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Development of Simredity: An Interactive Strategic Intervention
Material in Teaching Non-Mendelian Genetics to Grade 9 Learners
Debbie Ann M. Laguindab¹*, Monera A. Salic-Hairulla², Vanjoreeh A. Madale
2
, Angeline P. Dinoro
3
,
Liza A. Adamat
4
¹Department of Science and Mathematics Education, College of Education, Mindanao State University–
Iligan Institute of Technology, Iligan City, Philippines
²Faculty, Department of Science and Mathematics Education, College of Education, Mindanao State
University–Iligan Institute of Technology, Iligan City, Philippines
3
Faculty, Department of Professional Education, College of Education, Mindanao State University-
Iligan Institute of Technology, Iligan City, Philippines
4
Faculty, Department of Biological Sciences, College of Science and Mathematics, Mindanao State
University – Iligan Institute of Technology, Bonifacio Ave., Tibanga, Iligan City, 9200, Philippines
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000511
Received: 02 November 2025; Accepted: 08 November 2025; Published: 17 November 2025
ABSTRACT
Genetics, particularly Non-Mendelian Patterns of Inheritance, remains one of the most difficult topics for
secondary learners due to its abstract nature and the higher-order reasoning it requires. This challenge is more
evident in rural Philippine schools where access to interactive learning resources is limited. This study developed
and evaluated SIMredity, an Interactive Strategic Intervention Material designed to enhance Grade 9 learners’
conceptual understanding of non-Mendelian inheritance through print-based, visually enriched, and story-
integrated activities. Guided by the 4D Model (Define, Design, Develop, Disseminate) and grounded in
Constructivist Theory, Cognitive Load Theory, and Self-Directed Learning Theory, the study employed a mixed-
methods design incorporating needs assessment, expert evaluation, quantitative testing, and qualitative feedback.
Results from the needs assessment with six Science 9 teachers identified persistent learning difficulties in
incomplete dominance, codominance, multiple alleles, and sex-linked traits, along with a lack of engaging
instructional materials. SIMredity was subjected to expert evaluation using the Department of Education’s
LRMDS evaluation tool for print resources and received a Very Satisfactory rating across all components, with
a 72.2% percentage agreement among evaluators, confirming its quality, clarity, and content accuracy.
Implementation with 35 Grade 9 learners further demonstrated its effectiveness, as shown by a significant
increase in mean scores from 9 in the pre-test to 21 in the post-test (t = –22.21, p < 0.001). Learners described
the material as colorful, interactive, easy to follow, and helpful in supporting independent and self-paced
learning. Overall, the findings indicate that SIMredity is a valid, usable, and effective instructional tool for
improving learners’ comprehension of non-Mendelian genetics, especially in resource-constrained educational
settings.
Keywords: Strategic Intervention Material, Science Education, Non-Mendelian Inheritance, Interactive
INTRODUCTION
Genetics is a foundational branch of biology that enables learners to understand the mechanisms of heredity and
variation among organisms. Despite its importance, it remains one of the most conceptually challenging areas
for students due to its abstract and complex nature. Studies by Balan (2018), Knippels (2002), and Mussard and
Reiss (2022) highlight those concepts such as gene expression, dominance, and chromosomal inheritance are
particularly difficult to teach and learn. Among these, non-Mendelian patterns of inheritance pose persistent
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challenges as they require higher-order reasoning, abstraction, and visualization skills. In the Philippine context,
research by Santos et al. (2021) and Eviota and Boyles (2022) revealed that Grade 9 learners exhibit low mastery
of non-Mendelian inheritance, a concern further compounded by limited instructional time and the lack of
suitable learning materials. These challenges are even more pronounced in rural schools, where inadequate
internet access, limited educational resources, and minimal exposure to interactive instruction hinder effective
genetics learning (Santos et al., 2021; Pacala & Cabrales, 2023).
