Ryan I. Dangcolis (Author)
Abstract
This research aimed to assess the effectiveness of Self-Paced Supplementary Instructional Material (SIM) in developing practical research skills among Grade 12 students. The study utilized teacher-made supplementary instructional materials and pre-test and post-test assessments as quantifiable measures to analyze the SIM materials’ effectiveness. A pre-test was administered to Grade 12 students before undergoing the treatment, and a post-test was given after the treatment. A quasi-experimental research design, specifically the nonequivalent group design, was employed to establish associations between interventions and outcomes. In this design, the treatment group (Grade 12 students) received a pre-test, the SIMs as the treatment, and a post-test. The data gathered were analyzed statistically using mean and standard deviation to describe the performance levels of the comparison and experimental groups in their pre-test, formative test, and post-test. The study found that both groups had “Low” performance levels before the implementation of SIMs, indicating that the effectiveness of supplementary instructional materials had not yet been established. However, after implementing the SIMs, the experimental group achieved a weighted mean of 92.52 with a “High” descriptive interpretation, while the comparison group obtained a weighted mean of 81.60 with an “Average” interpretation. This demonstrates that the school’s Supplementary Instructional Material was an effective additional learning tool for developing practical research skills.
Read the full text here.
Keywords: Self-Paced Supplementary Instructional Material, Practical Research, Senior High School, Learning Material