Review of Related Literature With APA Citation Format
Findings revealed that there was a significant increase in the performance level of the
respondents after using SIM. This proved that the use of SIM significantly
contributed to the mastery of the lesson presented. SIM should be adapted as an
“aid” for instructional materials in teaching to facilitate learning and improve
performance of students. SIM made by the researcher can be used by teachers to re-
teach the concepts and skills. The implementation and development of SIM is highly
recommended to elevate the quality of learning of students globally, not just in the
Philippines.
Source: G. Bonitez, A. (2021). Effectiveness of Science Strategic Intervention
Material in Elevating the Performance Level of Grade Seven Students. International
Journal Of Advanced Research In Education And Society, 3(2), 18-31. Retrieved from
https://myjms.mohe.gov.my/index.php/ijares/article/view/13481
SIM integration has become an important part of teaching, especially in increasing the
proficiency level of students whose performance in science education is at the lower
levels. The findings demonstrate that with appropriate curriculum-based, strategically-
planned and creatively crafted SIM integration in classroom practice, teaching science
and facilitation will effectively become the tool for learners’ understanding and
appreciation of many concepts in science. Some used SIM as a reteaching tool, some
embraced it for the abridgement of complicated science concepts. The data indicate
that teachers view SIM dynamically as it does not only confine them in one
perspective and that they willingly use the material to motivate “behind” learners to
become constructors of their knowledge. The use of SIM, henceforth, was viewed by
many teachers to have two major impacts, i.e. promotion of autonomous learning and
memory enhancement. Truly, constructivism is an advancing belief for learner’s
stimulation of their critical thinking. Through this, students are able to be more than a
passive type of learners and become active agents in the understanding of science
concepts. While barriers during preparation and implementation surfaced as themes as
to reason why the regular use of the SIM is not observed, teachers thought of ways to
overcome it. They view the importance of the use of instructional material such as
SIM as an integral part of learners’ improvement in understanding of the sciences.
Source: Dacumos, L.P.N. (2016). Perspective of secondary teachers in the utilization
of science strategic intervention material (SIM) in increasing learning proficiency of
students in science education. AsTEN Journal of Teacher Education, 1(2), 1-15.
Retrieved from
https://po.pnuresearchportal.org/ejournal/index.php/asten/article/view/293
The result of the study revealed that there was a significant difference in the pretest
and posttest mean scores of the experimental and control group in the topic eclipse.
The experimental group achieved a better mean gain score than the control group.
This points out that the use of strategic intervention material (SIM) in the
experimental group significantly improved the performance of the students. It can be
concluded that the performance of students in the experimental group was greatly
enhanced after SIM was employed in teaching the lesson. Therefore, the employment
of SIM was better and effective than the use of traditional method in teaching some
topic in science. Furthermore, it was recommended that SIM be adopted as
instructional material or strategy in teaching science lessons as well as other subjects.
Source: Villonez, G. L. (2018). USE OF SIM (STRATEGIC INTERVENTION
MATERIAL) AS STRATEGY AND THE ACADEMIC ACHIEVEMENT OF GRADE 7
STUDENTS ON SELECTED TOPIC IN EARTH SCIENCE. PUPIL: International
Journal of Teaching, Education and Learning, 2(3), 78–88. Retrieved from
https://doi.org/10.20319/pijtel.2018.23.7888
The study was conducted in Doos Sur Elementary School, Hindang, Leyte,
Philippines within the school year 2017-2018 to assess the effectiveness of Strategic
Intervention Material (SIM) on academic performance in science among grade VI
students. It utilized the pretest-posttest quasi-experimental design. The SIM used as a
treatment of the study covered one of the least mastered skills in the Science VI, that
is, describing the appearance and uses of homogeneous and heterogeneous mixtures.
The study employed 20 students for control group and 20 students for experimental
group enrolled in Science VI during the first quarter. Control group was taught with
conventional teaching method and the experimental group was taught with SIM.
Through hypothesis testing, this study determined the significant effect of SIM to
students’ academic performance. Results of the study showed that the use of SIM is
effective in terms of improving students’ performance particularly on the topic
pertaining to the least mastered skills in Science VI. This implies that SIM can be
utilized as instructional materials during learning process as effective teaching tool.
