Republic of the Philippines

Department of Education
Caraga Administrative Region
Bayugan City Division
Central District II
Bayugan National Comprehensive High School
(Operating Unit-Empowered)
Bayugan City
Tel # 231-2428 Fax # 343-6115

“EFFECTIVENESS OF THE UTILIZATION OF STRATEGIC INTERVENTION

MATERIAL: CELL ADVENTURE TIME IN INCREASING GRADE 7
STUDENTS’ ACADEMIC PERFORMANCE ON
PLANT CELL AND ANIMAL CELL”

ACTION RESEARCH

Submitted by:
VERLIE MAE A. DAQUIPIL
Researcher
II. ABSTRACT
III. ACKNOWLEDGEMENT

The researcher sincerely expresses her thanks to those special people who shared,
inspired, support and give time and effort in this piece of work:

Dr. Imelda N. Sabornido, the Schools Division Superintendent of Bayugan City,

for her deep concern in the academic endeavors of Bayugan City Division;
Dr. Wilson C. Calvo, the Principal IV of Bayugan National Comprehensive High
School, for valuable suggestions and concerns that truly enriched the study;
Mrs. Juvy B. Luna, the Education Program Supervisor, for her unending support
and being a good leader in the field of Science;
Mrs. Jojelyn G. Laborada, the Science Department Head, for her time and ideas
in making this study perfect;
Mr. Oscar D. Calinawagan, Master Teacher 1, for his constructive suggestions
and comments, untiring effort and encouragement in the completion of this piece of
work;
The Grade 10 Science teachers of Bayugan National Comprehensive High
School, for their cooperation, for sharing their precious time and knowledge in making
this study a success;
Her family for being her inspiration, for giving her financial, emotional and moral
support to pursue her study;
Most of all, to God the father, His Son Jesus Christ, and the Holy Spirit for the
heavenly wisdom and knowledge directing her for the realization of her action research.
 IV. CONTEXT AND RATIONALE

Science is everywhere. It influences so many different things in this world and

makes life easier and faster. Indeed, it helps people in so many ways. It is desirable to

consider the fact that science is not just a body of knowledge but also a way of working.

(Flores ,t.al 2004). Since, a world without science would tell a very big difference of

what we live today.

Unfortunately many of the students nowadays had taken for granted science

subject. The last time, Philippines participated in international surveys like the 2003

Trends in International Mathematics and Science Study (TIMSS), 43rd out of 46

countries in High School Science. Another problem is the lack of science education

facilities which is reflected on the poor quality of basic science education seen by the

low achievement scores of Filipino students in various tests.

The implementation of the Kto12 basic education program does not bode well for

science education. Science education will start only at Grade 3, which is not comforting

for the improvement in basic science education. The time allotment for laboratories and

non-lecture activities is also limited. This reality calls the Department of Education to

encourage the teachers to conduct an action research and differentiated instruction for

the learners to cope the least mastered skills.

Based on the studies of Javier (2013) in the four areas of spiral approach of

Science such as Teaching Competency, Learner’s Competency, Assessment Tools and

Instructional Materials, the least managed is the Learner’s Competency. This is one of
the challenges of the Science teachers to provide an Strategic Intervention Material to

help enhance students’ mastery skills on the least learned competency. It is a big

challenge on the part of the Science teachers who can make difference and give greater

influence to be motivated in minimizing the least learned competency.

SIM is an instructional material that is prescribed by the Department of

Education (DepEd) to increase the level of proficiency of students in science subjects.

The effectiveness in the utilization of Stategic Intervention Material has been proven in

various studies.

This research looks forward to increase the academic performance on plant and

animal cell. Their engagement to the enrichment activities may increase its intrinsic

motivation on Plant and Animal in Science 7 which is to contribute in improving quality

education and striving for excellence.

