Effectiveness of Strategic Intervention Material in Enhancing Proficiency Level in New Literacies Across the Curriculum: A Quasi–Experimental Study

This study determined the effectiveness of Strategic Intervention Material (SIM) in enhancing the proficiency level of third-year Bachelor of Elementary Education (BEEd) students in the professional education course Building and Enhancing New Literacies Across the Curriculum at St. Francis Xavier College (SFXC). Specifically, the study examined students’ proficiency levels before and after the intervention and determined whether there was a significant difference between pretest and posttest scores. The study employed a quantitative approach using a quasi-experimental one-group pretest–posttest research design. The subjects of the study were 23 third-year BEEd students. Data were gathered using a researcher-developed 20-item multiple-choice pretest and a parallel posttest. The gathered data were analyzed using the mean and paired-samples t-test. The results revealed that the students initially demonstrated low proficiency before the implementation of the SIM, indicating minimal knowledge, skills, and core understanding. After implementing the SIM, the students’ proficiency level improved to nearly proficient, suggesting they had developed fundamental knowledge, skills, and a core understanding. Furthermore, the results revealed a significant difference between the pretest and posttest scores, indicating that the SIM effectively improved the students’ proficiency level and learning performance. The study concluded that SIM is an effective instructional support tool for improving the proficiency level of BEEd students in a professional education course. The results further imply that scaffolded and learner-centered instructional interventions contribute significantly to meaningful learning experiences and competency development in higher education. It is recommended that instructors integrate SIM consistently into instruction and further enhance its content through contextualized, higher-order learning activities to improve students’ proficiency and academic performance.