Source: Suarez, M. (2020, December 1). Effect of Strategic Intervention Material
(SIM) on Academic Performance: Evidence from Students Of Science VI. Retrieved
from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3804203
The study aimed to determine the perceptions of the selected students who have
learning difficulties in science, and their teachers regarding the effectiveness of using
Strategic Intervention Material (SIM) in science. To explore and describe the
perceptions of the teacher and students, a qualitative phenomenological approach was
employed. There were six (6) participants of the study composed of teachers and
students which were purposely selected. The participants of the study are from one of
the public schools in Island Garden City of Samal that has teachers utilizing SIM
(Strategic Intervention Material) in aiding students’ least learned topics or
competencies in science. The researchers used researcher-made questionnaires which
were validated by a panel of experts. The researchers also utilized the focus group
discussion employing an open-ended semi-structured interview to the key informants.
The researchers interviewed each of the participants and obtained some perceptions
correlated to the research questions prepared by the researchers. After gathering the
needed data, the researchers used thematic analysis or thematic coding as a tool for
analyzing the data and drawing of the conclusion. Based on the gathered data from the
participants, the researchers noticed three positive themes which were Strategic
Intervention Material aids the least learned competencies, Strategic Intervention
Material is simplified, and Strategic Intervention Material improves the performance
of the students in class. In addition to this, there is a student, one of the participants,
who stated that after Strategic Intervention Material was utilized to them, there had
been an increase of her grades. Because of the positive results of the gathered data, it
is possible that Strategic Intervention Material will prosper in the near future as a
material that aids least the learned competencies of students. With these results also, it
was recommended that the Science teachers should make their own SIM, school
administrators should include the use of SIM in their planning, and similar study that
has more participants and wider in scope should be conducted by future the
researchers.
Source: Acedillo, R., Lagahit, J., Macusang, A. J., & Bacatan, J. (2022). Students and
Teacher’s Perception on the Effectiveness of Using Strategic Intervention Material in
Science. International Journal of Research and Innovation in Social Science, 06(03),
60–68. Retrieved from https://doi.org/10.47772/ijriss.2022.6304
Science education furnish ways of making sense of the world systematically.
Teacher’s initiative in crafting and utilizing instructional materials bridges the gaps
towards the achievement of the educational goals, learning the concepts and mastering
the skills. This quantitative quasi experimental research compared the use of Strategic
Intervention Material in biology and the conventional method in relation to the
performance of students in the science class. Two entire classes of grade 7 students
were assigned in two groups with 36 and 40 students in each group. The control group
was exposed to lecture about the cell. The experimental group was exposed to the
strategic intervention material on cellular structure and function. Pre-test and post-test
non-equivalent control group design was utilized. Results revealed that the students
exposed to SIM obtained higher mean in the post-test scores and mean gain scores
than the students in the traditional group. A significant difference in student’s
performance in biology transpired among the control and experimental sets. Student’s
showed high level of perception on the utilization of the SIM and encouraged them to
learn more topics in biology. The SIM allowed the students to become independent
and active learners. It is recommended that science teacher can use SIM in other
topics in Biological Science.
Source: Negrido M.J. (2020), Strategic Intervention Material in Cellular Structure
and Function and Students’ Performance in Grade 7 Science. INSTABRIGHT e-
GAZETTE ISSN: 2704-3010 Volume I, Issue IV May 2020. Retrieved from
https://uploads.strikinglycdn.com/files/e0c4df0b-5088-4cc5-8ac4-
5ba946203357/106%20NEGRIDO.pdf
Science, as a highly advanced yet practical discipline, provides a person with
opportunities to develop life, practical skills and most importantly scientific skills.
Learning its topics becomes easier with the aid of various Instructional Materials
(IMs) which are necessary for achieving the goals teaching-learning process and
address the needs of diversified learners. Strategic Intervention Material (SIM) is an
activity where students can utilize it in and out of the four corners of classroom. This
research endeavor aimed to find out the effectiveness of SIM in General Biology 2 of
STEM class. The study utilized single group pretest-posttest experimental design.
About 15 participants were used as subjects. Mean, Standard deviation, and Wilcoxon
signed rank test were the statistical tools employed. The study revealed that students
have improved performances after using SIM as depicted in the computed sig value of
0.004 and 0.001 for DNA and Protein synthesis and Recombinant DNA respectively.
With these, teachers are encouraged to make and utilize SIM as an effective material
to achieve learning objectives.
Source: Dapitan, D. A., & CaballesD. G. (2019). Exploratory Effects of Strategic
Intervention Materials in General Biology 2. Biometrics and Bioinformatics, 11(3),
37–41. Retrieved from
http://www.ciitresearch.org/dl/index.php/bb/article/view/BB032019002.
