Republic of the Philippines

Department of Education
Region XII
Division of General Santos City
Lagao National High School

AN ACTION RESEARCH PAPER

Improving the Academic Performance of Grade 12 HUMSS Students of Lagao

National High School Under Modular Distance Learning (MDL) Modality
Through Strategic Intervention Material (SIM) in Practical Research II Amidst
COVID-19 Pandemic

Proponent:

MARGIE T. JAVIER
Senior High School

Lagao National High School

May 30, 2022

I. Context and Rationale

The impact of education on the lives of students is enormous. One of the most
significant tools in providing high-quality education is teachers. The introduction of
COVID-19 in the Philippines changed the educational environment dramatically. One
of these is the implementation of a new form of instruction by the Department of
Education. Due to the pandemic, the Department has been forced to adapt its learning
platform and implement the Adoption of the Basic Education Continuity Program.
Finally, the rebirth of distance learning was made possible, despite the fact that it had
been practiced in certain of the country's academic institutions for some time.
(DepEd, 2020). Many educational systems have moved activities online in order to
keep instruction going even while schools are closed (OECD, 2020). The move in
school teaching-learning delivery to modular distant learning made it more
challenging for teachers to provide fundamentally good education.
Modular instruction is more effective in the teaching-learning method than
traditional teaching methods, according to a study conducted by Ambayon (2020),
because students are more involved in this modular approach. They progress at their
own speed. It is an unrestricted approach to self-learning in which students are
engaged and their interest peaked by immediate feedback and a comment provided to
practice tasks. Learners can examine what they already know and finish courses in
areas where they still need to learn more using past knowledge. Students must
demonstrate mastery of key goals and competencies within each module in order to
progress, which increases student accountability as learning becomes self-directed,
self-paced, and self-monitored. As a result, this learning method encourages a student-
centered approach to learning. Thanks to technological improvements combined with
a modular learning technique, students may prepare, practice, and perform important
abilities in both academic and professional circumstances, allowing them to become
more intelligent decision-makers and leaders. (Agaton, et. al., 2021).
According to Castroverde, et. al. (2021) modular approach is used almost in all
subjects including Research subject in which students are required to come-up with a
research paper at the end of the semester. A research paper is a longer piece of writing
that necessitates the author's time, effort, and critical thinking (Fiscal, 2020). It's a
journey through themes that broaden the author's perspective as well as the
reputations of society and educational institutions. Authors look for new ideas and
thoughts, show their validity, and transform them into facts using research as a
process of inquiry and investigation. Both graduate and undergraduate students must
conduct research in order to receive their degrees. In addition to teaching and
community involvement, teachers, particularly in higher education institutions, are
required to perform research.

According to Wa-Mbaleka (2015), students faced challenges such as a lack of

time, training, motivation, income, institutional support, themes, mentoring, a lack of
a sound research foundation, a reading habit, financial gain, internet access, worries of
rejection and in English, and laziness when conducting research. Senior high school
students in the Philippines are obliged to conduct research. According to the
administration, this curriculum will improve the country's economic situation.
According to the Philippine government, senior high school is the solution to the
country's economic issues. The purpose of senior high school education is to prepare
pupils for a career or college. As a result, the government will be able to produce a
citizenry that is more knowledgeable and trained.
One of the strategies used by the Department of Education to improve academic
attainment of students performing poorly in school is Intervention Resource, an
educational material for remedial purposes. The learning technique taken by students
in learning a particular task is one of the most important subjects in educational
research today, particularly in basic education (Espinosa, 2014). This strategy should
be examined and used most of the time in teaching by educators. The idea that
learners might take diverse ways to learning was one of the primary themes that
evolved from this research. Good teaching, according to Maribbay (2022), is the
fostering of a thorough attitude to learning. Strategic Intervention Material is intended
to re-teach.

Students and teachers may experience more difficulties as a result of the

pandemic's impact on the Distance Learning environment. It's difficult to teach
learners with diverse intellectual abilities, talents or skills, interests, and learning
styles, especially in mixed groups. Teachers must plan lessons for all learners in this
situation based on their readiness, interests, and past knowledge.

As an educator, the teacher-researcher is motivated to conduct this action

research on “Improving the Academic Performance of Senior High Students of
(Lagao National High School) Under Modular Distance Learning (ODL) Modality
Through Strategic Intervention Material (SIM) Amidst COVID-19 Pandemic” since
there are no studies that describe the utilization of and current capacity for modular
distance learning yet especially in the research subjects. This action research discusses
the strengths and weaknesses among the Senior High Students in terms of their
academic performance in Research subjects by means of Modular Distance Learning.
It also presents interventions and strategies that have proved to be successful in a
modular set-up. As a coping strategy to the new normal education, new best
practices in teaching the Research subject are developed and researched, teaching
strategies need to evolve as well.

Literature Review

The Concept of Distance Education

As defined by Simonson et al. (2011), remote or distance learning refers to

institution-based, formal learning, where the learner and instructor are physically
separated, and where interactive telecommunications system are used to connect
learners, resources and instructors. Moreover, in the study of Moore & Kearsley
(2012), distance education entails the planned and structured learning experience
which implies that learning in distance education is not accidental but rather
intentional. In the study of Ketnor (2015), he categorized distance education into four
categories since the distance education of 1800s is quite different from current online
education in several ways, but these changes were a progression. One way to organize
the periods of distance education is by focusing on the technologies used. The four
categories were defined by their delivery system: 1. Parcel Post; 2. Radio; 3.
Television and; 4. Internet.

