LEAST MASTERED MOST ESSENTIAL ENGLISH

LEARNING COMPETENCIES OF GRADE 9

STUDENTS: BASIS FOR DEVELOPING AND
EVALUATING ELECTRONIC STRATEGIC
INTERVENTION MATERIALS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 14
Pages: 305-313
Document ID: 2023PEMJ1256
DOI: 10.5281/zenodo.8407713
Manuscript Accepted: 2023-3-10
Psych Educ, 2023, 14: 305-313, Document ID:2023 PEMJ1256, doi:10.5281/zenodo.8407713, ISSN 2822-4353
Research Article

Least Mastered Most Essential English Learning Competencies of Grade 9 Students:

Basis for Developing and Evaluating Electronic Strategic Intervention Materials
Raymond R. Tindugan*
For affiliations and correspondence, see the last page.
Abstract
This study endeavored to develop and evaluate the Electronic Strategic Intervention Materials (E-
SIMs) in English based on the least mastered Most Essential English Learning Competencies of
Grade 9 students at Ismael Mathay Sr. High School, Quezon City, during the school year 2022-
2023.Based on the findings, the two groups of respondents evaluated the developed E-SIMs as highly
acceptable in all the following criteria: appropriateness, authenticity, comprehensibility,
meaningfulness, usefulness, and technicality, as evidenced by the grand weighted means of 3.81 for
English teachers and 3.83 for expert respondents, respectively.Likewise, the respondents described
the developed materials as meaningful, interactive, and suitable for these can be effective in
mastering the least learned competencies among the learners. They strongly believed that these
would become effective for remediation purposes and may bring positive impact on the academic
performance of the learners.Additionally, they suggested that the texts and audio in some parts play
automatically to avoid overlapping of audio narration when two objects on the screen are clicked
successively.

Keywords: most essential learning competencies, least mastered skills, e-SIM

Introduction adverse consequences for the Filipinos since English

The interminable quest for academic excellence and
quality education has seemed grueling for many
educators across the globe. This is even aggravated
now that the education setting is marred by another
predicament brought about by the COVID-19
pandemic. Since majority of educational institutions
were compelled to change their landscape in
multifarious ways, the quality of teaching and learning
is disparagingly affected in one way or another. As
both the teachers and the students are struggling to
reconcile with this difficult circumstance, it is apparent
that academic underachievement is prevalent among
many students.
In the Philippine educational context, poor academic
performance, especially in English, has been gradually
plummeting even before the pandemic. This was
exposed by the result of the 2018 Programme for
International Student Assessment (PISA) conducted by
the Organization for Economic Co-operation and
Development (OECD) (Paris, 2019). The Philippines
scored last in reading comprehension among the 79
countries worldwide; therefore, poor performance was
manifested in Math and Science as their medium of
instruction is conversed in the English language. In
addition, the country’s performance in English
dropped from the 14th position in 2018 to the 20th
position in 2019 based on the results of the English
Proficiency Index (The Manila Times, 2019). This will
presage negative impressions and may generate many
Proficiency has become the country’s economic asset
in competing in the international arena. From the
educational perspective, this evinces the importance of
English proficiency across the curriculum which the
government should address sincerely.
Meanwhile, in spite of the commitment of the
Department of Education (DepEd) to ensure learning
continuity amidst the health crisis (DepEd Order No.
12 s. 2020, “Basic Education Learning Continuity
Plan”), poor academic performance is still inescapable.
Numerous programs and projects have been
conceptualized and institutionalized by many schools
to arrest academic underachievement; however, the
problem is continuously emerging.Premised on the
foregoing, Ismael Mathay Sr. High School is not an
exception to the aforementioned issue. Out of 824
Grade 9 students enrolled in the school, 159 were not
able to meet the expectation set in the First Quarter in
English during the school year 2021-2022. This is
alarming since it unveils the fact that 19.30% of the
Grade 9 population of the school are academically
challenged. Zooming in on the actual classroom
scenario, the researcher discovered that most of his
students were unable to demonstrate mastery of the
content as they performed poorly based on their
Written Works and Performance Tasks. Hence,
strategic remediation amongst learners should be
steered to help bridge the learning gaps as postulated
in DepEd Order No. 36 s. 2021, “Guidelines on the
Conduct of Remedial and Advancement Classes