 V. ACTION RESEARCH QUESTIONS

The study to be conducted is to develop strategic intervention material on plant

and animal cell that will enhance learning and remedy the least learned skills of the

students thus attain growth in their academic performance. This will be conducted in to

the Grade 7 students specifically section Rose and Jasmine in Bayugan National

Comprehensive High School, Bayugan City.

Specifically, this study sought 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. Is there a significant difference of the pre-test and post test conducted

between the controlled group and the experimental group?

VI. INNOVATION, INTERVENTION AND STRATEGY

The school is responsive to the students' needs and more concerned about

the learnings of the students. Many studies show that learning is improved when

students are actively involved and manipulative in the learning process. The

Department of Education found a solution for the remedy on the academic

performance of students in Science. As stipulated in the DepEd Order No. 39, s.

2012, interventions have to be made in order to address learning gaps. The use

of Strategic Intervention Material (SIM), is identified as one of the suggested

various intervention form that can bridge learning gaps. SIM is a remediation aid

for the students at the level of their understanding and thereby increasing their

academic achievement.

SIM was defined by Bunagan (2012) as meant to re-teach the concepts and

least mastered skills, and in this study the science concepts and skills. It is a

material given to students to aid in mastering the competency-based skills which

they were not able to develop in regular classroom instructions. It gives aid to the

students to become independent and successful learners.

Gultiano (2012) studied the effect of strategic intervention material on the

students’ academic and concluded it is effective in mastering the competency

based-skill in chemistry based on the mean gain scores in the posttests of the

experimental and control group. In addition, Salviejo, Aranes, and Espinosa

(2014) explored student’s learning approach and investigated the effect of

strategic intervention material-based instruction (SIM-BI) on their performance in

Chemistry. Using the pretest-posttest pre-experimental design, result showed

that the use of SIM-BI has significantly enhanced the performance of the

students in Chemistry and that surface and deep learners equally performed in

Chemistry when SIMBI was integrated in their Chemistry Classes.

The researcher has utilized the strategic intervention material in enhancing

the academic performance on plant and animal cell as one of the least learned

skills in Science 7 to the Grade 7 Students. The strategic intervention materials

contains five parts such as the guide card, activity card, assessment card,

enrichment card and reference card.

The guide card is a teaser that stimulates the student’s interest and gives

motivation to learn on plant and animal cell. It also gives a brief explanation and

preview of what they would learn on the material. The activity card translates and

develops the focus skills in at least three activities. It provides enough practice

for the learner. The assessment card help the learner to assess the level of

mastery of the skill. It provides exercises, drills or activities and determines the

result for further enhancement. The enrichment card provides activities that

reinforces the content of the lesson and gives the opportunities to apply of what

they have learned from other subjects. Finally, the reference card has more

readings and information attached for further learning. Furthermore, strategic

intervention material keeps the variety of activities short and simple to diverse

learners to have enough practice to develop least learned skills into mastery

level.
VII. ACTION RESEARCH METHODS

A. Participants and or other resources of Data and Information

The respondents of this study are the Grade 7 Section Rose (Experimental

Group) and Grade 7 Section Jasmine (Controlled Group) students of Bayugan

National Comprehensive High School, Narra Avenue, Poblacion, Bayugan City.

B. Data Gathering Method

The researcher had been permitted by the School Principal, Dr. Wilson C.

Calvo and the Science Department Head to conduct the study in Bayugan National

Comprehensive High School. The researcher informed the adviser of Grade 7

Section Rose and Grade 7 Section Jasmine.

A 20 items pre-test has been given to the two groups to elicit their prior

knowledge. The controlled group used the traditional method of teaching while the

experimental group utilized the strategic intervention material. The students will be

given a post-test of the same set of test with the same skills and competencies

covering in the pre-test. Scores on the pre-test and post test of Grade 7 Rose and

Jasmine were recorded and interpreted by the researcher to identify the

effectiveness of strategic intervention material increasing the academic performance

level on plant and animal cell.

