3rd National Conference on Methodological Advances in Research (NCMAR)

Quick Response-based Strategic

Intervention Material (QRSIM) Effects on
the Achievement Level of 11th Grade
Learners in General Mathematics
Jestoni C. Orque, Ben Fermin Q. Abuda, MAEd., Glory Fe Oraller-Balazo
Dolores National High School
jestoniorque02@gmail.com

Abstract: The research focused on the effect of a QR-embedded Strategic

Intervention Material (QRSIM) for 11th Grade Students in General Mathematics via
Solomon-four group research design, focusing on the least mastered competencies in
solving exponential equations. A total of 120 students participated in the experiment at
Dolores National High School during the school year 2019-2020. Findings revealed that;
the students were unable to reach the expected level of achievement based on the pretest;
the experimental and control groups with pretest performed better in the posttest
assessment; no significant difference was observed between the pretest achievement level
of the students; the pretest and posttest achievement levels of the experimental and control
groups shows a significant achievement; and that the achievement levels among the four
groups significantly improved in the posttest. Furthermore, the researcher recommends
that; assessing the learners’ level of achievement prior to instruction will aid teachers in
developing instructional tools and approaches suited to their scholastic needs; Mathematics
teachers should be geared with appropriate knowledge on the use of 21st century teaching
and learning resources such as Strategic Intervention Material to help student who find
mathematics concepts difficult to comprehend; and that a similar study be conducted to
cover other least learned competencies in the Eastern Samar division to further probe and
enrich the findings of this study. .

