STRATEGIC INTERVENTION MATERIAL (SIM) IN FUNDAMENTALS OF POLYNOMIALS FOR GRADE 8

Author: CHELSIE MAY G. REYES

Published On: 2026-09-14

DOI: https://doi.org/10.70127/irjedt.vol.9.issue09.268

This study aimed to develop and evaluate a Strategic Intervention Material (SIM) in Fundamentals of Polynomials for Grade 8. Specifically, it described the development process of the SIM, determined its level of acceptability in terms of learner appropriateness, content relevance and accuracy, clarity of instruction and design, engagement and motivation, and assessment and feedback, determined whether a significant difference existed between the evaluations of Mathematics teachers and Mathematics experts, and incorporated improvements based on their recommendations. The study employed the descriptive research design. The respondents consisted of 72 Junior and Senior High School Mathematics teachers and Mathematics experts from public secondary and integrated schools in the Talavera District, Schools Division of Nueva Ecija. An evaluation questionnaire served as the primary data-gathering instrument. The instrument was subjected to content validation by the thesis advisory committee and obtained a Cronbach's alpha coefficient of 0.913, indicating high reliability. Data were analyzed using weighted mean and standard deviation to determine the level of acceptability of the developed SIM, while the independent samples t-test was used to test the significant difference between the evaluations of Mathematics teachers and Mathematics experts. The findings revealed that the SIM was developed through a systematic, needs-based process anchored on the learners' least-mastered competencies and aligned with the Department of Education’s Self-Learning Module format. The developed SIM was evaluated as Excellent by both Mathematics teachers and experts across all evaluation criteria, namely learner appropriateness, content relevance and accuracy, clarity of instruction and design, engagement and motivation, and assessment and feedback. Furthermore, the results showed no significant difference between the evaluations of the two groups of respondents, indicating consistency in their assessment of the instructional material. Based on the recommendations of the validators, the SIM was further enhanced through improvement to its content, localized illustrations, language, references, format, typography, and integration of real-life applications. The study concludes that the developed SIM is a valid, reliable, curriculum-aligned, learner-centered, and highly acceptable instructional resource for teaching Fundamentals of Polynomials to Grade 8 learners. The material is recommended for classroom implementation as a supplementary intervention to improve learners' mastery of polynomial concepts.