DEVELOPMENT AND VALIDATION OF SPECIFIC

INTERVENTION IN MATH (SIIM) IN ASSESSING

K-3 PUPILS ACADEMIC PERFORMANCE IN SAN
GABRIEL ELEMENTARY SCHOOL

CORAZON R. DELA ROSA

MA. NIDA D. ESTIL
REGINE A. BAONG
Background and Rationale of the study
Mathematics is a fundamental subject in education, playing a crucial role in shaping
learners' problem-solving, critical thinking, and analytical skills. However, many learners
struggle with math, leading to lower academic performance and reduced confidence in their
abilities. As educators and researchers seek ways to address this issue, the development and
validation of effective intervention strategies become essential.
In this scenario, National Achievement Test (NAT), reported that basic math in
elementary education consistently ranked the lowest among 6 assessed learning areas from 2004
to 2012 (Philippine Basic Education, 2013). This report was further supported by the result of
the recently concluded 2019 TIMSS ranking the Philippines at the bottom among 58
participating countries both in science and in math (Bernardo, 2020).
 Despite the amplification of math instruction and learning
throughout the world, the Philippines remained lagged behind following
the results from many competency-based assessments. Numerous
attempts were also made to bring change into the way science is taught
and proposals for remodeling math teaching were adapted to improve
this academic learning. One proposal was the implementation of K-12
curriculum in response to the preceding failure of the Philippines in
2003 TIMSS (Iglesias, 2016). With the K-12 curriculum’s state-of-the-
art scheme decongesting math competencies while expanding desirable
instructional practices for teaching, does this mean its imposition
brought significant changes in the academic achievement of learners
and instructional practices of teachers in math. In this study, academic
achievement of learners and instructional practices of math teachers
were probed and correlated to assess its attainment of the demands of
the standards of national curriculum policy.
 Teachers adopted different strategies to address the student's
difficulties and gaps in their learning process. One of these techniques and
aids teachers had utilized the Modules in mathematics. Modules are
conceptualized and designed to aid the teacher in providing the students with
the needed support to progress in their studies. These will increase and
deepen the child's skills, knowledge, and understanding in various subject
areas in math and include various learning areas in the curriculum. Modules
can explore various ideas and concepts that would enrich their understanding
of varied subject matters that sharpen their competencies. Furthermore, the
Modules tend to reteach the lessons that could be clearer to the learners and
help them gain mastery of the skills. Moreover, the Modules guarantee
alignment of activities with the tasks/objectives and provide activities where
students can have enough practice to enhance and develop their skills and
focus on the least mastered skills (Cubillas, 2018).
 The Specific Intervention in Math (SIIM) is designed based on
evidence-based practices and the identified key factors. It may
incorporate a combination of strategies, such as differentiated
instruction, peer tutoring, technology integration, gamification, and
personalized learning plans. The model aims to provide a holistic and
individualized approach to support students' math learning. According
to the DepEd Memorandum 117, Series of 2005, one of the materials
designated by the Department of Education is Strategic Intervention
Materials (SIM) to help students perform better across all disciplines.
The strategic intervention materials aid students in acquiring skills
they were unable to acquire in conventional classes. Given that
learners learn differently, using Strategic Intervention (SIM) is a great
help in giving a positive impact on the mastery of the least-learned
competency of the learners.
 The development and validation of the Specific
Intervention in Math (SIIM) contribute to the body of
knowledge on effective strategies to improve academic
performance in mathematics. It offers valuable insights into the
factors that influence math learning and the design of
interventions that can positively impact students' achievements
in this critical subject. The findings can be used to inform
educational policies and practices, ultimately benefitting
students and promoting success in math education.
 In addition to these strategies mentioned above, an approach
to self-directed learning requires using instructional materials
designed to help the students learn independently. These self-
instructional materials, which could be in module form, consisted
of a self-contained, independent unit of instruction prepared for
attaining defined instructional objectives (Neri, & Ancog, 2023).
Two distinctive features of self-instructional modules are that they
promote self-paced learning and their availability at any time and
place. As a self-paced learning material, it allows a learner to work
at his/her own pace rather than the group's, which can be too fast or
slow. The availability of self-instructional material likewise allows
students to learn when they wish rather than according to an
external timetable.
 Despite the results of the different studies and solutions to
distance education, challenges and issues concerning the effectiveness
and coherence of the appropriate development approach still need to be
supported. There still needs to be solid evidence that those developed
modules are relevant to the different kinds of learners (Pacheco, 2022).
The accelerating literature suggests the baseline of learning modules to
address distant learning and measures its effectiveness in attaining
desired learning outcomes. However, some literature gaps were noticed
as to the limitations of each study. Most of the standard learning
modules developed a focus on contextualizing the objectives, lesson
content, and assessment forms and are proven effective in grasping the
lesson.
 Despite those projects and programs in the education sector, pupils' performance is low.
In fact, International Assessment Tests in Math and Science showed that the performance levels of
Filipinos appeared below standards (Bernardo et al., 2022). In response to this, educational specialists
have increased their efforts to find solutions to enhance learners' academic performance. This has led to
research being conducted to improve the teaching and learning experience, particularly within the
classroom.
The above scenario was also true in San Gabriel Elementary School. Based on the report
of school Monitoring and Evaluation assessment for the school year 2021-2022, there were competencies
in different subjects which were not mastered as perceived in the Mean Percentage Score (MPS) results.
These are as follows: Math (82.02%), English (81.19%), Filipino (80.57%), Science (83.04%), and
Araling Panlipunan (81.72%). With this, it was shown that mastery learning in Filipino was the lowest.
Pupils must achieve mastery in their lessons since it serves as a clear sign that they are comprehending
the material. If they fail to attain mastery, it can negatively impact their overall academic performance.
 The study identifies a research gap related to the effectiveness of specific math
interventions. While some studies have shown positive outcomes, such as improved student
engagement and academic performance, others have reported negative effects like decreased
motivation and increased distractions. More research is needed to understand the advantages
and disadvantages of computer-aided instruction for technological advancement.
The primary objective of the study is to gather fundamental information and gain a
comprehensive understanding of how specific math interventions impact the academic
performance of students and teachers' pedagogical competence. The study aims to provide
empirical evidence that identifies areas requiring further improvement and intervention.
Ultimately, the study's findings may lead to specific recommendations to support teachers in
delivering high-quality education in the country.
Research Questions
This study seeks to answer the following questions:
1. What is the level of mastery in Math among Grade III pupils in San Gabriel Elementary
School?
2. What are the most preferred instructional materials among Grade III pupils in San
Gabriel Elementary School?
3. How do experts perceive the supplemental instructional materials in terms of the
following:
1. objective
2. content
3. language, and
4. evaluation
4. What is the learning gains of the pupils after using as
supplemental instructional materials in teaching Math?

