Title : THE EFFECTS OF STRATEGIC INTERVENTION MATERIAL IN

COMPUTER HARDWARE AND SERVICING TO STUDENTS’ ACADEMIC

PERFORMANCE IN TECHNOLOGY AND LIVELIHOOD EDUCATION

Researcher: CELESTINO I. SAPILER, JR.

Position: TEACHER III
School: BAYBAY NATIONAL HIGH SCHOOL
Division: BAYBAY CITY DIVISION

ABSTRACT

.
INTRODUCTION

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.

Technology and Livelihood Education (TLE) is an exploratory subject for Grade 7 and Grade 8

introduced the different learning activities which will prepare the students to be skillful before they

take the step into the world of work.

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,

student’s learning is negatively affected and their learning level becomes dense resulting to least

learned competency.

With this problem, the researcher makes a progress on how to bridge the learning gaps in

Grade 7 students; the development of Strategic Intervention Material (SIM) in Technology and

Livelihood Education (TLE) particularly in PC Hardware and Servicing is the answer.

Furthermore, in the formulation of Strategic Intervention Material, would help students to

think critically.
RESEARCH QUESTIONS

This study is a two folded effort tried to do an analysis of Grade 7 least learned

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

teaching Secondary Education.

Specifically, the purpose of this study is to:

1. Determine the pre-test score of students in Technology and Livelihood Education (TLE 7).

2. Determine the post-test score of students in Technology and Livelihood Education(TLE 7).

3. Find out if there is a significant difference in the pre-test and post-test results in TLE 7

using the SIM.

RELATED LITERATURE

This chapter consists of various readings that are related to the study that gave significant

insights that helped much in the development of this present study. Included here is the Strategic

Intervention Materials (SIM) developed by the researcher that make the learners and the teachers

become more productive and make them more confident.

According to Balacuit (2001) Performance is a factor that assesses student learning

outcomes. Classroom objective in teaching were established as part of evaluation in which pupils

were the subject of evaluation and being assessed by evaluators if how much a pupil acquires and

retains in the course of his participation in the classroom activities.

According to Catedrilla (2000) the pupils’ performance level functions are: 1.)

communicating teachers’ expectations; 2.) providing feedbacks to pupils and 3.) informing

instructional decisions.

Holmes (2012) Learning gaps are referred to as being the difference between where students

currently are in their education level and where they should be; to determine a child’s learning

gap, teachers and students should both perform and assess a variety of ongoing task.

Furthermore, learning gaps are the difference between what we know about effective

learning and what is currently happening in the classroom. Addressing learning gaps is done by

identifying the learning gap first and implementation is important in developing the quality of

teaching in order to close the gap.

According to Rosenshine et al. (2009) intervention studies in which students have been taught

to generate questions as a means of improving their comprehension. Overall, teaching students the

cognitive strategy of generating questions about the material they had read resulted in gains in
comprehension, as measured by tests given at the end of the intervention.

Consequently Teichert and Stacy (2002) the effectiveness of intervention for a college

general chemistry course was designed to apply research on students’ preconceptions, knowledge

integration, and student explanations in interviews. They found out that intervention group

students are better than the control group students.

 THE CONCEPTUAL FRAMEWORK

Figure under the conceptual framework presented the schematic diagram of the study which

investigated The Effects of the Strategic Intervention Materials (SIM) in Computer Hardware and

Servicing to Students’ Academic Performance in Technology and Livelihood Education in

teaching K to 12 Curriculum.

INDEPENDENT VARIABLES

Development and Validation of Strategic

Learning Gaps in Technology and
Intervention Material in PC Hardware and
Livelihood Education
Servicing

STUDENTS’ ACADEMIC PERFORMANCE

DEPENDENT VARIABLES

Fig. 1. Conceptual Framework of the Study.

METHODOLOGY

This chapter deals with the research design, locale of the study, respondents of the study,

the sampling technique, data gathering instrument, data gathering procedure and the statistical

tools to be used in the study.

Research Design

This study follows a Research and Development (R&D) paradigm. The variables are

learning gaps in Technology and Livelihood Education, Development of Strategic

Intervention Material (SIM) in PC Hardware and Servicing. These needs and problems were used

as inputs to the proposed Strategic Intervention Material to enhance the learning

performance of the Grade 7 students in the Pre-Test and Post-Test related to in PC Hardware and

Servicing . After administering and scoring the Pre-test, item analysis was made in order to

determine what competencies were least mastered. The least mastered competencies were

the basis for constructing the SIM and it was utilized as an intervention material. The

SIM undergo content validation before it was finally given to the students ready for use.
 Significance of the Study

This action research is beneficial to the teachers to improve instruction resulting to

higher academic performance of the Grade 7 students in TLE.

To improve the performance and academic skills of the Grade 7 students of Baybay

National High School in Technology and Livelihood Education particularly in PC Hardware

and Servicing.

To introduce the interesting activities of a Strategic Intervention Material (SIM) to the

students.

Research Respondents

Thirty (30) Grade 7 Emerald students under the advisory of Mrs. Eloisa Castillano, a of

Baybay National High School were the samples of the study. The identified least mastered

competencies in the Pre-Test for the Second Grading period was the basis of developing the SIM

based on the result of the item analysis.

 Instrumentation

The following research instruments used in this study were Pre-Test/Post-Test, and the

Strategic Intervention Material designed to help teachers provide the students who need support

to make progress.

It tries to increase and deepen skills, knowledge and understanding from concrete to what

is more abstract. It gave students the opportunity to explore their understanding and make sense

of these new ideas.

Furthermore, an intervention material meant to recall the concepts and skills to help the

learners master a competency-based skill which they were not able to develop during classroom

discussion.

The Strategic Intervention Material has five parts: the guide card, activity card,

assessment card, enrichment card, and reference card. The guide card stimulated the students of

interest on the topic discussed and gave a preview of what they would learn.

Activity Card, Assessment Card, and Enrichment Card are series of activities with

different level of difficulties to excite their interest as they answer the SIM.
Intervention

Skill in this SIM focuses on the classification and naming of hand tools and equipment,

identifying and interpreting different kinds of technical drawing and identifying hazards and risks.

Activities included to meet the objective were designed suited within the students’

comprehension through text, pictures and illustrations. The researcher reproduced the copies of

SIM. The Pre-test was conducted with 10 test items paper-pencil test and 10 students (not

respondents) were requested by the researcher to answer the SIM for improvement purposes before

SIM were distributed for student consumption and the Post –test was conducted after the SIM was

administered.