Strategic Intervention Materials (SIMs) have been recognized as effective tools for addressing these learning
gaps by simplifying abstract concepts such as heredity and inheritance through visual, contextualized, and
interactive components that bridge theory and practice. To mitigate persistent difficulties, the Department of
Education (DepEd Memorandum No. 117, s. 2005) introduced SIMs as specialized remedial materials designed
to enhance mastery of least-learned competencies through engaging, learner-centered approaches. Considering
the limited access to digital resources in rural settings, the development of a print-based yet interactive SIM
offers a promising means to promote inclusivity, engagement, and equitable science education. In this regard,
the present study aimed to:
1.
Identify the needs of teachers regarding the use of Strategic Intervention Materials in teaching heredity to
science 9;
2.
Develop an interactive intervention material to address the least mastered competencies in heredity; and
3.
Evaluate the developed interactive SIM, entitled “SIMredity,” in terms of content quality, format, presentation,
and technical accuracy;
4.
Determine the significant difference between the conceptual understanding of learner respondents on Non-
Mendelian Genetics before and after the utilization of “SIMredity";
5.
Determine the perceptions of the learner respondents regarding the use of “SIMredity".
METHODOLOGY
Research Design
This study employed a mixed-methods approach, utilizing a one-group pretest–posttest design complemented
by qualitative data. The learner respondents were exposed to the developed SIMredity, which served as the
intervention material. For the qualitative component, feedback, comments, and suggestions from the key
informants were collected during the needs assessment, alongside the learner respondents’ perceptions gathered
through open ended questions. The one-group pretest–posttest design was deemed appropriate for determining
significant differences in learners’ conceptual understanding, as the selected participants demonstrated low
mastery levels and performance scores in Non-Mendelian Genetics.
Purposive sampling was used to select the respondents, ensuring that participants were chosen based on specific
characteristics relevant to the study. This non-random sampling technique allowed the researcher to focus on
individuals who were most representative of the target population and who could provide meaningful insights
into the effectiveness of SIMredity.
Research Participants
The needs assessment involved six in-service Science 9 teachers, collectively referred to as the Key Informants,
who were surveyed to determine their instructional needs in teaching Non-Mendelian Genetics. The Key
Informants were selected based on their current employment as Grade 9 Science teachers and a minimum of
three years of teaching experience.
In the development and evaluation of SIMredity, six in-service Science teachers, referred to as the panel of
evaluators, assessed the learning material in terms of content, format, presentation and organization, and the
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accuracy and currency of information. Evaluators were selected based on their role as current Science 9 teachers
with at least five years of teaching experience.
The learner respondents consisted of thirty-five Grade 9 learners from three sections of Cabalantian National
High School. These learners were purposively selected based documented low performance in Non-Mendelian
Genetics.
Data Gathering Procedure
The development of the SIMredity on Non-Mendelian Inheritance followed the 4D Model by Thiagarajan,
Semmel, and Semmel (1974), which includes the phases Define, Design, Develop, and Disseminate.
Figure 1 4D Model developed by S. Thiagarajan, Semmel, and Semmel (1974)
Figure 1 shows the 4D model used in this study. The Define phase involved document analysis and identifying
instructional challenges in teaching heredity through a needs assessment, which revealed that the competency
“Explain the patterns of Non-Mendelian Inheritance” (S9LT-Id-29) was among the least mastered. The Design
phase focused on planning the structure, layout, and content flow of the SIM—later named SIMredity—using
the CANVA platform. It featured motivation, story guided activities, exploration, and self-assessment tasks,
complemented by visuals and interactive elements to accommodate diverse learners. During the Develop phase,
the first version (Draft I) was subjected to face validation by the adviser and panel members. Revision was made
based on the comments and suggestions of the adviser and panel members. The revised version (Draft 2) was
evaluated by expert science teachers in terms of content quality, format, presentation, and technical accuracy
using the Department of Education’s Learning Resource Management and Development System (LRMDS)
evaluation tool. From the comments and suggestions of the teacher evaluators, the material had undergone final
revision. Inter-rater reliability through percentage agreement was done to see how consistent the evaluators’
judgments are. Finally, the Disseminate phase involved the implementation of SIMredity with the selected
learner respondents. A 30-item pretest was first administered to assess their baseline conceptual understanding.