Kalelioğlu and Gulbahar (2010) have emphasized the need to use alternative tools
as well as traditional measurement tools to increase the effectiveness of activities and
to execute process evaluation in terms of effectiveness of education and student
achievement as the communication between teachers and students is limited in
distance education process.

According to Keegan (2013), some early labels of distance education like

correspondence study, home study, independent study, and distance teaching were
indicative of the types of activity going on in the early years. However, formal
definitions of distance education did not arrive until late into the telecommunications
era. Most historical research agrees that distance education means a separation
between students and teachers that must be overcome by some sort of technology.
Still today, this bridge of distance by technology is affirmed in modern definitions
(Keegan, 2013; National Center for Educational Statistics, 2019).

Simonson and Seepersaud (2019) added the criteria of being part of an

educational organization, having two-way communication, and providing
individualized instruction in distance education. These additions are highly contested
in modern debates as entities struggle to create one, single definition of distance
education. Moore also classified distance education programs as “autonomous” or
“nonautonomous,” depending on if it was the student or the teacher who was
determining objectives, resources, and evaluations (Simonson & Seepersaud, 2019,
p.17). Moore helps to clarify our understanding of distance education further, both
now and as it continues to expand.

There are advantages and disadvantages in taking DE courses. Some of the

advantages are self-paced study, time and space flexibility, time saving (no commute
between home and school) and the fact that a distance learning course often costs less.
Disadvantages include a sense of isolation, the struggle with staying motivated, lack
of face-to-face interaction, difficulty in getting immediate feedback, the need for
constant and reliable access to technology, and occasionally some difficulty with
accreditation (De Paepe, Zhu, & Depryck, 2018; Lei & Gupta, 2010; Venter, 2003;
Zuhairi, Wahyono, & Suratinah, 2006). According to Östlund (2011), barriers to
effective distance education include obstacles such as domestic distractions and
unreliable technology. Galusha (2012) added that other barriers include students'
program costs, adequate contact with teachers and support services, and a need for
more experience.

Modular Learning Approach

The modular approach was used extremely as an alternative traditional education

in 60-ies in the English-speaking countries of Europe and the United States
(Bashmakova, 2014). There are many derivatives with the word “module”: modular
technology, modular method, modular approach, modular program, unit-modular and
modular rating technology. But in all these cases it is referred to the methodology
based on the development of educational modules for different courses (Kakurina,
2012). Modular learning is a student-centered, andragogical approach where
outcomes are achieved by breaking down a body of knowledge into its individual
components. Learners can utilize prior knowledge to assess what information is
known and complete modules related to areas that still need to be learned. Students
must demonstrate mastery over relevant outcomes and competencies within each
module to move forward, which shifts greater responsibility to the student as their
learning becomes self-initiated, self-paced, and self-monitored. Technological
advances, combined with a modular learning approach, help students prepare,
practice, and perform appropriate skills and become more insightful decision-makers
and leaders in both academic and professional settings (Friestad-Tate, Hancock, and
McCoy, 2013).

Each module always includes a sequential testing of students’ knowledge and

skills. A teaching module as a unit of the discipline content has a relative
independence and integrity at the level of the education plan or curriculum and it
determines the logic of learning process organization. The module is both a data bank
and the guidelines to learning these data. The contents of a module must meet the
requirements of the integrity, compactness, interdependence, clarity (lovleva, 2016).

The use of modules as a learning material is no longer new in the field of

education especially in theelementary level. This teaching – learning material is
characterized by small – step, sequential and concept- and/or skill-oriented
presentation of a unit of learning (Salandanan, 2001). The use of self-instructional
materials particularly beneficial as a strategy in introducing basic information to an
entire class, freeing the lecture discussion hours for “discussions” and less “lecture”,
an enrichment activity for talented students; a strategy for a student in need of
remedial lectures (Macarandang, 2009).

The preparation of self-instructional modules includes careful analysis of the

course plan or syllabus, preparing preliminaries and designing of the learning
activities. The design of the learning activities includes the objectives, directions,
pretest and key, activity proper, self-evaluation exercises and posttests (Macarandang
2009). Gonzales (2015) said that modular instruction is one of those teaching
approaches where the students must learn everything in the module using his own
effort at his own pace. This method differs from the traditional one wherein a teacher
presents the lesson, and the students just listen to learn the concepts presented. To
surpass the difficulties faced by the students in the traditional classroom situation,
modular approach may be a good alternative since it is student-centered, self-paced,
and requires no notetaking, Gonzales.

Caliguiran (2020) said that modular distance learning or real modules given to
houses of students account for 80 percent while online distance learning accounts for
20 percent wherein multimedia resources are used but the only problem is the strength
of internet connectivity in rural areas (Philippine News Agency, 2020). According to
Torralba (2016), the leading proponent of learning modules in the Philippines, said
that a module should be self-contained, self-pacing, short and well-defined,
adequately motivating, properly sequenced, providing opportunities for interaction
with learners, clearly written with correct language, accurate, not in conflict with
other subject matter and values, and utilizing every opportunity to achieve learning
outcomes.

