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Comparative analysis between

strategic intervention material-based


instruction and basic teaching
process in simplifying numerical
expressions among grade 7 students

An Action Research of

B’LAAN NATIONAL HIGH SCHOOL


Little Baguio, Malita, Davao Occidental

JAYSON D. BALILA
Secondary School Teacher-I

OCTOBER 2017

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TABLE OF CONTENTS

PRELIMINARY PAGES PAGE


Title Page i
Table of Contents ii
Abstract iii

CHAPTER
I INTRODUCTION OF THE STUDY
Rationale 4
Intervention 5
Research Question 9

II METHODOLOGY
Participants 10
Data Gathering/Collection 10
Data Analysis Plan 12

III DISCUSSIONS OF RESULTS AND REFLECTION 14

REFERENCES 21

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ABSTRACT

In this action research, I investigated and compared the effect of Strategic

Intervention Material – Based Instruction and Basic Teaching Approach on the academic

performance of the Grade 7 – Orchids students of my school: B’laan National High

School. This study utilized the pretest-posttest pre-experimental design in comparing

the effectiveness of the two approach. The SIM-BI used as a treatment of the study

covered one of the least mastered skills in the subject area which is Simplifying

Numerical Expressions. I discovered that the use of SIM-BI is more effective in terms of

improving students’ performance than Basic Teaching Process. The positive result of the

study disclosed that tailored IMs are more effective in establishing and implementing

the key concepts and ideas of a particular lesson, especially those which are identified

as least mastered.

Keywords: Strategic Intervention Material – Based Instruction, Basic Teaching

Approach, Academic Performance in Simplifying Numerical

Expressions

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CHAPTER I

INTRODUCTION TO THE STUDY

RATIONALE

It is a common observation that learning Mathematics, creates a negative

feedback to most students in the secondary level. Simplifying numerical expressions is

one of the hated lessons/topics in Mathematics, which students would likely fail

completing the necessary requirements and get low performances in both academic and

conceptual reasoning skills. To many students, learning Mathematics is never fun and

the process is boring and burdensome. Thus, student achievement in this field is

relatively low (Espinosa et al., 2014).

National Center for Education Statistics revealed that in Mathematics, only

minority of students reached the proficient level and at least one third of students did

not reach the basic level in each grade level. Some western countries like Canada,

France, Germany, Ireland, Norway and New Zealand marked performance differences in

various content areas of mathematics making their overall performance low. Likewise,

the Philippines’ Mathematics Education shows similar results as the country ranked 30th

out of 42 countries (TIMMS, 1995) and 41st out of 45 countries (TIMSS, 2003) that

joined the Mathematics Evaluation in Asia. Furthermore, Filipino students ranked lower

than as expected in the High School Readiness Test and in the National Achievement

Test (NAT) for Secondary particularly in Mathematics subject (Mendoza, 2006). Having
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75% as the passing rate, National Educational Testing and Research Center (NETRC)

disclosed the results which were: 50.70% for S.Y. 2004 – 2005, 47.82% for S.Y. 2005 –

2006 and 46.73% for S.Y. 2011 – 2012.

To expedite students’ learning about mathematics, they must indulge a lot more,

than merely listening to a lecture. When students do hands-on and minds-on activities,

they can better attain conceptual understanding and procedural fluency. According to

Lakshmi (2005), most of the classes are held in a traditional monologue session where

the teacher does all the talking and the students are passive audience. Little is known

to the teacher on the amount of knowledge consumed by the students. Unless the

student seriously pay attention to the key points delivered, there is definite reason for

knowledge to escape into thin air.

INTERVENTION

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

shortage in the classrooms and scarce funds throughout the country, instructional

materials are not enough to cater every mathematics classroom. The primary goal of

teaching is to provide appropriate and effective instruction to students. Thus, a

Mathematics teacher is responsible to devise and provide the necessary materials for

use in science classes (Dy, 2011).

Section 2 Article IV of the Code of Ethics for Professional Teachers mandates

that every teacher shall make the best preparation for the career of teaching. Hence,

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appropriate learning or instructional material may be utilized during their classroom

instruction.

