THE EFFECTS OF STRATEGIC INTERVENTION MATERIAL IN

COMMERCIAL COOKING TO STUDENTS ACADEMIC

PERFORMANCE IN TECHNOLOGY AND
LIVELIHOOD EDUCATION
AN ACTION RESEARCH
Prepared by:
EMMA D. LUMOGDANG
Koronadal National Comprehensive High School
Paraiso Extension
City Schools Division
Region XII

April 2015

INTRODUCTION
Every school, the access to quality education is a global
concern. The K to 12 Basic Education Program (BEP) implemented in
elementary and secondary school.
Technology and Livelihood Education (TLE) is an exploratory subject
for Grade 7 and Grade 8 introduced the different learning activities
which will prepare the students to be skillful before they take the
step into the world of work.
However, the access of students Learning Module and
Teachers Learning Guide was limited and there was no module
available for the students to help them in the teaching-learning
process as prescribed in the curriculum. Without modules and other
instructional materials, students learning is negatively affected and
their learning level becomes dense resulting to least learned
competency.
With this problem, the researcher makes a progress on how to
bridge the learning gaps in Grade 7 students; the development of
Strategic Intervention Material (SIM) in Technology and Livelihood
Education (TLE) particularly in Commercial Cooking is the answer.

STATEMENT OF THE PROBLEM

This study is a two folded effort tried to do an analysis of Grade
7 least learned competencies in TLE and use the results to develop
Strategic Intervention Material (SIM) in teaching Secondary
Education.
Specifically, the purpose of this study is to:

RELATED LITERATURE
This chapter consists of various readings that are related to the study
that gave significant insights that helped much in the development of this
present study. Included here is the Strategic Intervention Materials (SIM)
developed by the researcher that make the learners and the teachers
become more productive and make them more confident.
Balacuit (2001) Performance is a factor that assesses student
learning outcomes. Classroom objective in teaching were established as
part of evaluation in which pupils were the subject of evaluation and being
assessed by evaluators if how much a pupil acquires and retains in the
course of his participation in the classroom activities.
According to Catedrilla (2000) the pupils performance level functions
are: 1.) communicating teachers expectations; 2.) providing feedbacks to
pupils and 3.) informing instructional decisions.

Holmes (2012) Learning gaps are referred to as being the

difference between where students currently are in their
education level and where they should be; to determine a
childs learning gap, teachers and students should both
perform and assess a variety of ongoing task.
Furthermore, learning gaps are the difference
between what we know about effective learning and what is
currently happening in the classroom. Addressing learning
gaps is done by identifying the learning gap first and
implementation is important in developing the quality of
teaching in order to close the gap.

According to Rosenshine et al. (2009) intervention

studies in which students have been taught to generate
questions as a means of improving their comprehension.
Overall, teaching students the cognitive strategy of
generating questions about the material they had read
resulted in gains in comprehension, as measured by tests
given at the end of the intervention.
Consequently Teichert and Stacy (2002) the

The Conceptual Framework

Figure under the conceptual framework presented the schematic diagram of
the study which investigated The Effects of the Strategic Intervention
Materials (SIM) to Students Academic Performance in Technology and
Livelihood Education in teaching K to 12 Curriculum.

INDEPENDENT VARIABLES
DEPENDENT
VARIABLES
Learning Gaps in

Technology and

Livelihood
Education

Development
and Validation of
Strategic
Intervention
Material in
Commercial
Cooking

Students Academic
Performance

Fig. 1 Conceptual Framework of the Study.

