Effectiveness of The Teacher-Made Scienc

EFFECTIVENESS OF THE TEACHER-MADE SCIENCE STRATEGIC
INTERVENTION MATERIAL IN INCREASING THE PERFORMANCE LEVEL OF THE GRADE

SIX
PUPILS OF BACONGCO ELEMENTARY SCHOOL IN THE
SPECIFIED COMPETENCY
EFFECTIVENESS OF THE TEACHER-MADE SCIENCE STRATEGIC INTERVENTION MATERIAL
IN INCREASING THE PERFORMANCE LEVEL OF GRADE SIX PUPILS OF BACONGCO
ELEMENTARY SCHOOL IN THE SPECIFIED COMPETENCY
Action Research
I.
INTRODUCTION
Rich countries are science-rich and poor countries are science-poor. This statement was made by
Dr. Frank Yui, the companion of Senator Emmanuel Pelaez, the Father of Science Act of 1958
(Barredo, 2014).
This is a challenge to all educators to improve the teaching-learning process especially in science. It
is said that science is the backbone of the development of a country and a country with a majority of
science illiterates is a poor country.
The Philippines development challenges can be overcome by committing to science and
technology education to help breed innovative ideas, technology transfer and scientific breakthrough for
progress. Sadly, every year, the results of the National Achievement Test (NAT) in science show that
there are competencies that fall below the mastery level. Bacongco Elementary Schools periodic
examinations also show competencies in every grading period that fall below the mastery level. The
pupils final grade in science at the end of the school year also show that regular remedial lessons and
peer mentoring are not enough to address the low performance level in certain competencies.
Strategic Intervention Materials (SIM) have been known to improve the performance levels in
various schools and learning areas. Various studies have proven this claim and various SIMs have been
prepared for different learning areas and competencies. Some of these materials, however, are not fitted
for the type of learners in the locality.

SIX
The City Schools of Koronadal has sponsored various SIM making seminars and workshops but
few teachers are actually making one. If there are prepared SIMs, these are kept by specific teachers and
are not readily available for the Division nor in the District.
The researcher prepared a Science Strategic Intervention Material for two reasons: first, to test its
effectiveness in increasing the performance level of the Grade Six pupils of Bacongco Elementary
School in the specified competency; and second, to determine if the content, format and style of the
Science Strategic Intervention Material will pass the Department of Educations standards by joining in
the annual National Science Quest.
II.
STATEMENT OF THE PROBLEM

This study aims to determine the effectiveness of the teacher-made Science Strategic Intervention
Material in increasing the performance level of the Grade Sic pupils of Bacongco Elementary School in
the specified competency.
Specifically, the study aims to answer the following questions:
1. Did the teacher-made Science Strategic Intervention Material increase the performance level of
the Grade Six pupils of Bacongco Elementary School in the specified competency; and
2. What is the percentage increase in the performance level of the tested pupils?
III.
HYPOTHESES OF THE STUDY

The following were the null hypothesis and alternative hypothesis of the study:
HO: The use of the Science Strategic Intervention Material, Ylao, Your Energy Booster Friend!
did not improve the performance level of the pupils;

SIX
HA: The use of the Science Strategic Intervention Material, Ylao Your Energy Booster Friend!
improved the performance level of the pupils.
IV.
SCOPE AND LIMITATIONS

This action research is limited to the determination of the effectiveness of the teacher-made Science
Strategic Intervention Material in increasing the performance level of the Grade Six pupils of Bacongco
Elementary School in the specified competency. The study was conducted from October 1, 2014 to
November 15, 2014 at Bacongco Elementary School, Brgy. San Isidro, City of Koronadal. The subjects of
the study were eighteen (18) Grade Six pupils who showed below mastery performance in the first quiz in
the topic, Energy Transformation. Nine (9) of these pupils used the teacher-made Science Strategic
Intervention Material, Ylao, Your Energy Booster Friend! Strategic Intervention Material in Science
Grade Six.
The scores of the pupils were subjected to mean, standard deviation and f-test to determine the
effectiveness of the teacher-made Science Strategic Intervention Material.
V.
CONCEPTUAL FRAMEWORK
This study is based on the framework that a nation with science literate citizens is a rich nation. The
education sector, therefore, plays a significant role in the development of a nation. This should prompt
educators to look more deeply into the improvement of the teaching-learning process whose ultimate goal
is to produce pupils who have skills, talents, knowledge and moral life-long values and are globally
competitive
The preparation of teacher-made Strategic Intervention Materials is a tool to deepen understanding
of competencies in easy, interesting and fun way. And since the material is locally made, it brings into

SIX
consideration the capacities and abilities of the pupil-clientele, use locally known materials and culture,
and makes learning experience more personal.
These are the ideas that helped formulate the conceptual framework of this study. As seen in the
schematic presentation of the conceptual framework, Figure 1, the Science Strategic Intervention Material
will be used to improve or increase the performance level of Grade Six pupils of Bacongco Elementary
School in the specific competency. The Science Strategic Intervention Material prepared by the
researcher-teacher is entitled, Ylao, Your Energy Booster Friend! A Science Strategic Intervention
Material for Grade Six. The competency tested by the SIM is Identify the energy transformation that
happens in given examples. This competency is sub-tasked from the competency: Conclude that energy
can change from one form to another (PELC 2010, page 14).

