Development and Validation of Strategic Intervention Materials (SIMs)

in Teaching Elementary
English 4: Content Validation

The primary objective of the study is to develop Strategic Intervention Materials (SIMs) in teaching
Elementary English 4 as a teacher support material in mastering the competencies in the Elementary English 4.
It is considered developmental since it underwent three phases namely: planning, development and validation.
The respondents of the study were the content experts. They validated the developed SIMs through a
researcher –made instrument. The content experts rated the developed SIMs “very satisfactory”. This showed
that the five (5) experts viewed the materials suitable and appropriate materials to enhance the mastery of the
eight (8) Elementary English 4 competencies in the first and second grading period. It is then recommended
that the aspects of the materials that were rated “satisfactory” by the experts should be improved. Teachers
may also develop more strategic intervention materials for other subject areas to address the pupils’ least
learned skills and a similar study may be conducted covering a bigger number of respondents in another
location.

Improving the Least Mastered Competencies in Science 9 Using

“Pump It Up!” Electronic Strategic Intervention Material
The global problem or issue rampant in schools and other educational institutions nowadays is an
underachievement. Underachievement is the failure to reach the full potential of learners. The Electronic Strategic
Intervention Material or (E-SIM) is the newest remediation material prescribed by the Department of Education to
lessen academic underachievement by increasing the learners’ performance in the least mastered competencies
and skills. This action research aimed to determine the effect of “Pump It Up!” E-SIM in the least mastered
competencies in Circulatory and Respiratory Systems Working with Other Organ Systems of selected Grade 9
learners of Manuel Luis Quezon High School. The students were selected using simple random sampling technique
(Fishbowl Method). In this sampling technique, twenty students were randomly drawn. In order to collect data,
Learners’ Pre-Test and Post Test in the least mastered companies in Circulatory and Respiratory Systems Working
with Other Organ Systems were prepared by the teacher-researcher, and Learners’ Perception Survey (SPS)
developed by Espinosa et. al. (2012) were also utilized. The result showed that the use of the “Pump It Up!” E-SIM
has significantly increased the understanding of the lesson in the least mastered competencies in Circulatory and
Respiratory Systems Working with Other Organ Systems. It showed a 0.07 normalized gain score which tells the
difference between the post-test and pre-test scores. This is confirmed by the paired t-test result of 7.825 with a
95% confidence level and p-value= 0.0000 at 1.729 critical value, hence, there is a significant difference between
the pre-test and post-test scores. This E-SIM has a mean score of 3.52, “Strongly Agree” based on the Student
Perception Survey. The study reveals that SIM can significantly increase the learners’ performance on the least
mastered topics. It is recommended that parallel studies be conducted to include E-SIM in regular classroom
teaching routines.

STRATEGIC INTERVENTION MATERIALS (SIMs) IN PHYSICS

FOR GRADE 8 SCIENCE
The problems experienced by teachers in teaching science and the low performance of students

in some science competency-based skills prompted this study to develop and validate Strategic

Intervention Materials (SIMs), particularly in Physics for Grade 8 Science. These will serve as

supplementary tools in assisting teachers in teaching particular science competencies and more

on minimizing failure among the students. The diagnostic test in the strand Force, Motion, and

Energy (Physics) conducted among the 245 Grade 8 students of Butuan City School of Arts and

Trades for the S. Y. 2015-2016, revealed that there were two topics which students were found to

be weak at, namely: Light and Electricity. The development of the SIMs was based on the least

learned competency of each least learned topic. Six experts evaluated and validated the

developed materials: three for the content and three for the pedagogy and utility using the criteria

on SIM making contests with an evaluation scale in numerical rating and descriptive rating in

five-point range. The results of the evaluation through the derivation of the mean rating of each

item with its corresponding mean interpretation showed that the developed SIMs in Light and

Electricity gained an overall descriptive rating of “outstanding” and these materials are

recommended to be used in remediating students who performed low in the said topics.