by Amy A. Cavaltera
It has been my concern that the Grade 6 pupils of an elementary school in Hindang, Leyte got the lowest mean percentage score (MPS) in Mathematics during the District Pre-Test for school year 2017-18. As their teacher adviser, it posed me a challenge on how to help them improve their MPS.
The Department of Education (DepEd), meanwhile, continuously implements innovations particularly in Mathematics in order to raise the quality of education in the country. The Bureau of Secondary Education (BSE), for its part, is exerting its efforts to further enhance the skills and competencies of the teachers by sponsoring trainings and seminars.
As one of those teachers, I participated in the National Training on Strategic Intervention Materials (SIM) Development in Summer of 2005, based on DepEd Memorandum No.117 s. 2005. The training workshop was aimed at enhancing teachers’ skills in test analysis and interpretation. It also capacitated them in developing various intervention materials for remediation and enrichment of learning
Armed with this training, I decided to use the SIM as a strategy in teaching Math lessons, with the end in view that the pupils might raise their MPS, as a result.
With the SIM, students were given materials to help them master a competency base. In Philippine Education, SIM is an instructional material meant to reteach concept or topics which are considered ‘Least Mastered’ by the pupils.
As a teaching researcher, I tried to find out how Math can be taught in such a way that children will learn the fundamental concepts of Math skills, which they were not able to develop during the regular classroom teaching.
While the school made a study on how to improve the students’ performance in Mathematics, I came up with an action research titled “The Effectiveness of Using Strategic Intervention Material (SIM) in Improving the Academic Performance of Grade VI in Mathematics of Doos Elementary School.”
The main concern of this study was to prepare, validate and test the effectiveness of the SIM in Mathematics 6. Under the SIM, pupils must not only read concepts, but master these through different activities that will allow them to connect these abstract concepts to choices they must make in their daily lives.
The SIMs utilized by the selected group of pupils followed careful planning and formulation and were validated and assessed by credible evaluators and students themselves. How effective is the SIM in improving the MPS of the Grade 6 pupils was put to a test in the research that I conducted.
In my study, I made use of descriptive and experimental methods of research. Control and experimental classes were used in determining the effectiveness of the SIM. Data collected were treated through the mean, weighted mean and t-test.
The sample respondents of the study covered all 51 Grade 6 pupils (29 males and 22 females) enrolled in that school during SY 2017-18, under two sections.
Those in Grade 6-Faith section (25 pupils)—identified for purposes of the study as the Controlled Group—were taught using the traditional method, while those in Grade 6-Love section (26 pupils)—tagged as the Experimental Group—were taught using the SIM.
Each of the groups was given a pre-test before the introduction of the lesson, and then a post-test after the end of the lesson. Both groups were given the same tests, such that the questions given in the pre-test were the same questions given in the post-test.
The pre-test and post-test results of each group were treated separately. However, to determine whether the achievement of the experimental class was better than the control class, the post-test results of both groups were computed using the t-test.
The results: the Experimental Group, which was taught using the SIM, attained a 75 percent proficiency or performance level in the subject, much better than the Control Group’s performance obtained during the post-tests. It was found out that the achievements and learning are higher in the Experimental Group against the Controlled Group.
The results of the study clearly showed that the strategic intervention materials (SIM) were effective in teaching. Therefore it is hereby suggested that SIM be adopted as instructional materials in teaching Math to Grade 6 pupils.