Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XII
Division of Sultan Kudarat
BAI SARIPINANG NATIONAL HIGH SCHOOL
Bai Saripinang, Bagumbayan, Sultan Kudarat

STRATEGIC INTERVENTION MATERIALS: THEIR EFFECTS ON THE ACADEMIC

PERFORMANCE IN SCIENCE OF THE GRADE-8 STUDENTS
OF BAI SARIPINANG NATIONAL HIGH SCHOOL

A RESEARCH
Funded Through
Basic Education Research Fund (BERF) 2016

GLAIZA P. ALAIR, RN
Researcher

March 2018
i
 ABSTRACT

The main purpose of this study was to find out whether the use of Strategic

Intervention Materials in Grade-8 Science would be effective in increasing the

academic performance of Grade-8 students of Bai Saripinang National High School

for the SY: 2017-2018.

This was an experimental research using the pre-test and post-test design

involving the three sections of Grade-8 Joy, Grade-8 Love and Grade-8 Charity. The

respondents of the study were the students from the (3) sections who did not reach

the mastery level of the learning competencies with a total of 52 students. The

respondents were given a 20-item teacher-made test as their pre-test and post-test.

The statistical tools were employed using mean, standard deviation and t-test for

independent samples.

Comparing the two groups, those who have undergone the Strategic

Intervention Materials have greater number of students whose performance

belonged to Satisfactory and above than those who did not. Eighteen (18) or 59

percent are for those who were taught with Strategic Intervention materials while

those who were not had 11 or 42 percent satisfactory and above.

Generally, these results implied that the use of Strategic Intervention

Materials in Grade-8 Science was effective in improving the academic performance

of the Grade-8 students.

ii
 ACKNOWLEDGMENT

I would like to pay special appreciation to the persons below who made my

research successful and assisted me at every point to accomplish my goal.

Nelly Beliran, my principal, for her vital support and enthusiasm throughout

the completion of this research.

My co-teachers, Carmen Guilaran and Maybelle Manaraog, whose persistent

encouragement and sympathetic attitude at every point during my research helped

me to work in time.

Novie Joy Aujero, for her valuable ideas and untiring support in the

preparation and conduct of the study.

Michael Aprong, for his services and expertise in computer which turned my

strategic interventions materials successful and effective.

Above all, I whole-heartedly express my sincere gratitude to our living God

who faithfully gave me an encouraging support through my family and friends.

Finally, I wish to thank my husband, Ronnie Alair for his love, patience and

unwavering moral support to complete my research study.

iii
 TABLE OF CONTENTS

Content Page

Title Page i

Abstract ii

Acknowledgment iii

Table of Contents iv

I. Context and Rationale 1

II. Innovation, Intervention and Strategy 3

III. Action Research Questions 3

IV. Scope and Delimitation 4

V. Related Literature 4

VI. Action Research Methods 7

VII. Discussion of Results of the Study and Reflection 10

VIII. Action Plan 15

IX. References 19

X. Financial Report 20

iv
I. Context and Rationale

Learning science is fun for the reason that science is more than just knowledge. It is

a human enterprise involving mental operations, computational skills and strategies, courage

and most of all, curiosity in each person. Science allows students to investigate their world

and discover new things in life. It is also a dynamic subject, containing activities such as

hands-on-labs and experiments. Science teaches students necessary skills that they can

effectively use in other areas of their lives. As a result, science is included as a core subject

in elementary, junior high school and as well as in senior high school. Another justification

for the inclusion of science as a subject in school curricula is that all citizens need to achieve

a degree of “scientific literacy” to gain concepts and principles linked to real life situations.

Studies indicate however, that many of our Filipino learners are not attaining

functional literacy though the Department of Education had exerted efforts in improving the

quality of education to both public and private schools without which they find it too difficult to

meet the challenges posed by our rapidly changing world.

Preliminary results from the survey done by Raymond Pingol from the VISSER

project show that only around 20% of high schools have laboratories with non-traditional

“modern” equipment. Unfortunately, these “modern” equipment are typically no more than

the combination of a computer and an LCD projector. The lack of science education facilities

is reflected on the poor quality basic science and math education seen by low achievement

scores of Filipino students in various tests. The last time we participated in international

surveys like the 2003 Trends in Mathematics and Science Survey (TIMSS) revealed

unsatisfactory results, the Philippines ranked 34thin Math out of 38 countries and 43rd in

Science out of 46 countries that were tested (Manila Times, 2014). Guillermo M. Luz, co-

chairman of the National Competiveness Council (NCC) presented the results of the 2010-

2011 Global Competitiveness Report of the World Economic Forum. The Philippines ranked

69th in educational system, 112th in science and math and 76th on internet access. In all

1
categories, the Philippines was falling behind Singapore, Brunei, Malaysia, Indonesia,

Thailand and Vietnam.

