Challenges Encountered in DesigningIntervention Materials in the NewLearning Modality ofAdlay National HighSchool, Division of Surigao del Sur

Abstract

This study aimed to examine the challenges encountered in designing intervention material in the new
learning modality ofAdlay National High School, Division of Surigao del Sur.
The Demographic Profile ofthe respondents were tracked and the challenges being considered were:
formative assessment tracking, summative assessment tracking, performance assessment tracking,
design ofthe intervention material, and authenticity ofintervention materials.
A validated questionnaire was distributed to 33 teachers in Adlay National High School and they were
the respondents ofthe study. Data gathered were analyzed using Percentage and Weighted Mean.
The study reveals that the major challenge in designing intervention materials in the new learning
modality is in Formative Assessment Tracking and Performance Assessment Tracking since the survey
revealed a weighted mean of4.47. Specifically, “The least-learned competency/ies are remedied through
intervention materials” (indicator #3 in Formative Assessment Tracking) and in “Intervention Materials
for performance gaps are designed'" (indicator #2 in Performance Assessment Tracking) since the
survey revealed a mean score of 4.18 with the description of “Many Times” for both indicators. The
findings imply that there is a need to identify the least-learned competency/ies right after the formative
assessment and it should be remedied immediately by the corresponding intervention materials by the
subject teacher. The result also implies that the teacher should have enhancement training in designing
appropriate intervention materials for performance gaps ofthe learners.