Dahar (2011) explained that the use of appropriate instructional materials has a

strong relationship to the academic performance of secondary students. Barlis also

added that instructional materials play an important role in improving students’

Mathematics achievement.

Togonon (2011) clarified that strategic intervention material (SIM) is a type of

instructional material that deepens students’ skills in manipulation, thinking,

understanding and observing. It’s a user-friendly instructional material that can be used

inside the four corners of the classroom or it can be given as a take home activity of

students. SIM can be answered solely by a student or by a group of students through

cooperative learning. Even the Department of Science and Technology (DOST)

recommends the use of SIM not only for remediation but in teaching large classes as

well. The Department of Education (DepEd) also suggests the utilization of SIM in

enhancing the academic achievement of students who are performing low in Science

and Technology including Mathematics.

The Strategic Intervention Material (SIM) is divided into six parts taken from the

seminars and trainings I attended. The first part of the SIM is the title card, this part of

the SIM includes the specific chapter or the subject matter covered by the material. The

SIM that was used in this study is entitled ― “Make Me Simple!”, which covers

simplifying numerical expressions which is considered as one of the least mastered skill

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in Mathematics identified by me and my co – mathematics teachers of our beloved

school. The second part is the guide card. This section gives a preview of what students

will learn. This card should stimulate the interest of the students with respect to the

topic covered by the strategic intervention material. It presents the focus skills

mentioned in the learning competencies and must state at least two sub-tasks

(activities). This part must also cite prerequisite skills built on prior learning and

concrete outcome or product that students are expected to demonstrate or produce.

The third part of the SIM is the activity card. This section is considered the heart

of the Strategic Intervention Material. It consists of activities that will develop

understanding of the students related to the given objective of a specific lesson stated

in the guide card. It contains also guide questions for the students to answer and relate

the activity conceptually, that will be developed after completing the main activity. This

part also provides the objectives, students‘ exercises, activities, and drills with clear

directions to develop necessary skills in the three domains and concrete concepts,

particularly those drawn from real – life situations. It allows also the students to

organize based on the sequence of the focus skills and to make discoveries and

formulate ideas on their own. This section also consists of questions that establish

relationship between the topic and what students already know or familiar to them.

The fourth part is the assessment card that is made up of activities and tests

concerning what the students learned from the previous activities of the SIM. This test

measures how much students learned from the given activities in the activity card. It is

made up of questions in different forms (multiple choice, interpreting graph,


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identification, and matching type). This section determines the effect of this material as

a tool for teaching remediation.

The fifth part of the SIM is the enrichment card. This section provides practical

activities to be done by students related to the topic. This involves applications of the

topic in their daily life, in industry or in other technologies. The last part of the SIM is

the reference card which includes the title of the books, websites, or any other

electronic or printed materials. This part may be used by students as reference for

additional information concerning the topic covered.

The versatility and effectiveness of strategic intervention materials were already

been proven by a number of studies. Soberano affirmed that her SIM was effective in

helping her students in mastering the competency-based skills in Chemistry. Dy

recommended that her developed SIM may be adopted as instructional material to

facilitate learning and to improve the academic achievement of students in Science.

Lumogdang used SIM in commercial cooking and she found out that the performance of

her students had improved. Bruma also found her SIM effective in teaching “Pagsulat sa

Filipino 7”. In Mathematics, Lagata concluded that SIM is an effective instructional tool

in solving word problems. Doctama stated that there was a positive transfer of

knowledge in simplifying rational algebraic expressions using her SIM. Gatdula

developed and validated a SIM on rational algebraic expressions. Her study proved that

the SIM is effective in improving the performance of students at Castillejos National

High School, San Roque Castillejos Zambales.

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The abovementioned studies are the reason why I developed my own teacher –

made SIM entitled “Make Me Simple!”: a SIM on Simplifying Numerical Expressions.

Furthermore, improvements were made through comments and suggestions given,

when my SIM underwent validation and acceptability by our dear school head and some

selected division personnel last December 2017. Hence, I, the researcher would like to

test if my SIM is really effective in improving the Mathematics achievement of my

students.