This proved that vast majority of Filipino students have performed way below the

levels of most students from other countries in the international tests. Thus, education

managers must focus on reforming and delivering quality instruction so that the Curriculum

will not be overwhelmed by the crisis. Students must be provided with maximum

opportunities to become functionally literate in science.

On the average, the fourth year students obtained an MPS of 40.53 in Science, it

was the lowest MPS compared to other subjects in the school year 2010-2011. Science

continues to be the most difficult field of study, as a result students have low academic

performance. It is for these reasons that the researcher embarks on developing strategic

intervention materials in Science for Grade-8 students that will enhance learning and remedy

the least mastered skills and competencies of the students, thus attain growth in their

academic performance.

II. Innovation, Intervention and Strategy

This study will guide the school administration in planning appropriate services and

intervention to increase the academic performance of students not only in science but also in

other learning areas especially those who have learning difficulty and to support teachers in

providing needed instructional materials for students. Findings of the study may serve as a

way in improving the instructional methods of teachers and make science an interesting and

enjoyable subject, so that students can be motivated in understanding science concepts and

principles. As for the students, the SIM could give them motivation on to deal with their

learning difficulty and encourage them to study hard to overcome their weakness in Science.

2
Results of the study will help them understand with ease the learning competencies in

science.

III. Action Research Questions

The main purpose of this study was to find out whether the use of strategic

intervention materials in Science will be effective in improving the academic performance for

the first quarter of Grade 8 students enrolled in Bai Saripinang National High School,

Bagumbayan, Sultan Kudarat during the School Year 2017-2018.

Specifically, it will find answers to the following questions:

1. What are the levels of academic performance in Science of the Grade 8 students

before the conduct of the study?

2. What are their academic performances in Science after the conduct of the study

using the two strategies?

1.1 Traditional Method (using Grade-8 Science Module)

1.2 Strategic Intervention Materials (SIM)

3. Is the use of strategic intervention materials effective in improving the academic

performance of Grade 8 students in Science?

Hypothesis

Sub-problems 1 and 2 are hypotheses free.

For sub-problem 3:

Ho3 : The use of strategic intervention materials is NOT

EFFECTIVE in improving the academic performance

of Grade 8 students in Science.

3
 Conceptual Framework

INDEPENDENT VARIABLES DEPENDENT VARIABLE

• -Traditional Method (using Grade-

8 Science Module) Academic Performance of Grade 8
• -Strategic Intervention Materials Students in Science
(SIM) in Physics

IV. Scope and Delimitation

This study was delimited in finding out whether the use of strategic intervention

materials in Science was effective in improving the academic performance for the first

quarter of Grade 8 students enrolled in Bai Saripinang National High School, Bagumbayan,

Sultan Kudarat during the School Year 2017-2018.

Findings focused only on the results gathered from the subjects of the study where

the strategic intervention materials were conducted, thus, data would only be true to this

group of students and the school where it was conducted.

Further, other researchers could conduct similar studies using other grade levels in

their own places to compare results. Also, the researcher will be open to suggestions to the

materials other Science teachers could add to those she has already created to make the

validity of this research study stronger.

V. Related Literature and Other Studies

Strategic Intervention Materials

Strategic Intervention Materials are conceptualized and designed to aid the teacher

provide the pupils the needed support to make progress in studies.These will increase and

deepen the skills, knowledge and understanding of the child in various subject areas not only

4
in science and math but also including various learning areas in the curriculum (Rodrigo,

2015)

SIM can give the opportunity to explore various ideas and concepts that would enrich

their understanding of varied subject matters that sharpen their competencies.Furthermore,

the strategic instructional materials tend to re-teach the lessons which are not so much clear

to the learners and to help them gain mastery of the skills.Each intervention material

contains five parts such as the guide card, activity card, assessment card, enrichment card

and reference card. The guide card stimulates the pupil’s interest on the topic discussed and

gave a preview of what they would learn. The activity card translates the focus skills in at

least three activities. The assessment card provides exercises, drills or activities that allow

pupils to assess their understanding of what they have learned correct errors when

appropriate and monitor their learning and use feedback about their progress. The

enrichment card provides activities that reinforces the content of the lesson and provides

opportunities for the pupils to apply what they have learned to other subject areas or in new

contexts. Finally, the reference card provides further reading to the pupils. In its continuing

effort to raise the quality of education in the country, the Department of Education (DepEd)

continuously implements innovations particularly in Science. The focus of the Science

