Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 5 no. 1 (2022)

SIMS as Intervention in Enriching the Teaching of Fundamental Operations in Mathematics: An Action Research

Glen Mary Segarino | Jane Labisig | Lovella Calmerin | Cyril Cabello

Discipline: Education

 

Abstract:

Quasi-experimental research with pretest and posttest design was conducted to investigate the effectiveness of the Strategic Instructional Material (SIM)-based teaching in ameliorating the mastery level of fourth grade learners of Camanjac Elementary School. Two groups were created, namely: a) control group and b) the experimental group. There were 12 learners in each group and the second group were exposed to SIM-based teaching and the other won’t. Study findings disclosed that majority of both groups had very low scores in the pretest, and the latter group had great increase in their scores while the former group had a very slight change in the scores of their posttest. Additionally, both groups showed a considerable mean improvement from the pretest to the posttest, demonstrating the critical role that SIM play in the teaching-learning process. The experimental group acquired higher mean gain than the controlled group and had a Very High perception towards the use of SIM in the teaching of Fundamental Operations in Mathematics. The study concluded that SIMbased teaching is an effective intervention in improving the mastery level of students in the concepts of Fundamental Operations in Math. Furthermore, the researchers recommend the use of SIM for remediation where all teachers put more of an emphasis on the teaching and learning process and by incorporating interventions that the students enjoy. School administrators should concentrate on remediation programs and instructional intervention plans to avoid problems with fundamental mathematical abilities in children and constructing SIMs not only on least mastered skills but also on all skills covered by the lesson.



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