THE EFFECTIVENESS OF MODIFIED STRATEGIC INTERVENTION MATERIAL
(MSIM) IN ENHANCING SCIENCE PERFORMANCE OF GRADE 10 MODULAR
DISTANCE LEARNER
Rationale
Effective teaching-learning process has always been the aim of any educational
institution. Regardless of the teachers’ age, gender and length in service, there will always be a
need to adopt, improve and improvise teaching strategies to adapt to the ever-changing world of
the learners.
However, the outbreak of COVID-19 resulted in a widespread disruption such as travel
restrictions, closure of schools and global economic recession. The Philippines has adapted the
new normal form of education at present, and continuous innovations of educators and active
involvement of other stakeholders are the driving force for its success. For the continuity of
education and for every school to still attain its mission and vision which is to provide quality
education to every Filipino learner, the Department of Education implemented Distance Learning
Modalities. Distance Learning refers to a learning delivery modality, where learning takes place
between the teacher and the learners who are geographically remote from each other during
instruction. (Quinones, 2020)
Modular learning is the most popular type of Distance Learning. In the Philippines, this
learning modality is currently used by all public schools because according to a survey
conducted by the Department of Education (DepEd), learning through printed and digital
modules emerged as the most preferred distance learning method of parents with children who
are enrolled this academic year (Bernardo, J). This is also in consideration of the learners in rural
areas where internet is not accessible for online learning.
This new normal in education is a great challenge for Science teachers to facilitate
effective teaching- learning process and enhance students’ scientific literacy. It is also difficult
for students to understand science concepts especially without the actual on-site facilitation of
teachers. This situation calls for educators to create intervention materials to improve the
students’ performance in Science.
In this time of pandemic wherein both teachers and students are facing challenges,
positive learning outcomes does not only depend on the teacher’s mastery of the subject matter
but also the teacher’s innovations and creativity. It is inevitable for teachers to continually
innovate intervention materials as well as strategies to assure continuity of learning. Through the
use of strategic intervention materials, the teachers can capitalize on the strengths and improve
learners’ performance.
Theories/Concept supporting the rationale
This study supports the Theory of Holmberg (1989) that calls for foundations of theory
construction around the concepts of independence, learning, and teaching. Holmberg summarizes
his theoretical approach by stating that: Distance education is a concept that covers the learningteaching activities in the cognitive and/or psycho-motor and affective domains of an individual
learner and a supporting organization.
Bumgarner (2017) presented that Contextualized Teaching and Learning Approach
rooted in the constructivist approach to teaching and learning. Constructivist theory is usually
associated with Jean Piaget, and he believed that pupils learn concepts and construct meaning
through interaction and interpretation of events in their environment. However, the application of
the CTL Approach was first Independent variables.
Amidst the challenges in education brought about by this pandemic, it is imperative for
teachers to use sound strategies to enhance competence of learners. This study therefore aims to
contribute knowledge in relation to modular distance learners’ academic performance in Science
by testing the effectiveness of Modified Strategic Intervention Material (MSIM) to enhance and
give remedy on the least mastered competencies. Science teachers must equip every student with
the necessary scientific skills that will help them perform in the different learning areas in the
curriculum.
Conceptual Framework
Independent variables
Learning gaps in modular
distance delivery
instruction in Science
Development and
utilization of Modified
Strategic Intervention
Material (MSIM)
Dependent variable
Science
performance
of grade 10
modular
distance
learners
Fig1. Dependent Variable as affected by Independent Variables
5
It is shown in Figure 1 how the dependent variable is affected by the independent
variables. The Independent variables include the leaning gaps in modular distance delivery
instruction and the development and utilization of modified strategic intervention material. On
the other hand, dependent variable comprises the Science academic performance of grade 10
modular distance learners. The effectiveness of MSIM will be determined by the academic
performance of learners.
Statement of the Problem/Purpose
This study aims to evaluate the effectiveness of Modified Strategic Intervention Material
(MSIM) in enhancing Science performance of Grade 10 Modular Distance Learners.
Specifically, the study attempts to answer the following questions:
1. What is the level of students’ academic performance on the least mastered competency in
Science 10 on the control and experimental groups before and after the utilization of MSIM?
2. Is there a significant mean difference between the students’ academic performance on the
control and experimental groups before and after the utilization of MSIM?
Hypothesis
The researcher is guided by the following hypothesis:
There is no significant mean difference between the groups of learners without
and with the utilization of MSIM.
Methods: Design, Sampling, Instrument, Procedure and Data Analysis
The pretest-posttest quasi-experimental design will be employed to carry out this study.
The participants of the study will be forty-six (46) grade 10 modular distance learners of Rizal
Integrated National High School SY 2021-2022 selected through purposive sampling. The
researcher will design and construct strategic intervention material using contextualization and
localization and material scaffolding strategies. The modified strategic intervention material will
be validated. To test the effectiveness of the MSIM, a validated assessment tool will be
administered as pretest before utilizing the MSIM and as post-test after the intervention.
The data to be gathered in this study will be tabulated, treated, analyzed, and used as
bases for interpretation. Standard statistical procedures and formula will be used to arrive at a
reliable conclusion. The researcher will use Mean, Standard deviation, Minimum, Maximum
value, Mean Percentage Score (MPS) as statistical treatment to process the data and to arrive at
interpretation of each item in the instrument. Paired t-test and Independent t-test will be
employed to compare the two mean scores after the utilization of MSIM.
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