Using Strategic Intervention Materials in Enhancing the Performance of Grade III

Pupils Science of San Pedro East Elementary School

EDEN V. ESPIRITU

Master in Education

October 2019

i
Using Strategic Intervention Materials in Enhancing the Performance of Grade III
Pupils Science of San Pedro East Elementary School

EDEN V. ESPIRITU

Institute of Graduate Studies

Colegio de Dagupan
Arellano Street, Dagupan City

Master in Education
Major in Educational Leadership

October 2019

ii
 COLEGIO DE DAGUPAN
Approval Form

In partial fulfillment of the requirements for the degree MASTER IN

EDUCATION, the completed practicum paper entitled “Using Strategic Intervention
Materials in Enhancing the Performance of Grade III Pupils Science of San Pedro
East Elementary School”, prepared and submitted by EDEN V. ESPIRITU and is hereby
endorsed for approval.

JIMMY A. LAROYA, Ph.D.

Adviser

This is to certify that the completed practicum paper mentioned above submitted
by EDEN V. ESPIRITU has been approved and accepted on October 2019 by the Oral
Examination Committee.

FELISA ARZADON-SUA, Ed.D.

Chairman

REYNALD JAY F. HIDALGO, Ph.D.

Member

APPPROVED and CERTIFIED as partial fulfillment of the requirements for the

degree Master in Education on October 2019 with a grade of ___________.

FELIZA ARZADON-SUA, Ed.D.

Dean

iii
 Abstract

The Strategic Intervention Materials help the learners to develop competencies that
they did not master during regular classes. It can be presented using the power point
presentation to remediate large number of learners. Some teachers used a regular teacher-
made notebooks where in the activities were computerized. However it is better if the
Strategic Intervention Materials is made up of recycled materials.

This study aimed to improve the performance of the Grade III pupils in Science
using strategic intervention materials. The study utilized in San Pedro East Elementary
School, Rosales, Pangasinan as the locale. Fifteen (15) pupils were the respondents of the
study composed of eight (8) males and seven (7) females.

The pre-test results showed that 1out of 15 respondents scored 31-40; 10 got scores
of 21-30; 4 pupils scored 11-20; nobody got 1-10. On the other hand, during the post-test,
nobody recorded to have scores of 1-10; 1 pupil scored 11-20; 6 pupils scored 21-30 and 8
of them scored 31-40.
The results of the pre-test and the post-test yield a positive result with all the
students having an increment scores compared to their pre-test scores. The achievement
gap between the pre-test and the post-test posted a total of 93.2%. The high percentage
result can only be interpreted that the pupils have an improved scores. The study further
indicated that using strategic intervention materials of teaching resulted to an improved
learning which led to a better understanding of science concepts.
The respondents had a mean difference of 6.8% after the strategic intervention
materials were employed.

iv
Acknowledgment

v
Dedication

vi
 Table of Contents
Page

Title Page ………………………………………………………………. i

Approval Form ………………………………………………………… iii
Abstract ………………………………………………………………... iv
Acknowledgement …………………………………………………….. vi
Dedication …………………………………………………………….. vii
Table of Contents …………………………………………………….. viii
List of Tables …………………………………………………………. ix
List of Figures ………………………………………………………… x
Chapter

1 INTRODUCTION …………………………………..
Background of the Study ……………………………..
Conceptual Framework ……………………………….
Paradigm of the Study ………………………………..
Statement of the Problem …………………………….
Hypotheses ……………………………………………
Significance of the Study …………………………….
Scope and Limitations ………………………………..

2 METHODOLOGY ………………………………….
Research Design ……………………………………...
Sources of Data ………………………………………
Instrumentation and Data Collection …………………
Tools for Data Analysis ………………………………

3 RESULTS AND DISCUSSION ……………………

4 SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS ………………………
Summary of Findings ………………………………
Conclusions ………………………………………….
Recommendations …………………………………...

Bibliography ……………..………………………………………………
Appendices …………………………………………………………….…

vii
 List of Tables

Table Title Page

viii
 List of Figures

Figure Title Page

ix
 Chapter I

INTRODUCTION

Background of the Study

Rosales was created as a separate municipality through a Royal Decree in 1852. It

was named in honor of Don Antonio Rosales.

It is the birthplace of National Artist for Literature and internationally

renowned novelist Francisco Sionil Jose, it has been the setting of many of his novels

including the 5 – novels Series Rosales Saga.

Rosales is a First Class Municipality and has a total land area of 7,280 hectares with

37 barangays and had a population of 58,523. The municipality celebrates its town fiesta

every June 10-14 and well known for vegetables, rice, mushroom, Agriculture and

livestock. The points of interest are Presidencia, Presidencia Museum. Acop & Salvacion

Dams, Our Lady of Rosales Grotto, Pangasinan Best Pasalubong Center and SM City

Rosales.

San Pedro East Elementary School has 14 standard rooms consisting of 4

classrooms Aagabas Building, 1 classroom SPC Building, 3 classrooms Agabas Building

2, 3 classrooms Agabas Building 3 and 3 classrooms Duque Building.

