The I2 Strategy: Effects on Grade 7 Challenged Learners Achievement & Writing Skills in Statistics

Challenged learners often face significant barriers in mathematics, particularly in data analysis, where numerical reasoning intersects with reading comprehension. This study investigates the effectiveness of the I2 (Identify and Interpret) strategy as an intervention tool to enhance the statistical literacy and holistic writing skills of challenged learners. The study utilized a mixed-method research design involving students identified with frustration-level reading proficiency. Quantitative analysis using the Wilcoxon Signed-Ranks Test revealed a statistically significant improvement in achievement test scores (Z = -2.341, p = .033) between the pretest and posttest, with a normalized gain (g) of 0.23. This indicates that the strategy successfully helped learners’ bridge a measurable portion of the gap between prior knowledge and mastery. Furthermore, the learners' holistic writing skills demonstrated significant growth (Z = -2.706, p = 0.007), with the majority of participants advancing from "Emerging" to "Expanding" levels of proficiency. Qualitative data indicated that the I2 strategy reduced cognitive load by systematizing the analytical process, allowing students to better concentrate and organize their thoughts. Learners perceived the intervention as not only "enjoyable" but instrumental in improving their English grammar and vocabulary alongside their mathematical skills. The study concludes that the I2 strategy is an effective dual-purpose scaffold that fosters both data literacy and linguistic competence, transforming the learning experience for struggling students.

I2 Strategy, Challenged Learners, Statistical Literacy

1. Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2014). Strategies for teaching students to think critically. Review of Educational Research, 85(2), 275–314. https://doi.org/10.3102/0034654314551063 [Google Scholar] [Crossref]

2. Acido, N. J. V., & Caballes, N. D. G. (2024). Assessing educational progress: A comparative analysis of PISA results (2018 vs. 2022) and HDI correlation in the Philippines. World Journal of Advanced Research and Reviews, 21(1), 462–474. https://doi.org/10.30574/wjarr.2024.21.1.0020 [Google Scholar] [Crossref]

3. Alcantara, E. C., & Bacsa, J. M. P. (2017). Critical thinking and problem solving skills in mathematics of Grade-7 public secondary students. Asia Pacific Journal of Multidiscipliinary Research/Asia Pacific Journal of Multidisciplinary Research, 5(2), 21–25. https://doaj.org/article/d58a7fe9c8994e6a9a3164be3cffdfa0 [Google Scholar] [Crossref]

4. Bernardo, A. B. I., Cordel, M. O., Lapinid, M. R. C., Teves, J. M. M., Yap, S. A., & Chua, U. C. (2022). Contrasting Profiles of Low-Performing Mathematics Students in Public and Private Schools in the Philippines: Insights from Machine Learning. Journal of Intelligence, 10(3), 61. https://doi.org/10.3390/jintelligence10030061 [Google Scholar] [Crossref]

5. Biological Sciences Curriculum Study. (2012). I Can Use the Identify and Interpret (I2) Strategy [Student edition]. https://media.bscs.org/icans/Icans_I2_SE.pdf Biological Sciences Curriculum Study. (2012). I Can Use the Identify and Interpret (I2) Strategy [Teacher edition]. https://media.bscs.org/icans/Icans_I2_TE.pdf [Google Scholar] [Crossref]

6. Buquing, C. U. (2024). The most essential learning competencies in statistics of the Grade 7 learners. International Journal Of Multidisciplinary Research And Analysis, 07(05). https://doi.org/10.47191/ijmra/v7-i05-60 [Google Scholar] [Crossref]

7. Calingacion, J. P., Dacera, A. L. M., Castro, M. G., Lubay, J. C., Bug-Os, R. F. F. C., & Bansale, J. C. (2025). Enhancing graph interpretation skills of Grade 9 students in learning microeconomics through I2 strategy. Indonesian Journal of Education and Pedagogy., 2(1), 47–60. https://doi.org/10.61251/ijoep.v2i1.123 [Google Scholar] [Crossref]

8. CISTEM | my site. (n.d.). My Site. https://www.unilabfoundation.org/cistem [Google Scholar] [Crossref]

9. F. Lim, Y., G. Nocon, E., & A. Ruivivar, L. (2024). Dynamic Mathematics for lifelong learners: Grade 7 textbook [Book]. Sibs Publishing House, Inc. [Google Scholar] [Crossref]

10. Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809 [Google Scholar] [Crossref]

11. Hasim, S. B. M., Yasin, R. B. M., & Rosli, R. B. (2016). A Meta-Analysis Study On The Effectiveness Of Higher Order Thinking Skills (Hots) Based Learning In Science And Mathematics Subjects. Proceeding 7th International Seminar on Regional Education, 3(1), 1344–1349. http://ejournal.unri.ac.id/index.php/ISRE/article/download/3247/3159 [Google Scholar] [Crossref]

12. Igarashi, T., & Suryadarma, D. (2022). Foundational mathematics and reading skills of Filipino students over a generation. International Journal of Educational Development, 96, 102688. https://doi.org/10.1016/j.ijedudev.2022.102688 [Google Scholar] [Crossref]

13. Ignacio, L. B., Cristobal, A. G. A., & David, P. C. (2022). Impact of policy implementation on education quality: A case study on Philippines’ low ranking in international and local assessment programs. Asian Journal on Perspectives in Education, 3(1), 41–54. https://doi.org/10.63529/ajpe.v3i1.7663 [Google Scholar] [Crossref]

14. Kadir, N., Adelina, R., & Fatma, M. (2018a). Enhancing students’ mathematical problem posing skill through writing in performance tasks strategy. Journal of Physics Conference Series, 948, 012022. https://doi.org/10.1088/1742-6596/948/1/012022 [Google Scholar] [Crossref]

15. Kadir, N., Adelina, R., & Fatma, M. (2018b). Enhancing students’ mathematical problem posing skill through writing in performance tasks strategy. Journal of Physics Conference Series, 948, 012022. https://doi.org/10.1088/1742-6596/948/1/012022 [Google Scholar] [Crossref]

16. Lucci, K., & Cooper, R. A. (2019). Using the I2 Strategy to Help Students Think Like Biologists about Natural Selection. The American Biology Teacher, 81(2), 88–95. https://doi.org/10.1525/abt.2019.81.2.88 [Google Scholar] [Crossref]

17. Orbeta, A. J., & Paqueo, V. (2022a). Philippine education: situationer, challenges, and ways forward. https://doi.org/10.62986/dp2022.23 [Google Scholar] [Crossref]

18. Orbeta, A. J., & Paqueo, V. (2022b). Philippine education: situationer, challenges, and ways forward. https://doi.org/10.62986/dp2022.23 [Google Scholar] [Crossref]

19. Rosli, R., Siregar, N. C., Maat, S. M., & Capraro, M. M. (2019). The Effect of Science, Technology, Engineering and Mathematics (STEM) program on Students’ Achievement in Mathematics: A Meta-Analysis. International Electronic Journal of Mathematics Education, 1(1). https://doi.org/10.29333/iejme/5885 [Google Scholar] [Crossref]

20. Rosmawan, H. (2017). The Analysis Of Student’s Writing Before And After The Implementation Of Read-To-Write Approach. CaLLs (Journal of Culture Arts Literature and Linguistics), 2(1), 1. https://doi.org/10.30872/calls.v2i1.700 [Google Scholar] [Crossref]

21. Samritin, S., & Suryanto, S. (2016). Developing an assessment instrument of junior high school students’ higher order thinking skills in mathematics. REID (Research and Evaluation in Education), 2(1), 92–107. https://doi.org/10.21831/reid.v2i1.8268 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study