This action research employed a quantitative method to quantify the improvement
of the academic performance in science of grade 7 learners using strategic
intervention material or SIM. In order to determine the results, this research utilized a
quasi – experimental design which compared the average mean and level of
improvement on science through pre – test and post – test. The latter results marked
significant improvements in the average quarterly means: 12.92, 12.68, and 15.54
respectively. Using the Pearson correlation coefficient, the quarterly means marked
high correlation as posted 0.739 and 0.755 while 0.491 interpreted as moderate
correlation. Based on the results of the study, the use of SIM in teaching science is
great tool to address the least learned/mastered competencies in quarterly
assessments. Lastly, teachers must undergo trainings and seminars to craft creative
SIMs that cater learners with varied learning capabilities and styles.
Source: Dalumpines R.M. (2018), Improving Academic Performance in Science of
Grade 7 Learners Using Strategic Intervention Material. Retrieved from
https://www.researchgate.net/profile/Rey-Dalumpines/publication/368335584_Impro
ving_Academic_Performance_in_Science_of_Grade_7_Learners_Using_Strategic_In
tervention_Material/links/63e33d3ec002331f725ff943/Improving-Academic-
Performance-in-Science-of-Grade-7-Learners-Using-Strategic-Intervention-
Material.pdf
The study developed Strategic Intervention Materials (SIMs) on selected lessons in
Alternative Learning System (ALS) Biology covering least-learned competencies. It
also investigated the effect of Strategic Intervention Materials or SIMs on ALS
learners' scientific literacy and critical thinking skills. The Strategic Intervention
Materials (SIM) is used as an instrument that addresses deficiencies in learning. The
SIM is part of the school's resource inputs designed to impart information to students
in the educational process. It is highly regarded as a tool for the remediation of poor
achievements of learners in Science. Accompanying Science instruction with SIM
helps teachers reteach the least mastered concepts and skills. The study employed
developmental, descriptive and pre-experimental methods of research. It made use of
developmental research since the researcher prepared several Strategic Intervention
Materials (SIMs) for this study. The results showed that along with scientific literacy,
the computed t-value,12.8802 while critical thinking skills result was 12.2431 both
statistically significant at a 5% level of significance. These results represent a
substantial value that can be attributed to the effectiveness of the developed SIMs
covering the least-learned competencies performed by the learners, and Attitude to
learning test result showed that the weighted mean of the pretest is 3.29 with a
corresponding adjectival rating of not sure while 4.59 interpreted as strongly agree in
the post-test. This means that the three developed SIMs given to the respondents have
a positive impact on the attitude towards learning, more specifically in Science.
Source: Bustria, E. (2019). Strategic Intervention Materials (SIMs) to Develop
Scientific Literacy and Critical Thinking Skills. Ascendens Asia Journal of
Multidisciplinary Research Abstracts, 3(2H). Retrieved from
https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/10985
A quasi-experimental research with pretest-posttest design was conducted to
investigate the effectiveness of the Strategic Instructional Material (SIM)-based
teaching in improving the Science performance in Global Warming of the ninth grade
students of a mountain school in Cebu City, Philippines. Two experimental groups
consisting of 15 students each were exposed to the use of modules and SIM-based
teaching respectively. Study findings revealed that both groups had Below Average
performances in the pretest, and the former group had Average performance while the
latter group had Above Average performance in the posttest. Moreover, both groups
manifested significant mean improvement from the pretest to posttest, signifying the
essential use of modules and SIM in the teaching-learning process. Experimental
group 2 acquired higher mean gain than experimental group 1 and had a Very High
perception towards the use of SIM in the teaching of Global Warming in Science. The
study concluded that SIM-based teaching is a more effective scaffold in improving
students’ performance in the concepts of Global Warming. Furthermore, the
researchers recommend the use of SIM for remediation and regular classes, and
encourage administrators, Science supervisors and teachers construct SIMs not only
on least mastered skills but also on all skills covered by the lesson.
Source: Gabucan, J. R., & Sanchez, J. M. P. (2021). Strategic Intervention Material
(SIM)-based Instruction in Teaching Global Warming Concepts in 9th Grade Science.
Formatif: Jurnal Ilmiah Pendidikan MIPA, 11(1). Retrieved from
https://doi.org/10.30998/formatif.v11i1.6448