Education Program of the Basic Education Curriculum is to make learning meaningful for

students, in order to improve their achievement. In fact, most of the seminars, trainings and

scholarships sponsored by the DepEd and Department of Science and Technology (DOST)

for teachers teaching science subjects have the objectives of furthering the enhancement of

their knowledge and skills in delivering goods to the students. Similarly, the Bureau of

Secondary Education (BSE) is exerting its efforts to further enhance the skills and

competencies of the teachers by sponsoring trainings and seminars. An example of this is

the National Training on Strategic Intervention Materials (SIM) Development in Summer

2005. The training workshop aimed to enhance teachers’ skill in test analysis and

interpretation and capacitate them in developing various intervention materials for

5
remediation and enrichment of learning (DepED Memorandum No.117 s. 2005). Moreover,

the strategic intervention materials 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.

In addition, the designs of the strategic intervention materials are attractive and eye-

catching that is why a lot of teachers are encouraged to use them in the teaching-learning

process.The benefit of the strategic intervention materials is not only for the teacher’s

convenience and system in teacher but also for the easy grasp of the learners.

Academic Performance

It is currently understood that, in order for students to be considered “fully proficient

in science” (Duschl, Schweingruber, & Shouse, 2007), they must be able to (1) know, use,

and interpret scientific explanations; (2) generate and evaluate scientific evidence and

explanations; (3) understand the nature and development of scientific knowledge; and (4)

participate productively in scientific practices and discourse (Duschl et al., 2007). There is a

growing understanding of the role that early childhood education can play in building science

literacy. Infinitely curious about the world around them, children constantly observe and

explore, take in new information, and generate their own ideas about how the world works. It

is now widely known that cognitive stimulation in the early years is critical for brain

development and that young children have cognitive capacities far beyond what was

previously believed (Shonkoff& Phillips, 2000).

The lack of science education facilities is reflected on the poor quality of basic

science and math education seen by the low achievement scores of Filipino students in

various tests. Teaching preparation of public school teachers in science is also a factor in

learning. There is only a small of fraction of teachers in high school that qualified and

capable to teach physics, chemistry, biology and mathematics. Although these numbers

6
have increased for public schools due to scholarships efforts of DOST-SEI, there is still a

need to have programs for the continuing professional development such as training

programs and conferences. (Manila Times, 2014)

Filipino students are still weak in math and science, according to results of the

Trends in International Mathematics and Science Study. The study revealed unsatisfactory

results, the Philippines ranked 34th in Math out of 38 countries and 43rd in Science out of 46

countries that were tested (Manila Times, 2014). Educators in the Philippines must strive

harder to help students enhance their learning and make remedy for the least mastered

skills of the students, thus attain growth in their academic performance.

VII. Action Research Methods

Research Design

The experimental method (pretest-posttest) of research was employed in this study

using two groups of subjects as the control and experimental group, respectively.

Experimental method of research is a method or procedure involving the control or

manipulation of conditions for the purpose of studying the relative effects of various

treatments applied to members of a sample.

Locale of the Study

The study was conducted at Bai Saripinang National High School located at Purok

Magsaysay, Bai Saripinang, Bagumbayan, Sultan Kudarat.

Respondents

Bai Saripinang National High School has currently three (3) sections of Grade-8

students for the SY 2017-2018. The respondents of the study were the students from the (3)

sections who did not reach the mastery level of the learning competencies. A simple random

7
sampling (fish bowl technique) was employed and Group 1 became the experimental group

and Group 2 turned out to be control group.

Data Gathering Instrument

The following were the research instruments used in the study.

1. Strategic Intervention Materials

These are intervention materials which designed to help teachers provide the

students a needed support to make progress, to increase and deepen student’s skills,

knowledge and understanding from concrete science to what is more abstract. Furthermore,

these are instructional materials meant to re-teach the concept (s) and skill (s) to help the

learners master a competency-based skill which they were not able to develop during

classroom teaching. Each intervention material has five parts such as the guide card, activity

card, assessment card, enrichment card and reference card. The guide card stimulates the

students’ interest on the topic to be discussed and give a preview of what they would learn.

The activity card follows the guide card where it translates the focus skills in at least three

activities. It provides activities that are organized based on the sequence of the focus skills

written in the guide card and includes examples to concretize the concepts, particularly

those drawn from real life experience. The assessment card provides exercises, drills or

activities that allow students to assess their understanding of what they have learned correct

errors when appropriate and monitor their learning and use feedback about their progress.

The enrichment card provides activities that will reinforce the content of the lesson and

provides opportunities for students to apply what they have learned to other subject areas or

in new contexts. The reference card provides reading to students. It relates the content with

the students’ life experiences. It includes a carefully and well-researched list of resources

that helped students reinforce concepts and skills that they learned. It also includes

additional useful content not found in the books.

