Action research for Strategic Intervention Materials

1. 1. EVALUATING THE EFFECTIVENESS OF USING STRATEGIC INTERVENTION

MATERIAL IN IMPROVING THE ACADEMIC PERFORMANCE IN SCIENCE STRATEGIC
INTERVENTION MATERIAL Kristine Joan DA. Barredo Teacher II Tunasan Elementary
School Muntinlupa City ABSTRACT INTRODUCTION Elementary school students are
naturally curious, which makes science an ideal subject for them to learn. Science allows
students to explore their world and discover new things. It is also an active subject,
containing activities such as hands-on- labs and experiments. This makes science well-
suited to active younger children. Science is an important part of the foundation for education
for all children. (Jessica Cook, eHow) Science teaches children necessary skills that they
can use in other areas of their lives. Kidsource.com reports, “Early experiences in science
help children develop problem-solving skills and motivate them toward a lifelong interest in
the natural world.” Consequently, science is included as a core element in elementary and
secondary levels despite conceptual complexity and high cost of implementation.
(Batomalaque, 2009) Another justification for the inclusion of science in school curricula is
that all citizens need to achieve a degree of “scientific literacy” to enable them to participate
effectively as citizens in modern societies.
2. 2. Studies indicate however, that many of our Filipino learners are not attaining functional
literacy, without which they find it too difficult to meet the challenges posed by our rapidly
changing world. BACKGROUND OF THE STUDY Students’ performance in the National
Achievement Test shows that Science continues to be the most difficult field of study in basic
education. The results are intended to guide the Department of Education in its efforts
towards the improvement of the quality of education in public schools and to provide
appropriate intervention for the students. According to the Basic Education Curriculum
Primer 2002, Science and Health aims to help the Filipino child gain a functional
understanding of science concepts and principles linked with real life situations, acquire
science skills as well as scientific attitudes and values needed in solving everyday problems.
These pertain to health and sanitation, nutrition, food production, and the environment and
its conservation. There is no Science and Health for Grades I and II but simple science and
health concepts which include the child’s interaction to his immediate environment are
contents of English. These concepts reinforce the sensory-perceptual activities introduced in
the 8- week ECD Curriculum. Likewise, process ski lls may be developed in Makabayan
subject like Sibika at Kultura. Teaching Science and Health will formally start in Grade III
using English as medium of instruction. In Grades IV-VI, more complex study of Science
concepts will be taken up in preparation for High School
3. 3. work. The goal of Science is to demonstrate understanding how science, technology and
health relate to the comprehension of the environment and application of skills, attitudes and
values in solving varied life situations. But with the problems persisting today in Philippine
education system, our stand for functional literacy to empower learners is at stake. The
scarcity of teachers, poor classrooms and dearth of instructional materials, low student
achievement and increasing number of out-of-school children hamper our learners to be
active makers of meaningful life. The Trends in Mathematics and Science Survey (TIMSS)
alone which was conducted five years ago revealed unsatisfactory results, the Philippines
ranked 41st in Math and 42nd in Science out of 45 countries that were tested (Manila Times
2004). This proved that vast majority of Filipino students have performed way below par in all
national achievement tests, and below the levels of most students from other countries in the
international tests. Thus, education managers must focus on reforming and delivering quality
instruction so that the Basic Education Curriculum will not be overwhelmed by the crisis.
