Why Self-Learning Materials Still Matter
During the COVID-19 pandemic, the Philippine Department of Education (DepEd) implemented Self-Learning Modules (SLMs) to ensure continuity of education. Even as schools transition back to blended or face-to-face instruction, independent learning materials continue to play a critical role.
However, national experience has shown that not all competencies are equally mastered through modular instruction. Some topics, particularly in analytical and theory-heavy subjects like Social Sciences, remain difficult for students.
Strategic Intervention Materials (SIMs) have long been used in Philippine schools as remedial tools. These materials target specific competencies that students struggle to master. Ryan R. Pecson of Bataan Peninsula State University recognized the need to modernize and align SIMs with DepEd’s prescribed SLM format. The result is the Modified Strategic Intervention Material (MSIM), designed for Senior High School learners under the Humanities and Social Sciences (HUMSS) strand.
How the Study Was Conducted
The research used a descriptive-developmental design. It combined diagnostic assessment with instructional material development and expert validation.
The study involved:
- 75 Senior High School students, who took a 30-item pre-test in DISS during the fourth quarter.
- 15 expert teachers (Master Teachers) who evaluated the developed materials.
The pre-test identified the least-mastered competencies. Based on these results, Pecson developed three MSIMs specifically addressing the weakest areas. The materials were then evaluated using a validated survey instrument. The reliability of the evaluation tool was extremely high, with a Cronbach’s Alpha of 0.9923, indicating strong consistency in expert ratings.
Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation.
The Most Challenging Competencies Identified
The pre-test results revealed three critical learning gaps among SHS students:
- Evaluating personality using core values of Sikolohiyang Pilipino
- 98.67% of students answered incorrectly.
- Analyzing the social ideas of Filipino thinkers such as Isabelo de los Reyes and Jose Rizal
- 96% incorrect responses.
- Determining the relationship between gender ideology and gender inequality
- 94.67% incorrect responses.
These high percentages indicate substantial difficulty in higher-order thinking and contextual social analysis. According to Ryan R. Pecson of Bataan Peninsula State University, targeting these specific competencies ensures that instructional interventions are directly aligned with learners’ actual needs.
What Makes the Modified Materials Different
Traditional SIMs contain structured components such as guide cards, activity cards, enrichment tasks, reflection sections, assessment tools, references, and answer keys. Pecson modified this structure to align directly with DepEd’s official Self-Learning Module format.
Each MSIM includes:
- Clear learning objectives
- Diagnostic pre-tests
- Scaffolded activities moving from simple to complex
- Enrichment exercises
- Reflection tasks connected to real-life situations
- Formative and summative assessments
- QR codes linking to supplementary materials
The materials also incorporate visual elements such as graphic organizers, infographics, diagrams, and contextualized examples grounded in Filipino culture and indigenous perspectives.
The structure allows independent learning while maintaining strong instructional guidance.
Expert Validation Results
The 15 expert teachers rated the MSIMs as “Acceptable” and “Valid” overall, with a composite mean score of 3.06 out of 4.
Key validation results include:
- Content and Organization: Mean 3.16
- Format and Structure: Mean 3.12
- Assessment and Evaluation: Mean 3.01
- Objectives and Instructions: Mean 2.96
Several indicators received “Highly Acceptable” ratings:
- Smooth and logical presentation of concepts (Mean 3.93)
- Clear and readable formatting (Mean 3.40)
- Inclusion of diagnostic, formative, and summative assessments (Mean 3.33)
The expert teachers agreed that the Modified Strategic Intervention Materials developed by Ryan R. Pecson of Bataan Peninsula State University are suitable as supplemental and remedial learning tools for DISS classes.
Real-World Implications for Education
The implications extend beyond a single subject area.
- Improved Learning Remediation Teachers gain structured tools to address specific learning gaps rather than relying on generic review sessions.
- Stronger Independent Learning SkillsStudents practice guided self-study with feedback mechanisms built into the material.
- Policy AlignmentThe MSIM format supports DepEd policies on learning continuity, classroom assessment, and locally produced instructional materials under Republic Act No. 10533.
- Support for SDG 4 (Quality Education)By promoting inclusive and adaptive learning materials, the study contributes to broader educational development goals.
Pecson notes that teacher-made interventions grounded in data can strengthen instructional delivery. As he emphasizes in the article, developing intervention materials based on least-mastered competencies ensures that “learners have equal opportunities to develop their knowledge, skills, attitudes, and values.”
The research also opens the door to future innovations, including digitized SIMs, gamified modules, AI-assisted materials, and virtual-reality-based interventions tailored to 21st-century learners.
Why This Research Is Timely
Even after the height of the pandemic, many education systems continue to rely on modular, blended, or flexible learning environments. Schools worldwide face similar challenges: learning loss, uneven mastery of competencies, and the need for scalable remediation tools.
The Modified Strategic Intervention Materials developed by Ryan R. Pecson at Bataan Peninsula State University demonstrate how localized, research-based instructional design can address these challenges effectively.
The study reinforces a clear message: targeted instructional materials built from real diagnostic data can significantly enhance learning outcomes in complex academic subjects.
Author Profile
Ryan R. Pecson is an education researcher specializing in teacher-developed interventions, self-learning materials, and instructional design aligned with Philippine education policy.
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