METHODOLOGY
This chapter deals with the research design, locale of the study,
respondents of the study, the sampling technique, data gathering
instrument, data gathering procedure and the statistical tools to be used
in the study.
Research Design
This study follows a Research and Development (R&D) paradigm.
The variables are learning gaps in Technology and Livelihood
Education, Development of Strategic Intervention Material (SIM) in
Commercial Cooking. These needs and problems were used as inputs
to the proposed Strategic Intervention Material to enhance the
learning performance of the Grade 7 students in the Pre-Test and PostTest related to Commercial Cooking. After administering and scoring
the Pre-test, item analysis was made in order to determine what
competencies were least mastered. The least mastered
competencies were the basis for constructing the SIM and it was
utilized as an intervention material. The SIM undergo content

Significance of the Study

This Action Research is beneficial to the teachers to
improve instruction resulting to higher academic performance
of the Grade7 students in TLE.
To improve the performance and academic skills of the
Grade 7 students of Koronadal National Comprehensive High
School-Paraiso Extension in Technology and Livelihood
Education particularly in Commercial Cooking.
To introduce the interesting activities of a Strategic
Intervention Material (SIM) to the students.

Research Respondents
The twenty-nine (29) Grade 7 students of Koronadal
National Comprehensive High School-Paraiso Extension were
the samples of the study. The identified least mastered
competencies in the Pre-Test for the Second Grading period
was the basis of developing the SIM based on the result of
the item analysis.

Instrumentation
The following research instruments used in this study were PreTest/Post-Test, and the Strategic Intervention Material designed to
help teachers provide the students who need support to make
progress.
It tries to increase and deepen skills, knowledge and
understanding from concrete to what is more abstract.
It gave students the opportunity to explore their understanding
and make sense of these new ideas.
Furthermore, an intervention material meant to recall the
concepts and skills to help the learners master a competency-based
skill which they were not able to develop during classroom
discussion.
The Strategic Intervention Material has five parts: the guide
card, activity card, assessment card, enrichment card, and reference
card. The guide card stimulated the students of interest on the topic
discussed and gave a preview of what they would learn.
Activity Card, Assessment Card, and Enrichment Card are series of
activities with different level of difficulties to excite their interest as
they answer the SIM.

Intervention
The SIM utilized in this study entitled Fairy Lady and Her
Kitchen, was made by the researcher. Skill in this SIM focuses on the
classification and naming of cooking materials, kitchen utensils and
equipment that are commonly found in the kitchen.

Activities

included to meet the objective were designed suited within the

students comprehension through text, pictures and illustrations. The
researcher reproduced the copies of SIM. The Pre-test was conducted
with 10 test items paper-pencil test and 10 students (not
respondents) were requested by the researcher to answer the SIM for
improvement purposes before SIM were distributed for student
consumption and the Post test was conducted after the SIM was
administered.

Table I. Pre-Test and Post Test Result.

Score

Without the Use of SIM

Frequency

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

Total
(Frequency X Score)
0
0
0
49
42
15
28
9
2
0
0
145

0
0
0
7
7
3
7
3
1
0
1
29
50%

With the Use of SIM

Frequency

Total
(Frequency X Score)
120
81
56
7
0
0
0
0
0
0
0
264

12
9
7
1
0
0
0
0
0
0
0
29
91.03%

Table I presents the mastery performance score of the students on the

least learned competency as identified in the SIM both pre-test and post-test.
It can be noted from the data that the MPS during the Pre-test is significantly
low with 50% while MPS on the Post-test registered 91.03% . MPS on PostTest had increased by 41.03 over the Pre-test.
Based from these findings, the SIM is an effective intervention to increase
the least learned competencies. Hence, the SIM is recommended.

FINDINGS/CONCLUSION
As the result of the conduct of the SIM by the researcher, the
following interventions were realized and made through the initiative and
effort of the researcher; it was found out that there was a significant
difference between the pre-test and post-test results in TLE using the SIM.
The SIM issued and tested to the students was found effective
because it has an improvement to the mastery of the students as specified
objectives in TLE (Commercial Cooking) Second Grading for the SY 20142015.
It is further; I conclude that the performance and academic skills of
the Grade 7 students of KNCHS-Paraiso Extension in Technology and
Livelihood Education particularly in Commercial Cooking had improved due
to SIM provides self-directed activities and students are learning by doing at
the same time they are enjoying.

RECOMMENDATIONS

1. To further improve the mastery level in TLE by the Grade 7

Students in Koronadal National Comprehensive High SchoolParaiso Extension, SIM is the answer.
2. Teachers should have an advocacy to design or develop SIM not
only in this specific objective but in other competencies in TLE and
other subjects.
3. Teachers may adopt the SIM for teaching-learning convenience.