Students must be provided with maximum opportunities to become functionally literate in
science. This reflects the high dropout rates of children before the start of Grade 4 (or by age
10). Department of Education (DepEd) data show that for every 100 children who enter
Grade 1, close to 15 do not make it into Grade 2, and roughly one-quarter (24 percent) have
 dropped out before Grade 4. It is for these reasons that the researcher embarks on
developing strategic intervention materials in Science for Grade 4 students that will enhance
learning and
4. 4. remedy the least mastered skills of the students, thus attain growth in their academic
performance. STATEMENT OF THE PROBLEM This study aimed to develop strategic
intervention materials in Science that will enhance learning and remedy the least mastered
skills of the students, thus attain growth in their academic performance. Specifically, it
attempted to answer the following questions: 1. What is the level of academic performance of
the pupils based on the pre-test and post test results using the two strategies in teaching
Science: 1.1 Traditional Method 1.2 Strategic Intervention Material 2. What significant
difference that exists between the pre-test and post-test results between: 1.1 Traditional
Method 1.2 Strategic Intervention Material
5. 5. SIGNIFICANCE OF THE STUDY People who work with the students should clearly
understand the nature of the learner in order to be more effective in their dealings with them
and with their problems. With these findings, it is hoped that a vivid picture of their nature,
needs and aspirations can be seen and therefore become foundations for a good teacher-
student relationship. In particular, the study is important to the following: School
Administration. The findings of the study may help them plan appropriate interventions to fit
student’s needs, especially to students with learning difficulty. and provide necessary
instructional aids, to uplift quality education in public schools. Curriculum Makers. Through
this study, curriculum makers may able to devise the curriculum in strengthening the
academic performance of the students to achieve quality education. Science Supervisors.
The result of the study may serve as the catalyst in improving instructional methods and
identify the needs that caused the weakness in achieving good scientific skill. Implementing
of the strategies and other measures necessary to obtain quality education could be devised
by them. Science Teachers. They may find the result of the study helpful in planning and
initiating appropriate strategic intervention materials in teaching Science at any learning level
inside the classroom and encourage other teachers to upgrade their methods and
techniques in the teaching-learning process.
6. 6. Parents. The findings of the study may enhance parent’s active participation in supporting
the needs of their child and improve their relationship as supporters and partners of the
school in achieving high academic performance of their children. Pupils. This study may be a
great help to pupils. It could give them motivation on how to cope with their difficulty and
motivate them to study hard to overcome their weakness in Science. Future Researchers.
This study may serve as valuable source of data while conducting their studies.
POPULATION AND SAMPLING SIZE The sample respondents of the study covered all 330
Grade Four pupils (165 males and 165 females) currently enrolled in Tunasan Elementary
School during the School Year 2011-2012. The grade four pupils were tested which consists
of eight sections. Four sections were taught using the traditional method (155 pupils) while
the remaining 4 sections were taught using the Strategic Intervention Materials (175 pupils).
The following showed the distribution of the population: Table 2 Distribution of Population Gr.
And Sec. No. of Male No. of Female Total Teaching Method Used Gr IV-1 21 24 45 Using
S.I.M Gr IV-2 23 21 44 Traditional Method
7. 7. Gr IV-3 16 28 44 Using S.I.M Gr IV-4 21 20 41 Traditional Method Gr IV-5 16 25 41 Using
S.I.M Gr IV-6 16 27 43 Traditional Method Gr IV-7 32 13 45 Using S.I.M Gr IV-8 20 7 27
Traditional Method DESCRIPTION OF RESPONDENTS This study was composed of
respondents from pupils who are currently enrolled in Tunasan Elementary School. In this
manner, the respondents were grouped by grade level with eight sections. Each section had
diverse qualities in terms of intellect and scientific ability. The sample respondents of this
study covered the 330 randomly selected pupils (165 males and 165 females) of Tunasan
Elementary School enrolled during the School Year 2010-2011. INSTRUMENTATION The
following were the research instruments used in the study. 1. Strategic Intervention Materials
 They were intervention materials which designed to help teachers provide the students a
needed support to make progress. They tried to increase and deepen their
8. 8. skills, knowledge and understanding from concrete science to what is more abstract. They
gave the students the opportunity to explore their understanding and make sense of these
new scientific ideas. They helped the students what they know and understand from the
teacher to formalize their thinking. Furthermore, they were instructional materials meant to
