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STRATEGIC INTERVENTION MATERIAL: PERFORMANCE LEVEL OF

GRADE 7 STUDENTS OF ZAMBALES NATIONAL HIGH SCHOOL
SCHOOLS DIVISION OF ZAMBALES, PHILIPPINES

Author’s Name: 1Ms. Erra C. Reyes, 2Ms. Teresita A. Falle

Affiliation: 1Zambales National High School, Iba, Zambales, Philippines
2
President Ramon Magsaysay State University, Iba, Zambales, Philippines
E-Mail: [email protected]
DOI No. – 08.2020-25662434
Abstract
The main purpose of the study was to determine the effectiveness of teacher made Mathematics Strategic
Intervention Material (SIM) to the performance level of the Grade 7 students of Zambales National High School
Schools Division of Zambales, Philippines. There were a total of 116 students who served as respondents in this
study who were enrolled during the school year 2018-2019. Quasi-experimental research design was used using
pre-test and post-test to find the effect of strategic intervention material to the academic performance of the
student-respondents in Mathematics. Descriptive (frequency, percentage and mean) and inferential statistics (t-
test and Analysis of Variance) were utilized for the analysis and interpretation of the data.
The results on students ‘performance in Mathematics using the teacher made strategic intervention material was
fairly satisfactory in pre-test to outstanding in post-test. For competencies, the scores of more than half of the
respondents in the competency test on translate verbal expressions into algebraic or mathematical phrases and
vice versa were greater than the mean score of 53.57 interpreted to be outstanding. The scores of more than half
of the respondents in the competency test on translate English sentence to inequalities and vice versa were greater
than the mean score of 35.60 interpreted to be outstanding. The perception of the student-respondents toward the
effectiveness of teacher made strategic intervention material on knowledge, process, and transfer/ application was
very much effective while motivation resulted to be very effective.
There is no significant difference in the perception of the student-respondents on the knowledge, motivation,
process and transfer/ application in the test scores of mathematics competencies.
There is highly significant relationship between students’ pre-test and post-test performance when the teacher
made strategic intervention material used as method of teaching in teaching and learning mathematics
competencies.
Keywords: Strategic Intervention Material, Performance, Learning Gap, Intervention, Competency

INTRODUCTION
Mathematics is one of the most vital and tough subjects in today’s generation. No matter to
which field or profession you belong to, its use is everywhere. However, many students would
say that this subject is also one of the most difficult to learn. They seldom master some basic
concepts that leads to their low performance in terms of phasing of lessons and the
improvement is clearly affected. Specifically, some of the necessary skills in problem solving are
Translating English Phrases to Mathematical or Algebraic phrases, Translating English
Sentences into Equations and Inequalities. The students sometimes get confused on what
operation are they going to use. That is why it is necessary to have a good understanding of the

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lesson. Furthermore, the teacher makes adjustments by inserting such concepts and even
recapping the different words that can be associated with the basic operations, thus in order to
lessen confusion and boost mastery, a strategic intervention material should be utilized.
Strategic Intervention Materials (SIM) are conceptualized and designed to aid the teacher
provide the students the needed support to make progress in studies. These will increase and
deepen the skills, knowledge and understanding of the student in various subject areas not only
in Mathematics but also in including various learning areas in the curriculum. SIM can give the
opportunity to explore various ideas and concepts that would enrich their understanding of
varied subject matters that sharpen their competencies. Furthermore, the strategic instructional
materials tend to reteach the lessons, which are not so much clear to the learners, and to help
them gain mastery of the skills.

STATEMENT OF THE PROBLEM

This study aimed to determine the effectiveness of the teacher – made Mathematics Strategic
Intervention Material in increasing the performance level of the selected Grade 7 students of
Zambales National High School Division of Zambales, Philippines.
Specifically, these are the questions to be investigated:
1. How is the performance of the students using the Teacher Made Strategic
Intervention Material (SIM) be describes in terms of:
1.1 Pre – test; and
1.2 Post – test?
2. How do the student respondents perceive the effectiveness of the Teacher Made
Strategic Intervention Material in terms of:
2.1 Knowledge;
2.2 Motivation;
2.3 Process; and
2.4 Transfer/ Application?
3. Is there a significant difference between the perceive effectiveness of Teacher Made
Strategic Intervention Material and level of competencies in Grade 7 Mathematics?
4. Is there a significant relationship between the academic performance and level of
competencies using the Teacher Made Strategic Intervention Material during the pre
– test and post – test?

