Content uploaded by Leomarich Casinillo
Author content
All content in this area was uploaded by Leomarich Casinillo on Nov 25, 2020
Content may be subject to copyright.
Review of Socio-Economic Research and Development Studies 2020
Volume 4 No. 1, 20-32
EFFECT OF STRATEGIC INTERVENTION
MATERIAL (SIM) ON ACADEMIC PERFORMANCE:
EVIDENCE FROM STUDENTS OF SCIENCE VI
Michael G. Suarez1 and Leomarich F. Casinillo2
*
1Doos Sur Elementary School, Hindang Leyte, Philippines
2Visayas State University, Visca, Baybay City, Leyte, Philippines
This study was conducted in Doos Sur Elementary School, Hindang, Leyte,
Philippines within the school year 2017-2018 to assess the effectiveness of Strategic
Intervention Material (SIM) on academic performance in science among grade VI students.
It utilized the pretest-posttest quasi-experimental design. The SIM used as a treatment of
the study covered one of the least mastered skills in the Science VI, that is, describing the
appearance and uses of homogeneous and heterogeneous mixtures. The study employed
20 students for control group and 20 students for experimental group enrolled in Science
VI during the first quarter. Control group was taught with conventional teaching method
and the experimental group was taught with SIM. Through hypothesis testing, this study
determined the significant effect of SIM to students’ academic performance. Results of the
study showed that the use of SIM is effective in terms of improving students’ performance
particularly on the topic pertaining to the least mastered skills in Science VI. This implies
that SIM can be utilized as instructional materials during learning process as effective
teaching tool.
Keywords: Strategic Intervention Materials, quasi-experimental design, Academic
Performance, Science VI
1. INTRODUCTION
Teaching at any level requires that the students be exposed to some form
of stimulation or intervention to improve learners’ academic achievement (Abad,
2005; Abdo & Semela, 2010; Adewale, 2014; Ogbondah, 2008). Okobia (2011) noted
that teaching resources means anything that can assist the teacher in promoting
*
Corresponding author: Leomarich F. Casinillo, Visayas State University, Visca, Baybay City, Leyte,
Philippines. Email: leomarich_casinillo@yahoo.com
EFFECT OF STRATEGIC INVERVENTION MATERIAL ON ACADEMIC PERFORMANCE
21
teaching and learning. When the students are given the chance to learn through
more senses than one, they can learn faster and easier. This was in contrast with
current setting in Doos Sur Elementary School (DSES), Hindang Leyte, Philippines
wherein students had difficulty in understanding the concepts and low
performance was visualized and least mastered competencies were visible.
According to Casinillo (2019) and Casinillo et al. (2020), there are some factors
affecting their learning experiences that leads to low academic performance. In
the study of Govindaraju and Venkatesan (2010), poor teaching strategy,
difficulties in learning and low performance results to school drop-outs. Hence,
strategic intervention must be implemented to develop students’ interest and
progress their level of achievement.
This study was conducted in DSES, an elementary public school of
Department of Education (DepEd), Leyte Division. In DSES, intermediate science
teachers found it demanding to understand pupils not to grasp the lesson and
incapable to master the competency being taught. As related by some Science
teachers in this institution, they would no longer provide further activities since
many students had failed to absorb the lesson all the time even if they prepared
ample of drills and activities to elevate its academic success yet it was far from
reality. Dr. Frank Yui as cited by Barredo and Joan (2014) in a speech once said
“Rich countries are science-rich and poor countries are science-poor.” This
statement posed a challenge to all educators to improve the teaching-learning
process especially in science. Furthermore, science is the backbone of the
development of a country and a country with a majority of science illiterates is a
poor country (Abdo & Semela, 2010).
Arisi (1998) and Bunagan (2012) defined Strategic Intervention Material as
meant to re-teach the concepts and skills (least mastered). It is a material given to
students to help them master competency -based skills which they were not able
to develop during a regular classroom teaching. It consists of both learning
strategies (for students) and content enhancement (for teachers). It is a
multifaceted approach to help students to become independent and successful
learners (Jotia & Matlale, 2011; Okobia, 2011). This intervention material focuses
on the skill not mastered by the students during regular class. It does not involve
pretest and posttest, however it includes fun activities. Module, on the other hand,
contained different topics included in a given chapter and intended for regular
classroom teaching and distance learning. Module requires pretest and posttest,
and also includes fun activities.