Strategic Intervention Material (SIM)

Strategic Intervention Material Strategic Intervention Material (SIM) refers to a

teaching aid introduced into the teaching methods to stimulate the activity of the
students and thereby increase their level of understanding (Dy, 2015). It tends to
reteach the lessons which are not clear to the learners and help them gain mastery of
the skills (Rodrigo, 2015). SIM is designed to (a) remediate the learners especially in
the least learned competencies; (b) engage the learners through interesting activities;
(c) capture learners’ interest by making the material pleasing to the eyes; and (d)
encourage the learners to think more, do more, and learn more. Strategic Intervention
Material (SIM) is an instructional material meant to re-teach concepts and topics
which are considered least learned by the students who are working below national
expectations but have the potential to meet national standards if given timely support
and motivation (Barredo, 2013). It is a teaching-learning kit devised for the benefit
of both teachers and pupils. Its goals are to encourage pupils’ interest; learn
concepts and skills; and apply learned skills and concepts into real life situations.
SIM is believed to be an effective strategic teaching aid for teachers in
carrying out objectives on least learned lessons (Dy, 2015).
At present, in the Philippine education system, intervention materials are highly
regarded as tools for remediating poor achievements of the learners (Salviejo, 2015).
It is strategically prepared and designed for teaching remediation for low achievers in
the subject. The same is given after regular classroom instruction to the students who
were not able to grasp the concept of the subject matter (Banugan, 2012). It consists
of both learning strategies (for students) and content enhancement (for teachers). It is
multifaceted approach to help students to become independent and successful
learners.

Furthermore, SIM is an instructional material prescribed by the Department of

Education (DepEd) to improve students’ performance in academic subjects. To
promote successful learning in the field of Science and Technology subjects in both
elementary and secondary among public schools, DepEd (DepEd, 2005) provided the
teachers with training and workshop on how to prepare this intervention material.
Furthermore, Blalock (2016) described SIM as a competency-based academic support
approach that can help students in upper elementary, middle high school, and higher
education become independent and successful learner. The use of Strategic
Intervention Material (SIM) as prescribed by the Department of Education is one of
the treatments to improve students’ achievements and reduce least mastered skills in
Mathematics subjects. Different studies have shown that the use of SIM successfully
decreased the least mastered skills in Mathematics subject; thus, poor performance is
addressed. Achievement of the students who were exposed to the Strategic
Intervention Materials (SIMs) is higher and better compared to the students taught in
the traditional approach.
The parts of the SIM are title card, guide card, activity card, enrichment card,
assessment card, and reference card. SIMs guarantee alignment of activities with the
tasks/objectives, keep the activities short and simple, provide a variety of activities to
cater to the diverse learners; provide number of activities so that the learner can have
enough practice in developing the skill and focus on the least mastered skills.
Furthermore, the SIM topics should be competency-based specifically least mastered
competencies and follow the Bloom’s taxonomy guidelines. Activities must be in
line with the content and skills, validated before the classroom use and are easy to
copy. Materials used must improve mastery level and increase students’ academic
achievement.

Related Studies

A study conducted by Escoreal (2012) on the SIM tool to reduce least mastered
skills reveals that SIM provides baseline information and should be implemented to
avoid marginalization of pupils. Her study also indicated that there is a significant
reduction in the pupil’s mean number of least mastered skills after SIM
implementation. Furthermore, Soberano (2009) mentioned that SIMs were effective
in mastering the competency-based skills in math based on the mean gain scores in
the post tests of the experimental and control groups. As per result, higher mean was
observed from the experimental group after the presentation of the intervention
materials. This suggested that there was significance difference between their mean
scores in the post test in favor of the experimental group.

Also, Barredo (2013) stressed, in her study entitled “Evaluating the Effectiveness
of Using Strategic Intervention Material in Improving the Academic Performance in
Science”, that Strategic Intervention Materials were effective in mastering the
competency-based skills in science based on the mean gain scores in the posttest of
the experimental and control groups. Based on the presented information from
different sources, one way to improve student performance specifically in the least
mastered skills of the subject area, is the utilization of an instructional material.

In the study of Reyes and De Guia (2017), they underscored that a module must
obtain high acceptability rating as evidence of content validity and relevance. Hence,
it may include but not limited to highly acceptable content, clarity, appeal, and
originality.

Bozkurt, et al. (2015) also highlight a paradigm shift to reflect the “open” trend in
distance education. They point out that the generic term defining the field is “distance
education” is not the sole descriptor of the field anymore. The term “open and
distance learning” has been used more to reflect the shift toward a more social and
learner centered view of learning adopting openness for more social equity. Also, in
their research, Bozkurt, et al. (2015) conclude that distance education research
indicates that the field responses to emerging research topics and “learning” is the
major topic in the field. In addition to pedagogical concepts such as interaction and
communication in learning communities, learner characteristics, and instructional
design (Bozkurt, et al., 2015), distance education research continue to focus on issues
of staff development (Feng et al., 2015), universal design and disability
accommodation (Barnard-Brak et al. 2016 and management of distance education
institutions (Nworie, 2012; Olivier, 2014).

The research findings of Mahle (2011) recommended that the student satisfaction
and interaction may have dependent relationship. Satisfaction happens when it is
comprehended performance meets learners’ expectations and considered a short-term
attitude about the learning process. High education satisfaction researchers
concentrate on the distribution and operational side of the learner’s experience in the
teaching process. The feedback of the learners can affect the course delivering and
areas in which it might enhanced.

Results in the researchers conducted by Bordelon (2013) reported and concluded

a positive relationship between both achievement and satisfaction. Bordelon indicated
that reason behind such results, might be cultural differences in learners’ satisfaction
that indicates learning accession Zhu (2012). In addition, due to previous factors such
as the service performance, universities performance, relationships and university
standing. Although satisfaction was not related in an explicit way to the achievements
of the learners, it is a statement of confidence in the system and the trust combined
within, its importance cannot be overruled.

