ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study was conducted and evaluated the comparative analysis of Grade 4 learners’ test performances in Mathematics on the Utilization of Interactive Strategic Intervention Materials (I-SIM) in Ipil Central School, Ormoc City District 2, Ormoc City Division, Ormoc City. The findings of the study were the bases for a proposed Instructional Supervision Plan. This research is a quasi-experimental study that used the pre-test – post- test experimental designs to evaluate the comparative analysis of Grade 4 learners’ test performances in Mathematics on the Utilization of Interactive Strategic Intervention Materials (I-SIM) in Ipil Central School, Ormoc City District 2, Ormoc City Division, Ormoc City. In the Quasi- experimental research design, the researcher prepared different Interactive strategic intervention Materials that were focused on the learning competencies in Mathematics as well as facilitating in the giving of pretest and posttest to the identified respondents in order to gather necessary data that will be significant in the study. The researcher utilized universal Sampling in selecting the respondents of the study. The test of the difference between pre- and post-test scores provides a quantitative way to assess how well ISIM integration has improved Grade 4 students’ mathematical proficiency. When making decisions about the significance of the observed differences, the computed t-values are compared to the critical t-values. This analytical procedure encompasses a comprehensive investigation of the ways in which ISIM impacts Grade 4 students’ academic development, providing insight into the efficacy of the intervention in bridging the knowledge gap between initial comprehension and improved competency. When we dig deeper into the test results, we find that there is a significant difference as indicated by the computed t-values for the pre-test and post-test scores, respectively. The calculated values are benchmarked against the critical t-values. Based on this comparison, it is decided to reject the null hypothesis (Ho), which denotes a statistically significant difference between the pre- and posttest scores of Grade 4 Math students. The null hypothesis’s rejection has important ramifications for comprehending how ISIM affects academic achievement. In the context of educational research, a significant difference suggests that the integration of ISIM has brought about measurable and meaningful changes in the mathematical competencies of Grade 4 students. This rejection has important implications for how the results are interpreted as “significant.” This result isn’t just a coincidence; it can also be linked to the intentional integration of Interactive Strategic Intervention Materials into the learning process. The choice to reject the null hypothesis supports the theory that ISIM plays a role in the observed increase in post-test scores. Based on the Test of Difference Between the Scores in the Pre-test and Post-test of Grade 4 Pupils in Math, the data that is being presented shows a significant improvement in academic performance after the use of Interactive Strategic Intervention Materials (ISIM). The present study centers on the calculated t-values, critical t-values, decision criteria, and the ensuing interpretation in order to offer a thorough comprehension of the influence of ISIM on the mathematical competencies of Grade 4 students. The results’ statistical significance suggests that the use of Interactive Strategic Intervention Materials has significantly improved Grade 4 students’ mathematical proficiency. The calculated t-values, which significantly exceed the critical thresholds, highlight how strong the observed improvement is. The choice to reject the null hypothesis is a crucial admission that the addition of ISIM has greatly improved the mathematical proficiency of Grade 4 students. Keywords — Comparative Analysis Performance Grade 4 Learners Mathematic ISIM