Keywords: Least Mastered Competencies, Solomon Four Group Design,

Achievement Level, Pretest, Posttest

1. Introduction completing relevant requirements thus

Providing relevant approaches in
molding the young minds is the primary goal
of every 21st century teachers which in turn,
promote effective learning. With the present
educational reform – the K to 12 Enhanced
Basic Education Curriculum, Filipino
learners are envisioned to become globally
competitive and at par with students in other
countries. However, many learners fail in
getting low performances in academics,
logical and abstract related skills specially on
science-related disciplines (Salviejo, 2014).
The Council for Creative Education (2018)
recently posted the Program for International
Studies result, which placed Philippines 78th
out of 79 countries, in terms of Mathematics,
Reading, and Science. A similar ranking was
seen in the 2015 TIMSS. This figure suggests
that there is a gap between the instructions
Samar State University, Catbalogan City, Philippines
provided to the students and that of learner’s
interest in the subject as they cannot meet the
acceptable learners’ mastery and competence
set by the academe
Over the years, poor performances
are correlated with poor and wrong choice of
teaching materials and methods (Selçuk,
Çalışkan, &Erol, 2008). The basic education
sector proposed a solution to that problem
through the use contextualized Strategic
Intervention Materials (SIMs) as mandated in
DepEd Order NO. 39, Series of 2012.
According to Togonon (2011), as an
instructional material it deepens learners’
skills in manipulating, thinking,
understanding and observing that can be used
by group or individually. Some researchers
have proven the versatility and effectiveness
of a Strategic intervention material. Dy
(2011) affirmed that his prepared SIM aided
learners to facilitate their own learnings,
hence the use of such innovation improves
the learners’ academic performance. Lagata
(2004) concluded that his developed SIM
was effective in developing and enhancing
learners problem-solving skills. While some
researchers were conducted in other
disciplines like Lumogdang (2015) in TLE
and Bruma (2016) in Filipino.
Corrolary, Siemon (2001) affirmed
that an instructional material integrated with
concrete manipulatives improve QR learners’
achievement level while Guevara (2016)
opined that the use of manipulatives makes
mathematics concepts concrete due to its
hand on learning nature. The Department of
Education through its K to 12 program
dictates that all learning experiences must be
learner-centered. The learner-centered
Psychological Principle (LPCs) provide an
educative framework that integrates social
constructivism, individual differences
theories, and cognitive learning theories to
better cater a classroom of greater thinkers.
Orque, Abuda, Oraller-Balazo (NCMAR 2019)
Since the SIM is prepared in a way that a
learner can do it independently from the
presence of a teacher, the strategies must be
hinged on providing opportunities to learn
contents in the simpler way possible.
According to Bjork (2007), to effectively
implement a self-guided learning approach,
the learner needs to face certain intuitions and
have a reasonably good understanding of the
processes that underlie durable learning.
However, when students acquire new
understanding, they do not study each item
just for a single time, but students need to go
over the materials multiple times before
terminating study. Many researches,
presupposes that SPL promotes self-reliance
and independence, thereby increasing
students amount of responsibility to their
own learning, since they are self-motivated.
Self-paced learning (SPL) as a teaching
method, enables the students to move on to
another module as soon as competence is
reached in the current module. The said
approach is popular to TVL programs. It is
characterized as a diversion from the usual
teachers up front to teachers who should be
readily available to help students who
encounters difficulties with their materials. In
many studies, the said approach is made
possible through modular encrypted
instruction. SPL promotes continual
enrolling to the course/program, topping of
classes and increased in class sizes (Bunagan,
2012). In Self-paced learning the learner
controls the pace of the learning process. The
content, learning sequence, pace of learning
and possibly even the media are determined
by the individual (Antigua, 2015). According
to Anadia (2015), self-paced learning
maximizes individual freedom. Rather than
making the obviously incorrect assumption
that all students learn at the same speed, have
access and control over their lives to march
along with a cohort group of learners or are
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Samar State University, Catbalogan City, Philippines
able, despite divergent life circumstances, to
begin and end their study on the same day,
self-paced study correctly puts the learner
squarely in control. The self-paced approach
allows the learner to make many of the
decisions about when, where, what and how
quickly they learn. The trainer functions as a
guide and facilitator of learning. This
instructional approach supports John
Dewey’s experiential learning which states
that experience is the best source of learning.
For the students to learn mathematics, they
should be actively involved in doing
mathematics and should actively do the
operations in mathematics. This study is also
anchored on the Theory of Self-Efficacy by
Albert Bandura. It refers to the belief that one
has the necessary capabilities to perform a
task, fulfill role expectations, or meet
challenging situations successfully. When
students believe that they have the ability to
perform learning activities successfully, they
are more likely intrinsically motivated to do
such learning activities. Students are more
inclined to engage in a task if their self-
efficacy is high, and avoid it, if it is low
(Antigua, 2015). Under the influence of the
self-paced learning approach, this study
pursued to ascertain if there is a difference
mastery level of the students under different
teaching strategy, learning environment and
learning materials. Furthermore, Dy (2011)
premised in her Strategic Intervention Theory
that students should be exposed to new
modes of teachings, with less teacher
dominance and that students are given the
chance to explore and learn at their own pace
and control. Through this, curriculum
developers can create techniques that foster
positive performance towards mathematics
which encourages success in learning it.
Code stands for Quick Response, is
usually used in giving ease to students in
visiting web addresses and for some
Orque, Abuda, Oraller-Balazo (NCMAR 2019)
educators for checking of learners’
attendance, since most classrooms use smart
devices. Most instructional setting here in the
Philippines and abroad applies QR code
technology due to its ability to enhance self-
directed learning (Walsh, 2014). The
Strategic Intervention Material (SIM) is a
remedial tool that aims to reteach concepts
and skills to students to help them master
competency-based skills which they were not
able to develop during regular classroom
teaching. With the release of DepEd Order
No. 39 series of 2012, teachers in the country
are encouraged to use Strategic Intervention
Materials along with tutorials and summer
camps or classes to address learning gaps that
vary across students and different subject
areas. This intervention requires posttest,
pretest, and fun learning activities. According
to Dy (2011) stimulate the increase of
learners’ acquisition of factual knowledge
and mastery competence on certain topics.
Instructional tools such as SIMs were proven
effective educational involvement practices
when applied to low achieving learners. The
good results were evident through countless
researches done both locally and abroad.
Given the aforementioned reasons
and underlying concerns on learners’
declining academic performance in General
Mathematics and difficulty in solving
exponential equations, the researchers came
up Expocamp, a QR-based Strategic
Intervention Material aimed in increasing
students’ achievement level on General
Mathematics.
2. Objectives
This study determined the
achievement level of Grade 11 struggling
students using Quick response embedded
Strategic Intervention Material (QRSIM)
through Solomon Four-Group design.
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Samar State University, Catbalogan City, Philippines