The learners then used SIMredity during 45-minute remedial sessions over a two-week period, and also at home
to reinforce learning. Following the intervention, a posttest containing the same questions—rearranged in a
different order—was administered to measure changes in understanding. This phase also included the collection
of perceptions and feedback from learners who has high scores and low scores in the activities of SIMredity to
evaluate its effectiveness.
RESULTS AND DISCUSSIONS
Summary of the Results of the Needs Assessment Interview of the Key Informants
The six (6) in-service grade 9 science teachers were among the respondents in the needs assessment interview.
To ensure respondent privacy, the study employed data coding, where ST01, ST02, ST03, ST04, ST05 and
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ST065 referred to the School Science Coordinators Needs Assessment, and ST1, ST2, ST3, ST4, and ST5 stood
for the Science Teachers.
From the results of the needs assessment, all teacher respondents (100%) indicated that learners experience
difficulty in understanding the different patterns of inheritance of non-Mendelian Genetics, indicating a
consistent challenge across classes. The table 4.1.1 below shows the summary of responses of science teachers
on their problems encountered in teaching heredity.
Table 1 Summary of responses of the Science Teachers on Problems Encountered in Teaching Heredity
Themes
Codes
Utterances
Problems
encountered in
teaching
Heredity
Difficulty
understanding
complex heredity
concepts
ST01: “Some students have difficulty understanding the concepts
and patterns of non-mendelian inheritance.”
ST02: “Students struggle with identifying the specific inheritance
pattern…...they find it very difficult but willing to learn more…
Punnett squares overwhelm them.”
ST03: “One of it was, students struggle in the complexity of the
concepts.”
ST05: “They have difficulty in the heredity topic because they lack
some science literacy skills.”
ST06: “My students find it difficult to understand heredity because
its complex.”
Lack of
materials/resources
ST02: “Textbooks provide too few examples.”
ST03: “One of it was, students struggle in ……also the inadequate
learning resources in our school.”
ST04: “Unavailability of learning materials that are interactive.”
ST06: “Lack of proper learning materials Books are not colored and
engaging.”
Limited Time
ST02: “Students need more time to understand and solve non-
mendelian problems compared to mendelian ones.”
ST05: Limited time also is the problem.”
The data from Table 1 show that teachers identified students’ difficulty in understanding complex genetic
concepts—especially non-Mendelian inheritance—as the main challenge in teaching heredity. This finding
aligns with previous studies (Balan, 2018; Mussard & Reiss, 2022) that described genetics as an abstract and
conceptually demanding topic. Teachers also pointed to the lack of instructional materials, consistent with Fasasi
and Oladejo (2022), who emphasized the importance of visual and hands-on resources for linking theory to real
examples. Similarly, Kılıç Mocan (2021) highlighted the value of visual and interactive tools in clarifying
abstract genetic ideas, an insight applied in the design of SIMredity. Limited instructional time and resource
constraints, particularly in rural schools, were also noted as significant barriers, echoing the observations of
Kumar et al. (2020) and Pacala and Cabrales (2023).
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Table 2 Summary of responses of the Science Teachers on Interventions Done to Address the Problems
encountered in teaching Non-Mendelian Pattern of Inheritance
Themes
Utterances
Interventions to
Address the
Problems
ST01: “To aid, I used video lessons and different learning materials.”
ST02: “I use videos or animations to visualize how traits are inherited.”
ST03: “I make sure of utilizing activities and engaging example to foster
deeper understanding”
ST04: “I incorporate interactive activities and videos.”
ST05: “I incorporate….videos and interactive activities.”
ST06: “I used colored learning materials and I used video lessons when
discussing.”
ST02: “begin with simple non-mendelian patterns before moving to
complex ones.”
