AWARENESS AND PREPAREDNESS OF USING STRATEGIC INTERVENTION

MATERIAL (SIM) IN DEPED CABANATUAN CITY

Submitted to:

Atty. Emie Portillo

In Partial Fulfillment
of the Requirements for the Degree
of Master of Arts in Education

by

WILLBERT P. BALANGAT
2015

CHAPTER 1
The Problem and Its Background
Introduction
In

an

article

entitled

The

Sorry

State

of

RP

Public

Education which was published in Manila Times on July 6, 2004,

at

the

24th

National

Educators

Congress,

former

Education

Secretary Florencio Abad laid down the facts that only six out of
every 1,000 Grade Six elementary graduate students are prepared
to enter high school and only two out of every 100 fourth year
high school students are fit to enter college. He also stated
that

the

Philippines

is

no.

41

in

Science

and

no.

42

in

Mathematics among 45 countries.

An anonymous author once said, teachers make a difference
and

in

making

difference,

all

type

of

learners

must

be

considered, especially those who needs special attention due to

below average performances. And once these learners thrive and
improved, the biggest difference is made because changes could be
counted for life.
With the foregoing concerns of educators, the Department of
Education developed a system of teaching learners with special
needs,

called

material,

which

Strategic
started

Intervention
with

the

Material

initiative

(SIM).
of

the

The
former

Department of Education Secretary in 2005, is a collection of

learning activities and illustrations collated in a portfolio

style. It is intended as a remedial instruction for students who

are performing below the competency standard set by DepEd in
different academic subjects. It is self-regulated which can be
manipulated and used by the learners during their break time,
even

without

the

supervision

of

the

teacher.

It

is

self-

understandable and explanatory because terms used are constructed

into the simplest but most informative and interesting channel.
The Strategic Intervention Material (SIM), since 2005, had
dynamically evolved as it is being promoted by DepEd through
National contests (PDI, 2005). It had been a yearly tradition
that public elementary schools be encouraged to join the SIM
making contest, in order to convey the goodness which SIM could
give to students with special needs. Subjects which are mostly
found difficult by learners like Mathematics, English and Science
became the favorite subject of teachers when making SIM.

Theoretical Framework
This study is primarily based on the Intervention Theory and
Method of Chris Argyris wherein he argues that in organization
development, effective intervention depends on appropriate and
useful knowledge that offers a range of clearly defined choices
and that the target should be for as many people as possible to
be committed to the option chosen and to feel responsibility for
it. Overall, interventions should generate a situation in which

actors believe that they are working to internal rather than

external influences on decisions.
Intervention theory is a term used in social studies and
social

policy

to

refer

to

the decision

making problems

of

intervening effectively in a situation in order to secure desired

outcomes. Intervention theory addresses the question of when it
is desirable not to intervene and when it is appropriate to do
so. It also examines the effectiveness of different types of
intervention. The term is used across a range of social and
medical practices, including health care, child protection and
law enforcement. It is also used in business studies.
The researcher believes that intervention is necessary to
overcome

the

intervention

learning
of

difficulties

teachers

in

the

of

acquiring

students
of

and

learning

the
of

student is a significant factor.

Conceptual Framework
The

study

deals

with

determining

the

awareness

and

preparedness of primary grade teachers in implementing

Strategic

Intervention

based

Material

which

will

be

cultivated

on

intervention theory and method of Chris Argyris wherein he argues

that in organization development, effective intervention depends
on

appropriate

and

useful

knowledge

that

offers

range

of

clearly defined choices and that the target should be for as many

people as possible to be committed to the option chosen and to

feel responsibility for it. The findings of the study will be
used in the improvement of the Division Planning Program which
may be utilized for implementing future plans and programs to
improve the performance of schools as well as the pupils.
The figure below will be the test map of the study which
includes its input, the process and output. The figure shows that
the study is focused on identifying the relationship of the
profiles of the primary grade teachers on their awareness and
preparedness of using Strategic Intervention Material using the
instruments and interpreting the data. The procedure will be
within the use of descriptive method which shall be done by
interpreting the relationship of the profiles of teachers and
their awareness and preparedness of using SIM; the relationship
of

the

awareness

and

preparedness

of

using

SIM

and

the

performance of the school in terms of the National Achievement

Result.