8
 2. Pre-test/ Post-test

It was a 20-item teacher-made test which was designed to measure the mastery level

of the students on the lessons chosen by the researcher and focused on the first module of

the Grade-8 science which was Forces and Motion. The items in the test were analyzed and

validated before the actual conduct of the study.

Data Gathering Procedure

A pilot pre-test was done before the experiments using the validated test items. The

experimental group was exposed to the use of Strategic Intervention Materials while the

control group was exposed to the traditional way of teaching using the Grade-8 Module in

Science. A pre-test was given to both groups before the introduction of the lesson and a

post-test after the end of the lessons. Both pre-tests and post-tests given to the experimental

and control group were the same. The lessons in the intervention was read and studied by

the students and the researcher directed the students to learn in the context of their own

personal experiences. Furthermore, the control group was given the same lesson, same

number of contact time and rules with the experimental group. They were given the same

pre-tests and post-test after the treatment. And their scores in every treatment were tallied

and interpreted by the researcher to determine whether there were significant differences on

their mean scores in the pre-tests and post-tests.

Statistical Tools

The following were the statistical treatment used in the study:

1. Mean and Mean Percentage

2. Standard deviation

3. t-test formula for independent samples

9
VIII. Discussion of Results of the Study and Reflection

Academic Performance in Science of the Experimental

Group after the Conduct of the Study

Table 1 presents the data about the academic performance in Science of the

experimental group after the conduct of the study. Frequency counts and percentage were

used to treat the data gathered.

Table 1. Academic Performance Level in Science before and after the Conduct of the
Study among the Experimental Group
N=26

Academic Pre-test Post-test

Performance Level Frequency Percentage Frequency Percentage

Above Satisfactory 0 0% 5 19%

Satisfactory 11 42% 13 50%

Below Satisfactory 15 58% 8 31%

Total 26 100% 26 100%

It could be seen on the table that there are increase in the academic performance

after the conduct of the study. 5 or 19 percent who were found to be on above satisfactory

level on their academic performance level. They were students whose proficiency level was

found between 86 and above. Ebel (2010) describe them as learners whose achievement is

above the average level. They exceeded in their learnings of the Science skills of what are

expected of them during the period the experiment was conducted. This group of learners do

not need more work from the teacher in order for them to learn the skills required to them to

learn.

Further, data reveal that there are 13 or 50 percent of the experimental group obtain

Satisfactory level of academic performance in Science. It shows that these student learned

at average level of the Science skills required of them to master. They just learned the skills

10
taught to them as per required. According to Ebel (2010) they are learners performance are

just enough of what was expected of them. They just meet the requirement. These students

needed more enrichment activities to reach mastery level. Teachers need to provide them

varied instructional materials to increase their performance toward mastery.

Furthermore, there are 8 or 31 percent of the experimental group who had academic

performance in Science found on Below Satisfactory. They are students who were unable to

reach the required skills to learn in Science as expected of them. As Ebel (2010) described

them, they are learners who moderately or poorly achieve the required skills to master in

Science in their level. They needed more work for teachers to help them. Remedial

measures are suggested to help them improve their Science skills.

Academic Performance in Science after the Conduct

of the Study among the Control Group

Table 2 presents the data about the academic performance in science after the

conduct of the study among the control group. Frequency counts and percentage were

employed to treat the data gathered.

Table 2. Academic Performance Level in Science before and after the Conduct of the
Study among the Control Group
N=26

Academic Pre-test Post-test

Performance Level Frequency Percentage Frequency Percentage

Above Satisfactory 0 0% 1 4%

Satisfactory 14 54% 10 38%

Below Satisfactory 12 46% 15 58%

Total 26 100% 26 100%

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 It was revealed in the data that only 1 or 4 percent belonged to above Satisfactory

level. This academic performance in Science reflects that these students are above average

in their achievement. They learned the skills in Science greater than what was expected of

them. Ebel (2010) describe them to be learners who meet the required needed mastery of

the skills expected of them. They are school children who could grasp immediately and

easily the lessons taught to them. Further results show that there are 10 or 38 percent found

to belong in Satisfactory level related to their Science skills. They did not exceed the

expectations of what are required to them to master. Ebel (2010) describe them to be

learners who have the average ability to learn. They could learn and grasp the lessons

taught but only of what are required of them. They are not advance learners. They needed

more enrichment activities to meet the mastery of the skills.

Furthermore, there are 15 or 58 percent of the students without intervention found to

be below satisfactory. It means they are students who are fall short of the capabilities to

learn the skills expected of them. Ebel (2010) describe them to be learners whose abilities

are below average. They moderately learn the skills expected of them to master. They

needed more work or help from their teachers.