RESEARCH QUESTION
The major task of this study is to develop an effective strategic intervention

material in Mathematics that will enhance the way of learning of the Grade 7 students

of section Orchids of B’laan National High School, as well as remedy their least

mastered skills, specifically in understanding the concepts and methodologies of

simplifying numerical expressions, which will eventually help these learners attain

growth in their academic performance in mathematics subject.

Absolutely, this study seeks to answer the question “Does Strategic Intervention

Material more effective than Basic Teaching Process in improving the academic

performance of the Grade 7 – Orchids students of B’laan National High School in

Simplifying Numerical Expressions?”

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CHAPTER II

METHOD

This study utilized the pretest – posttest pre – experimental design in comparing

the effectiveness of the Strategic Intervention Material – Based Instruction and Basic

Teaching Process. A very simple descriptive analysis was used to determine any

difference between the pretest and posttest, such as finding the mean and construction

of tables and graph.

PARTICIPANTS

The Grade Seven Students of section Orchids of B’laan National High School

were the respondents of the study since I, the researcher find convenience in

conducting this study to the said section because I am their mathematics teacher. The

respondents consist of thirty (30) students with fourteen (14) males and sixteen (16)

females. Thus, generally, they are homogeneous in terms of level of understanding and

capabilities. I had a total contact time with the said section equivalent to four (4) hours

a week. My daily schedule with them for the Mathematics subject is from 3:00 P.M. to

4:00 P.M. I don’t have a class with them during Fridays.

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DATA GATHERING/COLLECTION

There were five phases in gathering the necessary data in this study.

The first phase in conducting this study was the administration of the pretest to

students in simplifying numerical expressions. The test given had a total of ten

questions which was validated by my co – mathematics teachers and our dear school

head which is also a mathematics major. The test lasted for 1 hour. The result of the

test was recorded for comparison purposes.

The second phase was the actual teaching using the regular instruction (basic

teaching process) in simplifying numerical expressions. The lesson started with a video

clip about the importance and application of the lesson. This material was downloaded

from the Internet that served as motivation for the students in learning the topic. The

lesson lasted for one week or equivalent to four (4) hours contact time with the

students.

The third phase was the posttest intended for measuring the students’

performance in simplifying numerical expressions using the basic teaching process. The

test given was still a ten – item questionnaire validated by the same personnel

mentioned in the first phase. It lasted for 1 hour and was still recorded for comparison

purposes.

The fourth phase was the study proper. Under this phase, Strategic Intervention

Material (SIM) in simplifying numerical expressions was given to the respondents as an

intervention material, disseminated after the posttest intended for the regular
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instruction. One copy of SIM was given per three students due to little scarcity of my

resources. The SIM embedded fun – learning activities involving concepts of the lesson

discussed in the regular instruction. This was conducted daily within one week or

equivalent to 4 hours under my supervision. The implementation of the SIM was

divided according to the lessons incorporated in the guide cards, activity cards and

assessment cards. Checking of answers to the activity cards and discussion were done

right after the allotted time assigned for the given session.

The fifth phase which was also the last phase was the administration of the

posttest intended for measuring the students’ performance in simplifying numerical

expressions using the SIM – BI (Strategic Intervention Material – Based Instruction).

The test given was still a ten – item questionnaire validated by the same personnel

mentioned in the first phase and lasted for one hour.

DATA ANALYSIS PLAN

All data were collected and served as the basis to find out the effects of Strategic

Intervention Material – Based Instruction and Basic Teaching Process on the learning

approach and performance of students in Simplifying Numerical Expressions. Data were

analyzed carefully. Test questionnaires were the only research instrument/tool used in

gathering the necessary data, since I, the researcher certainly know that it’s already

enough to measure any difference on the effects before and after the implementation

of Strategic Intervention Material – Based Instruction and Basic Teaching Process.


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Moreover, my setting as a researcher as well as the students, were just so simple that I

can get valid data and results using simple research instrument/tool. This

instrument/tool was used to get the mean scores of the students in pretest and posttest

of the respective learning approaches for comparison purposes. Bar graph was also

utilized to show clearly the difference of the students’ performance in least mastered

lesson, between the pretest and the posttest of the two learning approaches adopted in

this study. Hence, the performance of the students was based on their scores in their

respective pretests and posttests.