The

result

will

be

the

basis

of

the

improvement

of

planning and implementing programs of the school and the Division

to better serve its stakeholders.

Figure 1. Paradigm of the Study

INPUT
Profiles of Primary
Grade Teachers
-

Age
Gender
Marital
Status
Educational
attainment
Religion
Length of
Service
Training and
Seminars
Position and
Designation

Awareness and
Preparedness of
Implementing SIM
at

OUTPUT

PROCESS
Data Gathering
Instrument

relationship

Questionnaire

aware;
2Slightly

aware;
3Somewhat

aware;
4Moderately

aware and;
5Extremely

profiles

of

the

teachers

Frequency

the

Counts
Weighted Mean
Standard

and

Feedback

and

awareness

of

using

Strategic

Pearson

aware.

primary

preparedness

Deviation

all

Statement of the Problem

the

Treatment

of Correlation

1Not

between

Statistical

Intervention

Product Moment

Determined

Materials
The
relationship
between the
awareness and
preparedness
of using SIM
and
performance of
the school in
National
Achievement
Test

The study will sought to answer the following questions:

1. How are the primary grade level teachers of District 10
described in terms of:
1.1. Age
1.2. Gender
1.3. Marital Status
1.4. Educational Attainment
1.5. Religion
1.6. Length of Service in the Teaching Profession
1.7. Trainings and Seminars Attended
1.8. Position and Designation in their Respective Schools?
2. How are the practices of primary grade level teachers in
District 10 described in terms of:
2.1. Awareness of the Strategic Intervention Materials
2.2. Preparedness in using Strategic Intervention Materials
2.3. Approaches and Strategies in Teaching
2.4. Assessment, Instruments and Techniques
2.5. Interventions?
3. What factors affect the primary grade level teachers from
using or not using Strategic Intervention Materials?
4. How do the personal profiles of the primary grade level
teachers

influence

their

awareness

and

preparedness

in

implementing SIM?
5. How do their awareness and preparedness of implementing SIM
affect the school performance in National Achievement Test?

Hypothesis
The study will test the foregoing null hypothesis:
1. There is no significant relationship on the

personal

profile of the primary and elementary teachers of District

10

on

their

awareness

and

preparedness

Strategic Intervention Materials.

of

implementing

2. There is no significant relationship on the awareness and

preparedness

of

teachers

in

implementing

SIM

with

the

performance of the school in National Achievement Test.

3. The practices of the primary and elementary teachers of
District

10

have

no

significant

relationships

on

their

awareness and preparedness of implementing SIM..

Scope and Limitation of the Study

The study will focus on the awareness and preparedness of
primary grade teachers in implementing Strategic Intervention
Materials. The awareness and preparedness of implementing SIM
will be categorized into five levels namely: 1 Not at all
aware; 2 Slightly aware; 3 Somewhat aware; 4 Moderately
aware and; 5 Extremely aware.
It will be conducted in District 10 of the Division of
Cabanatuan.

There

are

eight

public

schools

in

the

district

wherein schools with large population has at least two sections

per grade level. There are about 48 primary grade teachers in
District 10 teaching Grades 1 to 3. Each teacher will be given
with questionnaires as soon as the conduct of this study will be
approved.
This study is limited to primary teachers since the primary
grade level is the basic foundation of learning in the Elementary
which the researcher believed to be strengthened.

Significance of the Study

The

findings

administrators,
principals

in

intervention

of

the

school

study

will

be

helpful

superintendents,

planning

and

especially

in

implementing
increasing

school

supervisors

programs

the

for

for

performance

and

learner
of

the

schools in National Achievement Tests.

