‘’EFFECTIVENESS OF CONTEXTUALIZED SCIENCE STRATEGIC

INTERVENTON MATERIALS

IN THE PERFORMANCE OF GRADE 4-6, An Intermediate Class TO

ADDRESS THE NEEDS OF PUPILS AT RISK OF FAILING, S.Y. 2021-2022’’

A School Based Action Research

Presented to the

District of San Miguel

In partial fulfilment for Our IPCRF-PPST MOV’s

By:

HARDY E. MISAGAL
MT-1/proponent

Sta. Cruz Elementary School

San Miguel, Leyte

Concurred;

RENALYN P. MALBAS
MARK ALBERCA
FORTUNATA M. PENARANDA
INES C. LEGO
JOSEPHINE P. MACOROL
EDNA P. BENUSA
LYNN E. MENDIOLA
THE MENTEE
Noted;

MA, NYMPHA B. BARBADO

School Principal

Approved by;

DANILO D. PANAO, Ph. D

District Head

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 I. INTRODUCTION

As a significant part of the implementation of the K to 12 Basic

Education Program, highlighted the fundamental importance of context in

shaping the curriculum and consequently the teaching-learning process.

Moreover, the Department of Education cited that we shall adhere to the

following standards and principles in developing the enhanced Basic

Education Curriculum and give emphasis on the sentence D, said to be

contextualized and global as stipulated on section 5 of Republic Act 10 533

otherwise known as Enhanced Basic Education Act of 2013,

Developing pupils’ skills across all subject areas involves sequentially

planned, and hands-on activities prepared by the teacher each day. Through

contextualized based instructions, learners were now given an opportunity

to gain knowledge and ideas. Non-performing pupil ends up as a failure if

they were able to understand well the objective the unpacked/ un

contextualized instructions the group of learners in grade 4-6 section are

yet had still a presence of slow learners.

The goal of this research is to help Grade 4-6 students who are

potentially at risk of failing through utilizing the contextualized based

instructions in developing strategic intervention materials. Through this

material, pupils who are frequent absentees and having some difficulties in

reading may use the Science Contextualized Strategic Intervention Materials

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to follow their missed lessons and understand well the concepts that they

should learn in every subject. They are given a chance to pass the subject

and at the same time saved them from failing.

PURPOSE OF THE STUDY

The teacher researcher has been in this vocation for more than ten

years and been developing strategic intervention materials for this years

and first time to create intervention materials in Science and English using

English as medium of instruction. In this long year, he was able to explore

and mobilize instructional devices that can motivate learning among pupils

and let the students learn concepts the easiest way. Students who often

missed their class were not able catch up their lessons most especially in

Science and English. Along the way, pupils who are frequently absent ends

with a failing grade or prefer to drop their class. Since, the proponent often

conducted interviews about the reasons why they did not attend their class.

This worst scenario awakens the desire of the proponent to reach out pupils

who are at risk of failing and involve them in a program that will help them

pass the test and able to graduate.

Likewise, the proponent is interested to know the profound effects of

utilizing the contextualized science Strategic Intervention Materials (SIM) to

the pupils who are at risk of failing due to their being absent in the class.

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 It is the extreme desire of the researcher to educate Grade 6 pupils

who happened has developmental log learners.

SCOPE AND DELIMITATION OF THE STUDY

This study is focused on the EFFECTIVENESS OF Contextualized SCIENCE

STRATEGIC INTERVENTON MATERIALS IN THE PERFORMANCE OF GRADE 4-6 , An

Intermediate Grade Class TO ADDRESS THE NEEDS OF PUPILS AT RISK OF FAILING

, S.Y. 2021-2022 for your perusal, to address the needs of pupils who are

having difficulties following instructions written in English language and is at

risk of failing in Sta. Cruz Elementary School during the academic year

2021-2022. The whole class is composed of pupils who have the same

average and poor performance in subjects which are taught in English. Since

the Department of Education implemented the Mother Tongue-Based

Multilingual Education, the proponent will utilize Tagalog language in

developing strategic intervention materials in mathematics and science as

medium of instruction for grade 6 pupils who are also having learning

difficulties.

