Teachers' Perception on the Utilization of Strategic Intervention Material (SIM)

Abstract: Strategic Intervention Materials (SIM) are targeted, supplementary educational resources designed to address specific learning difficulties and enhance student understanding of particular competencies. Given this context, this study explored teachers' perceptions of using Strategic Intervention Materials (SIM) to improve educational practices across five key areas: alignment of objectives, usability and accessibility, engagement and interaction, feedback and assessment, and continuous improvement. A mixed-methods approach, employing purposive sampling, was utilized, with participants selected from three secondary schools in the southern part of Negros Occidental. Survey questionnaires were distributed to gather responses from the teacher-participants. The research aimed to assess how SIM supports learner-centered instruction. Findings indicated strong teacher agreement that SIM effectively aligned learning objectives with curriculum standards, ensuring purposeful and targeted instruction. Additionally, SIM was regarded as highly usable and accessible, facilitating seamless integration into diverse teaching environments. Regarding student engagement, SIM was credited with enhancing motivation and promoting active participation, leading to more meaningful learning experiences. Teachers also highlighted the value of SIM’s feedback and assessment mechanisms, which provided structured, timely evaluations of student performance. Furthermore, SIM was perceived to foster continuous improvement by encouraging reflective teaching practices and the iterative refinement of instructional strategies. The study concluded that SIMs are potent tools for advancing pedagogical innovation. Based on these findings, SIM was recommended as an intervention tool for underperforming learners in science to enhance their academic performance and overall learning experience. Keywords: Instructional Utilization, Strategic Intervention Material (SIM), Teachers’ Perception,