Ambayon (2020) conducted a study on Modular-Based Approach and Students’

Achievement in Literature wherein the study aimed at validating a mythology and
folklore module and evaluating its effectiveness in teaching the subject of mythology
and folklore. This was in response to inadequate learning resources in teaching
literature and to address the call for effective instructional materials. The results
revealed that the developed module consisted of excellent contents, relevance and
mechanics as evaluated by experts in the area. The module was also assessed by the
students as highly acceptable, valid, reliable, and usable. Based on the results, the
performance of the college students in literature in experimental group had improved
from poor to excellent achievement whereas the control group had relatively
improved from poor to fair achievement. Hence, it is recommended that the module
be used in similar contexts particularly in learning mythology and folklore.

Gonzales (2015) discussed on his study regarding modular approach was

conducted to test the effectiveness of modular approach using decision tree in
teaching integration techniques in Calculus. The findings led to the conclusion that
both modular and traditional instructions were equally effective in facilitating the
learning of integration by parts. The other result revealed that the use of modular
approach utilizing decision tree in teaching integration by trigonometric
transformation was more effective than the traditional method.

Cabardo (2014) studies the effectiveness of enhanced learning materials in

science for open high school program. The study determined the effectiveness of
Grade 8 Enhanced Learning Materials in Science for the Open High School Program
under the K to 12 Basic Education Curriculum in Hagonoy National High School
during the school year 2013-2014. Finally, it suggests that the Enhanced Learning
Materials developed be adopted as instructional materials for teaching Grade 8
Science in the Open High School Program to facilitate learning and improve
achievement of the students.

1. Theoretical Framework

The current paper which aimed to assess, evaluate, and improve the academic
performance of senior high students in their research subjects during the modular
distance learning caused by the pandemic was anchored with the evaluation model
developed by Kirkpatrick (1998). The most common used model of evaluation was
identified based on the learning program goals is four-levels model developed by
Kirkpatrick (1998). The model includes four levels of measurement to assess reaction,
learning, behavior, and results. Although the Kirkpatrick model has been applied to
traditional learning for a long time, recently it has been applied to distance learning.

The Level 1 which is the Reaction level measures how participants react to the
learning process mainly by their perceptions or satisfactions. Level 2, which is the
Learning level analyzes if the learning process is really understood through
assessment such as increase in knowledge, skills, or experience. Meanwhile, Level 3
Behavior looks as if they are utilizing what they learned at work (e.g., change in
behaviors), and lastly, Level 4 or the Results determines if the material had a positive
impact on the learning process and performance of the students during the distance
learning. The model can be implemented before, throughout, and following the
learning process to show the value of the distance learning setup in the new normal in
education.

According to this scheme, assessment should begin with level one and progress in
order through levels two, three, and four as time and resources permit. All of the
previous levels' data can be used as a starting point for the study of the subsequent
levels. As a result, and subsequent level provides a more precise assessment of the
training course's effectiveness while also necessitating a much more time-consuming
and challenging evaluation.

B. Theoretical Paradigm

The Theory of Holmberg (1989) calls for foundations of theory construction

around the concepts of independence, learning, and teaching: Meaningful learning,
which anchors new learning matter in the cognitive structures, not rote learning, is
the center of interest. Teaching is taken to mean facilitation of learning.
Individualization of teaching and learning, encouragement of critical thinking, and
far-reaching student autonomy are integrated with this view of learning and
teaching (Holmberg, 1989, p. 161).

Holmberg summarizes his theoretical approach by stating that: Distance education

is a concept that covers the learning-teaching activities in the cognitive and/or
psycho-motor and affective domains of an individual learner and a supporting
organization. It is characterized by non-contiguous communication and can be
carried out anywhere and at any time, which makes it attractive to adults with
professional and social commitments (Holmberg, 1989, p. 168).

Moore's (1990) concept of "transactional distance" encompasses the distance that,

he says, exists in all educational relationships. This distance is determined by the
amount of dialogue that occurs between the learner and the instructor, and the
amount of structure that exists in the design of the course. Greater transactional
distance occurs when an educational program has more structure and less student-
teacher dialogue, as might be found in some traditional distance education courses.
Education offers a continuum of transactions from less distant, where there is
greater interaction and less structure, to more distant, where there may be less
interaction and more structure. This continuum blurs the distinctions between
conventional and distance programs because of the variety of transactions that
occur between teachers and learners in both settings. Thus, distance is not
determined by geography but by the relationship between dialogue and structure.

Carl Rogers on his Learning Theories (1994) distinguished two types of learning:
cognitive (meaningless) and experiential (significant). The former corresponds to
academic knowledge such as learning vocabulary or multiplication tables and the
latter refers to applied knowledge such as learning about engines in order to repair a
car. The key to the distinction is that experiential learning addresses the needs and
wants of the learner. Rogers lists these qualities of experiential learning: personal
involvement, self-initiated, evaluated by learner, and pervasive effects on learner.

To Rogers, experiential learning is equivalent to personal change and growth.

Rogers feels that all human beings have a natural propensity to learn; the role of the
teacher is to facilitate such learning. This includes: (1) setting a positive climate for
learning, (2) clarifying the purposes of the learner(s), (3) organizing and making
available learning resources, (4) balancing intellectual and emotional components
of learning, and (5) sharing feelings and thoughts with learners but not dominating.
The experiential theory of learning advocated by the experientialists like Rogers
made significant contributions in the field of education because they believed that
all human beings have a natural desire to learn. Thus, when there is failure to learn,
it is not caused by the person's inability to learn, but rather to problems present with
the learning situation. He also maintained that experiential learning answers the
needs and wants of the learner and involves the learner more to initiate and evaluate
himself. With this process, the learner earns long lasting effects of what he does. He
added that experiential learning is equivalent to personal development and that
everybody has an innate tendency to learn. The teacher facilitates the learning
process by encouraging the students to do their task, by clarifying and explaining
how things should be done, and organizing learning resources that aid learning. The
teacher does not impose his own views on the students. It is an instructional
material which possesses the qualities that will make the individual an independent
learner, self-pacing and progressing at his own rate, finally giving him the feeling
of self-satisfaction, the very essence of modular instruction.

