Strategic Learning Intervention Package in Teaching Quadratic Equations and Inequalities for Grade 9 Mathematics Learners
DOI:
https://doi.org/10.5281/zenodo.19677624Keywords:
quadratic equations, quadratic inequalities, strategic learning intervention package, least-mastered competenciesAbstract
The researcher employed a Research and Development (R&D) design to develop a Strategic Learning Intervention Package in quadratic equations and inequalities for Grade 9 Mathematics Learners, which involved 60 students and 3 evaluators. The study examined students’ mastery levels and the extent of teaching strategies used, including explicit instruction, cooperative learning, ICT-based instruction, and game-based learning. Findings revealed nine (9) least-mastered competencies, with the lowest on solving quadratic equations by factoring. It was also found out that teachers always used explicit instruction and ICT-based instruction in math teaching while often used cooperative learning and game-based learning strategies. Statistical analysis showed no significant relationship between the level of mastery and the extent of teaching strategies, suggesting other influencing factors. A strategic learning intervention package was developed and evaluated as to its adequacy, content, instructional quality, relevance, and usability and it was found to be highly valid, making it an effective tool for improving student learning. Future studies may explore additional factors affecting student mastery in quadratic equations and inequalities, such as student motivation, learning styles, and external influences.
Downloads
References
Abramczyk, A., & Jurkowski, S. (2020). Cooperative learning as an evidence-based teaching strategy: What teachers know, believe, and how they use it. Journal of Education for Teaching, 46(3), 296–308.
Ackmed Chebli, & Samura, M. A. (2025). Examining the mathematical difficulties of students in quadratic equations: An analytical approach. International Journal of Innovative Science and Research Technology (IJISRT), 9(12), 2239–2246. https://doi.org/10.5281/zenodo.14598604
Adonis, A. B. (2020). Contextualized strategic intervention materials in Grade 9 Mathematics. PEOPLE: International Journal of Social Sciences, 5(3), 850–868.
Aftab, M. J., Majeed, Z., Bashir, R., Basit, A., Nazir, M., & Rehman, N. U. (2024). Digital strategies for mathematics intervention: Addressing learning difficulties in students with hearing impairment. Qualitative Research, 24(1).
Alcantara, J. P. S., Isip, J. C. E., Sison Jr., G. R., Yutoc, A. A., Duay, B. S. C., & Umoquit, R. M. (2020). Perceived relevance of Grade 9 mathematics topics to everyday life: Inputs to context-based enrichment activities. IJASC, 2(2), 1–8.
Alghabban, W. G., & Hendley, R. (2022). Perceived level of usability as an evaluation metric in adaptive e-learning: A case study with dyslexic children. SN Computer Science, 3(3), 238. https://doi.org/10.1007/s42979-022-01138-5
Amos, S., Eghan, M. P. K., & Oppong, E. (2022). The impact of instructional materials in teaching and learning of biology in the colleges of education in the central region of Ghana. Open Journal of Educational Research, 2(5), 213–221.
Arciosa, R. M. (2022). Information communication technology (ICT)-based instructional software and its effectiveness in teaching high school geometry. Indonesian Journal of Teaching in Science, 2(1), 51–60.
Arpilleda, A. J., Resullar, M. P., Budejas, R. P., Degorio, A. L. G., Gulle, R. T., & Somera, M. C. J. (2023). Learning gap assessment in Integrated Mathematics 9. Brillo Journal, 3(1), 1–9.
Boadu, S. K., & Bannor, G. A. (2023). Investigating hindrance factors which forestalled teachers’ participation in performance contracts in senior high schools in Ghana. Matrix Science Mathematic, 7(2), 88–94.
Brahier, D. (2020). Teaching secondary and middle school mathematics. Routledge.
Cabildo, L. (2024). Construction of the “Mission poCELLble” - Cellular structure and function: A strategic intervention material (SIM) for Grade 7 Biology. IJCER (International Journal of Chemistry Education Research), 8(2), 85–93. https://doi.org/10.20885/ijcer.vol8.iss2.art1
Calderwood, B. (2023). Intervention in education | Definition, strategies & examples. Study.com.
Chaachoua, H., Bessot, A., Barquero, B., Pilet, J., Mizoguchi, T., Kaspary, D., & Nguyen, A. (2025). A comparative study of the teaching of quadratic equations in five curricula: Brazil, France, Japan, Spain and Vietnam.
Chi, C. (2023). Philippines still lags behind world in math, reading and science - PISA 2022. Philstar Global.
Cruz, L. I. C., & Rivera, K. C. (2022). Development and validation of project-based module for selected topics in biology. International Journal of Educational Research & Social Sciences, 3(3), 1124–1137.
