ACCEPTABILITY OF STRATEGIC INTERVENTION MATERIALS

(SIM) IN IMPROVING THE NUMERACY SKILLS

OF GRADE 10 STUDENTS

A Research

Presented to the

Faculty of School of Teacher Education

College of Sciences, Technology and Communications, Inc.

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Secondary Education

Major in Mathematics

Jhamvee A. Ilao

Meinard M. Dato

February 13, 2025

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CHAPTER 1

The Problem and Its Background

Introduction

Numeracy skills are vital for students to develop logical reasoning, efficient

problem-solving abilities, and the application of mathematical concepts in real-life

situations. However, many students encounter challenges in mastering fundamental

mathematical skills, adversely affecting their academic performance and confidence in

handling numerical tasks. These learning gaps in numeracy hamper their learning in

other subjects and restrict future career opportunities. The persistent struggle of

secondary students with basic math concepts underscores the urgent need for effective

teaching interventions that make learning more engaging and accessible. Enhancing

mathematical literacy is crucial, as it significantly influences the overall academic

success and cognitive development of the students.

Recognizing this challenge, educational policies emphasize the importance of

improving mathematics instruction. The Department of Education (DepEd) Order No. 13,

s. 2018 mandates schools to implement intervention programs that support students

struggling in math. Additionally, the Enhanced Basic Education Act of 2013 (Republic

Act 10533) stresses the need for flexible and adaptive teaching interventions to cater to

diverse learning styles. Recent studies suggest that Strategic Intervention Materials

(SIM) are effective in enhancing the mathematical skills of students by providing

interactive, engaging, and student-centered learning experiences (Limbago-Bastida &

Bastida, 2022). These instructional tools serve as supplementary resources designed to

address learning gaps and reinforce key math concepts in a way that is easier for

students to understand.
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Despite ongoing efforts to improve math education, national assessments

continue to reveal concerning trends in the mathematical abilities of students. The 2020

Trends in International Mathematics and Science Study (TIMSS) reported that Filipino

students ranked among the lowest in mathematics proficiency, scoring 297 in

Mathematics among 58 participating countries, highlighting the urgent need for

evidence-based intervention programs (Magas, 2023). Similarly, the 2022 National

Achievement Test (NAT) revealed that only 37% of Grade 10 students achieved the

expected proficiency level in mathematics (DepEd, 2023). These statistics emphasize

the necessity for improving mathematics proficiency thus, innovative teaching tools like

SIM to support struggling learners and enhance their mathematical understanding.

Given the critical importance of numeracy skills and the growing concern over

poor math performance of students, this study aims to evaluate the acceptability and

effectiveness of Strategic Intervention Materials (SIM) in improving the numeracy skills

of Grade 10 students. By examining how these materials influence the learning

experiences of the students, the study seeks to provide valuable insights into their

potential as instructional tools. The findings will contribute to ongoing discussions about

innovative teaching strategies, offering educators and policymakers practical

recommendations on how to enhance math instruction and address learning gaps more

effectively.

Background of the Study

Over the years, different teaching strategies have been introduced to strengthen

the mathematical abilities of the students. However, national assessments continue to

highlight a concerning trend. Many Filipino students continue to face difficulties in

mathematics, as shown by recent studies. The 2022 Programme for International

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Student Assessment (PISA) reported that in the Philippines, only a small percentage of

students demonstrate basic proficiency in mathematics. Just 16% of students reach at

least Level 2, which is far below the 69% average of Organisation for Economic Co-

operation and Development (OECD) countries. This level of proficiency allows students

to independently recognize and apply simple mathematical concepts, such as comparing

distances between routes or converting currency. Additionally, high achievement in

mathematics remains rare, as almost no Filipino students scored at Level 5 or 6 on the

PISA mathematics assessment, whereas 9% of students in OECD countries reached

this advanced level. This means that most students struggle with fundamental math

concepts, which could impact their overall academic performance and future

opportunities. This statistic shows that despite existing interventions, many students still

struggle with fundamental math concepts. Additionally, according to the National Center

for Education Statistics (2022), mathematics proficiency among students has been a

persistent concern, with assessment scores reflecting significant gaps in foundational

skills. These trends emphasize the necessity for targeted instructional interventions to

enhance mathematical understanding. These challenges also highlight the need for

innovative and engaging teaching methods that can help students grasp difficult topics

more effectively.

