Development of Strategic Intervention Materials (SIM): A Tool in Improving Learners' Learning Performance in Science

Abstract

INTRODUCTION

Teaching is a potentiality to facilitate learning. If the teacher failed to engage his learners in different activities then, teaching does not result in learning. In this research, the development of strategic intervention materials (SIM) for Science V particularly in the topic Menstrual Cycle was done. This is due to the researcher's findings that this topic was recognized as one of the least learned skills after administering the diagnostic test. Improvement of learners' performance in the identified least learned competency using SIM was investigated.

METHODS

An experimental research method particularly a pretest-posttest design was used. Least learned skills were identified by conducting a diagnostic test before exposing the learners to Second Quarter topics. Based on the data gathered, strategic intervention materials (SIM) was developed. It was validated and undergone pilot tests. Both the control and experimental group were given a pretest to determine their level of performance before the experimental period. In conducting research, the experimental group was exposed to SIM while the control group utilized the standard method of teaching. Both groups were given a posttest after the experimental period. Their scores were tallied, analyzed and treated.

RESULTS

Pretest results reveal that both the control and experimental group are beginners with74% and below transmuted grades. A little difference was recognized between the mean scores of the control and experimental group at x = 0.17. This is an indication that both groups of respondents had a similar level of understanding of the topic to be taught. After the experimental period, the control group got a weighted mean of x = 10.20 or on the approaching level of proficiency. This reveals the remarkable effect of SIM in the lesson. Moreover, in the posttest, the result conveys that there is a significant difference between the performance level of control and an experimental group that obtained a z-computed value of 3.416. Test results were both computed at 0.05 level of significance.

DISCUSSIONS

The pretest results show that the control and experimental groups performed at the same proficiency level before the experimental period. Posttest results manifest that, the experimental group performed better than that of the control group. SIM was effective especially in teaching learners in their identified least learned skills. It is more comprehensive and enjoyable to learn thus, a significant effect was noted in the performance level of learners.