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Research Article
during Summer 2021” and to corroborate inclusive
education as stipulated in DepEd Memorandum No.
75, s. 2021, “2021 National Children’s Month
Celebration”, accentuating that “no child will be left
behind, regardless of the situation.”
Accordingly, to address the issue of academic
underachievement, Strategic Intervention Material
(SIM) was introduced by the Department of Education.
This is a tool for remediation to increase the academic
performance level of the learners by improving the
identified least mastered skills and competencies.
Consequently, it is intended to reteach the lessons that
failed to be mastered by the students during the regular
class.However, the utilization of SIMs or even E-
SIMs, as a tool for remediation has been common only
in Science subject but not in language arts, especially
in English subject. It is therefore recommended that
teachers should arrive at creating more SIMs in other
subject areas (Cubillas, 2020), intensify the use of the
SIM as part of the remedial program (Epetia, 2017),
and emphasize the employment of E-SIM in different
content areas to widely validate its impact on the
learners’ academic performance (De Jesus, 2019).The
foregoing situations motivated the researcher to
embark on this study with the goal of developing
Electronic Strategic Intervention Materials in English
for Grade 9 students to improve their academic
performance in the identified least mastered Most
Essential Learning Competencies (MELCs), along
with the evaluation of the materials to establish its
validity for effective utilization. Further, this hopes to
contribute to the attainment of academic excellence
which would lead to the realization of quality
education.
Research Questions
This study developed and evaluated the Electronic
Strategic Intervention Materials (E-SIMs) in English
based on the least mastered Most Essential English
Leaning Competencies of Grade 9 students at Ismael
Mathay Sr. High School, Quezon City, during the
school year 2022-2023. Specifically, it sought answers
to the following questions:
1. What are the least mastered Most Essential English
Learning Competencies (MEELCs) of the Grade 9
students based on the result of their Third and Fourth
Quarter Summative Test in English 9 during the school
year 2021-2022?
2. What topics relative to the least mastered Most
Essential English Learning Competencies (MEELCs)
could be developed into Electronic Strategic
Intervention Materials?
Raymond R. Tindugan
3. What is the evaluation of the English teachers and
expert respondents on the developed Electronic
Strategic Intervention Materials as regards the
following criteria?
3.1 Appropriateness;
3.2 Authenticity;
3.3 Comprehensibility;
3.4 Meaningfulness;
3.5 Technicality; and
3.6 Usefulness?
4. Is there a significant difference between the
evaluations of the two groups of respondents on the
developed Electronic Strategic Intervention Materials
in English 9 based on the given criteria?
5. What comments and suggestions were given by the
two groups of respondents to further improve the
developed Electronic Strategic Intervention Materials?
Literature Review
Instructional Materials (IMs), as posited by the
University of Wisconsin-Madison (2021), refer to the
things that the teacher uses to facilitate and simplify
his/her instructions. These include both conventional
and modern materials that aid the educational process.
It also mentioned that the instructional materials
should be feasible and available to the learners
regardless of their learning modality.
Wilson (2021) discussed the characteristics of learning
materials, as follows: 1.) they provide an impression to
the onlookers; 2.) they should comfort the learners by
allowing them to feel that they are “at ease”; 3.) they
should develop confidence in the learners, and; 4.)
they should be useful and relevant prior to their
learning experiences. Such characteristics are
relatively helpful to the teachers in designing and
evaluating materials that may assist them in effectively
facilitating the concepts, values, and skills among the
learners.
In their conference paper, Chouthaiwale & Alkamel
(2018) avowed that ICT integration has a positive
effect on learning and teaching the English language.
They concluded that ICT is regarded as an effective
instrument for revitalizing educational exercises in any
field of discipline. Its applications enliven the range of
both teaching and learning. In teaching, ICT provides
quality materials that are helpful in delivering the
lesson content, whereas in learning, it develops
autonomy among the learners which is essential for the
21st-century generation.
Strategic Intervention Materials (SIMs) are commonly
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Research Article
utilized in the classroom for remediation and
intervention purposes with minimal guide of a teacher.
SIM has five parts, namely: Guide Card, Activity
Card, Assessment Card, Enrichment Card, and
Reference Card. The guidelines for developing SIM
and even E-SIM can be summarized in the following
categories: Content Aspect which pertains to what the
overall parts contained within the SIM, Pedagogical
Aspect which deals with instructional planning, active
student learning, and assessment of learning, and
Technological Aspect which refers to technical
features or quality of the material such as its
illustrations, font text and style, and audio and
transition (Realingo, 2018). Meanwhile, Electronic
Strategic Intervention Material (E-SIM) is the
innovative version of SIM in which technological
features are fully capacitated.
Manalo (2019) conducted a study which aimed to
develop SIM to uphold learners' academic practice.
She employed the descriptive method of research
utilizing pretest and posttest to identify the problem
with the academic achievement of the learners. The
finding exposed that the developed material was
operational in teaching competency-based skills which
stood a substantial variance between the results of
pretest and posttest.
Parallel to this is the research study finished by
Cubillas (2020). Its primary objective was to develop
