AWARENESS AND PREPAREDNESS OF USING STRATEGIC INTERVENTION MATERIAL (SIM) IN DEPED CABANATUAN CITY
Submitted to:
Atty. Emie Portillo
In Partial Fulfillment of the Requirements for the Degree of Master of Arts in Education
by
WILLBERT P. BALANGAT 2015
CHAPTER 1 The Problem and Its Background Introduction In
an
article
entitled
“The
Sorry
State
of
RP
Public
Education“ which was published in Manila Times on July 6, 2004, at
the
24th
National
Educators
Congress,
former
Education
Secretary Florencio Abad laid down the facts that only six out of every 1,000 Grade Six elementary graduate students are prepared to enter high school and only two out of every 100 fourth year high school students are fit to enter college. He also stated that
the
Philippines
is
no.
41
in
Science
and
no.
42
in
Mathematics among 45 countries. An anonymous author once said, “teachers make a difference” and
in
making
a
difference,
all
type
of
learners
must
be
considered, especially those who needs special attention due to below average performances. And once these learners thrive and improved, the biggest difference is made because changes could be counted for life. With the foregoing concerns of educators, the Department of Education developed a system of teaching learners with special needs,
called
material,
which
Strategic started
Intervention with
the
Material
initiative
(SIM). of
the
The former
Department of Education Secretary in 2005, is a collection of learning activities and illustrations collated in a portfolio
style. It is intended as a remedial instruction for students who are performing below the competency standard set by DepEd in different academic subjects. It is self-regulated which can be manipulated and used by the learners during their break time, even
without
the
supervision
of
the
teacher.
It
is
self-
understandable and explanatory because terms used are constructed into the simplest but most informative and interesting channel. The Strategic Intervention Material (SIM), since 2005, had dynamically evolved as it is being promoted by DepEd through National contests (PDI, 2005). It had been a yearly tradition that public elementary schools be encouraged to join the SIM making contest, in order to convey the goodness which SIM could give to students with special needs. Subjects which are mostly found difficult by learners like Mathematics, English and Science became the favorite subject of teachers when making SIM.
Theoretical Framework This study is primarily based on the Intervention Theory and Method of Chris Argyris wherein he argues that in organization development, effective intervention depends on appropriate and useful knowledge that offers a range of clearly defined choices and that the target should be for as many people as possible to be committed to the option chosen and to feel responsibility for it. Overall, interventions should generate a situation in which
actors believe that they are working to internal rather than external influences on decisions. Intervention theory is a term used in social studies and social
policy
to
refer
to
the decision
making problems
of
intervening effectively in a situation in order to secure desired outcomes. Intervention theory addresses the question of when it is desirable not to intervene and when it is appropriate to do so. It also examines the effectiveness of different types of intervention. The term is used across a range of social and medical practices, including health care, child protection and law enforcement. It is also used in business studies. The researcher believes that intervention is necessary to overcome
the
intervention
learning of
difficulties
teachers
in
the
of
acquiring
students of
and
learning
the of
a
student is a significant factor.
Conceptual Framework The
study
deals
with
determining
the
awareness
and
preparedness of primary grade teachers in implementing
Strategic
Intervention
based
Material
which
will
be
cultivated
on
intervention theory and method of Chris Argyris wherein he argues that in organization development, effective intervention depends on
appropriate
and
useful
knowledge
that
offers
a
range
of
clearly defined choices and that the target should be for as many
people as possible to be committed to the option chosen and to feel responsibility for it. The findings of the study will be used in the improvement of the Division Planning Program which may be utilized for implementing future plans and programs to improve the performance of schools as well as the pupils. The figure below will be the test map of the study which includes its input, the process and output. The figure shows that the study is focused on identifying the relationship of the profiles of the primary grade teachers on their awareness and preparedness of using Strategic Intervention Material using the instruments and interpreting the data. The procedure will be within the use of descriptive method which shall be done by interpreting the relationship of the profiles of teachers and their awareness and preparedness of using SIM; the relationship of
the
awareness
and
preparedness
of
using
SIM
and
the
performance of the school in terms of the National Achievement Result.
The
result
will
be
the
basis
of
the
improvement
of
planning and implementing programs of the school and the Division to better serve its stakeholders.
