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DEVELOPMENT AND IMPACT OF SIM-MOD
(STRATEGIC INTERVENTION MATERIAL AND
MODULE COMBINED) ON STUDENTS’ ACADEMIC
ACHIEVEMENT IN MATHEMATICS AT THE 8TH
GRADE LEVEL
By Josefino G. Saclao
Pulong Buhangin National High School
Pulong Buhangin, Santa Maria, Bulacan
Presented by
Josefino G. Saclao
Pulong Buhangin National High School
Pulong Buhangin, Santa Maria, Bulacan
PERFORMING OPERATIONS ON RATIONAL
ALGEBRAIC EXPRESSIONS
Least Learned Skills
(Grade 8 Mathematics):
RESULTS OF PRETEST ON
“RATIONAL ALGEBRAIC EXPRESSIONS” (SY 2015 - 2016 )
3 out of 230 students (1.31%) Moving Toward Mastery
93 out of 230 students (40.43%) Average Mastery
134 out of 230 students (58.26%) Low Mastery
Possible Reasons:
3. Scarcity of effective learning materials on Rational
Algebraic Expressions
2. Inadequate skills on factoring
1. Weak foundation with rational numbers
RESEARCH PARADIGM OF THE STUDY
INPUT PROCESS OUTPUT
1. Unmastered Skills
in 8th Grade
Mathematics:
Performing
Operations on
Rational Algebraic
Expressions
2. Use of the SIM-MOD
- Intervention strategy
for the experimental
group
3. Direct Instruction
- Intervention strategy
for the control group
1.Planning and
Conceptualizing
2. SIM-MOD
Development
3. SIM-MOD
Evaluation
4.Investigating
Impact of
SIM-MOD
1. Developed
learning materials
(SIM-MODs) with
their impact on the
students’
achievement in
Math at the Grade 8
Level investigated
2. Target
Competencies:
Improved Skills in
Performing
Operations on
Rational Algebraic
Expressions
Aims of The Study
1. Develop and use learning materials known as SIM-MOD
2. Investigate impact of learning materials on students’
achievement in Mathematics at the 8th Grade level
Specific Problems
1. What are the procedures followed in the development of
the SIM-MOD?
3. How do the students evaluate the delivery of the
intervention program?
4.Is there a significant difference between the posttest
scores of the students who used the SIM-MOD and
the students who did not use the said learning
materials?
2. How do the students/experts evaluate SIM-MOD numbers
1-3?
2/10/202
4
Hypothesis
HO1: There is no significant difference between the
posttest scores of the students who used the SIM-MOD
and the students who did not use the said learning materials.
Significance of the Study
Mathematics Teachers can make them aware of the nature
and extent of the prevailing problems in teaching Rational
Expressions.
Students serve as the ultimate beneficiaries through
identification of teaching strategies that are appropriate to their
characteristics as learners.
Parents their involvement in the study habits of their children
can be addressed by the SIM-MOD, help the family bonding and
boost morale of the students.
2/10/202
4
Other Researchers serve as a source of useful information
in the conduct of related studies in the field of mathematics
instruction.
School Administrators can guide the principal, curriculum
planners and other decision makers through feedbacks on which
learning approach should be adopted by the students in learning
a particular task.
Type of Study: Descriptive Experimental
Mixed Method: Investigation of the impact of learning
materials on the students’ academic achievement in Mathematics
Descriptive Method development and evaluation
of the learning materials/ SIM-MODs
1. Quasi – Experimental (Quantitative)
2. Interview with open – ended questions (Qualitative)
Participants of The Study
Control Group Experimental Group
With 45 Grade 8
participants
Taught with conventional
method of teaching (Direct
Instruction)
With 45 Grade 8
participants
Taught with SIM-MOD
(Strategic Intervention
Material and Module
Combined)
RESEARCH INSTRUMENTS
1. Achievement Tests
3. Survey Questionnaire used for evaluating SIM-
MODs
4. Interview with open-ended questions
2. SIM-MODs as intervention materials
FINDINGS OF THE STUDY
Table 9 Summary of Students’ Evaluation of SIM-MODs (1-3)
Items Mean Verbal Interpretation
I. The SIM-MOD’s Design, Presentation, Usefulness, etc.
1. Design of SIM-MODs 4.56 More Than Adequate
2. Clarity of the directions used 4.41 Adequate
3. Readability 4.42 Adequate
4. Importance of the content 4.42 Adequate
5. Appropriateness of activities 3.39 Adequate
6. Ease of task completion 3.44 Partially Adequate
7. Opportunities for active learning 4.40 Adequate
8. Usefulness of the
SIM-MOD in meeting learner’s needs
4.41 Adequate
OVERALL MEAN 4.31 Adequate
II. Delivery of the Program
1. Orientation to the program 4.39 Adequate
2. Time allotted for the program 3.44 Partially Adequate
3. Support provided for the learners 4.51 More Than Adequate
OVERALL MEAN 4.11 Adequate
Is there a significant difference between the
posttest scores of the students who used the
SIM-MOD and the students who did not use
the said learning materials?
