Abstract
The researcher being a science teacher identified problems encountered by the students namely; low mean proficiency scores in science grade 10 during the first quarter examination, lack of interest during discussion and frequent absenteeism among students. The Division mean proficiency score target is 68 but the grade 10 students only obtained a score of 60 which is behind the target of the department. Science intervention material was conceptualized and created by the researcher based on the least mastered competencies. This material was utilized as intervention to address the problem of poor academic performance. The 15 respondents who received the science intervention material obtained M=27.9, SD=3.13 compared to the 15 respondents in the control group who obtained M=14.37, SD=9 demonstrated significantly better scores, t = - 21.29, p = <.00001. Intervention material based on least mastered compe-tencies is an effective method of improving the academic performance of students.
Highlights
Learners create knowledge through engaging themselves with instructional materials (Dienes, 1973)
By using science intervention materials, students become motivated towards learning science concepts and teachers stimulate their interest, leading to active class participation and development of lifelong skills. (Apperson, Laws & Scepansky, 2006)
In order to decide which solution to use, the researcher made a decision making model wherein the use of teacher made science intervention material has the potential in the teaching-learning process, can be implemented and accomplished on time
Summary
Learners create knowledge through engaging themselves with instructional materials (Dienes, 1973). Using science intervention materials the remediation process helps students to gain mastery of the concepts, develop skills and attitudes. With the use of science intervention material in remedial instruction has helped students to gain understanding least mastered concepts. By using science intervention materials, students become motivated towards learning science concepts and teachers stimulate their interest, leading to active class participation and development of lifelong skills. In order to decide which solution to use, the researcher made a decision making model wherein the use of teacher made science intervention material has the potential in the teaching-learning process, can be implemented and accomplished on time. The researcher would like to determine if the academic performance of selected grade 10 science students can be improved by utilizing science intervention material
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