Comparing the two groups, those who have undergone the Strategic Intervention

Materials have greater number of students whose performance belonged to Satisfactory and

above than those who did not. Eighteen (18) or 59 percent are for those who were taught

with Strategic Intervention materials while those who were not had 11 or 42 percent

satisfactory and above.

Generally, these results implied that those students who were taught with

supplementary instructional materials performed better than without. These findings was

supported by the ideas of Ornstein (2012) when he stated that most classroom experiences

occurs through verbal symbolism with written and spoken words which were easier for the

teachers to supply but maybe difficult for many students to understand, thus various multi-

sensory instructional aids or intervention materials such as text, picture games and

simulations can be substitute for first-hand experience to enhance understanding of the

12
learning activity. When in fact using strategic intervention materials (SIM) was found

effective as intervention materials in teaching. These were supported by the studies of

Regidor (2007) in Araling Panlipunan, Nogollos (2008) and Lumantas (2014) in Science and

Technology they found out that the experimental group using Strategic Intervention Materials

(SIM) increased their achievements compared to the control group who did not.

Data Showing Whether the Use of Strategic

Intervention Materials is Effective

To arrive to an answer about the sub-problem, t-test for independent sample was

employed.

̅ of both Experimental and Control Group

Table 3.1 Means 𝒙

Group N Mean Std. Deviation Std. Error Mean

Experimental 26 11.7692 2.98406 .58522

Control 26 7.3462 1.87494 .36771

Table 3.1 shows that the Mean 𝑥̅ value obtained of the experimental group was

11.77, while the control group was 7.35, giving a difference of 4.42 in favor of the

experimental group.

Table 3.2 Independent Samples Test

Levene's Test
for Equality of t-test for Equality of Means
Variances
F Sig. t df Sig. Mean Std. Error 95% Confidence
(2- Difference Difference Interval of the
tailed) Difference
Lower Upper

Equal 7.426 .009 6.400 50 .000 4.42308 .69115 3.0348 5.81130

Variances
Assumed 6.400 42.07 .000 4.42308 .69115 3.0283 5.81780

13
 Data further reveal in Table 3.2 that the computed obtained t-test value was 6.400.

Tested at .05 level with df equals 50, the required tabular value for significance is 1.676. The

obtained computed t- value of 6.400 is greater than 1.676, thus, this leads to reject the null

hypothesis formulated. It means that the use of strategic intervention materials in teaching

Science is effective in improving the academic performance of the students in the said

learning area.

The results indicated that the academic performance in Science of the two groups

differ in favor of the experimental group. It meant that those students who had undergone

learning with the use of strategic intervention materials (SIM) performed better that those

without. The use of SIM as an intervention material was effective in improving the academic

performance of the students. These results confirmed further that the use of instructional

materials to supplement the books as used in teaching by the teachers, were effective to

help school children continue to make progress on a particular standard.

These findings were similar to the results of the study conducted by Noveno (2007)

where she used self-instructional modules. Recently, similar studies in Araling Panlipunan

was conducted by Regidor (2007) and Nogollos (2008) where the results of using

supplementary reading materials produced better improvement in the academic

achievement of the students.

However, the most recent was the study conducted by Lumantas (2014) about the

use of strategic intervention materials on the students’ performance in Science and

Technology. Results reported that Strategic Intervention Materials (SIM) in teaching Science

was effective in improving the academic performance in Science.

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IX. Action Plan

Action Plan for the Dissemination of the Results of the Study

The following activities will be taken to efficiently implement the significant findings of

the study. These actions will be done after the acceptance of the final copy of the study in

the division and regional offices.

Activities Person/s Target Materials Possible Budget

Involved Date Needed Result (Php)

Reporting the Researcher February Hard Copy of The persons 2,000.00

Significant and 2018 the Study involved will be
Findings of the Teachers provided with
Study to all Bai the data on
Saripinang how to intensify
National High ways to
School Teachers improve
Through School academic
Learning Action school
Cell performance of
students
Conducting an In- Researcher February Hard Copy of The persons 3,500.00
Service Training and Science 2018 the Study, Wi- involved will be
(INSET) on How to Teachers Fi Load, Bond trained in
Create the conceptualizing
Paper,
Strategic and designing
Intervention Printing and the strategic
Materials for Least Photocopying, intervention
Mastered Snacks and materials for
Competencies in Meals least mastered
Science Subject competencies
in Science

TOTAL 5,500.00

15
 In-Service Training Design Proposal

I. Description

 Training Title : SEMINAR-WORKSHOP ON STRATEGIC

INTERVENTION MATERIALS FOR LEAST
MASTERED COMPETENCIES IN
SCIENCE AND MATHEMATICS
 Project Beneficiaries : SCIENCE AND MATHEMATICS TEACHERS
OF BAI SARIPINANG NATIONAL HS
 Training Proponent : GLAIZA P. ALAIR, RN

II. Rationale

The goal of science education is to develop individuals in a way that they will

be able to understand the relationship between science, technology and society and to

apply this knowledge in their every life. Expert on the education of the youth declared

that when a deficit in concept or skill development is found, immediate interventions must

be made to ensure that the child continues to make progress on that particular standard.

