Republic of the Philippines

Department of Education

EFFECTIVENESS OF “A PLATE OF PIZZA CRUST WITH MAGMA SAUCE”: A STRATEGIC

INTERVENTION MATERIAL WITH MOTHER TONGUE-BASED MULTILINGUAL

EDUCATION FOR GRADE 10 SCIENCE

A Research Proposal submitted to the

Policy, Planning and Research Division,

DepEd Caraga Region

KEVIN HOPE Z. SALVAÑA

SST-III, Los Arcos National High School

Researcher

April 11, 2017

I. Introduction of the Research

Education is the most critical factor for economic advantage. A country’s working force is

tailored by all necessary intellectual and skill competencies making them more relevant

members of the society (National Research Council, 2001). At the advent of formal education,

some learners experience difficulty in understanding topics as far as learner diversity is concerned.

Teachers have designed teaching strategies by considering learners’ psychology to allow an

optimum knowledge construction.

Bridging programs, tutorial, and remedial classes were few of the educational interventions

that allow students to cope with their least-learned competencies. Strategic Intervention Material

(SIM) is another educational intervention that promotes individual learning through guide

knowledge construction vis-à-vis engaging and relevant activities. The SIM is a reusable material

that is manipulative and constructivist in approach. It allows students to learn at their own pace.

In the Philippines, SIM is widely used by the Department of Education (DepEd) in

scaffolding students to master their least learned competencies. Development of SIMs is

encouraged and is observed during competitions such as the Science Fair and Quiz. SIMs play

important role in improving the achievement of Filipino people in Science. In the recent

participation of the country in the Trends in International Mathematics and Science Study

(TIMSS) the Philippines is situated 42nd out of 45 participating countries in the last participated

TIMMS 2003. The results were translated into putting more effort in scaffolding students with

necessary science and mathematics concepts.

Curriculum including curriculum materials, laboratory and science equipment are areas

crucial for instruction. Lack or insufficiency of the said factors may contribute to low performance

in science education. The study “Reading Comprehension Skills and Performance in Science

among High School Students in the Philippines” conducted by Imam et. al. (2014) revealed that

the overall students’ performance in reading comprehension and science was indexed at low
mastery level that positively correlated with science performance of students although the

strength of relationship was considered weak.

The consideration of language as a link to transcend information hiked to implementing

the Mother Tongue Based-Multilingual Education (MTBMLE) in the curriculum to deliver instruction

in a medium which is most familiar by the learners. The DepEd developed learning materials with

MTBMLE in Primary and Intermediate elementary levels to create a strong foundation of

learning to accommodate demanding competencies in high school. However, high school

students’ science performance is affected due to their general low mastery in English

comprehension (Imam et.al., 2014).

Thus the researcher takes the initiative in developing a SIM that eliminates language

barrier to assure an optimum learning experience especially to the science competencies in which

they perform less. This research which aims to develop material in Grade 10 Science will provide

reference at localizing material by considering grass-root learning through the use of Bisaya as

widely-used dialect in Agusan del Sur alongside with the integration of local examples of landforms

which will be used in the material.

II. Literature Review

Conceptual Literature

Educators know all children can learn; however, we are also faced with the harsh reality that

some at‐risk students progress through school without access to learning opportunities that are

finely attuned to their individual needs.

Historically, it has been up to the classroom teacher to determine the next best action for

a student performing below grade level. In many cases, teacher decisions lead to positive

outcomes and improved student learning. However, in other cases, students continue to

perform poorly without getting all of the support they need – not necessarily due to a lack of
effort on the teacher’s part. There is a clear need for strategies and tools that can help

educators identify these students’ needs more efficiently and systematically.

at https://www.nwea.org/blog/2012/what-is-rti-and-why-is-it-so-important-to-early-

learning/#sthash.B2CaP3gy.dpuf

Strategic Intervention Materials

Instructional materials are school resource inputs (SRI), they include print and non –

print items that are designed to impart information to students in the educational process.

Instructional materials also include items such as kits, textbooks, magazines, newspapers,

pictures, recordings, slides, transparencies, videos, video discs, workbooks and electronic

media including music, movie, radio, software, CD – ROMs, and online services (Dahar, 2011).

Instructional material plays a very important role in the teaching learning process. It enhances

the memory level of the students and makes the teaching – learning process interesting

(Nicholls, 2000; Raw, 2003).