1
 San Pedro East Elementary School comprises of 1 Principal III, and 7 nationally

funded teachers composed of 1 Master Teacher 1, 5 Teacher III and 1 Teacher 1.

Enrolment of San Pedro East Elementary School for the S.Y. 2019-2020 are as

follows: 13 Kindergarten pupils, 29 Grade I pupils, 24 Grade II pupils, 15 Grade III pupils,

18 Grade IV pupils, 25 Grade V pupils and 22 Grade VI pupils a total of 146 pupils.

San Pedro East Elementary School is located at the Eastern part of Rosales. It is

said that San Pedro East Elementary School was built in the year 1923. It originally has a

land area of 7,027 square meters. Tax declaration and land title are the documents present

with regards to the ownership of the school to the land.

In the field of Education where the primary beneficiaries of the service of the school

are the pupils, constant assessment is necessary to be able to compete with the best and the

brightest.

San Pedro East Elementary School serves as molding institution of the young

children of Barangay San Pedro East. It also serves as a vehicle to the growth of the people

and made them lead and boost barangay for further development. We should not also forget

the perseverance of the elders to give their siblings higher education that is why Barangay

San Pedro East has produced many professionals.

San Pedro East Elementary School is one of the seventeen schools of the District

of Rosales II, Division of Pangasinan II. It has an enrolment of 146 pupils including

2
Kindergarten with a Principal III item handling the administrative work and seven (7)

nationally-funded teachers.

The Basic Education Curriculum (BEC) is learner-centered. As such, teachers have

to give prior attention to the characteristics of the students. For instance, to provide

optimum instruction, it is important to know the appropriate teaching-learning approaches

and strategies applicable to a certain group of students or learners. This knowledge will

help the teachers design and tailor the activities to be conducted in the classroom.

Elementary school grades are naturally curious, which makes science as ideal

vehicle for learning to take place. Science allows the learners to explore their world and

discover new things. It is also an active subject in a sense that, it is replete with activities

such as hands-on-labs and experiments. This makes science well-suited to active younger

children. Science is an important part of the foundation for education for all children (cited

by Lopez 2015).

Teaching science can be challenging because it is easy to overwhelm students with

information. Topics such as microorganisms that metabolizes number of compounds as

carbon and/or energy sources and use diverse pathways and modes of energy conservation

is just an example that students should process. In addition, students will deal with an

enormous amount of information, read a lot and have assessments. With such, students do

not find the routine in school enjoyable and interesting. Now, what are the ways in which

teachers in science subjects can respond to this challenge? The traditional approach of

3
teaching science as a lecture course is efficient and that it allows the teacher to present a

large amount of information to many students. However, the 21st century education offers

numerous strategies for more effective teaching and learning process (cited by Mamaradlo

2017).

Science as a subject is given high importance. It is believed that it is one of the very

important subject that a learner must able to learn. For that reason, most science teacher

must be versatile enough to find strategies that learners must enjoy, appreciate and learn.

However, there are still teachers’ who doesn’t entertain changes. They are fixated with the

traditional way of teaching. Hence, students lost their enthusiasm to learn. It is in this

account that the researcher of this action research would like to prove that using strategic

learning materials is another strategy that can be added to meet the 21st century learners

need to improve science learning among students. It is hoped that students’ learning

approach, from being a surface learner to deep learner upon exposure to Strategic

Intervention Material – Based Instruction will be realized (cited by Fronda 2019).

Science teaches children necessary skills that they can use in other areas of their

lives. Meguire, 2006 said that, “Early experiences in science help children develop

problem-solving skills and motivate them toward a lifelong interest in the natural worlds”.

The mission of a teacher is to provide quality education to each pupil and to make

sure that no child will be left behind.

4
 Teaching is instrumental to learning. Teaching and learning in science is at the helm

of the concerns of every science educator today. Some educators suggest that a scientific

curriculum should provide transfer of knowledge and understanding from the classroom to

wide realm of experiences (Cordia, 2000). This means that teaching should not only be

limited to acquisition of knowledge but also in the development of thinking skills.

Science and technology plays a vital role in building a strong foundation for

economic and social progress. In teaching science, greater emphasis should be placed on

science as a process and the development of higher cognitive skills through science process

skills, and the relevance of the concepts and principles to daily life. Moreover, concept

learning is inevitably involved in any science investigations. Real science is both a process

and product inseparably joined.

Science is a subject that permeates our lives. Scientific literacy is a vital component

of education and important to all citizens as science and technology are ingrained in our

everyday lives (Arrison & Olson, 2012; DeBoer, 2000; Osborne, Smith, & Collins, 2003).

Additionally, a country’s economic prosperity is uniquely tied to its ability to develop a

scientifically literate population (Maltese & Tai, 2011; Osborne, Smith, & Collins, 2003).

