Manuscript of SIM

Republic of the Philippines
DR. EMILIO B. ESPINOSA, SR. MEMORIAL STATE

COLLEGE OF AGRICULTURE AND TECHNOLOGY
(Masbate State College)
http://www.debesmscat.edu.ph
Cabitan, Mandaon, Masbate
Multimedia-Enhanced Strategic Intervention
Material (SIM) in Improving the Least-
Learned Competency in Mathematics of Grade
7 Learners
LANIE G. ARADO
JOSE EMMANUEL C. ALARDE
IRENE GRACE P. BELDIA
CATHERINE D. GAGANTE
DARYLLE R. LAUSIN
AIME R. MALINAO
GERALD C. MONTANO
MARY ANN A. MORADO
EMERSON M. OLIVA
GUILE D. PELA
APPLE GRACE P. PIALAGO
REYMUND RANCES
DULCE ROSE C. SIA
JIMBOY B. VIRAY
Classroom-Based Action Research
Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology
In Partial Fulfilment of the Requirements for the
Degree of Bachelor of Secondary Education
2023
1
Abstract
An experimental research with pre-test and post-test design was conducted to
investigate the effectiveness of Multimedia-Enhanced Strategic Intervention Material in
improving the least-learned competency of identified grade 7 learners of Masbate School of
Fisheries. Two groups were created, namely: Section A (Experimental Group) and Section B
(Control Group). The Experimental group was composed of 20 students with intervention of
the Multimedia-Enhanced Strategic Intervention Material and the other 20 students were the
Control Group without intervention of the material. The findings of the study disclosed that
most students from both groups have low performance based from the calculated mean score
in the pre-test, and the latter group had great increase in their scores while the group without
intervention had a very slight change in the scores of their post-test. All in all, both groups
showed a considerable improvement from the mean scores of the pre-test to the post-test.
However, the experimental group acquired higher mean gain than the controlled group.
Students with intervention have high perception towards the use of multimedia-enhanced
Strategic Intervention Material in the teaching of Fundamental Operations on Integers. The
study concluded that SIM-based teaching-learning approach with innovated used of
multimedia is an effective intervention in improving the mastery level of students in
understanding Fundamental Operations in Mathematics.
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Acknowledgement
The researchers wish to express their sincerest and heartfelt appreciation to the
following persons who never hesitate to give a helping hand, both in moral, financial, and
extra support, during the conduct of the study:
To Mr. Erdee C. Cajurao and Dr. Elreen Delavin, Dr. Sherwin Balbuena, and Mr. Mark
Anthony Lopez for sharing their expertise and experiences. That would be beneficial for us
the researchers in making the manuscript. The researchers would like to denote their never-
ending support and motivation that research should be loved and learned to create change in
society.
Nevertheless, a grateful appreciation to the parents of the researchers, for their immeasurable
understanding and support during the conduct of the study. The researchers would also like to
acknowledge the assistance and counsel of Mr. Jaypee D. Hermosa and Mr. Ruben Azupardo
in the evaluating and checking of the Strategic Intervention Material (SIM). Also, to their
friends and classmates who never hesitate to lend their time, tools, care, and advice.
The researchers would like to extend their thanks to these valuable persons who never
hesitate to be their inspiration and light on their path to eagerly do the best for the research
paper being conducted.
Above all, an ardent thanks and gratitude to the Almighty God for his unending spiritual
guidance, care, wisdom, and knowledge.
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Table of Contents
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I. Content and Rationale
Basic education in the Philippines underwent changes which caused a lot of Filipinos
to adjust to follow the constant changing education system. The transitions of these different
educational programs are purposed to make education here in the Philippines more competent
and globalized. Strengthening the quality of Philippine education acknowledges economic
progress and to produce well-skilled graduates who are globally literate with knowledge and
qualifications. According to an article entitled “Best Countries for Education (2022)”, there
are five identified countries having the best education in the world which are as follows:
United States, United Kingdom, Germany, Canada and France. These countries have
identified students with above-average scores in math, science and reading on the
Organization for Economic Co-operation and Development (OECD) 2018 Program for
International Student Assessment.
It was in year 2019 where COVID-19 brought tremendous threat to everyone’s life.
This virus fundamentally changed how we live, work and learn. World’s education was
devastated and where forced to adapt blended learning for almost two years to continue the
education through self-learning and distance learning scheme. The isolation and deprivation
from face to face learning subjected many students to unproductive learning. Hundreds of
millions of students have had their education disrupted which caused them to learn through
their own efforts and comfort. One of the disadvantages of self-learning is the inability to
correct the students’ mistakes and not properly guiding them to appropriate learning
processes. One of the skills that was not extremely acquired and taught which lead to wide
range of learning gap is the numeracy skill.
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Today’s students who were product of pandemic have many misconceptions in
learning Mathematics which hinders them to their learning development and studying of the
subject (de Gracia, 2016). Mathematics is a subject given and considered as one of the most
challenging subject in secondary level. According to Cargnelutti (2017), it was usual for
students to view mathematics as a difficult topic and for many of them to exhibit arithmetic
anxiety in their daily lives outside of the classroom. Achievement in basic numeracy skills is
not only a foundation for academic in other subjects within the education system, but also a
pre-requisite for successful participation in most areas of adult life. For almost two years of
distance learning, the sudden shift from face to face to modular distance learning and online
learning faced so much controversies including how poor or how ready are the teachers,
learners, parents and the whole Education Department in this transition. For schools, students
and parents, the impact of closed schools and children stocked at home with a little or no
access of learning has been devastating. The whole year of learning was lost and the whole
cohort of students caused permanently lagged behind in their learning. The stress for teachers
to manage the teaching and student learning from a distance was also there resulting
difficulties particularly in students’ numeracy literacy. As face to face learning has been lifted
early in this school year, students were forced again to adjust in this new normal learning.
The immediate mandated face to face learning caused students unprepared and pressured
particularly those students who proceeded to the next year level with lacking of basic skills
and knowledge. Kautzman (2012) specified that when students are struggling, teachers
should use various assessments to identify areas of need, and they should use data that they
obtain to choose intervention. Every student must acquire all the basic knowledge like
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learning the fundamental operations with the influence of various instructional materials such
as Strategic Intervention Materials (SIM).
Strategic Intervention Materials commonly known as SIM is a type of 21 st century
teaching and learning tool that can help a student who is struggling to comprehend
mathematical concepts (Abuda et al, 2019). This intervention tool can help students in
digesting important information and improve competency-based abilities that could not be
developed in a traditional teaching environment, thus, improving their knowledge and skills
on the said subject matter (Lazo & De Guzman, 2021). To innovate the learning material, the
researchers used the Multimedia-Enhanced Strategic Intervention Material to develop the
mastery of the least-learned competency. This tool is consists with activities and short
interactive discussions which could be represented using power point presentation and
multimedia activities where students can study and explore on their own with less
involvement of the teacher. Strategic Intervention Material popularly known as SIM in
Philippine Education is a teaching material purposed to reteach concept or topic which are
considered least mastered by the students. This intervention is meant to recall the concepts
