ABSTRACT
The prevalent global concern in schools and educational institutions today is the issue of underachievement. Gillies (2008) has characterized underachievement as the failure of pupils to realize their full potential. The Electronic Strategic Intervention Material (E-SIM) is an educational resource recommended by the Department of Education to address underachievement by enhancing student performance in areas where they have the least proficiency in competencies and skills. This research is focused on evaluating the impact of the E-SIM in improving competencies related to the separation of mixtures during Quarter I Week 5.
To gather data, the teacher-researcher employed both the "Test Before the Intervention" and "Test After the Intervention" for the least mastered competencies in Science 6 Quarter I Week 5, specifically focused on the topic of "The Techniques in Separating Mixtures." Additionally, the "Pupils’ Perception Survey (SPS)," as developed by Espinosa et al. (2012), was utilized.
The results clearly demonstrated that the utilization of the E-SIM in addressing the least mastered competencies in Science 6 Quarter I Week 5, related to the separation of mixtures, led to a significant improvement in pupils' understanding of the subject matter. This improvement was evident in the 9.26 gain score, indicating the difference between the scores obtained before and after the intervention. This finding was further supported by the paired t-test result, which yielded a value of 7.825 at a 95% confidence level, with a p-value of 0.0000 (below the critical value of 1.729), confirming a significant difference between the scores before and after the intervention.
Furthermore, the E-SIM received a mean score of 3.52, indicating a "Strongly Agree" rating according to the Student Perception Survey. This study highlights the E-SIM's effectiveness in substantially enhancing pupils' performance in areas they struggle with the most. As a result, it is recommended that further research be conducted to explore the integration of E-SIM into regular classroom instruction.
INTRODUCTION
In the K to 12 Basic Education Curriculum, one of the core principles is inclusive learning, which ensures that every student has the opportunity to develop at their own pace through a diverse range of learning activities. Through differentiated instruction and contextualization, educators can empower each student to personalize and solidify their learning experience.
Designing suitable intervention materials for science education was already a complex task even before the onset of the pandemic. However, the current circumstances, marked by a sudden shift in the mode of instruction, have introduced even greater challenges for both educators and pupils. As traditional face-to-face teaching transitions to online learning, pupils face issues associated with this educational shift.
Regrettably, the issue of underachievement continues to affect classroom education. Underachievement, as defined by Gillies (2008), refers to the apparent inability of pupils to fully realize their potential. This is frequently linked to pupils' performance in standardized tests, which is the predominant method for evaluating and assessing learners. A low level of academic achievement serves as an indicator of underachievement.
The Department of Education has provided pupils with various alternative learning modalities to choose from, allowing them to select the one that suits them best. One of these modalities, known as Online Distance Learning, falls under the category of distance learning. It places significant emphasis on the teacher's role as a facilitator, encouraging active student participation through the utilization of a variety of internet-based tools, as described by Villa in 2015. According to Llego in 2020, online learning offers a higher level of interactivity compared to other distance learning methods.
However, the transition to online education is unprecedented and presents considerable challenges. It tests the adaptability of teachers as they embrace this new teaching model. Educators must engage in thorough planning to develop effective strategies aimed at enhancing the outcomes of online learning, as this transition impacts the performance, interactivity, and overall learning experiences of pupils. These transitional challenges may bring about difficulties that differ from those encountered when introducing entirely new educational systems, as indicated by Raspopovic and colleagues in 2016.
The need to establish effective and well-structured approaches for teaching science subjects online is of utmost importance in enhancing critical thinking skills and other lifelong learning competencies. Learners' requirements continuously evolve, and educators must cater to the needs of all pupils, including those identified as "left behind learners." Consequently, the utilization of intervention materials becomes a crucial consideration, as mentioned by Marimella in 2016.
Hence, the objective of this research is to assess the acceptability and effectiveness of employing Electronic Strategic Intervention Material (ESIM) to enhance online scientific learning for pupils. The outcomes of this study will provide valuable insights to science instructors, aiding them in refining their methods for delivering online classes.
In the Caloocan, the outcomes of the Division-made Periodical Test offer a general assessment of pupils' performance within schools. The low average percentage scores indicate that there are pupils who have limited mastery of the concepts assessed. Pupils often fail to reach their full potential and exhibit poor performance in standardized tests.
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