Figure 1. Paradigm of the Study
INPUT Profiles of Primary Grade Teachers -
Age Gender Marital Status Educational attainment Religion Length of Service Training and Seminars Position and Designation
Awareness and Preparedness of Implementing SIM at
OUTPUT
PROCESS Data Gathering Instrument
-
relationship
Questionnaire
-
aware; 2–Slightly
-
aware; 3–Somewhat
-
aware; 4–Moderately
-
aware and; 5–Extremely
profiles
of
the
teachers
-
Frequency
the
Counts Weighted Mean Standard
and
-
-
Feedback
and
awareness
of
using
Strategic
Pearson
aware.
primary
preparedness
Deviation
all
Statement of the Problem
the
Treatment
of Correlation
1–Not
between
Statistical
Intervention
Product Moment
-
Determined
-
Materials The relationship between the awareness and preparedness of using SIM and performance of the school in National Achievement Test
The study will sought to answer the following questions: 1. How are the primary grade level teachers of District 10 described in terms of: 1.1. Age 1.2. Gender 1.3. Marital Status 1.4. Educational Attainment 1.5. Religion 1.6. Length of Service in the Teaching Profession 1.7. Trainings and Seminars Attended 1.8. Position and Designation in their Respective Schools? 2. How are the practices of primary grade level teachers in District 10 described in terms of: 2.1. Awareness of the Strategic Intervention Materials 2.2. Preparedness in using Strategic Intervention Materials 2.3. Approaches and Strategies in Teaching 2.4. Assessment, Instruments and Techniques 2.5. Interventions? 3. What factors affect the primary grade level teachers from using or not using Strategic Intervention Materials? 4. How do the personal profiles of the primary grade level teachers
influence
their
awareness
and
preparedness
in
implementing SIM? 5. How do their awareness and preparedness of implementing SIM affect the school performance in National Achievement Test?
Hypothesis The study will test the foregoing null hypothesis: 1. There is no significant relationship on the
personal
profile of the primary and elementary teachers of District 10
on
their
awareness
and
preparedness
Strategic Intervention Materials.
of
implementing
2. There is no significant relationship on the awareness and preparedness
of
teachers
in
implementing
SIM
with
the
performance of the school in National Achievement Test. 3. The practices of the primary and elementary teachers of District
10
have
no
significant
relationships
on
their
awareness and preparedness of implementing SIM..
Scope and Limitation of the Study The study will focus on the awareness and preparedness of primary grade teachers in implementing Strategic Intervention Materials. The awareness and preparedness of implementing SIM will be categorized into five levels namely: 1 – Not at all aware; 2 – Slightly aware; 3 – Somewhat aware; 4 – Moderately aware and; 5 – Extremely aware. It will be conducted in District 10 of the Division of Cabanatuan.
There
are
eight
public
schools
in
the
district
wherein schools with large population has at least two sections per grade level. There are about 48 primary grade teachers in District 10 teaching Grades 1 to 3. Each teacher will be given with questionnaires as soon as the conduct of this study will be approved. This study is limited to primary teachers since the primary grade level is the basic foundation of learning in the Elementary which the researcher believed to be strengthened.
Significance of the Study The
findings
administrators, principals
in
intervention
of
the
school
study
will
be
helpful
superintendents,
planning
and
especially
in
implementing increasing
school
supervisors
programs
the
for
for
performance
and
learner of
the
schools in National Achievement Tests. Teachers
will
be
given
more
trainings
and
seminars
to
improve and enhance their knowledge about SIM. The Pupils would be the ultimate beneficiaries of the study. Improving different
teachers’ subject
practices
areas
would
and mean
techniques increased
in
teaching
efficiency
and
better learning on the part of pupils. Finally, springboard
the
for
results
planning
of
the
officers
investigation and
may
curriculum
serve
as
writers
in
making educational plans and programs relative to intervention programs in the Division of Cabanatuan in particular and the whole country in general. Definition of Terms
Primary Teachers. It refers to teachers who are teaching grades 1 to 3. It also refers to teachers of the District 10 of the Division of Cabanatuan City
Strategic Intervention Materials (SIMs). These are tools which are exclusively designed for those students who are really in need of an intensive learning care of the teachers. It is a tool intended for remedial class used to re-teach competency-based skills which were not learned by pupils with special needs during the regular classroom teaching. (Wikianswers)
Students with Learning Difficulties. These are learners which has grades below 75 in their grades or those who are not performing satisfactorily on their subjects.
Chapter 2 Review of Related Literature and Studies This chapter presents the related literature and studies both local from foreign and local sources. This also includes of the synthesis of related literature and studies.