reteach the concept (s) and skill (s) to help the learners master a competency-based skill
which they were not able to develop during classroom teaching. Each intervention material
has five parts such as the guide card, activity card, assessment card, enrichment card and
reference card. The guide card stimulated the students’ interest on the topic discussed and
gave a preview of what they would learn. It presented the skill focus that mentioned the
learning competency, the three subtasks or activities and the concrete outcome or product
students are expected to demonstrate or produce. This cited the activities and challenged
the learner in performing the tasks which were competency-oriented and can be done
individually or per group. The activity card followed the guide card where it translated the
focus skills in at least three activities. It provided activities that were organized based on the
sequence of the focus skills written in the guide card and included examples to concretize
the concepts, particularly those drawn from real life experience. The activities included in the
activity allowed students to make discoveries and formulate ideas on their own, guide and
challenge their thinking and learning and use local data and situations like interacting with
people in the community. It also provided transition statements that reorganized students’
accomplishments. Likewise, the intervention materials provided questions that guided
students to develop concepts and focus skills, elicited the message or meaning that a
student can take away from an activity and established the relationship between
9. 9. the topic/lesson and what students already know or are familiar to them. The assessment
card provided exercises, drills or activities that allowed students to assess their
understanding of what they have learned correct errors when appropriate and monitor their
learning and use feedback about their progress. This card was formulated icvln standard test
formats to give students practice in test taking techniques. It therefore has a separate card
that includes the answer key. The enrichment card provided activities that reinforced the
content of the lesson and provided opportunities for students to apply what they have
learned to other subject areas or in new contexts. It .also encouraged students to work
independently or in a group to explore answers to their own questions. The reference card
provided reading to students. It related the content with the students’ life experiences. It
included a carefully and well-researched list of resources that helped students reinforce
concepts and skills that they learned. It also included additional useful content not found in
the books. In a nutshell, the strategic intervention materials ensured alignment of activities
with the tasks/objectives, kept the activities short and simple, provided a variety of activities
to cater to the diverse learning styles; provided number of activities so that the learner can
have enough practice in developing the skill and lastly focus on the least mastered skills,
simple, easy to understand and reproduce. 2. PRE-TEST/ POST-TEST It was a 20-items
teacher-made test which was designed to measure the mastery level of the students on the
lesson chosen by the researcher. The items in the test were analyzed and the
difficulty/discrimination indices were taken to discard or reject the item. Items which were not
within the range of 0.20 to 0.80 difficulty index and 0.30 to
10. 10. 0.80 discrimination index were discarded and items fall within the prescribe limit were
retained. Furthermore the validated test was finalized and a pilot pretest was administered to
two groups of respondents before the experiments. The experimental group was exposed to
the use of SIM while the control group used the traditional way of teaching. Likewise, a
pretest was given to both groups before the introduction of the lesson and a posttest after the
end of the lesson. Both pretests and posttests given to the experimental and control group
were the same. ACTION PLAN COMPON ENTS KEY IMPROVEMENTS STRATEGIES
RESOURCES REQUIRED PERSONS INVOLVE TIME FRAME EXPECTED OUTPUT 1.
 Pupil Developm ent Increase MPS in Science by 10% Identify and target pupils with
minimum growth (slow learners) Performance Target Monitoring Chart, practice tests, Least
Mastered Skills, MTs, Science Coordinato r, Science Teachers Year- Round Targets set in
MPS are met. Set targets for pupil achievement (by the end of each grading period)
Reported pupil's achievement Conduct on-the spot tests Pupils’ test performances were
measured. Develop personalized intervention programs for slow learners Pupil's profile,
strategic intervention materials, monitoring and evaluation report Pupils-at-risk and below
minimum performance decreased. Engage pupils in meaningful activities that stimulate
learning. Allow pupils to do hands-on activities to learn more Activity sheets, laboratory
materials, others MTs, Science Coordinato r, Science Teachers Year- Round Pupils
participation in science programs increased. Conduct educational field trips in museums,
observatories or science exhibits. scheduled field trips, consent form, endorsement from
Division Office and School An increased in pupil's learning outcomes is evident.