REVIEW OF RELATED LITERATURE

Mathematics, as a highly sophisticated yet practical discipline, provides a person with
opportunities to develop life and practical skills. Learning its concepts becomes easier with the
aid of various instructional materials (IMs) which are necessary for the teaching-learning
process since they address the diverse needs of learners. Strategic Intervention Material (SIM)
is a user-friendly IM that can be answered solely by a student or by a group of students inside or
outside the classroom. (Diaz and Dio, 2017)
Nowadays, aside from using technology, 21st century teachers are using Strategic Intervention
Material (SIM). SIM refers to teaching aid introduced into the teaching methods to stimulate the
activity of the students and thereby increasing their level of understanding. It is also use for
remediation or teaching least mastered competencies suited for 21st century learners (Sun.Star
Pampanga, 2017).

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In the Philippines, Strategic Intervention Material best known as SIM is an instructional material
meant to reteach concepts or topics, which are consider least mastered by the students. The
basic parts of which are: Guide Card, Activity Card, Assessment Card Enrichment Card and
Reference Card (Plenos, Josephine, 2014). It is one of the solutions employed by the Department
of Education to enhance academic achievements of students performing low in the field of
Mathematics. DepEd Memo No. 117, series of 2005 entitled “Training Workshop on Strategic
Intervention Materials (SIMs) for Successful Learning” provided math secondary teachers the
training in the preparation of SIMs. As part of intensifying and developing strategic intervention
materials as tool for remediating poor performance in Math. The Department of Education
included the SIM making as one of the contests during math competition in school, division,
regional, and national level competitions. As stipulated in the DepEd Order No. 39, s. 2012,
interventions have to be made in order to address learning gaps. The use of Strategic
Intervention Material (SIM), is identified as one of the suggested various intervention forms that
can bridge learning gaps. SIM is a remediation aid for the students at the level of their
understanding and thereby increasing their academic achievement.
Strategic Intervention Material as meant to re-teach the concepts and skills (least mastered). It
is a material given to students to help those master competency-based skills, which they were
not able to develop during a regular classroom teaching. It consists of both learning strategies
(for students) and content enhancement (for teachers). It is a multifaceted approach to help
students to become independent and successful learners. This intervention material focuses on
the skill not mastered by the students during regular class. It does not involve pretest and
posttest and includes fun activities. (Bunagan, 2012)
SIM refers to teaching aid introduced into the teaching methods to stimulate students’ interest
in the activity to increasing their level of understanding. It is a learning package composed of
guide card, several hands-on and minds-on activities, assessments, enrichments, and answer
keys which the students can bring home as supplementary learning material that will help them
work and learn independently or with their peers.
At present, in the Philippine education system, intervention materials are highly regarded as
tools for remediating poor achievements of the learners. SIM or Strategic Intervention Material
refers to a teaching aid introduced into the teaching methods to stimulate the activity of the
students and thereby increased their level of understanding It is strategically prepared and
designed for teaching remediation for low achievers in the subject. It is given after the regular
classroom instruction to students who were not able to grasp the concepts of the subject matter.
(Dy, 2011)

Instructional material plays a very important role in the teaching learning process. It enhances
the memory level of the students and makes the teaching – learning process interesting
(Nicholls, 2000; Raw, 2003).
Instructional materials are school resource inputs (SRI), they include print and non – print
items that are designed to impart information to students in the educational process.
Instructional materials also include items such as kits, textbooks, magazines, newspapers,
pictures, recordings, slides, transparencies, videos, video discs, workbooks and electronic media
including music, movie, radio, software, CD – ROMs, and online services (Dahar, 2011).
Further, Dahar (2011) investigated the effect of availability of instructional materials on the
academic performance of students in Punjab (Pakistan). He mentioned that instructional
materials play a very important role in the teaching - learning process.

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SIM increases and deepens students ‘skills in manipulation, knowledge or thinking,

understanding and observing the microscopic into macroscopic representation of matter like
atoms, molecules and ions which students believe as a discrete representation of the existing
matter and other related components of science (Togonon, 2011).
The study made by Edwin I. Salviejo, Science Department, Makati High School, 1214 Makati City,
Philippines; Fidela Q. Aranes, Chemistry Department, College of Science, Technological
University of the Philippines, 1000 Manila, Philippines; and Allen A. Espinosa, Faculty of Science,
Technology and Mathematics, College of Teacher Development, Philippine Normal University,
1000 Manila, Philippines that was published in the International Journal of Learning, Teaching
and Educational Research, Vol 2, No. 1, pp. 91-123, February, 2014 showed the effectiveness of
SIM in enhancing the teaching-learning process.

