ABSTRACT
The descriptive-survey study aimed to determine the least mastered competencies of grade 8 science learners as basis for Strategic Intervention Materials (SIM). The respondents of the study were the 208 grade 8 learners of Tigbauan National High School. The data needed for this study were gathered using standardized instrument validated by expert. The results of the study revealed that the least mastered competencies of grade 8 science learners are three least learning competencies in the 2nd quarter namely to explain how landmasses and bodies of water affect typhoons, to explain the regular occurrence of meteor showers, and to predict the appearance of comets based on recorded data of previous appearances. The finding also revealed a significant difference in general average and section while there was no significant difference in family structure. The three least mastered competencies were the basis for the strategic intervention materials.
Keywords: Least Mastered Competencies, Strategic Intervention Materials, Science Learners
INTRODUCTION
In response to the pandemic COVID-19, the Philippine education sector developed distance learning options to ensure learning continuity. Due to challenges with remote learning, such as unequal access to resources, pupils may do poorly and fall further behind their more disadvantaged peers. Prior to the epidemic, the Philippines' dismal results on previous regional and international learning assessments raised questions about the quality of basic education. When students go to typical classroom settings, DepEd is searching for innovative solutions to address problems in education (Yang, 2021).
The World Bank Group claims that the shutting of schools during the preceding two years had a detrimental long-term impact on pupils' capacity to study. In light of these challenges, the research suggests that educators keep an eye on and assess students' learning because doing so is crucial to implementing learning recovery programs. This may include one-on-one tutoring sessions and timely evaluations of each student's academic preparedness. Learning gaps between students are likely to vary, therefore teachers need to be ready for both lower and higher degrees of learning inequality in their classes.
The 2019 coronavirus disease (COVID-19) is driving a shift in training methods away from traditional in-person instruction and toward cutting-edge methods used on online platforms. As public health measures to lower the danger of virus transmission are demanded by national governments, educational institutions are finding it difficult to comply with the new criteria. In light of the current situation, educators are working out how to adapt. Outdated protocols need to be revisited and reassessed in a pandemic to accommodate a worldwide population. In this uncertain time, changes and challenges can be transformed into chances that lead to high-quality education (Landicho, 2021).
In the context of Philippine education, Strategic Intervention Materials or SIMs, are educational materials designed to reinforce ideas or topics that students are believed to have the least understanding of. Comprising as its core components are the Guide Card, Activity Card, Assessment Card, Enrichment Card, Answer Card, and Reference Card. SIM aims to stimulate students' curiosity, teach them science concepts and abilities, and help them use those abilities and expertise in practical circumstances. SIM is seen as a beneficial strategic teaching tool that helps teachers meet goals related to the teachings that are least learned. SIM learning techniques are instructional aids that support students' comprehension of material and facilitate their effective and efficient problem-solving (Bonitez, 2021).
Science courses follow a spiral curriculum in which students must first master each learning competency in order to go on to the next level. A teacher must intervene in the classroom, particularly in the science topic, in order to close the learners' learning gaps.
Using the above information, the researcher would pursued to determine the least mastered learning competencies of grade 8 science learners. The study served as basis for strategic intervention materials that may help enhance the mastery of the grade 8 students on Science 8.
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