Exploring student interest in learning science can provide valuable information on ways to

effectively structure science education. This action research study relied on surveys,

interviews, and a specifically developed instructional intervention to determine if the level

of student ‘situational’ interest in learning science changed as a result of the instructional

and learning strategies. Situational interest theories posit that environmental factors such

5
as classroom instructions, tasks, or activities influence the level of student interest (Hidi &

Renninger, 2006; Krapp, 2002; Krapp, Hidi, & Renninger, 1992; Schraw, Flowerday, &

Lehman, 2001). Interest theory applied to science, or at a broader scale to STEM, can be

used as a way to evaluate the classroom instruction, activities, and presentation of materials

which impact situational interest (Hidi & Renninger, 2006; Krapp, Hidi, & Renninger,

1992; PressickKilborn, 2015; Schraw, Flowerday, & Lehman, 2001; Swarat, Ortony, &

Revelle, 2012).

Around the globe, educational society has been consistently doing all effort to

improve learning. They try to brainstorm and do studies about effective teaching learning

strategies that would change the lives of students and teachers. In the Philippines, the

existence of k to 12 curriculum have made great changes in the academic society. Educators

are undergoing a lot of extensive trainings to fit into becoming a 21st century teacher. They

are now embracing pedagogical strategies of teaching to suit into the kind of learners they

have.

Science has led us to finding out things that give us what we have today. In fact

without science we would not have electricity which would mean no mobiles, internet,

Facebook we would not have fridges to keep food fresh, television to entertain or even cars

to travel in.

A world without science would mean that we would still be living in a very different

way to that of what we live today. Science started back when (we imagine) 2 cavemen

wondered what rubbing 2 sticks together would do. Science is based on curiosity and how

6
to’s. In fact we are natural Scientists watch children and you will see that young children

play like Scientists work, with investigation.

Today science influences so many different things that trying to list them all would mean

this page could go on forever.

Science is everywhere in today’s world. It is part of our daily lives, from cooking

and gardening, to recycling and comprehending the daily weather report, to reading a map

and using a computer. Advances in technology and science are transforming our world at

an incredible pace, and our children’s future will surely be filled with leaps in technology

we can only imagine. Being “science literate” will no longer be just an advantage but an

absolute necessity. We can’t escape from the significance of science in our world. But not

everyone understands that, or has been taught to think critically, or been provided with the

tools to analyze and test a problem or situation (cited by Fronda 2019).

We are surrounded by technology and the products of science every day. Public

policy decisions that affect every aspect of our lives are based in scientific evidence. And,

of course, the immensely complex natural world that surrounds us illustrates infinite

scientific concepts. As children grow up in an increasingly technologically and

scientifically advanced world, they need to be scientifically literate to succeed.

Ideally, teaching the scientific method to students is teaching them how to think, learn,

solve problems and make informed decisions. These skills are integral to every aspect of a

student’s education and life, from school to career.

7
 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 science secondary teachers the training

in the preparation of SIMs. As part of intensifying and developing strategic intervention

materials as tool for remediating poor performance in Science. The Department of

Education included the SIM making as one of the contests during science fairs in school,

division, regional, and national level competitions.

Dedicated teachers extend their time after school hours to make instructional

devices/ materials for remediation. The common instructional materials used for

remediation by the teachers are reading charts, work books, teacher made booklets and

activity cards written in the index card.

Nowadays, 21st century teachers used the Strategic Intervention Material (S.I.M)

and combined it with technology and creativity and resourcefulness of the teachers. It is

one of the instructional materials for remediation or to re-teach least mastered

competencies suited for 21st century learners.

The Strategic Intervention Materials help the learners to develop competencies that

they did not master during regular classes. It can be presented using the power point

presentation to remediate large number of learners. Some teachers used a regular teacher-

8
made notebooks where in the activities were computerized. However it is better if the

Strategic Intervention Materials is made up of recycled materials.

Sometimes Strategic Intervention Materials mistakenly defined as a module. They

have different purpose and use. Module differs in a way that the Strategic Intervention

Materials focuses only on the particular competency intended for remediation while

Module contains different competencies in a chapter intended for regular classroom

teaching.

The five parts of Strategic Intervention Materials are Guide card, Activity card,

Assessment card, Enrichment card and Reference card. Each part of the Strategic

Intervention Materials should be planned and constructed properly.

The teacher should consider the learning style, interests, strengths and weaknesses

of each pupil who undergo remediation throughout the Strategic Intervention Materials. If

the Strategic Intervention Materials is computerized make sure that font size was large

enough and the font style should be readable. The directions for each activity should be

precise and clear. The activities should challenge the learners to perform the task given.

There should be enough activities to lead the learners in mastery of the competency.

Always remember the activities should be short, simple as well as fun for the learners not

to get bored. The teacher should give variety of activity to cater diverse learning styles. He/

she should also assure the activities were aligned to the tasks/ objectives. The activities

should be planned well to distinguish which can be done independently, in pairs or in

groups.

9
 After the activity card is the assessment card, the result of the assessment is needed

to know if the competencies were achieved and what skills needed to develop further.