Local Literature The Department of Education issued DepED Memorandum No. 117, s. 2005, which states that teachers should be capacitated in developing various intervention materials for remediation and enrichment of learning. In a Department Order issued by Department of Education on “Policy
the
Guidelines
on
Addressing
Learning
Gaps
and
Implementing a Reading and Writing Program in Secondary Schools Effective
School
Year
(SY)
2012-2013”,
it
states
that
the
division offices (DOs), through their Quality Assurance Teams, shall monitor the schools and provide technical assistance as required. A report to the regional office (RO), copy furnished the Bureau of Secondary Education (BSE), on the general profile of learners' deficiencies, interventions adopted, and progress attained by mid-year and by the end of the school year (SY) is advised. encourages
In compliance with the said order, Division Offices teachers
to
participate
and
prepare
Strategic
Intervention Materials. Strategic Intervention Material (SIM) is an instructional material intended to re-teach topics which are considered as Least Mastered. It’s different from a module in many aspects but its main goal is parallel to having remedial classes for those Least
Mastered
topics.
It
only
requires
least
supervision. (“Strategic Intervention Materials”, 2010)
teacher
Foreign Literature Teacher’s strategy in teaching greatly affects the academic performance of students as stated by Hansen in his paper which was presented at the annual meeting of the American Educational Research Association in New Orleans, Louisiana on April 25, 2000, “Many
researchers
have
discussed
the
different
factors
that
affect the student academic performance in their research. There are
two
types
of
factors
that
affect
the
students‘academic
performance. These are internal and external classroom factors and
these
Internal
factors classroom
strongly
affect
factors
includes
the
students‘performance.
students
competence
in
English, class schedules, class size, English text books, class test results, learning facilities, homework, environment of the class, complexity of the course material, teachers role in the class, technology used in the class and exams systems. External classroom
factors
include
extracurricular
activities,
family
problems, work and financial, social and other problems. Research studies shows that students‘performance depends on many factors such as learning facilities, gender and age differences, etc. that can affect student performance”. Bruce, et al (2001) pointed out that the development of positive attitudes towards any school subject is fundamental for several reasons. First, attitude is related to achievement and
may
enhance
cognitive
development
directly.
Second,
positive
attitude toward a subject makes students more likely to engage in lifelong
learning
both
formally
and
informally.
More
specifically, in the area of science teaching, positive attitude affects both course and career choices. According
to
Bretz
(2001),
Novak’s
Theory
of
Human
Constructivism states that “a meaningful learning underlies the constructive
integration
of
thinking,
feeling,
and
acting,
leading to human empowerment for commitment and responsibility”. Meaningful
learning
will
only
occur
when
education
provides
experience that requires students to connect knowledge across the three domains either cognitive, affective, or psychomotor domain. Students must not only read concepts, but must also design and carry out experiments in the laboratory which will allow them to connect these abstract concepts to choices they must make in their daily lives.
Luke
(2006)
mentioned
that
strategy
instruction is a powerful student-centered approach to teaching that is backed by years of quality research. In fact, strategic approaches to learning new concepts and skills are often what separate good learners from poor ones. Considering that many students with disabilities struggle with developing strategies for learning and remembering on their own, a parent or teacher skilled
in
difference.
introducing
this
process
can
make
a
world
of
Luke (2006) also added that strategy instruction supplies students
with
the
same
tools
and
techniques
that
efficient
learners use to understand and learn new material or skills. With continued guidance and ample opportunities for practice, students learn to integrate new information with what they already know, in a way that makes sense–making it easier for them to recall the information situation
or
or
skill
setting.
at
a
Not
later only
time, does
an
even
in
a
impressive
different body
of
research exist with respect to strategy instruction, but that library of knowledge is also extremely broad and has direct and immediate application to practice in almost every area of the educational curriculum. Even better, this method of instruction is appropriate and effective for students who have disabilities, as well as for those who do not. Researchers at the University of Kansas have been deeply involved in researching learning strategies since the 1970s and have done much to define and articulate the benefits of strategy instruction, particularly for students with learning disabilities (LD). This work has resulted in one of the most well-researched models for teaching students to use learning strategies. This model has been known for years as the SIM, which stands for the Strategic Instruction Model. Over the past 25 years, SIM has emerged into a multi-system, comprehensive school-wide approach
with coordinated evidence-based teaching and learning components at its core.