Each will be given pre-test and posttest to measure the effectiveness

of the material in enhancing science skill and coping up to their missed

lessons.

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STATEMENT OF THE PROBLEM

This study aims to determine the Effectiveness of Contextualized

Science-Strategic Intervention Materials In the Performance of Grade 4-6

of Intermediate TO ADDRESS THE NEEDS OF PUPILS AT RISK OF FAILING” for

this school year 2021-2022 for your perusal. Specifically, the study sought

to answer the following questions.

1 How do the Contextualized Science Strategic Intervention Materials

influence the Grade 4-6 pupils who are at risk of failing in terms of :

a. fundamental assessment

b. anxiety test and

c. self-efficacy

2 How does the intervention material resolve the education problems of

grade 4-6 students who are difficulties in understanding Science based

on:

a. Assessment card

b. Unit tests

3 How may the findings be utilized in developing Science strategic

intervention materials that enhances students mathematical and

scientific skills and attitudes?

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Definition of Terms

For clarity and understanding of the study, some key terms have been

operationally defined based on their universal definition to give full

understanding of the term as contextualize in this study.

Intervention - operationally as it was used in this study, it means that

the learning of the students is enhanced with the integration of the

use of Strategic Intervention Materials (SIM). It is a specific set of

activities and accompanying materials developed to prevent youth

violence and the factors that contribute to it. For example, a school

may implement a curriculum and role-playing activities to help

students develop conflict-resolution skills.

Strategic Intervention Materials – It refers to a planned series of

activities given to students. This is an interactive, student-centered

tool that develops students’ awareness on intricate topics in science

via, guide cards, activity cards, assessment cards, enrichment

cards and reference cards. It also refers to teaching aid introduced

into the teaching methods to stimulate the activity of the students

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SIGNIFICANCE OF THE STUDY

The developed contextualized Science Strategic Intervention Material

aims to improve performance of pupils who are at risk of failing in grade 6

are intended for the following recipients:

Pupils are expected to benefit since the intervention material is aimed

at the development of the mathematics and science skills as part of the K-12

curriculum. Through this material, the cognitive development which is the

target of this strategic intervention material can be easily explored by the

learners independently and discover facts on their own through Tagalog

language.

Teachers will design a contextualized strategic intervention materials

for better teaching and learning process in the classroom. Since Taba (2004)

believed that teachers are the ones responsible for designing the curriculum,

and should start making specific learning units for the students in the

classrooms.

Administrators, a part from reaping the fruits of success both from

the teachers and the pupils, will have more opportunity to see other circular

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perspectives that meet the call towards national development and progress.

They will have the chance to design strategic intervention materials towards

better learning across all subject areas.

Future researchers may also use the outputs and outcomes of

this study as a way to uplifts students’ interests in science that are

envisioned to benefit from the strategic intervention materials These

materials will expose students on more innovative activities independently.

II. REVIEW OF THE RELATED LITERATURE

Strategic Intervention is a method (commonly demonstrated by Tony

Robbins) for assisting people to find empowering meanings for their life

circumstances, discover why they do what they do and how they meet their

needs in positive and negative ways, the understanding of which helps to

promote sustainable change. It involves the use of many disciplines and

provides us as coaches with highly effective, flexible, long-term strategies to

deal with a wide range of issues. Still, intervention strategies are necessary

for students who are underachieving. When intervention is considered, there

should be aims and goals for conducting the particular exercise. In most

instances it is assumed that interventions will, decrease retention rates and

lower failure rates, and students will be given additional opportunities to

master concepts, which would hopefully, raise their performance levels.

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 Instructional intervention strategies allow for enhanced performance of

academic tasks. Some of the common interventions are menemonic cues

(e.g., songs, cartoons, rhymes, stories, images) for teaching science facts,

vocabulary, or steps in a process. Delivering instructions in short sessions

using a brisk pace provides learners a clear start of what will they do and

how will they do it. Instructions are important and should be clearly

absorbed by students for them to accomplish successfully the activity.