Dela Cruz, M. J., & Reyes, T. P. (2021). Instructional strategies and problem-solving proficiency among junior high school learners. Philippine Journal of Education and Teaching Research, 9(2), 45–58.
Demedts, F., Reynvoet, B., Sasanguie, D., & Depaepe, F. (2022). Unraveling the role of math anxiety in students’ math performance. Frontiers in Psychology, 13, 979113.
Department of Education. (2014). Mathematics 9 learner’s material. Department of Education.
DepEd Order No. 009, s. 2024. Implementing guidelines on the school calendar and activities for the school year 2024-2025.
ENI, P. (2022). Meningkatkan hasil belajar Matematika persamaan kuadrat melalui metode explicit instruction bagi peserta didik kelas IX. Educator: Jurnal Inovasi Tenaga Pendidik Dan Kependidikan, 2(3), 313–321.
Evermeld, K., & Andala, H. O. (2023). Instructional materials usage and students’ academic performance in selected ordinary level public schools in Gasabo district in Rwanda. Journal of Education, 6(2), 53–70. https://doi.org/10.53819/81018102t5212
Fernandez, L. R., & Lim, C. D. (2023). Enhancing conceptual understanding in mathematics: Challenges in implementing game-based learning. Journal of Mathematics Teaching and Learning, 18(2), 90–105.
Google. (2025). [Google Maps directions to drive from Municipal Hall to Kinam National High School]. Retrieved February 15, 2025, from https://maps.app.goo.gl/Ybj38bBYfUxptRpw6
Gunn, B., Smolkowski, K., Strycker, L. A., & Dennis, C. (2021). Measuring explicit instruction using classroom observations of student–teacher interactions (COSTI). Perspectives on Behavior Science, 44(2), 267–283.
Hasanova, N., Abduazizov, B., & Khujakulov, R. (2021). The main differences between teaching approaches, methods, procedures, techniques, styles and strategies. JournalNX, 7(02), 371–375.
Herawaty, D., Widada, W., Gede, W., Lusiana, D., Pusvita, Y., Widiarti, Y., & Anggoro, A. F. D. (2021). The cognitive process of students understanding quadratic equations. Journal of Physics: Conference Series, 1731(1), 012053.
Herzig Johnson, S. (2023). The role of teacher self-efficacy in the implementation of inclusive practices. Journal of School Leadership, 33(5), 516–534.
Howard, V. J., & Whitmore, C. B. (2020, August). Evaluating student perceptions of open and commercial psychology textbooks. Frontiers in Education, 5, 139.
Hui, H. B., & Mahmud, M. S. (2023). Influence of game-based learning in mathematics education on the students' cognitive and affective domain: A systematic review. Frontiers in Psychology, 14, 1105806.
Jimenez, L. P., & Abad, R. C. (2021). ICT integration and student engagement in mathematics classrooms: Opportunities and limitations. Philippine Journal of Educational Technology, 13(2), 88–104.
Kabar, M. G. D. (2023). A thematic review of quadratic equation studies in the field of mathematics education. Participatory Educational Research, 10(4), 29–48.
Kim How, R. P. T., Zulnaidi, H., & Abdul Rahim, S. S. (2022a). HOTS in quadratic equations: Teaching style preferences and challenges faced by Malaysian teachers. European Journal of Science and Mathematics Education, 10(1), 15–33.
Kim How, R. P. T., Zulnaidi, H., & Abdul Rahim, S. S. (2022b). The importance of digital literacy in quadratic equations, strategies used, and issues faced by educators. Contemporary Educational Technology, 14(3), ep372. https://doi.org/10.30935/cedtech/12023
Kim, J., & Lee, K. S. S. (2022). Conceptual model to predict Filipino teachers’ adoption of ICT-based instruction in class: Using the UTAUT model. Asia Pacific Journal of Education, 42(4), 699–713.
Laña, G. (2023). Least learned competencies in Mathematics 8: Basis in crafting strategic intervention materials. Journal of Research and Investigation in Education, 75–81.
Lazo, D. D., & De Guzman, M. F. D. (2021). Strategic intervention material: A learning approach in teaching economics during the distance education. International Journal of Computer Engineering in Research Trends, 8(5), 76–84.
Lim, A. S., & Bautista, K. R. (2024). Instructional quality, feedback practices, and students’ mathematics achievement in public secondary schools. Journal of Mathematics Education and Innovation, 12(1), 101–115.
