Concept Retention among Senior High School Science, Technology, Engineering, and Mathematics (STEM) Students Exposed to a Strategic Intervention Material (SIM)

Authors

  • Selma Paco Ayungon Science High School
  • Joji Linaugo Carlos Hilado Memorial State University

DOI:

https://doi.org/10.47577/tssj.v41i1.8564

Keywords:

Science education, strategic intervention materials, retention, quasi-experimental, central Philippines

Abstract

Using strategic intervention materials (SIM) in Science class is essential for achieving students' needed competencies, which they could have succeeded in regular classroom instruction. This study examines the retention of concepts among Grade 11 learners in Central Philippines after exposure to teacher-made Strategic Intervention Materials (SIMs). It utilized the Quasi-Experimental Research Design, Post-test Post-Post-Test, Experimental Group only design. To determin0e the significant difference in the level of proficiency right after and a semester after exposure to SIMs intervention Wilcoxon signed-rank test for paired samples was employed. Results showed that the SIMs helped students exceed the core knowledge, skills, and understanding requirements. Learning is best transferred through authentic performance tasks which made retention of Science concepts evident.0

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Published

2023-03-09

How to Cite

Paco, S., & Linaugo, J. (2023). Concept Retention among Senior High School Science, Technology, Engineering, and Mathematics (STEM) Students Exposed to a Strategic Intervention Material (SIM). Technium Social Sciences Journal, 41(1), 72–81. https://doi.org/10.47577/tssj.v41i1.8564