action research for strategic intervention materials

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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
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Llewellyn, D. (2005) “Teaching High School Science Through Inquiry: A Case Study Approach”
Thousand Oaks, CA: Corwin Press.
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