Presented at the DLSU Research Congress 2019
De La Salle University, Manila, Philippines
June 19 to 21, 2019
Effectiveness of Competency-Based Strategic Intervention
Materials in English 7
Raquel C. Cordova1, Janariah Grace D. Medina2, Tessa R. Ramos3, and Aileen R. Alejo4
1Camarin
High School
2Camarin
High School
3Manuel Luis Quezon High School
4Manuel Luis Quezon High School
[Link]@[Link]
jangracemed@[Link]
tessareyesramos0291983@[Link]
aileen.alejo118@[Link]
Abstract. The authors discussed the effectiveness of competency-based strategic intervention
materials in English which were given to learners to help develop their least mastered skills.
They discovered that the pretest mean scores are very poor prompting the explanation behind
the authors to build up the Strategic Intervention Materials. Focusing on the competency-
based strategic intervention materials, the authors used two hundred Grade 7 learners of
Camarin High School and covers only third semester topic in English 7 which is combining
sentences using logical connectors. Strategic Intervention Material is used in classes
remediation to give focus on developing the least mastered skills of the learners as identified
in the pretest mean scores. The chosen two hundred learners took the pretest and posttest.
Consequently, purposive sampling was used by the author in utilizing the study. In line with
this, the author also used z-test in utilizing the study. After utilizing the strategic intervention
materials, the F-computed value 1.01 is less than F-tabular value 1.76 at 5% level of
significance with 29 degrees of freedom, therefore the null hypothesis is accepted. There is a
significant difference on the assessment of the two groups of respondents on the effectiveness
of the competency-based SIM in terms of quality. The author observed that the learners were
enjoying and learning as they go along with the SIM. In this case, the learners had already
developed and improved their least mastered skills. They were able to combine logical ideas
and sentences with the use of logical connectors appropriately. These led to the excellent
performance of the learners. Aside from this, learners were also able to develop their passion
in reading.
Key Words: Strategic Intervention Material; Purposive Sampling; Competency
1. INTRODUCTION when it comes to developing their least mastered
skills.
The general goal of competency-based
One of the objectives of the Department of
learning is to ensure that students are acquiring the
Education is that no learners will be left behind. This
knowledge and skills that are deemed to be essential
ensures that all learners were given the equal chance
in mastering the least mastered skills of the learners.
to learn better in school and develop their least
Competency-based learning is more widely used at the
mastered skills. Because of this, the competency-
elementary level, although more middle schools and
based strategic intervention materials serve as a
high schools are adopting the approach. As with any
solution to the very poor performance of the learners
Presented at the DLSU Research Congress 2019
De La Salle University, Manila, Philippines
June 19 to 21, 2019
educational strategy, some competency-based systems anchored to the objectives of the K-12 Curriculum
may be better designed or more effective than others. wherein no learners will be left behind. With the use
It is a necessity for the educators to provide of these intervention materials, learners were able to
the learners various learning materials that will help come up with the mastery of the least mastered skills.
them enhance their English language skills and The Camarin High School Grade 7 learners'
obtain full mastery in the mentioned field. It has also steady execution in the quarterly examination in
been said that “English is a universal language”. As English wherein the last got the least grades ended
learners of English, it is important that each of the up a standout amongst the most difficult worries of
learners should meet all of the learning competencies the instructors. After effects of the said examinations
in English. The competency-based strategic were proposed to control the teachers in improving
intervention materials in English provide a solution their nature of instructing to make more
to the poor language performance of such learners. contextualized showing materials and advancing
These materials were based on the learning extra mediation for the understudies.
competencies of English and also a combination of
technology, creativity, and resourcefulness of the 1.2 Research Questions
teachers. It is one of the instructional materials used
for remediation or to reteach the least mastered 1. What least mastered skills are identified
competencies suited for 21st century learners. based on the results of the pretest in
As stated on DepEd Memorandum No. 39, English 7?