The Learner Autonomy Theory was first introduced into the language education
debate by Henri Holec in his report Autonomy and Foreign Language Learning,
published by the Council of Europe in 1979 (cited here as Holec, 1981). Holec’s
focus was adult language learning, and his argument for a move from ‘directed
teaching’ to ‘self-directed learning’ was motivated by a combination of political
and practical principles. For Holec the concept of learner autonomy has
consequences for the way in which learning is organized – he defines the
autonomous learner as one who has ‘the ability to take charge of [his or her]
learning’ (1981: 3). But it also has consequences for the kind of knowledge that is
acquired.

Self-regulated learning (SRL) is an active, constructive process (Pintrich, 2000) and

one that requires support, scaffolding, and explicit teaching as the individual's self-
regulatory practices develop. Zimmerman (2002) believes self-regulated learners
are more likely to succeed academically, as well as being more optimistic about
their future, highlighting SRL's importance for lifelong learning. Dignath
(2008) found that children and young people possessing higher levels of SRL are
more likely to succeed than those with lower levels are, demonstrating the crucial
role that SRL plays in education. Learners with superior self-regulatory skills tend
to be more motivated academically and demonstrate effective learning ability
(Pintrich, 2003). Winne (1997) sees young learners as self-regulated when they are
able to adapt their approaches to learning. Self-regulation is a skill that can be
taught and learnt through “goal directed engagement.” Learners who are taught
self-regulatory skills and who are encouraged to evaluate their work through
reflection and set learning goals can develop individual strategies that will prove to
be successful in furthering their learning.

C. Conceptual Framework

Input Process Output

Action Plan Outcome on the Effectiveness

Demographic Distribution of of SIM as Intervention Material for

Improving the Academic Performance of
Grade 12 Learners in Practical Research
Profile of the Pre- and Post- subject

Respondents Examinations
Level of Data Gathering
Academic Results and
Performance of Interpretation
Figure 1. IPO Model of the Study

The current paper used the Input-Process-Output (IPO) model as the conceptual
framework of the study. The IPO model will direct the researchers with the result and
the series of action required in the study. This model considers the insights of the
other researchers, their observations, and their findings about their educational
research (Canonizado, 2020).

The IPO model refers to the representation of all the factors that make up a process.
The framework is based on classic systems theory, which states that the general
structure of a system is as important in determining how effectively it will function as
its individual components (Ilgen, 2005).

In this study, the input consisted of the demographic profile of the respondents, the
students’ level of academic performance in the Practical Research subject before and
after intervention, and the application of SIM as the primary intervention of the study.
Meanwhile, the process of this study involves the distribution of the test
questionnaires, data gathering, interpretation and analysis of the data gathered using
IBM SPSS since this study will employ the quantitative research design, and all the
processes involved from the start of the conduct of the study until the end through
conclusions of the study conducted. Lastly, the output aims to create an assessment on
the effectiveness of the chosen intervention in helping the students improved their
level of academic performance in research related subject during the distance learning
continuity program of the school in the midst of the global health crisis.

III. Action Research Questions

Specifically, this action research sought to answer the following questions:

1. What is the demographic profile of the respondents in terms of:
1.1. Gender; and
1.2. Block Section.
2. What is the level of the academic performance of the respondents in Practical
Research during the pretest in terms of:
2.1. Gender; and
2.2. Block Section.
3. What is the level of the academic performance of the respondents in
Practical Research during the posttest in terms of:
3.1. Gender; and
3.2. Block Section.
[Link] there a significant difference between the assessment mean scores of the
respondents in their Practical Research subject before and after the
intervention when grouped according to their profile?
5. Is there a significant difference between the overall assessment mean
scores of the respondents in their Practical Research subject before and
after the intervention?

IV. Innovation, Intervention and Strategy

This action research was implemented in Concepcion National High School in

Concepcion, Busuanga, Palawan which began on the second week of January 2021
and lasted up to the fourth week of March 2021. The participants for this action
research were 89 Grade 12 students under General Academic Strand (GAS) and were
currently enrolled in the Modular Distance Learning (MDL) in School Year 2020-
2021. The teacher-researcher used Strategic Intervention Material as the primary
concept of the applied innovation, intervention, and strategy to enhance the academic
performance of Grade 12 students under GAS of Cocepcion National High School
during the Modular Distance Learning (MDL) Program. The table below shows the
sub parts of the SIM implemented program in this study.

Innovation and Strategy

Objective
Intervention
1. Conduct pre assessment
examinationt;
To improve student’s Use of Strategic
2. Provide virtual learning
academic performance in Intervention Material
session;
the research subject (SIM) as the primary
3. Upload recorded lectures,
during the Modular concept for innovation
materials, and videos;
Distance Learning and intervention
4. Establish radio-based
instructions to students who
don’t have Internet Access;
5. Create a Facebook group
for students under MDL for
updates and posting of
learning materials;
6. Reflect on students’ and
parents’ personal
experiences in modular
distance learning through
home visitation; and
[Link] post assessment
examination

V. Action Research Methods

According to Grove et al. (2012), research method determines population

sampling process, implementation tools, as well as data collection and analysis
methods. The research design of this study was carried out using the quasi
experimental (pretest-posttest) design. Pre-test and post-test design is a form of quasi-
experimental research that allows for uncomplicated assessment of an intervention
applied to a group of study participants. The basic premise behind the pretest–posttest
design involves obtaining a pretest measure of the outcome of interest prior to
administering some treatment, followed by a posttest on the same measure after
treatment occurs (Salkind, 2010).