Local Studies The findings of Barredo (2011) agreed with the findings of Hogan (2000) and Woodward (2004), who found out that intervention materials contributed to better learning of the concepts among students. Posttests and maintenance tests indicated that students who were taught with material employing the causal style of discourse
had
significantly
better
retention
of
facts
and
concepts and were superior in applying this knowledge in problemsolving exercises. Furthermore, students learn best when they can build on past experience, relate what they are learning to things that are relevant to them, have direct "Hands-on" experience, construct
their
own
knowledge
in
collaboration
with
other
students and faculty, and communicate their results effectively. The study of Barredo (2011) came up with the following findings
that
there
was
no
significant
difference
on
the
performance of the experimental group and control group in the pretests. They were of the same level of intelligence and mastery before they were exposed to experiment. Although there was slight difference on their mean score, it was not that significant based on the computed t-value of 0.476 at 0.05 significance level; There
was
significant
difference
on
the
performance
of
the
experimental group in the pretest and posttest. The difference in the
mean
scores
of
posttest
and
pretest
of
8.93
was
indeed
significant. There was a positive transfer of learning in the two groups. However, higher mean was observed from the experimental group after the presentation of the intervention materials and; the strategic intervention materials were effective in mastering the competency based –skills in science based on the mean gain scores in the posttests of the experimental and control groups. In a study of Dy (2007) to determine the effectiveness of the
Strategic
Intervention
Materials
(SIM)
in
Science
IV
(Physics), it revealed that the finding agrees with Deocariza (2004) wherein the PWA Based Workbooks in Science III that was developed was found to be effective in enhancing: a) students’ achievement in Science III, b) practical skills, and c) positive attitude towards practical work. Brophy (1998) also disclosed that learning is fun and exciting, at least when the curriculum is well matched to students’ interests and abilities and the teachers emphasizes hands-on activities. This finding is consistent with previous research reports that the instructional device prepared by the teacher takes the center stage in the teaching methodology. The teaching aids are used to provide a concrete experience about the lessons for the students since they are seen or heard or both. (Isorena 2000), Salandanan 1996, Gowin 1981). “The students’ power to control
better
his
teacher’s
later
experience
authority
as
is
in
grounded
student’s
not
so
much
understanding
in of
the how
educative materials enhance and enlarge the range of experience. The teacher’s responsibility is to see that what the student takes from the educative materials does in fact help the student in this increased understanding. . Foreign Studies In a recent research in Center for Research on Learning at University of Kansas (Pearson Hall, 2009), all of the Strategic Instruction Model teaching routines have been successfully field tested
in
general
education
classrooms
characterized
by
significant academic diversity. The classes contained students judged to be at risk for academic school failure as well as students
judged
to
have
learning
disabilities.
Research
has
demonstrated that consistent and explicit instruction and use of each routine is a key ingredient for instructional success.
Synthesis of Related Literature and Studies Literatures
and
studies
revealed
that
the
strategic
intervention material is an effective way to enhance the academic performance of students. It is also a helpful tool to unlock the learning difficulties of students with learning disabilities.
However, despite the numerous studies conducted about SIM and the promotion of the Department of Education, the level of awareness and preparedness of teachers in using SIM especially in the primary grade level should be assessed. This is to ensure that the programs from the national level reaches the grassroots level.
This study is different from the former studies since the
latter
aims
to
identify
the
awareness
and
preparedness
of
teachers in using the Strategic Intervention Material in District 10 of the Division of Cabanatuan.
Chapter 3 Methodology This chapter presents the research design, population and sampling, respondents of the study, research instrument, data gathering procedures and statistical treatment of data that will be used in the study in order to have a reliable analysis and interpretation of data.
Research Design
This study will utilize the descriptive method of research. According to Johnson and Christensen (2010), the primary purpose of descriptive research is to provide an accurate description or picture
of
the
status
or
characteristics
of
situation
or
phenomenon. The focus is not on ferreting out cause-and-effect relationships but rather on describing the variables that exist in
a
given
situation,
and
sometimes,
on
describing
the
relationships that exist among those variables. The researcher will
describe
the
present
condition
in
primary
and
selected
elementary schools in the Division of Cabanatuan City. In
an
article
posted
by
Penwarden
(2014),
descriptive
research is conclusive in nature, as opposed to exploratory. This means that descriptive research gathers quantifiable information that
can
be
used
for
statistical
inference
on
your
target
audience through data analysis. As a consequence this type of research takes the form of closed-ended questions, which limits its ability to provide unique insights. However, used properly it can
help
an
organization
better
define
and
measure
the
significance of something about a group of respondents and the population they represent.
Population and Sampling The sampling technique that the researcher will use in this study
is
purposive
sampling.