Republic of the Philippines

Department of Education
Region XII
City of Koronadal
KORONADAL NATIONAL COMPREHENSIVE HIGH SCHOOL
Paraiso Extension
Technology and Livelihood Education (Commercial Cooking)
Second Grading
SY 2014-2015
Pre-test/Post-test Score of Grade 7
Students in Grade 7-Bonifacio

Student # 1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
Total
MPS
*The
10Increase

Pre-Test
Score
Percentag
e
7
70
5
50
5
50
4
40
4
40
4
40
3
30
0
0
7
70
4
40
4
40
7
70
6
60
3
30
4
40
3
30
7
70
7
70
6
60
7
70
5
50
6
60
7
70
6
60
6
60
6
60
2
20
4
40
6
60
145
50%

Post-Test
Score
Percentag
e
10
100
9
90
9
90
9
90
9
90
8
80
8
80
7
70
10
100
8
80
8
80
10
100
10
100
8
80
8
80
9
90
10
100
10
100
9
90
10
100
10
100
9
90
10
100
10
100
9
90
9
90
8
80
10
100
10
100
264
91.03%

Increase

3
4
4
5
5
4
5
7
3
4
4
3
4
5
4
6
3
3
3
3
5
3
3
4
3
3
6
6
4

item test used was taken from the assessment activity card of the SIM.
41.03

Republic of the Philippines

Department of Education
Region XII
City of Koronadal

KORONADAL NATIONAL COMPREHENSIVE HIGH SCHOOL-Paraiso Extension

ITEM ANALYSIS
Subject: TLE 7 (Commercial Cooking)

No. of Students Tested: 29

Objectives

No. of
Items

1. Identify the names of

Cooking Materials, Kitchen
tools and equipment.

2. Classify things according

to Cooking Materials, Kitchen
Tools and Equipment

3. Use Kitchen Tools and

Equipment according to its
function.

4. Select and use chemicals

for cleaning and /or sanitizing.

5. Carry out measurements

and calculations in required
task.

6. Compute costs of
production according to
standard procedure.

7. Read and interpret kitchen

plan

8. Identify sign, symbols, and

data according to job
specifications.

9. Identify types of kitchens

and appropriate layouts.

10. Identify hazards and risks.

5

Item Placement

16
17
18
19
20
11
12
13
14
15
1
2
3
4
5
6
7
8
9
10
26
27
28
29
30
21
22
23
24
25
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50

Prepared by: 50
EMMA D. LUMOGDANG
Teacher I/Subject Teacher

No. of Correct
Response

7
4
12
8
9
14
10
12
13
11
16
19
15
18
18
24
27
28
26
28
15
17
15
16
16
19
15
17
19
17
16
16
19
15
15
18
15
14
15
15
17
14
16
16
15
12
14
15
14
14

Subject Teacher: Mrs. Emma D. Lumogdang

Grading Period: 2nd grading Period
% of correct
Response

24
14
41
28
31
48
34
41
45
38
55
66
52
62
62
83
93
97
90
97
52
59
52
55
55
66
52
59
66
59
55
55
66
52
52
62
52
48
52
52
59
48
55
55
52
41
48
52
48
48

No. of Wrong
Response

22
25
17
21
20
15
19
17
16
18
13
10
14
11
11
5
2
1
3
1
14
12
14
13
13
10
14
12
10
12
13
13
10
14
14
11
14
15
14
14
12
15
13
13
14
17
15
14
15
15

% of wrong
Response

76
86
58
72
69
52
66
59
55
62
45
34
48
38
38
17
7
3
10
3
48
41
48
45
45
34
48
41
34
41
45
45
34
48
48
38
48
52
48
48
41
52
45
45
48
59
52
48
52
52

Mastered
(75% and
Above)

ANALYSIS
Nearing
Mastery
(50% to 74%)

Least
Mastered
(49% and
Below)