ST05: “I incorporate simple examples, videos and interactive
activities.”
ST02: “I let the students collaborate on solving genetic problems.”
Table 2 reveals that teachers address learning challenges in heredity by using visual and interactive tools such
as videos, animations, and activity-based exercises, along with a general-to-specific teaching approach and
student-centered learning activities. These strategies are supported by Anwar et al. (2022) and Liu and Lee
(2018), who found that interactive and visual materials enhance engagement and understanding of abstract
concepts. The use of the general-to-specific method aligns with the constructivist framework (Upu & Bustang,
2016), which emphasizes learning through guided exploration and building on prior knowledge. Collaborative
learning strategies reflect Vygotsky’s Social Development Theory and are supported by studies (Cordova et al.,
2019; Cabildo, 2024) showing that constructivist-based SIMs improve comprehension and retention.
Table 3. Summary of responses of the Science Teachers on Strategic Intervention Material (SIM)
Themes
Codes
Utterances
Familiarity with
Strategic
Intervention
Material (SIM)
Designed
Educational
Material/Tool
ST01: “SIM is a teaching tool design to help learners understand
difficult concepts and overcome learning gaps.”
ST03: “SIM is especially designed to help students master concepts and
skills they don’t usually learn that easy during regular classroom
instructions.”
ST04: “SIM are designed to address specific learning gaps and I’ve
found the useful for differentiating instruction and providing support to
students who are struggling with certain topic.”
Remedial Material
ST02: “I think SIM is a remedial material prepared by teachers to help
students with difficulty in understanding the topic.”
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ST05: “It is material used for remediation of learners with least
mastered skills.”
Used for
reteaching
ST06: “SIM is used to reteach difficult or least mastered topics.”
Training on SIM
Attended
seminars/webinars
ST01: “Yes, I learned that SIM can make lessons more engaging and
easier to understand when used properly.”
ST03: “yes, I am one of the teacher-participant in the Division level,
my insights were SIM purely foster independent learning, provided
activities (hands-on) to reinforce and improve academic achievement.”
ST04: “Yes, SIM can help improve the understanding of the students.”
ST05: “yes, it can help in the understanding and engagement of students
in learning science.”
Benefits of
Interactive
Strategic
Intervention
Material
Increased
engagement and
motivation
ST02: “Yes, it is very useful. I think interactive strategic intervention
simplifies complex lesson and it helps increases engagement and
motivation.”
ST05: “Yes we all know heredity is a complication topic and SIM could
make topic engaging ang easy to understand by learners.”
Simplified the
lessons
ST01: “SIM can simplify the lessons, give visual examples and
encourage active learning.”
ST02: “I think interactive strategic intervention simplifies complex
lesson and it helps increases engagement and motivation.”
Targeted Learning
difficulties
ST03: “It is very much useful, much more in this topic (Heredity)
because students got to be helped in overcoming specific learning
difficulties of heredity topic.”
ST06: “Yes it could really help learner understand better the difficult
topics.”
The data in Table 3 indicate that teachers are highly familiar with Strategic Intervention Materials (SIMs),
viewing them as valuable tools for remediation, reteaching, and simplifying complex lessons to address
individual learning needs. This aligns with DepEd Memorandum No. 117 s. 2005 and studies by De Jesus (2019)
and Samosa (2021), which highlight SIMs as instruments for bridging learning gaps and supporting
differentiated instruction. Teachers’ experiences also echoed the findings of Villonez (2018) and Limbago-
Bastida and Bastida (2020), who reported significant learning gains from SIM-based instruction. Most teachers
had attended SIM-related training, consistent with Herrera and Soriano (2016), emphasizing how such exposure
enhances teachers’ capacity to create learner-centered materials. They also noted that interactive SIMs increase
student motivation and engagement (Pasion, 2019; Acedillo et al., 2022) and support understanding through
visual design and simplified structure, in line with Cognitive Load Theory (Sweller, 1988).