1. Determine the pretest achievement level Research Participants

of students in the experimental group A total of 120 students comprised the
and control group. four groups, with 30 subjects each who were
2. Determine the posttest achievement level enrolled at Dolores National High School for
of students of the four groups. the school year 2018-2019 as shown in Table
3. Test the difference between the pretest 1 below. The experiment-subjects were pre-
achievement levels of the control and identified but were not excluded from their
experimental group. original classes.
4. Test the difference between the pretest
and posttest achievement levels of the Table 1. Table of Respondents
control and experimental group. Instructional
Groups f Classes
5. Test the difference among the posttest Material Used
achievement levels of the four groups. EG1 30 11- HUMSS QR-SIM
Cassiopeia
3. Methodology EG2 30 11- HUMSS QR-SIM
Pandora
Research Design CG1 30 11 –HUMSS Mathematics
Pisces LM* 11
This study employed quasi CG2 30 11 – Mathematics
experimental research in determining the HUMSS LM* 11
treatment/testing effect of the teacher- Gemini
devised QR-based Strategic Intervention
Material (QRSIM) on the achievement level Analysis of Data
of struggling math learners at Dolores The researcher made used of a 20-
National High School. Furthermore, the item validated Pre/Posttest instrument and a
researcher used Solomon four-group design QR-based Strategic Intervention Material
to overcome the problem of pretest (QRSIM) as research instruments.
sensitization. Participants were assigned to Furthermore, the achievement level based on
either receive or not receive a pretest and then National Achievement Test was used in
randomly assigned to either a treatment or a interpreting the results as shown in Table 2
comparison group. below, while t-test for paired samples,
Locale of the Study between independent samples and Scheffe’s
test were used to analyze the treatment and
This experiment was implemented at
testing effect of the QR-based Strategic
Dolores National High School located at
Intervention Material (QRSIM) on the
Reynaldo St. Barangay 9 Dolores, Eastern
achievement level of 11th grade struggling
Samar Philippines. The school was chosen
math learners.
because it is one of the pilot schools who
implemented the Senior High School, has a 4. Results and Discussion
big enrolment and of course, due to the
proximity of its location to the researcher and 4.1 Pretest Achievement Levels of the
on the kind of education required. Experimental and Control Groups
Table 2 presents the pretest
achievement levels of the experimental and
control group. The experimental group got a

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Orque, Abuda, Oraller-Balazo (NCMAR 2019)
Samar State University, Catbalogan City, Philippines

mean score of 5.75, while the control group intervention material performed better
obtained 4.60 mean score. These results were compared to a learner’s textbook.
both interpreted as with “Low Achievement”
The data signify that the subjects in both Table 3. Posttest Achievement Level of the Four
groups belong to struggling learners and Groups
poorly performing in class. Overall, these Mean
Groups Interpretation
results is similar to the findings of Scores
Abuda(2019) who found that both the control EG1 16.3 Moving Towards
and experimental groups performed poorly in Achievement
EG2 15 Moving Towards
the pretest. Achievement
CG1 9.85 Average Achievement
Table 2. Pretest Achievement Levels of CG2 3.1 Low Achievement
Experimental and Control Groups