The study entitled, “Strategic Intervention Material-Based Instruction, Learning Approach and
Students’ Performance in Chemistry,” gave the following conclusions: (1) Most of the students
adopted the deep learners’ approach after the exposure to the SIM – BI. Some of the surface
learners adopted the deep learners’ approach while a few deep learners adopted the surface
learners’ approach. The SIM – BI has capability of influencing the learning approach of the
students in Chemistry; (2) The use of the Strategic Intervention Material–Based Instruction
(SIM–BI) enhanced the performance of students in Chemistry regardless of learning approach
adopted; (3) The deep and surface learners performed equally well after exposure to Strategic
Intervention Material – Based Instruction (SIM – BI); and (4) Deep and surface learners have a
positive perception on the use of Strategic Intervention Material (SIM. Students find it
enjoyable, interesting and contributing positive attitude towards Chemistry. (Aranes, Espinosa,
Salviejo, 2014)
Based on the abovementioned information, the utilization of an intervention material can
significantly increase the performance of the students in the least mastered skills in
Mathematics. These studies revealed that the use of SIMs plays a pivotal role in elevating the
memory level of the students, in grasping the different concepts in Mathematics, and with the
integration of various strategies in the implementation of the material, the teaching-learning
process becomes interesting.

RESEARCH METHODOLOGY
Research Design
The researcher used quasi - experimental research design, using two sections in Grade 7
students of Zambales National High School, Iba, Zambales as respondents. Experimental method
of research is a method or procedure involving the control or manipulation of conditions for the
purpose of studying the relative effects of various treatments applied to members of a sample,
or of the same treatment applied to members of different samples (Calmorin, 1995). It is a
problem-solving approach that embraces studies of an experimental nature in which the
systematic study of social life is carried out under conditions of control and experiment.
According to Aquino (1993), this is a design to investigate possible cause-and- effect
relationship by exposing one or more experimental groups to one or more treatment conditions
and comparing the results to one or more control groups not receiving the treatment, random
assignment being essential.

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RESPONDENTS AND SAMPLING TECHNIQUE

The study involved two sections of Grade 7 students of Zambales National High School, Iba,
Zambales namely: 7 – Agoho and 7 – Apitong. Both sections consist of 58 students and was
taught using the Teacher Made Strategic Intervention Material. The Table 1 below shows
frequency and percentage distribution of respondents

Table 1: Frequency and Percentage Distribution of the Respondents

Section Frequency Percentage
Agoho 58 50.00
Apitong 58 50.00
Total 116 100.00
Out of one hundred sixteen (116) respondents, there are fifty (50) percent belong to section
Agoho and the other fifty (50) percent belong to section Apitong. All of the respondents are
divided equally to see the effectiveness of the Teacher Made Strategic Intervention Materials.

Location of the Study

This study was conducted in Zambales National High School located at Zone VI, Iba Zambales,
Philippines. Zambales National High School is a secondary school in the Schools Division of
Zambales, Region III, Philippines.

Instruments
The study was conducted using these instruments: Strategic Intervention Material, Pre-Test and
Post Test and Perspective Survey Questionnaire.
The Strategic Intervention Material consists of the Title Card, Guide Card, Activity Cards,
Assessment Card, Enrichment Card, Reference Card and Answer Card.
The Pre-Test and Post Test was consisting of 30 multiple-choice item to measure the degree of
change in the sample group’s understanding of the mathematics competency because of
intervention.
The Perception Survey Questionnaire (PSQ) was developed by the researcher to determine the
perceptions of the respondents regarding the use of the strategic intervention material. This
survey was consisting of 20 questions categorized as knowledge, motivation, process and
application validated by the adviser/ mentor.