At present, in the Philippine education system, intervention materials are highly regarded

as tools for remediating poor achievements of the learners. SIM or Strategic Intervention

Material refers to a teaching aid introduced into the teaching methods to stimulate the activity of

the students and thereby increased their level of understanding (Dy, 2011). It is strategically

prepared and designed for teaching remediation for low achievers in the subject. It is given after

the regular classroom instruction to students who were not able to grasp the concepts of the

subject matter.

Bunagan (2012) defined Strategic Intervention Material as meant to re-teach the

concepts and skills (least mastered). It is a material given to students to help them master

competency – based skills which they were not able to develop during a regular classroom

teaching. It consists of both learning strategies (for students) and content enhancement (for

teachers). It is a multifaceted approach to help students to become independent and successful

learners. He further differentiated SIM and modules. This intervention material focuses on the skill

not mastered by the students during regular class. It does not involve pretest and posttest and

includes fun activities. Module, on the other hand, contained different topics included in a given

chapter and intended for regular classroom teaching and distance learning. Module requires

pretest and posttest and also includes fun activities.

SIM increases and deepens students‘ skills in manipulation, knowledge or thinking,

understanding and observing the microscopic into macroscopic representation of matter like

atoms, molecules and ions which students believe as a discrete representation of the existing

matter and other related components of science (Togonon, 2011).Strategic Intervention Material

is an instructional material prescribed by the Department of Education to improve students‘

performance in science subjects. To promote successful learning in the field of science and

technology subjects in both elementary and secondary among public schools, DepEd

Memorandum No. 117, series of 2005, provided the teachers the training and workshop on how

to prepare this intervention material. As part of promoting the wide use of the material, the

Department of Education included SIM making that is open to all science teachers as one of the

contests in yearly science fair in the school, division, region and national level competitions.

The Strategic Intervention Material (SIM) is divided into six parts taken from the

seminars and trainings attended by the researcher. The first part of the SIM is the title card, this

part of the SIM includes the specific chapter or the subject matter covered by the material. The

SIM that was used in this study is entitled ―Chemical Romance‖ that covers chemical bonding

which is considered least mastered skills in Chemistry.The second part is the guide card. This

section gives a preview of what students will learn. This card should stimulate the interest of the

students with respect to the topic covered by the strategic intervention material. It presents the

focus skills mentioned in the learning competencies and must state at least two sub-tasks

(activities). This part must also cite prerequisite skills built on prior learning and concrete

outcome or product that students are expected to demonstrate or produce.

 The third part of the SIM is the activity card. This section is considered the heart of the

Strategic Intervention Material. It consists of activities that will develop understanding of the

students related to the given objective of a specific lesson stated in the guide card. It contains

also guide questions for the students to answer and relate the activity conceptually, that will be

developed after completing the main activity. This part also provides the objectives, students‘

exercises, activities, and drills with clear directions to develop necessary skills in the three

domains and concrete concepts, particularly those drawn from real – life situations. It allows

also the students to organize based on the sequence of the focus skills and to make discoveries

and formulate ideas on their own. This section also consists of questions that establish relationship

between the topic and what students already know or familiar to them.

The fourth part is the assessment card that is made up of activities and tests concerning

what the students learned from the previous activities of the SIM. This test measures how much

students learned from the given activities in the activity card. It is made up of questions in different

forms (multiple choice, interpreting graph, identification, and matching type). This section

determines the effect of this material as a tool for teaching remediation.

The fifth part of the SIM is the enrichment card. This section provides practical activities

to be done by students related to the topic. This involves applications of the topic in their daily life,

in industry or in other technologies. The last part of the SIM is the reference card which includes

the title of the books, websites, or any other electronic or printed materials. This part may be used

by students as reference for additional information concerning the topic covered.

Traditional Instruction Supported with Instructional Materials

Nowadays, traditional and modern teaching methods become a hot topic in education.

Traditional teaching activities refer to the learning process activities. The examples of traditional

teaching activities methods are using games and singing a song in and out the classroom

(Heriwinarko, 2012). A very typical feature of traditional methodology as Broughton (2004)

claimed, is the ―teacher – dominated interaction‖. The teaching is deeply teacher – centered.

The traditional methodology puts the responsibility for teaching and learning mainly on the teacher

and it is believed that tudents will be able to use the knowledge if they are present in the class

discussions and listen to the teacher‘s explanations and examples, (Boumova, 2008).