Development of Interactive Strategic Intervention Material (SIMredity)
Following the 4D model: Define, Design, Develop, and Disseminate, the SIMredity was carefully designed to
include interactive features such as visual simulations, interactive elements and story guided activities that make
abstract genetic principles more concrete and meaningful.
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Figure 2. Elements in designing the Interactive Strategic Intervention Material (SIMredity)
Figure 2 presents the elements involved in designing the Interactive Strategic Intervention Material (SIMredity)
based on the DepEd (2009) framework for developing instructional materials. This sequential structure ensures
that the material follows the prescribed pedagogical flow — from orientation to application — designed to
facilitate both independent and guided learning. Each component of the SIM performs a specific instructional
function that supports the learner’s gradual mastery of the targeted competency on the Non-Mendelian Patterns
of Inheritance.
Figure 3 Sample of Initial Design of SIMredity (Draft I)
Figure 3. shows the initial design of the developed Interactive Strategic Intervention Materials (CSIM) on
Heredity – Different Pattern of Non-Mendelian Inheritance. The content of the interactive SIM follows the
elements in designing the SIM from DepEd (2009). It integrates storytelling missions, and guided problem-
solving activities to foster learner engagement and conceptual understanding.
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Figure 4. Sample of SIMredity (Final Version)
Figure 4 shows the final material of the Developed Interactive Strategic Intervention Materials (SIMredity) on
Different Patterns of Non-Mendelian Inheritance. All the comments and suggestions coming from the Thesis
adviser, Panel members and evaluators were incorporated.
Evaluation of the SIMredity
Table 4 Evaluator’s Rating of the SIMredity based on DepEd-LRDMS Evaluation Tool
Components
Mean
Description
Factor 1: Content
3.84
Very satisfactory
Factor 2: Format
3.92
Very satisfactory
Factor 3. Presentation and Organization
3.97
Very satisfactory
Factor 4. Accuracy and Up-to-datedness of Information
3.94
Very satisfactory
Legend (factors 1-3): 1.00-1.74 (not satisfactory); 1.75-2.49 (poor); 2.50-3.24 (satisfactory); 3.25-4.00 (very
satisfactory)
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Table 4 presents the ratings of the evaluators on the developed SIMredity. The content quality received a mean
rating of 3.84 indicating that the content of the game is consistent with the topics found in the learning
competencies of the Department of Education. The content is also found to be relevant, promotes critical
thinking, and helps in the mastery of learning objectives. The Format category received high ratings with 3.92,
reflecting the clarity, consistency, and aesthetic quality of the material. Evaluators commended the interactive
design, use of visual aids, and color-coded sections that facilitated easy navigation. The Presentation and
Organization component also garnered “Very Satisfactory” ratings with a mean of 3,97. Evaluators observed
that lessons were logically sequenced, progressing from simple to complex concepts. Accuracy and up-to-
datedness scored 3.83, with no significant conceptual, factual, grammatical, or computational errors, confirming
the quality and effectiveness of the materials. The four components in the DepED-LRDMS evaluation tool were
itemize into thirty-six subcomponents which was used in computing the percentage agreement among the
evaluators.
Table 5. Percentage Agreement of Evaluators on the Developed SIMredity
Category
Number of components
with Full Agreement
Total Number of
Components
Percentage Agreement (%)
4 (Very Satisfactory, VS)
26
36
72.2
3 (Satisfactory, S)
1
36
2.8
2 (Poor)
0
36
0
1 (Not Satisfactory, NS)
0
36
0
The percentage agreement among the six evaluators indicates that 72.2% of the components in the evaluation
tool were unanimously rated as Very Satisfactory (VS), showing strong consistency in recognizing high-quality
responses. Only 2.8% of the components were fully agreed upon as Satisfactory (S), and no items were fully
agreed upon as Poor or Not Satisfactory. This demonstrates that most components in the evaluation tool were
clearly understood and consistently scored, although some variability existed for lower-rated responses.
