Strategic Intervention Materials (SIMs) for Selected Topics in the Junior High School Science Curriculum: An Administrator's Concern

Abstract

INTRODUCTION

The importance of instructional materials in enhancing the student's learning in science cannot be ignored. It is for this reason why different kinds of instructional materials are being continuously developed. This study aimed to develop, test the validity and effectiveness of Strategic Intervention Materials (SIMs) for selected topics in the junior high school science curriculum and identify the role of the administrators in making science teaching more responsive to the learning needs of the learners.

METHODS

The study used mixed methods type of research which comprises philosophical assumptions as well as methods of inquiry. The researcher used quantitative type of research, survey questionnaire using Likert scale for 100 teacher respondents and 100 student respondents and one-group experimental research in which a single group of subjects is given pretest, receives some treatment and then answers posttest measure. The qualitative type of research was utilized through a semi-structured interview which was used to determine the administrator's role in making science teaching more responsive to the learning needs of the students.

RESULTS

Based on the findings there are no significant differences between the perception of the teacher and students on the validity of the SIMs. Furthermore, there is a significant difference between the performance of the students before and after using the SIMs, based on the comparison between the t-computed value (17.188) and the critical value (1.984) from the non-directional t-test at 5% level of significance. Teachers and students both agreed that the material is very valid and the student-respondents performed better after using the constructed strategic intervention materials. Qualitative findings from interviews revealed five themes on the role of administrators that make science teaching more responsive to the learning needs of the learners. These are dealing with low performance in science, teacher's innovation, funding of learning resources and materials, improvement of students' performance and administrators' support.

DISCUSSIONS

The results demonstrated that the selection and utilization of teaching and learning materials is an integral part of curriculum planning and delivery in schools and to ensure the smooth flow of school's program and all its undertakings administrators should give importance to all the aspects of education with all its learning areas and one of which is the science subject.