Lituañas, A. B., & Cruz, F. M. D. (2024). Development and validation of contextualized strategic intervention materials in science for grade 6 learners. Randwick International of Education and Linguistics Science Journal, 5(4), 1363–1383. https://doi.org/10.47175/rielsj.v5i4.1103
Lopez, R. K., & Manalo, J. S. (2021). Cooperative learning and mathematics performance among heterogeneous student groups. Journal of Educational Strategies and Development, 8(1), 59–71.
Luzano, J. F. (2020). Development and validation of strategic intervention materials (SIMs) of the selected topics in trigonometry of precalculus discipline in senior high school. Journal of Mathematics and Statistics Studies, 1(2), 26–37.
Makgakga, T. P. (2023). Exploring the insights into grade 11 learners’ understanding of the “roots” of quadratic equations. Universal Journal of Educational Research, 2(4), 357–376.
Magsambo, B. (2020). PH lowest among 58 countries in math, science - global assessment. Education in the Philippines.
Manlapig Jr., E., Acuña, E. B., & Manuel, A. M. (2024). Exploring student academic performance and motivation in physics through electronic-strategic intervention material (e-SIM). Anatolian Journal of Education, 9(1), 145–156.
Marciniak, R., & Cáliz Rivera, C. (2021). A system of indicators for the quality assessment of didactic materials in online education. The International Review of Research in Open and Distributed Learning, 22(1), 180–198. https://doi.org/10.19173/irrodl.v22i1.5069
Mendoza, A. D., & Cruz, P. R. (2023). Challenges in implementing cooperative learning in teaching problem-solving in mathematics. Philippine Review of Mathematics Education, 15(2), 102–118.
Moral, C. D. M., & Cabigan, Ma. V. A. (2022). Validity of learning materials in Araling Panlipunan 2. International Journal of Research Publications, 105(1). https://doi.org/10.47119/ijrp1001051720223661
Mu, J., Bayrak, A. T., & Ufer, S. (2022). Conceptualizing and measuring instructional quality in mathematics education: A systematic literature review. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.994739
Muhammad Fuad Tiew, N. N. A., Teoh, S. H., Aperapar Singh, P. S., El Walida, S., & Faradiba, S. S. (2023). An analysis of students’ understanding of algebraic concepts. Jurnal Pendidikan Sains dan Matematik Malaysia, 13(2), 86–95. https://doi.org/10.37134/jpsmm.vol13.2.8.2023
Navarro, J. P., & Castillo, S. P. (2021). Game-based learning and student performance in junior high school mathematics. Philippine Journal of Instructional Innovation, 7(1), 41–52.
Ndlovu, L., & Ndlovu, M. (2020). The effect of graphing calculator use on learners’ achievement and strategies in quadratic inequality problem solving. Pythagoras, 41(1), a552. https://doi.org/10.4102/pythagoras.v41i1.552
Noperta, N., Armiati, A., Permana, D., & Yerizon, Y. (2020). The validity of realistic mathematics education-based mathematics learning materials for vocational high school students. Journal of Physics: Conference Series, 1554(1), 012008. https://doi.org/10.1088/1742-6596/1554/1/012008
Ocampo, F. J., & Javier, M. C. (2022). Effects of game-oriented instructional strategies on learning outcomes in algebra. International Journal of Educational Strategies, 10(3), 64–78.
Okeke, C. I., & Ajadi, T. O. (2023). Instructional materials and quality in public primary schools in southwestern Nigeria. Studies in Learning and Teaching. https://doi.org/10.46627/silet.v4i2.175
Pangsuma, N. S., Surakusumah, W., & Sanjaya, Y. (2024). Comparative study of learning models and teaching materials on student cognitive learning outcomes. Quagga: Jurnal Pendidikan Dan Biologi, 16(2), 108–117. https://doi.org/10.25134/quagga.v16i2.127
Portela Dos Santos, O., Melly, P., Hilfiker, R., Giacomino, K., Perruchoud, E., Verloo, H., & Pereira, F. (2022). Effectiveness of educational interventions to increase skills in evidence-based practice among nurses: The EDITcare systematic review. Healthcare (Basel, Switzerland), 10(11), 2204. https://doi.org/10.3390/healthcare10112204
Rameri, R. J. S., Salic-Hairulla, M. A., Salazar, D. A., Dinoro, A. P., & Bagaloyos, J. B. (2025). Development of a Contextualized Strategic Intervention Materials (CSIMs) on marine ecosystem. International Journal of Research and Innovation in Social Science, 9(1), 2124–2134.
Ramos, M. E., & Dizon, A. R. (2023). Teacher-guided ICT instruction and its influence on mathematics achievement among junior high school learners. Journal of Mathematics Education and Pedagogy, 11(1), 56–70.
Reid O’Connor, B., & Norton, S. (2022). Exploring the challenges of learning quadratic equations and reflecting upon curriculum structure and implementation. Mathematics Education Research Journal, 1–26.
