I.

CONTEXT AND RATIONALE

Every school, the access to quality education is a global concern. The K to 12 Basic

Education Program (BEP) implemented in elementary and secondary school.

In the present situation of the Philippine Educational System, wherein there are shortage

in the classrooms throughout the country and scarce funds, not enough to cater instructional

materials needed in every TLE classroom. The primary goal of teaching is to provide

appropriate and effective instruction to students. Thus, a TLE teacher is responsible to devise

and provide the necessary materials for use in TLE classes (Dy, 2011). Teaching TLE is more

productive when there are available, sufficient, and strategically designed instructional materials

suited for the type of students. Instructional approaches may succeed or fail, they are

dependent to the learning needs of the students. Teachers must consider the students

emotional needs and their approaches to learning. Developing instructional materials play an

integral role in the teaching learning process. Use of instructional materials has a strong

relationship with academic performance at the secondary students as mentioned in

Dahar( 2011).

Strategic Intervention Material, an instructional material for remediation purposes is one

of the solutions employed by the Department of Education to enhance academic achievements

of students performing low in the field of science and technology. DepEd Memo No. 117, series

of 2005 entitled Training Workshop on Strategic Intervention Materials (SIMs) for Successful

Learning provided TLE teachers the training in the preparation of SIMs. As part of intensifying

and developing strategic intervention materials as tool for remediating poor performance in TLE.

One of the most significant topics today in the field of educational research specifically in

the basic education is the learning approach adopted by the students in learning a particular

task. For educators, this approach should be considered and applied most of the time in

teaching (Lublin, 2010). One of the major concepts that emerged from this research was the
idea that students can take different approaches to learning. Biggs (2003) defines good

teaching as the encouragement of a deep approach to learning.

However, the access of students Learning Module and Teachers Learning Guide was

limited and there was no module available for the students to help them in the teaching-learning

process as prescribed in the curriculum. Without modules and other instructional materials,

students learning is negatively affected and their learning level becomes dense resulting to

least learned competency.

This study will investigate the effect of electronic-strategic intervention material (e-SIM)

made by the researcher to help improve students performance considering the learning

approach they adopt in TLE. It is hoped that students learning approach, from being a surface

learner to deep learner upon exposure to Electronic Strategic Intervention Material Based

Instruction will be realized.

II. REVIEW OF RELATED LITERATURE

Strategic Intervention Materials

Instructional materials are school resource inputs (SRI), they include print and non

print items that are designed to impart information to students in the educational process.

Instructional materials also include items such as kits, textbooks, magazines, newspapers,

pictures, recordings, slides, transparencies, videos, video discs, workbooks and electronic

media including music, movie, radio, software, CD ROMs, and online services (Dahar, 2011).

Instructional material plays a very important role in the teaching learning process. It enhances

the memory level of the students and makes the teaching learning process interesting

(Nicholls, 2000; Raw, 2003).

At present, in the Philippine education system, intervention materials are highly regarded

as tools for remediating poor achievements of the learners. SIM or Strategic Intervention
Material refers to a teaching aid introduced into the teaching methods to stimulate the activity of

the students and thereby increased

heir level of understanding (Dy, 2011). It is strategically prepared and designed for

teaching remediation for low achievers in the subject. It is given after the regular classroom

instruction to students who were not able to grasp the concepts of the subject matter.

Bunagan (2012) defined Strategic Intervention Material (SIM) as meant to reteach the

concepts and skills (least mastered). It is a material given to students to help them master

competency-based skills which they were not able to develop during a regular classroom

teaching. It consists of both learning strategies (for students) and content enhancement (for

teachers). It is multifaceted approach to help students to become independent and successful

learners. He further differentiated SIM and modules. This intervention material (SIM) focuses on

the skill not mastered by students during regular class. It does not involve pretest and posttest

and includes fun activities. Module, on the other hand, contained different topics included in a

given chapter and intended for regular classroom teaching and distance learning. Module

requires pretest and posttest and also includes fun activities. A SIM may have six parts and

these are: title card, guide card, activity card, assessment card, enrichment card and reference

card. On the other hand, a module may contain the following parts: statement of purpose,

desirable skills, instructional objectives, pretest, learning activities, posttest, and answer key.