and validate the Strategic Intervention Materials
(SIMs) in teaching Elementary English 4. Major
findings divulged that the materials were ‘suitable’ and
‘appropriate’ in terms of content as the experts
generally rated it Very Satisfactory. Considering its
validity, she then recommended that teachers should
arrive at creating more SIMs in other subject areas.
Moving towards the application of technology in
teaching materials, Fidelino (2017) conducted a study
which objective was to develop and validate the
supplementary technologically mediated learning
materials (STMLM) in English using Story Mapping
for Grade 7 students. It was drawn from the findings
that there was a significant difference between the
analyses of the teachers and the students on the
developed learning materials using story mapping for
Grade 7 students. The two groups of respondents
evaluated the developed materials as Very Acceptable.
Methodology
Participants of the Study
Raymond R. Tindugan
The sources of data of this study were the 50
respondents which were categorized into two groups.
The first group comprised of 30 or 60% English
teachers while the second group consisted of 20 or
40% English experts. The English teachers refer to
those who are presently teaching English subjects for
less than 10 years while the experts pertain to the
group of Master Teachers (MTs), major in English,
who are master’s/doctorate degree holders and have
earned units in English as specialization. The group
also includes the teachers who have been teaching
English subjects for more than 10 years and the ICT
teachers since the materials developed are electronic in
format. The respondents of this study were from the
different public schools in Quezon City, but the
majority were from Ismael Mathay Sr. High School.
Instruments of the Study
Two sets of researcher-made survey questionnaire
were developed as the data gathering instrument of this
study. The first set was used to elicit the evaluation of
the English teachers while the second was for the
expert respondents. The survey questionnaire has two
parts: Part I contained the criteria for evaluating the
contents of the materials in terms of appropriateness,
authenticity, comprehensibility, meaningfulness,
usefulness, and technicality while Part II included the
comments and suggestions of the respondents.
Procedure
This study ponders the research ethics; hence, the
researcher wrote request letter seeking approval to
conduct the study from the Schools Division Office of
Quezon City through the principal of Ismael Mathay
Sr. High School. To fill in the requisite number of
respondents, the researcher outsourced from the
nearby public schools in Quezon City with a formal
letter addressed to the school head.
Upon approval from the proper authorities, the
researcher administered the survey questionnaire to the
30 English teachers and 20 experts to evaluate the
materials which was done through in-person and
online administration of the instruments. The former
was attained by providing the soft copies of materials
accompanied by the printed questionnaires while the
latter was achieved through a Google Form link. The
data gathered from the survey questionnaires were
tallied, tabulated, and treated with the appropriate
statistical tools.
Ethical Considerations
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Research Article
The researcher himself explained and gave the
informed consent to each participant before the
conduct of the study. He ensured them that the
information would be used with utmost confidentiality
and within the purpose of the study only.
Results and Discussion
Least Mastered Most Essential English Learning
Competencies (MEELCs) Based on the Results of
the Third and Fourth Quarter Summative Test in
English 9 during the School Year 2021-2022
Table 1. Least Mastered Most Essential English
Learning Competencies for Grade 9
It could be gleaned from the data in the table that
“Reacting to lay value judgment of critical issues that
demand sound analysis and call for prompt actions” is
rank 1; followed by “Determining the relevance and
truthfulness of the ideas presented in the materials
viewed,” rank 2; “Judging the relevance and worth of
ideas, soundness of author’s reasoning, and the
effectiveness of the presentation,” rank 3;
“Differentiating biases from prejudices,” rank 4; and
“Judging the validity of the evidence listened to,” rank
5.
Raymond R. Tindugan
The foregoing findings imply that learning materials
should be developed to enhance the least mastered
MEELCs of the students.
Topics Developed into E-SIMs Based on the Least
Mastered Most Essential English Learning
Competencies
Table 2. Topics that were Developed into E-SIMs
Based on the Least Mastered Most Essential English
Learning Competencies
It can be observed from the table that the identified
least mastered Most Essential English Learning
Competencies in Grade 9 are “Determining the
relevance and the truthfulness of the ideas presented in
the material viewed” and “Reacting to lay value
judgment on critical issues that demand sound analysis
and call for prompt actions.” From these two least
mastered most essential English learning
competencies, the following topics were developed
into E-SIMs, namely: a) expressing agreement and
disagreement, b) recognizing steps in effective
viewing, c) determining the elements in making sound
judgments, d) identifying critical issues, and e)
differentiating factual judgments from value
judgments.
Evaluation of the English Teachers and Expert
Respondents on the Parts of the Developed Electronic
Strategic Intervention Materials in Terms of
Appropriateness, Authenticity, Comprehensibility,
Meaningfulness, and Technicality
The table 3 manifests the aggregate evaluation of
the respondents on the developed E-SIMs in
terms of appropriateness, with the overall
weighted mean of 3.84, same for both
respondents, interpreted as highly acceptable, as
reflected on all itemized indicators. These results
mean that the developed e-strategic intervention
materials (SIMs) are suitable to the learners’
interest, ability, and maturity.
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Research Article