Reid O’Connor, B., & Norton, S. (2024). Exploring the challenges of learning quadratic equations and reflecting upon curriculum structure and implementation. Mathematics Education Research Journal, 36, 151–176. https://doi.org/10.1007/s13394-022-00434-w
Ribosa, J., & Duran, D. (2022). Student-generated teaching materials: A scoping review mapping the research field. Education in the Knowledge Society (EKS), 23, 27443.
Sadsad, M. P. (2022). Utilizing the competency-based strategic intervention materials as tool to assess performance of students in grade 9 Physical Education. International Journal of Advanced Multidisciplinary Studies, 2(7), 76–107.
Santos, V. M., & Villanueva, C. A. (2022). Aligning teaching strategies to learner readiness: Implications for mathematics instruction. International Journal of Pedagogical Studies, 14(3), 33–49.
Sinco, M., Futalan, M. C., & Comighud, S. M. (2020). Strategic intervention materials: A tool in improving students' academic performance. International Journal of Science and Research (IJSR), 6, 1–22. https://doi.org/10.5281/zenodo.3870630
Smith, H., Closser, A. H., Ottmar, E., & Chan, J. Y. C. (2022). The impact of algebra worked example presentations on student learning. Applied Cognitive Psychology, 36(2), 363–377.
Suarez, M., & Casinillo, L. (2020). Effect of strategic intervention material (SIM) on academic performance: Evidence from students of science VI. Review of Socio-Economic Research and Development Studies, 4(1), 20–32.
Tamba, K. P., & Saragih, M. J. (2020). Epistemological obstacles on the quadratic inequality.
Tendere, J., & Mutambara, L. H. N. (2020). An analysis of errors and misconceptions in the study of quadratic equations. European Journal of Mathematics and Science Education, 1(2), 81–90.
Thomas, D. S., & Mahmud, M. S. (2021). Analysis of students’ error in solving quadratic equations using Newman’s procedure. International Journal of Academic Research in Business and Social Sciences, 11(12), 222–237.
Thompson, J. (2022). A guide to abductive thematic analysis. The Qualitative Report, 27(5), 1410–1421. https://doi.org/10.46743/2160-3715/2022.5340
Torres, M. L., & Del Rosario, S. G. (2022). Structured roles in cooperative learning and their impact on student engagement and achievement. International Journal of Contemporary Education Research, 6(3), 44–57.
Torrisi-Steele, G., & Atkinson, T. (2020). Instructors and students on the same page: Usability of instructor loaded resources in LMS sites. EDULEARN20 Proceedings, 6614–6619. https://doi.org/10.21125/edulearn.2020.1726
Usability of e-learning and usability of adaptive e-learning: A literature review. (2022). International Journal of Human Factors and Ergonomics, 9(1), 1. https://doi.org/10.1504/ijhfe.2022.120472
Vankúš, P. (2021). Influence of game-based learning in mathematics education on students’ affective domain: A systematic review. Mathematics, 9(9), 986.
Verano, F. C., & Comighud, S. M. T. (2020). Level of science achievement: Basis for the production of strategic intervention materials (SIMs).
Vikas, S., & Mathur, A. (2021). An empirical study of student perception towards pedagogy, teaching style and effectiveness of online classes. Education and Information Technologies, 27. https://doi.org/10.1007/s10639-021-10793-9
Villaran, R., Cabot, M., Panes, M. L., & Panes, E. (2023). The use of strategic intervention materials in improving the academic performance in science of selected Grade 6 pupils in Sta. Cruz Elementary School. Psychology and Education: A Multidisciplinary Journal, 15, 772–775. https://doi.org/10.5281/zenodo.10380282
Villaverde, C. S., & Santos, J. L. (2022). Self-regulated learning challenges in ICT-supported mathematics instruction. Asia Pacific Research Journal on Education, 20(3), 121–135.
Yu, F. Y., & Chen, H. C. (2024). The more structured, the better? Learning effects of online scaffolds with different structures for student question generation. Journal of Research on Technology in Education, 1–20.
Yunita, N. S. P., & Agustini, R. (2020). Validity of learning matter based on a scientific approach on chemical equilibrium material. Unesa Journal of Chemical Education, 9(3), 437–443. https://doi.org/10.26740/ujced.v9n3.p437-443
Zi, X., Li, S., Rashedi, R., Rushdy, M., Lane, B., Mishra, S., ... & Kunda, M. (2020). Adapting educational technologies across learner populations: A usability study with adolescents on the autism spectrum. Proceedings of the Annual Meeting of the Cognitive Science Society, 42.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