11. 11. DATA GATHERING PROCEDURES Had been permitted by the School Principal, Mr.
Antonio C. Gagala and the School Science Coordinator, the researcher conducted the study
in Tunasan Elementary School. The researcher informed the School Science Coordinator,
grade chairman, and the teacher-advisers of each section. The researcher together with
other Science teachers of Tunasan Elementary School had identified the least mastered
skills in Grade Four Science and found out that mastery level was not achieved by the
students in the previous years and current year. Thus, the researcher chose the least skill of
all the least mastered in all the competencies given by the Department of Education which
was the content of the strategic intervention material. A pilot pretest was administered to two
groups of respondents before the experiments. The experimental group was exposed to the
use of SIM while the control group used the traditional way of teaching. Likewise, a pretest
was given to both groups before the introduction of each lesson and a posttest after the end
of each lesson. Both pretests and posttests given to the experimental and control group were
the same. The lesson in the intervention was read and studied by the students and the
researcher directed the students to learn in the context of their own personal experiences.
Furthermore, the control group was given the same lesson, same number of contact time
and rules with the experimental group. They were given the same pretests and posttest after
the treatment. And their scores in every treatment were
12. 12. tallied and interpreted by the researcher to determine whether there were significant
differences on their mean scores in the pretests and posttests. PRESENTATION, ANALYSIS
AND INTERPRETATION OF DATA This chapter discusses the results of the study on the
comparative analysis of academic performance of pupils in Science using traditional method
vs. the use of strategic intervention material. Statistically, the problems of the study were
answered by the following data gathered by the researcher. 1. Level of academic
performance of the pupils based on the pre-test and post test results using the two strategies
in teaching Science in terms of: 1.1 Traditional Method Table 3 Results of the Pre-Test and
Post-Test Results Using Traditional Method of Teaching Grade & Section TRADITIONAL
METHOD Difference Learning N PRE-TEST POST-TEST Level Gr. IV-2 44 51.89 84.09 32.2
Mastery Gr. IV-4 41 42.42 73.17 30.75 Nearing Mastery Gr.IV-6 43 36.82 62.02 25.2 Nearing
Mastery Gr. IV-8 27 27.77 55.55 27.78 Nearing Mastery 155 39.73 68.71 28.98 It could be
seen from Table 3 that all of the sections in Grade Four has an MPS increase between the
pre-test and post-test results. However, only Grade IV-2 got the Mastery Level of 84.09 %
MPS among the other sections in Grade IV. Most of them got nearing mastery and beyond
the DepED Target which is 75% passing scores.
13. 13. a. Using Strategic Intervention Material Table 4 Results of the Pre-Test and Post-Test
Results Using Strategic Intervention Material Grade & Section USING S.I.M. Difference
Learning N PRE-TEST POST-TEST Level Gr. IV-1 45 57.40 96.41 39.01 Mastery Level Gr.
IV-3 44 40.65 92.80 52.15 Mastery Level Gr.IV-5 41 38.75 89.15 50.40 Mastery Level Gr.IV-
7 45 31.29 87.40 56.11 Mastery Level 175 42.02 91.44 49.42 Table 4 showed evident results
after Strategic Intervention Material was implemented in teaching Science. Post-tests results
 got a remarkable improvement. (49.42%) Grade IV-7 got the highest increase (56.11%).