and skills to assist and help students master a competency-based skill which they were not
able to acquire during class discussion. Dy (2011) also defined Strategic Intervention
Material (SIM) as a teaching aid introduced into the teaching methods to stimulate the
activity of the students and thereby increase their level of understanding through the five
components in making the intervention materials namely guide card, activity card,
enrichment card, assessment card and reference card. This will definitely address the learning
difficulties of the learners and will help make the facilitation of education easier among
teachers.
7
Masbate School of Fisheries is the biggest technical vocational school in the province
of Masbate catering 2017 students for S.Y. 2022-2023 coming from different barangays in
the Municipality of Milagros. Based on the school data on Grade 10 Mathematics, school’s
performance for school year 2019-2020 has an average MPS of 78.15. But during pandemic
school’s mathematics performance decreased to 76.64 for school year 2020-2021. It is not
only in Tenth Grade that Mathematics subject deflated during flexible learning. All grade
levels decreased its student’s performance in Mathematics. As recorded, the least learned
competency for the first quarter of Grade 7 Mathematics includes the fundamental operations
on integers. Today’s face to face classes after pandemic resulted to difficulties in learning and
least acquisition of knowledge inside the traditional classroom. That is why innovation of
teaching strategy to help the learners understand what is written in their learning competency
is highly needed. The purpose of this action research is focused on demonstrating the
effectiveness of Multimedia-Enhanced Strategic Intervention Material (SIM) and integration
to Grade 7 students in the post-COVID 19 learning environment at Masbate School of
Fisheries to develop the competency that students’ struggled in the first quarter of regular
classes.
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II. Action Research Questions
The study aims to enhance the mathematical performance of Grade 7 students of
Masbate School of Fisheries, School Year 2022-2023 using multimedia-enhanced
Strategic Intervention Materials on solving Fundamental Operations on Integers.
Specifically, this study seeks to find answers to the following questions:
a) What is the level of performance of the students in the control and
experimental group in terms of pre-test and post-test scores?
b) Is there a significant difference between the pre-test and post-test results of the
control group and experimental group?
c) Is there a significant difference between the control group and experimental
group in the pre-test and post-test result?
Hypotheses
H 01. There is no significant difference between the pre-test and post-test results of the
control group and experimental group.
H 02. There is no significant difference between the control group and experimental
group in the pre-test and post-test result
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III. Innovation, Intervention and Strategy
As an innovation to improve the numeracy skills of Grade 7 students from the
recorded least-learned competency of Mathematics 7 for the first quarter, this study
utilized multimedia-enhanced Strategic Intervention Material (SIM). The participants of
the study are provided with learning materials in the form multimedia with integration of
video lessons and other related instruction. The least-learned competency is about the
fundamental operations on integers. This study was conducted in the third quarter within
February to April of 2023. Pre-test and Post-test to the respondents are utilized before and
after the intervention.
The study involved development of the lesson using the innovated multimedia-
enhanced Strategic Intervention Material (SIM). The intervention was accompanied with
instructional materials with the use of multimedia. The use of multimedia-enhanced
Strategic Intervention Material (SIM) will allowed each learner to improve their
knowledge and remediate in understanding the least-learned competency from their own
understanding of the content with integration of video lessons where students are not just
to analyze the given problem but also engage in multimedia learning using their five
senses for better understanding. The clear instructions, guide activities and interactive
texts which are included in writing for the multimedia-enhanced Strategic Intervention
Material allow learners to learn logically and independently. The five components in
writing Strategic Intervention Material (SIM) namely guide card, activity card,
enrichment card, assessment card and reference card provide meaningful and interactive
activities to learners. The learners are the one to assess their learning from checking their
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own answers from the answer keys to be given by the researchers at the end of every
session after the respondents finished answering the activities. The researchers also
initiated active participation of respondents through board works after answering the
material for better learning and understanding. The intervention was conducted twice a
week every Wednesday and Friday in the afternoon with the approval of the School
Principal and Mathematics 7 Coordinator.
Pre-test and post-test scores of the students were analyzed to determine the significant
effect of the intervention in remediation of the least-learned competency of Grade 7
students. Pre-test scores of the students were compared to the post-test scores to
determine if there is a significant difference from the respondents’ scores with
intervention (experimental) and with no intervention (control) in the study.
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IV. Action Research Methods
a) Participants and/or other Source of Data and Information
The researchers conducted the study limited to the selected Grade 7 learners
under the classified respondents. Fishbowl sampling technique was be used to select
the respondents. This sampling method allows the researchers to pick the samples
from the populations randomly with specific purpose to meet the objectives of the
study. The researchers selected Grade 7 Lily and Grade 7 Sea-Butterfly sections of
learners to minimize and control the distraction of classes of Grade 7 students in
Masbate School of Fisheries. Grade 7 – Lily are composed of 44 students while Grade
7 – Sea Butterfly is 40 in the class. The researchers selected 40 learners out of the two
populations and randomly selected students labelling them from Section A and
Section B. In Section A, there are 20 students who were the experimental group with
intervention of multimedia-enhanced Strategic Intervention Material (SIM). In
Section B, there are 20 students who become the control group with no intervention.
There are 40 respondents all in all who participated in the study. The effectiveness of
the intervention was determined by comparing the results of the learners’ scores prior
and after the conduct of the study.
b) Data Gathering Method
A letter was written and approved to obtain permission from the appropriate
authority to collect data. After getting the approval from the School Principal, the
researchers began making Strategic Invention Materials for Addition, Subtraction,
Multiplication and Division. There were four SIM created and all of them were
checked by the Mathematics Teacher of Grade 7 and approved by the School
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Principal. Before the SIM was introduced to the respondents, the researchers first
conducted the Pre-test with 25-item questions. For the first two weeks, the Strategic
Intervention Material for Addition was introduced to the learners followed by the
Strategic Intervention Material for Subtraction, then Multiplication and Division
through multimedia. After the two months of intervention, the researchers then
conducted the post-test. Because the ratings from the pre and post-test were
considered, the mean, standard deviation, and t-test for significant difference were
used to precisely code, compute, and evaluate the data.
c) Data Analysis
The researchers used quantitative research, randomized experimental design to
answer the research questions with using Pre-test and Post-test. The data gathered
from the learners was tabulated and analyzed. To determine the effectiveness of
multimedia-enhanced Strategic Intervention Material (SIM) in improving the least-
learned competency of Grade 7 students on solving fundamental operations on
integers, the following statistical tools are utilized:
Mean – This tool was used to answer the first problem. To identify the level of
performance of the pre-test and post-test from the control group and experimental
group the average scores should be calculated. The following guide was used to
interpret the mean scores.
Parameter Qualitative Description

