The Impact of RIMAP (Remedial Intervention Material in Teaching Araling Panlipunan) in the Academic

Performance of Grade VIII students in Malabog National High School

By:

Lindcy Aringo

Jodelen Percol

Erica Mae Baria

Ma. Gracia Lustrestica

Introduction

One of the issues with teaching that grade 8 instructors and students encountered.

The challenge of the learning process for students at Malabog National High School was addressing the
topic of Araling Panlipunan, which led to the students' subpar performance score from the previous
academic year's test (2022-2023). The Araling Panlipunan topic was given the lowest Mean Percentage
Score (MPS) in Grade 8 out of 8 subjects. Fifty (50) Grade 8 students were recognized as having the
lowest mean. % score and require extra care to raise their academic performance achievement in the
topic. Analysis of the root cause was done to ascertain the causes of their difficulties handling the topic,
which led the investigator to what type of action to be carried out in order to eradicate the mentioned
issue. Worried Teachers were instructed to take the appropriate steps in relation to the putting together
a suitable intervention program. Next, appropriate distribution. There was an informational session with
the worried parents and students. The researchers believed that action research was necessary in order
to address the current issue of Grade 8 students' poor academic performance in Araling Panlipunan.
Consequently, "RIMAP (Remedial Intervention Material in Araling Panlipunan)," an intervention tool to
enhance subpar academic results.

The students were materialized in the subject. The identified Grade VI students utilized the
supplementary instructional materials, which include challenging students in Araling Panlipunan who
made use of RIMAP (Araling Panlipunan Remedial Intervention Materials). Individuals taking part in the
program employed the resources for 10 weeks while being supervised by a Grade 8 teachers. The
project's only goal was to evaluate how well the strategic. Teaching materials for the second grading
period in Araling Panlipunan.

Review of Related Literature

The researchers had explored some literature to expand the perspective related in the action research.
According to the K-12 Araling Panlipunan Curriculum “Ang mithiin ng “Edukasyon para sa Lahat 2015”
(Education for All 2015) and the K-12 Philippine Basic Education Curriculum Framework, their aim is to
have the skills needed in the 21st century to cultivate a "functionally literate and developed Filipino."
Basic education also aims at long-term learning after formal schooling (lifelong learning). The strategy for
achieving these general goals is in accordance with several learning theories that are constructivism,
collaborative learning, and experiential and contextual learning”.In this 21st century, Araling Panlipunan
teachers should utilize different teaching strategies to achieve knowledge to be imparted to all the
learners. In connection with the DepEd Order No. 8, s. 2015 “Policy Guidelines on Classroom Assessment
for the K to 12 Basic Education Program” the learner shall undertake formative and summative
assessment, if the RFG of the learner is below 75, the pupil shall be reassessed immediately by the
subject teacher to determine the leastmastered competencies or learning gaps. The results of the
reassessment shall serve as basis for planning and designing an immediate instructional intervention to
ensure the transition of that learner to the next grade level or semester. Thus, it is for these reasons that
the researcher engages on developing intervention materials in Araling Panlipunan for Grade 6 that will
enhance learning, remediate the least learned competencies, and help improve their chances of
academic performance. Implementing guidelines for the conduct remedial classes for learners with
learning gaps or subject area/s deficiency in DO 13, s. 2018, the schools should provide opportunities for
remediation through tutorial or coaching of learners with learning gaps or subject area deficiency.
Through any form of organized instructional interventions given to a learner during summer class to
address his or her learning gaps or subject area deficiency. The remedial can be made in a form of
tytorial, mentoring, coaching, or other ways of delivering the organized learning experiences and ensure
that the standard practices in offering classes and affirms the Department’s commitment that all learners
will complete basic quality education and learners from Grades 4 to 12 with special educational needs
(LSENs) will be allowed to attend classes to catch-up with their learning deficiencies.The use of
Contextualized Strategic Intervention Materials (CSIMs) for the third quarter least mastered Grade 9
Mathematics competencies prove to help the students gained new experiences and developed into
independent learners, learned effectively, and found the topics easy to understand, became more
interested in learning Math topics, appreciated problem solving, and enjoyed and felt comfortable in
learning Math topics using the CSIM. Students’ conceptual understanding improved and were
significantly different (p < 0.05) for the formative and summative assessments (Adonis 2020).Study of
Pasion (2019) found out that SIMs enhance students’ interest as well as the student’s retention of the
lesson which manifested in the high examination scores of the students in the fourth grading period. The
result of the effective technique by the teacher employs significant difference in the students’
performance in the pretest and posttest. The SIMs are considered instrumental in upgrading students’
retention of the content of the subject as well as in sustaining their interest to learn and integrate the
lessons.Use of SIM (Strategic Intervention Material) employed in teaching the lesson improve the
academic performance of 120 participants as subjects of the study. Mean and t- tests were used as tools
in the analysis of data and result of the study revealed that there was a significant difference in the
pretest and posttest mean scores of the experimental and control group in the topic eclipse. In which the
experimental group achieved a better mean gain score than the control group and it points out that the
use of strategic intervention material (SIM) in the experimental group significantly improved the
performance of the students (Villonez, 2018).

Methodology

In this action research, descriptive method of research following a case study format which is descriptive
research design was used (Aggarwal & Ranganathan, 2019). It was utilized in this research because the
academic performance progress of grade six pupils under this study was monitored.

a. Participants and/or Other Sources of Data and Information

This action research used purposive sampling. Out of 189 grade 8 stydents fifty (50) were
identified as academically challenged which need to undergo intervention program like RIMAP to
improve their academic performance in Araling Panlipunan. Twenty-five (25) pupils was under
the experimental group and the rest of the 25 pupils was under the controlled group. All data
gathered was collated and interpreted using the statistical tools.
b. Data Gathering Method
All data gathered was collated and interpreted using the statistical tools.Both the experimental
and control group was given the same set of questions in pretest and post-test. The grade from
the second grading period in Araling Panlipunan was used as the basis of the academic
performance of Grade VIII pupils. Score in the pre-test and post-test of two groups of Grade VI
students served as the basis in determining whether this Strategic Intervention Materials was
effective and improved their performance level.
c. Data Analysis Plan
The data was collated and interpreted using the following statistical tool.

a. t test – to test the significant difference, t test was used to determine if there is a significant difference
between the mean of two groups.

b. Percentage – the value in % “out of every 100”

c. Weighted mean – the average mean of the n value