Many grade 10 students struggle with basic math skills, which affects their overall

academic performance and confidence in handling numbers (Hebres, 2023). Despite

continuous efforts to improve numeracy skills, a significant number of students still find it

difficult to grasp essential mathematical concepts. This issue not only hinders their

performance in math-related subjects but impedes access to a wide range of educational

and career paths (Leyva et al., 2022). In addition, a study by Morano (2023) found that

many students at this level have low mastery of key math skills, emphasizing the need
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for targeted interventions like Strategic Intervention Materials to bridge these learning

gaps.

Given this situation, this study aims to evaluate the acceptability and

effectiveness of Strategic Intervention Materials in enhancing the numeracy skills of

Grade 10 students. By examining how these materials impact the learning experiences

of students, the research seeks to determine their effectiveness in making math

concepts easier to understand. The study aims to provide educators with useful insights

into how SIMs can be integrated into teaching strategies to improve math instruction.

Ultimately, the findings will offer practical recommendations for enhancing numeracy

skills among students and addressing learning gaps in mathematics education.

Statement of the Problem

This study generally aims to determine the acceptability of Strategic Intervention

Materials (SIM) in improving the Numeracy Skills of Grade 10 Students.

Specifically, it seeks to answer the following questions:

1. What is the level of numeracy skills of the respondents before applying

Strategic Intervention Material?

2. What is the level of numeracy skills of the respondents after applying Strategic

Intervention Material?

3. Is there a significant difference between the level of numeracy skills of

respondents before and after applying Strategic Intervention Material?

4. What is the level of acceptability of Strategic Intervention Materials (SIM) in

improving the numeracy skills of the respondents as perceived by the students in

terms of:

4.1. Content
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4.2. Clarity

4.3. Appeal to the Target User

4.4. Originality

5. Based on the findings, what material can be developed to enhance Strategic

Intervention Materials (SIM) in improving the numeracy skills of the respondents?

Hypothesis

H0: There is no significant difference between the level of numeracy skills of

respondents before and after applying Strategic Intervention Material

Conceptual Framework

Numeracy skills refer to understanding and working with numbers in everyday

life. This includes simple tasks like adding and subtracting, as well as more complex

things like reading charts, spotting patterns, and making smart decisions based on data.

Being good with numbers helps in many situations, from managing money to

understanding statistics in the news (Centers for Disease Control and Prevention [CDC],

2023). According to the CDC, people with strong numeracy skills can handle daily

challenges like budgeting, measuring ingredients for cooking, or figuring out probabilities

in different situations. These skills also play a big role in careers like finance,

engineering, and healthcare, where logical thinking and problem-solving are essential.

Improving numeracy skills not only helps in school but also makes everyday decision-

making easier and more confident. It is crucial for students as they equip them with the

ability to solve problems and make informed choices in both academic and real-world

situations. Tout et al. (2021) stated that numeracy skills go beyond just dealing with

numbers and calculations. It is about using math to understand the world around them

and applying it to everyday situations. They point out that numeracy is a practical skill
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with a specific purpose that is linked to real-life contexts. It lays the foundation for

financial responsibility, enabling them to budget wisely and understand economic

concepts. Additionally, strong numeracy fosters confidence, supports lifelong learning,

and prepares students for future career opportunities.

The Programme for International Student Assessment (PISA), developed by the

Organisation for Economic Co-operation and Development (OECD), evaluates the

abilities of students in subjects like math, reading, and science. It measures how well

they can tackle difficult problems, think critically, and communicate clearly. The results

offer a glimpse into how effectively education systems are preparing students for real-

world challenges and future success. Educators can track student progress more

effectively, making necessary adjustments to enhance learning.

