Bridging Learning Gaps in English Tenses Through the Use of Strategic Intervention Material (SIM)

Abstract

This action research determined the effectiveness of a Strategic Intervention Material in improving the mastery of English tenses among Grade 6 pupils of Cupang Elementary School during School Year 2024-2025. It addressed learning gaps in identifying correct verb forms, constructing sentences with appropriate tenses, and applying these tenses in written and oral communication. The study employed an action research design with an intervention approach. Fifty-two Grade 6 pupils were selected through purposive sampling. Data were gathered through a pre-test and post-test measuring mastery levels before and after the intervention, supplemented by classroom observations and pupil reflection sheets. Quantitative data were analyzed using mean and percentage scores, while qualitative responses provided supporting insights. Results showed that the Strategic Intervention Material significantly improved pupils’ understanding and application of English tenses. Pupils demonstrated higher engagement, improved accuracy in verb usage, better sentence construction, greater confidence, and increased motivation. The study concludes that Strategic Intervention Material is an effective instructional tool for addressing learning gaps in English grammar and recommends that teachers integrate it into English instruction while developing similar materials for struggling learners. The research aligns with Sustainable Development Goal 4 on Quality Education by strengthening foundational literacy and communication skills. It contributes to educational sustainability by offering a practical, replicable approach that supports continuous improvement of learner competencies and instructional practices within the school system.