Enrichment activity is the additional activity or application of knowledge/ skill for

the learner to have learning retention.

The last part of the Strategic Intervention Materials is the reference. It is the list of

the resources that the learners should read further to enhance their knowledge and skills.

In case, the learner did not finish all the activities in the Strategic Intervention

Materials, the learners can bring it home and so it should be handy enough to fit in the

learner’s bag.

The Strategic Intervention Materials will be effectively serves its purpose to re-

teach or remediate learners if we will add love into it. The love for our pupils and dedication

for work is our inspiration to explore or try other different strategies for them to develop at

their fullest potential and for them to become responsible and productive citizen.

With the aforementioned concepts above, the researcher would like to improve the

performance of Grade III pupils in Science using Strategic Intervention Materials.

These points raise the question of how we can change our mode of instruction so

that students acquire the information base from what they need, but they also engage in the

genuine inquiry that is at the heart of the scientific process.

In the locale where this study was made, assessment test every week were

administered to check the performance of the students in science and other subjects were

made. Results though were not successful until this time. It was in this account that the

10
researcher being a teacher was motivated to conduct this study. The researcher believed

that the use of strategic intervention materials in teaching science may somehow help

elevate the learning of the students. Hence, this study was proposed.

This study utilized the Grade III pupils of san Pedro East Elementary School,

Rosales District II, Pangasinan Division II as the locale.

To show the present status of the target group in terms of their diagnostic

assessment in Science, five (5) out of fifteen (15) pupils scored 21-25, seven (7) scored

16–20, three (3) scored 11-15 and no one recorded to have scores of 1 -10. The test items

composed of 30 questions. It therefore implies that there is a need to employ some

strategies so as to improve their performance in Science (see Appendix D).

The class composed of fifteen (15) pupils. In the conduct of performance tasks or

activities, the researcher instructed the pupils to formed three (3) groups. The leader in each

group was assigned first by the adviser. The pupils counted themselves into one, two and

three and those belong to number 1 was group 1, pupils belong to group 2 was group 2 and

the last group or group 3.

11
Conceptual Framework

The school is expected to provide the children with some of the experiences he

needs in order to take place in society, contribute to the environment in accordance with

his abilities and derive from it the satisfaction of his vital needs.

While learning is a process of mental development, it requires guidance, direction

and motivation. It is the function of the school to make it possible for all types of desirable

learning to take place in an efficient way. The school should also ensure that the most

valuable things are learned in the most economical and efficient manner.

In the study, it used the I-P-O design. First box contains the independent variable

(Input) which was the performance of the Grade III pupils in Science in the Pre-Test and

Post-Test.

Second is the Process which underscores the use of the Strategic Intervention

Materials in teaching Science III.

The third box which is the Expected Output unfolds the improved academic

performance of the Grade III pupils in Science as reflected in the mean difference of the

pre-test and post-test performance of the respondents.

12
Paradigm of the Study

INPUT PROCESS OUTPUT

Administer Pre-
Difference
Test Scores between the
Before Test
Examination Test Scores of
the use of the
Strategic Intervention the Grade III
Materials Use of Strategic Pupils before and
Intervention after the use of
Materials Strategic
6 weeks Intervention
Materials
Administer
Test Scores Post-test
After Examination
the use of the
Strategic Intervention
Materials Test for the Effectiveness of
difference Strategic
between the Intervention
Pre-Test and Materials
Post-Test
scores

Feedback

kk
Figure 1.1 Paradigm of the Study on Improving the Performance of Grade III Pupils
in Science using Strategic Intervention Materials

13
Statement of the Problem

1. What is the level of performance among Grade III pupils in Science during:

a. Pre – test;

b. Post- test?

2. Is there a significant difference in the performance of the Grade III pupils in Science

after using strategic intervention materials?

Hypothesis

There is no significant difference between the performances of the Grade III pupils

in Science after using the strategic intervention materials.

Significance of the Study

The researcher hopes that the result of this study will significantly benefit the

following beneficiaries:

The Science Curriculum Planners. The result of this study may serve as a

springboard in the curriculum planning of Science as a subject. They must have to provide

necessary instructional materials needed in teaching Science.

The District Supervisors. This study may serve as a basis in planning how to

improve the performance of the pupils in their science subjects. The study should be shared

to the whole district so that they will be benefited also. The result is hoped to thereby

increase the district performance.

14
 The School Administrators. The study will also be of help in planning school-

based trainings to upgrade competency skills of teachers handling science subjects. In

addition they can also utilize the result of this study on strategic intervention materials.

The Science Teachers. This study will benefit the science teachers who hope to

increase the performance of their pupils in Science. It will enable them to facilitate learning

using strategic intervention materials. Thus, making teaching and learning more

meaningful which will lead to better performance towards achieving the National Standard.

Production of strategic intervention materials should be given also a priority.

The Researcher. As a science teacher, the result of this study will be useful for the

researcher. This will serve as a basis for decision making on the appropriate teaching

strategy applicable to the Grade III pupils,

The students. The result of this study will enable pupils to have references that can

facilitate learning easier. Through the strategic intervention materials, the pupils will be

able to learn better and improvement in their performance is expected.