Groups
Mean
Interpretation
4.3 Difference between the Pretest
Scores Achievement Levels of the
EG1 5.75 Low Achievement Experimental and Control Groups
CG1 4.60 Low Achievement Table 4 discloses that the
experimental and control groups who were
4.2 Posttest Achievement of the Four pretested prior to exposing to treatments via
Groups QRSIM got an almost the same scores
deviation. Since the computed P value is
Table 3 showcases the posttest higher than the level of significance, there is
achievement levels of the four groups no ample evidence to reject the null
namely: (1) experimental group with pretest, hypothesis. Therefore, the pretest
(2) experimental group without pretest, (3) achievement levels of the experimental and
control group with pretest, and (4) control control groups do not have significant
group without pretest. The table shows that difference. This amplifies that the learning
both the experimental group with pretest and achievement of the subjects were
without pretest gained mean scores of 16.3 homogenous as opined by Fajardo (2004). A
and 15, respectively of which are interpreted similar mastery level resulted due to the
as “Moving towards achievement”. On the pairing made by the researcher to ensure that
other hand, the control group with pretest the two groups were made equal.
gained a mean score of 9.85 interpreted as
“Average achievement” while the control Table 4. Difference between the Pretest
group without pretest got the lowest Achievement Levels of the
achievement score of 3.1 interpreted as with Experimental and Control Groups
“Low achievement”. Based on the table, both t- P-
Groups SD Remarks
the experimental group with pretest (EG1) value value
and without pretest (EG2) acquired the EG1 2.4
1.41 0.08* Not Significant
highest achievement mean scores. These CG1 2.1
findings were confirmed in the study of Diaz
and Dio (2014) and Lazaro (2018) who both
proved that students exposed to a strategic

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Samar State University, Catbalogan City, Philippines
4.4 Difference between the Pretest and
Posttest Achievement Levels of the
Experimental and Control Groups
Table 5 shows the difference between
the achievement levels in the Pretest and
Posttest results of the experimental group, the
control group, and the pretest sensitization of
the pretest of control group (CG1) and
posttest score of the control group without
pretest (CG2). All the computed P-values
were less than the level of significance. The
results suggest, that there are significant
differences between the pretest and posttest
scores of the experimental group, the control
group, and the pretest sensitization of the
pretest of control group (CG1) and posttest
score of the control group without pretest
(CG2). Furthermore, it can be gleaned from
the table that the experimental group got the
highest mean difference and computed t-
value of 10.55 and 24.41, respectively. This
clearly suggest that the use of a QR-based
Strategic Intervention Material enhances the
achievement level of struggling math learners
in the 11th grade curriculum. It was also
observed that there is a significant difference
of achievement levels of students who were
exposed to pretest and those who were not
pretested as a t-value of 2.19 with a critical P-
value of 0.02 is still less than the
unprecedented level of significance. Barles
(2015) and Guevara (2016) both believed that
the use of instructional materials can
positively improve the scholastic
performance of students.
Orque, Abuda, Oraller-Balazo (NCMAR 2019)
Table 5. Difference between the Pretest
and Posttest Achievement Levels of the
Experimental and Control Groups
t- P-
Groups MD Remarks
value value
EG1 10.55 24.41 0.000* Significant
CG1 5.25 8.46 0.000* Significant
CG1Pret
est/
1.5 2.19 0.020* Significant
CG2Pos
ttest
α = 0.05, MD: Mean Difference
4.4 Difference between the Pretest and
Posttest Achievement Levels of the
Experimental and Control Groups
Table 6 presents the comparison of
the posttest achievement levels of the four
groups. Since the F-value of 133.04 with a
computed P-value of 0.000 is less than the
alpha level, it is safe to say that there is a
significant difference among the posttest
achievement levels of the four groups.
Furthermore, the researcher looked into
differences of these groups to determine
which truly shows a significant difference,
using the Scheffe’s test. It can be observed
that only the experimental groups do not
significantly differ. This entails the use of a
QR-based Strategic Intervention Material
improves the achievement levels of students
exposed to it. This result is supported by the
findings shown in Table 4 revealing that the
experimental groups moves towards the
expected achievement level. This findings
conform with Escoreal (2012) findings in
which he found out that the use of SIM
significantly reduce (p<0.05) in the pupils
mean number of least mastered skills and
Soberano (2010) who mentioned that
strategic intervention material were effective
in mastering the competency based-skills
whence posttests result were compared
between the experimental and control group.
This result however was opposite to the
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Samar State University, Catbalogan City, Philippines

