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A quasi-experimental design used 46 purposively selected Grade 10-Garbanzos learners, with Paired T-test for analysis. Mean scores increased significantly from 8.57 (low knowledge) in the pretest to 21.30 (high knowledge) in the posttest, with a 12.73 mean difference. Results showed highly significant differences (t(45)=-19.585, p\u003C.001) and a very large effect size (Cohen’s d=2.89). 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The pretest and posttest scores showed a highly significant difference (t(45)=-19.585, p\u003C.001), with a very large effect size (Cohen’s d=2.89).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},577057,1792231096,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},549758146520,"https://ap-avatar.wpscdn.com/avatar/80002397d8c0411e94?_k=1775819394049821470","Improving Students’Knowledge on Demonstrative Pronouns through Strategic Intervention Material  \nAniceto D. Garcia  \nDr., Master Teacher II, Baybay National High School, Philippines, [aniceto.garcia001@deped.gov.ph](aniceto.garcia001@deped.gov.ph)  \nThis study evaluated the efficacy of a teacher-made Strategic Intervention Material (SIM) in improving Grade 10 students’ knowledge of demonstrative pronouns. A quasi-experimental research design was utilized with 46 purposively selected Grade 10-Garbanzos students as respondents and Paired T-test was used in interpreting data. Findings showed that students’ mean scores improved significantly from 8.57 (low knowledge level) in the pretest to 21.30 (high knowledge level) in the posttest, with a mean difference of 12.73. Statistical analysis revealed a highly significant difference between pretest and posttest scores t(45) = -19.585, p\u003C.001. The calculated effect size was very large (Cohen’s d=2.89), indicating a substantial practical magnitude of improvement which was highly significant. In addition, the SIM was found informative and acceptable by the students. These results provide strong evidence that the teacher-made Strategic Intervention Material is an effective tool for fostering students’knowledge of demonstrative pronouns.  \nKeywords: knowledge level, demonstrative pronouns, quasi-experimental, pretest, posttest, teaching  \nINTRODUCTION  \nIntervention materials, according to Leopardas et al. (2020), are tools designed to support processes or activities aimed at producing specific outcomes in education. In the school setting, Strategic Intervention Material (SIM) are the instructional resources which are specifically developed by the subject teachers to help learners master the scholastic competencies they struggle with during regular classroom instruction. It has been established that SIM typically targets least-learned competencies and gives organized exercise and assessment with the use of guide cards, activity cards, reference cards, and evaluation tools, which aim to further improve both learning retention and academic performance (Mullis et al., 2020).  \nResearch has shown that SIM is effective across learning areas. In fact, Suarez and Casinillo (2020) found that SIM significantly improved the performance of Grade 6 students in Science subject. In the same manner, Bastida and Bastida (2022) reported that with the use of SIM, senior high school students achieved higher scores in Physics. These studies suggest that well-designed intervention materials can improve student learning when they target specific challenges. In English, for instance, mastering grammar is essential for effective communication. Demonstrative pronouns, which are a fundamental grammar skill, are introduced early but remain difficult for many junior high school students. At Baybay National High School, awareness of grammar, including the correct use of demonstrative pronouns, has been identified as a persistent weakness. Observations show that many Grade 10 students confuse \"this\" and \"that,\" which impacts both their oral and written communication.  \nWhile it is undeniably true that English intervention materials are available through the Learning Resource Management System (LRMS), many of these resources are generic in nature and do not reflect the unique needs of local learners. Also, these materials may require subscriptions, downloads, or log-ins, and often lack localized examples relevant to students’ classroom experiences. As a result,  \nCitation: Garcia, A. D. (2026). Improving students’ knowledge on demonstrative pronouns through strategic intervention material. Anatolian Journal of Education, 11(1), 193-204. [https://doi.org/10.29333/aje.2026.11113a](https://doi.org/10.29333/aje.2026.11113a)  \nstudents continue to struggle with demonstrative pronouns, highlighting a need for teacher-made SIM tailored to their context.  \nElectronic-Strategic Intervention Materials (e-SIM) developed through mo","cbCaimUwruSljTSg","https://ap.wps.com/l/cbCaimUwruSljTSg","pdf",296247,12,"English","# Introduction\n## Strategic Intervention Material (SIM)\n## Need for teacher-made materials\n## Electronic SIM and technology integration\n## Supporting theories guiding SIM development","[{\"question\":\"What research design was used to evaluate the Strategic Intervention Material?\",\"answer\":\"The study used a quasi-experimental research design. Paired T-test was used to interpret the data by comparing pretest and posttest results.\"},{\"question\":\"How much did students’ knowledge improve after using the SIM?\",\"answer\":\"Students’ mean scores improved from 8.57 in the pretest to 21.30 in the posttest, for a mean difference of 12.73.\"},{\"question\":\"Were the results statistically significant?\",\"answer\":\"Yes. The pretest and posttest scores showed a highly significant difference (t(45)=-19.585, p\\u003c.001), with a very large effect size (Cohen’s d=2.89).\"}]","Improving Students’ Knowledge on Demonstrative Pronouns through Strategic Intervention Material | PDF",1792030958]