WARRIORS OF THE BODY: STRATEGIC

INTERVENTION MATERIAL IN IMPROVING STUDENTS' ACADEMIC

PERFORMANCE IN SCIENCE 9

Prepared by:

JOVELYN A. DATINGALING
Teacher III

Noted:

LILIBETH L. CABRERA
Principal III

STRATEGIC INTERVENTION MATERIAL

I. CONTEXT AND RATIONALE

Remediation is an activity given to students with slower learning ability than

others. It is devised to accommodate those children who were unable to keep pace
with the teaching-learning process in the classroom. These students hardly
understand the complexity of normal textbooks and modules, so, modification of
materials is at best solution for learning to occur. And Strategic Intervention Material
(SIM) prescribed by the Department of Education is one of the best solutions that
helps improve students’ performance in all subjects and promote successful learning
in different subject areas in both elementary and secondary among public schools.
In line with the Division of Tanauan City Project ATOMS (Assessment
Tools Towards Opportunities and Mastery in Science) through micro workshop
inspired Science teachers to make different instructional materials with high hopes
that the materials will be a great help to students who struggle and had a hard time
coping in a regular classroom instruction.
Similarly, Bunagan (2012) defined “Strategic Intervention Material as an aid
in re-teaching lessons that are least mastered by the students. This material
promotes independent and self-paced learning which makes the students
responsible in their own acquisition of knowledge and concepts.
One of the least mastered skills in Science 9 is the identifying parts of the
circulatory and respiratory system, and explaining how the circulatory and respiratory
system works together. It is not an easy topic to deal the interest of the learners
especially the slow one. This instructional material will help them to arouse their
interest, provide active learning while enjoying.
The purpose of this research is to find the effectiveness of the teacher-made
learning material and its impact on the students’ academic performance in science.
And also the goal of this material is to provide resources to teachers that will allow
them to transform their classrooms into active-centered learning environment.

II. OBJECTIVES
This research proposal sought to answer the following questions:
1. What is the impact of the strategic intervention material (Warriors of the Body) to
the academic performance of my students?
 2. In what way the Warriors of the Body will be best implemented in improving the
student learning outcomes?
3. What are the learning theories/approaches considered in crafting the
strategies/techniques in the implementation of this SIM?
4. What personal action plan may be proposed to sustain the positive impact of the
SIM toward student learning outcomes?

III. PROPOSED INNOVATION, INTERVENTION, and STRATEGY

The WARRIORS OF THE BODY is a Strategic Intervention Materials (SIM)
aims to develop and use teacher-made instructional materials and investigate the
impact of this intervention material in teaching the identified least learned
competencies in Science IX specifically the “identifying parts of the circulatory and
respiratory system and explaining how the circulatory and respiratory system works
together”. The utilization of the SIM is an intervention that made students obtained
better scores in the posttest.
This research will undergo three phases in gathering data namely: First,
determination of the least mastered competencies through Pretest, Posttest, and
Periodic Test, second, is the development and validation of the teacher-made
learning material which is the SIM, and last, is the final phase where students use the
material as remediation, then answer the posttest after using the material.
This SIM (WARRIORS OF THE BODY) consists of several exercises and
activities that support the learning competencies. It directs response to call for
curriculum reform, enhances learning and appreciation of science as one of the
learning areas. It focuses on active and dynamic learning based on a deep
understanding of how students learn most effectively. It also helps to increase higher-
level thinking and retention of the scientific concept and principle. And most
importantly, this was made by the researcher to improve the performance level of
students in the classroom especially grade 9 students. Moreover, they would learn at
the same time enjoy performing the interactive activities in the SIM.
IV. ACTION RESEARCH METHODS
a. Participants and or other source of Data and Information
The subjects of this study are the students of Grade 9 particularly the
sections handled by the researcher who got lower scores in pretest and
posttest and also in the periodic test in first quarter which lead to the lower
MPS of the competencies covered.
.
b. Data Gathering Method
The research process is categorized into three phases:
Phase 1. Determination of Least Mastered skills based on the result of the
Periodic test. The researcher determined the specific competencies in the
following topics: Respiratory and Circulatory systems and how it works
together as a system are least mastered by the students.

Phase 2. Development and Validation Phase. The researcher made the

SIM following all the parts to be validated by the experts in the field of
Science by writing a project proposal. The researcher also made a 25-item
teacher-made test for the pre-test.