Table 6 Summary of evaluators’ suggestion for improvement
Aspect
Suggestions
Content
ST01: “Make a guide for genotype and phenotype for activity in Chapter IV.”
Format
ST01: “Make the wheel of examples and images big enough to be clearly seen.”
Presentation
ST03: “Change the background image of the cover page where it can indicate the topic or
lesson even without looking at the title of the SIM.”
Table 6 presents the evaluators’ suggestions for improving SIMredity across content, format, and presentation
aspects. These suggestions were considered valuable inputs for refining the overall quality and usability of the
material.
Conceptual Understanding of Learners in non-Mendelian Genetics
Table 7 Pretest and Post test scores of the Leaner Respondents
PRE- TEST
POST TEST
DESCRIPTION
SCORE
RANGE
EQUIVALENT
PERCENTAGE
SCORE
FREQUENCY
%
FREQUENCY
%
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28-30
90-100
0
0
0
0
Outstanding
26-27
85-89
0
0
2
6
Very Satisfactory
24-25
80-84
0
0
3
9
Satisfactory
22-23
75-79
0
0
13
37
Fairly Satisfactory
Below 21
Below 75
35
100
17
48
Did not meet the Expectations
Legend: Outstanding = 90-100, Very Satisfactory= 85-89, Satisfactory= 80-84, Fairly Satisfactory=75-79, Did
meet the Expectations = Below 75
Table 7 presents a comparison of learner performance before (pre-test) and after (post-test) the implementation
of the SIMredity, categorized by score ranges, frequency percentage and descriptors. Before the use of
SIMredity, all 35 learners (100%) scored below 75%, indicating that none met the expected level of mastery.
After the intervention, learner performance improved notably—48% still scored below 75%, but 37% reached
the Fairly Satisfactory level, 9% achieved Satisfactory scores, and 6% attained Very Satisfactory performance.
Although no learner reached the Outstanding range, the overall results reflect a marked improvement in
understanding and mastery.
While nearly half of the learners continued to struggle, 52% demonstrated progress by moving to higher
performance categories. This indicates that SIMredity effectively enhanced learners’ comprehension of the topic,
resulting in improved achievement, though additional reinforcement is still needed to help all learners attain
mastery.
Table 8 Paired Sample Test of Pretest and Post test
Group
Mean
t-statistics
P value
Remark
Pre- test
9
-22.21
<0.001
Significant
Post- test
21
Table 8 shows paired t-test results indicate a significant improvement in learners’ performance, with the mean
score rising from 9 in the pre-test to 21 in the post-test. The t-statistic of -22.21 and a p-value of less than 0.001
confirm that this difference is statistically significant, demonstrating that the increase in scores after using
SIMredity was not due to chance and that the intervention had a meaningful positive effect on learner
achievement.
Table 9. Qualitative Feedback from Learners with High Scores on the Developed SIMredity
Theme
Codes
Utterances
1. Ease of Learning
and Understanding
The SIM helped simplify
complex heredity concepts
- “They helped me understand the topic because it is
easy.” (TS02, TS03, TS04) - “The SIM is colorful. I can
manipulate the activities.” (TS01)
2. Interactivity and
Manipulative
Learning
Hands-on and participatory
activities promoted
understanding
- “The most engaging aspect is the activities that I can
hold.” (TS01) - “It has interactive activity that I can
hold.” (TS03) - “I can manipulate my answers.” (TS05)
3. Engaging and
Enjoyable Features
Colorful visuals, stories, and
games increased interest
- “The SIM is colorful.” (TS01) - “I like the story and
activities.” (TS05) - “I like the superhero story.” (TS03,
TS04)
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4. Identified
Challenges and
Difficult Sections
Some topics and activities
were difficult to grasp
- “The challenging part is the puzzle part.” (TS01, TS05)
- “Chapter III – The Blood Labyrinth: Multiple Alleles.”
