net force D. normal force
____5. What is the maximum static friction that occurs during an impending motion state?
A. coefficient B. kinetic friction C. starting friction D. normal force
____6. What is the support force exerted upon an object which is in contact with another stable object?
A. applied force B. normal force C. frictional force D. spring force
____7. Which of the following is FALSE regarding tensional force?
A. The direction of the force is always away from the object.
B. It is always directed towards the object and acts perpendicularly.
C. It is the force which is transmitted through a rope or wire when pulled at each end.
D. The force is directed along the wire and pulls equally on the objects on either end.
____8. How much acceleration could John provide a 5-kg crate by pushing it with 35-N force?
A. 7 m/s2 B. 175 m/s2 C. 0.14 m/s2 D. 3 m/s2
____9. Marie is dragging her suitcase to the baggage counter. This example shows what type of work?
A. Positive Work B. Negative Work C. Zero Work D. none of these
____10. Which of the following is NOT a unit of power?
A. Nm/s2 B. Nm/s C. J/s D. W
____11. Which is NOT a function of machines?
A. increasing the speed of force B. transferring the direction of force
C. increasing the amount of force D. none of the above
____12. It is the ratio of the useful output energy to the input energy.
A. MA B. Mechanical Work C. Efficiency D. IMA
____13. Peter does 2,400 J of work in climbing the stairs in 2.5 minutes. Determine the power output done.
A. 960 Watts B. 0.0625 Watts C. 6,000 Watts D. 16 Watts
____14. It is the energy that depends on the height of an object relative to its position or reference point.
A. Elastic PE B. Kinetic Energy C. Gravitational PE D. Potential Energy
____15. What is the kinetic energy of a 5,500 N car which is moving at 35 m/s?
A. 9,821.43 J B. 192,500 J C. 96,250 J D. 343,750J
____16. Which of the following is NOT true regarding potential energy?
A. The higher the mass of an object, the greater the potential energy.
B. The higher the height of an object from the ground, the higher the potential energy.
C. Potential energy is lower than kinetic energy for an object at rest.
D. All of the above
____17. If a boy is running toward a source of sound frequency, what kind of frequency will the boy hear?
A. higher B. lower C. equal D. none of these
____18. In which medium is sound likely to travel faster?
A. juice B. rubber band C. clouds D. none of these
____19. In fiction movies, sound travels through the universe. Is this a correct depiction of sound?
A. YES B. NO
____20. According to their wavelength, what color is said to be the least bent?
A. violet B. red C. green D. blue
____21. A temperature of 250°F is almost exactly equivalent to _______.
A. 482°C B. 120°C C. 218°C D. 450°C
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____22. These are substances in thermometer that reacts to changes in temperature.
A. thermal substances B. thermo substances
C. thermometric substances D. thermostat substances
____23. Water boils in temperature equivalent to _______.
A. 373 K B. 273 K C. -100 K D. 32 K
____24. It refers to the point where the substance has absolutely no energy to give up.
A. boiling point B. freezing point C. absolute zero D. absolute scale
____25. He used absolute zero as the lowest possible temperature.
A. Fahrenheit B. Celsius C. Kelvin D. Rankine
II. Earth and Space
____26. According to this theory, the earth initially has one single continent and broke off to several pieces
which became the continents of today.
A. Continental Drift B. Elastic Rebound C. Sea-floor Spreading D. Plate Tectonics
____27. Which of the following describes the aftershocks correctly?
A. The aftershocks happen before the main shock.
B. The aftershocks are small earthquakes after the giant quake.
C. The aftershocks are the energy penetrating the earth.
D. The aftershocks can give predictions about the earthquake.
____28. In what layer of the earth’s interior is where most of the internal heat of the earth is circulated and
may divide plate tectonic processes?
A. Crust B. Mantle C. Outer Core D. Inner Core
____29. Which of the following places was devastated by a magnitude 7.2 earthquake on October 2013?
A. Cebu B. Bohol C. Mindoro D. Panay
____30. Which active fault line when moved can affect areas of Luzon Sea, Mindoro Strait, and Panay Gulf?
A. Central Philippine Fault B. Western Philippine Fault
C. Eastern Philippine Fault D. Southern Philippine Fault
____31. Which of the following statements is FALSE?
A. Analysis of the seismograph reveals information about the earth’s interior.
B. P-waves are known for being the fastest waves but become slower when they travel in fluids.
C. P- and S-waves vary in terms of velocity and effect on rock masses where they pass through.