Validity of pre-test and post-test studies is difficult to achieve as the research

design has inherent flaws, but strategies such as use of randomization, limiting
internal and external bias, and appropriate application of basic statistics allow a
researcher to make associations in outcome measures with this popular study design
(Stratton, 2019).

The process included conducting a pretest prior to the intervention to assess the
initial level of academic performance of students; then, implementing the new
teaching strategy and intervention to all the respondents. The final step of this design
is to administer a post-test to respondents and assess the differences between groups
based on the recorded scores (Levine, 2014).
The tool that was primarily used in the treatment of the respondents in this study
is the Strategic Intervention Materials (SIM) which was utilized to re teach the
concepts that are least mastered. This helped the learners in improvinng their low
academic performance due to the difficulties they encountered on the Modular
Distance Learning (MDL) set-up. The teacher-researcher used self-administered
examinations to assess the level of academic performance of students during the
pretest and posttest. The teacher observation checklist was also used by the researcher
to gather data throughout the intervention. This tool provided necessary information
about the changes while using the intervention over time.

A. Participants and/or other Sources of Data and Information

The population sample of this study included Grade 12 students under General
Academic Strand (GAS) from Blocks 1,2, and 3 of Concepcion National High School.
All the participants were pre assessed prior to intervention and were all subject to
treatment to know their improvement at the end of the study. The participants were
selected from the students who are enrolled in the Modular Distance Learning (MDL)
modality of the said school in the School Year 2020-2021. The sampling method was
a full sample from the list of eligible Grade 12 students under GAS provided by the
school. Only students that were enrolled in the said school year were included in the
sample. The study participants voluntarily consented to participate in the study.
Finally, students had the opportunity to exclude themselves by not agreeing to
participate in the study. The distribution of the Grade 12 student respondents of this
study according to their profile were shown in the tables below.

Gender Number of Respondents

Male 36
Female 53
TOTAL: 89

Table A. Distribution of the Respondents According to Gender

Block Population
Block 1 29
Block 2 35
Block 3 25
TOTAL: 89

Table B. Distribution of the Respondents According to Block Section

This study was conducted in Concepcion National High School in Busuanga,

Palawan. The school belongs to the Schools Division of Palawan MIMAROPA
region. Concepcion is a barangay in the municipaliy of Busuanga in the province of
Palawan situated at approximately 12.0515, 119.9766, in the island of Busuanga.
Elevation at these coordinates is estimated at 106.2 meters or 348.4 feet above mean
sea level.

B. Data Gathering Methods

The teacher-researcher first secured a Letter of Request from the School

Principal. Upon its approval, proper coordination with the parents of the respondents
and the student participants was done by the teacher-researcher via phone call or text
message. After permission was granted, the teacher-researcher personally conducted
the pretest consisting of 60 items to all the participants to identify the academic
performance classification of the respondents in Practical Research II subject whether
they belong to the above average group. It was conducted on an agreed to avoid
disruption to students answering their modules while the profile questionnaire was
answered by the students at their own convenient time. Results of pretest were
collected and checked by the teacher researcher herself and determined the
performance of the students in Practical Research II at the start of the study.
Following the conduct of the pretest was the treatment or the use of the
Strategic Intervention Material (SIM) in Practical Research personally crafted by the
teacher-researcher employed to the respondents of this study. Intervention materials
that are suited for modular learning set up were given to the students for four (4)
weeks. 60-item posttest will then be given after the invention period to assess if there
is a change in their academic performance classification. The results of the pretest and
the posttest were compared to determine if there was an improvement in their
performance and assessed if the chosen strategy is effective on the modular learning
set-up.
C. Data Analysis Plan

The teacher-researcher started the experimental research upon the principal’s

approval and the study from the pre assessment, implementation of intervention, to
the post assessment lasted for seven (7) weeks. The scores and information of both the
pretest and the posttest were taken and these data were encoded, tallied, and were
statistically treated using the mean, standard deviation, and t-test of significant
difference.

The mean and the standard deviation were used to determine the level of
performance of control and experimental groups and the classification of pupils, while
the t-test were employed to determine the significant difference of the mean scores on
pretest and posttest during the exams, to know the significant difference with the
difficulties encountered by the students during the two exams, and to assess the
challenges they expected to experience and have experienced in the entire Modular
Distance Learning program.

VI. Results and Discussion

1. Demographic Profile of the Respondents

Gender Number of Respondents

Male 36
Female 53
TOTAL: 89

Table 1.1. Demographic Profile of the Respondents According to Gender

Block Population
Block 1 29
Block 2 35
Block 3 25
TOTAL: 89

Table 1.2. Demographic Profile of the Respondents According to Block Section

The tables above show the profile of the Grade 12 respondents when group according
to their gender and block section. In Table 1.1, data shows that most of the
respondents are Female (M=53) which comprises of 59.6% of the total respondents.
On the other hand, Male respondents (M=36) constitutes to the remaining 40.4%.

