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All Journal Journal of Basic Education Research IJOEM: Indonesian Journal of Elearning and Multimedia
Borabo, Jonnell
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Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Effectiveness of Strategic Intervention Material (SIM) in Improving Filipino Student’s Performance in Science and Mathematics: A Meta-analysis Borabo, Jonnell; Dio, Ryan V.
Journal of Basic Education Research Vol 6 No 2 (2025): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i2.1420

Abstract

Purpose of the study: This meta-analysis aimed to determine the effectiveness of Strategic Intervention Materials (SIM) in improving Filipino students' science and mathematics performance. Methodology: Fifteen eligible studies from three databases: Google Scholar, Crossref, and Semantic Scholar were chosen using Harzing’s Publish and Perish tool. The studies underwent meta-analysis using the Jamovi Tool. Main Findings: Using Strategic Intervention Material has a large average effect size (ES = 1.60) with most of the studies obtaining positive effect sizes (87%). In connection, the moderator analysis showed paper-based SIM has a relatively larger effect size than digital SIM, elementary level obtained a larger effect size than Junior and Senior High and science has larger effect size than mathematics. Nevertheless, all moderators obtained large effect sizes which means SIM is an effective classroom intervention across the different types, grade levels and content areas. Novelty/Originality of this study: This research introduces new insights into classroom intervention by exploring the use of Strategic Intervention Material (SIM) which was conceptualized and commonly used in the Philippines. The study opens discourse on the use of SIM to improve the learners’ science and mathematics achievement for possible adoption on a global scale.
Development and Validation of Contextualized Video Lessons as Home-based Intervention in Physics for Grade 9 Students Borabo, Jonnell; Ricafort, Jhonner D.
IJOEM Indonesian Journal of E-learning and Multimedia Vol. 4 No. 2 (2025): Indonesian Journal of E-learning and Multimedia (May 2025)
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijoem.v4i2.374

Abstract

Background of Study: In the 21st century teaching and learning, technology plays a vital role in improving students’ performance. In Physics learning where developing critical thinking and problem-solving skills was a challenge, technology integration like video-based instruction could be of huge impact.Aims and scope of the paper: This study aimed to develop and validate contextualized video lessons as a home-based intervention in physics for grade 9 students.Methods: The research used the developmental research design using the ADDIE model and pre-experimental research using the pretest-posttest design. Six validators consisting of physics and physical science teachers and thirty grade 9 low-performing students were selected using purposive sampling. The validity of the contextualized video lessons was assessed by the validators in terms of content, instructional and technical quality. Furthermore, the effectiveness of the contextualized video lessons as home-based intervention was determined using the students’ pretest and posttest results.Results: The video lessons were contextualized by embedding simulations, animations, diagrams and problem-solving of real-life applications of the physics concepts. The results revealed that the contextualized video lessons passed all the criteria with a very satisfactory rating. Moreover, the contextualized video lessons were effective as a home-based intervention in physics, as shown in the significant increase between the pretest and posttest scores (p < .001) with an effect size of Cohen’s d = 3.29.Conclusion: The contextualized video lessons as a home-based intervention significantly improve the performance of grade 9 students in Physics.  
Co-Authors Dio, Ryan V. Ricafort, Jhonner D.