As
defined
by
Subia
(2013),
purposive sampling is a non-probability sampling wherein sample respondents are selected based on certain criteria laid down by the researcher. The researcher will use this sampling technique since the study will be limited only to teachers of District 10 of the Division of Cabanatuan and who are teaching primary grades only (Grade 1 to 3). The primary
sample grade
respondents teachers
of
of
the
District
study 10
will of
cover
the
all
48
Division
of
Cabanatuan City for the School Year 2015-2016. District 10 is composed of eight primary and elementary schools. In the primary grade, small schools has at least one section per grade level while bigger schools has at least two sections per grade level. Table 1 shows the distribution of the population:
Table 1 Distribution of Population
School A B
Grade Level 1 2 3 1 2
No. of Teachers 2 2 2 1 1
Total 6 3
C D E F G H
3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 TOTAL
1 2 2 2 2 2 2 2 2 2 3 3 3 2 2 2 2 2 2
6 6 6 9 6 6 48
Respondents of the Study The respondents of this study will be Grade 1 to 3 teachers of District of the Division of Cabanatuan. The respondents has diverse qualities in terms of their age, gender, marital status, length of service in teaching, religion, educational attainment, seminars and trainings attended, and the position and designation they held in their respective schools. The sample respondents of this study will cover 48 teachers of District 10 of the Division of Cabanatuan City for the School Year 2015 -2016.
Research Instrument
Data collection instruments refer to devices used to collect data
such
schedules
as and
(1997:466)
questionnaires, checklists
define
a
tests,
(Seaman
structured
1991:42).
questionnaire
as
“a
Polit
method
interview
and of
Hungler
gathering
information from respondents about attitudes, knowledge, beliefs and feelings”. The questionnaire to be used by the researcher is designed to gather information about teachers who are teaching primary grades (Grade 1 to 3)in District 10 of the Division of Cabanatuan. The questionnaire will be divided into three parts. The first part aims to collect information on the demographic profile of the respondents such as their age, sex, marital status, length of
service
in
teaching,
educational
attainment,
seminars
and
trainings attended, and the position and designation in their respective schools. The second part of the questionnaire aims to collect information on the level of awareness and practice of the respondents
on
the
use
and
implementation
of
Strategic
Intervention Materials (SIM). The third part of the questionnaire will
based
on
their
answers
on
the
second
part
of
the
questionnaire. The third part aims to collect information on the reasons of the respondents why their level of awareness and practice of SIM is high or low.
Data Gathering Procedures
Permission researcher Division
to
from
of
conduct
the
the
Schools
Cabanatuan
study
will
Division
City
and
the
be
sought
by
the
Superintendent
of
the
Public
Schools
District
Supervisor of District 10. After
seeking
approval
from
the
Superintendent
and
Supervisor, the researcher will inform the principals of the primary and elementary schools of District 10 that the researcher will
be
conducting
the
study
and
questionnaires
will
be
distributed to primary grade teachers. Questionnaires
will
be
explained
to
the
participants
to
ensure proper filling-up and then the questionnaires will be collected from the schools for the analysis of data.
Statistical Treatment of Data The study will use the following statistical tools. 1. Percentage f P=________ x 100 N Where: P = percentage f = frequency of responses N = total number of respondents 2. Weighted Mean
X
X n
X
– weighted mean
X – value of each item n – number of item 3. Standard Deviation
f ( X X )2 N s = where: s – standard deviation f – frequency X – value of each item X
– mean
N– number of cases 4. Pearson Product Moment of Correlation References Bretz,
S.
L.
2001.
Journal
of
Chemical
Education
Online
Symposium. Jchemed.wise.edu., August. Bruce, et.al. 2001. “Executive Summary of the Research Synthesis on
Effective
Teaching
Principles
and
the
Design
Quality Tools for Educators”. Published Material
of
Hansen, Joe B. (April 2000) “Student Performance and Student Growth
as
measure
of
success:
An
evaluator’s
perspective” Paper presented at annual meeting of the American Educational Research Association New Orleans, Louisiana, April 25, 2000 Johnson, B. R., & Christensen, L. (2010). Educational Research: Quantitative, Qualitative, and Mixed Approaches. United States of America. SAGE Publications, Inc. Manila Times, Tuesday, July 6, 2004. The Sorry State of RP Public Education Penwarden,
R.
(2014).
Respondents
and
Descriptive Drawing
Research:
Conclusions.
Defining
Your
Retrieved
from
http://fluidsurveys.com/university/
descriptive-
research-defining-respondents-drawing-conclusions/ Tsoktok. (2010).Strategic Intervention Materials (SIM): A Closer Look.
http://tsoktok.blogspot.com/2010/11/
intervention-materials-sim.html
strategic-