Strategic Intervention Materials (SIM) was, therefore, the bridge that was

intended to fill the learning gaps in the academic pursuit of our youth. Such purpose of

using Strategic Intervention Materials (SIM) in Science so as the student be able to attain

a more intensive understanding of the area in which he or she failed before and so

well with forthcoming Achievement Test or other educational assessment body.

III. Overview of the Program

SIM can give the opportunity to explore various ideas and concepts that

would enrich students’ understanding of varied subject matters that sharpen their

competencies.

16
 This is a 2-day seminar-workshop for all Science and Mathematics Teachers of Bai

Saripinang National High School. Teachers will be assisted to conceptualize and design

strategic intervention materials for least mastered competencies to increase and deepen

the skills, knowledge and understanding of the students in various subject areas not only

in science and math but also including various learning areas in the curriculum.

Expenses relative to the conduct of this activity of the participants are chargeable to

Basic Education Research Fund subject to the accounting and auditing rules and

regulations.

IV. Goal

To train teachers in conceptualizing and designing the strategic intervention materials

for least mastered competencies in both Science and Mathematics subjects and to

encourage teachers to produce a more interactive and enjoyable activities for learning.

V. Date of Implementation

February 7-8, 2018 at Bai Saripinang National High School, Bagumbayan,

Sultan Kudarat.

VI. Participants

Persons Involved # of Participants

Resource Speakers 2

Mathematics Teachers 5

Science Teachers 4

Total 11

17
VII. Budgetary Requirements

Budget Items # of Cost per Total Cost Source of Fund

Items Item
School Supplies - - 1,330.00 BERF
(bond paper,
inks, ballpen)
Snacks 44 15.00 880.00 BERF

Lunch 22 60.00 1,320.00 BERF

Total 3, 500.00 BERF

VIII. Expected Output

Teachers who are equipped with knowledge, skills and attitude in

constructing strategic intervention materials to improve the academic
performance of the students.

18
X. References

Books

Duschl, Richard A.; Schweingruber, Heidi A.; &Shouse, Andrew W. (Eds.).

(2007). Taking Science to School: Learning and Teaching Science in Grades K- 8.
Washington, DC: National Academies Press.

Shonkoff, Jack P.; & Phillips, Deborah A. (Eds.). (2000). From Neurons to
Neighborhoods: The Science of Early Childhood Development. Washington, DC:
National Academy Press.

Dissertation and Master Thesis

Gultiano, Angelyn P. (2012). Effects of Strategic Intervention Materials on the

Academic Achievement in Chemistry of Public High School Students, Digos City

Action Researches

Barredo, Kristine Joan DA. (2008). Development on the Academic Performance in

Science Using Strategic Intervention Materials, Muntinlupa City

Dy, Jocelyn O. (2013)(Strategic Intervention Material: Improving the level of

Academic Performance of Grade 8 Students

Chalufour, I (2010)Learning to Teach Science: Strategies that Support Teacher

Practice,Newton, Massachusetts

Website or Webpage

Rodrigo, Rosario T. (2015). Importance of Strategic Intervention Materials:

http://udyong.net/teachers-corner/6925-importance-of-strategic-intervention-
materials

Murray (2015, May).Nearly one-third of the world’s population is obese or

overweight, new data show:http://www.healthdata.org/news-release/nearly-one-
third-world%E2%80%99s-population-obese-or-overweight-new-data-show

Manila Times Online (2014). Science Education

Realities.http://www.manilatimes.net/science-education-realities/100096/

Atherton, JS (2005). Learning and Teaching; Cognitive Theories of Learning.

http://www.learningandteaching.info/learning/cognitive.html

19
XI. Financial Report

The following were the expenditures that had been incurred for the accomplishment
of the conduct of the study and for efficient dissemination of the findings.