TOTAL

Noted by:
WILMER H. FETALINO
School Head

Table 2. Summary of Scores on the Validation of the Strategic Intervention Material in Technology
and Livelihood Education (Commercial Cooking) Entitled Fairy Lady and Her Kitchen.
Criteria

1. The SIM is Properly

constructed
2. The activities are sufficient.
3. The activities are within the
level of the students.
4. The activities are appropriate
to meet the desired
outcome/objectives.
5. The SIM measures what is
intended to measure.
6. The SIM is easy to evaluate.
TOTAL
Over- All

Strongly
Disagree
(1)

Disagree
(2)

Uncertain
(3)

Agree
(4)

Strongly
Agree
(5)

Mean

Descriptive
Equivalent

4.33

Agree

2
2

4.67
3.67

Strongly Agree
Agree

4.67

Strongly Agree

4.67

Strongly Agree

1
1.2

2
2.83

4.67
26.68
4.54

Strongly Agree

Strongly Agree

Table 2 presents the summary of the scores on the validation of the Strategic Intervention
Material (SIM) used in Action Research. As noted in table 2, experts ( 1 TLE Coordinator, 1
Teacher teaching TLE and the School Head) who validated the SIM strongly agree that the
activities selected are sufficient and appropriate to meet the desired outcome/objectives,
measures what is intended to measure and is easy to evaluate.
Likewise, experts agree that the SIM is properly constructed and the activities are within
the level of comprehension of the students.
Based on the findings, it can be concluded that SIM is an effective tool to be used as an
Action Research instrument since the overall descriptive equivalent is Strongly Agree with 4.54 as
an overall Mean.

Republic of the Philippines

Department of Education
Region XII
City of Koronadal
KORONADAL NATIONAL COMPREHENSIVE HIGH SCHOOL-Paraiso Extension
TABLE OF SPECIFICATION
School: KNCHS-Paraiso Extension
Subject: TLE 7 ( Commercial Cooking)
LEARNING COMPETENCIES

Subject Teacher: EMMA D. LUMOGDANG

Period
: 2nd Grading

No. of
Session

Knowledge

Comprehen
sion

Analysis

Application

Total

Percen
tage

1. Identify the names of Cooking

Materials, Kitchen tools and
equipment.

11

12

13,14

15

10

2. Classify things according to

Cooking Materials, Kitchen Tools and
Equipment

16

17

18,19

20

10

3. Use Kitchen Tools and Equipment

according to its function.
4. Select and use chemicals for
cleaning and /or sanitizing.
5. Carry out measurements and
calculations in required task.
6. Compute costs of production
according to standard procedure.
7. Read and interpret kitchen plan

2,3

10

8,9

10

10

26

27

28,29

30

10

21

22,23

24

25

10

2
2

31
36

32
37,38

33,34
39

35
40

5
5

10
10

41

42

43,44

45

10

2
24

46
10

47,48
14

49
16

50
10

5
50

10
100

8. Identify sign, symbols, and data

according to job specifications.
9. Identify types of kitchens and
appropriate layouts.
10. Identify hazards and risks.
TOTAL

Prepared by:
EMMA D. LUMOGDANG
Teacher
Noted by:
WILMER H. FETALINO
School Head

REFERENCES
Books
AQUIBO, M.A. (2002) Enhancing and Learning. Copyright June 2002.

Periodicals/Journals
TENEDERO, H. (2006) The HI Class Teacher. Copyright 2006

Unpublished Materials
BALLOS, V. (2006) Multi-Media Awareness: Its Effect on the Teaching Performance of
Secondary Science Teachers in the Division of Koronadal city and South Cotabato
Websites
magmendykit@yahoo.com SOBERANO, L.(2014) Strategic Intervention Metrials in Chemistry:
Its Development and Effectiveness.
http://m.search.proquest.com/proquestws/mlogin

Every

child
is
unique.
It
is
therefore, the responsibility of a
teacher to prepare them to become
competitive, more productive and let
them ready to face the complexity of

THANK YOU
AND
GOD BLESS US
ALL!