series of 2012, the policy guideline in addressing 2. What is the level of performance of the
learning gaps and implementing reading and writing learners in English 7 pretest before
program in secondary schools, DepEd recognized that utilizing the Strategic Intervention
most of the secondary schools had already put in place Materials?
a remediation programs to address the deficiencies in 3. Is there a significant difference in the
learning. In order to systematize the process, the performance of the respondents before
mentioned order advised the schools to frame their and after utilizing the Competency-
programs and interventions within the guidelines Based Strategic Intervention Materials?
prescribed. The utilization of Strategic Intervention 4. How effective is the competency-based
Materials aims to improve the least mastered skills of strategic intervention materials in terms
the students in a particular subject area. of content and quality?
In line with the Deped Memorandum 117,
Series of 2005, it is stated that Strategic Intervention
Materials are materials prescribed by the Department 2. METHODOLOGY
of Education to improve the students’ performance in
English. To promote successful learning in the said 2.1 Research Design
subject area both in elementary and secondary
learners, the Department of Education provided the The study used both descriptive and one
teachers’ training and workshop on preparing these group experimental design using the pre-test and
intervention materials to be used. post-test as a tool in gathering data to measure the
The Strategic Intervention Materials help performance of the student-respondents on the
the leaners to develop the competencies that they did Competency-Based Strategic Intervention Materials
not master during the regular classes. It can be (SIM). As stated by Devin Kowalczyk (2015), a pre-
presented using power point presentation, printed test-post-test design is usually a one group
materials, or computerized activities. The SIM experiment wherein participants are being studied
focuses only on one particular competency intended before and after the utilization of the experiment. A
for remediation. one-group experiment simply means participants
were not randomly assigned. It is possible to have a
1.1 Background of the study group (control group) who doesn’t undergo the
utilization. In the pre-test and post-test design, there
The competency-based strategic intervention is only one group and all of them are in the
materials are materials used in developing the least experimental condition.
mastered skills of the learners. These materials were
Presented at the DLSU Research Congress 2019
De La Salle University, Manila, Philippines
June 19 to 21, 2019
2.1 Research Respondents Upon gathering the pre-test and post-test
mean scores, the authors determined the significant
The student-respondents of the study difference in teaching with or without the utilization
consisted of 200 Grade 7 learners who got the lower of Strategic Intervention Materials.
scores in the pre-test. The chosen students took the
pre-test and post-test. 2.5 Data Gathering Procedure
2.3 Research Instruments The authors choose the least mastered skills among
the competencies in the Grade 7 K-12 Curriculum to
The following are the research instruments anchor the content of the strategic intervention
used in the utilization of the study: material. The pre-test was given to the student-
Competency-Based Strategic Intervention respondents before the conduct of the study. The
Materials. These are the materials or teaching aids experimental group was given the Strategic
used by the teacher given to the learners to help them Intervention Material and a post-test was given after
master a competency-based skill which they were not the end of the lesson. Upon gathering the pre-test and
able to develop during the regular classroom teaching. post-test mean scores, the authors determined the
They give the learners the opportunity to acquire new significant difference in the performance of the
ideas. These instructional materials help the teacher learners with the utilization of Competency-Based
in the remediation of concepts and skills and also help Strategic Intervention Materials.
the learners to master the competencies stated in K-
12 curriculum.
Pre-test and Post-test. These are the tests 3. RESULTS AND DISCUSSION
given to the students of Grade 7 in English consisted
of 20 item test on Figurative Language and 10 item Based on the gathered data, the authors
test on Subject and Verb agreement. found out the following:
The study utilized Research Administrative
Form (RAF) as an evaluation instrument for the Table 1 presents the description of the least
Strategic Intervention Materials. This shows the mastered skills based on the diagnostic test as shown
records of the students’ pre-test and post-test. on the table.