The Center for Integration of Research, Teaching and Learning (CIRTL) cited the

advantage and disadvantage of traditional teaching method: such as, giving the instructor the

chance to expose students to unpublished or not readily available instructional materials and

complimenting certain individual learning preferences. Some students depend upon the

structure provided by highly teacher – centered methods. Two of the disadvantages mentioned

are to enable understanding and long-term retention of content, it requires considerable amount

of unguided student time outside the classroom and it does not promote active learning but

rather placing students in a passive role which hinders learning.

Today‘s diverse student population has resulted in teacher‘s seeking changes in the

traditional methods of instructing students. Teachers seek ways to improve student motivation and

engagement in the learning process. Students learn principally through interactions with people

(teachers and peers) and instructional materials (textbooks, workbooks, instructional software,

web-based content, homework, projects, quizzes, and tests). But education policymakers focus

primarily on factors removed from those interactions, such as academic standards, teacher

evaluation systems, and school accountability policies. There is strong evidence that the choice

of instructional materials has large effects on student learning—effects that rival in size those that

are associated with differences in teacher effectiveness. Administrators are prevented from

making better choices of instructional materials by the lack of evidence on the effectiveness of the

materials currently in use (Chingos, 2012)

In order to facilitate the learning process, instructional media are used as aids. Instructional

media are classified as speaking – listening media, reading – writing media and computer – based

instruction (Aranes, 1998). For purposes of the study, the researcher will
center his discussions to visual and observational media which specifically concentrates on the

application of intervention material in teaching one of the least mastered skills in Chemistry.

Non-book instructional materials have opened up a new research field particularly in the

past 30 years. Similarly, in the most recent comprehensive summary in the audio-visual field,

numerous books and periodicals have made an effort to bring together more recent findings.

This investigation concerning the use and purposes of instructional materials in teaching

showed that there are many studies merely attempting to demonstrate the superiority of one

type of learning material over another (Broderick, 2012). This research tried to investigate one

type of instructional material without comparing to others.

The Use of Mother Tongue-based Multilingual Education

There is a growing trend around the world to support mother tongue instruction in the early

years of a child‘s education. In Southeast Asia, this is apparent in a rising number of educational

programs that utilize this approach. However, the Philippines is the only country in Southeast Asia

to have instituted a national policy requiring mother tongue-based multilingual education (MTB-

MLE) in the primary school years. While studies have long supported the use of mother tongue as

the language of instruction, they have primarily been conducted in community rather than national

settings. As such, little is known about how a national policy for MTB-MLE can be disseminated

into contextualized local environments.

For many years, the English-only and multilingual education bills were stalled due to a

divided Congress and administration. Despite the failure of Congress to act on this issue,

DepEd moved to institutionalize MTB-MLE on July 14, 2009 (Philippines Department of Education,

2009). The 2009 DepEd order required the use of the learners‘ first language as the primary

medium of instruction from pre-school until grade three, in addition to the teaching of Filipino and

English as separate subjects. This order called for implementation of MTB-MLE,

provided rationale for the shift in approach, and highlighted fundamental aspects of strong MTB-

MLE programs.

The rationale for the adopting MTB-MLE in the Philippines was to increase student

achievement by focusing on cognitive development in a child‘s first language and using it as a

basis for learning Filipino and English during later years. In addition, the DepEd order (2009) called

for instructional materials to ―reflect local people, events, realities; and [be] appropriate to the

language, age, and culture of the learner‖ (p. 4) and mandated testing in the learners‘ first

language. The ―bridging plan‖ outlined gradual implementation of the policy over a three year

time period to allow time for developing materials, training teachers, garnering necessary funds,

and establishing technical working groups focused on MLE.

Following the three year ―bridging plan,‖ DepEd issued a new order in 2012, which

provided more specific guidelines for implementing MTB-MLE at the school level. It noted the

piloting of MTB-MLE in 921 schools with support from Basic Education Assistance for Mindanao

(BEAM); Third Elementary Education Program (TEEP); Translators Association of the

Philippines (TAP); Save the Children; and Summer Institute of Linguistics (SIL). It called for

implementation of MTB-MLE for the remainder of the country‘s schools beginning in the 2012-

2013 academic year through support from regional and division-level DepEd trainers. The 2012

DepEd order noted twelve major regional languages that would be ―offered as a learning area

and utilized as language of instruction‖ (Philippines Department of Education, 2012, p. 1).

However, it encouraged schools to adapt curriculum and materials to fit the mother tongue of

students where possible.

