Interactive strategic intervention material (iSIM) in teaching chemistry for senior high school students-at-risk (STAR)

• Main Author: Austria, Enrique V.
• Format: text
• Language: English
• Published: Animo Repository 2019
• Subjects: Teaching—Aids and devices; Chemistry—Study and teaching—Philippines; Educational technology—Philippines; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/6310; https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=13364&context=etd_masteral
• Institution: De La Salle University

Teaching Chemistry for Students – at – Risk (STAR) requires instructional materials that will cater to their learning needs vis-a-vis their learning styles. Using an interactive strategic intervention material (iSIM) is one facet of intervention that the researcher has identified in order to improve the conceptual understanding and enhance the learning attitude and interaction of the identified STAR students of this action research in learning structure of atom, chemical bonding and chemical reactions. A Plan – Do – Study – Act (PDSA) cycle was used to identify its effectiveness. It was administered and utilized in Grade 11 – Science, Technology, Engineering and Mathematics (STEM) students in Raja Soliman Science and Technology High School, Division of Manila for three weeks. There were ten (n = 10) STAR STEM students involved in the study. The STAR students were those who have a grade of 77 in Science class. The conceptual understanding and learning attitude of the participants were gathered before and after the utilization of iSIM using the teacher – made test. Journal writing, classroom observations and individual interview were also used by the researcher to gather relevant information that would verify assumptions in this study. Results of this study showed that there is a significant improvement on the participants’ conceptual understanding and learning attitude and engagement towards learning structure of atom, chemical bonding and chemical reactions as reflected in the tvalue of 25.30, which is highly significant at 0.05 level of significance. Further, the STAR students had a mean standardized gain score of 0.70. This finding revealed that the use of interactive strategic intervention material (iSIM) in teaching Chemistry for STAR students effectively improved conceptual understanding of the students.