Seeing that these students faced a much more different learning activities
in primary grades and yet achieved below from what was expected of them, they
MICHAEL G. SUAREZ and LEOMARICH F. CASINILLO
22
should be given proper intervention and strategy to address these perennial
problems. Subsequently it is the teachers’ accountability to give enhancement to
such insufficiency, they should find means to recuperate the least mastered skills
committed by pupils so that they can become adequately prepared for national-
building (Okobia, 2011). Hence, SIM is intended as intervention in a regular class
to facilitate the least mastered topics in Science class.
At present, in the Philippine education system, intervention materials are
highly regarded as tools for remediating poor achievements of the learners. SIM
or Strategic Intervention Material refers to a teaching aid introduced into the
teaching methods to stimulate the activity of the students and thereby increased
their level of understanding (Dy, 2011). It is strategically prepared and designed
for teaching remediation for low achievers in the subject. It is given after the
regular classroom instruction to students who were not able to grasp the concepts
of the subject matter.
The Trends in Mathematics and Science Study (TIMSS) revealed
unsatisfactory results, the Philippines ranked 41st in Math and 42nd in Science out
of 47 countries that were tested for grade 8 students (Gonzales et al., 2003). This
proved that vast majority of Filipino students have performed way below par in
all national achievement tests, and below the levels of most students from other
countries in the international tests. Thus, education managers must focus on
reforming and delivering quality instruction so that the Basic Education
Curriculum will not be overwhelmed by the crisis. Students must be provided
with maximum opportunities to become functionally literate in science through
strategic intervention. The Department of Education as noted by Luz (2017) data
showed that for every 100 children who enter Grade 1, close or about 15 do not
make it into Grade 2, and roughly one-quarter (24 percent) have dropped out
before Grade 6. It is for these reasons that the researcher embarks on developing
strategic intervention materials in Science for Grade 6 students that enhanced
learning and remedy the least mastered skills of the students, thus attain growth
in their academic performance.
Strategic Intervention Material, an instructional material for remediation
purposes is one of the solutions employed by the Department of Education
(DepEd) to enhance academic achievements of students performing low in the
field of science and technology. DepEd Memorandum No. 117 section 2005 stated
that the National Training on Strategic Intervention Materials (SIM) Development
in summer 2005 was implemented (Abad, 2005). The training workshop aimed to
enhance teachers’ skill in test analysis and interpretation and capacitate them in
developing various intervention materials for remediation and enrichment of
EFFECT OF STRATEGIC INVERVENTION MATERIAL ON ACADEMIC PERFORMANCE
23
learning. As part of intensifying and developing strategic intervention materials
as tool for remediating poor performance in Science. The Department of Education
included the SIM making as one of the contests during science fairs in school,
division, regional, and national level competitions. This is supported in a studies
of Jotia and Matlale (2011) and Popoola (1990) who investigated the effect of
instructional resources on the academic achievements of students. It is found out
that inadequate material resources have negative effect on the academic
performance of the students on how well a student is accomplishing his or her task
and studies, it also determines the level and quality of students.
Innumerable strategies had been developed in the past to solve problem
in academic performance in Science, however the problems still exist at present.
This study, therefore hoped to contribute knowledge in relation to students’ poor
academic status by trying the effect of Strategic Intervention Materials to enhance
and give remedy on the least mastered skills. Being the center on the teaching-
learning process, science teachers must equip every pupil with the necessary
scientific skills that helped them perform in the different learning areas in the
curriculum. Effective and efficient instruction benefited all pupils but it’s
imperative for teachers to use sound strategies that enhanced the scientific
competence of learners. These were the very reasons why the researcher ventured
in this study. The researcher chose grade 6 students among the other grade levels
because they were supposed to be armed with the necessary skills to become
successful in school and in preparation for their academic and scientific activities
in higher grades. Grade 6 students were viewed to be in a better position as
participants considering the range of experience they have taken and their level of
maturity compared to lower years. Furthermore, these students were also
expected to participate more seriously.
Research Questions
This study aimed to evaluate the effectiveness of Strategic Intervention
Material (SIM) in improving the academic performance of students in Science VI.
Specifically, the study attempted to answer the following questions:
1. What is the level of students’ academic performance on the topic
describing the appearance and uses of homogeneous and heterogeneous
mixtures on the control and experimental groups before and after the
utilization of SIM?
