Utilization of Interactive Electronic Strategic Intervention Material (eSIM) in Competency Attainment of Grade 7 Students in Biology at Dagatan Integrated National High School

Abstract

This study aimed to determine the effectiveness of utilizing interactive Electronic Strategic Intervention Material (eSIM) in the competency attainment of Grade 7 students in Biology at Dagatan Integrated National High School. A mixed-methods research design was employed, involving pre-test and post-test assessments, survey questionnaires, and interview guides. Participants were Grade 7 students who utilized the interactive eSIM for learning Biology concepts, specifically plant and animal cells. Findings revealed that students’ competency levels improved significantly from satisfactory (pre-test) to outstanding (post-test) after the intervention. Students perceived the guide card, activity card, assessment card, enrichment card, and reference card as highly effective in enhancing their understanding of Biology concepts. Key distinct features of eSIM included interactivity, accessibility, clear visual design, contextualization, and gamified elements. However, students encountered difficulties such as technical and accessibility issues, user-related challenges, content-related difficulties, and limited instructional support. Proposed improvements included developing an offline-accessible version, optimizing file size, conducting digital literacy orientation, integrating glossaries and audio narrations, and adopting a blended learning approach with teacher facilitation. The study concludes that interactive eSIM is an effective digital tool for improving competency attainment in Biology.