SIM increases and deepens students skills in manipulation, knowledge or thinking,

understanding and observing the microscopic into macroscopic representation of matter like

atoms, molecules and ions which students believe as a discrete representation of the existing

matter and other related components of science (Togonon, 2011).Strategic Intervention Material

is an instructional material prescribed by the Department of Education to improve students

performance in science subjects.

Foreign Literature

Dutt (1998) conducted a research on Effect of Self-Learning Modules on Achievement of

Senior Secondary Students in Relation to their Sex and Place of Residence. It was found that

sex accounted for differential achievement in Economics. Male students got significantly higher

mean post achievement test scores than female students. Students belonging to both rural and

urban places of residence achieved almost identical mean post achievement scores.

Kohal (1999) conducted a research on the Effectiveness of Self- Learning Modules on

Achievement in Geography in relation to Mastery and Non Mastery Teaching Strategies,

Intelligence and Study Habits. The objectives of the study were to develop self-learning modules

in Geography as a subject at 10+1 level in arts stream and to study the effectiveness of self-

learning modules in Geography in terms of achievement. It was found that the students taught

through Mastery Teaching Strategies attained more Geographic concepts than the students

taught through Non-mastery Teaching Strategy. So Mastery Strategy proved more superior to

Non-mastery strategy in teaching Geographic concept.

Rastogi (2003) developed Self-Instructional Material on Educational Statistics for B. Ed.

Students. In this experimental research, a comparison was seen between two strategies as

Traditional Classroom Teaching and Self-Instructional Material. The statistical analysis revealed

that a significant change in level of knowledge regarding Educational Statistics was obtained in

both the groups. Also, learning in both the groups was enhanced to a significant level and there

was more retention through Self-Instructional Material Strategy. This indicated that Self-

Instructional Material Strategy was more effective than Traditional Classroom Teaching Strategy.

Arora and Singh (2005) conducted research on Development and Evaluation of

SelfLearning Modules to Enhance the Traditional Physiology Class at CMC Ludhiana. The

results (posttest average of 84%) indicated that Self-Learning Modules to enhance were an

effective method of studying and reinforcing learning. Comparison with other teaching methods

indicated that the students would prefer Self Learning Modules as an additional method of
learning but not a replacement for lectures and textbooks. Students recommended that SLM

experiment should continue and suggested an SLM library for self - study.

Local Literature

Aggabao (2002) conducted a study aimed at developing Individualized Self Instructional

Modules on Selected Topics in Basic TLEematics for instructional use at the Teachers College in

Isabela State University. After making use of the experimental method, it was concluded that the

students as well as teachers have a positive attitude towards the use of self-instructional

materials as a mode of instructions in Basic TLEematics.

Soberano (2010) mentioned that Strategic Intervention Materials were effective in

mastering the competency based skills in chemistry based on the mean gain scores in the

posttests of the experimental and control groups. He found out that there was a positive transfer

of learning in both the groups. However, the higher mean was observed from the experimental

group after the presentation of the intervention materials.

The study conducted by Togonon (2011) on the development and evaluation of

ProjectBased Strategic Intervention Materials (PB-SIMs), PB-SIM is a valid instructional material

in teaching high school chemistry. Results showed a significant difference between the

achievement of the students before and after being exposed to PB-SIMs.

The study of Escoreal (2012) on Strategic Intervention Material as a tool to reduce least

mastered skills in Grade 4 Science, concluded that SIM provides baseline information and

should be implemented to avoid marginalization of pupils. Her study also indicated that there is

a significant reduction in the pupils mean number of least mastered skills after SIM

implementation.