D. Velocity of the P-waves depends on the rigidity of the material.
____32. The region of the upper mantle which is involved in movement of plate tectonics is called _______.
A. Epicenter B. Asthenosphere C. Plate Boundaries D. Mohorovicic
____33. The region on the earth’s surface where violent earthquake is felt is called _________.
A. Crust B. Epicenter C. Focus D. Mantle
____34. It is an area where 75% of the world’s active volcanoes are found.
A. Equator B. Pacific Ocean C. Earthquake Belt D. South Pacific Belt
____35. The ratification of the name “West Valley Fault” was done under the supervision of _____________.
A. Jeffrey Perez B. Francis Tolentino C. Raymundo Punongbayan D. Teresita Bacolcol
____36. Which of the following cannot be used as indicator of an approaching earthquake?
A. The animals have a strange behavior. B. Prediction of a fortune-teller.
C. The place is situated on a fault line. D. The place has experienced violent earthquakes
____37. Which type of earthquake occurs between 0-70 km below the ground?
A. Shallow Focus B. Deep Focus C. Intra-plate Focus D. Intermediate Focus
____38. Which government agency in the Philippines monitors the earthquake?
A. PHIVOLCS B. DOST C. PAGASA D. DENR
____39. Who invented the first seismograph?
A. John Milne B. Charles Ritcher C. Giuseppe Mercalli D. Cheng Heng
____40. In this fault, the blocks of rocks on one side of the fault slide past the other horizontally.
A. Normal Fault B. Reverse Fault C. Thrust Fault D. Transform Fault
____41. The most active basin for the formation of tropical cyclone is the ______________?
A. Northeastern Pacific Ocean B. Southeastern Pacific Ocean
C. Northwestern Pacific Ocean D. Southwestern Pacific Ocean
____42. Which of the following can weaken the typhoon?
A. Low vertical wind shear B. Ocean water with 20 degrees Celsius
C. High humid area D. Presence of ITCZ
____43. Which of the following is not a requirement in the formation of a storm?
A. Greater amount of water vapor in the air B. Strong vertical wind shear that is less than 10 m/s
C. A preexisting low level of disturbance D. Enough Coriolis force to deflect converging wind
____44. It is a discrete weather system of clouds and thunderstorms, with a circulation intact for 24 hours.
A. Typhoon B. Tropical Storm C. Tropical Depression D. Tropical Disturbance
____45. In 2021, the first typhoon that will hit the Philippines will be named ________________.
A. Agaton B. Amang C. Ambo D. Auring
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____46. These are regions where the sun’s magnetic field is concentrated, thus, the area becomes cooler.
A. Granules B. Faculae C. Sunspots D. Solar Prominences
____47. This theory states that the universe originated from the severely destructive explosion.
A. Planetisimal B. Big Bang Theory C. Nebular Hypothesis D. Companion Star Theory
____48. Who proposed that the universe came from a swirling, vast, saucer-shaped nebula?
A. Fred Hoyle B. George Comte deBuffon C. Marquis De Laplace D. Edwin Hubble
____49. A yellow dwarf star like the sun, has a life span of?
A. 4.6 billion years B. 5 billion years C. 11 billion years D. 11.5 billion years
____50. What is the outermost layer of the sun which consists of hot gases which arc from the solar disc?
A. Photosphere B. Chromosphere C. Corona D. Solar Prominence
III. Matter
____51. Which of the following phases of matter does NOT have definite shape and volume?
A. Solid B. Liquid C. Gas D. Liquid and Gas
____52. Ice cubes float on water because?
A. Liquids have densities that vary. B. Water is less dense as a solid than it is as a liquid.
C. Liquids have greater density than solids. D. None of the above.
____53. The movement of the molecules that exerts a force over a given area is known as ____________.
A. Pressure B. Capillarity C. Density D. Surface Tension
____54. Which of the following is NOT true about the Kinetic Molecular Theory of Matter?
A. Particles in motion have KE and their motion decreases as they gain energy.
B. There is a transfer of energy between particles as they collide with each other.
C. Molecular motion is greatest in gases, less in liquids, and least in solids.
D. Collisions between these particles are perfectly elastic.
____55. Which of the following states of matter is created by cooling a cloud of 500,000 potassium-40 atoms
to less than a millionth of a degree above absolute zero?
A. Gas B. Plasma C. BEC D. Fermionic Condensate
____56. It is the temperature at which liquid is changed into crystalline solid.
A. Boiling point B. Critical point C. Freezing point D. Triple point
____57. It is the process by which substance changes from a gas to a solid without changing into liquid.
A. Condensation B. Deposition C. Melting D. Sublimation
