DEVELOPMENT AND EVALUATION OF STRATEGIC INTERVENTION MATERIAL IN SCIENCE V
AIRENE S. MARIMLA
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. There would not have fridges to keep food fresh, television to entertain or even cars to travel in.
Today, science influences so many different things. Science has influenced the medical industry that today reduces thousands of deaths every day. But is science only about new inventions, new technology and new medicines?
Science must be understood by people that it is not just about new technology, inventions or new medicines. Science is about a whole lot more than that and to sum it up, it is believed that science is a way of helping the brain grow in finding new knowledge and helps us defeat our curiosity of how the world develops and works today.
With the fast changing need of the 21st century pupils, teachers must meet even those whom are tagged “left-behind pupils”. This is the reason why the use of Strategic Intervention Material put into consideration.
One of the identified problems in education is the low performance of pupils in terms of the National Achievement Test (NAT). In spite of different curricula implemented and proposed by Department of Education, this has been the battle point of teachers. Does the changing of educational curriculum really affect pupils’performance? This can be answered by a simple Yes or No. But to have a deeper and meaningful answer is to consider pupil factors like their level of motivation towards learning and the like.
In response with the identified problem, teachers can use variety of teaching methodologies and instructional materials for effective learning. That is why, the researcher decided to develop and produce Strategic Intervention Material to test its effectiveness designed for Northville 15 Integrated School, Science V pupils.
The author conducted a study to determine the usefulness of the Strategic Intervention Material in Science V to the performance of the pupils.
Specifically, the study dealt to identify the least learned topics in Science V in the third quarter; to describe the scores of the pupils in the pretest; to know the scores of the pupils as described in the posttest; to prove the highly significant difference between the scores of the pupils in the pretest and posttest; and to know how the Strategic Intervention Material in Science V developed by the researcher was evaluated by the experts on SIM in terms of Content/ Subjects, Subject Matter, Presentation and Organization and Usefulness.
The quasi-experimental method was used in the study, standardized test, strategic intervention material and an evaluation form were the primary instruments used in gathering data. Pretest was first administered to identify the least learned topics in Science and in order to develop a strategic intervention in Science V which consisted of two least learned topics. Electricity and Simple Machines were the two least learned topics; teachers respondents strongly agreed on the content/ objectives, subject matter, presentation and organization and usefulness of the Strategic Intervention Material; the performance of the pupils on the Strategic intervention Material based on their scores was described satisfactory and very satisfactory. There was an improvement in the posttest scores of the pupils. It revealed that there was highly significant difference between the pretest and posttest scores of the pupils. It was concluded that Strategic Intervention Material is useful in order to reduce the least learned topics and at the same time to improve the performance of the pupils. — oOo— The author is Teacher III at Northville 15 Integrated School, DepEd Angeles City