EFFECTIVENESS OF SCIENCE INTERACTIVE LEARNING

AND INTERVENTION PROGRAM (SILIP) TO THE LEVEL

OF PERFORMANCE OF GRADE 8 STUDENTS
IN PILILLA NATIONAL HIGH SCHOOL,
SCHOOL YEAR 2016 – 2017

An Action Research
presented by

AMOR C. HABILING
Proponent

SEPTEMBER 28, 2017

II. ABSTRACT
This action research aimed to determine the effectiveness of

Project SILIP (Science Interactive Learning and Intervention Program)

on level of performanceof Grade 8 students in Science in Pililla

National High School, School Year 2016 -2017

The respondents of this study were 128 Grade 8 students who

has a computed final average of 63 – 73 on the first quarter period.

This study employed purposive sampling and used the

descriptive method to identify the factors in the learning environment

that affect the level of performance in Science of Grade 8 student.

While pretest-posttest experimental method was utilized to determine

the effectiveness of the Science Interactive Learning and Intervention

Program (SILIP) in the level of performance in Science of Grade 8

students in Pililla National High School.

The data gathered were treated statistically, with the use of

mean, standard deviation, t – Test for Two Dependent Samples and

mean difference.

In view of the findings, the level of performance of Grade 8

students before and after the Science Interactive Learning and

Intervention Program with respect to the following topics were 48.90

(pre-test) and 97.60 (post-test) in Force and Motion, 46.90 (pre-test)

and 96.90 (post-test) in Work and Energy, 51.60 and 102.00 in

Sound, 67.00 and 99.10 in Light, 59.00 and 95.80 in Heat and

Temperature and 59.60 and 75.00 in Electricity.

 It also revealed that there is a significant difference on the level

of performance of Grade 8 students before and after the

implementation of Science Interactive Learning and Intervention

Program (SILIP).
III. ACKNOWLEDGEMENT

The researcher would like to express her deepest and warmest

gratitude to all of the people who helped her conduct this study for

those who became her inspiration in order to accomplish the

investigation.

To Mrs. Cleotilde Dr. Mosqueda, the ever-supportive principal

of Pililla National High School, and research adviser for allowing the

researcher to conduct this study and making everything into reality.

To Grade 8 Science teachers who acted as facilitators of

Science Interactive Learning and Intervention Program

To Grade 8 Pythagoras, for serving as volunteer peer tutors

and contributing their time, skills and knowledge.

To Grade 8 students who showed unmeasurable patience and

effort as active participants in this Science Interactive Learning and

Intervention Program.

To the teachers of faculty 4, for their sincerity, understanding

and emotional support.

To the researcher’s parents and family for the inspiration and

motivation to pursue the study.

Above all, to our Almighty Father, who gave the researcher

knowledge, wisdom, courage, strength, self-confidence and

determination to finish the investigation and cope with hardship and

road blocks the researcher encountered while conducting the study.

IV. CONTEXT AND RATIONALE

Science Education aims to develop scientific literacy and

promotes understanding of basic science concepts and science-inquiry

approach among the learners. Adherence to this, K to 12 Science

curriculum, provides competencies that enable the students to

acquire scientific skills that will prepare them to become more

participative member of the society.

However, results of the National and School Achievement Test

revealed the declining performance of the students specifically in

science subject. Studies show that these are associated with various

factors such inadequate laboratory facilities, modern technology

teaching and students’ lack of interest towards the subject.

In addition to this, students perceive Science as a subject that

is abstract in nature. Despite its crucial role in the advancement of

society and technology, its macroscopic, microscopic, and symbolic

representations of phenomena, theories, principles, facts and concepts

serve as barriers to understanding the subject.

Batas Pambansa Blg. 232 also known as the Education Act of

1982 Article 3 Chapter 2 Section 9 states that it is the right of every

student to receive, primarily through competent instruction, relevant

quality education in line with national goals and conducive to their

full development as persons with human dignity.

 As supported by the Education Act of 1982, Chapter 3, Section

16, The Teacher’s Obligation: every teacher shall be accountable for

the efficient and effective attainment of specified learning objectives in

pursuance of national development goals within the limits of available

school resources.

Hence, school administrators together with the teachers must

ensure equity among the students not only by identifying the needs

and demands but also by providing them extensive body of knowledge

that translates theories and principles into effective practices.

