Pupils’ Performance Through a Validated Electronic Strategic Intervention Material (E-SIM)

Abstract

This study aimed to develop an Electronic Strategic Intervention Material (E-SIM) for Grade VI Science and determine its effectiveness in improving pupils’ academic performance. The study utilized a Research and Development design combined with a non-experimental one-group pretest–posttest design. The E-SIM was designed to support learning on the topics of vertebrates and invertebrates, which are often identified as challenging competencies among elementary learners. To ensure the quality and appropriateness of the developed material, the E-SIM was evaluated by experts against four criteria: content quality, instructional quality, technical quality, and absence of errors. Following the validation process, the material was pilot-tested with a group of Grade VI Science pupils to assess its effectiveness as an instructional intervention. Results of the expert evaluation indicated that the developed E-SIM obtained an overall rating of very satisfactory, suggesting that the material demonstrated strong alignment with curriculum standards, clarity of presentation, sound instructional design, and appropriate technical features. Findings from the pilot implementation further revealed a substantial improvement in pupils' academic performance. The learners’ performance increased from poor on the pretest to outstanding on the posttest, indicating that exposure to the E-SIM significantly enhanced their understanding of concepts related to vertebrates and invertebrates. The findings suggest that the developed E-SIM is both acceptable and effective as an instructional intervention material in teaching selected Grade VI Science lessons. The study recommends its utilization by science teachers as a supplementary instructional tool and encourages future research on the development and implementation of similar electronic intervention materials across different subject areas.