The noticeable gap in numeracy skills among Filipino students, as reflected in

their performance in international assessments like PISA, highlights the urgent need for

effective educational reforms. In the 2018 PISA results, fewer than 20% of Filipino

students managed to reach the basic proficiency level (Level 2) in mathematics, while

more than half scored below Level 1. The situation became even more concerning in the

2022 PISA, where the Philippines ranked second to last out of 79 countries in math

proficiency, with the country’s average score dropping even further compared to the

OECD global standard. This concerning trend calls for innovative interventions to

strengthen the mathematical skills of the students and bridge the gap with their

international counterparts. That is why, this study explores the acceptance of Strategic

Intervention Materials (SIM) as a tool to improve the numeracy skills of students. It aims

to assess how effective these materials are in addressing learning gaps and improving

mathematical literacy. By examining the potential of SIM, this study hopes to provide
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valuable insights into practical, results-driven teaching strategies that can help close the

numeracy gap and contribute to better academic performance for Filipino students.

Strategic Intervention Materials are specially designed learning tools that help

students understand lessons they find difficult in class. These materials break down

complex topics into simpler, more engaging activities, making it easier for students to

grasp key concepts. By focusing on the areas where students struggle the most, SIMs

provide extra support to help them improve. Based on the study of Bellen and Espinosa

(2021) that these materials can boost comprehension and retention, especially in

subjects like math and science. In addition, tools like SIM can be useful in strengthening

mathematical abilities and addressing the learning gaps of the students. They make

learning engaging and accessible by tailoring content to address specific learning gaps.

By fostering better understanding, SIMs enhance academic performance and build their

confidence in challenging subjects. Zabala (2023) stated that it is essential for DepEd

teachers to adopt strategic interventions to navigate the challenges of implementing

Catch-Up Fridays. By utilizing approaches like differentiated instruction, creating tailored

resources, offering positive reinforcement, and applying flexible teaching strategies,

teachers can better assist their students in addressing and overcoming learning gaps.

The enhancement of Strategic Intervention Materials plays a vital role in

strengthening the numeracy skills of the students by providing structured and engaging

learning experiences. Limbago-Bastida (2022) found that students who used SIMs

performed much better than those who followed traditional teaching methods. The study

suggests that SIMs are really helpful in making academic lessons more engaging and

improving how well students do academically. These materials are designed to support

learners, particularly those struggling with mathematical concepts, by offering

supplementary resources that clarify difficult topics and reinforce key ideas. When well-
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developed, SIM can bridge learning gaps and create a more effective and student-

centered approach to mathematics education.

This study is anchored in the principles of instructional material development,

with a particular focus on evaluating the acceptability of SIM in improving numeracy

skills. The study conducted by Butron (2018), titled "Validation and Acceptability of a

Guidebook in Writing Investigatory Projects", highlights essential criteria for assessing

educational materials, emphasizing the importance of validating instructional resources

based on their content, clarity, appeal to the target user, and originality. Given its

relevance, these criteria are applied in evaluating the effectiveness and acceptability of

SIM in mathematics instruction.

To determine the level of acceptability of SIM, this study adapts the following key

dimensions from Butron (2018): content refers to the accuracy, relevance, and alignment

of the material with learning objectives to ensure that students receive clear and well-

structured information; clarity focuses on how well the material is organized, its ease of

understanding, and the logical presentation of concepts; appeal to the target user

examines how engaging, visually appealing, and student-friendly the material is,

considering how effectively it captures student interest; lastly, originality assesses the

creativity and uniqueness of the instructional approach, ensuring that the material

presents mathematical concepts innovatively and meaningfully.

By integrating these evaluation criteria, this study seeks to determine how well

SIM is received by students and whether it meets their learning needs in mathematics.

The findings will contribute to the continuous improvement of instructional materials,

ensuring that they remain acceptable, effective, and engaging. Through this process,

SIM can be further enhanced to create meaningful learning experiences that empower

students to develop stronger numeracy skills.