5. Is there a significant difference encountered by the Grade III

pupils in San Gabriel Elementary School?
Proposed Innovation and or Strategy
The proposed innovation in this action research is the
“Collaborative Action Planning: that will involve K-3 math
teachers, school heads, and other stakeholders in the action
planning phase. This will collaboratively identify the objectives,
goals, and desired outcomes of the SIM development and
validation. The intervention involves in conducting a baseline
assessment to understand the current math proficiency level of
Grade III pupils. This data will serve as a reference point to
measure the impact of the SIM on pupils learning. The teaching
strategies is to explore the integration of technology, such as
educational apps or online resources, to enhance the SIM's
engagement and interactivity.
Methodology
A. Participants and/or other Sources of Data and Information
The study will be employed a descriptive-developmental and experimental designs
to develop and validate of specific intervention in Math (SIIM) in the academic
performance of Grade III pupils.

B. Data Collection
Before conducting actual data gathering, a letter of intent will be sent to the Schools
Division Superintendent – Officer-in-Charge in the Borongan City Division, where the
study will be conducted. After the approval, copies of the endorsement letter from the Office
of the Schools Division Superintendent will be sent to the school head of San Gabriel
Elementary School to conduct the experimental study. The proponents will be utilizing the
Grade VI pupils to administer the single-group experimental study of research during the
second quarter of the school year 2023-2024.
C. Data Analysis

Data will be gathered through the validation tool as a guide in knowing the respondents’
feedback regarding the supplemental instructional material after exposure. Afterward, the
questionnaires will be collected, tabulated, analyzed, and interpreted. The weighted mean will be
solved then the grand mean will used for the general interpretation of the responses. The pupil’s
scores in the pretest and post-test performance will be also be tabulated for easy understanding.
Its mean and standard deviation will be computed. Inferential statistics will be used to correlate
the level of validity, and reliability; Pearson r Coefficients Correlation and Cronbach alpha will
be used. Tests for normality, homogeneity of variance, and sphericity, Shapiro-Wilks test of
normality will be utilized. T-test for uncorrelated samples will be used to test the significance of
the difference between the pretest and post-test mean scores in the experimentation.
Research Instrument
Lesson Plan
Pretest/Posttest
 Action Workplan and Timelines
Major activities TIMELINE
Sept Oct Nov Dec Jan Feb Mar
2023 2023 2023 2023 2024 2024 2024

Crafting the research proposal

Submission / Presentation of the research proposal for

correction

Submission / Presentation of the research proposal for

correction

Submission / Presentation of the research proposal for

correction

Revision / Rewriting the research proposal based on corrections

Submission of the research proposal to the Division Office

Data gathering Legend:

Analysis of data by a statistician
Green – Done
Writing the findings, recommendations, and other parts of the
research paper Yellow – Ongoing
Finalization of the research paper Red – Still to be done
Cost Estimates

PARTICULARS COST ESTIMATES

Printing of research proposal, research instruments,

and final completed research
15, 000.00

Data gathering
3, 000.00

Miscellaneous expenses
7,000.00

TOTAL PHP 25, 000.00

Thank you!