Development and Validations of Strategic Intervention Materials (SIM) in Proper fractions
Almonte JP., Gueta KM., Guelan J., Jacob J., Pura C., Trinidad A.
ABSTRACT
Strategic intervention material is believed to be an effective strategic teaching aid for teachers in
carrying out objectives on least learned lessons. It is a module that contains puzzles, games, vivid
illustrations, concept map used to motivate and stir up the attention and interest of the pupils.
This study determined the level of pretest and posttest mean scores of the students in
understanding Proper fractions to validate its effectiveness. Using descriptive and experimental
methods of research, data were gathered. Likert Scale was used in analyzing data, the pre test m ean
performance was 74.8% with a descriptive equivalent to did not meet expectations, while the
post test mean performance was 89.2% with a descriptive equivalent to very satisfactorily. The
significant difference between the two mean performance of students is an indication of
potential contribution of Strategic Intervention Material (SIM) in reteaching the skills or
competencies in understanding proper fractions thus, enhancing students’ academic
achievement in mathematics. This further suggests that to achieve higher academic achievement
and mastery of the lesson, the Strategic Intervention Materials (SIM) be adopted as instructional
materials for teaching Mathematics 4, specifically in the topic of Fractions.
Keywords: strategic intervention material, proper fractions, pre/post test, mean performance
INTRODUCTION
Mathematics is often considered to be a challenge, not because of students’ lack of ability, but
because the study of mathematics is often deemed boring or irrelevant, which lends to insufficient focus
and limited engagement.One reason studying mathematics is perceived as such by students is that the
language of mathematics takes years to develop, and even then, mathematics is difficult to discuss as a
narrative, unlikely nearly all other academic subjects (D. Fletcher 2018). And because of this, Filipino
students were among the lowest performing groups of students among all the participating countries in
the 2018 Programme for International Student Assessment (PISA). In mathematics, less than 20% of
students demonstrated the minimum proficiency level (Level 2), while more than 50% showed very low
proficiency (below level 1). Scoring below the lowest level of proficiency in the PISA, these Filipino
students have been clearly left behind in terms of mathematics education; more than half of this age
group of Filipino students have inadequate mathematical skill compared to their peers in other in other
parts of the world. The poor performance in mathematics also varied in degree between the students in
public and private schools, where the means were 343 and 395, respectively (Department of Education
2019).
And for this reason, most of the pupils choose mathematics as their favorite subject the least.
And when you ask them why, the majority of them will tell you that it is hard and difficult to
understand. Mathematics requires focus and memorization of principles, rules and formulas.
Sometimes, this is the reason why some pupils fail the subject. They tend to use different formulas or
adopt a concept that is not applicable to the problem that they are solving.
Similarly, the Trends in International Mathematics and Science Study (TIMSS) reported notable
decreases in math performance. In the United States, fourth-grade students' scores decreased by 18
points, while eighth graders experienced a 27-point decline between 2019 and 2023. These reductions
represent the most significant drops since TIMSS assessments began in 1995. (Meltzer, 2024)
To address the alarming decline in math performance, immediate and strategic interventions must be
implemented to support students and educators. Schools should adopt evidence-based teaching
methods, such as personalized learning and hands-on problem-solving approaches, to enhance
students’ understanding and engagement in mathematics. Additionally, providing professional
development for teachers can equip them with effective strategies to address learning gaps. Beyond the
classroom, collaboration between educators, parents, and policymakers is crucial to creating a
supportive learning environment. Increased funding for math education, tutoring programs, and access
to digital learning tools can also help bridge the achievement gap. By prioritizing these efforts, we can
strengthen students' mathematical foundations and ensure their long-term academic and career
success.
This challenge is not only seen globally but is also evident in the Philippines, where students struggle
with mathematics due to various factors. Some studies show that Filipino pupils fail mathematics not
only because of memorization and critical thinking skills. Most of them fail because of the language
barrier. Mathematics is taught using the English language, and English in the Philippines is not our
primary language. Many pupils find it hard to understand the concepts and rules of mathematics that are
essential in learning them.
These results suggest that existing teaching methods and strategies in the Philippines may not be
effectively addressing students' learning needs. To improve mathematics education, the Philippine
government must allocate additional resources to the education sector for research and the
development of innovative teaching strategies. Mathematics teachers should also explore and adopt
new instructional approaches to enhance student engagement and understanding in both public and
private schools.
Similar trends were observed in local studies. A study involving Senior High School students in Sugod,
Bacon District, Sorsogon City found a significant relationship between students' self-concept and their
academic performance in mathematics. Students who had a positive self-concept performed better,
suggesting that boosting students' confidence and self-perception in mathematics could enhance their
academic outcomes (Detera-Recebido, 2022).