SIX
Science Strategic Intervention

Material
Increased performance level of

Grade Six pupils of Bacongco
Elementary School in the specific
competency
SIM Title: Ylao, Your Energy

Booster Friend! A Science
Strategic Intervention Materials
for Grade Six
SIM Competency: Identify the

energy transformation that
happens in given examples
(Sub-tasked from PELC 2010,
page 14)
Figure 1. Schematic presentation of the Conceptual Framework of the study
VI.
DEFINITION OF TERMS
The following are the operational definitions of the terms used in this study:
Competency. The learning objectives prescribed by the Department of Education and found in the
Philippine Elementary Learning Competencies (PELC).

SIX
Effectiveness. This refers to the degree, in terms of percentage and f-test results, to which the teachermade Science SIM improved the performance level of the Grade Six pupils in the specified
competency.
Performance Level. This refers to the scores of the Grade Six pupils classified as: <75%, below passing
level; 75%, passing level; and >75%, above passing level. This is the criterion set by the
Department of Education in terms of achievement level and 75% is the national target (DepEd
Order No. 073, series of 2012).
Teacher-Made Science Strategic Intervention Material. This refers to the instructional material meant
to reteach concepts or topics which are considered least mastered by the pupils prepared by the
subject teacher teaching the learning area.
VII. RELATED LITERATURE

SIM or Strategic Intervention Material refers to teaching aid introduced into the teaching methods
to stimulate the activity of the students and thereby increasing their level of understanding.
The Strategic Intervention Materials (SIM) aim to provide the students with a learning experience
which could give them opportunities to harness their scientific skills and values through a simpler way of
understanding the contents of the subject.
Strategic Intervention Materials, popularly known as SIM in Philippine Education is an
instructional material meant to reteach concepts or topics which are considered Least Mastered by the
students. The basic parts of which are: Guide Card, Activity Card, Assessment Card, Enrichment Card
and Reference.
A study conducted by Kristine Jean DA. Barredo, Teacher-II of Tunasan Elementary Scjool,
Muntinlupa City, entitled, Development on the Academic Performance in Science Using Strategic

SIX
Intervention Material, showed that there is a development in the academic performance in science of
elementary school pupils after using strategic intervention materials. It was noted that pupils are able to
remember the lessons over a longer period of time after using the SIMs.
A joint study published in the International Journal of Learning, Teaching and Educational
Research, Vol 2, No. 1, pp. 91-123, February, 2014 by Edwin I. Salviejo, Science Department, Makati
High School, 1214 Makati City, Philippines; Fidela Q. Aranes, Chemistry Department, College of
Science, Technological University of the Philippines, 1000 Manila, Philippines; and Allen A. Espinosa,
Faculty of Science, Technology and Mathematics, College of Teacher Development, Philippine Normal
University, 1000 Manila, Philippines, also showed the effectiveness of SIM in enhancing the teachinglearning process. The study entitled, Strategic Intervention Material-Based Instruction, Learning
Approach and Students Performance in Chemistry, gave the following conclusions: (1) Most of the
students adopted the deep learners approach after the exposure to the SIM BI. Some of the surface
learners adopted the deep learners approach while a few deep learners adopted the surface learners
approach. The SIM BI has capability of influencing the learning approach of the students in Chemistry;
(2) The use of the Strategic Intervention MaterialBased Instruction (SIMBI) enhanced the performance
of students in Chemistry regardless of learning approach adopted; (3) The deep and surface learners
performed equally well after exposure to Strategic Intervention Material Based Instruction (SIM BI);
and (4) Deep and surface learners have a positive perception on the use of Strategic Intervention Material
(SIM. Students find it enjoyable, interesting and contributing positive attitude towards Chemistry.
SIM has been an effective remedial-teaching tool in some elementary and secondary schools in the
Philippines where it has been used. There is a great possibility that this may also be as effective in the
researchers locality.