12.20 – 15.00 Very High Performance
9.40 – 12.19 High Performance
6.60 – 9.39 Average Performance
3.80 – 6.59 Low Performance
1.00 – 3.79 Very Low Performance
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This interpretation is based on the standardized criteria prepared and issued by
the Bureau of Secondary Education (BSE) and Department of Education (DepEd).
Tests of Assumptions - Normality of data are assessed using Kolmogorov-
Smirnov test while the homogeneity of variance was determined through Levene’s
test. All of the tests are set at 5% level of significance.
T-tests – These tools were used to determine the significant difference in the
mean scores between the control group and experimental group. One sample t-test
used either Paired t-test or Wilcoxon Signed-Rank Test to assess the significant
difference between the pre-test and post-test results of the control group and
experimental group to answer the second problem. Two-tailed t-test or the two-group
comparisons (control and experimental) used either Independent group test or Mann-
Whitney U test depending on the results of the tests of assumptions to determine the
significant difference between the control group and experimental group in the pre-
test and post-test result to answer problem number three. A level of significance of
5% is set for the comparisons.
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VIII. Discussion of Results and Reflection
The tables below provide a thorough explanation of the discussion and interpretations
that follow analysis and provide the answers to the research questions.
Table 1: The Results of the Two Groups in the Pre-test and Post-Test
Experimental Group Control Group
Section A Pre-Test Post-Test Section B Pre-Test Post-Test
Student 1 3 5 Student 21 4 6
Mean 6.45 9.8 Mean 6.55 7.6
Stand. Dev. 2.350252 2.546411 Stand. Dev. 3.471311 3.377947
Table 1 contains scores of both control and experimental groups. The result shows
that the highest score for Pre-test accumulated in the control group was 15 and the lowest
score is 2 with an overall average of 6.55 and a standard deviation of 3.47. On the other hand,
the experimental group got 15 as the highest and 3 as the lowest with a mean of 6.45 and a
standard deviation of 2.35. This indicates that the students lack mastery of the four
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fundamental operations of mathematics based on the outcomes of the two groups’ results. It
is revealed that the academic performance of the students is greatly affected during the
pandemic.
It can be gleaned also from the result of the Post-test that both control and
experimental groups has significant increase between the results of the pre-test and post-test.
The result indicates that the highest score accumulated in the control group was 16 and the
lowest score is 4 with an overall average of 7.6 and a standard deviation of 3.38. On the other
hand, experimental group got 15 as the highest and 5 as the lowest with a mean of 9.8 and a
standard deviation of 2.55. This demonstrates that by using SIM as an intervention during the
discussion, the experimental group improved their academic performance. This implies that
the exercises offered in the course material aided in their comprehension and mastery of the
four fundamental operations in mathematics. The new strategy being used, particularly using
the multimedia-enhanced Strategic Intervention Material (SIM) has the potential to improve
students’ academic achievement and attitude towards learning. Effective interventions are
organized properly and are high intensity adapted to the students’ achievement level
(Schnepel & Aunio, 2022). The use of strategic intervention material, an educational tool for
remediation, is one technique employed by the Department of Education to enhance
academic performance of students performing badly in the subject of science, technology,
and mathematics (Sison, 2021).
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Table 2: Level of performance of students under the control and experimental group in the
pre-test and post-test
Mean Standard Deviation Qualitative Description