findings of Bruma (2016) as cited by Diaz bring about improvement in the

(2017) who found out that there was no teaching/learning process as well as permit
significant difference among the mean scores teachers and students to interact as human
of the groups. Hence, using the QR-based is beings in a climate where people control their
more effective than using the Learners’ environment for their own best purposes.
material. Moreover, the results confirmed findings of
Summing up, the findings of this Salviejo, Aranes and Espinosa (2014) that
study show that the use of a QR-based Strategic Intervention Material-Based
Strategic Intervention Material (QRSIM) has Instruction has motivating capabilities that
significantly improved the posttest mean demands attention and creates strong impact
score performance of Grade 11 Students. to the learners.
Also, the SIM improved students This study revealed that the QRSIM
understanding in the least mastered can be used in a self-paced manner which is
competencies. The SIM developed by the highly suggested by the Department of
researcher does not only provide related Education specially designed to assist
concepts and information about the learners in improving their performance and
competencies being studied but also understanding in the least mastered topic in
meaningful activities that encourage students the subject even with minimal intervention
to think and concretize abstract knowledge coming from the teacher, and that there is a
enabling them to reflect on their own need for SIM developers to integrate
learning, related to the subject. Woodward simulation activities that would help students
(2004) as cited by Togonon (2011) opined improve their performance on the least
that strategic intervention material learned competencies. On an overall scale,
contributed to the better acquisition of the Strategic Intervention Material can be
learning among learners and Morgil (2003) utilized in improving learners’ achievement
who posted a 52% improvement on the level and understanding on the least mastered
posttest instruction test result, wherein the competencies in Grade 11 General
independent t-test analysis showed Mathematics class.
significant difference favoring the
experimental group. Table 6. Scheffe’s Test Comparison of the
With regards to the use of QRSIM to Posttest Achievement Levels of the
improve performance it was observed that
Four Groups
direct instruction was in par with discovery
P-
learning since learners could easily Groups F-Value
Value
Remarks
manipulate and interpret variables through Between
guided practice compared to asking them to the four 133.04 0.000* Significant
conduct the given task on their own. It can be groups
attributed to the deductive nature of the EG1 -
77.01** Significant
CG1
subject as it requires both mastery and EG1 - Not
memorization. Pocovi (2007) found that 3.13
EG2 Significant
instructional materials facilitate learning of CG1 -
49.02** Significant
abstract concepts by helping students to EG2
concretize ideas and also stimulate their CG1 –
262.122** Significant
CG2
imagination and that instructional materials α = 0.05

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Orque, Abuda, Oraller-Balazo (NCMAR 2019)
Samar State University, Catbalogan City, Philippines
5. Conclusion and Recommendation
Based on the results of the study, the
following conclusions were drawn: The
pretest achievement levels prior to exposing
the learners to a QR-based Strategic
Intervention Material (QRSIM)) heightened
the academic struggles of the stuents as they
were unable to reach the expected level of
achievement; the experimental and control
groups with pretest performed better in the
posttest assessment, while the control group
without pretest shown the least achievement;
no significant difference was observed
between the pretest achievement level of the
students; the pretest and posttest achievement
levels of the experimental and control groups
shows a significant achievement; the
achievement levels among the groups
significantly improved in the posttest, of
which no significant difference between the
posttests of the experimental with and
without pretest groups. Hence, the
instructional material was more effective in
heightening the achievement level of students
compared to exposing them to the DepEd
prescribed and provided learners’ material.
From the conclusions, the following
are recommended; that assessing the
learners’ level of achievement prior to
instruction will aid teachers in developing
instructional tools and approaches suited to
their scholastic needs; Mathematics teachers
should be geared with appropriate knowledge
on the use of 21st century teaching and
learning resources such as Strategic
Intervention Material to help student who
find mathematics concepts difficult to
comprehend; and that a similar study be
conducted to cover other least learned
competencies in the Eastern Samar division
to further probe and enrich the findings of this
study.
Orque, Abuda, Oraller-Balazo (NCMAR 2019)
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