Strategic Intervention Material: A Tool in Enhancing the Learners' Least Mastered Competencies in Mathematics at Villa Imelda Elementary School

This study was conducted to investigate possible solutions to help improve the mathematics performance of the students and promote effective and efficient learning by teaching mathematics concepts through Strategic Intervention Material and taking into advantage the incorporation of technology in learning. Employing a mixed method research design, the study was conducted to the 12 bonafide pupils of Villa Imelda Elementary School. The study assessed the intervention’s impact on their performance using statistical analysis methods such as one grouped pre-test and post-test design, mean and standard deviation, Kolmogorov-Smirnov test, t-test, Cohen’s D and Thematic analysis. The findings showed a positive effect of the intervention, as evident in the significant increase in the post-test mean scores of the pupils from 6.5 to 13.42. This indicated that the intervention drastically improved the performance of the pupils, which had also resulted in a very large effect size with a computed eta squared of 5.94. These initial implications highlighted the promising impact of the Strategic Intervention Material and were effective in enhancing least mastered competency in mathematics. Feedback gathered indicated a significant increase in pupils’ engagement and mastery in the lesson. Thus, it is recommended that educators should create and utilize similar contextualized learning intervention to improve students’ learning outcome.