2026 IJRSE – Volume 15 Issue 15
Available Online: 28 June 2026
Author/s:
Pugasen, Jasmin*
Ilocos Sur Polytechnic State College, Philippines (jjasmingaburno@gmail.com)
Azarias, Ranec
Ilocos Sur Polytechnic State College, Philippines (ranecaz@gmail.com)
Abstract:
While numerous studies have examined the challenges encountered by public school teachers in implementing the MATATAG Curriculum, limited attention has been given to the development of Strategic Intervention Materials (SIMs) specifically designed for Grade IV Mathematics learners in the Cervantes District. Existing studies often focus on implementation concerns rather than the creation of teacher-informed instructional interventions grounded on learners’ actual performance and competency difficulties. This gap underscores the need for contextualized and data-driven learning materials that address least-mastered competencies and support the effective implementation of the MATATAG Curriculum. This study aimed to determine the level of diagnostic performance of Grade IV learners in Mathematics and identify their learning difficulties as bases for developing a valid interactive Strategic Intervention Material (SIM) package aligned with the MATATAG Curriculum. Specifically, the study sought to identify learners’ performance across key Mathematics 4 competencies, determine the difficulties experienced by learners, establish the features to be considered in SIM development, develop a prototype SIM package, and validate the developed instructional material. The study employed a research and development (R&D) design. Diagnostic assessment data were gathered from Grade IV learners to determine least-mastered competencies, while teacher inputs were utilized to identify common learning difficulties and instructional needs. The findings served as the basis for the development of a contextualized and interactive SIM package. The developed material was subsequently subjected to expert validation using the Department of Education’s Evaluation Rating Sheet for Print Resources and Strategic Intervention Materials. Results revealed that learners demonstrated varying levels of mastery across the identified Mathematics 4 competencies, with several competencies emerging as least mastered. Difficulties were observed in conceptual understanding, procedural fluency, mathematical reasoning, and problem-solving. These findings informed the development of an interactive SIM package that incorporated contextualized activities, learner-friendly illustrations, guided exercises, drill activities, assessment tasks, and enhancement activities designed to address identified learning gaps. Validation results showed that the developed SIM package obtained an overall weighted mean of 3.96, described as Very Satisfactory, indicating high acceptability in terms of content, format, presentation and organization, and accuracy and up-to-datedness of information. The study concludes that the developed interactive Strategic Intervention Material is a valid, highly acceptable, and curriculum-aligned instructional resource capable of addressing learners’ difficulties in Mathematics 4. The SIM package may serve as an effective supplementary intervention for improving learners’ mastery of competencies under the MATATAG Curriculum. Its utilization is recommended to support remediation efforts, strengthen mathematics instruction, and promote improved learner achievement.
Keywords: Strategic Intervention Material, MATATAG Curriculum, Mathematics 4, diagnostic performance, learning difficulties, instructional material development, validation
DOI: https://doi.org/10.5861/ijrse.2026.26282
Cite this article:
Pugasen, J., & Azarias, R. (2026). Tekstuwal analisis bilang estratehiya sa pagtuturo ng panitikan sa baitang 10. International Journal of Research Studies in Education, 15(15), 161-190. https://doi.org/10.5861/ijrse.2026.26282
* Corresponding Author