Utilization of Strategic Intervention Material (SIM)-based Instruction of Public Elementary School Teachers and the Academic Achievement of Learners in Science

This study examined the utilization of Strategic Intervention Materials (SIM) by public elementary Science teachers in Kitaotao I District and its impact on learners’ academic performance. SIM are remedial instructional tools designed to help learners master least-developed competencies and enhance overall understanding. Anchored on social, constructivist, and cognitive learning theories, the study employed a mixed-method design integrating descriptive-correlational quantitative analysis and qualitative thematic analysis. Quantitative data were collected from forty-eight Science teachers and 235 Grades 5 and 6 learners using survey questionnaires and academic records, while qualitative data were obtained through in-depth interviews with ten teachers to explore experiences and challenges in SIM implementation. Results revealed that teachers moderately utilized SIM-based instruction, with the reference card being the most frequently implemented and the enhancement card the least. Learners demonstrated outstanding academic achievement in Science, with a mean grade of 90, which falls under the Outstanding category based on DepEd Order No. 8, s. 2015, indicating that SIM-supported instruction may have contributed to learners’ mastery of competencies alongside other instructional and contextual factors. Correlation analysis showed a significant positive relationship between teachers’ use of SIM and learners’ performance, confirming that systematic application of structured intervention materials enhances learning outcomes. Qualitative findings highlighted challenges encountered by teachers, including lesson planning, assessment difficulties, limited time, and gaps in professional preparedness, which influenced the consistency and effectiveness of SIM implementation. Despite these obstacles, teachers employed adaptive strategies to optimize the use of SIM in the classroom. The study underscores the value of SIM as a structured instructional resource that supports competency-based learning in Science and emphasizes the need for continuous professional development, adequate planning, and institutional support to maximize its effectiveness. Findings provide empirical evidence for strengthening instructional practices and improving learner achievement through theory-driven, resource-based interventions in public elementary education.