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Abstract
This study examined whether Strategic Intervention Materials (SIMs) could improve science performance among Grade 11 students at a Philippine public high school. The research was prompted by the Philippines' low scores in international assessments, such as PISA, highlighting the need for targeted learning interventions. Using a one-group pretest-posttest quasi-experimental design alongside a descriptive-correlational design, 63 students from three strands (CSS, Food Processing, and HUMSS) were assessed via pre- and post-tests, along with a perception survey on SIM usability. Results showed significant academic improvement, with the mean post-test score (40.56) far surpassing the pre-test (24.03). The percentage of students at the "Beginning" level dropped from 87.3% to 31.7%, while those reaching "Advanced" proficiency rose from 0% to 20.6%. Students rated SIMs highly for clarity, engagement, and real-world relevance; however, some found the guide questions challenging. Statistical analysis confirmed the substantial impact of SIMs, although student perceptions did not correlate strongly with performance. The study concludes that SIMs are a cost-effective, scalable intervention for improving science literacy, particularly in resource-limited settings. These findings support the Department of Education's (DepEd) push for localized competency-based learning aids to address educational gaps.