(TS04) - “Chapter IV part about the sex-linked
inheritance.” (TS03)
5. Independent and
Self-Paced Learning
Students valued being able to
use the SIM at home
- “I can bring it at home. I also enjoy the story and
answering at home.” (TS03, TS04)
The analysis on the table 9 reveals that students with high scores perceived the developed SIMredity as easy to
understand, interactive, and enjoyable, highlighting its potential to enhance learning in heredity. However, some
challenging parts (e.g., puzzles and chapters on Multiple Alleles and Sex-linked Inheritance) suggest a need for
further simplification. Students also appreciated that the SIMredity encouraged independent learning, allowing
them to study at their own pace outside the classroom.
Table 10. Qualitative Feedback from Learners with Low Scores on the Developed SIMredity
Theme
Codes
Utterances
1. Ease of
Learning and
Understanding
The SIM helped make
complex genetic concepts
easier to understand through
simple, engaging content.
- “The SIM is colorful. The activities are simple.” (BS01) - “I
enjoy answering the activities. I like the superhero story.”
(BS02) - “The activities are interactive and I enjoyed it.”
(BS03)
2. Interactivity
and Manipulative
Learning
Hands-on and manipulative
parts such as the Punnett
square and wheel of example
promoted active
participation.
- “I like the Punnett square part where I can hold the material.”
(BS01) - “I like the Punnett square where I can manipulate the
answer.” (BS02) - “The most engaging is the wheel of
example and the Punnett square part.” (BS03) - “The most
engaging is the activities that I can hold.” (BS05)
3. Visual and
Story-Based
Engagement
The use of visuals and
superhero storytelling
increased motivation and
interest in the topic.
- “The SIM is colorful not like the books in the school.”
(BS05) - “The SIM is interactive and I enjoyed the story.”
(BS04) - “I like the superhero story.” (BS02)
4. Learning
Challenges in
Specific Content
Learners found certain parts,
especially Chapter 4,
difficult to grasp.
- “The challenging part is Chapter 4.” (BS01–BS05) - “The
difficult part is Chapter 4 and puzzle.” (BS02, BS03, BS05)
5. Difficulty with
Puzzle and
Enrichment
Activities
Puzzle-based and
enrichment activities were
engaging but required
clearer guidance.
- “The challenging part is puzzle and Chapter 4.” (BS01,
BS04) - “The puzzle or enrichment.” (BS04)
Table 10 shows the analysis of learners’ responses on SIMredity revealed that it effectively facilitated
understanding of Non-Mendelian Patterns of Inheritance through its organized, colorful, and story-based design.
Learners with low scores in SIMredity activities appreciated the hands-on and manipulative activities, such as
the Punnett square and example wheels, which promoted active learning and retention of complex concepts. The
superhero storyline and visual elements increased motivation and engagement, making the material more
relatable and enjoyable. However, learners reported challenges with Chapter 4 content and certain puzzle and
enrichment activities, indicating a need for clearer instructions and additional scaffolding.
CONCLUSION
The development and implementation of SIMredity successfully addressed the persistent learning difficulties of
Grade 9 students in non-Mendelian genetics. Through the systematic application of the 4D model, the material
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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was carefully designed, refined, and validated to ensure pedagogical soundness, accuracy, and learner-centered
features. Expert evaluation confirmed that SIMredity met the standards of quality instructional materials,
receiving Very Satisfactory ratings across all DepEd LRMDS evaluation tool components and demonstrating
consistency among evaluators. Findings from the one-group pretest–posttest design revealed a significant
improvement in learners’ conceptual understanding, validating the material’s effectiveness as an instructional
intervention. Learners reported that SIMredity’s colorful visuals, interactive elements, and story-based activities
made abstract genetic concepts more engaging and easier to understand, while also supporting independent and
self-paced learning. Despite some challenges noted in complex sections such as the sex-linked traits and puzzle
enrichment section, the overall positive impact indicates that SIMredity is an effective, validated and high-
quality tool, especially in rural schools with limited digital resources. The study concludes that interactive, print-
based Strategic Intervention Materials can meaningfully enhance students’ mastery of difficult science concepts.
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