ABSTRACT
In the 2022 Programme for International Student Assessment (PISA) results, which evaluate mathematics skills of 15-year-old learners achieved at least Level 2 proficiency in Mathematics. This means they can interpret and apply mathematical concepts in basic situations without direct guidance. Additionally, eighty-four percent (84%) scored below level 2, indicating that students begin to demonstrate the ability and initiative to use mathematics in simple real-life situations. SIM help the learners develop competencies that they did not master during the regular classes. Students must be utilized with strategic intervention materials that are suited to the needs of the students, focusing on the least-mastered skills, to improve their mathematics performance. During the First Quarter Pre-Test, Mathematics is considered as one of the learning areas at San Piro National High School with the lowest Mean Percentage Score (MPS). This motivated the researchers to develop and utilize printed strategic intervention material focusing on the least-mastered skills in Mathematics 9 during the First Quarter to improve learners’ academic performance.
This study utilized the experimental research design which made use of pre-test and post-test questionnaire in gathering the necessary data. The participants of this study were the stratified sample of fifty-two (52) Grade 9 learners grouped into two (2) - controlled and experimental groups. Each of the groups consisted of twenty-six (26) learners with the general average of eighty-seven (87) to ninety-four (94) during their previous grade level. The controlled and experimental groups. Results revealed that before the utilization of Strategic Intervention Material (SIM), learners’ performance in Mathematics was low. After the utilization of SIM, learners’ performance improved and suggested that its utilization greatly impacts the achievement of learners compared to the implementation of traditional teaching-learning processes.
Keywords: Strategic Intervention Material (SIM), controlled, experimental, mathematics, academic performance, utilization, teaching strategy