2. Is there a significant mean difference between the students’ academic
performance on the topic describing the appearance and uses of
MICHAEL G. SUAREZ and LEOMARICH F. CASINILLO
24
homogeneous and heterogeneous mixtures on the control and
experimental groups before and after the utilization of SIM?
Statement of Hypothesis
𝐻𝑜: There is no significant mean difference between the class without and with
SIM.
𝐻𝑎: There is a significant mean difference between the class without and with SIM.
2. METHODOLOGY
The Respondents and Ethical Procedure
Prior to the conduct of the study, the permission of the school principal of
Doos Sur Elementary School (DSES) was asked through a formal letter. Next, the
permission of the two science teacher was also asked to cooperate in the said study.
This study was conducted after the first grading period of school year 2017-2018.
Currently, there are only two sections of grade six students in DSES. Hence, by
complete enumeration, this study utilized 40 grade six students who enrolled in
DSES in order to gather richer information. In this manner, Grade Six under of
Science Teacher A would be the experimental group composed of 20 students
taught with SIM while Grade Six under the Science Teacher B would be the control
group composed of 20 students taught in traditional instruction. Table 1 shows the
distribution of participants and its gender.
Table 1. Distribution of Participants
Sections
No. of
Males
No. of
Females
Total
Teaching
Method Used
Experimental Group
13
7
20
With SIM
Control group
11
9
20
Without SIM
This research study was purely academic in nature and no sensitive
information was gathered from the students, hence, parents’ consent was not
needed. However, the participation of this study was voluntary. Furthermore,
before the conduct of the study, teachers and students were assured that all
information gathered were treated with confidentiality and solely used for this
study only.
EFFECT OF STRATEGIC INVERVENTION MATERIAL ON ACADEMIC PERFORMANCE
25
Data Collection Procedure
The pretest-posttest quasi-experimental design was employed to carry out
this study. Classes were grouped into two such as the experimental and control
group. After the conduct of first quarterly test and identification of least mastered
competencies, pre-test was administered. Subsequently, item analysis was done in
order to determine what competencies were the least mastered. The least mastered
competencies were used as bases for constructing the SIM as an intervention
material, that is, the topic “describing the appearance and uses of homogeneous
and heterogeneous mixtures.” The construction of SIM is grounded on the study
of Abad (2005) and Luz (2017). In ensuring the appropriateness of SIM, there were
three kinds of content validity executed: the Guide on Reviewing or Judging the
SIM, the Learning Resources Management and Development System (LRMDS)
educational soundness general evaluation checklists and LRMDS specification
and guidelines for intellectual property rights management. Master Teachers in
DSES validated the content if it anchored on the DepEd’s guidelines on reviewing
the SIM. The LRMDS district coordinators which comprised of principals with the
help of LRMDS division coordinator and its technical working group gave content
validity of the SIM. Thereafter was the conduct of SIM for two weeks in a 50-
minute intensive intervention for experimental group. The students were properly
guided on how to use the said materials during lectures. On the other hand, 50-
minute conventional or traditional way of teaching was implemented for control
group daily. After the treatment, both sections were given posttest. This was the
basis in determining the academic performance of the students.
Data Analysis
The data gathered in this study were tabulated, treated, analyzed and
used as bases for interpretation. Standard statistical procedures and formula were
used to arrive at a reliable conclusion. The researcher used Mean, Standard
deviation, Minimum, Maximum value, Mean Percentage Score (MPS) as statistical
treatment to process the data and to arrive at descriptive interpretation of each
item in the instrument. Paired t-test and Independent t-test was employed to
compare the two mean scores after the implementation of SIM. Table 2
summarizes the research questions and data analysis of this research study.
MICHAEL G. SUAREZ and LEOMARICH F. CASINILLO
26
Table 2. Research Questions and Data Analysis
3. RESULTS AND DISCUSSION
This presents, analyzes and interprets the data gathered by the researcher
from the responses of the questionnaires distributed to the research subjects and
from the result of examinations conducted. These include the following:
1. The level of pupils’ academic performance on the topic describing the
appearance and uses of homogeneous and heterogeneous mixtures on the
control and experimental groups before and after the utilization of SIM.
2. The significant mean difference between the pupils’ academic
performance on the topic describing the appearance and uses of
homogeneous and heterogeneous mixtures on the control and
experimental groups before and after the utilization of SIM.