Table 2 Difference Between the Pretest and Posttest of the
Control and Experimental Groups
t-value
2-tailed
p-value
Conclusion
Equal Variances
Assumed
-0.183 0.855 Not Significant
Equal Variances
Assumed -11.019 0.000 Significant
Equal Variances
Assumed
-7.727 0.000 Significant
PRETEST
POSTTEST
DEVIATION
CONCLUSIONS
1.SIM-MOD can be developed by an instructional
design model such as the ADDIE Model (ADDIE stands for
Analysis-Design-Development-Implementation-Evaluation.
SIM-MOD was developed through these stages:
(1) Preparation; (2) SIM-MOD Development; and (3) Evaluation.
2.With pattern on the preferences of the participants with regards
to SIM-MOD’s design, presentation, usefulness, etc. Most of the
participants have been attracted to the distinct design of the
material. Most of the participants have found the tasks contained
in the SIM-MOD not that easy to accomplish.
3.With pattern on the preferences of the participants with
regards to the delivery of the intervention program. Majority of the
participants have appreciated the support provided for them
before, during, and after the intervention program. Majority of the
participants have found the time allotted per session per week not
enough for them to accomplish the tasks contained in these
SIM-MODs.
2/10/202
4
4.There is significant difference between the scores of the
students from the control and experimental groups. This implies
that the participants who used the SIM-MOD have significant
higher scores than those who did not use the materials and
SIM-MOD is an effective way of improving the achievement of the
students in their Mathematics subject.
RECOMMENDATIONS
1. Develop and use SIM-MODs in other topics in Grade 8
Mathematics to further validate the results of the study.
2. Conduct similar studies on the use of SIM-MOD in other
discipline to confirm the results of the study.
3.Use the SIM-MOD as a remediation material to enhance the
academic achievements of low performing students in Math and
as an enhancement material to furtherly improve the cognitive
skills of average and above average type of students in Math
and in other discipline.
2/10/202
4
4. Encourage administrators, Mathematics supervisors and
teachers to make SIM-MOD in all topics not only the least
mastered skills in a given subject area.
5. Teachers shall be provided with more seminars, workshops
on principles of SIM-MOD construction.
Thank you for listening…
To God alone be the glory!
Josefino G. Saclao
Pulong Buhangin National High School

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Saclao_DEVELOPMENT AND IMPACT OF SIM-MOD (STRATEGIC INTERVENTION MATERIAL AND MODULE COMBINED) ON STUDENTS’ ACADEMIC.ppt

  • 1. DEVELOPMENT AND IMPACT OF SIM-MOD (STRATEGIC INTERVENTION MATERIAL AND MODULE COMBINED) ON STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS AT THE 8TH GRADE LEVEL By Josefino G. Saclao Pulong Buhangin National High School Pulong Buhangin, Santa Maria, Bulacan Presented by Josefino G. Saclao Pulong Buhangin National High School Pulong Buhangin, Santa Maria, Bulacan
  • 2. PERFORMING OPERATIONS ON RATIONAL ALGEBRAIC EXPRESSIONS Least Learned Skills (Grade 8 Mathematics): RESULTS OF PRETEST ON “RATIONAL ALGEBRAIC EXPRESSIONS” (SY 2015 - 2016 ) 3 out of 230 students (1.31%) Moving Toward Mastery 93 out of 230 students (40.43%) Average Mastery 134 out of 230 students (58.26%) Low Mastery Possible Reasons: 3. Scarcity of effective learning materials on Rational Algebraic Expressions 2. Inadequate skills on factoring 1. Weak foundation with rational numbers
  • 3. RESEARCH PARADIGM OF THE STUDY INPUT PROCESS OUTPUT 1. Unmastered Skills in 8th Grade Mathematics: Performing Operations on Rational Algebraic Expressions 2. Use of the SIM-MOD - Intervention strategy for the experimental group 3. Direct Instruction - Intervention strategy for the control group 1.Planning and Conceptualizing 2. SIM-MOD Development 3. SIM-MOD Evaluation 4.Investigating Impact of SIM-MOD 1. Developed learning materials (SIM-MODs) with their impact on the students’ achievement in Math at the Grade 8 Level investigated 2. Target Competencies: Improved Skills in Performing Operations on Rational Algebraic Expressions
  • 4. Aims of The Study 1. Develop and use learning materials known as SIM-MOD 2. Investigate impact of learning materials on students’ achievement in Mathematics at the 8th Grade level Specific Problems 1. What are the procedures followed in the development of the SIM-MOD? 3. How do the students evaluate the delivery of the intervention program? 4.Is there a significant difference between the posttest scores of the students who used the SIM-MOD and the students who did not use the said learning materials? 2. How do the students/experts evaluate SIM-MOD numbers 1-3?