Scope and Limitation

This study aimed to improve the performance of the Grade III pupils in Science

using strategic intervention materials. The study utilized in San Pedro East Elementary

School, Rosales, Pangasinan as the locale. Fifteen (15) pupils were the respondents of the

study composed of eight (8) males and seven (7) females.

15
 Chapter 2

METHODOLOGY

Research Design

This action research project utilized descriptive experimental design specifically

the single group pre-test and post-test design. This is a design were one group of

participants will undergo a pre-test on a dependent variable and then post-tested after the

treatment condition has been administered. One group pre-test– post-test research design

with the intervention was applied in the study. The dependent variable of this action

research project was the improved performance of the Grade III pupils while the treatment

referred to the use of strategic intervention materials.

This design was appropriate when studying intact group of students and when

implementing a true experimental design with control groups and experimental group.

The researcher made use of descriptive research. According to Adi Bhat, descriptive

research is defined as a research method that describes the characteristics of the population

or phenomenon that is being studied. This methodology focuses more on the “what” of the

research subject rather than the “why” of the research subject. In other words, descriptive

research primarily focuses on describing the nature of a demographic segment, without

focusing on “why” a certain phenomenon occurs. In other words, it “describes” the subject

of the research, without covering “why” it happens.

Manuel and Medel define descriptive research thus: Descriptive research describes

what is. It involves the description, recording, analysis, and interpretation of the present

16
nature, composition or processes of phenomena. The focus is on prevailing conditions, or

how a person, group, or thing behaves or functions in the present. It often involves some

type of comparison or contrast. (Manuel and Medel, p. 25). Descriptive research involves

interactions between the researcher and the individuals who are being studied—ranging

from a series of simple questions to extensive, in-depth interviews—to well-controlled

experiments (Jane Goodall).

According to Calderon (2008), as cited by Alberto et al (2011), descriptive

method is also known as statistical research, it describes data and

characteristics about the population or phenomenon being studied. This research

method is used for frequencies, averages and other statistical calculations. Often the

best approach prior to writing descriptive research, is conducting a survey

investigation. The characteristics of this method were used a tool to determine if clothing

affects the self-esteem of teenagers. This method is used to gather information in order

to test hypothesis or to answer questions concerning the currents status of the subject of

the study.

Saunders, et al. (2003) define the descriptive survey method as one which looks

with intense accuracy at the phenomena of the moment and then describes precisely what

the researcher sees. Descriptive research design is concerned with describing

characteristics of a problem. This study utilizes the descriptive method of research. As

widely accepted, the descriptive method of research is a fact-finding study that involves

adequate and accurate interpretation of findings. Descriptive research describes a certain

17
present condition. Relatively the method is appropriate to this study since it aims to

describe the present condition of an organization and attitude of employees. The technique

that has been used under descriptive method is the normative survey approach and

evaluation, which is commonly used to explore opinions according to respondents that can

represent a whole population. The survey is appropriate in this study because it enables the

researcher in formulation of generalizations. The direct data type of survey is a reliable

source of first-hand information because the researcher directly interacts with the

participants.

Sources of Data

The target subjects of this action research project were the Grade III pupils of San

Pedro East Elementary School, located in Rosales province of Pangasinan. There was a

single group to complete the present study. Subjects were taken from the same section of

the total Grade III pupils during the school year 2019-2020.

By means of purposive sampling, all fifteen (15) pupils in the said grade were

selected as the subjects in this study. It was a mixed-ability class.

Instrumentation and Data Collection

The use of strategic intervention materials in science among the Grade III pupils of

San Pedro East Elementary School was an action research project that was explored in this

study with the hope to improve the learning performance of pupils in their science subject.

18
 Strategic Intervention Materials are conceptualized and designed to aid the teacher

provide the pupils the needed support to make progress in studies. These will increase and

deepen the skills, knowledge and understanding of the child in various subject areas not

only in science and math but also including various learning areas in the curriculum.

Strategic Intervention Materials can give the opportunity to explore various ideas and

concepts that would enrich their understanding of varied subject matters that sharpen their

competencies. Furthermore, the strategic instructional materials tend to re-teach the lessons

which are not so much clear to the learners and to help them gain mastery of the skills.

Each intervention material contains five parts such as the guide card, activity card,

assessment card, enrichment card and reference card. The guide card stimulates the pupil’s

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

card translates the focus skills in at least three activities. The assessment card provides

exercises, drills or activities that allow pupils to assess their understanding of what they

have learned correct errors when appropriate and monitor their learning and use feedback

about their progress. The enrichment card provides activities that reinforces the content of

the lesson and provides opportunities for the pupils to apply what they have learned to other

subject areas or in new contexts. Finally, the reference card provides further reading to the

pupils. Moreover, the strategic intervention materials guarantee alignment of activities with

the tasks/objectives, keep the activities short and simple, provide a variety of activities to

cater to the diverse learners; provide number of activities so that the learner can have

enough practice in developing the skill and focus on the least mastered skills.