Control Group
Pre-Test 6.55 3.4713 Low Performance
Post-Test 7.6 3.3779 Average Performance
Experimental Group
Pre-Test 6.45 2.3502 Low Performance
Post-Test 9.8 2.5464 High Performance
Table 2 present the level of performance of students under the control and
experimental group in their pre-test and post-test. To interpret the results, mean and standard
deviation were used. As presented in this table, the performances in the pre-test (M=6.55,
SD=3.47) and the post-test (M=7.6, SD=3.38) of the control group is described as Low
Performance and Average Performance. This implies that students understanding of
fundamental operations have increased as they are continuously engage in regular classes. It
can be attributed that regular classes where students were exposed to a traditional learning
engagement, involving pure lecture method without intervention undoubtedly increases
student achievement. In fact, the mean increased in which it can be inferred that after the
discussion, there were improvements which led to average performance.
Meanwhile, the pre-test (M=6.45, SD=2.35) and the post-test (M=9.8, SD=2.55) of
the experimental group is described as Low Performance and High Performance,
respectively. It can be ascertained that there is a big difference in the test scores before and
after the intervention. From getting low performance in the test, the learners understood the
concepts with engagement on activities and exercises presented through multimedia of the
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intervention which led to a high performance. The significant increase in the result of the
means signifies the effectiveness of the material.
Based from the given results, it can be justified that learners learned the most when
different activities are employed and an intervention material is given. Thus, multimedia-
enhanced Strategic Intervention Material (SIM) is an effective intervention in improving the
academic performance of the students on a certain topic.
Table 3: Significant difference between the pre-test and post-test results of the control group
and experimental group
Alph
Group df t-value p-value a Decision
Control Group
Pre-test vs. Post-test 19 2.81 0.01 0.05 Reject the Null Hypothesis H 01
Experimental Group
Pre-test vs. Post-test 19 9.37 0.00 0.05 Reject the Null Hypothesis H 01
Table 3 displays the major distinction between control and experimental groups’ pre-
test and post-test scores. The table highlights the considerable differences between the two
groups’ test results. Statistical findings justified that there is a significant difference between
the performance of the control and experimental group. For the controlled, the t-value is 2.81
and the p-value is 0.01. As the p-value is less than the alpha level (0.01<0.05), the null
hypothesis is rejected which means that there is a significant difference between the scores.
On the other hand, the t-value and p-value is 9.37 and 0.00 respectively for the experimental
group. As the p-value is less than the alpha level (0.00<0.05), the null hypothesis for pre-test
and post-test scores for the experimental group is rejected which means that there is a
significant difference between the scores. This means that there is a significant difference
between the pre-test and post-test scores of the control and experimental group.
18
Though both groups pose a big difference, this finding further entails that multimedia-
enhanced strategic intervention material had a positive impact on student learning, leading to
higher scores.
Table 4: Significant difference between the control group and experimental group in the pre-
test and post-test result
df t-value p-value Alpha Decision