Table 1. Least Mastered skills in English
2.4 Statistical Treatment of Data Least Mastered
Rank
Item MPS Level of
Skills Numbers Proficiency
The statistical tools utilized in the study are the
following. Conjunctions No
Formula was used to calculate values related 1 21-25 28.15
Mastery
to statistical concepts of analyses.
Percentage distribution was used in
Identifying
describing the student-respondents’ performance in Errors and No
English based on the result of the pre-test and post- 2 26-30 30.34
Noting Details Mastery
test before and after the utilization of the Strategic
Intervention Materials. Understanding
Ranking was used to identify the data Subject-verb No
3 46-50 31.32
transformation in which numerical or ordinal values Agreement Mastery
are placed by their rank when the data are sorted.
Standard Deviation was utilized to indicate
As shown that the least mastered skills are
the extent of deviation for a group as a whole.
identified based on the results of the pretest in
Z-test for correlated samples was
English 7. Rank 1 or 28.15 composite mean index was
administered to find out the significant difference
gained by the topic “conjunction”.
between the students’ performance in the pre-test and
post-test in the English examination.
Presented at the DLSU Research Congress 2019
De La Salle University, Manila, Philippines
June 19 to 21, 2019
Table 2 shows the competency-based Table 3 shows the Competency-Based
strategic intervention materials based on the Strategic Intervention Materials in terms of content.
identified least mastered skills.
Table 3. Competency based Strategic Intervention
Table 2. Competency-based Strategic Intervention Materials in terms of content
Material based on the least mastered skills Content Mean V.I Rank
Learning Competencies Learning Rank
Code
Content is suitable to the
Link sentences using logical student's level of 4.00 VS 1
connectors that signal EN7G-III- development.
1
chronological and logical b-1 Material contributes to the
sequence and summation achievement of specific
Identify errors as a tool to objectives of the subject area 3.90 VS 2
assert one’s unique identity EN7OL- and grade/year level for
2
and to better understanding III-b-3: which it is intended.
with literature. Material is free of ideological,
Use subject-verb agreement cultural, religious, racial,
EN7RC- 3.81 VS 4
as basis for conjectures made 3 and gender biases and
III-b8.1:
about a text prejudices
Material provides for the
As gleaned at the table, rank 1 on “Link development of higher
sentences using logical connectors that signal cognitive skills such as
chronological and logical sequence and summation” 3.44 VS 7
critical thinking, creativity,
followed by rank 2 on “Use the active or passive voice learning by doing, inquiry,
meaningfully in varied context”, and rank 3 or 2 on problem solving, etc.
Use direct and reported speech appropriately in Material enhances the
varied context” development of desirable 3.75 VS 5
The outcome of the table demonstrates the values and traits.
use of the learning competency of the topic Material has the potential to
subordinating conjunctions and has changed the arouse interest of target 3.67 VS 6
substance of preparing the strategic intervention reader
materials. The prepared SIM by the researcher has Adequate warning/
made information dynamic as much as possible. cautionary notes are
provided in topics and 3.89 VS 3
activities where safety and
health are of concern
Total Weighted Mean 3.78 VS
Results of the competency-based strategic
intervention materials demonstrate that content
advancement has helped in the improvement of
convenient learning and long partition learning. The
use of web content advancement has enabled
educators to accomplish understudies transversely
over guests and besides students from making
countries have used content development to purchase
in for front line information as a tool in
communication.
