DEVELOPMENT AND IMPACT OF SIM-MOD

(STRATEGIC INTERVENTION MATERIAL AND

MODULE COMBINED) ON STUDENTS’ ACADEMIC
ACHIEVEMENT IN MATHEMATICS AT THE 8TH
GRADE LEVEL

By Josefino G. Saclao
Pulong Buhangin National High School
Pulong Buhangin, Santa Maria, Bulacan

Presented by
Josefino G. Saclao
Pulong Buhangin National High School
Pulong Buhangin, Santa Maria, Bulacan
 Least Learned Skills
(Grade 8 Mathematics):

PERFORMING OPERATIONS ON RATIONAL

ALGEBRAIC EXPRESSIONS
RESULTS OF PRETEST ON
“RATIONAL ALGEBRAIC EXPRESSIONS” (SY 2015 - 2016 )

3 out of 230 students (1.31%) Moving Toward Mastery

93 out of 230 students (40.43%) Average Mastery
134 out of 230 students (58.26%) Low Mastery
Possible Reasons:
1. Weak foundation with rational numbers
2. Inadequate skills on factoring
3. Scarcity of effective learning materials on Rational
Algebraic Expressions
 RESEARCH PARADIGM OF THE STUDY
INPUT PROCESS OUTPUT
1. Unmastered Skills 1.Planning and 1. Developed
in 8th Grade Conceptualizing learning materials
Mathematics: (SIM-MODs) with
Performing
their impact on the
Operations on
2. SIM-MOD students’
Rational Algebraic
Expressions Development achievement in
Math at the Grade 8
2. Use of the SIM-MOD Level investigated
- Intervention strategy 3. SIM-MOD
for the experimental Evaluation
group 2. Target
Competencies:
3. Direct Instruction 4.Investigating Improved Skills in
- Intervention strategy Impact of Performing
for the control group SIM-MOD Operations on
Rational Algebraic
Expressions
 Aims of The Study
1. Develop and use learning materials known as SIM-MOD
2. Investigate impact of learning materials on students’
achievement in Mathematics at the 8th Grade level

Specific Problems
1. What are the procedures followed in the development of
the SIM-MOD?
2. How do the students/experts evaluate SIM-MOD numbers
1-3?
3. How do the students evaluate the delivery of the
intervention program?
4.Is there a significant difference between the posttest
scores of the students who used the SIM-MOD and
the students who did not use the said learning
materials?
 Hypothesis
HO1: There is no significant difference between the
posttest scores of the students who used the SIM-MOD
and the students who did not use the said learning materials.

Significance of the Study

Mathematics Teachers can make them aware of the nature
and extent of the prevailing problems in teaching Rational
Expressions.
Students serve as the ultimate beneficiaries through
identification of teaching strategies that are appropriate to their
characteristics as learners.
Parents their involvement in the study habits of their children
can be addressed by the SIM-MOD, help the family bonding and
boost morale of the students. 4/10/201
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School Administrators can guide the principal, curriculum
planners and other decision makers through feedbacks on which
learning approach should be adopted by the students in learning
a particular task.
Other Researchers serve as a source of useful information
in the conduct of related studies in the field of mathematics
instruction.
Type of Study: Descriptive Experimental

Descriptive Method development and evaluation

of the learning materials/ SIM-MODs
Mixed Method: Investigation of the impact of learning
materials on the students’ academic achievement in Mathematics

1. Quasi – Experimental (Quantitative)

2. Interview with open – ended questions (Qualitative)
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 Participants of The Study
Control Group Experimental Group
With 45 Grade 8 With 45 Grade 8
participants participants
Taught with conventional Taught with SIM-MOD
method of teaching (Direct (Strategic Intervention
Instruction) Material and Module
Combined)
RESEARCH INSTRUMENTS
1. Achievement Tests
2. SIM-MODs as intervention materials
3. Survey Questionnaire used for evaluating SIM-
MODs
4. Interview with open-ended questions
 FINDINGS OF THE STUDY
Table 9 Summary of Students’ Evaluation of SIM-MODs (1-3)
Items Mean Verbal Interpretation
I. The SIM-MOD’s Design, Presentation, Usefulness, etc.
1. Design of SIM-MODs 4.56 More Than Adequate
2. Clarity of the directions used 4.41 Adequate
3. Readability 4.42 Adequate
4. Importance of the content 4.42 Adequate
5. Appropriateness of activities 3.39 Adequate
6. Ease of task completion 3.44 Partially Adequate
7. Opportunities for active learning 4.40 Adequate
8. Usefulness of the
4.41 Adequate
SIM-MOD in meeting learner’s needs
OVERALL MEAN 4.31 Adequate
II. Delivery of the Program
1. Orientation to the program 4.39 Adequate
2. Time allotted for the program 3.44 Partially Adequate
3. Support provided for the learners 4.51 More Than Adequate

OVERALL MEAN 4.11 Adequate

Is there a significant difference between the
posttest scores of the students who used the
SIM-MOD and the students who did not use
the said learning materials?
Table 2 Difference Between the Pretest and Posttest of the
Control and Experimental Groups
2-tailed
t-value Conclusion
p-value

Equal Variances
PRETEST -0.183 0.855 Not Significant
Assumed

Equal Variances
POSTTEST Assumed -11.019 0.000 Significant

DEVIATION Equal Variances

-7.727 0.000 Significant
Assumed
 CONCLUSIONS
1.SIM-MOD can be developed by an instructional
design model such as the ADDIE Model (ADDIE stands for
Analysis-Design-Development-Implementation-Evaluation.
SIM-MOD was developed through these stages:
(1) Preparation; (2) SIM-MOD Development; and (3) Evaluation.
2.With pattern on the preferences of the participants with regards
to SIM-MOD’s design, presentation, usefulness, etc. Most of the
participants have been attracted to the distinct design of the
material. Most of the participants have found the tasks contained
in the SIM-MOD not that easy to accomplish.
3.With pattern on the preferences of the participants with
regards to the delivery of the intervention program. Majority of the
participants have appreciated the support provided for them
before, during, and after the intervention program. Majority of the
participants have found the time allotted per session per week not
enough for them to accomplish the tasks contained in these
SIM-MODs.
 4.There is significant difference between the scores of the
students from the control and experimental groups. This implies
that the participants who used the SIM-MOD have significant
higher scores than those who did not use the materials and
SIM-MOD is an effective way of improving the achievement of the
students in their Mathematics subject.
RECOMMENDATIONS
1. Develop and use SIM-MODs in other topics in Grade 8
Mathematics to further validate the results of the study.
2. Conduct similar studies on the use of SIM-MOD in other
discipline to confirm the results of the study.
3.Use the SIM-MOD as a remediation material to enhance the
academic achievements of low performing students in Math and
as an enhancement material to furtherly improve the cognitive
skills of average and above average type of students in Math
and in other discipline.
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4. Encourage administrators, Mathematics supervisors and
teachers to make SIM-MOD in all topics not only the least
mastered skills in a given subject area.
5. Teachers shall be provided with more seminars, workshops
on principles of SIM-MOD construction.

Thank you for listening…

To God alone be the glory!
Josefino G. Saclao
Pulong Buhangin National High School
4/10/201
9