There are various studies about the fraction interventions for students struggling to learn mathematics (Shin &
Bryant, 2015). However, this study investigates the strategic intervention material to specifically address students’
difficulties in solving proper fractions.
Recognizing this pressing issue, this study focuses on the Development and Validation of Strategic
Intervention Materials (SIM) in Proper Fractions.Fractions are a fundamental concept in mathematics,
yet they remain one of the most challenging topics for students. By implementing Strategic Intervention
Materials, this research aims to determine whether targeted instructional strategies can improve
students' understanding and performance in mathematics.
Moreover, this study's findings will also assist schools adopt suitable remedial methods by giving baseline data on
mathematics learning at the primary level. The results will help elementary educators recognize mistakes in their
pupils' mental and procedural understanding of fractions. To avoid future occurrences of the same issue, they
may evaluate the efficacy of Strategic Intervention Material (SIM) in their schools and develop appropriate
solutions. This study will help elementary educators understand how their pupils incorrectly absorb knowledge
and will serve as a foundation for future research on more successful fraction teaching methods. The results of
future study will
assist teachers enhance their conceptual and pedagogical expertise because they will be teaching in primary
schools.
OBJECTIVES OF THE STUDY
This study aimed to determine the effectiveness of the Strategic Intervention Material (SIM) as a
tool in improving students’ academic achievement in solving Proper Fractions.
Specifically, it sought to answer the following questions:
1. How effective is the developed Strategic Intervention Material (SIM) in improving students’
understanding and performance in proper fractions?
2. How can Strategic Intervention Materials (SIM) be designed to address these difficulties
effectively?
3. How does the use of SIM impact students’ performance in proper fractions
compared to traditional teaching methods?
4. What are the common difficulties encountered by students in learning proper fractions?
SETTING OF THE STUDY
This study was conducted at San Rafael Elementary School, a public school in Bulan, Sorsogon during
the S. Y. 2024-2025. It is known as an institution committed to provide quality basic education equitably
accessible to all. This quality education that will serve as their foundation for lifelong learning, creative
and critical maximizing the competencies of teachers through varied teaching-learning strategies in
order to shape them become functionally literate, economically secure, value-driven, God centered and
environment friendly citizens that will contribute to the development of the community.The school serves
a diverse population of students with varying levels of mathematical proficiency. Based on previous
assessments and teacher feedback, many students struggle with understanding proper fractions, which
affects their overall performance in mathematics. The school was selected for this study due to its need
for targeted intervention strategies to improve student learning outcomes in fractions.
The objective of this study, which employs strategic intervention material to enhance students' grasp of
solving proper fractions, will enhance the comprehension and skills of Grade Four students at San
Rafael Elementary School. The aim of the researcher is to offer insights into the efficacy of strategic
interventions as a tool for understanding students' perceptions of usability and engagement in solving
proper fractions, as well as to enhance proficiency-based learning for all students
METHODOLOGY
In this section, the methods and procedures are presented which includes research design,
research subjects, research instruments, data gathering procedures and the statistical treatment
of data.
RESEARCH DESIGN
The researcher employed descriptive and experimental methods of research. Descriptive research was
deemed appropriate because this is the accurate method that is available to use in collecting data for
the purpose of determining the curricular validity of the Strategic Intervention Materials (SIM). The study
also incorporates a quasi-experimental research design, using pre-test and post-test to determine the
effectiveness of the developed SIM. The validation of materials follows a descriptive-evaluative
approach, involving subject-matter experts and teachers in assessing the quality, relevance, and
instructional value of the materials. This method was used in determining the curricular validity of the
Strategic Intervention Materials (SIM) on solving proper fractions in terms of its material used, contents,
technical quality and instructional design as perceived by the experts. This was also used in determining
the effectiveness of SIM in improving the academic performance of low performing students.
RESEARCH SAMPLE
The participants of the study are selected through purposive sampling, ensuring that the chosen
individuals are directly relevant to the study objectives. The participants of this study involves Grade 4
students of San Rafael ES who experienced difficulties in learning proper fractions. These students are
selected based on their previous mathematics performance, teacher recommendations, and initial
assessment results. Mathematics teachers from the selected school participated also in the study,
particularly those handling fraction-related lessons. They are responsible for implementing the SIM and
providing feedback on its effectiveness.