Salviejo, Edwin I, Arcanes, F. and Espinosa, A. (2014) on their study on Strategic

Intervention Material Based Instruction, Learning Approach and Students Performance in

Chemistry revealed that the use of SIM-BI is effective in terms of improving students

performance and learning approach. The surface learners performed equally well as the deep

learners when SIM-BI was used. The positive result of the survey suggested that the SIM was

appreciated and appealed to both types of learners.

Creating an Learners and Instructional Material

The traditional curriculum focused on the teacher rather than the learner. However, in

recent years, there has been a paradigm shift taking place, moving the emphasis from teaching

to learning a more student-centered curriculum. This change has impacted on the curriculum

design process with a greater emphasis on the learning in terms of knowledge, skills and

competencies within intervention/ learning materials. The focus is on how learners learn and the

design of effective learning environment.

Even the best designed intervention/learning materials, with very worthwhile defined

learning outcomes, can fail if the teaching strategies employed are inappropriate to encourage

and support the learners towards meeting the desired learning outcomes (Ramsden, 1992).

Toohey (1999) defined a teaching strategy as a plan for someone elses learning, and it

encompasses the presentations which the teacher might make, the exercises and activities

designed for students, materials which will be supplied or suggested for students to work with,

and ways in which evidence of their growing understanding and capability will be collected.

This definition is very helpful as it emphasizes that a teaching strategy is fundamentally

about supporting students learning. In giving consideration to how, as academics, one can

teach in order to ensure that students are engaging with the learning process, it is necessary to

focus on the type of teaching strategies one can employ to achieve this end.

In addition to taking cognizance of different learning theories, it is also important to take

into account that there is no universal way of learning. Brown and Atkins (1991) state that

differing students will use different strategies on different tasks. They stress the importance of
learning-forunderstanding and learning-for-knowledge orientations, with learning being a

continuous process of development back and forth between the two.

When designing intervention/learning materials, it is important for teachers to be aware

of concepts of deep and surface approaches to learning. Much research has previously been

conducted on the relationship between courses and the approach students take to learning

(Marton and Saljo 1976; Entwistle 1981; Gibbs 1992; Ramsden 1992; Biggs 1999), Arising from

these studies, there are implications in terms of intervention/learning materials design. Seeking

to incorporate the following ones intervention/learning material design can offer a greater

likelihood of fostering a deep approach to learning:

sustained interaction with content and others;

relating new ideas to previous knowledge;
providing explicit explanations and a clear knowledge base to students;
structuring in a reasonable student workload;
providing opportunities for students to pursue topics in depth so that they can

understand the material for themselves;

ensuring an appropriate formative and summative assessment strategy.

These ideas resonate with teachers in todays secondary education environment and

have implications both for choice of learning and teaching strategies and how one assess

learning. An awareness of these approaches to learning is fundamental to the entire

intervention/ learning material design process.

Constructive alignment is an approach to curriculum design that maximizes the

condition for quality learning by ensuring alignment through the process, from the forming of

learning outcomes, to the choice of teaching methods to assessment.

The fundamental principle of constructive alignment is that a good teaching system

aligns teaching method and assessment to the learning activities started in the objectives so

that all aspects of this system are in accord in supporting appropriate student (Biggs 1999:25).

III. RESEARCH QUESTIONS

 This study is a two-folded effort tried to do an analysis of Grade 9 least learned

competencies in TLE and use the results to develop Strategic Intervention Material (SIM) in

teaching Secondary Education.

Specifically, this study will seek to answer the following questions:

1. What are the scores of the students before the intervention was implemented?
2. What are the scores of the students after the intervention was implemented?
3. Is a significant difference in the pre-test and post-test results in TLE 9 using the

e-SIM?

IV. SCOPE AND LIMITATION

This action research will focus on the impact of E-SIM (Electronic Strategic Intervention

Material) on students academic achievement in TLE at the 9th grade level. This study will be

limited only to the Grade 10 Front Services students of the City of Batac National High School

Poblacion for the school year 2016 -2017. All information and conclusions drawn from this study

will be obtained from this particular group of students.

The information needed will be gathered using pretest and posttest which the researcher

will make and will be validated by subject matter experts.

