Evaluating the effectiveness of the teacher-created science strategic intervention materials on enhancing grade 12 student performance in descent with modification

The study aimed to determine the effectiveness of the teacher-made science strategic intervention materials to enhance the academic performance of the Grade 12 students in intervening the least learned competency focusing on the descent with modification topic. The respondents consisting of fifteen students (15) were given an intervention on the identified lowest least-learned competency. The fifteen (15) items of a teacher-made questionnaire in pre-test and post-test were used in collecting data for the study. The study revealed a significant difference between the pre-test (45.33) and post-test (75.56) scores of the respondents in the descent with modification topic having a t-test score of -7.41 at .000 significant level of performance. This implies that the strategic intervention material (SIM) was significantly effective in intervening the least learned competency in Biology II subjects.