The data gathered were organized and statistically treated to answer the
specific questions of this study. These were presented in series of tables sequenced
according to specific questions raised in this research. Discussion include the
description, analysis and interpretation of data.
Descriptive Analysis of Academic Performance
Table 3 presents the statistical data on the level of achievement before the
integration of SIM. These data provide the mean score and MPS of the learners in
the class who had individually undertaken the pretest intended to measure their
academic achievements in Science. From the above data, respondents in Grade Six-
Teacher A registered an MPS of 32% while Grade Six- Teacher B had an MPS of
Research Questions
Data Analysis
1. What is the level of students’ academic performance on the
topic describing the appearance and uses of homogeneous and
heterogeneous mixtures on the control and experimental
groups before and after the utilization of SIM?
Mean, Standard
deviation, Minimum,
Maximum value,
Mean Percentage
Score (MPS)
2. Is there a significant mean difference between the students’
academic performance on the topic “describing the appearance
and uses of homogeneous and heterogeneous mixtures”
experimental groups before and after the utilization of SIM?
Paired t-test
3. Is there a significant mean difference between the students’
academic performance on the topic “describing the appearance
and uses of homogeneous and heterogeneous mixtures” on the
control and experimental groups after the utilization of SIM?
Independent t-test
EFFECT OF STRATEGIC INVERVENTION MATERIAL ON ACADEMIC PERFORMANCE
27
23.25% which did not meet the national standard of 75% proficiency level
attributed to any of the subject areas. On the average, Grade Six-Teacher A scored
better compared to Grade Six-Teacher B hence Teacher A had a mean score of 6.40
compared to Teacher B which registered to 4.65. Section Teacher A recorded a
standard deviation at 2.26 while section Teacher B posted 1.98 which implies that
Teacher B had more consistent scores compared to Teacher A. Generally, both
sections got alarming results thus, intervention was needed to uplift its academic
performance. The findings were supported in a studies of Jotia and Matlale (2011)
and Popoola (1990) who found out that inadequate material resources have
negative effect on the academic performance of the pupils on how well a student
is accomplishing his or her task and studies, it also determines the level and
quality of students.
Table 3. The level of students’ academic performance on the control and
experimental groups before the utilization of SIM.
Note: Total item score is 20.
From the presented data, respondents in Section Teacher A had the
highest score of 20 while Section Teacher B is 12 (Table 4). Standard deviation
shows that the scores in the posttest are more scattered around its respective mean
from the posttest in both sections of (Teacher A: 2.26; Teacher B: 1.66). Respondents
in Section Teacher A got an MPS of 92.25% (mean: 18.45) compared to Section
Teacher B posted an MPS of 51.50 (mean: 10.30). This infers that Section Teacher A
which used strategic intervention materials had a higher MPS compared to Section
Teacher B which did not use strategic intervention materials. With the
implementation of SIM, the MPS of the respondents exposed to it had greatly
improved while those who were not had a slight increase in their MPS. This means
that students taught with SIM performed better and scored higher than those
taught without SIM. Findings of this study confirm in the studies conducted by
Inyang-Abia (1992), Özdem Yilmaz et al., (2017) and Dy (2011) that strategic
intervention materials are highly regarded as tools for remediating poor
achievements of the learners. SIM or Strategic Intervention Material refers to a
teaching aid introduced into the teaching methods to stimulate the activity of the
Section
Pre-test
N
Mean
Standard
Deviation
Minimum
Score
Maximum
Score
MPS
(%)
Teacher
A
Experimental
20
6.40
2.26
2
9
32%
Teacher
B
Control
20
4.65
1.98
1
8
23.25%
MICHAEL G. SUAREZ and LEOMARICH F. CASINILLO
28
students and thereby increased their level of understanding. Bunagan (2012) also
supported the findings which defined SIM as meant to re-teach the concepts and
skills (least mastered). It is a material given to students to help them master
competency-based skills which they were not able to develop during a regular
classroom teaching.
Table 4. The level of pupils’ academic performance on the control and
experimental groups after the utilization of SIM.
Note: Total item score is 20.