Phase 3. Final Phase. The students will use the SIM in remediation and after
completing the tasks in SIM; the students will answer the same 24-item
teacher-made test to determine whether there is an increase or none in their
performance after using the SIM.

c. Data Analysis Plan

This research will conduct the collection of quantitative data collection using
pretest, posttest, and periodic test, followed by a qualitative data collection and
analysis. It is quantitative because data are collected and interpreted before and
after using the SIM. It is also qualitative which measures the students’ perception on
the effectiveness in using the SIM and its impact on their studies.

V. ACTION RESEARCH WORK PLAN and TIMELINES

 PERSON
ACTIVITIES TARGET DATE INVOLVED

Conduct Pretest and Posttest August-September Teacher

Students

Conduct Periodic Test October Teacher

Students

Determining and identifying the Teacher

Least Mastered skills October-November

Planning for actions to November Teacher

be taken

Preparing and Crafting of SIM November-January Teacher

Crafting of Project proposal for SIM February-April Teacher

development, validation, and
reproduction

Using SIM for remediation of May Students with lowest

students who got lowest scores in scores in tests
tests

Monitoring, Evaluation Process, June School Heads

and Result District Supervisor
EPS

VI. COST ESTIMATES

Activity Resources Quantity Cost

Needed
Conduct of Pretest, Test papers 100 0
Posttest, and Periodic Test
Determining and identifying Test Papers 100 0
the Least Mastered
Competencies
 Preparing and crafting of Bond Paper 100 200
SIM Colored Paper 100 200
Crafting of Project proposal Bond Paper 2500 1250
for SIM development, Colored Paper 500 200
validation, and reproduction
Printer Ink 6 400

Monitoring, Evaluation, and Bond paper 2 300

Result Printer Ink 6 400

TOTAL 2,950.00

VII. ACTION PLAN

Action research does not stop in completing its processes and writing the
different parts of the paper. A new journey will start after completing the reflection
and takeaways in planning, implementing, monitoring, evaluating the project and
sometimes, it leads to a new findings or research. This is the future directions of my
research:
Activity Strategies Resources Time Remarks
Duration Completed/
Ongoing
Sharing of refined Share ideas in Teacher- June-
action crafting the made December
(innovation/interve innovation through intervention 2023
ntion) with FGD/LAC session material
colleagues within and action
the grade level. research
proposal
Presentation of the Present the core Approved June-
core findings and findings and action December
reflections in LAC reflections in LAC research 2023
session? School session in school
Research
Conference
Paper publication Find publication Publishing June-
company, December
 Action 2023
research
paper
Conducting action Conduct another Completed June-
research/basic action research action December
research as a research 2023
continuation of the
completed paper.
Presentation of the Secure invitation Completed June-
paper in divisional from the division; action December
research Present the paper in research 2023, as
conference divisional research the
conference opportunit
y arises
Presentation of the Secure invitation Completed June-
paper in regional from the division; action December
research Present the paper in research 2023, as
conference divisional research the
conference opportunit
y arises

VIII. LIST OF REFERENCES

Alboruto, V. M. (2017, May). Beating the numbers through strategic intervention
materials (SIMs): Innovative science teaching for large classes. In AIP Conference
Proceedings (Vol. 1848, No. 1, p. 060014). AIP Publishing.

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

(http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_195604_broderick.p

Bunagan, F. (2012). Strategic Intervention Materials.Retrieved from

http://www.slideshare.net/felixbunagan/strategicinte

Diaz, E. D., &Dio, R. V. (2017). Effectiveness of Tri-In-1 Strategic Intervention

Materials For Grade 9 Students Through Solomon Four-Group Design.
 Dacumos, L. P. N. (2016). Perspective of secondary teachers in the utilization of
Science Strategic Intervention Material (SIM) in increasing learning proficiency of
students in Science Education. AsTEN Journal of Teacher Education, 1(2).

Dy, J. (2012). How to Develop Strategic Intervention Material. Retrieved from

http://jhody.hubpages.com/hub/HOW-TO-DEVELOP-A-SIM-
STRATEGICINTERVENTION MATERIAL(12 March, 2012).

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

http://udyong.gov.ph/index.php?option=com_content&view=article&id=69
25:importance-of-strategic-intervention-materials&catid=90&Itemid=1267

Prepared by:

JOVELYN A. DATINGALING
Teacher III-Grade 9 Science

Noted by:

LILIBETH L. CABRERA
Principal III-BLNHS