# Particulars Amount

1 Wi-Fi and Communication Load 1,000.00

School Supplies (Bond Papers, Printer Inks, Ball

2 14, 875.75
pens, Folders and Other Related Materials)

3 Photocopying/printing 825.00

4 Meals and Snacks (Training and Intervention) 11,532.15

5 Transportation 1,900.00

Total 30,132.90

GLAIZA P. ALAIR, RN
Researcher

20
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Division of Sultan Kudarat
BAI SARIPINANG NATIONAL HIGH SCHOOL
Bai Saripinang, Bagumbayan, Sultan Kudarat

Grade-8 Science
LEAST MASTERED COMPETENCY

A. Infers that when a body exerts a force on another an

equal amount of force is exerted back on it

Subtasks:

Examine the conditions when two forces balance,

1 and

Explain the effect of balanced forces on the state

2 of motion of an object.
TITLE CARD
GUIDE CARD

• Equal forces that

act on an object
from opposite
sides.
• The object doesn’t
move.
 ACTIVITY CARD
Instruction: Draw heart ( ) in the box below of every picture that
shows balanced forces and draw ( ) if it is not balance.

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.
NO. 2 ACTIVITY CARD
Instructions: Write YES on the box below of every picture if the
object will move and NO if the object will not move.
Draw the forces acting on every picture.

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.
We can infer based on our Activities no.1 and 2 that the objects
remained at rest because the forces acting on them are
equal in magnitude and in opposite directions and they lie
along the same line of action

Now, let us try to combine or add forces to determine the

net or unbalanced force acting on an object.

We will use the formula:

Fnet = Fn + Fg

If the sum of the forces equate to zero, they are considered

balanced. If the algebraic sum is not equal to zero, the
forces are not balanced. The non-zero sum is the net or
unbalanced force. This unbalanced or net force would
cause a change in a body’s state of motion.
 ASSESSMENT CARD
Instruction: Solve for the NET FORCE acting on an object and
indicate if the object will move or not.

13units 15 units

5 units 5 units

10 units

10 units
 ENRICHMENT CARD
Instruction: Cut the following pictures and paste it on another
sheet of paper based on the what direction the object will move.
 ENRICHMENT CARD
Instruction: Paste the picture based on the what direction the
object will move.

REMAINED
UP DOWN LEFT RIGHT
AT REST
 ANSWER CARD
(ACTIVITY)
Instruction: Draw heart ( ) on the box below of every picture that
shows balanced forces and draw ( ) if it is not balance.

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.
 ANSWER CARD
NO. 2 (ACTIVITY)
Instructions: Write YES on the box below of every picture if the
object will move and NO if the object will not move.
Draw the forces acting on every picture.

1. 2. 3. 4. 5.

NO NO NO YES NO
6. 7. 8. 9. 10.

NO NO NO YES NO
 ANSWER CARD
(ASSESSMENT)

Instruction: Solve for the NET FORCE acting on an object and

indicate if the object will move or not.

Fnet = Fn + Fg
Fnet = Fn + Fg
13units 15 units = 15units+(-13units)
= 5units+(-5units)
= 2 units
= 0
•The object moves to the
•The object will remain
5 units 5 units at rest
right

Fnet = Fn + Fg
= 10units+ 10 units
= 20 units

•The object moves to the left

10 units
10 units
 ENRICHMENT CARD
Instruction: Cut the following pictures and paste it on another
sheet of paper based on the what direction the object will move.
 ANSWER CARD
(ENRICHMENT)

Instruction: Cut the following pictures and paste it on the another

sheet of paper based on the what direction the object will move.

REMAINED AT
UP DOWN LEFT RIGHT
REST
REFERENCE CARD

CONGRATULATIONS!!!

MISSION ACCOMPLISED!

More to come, so please read more.

Grade-8 SCIENCE LEARNER’S MODULE

DEPED, Republic of the Philippines, pp. 3-10

Internet: www.google.com
(for caricatures/images)
LEAST MASTERED COMPETENCY

B. Investigates the relationship of the amount of

force applied and the mass of the object to the
amount of change in the object’s motion

S U B TA S K S :

Describe how the net force acting on an object

1 affects its acceleration

Describe how the mass of an object affects its

2 acceleration
TITLE CARD
GUIDE CARD

NEWTON’S SECOND LAW

OF MOTION
states that
“The acceleration of an
object is directly
proportional to the
magnitude of the net force
acting on it and is
inversely proportional to
its mass.”
 ACTIVITY CARD

Instruction: Identify which object has GREATER and LOWER ACCELERATION

by drawing an arrow. (GREATER and LOWER )

FORCE ACCELERATION FORCE ACCELERATION FORCE ACCELERATION

ACCELERATION ACCELERATION ACCELERATION

Newton’s second law of motion or Law of Acceleration is concerned with
the relation of acceleration to mass and force.

This can be expressed in equation form as: Greater force

Greater acceleration

DIRECTLY PROPORTIONAL

10k
g
Greater mass
Lower acceleration
5kg

INVERSELY PROPORTIONAL
Now let us try to solve for the acceleration of an object using the formula below.