Table 4. Respondents’ Evaluations on the Developed

Electronic Strategic Intervention Materials in English
9 as to Authenticity

Table 3. Respondents’ Evaluations on the Developed

Electronic Strategic Intervention Materials in English
9 as to Appropriateness

Table 5. Respondents’ Evaluation on the Developed

Electronic Strategic Intervention Materials in English
9 as to Comprehensibility
The table 4 exhibits the evaluations of the English
teachers and the experts on the developed E-SIMs as
regards authenticity, as Highly Acceptable as
evidenced by the overall weighted means of 3.75 and
3.82, respectively, and the identical calculated
standard deviation score of 0.31. Overall, the
developed materials manifested that all parts of the
developed materials are very acceptable to the two
groups of respondents. This finding could imply that
the developed activities include real-life scenarios
which could lead to learning the language
meaningfully.

It can be gleaned on the next table that the overall

weighted means generated from the two groups of
respondents’ evaluations are similar at 3.87. with
standard deviations of 0.23 and 0.31, respectively.

Overall, the two groups of respondents evaluated the

developed E-SIMs as Highly Acceptable in terms of
comprehensibility with all the weighted means ranging
from 3.86 to 3.89 across all the indicators. This implies

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Research Article

Table 7. Respondents’ Evaluations on the Developed

Electronic Strategic Intervention Materials in English
that the language used in the materials is clear, simple, 9 as to Technicality
and direct; hence, activities are easy to follow.

Table 6. Respondents’ Evaluations on the Developed

Electronic Strategic Intervention Materials in English
9 as to Meaningfulness

Table 8. Respondents’ Evaluations on the Developed

Electronic Strategic Intervention Materials in English
9 as to Usefulness

The table 6 provides the consolidated evaluations of

the two groups of respondents on the developed E-
SIMs regarding meaningfulness, with the overall
weighted mean scores of 3.76 and 3.82, respectively,
interpreted as Highly Acceptable in all the given
indicators. These findings imply that meaningfulness
is embodied all the parts of the developed materials as
evaluated by the two groups of respondents.

The data show that all the indicators were rated as

Highly Acceptable as manifested by the weighted
mean scores ranging from 3.75 to 3. 81 and an overall
weighted mean of 3.71 from the English teachers and
3.78 from the experts with standard deviations of 0.30
and 0.35, respectively. These findings indicated that
the developed materials contain technical features that
are well illustrated, properly designed, together with
pleasing interactive transitions, good graphics, and As shown in the table, the overall weighted means of
legible font text and styles. 3.86 and 3.84 given by the teachers and the experts
with standard deviations of 0.24 and 0.33, respectively
indicate that all the developed learning materials are
Highly Acceptable to them in enhancing the essential
English competencies of the students.

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Research Article

Significant Difference Between the Evaluations of

the Two Groups of Respondents on the Developed
Table 11. Test of Significant Difference in the
Electronic Strategic Intervention Materials in
Evaluations of the Two Groups of Respondents on the
Grade 9 English
Developed Electronic Strategic Intervention Materials
Table 9. Test of Significant Difference in the in English 9 regarding Comprehensibility
Evaluations of the Two Groups of Respondents on the
Developed Electronic Strategic Intervention Materials
in English 9 regarding Appropriateness

Table 12. Test of Significant Difference in the

Evaluations of the Two Groups of Respondents on the
Developed Electronic Strategic Intervention Materials
It is safe to construe that there is no significant in English 9 regarding Meaningfulness
difference between the evaluations of the two groups
of respondents on the developed Electronic Strategic
Intervention Materials in English 9 with respect to
appropriateness. As such, the implication of this
finding is attributable to the consistency of the
evaluations of the respondents on the developed E-
The statistical decision is to fail to reject the null
SIMs in terms of appropriateness. Therefore, the
hypothesis. Thus, there is no significant difference
materials are appropriate for the learners.
between the evaluations of the two groups of
Table 10. Test of Significant Difference in the respondents on the developed Electronic Strategic
Evaluations of the Two Groups of Respondents on the Intervention Materials in English 9 with respect to
meaningfulness. The findings evince that the
Developed Electronic Strategic Intervention Materials
developed E-SIMs have meaningful contents as
in English 9 regarding Authenticity
implied on the coherent assessments of the evaluators
where no significant difference was drawn between
their evaluations.

