Improving the Performance in Science 9 of the Students of the Malapad na Parang National High School Using Strategic Intervention Materials

Abstract

INTRODUCTION

Science is one of the major learning areas that learners need to fulfill in their academic achievement. It leads to the transformation and progression in the lives of people in society. However, learning Science as a discipline creates adverse feedback to most secondary students. Many students perceived that learning Science is never fun and the process is tedious and burdensome; therefore, student achievement in this field is relatively low. This became a challenge to Science educators to improve the teaching-learning process and to create a positive change in the students' quest for understanding Science concepts. In this study, the researcher utilized strategic intervention material to improve the students' performance level in Science 9.

METHODS

The descriptive method of research was used in the study. There were eighty students from Grade 9 of Malapad na Parang National High School that served as respondents of the study for the school year 2016-2017. No sampling methods were used in the study because all Grade 9 students were present during the lesson using Strategic Intervention Material. Writing lesson plans and documentary analysis were also utilized in this study. Frequency, ranking, and percentage were used in treating and analyzing the gathered data.

RESULTS

Strategic Intervention Material contributed to better learning of Science concepts among students. Students perceived that teaching Science concepts using SIM made learning enjoyable, interesting and suitable to their needs. The findings revealed that the majority of the Grade 9 students have high performance based on the result of the post-test after using SIM. Students who have poor and below average performance before the use of SIM improved their performance level after the teacher reteach the lesson using SIM.

DISCUSSIONS

The results show that Strategic Intervention Material is an effective tool in remediating least mastered competency in Science, consequently, improving the student's performance level. The students have better retention of facts and concepts and have a positive transfer of learning. More Strategic Intervention Materials should be developed to master other least mastered competency-based skill.