Posttests indicated that students who were taught with material employing the causal style of
discourse had significantly better retention of facts and concepts and were superior in
applying this knowledge in problem-solving exercises. They gained mastery level of the
lesson presented. 2. Significant difference that exists between the pre-test and post-test
results between: 2.1Traditional Method 2.2 Strategic Intervention Material
14. 14. Table 5 T-Test on the Significant Difference between the Pre-Test and Post-Test Results
Between Traditional Method against Strategic Intervention Material Variable T-Value P-Value
Decision Interpretation Traditional Method VS Strategic Intervention Material Pre-Test 0.476
0.00855 Accept Ho NS Post-Test 8.93 0.0046 Reject Ho S 0.05 Level of Significance S=
significant NS= not significant It could be gleaned in Table 5 that there is no significant
difference in the pre-test results between the two teaching method. This means that pupils
from both groups had the same understanding of the lesson before it was taught. But during
the Post-test periods of the two teaching method after the lesson was taught, it showed
significant difference. This means that the experimental group which used the Strategic
Intervention Material significantly better retention of facts and concepts and were superior in
applying this knowledge in problem-solving exercises.
15. 15. FINDINGS, CONCLUSION AND RECOMMENDATIONS The researcher’s findings
agreed with the findings of Hogan (2000) and Woodward (2004), who found out that
intervention materials contributed to better learning of the concepts among students.
Posttests and maintenance tests indicated that students who were taught with material
employing the causal style of discourse had significantly better retention of facts and
concepts and were superior in applying this knowledge in problem-solving exercises.
Furthermore, students learn best when they can build on past experience, relate what they
are learning to things that are relevant to them, have direct "Hands-on" experience, construct
their own knowledge in collaboration with other students and faculty, and communicate their
results effectively. Findings The study came up with the following findings: 1. There was no
significant difference on the performance of the experimental group and control group in the
pretests. They were of the same level of intelligence and mastery before they were exposed
to experiment. Although there was slight difference on their mean score, it was not that
significant based on the computed t-value of 0.476 at 0.05 significance level. This attested
that both groups of respondents had the same level of mastery before an intervention was
introduced to the experimental group and conventional method to the control group. 3. There
was significant difference on the performance of the experimental group in the pretest and
posttest. The difference in the mean scores of posttest and pretest of 8.93 was indeed
significant. There was a positive transfer of learning in the two groups.
16. 16. However, higher mean was observed from the experimental group after the presentation
of the intervention materials. 4. The strategic intervention materials were effective in
mastering the competency based –skills in science based on the mean gain scores in the
posttests of the experimental and control groups. Conclusions In the light of the findings, the
following conclusions were drawn: 1. The experimental and control groups performed at the
same level before the experiment. 3. The experimental group performed better in the
posttest than the control group. 4. The strategic Intervention materials were effective in
teaching competency-based skills. There was significant difference between the mean
scores in the posttests of the experimental and control groups. Recommendations Based on
the outcomes and implications of the study, the following are recommended: 1. Science
teachers can use the strategic intervention materials made by the researcher to re-teach the
concepts and skills and help the students master the competency-based skill 2. Seminars
and in-service training should be conducted in the division level regarding development and
implementation of the strategic intervention materials in the classroom.
17. 17. 3. Science teachers should develop more strategic intervention materials for the
remaining lessons which were not included in researcher’s SIMS. 4. Strategic intervention
materials for other subjects should be made to address the least mastered skills. 5. A similar
study may be conducted covering a bigger number of respondents in another venue.
References Bureau of Elementary Education 2004 Annual Report. http://bee-deped.
tripod.com/bee2004annualreport Das, R C.( 2004) Science Teaching in Schools. Sterling
Publishers Private Limited De La Cruz, Eduardo. (1990, March). Development of the Work-
Text in Algebra, PCU March 1990 Ediger, Marlow.(2005) Teaching Science Successfully,
Discovery Publishing House Garcia, Maan V.( 2003, September). Educator, Magazine for
Teachers, Manila Philippines Llewellyn, D. (2005) “Teaching High School Science Through
Inquiry: A Case Study Approach” Thousand Oaks, CA: Corwin Press. Manila Times,
Tuesday, July 6, 2004. The Sorry State of RP Public Education Manila Bulletin. (2003,
September). Educators Speak. Manila Philippines Panorama. (2004, May). Giving Quality
Education to our children, Manila Philippines