SIX
VIII. METHODOLOGY
The Least Learned competencies from the Third Grading Periodic Test in Science Grade Six were
identified. Among the least learned competencies, the lowest competency was selected as the competency
for the teacher-made SIM. The teacher prepared a Science SIM based on the format and requirements of
the Department of Education, capacities and abilities of the pupils, the characteristics and culture of the
community.
The pupils who got scores below the passing level (less than 75%) were selected. All the pupils
were given remedial lessons. The teacher-made Science SIM was used by half of the pupils during the
remediation while the other half did not use the Science SIM. The selection of the pupils was done
randomly. A 15-item assessment test was given after the remedial class. Two weeks after the first 15-item
assessment test, another 15-item assessment test was conducted to the same pupils.
The scores were subjected to statistical treatments to determine if there is an increase in the
performance level of the pupils.
IX.
RESULTS AND DISCUSSION

Among the least learned competencies in the Third Periodic Examination in Grade Six Science, the
lowest competency which is, identify the energy transformation that happens in the given examples,
was selected as the competency for the teacher-made SIM.
The SIM was prepared by the teacher taking into consideration the format, criteria and requirements
prescribed by the Department of Education, the capacities and abilities of the pupils and the
characteristics and culture of the community.
The SIM prepared is entitled, YLao, Your Energy Booster Friend! It has two Guide Cards:
Energy Everywhere and Colored Energies! It has five Activity Cards: Energetic Dots! Dynamic

SIX
Changes, Changes, Changes Everywhere, Energetic Jumps! and Boost Your Energy Level! It also
has two Assessment Cards: Match Your Energy and Whats Your Energy Level? There is also an
Enrichment Card: Moving Up! and four Reference Cards: Energy Ideas to Remember! Read and Be
Energized, e-Nergy Interactive Sites, and Answer Key. The SIM is printed in thick linen papers with
colourful prints and designs and large child-friendly fonts fitted for elementary pupils. It is spirally bound
to be sturdy with transparent plastic cover.
The pupils who got scores below the passing level (less than 75%) were selected. There are 16
pupils from the two Grade Six sections of 82 pupils under this performance bracket. The teacher-made
Science SIM was used by randomly selected eight pupils while the other eight did not use the material.
These 16 pupils were given an assessment test on the tested competency to determine the effectiveness of
the teacher-made Science SIM.
Below are the tabulated results of the study:
Figure 2, below, shows the scores of the 8 pupils who used the SIM during the remedial class (X 1);
the scores of the 8 pupils who did not use the SIM during the remedial class (X 2); and the scores of the 8
randomly selected pupils who joined the remedial class but have passed the original periodic examination
(X3).
X1: Pupils who used the
X2: Pupils who did not use the
X3: Pupils who originally
SIM
SIM
passed the test
Pupil No.
Score
Pupils No.
Score
Pupils No.
Score
1
14
9
5
17
8
2
13
10
9
18
10
3
14
11
8
19
15
4
12
12
11
20
11
5
9
13
7
21
9
6
12
14
10
22
12
7
15
15
8
23
15
8
14
16
9
24
12
Figure 2. Scores in the 15-item assessment test conducted after the remedial lessons.
10

SIX
The results show that the pupils who used the Science SIM passes the 15-item assessment test on
the competency. From those who did not use the Science SIM, two failed the test, two got a passing score
and four were above the passing rate. From those who originally passed the periodic test, one got a
passing score and seven pupils got scores above the passing rate.
The scores of the three sets of pupils were subjected to f-test and the results shows that the mean
score of those who used the Science SIM (M 1) is 12.88; those who did not use the SIM (M 2) is 8.38; and
those who originally passed the test have a mean score (M 3) of 11.50. Those who used the SIM has the
highest mean; followed by those who originally passed the test; and the lowest mean is achieved by those
who did not use the SIM.
X1
14
13
14
12
9
12
15
14
X
n
M
(X1-M1)2
s
s2
(X1-M1)2
1.25
0.01
1.25
0.77
15.05
0.77
4.49
1.25
103
8
12.88
X2
5
9
8
11
7
10
8
9
(X2-M2)2
11.42
0.38
0.14
6.68
1.90
2.62
0.14
0.38
X3
8
10
15
11
9
12
15
12
67
8
8.38
92
8
11.50
23.88
1.85
3.41
Figure 3. Computations for the f-test.
2.56
6.57
24.88
1.89
3.55
(X3-M3)2
12.25
2.25
12.25
0.25
6.25
0.25
12.25
0.25
46.00
Figure 3 shows the standard deviation for the three sets of pupils. The set of pupils who used the
SIM has a standard deviation of 3.55. The set of pupils who did not use the SIM has a standard deviation
of 3.41. The set of pupils who originally passed the test has a standard deviation of 6.57. The result of the
standard deviation showed that the set of pupils who originally passed the test has a more scattered test
scores while the set of pupils who used the SIM has scores which is less scattered.
11

