ABSTRACT
The education sector is adopting a more targeted approach to the development of appropriate materials so that educators can deliver instruction that is relevant to their specific circumstances and will lead to improved outcomes for students in science education. The present study aimed to develop and validate competency-based SIMs for Grade 7 Science to address the identified least-learned competencies of the four main domains of science in the Kitcharao District. This study employed a descriptive developmental design and a quasi-experimental design to collect evaluative data from five expert validators, 13 science teachers, and 30 students who were purposefully selected from the Grade 7 population of science classes. Data from the descriptive analyses indicate that the developed SIMs generally received ratings of "Very Satisfactory" by professional educators for content, format, presentation, and accuracy, while the student sample overwhelmingly rated the SIMs positively across all evaluation dimensions. Furthermore, paired sample t-tests (0.05) showed that there were significant mean increases in student pre-test and post-test competency scores as a result of the use of SIMs, thereby confirming a positive and significant impact on student achievement in the targeted science domains. The study also found that the SIM’s structured and user-friendly formats were effective in reducing students’ anxieties about learning and enhancing their confidence in learning at their own pace and overcoming cognitive barriers created by complex concepts. However, the findings of the study suggest that ongoing institutional support is needed for the continued implementation of the agreed-upon remediation programs, with the implication that future implementations of SIMs should include long-term, highly structured remediation periods as opposed to time-compressed remediation periods to achieve maximum retention of knowledge. Based on these findings, it is recommended that DepEd officials institutionalize the use of SIMs, school administrators establish district repositories for validated materials, and teachers consciously incorporate these intervention tools to bridge learning gaps, while the proposed Strategic Intervention Material (SIM) Remediation Program in Appendix V be adopted for school-wide implementation, ensuring that the validated SIMs are included in the DepEd’s Learning Resource Management & Development System (LRMDS).
Keywords: Strategic Intervention Materials, ADDIE Model, least mastered competencies, instructional, material development, intervention program, learning gaps, science education, material validation, Philippines Basic Education, Intervention
INTRODUCTION
The reforms to the Philippine education system are designed to improve learner outcomes and close long-standing learning gaps. The MATATAG Curriculum, developed to help implement the aforementioned reforms, is one of the key components of the effort made to improve educational use of resources. The MATATAG Curriculum has been designed to strengthen the foundational skills of each student through: (1) creating a smaller, more focused set of competencies for the learner; (2) providing instruction that is based on competencies and is therefore mastery-oriented; and (3) honoring the diverse needs of learners.
By using this system, teachers can help students develop a solid understanding of the foundations of learning before moving on to doing more complex tasks. It is up to the teacher to help connect the curriculum objectives to effective classroom practice. The MATATAG Curriculum includes expectations for using responsive strategies with the types of materials used to help students who demonstrate difficulties with learning (Department of Education Order No. 10, s 2024). Current research indicates that curriculum improvement alone is insufficient to improve student learning unless combined with effective instructional intervention (Darling-Hammond et al., 2022; UNESCO, 2023).
Teaching and learning science in the Philippines have been a challenge for some time. The latest evidence of how poor the teaching and learning of science in this country is the results from the 2022 PISA test. Filipino students did not perform as well as students from other countries on this test and therefore did not achieve an average score comparable to that of students around the world (OECD, 2023).
There is consistent national research confirming that Filipino students lack basic scientific literacy or conceptual understanding and have not demonstrated adequate knowledge retention across all areas of scientific literacy. Consistently, the performance levels of the Filipino education system are significantly lower than those of most countries on a variety of international tests and local evaluations (Gabatino, 2025). Local data support the assertion that students have difficulty retaining their understanding of science concepts over time and are unable to develop their higher-order scientific reasoning skills, especially in settings with limited instructional support (Aguanta et al., 2024).
The MATATAG Curriculum for Science for 7th graders in the Kitcharao District is implemented across four domains: Earth Science, Biology, Chemistry, and Physics. An analysis of the least-learned competencies at the district level shows that students consistently did not reach expected levels of achievement in some core areas of science. District data show that students have consistently achieved low levels of competency across all identified Science areas. These consistent learning deficiencies demonstrate the need for data-driven instructional interventions, such as SIMS, aligned with the MATATAG Curriculum and designed to support the identified least learned competencies for 7th graders in the Kitcharao district.
While previous research indicates that Strategic Intervention Materials (SIMs) have been helpful in providing learners with support, key knowledge gaps remain. One such gap concerns the systematic development and validation of SIMs using data on the least-learned competencies for the district (i.e., data collected at the district level). This lack of systematic development and validation of SIM using district-level data is a methodological gap. For example, most studies evaluating the effectiveness of SIM were conducted after implementation, thereby limiting research on developing or validating SIM prior to implementation. The lack of systematic development and validation of SIM, and the limited evidence to date on its effectiveness, limit teachers' ability to implement responsive, data-informed remediation practices. Bajarias et al. (2024) found that many teachers experience difficulties aligning the curriculum, which affects their ability to plan lessons for students and ultimately results in poor student achievement. Wabingga and Tomaquin (2025) reported that teachers in remote locations face challenges in modifying instructional materials to meet the needs of local learners. Additionally, Cayabas Jr. and Sumeg-ang (2023) identified that instructional resources developed specifically for the context are needed to address learning gaps and support remediation efforts.
There are several ways to help students build the knowledge and comprehension needed to address persistent learning gaps. And through structured, learner-paced, and competency-based activities, SIM has proven helpful in providing students with the needed support by extending knowledge, helping them master difficult concepts, and, ultimately, bridging gaps in understanding (San Isidro & Dio, 2025; Gabucan & Sanchez, 2024). In the MATATAG Curriculum, SIM provides teachers with an opportunity to identify areas of difficulty and create customized learning experiences to meet individual student needs, ensuring that students receive the instructional strategies and resources to better understand and acquire the competencies required for their grade levels.
This study shares a connection to the UN Sustainable Development Goals (SDGs). With goal number 4 (Provide Quality Education), to provide quality education to all people at all ages by developing and implementing local contextualized SIMs (Strategic Intervention Materials) based upon the least learned competencies, it enables improvement in the science learning outcomes, delivery of quality instruction, and provides local access to supportive materials for learning. This study also meets Goal number 9 of the UN Sustainable Development Goals by developing and implementing Local/Evidence-Based Educational Innovations to meet the needs of their communities.
This study, titled Development of Strategic Intervention Materials (SIMs) for Grade 7 Science in Kitcharao District, was conducted for the same reasons. It involved the development and validation of SIMs, using district-level assessment data from Kitcharao District, intended to remediate or provide extra assistance to learners who demonstrated significant difficulties learning the four most problematic areas of science. The intent behind developing SIMs is to help learners improve their understanding of the key elements of science and to assist teachers in developing and using remediation strategies based on objective data from the MATATAG Curriculum.
As a result of the recently updated Philippine Basic Education System's new three-term school calendar and scheduling policy (DepEd Order No. 009, s. 2026), the issue of localized instructional materials remains an important concern in the Philippine Basic Education System (DepEd).
However, it should also be noted that the competencies that the SIMs are designed to help students achieve remain unchanged; therefore, the SIMs will continue to be invaluable assistance for those with learning difficulties. The fact that they are created to support curriculum standards indicates that the SIMs will remain useful and necessary regardless of the length of the student's calendar year.
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