Reina Anne Cecilia Limbago-Bastida, Garry L. Bastida


This study employed a quasi-experimental method of research to determine the effectiveness of Strategic Intervention Material (SIM) on the learning outcomes of grade 11 senior high school students. 90 students were taken for the study, 45 per group; control and experimental group. This experimental group was exposed to SIM in physical science while the other 45 students were catered to the conventional/traditional method. Data was gathered through the use of questionnaires and analyzed, employing mean and t-test. The results showed that there was a significant difference between the mean gain scores of the experimental and the control group by a t-computed of 2.710 with p-value of 0.008. The utilization of SIM can help to increase the learning outcome of the senior high school students than using conventional/traditional way of teaching. The data collected for this study included students’ responses on the pre-test and post-test in physical science from the researcher-made questionnaire. The research findings formed the basis of recommendations for the development of teaching and learning strategies and approaches which will develop students’ learning outcomes, eventually leading to high academic performance.


Article visualizations:

Hit counter


strategic intervention material, mean, t-test, quasi-experimental design, senior high school, Philippines

Full Text:



Ausubel, D. (1968). The psychology of meaningful verbal learning. New York: Grune & Stratton; Retrieved November 15, 2019 from https://bit.ly/2KxQ9ih.

Barredo, K. J. (2012). Evaluating the effectiveness of using strategic intervention material in improving the academic performance in science strategic intervention material

Bruner, J. (1966). The role of Discovery Learning Approach. The Child's Concept of Language. New York: Springer-Verlag.

David, L. (2005). Strategic intervention material-based instruction, learning approach and students’ performance in chemistry. International Journal of Learning, Teaching and Education Research, 2(1), 91-123.

Dela Cruz, M. (2017). Effects of lack of instructional material. Retrieved: http://www.academia.eu/13158439. September 2019.

Fuchs, T. (2014) Effectiveness of Tri-in-1 strategic intervention materials for grade 9 students through Solomon four-group design. Asia Pacific Journal of Education, Arts and Sciences. 4(1).

Horn, A. (2011). The conditions of learning and theory of instruction. New York: CBS College Publishing.

Javier, P. (2015). Effects of strategic intervention material (SIM) on the academic achievements in Chemistry of public high school students. Retrieved from http://www.slideshare.net/neoyen/strategic-intervention-material. September 2019.

Legaspi, D. (2014). Performance of Philippine high schools with special curriculum in the trends in international mathematics and science study (TIMSS Advanced). Retrieved from http://www.nscb.gov.ph. October 2019

Pedreira, E. (2015) Educational potential, underachievement, and cultural pluralism. Education in the North, 16, 23-32.

Plenos, J. (2014) Effectiveness of the Teacher-Made Science Strategic Intervention Material in Increasing the Performance Level of Grade Six Pupils of Bacongco Elementary Schools in the Specified Competency.

Rosenshin, B. (2010). Strategic Intervention Material (SIM) on Educational Statistics for B. Ed. Students- An Experiment Statistics for Journal of Open Learning. 24-31.

Shauna C., Gordon N. (2011). Blended learning: How Does Skill builder LMS Simplify your Learning Delivery. Retrieved from www.skillbuilderlms.com

Soberano, A. (2011). Strategic intervention materials in Chemistry. Paper presented at the Third International Conference on Science and Mathematics Education, Penang Malaysia.

Warrington, T. (2012). United States in the stagnation in Mathematics and Science. http://m.search.proquest.com/proquestws/mlogin

DOI: http://dx.doi.org/10.46827/ejsss.v7i4.1249

Copyright (c) 2022 Reina Anne Cecilia Limbago-Bastida, Garry L. Bastida

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2016 - 2023. European Journal Of Social Sciences Studies (ISSN 2501-8590) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and  Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.


Hit counter