Data Collection
The researcher secured a letter to the principal requesting for the approval of the conduct of the
study as well as to the Schools Division Superintendent. After the approval of the request, the
researcher personally conducted the study. The researcher administered a pre – test to both
groups. Both groups used the same kind of teacher made test. After administration of the pre –
test, results were gathered for the interpretation of data. The researcher taught the groups
using strategic intervention material then post – test was administered. The researcher
gathered the results for the interpretation of data. After the administration of Post Test, The
Perception Survey Questionnaire (PSQ) was also administered to determine the perceptions of
the respondents regarding the use of the strategic intervention material. The researcher
gathered the results for the interpretation of data

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Data Analysis
The statistical tools used in the study are the following:
Mean. It is also called arithmetic mean and represented by x̅ (or “x – bar”). This is computed by
adding all the values of the variable x, (The sum of the x values is symbolized by ∑ x or
summation of x) and dividing the sum by the total number of samples, represented by n. This
will be used to determine the average of the pre-test and post-test results. The formula for this
∑𝑥
is expressed as 𝑥̅ = 𝑛
Weighted Mean. This will be used to determine the perception of the students with regards to
the knowledge, motivation, process, and transfer/ application. It is a mean calculated by giving
values in a data set more influence according to some attribute of the data. It is an average in
which each quantity to be averaged is assigned a weight, and these weightings determine the
relative importance of each quantity on the average. Weightings are the equivalent of having
that many like items with the same value involved in the average.
Likert Scale. It was used as guide in determining the effectiveness of teaching motivation
through quality education delivery. The point value, weighted value, and qualitative description
are as follows:
Point Value Weighted Value Qualitative Description
5 4.20 – 5.00 Very Much Effective
4 3.40 – 4.19 Very Effective
3 2.60 – 3.39 Effective
2 1.80 – 2.59 Less Effective
1 1.00 – 1.79 Not Effective

t-test. The t test is one type of inferential statistics. This will be used to determine whether
there is a significant relationship between the academic performance and Mathematics
competencies cited in Problem 3. The following rules are used as guide in rejecting and
accepting the null hypothesis (Reyes, 1996).

Decision Rule:
If the computed t-value is less than the critical t-value at 0.05 alpha level, the null hypothesis is
accepted. There is no significant relationship.
If the computed t-value is greater than the critical t-value at 0.05 alpha level, the null hypothesis
is rejected. There is a significant relationship.

ANOVA (Analysis of Variance). This will be used to determine the significant difference in the
perception of effectiveness between the K-12 curriculum teaching method ad Teacher Made
Strategic Intervention Material.

Decision rule:
If the computed F-value is less than the critical F-value at 0.05 alpha level, the null hypothesis is
accepted. There is no significant relationship.
If the computed F-value is greater than the critical F-value at 0.05 alpha level, the null
hypothesis is rejected. There is a significant relationship.

RESULTS AND DISCUSSION

1. Performance of the Students in Mathematics after Pre-Test and Post- Test using

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the Teacher Made Strategic Intervention Material (SIM)

Table 2 presents the summary of that academic performance of the Grade 7 Students in
Mathematics.
Table 2
Summary of Performance of the Students in Mathematics after Pre-Test and Post- Test
using the Teacher Made Strategic Intervention Material (SIM)

Academic Performance Mean Score DE

1. Pre-test 9.8017 Fairly Satisfactory
2. Post-test 25.0087 Outstanding
For strategic intervention material as method of teaching, the student-respondents after the
pre-test in Mathematics obtained a mean score of 9.8017 or 10 described as fairly satisfactory
and after post-test, the student-respondents scored 25.0087 or 25 described as outstanding.
The results revealed in Table 4 that there was improvement in the scores of the students from
fairly satisfactory in the pre-test to outstanding in the post-test when teacher made strategic
intervention material used in learning Mathematics competencies by Grade 7 students from 7 –
Apitong and 7 – Agoho.
From the above results, it is obvious that teacher made strategic intervention material as
method of teaching is more effective than the traditional method. The present result is
consistent with that of Diaz and Dio (2017) finding even if the use of textbooks, can improve the
performance of students, still the use of strategic interventional material with two-dimensional
manipulative produces an outstanding scholastic progress of learners.
According to the study conducted by Feliciano (2017) concluded that the exposure of learners
to Strategic Intervention Material (SIM) improved the knowledge, skills and performance of the
learners. Quality instructional materials and genuine tasks are necessary to facilitate the
development of knowledge, skills and value standard.