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CHAPTER III

DISCUSSION OF RESULTS AND REFLECTION

Table I. Pre – Test and Posttest Result Using the Basic Teaching Process.

Score Pre – Test Posttest

Frequency Total Frequency Total

(Frequency • Score) (Frequency • Score)

10 0 0 1 10

9 2 18 3 27

8 4 32 4 32

7 4 28 5 35

6 5 30 7 42

5 6 30 6 30

4 5 20 4 16

3 2 6 0 0

2 2 4 0 0

1 0 0 0 0

0 0 0 0 0

Total 30 168 30 192

Mean 5.6 6.4

Table 1 presents the Mean Scores of the Grade 7 – Orchids students of B’laan

National High School on the least – learned competency (Simplifying Numerical

Expressions) using the Basic Teaching Process approach in both pre – test and posttest.

The result posted that the mean score of the students during pre – test is low which is

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5. However, the mean score of the posttest registered increased to 6.4, which is 0.8

higher than the pre – test.

Based on these findings, Basic Teaching Process increased the learners’

understanding and performance in simplifying numerical expressions but not totally

effective since the increase is minimal. This implies that Basic Teaching Process is not

enough to implement the manifestation of learning the key concepts and understanding

of the least – learned competency – simplifying numerical expressions.

Table 2. Pre – Test and Posttest Result Using Strategic Intervention Material – Based Instruction (SIM).

Score Pre – Test Posttest

Frequency Total Frequency Total

(Frequency • Score) (Frequency • Score)

10 0 0 5 50

9 2 18 6 54

8 4 32 9 72

7 4 28 8 56

6 5 30 2 12

5 6 30 0 0

4 5 20 0 0

3 2 6 0 0

2 2 4 0 0

1 0 0 0 0

0 0 0 0 0

Total 30 168 30 244

Mean 5.6 8.14

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Table 2 presents the Mean Scores of the Grade 7 – Orchids students of B’laan

National High School on the least – learned competency as identified in both pre – test

and posttest using the Strategic Intervention Material – Based Instruction (SIM – BI)

namely “Make Me Simple!”. According to the data, the mean score registered on the

posttest which is 8.14, has significantly increased by 2.54 over the mean score of the

students in their pre – test.

Form these findings, I can conclude that the Instructional Material (IM) that I

provided, was really effective in intervening the students’ performance about the least –

mastered competency which is simplifying numerical expressions, wherein they were

able to acquire the necessary knowledge and concepts with regards to the said

competency. Hence, the SIM provided will be urge to be adopted to enhance the

students’ capabilities and understanding in solving problems related to Simplifying

Numerical Expressions making students’ endeavor in Mathematics convenient and lively.

Furthermore, findings of this study conform the findings of Togonon (2011) that

SIM enhances students ‘achievement.

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Fig. 1 Frequency of Correct Responses in Pretest and Posttest Using the Basic Teaching Process and Strategic

Intervention Material – Based Instruction (SIM – BI)

10

9
Numbers of Students with Correct

6
Answers

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

Pre-Test Basic Teaching Process Strategic Intervention Material - Based Instrution

Figure 1 shows the number of correct answers of the Grade 7 – Orchids students

of B’laan National High School per item in Pre – Test and Posttest using Basic Teaching

Process and Strategic Intervention Material – Based Instruction. This reveals which

particular learning approach is more effective in increasing students’ performance in the

least – mastered competency studied which is simplifying numerical expressions.

Based on the figure, when we are going to focus on the Basic Teaching Process

approach, the mode or the peak of the graph of the posttest falls under the score of 6,

which is one step higher than the mode or peak of the graph of its pretest which falls

under the score of 5. When we are going to look at their skewness, they are both

positively skewed, however, the positive skewness of the posttest is longer than the

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pretest. Moreover, the increase of the skewness from the pretest to posttest is minimal.

Thus, the basic teaching process is not totally effective in improving students’

performance in Simplifying Numerical Expressions.