19
 In addition, the designs of the strategic intervention materials are attractive and eye-

catching that is why a lot of teachers are encouraged to use them in the teaching-learning

process. The benefit of the strategic intervention materials is not only for the teacher’s

convenience and system in teacher but also for the easy grasp of the learners.

During the experimental phase, there was a single class used by the research in this

action research. The class was composed of 15 pupils who are to be involved in the study.

The data were sorted and treated statistically, after which, it was interpreted to

answer the research problems. The researcher initiated in conducting pre-test and post-test

among the students. The purpose of the study was to determine if the used of Strategic

Intervention Materials will enhance the performance of Grade III pupils in Science.

Tools for Data Analysis

Data were gathered and analyzed before and after the implementation of the

learning strategies in the science subject of the sample. The use of strategic intervention

materials as a teaching-learning strategy was employed. Examination scores were used to

measure pupils' learning outcomes. Through which results of the pre-test and post-test were

compared to note the difference between the scores. Frequencies and percentages together

with average weighted mean were the statistical tools utilized in the treatment of data in

this study.

20
 Chapter 3

RESULTS AND DISCUSSION

Table 3.1 showed the raw scores of the respondents based on the results of the pre-

test and post-test conducted.

Table 3.1: Raw Scores of Respondents in Pre-Test and Post-Test

Pupils Pre – Test Post - Test

1 25 35
2 19 29
3 24 32
4 27 30
5 30 40
6 25 29
7 23 33
8 34 40
9 26 30
10 21 31
11 18 27
12 20 28
13 19 20
14 23 27
15 24 29
Lowest Score 18 21
Highest Score 34 40

It could be noted on Table 3.1 that the lowest score during the pre-test was 18 with

34 as the highest score. While during the post-test, 21was the lowest score and 40 or perfect

score was the highest. Three (3) pupils got perfect score.

21
 40

35

30

25
Raw Score

20

15

10

Pre-Test Post-Test

Figure 3.1: Graphic Representations on Pre-Test and Post-Test

Table 3.2 compares the result of the pre-test and post-test in improving the

performance of the pupils in Science.

22
Table 3.2: Pre -Test and Post-Test Results with Achievement Gap

PRE-TEST POST TEST IMPROVEMENT

RAW
GAP IN
SCORE F % F %
PERCENTAGES
31-40 1 6.7 8 53.3 46.6
21-30 10 66.7 6 40 26.7
11-20 4 26.6 1 6.7 19.9
1-10 0 0 0 0 0
TOTAL 15 100% 15 100% 93.2%

The results of the pre-test and the post-test yield a positive result with all the

students having an increment scores compared to their pre-test scores. Based from the table,

the achievement gap between the pre-test and the post-test posted a total of 93.2%. The

high percentage result can only be interpreted that the students all have an improved scores.

The study further indicated that using strategic intervention materials of teaching resulted

to an improved learning which led to a better understanding of science concepts.

According to Mamaradlo 2017, there were possible causes why students tend to get

poor scores in science subjects. Although much has been done, the performances of

majority of students in science are still found to be unsatisfactory.

If Students Don't Prepare/Take It Seriously

Students trying to circumvent the learning process will find that this results in much

poorer performances in individual end of stage assessments, which students must still pass

regardless of performance in the ongoing team or individual checks.

23
 Students soon learn that failing to prepare adequately not only lets their team down

but also results in a less effective learning experience. Although mechanisms have been

offered to make preparation for students not too difficult, students still fail to prepare at

times. Because of that, team based learning approach is compromised.

Forming the Teams

Teams are organized based on the prerogative of the teacher he/she may have valid

basis of grouping or just do it in the random way. Forming the teams greatly affects how

the teaching approach would succeed. Poor way of grouping the team may compromise the

result of the evaluation assessment of the team’s performance. Other than that, the output

of the team may either be very successful or may be poor due to the inability of some

members to participate.

The researcher’s class observations were related to the above mentioned scenario

that contributed to the low performance of the pupils. It is then very important to note that

forming team can be a very crucial task for the teacher. The teacher must remember that

pairing of the strongest and weakest partners has to be done with good decision making so

as to make sure that learning will be effective. With the used of the strategic intervention

materials the pupils became more interested and responsible in their studies. Thus, the

pupils improved their performance in the subject.

24
 10
9
8
7
6
5
4
3
2
1
0

Pre-Test Post-Test

Figure 3.2 Graphic Representations on Pre-Test and Post-Test

To prove that Strategic Intervention Materials really an effective tool in enhancing

the students’ performance in science, the data gathered were also treated using mean and

standard deviation whereas the Analysis of Variance (ANOVA) at 0.05 levels of

significance was employed in order to determine if there was a significant difference in

result of the pre-test and post-test.