Pre-test
Control vs. Experimental 33 -0.12 0.92 0.05 Do not Reject the Null Hypothesis H 02
Post-test
Control vs. Experimental 35 2.32 0.03 0.05 Reject the Null Hypothesis H 02
Table 4 presents the statistical findings which revealed that the null hypothesis
between the control group and experimental group in the pre-test is retained. It can be
gleaned from the table that there is no difference in the performance of the students under the
control and experimental group. It can be inferred that the students from both groups have
more or less the same level of understanding of the fundamental operations which is low
performance as presented in the Table 2.
On the other hand, it was justified from this table that the null hypothesis between the
control group and experimental group in post-test is rejected. The p-value is less than the
alpha level (0.03<0.05) which means that there is a significant difference. It could be
concluded that the performance of the students between the two groups really poses a big
difference. It is clearly revealed that the improvement is higher on the part of the
experimental group than the control group. With this finding, it can further be inferred that
the multimedia-enhanced strategic intervention material has a positive effect on the learning
of the students which led to higher improvement.
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The researchers’ conclusion supports the study of Sadsad (2022) where it was
pinpointed that Strategic Intervention Material also known as the SIM in the Philippine
educational system, is one of the teaching strategy that aids educators to improve high-quality
instruction to address learners’ academic performance. The purpose of SIM is to support
student’s life-long understanding and comprehension of personalized learning experiences,
not just their immediate need for the subject (Kitto, et al., 2020).
After the analysis of the data collected, the researchers reflected upon the study that:
 The students’ performance has significant increase upon the utilization of teacher-
made multimedia-enhanced Strategic Intervention Material.
 The innovation of Strategic Intervention Material through multimedia with the use of
videos, texts, and concepts which students could relate catches the attention and
interest of the students to participate in the activities and gain retention of the learning
process.
 After using statistical tool, it was revealed that there is a significant difference
between the scores from pre-test and post-test of the control group and experimental
group. It can be attributed that regular classes where students were exposed to a
traditional learning engagement, involving pure lecture method without intervention
undoubtedly increases student achievement. However, the use of intervention
undeniably revealed that there is more improvement on the scores of students who
underwent intervention. If there means is to be compared, the mean score from the
experimental group is larger than compared to the mean score from the control group.
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 Multimedia-Enhanced Strategic Intervention Material is an effective educational
learning material to improve the least-learned competency of grade-7 learners on the
fundamental operations on integers.
IX. Action Plan
ACTIVITIES TARGET DATE PERSONS