Focusing on the Strategic Intervention Material – Based Instruction (SIM-BI)

approach, the mode or the peak of the graph of the posttest falls under the score of 8

which is significantly higher than the pretest which is 5. Moreover, the growth of the

skewness from pretest to posttest was notably significant as well. Furthermore, it can

easily discern from the figure that all the students’ scores in the posttest were above

half of the test items given. Thus, the IM used is significantly effective in improving the

students’ performance on the least – mastered competency which is simplifying

numerical expressions.

COMPARISON ON THE POSTTEST OF BASIC TEACHING PROCESS AND

STRATEGIC INTERVENTION MATERIAL – BASED INSTRUCTION

The posttest of Basic Teaching Process and SIM – BI both had positive result.

However, SIM – BI had increased significantly while the basic teaching process

increased minimally. The mean score of the posttest of the basic teaching process

increased by 0.8 from the pretest while the mean score of the posttest of the SIM – BI

increased by 2.54. The difference between their mean scores is 1.74. Hence, SIM – BI

is more effective in implementing the key concepts of the least – mastered lesson to the

Grade 7 – Orchids students of B’laan National High School.

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CONCLUSION

Strategic Intervention Material – Based Instruction (SIM – BI) namely “Make Me

Simple!” is significantly effective than Basic Teaching Process in improving the academic

performance of the Grade – 7 Orchids students of B’laan National High School. All point

toward to the effective use of various activity-based models in students’ learning of the

least – mastered competency which is about Simplifying Numerical Expressions.

Students performed better when they are engaged in activity-based teaching.

Moreover, due to this IM, positive learning experiences takes place and students

achieve a better understanding of the concept. These results are consistent with that of

Muñoz (2010) showing the importance of the use of games and strategies in improving

academic achievement in mathematics.

Students like to work in groups for sharing and collaborating of ideas. The use of

activity-based teaching shape the way students think and build connections toward

conceptual understanding thus fostering increase in student retention (Rubin et al.,

2014). Students eventually can extend their concepts of Simplifying Numerical

Expression.

Games and activities should be integrated in mathematics lessons to understand

concepts and to master certain computational skills. With the integration of activity-

based teaching into the mathematics classroom, more of the students will be able to

experience the positive results indicated in this study. Teachers should be resourceful

and creative to select models on how to teach certain concepts. Environment rich in

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models which embody many facets of mathematical operations promotes student’s

ability to understand the mathematical concept of simplifying numerical expressions.

Furthermore, with careful planning, teachers can make mathematics come alive

and make it more concrete and tangible for the learners. The result of this study may

suggest teachers to design appropriate teaching strategies that will effectively deal with

students’ performance in simplifying numerical expressions. Discussions of rules and

steps in simplifying numerical expressions are not enough. What they need is to be

exposed to various activities that will enhance their conceptions, skills and

understanding on simplifying numerical expressions. If students have limited use of

visual and hands-on representations, then it can be difficult to say whether they

understand a mathematical idea or are just going through the motions without

attending to meaning.

Mathematics should not be hated and feared by learners but to be enjoyed by

doing some mathematical activities that foster understanding of concepts, mastering

procedural skills, and develop oral communication and written skills as well (Mortel et

al., 2014).

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REFERENCES

Reylan Jay Rubin, Jubert Marcelino, Royna Mortel, Mini Rose C. Lapinid (March

2014), Activity - Based Teaching of Integer Concepts and Its Operations. DSLU

Reasearch Congress 2014, De La Salle University, Manila, Philippines

Edwin I. Salviejo, Fidela Q. Aranes, Allen A. Espinosa (February, 2014), Strategic

Intervention Material – Based Instruction, Learning Approach and Students Performance

in Chemistry.

Michael Bomar (2009), Real Life Problem Solving in Eight Grade Mathematics,

Action Research Project, University of Nebraska – Lincoln. Math in the Middle Institute

Partnership

Ernalyn Dig Diaz, Ryan V. (Ph. D) – January 2017, Effectiveness of Tri – In – 1

Strategic Intervention Materials for Grade 9 Students Through Solomon Four – Group

Design

Emma D. Lumogdang (April 2015), The Effects of Strategic Intervention Material

in Academic Performance in Mathematics.

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