Acceleration = Net force / Mass or

a = Fnet /m
ASSESSMENT CARD
Instruction: Solve for the ACCELERATION of an object.

0.5 kg
21 N
11 kg 18 N
 ENRICHMENT CARD
Instruction: Fill in the blank.

1. An object with greater mass will have

__________________ acceleration.
2. An object with greater force applied to
it will have __________________
acceleration.
3. An object with lesser mass will have
__________________ acceleration.
4. An object with lesser force applied to it
will have __________________
acceleration.
 ANSWER CARD
(ACTIVITY)
Instruction: Identify which object has GREATER and LOWER ACCELERATION
by drawing an arrow. (GREATER and LOWER )

FORCE ACCELERATION FORCE ACCELERATION FORCE ACCELERATION

ACCELERATION ACCELERATION ACCELERATION

 ANSWER CARD
(ASSESSMENT)

Instruction: Solve for the ACCELERATION of an object.

0.5 kg
21 N
11
kg 18 N

A= Fnet/m A= Fnet/m
= 21N/11kg = 18N/0.5kg
= 1.09 m/s² = 36 m/s²
 ANSWER CARD
(ENRICHMENT)

Instruction: Fill in the blanks.

LESSER
1. An object with greater mass will have __________________

acceleration.
GREATER
2. An object with greater force applied to it will have __________________

acceleration.
GREATER
3. An object with lesser mass will have __________________ acceleration.
LESSER
4. An object with lesser force applied to it will have __________________

acceleration.
REFERENCE CARD

MISSION ACCOMPLISED!

More to come, so please read

more.

Grade-8 SCIENCE LEARNER’S

MODULE
DEPED, Republic of the
Philippines, pp. 12-17

Internet: www.google.com (for

caricatures/images)
LEAST MASTERED COMPETENCY

C. Determine if work is present in a given activity or

not and computes for work done by a constant force

1 Explain if work is done in the situation presented.

2 Solve for the work done on an object.

TITLE CARD
GUIDE CARD
 ACTIVITY CARD
Instruction: Box the situations shown below that
represent examples of work.
 ACTIVITY CARD
Instruction: Using an arrow, show the direction of the
force and displacement in every picture.
Work is done if the object you push moves a distance in the direction towards which
you are pushing it.

force
Direction of motion

displacement
No work is done if the force you exert does not make the object move.

No work is done if the force you exert does not make the object move in the same
direction as the force you exerted.

Now let try to calculate how much work is done on an object using the formula:

W= Fd
 ASSESSMENT CARD
Instruction: Solve for the work done on an object.

1. A girl is pushing a grocery cart with 2. The 5.5-kg box is lifted from the floor
450 N of force along the 8-meter to the top of a table which is 1 meter
aisle. How much work is done in from the floor, how much work is done
pushing the cart from one end of the on the box?
aisle to the other?

W=Fd W=Fd
 ENRICHMENT CARD
Instruction: identify the object that gains energy and the object that loses energy.

Situation Gains energy Loses energy

1. The ball was kicked by a baseball player.

2. The boy is pushing the box.

3. The man rings the bell.

4. The man lifting the book to be placed on a table.

5. The button was pressed by a kid.

 ANSWER CARD
Instruction: Box the situations shown below that
represent examples of work.
 NO. 2 ANSWER CARD
Instruction: Using an arrow, show the direction of the force (F) and displacement (d) in every picture.

F
F
F d

d
d F d

d F d F

F d
d
 ANSWER CARD
Instruction: Solve for the work done on an object.

1. A girl is pushing a grocery cart with 450 2. The 5.5-kg box is lifted from the floor to
N of force along the 8-meter aisle. How the top of a table which is 1 meter from the
much work is done in pushing the cart floor, how much work is done on the box?
from one end of the aisle to the other?

W= Fd
W= Fd = (5.5kg)(9.8m/s²)(1m)
= (450N)(8m) = 53.9Nm or 53.9 J
= 3,600Nm or
3,600 J
 ENRICHMENT CARD
Instruction: identify the object that gains energy and the object that loses energy.

Situation Gains energy Loses energy

1. The baseball player hits the ball far enough.

ball baseball player

2. The boy is pushing the box.

box boy

3. The man rings the bell.

bell man

4. The woman is lifting the book to be placed on a table.

book woman

5. The kid is pressing the button too hard.

button kid
REFERENCE CARD

CONGRATULATIONS!!!

MISSION ACCOMPLISED!

For more information, please

read.

Grade-8 SCIENCE LEARNER’S

MODULE
DEPED, Republic of the
Philippines, pp. 21-26

Internet: www.google.com (for

caricatures/images)