Introduction
Teachers had difficulty teaching Mathematics even before the pandemic, especially
when there were many non-numerates, a low level of interest in Math, and a lack of abilities
in various learning competencies (Mendoza, 2018). In almost all levels, Filipino students
registered low performance in Mathematics nationwide (Del Cesar et. al, 2016). The decrease
in the National Achievement Test (NAT) performance from 50.7% in the SY 2007 – 2008 to
46.3% in the SY 2011 – 2012 of secondary schools supported this finding (Antiporda, 2014).
However, the MPS results of Mathematics 10 for the past two years was 59.36 % and 62.57%
which was below the national target of at least 75% MPS. This shows the lack of mastery of
the lesson and indicates low academic performance. Based on the result of
the summative assessment of Math 10 Quarter 1, MELC 12 (solving problems involving
polynomials and polynomial equations) were under the Low Mastery level.
The Department of Education required teachers to assess if the necessary information
and abilities critical to understanding were established. If it not, teachers should give
appropriate interventions such as Strategic Intervention Materials (SIM). The researchers used
this concept to develop Self-Guided Intervention Materials (S-GIM) as a tool for intervention
strategies to improve the academic performance of Grade 10 pupils in solving polynomial
equations. The following questions were specifically addressed in this study: 1. What is the
academic performance of grade 10 students in solving polynomial equations based on the
pretest? 2. What is the academic performance of grade 10 students in solving polynomial
equations after using the Self-Guided Intervention Materials (S-GIM) based on the posttest?
3. Is there any significant difference between the pre-test and post-test scores of Grade 10
students solving polynomial equations? 4. How do grade 10 students perceive the use of SGIM in solving polynomial equations?
The descriptive-quantitative design was used in this study. There were 39 participants
in the study, all of them were Grade 10 were categorized as learners who were under the ILMP
in the first quarter. To gather the data, the researcher identified the least mastered
competencies, developed a 15-item tests and intervention material which underwent
validation from the experts. The researcher asked permission and obtained approval from the
parents. In gathering the data, the researcher administered first the pretest prior to the
intervention material. The intervention materials were distributed together with activity
sheets on the date of the retrieval and distribution. The S-GIM was given to the respondents
after they completed the pretest. Posttests were given after students completed the
intervention. The administration of the Student Perception Survey was the next step. In
analyzing the data, the researcher utilized MS Excel Toolpak to compute the mean, standard
deviation, and two-tailed paired-sample t-test.
Finding/Results and Discussion
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Conclusion and Recommendation
Grade 10 students’ academic results revealed a Low Level of Skill on the pretest and
showed an Average Level of skill in solving polynomial equations in the posttest. Students
perceived Self-Guided intervention Materials as effective intervention tools. S-GIM's
explanations were clear and suited to the students' needs. They were motivated and inspired
to explore new mathematics topics. Based on the conclusion, it was recommended that
seminars and in-service training on the development and implementation of the Self-Guided
Intervention Material (S-GIM) in distance learning should be held at the division level.
Mathematics teachers should develop S-GIM for the remaining lessons, particularly for the
least mastered skills.
References
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Dumigsi, M. & Cabrella, J. 2019. “Effectiveness of Strategic Intervention Material in
Mathematics as Remediation for Grade 9 Students in Solving Problems Involving
Quadratic Functions” https://www.researchgate.net/publication/335432286. Date
Retrieved: February 4, 2020
Dy, J. 2007. “Strategic Intervention Materials (SIM) in Teaching Science IV (Physics)”
(Retrieved February 4, 2020)
Ranada, M. J. 2011. Effectiveness of SIM-enhanced constructivist- oriented instruction
in developing graphing skills. Unpublished Master’s Thesis. Bicol University
Graduate School. Date Retrieved: February 13, 2020