INVOLVED
Pre Implementation Plan
1. Writing Research Proposal December 2, 2022 Pre-Service Teachers
2. Revising Research Proposal based on the December 13, 2022 Pre-Service Teachers
Recommendations and Suggestions
3. Development and Validation of Research December 14-15, 2022 Pre-Service Teachers
Material
4. Revision of Research Material December 16, 2022 Pre-Service Teachers
Implementation Plan
1. Reproduction and Administration of February 27-28, 2023 Pre-Service Teachers
Research Material
2. Conduct Pre-test, Multimedia-Enhanced March 1 – April 28, Pre-Service Teachers
Strategic Intervention Material (SIM), and 2023
Post-test
3. Perform Data Collection and Analysis April 29 – May 4, 2023 Pre-Service Teachers
Post Implementation Plan
1. Finalization of all parts of Research May 5-6, 2023 Pre-Service Teachers
2. Submit Final Draft May 7, 2023 Pre-Service Teachers
3. Publication of Research May 8, 2023 Pre-Service Teachers
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XI. Financial Report
ACTIVITIES Resources Needed Amount

Pre Implementation Plan
1. Writing Research Proposal Bond papers, internet load 400
2. Revising Research Proposal based on the Bond papers, internet load 400
Recommendations and Suggestions
3. Development and Validation of Research Bond papers, internet load 400
Material
4. Revision of Research Material Bond papers, internet load 400
Implementation Plan
1. Reproduction and Administration of Research Bond papers, internet load 400
Material
2. Conduct Pre-test, Multimedia-Enhanced Bond papers, internet 850
Strategic Intervention Material (SIM), and Post- load, miscellaneous
test
3. Perform Data Collection and Analysis Internet load 100
Post Implementation Plan
1. Finalization of all parts of Research Internet load 100
2. Submit Final Draft Bond Paper 300
3. Publication of Research Bond paper, 500
Miscellaneous
Total 3850
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X. References
Abuda, B. F.,Oraller-Balazo, G. F., Orque, J. C., Cabili, M. C.D., & Maestre, M. (2019).
Struggling learners’ mathematics achievement level using quick response embedded
strategic intervention material. Struggling Learners’ Mathematics Achievement Level
Using Quick Response Embedded Strategic Intervention Material (January 12, 2019).
Abuda, BF, Balazo, GF, Orque, J., Cabili, MC, & Maestre, MFA, 39-45.
Best Countries for Education. (2022). Retrieved from: https://www.usnews.com/news/best-

countries/best-countries-for-education
Cargnelutti, E., Tomasetto, C., & Passolunghi, M. C. (2017). How is anxiety related to math
performance in young students? A longitudinal study of Grade 2 to Grade 3 children.
Cognition and Emotion, 31(4), 755-764.
De Gracia, R. (2016). High school seniors with alternative conceptions on exponents and
logarithms. 13th National Convention on Statistics (NCS) EDSA Shangri-La Hotel,
Mandaluyong City.
Dy, L. (2021). Teaching mathematics through Strategic Intervention Materials (SIM).