Teachers

will

be

given

more

trainings

and

seminars

to

improve and enhance their knowledge about SIM.

The Pupils would be the ultimate beneficiaries of the study.
Improving
different

teachers
subject

practices

areas

would

and
mean

techniques
increased

in

teaching

efficiency

and

better learning on the part of pupils.

Finally,
springboard

the

for

results

planning

of

the

officers

investigation
and

may

curriculum

serve

as

writers

in

making educational plans and programs relative to intervention

programs in the Division of Cabanatuan in particular and the
whole country in general.
Definition of Terms

Primary Teachers. It refers to teachers who are teaching grades 1

to 3. It also refers to teachers of the District 10 of the
Division of Cabanatuan City

Strategic Intervention Materials (SIMs). These are tools which

are exclusively designed for those students who are really in
need of an intensive learning care of the teachers. It is a tool
intended for remedial class used to re-teach competency-based
skills which were not learned by pupils with special needs during
the regular classroom teaching. (Wikianswers)

Students with Learning Difficulties. These are learners which has

grades below 75 in their grades or those who are not performing
satisfactorily on their subjects.

Chapter 2
Review of Related Literature and Studies
This chapter presents the related literature and studies
both local from foreign and local sources. This also includes of
the synthesis of related literature and studies.

Local Literature
The Department of Education issued DepED Memorandum No. 117,
s. 2005, which states that teachers should be capacitated in
developing various intervention materials for remediation and
enrichment of learning.
In a Department Order issued by Department of Education on
Policy

the

Guidelines

on

Addressing

Learning

Gaps

and

Implementing a Reading and Writing Program in Secondary Schools

Effective

School

Year

(SY)

2012-2013,

it

states

that

the

division offices (DOs), through their Quality Assurance Teams,

shall monitor the schools and provide technical assistance as
required. A report to the regional office (RO), copy furnished
the Bureau of Secondary Education (BSE), on the general profile
of learners' deficiencies, interventions adopted, and progress
attained by mid-year and by the end of the school year (SY) is
advised.
encourages

In compliance with the said order, Division Offices

teachers

to

participate

and

prepare

Strategic

Intervention Materials.
Strategic Intervention Material (SIM) is an instructional
material intended to re-teach topics which are considered as
Least Mastered. Its different from a module in many aspects but
its main goal is parallel to having remedial classes for those
Least

Mastered

topics.

It

only

requires

least

supervision. (Strategic Intervention Materials, 2010)

teacher

Foreign Literature
Teachers strategy in teaching greatly affects the academic
performance of students as stated by Hansen in his paper which
was presented at the annual meeting of the American Educational
Research Association in New Orleans, Louisiana on April 25, 2000,
Many

researchers

have

discussed

the

different

factors

that

affect the student academic performance in their research. There

are

two

types

of

factors

that

affect

the

studentsacademic

performance. These are internal and external classroom factors

and

these

Internal

factors
classroom

strongly

affect

factors

includes

the

studentsperformance.

students

competence

in

English, class schedules, class size, English text books, class

test results, learning facilities, homework, environment of the
class, complexity of the course material, teachers role in the
class, technology used in the class and exams systems. External
classroom

factors

include

extracurricular

activities,

family

problems, work and financial, social and other problems. Research

studies shows that studentsperformance depends on many factors
such as learning facilities, gender and age differences, etc.
that can affect student performance.
Bruce, et al (2001) pointed out that the development of
positive attitudes towards any school subject is fundamental for
several reasons. First, attitude is related to achievement and

may

enhance

cognitive

development

directly.

Second,

positive

attitude toward a subject makes students more likely to engage in

lifelong

learning

both

formally

and

informally.

More

specifically, in the area of science teaching, positive attitude

affects both course and career choices.
According

to

Bretz

(2001),

Novaks

Theory

of

Human

Constructivism states that a meaningful learning underlies the

constructive

integration

of

thinking,

feeling,

and

acting,

leading to human empowerment for commitment and responsibility.