____58. It is the process by which liquid changes to gas or vapor that occurs only on the surface of a liquid.
A. Condensation B. Evaporation C. Sublimation D. Vaporization
____59. When ice cube is placed in a glass of water, it melts. Why?
A. Water has higher temperature than ice. B. Heat energy flows from the water to the ice.
C. Heat transfers from a high temp to low temp D. All of the above.
____60. Dry ice change directly from solid phase to gas phase. This process is called ________.
A. Condensation B. Evaporation C. Deposition D. Sublimation
____61. According to him, all matter was made up of tiny individual units called atoms which are indivisible.
A. John Tyndall B. John Dalton C. Joseph Proust D. Marie Curie
____62. Marie and Pierre Curie discovered two radioactive elements, the ________ and Polonium.
A. Radon B. Radium C. Curium D. Chromium
____63. It is a pure substance that cannot be separated into simpler substances.
A. Element B. Molecule C. Compound D. Solution
____64. Which of the following is false regarding suspensions?
A. Heterogeneous B. Particles settle out C. Do not scatter light D. Can be filtered
____65. Upon observation, it was found out that a substance has a pH less than 7; which can you conclude regarding the
characteristics of this substance?
A. It can turn red litmus paper to blue B. It is a metal
C. It can turn blue litmus paper to red D. It is a mixture
____66. Which of the following is NOT a compound?
A. Baking Soda B. Vinegar C. Salitre D. Steel
____67. The scientist who named atom from the word “atomos”.
A. Democritus B. Wilhelm Roentgen C. John Dalton D. J.J. Thomson
____68. The scientist who discovered X-ray in 1896.
____69. The scientist who came up with the Atomic Theory of Matter.
____70. The scientist who discovered electron in 1898.
____71. It is the most abundant component in the atmosphere.
A. Nitrogen B. Oxygen C. Helium D. Hydrogen
____72. It acts with protein and copper to make hemoglobin.
A. Copper B. Iron C. Nickel D. Potassium
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____73. It is an important ingredient in cloud seeding to produce rain.
A. Cesium B. Iron C. Silver D. Gold
____74. The element used to convert light signals to electric signals in devices.
A. Cesium B. Iron C. Silver D. Gold
____75. A noble gas which means “hidden”.
A. Xenon B. Krypton C. Helium D. Argon
IV. Living Things and their Environment
____76. All of the following enzymes are found in the small intestine EXCEPT:
A. ptyalin B. amino peptidase C. nuclease D. steapsin
____77. The following are factors that affect the action of enzymes EXCEPT:
A. hormone B. pH level C. pressure D. temperature
____78. An enzyme that will act on polypeptides changing them to amino acids.
A. erepsin B. pepsin C. amino peptidases D. trypsin
____79. These are chemical messengers that play vital roles in the digestive process.
A. enzymes B. digestive juices C. hormones D. neurons
____80. It stimulates the secretion of gastric juice by the gastric glands in the stomach.
A. CCK B. erepsin C. gastrin D. secretin
____81. Product of digestion is absorbed by the lacteal vessels and is brought to the lymphatic circulation.
A. glucose B. glycerol C. nucleic acid D. protein
____82. Which of the following organic nutrients is NOT absorbed by blood vessels in the intestinal villi?
A. amino acid B. glycerol C. fructose D. glucose
____83. In this mitotic stage, spindle disappears, chromosomes uncoil, and nuclear membrane reforms.
A. prophase B. metaphase C. anaphase D. telophase
____84. These are inorganic substances which the body needs in small quantities.
A. EFAs B. minerals C. antioxidants D. vitamins
____85. These are group of minerals that are needed in smaller amounts.
A. major minerals B. macrominerals C. essential minerals D. trace minerals
____86. These are naturally occurring compounds that have the ability to neutralize free radicals.
A. antioxidants B. betacarotene C. essential fatty acids D. minerals
____87. The common symptoms of this condition include bloody mucus in stool, anemia, and cramps.
A. indigestion B. constipation C. colitis D. flatulence
____88. The final preparation of the cell where it double checks the DNA of the replicated chromosomes.
A. gap phase 1 B. gap phase 2 C. interphase D. synthesis phase
____89. The process of cell division that occurs in all bacteria is referred to as:
A. binary fission B. binary fusion C. nuclear fission D. nuclear fusion
____90. The process of mitosis occurs in which order?
A. interphase >> metaphase >> anaphase >> prophase >> cytokinesis
B. anaphase >> telophase >> metaphase >> prophase >> cytokinesis
C. prophase >> metaphase >> anaphase >> telophase >> cytokinesis
D. prophase >> metaphase >> telophase >> anaphase >> cytokinesis
