Rea Mae Amparo-Colon (Author)

Abstract

This study developed and validated a Digitized Strategic Intervention Material (DSIM) to enhance Grade 10 students’ mastery of the least mastered competency for the second quarter of the School Year 2023-2024. The targeted competency focused on describing images produced by plane, curved mirrors, and lenses, with an emphasis on magnification, orientation, size, and type. Notably, students had achieved a Mean Percentage Score (MPS) of 41.2 or no mastery on this competency, highlighting a substantial learning challenge. Using a descriptive-developmental research approach, the researcher crafted the DSIM with key components: a Title Card, Guide Card, Activity Card, Assessment Card, Reference Card, and Enrichment Card. These factors combined to provide an effective learning experience suited to the mentioned educational needs. To evaluate the DSIM’s effectiveness and accuracy, ten science teacher who had experience in making SIMs validated the material. It was assessed based on content relevance, instructional design, and technical quality, making sure it met educational standards and supported effective learning. The evaluation results were very positive, with the DSIM receiving a “Very Satisfactory” rating. This high rating confirmed the DSIM’s readiness for further testing among the intended end-users and the materials potential, as an effective educational tool. This validated DSIM presents a promising approach to addressing educational gaps and improving physics education for students. Based on these results, the recommendation was to conduct a pilot study with Grade 10 students to directly measure the DSIM’s impact on competency mastery.

Keywords: Digitized Strategic Intervention Material (DSIM), content quality, instructional quality, technical quality, least mastered competency

DOI: http://doi.org/10.69651/PIJHSS0403283

Recommended citation

Amparo-Colon, R.M. (2025). Development and validation of a Digitized Strategic Intervention Material (DSIM) in teaching Science 10. Pantao: The International Journal of the Humanities and Social Science, 4(3), 3281-3291. http://doi.org/10.69651/PIJHSS0403283

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