Meaningful

learning

will

only

occur

when

education

provides

experience that requires students to connect knowledge across the

three domains either cognitive, affective, or psychomotor domain.
Students must not only read concepts, but must also design and
carry out experiments in the laboratory which will allow them to
connect these abstract concepts to choices they must make in
their daily lives.

Luke

(2006)

mentioned

that

strategy

instruction is a powerful student-centered approach to teaching

that is backed by years of quality research. In fact, strategic
approaches to learning new concepts and skills are often what
separate good learners from poor ones. Considering that many
students with disabilities struggle with developing strategies
for learning and remembering on their own, a parent or teacher
skilled

in

difference.

introducing

this

process

can

make

world

of

Luke (2006) also added that strategy instruction supplies

students

with

the

same

tools

and

techniques

that

efficient

learners use to understand and learn new material or skills. With

continued guidance and ample opportunities for practice, students
learn to integrate new information with what they already know,
in a way that makes sensemaking it easier for them to recall the
information
situation

or

or

skill

setting.

at

Not

later
only

time,
does

an

even

in

impressive

different
body

of

research exist with respect to strategy instruction, but that

library of knowledge is also extremely broad and has direct and
immediate application to practice in almost every area of the
educational curriculum. Even better, this method of instruction
is appropriate and effective for students who have disabilities,
as well as for those who do not.
Researchers at the University of Kansas have been deeply
involved in researching learning strategies since the 1970s and
have done much to define and articulate the benefits of strategy
instruction, particularly for students with learning disabilities
(LD). This work has resulted in one of the most well-researched
models for teaching students to use learning strategies. This
model has been known for years as the SIM, which stands for the
Strategic Instruction Model. Over the past 25 years, SIM has
emerged into a multi-system, comprehensive school-wide approach

with coordinated evidence-based teaching and learning components

at its core.

Local Studies
The findings of Barredo (2011) agreed with the findings of
Hogan (2000) and Woodward (2004), who found out that intervention
materials contributed to better learning of the concepts among
students. Posttests and maintenance tests indicated that students
who were taught with material employing the causal style of
discourse

had

significantly

better

retention

of

facts

and

concepts and were superior in applying this knowledge in problemsolving exercises. Furthermore, students learn best when they can
build on past experience, relate what they are learning to things
that are relevant to them, have direct "Hands-on" experience,
construct

their

own

knowledge

in

collaboration

with

other

students and faculty, and communicate their results effectively.

The study of Barredo (2011) came up with the following
findings

that

there

was

no

significant

difference

on

the

performance of the experimental group and control group in the

pretests. They were of the same level of intelligence and mastery
before they were exposed to experiment. Although there was slight
difference on their mean score, it was not that significant based
on the computed t-value of 0.476 at 0.05 significance level;
There

was

significant

difference

on

the

performance

of

the

experimental group in the pretest and posttest. The difference in

the

mean

scores

of

posttest

and

pretest

of

8.93

was

indeed

significant. There was a positive transfer of learning in the two

groups. However, higher mean was observed from the experimental
group after the presentation of the intervention materials and;
the strategic intervention materials were effective in mastering
the competency based skills in science based on the mean gain
scores in the posttests of the experimental and control groups.
In a study of Dy (2007) to determine the effectiveness of
the

Strategic

Intervention

Materials

(SIM)

in

Science

IV

(Physics), it revealed that the finding agrees with Deocariza

(2004) wherein the PWA Based Workbooks in Science III that was
developed was found to be effective in enhancing: a) students
achievement in Science III, b) practical skills, and c) positive
attitude towards practical work. Brophy (1998) also disclosed
that learning is fun and exciting, at least when the curriculum
is well matched to students interests and abilities and the
teachers emphasizes hands-on activities.
This finding is consistent with previous research reports
that the instructional device prepared by the teacher takes the
center stage in the teaching methodology. The teaching aids are
used to provide a concrete experience about the lessons for the
students since they are seen or heard or both. (Isorena 2000),
Salandanan 1996, Gowin 1981). The students power to control

better

his

teachers

later

experience

authority

as

is

in

grounded

students

not

so

much

understanding

in
of

the
how

educative materials enhance and enlarge the range of experience.