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Research Paradigm

This research explores how effective and acceptable Strategic Intervention

Materials (SIM) are in enhancing the numeracy skills of Grade 10 students. To clearly

illustrate the study’s progression, the researchers designed a structured paradigm that

visually represents the process. The key components of this study are organized within

an Input-Process-Output (IPO) model, ensuring a systematic approach to evaluating the

acceptability of SIM.

Figure 1

An Input Process Output (IPO) Model on the Acceptability of Strategic Intervention

Materials (SIM) in Improving the Numeracy Skills of Grade 10 Students

The Input-Process-Output (IPO) Model is employed in this study to systematically

analyze the acceptability of Strategic Intervention Materials in improving the numeracy

skills of Grade 10 students. Figure 1 depicts the paradigm which illustrates the flow of

data collection, analysis, and expected outcome.

INPUT PROCESS OUTPUT

 Numeracy skills  Analysis of
level of respondents significant
before applying SIM differences between
 Numeracy skills the level of numeracy
level of respondents skills of respondents
after applying SIM before and after  Enhanced Strategic
 Level of applying SIM. Intervention
acceptability of SIM  Analysis of the level Materials (SIM)
in terms of: of acceptability of
o Content SIM using
o Clarity appropriate
o Appeal to the appropriate statistical
Target User tools.
o Originality
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The Input phase consists of the essential data that need to be gathered to

address the research questions. This includes the level of numeracy skills of the

respondents before and after the application of Strategic Intervention Materials (SIM)

and their perception of the acceptability of SIM in terms of content, clarity, appeal to the

target user, and originality. The Process phase involves the analysis of the collected

data using appropriate statistical tools to determine the significant difference in

numeracy skills before and after the intervention. It also assesses the level of

acceptability of SIM as perceived by the students. Inferential and descriptive statistical

tools will be utilized to analyze the gathered data effectively. Lastly, the output phase

presents the desired result, which includes the identification of the effectiveness and

acceptability of SIM and the development of enhanced intervention materials to further

improve the numeracy skills of Grade 10 students.

Significance of the Study

This study explores how effective and acceptable Strategic Intervention Materials

(SIM) are as a learning tool for enhancing the numeracy skills of the students. By

analyzing the level of acceptability, the researchers aim to contribute meaningful insights

into mathematics education and attempts to enhance SIM for Grade 10 students, the

results of this study will be beneficial to several groups:

This study is beneficial to students, who stand to gain the most from this

research, as it assesses a structured intervention designed to boost their math

proficiency. By evaluating how acceptable Strategic Intervention Materials are to

students, the study ensures they have access to engaging, clear, and effective learning

materials that enhance their understanding of mathematical concepts.

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This study is also beneficial to teachers, who will benefit from insights into how

Strategic Intervention Materials can enhance their teaching methods. The study will

provide useful data on the strengths and areas for improvement in using SIM, helping

teachers refine their strategies to better support student learning in mathematics.

The results of this study are beneficial for curriculum developers and

policymakers. By understanding the effectiveness of Strategic Intervention Materials,

they can make necessary adjustments to improve their content, structure, and delivery,

ensuring they align with educational goals and meet student learning needs.

This study is also beneficial to researchers, as this study serves as a foundation

for further research on instructional interventions in mathematics education.

Researchers can use the findings to explore new ways to enhance Strategic Intervention

Materials and other similar learning strategies, ultimately advancing the field of

education.

This study can be beneficial to future researchers. Those looking to develop

innovative educational tools will find this study helpful as a reference. It will provide them

with valuable insights, methodologies, and data that can guide their research on

improving instructional materials for mathematics.