SIX
Computations showed an f-value of 10.76 while the tabular f-value at d f=24 and at 0.05 is 2.42.
Since the Fcalculated value, 10.76 is greater than the Ftabulated value, 2.42, the null hypothesis (The use
of the Science Strategic Intervention Material, Ylao, Your Energy Booster Friend! did not improve the
performance level of the pupils) is rejected and the alternative hypothesis (The use of the Science Stategic
Intervention Material, Ylao, Your Energy Booster Friend! improved the performance level of the
pupils) is accepted.
X1: Pupils who used the
X2: Pupils who did not use the
X3: Pupils who originally
SIM
SIM
passed the test
Pupil No.
Score
Pupils No.
Score
Pupils No.
Score
1
12
9
4
17
15
2
11
10
9
18
10
3
9
11
12
19
9
4
12
12
6
20
7
5
8
13
4
21
11
6
10
14
3
22
15
7
9
15
9
23
13
8
14
16
11
24
12
Figure 3. Scores of pupils in the second 15-item assessment test conducted after the remedial lessons.
The scores of the set of pupils who used the SIM showed that one got a score of 75% and seven
got scores of more than 75%. The scores of the pupils who did not use the SIM showed that four got
scores below 75% and four got scores above 75%. The scores of the pupils who originally passed the test
showed that all eight pupils got scores above 75%.
X1
12
11
9
12
8
10
9
14
X
N
85
8
(X1-M1)2
1.88
0.14
2.66
1.88
6.92
0.40
2.66
11.36
X2
4
9
12
6
4
3
9
11
58
8
(X2-M2)2
10.56
3.06
22.56
1.56
10.56
18.06
3.06
14.06
X3
15
10
9
7
11
15
13
12
(X3-M3)2
12.25
2.25
6.25
20.25
0.25
12.25
2.25
0.25
92
8
12

SIX
M
(X1-M1)2
s
s2
10.63
7.25
27.88
11.50
83.50
56.00
3.45
2.83
11.93
8.00
Figure 5. Computations for the f-test.
Computations shows an f-value of 5.79 while the tabular f-value at d f2=24 and at 0.05 is 2.42.
Since the Fcalculated value, 5.79 is greater than the F tabulated value, 2.42, the null hypothesis (The use
2.00
3.98
of the Science Strategic Intervention Material, Ylao, Your Energy Booster Friend! did not improve the
performance level of the pupils) is rejected and the alternative hypothesis (The use of the Science Stategic
Intervention Material, Ylao, Your Energy Booster Friend! improved the performance level of the
pupils) is accepted.
X.
CONCLUSIONS AND RECOMMENDATIONS

The following are the conclusions of the study:
1. The teacher-made Science Strategic Intervention Material increase the performance level of the
Grade Six pupils of Bacongco Elementary School in the specified competency as shown by the
f-test results; and
2. There is a 100% increase in the passing rate of all pupils who used the Science SIM.
The following are the recommendations of the study:
1. The Strategic Intervention Materials should be made and tested for other competencies in the
different grade levels in Science: and
2. Teacher-made Strategic Intervention Materials should be reviewed and improved.
REFERENCES
Barredo, Kristine Joan DA. (2014) Development on the Academic Performance in Science Using
Strategic Intervention Material. Retrieved August 20, 2014 from http://www.lassroom20.com/
Profiles/blogs/strategic-intervention-naterials-in-science.
13

SIX
Bureau of Elementary Education. (2013, January 26). Retrieved December 15, 2014 from
http://www.deped.gov.ph/index.php/bee-about-us.
Calmorin, L. (2010). Methods of Research. Rex Bookstore, Manila.

Dy, Jocelym O. (2007). Strategic Intervention Materials (SIM) in Teaching Science IV (Physics).
Retrieved August 20, 2014 from http://jhody.hubpages.com/hub/TEACHING -PHYSICSTHROUGH-STRATEGIC-INTERVENTION-MATERIALS-SIM.
Salviejo, Edwin I., Aranes, Fidela Q., Espinosa, Allen A. (February, 2014) Strategic Intervention
Material Based Instruction, Learning Approach and Students Performance in
Chemistry. International Journal of Learning, Teaching and Educational Research, Vol. 2,
No. 1, pp. 91 123.
14

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EFFECTIVENESS OF THE TEACHER-MADE SCIENCE STRATEGIC

INTERVENTION MATERIAL IN INCREASING THE PERFORMANCE LEVEL OF THE GRADE