The teachers responsibility is to see that what the student
takes from the educative materials does in fact help the student
in this increased understanding.
.
Foreign Studies
In a recent research in Center for Research on Learning at
University of Kansas (Pearson Hall, 2009), all of the Strategic
Instruction Model teaching routines have been successfully field
tested

in

general

education

classrooms

characterized

by

significant academic diversity. The classes contained students

judged to be at risk for academic school failure as well as
students

judged

to

have

learning

disabilities.

Research

has

demonstrated that consistent and explicit instruction and use of

each routine is a key ingredient for instructional success.

Synthesis of Related Literature and Studies

Literatures

and

studies

revealed

that

the

strategic

intervention material is an effective way to enhance the academic

performance of students. It is also a helpful tool to unlock the
learning difficulties of students with learning disabilities.

However, despite the numerous studies conducted about SIM

and the promotion of the Department of Education, the level of
awareness and preparedness of teachers in using SIM especially in
the primary grade level should be assessed. This is to ensure
that the programs from the national level reaches the grassroots
level.

This study is different from the former studies since the

latter

aims

to

identify

the

awareness

and

preparedness

of

teachers in using the Strategic Intervention Material in District

10 of the Division of Cabanatuan.

Chapter 3
Methodology
This chapter presents the research design, population and
sampling, respondents of the study, research instrument, data
gathering procedures and statistical treatment of data that will
be used in the study in order to have a reliable analysis and
interpretation of data.

Research Design

This study will utilize the descriptive method of research.

According to Johnson and Christensen (2010), the primary purpose
of descriptive research is to provide an accurate description or
picture

of

the

status

or

characteristics

of

situation

or

phenomenon. The focus is not on ferreting out cause-and-effect

relationships but rather on describing the variables that exist
in

given

situation,

and

sometimes,

on

describing

the

relationships that exist among those variables. The researcher

will

describe

the

present

condition

in

primary

and

selected

elementary schools in the Division of Cabanatuan City.

In

an

article

posted

by

Penwarden

(2014),

descriptive

research is conclusive in nature, as opposed to exploratory. This

means that descriptive research gathers quantifiable information
that

can

be

used

for

statistical

inference

on

your

target

audience through data analysis. As a consequence this type of

research takes the form of closed-ended questions, which limits
its ability to provide unique insights. However, used properly it
can

help

an

organization

better

define

and

measure

the

significance of something about a group of respondents and the

population they represent.

Population and Sampling

The sampling technique that the researcher will use in this
study

is

purposive

sampling.

As

defined

by

Subia

(2013),

purposive sampling is a non-probability sampling wherein sample

respondents are selected based on certain criteria laid down by
the researcher. The researcher will use this sampling technique
since the study will be limited only to teachers of District 10
of the Division of Cabanatuan and who are teaching primary grades
only (Grade 1 to 3).
The
primary

sample
grade

respondents
teachers

of

of

the

District

study
10

will
of

cover

the

all

48

Division

of

Cabanatuan City for the School Year 2015-2016. District 10 is

composed of eight primary and elementary schools. In the primary
grade, small schools has at least one section per grade level
while bigger schools has at least two sections per grade level.
Table 1 shows the distribution of the population:

Table 1
Distribution of Population

School
A
B

Grade
Level
1
2
3
1
2

No. of
Teachers
2
2
2
1
1

Total
6
3

C
D
E
F
G
H

3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
TOTAL

1
2
2
2
2
2
2
2
2
2
3
3
3
2
2
2
2
2
2

6
6
6
9
6
6
48

Respondents of the Study

The respondents of this study will be Grade 1 to 3 teachers
of District of the Division of Cabanatuan. The respondents has
diverse qualities in terms of their age, gender, marital status,
length of service in teaching, religion, educational attainment,
seminars and trainings attended, and the position and designation
they held in their respective schools.
The sample respondents of this study will cover 48 teachers
of District 10 of the Division of Cabanatuan City for the School
Year 2015 -2016.