In addition, Table 1.2 shows the distribution of the respondents according to their
block sections. It is noted that the Grade 12 of Conception National High School has 3
sections, namely, Block 1 with 29 respondents (32.58%); Block 2 with 35 respondents
(39.33%), and Block 3 with 25 respondents (28.09%). All of the respondents have
participated to the pre- and post-assessment and intervention program of this study

2. Level of the Academic Performance of the Respondents in Practical Research

During the Pretest

Gender Mean Standard Academic

Deviation Classification

Male 13.17 8.99 Below Average

Female 14.66 8.27 Below Average

Table 2.1. Level of Academic Performance of the Respondents According to Gender

During the Pretest

The respondents of the study completed the pretest to assess their level of academic
performance in their research subject. This 60-item examination was administered by
the researcher herself in which students who gained scores from 0-20 will be
classified to the ‘Below Average’ group, 21-40 to the ‘Average’ group, and 41-60 in
the ‘Above Average’ group.

Based on the gathered scores from the pre assessment examination, the average mean
scores of Male respondents who took the exam is 13,17 (SD=8.99) which falls in the
Below Average classificiation. Meanwhile, Female respondents gained higher mean
score in the pretest compared to the male wherein they got an average of 14.66
(SD=8.27). However, despite being higher than the male, scores gathered by female
respondents still belong in the ‘Below Average’ which means both male and female
respondents need to undergo in an intervention to improve their academic
performance in research subject.

The researcher then applied the Strategic Intervention Material (SIM) as the primary
intervention for the improvement of students which aimed to reteach concepts that
were least mastered by the learners.

Block Mean Standard Academic

Deviation Classification

Block 1 14.24 8.77 Below Average

Block 2 14.34 8.02 Below Average

Block 3 13.8 10.23 Below Average

Table 2.2. Level of Academic Performance of the Respondents According to Block

Section During the Pretest

The table above shows the academic performance level of the learners in their
research subject prior to intervention. It has been presented that all the Block Sections
(Block 1, M=14.24,SD=8.77; Block 2, M=14.34,SD=8.02; Block 3,
M=13.8;SD=10.23) of the Grade 12 SHS of Concepcion National High School were
classified in the Below Average group.

Having these results, the researcher was motivated to conduct the intervention process
involving the use of SIM to see if the performance of the students will improve after
the intervention.

Respondents Mean SD Academic Classification

Grade 12 Students 14.06 8.55 Below Average

Table 2.3. Overall Level of Academic Performance of the Respondents

During the Pretest

Table 2.3 shows the overall level of academic performance in the Practical Research
subject of the Grade 12 respondents. Scores (M=14.06; SD=8.55) indicate a Below
Average level of academic performance on the research subject before the
implementation of the intervention.
The pretest scores of the students prior to the implementation of SIM can be related to
the study of Escoreal (2012) in which SIM tool was also applied in order to reduce
least mastered skills in order to avoid marginalization of pupils.

3. Level of the Academic Performance of the Respondents in Practical Research

During the Posttest

Gender Mean Standard Academic

Deviation Classification

Male 22.00 11.83 Average

Female 21.40 9.17 Average

Table 3.1. Level of Academic Performance of the Respondents According to Gender

During the Posttest
After the implementation of the intervention using the SIM tool, the post test scores of
the respondents when grouped according to gender reveals an increased on the scores
both on males and females. Male respondents gained 22.0 mean score (SD=11.83)
while female respondents gained 21.40 mean score (SD=9.17) during the post test.
This entails an improvement to the performance of the male and female respondents
both who formerly belong in the ‘Below Average’ group now belong on the
‘Average’ classification after the intervention.

Block Mean Standard Academic

Deviation Classification

Block 1 19.55 8.82 Below Average

Block 2 19.49 9.11 Below Average

Block 3 27.08 11.63 Average

Table 3.2. Level of Academic Performance of the Respondents According to Block

Section During the Posttest

In Table 3.2 the level of academic performance of the respondents in their research
subject in terms of their block sectioning depicts a different interpretation compared
to gender. Results revealed that Block 1 and 2 still belong on the Below Average
classification, however, a notable increase in the mean scores (Block 1, M=19.55,
SD=8.82;Block 2, M=19.49; 9.11) were noted. On the other hand, Block 3 with a
mean score of 27.08 (SD=11.63) now belongs to the Average level of academic
performance in the research subject.

Respondents Mean SD Academic

Classification

Grade 12 Students 21.64 10.27 Average

Table 3.3. Overall Level of Academic Performance of the Respondents
During the Posttest

After the implementation of the intervention using SIM tool, Table 3.3. above shows
the overall improvement on the level of academic performance of the students in their
research subject with a mean score of 21.64 (SD=10.27). With this, upon the
successful implementation of SIM, the Grade 12 students under the GAS now belong
to the Average classification when it comes to their academic performance in
research.
Based from the increased scores from the pretest to the posttest, the researcher has
met the DepEd’s (2005) aim with regards to the utilization of SIM - to improve
students’ performance in academic subjects and o promote successful learning in
the field of Science and Technology subjects in secondary among public schools.