Teachers are deeply encouraged to constantly innovate their

instruction and call for a transformation to address the needs of

struggling students. The right and wise decision in choosing the

appropriate materials and strategies can contribute to the student’s

achievement.

In connection to this, the researcher found the vital role of the

intervention program to alleviate the factors that contribute to the

level of performance of the students in Science and increase curiosity

and interest in the subject.

The intervention program is the use of effective strategies and

instructional materials suited to the needs and improving the

conditions of the struggling students. It also provides empowerment

for the teachers to ignite students’ achievement by exposing them to

various activities that can maximize their full potential.

 In line with this, the proponent, together with the faculty of the

Science Department of Pililla National High School led the formation

and implementation of the Science Interactive Learning and

Intervention Program (SILIP).

V. INTERVENTION

Science Interactive Learning and Intervention Program (SILIP) is

anchored in constructivist learning theory. It encouraged the students

to be actively involved in the different activities that trigger curiosity

that leads to experiential learning.

It involved strategies like whole class discussion, question and

answer, group work, and peer tutoring. SILIP also promoted

interactive learning using multimedia such PowerPoint presentation,

videos, and animation.

This program recognized the vital role of the Science teachers in

creating a learning environment, constructing knowledge and aiding

the students to reflect on the application of Scientific facts and

concepts.

VI. RESEARCH QUESTIONS

This action research was conducted to determine the

effectiveness of the Science Interactive Learning and Intervention

Program (SILIP).

Specifically, this sought to answers to the following questions:

1. What is the level of performance of the Grade 8 students before

and after the implementation of Science Interactive Learning

and Intervention Program (SILIP) with respect to the following

topics:

a. Force and Motion

b. Work and Energy

c. Sound Energy

d. Light Energy

e. Heat Energy

f. Electricity

2. Is there a significant difference on the level of performance of

Grade 8 students before and after the implementation of the

Science Interactive Learning and Intervention Program with

respect to the following topics:

a. Force and Motion

b. Work and Energy

c. Sound Energy

d. Light Energy

e. Heat Energy

f. Electricity

3. What is the mean gained on the level of performance of Grade 8

students in terms of:

a. Force and Motion

b. Work and Energy

c. Sound Energy
 d. Light Energy

e. Heat Energy

f. Electricity

VII. ACTION RESEARCH METHOD

The researcher used the descriptive-experimental method of

research to identify the factors in the learning environment that affect

the level of performance in Science of Grade 8 students in Pililla

National High School, school year 2016 – 2017 and to determine the

effectiveness of Science Interactive Learning and Intervention Program

(SILIP)

a. Participants and/or Sources of Data and Information

The researcher used purposive sampling to get the frequency of

grade 8 students who will participate in the Science Interactive

Learning and Intervention Program (SILIP)

The student - participants were composed of 128 Grade 8 regular

students from sections D, E, F, G, and H. The participants were

identified as students who had attained final grade of ranging from 63

– 73 in Science for the first quarter, the school year 2016 – 2017.

b. Data Gathering Method

Item analysis of the first quarter examination was also employed to

identify the selected topics that should be included in the program.

 The researcher began with the identification of the area of focus

by collecting, analyzing, and interpreting the result of the mean

percentage score of the first periodical test of the four (4) grade levels.

After identifying the grade level that needs improvement and

intervention, the researcher collected and utilized the computed final

average of the Grade 8 students for the first grading period to identify

the struggling students. The identified participants for the Science

Interactive Learning and Intervention Program (SILIP) were

characterized as students having failing grades ranging from 63 to 73.

After identifying the grade level, the student - participants, the

topics for intervention, a proposal together with an action plan was

submitted to the principal.

Upon the approval, orientation with the parents and the

student-participants was conducted informing them the

implementation and rationale of the Science Interactive Learning and

Intervention Program (SILIP) followed with the distribution of waiver.

With the cooperation and effort of Grade 8 Science teachers, the

researcher immediately began working on the implementation of

Science Interactive Learning and Intervention Program (SILIP).

Mean was used to determine the level of performance of Grade 8

students before and after the implementation of Project SILIP while T -

test for Dependent Sample was utilized to determine if there is a

significant difference on the level of performance of Grade 8 students

before and after the implementation of Science Intervention Program

and Intervention Program.

Recording and analyzing the result pretest and posttest of

Science Interactive Learning and Intervention Program (SILIP) were

completed, examined and interpreted carefully by the researcher.