RESEARCH INSTRUMENT
The Pre-Test, Post-Test, and the Strategic Intervention Material were used by the researcher in
conducting the study. The Pre-Test/Post-Test is a 15-item test that was made by the researcher in
which the questions were taken from the books used as references of the material. This was
designed to measure the level of understanding on the lesson chosen by the researcher which is
about proper fractions. Strategic Intervention Materials were also used, these are the materials
used by the researcher to aid the learning of the students. This would help increase the
performance or the mastery level of the students on the topics identified as least-learned in
understanding proper fractions.
DATA GATHERING
The researcher presented the idea to the Subject Teacher in Mathematics and discussed the
conduct of the research. A proposal was made and was sent to the Principal of San Rafael ES to
sought an approval about conducting the research. After the approval, the researcher met the
Mathematics Teachers to conduct the test. The orientation of the Grade 4 student-participants
followed. Then the conduct of the Pre-tests started. After the test, the strategies and activities
included in the Strategic Intervention Materials (SIM) were given to the class. The researcher
developed the Strategic Intervention Materials (SIM) in Grade 4 Mathematics that is all about
understanding Proper fraction. Lastly, Post-test were made to assess or validate the usage of
(SIM). This is the last phase or the evaluation phase which was conducted to determine the
effectiveness and acceptability of the material.
DATA ANALYSIS
To analyze the data gathered, specifically the scores obtained by the participants, the researchers
used Likert scale to determine the mean performance. In the study of León-Mantero et al. (2020) he
examined the measurement of students' attitudes toward mathematics using Likert-scale surveys.
They improved measurement precision by assigning weighted averages to items reflecting each
item's relative importance and highlighting refined use of Likert scales in academic assessment
instrumentation. Using the data collected from Non-probability/Non-random sampling Approach, the
frequency of each scores will be the tally and percentage will be determined.
RESULTS AND DISCUSSION
The following findings were revealed after analyzing and interpreting the acquired data pertaining to the
answers of the aforementioned objectives of the study.
I. Determining the effectiveness of the developed Strategic Intervention Material (SIM) in improving
students’ understanding and performance in proper fractions.
Table 1. Pretest Performance level of Grade 4 students before implementation of SIM in
understanding Proper Fractions.
GRADING SCALE FREQUENCY PERCENTAGE DESCRIPTION
90 - 100 0 0 Outstanding
85 - 89 1 10% Very Satisfactorily
80 - 84 2 20% Satisfactorily
75 - 79 1 10% Fairly Satisfactorily
Below 75 6 60% Did not meet expectation
TOTAL 100%
Mean Performance 74.8% Did not meet expectation
Shown in Table 1 is the level of pretest results of Grade 4 students before the implementation of
SIM. The scores of students were analyzed using the Grading scale with the following equivalent:
90-100 described as outstanding; 85-89 as very satisfactorily; 80-84 as satisfactorily; 75-79 as
fairly satisfactorily; and below 75 as did not meet expectation. Result revealed that 10% of the
students has very satisfactorily understanding of proper fractions. 20% were satisfactorily; 10%
were fairly satisfactorily; and 60% of participants did not meet the expectations. This arises to a
mean performance of 74.8% with a descriptive equivalent to did not meet expectations. This
signifies that the result in pretest of Grade 4 students were a reflection of low understanding of
proper fractions.
Table 2. Posttest Performance level of Grade 4 students after implementation of SIM in
understanding proper fractions.
GRADING SCALE FREQUENCY PERCENTAGE DESCRIPTION
90 - 100 4 40% Outstanding
85 - 89 4 40% Very Satisfactorily
80 - 84 2 20% Satisfactorily
75 - 79 0 0 Fairly Satisfactorily
Below 75 0 0 Did not meet expectation
TOTAL 100%
Mean Performance 89.2% Very satisfactorily
Shown in shown in table 2 is the level of post test results of the students. The responses or scores
of the students were analyzed using Grading scale with the following equivalent: 90-100
described as outstanding; 85-89 as very satisfactorily; 80-84 as satisfactorily; 75-79 as fairly
satisfactorily; and below 75 as did not meet expectation. Result revealed that 40% of the
students were outstanding in understanding proper fractions; 40% of the students has very
satisfactorily understanding; and 20% were satisfactorily. No students got below 83 scores. This
arises to a mean performance of 89.2% with a descriptive equivalent to very satisfactorily. This
implies that the result in post test has significant increase in scores from the pre test indicating a
potential contribution of Strategic Intervention Material (SIM) in reteaching the skills or
competencies in understanding proper fractions thus, enhancing students’ academic
achievement in mathematics. In addition, the results of Iqbal (2004) support the assumption that
using learning strategies as a teaching learning methodology is more successful than using
conventional methods. He found that using learning strategies was more effective than
traditional methods.