C. Data Analysis Plan

In the Analysis of Data, the researcher will conduct a post-test to determine if

the score increases as compared to the pre-test results. This will determine if the

applied strategic interventional material is effective in enhancing the academic

performance on plant and animal cell. The students’ scores will be interpreted to find

the mastery level gained by the students in the traditional method and strategic

intervention material.
 VIII-DISCUSSION OF RESULTS AND REFLECTION

This study shows the comparative analysis on the academic performance of

Grade 7 Students on plant and animal cell utilizing between the traditional method and

strategic intervention material. The problems of the study were answered by the

following data gathered by the researcher.

Table 1
The Mean and MPS of Pre-test and Post-test on Plant and Animal Cell

Group of Method of No. of No. of Mean MPS Differenc

Learners teaching Responden Items Pre Post Pre Post e
ts
Controlled Traditional 30 20 5.87 10.40 29.3 52.0 22.67
(Section 3 0
Jasmine)
Experiment Strategic 30 20 6.50 16.07 32.5 80.3 47.83
al Interventio 0 3
(Section n Material
Rose)

The table shows that the weighted mean of the control group is 5.87 while in

experimental group is 6.87 during the pre-test. In post-test, the mean of experimental

group increases and became 80.33 which is greater than the mean of control group

which is 52.00. The post-test results in the experimental group got a remarkable

improvement. The mean gain of the experimental group is very high compare to the

mean of control group. It indicates that students who utilized the strategic intervention

material had significantly gained better retention on plant and animal cell.
 Figure 1

Controlled Experimental
  Group Group
Pre-test 29.33 32.50
Post Test 52.00 80.33

The graph showed the difference in MPS of Pre-test and Post-Test between

Controlled and Experimental groups.

 Table 2
The Statistical Analysis between the Controlled and Experimental Post-test
Results

Paired Samples Statistics

Std.
Post test Std. Error
(Group) Mean N Deviation Mean
Controlled 10.20 30

Post test
15.84 30
Experimental

Table 2 suggests that there is significant difference of the post test mean score between

controlled and experimental groups.

Table 3
Paired Samples Test

Paired Differences P value

95% t df Or Sig.
Mean Std. Std. Confidence (2-
deviatio Error Interval of the tailed
n Mean Difference
Lower Upper
Post
Controlled-
Post
Experimenta
l

INTERPRETATION:
Level of significance α = 0.05 and P value = .000
Hence; the P value is less than the level of significance, Ho is rejected.
Therefore, there is a significant difference of the post-test between controlled and
Experimental groups.
 VIII. ACTION RESEARCH WORK PLAN AND TIMELINESS

TIMELINE ACTIVITY FOCAL PERSONS

October 2017  Identified the least learned Researcher/Science

competency. Teachers/School

Principal/Students/Division

Personnel

August Third Week 2018 to  Conducted Pre-test Researcher/Science

September Second week  Implementation and Monitoring Teachers/Students

2018 of the SIM:Cell Adventure Time

as an intervention to enhance the

the academic performance on

plant and animal cell.

 Conducted Post Test

 Writing an Action Research

September Third Week Analysis and interpretation of data Researcher/Science

2018 Teachers/School Head

September Fourth Week Submission of the SIM/Action Researcher/Science

2018 Research Department Head/School

Principal/Division Staffs

IX. COST ESTIMATES

 ACTIVITIES MATERIALS QUANTIT UNIT UNIT TOTAL
Y COST COST

Production of Test A4 Bond Paper 1 Ream 180.00 180.00

Questionnaire
(Pre&Post-tests)
Construction of SIM Photo paper 5 packs 75.00 375.00
(3)
Magnetic Sheet 8 pieces 65.00 520.00
Double Sided Tape 1 piece 20.00 20.00

Magic Wire 1 Meter 1.50 30.00

Binding (ring) 3 large 240.00 240.00
TOTAL P
1,205.00
 X. PLANS FOR DISSEMINATION AND UTILIZATION

The results of this action research will serve as basis for continuing the

implementation of the strategic intervention material. This can be utilized by the Science

Department in Bayugan National Comprehensive Highs School. It will serve as the key

in enhancing the mastery level and academic performance on plant and animal cell. The

proposed Strategic Intervention Material will be reproduced to be used as Science

remediation activities for those students in Grade 7.