III. RESEARCH METHODOLOGY

The researcher shall use a mean percentage as a tool to determine the

effectiveness of developing Contextualized Science Strategic Intervention

Materials to address the needs of pupils who are at risk of failing in Grade 4-

6 of Sta. Cruz Elementary School. The respondents will be given pretest

before using the material. At the end, the pupils will answer the post test

and the results will be consolidated to show the significant difference.

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 IV; CONCEPT FRAMEWORKS

As stipulated in the DepEd Order NO.39,S.2012, Interventions have to be made in order to

address learning gaps which may be utilized as supplementary catered to the student at
risk during in these distant learning educations. These focuses on the skills not mastered
by the learners during their regular class, which inclined intended for remedial class, yet, it
ensure to include fun activities to let them enjoy in engaging the activities.
This instructional material sought to address as an intervention cited in the school
innovation Project SAGIP.
It also includes the perspectives on the contextualizing SIM of SCES specifically grade four to six
class their students at Sta. Cruz Elementary School. This research is collaboratively worked by the Key
Stage 2 teachers to promote sustaining learning environment toward shared authority in assessing and
faciliting one’s learning.

EFFECTIVENESS OF USING ENHANCED ACADEMIC

SCIENCE- CONTEXTUALIZED LEARNING TO ADDRESS

STRATEGIC INTERVENTION THE NEEDS OF PUPILS WHO

MATERIALS( SIM) ARE AT RISK OF FAILING IN
GRADE4- 6 OF STA. CRUZ
ELEM. SCHOOL, S.Y. 2021-
2022

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APRIL 25, 2022

MA. NYMPHA B. BARBADO

Principal-II
Sta. Cruz Elementary School

Madam:

I have the honor to submit my Action Research Proposal entitled

“EFFECTIVENESS OF THE SCIENCE STRATEGIC INTERVENTON
MATERIALS(SIM) IN THE PERFORMANCE OF GRADE 4-6 PUPILS OF
STA. CRUZ ELEMENTARY SCHOOL TO ADDRESS THE NEEDS OF PUPILS
AT RISK OF FAILING” for this school year 2021-2022 for your perusal and
approval.

Very truly yours,

HARDY E. MISAGAL

MT-1/Proponent

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 Republic of the Philippines

Department of Education (DepEd)

Region VIII (Eastern Visayas)
Division of Leyte
San Miguel District
STA. CRUZ ELEMENTARY SCHOOL
S.Y 2021-2022

ANNEX2; ACTION PLAN IN THE IMPLEMENTATION OF ACTION RESEARCH

ACTIVITY OBJECTIVES PERSONS INVOLVED EXPECTED TARGET

OUTPUT COMPLETIO
N DATE

A.PRE-PLANNING TO BE ABLE TO PREPARE AN PRINCIPAL, MASTER RESEARCH JULY-

PHASE ACTION RESEARCH PROPOSAL TEACHER/MENTOR, PROPOSAL AUGUST
MENTEES 2021

B.IMPLEMENTATION To GATHER DATA FROM THE PRINCIPAL, MASTER ACCOMPLISH JULY-

PHASE SELECTED RESPONDENTS TEACHER/MENTOR, INTERVIEW OCTOBER,
MENTEES, GUIDE/ SURVEY 2021
RESPONDENT QUESTIONNAIR
(PARENTS) E

C.POST PLANNING TO INTERPRET DATA YIELDED PRINCIPAL, MASTER FINAL DECEMBER

PHASE GATHERED AND FINALIZED TEACHER/MENTOR, RESEARCH 2021- MAY,
THE RESEARCH PROPOSAL MENTEES, 2022
DISCUSSION OF
ALL SCHOOL RESEARCH
STAKEHOLDERS PROPOSAL TO
TO DISCUSS THE RESULT FOR
THE
THE RECOMMENDATION OF
BODY/CONSULT
THE RESEARCH
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ATIVE MEETING

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