Research Instrument

Data collection instruments refer to devices used to collect

data

such

schedules

as
and

(1997:466)

questionnaires,
checklists

define

tests,

(Seaman

structured

1991:42).

questionnaire

as

Polit

method

interview

and
of

Hungler

gathering

information from respondents about attitudes, knowledge, beliefs

and feelings. The questionnaire to be used by the researcher is
designed to gather information about teachers who are teaching
primary grades (Grade 1 to 3)in District 10 of the Division of
Cabanatuan.
The questionnaire will be divided into three parts. The
first part aims to collect information on the demographic profile
of the respondents such as their age, sex, marital status, length
of

service

in

teaching,

educational

attainment,

seminars

and

trainings attended, and the position and designation in their

respective schools. The second part of the questionnaire aims to
collect information on the level of awareness and practice of the
respondents

on

the

use

and

implementation

of

Strategic

Intervention Materials (SIM). The third part of the questionnaire

will

based

on

their

answers

on

the

second

part

of

the

questionnaire. The third part aims to collect information on the

reasons of the respondents why their level of awareness and
practice of SIM is high or low.

Data Gathering Procedures

Permission
researcher
Division

to

from

of

conduct

the

the

Schools

Cabanatuan

study

will

Division

City

and

the

be

sought

by

the

Superintendent

of

the

Public

Schools

District

Supervisor of District 10.

After

seeking

approval

from

the

Superintendent

and

Supervisor, the researcher will inform the principals of the

primary and elementary schools of District 10 that the researcher
will

be

conducting

the

study

and

questionnaires

will

be

distributed to primary grade teachers.

Questionnaires

will

be

explained

to

the

participants

to

ensure proper filling-up and then the questionnaires will be

collected from the schools for the analysis of data.

Statistical Treatment of Data

The study will use the following statistical tools.
1. Percentage
f
P=________ x 100
N
Where:
P = percentage
f = frequency of responses
N = total number of respondents
2. Weighted Mean

X
n

weighted mean

X value of each item

n number of item
3. Standard Deviation

f ( X X )2
N
s =
where:
s standard deviation
f frequency
X value of each item
X

mean

N number of cases
4. Pearson Product Moment of Correlation
References
Bretz,

S.

L.

2001.

Journal

of

Chemical

Education

Online

Symposium. Jchemed.wise.edu., August.

Bruce, et.al. 2001. Executive Summary of the Research Synthesis
on

Effective

Teaching

Principles

and

the

Design

Quality Tools for Educators. Published Material

of

Hansen, Joe B. (April 2000) Student Performance and Student

Growth

as

measure

of

success:

An

evaluators

perspective Paper presented at annual meeting of the

American Educational Research Association New Orleans,
Louisiana, April 25, 2000
Johnson, B. R., & Christensen, L. (2010). Educational Research:
Quantitative, Qualitative, and Mixed Approaches. United
States of America. SAGE Publications, Inc.
Manila Times, Tuesday, July 6, 2004. The Sorry State of RP Public
Education
Penwarden,

R.

(2014).

Respondents

and

Descriptive
Drawing

Research:

Conclusions.

Defining

Your

Retrieved

from

http://fluidsurveys.com/university/

descriptive-

research-defining-respondents-drawing-conclusions/
Tsoktok. (2010).Strategic Intervention Materials (SIM): A Closer
Look.

http://tsoktok.blogspot.com/2010/11/

intervention-materials-sim.html

strategic-