Table 13. Test of Significant Difference in the

Evaluations of the Two Groups of Respondents on the
This indicates that the null hypothesis cannot be
rejected. Therefore, there is no significant difference Developed Electronic Strategic Intervention Materials
between the evaluations of the two groups of in English 9 regarding Technicality
respondents on the developed Electronic Strategic
Intervention Materials in English 9 with respect to
authenticity. Undoubtedly, authenticity is manifested
on the developed materials since the evaluations of the
respondents on the developed E-SIMs in terms of
authenticity are identical.
It is shown that there is no significant difference
This elucidates that there is no significant difference between the evaluations of the two groups of
between the evaluations of the two groups of respondents on the developed E-SIMs in English 9
respondents on the developed Electronic Strategic relative to technicality criterion. These findings could
Intervention Materials in English 9 with respect to reflect that the developed materials contain technical
comprehensibility. It is irrefutable to claim that the qualities in consonance with the evaluations of the two
developed materials are comprehensible as divulged group of respondents.
by the unvarying evaluations of the two groups of
respondents.

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Research Article
Table 14. Test of Significant Difference in the
Evaluations of the Two Groups of Respondents on the
Developed Electronic Strategic Intervention Materials
in English 9 regarding Usefulness
As shown in the table, the computed t value of 0.22 is
lesser than the critical t value of 2.01. This leads to the
statistical decision that at 5% significance level, there
is no significant difference between the evaluations of
the two groups of respondents on the developed
materials in English 9 with respect to usefulness.
Comments and Suggestions Given by the Two
Groups of Respondents on the Developed
Electronic Strategic Intervention Materials (E-
SIMs) in English 9
The comments offered by the English teachers and the
expert respondents on the developed E-SIMs are
generally positive. They described the developed
materials as meaningful, interactive, and suitable for
these can be effective in mastering the least learned
competencies among the learners. Also, they expressed
their praises on the developed materials in terms of
organization, localization, and contextualization.
Catchy titles, engaging pictures, sample headlines, and
localized texts for tasks presentation are effectively
used which may draw learners’ desire to read the
materials. They strongly believe that these would
become effective for remediation purposes and may
bring positive impact on the academic performance of
the learners.
Meanwhile, valuable suggestions were recommended
by the respondents on the developed E-SIMs. They
remarked that the developed materials can be further
improved by setting them to be browsed at a kiosk
(Full Screen) show type. In that way, the learners can
only click objects on screen and prevents the slides
from advancing or going back to previous slides.
Additionally, they suggested that the texts and audio in
some parts play automatically to avoid overlapping of
audio narration when two objects on the screen are
clicked successively. They further suggested that the
developed materials should have additional sources,
bigger font size, more graphics, and proper
referencing.
Raymond R. Tindugan
Conclusion
The following conclusions were drawn based on the
summary of findings: (1) The most difficult most
essential English learning competencies for Grade 9
could be developed into E-SIMs. (2) The developed E-
SIMs are appropriate, authentic, comprehensible,
meaningful, useful, and technically oriented for Grade
9 students. (3) Positive comments and suggestions are
offered by the two groups of respondents to further
improve the developed E-SIMs.
From the drawn conclusions, the following
recommendations are proposed: (1) The developed E-
SIMs may be utilized not only district-wide but also
division-wide to address the students’ least mastered
Most Essential English Learning Competencies for
Grade 9. (2) The developed E-SIMs may be tried out
in an English 9 class to determine their effectiveness.
(3) Other teachers are encouraged to craft more E-
SIMs in other Grade levels and in other subject areas
guided by the aforementioned criteria. (4)Parallel
studies may be undertaken using the same
questionnaire and methodologies but in different
localities with bigger number of respondents to further
validate their impact of E-SIMs.
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on March 2022 f r o m : Affiliations and Corresponding Information

https://www.scribbr.com/methodology/descriptive-research/.
Raymond R. Tindugan
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