____91. It is the science that deals with describing, naming, and classifying living things.
A. biology B. botany C. taxonomy D. zoology
____92. He is considered as the father of modern taxonomy.
A. Linnaeus B. Dalton C. Darwin D. Woese
____93. Sleeping sickness is transmitted to humans through the bite of an infected _______.
A. fly B. mosquito C. tick D. all of these
____94. The level of classification which is composed of related families.
A. class B. order C. family D. kingdom
____95. The level of classification which is composed of related genera.
____96. The level of classification which is composed of related orders.
____97. Animals with body covered with spines are grouped under Phylum __________.
A. Mollusca B. Porifera C. Echinodermata D. Arthropoda
____98. Animals with body covered with exoskeleton and jointed feet are grouped under Phylum ________.
____99. Animals with soft body and sometimes covered with shells are grouped under Phylum _________.
____100. Animals with body covered with pores and canal systems are grouped under Phylum ________.
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APPENDIX C
GUIDELINES IN EVALUATING STRATEGIC INTERVENTION MATERIALS
DIRECTIONS: Please evaluate the strategic intervention materials (SIM) on each of the
following criteria by encircling the appropriate indicator [5 - Very Evident (VE), 4 -
Evident (E), 3 - Moderately Evident (ME), 2 - Less Evident (LE), 1 - Not Evident (NE)].
Kindly also write your comments/remarks on the space provided below. Thank you.
VE E ME LE NE
CRITERIA
5 4 3 2 1
GUIDE CARD
1. Gives a preview of what a student will learn. 5 4 3 2 1
2. Stimulates interest in the topic 5 4 3 2 1
3. Presents the focus skills that:
a. mentions the learning competency. 5 4 3 2 1
b. states at least 3 sub tasks (activities). 5 4 3 2 1
c. builds on prior learning/prerequisite skills. 5 4 3 2 1
d. mentions the concrete outcome or product students are 5 4 3 2 1
expected to demonstrate/produce.
4. Cites briefly the activities. 5 4 3 2 1
5. Challenges the learner in performing the tasks. 5 4 3 2 1
ACTIVITY CARD
6. Translates the focus skills into at least 3 activities. 5 4 3 2 1
7. Provides activities that:
a. are organized based on the sequence of the focus skills 5 4 3 2 1
(in the Guide Card).
b. have clear directions. 5 4 3 2 1
c. provide examples to concretize the concepts, particularly 5 4 3 2 1
those drawn from real-life experience.
d. students can complete independently, in pairs or in groups. 5 4 3 2 1
e. allow students to make discoveries and formulate ideas on 5 4 3 2 1
their own.
f. guides and challenges students’ thinking and learning. 5 4 3 2 1
g. uses local data and situations. 5 4 3 2 1
8. Provides transition statements that recognize students’ 5 4 3 2 1
accomplishments.
9. Provides questions that:
a. guide the development of concepts/focus skill. 5 4 3 2 1
b. elicit the message or meaning that a student can take away 5 4 3 2 1
from an activity / experience.
c. elicit an explanation, not one word answers. 5 4 3 2 1
d. establish the relationship between the lessons and what 5 4 3 2 1
students already know
e. develop the skills in the three domains. 5 4 3 2 1
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ASSESSMENT CARD
10. Provides exercises that allow students to:
a. assess their understanding of what they have learned 5 4 3 2 1
and correct errors when appropriate.
b. monitor their learning and use feedback about their 5 4 3 2 1
progress.
11. Formulated in standard test format to give students practice in 5 4 3 2 1
test-taking techniques.
12. Give clear directions. 5 4 3 2 1
13. Provides an answer key (in a separate card). 5 4 3 2 1
ENRICHMENT CARD
14. Provides activities that reinforce the content of the lesson. 5 4 3 2 1
15. Provides opportunity for students to:
a. apply what they have learned to other subject areas in a 5 4 3 2 1
new context.
b. work independently or in groups to explore answers to 5 4 3 2 1
their own questions.
ANSWER CARD
16. Provides complete answers in sequential order. 5 4 3 2 1
17. The answer card is easy to understand. 5 4 3 2 1
18. Appropriate for checking the activity card, assessment card, 5 4 3 2 1
And enrichment card.
REFERENCE CARD
19. Provides readings that relate content with students’ life
experiences. 5 4 3 2 1
20. Provides a carefully researched list of resources that:
a. will reinforce concepts / skills learned. 5 4 3 2 1
b. provide additional content not found in the textbook. 5 4 3 2 1
c. student may refer to further reading. 5 4 3 2 1
Comments/Remarks: ____________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________________
Signature Over Printed Name of Evaluator
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APPENDIX D
CERTIFICATION OF THE EVALUATORS
This is to certify that the STRATEGIC INTERVENTION MATERIALS IN