In the midst of DepEd‘s language reform in 2010, Benigno ―Noynoy‖ Aquino was

elected president on a platform promising educational change in the Philippines. He promised to

reform the ten-year educational system to align with the more rigorous K-12 system common in

the rest of the world. In addition, he advocated the passage of the multilingual education bill in
Congress. As such, MTB-MLE became a component of the K to 12 Basic Education Program

proposed by Aquino‘s administration.

Thus there is a need to consider language of instruction in providing learning

interventions for students.

III. Research Questions

This study sought to answer the following questions:

1. What is the level of academic performance of Grade 10 students based on:

1.1 pre-test and post-test after using the SIM with MTBMLE; and

1.2 pre-test and post-test after using the SIM without MTBMLE?

2. Is there a significant difference between the:

2.1 pre-test and post-test after using the SIM with MTBMLE; and

2.2 pre-test and post-test after using the SIM without MTBMLE?

3. Is there a significant difference between the post-test results of SIM with

MTBMLE and SIM without MTBMLE?

Null Hypotheses

Ho1: There is no significant difference between the:

1.1 pre-test and post-test after using the SIM without MTBMLE; and

1.2 pre-test and post-test after using the SIM with MTBMLE.

Ho2: There is no significant difference between the post-test results of SIM without MTBMLE

and SIM with MTBMLE.

IV. Scope and Limitation

This study will revolve around 96 Grade 10 students in Los Arcos National High School.

The said school is located in Purok-3, Brgy. Los Arcos, Prosperidad, Agusan del Sur, and is found

near the highway along AWA-Lianga Junction in the Municipality of Prosperidad. The selection of

respondents is based on proximity and relevance because the researcher is a teacher in the said

school and the students first-handedly experienced the learning difficulty of the competency. The

determination of the scope ensures the “No-disruption-of-classes Policy” of the DepEd.

V. Research Methodology

This chapter explains the methods of the conduct of this research, and the statistical

treatment used in this study.

Descriptive design will be used in this study through the use of a questionnaire. This

research will employ two types of homologous SIMs, SIM with MTBMLE and SIM without

MTBMLE, in providing intervention for the students’ least-learned competencies. The researcher

will take the chance to further identify the effectiveness of the SIM with MTBMLE against the

conventional SIM using English language. This initiative will take place since the researcher

together with his co-teachers experienced difficulty in teaching students with poor English

proficiency.

The SIMs will be designed based on the conventional format used by the DepEd cascading

the target competency based on Item Analyses after the First Periodic Exam of Grade 10

students of Los Arcos National High School this School Year.

a. Sampling

The researcher will randomly divide the population of Grade 10 students into two – Set A

and Set B. Each population will be computed for sample size using the Slovin’s Formula
 𝑁
(𝑛 = 1
+ ��𝑒 2 ). Out of 48 Grade 10 students for each population, 43 students will be identified as
i

samples. To avoid discrimination, the researcher will use Stratified Random Sampling among

students’ sex. One set of respondents will be given SIM with MTBMLE as intervention, while the

other set of respondents will be given SIM without MTBMLE. Measures of variability such as

standard deviation and variance between the two sets will be analyzed to make sure that students

from one set have almost equal intelligence to other set. The computation of their variability will

be obtained from their pre-test scores.

Table 5.1.1

Distribution of strata per set on the Grade 10 students of the sample with a ratio of 90% (Slovin

derived)

Set Population Sample Sample (Pilot Testing)

Male 20 18 2
Set A
Female 28 25 3
Male 20 18 2
Set B
Female 28 25 3
TOTAL 96 86 (43 samples per set) 10

Table 5.1.1 exhibits the 86 second year students who served as the respondents based on

stratified random sampling with a ratio of 90%. Also, the 10 students for pilot testing will be

selected via random sampling.

b. Data Collection

Prior to the giving of interventions, the researcher will design a 15-item test (Multiple

Choice) using a Table of Specifications. The test will undergo face and content validation by three

science teachers to ensure its validity. The test will undergo a reliability test using 0.30 to

0.80 Index of Discrimination and 0.20 to 0.80 Index of Difficulty among 10 students under pilot

testing. The Reliability test is necessary to ensure that the test is within the range of the target

respondents.
 The said test will be given to both sets of respondents as pre-test, the papers will be

collected, checked, and recorded right after the retrieval. After the pre-test, respondents of the

two sets will be given interventions. Set A respondents will be given SIM with MTBMLE, while

Set B respondents will be given SIM without MTBLME. After the intervention, the two sets of

respondents will be given the same 15-item test as post-test. The papers will be collected,

checked, and recorded right after the retrieval.