4. Significant Difference Between the Pre and Post Assessment Mean scores of
the Respondents Before and After the Intervention According to their Profile

t-value p-value Significance (p<0.05)

-9.69327 .005238 Significant

Table 4.1 Significant Difference Between Pre and Post Assessment Before and After
Intevention According to Gender

According to the data in Table 4.1, there is a significant difference in the scores of the
male and female respondents before and after the intevention with a t-value of -
9.69327 and a p-value of .005238. The result, therefore, is significant at p < .05. It
was comprehended that scores of male and female respondents prior and at the end of
the intervention are significantly different and have improved. The results of the
analysis means there is a significant difference between the assessment mean scores
of the respondents in their Practical Research subject before and after the
intervention when grouped according to their gender.
t-value p-value Significance (p<0.05)

-3.13336 .017536 Significant

Table 4.2 Significant Difference Between Pre and Post Assessment Before and After
Intevention According to Block Section
With a t-value of -3.13336 and a p-value of.017536, Table 4.2 indicates that there is a
significant difference in the respondents' scores based on their Block Sections before
and after the intervention. As a result, the difference was significant at p <.05. It was
discovered that before and after the implementation of SIM tool, the scores of
respondents in Blocks 1, 2, and 3 were slightly different and had enhanced. According
to the findings of the study, there is a significant difference between the mean scores
obtained from the respondents in their Practical Research subject before and after the
intervention when grouped by their block section.

5. Significant Difference Between the Overall Assessment Mean Scores of the

Respondents in their Practical Research Before and After the Intervention

t-value p-value Significance (p<0.05)

-5.35448 < .00001 Significant

Table 5. Significant Difference Between the Overall Assessment Mean Scores Before
and After the Intervention

Based on the findings of the study, the overall assessment mean scores of the
respondents in their practical research has a significant difference before and after the
intervention. With a t-value of -5.35448 and a p-value of < .00001, results show a
significant increased and improvement on the scores of the respondents from the
pretest to the posttest after the utilization of SIM which means that the intevention
applied by the researcher is effective in improving the academic skills of the students
in researc-related subject.
The findings show similar results as to previous studies of Soberano (2009) were SIM
has been found effective in gaining scores in the post tests of the experimental and
control groups. As per result, higher mean was observed from the experimental
group after the presentation of the intervention materials. This suggested that
there was significance difference between their mean scores in the post test in
favor of the experimental group. Moreover, one way to improve student
performance specifically in the least mastered skills of the subject area, is the
utilization of an instructional material.

Conclusion

The researcher implemented the use of Strategic Intervention Materials (SIM) that
aimed to improve the level of academic performance of Grade 12 GAS Students in
their Practical Research Subject. Prior to the implementation, a pretest was conducted
to 89 respondents to assess their initial level of knowledge in the research subject.
Results show a Below Average level of academic performance which has an average
mean score of 14.06 (SD=8.55) before the start of the treatment to the overall
respondents during the pretest which shows that an intervention plan is really
necessary for the improvement of their performance. After a week, the researcher
began implementing SIM to the students and on the last week of the conduct of the
study, post assessment examination was again conducted to compare if their is an
improvement to the scores before and after the treatment. Findings show a notable
increase to the mean scores of the respondents to 21.64 that depicts the overall
academic performance of the Grade 12 students after the treatment is already under
the Average level. Based on the data, their is a significant difference between the pre
and posttest scores of the respondents according to their gender and block sections.
Finally, the overall assessment scores show a significant difference before and after
the utilization of SIM tool. Therefore, it can be concluded that SIM is effective and
can enhance the performance of students in their academic subjects even under the
modular distance learning set up.
VII. Action Plan and Timeline

Area of Focus Objectives Activities, Methods, Resources

Strategies
1. Video Lessons To help the reteach the  The teacher will Online Video
for Students concepts they least videos, give links, and other
with Internet mastered through and other online Discussions,
Access video leassons and materials that will be Open
other online learning accessible to every Educational
materials anytime student to view their Resources,
based on their missed lessons DepEd
available schedule. anytime. Common,
Educational
Sites
2. Radio-based This aims to provide  The teacher will be Open
Instruction for interactive learning providing the lessons educational
Students between the students to be aired in the resources, LR
without and teachers even radio with the same Portal, DepEd
Internet during the distance set- sources as to the Commons,
Access up. RBI will be aired online learning Educational
to places with no or materials. Sites, etc.
poor internet access
such as Sagradam
Concepcion, Dipuyai,
and Bintuan.
3. Facebook The teacher can  A weekly online Group Call
Group for monitor her students forum will be Using Facebook
Support and and post scheduled by the Messenger
Monitoring announcements teacher to promote a
conveniently and more open teacher-
accessible to students. student relationship
Students, on the other with regards to the
hand, even in the student’s academic
distance setting can performance, issues
raise their issues to the and difficulties and
teacher and know how other concerns. The
to get help. students can raise
and freely ask
questions and
provide comments
and suggestions to
the teacher, the
teacher could also do
the same to a better
virtual classroom
improvement.
4. Home This aimed to reach  The teacher will Hard Copy
Visitations out those students who provide learning Files of
have no access of materials to the Learning
internet and radio at students and conduct Materials
all, a personal discussion
to the topics being
missed by the
students.

Timeline of the Development of the Paper

Phase Activity Date

Phase 1 Identify area of focus, sources of information,
develop research questions, prepare the paper
work of the action research and make a self-
made questionnaire to be used in collecting
data.
Phase II Submit a request of approval to the research
adviser and to the school to start the
experimental study.
Phase III Collect data from the students through the
pretest questionnaires. Assess the scores to
formulate the appropriate intervention needed
by the class.
Phase IV Apply and practice the proper intervention
material needed based on the students’
responses.
Phase V Perform a post assessment exam. Collect data
from the posttest questionnaires of students to
know if there is an improvement from the
previous scores.
Phase VI Interpret results and make a necessary report
on the conducted action plan.

VIII. Financial Costs

Item Description Quantity Unit Unit Total

Cost Amount

Internet Load 3 mos load 3 796 2388

Bond Paper 1 ream 1 250 250

TOTAL: 2638.00 PhP

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