2. Effectiveness of the Teacher made Strategic Intervention Material.

Table 3 presents the summary of assessment towards the effectiveness of Teacher made
Strategic Intervention Materials on the aspects of knowledge, motivation, process and
transfer, application.
Table 3
Perception on the Effectiveness of the SIM on the Aspects of Knowledge, Motivation,
Process, and Transfer/ Application
No. Indicators Mean DE RANK
1 Knowledge 4. 3902 Very Much Effective 2 2
2 Motivation 1466 Very Effective 4 4
3 Process 4638 Very Much Effective 1 1
4 Transfer / Application 3017 Very Much Effective 3 3
Grand Mean 3256 Very Much Effective

The assessment on the effectiveness of Teacher-Made Strategic Intervention Materials was

perceived to be very much effective (VME) in all learning aspects, the process which ranked first
with overall weighted mean of 4.4638, the aspect of learning knowledge was second in rank.
Transfer/ application was third in rank with overall weighted mean of 4.3017. Motivation ranked
4th with overall weighted mean of 4.1466 interpreted as very effective. The performance of the
student-respondents was perceived to be very much effective with grand mean of 4.3256.

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3. Analysis on the difference in Perception of Effectiveness between Teacher Made

Strategic Intervention Material (SIM) and the Level of Competencies on Knowledge,
Motivation, Process and Transfer/ Application.
Table 4 shows the Analysis of Variance to test the significant difference on the perception of
the students on the effectiveness of teacher made strategic intervention material towards
knowledge, motivation, process, and transfer/ application as learning aspects

Table 4
Analysis on the Difference in Perception of Effectiveness between Teacher Made Strategic
Intervention Material (SIM) and the Level of Competencies on Knowledge, Motivation,
Process and Transfer/ Application
Source of SS df MS F p-value F critical Decision Interpretation
Variation computed
7.184 3 3.592 Accept Null Not Significant
Knowledge 377.443 112 3.340 1.075 0.345 2.69 Hypothesis
5.705 3 2.853 Accept Not Significant
Motivation 378.922 112 3.353 0.851 0.430 2.69 Null Hypothesis
2.672 3 1.336 Accept Null Not Significant
Process 381.955 112 3.380 0.395 0.674 2.69 Hypothesis
Transfer/ 6.451 3 3.226 Accept Null Not Significant
Application 378.176 112 3.347 0.964 0.345 2.69 Hypothesis
Total 384.627 115

It was revealed in the data that there is no significant difference on the effectiveness of the SIM
and the level of competencies towards knowledge, motivation, process, and transfer/application
as learning aspects. This means that learning aspects are not predictor variables in determining
the effects of teacher made strategic intervention material on students ‘performance in
Mathematics.
It was reported in the study conducted by Boumova (2008) as cited by Salviejo et.al (2014)
claimed the teaching is deeply teacher - centered. The traditional methodology puts the
responsibility for teaching and learning mainly on the teacher and it is believed that students
will be able to use the knowledge if they are present in the class discussions and listen to the
teacher’s explanations and examples.

4. Relationship between the Academic Performance and Level of Competencies using

Teacher Made Strategic Intervention Material
4.1 Pre-Test
Computer-generated Pearson r values (Table 5) using Microsoft Excel 2007 software show that
the scores in the pre-test and the scores in the mathematics competencies on translating verbal
expressions into algebraic or mathematical phrases and vice versa, and translating English
sentence to inequalities and vice versa have a very low positive correlation indicated by r values
of 0.110 and 0.066 respectively.

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Table 5 - t-test for Significance of Relationship of Scores in the

Pre-test and Level of Competencies
Competencies Academic Interpretation
Translate English Phrases into Pearson Correlation 0.110 Very Low Positive
Algebraic or Mathematical Sig. (2-tailed) 0.241 Correlation
phrases and Vice Versa N 116 Not Significant
Translate English sentence Pearson Correlation 0.066 Very Low Positive
into Mathematical Sentence Sig. (2-tailed) 0.481 Correlation
and Vice Versa N 116 Not Significant
Correlation is significant at the 0.05 level (2-tailed)

The data in Table 5 presents the result of the t-test for significance of Pearson r values for the relationship
of score in the pre-test and the respective competencies at 0.05 level of significance, two-tailed test.
The null hypothesis of no significance is accepted. The findings that at the 5% level of significance, Pre-
test scores and scores in mathematics competencies are not significantly correlated could be attributed to
the difference in the time and conditions as well as the difference in the physical and emotional state of
well-being of the student- respondents during the administration of the test. This finding is similar to the
study conducted by Salviejo, Aranes, and Espinosa (2014) found that difference in the mean pre-test
scores of the two groups of learners is not significant. The result implied that at the start of the study, the
prior knowledge of surface learners and deep learners are more or less comparable.
Moreover, the findings were supported by Sahin (2010) which asserts that the effect of any strategy or
material on the academic achievement of student in any written course found to be non-significant in the
pre-test scores of the experimental and control group in the Written Expression Achievement test.