  • 5. 2/10/202 4 Hypothesis HO1: There is no significant difference between the posttest scores of the students who used the SIM-MOD and the students who did not use the said learning materials. Significance of the Study Mathematics Teachers can make them aware of the nature and extent of the prevailing problems in teaching Rational Expressions. Students serve as the ultimate beneficiaries through identification of teaching strategies that are appropriate to their characteristics as learners. Parents their involvement in the study habits of their children can be addressed by the SIM-MOD, help the family bonding and boost morale of the students.
  • 6. 2/10/202 4 Other Researchers serve as a source of useful information in the conduct of related studies in the field of mathematics instruction. School Administrators can guide the principal, curriculum planners and other decision makers through feedbacks on which learning approach should be adopted by the students in learning a particular task. Type of Study: Descriptive Experimental Mixed Method: Investigation of the impact of learning materials on the students’ academic achievement in Mathematics Descriptive Method development and evaluation of the learning materials/ SIM-MODs 1. Quasi – Experimental (Quantitative) 2. Interview with open – ended questions (Qualitative)
  • 7. Participants of The Study Control Group Experimental Group With 45 Grade 8 participants Taught with conventional method of teaching (Direct Instruction) With 45 Grade 8 participants Taught with SIM-MOD (Strategic Intervention Material and Module Combined) RESEARCH INSTRUMENTS 1. Achievement Tests 3. Survey Questionnaire used for evaluating SIM- MODs 4. Interview with open-ended questions 2. SIM-MODs as intervention materials
  • 8. FINDINGS OF THE STUDY Table 9 Summary of Students’ Evaluation of SIM-MODs (1-3) Items Mean Verbal Interpretation I. The SIM-MOD’s Design, Presentation, Usefulness, etc. 1. Design of SIM-MODs 4.56 More Than Adequate 2. Clarity of the directions used 4.41 Adequate 3. Readability 4.42 Adequate 4. Importance of the content 4.42 Adequate 5. Appropriateness of activities 3.39 Adequate 6. Ease of task completion 3.44 Partially Adequate 7. Opportunities for active learning 4.40 Adequate 8. Usefulness of the SIM-MOD in meeting learner’s needs 4.41 Adequate OVERALL MEAN 4.31 Adequate II. Delivery of the Program 1. Orientation to the program 4.39 Adequate 2. Time allotted for the program 3.44 Partially Adequate 3. Support provided for the learners 4.51 More Than Adequate OVERALL MEAN 4.11 Adequate
  • 9. Is there a significant difference between the posttest scores of the students who used the SIM-MOD and the students who did not use the said learning materials? Table 2 Difference Between the Pretest and Posttest of the Control and Experimental Groups t-value 2-tailed p-value Conclusion Equal Variances Assumed -0.183 0.855 Not Significant Equal Variances Assumed -11.019 0.000 Significant Equal Variances Assumed -7.727 0.000 Significant PRETEST POSTTEST DEVIATION
  • 10. CONCLUSIONS 1.SIM-MOD can be developed by an instructional design model such as the ADDIE Model (ADDIE stands for Analysis-Design-Development-Implementation-Evaluation. SIM-MOD was developed through these stages: (1) Preparation; (2) SIM-MOD Development; and (3) Evaluation. 2.With pattern on the preferences of the participants with regards to SIM-MOD’s design, presentation, usefulness, etc. Most of the participants have been attracted to the distinct design of the material. Most of the participants have found the tasks contained in the SIM-MOD not that easy to accomplish. 3.With pattern on the preferences of the participants with regards to the delivery of the intervention program. Majority of the participants have appreciated the support provided for them before, during, and after the intervention program. Majority of the participants have found the time allotted per session per week not enough for them to accomplish the tasks contained in these SIM-MODs.
  • 11. 2/10/202 4 4.There is significant difference between the scores of the students from the control and experimental groups. This implies that the participants who used the SIM-MOD have significant higher scores than those who did not use the materials and SIM-MOD is an effective way of improving the achievement of the students in their Mathematics subject. RECOMMENDATIONS 1. Develop and use SIM-MODs in other topics in Grade 8 Mathematics to further validate the results of the study. 2. Conduct similar studies on the use of SIM-MOD in other discipline to confirm the results of the study. 3.Use the SIM-MOD as a remediation material to enhance the academic achievements of low performing students in Math and as an enhancement material to furtherly improve the cognitive skills of average and above average type of students in Math and in other discipline.
  • 12. 2/10/202 4 4. Encourage administrators, Mathematics supervisors and teachers to make SIM-MOD in all topics not only the least mastered skills in a given subject area. 5. Teachers shall be provided with more seminars, workshops on principles of SIM-MOD construction. Thank you for listening… To God alone be the glory! Josefino G. Saclao Pulong Buhangin National High School