Figure 1

Summary of the Mean Percentage Score (MPS) in the First

Quarter Examination in Science per Grade Level
School Year 2017 - 2017

Mean Percentage Scores Results

70

60

50

40

30

20

10

0
Grade 7 Grade 8 Grade 9 Grade 10

The figure above showed that Grade 8 has the lowest Mean

Percentage Score in the First Periodical Test having 35.53 among the

four grade levels.

IX. DISCCUSION OF RESULTS AND RECOMMENDATION

1. The Level of Performance of Grade 8 students before and after

the implementation of Science Interactive Learning and

Intervention Program with respect to the following topics: a)

force and motion, b) work and energy, c) sound energy, d) light

energy, e) heat and temperature and f) electricity

Table 1

Level of Performance of Grade 8 students before and after the

implementation of Science Interactive Learning and Intervention
Program with respect to the following topics

Topics Pretest (Before) Post Test (After)

Force and Motion 48.90 97.60
Work and energy 46.70 96.90
Sound energy 51.60 102.00
Light Energy 67.00 99.10
Heat Energy 59.00 95.80
Electricity 59.60 75.00

Table 1 presents the level of performance of grade 8 students

before and after the implementation o fScience Interactive Learning

and Intervention Program with respect with the different topics in

Science.

It can be gleaned from the table that the pretests for the above

mentioned topics were 48.90, 46.70, 51.60, 67.00, 59.00 and 59.00

respectively showed the performance of the grade 8 students before

the implementation of Science Interactive Learning and Intervention

Program. On the other hand, the result of post test, 97.60, 96.90,

102.00, 99.10, 95.80 and 75.00 correspondingly revealed the level of

performance of grade 8 students after the implementation of Science

interactive Learning and Intervention Program

Figure 2

Level of Performance of Grade 8 students

before and after the implementation of
Science Interactive Learning and
Intervention Program
120

100

80
Axis Title

60

40

20

0
heat and
Force and Work and Sound
Light Energy Temperatur Electricity
Motion Energy Energy
e
Pretest 48.9 46.7 51.6 67 59 59.6
Post Test 97.6 96.9 102 99.1 95.8 75

Figure 2 shows the graphical representation on the level of

performance of Grade 8 students before and after the implantation of

Science Interactive Learning and Intervention Program.

2. The significant difference on the level of performance of grade

8 students before and after the implementation of Science

Interactive Learning and Intervention Program.

Table 2

Computed T – Value on the Level of Performance of Grade 8

Students before and after the Implementation of Science
Interactive Learning
and Intervention Program (SILIP)

Topics Pretest Post Mean T- P Ho VI

Test Difference value
Force and 48.90 97.60 48.7 13.33 0.00 R S
Motion
Work and 46.70 96.90 50.2 16.00 0.00 R S
energy
Sound 51.60 102.00 50.4 13.77 0.00 R S
energy
Light 67.00 99.10 32.1 7.18 0.00 R S
Energy
Heat 59.00 95.80 36.8 9.09 0.00 R S
Energy
Electricity 59.60 75.00 15.4 6.09 0..00 R S

α = 0.05

The table shows the computed T – value on the level of

performance of grade 8 students before and after the implementation

of Science Interactive Learning and Intervention Program (SILIP)

It can be gleaned from the table that the obtained P-value of

0.000 is less than the level of significance 0.05 thus the null

hypothesis is rejected with a verbal interpretation of significant.

 Therefore, the level of performance of grade 8 students has a

significant difference before and after the implementation of the

Science Interactive Learning and Intervention Program (SILIP).

X. REFERENCES

Aquino, L. (2016) Intervention Program to Improve National Achievement

Test in

2016 Sun.Star Pampanga

https://www.pressreader.com/philippines/sunstar pampanga/

20160103/281633894214654

Batas Pambansa 232.https://www.lgu.ph/listings/batas-pambansa-bilang-

232/

Hatten.L What is Interactive Learning?

http://study.com/academy/lesson/what- is- interactive-learning-

overview-tools.html

Intervention.

http://health.mo.gov/data/interventionmica/index(iframe).html

Parker V. and Gerber B.(2010) Effects of a Science Intervention Program on

Middle-Grade Student Achievement and Attitudes DOI: 10.1111/j.1949-

8594.2000.tb17263.x

What is the effect of class size on student learning?

https://www.teachers.ab.ca/Publications/The%20Learning%20Team

/Volume
XI. FINANCIAL STATEMENT

Materials

Bond paper Php 200.00

Printing 500.00
Total 700.00