Aside from that, with the help of the Education Program Supervisor, this will be

introduced to the other schools in Bayugan City Division.

XI. REFERENCES
Salviejo, E., Aranes, F. & Espinosa, A. (2014). Strategic intervention material-
based instruction, learning approach and students’ performance in
chemistry. International Journal of Learning, Teaching and Education
Research, 2(1), 91-123.
Gultiano, A. (2012). Effects of strategic intervention material (SIM) on the
academic achievements in Chemistry of public high school students.
Retrieved from http://www.slideshare.net/neoyen/strategic-intervention-
material.
Bunagan, F. (2012). Science intervention material. Retrieved from
http://www.slideshare.net/felixbunagan/strategic-intervention-aterial
Javier, S. (2013). Management on the Use of Spiral Approach in Science
Classroom. Retrieved from http://www.academia. edu/12894496/The
Effectiveness_of Intervention_Materials
_in_Improving_Learners_Competence_in_Grade_7 Students_
in_Biology.

Rodrigo, Rosario. (2015) Importance of Strategic Intervention Material .

Retrieved from http://udyong.gov.ph/index.php?option=com_
content&view=article&id=6925:importance- - strategic-intervention-
materials&catid=90&Itemid=1267

APPENDIX A – CERTIFICATION
BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
 Operating Unit Empowered
Bayugan City, Agusan del Sur
Tel # 231 – 2428 F ax #

C E R T I F I C A T I O N

To whom it may concern;

This is to certify that VERLIE MAE A. DAQUIPIL has developed a Strategic Intervention
Material (SIM) entitled “ Cell Adventure Time “ which has been used and adapted by the
school for low performing learners to achieve the mastery level in the specified learning
competency.

This certification is issued for whatever legal purpose that may serve her best.

Issued on the 18th day of September 2018, at Bayugan National Comprehensive High
School, Bayugan City, Philippines.

Noted:

JOJELYN G. LABORADA
Science Department Head

Approved:

MINDA I. TEPOSO
Secondary School Principal
 APPENDIX B – PRE-TEST ON PLANT AND ANIMAL CELL

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

BAYUGAN CITY
A PRE-TEST FOR STRATEGIC INTERVENTION MATERIAL
GRADE 7 SCIENCE (2nd Quarter)
==================================================================

Directions: Encircle the letter of the correct answer.

1. Which of the following structure can be found in a plant cell but NOT an animal
cell?
a. vacuole c. mitochondria
b. nucleus d. chloroplast

2. Which of the following is a correct list of structures found in both plant AND
animal cells?
a. mitochondria, vacuole, nucleus, cell membrane, cytoplasm
b. mitochondria, vacuole, nucleus, cell membrane, cytoplasm, cell wall, chloroplasts
c. mitochondria, vacuole, nucleus, cell membrane, cell wall, chloroplasts
d. mitochondria, vacuole, nucleus, cell membrane, cell wall

3. Under a microscope, a student observes a specimen containing a cell wall,

nucleus, and chloroplasts. Which of the following could the specimen being
observed belong to?
a. mango leaf c. human
b. bacteria d. cat hair

4. What cell part is NOT found in all cells?

a. cell wall c. cell membrane
b. cytoplasm d. genetic material

5.  _____are known as the 'power-house’ of the cell.

a. ribosomes c. mitochondria
b. cell wall d. nucleus

6. A centriole is found in what type of cell?

a. plant cell c. protist cell
b. bacteria cell d. animal cell

7. It holds the genetic information (DNA) for the cell. It controls all cell activities.
a. lysosome c. ribosome
b.nucleus d. mitochondria
8. The food producer for the plant cell. It converts the energy of the sun into sugar.
a. cell membrane c. cytoplasm
b. chloroplast d. nucleus