Scope and Limitation

This research explores how Strategic Intervention Materials can improve the

numeracy skills of Grade 10 students. The study assesses the effectiveness of these

materials by comparing the performance of the students before and after using SIM. It

also looks into how students accept these materials in terms of content, clarity, appeal,

and originality.
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The participants in this study are Grade 10 students from Pili National High

School, and the research will take place within their academic environment. To measure

progress, students will take a pre-test and post-test, while a survey questionnaire will be

used to gather their feedback on the acceptability of SIM. The study applies statistical

tools such as weighted arithmetic mean and paired sample t-test if the data are normally

distributed and Wilcoxon signed-rank test if data are not normally distributed to analyze

the results. It will be conducted within a set time frame to ensure consistency in how the

intervention is applied.

However, there are some limitations to this study. Since it focuses on a specific

school, the findings may not be effective or acceptable in different settings and may not

reflect the experiences or outcomes of schools with different conditions or student

populations. Other factors like prior knowledge and classroom environment could also

affect the numeracy skills of the students but are beyond the study’s control. Time

constraints and resource availability may also limit the scope of implementation. Despite

these challenges, this study provides meaningful insights into how SIM can help improve

numeracy skills. The findings can serve as a valuable reference for educators and future

researchers in mathematics education.

Definition of Terms

To enhance understanding, the following terms are defined both conceptually

and operationally to support comprehension of this study.

Acceptability refers to the effectiveness and fairness of various selection methods,

emphasizing the importance of transparent and equitable processes to improve

accuracy and stakeholder acceptance (Kurysheva et al., 2023). In this study,

acceptability examines the effectiveness of Strategic Intervention Materials (SIM)

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in improving the numeracy skills of grade 10 students in terms of content, clarity,

appeal to the target user, and originality. It assesses how well these methods,

findings, or interventions are accepted and considered appropriate by the Grade

10 students.

Intervention refers to the various school programs and strategies implemented

worldwide to help students develop their psychological, social, and emotional

skills (Ansari et al., 2023). Operationally, intervention refers to the material use

by the researchers which is the Strategic Intervention Materials, which are

designed to enhance the numeracy skills of Grade 10 students.

Learning gaps refer to the differences in academic progress between students,

highlighting why some excel while others struggle to keep up (Parvez, 2023). In

this study, learning gaps are the least mastered mathematical competency of

Grade 10 students and examine the importance of mastering fundamental

mathematical skills, as a lack of proficiency can negatively influence academic

performance and reduce confidence in handling numerical tasks.

Numeracy skills are the ability to understand, work with, and apply numbers and

mathematical concepts in various situations. These skills include basic

operations such as addition, subtraction, multiplication, and division, as well as

more advanced topics like algebra, geometry, and statistics. A numerate student

can effectively use these concepts to analyze data, solve problems, and make

informed decisions in daily life, education, and the workplace (Indeed, 2024).

Operationally, numeracy skills are the ability to compute basic to more complex

and advanced competencies such as word problems, combinatorics,

permutations, algebra, geometry, statistics, etc. It focuses on how it can support

students in overcoming challenges related to numeracy skills. Additionally, it

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involves the ability to assess situations that include numerical information, make

decisions based on these figures, and use them to solve problems. These

abilities are particularly useful in real-life applications, helping students

comprehend concepts such as budgeting, measurements, and effective time

management.

Strategic Intervention Materials (SIM) are designed to help secondary students in a

public high school improve their understanding of the least mastered skills,

particularly in problem-solving (Cañeda et al., 2024). In this study, Strategic

Intervention Materials refer to the intervention used by the researchers to

improve the numeracy skills of Grade 10 students. It also examines how effective

and acceptable this approach was in enhancing the mathematical abilities of

Grade 10 students.

Students are typically seen as someone who is involved in the process of learning,

whether at a school, college, or university. This includes individuals working on

anything from practical skills courses to academic degrees (Cambridge English

Dictionary, 2024; HESA, 2024). Operationally, this research is about the Grade

10 students at Pili National High School to improve their numeracy skills such as

logical, reasoning, efficient problem-solving abilities, and the application of

mathematical concepts in real-life situations and how it can be affected by the

use of Strategic Intervention Material.