Manilyn T. Buzmion (Author)
Abstract
This study developed and validated Strategic Intervention Materials (SIMs) to improve the phonological awareness and word recognition among Grade 2 learners. Specifically, this study crafted SIMs for English 2 learners who failed to master the competencies in phonic and word recognition in MELCs English 2. It employed descriptive-developmental research design. A purposive sampling technique was used to select the participants who possessed the requisite expertise for the validation process of the crafted Strategic Intervention Material (SIM). The study adapted the instrument of Cubillas (2018). Results showed that the least- learned competency among Grade 2 learners in English 2 was related to phonics and word recognition. Specifically, learners struggled with tasks such as matching pictures to sight words and reading short phrases with specific word patterns. Furthermore, the content experts rated the developed SIMs as “Very High,” indicating that the materials were suitable for enhancing the mastery of least-learned competencies among Grade 2 learners. Usability experts rated the SIMs highly in terms of ease of administration, scoring, cost-effectiveness, and time efficiency, suggesting practicality for classroom use. However, areas for improvement were identified, including enhancing instructional clarity, learner independence, and engagement, as well as ensuring alignment with language arts content standards. Overall, the SIMs demonstrated consistency in high content validity ratings across various indicators, reinforcing their effectiveness in meeting educational objectives and curriculum standards for Grade 2 English learners. A proposed action plan offered a structured approach to maximize the potential of the SIMs, involving material refinement, professional development, stakeholder collaboration, and continuous evaluation.
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Keywords: Content, English, Strategic Intervention Materials Validation, Usability Validation