SCIENCE 8 of ATHINA MORA LACBAY, was evaluated by the undersigned at
Rinconada National Technical Vocational School, Sto. Domingo, Iriga City.
NAME OF EVALUATORS DESIGNATION
1. (Sgd) IRENE V. DE JESUS Head Teacher III
2. (Sgd) EMELITA B. ROMEROSA Master Teacher II
3. (Sgd) JOEL G. ARROYO Master Teacher I
4. (Sgd) IDA T. IBARRIENTOS Teacher III
5. (Sgd) JANE B. TAGUM Teacher II
6. (Sgd) JUDY C. SALCEDO Teacher II
7. (Sgd) CYRIL T. BERSABE Teacher I
8. (Sgd) MA. JOSEFINA S. CARUMBA Teacher I
9. (Sgd) MADONNA S. PERIABRAS Teacher I
10. (Sgd) ERMA V. ARROYO Teacher I

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CURRICULUM VITAE
ATHINA MORA LACBAY

October 28, 1993 | La Anunciacion, Iriga City
“Innovative. Young Mentor. Transformative Leader. Catalyst of Change.”
A Licensed Professional Teacher, a Civil Service

Eligible (P.D. 907), and a TESDA National Certificate
(NC) III holder in Events Management.
She is a graduate of Bachelor of Secondary
Education (BSEd), major in Biological Science at
University of Saint Anthony (USANT), Iriga City. She
also graduated with the degree Master of Arts in
Education, major in Science at the same University.
During her college years, she was a consistent
Dean’s Lister and a Resident Scholar. She was the
President of the Circle of Young Mentors S/Y 2013-2014 and received various
awards such as the Outstanding College Student of the Year 2014, CTE Excellence
in Science Award, Sen. Manny Villar and Cong. Salvio B. Fortuno Excellence Award
in Academics, a finalist of the Ten Outstanding Students of Bicol (TOSB) 2014, and
one of the Ten Outstanding Student Teachers (TOST) of Bicol 2014. She was also a
member of Alpha Phi Omega and was a Girl Scout of the Philippines Troop Leader.
Despite being from a poor family, it never became a hindrance for her to graduate as
Cum Laude.
She worked as a Grade 8 Science Teacher at USANT from 2014-2017 and
currently a Senior High School Teacher II at Rinconada National Technical
Vocational School (RNTVS), Sto. Domingo, Iriga City handling Grade 11 and 12
Science and other Core Subjects. She has attended various seminars, workshops,
trainings, and contests both on local and national level, and is continuing her post-
graduate studies for her professional growth.

