The Impact of Strategic Intervention Materials on Reading Proficiency among High School Students in Tagum City, Davao del Norte: An Experimental Study

Abstract

This study aims to determine the significant differences in students’ pretest and posttest scores following the use of the Strategic Intervention Material (SIM). Utilizing a quasi-experimental, nonequivalent control group pretest-posttest design, the study involved 23 identified struggling readers from Laureta National High School's National Learning Camp in Tagum City, Philippines, during the 2024–2025 school year. The SIM was rigorously validated to support students with reading difficulties. Assessments were guided by a Table of Specifications (TOS) and Bloom’s Taxonomy to ensure alignment with key learning areas and cognitive skill levels. The experimental group showed a big improvement, with their average pretest score of 8.652 (21.63%) increasing to an average posttest score of 38.391 (95.98%) after using the SIM, which is a significant change in scores (t = -44.854, df = 22), showing that SIM effectively helps improve academic achievement. In conclusion, the findings affirm that SIM significantly improves student comprehension and performance. The use of targeted instructional tools like SIM can help bridge learning gaps, particularly among struggling learners, and support better educational outcomes. This underscores the value of integrating SIM into instructional strategies to foster improved academic achievement and learner engagement.