The SIM for Grade 10 which will be developed by the researcher will undergo content

and face validity using the Validation Form for Strategic Intervention Material. Two experts from

the Curriculum Implementation Division and one expert from Quality Assurance Office of DepEd

Agusan del Sur will validate the said SIM.

c. Ethical Issues

The researcher will write an approval letter to the School Head signifying his interest in

conducting this study. The letter will be approved and teachers especially the Grade 10 advisers

will be informed for the conduct of this study. The researcher, before the conduct of pre and

post-test, will inform the respondents about the complete confidentiality of the test results and

further inform them that the results will not affect their grades and academic records.

d. Data Analysis

Several Statistical treatments will be used in this study to answer the Research

Questions.

Mean. This will be used to identify the average achievement of Grade 10 students based

on their pre-test and post-test. (Research Question no. 1)

z-test. This will be used to identify the significant difference between two variables with

big sample size. This test specifically identifies the significant difference between the pre-test

and post-test of students’ achievement (Research Question no. 2), and the significant difference

between the post-test results of the students after using the SIM with MTBMLE and SIM without

MTBMLE (Research Question no. 3).

VI. Timetable/Gantt Chart

GANTT CHART
19-Jun
20-Jun
21-Jun
22-Jun
23-Jun
26-Jun
27-Jun
28-Jun
29-Jun
30-Jun

10-Jul
11-Jul
12-Jul
13-Jul
14-Jul
17-Jul
18-Jul
19-Jul
20-Jul
21-Jul
3-Jul
4-Jul
5-Jul
6-Jul
7-Jul
Review Related Studies
Develop SIM
Develop Instrument
Validation of Instrument
Validation of SIM
Incororating corrections
Identifying Respondents
Conduct Pre-test
Checking of Pre-test
Input Pre-test data
Introduction of SIM to the respondents
Conduct Post-test
Input Post-test data
Analyzing data
Writing Research Paper
Plagiarism Test

Figure 1. Gantt Chart

The research will approximately cover 2 months which include the development and

validation of the material up to the research write-up and its plagiarism test. The research

centers among the researcher, validators, and student respondents.

VII. Cost Estimates

The production of SIMs and research writing will be made possible through the consortium

of efforts and initiatives by the researcher and the school. Below are the specifics of the

researcher’s expenses.

Materials Quantity Unit Unit Cost Total Cost

Round Head Fastener (Brass Plated) 1 box 25.00 25.00
Short Bond Paper (subs. 20) 30 pcs pcs 1.00 30.00
Short Vellum Paper 48 pcs 3.00 144.00
Short Sliding Folder 3 pcs 10.00 30.00
Elmer’s glue (small) 1 btl 24.00 24.00
Magnetic Sheet A4 1 sheet 60.00 60.00
TOTAL Php 253.00
VIII. Plans for Dissemination

At the school level, Grade 10 advisers together with the Science Coordinator will be

under focused-group discussion regarding on the conduct and implementation of the SIM. The

SIM will also undergo face and content validation so it should pilot tested to at least three different

secondary schools. Letter of approval will be sent to the Schools Division Superintendent, District

Supervisors, and Principals of the target schools. After the pilot testing and validation of the SIM

through the different experts in material development, teachers who are handling Grade 10

Science in the selected schools will receive a copy of a fully-furnished material. These materials

will serve references if they want to develop their own SIM. The SIM will also be submitted at the

LRMNDS for approval.

IX. References

Imam et. al. 2014. Reading Comprehension Skills and Performance in Science among High

School Students in the Philippines. pp. 1-14

Gultiano, A. 2012. Effects of Strategic Intervention Material in Academic Achievement in

Chemistry of Public High School Students.

Salviejo, E. 2014. Strategic Intervention Material-Based Instruction, Learning Approach and

Students‘ Performance in Chemistry.

Burton, L. 2013. Mother Tongue-Based Multilingual Education in the Philippines: Studying Top-

Down Policy Implementation from the Bottom Up

Magno, C. 2003. Relationship Between Attitude Towards Technical Education and Academic

Achievement in Mathematics and Science of the First and Second Year High School

Students, Caritas Don Bosco School, SY 2002 – 2003

 Abad, L. 2010. An Analysis of Teachers’ and Students’ Perceptions of Codeswitching in

Teaching Science and Mathematics in a Philippine Private High School

YU, D. 2011. How Much Do Study Habits, Skills, and Attitudes Affect Student Performance in

Introductory College Accounting Courses?

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