S.M.A.R.T.: Enhancing the Performance in Identifying Cell Parts and Functions Among Grade 7 Learners of Maddela Integrated School of Arts and Trades

Understanding cell parts and their functions is fundamental in Grade 7 science education, yet many learners struggle with these concepts, making Strategic Intervention Materials (SIMs) a promising strategy to improve comprehension and engagement. This study evaluates the effectiveness of the SIM titled “Cell: Mini Me, The Essence of Life” in enhancing Grade 7 learners’ understanding of cell biology concepts and promoting active learning. Using a one-group pre-test and post-test mixed methods design, thirty randomly selected Grade 7 students participated. Quantitative data from pre- and post-tests were analyzed with a paired ttest to determine performance changes, while qualitative feedback was gathered to assess learner perceptions. Despite a limitation in sample size and the absence of a control group, results revealed a significant increase in post-test scores compared to pre-test scores, with a very large effect size (Cohen’s d). Participant feedback was mainly positive, highlighting the SIM’s clarity, interactive elements, and effective remediation, although some learners noted difficulties in time management due to the self-paced format. Overall, the SIM proved to be an effective and engaging instructional tool that enhances student learning outcomes in cell biology. It is recommended that SIMs be integrated into regular curricula with additional support for time management to maximize learner success. Further research is encouraged to investigate long-term retention and the applicability of SIMs across diverse educational contexts in the Philippines. These findings underscore the significant potential of SIMs to improve academic achievement and foster student engagement in science education.