25
Table 3.3: Mean Achievement and Gain Scores of the Respondents

Pre-Test Post-Test Mean Difference

Teaching
Mean Mean /Gain Score
Approach

Used of Strategic
Intervention 23.87 30.67 6.8%
Materials

Source: Computed using achievement scores

From the Table 3.3 presented above, the respondents had a mean difference of 6.8%

after the strategic intervention materials were employed. This suggests that the used of

strategic intervention materials affected in enhancing the performance of Grade III pupils

in Science positively. The said formal test of hypothesis was done to determine whether

these differences are statistically significant. And indeed it was proven that the result was

significant. It therefore implies that the used of strategic intervention materials were very

helpful in enhancing the performance of Grade III pupils in science. Hence, the hypothesis

was rejected.

26
 Chapter 4

SUMMARY OF FINDINGS, RESULTS AND CONCLUSIONS

Summary of Findings

This action research main objective was to help the Grade III pupils enhance their

performance in Science for the school year 2019-2020 at San Pedro East Elementary

School, Rosales, Pangasinan through the use of strategic intervention materials.

This study aimed to determine the performance of the Grade III pupils in science

during the pre-test and post-test. It also sought to find answer if there is a significant

difference in the performance of the respondents after utilizing Strategic Intervention

Materials in teaching Science lessons inside the classroom.

There were fifteen (15) Grade III pupils who were subjected as respondents in the

conduct of this action research. A comparison group pre-test and post-test design was used

for this study. Standardized pre-test and post-test science examination was the instrument

used to gather the needed data.

Based on the results found there was a significant improvement in the performance

of the target respondents after they were exposed to strategic intervention materials.

Achievement gap between the pre-test and the post-test yield 93.2% which can be

interpreted that strategic intervention materials contributed in pupils improved

performance in the post-test. Also with a mean difference of 6.8, therefore it was proven

27
that there is a significant difference between the scores of pre-test and post-test. Thus, the

hypothesis was rejected.

Conclusions

The pre-test results showed that 1out of 15 respondents scored 31-40; 10 got scores

of 21-30; 4 pupils scored 11-20; nobody got 1-10. On the other hand, during the post-test,

nobody recorded to have scores of 1-10; 1 pupil scored 11-20; 6 pupils scored 21-30 and 8

of them scored 31-40.

The results of the pre-test and the post-test yield a positive result with all the

students having an increment scores compared to their pre-test scores. The achievement

gap between the pre-test and the post-test posted a total of 93.2%. The high percentage

result can only be interpreted that the pupils have an improved scores. The study further

indicated that using strategic intervention materials of teaching resulted to an improved

learning which led to a better understanding of science concepts. The respondents had a

mean difference of 6.8% after the strategic intervention materials were employed.

Recommendations

The researcher formulated the following recommendations as drawn from the results

and conclusion made from the action research project:

1. School administrators as well as School Heads should consider the findings of this

study. They may include this significant finding as basis of their future plans in

terms of improving the performance of pupils in science.

28
2. Teachers handling science subjects should also consider the use of strategic

intervention materials to be included in their teaching approaches to help the

students improve their science learning skills.

3. Dissemination of the result of this study must be made in order to share significant

findings among other schools, hence, providing them an eye opener in order to

facilitate competence in teaching science.

4. There must be a massive production of Strategic Intervention Materials in all

learning areas for the teachers to use it their lessons and be placed in the school

library.

5. There must be a teacher in-charge of the Strategic Intervention Materials so that it

will be kept properly in the library and anytime a teacher would like to barrow it

would easily be given.

6. Further studies similar to this should be undertaken in a wider scope in different

locale to come-up with additional findings that can be helpful in improving science

through the use of the strategic intervention materials but other strategies as well.

29
 Bibliography:

1986 Constitution of the Republic of the Philippines

Cordia, Henrietta Leyva. 2013. “The Effect of Concept Mapping In Enhancing the Level
of Cognitive Development of Freshmen College Students”. Doctoral Dissertation, Bicol
University.

DepEd Memorandum No.117 s.2015

Enhanced School Improvement Plan SY 2015 – 2018

Fronda, Amy S. (2019). ”Using Strategic Intervention Materials in Improving the

Performance of Grade III Pupils in Science of Balungao Central School”. An Action
Research presented to theInstitute of Graduate Studies, Colegio de Dagupan, Arellano
Street, Dagupan City

Lopez, Janet B. (2015). THE Impact of Strategic Intervention Materials (sim) in Teaching
Elementary Science. Master in education, Institute of Graduate Studies, Colegio de
Dagupan, Arellano Street, Dagupan City, Philippines

Mamaradlo, Marites P. (2017).The use of Team-Based Learning Strategies in Science

among Grade 9 Students in Angela Valdez Ramos National High School. An Action
Research Project Presented to the Faculty of the School of Graduate and Professional
Studies University of Pangasinan – PHINMA, Dagupan City.

McGuire, S.Y. (2006). The Impact of Supplemental Instruction on Teaching Students How
to Learn. New Directions for Teaching and Learning, 106, 3-10.