4.2 Post Test

Computer-generated Pearson r values (Table 6) using Microsoft Excel 2007 software show that the scores
in the post-test and the scores in the Mathematics competencies on translating verbal expressions into
algebraic or mathematical phrases and vice versa has a very low positive correlation indicated by r value
of 0.955 and translating English sentence to inequalities and vice versa has a very low negative
correlation indicated by r value of 0.128.

Table 6
t-test for Significance of Relationship of Scores in the Post-test and Level of Competencies
Competencies Academic Interpretation
Translate English Phrases into Pearson Correlation 0.005 Very Low Positive
Algebraic or Mathematical Sig. (2-tailed) 0.955 Correlation
phrases and vice versa N 116 Not Significant
Translate English sentence into Pearson Correlation -.142 Very Low Negative
Mathematical Sentence and Vice Sig. (2-tailed) 0.128 Correlation
Versa N 116 Not Significant
Correlation is significant at the 0.05 level (2-tailed)

The data in Table 6 presents the result of the t-test for significance of Pearson r values for the
relationship of score in the pre-test and the respective competencies at 0.05 level of
significance, two-tailed test.
The null hypothesis of no significance is accepted. The findings that at the 5% level of
significance, post-test scores and scores in mathematics competencies are not significantly
correlated could be attributed to the difference in the time and conditions as well as the
difference in the physical and emotional state of well-being of the student- respondents during
the administration of the test.
According to the study of Saclao (2016) found upon using the SIM-MOD, a posttest was given to

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the participants. The p-value of 0.000 with a t value of -11.019 is an indication of the significant
differences between the scores of the participants from the control and experimental groups.
This implies that the participants who used the SIM- MOD have significant higher scores than
those who did not use the learning materials. Also, there is a significant difference (p-value of
0.000 and t-value of 7.727) present in the mean gain scores of the participants with regards to
their pretest and posttest scores. This is an indication that the use of SIM-MOD is an effective
way of improving the achievement of the students in their Mathematics subject.
According to the study conducted by Dahar (2011) explained that the use of appropriate
instructional materials has a strong relationship to the academic performance of secondary
students. Barlis (2015) also added that instructional materials play an important role in
improving students’ Mathematics achievement.

CONCLUSION
Based on the summary of the investigations, the researcher concluded that:
1. The performance of the students in Mathematics using the teacher made strategic
intervention material was fairly satisfactory in pre-test to outstanding in post-test.
2. The perception of the student-respondents toward the effectiveness of teacher made
strategic intervention material on knowledge, process, and transfer/ application was very
much effective while motivation resulted to be very effective.
3. There is no significant difference in the perception of the student-respondents on the
knowledge, motivation, process and transfer/ application in the test scores of mathematics
competencies.
4. There is highly significant relationship between students’ pre-test and post-test performance
when the teacher made strategic intervention material used as method of teaching in
teaching and learning mathematics competencies.

RECOMMENDATIONS
Based on the findings and conclusions, the researcher offers the following recommendations:
1. For students’ better academic performance teacher made strategic intervention materials
shall be used in teaching Mathematics to enhance and develop students’ mathematical skills,
concepts, and competencies.
2. Mathematics teachers should create and produce teacher made strategic intervention
materials to address the least mastered skills and competencies.
3. Mathematics teachers should give more drill exercises and activities on Mathematics
competencies which are difficult to comprehend and less interesting topic to enhance
student interest and encourage the students to work independently.
4. Mathematics teachers shall be provided with more seminars, workshops, and in- service
training on the principles of strategic intervention material construction for effective
teaching and learning Mathematics competencies.
5. Implement continuous professional development programs for Mathematics teachers to
keep abreast with development in education with the use of teacher made strategic
intervention materials.
6. It is suggested that similar studies be made in order to widen the scope of the study and
validate the result obtained by the researcher.

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REFERENCES
• Aranes, Fidela Q, Espinosa, Allen A., Salviejo, Edwin I., Strategic Intervention Material - Based on
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