https://www.mathlanding.org/collections/pdcollection/strategies-teaching-students-
struggling-mathematics
Kautzman, K. (2012). Math Intervention Strategies. Suggestions for struggling learners.

https://www.brighthubeducation.com/teaching-elementary-school/89697-math-
intervention-strategies-for-struggling -learner/
Kitto, K., Sarathy, N., Gromov, A., Liu, M., Musial, K., & Shum, S.B. (2020, March).
Towards skills-based curriculum analytics: can we automate the recognition of prior
learning?. In Proceedings of the Tenth International Conference on Learning
Analytics & Knowledge (pp.171-180).
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Lazo, D. D., & De Guzman, M. F. D. (2021). Strategic intervention material: A learning

approach in teaching economics during distance education. International Journal of
Computer Engineering in Research Trends, 8(5). 76-84.
Sadsad, M.P. (2022). Utilizing The Competency-Based Strategic Intervention Materials As
Tool To Assess Performance of Students In Grade 9 Physical Education.
Schnepel, S., & Aunio, P. (2022). A systematic review of mathematics interventions for
primary school students with intellectual disabilities. European Journal of Special
Needs Education, 37(4), 663-678
Sison, L., S. (2021). Effectiveness of Printed Strategic Intervention Materials (SIM) as Tool
for Distance learning To Improve the Performance of Grade 6 Pupils in Math.
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Appendices
Name: ______________________________________________ Date: _______________________

Age: _______ Grade Level and Section: ___________________________ Score: ________________
Pre-Test and Post-test

(Fundamental Operations on Integers)
Direction: Solve each problem below. Encircle the letter of the correct answer. (Note: Do not use
calculator for the sake of testing the reliability of the test).
1.) What is 5 + 8 = ?
A. 3 B. -3 C. 13 D. -13
2.) Solve: 3 – 7 = ?
A. -4 B. 10 C. 4 D.-10
3.) Add: -10 + 4 = ?
A. 14 B. -6 C. 6 D. -14
4.) 3 × 5 is equal to ________.
A. 8 B. -15 C. -8 D. 15
5.) The quotient of 8 ¿ 2 is ___________.
A. 4 B. -4 C. 3 D. -3
6.) Subtract: 6 – (-7) = ?
A. -1 B. 1 C. 13 D.-13
7.) Addition: (-12) + (-37) = ?
A. 49 B. -25 C. 25 D. -49
8.) Find the difference: -84 – (-31).
A.13 B. -53 C. 53 D. -13
25
9.) What is 19 – (-20) = ?
A. 1 B. -39 C. -1 D. 39
10.) Find the sum: (-19) + 22 = ?
A. 3 B. -3 C. 41 D. -41
11.) Multiply: - 4 × 11
A. 7 B. - 44 C. 44 D. -15
12.) Find the product of -5 and 5.
A. 25 B. -25 C. 10 D. -10
13.) 9 × 0 is equal to ___ ?
A. 9 B. -9 C. 0 D. -0
14.) Divide: -20 ÷ 4 = ?
A. 5 B. -5 C. 4 D. 0
15.) Find the value of n: (-81) ÷ (-9) = n
A. 9 B. -9 C. 8 D. 0
16.) Add: 5 + 4 = ?
A. 9 B. 10 C. 11 D. -10
17.) Subtract: 3 - (-7) = ?
A. 10 B. 4 C. -4 D. -10
18.) Find the value of n: n ÷ 2 = 4
A. 2 B. 4 C. 6 D. 8
19.) Find the product: (-8) × (-3)
A. 24 B. -24 C. 11 D. -5
20.) Subtract: 21 – (-7) = ?
A. 14 B. -14 C. 28 D. -28
21.) Find the difference: - 4 – (-5) = ?
A. 1 B. -1 C. -9 D. 9
26
22.) Add: (-5) + (-2) = ?
A. 3 B. -3 C. -7 D. 7
23.) Find the sum: (-6) + 4 = ?
A. 10 B. -10 C. -2 D. 2
24.) 2 ÷ 0 = ?
A. 0 B. 1 C. 2 D. undefined
25.) Find the quotient: (-3) ÷ (-1) = ?
A. 3 B. 1 C. 2 D. -3
The data you will supply shall be used exclusively for the purpose of this Classroom-Based Action
Research
- Practice Teachers of Masbate School of Fisheries
Prepared by:
APPLE GRACE P. PIALAGO

