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Furthermore, the researchers recommend the use of SIM for remediation and regular classes, and encourage administrators, Science supervisors and teachers to SIMs not only on least mastered skills but also on all skills covered by the lesson. The study concluded that SIM-based teaching is a more effective approach in improving students' performance in the concepts of global warming.
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The experimental group acquired higher mean gain than the control group and had a Very High perception towards the use of SIM in the teaching of Global Warming in science. Moreover, both groups manifested significant mean improvement from the pretest to the posttest, signifying essential use of modules and SIM in the teaching-learning process. Study findings revealed that both groups had Below Average performances in the pretest, and the former group had Average performance while the latter group had Above Average performance in the posttest. Data was obtained from the pretest/posttest and perception inventory were analyzed by using t-tests, weighted means and Pearson r correlation. A quasi-experimental with pretest-posttest design was conducted, with the control group exposed to modular approach and the experimental group exposed to SIM-based instruction. The study explored the effectiveness of an innovative and creative pedagogy called Strategic Intervention Material (SIM)-based Instruction in teaching global warming concepts to improve the performance of 9th-grade students in a mountain school in Cebu City, Philippines. Reading literature has shown that students have limited knowledge and many misconceptions about global warming, hence, innovative and creative ways of teaching should be implemented in the classrooms.
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Due to this, many people called for solutions and education is considered to be of prime importance. Global warming is the primary environmental issue of the times.
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