V. METHODOLOGY

A Sampling

The samples of this study Grade 10 Front Services students of the City of Batac

National High School Poblacion for the school year 2016 -2017

B Data Collection

A 40-item multiple-choice type of test will be prepared by the researcher as pretest and

posttest for investigating the impact of E-SIM on students achievement in TLE at the Grade 10

level. The parallel tests will be made after making a table of specification. The constructed test
items will be validated by the subject matter experts and will be tested to 10 students of CBNHS

Poblacion during SY 2016-2017. All items were based on the K to 12 Basic Education

Curriculum compliant books to ensure content validity.

The researchers will use three steps in gathering the data, namely pretesting, treatment

and posttesting. The researchers will give the 30-item pretest to the Grade 9 students about

Night Audit topics with the following learning competencies (TLE_HEFS10CAIIIa-b-15): check

transactions to ensure that they have been carried out in accordance with establishment

procedures, check balances prepared by others to ensure that they are accurate and in

accordance with establishment procedures, identify and resolve financial and system

discrepancies according to level of responsibility, implement financial systems and financial

control systems in accordance with establishment procedures, monitor systems and provide

feedback.

The scores will be tabulated and analyzed. After analyzing the results, the researcher

will gave immediately the treatment which is the use off E-SIM.

The intervention will be employed for 8 class meetings. The researcher will use the said

method in teaching the processes of conducting night audit.

After the intervention, the posttest will be administered. The scores will be tabulated and

analyzed to determine if there is an impact of the E-SIM in the performance of the students.

The researcher will analyze the responses of the students in the question, Was the E-

SIM improve you performance in TLE 10? Why? to supplement the gathered data.

C Ethical Issues

The researchers will obtain consent from the students who will be involved in the study.

The participants will be given the right to withdraw from the study without any harm to be done

to the students. The anonymity of the participants will be held confidential and all other

information obtained from the will be used in meeting the objectives of the research.
 D Interventions Used
This study will make use of E-SIM as an intervention.

E Plan for Data Analysis

To determine the impact of E-SIM to the performance of students, the results of the

pretest and posttest will be analyzed and interpreted using the frequency counts, mean,

percentage, standard deviation and t-test for correlated samples. Frequency counts will be used

to determine how many students got scores equal to or above the 50% in the pretest and

posttest scores of the students. The t-test will be used to determine the significance of the

difference of the mean scores of the pretest and posttest to describe the totality of the

improvement in the performance of students.

ANNEX 1

WORKPLAN

The duration of the study was 8 teaching days or equivalent to 2 weeks.

 ANNEX 2

COST ESTIMATES

The estimated cost of the research is broken down as follows:

Actvity/ies Materials to be Used Cost

Pretesting Test Materials Php 100.00

Postesting Test Materials Php 100.00

Preparing for Draft Bond Paper Php 400.00

Evaluation of the Draft Bond Paper Php 500.00

 Preparing for the Final Paper Bond Paper Php 500.00

Consultation with Experts Php 1000.00

Php 2600.00

ANNEX 3

ACTION PLAN

Activity/ies or
Objectives Date Persons Involve Expected Output
Strategies
To discuss the March 2017 LAC Session School Heads Excerpt of the
results of the TLE Coordinator LAC Session
action research to Sharing of best TLE Teachers
the TLE Practices EPS in TLE Compilation of
teachers best Practices

Conceptualization
of Strategies in
 integrating ICT
Minutes of the
Open Forum
To disseminate School Heads
the results of the TLE Teachers
March 2017 Open Forum Conceptualization
action research to Students
of Learners
students EPS in TLE
Materials for ICT
Integration
To submit the
School Head
manuscript to the Strengthened and
Review of the TLE Coordinators
Research March 2017 Revised Action
action research TLE Teachers
Committee for Research Paper
EPS in TLE
publication
To utilize the
results of the Teaching Front
June 2017 TLE Teachers
research in Services using E- Lesson Plans
March 2018 Students
classroom SIM
discussion