9. It acts as the digestive system inside a cell. It helps to break down old or unneeded
parts of the cell, and substances that have been brought into the cell from the
outside.
a. lysosome c. ribosome
b. endoplasmic reticulum d. mitochondria

10. It monitors and controls entry into and out of the cell.
a. vacuole c. ribosome
b. chloroplast d. cell membrane

11. It checks, makes necessary changes, packages and secretes proteins.

a. cell wall c. golgi bodies
b. endoplasmic reticulum d. mitochondria

12. This is a jelly-like fluid that fills the cells and suspends the organelles.
a. chloroplast c. cytoplasm
b. nucleus d. lysosome

13.It is a thick, rigid layer that surrounds the plant cell and provides support and
structure.
a. cell wall c. nucleus
b. mitochondria d. chloroplast

14. It helps transport proteins.

a. cell wall c. lysosome
b. endoplasmic reticulum d. vacuole

15. In plant cells, a large, fluid-filled space inside the cell that helps the cell maintain
its shape and may also be used to store nutrients and waste products. In animal
cells, small fluid spaces inside the cell that are used to store nutrients and waste
products.
a. cell wall c. ribosome
b. vacuole d. chloroplast

16. It is a small dense spherical structure inside nucleus of a cell.

a. cell membrane c. chloroplast
b. nucleolus d. ribosome

17. These are small particles found individually in the cytoplasm.

a. ribosome c. cytoplasm
b. mitochondria d. lysosome

18. What cell that has an irregular shape?

a. plant cell c. bacteria cell
b. animal cell d. fungi cell

19. Which has the larger nucleus?

a. plant cell c. bacteria cell
b. animal cell d. fungi cell

20. This is responsible for cell division in animal cell.

a. ribosome c. centriole
b. cytoplasm d. cell wall

Prepared by:

VERLIE MAE A. DAQUIPIL

Researcher
Reviewed by:

JOJELYN G. LABORADA
Science Department Head

Approved by:

DR. WILSON C. CALVO

Secondary School Principal IV

APPENDIX C – POST TEST ON PLANT AND ANIMAL CELL

 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
BAYUGAN CITY
A POST-TEST FOR STRATEGIC INTERVENTION MATERIAL
GRADE 7 SCIENCE (2nd Quarter)
==================================================================

Directions: Choose the letter of the correct answer.

1. It is a small dense spherical structure inside nucleus of a cell.

a. cell membrane c. chloroplast
b. nucleolus d. ribosome

2. These are small particles found individually in the cytoplasm.

a. ribosome c. cytoplasm
b. mitochondria d. lysosome

3. What cell that has an irregular shape?

a. plant cell c. bacteria cell
b. animal cell d. fungi cell

4. Which has the larger nucleus?

a. plant cell c. bacteria cell
b. animal cell d. fungi cell

5. This is a jelly-like fluid that fills the cells and suspends the organelles.
a. chloroplast c. cytoplasm
b. nucleus d. lysosome

6. It is a thick, rigid layer that surrounds the plant cell and provides support and
structure.
a. cell wall c. nucleus
b. mitochondria d. chloroplast

7. It helps transport proteins.

a. cell wall c. lysosome
b. endoplasmic reticulum d. vacuole

8. In plant cells, a large, fluid-filled space inside the cell that helps the cell maintain
its shape and may also be used to store nutrients and waste products. In animal
cells, small fluid spaces inside the cell that are used to store nutrients and waste
products.
a. cell wall c. ribosome
b. vacuole d. chloroplast
9.This is responsible for cell division in animal cell.
a. ribosome c. centriole
b. cytoplasm d. cell wall

10.It acts as the digestive system inside a cell. It helps to break down old or
unneeded parts of the cell, and substances that have been brought into the cell
from the outside.
a. lysosome c. ribosome
b. endoplasmic reticulum d. mitochondria