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UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial)

Science education has played and contributed to the improvement of the

communicate effectively as educators and researchers in order to lead future

generations in science and technology education.

To address the need to develop science and technology performance of

students, the Philippine government encourages schools, public and private to

shall support indigenous, appropriate, and self-reliant scientific technological

capabilities and their application to the country’s productive systems.

The Department of Education (DepED), as the lead agency in Science

skillful teachers in line with the K to 12 program, we also need to develop

technology situation of the country.

The Department of Education also gives so much emphasis in innovation

primarily in science education by giving trainings, seminars, scholarships, and

to further enhance their skills and competencies. An example of this is the

National Training on Strategic Intervention Materials Development in summer of

interpretation and capacitate them in developing various intervention materials

for remediation and enrichment of learning.3

Moreover, an In-Service Training on the Development of Strategic

how in designing and constructing science strategic intervention materials that

effectively address least mastered competencies and difficulties of learners. 4

every September. Winners will represent the division in Bicol Regional

Patiribayan Festival cognizant to DepED’s pursuit of achieving quality education

Despite all of these efforts of the government, science education in the

research. The lack of science education competency is reflected on the poor

quality of basic science instruction as shown on the low achievement scores of

with the help of this Strategic Intervention Materials.

Teaching preparation of school teachers in science is also a factor in

these numbers have increased due to scholarship efforts of the Department of

continuing professional development such as training programs and conferences.

that encouraged the researcher to develop the strategic intervention materials

(SIM) as the output of this study.

This study therefore intends to develop strategic intervention materials in

Science 8 teacher, the researcher is much apprehensive on how to improve the

students’ performance in the four learning areas of science namely: Physics,

science is an integral part of daily life.

being studied. These theories are: Constructivist Theory of Learning of John

Dewey and Lev Vygotsky and System’s Approach of Instructional Design

of the study, the Science Key Intervention Theory (Science KIT).

Constructivist Theory of Learning of John Dewey5 rejects the notion

that schools should focus on repetitive, rote memorization. Instead he proposed

a method of "directed living" in which students would engage in real-world,

practical workshops in which they would demonstrate their knowledge through

creativity and collaboration. Students should be provided with opportunities to

think from themselves and articulate their thoughts. Furthermore, Lev

Vygotsky6 pioneered research in learning sciences and made a strong argument

for the need for students to demonstrate their knowledge by creating

The System’s Approach of Instructional Design Theory by Walter

an entire system, focusing on the interrelationship between context, content,

instructor, learners, materials, instructional activities, delivery system, and

together to bring about the desired student learning outcomes”. 7

as strategic intervention materials.

Since the strategic intervention materials used by the students involved

teacher interaction was observed. It follows from this; constructivists maintain

process, so the teacher serves as facilitator of learning.

CONSTRUCTIVIST THEORY OF SYSTEM’S APPROACH OF

SCIENCE KEY INTERVENTION THEORY

And the researcher’s theory named as Science Key Intervention Theory

modern equipment that can be utilized maximally to facilitate the presentation of

intervention materials serve as key intervention in teaching science in a more

The interlinking relationships of the two famous learning theories such as

Constructivist Theory of Learning and System’s Approach of Instructional Design

Theory as well as the researcher’s theory named as Science Key Intervention