Effectiveness of Strategic Intervention Material (SIM)
The statistical computation of data as presented in Table 5 exposed the
significance of results of the pretest and posttest undertaken by the grade 6 classes
with the implementation of SIM. Also, it presents the significant difference
between the control and experimental group. The computation result indicated the
t-test for paired samples results to a t-value of Section Teacher A posted 21.18 and
a p-value of <0.001 (Table 5). This means that the difference between the posttest
and pretest is significant and implies that SIM is effective tool in teaching. In the
same table, it is also shown that the computed t-value and p-value of experimental
and control group after implementation of SIM are 11.98 and 0.001, respectively,
using independent T-test (Table 5). The p-value is less than the level of significance
(p<0.01), therefore, the difference between the mean scores in the experimental
post-test and control post-test is highly significant (Table 5). It follows that the
mean score in the experimental group is significantly larger compared to the
control group. The result is parallel to the existing studies in literature (Arisi, 1998;
Barredo & Joan, 2014; Bunagan, 2012; Jotia & Matlale, 2011; Popoola, 1990). It
implies that the implementation of SIM is effective at 1% level of significance. This
further means that the performance of the students positively responds to the
utilization of SIM. This is supported to the study of Bete (2020) that using SIM can
elevate the science instruction and students’ academic performances
Section
Posttest
N
Mean
Standard
Deviation
Minimum
Score
Maximum
Score
MPS
(%)
Teacher
A
Experimental
20
18.45
2.26
16
20
92.25%
Teacher
B
Control
20
10.30
1.66
6
12
51.50%
EFFECT OF STRATEGIC INVERVENTION MATERIAL ON ACADEMIC PERFORMANCE
29
Table 5: T-test for pretest and posttest score of students in the utilization of SIM
under the experimental and control group.
Variables
Independent T-test
(Computed Value)
df
p-value
Experimental Group
(Pretest vs Posttest)
21.18**
19
<0.001
Control vs Experimental Group
(Posttest vs Posttest)
11.98**
19
<0.001
Note: ** - highly significant at 1% level.
4. CONCLUSION
This study was conducted to evaluate the effect of Strategic Intervention
Material (SIM) to pupil’s academic performance in Doos Sur Elementary School,
Hindang, Leyte, Philippines within the school year 2017-2018. Results showed that
experimental group performs better than control group based on their post-test
results. Hence, it is concluded that SIM is effective teaching strategy to improve
the level of achievement of students on the least mastered topics in Science.
Conclusively, SIM should be used in teaching Science subject to increase the
academic performance and address the students’ difficult topics to be mastered.
Apparently, SIM assists students to develop the fundamental knowledge, skills
and understanding in least mastered topics in science and effective aid in
imparting information to students. It is also concluded that by the implementation
of SIM, the school administration and teachers should able to maintain and enrich
the provision of activities so that the students will have the chance to learn new
ideas in harnessing their scientific skills. Thus, teachers should be given room for
improvement and further elevate to a higher level of SIM implementation to
further meet the desired instructional objectives.
It is highly recommended that science teachers can use strategic
intervention materials made by the researcher to re-teach the concepts and skills
and help the pupils master the competency-based skill. Generally, the Department
of Education should include the Strategic Intervention Material (SIM) in the
teaching of Science concepts and principles as part of the Science curriculum in all
levels of basic education and same innovative teaching strategy should be adopted
in all subjects. Curriculum planners should develop SIM based on the sequence of
competencies of the curriculum and ensure that these are provided to all schools
in all subjects. While implementing the SIM, the teachers should conduct item
analysis in every quarterly test so that the teachers can identify the most-learned
and the least-learned skills of the students. One of the limitation of this study is
MICHAEL G. SUAREZ and LEOMARICH F. CASINILLO
30
the small sample size which leads to the possibility that T-test result will be
insignificant. Hence, further studies on the use of SIM as aids in teaching should
be conducted with a large sample size of students. Furthermore, seminars and in-
service trainings should be conducted in the division level regarding development
and implementation of the SIMs which were not included in the researchers’ SIM.
5. ACKNOWLEDGEMENT
The authors would like to acknowledge the reviewers for the rigorous
review, suggestions and comments for the improvement of this paper.
6. REFERENCES
Abad, F. B. (2005). Training Workshop on Strategic Interventions for Succesful Learning.
Department of Education. Retrieved July 11, 2017, from
http://nlpdl.nlp.gov.ph:81/DE02/Memoranda/DE00M2005/DE02M020050
117.pdf
Abdo, M. and Semela, T. (2010). Teachers of poor communities: The tale of
instructional media in primary schools of Gedeo zone, Southern Ethiopia.