11.It checks, makes necessary changes, packages and secretes proteins.

a. cell wall c. golgi bodies
b. endoplasmic reticulum d. mitochondria

12. Which of the following structure can be found in a plant cell but NOT an animal
cell?
a. vacuole c. mitochondria
b. nucleus d. chloroplast

13.What cell part is NOT found in all cells?

a.cell wall c. cell membrane
b.cytoplasm d. genetic material

14. It holds the genetic information (DNA) for the cell. It controls all cell activities.
a. lysosome c. ribosome
b. nucleus d. mitochondria

15. The food producer for the plant cell. It converts the energy of the sun into
sugar.
a. cell membrane c. cytoplasm
b. chloroplast d. nucleus

16. Under a microscope, a student observes a specimen containing a cell wall,

nucleus, and chloroplasts. Which of the following could the specimen being
observed belong to?
a.mango leaf c. human
b.bacteria d. cat hair

17. A centriole is found in what type of cell?

a. plant cell c. protist cell
b. bacteria cell d. animal cell

18. _____are known as the 'power-house’ of the cell.

a. ribosomes c. mitochondria
b. cell wall d. nucleus

19. It monitors and controls entry into and out of the cell.
a. vacuole c. ribosome
b. chloroplast d. cell membrane

20. Which of the following is a correct list of structures found in both plant and
animal cells?
a. mitochondria, vacuole, nucleus, cell membrane, cytoplasm
b. mitochondria, vacuole, nucleus, cell membrane, cytoplasm,
cell wall, chloroplasts
a. mitochondria, vacuole, nucleus, cell membrane, cell wall, chloroplasts
b. mitochondria, vacuole, nucleus, cell membrane, cell wall

Prepared by:

VERLIE MAE A. DAQUIPIL

Researcher

Reviewed by:

JOJELYN G. LABORADA
Science Department Head

Approved by:

DR. WILSON C. CALVO

Secondary School Principal IV

APPENDIX D – PRE AND POST TEST RESULTS

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
BAYUGAN CITY
Operating Unit-Empowered
Tel. # 231 - 2428 Fax # 343 – 6115

Strategic Intervention Material (Science 7)

Pre-Test and Post-Test
Controlled Experimental
LEARNERS PRE POST PRE POST
1 5 9 5 17
2 8 10 7 17
3 5 10 6 15
4 6 11 7 19
5 5 10 5 17
6 5 11 7 16
7 9 10 8 14
8 5 11 10 20
9 6 11 9 20
10 7 10 6 13
11 7 10 8 18
12 4 8 4 12
13 3 8 4 13
14 3 9 5 14
15 10 13 10 19
16 5 13 7 17
17 5 12 10 20
18 5 8 7 14
19 7 13 6 13
20 6 13 5 13
21 5 10 6 17
22 8 11 5 17
23 5 11 7 15
24 5 10 6 18
25 5 9 4 14
26 7 10 5 14
27 5 8 6 17
28 10 12 9 16
29 5 11 5 15
30 5 10 6 18
Total Score 176 312 195 482
MEAN 5.87 10.40 6.50 16.07
MPS 29.33 52.00 32.50 80.33

Republic of the Philippines

DEPARRTMENT OF EDUCATION
Bayugan City Division
Bayugan City
 BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

PERMISSION LETTER

November 13, 2017

WILSON C. CALVO
Secondary School Principal IV
BNCHS

Sir:

I would like to ask permission to conduct an action research about the

“Utilization of Strategic Intervention Material in Increasing the Students’

Academic Performance on Plant and Animal Cell”. The purpose of this study is to

minimize the least learned competencies of Science-7 to achieve quality education.

Hoping for your favorable approval.

Truly Yours,

VERLIE MAE A. DAQUIPIL

Researcher
Noted:

JOJELYN G. LABORADA
Science Department Head

Approved:

DR. WILSON C. CALVO

Secondary School Principal IV

APPENDIX E – PICTORIALS