Presented at the DLSU Research Congress 2019
De La Salle University, Manila, Philippines
June 19 to 21, 2019
Table 4 shows the Competency-based Table 5 shows the Performance of the
Strategic Intervention Material in terms of quality. learners in the posttest after utilizing the competency
based Strategic Intervention Materials
Table 4. Competency based Strategic Intervention
Materials in terms of quality Table5. Performance of the learners in the posttest
Factor 2: Mean Verbal Rank after utilizing the competency-based strategic
Quality Interpretation intervention materials
Prints 4.00 VS 2
Illustrations 3.99 VS 4 z- z- p-
Group Mean SD Decision Interpretation
Design and 3.91 VS 5 computed critical value
Layout
Paper and 4.00 VS 2
Binding Pretest 6.70
Size and 4.00 VS 2 2.22
Reject Significant
Weight of +67.88 +2.05 0.0000
Ho Difference
Resource Posttest 19.20
Total Weighted 3.97 VS 2.55
Mean
N=30, df=29, ∞= 0.05 mean difference= 13.10
Results demonstrate that the format
advancement has helped in the improvement of As seen on the table, the z-computed value of
convenient learning and long partition learning in 67.88 is greater than the z-tabular value 2.05 at 0.05
SIM. The use of format advancement has enabled level of significance with 29 degrees of freedom. Null
educators to accomplish students transversely over Hypothesis is rejected. Therefore, there is a significant
guests and understudies from making learning easier. difference between the pretest and posttest mean
The respondents concluded the size of letters is scores of the student-respondents with the utilization
appropriate to the intended user, spaces between of the competency-based strategic intervention
letters and words facilitate reading, Font is easy to materials.
read, and printing is of good quality. In terms of
illustration, the respondents describe the SIM Simple
and easily recognizable. The SIM clarified and
4. CONCLUSIONS
supplemented the text, and properly captioned. As
stated on DepEd Memorandum #117, Series of 2005, The researcher, based on the data presented,
Strategic Intervention Materials are materials concluded that;
prescribed by the Department of Education to improve The utilization of the competency-based
the students’ performance in English. To promote strategic intervention materials has never been easy.
successful learning, the Department of Education Some challenges were encountered in the SIM
provided the teachers’ training and workshop on utilization. Primarily, school has limited materials.
preparing these intervention materials to be used. Secondly, not all teachers assigned have their own
localized material to be used in remedial intervention,
and lastly, not all teachers are capable of developing
and utilizing SIM.
There are varied least mastered skills which
were identified based on the results of the pretest in
English 7. This led to the authors to the develop a
competency-based strategic intervention materials
based on the least mastered skills of the learners. The
SIM was marked effective in the LRMDS quality
assurance in terms of content and quality as assessed
by the teachers themselves and department heads/
LRMDS Coordinator respondents. There is a
significant difference between the assessment of two
Presented at the DLSU Research Congress 2019
De La Salle University, Manila, Philippines
June 19 to 21, 2019
groups of respondents on the effectiveness of the
competency based Strategic Intervention Materials
Wherein, there was an increase of performance of the
learners in the posttest after utilizing the competency
based Strategic Intervention Materials.
5. ACKNOWLEDGMENTS
The authors offered their most profound
gratitude to Dr. Nenita E. Mercado,
Dr. Jerome L. Jacolbia, Dr. Randy M. Estigoy, Grade
7 teachers and student-respondents, who took part on
the success of the study.
6. REFERENCES
Aguele A. (2010)
[Link]
inclusionstrategies/103030-understanding-
remedial-teaching/Understanding and Tips to
Teach Remedially.
Biton, F (2011) Cooperative Learning: Effects on the
Achievement of Deep and Surface Learners in
High School English. Unpublished Masters
s
Thesis.
Brodin, J. &Lindstrand, P. (2014), Perspectives of
Schools for [Link] : Student Litteratur.
Broderick, C.(2012) Research in the Use and
Purpose of Instructional Materials.
([Link]
el_195604_brode [Link])
Bunagan F. (2012)
[Link]
intervention[Link]
teaching-theory-guide/deep-and-
[Link]
Chingos, M. (2012)
[Link]
reports/2012/4/10%20curriculum%20chingos%20
whitehurst/0410_curriculum_chingos_whitehurs
[Link]
Dahar, M (2011), Effect of the Availability and the
Use of Instructional Material on Academic
Performance of Students in Punjab (Pakistan),
Euro Journal Publishing Inc.