Online Sources:

http://pangasinan.gov.ph/the-province/cities-and-municipalities/rosales/

https://www.questionpro.com/blog/descriptive-research/

https://brainly.ph/question/1805349#readmore

https://brainly.ph/question/1805349#readmore

http://shodhganga.inflibnet.ac.in/bitstream/10603/149325/9/09_chapter%203.pdf

30
https://depedtmbayanph.blogspot.com./m=1

https://www.pressreader.com/philippines/sunstar-
pampanga/20170324/281681139703617

31
 Appendix A

PLAN OF ACTION

a. Objectives

1. To enhance learning among the Grade III pupils in Science using Strategic

Intervention Materials.

2. To determine the significant difference in enhancing the performance of Grade III

pupils in Science during the pre-test and post-test.

b. Time Frame

July 12, 2019 - Administration of Diagnostic Test

July 26, 2019- Administration of Pre-Test

July 29, 2019 to September 6, 2019 – Conduct of the Study

September 16, 2109 – Administration of Post-Test

c. Target Subjects

Subjects were fifteen (15) Grade III pupils of San Pedro East Elementary School,

District of Rosales II, Division of Pangasinan II.

d. Time Frame of Activities

Dates Activities
Preliminary Activities
July 8 - 21, 2019 - Requested permission to conduct
study from the school head.

32
 - Sent letters to parents for consent
and explained to them the
relevance of the study.
- Monitored the return of consent
forms.
July 21 – 25, 2019 - Prepared the Pre – Test
- Validation of the Test Questions.
July 26, 2019 - Conducted the Pre-Test

July 27 – 28, 2019 - Checked and Recorded the Pre-

Test Results.
July 29 – August 3, 2019 - Analyzed the Pre-Test Results
- Prepared the Intervention Tests
- Wrote the Action Research
Proposal.
Implementation Proper

August 3 – 4, 2019 - Prepared the necessary

instructional materials, etc.

August 5 – September 13, 2019 - Teaching the respondents using the

intervention.
- Wrote the other parts of the Action
Research.
September 14 – 15, 2019 - Prepared the Post-Test

Post- Intervention Activities

September 16, 2019 - Administered the Post-Test

September 17 – 22, 2019 - Analysis and treatment of data was

made.

33
September 23 – 30, 2019
October 1 – 11, 2019
October 12 – 20, 2019
October 21 – 31, 2019
34
- Wrote the remaining parts of the
Action Research.
- Finalize the Action Research and
Schedule of Final Defense
- Made revisions and complete the
Action Research Project.
- Submitted the Action Research for
Final Reading.
- Submitted the Action Research
Final copy.
 Appendix B

LETTER TO THE PRINCIPAL FOR PERMISION TO CONDUCT A STUDY

July 8, 2019

The Principal
San Pedro East Elementary School
Rosales, Pangasinan

Sir/Madame:

Warmest greetings!

The undersigned is undertaking a study entitled, “Using Strategic Intervention

Materials in Enhancing the Performance of Grade III Pupils Science of San Pedro
East Elementary School” in partial fulfillment of the degree of Master in Education at
Colegio de Dagupan, Dagupan City, Pangasinan.

In this regard, the researcher earnestly solicits your permission to conduct a study

to the Grade III pupils in connection to her action research.

Your kind and favorable consideration of this request will be highly appreciated.

Respectfully yours,

EDEN V. ESPIRITU
Researcher
Approved:

_______________________
Principal

35
 Appendix C

Consent to Participate in a Research Study

I, ______________________________, the parent/legal guardian of the pupil

named below, acknowledge that the researcher has explained to me the purpose of this

research, identified any risks involved, and offered to answer any questions I may have

about the nature of my child’s participation. I freely and voluntarily consent to my child’s

participation in this project. I understand all information gathered during this project will

be completely confidential. I also understand that I may keep a copy of this consent form

for my own information.

NAME OF STUDENT: _____________________________________

___________________________________________________

Signature of Parent/Legal Guardian

_____________________

Date

36
 Appendix D

Diagnostic Test Results

30 items

Pupils Scores
1 18
2 17
3 21
4 22
5 23
6 15
7 13
8 24
9 20
10 19
11 16
12 14
13 17
14 19
15 21

37
 Appendix E

Pre-test Questionnaire

38
 Appendix F

Post-test Questionnaire

39
 Appendix G1

PICTURES ON ACTUAL TEACHING

40
 Appendix G2

PCITURES DURING THE IMPLEMENTATION OF THE STUDY

41
 Appendix G3

PCITURES DURING THE IMPLEMENTATION FO THE STUDY

42
 Appendix G4

PICTURES DURING THE CONDUCT PERFORMANCE TASKS

43
 Appendix G5

PICTURES

STRATEGIC INTERVENTION MATERIALS USED

44
 Appendix G6

21ST CENTURY GADGETS USED

45
 Appendix G7

LIST OF STRATEGIC INSTRUCTIONAL MATERIALS USED

46
 Appendix H

CURRICULUM VITAE

47