Australian Journal of Teacher Education, 35(7), 78-92.
Adewale, O. S. (2014). Instructional Improvement of Secondary School Teachers
through Effective Academic Supervision by the Vice-Principals. Journal of
Education and Human Development, 3(2), 607-617.
Arisi, R. O. (1998). The use of instructional materials by Social Studies teachers in
secondary schools in Oredo local government area of Edo State. Journal of
Social Studies, 1(1), 76.
Barredo, K., & Joan, K. (2014). Development on academic performance in science using
strategic intervention material. Retrieved from
http://www.classroom20.com/profiles/blogs/strategic-intervention-
materials-in-science
Bete, A. O. (2020). Students’ knowledge and process skills in learning grade-8
chemistry. Journal of Research, Policy & Practice of Teachers and Teacher
Education, 10(1), 1-13.
Bunagan, F. (2012). Strategic Intervention Material. Retrieved June 12, 2017, from
https://www.slideshare.net/felixbunagan/strategic-intervention-aterial
Casinillo, L. F. (2019). Factors affecting the failure rate in mathematics: the case of
Visayas State University (VSU). Review of Socio-Economic Research and
Development Studies, 3(1), 1-18.
EFFECT OF STRATEGIC INVERVENTION MATERIAL ON ACADEMIC PERFORMANCE
31
Casinillo, L. F., Camulte, M. C. G., Raagas, D. L. & Riña, T. S. (2020). Cultural
factors in learning mathematics: the case on achievement level among
Badjao students. International Journal of Indonesian Education and Teaching,
4(1), 71-81.
Conroy, R. (2015). Sample size: A rough guide. Retreived from
http://www.beaumontethics. ie/docs/application/samplesizecalculation.
Dumigsi, M. P. & Cabrella, J. B. B. (2019). Effectiveness of Strategic Intervention
Material in Mathematics as Remediation for Grade 9 Students in Solving
Problems Involving Quadratic Functions. Asian Journal of Education and
Social Studies, 5(1), 1-10.
Dy L. (2011). Teaching mathematics through Strategic Intervention Materials (SIM).
Retrieved from http://jhody.hubpages.coom/hub/
Gonzales, P., Guzmán, J.C., Partelow, L., Pahlke, E., Jocelyn, L., Kastberg, D., and
Williams, T. (2004). Highlights from the Trends in International Mathematics
and Science Study (TIMSS) 2003 (NCES 2005-005). U.S. Department of
Education. Washington, DC: National Center for Education Statistics.
Retrieved from https://nces.ed.gov/timss/pdf/naep_timss_pisa_comp.pdf
Govindaraju, R. & Venkatesan, S. (2010). A study on school drop-outs in rural
settings. Journal of Psychology, 1(1), 47-53.
Inyang-Abia, M. E. (1992). Cultural dimension in curriculum materials: A study of
longman Social Studies series for junior secondary classes. Nigerian journal
of Social Studies review, 1, 96 – 103.
Jotia, A. L. and Matlale, O. J. (2011). Use of instructional materials in social studies:
Impact on students’ performance in primary school leaving certificate
examinations in Botswana. European Journal of Educational Studies, 3(1),
111-122.
Luz, J. M. (2017). Brigada Eskwela: Essays on Philippine Education. Anvil Publishing,
Inc. Philippines.
Ogbondah, L. (2008). An appraisal of instructional materials used to educate
Migrant Fishermen’s children in Rivers State, Nigeria. International Journal
of Scientific Research in Education, 1(1), 13-25.
Okobia, E. O. (2011). Availability and teachers' use of instructional materials and
resources in the implementation of social studies in junior secondary
schools in Edo State, Nigeria. Rev. Eur. Stud., 3(2), 90-97.
Özdem Yilmaz, Y., Cakiroglu, J., Ertepinar, H., & Erduran, S. (2017). The pedagogy
of argumentation in science education: science teachers’ instructional
practices. International Journal of Science Education, 39(11), 1443-1464.
MICHAEL G. SUAREZ and LEOMARICH F. CASINILLO
32
Popoola,T. A. (1990). An investigation into the relationship between instructional
resources and students’ academic performance in secondary schools in Abeokuta,
Ogun State, Nigeria. An unpublished MEd Thesis.
