Mastery Level of Students Using Strategic Intervention Materials (SIM) in Teaching Mathematics : A Quasi-Experimental Study

This experiment focused on 11th Graders’ mastery level using Strategic Intervention Material (SIM) based-instruction in General Mathematics least mastered competencies. Pre/posttest Quasi-experimental research was employed with two classes of 11th Graders from the Technical, Vocational and Livelihood(TVL) track were taught via SIM-based instruction and direct instruction, respectively. These learners took the subject amid the school year 2018-2019 and were tagged non-numerates in their previous mathematics class. To ensure proper maneuvering of the SIM and time-on-task, the teacher-researcher handled both classes at the same venue and time frame. The learners’ pre/posttest mean scores served as basis in determining learners’ mastery level while t-test analyses tested the pre-posttests’ difference of the comparison groups. Findings revealed the posttest mean scores of SIM group to be significantly greater than the DI-group, hence SIM-based instruction is an effectual means in reaching mastery on least mastered competencies in General Mathematics. Hence, it is recommended not to delimit Direct Instruction in upskilling least mastered competencies alongside with SIM-based instruction. Furthermore, SIM-based instruction can be implemented to other schools to supplement its effectiveness and to maximize its use in the future, and that studies on the use of SIM-based remedial instruction in other learning areas, be conducted to confirm the result of the experiment