Pre-Service Teacher
Checked by:
JAYPEE D. HERMOSA
Teacher I
Approved by:
27
EFEPANIA A. BANTILLO, Ed.D

School Principal II
Documentation
28

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Republic of the Philippines

DR. EMILIO B. ESPINOSA, SR. MEMORIAL STATE

Multimedia-Enhanced Strategic Intervention

Material (SIM) in Improving the Least-

Learned Competency in Mathematics of Grade

Classroom-Based Action Research

I. Content and Rationale

and globalized. Strengthening the quality of Philippine education acknowledges economic

International Student Assessment.

range of learning gap is the numeracy skill.

Today’s students who were product of pandemic have many misconceptions in

as Strategic Intervention Materials (SIM).

Strategic Intervention Materials commonly known as SIM is a type of 21 st century

researchers used the Multimedia-Enhanced Strategic Intervention Material to develop the

involvement of the teacher. Strategic Intervention Material popularly known as SIM in

effectiveness of Multimedia-Enhanced Strategic Intervention Material (SIM) and integration

to Grade 7 students in the post-COVID 19 learning environment at Masbate School of

II. Action Research Questions

The study aims to enhance the mathematical performance of Grade 7 students of

Masbate School of Fisheries, School Year 2022-2023 using multimedia-enhanced

Strategic Intervention Materials on solving Fundamental Operations on Integers.

Specifically, this study seeks to find answers to the following questions:

a) What is the level of performance of the students in the control and

experimental group in terms of pre-test and post-test scores?

control group and experimental group?

c) Is there a significant difference between the control group and experimental

group in the pre-test and post-test result?

control group and experimental group.

group in the pre-test and post-test result

III. Innovation, Intervention and Strategy

As an innovation to improve the numeracy skills of Grade 7 students from the

utilized multimedia-enhanced Strategic Intervention Material (SIM). The participants of

after the intervention.

instructional materials with the use of multimedia. The use of multimedia-enhanced

Principal and Mathematics 7 Coordinator.

effect of the intervention in remediation of the least-learned competency of Grade 7

determine if there is a significant difference from the respondents’ scores with

intervention (experimental) and with no intervention (control) in the study.

IV. Action Research Methods

a) Participants and/or other Source of Data and Information

learners to minimize and control the distraction of classes of Grade 7 students in

intervention of multimedia-enhanced Strategic Intervention Material (SIM). In

and after the conduct of the study.

b) Data Gathering Method

researchers began making Strategic Invention Materials for Addition, Subtraction,

checked by the Mathematics Teacher of Grade 7 and approved by the School

Strategic Intervention Material for Subtraction, then Multiplication and Division

used to precisely code, compute, and evaluate the data.

The researchers used quantitative research, randomized experimental design to

multimedia-enhanced Strategic Intervention Material (SIM) in improving the least-

learned competency of Grade 7 students on solving fundamental operations on

integers, the following statistical tools are utilized:

interpret the mean scores.

Parameter Qualitative Description

This interpretation is based on the standardized criteria prepared and issued by

the Bureau of Secondary Education (BSE) and Department of Education (DepEd).

Tests of Assumptions - Normality of data are assessed using Kolmogorov-

test. All of the tests are set at 5% level of significance.

5% is set for the comparisons.

VIII. Discussion of Results and Reflection

remediation, is one technique employed by the Department of Education to enhance

academic performance of students performing badly in the subject of science, technology,

Name: ________________________ Date: _