II. Strategic Intervention Materials (SIM) design to address these difficulties
Unlike traditional method of teaching using heavy books and watching videos, students tends to grasp
or learn when they seems to play. Different module content are available to illustrate the different
fraction models including fraction tiles, fraction circles, puzzles, and different colored objects such as
chips or clips. Since many students struggle with fractions, students should have multiple opportunities
to explore fractions with a variety of models. When students understand how to use concrete models,
they will develop the skills that are necessary to develop mental models and reasoning strategies
related to fractions. Students should also have the opportunity to use different models to solve the same
types of problems and discuss connections between the models.
III. How the use of SIM impact students’ performance in proper fractions
compared to traditional teaching methods
The increased level of academic performance Grade 4 students of San Rafael has obtained after
utilizing Strategic Intervention Material (SIM) is an indicator of an effective and beneficial effect of SIM.
In Grade 4 classrooms, educators have observed that Strategic Intervention Materials (SIMs)
significantly enhance the foundational fraction skills when compared to conventional teaching
methods. In one study conducted at Dela Rosa Elementary School, Grade 4 pupils using SIMs for
mathematics problem-solving demonstrated notably higher post-test performance than peers
taught through traditional approaches, as evidenced by substantially greater mean scores across
comparable pre- and post-test measures. Teachers described seeing improved conceptual clarity
and procedural fluency among students using SIMs AARESEARCH Index (2015).
According to one teacher, students exposed to SIM-based instruction held a “Very High” positive
perception toward SIMs, citing increased engagement and enjoyment especially when materials
were contextualized as games or interactive tasks.
IV. Common difficulties encountered by students in learning proper fractions
The low mean performance level is similar to the results obtained by Singh et al. (2019) where they
investigated students making sense of numbers in general, which also included fractions. They found
students faced great difficulty in conceptualizing numbers. The researchers concluded that the
prevalent 'practice makes perfect' approach in classrooms may inhibit students' development of
intuitive knowledge in learning fractions. They emphasized the need for educational strategies
that promote meaningful engagement with fraction concepts to enhance students' intuitive
understanding.
CONCLUSION
The following conclusions are drawn based on the findings of this investigation.
The level of the pretest mean performance of Grade 4 students at San Rafael ES signifies that the
they have low understanding about proper fractions. The level of the post test mean
performance of students is high indicating a potential contribution of Strategic Intervention
Material (SIM) in reteaching the skills or competencies in understanding proper fractions thus,
enhancing students’ academic achievement in mathematics. There is a significant difference
between the pretest and post test mean scores of the students. The better performance of the
students was attributed to the utilization of SIM that made students gained significant learning,
thus, improving their performance. This further suggests that to achieve higher academic
achievement and mastery of the lesson, the Strategic Intervention Materials (SIM) be adopted as
instructional materials for teaching Mathematics 4, specifically in the topic of Fractions.
Compared to the traditional methods of using books or videos, students often learn better when
the experience feels like play. Providing module content such as fraction tiles, circles, and colored
illustrations allows them to explore fractions in multiple ways, build mental models, and connect
different representations to solve problems.
RECOMMENDATIONS
1. Mathematics teachers may use the strategic intervention materials made by the teacher-
researcher to re-teach the concepts and skills, specifically in understanding proper fractions.
2. There must be a school level or even a division level regular conduct of trainings and
seminars regarding development and implementation of the strategic intervention materials
in the classroom.
3. In the school level, mathematics teachers should capacitate themselves on the use and
formulation of SIM, while in the division level, the office of the Curriculum Implementation
Division (CID) through the supervisors to intensify the conduct of regular trainings or
workshops for the teachers in order to help address the difficulty of students in learning
Mathematics.
4. School administrators are encouraged to allocate budget and resources to acquire and
integrate SIM into the teaching process. This financial and material support is crucial for
effectively implementing new educational tools. Furthermore, establishing a system to
monitor and evaluate the effectiveness of SIM and other teaching methods regularly will
help understand their impact and make necessary adjustments for sustained improvement.
5. Policymakers are encouraged to promote the adoption of evidence-based teaching methods
like SIM in educational policies and guidelines. By endorsing methods with proven
effectiveness, overall educational quality and student performance can be enhanced.
Furthermore, providing funding and support for research initiatives focused on innovative
educational tools and methods is essential. Investing in research helps discover and validate
new approaches that can improve learning outcomes.
6. A research using the same design but with a greater number of participants might be carried
out in a different setting. Nevertheless, not only in mathematics, but also in other
disciplines, there should be production of strategic intervention materials in order to target
the least mastered competencies that are recognized in the context of those topics
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