Developing self-learning materials (SLMs) as supplementary learning aids is an effective way to reinforce learning. As scaffolding materials, SLMs, such as strategic intervention materials (SIMs), ensure continuity of learning through distance learning and promote self-paced, contextualized learning among learners, regardless of the circumstances.

At the onset of the coronavirus disease of 2019 (COVID-19) pandemic and the new normal in Philippine basic education, alternative delivery modules (ADMs) or self-learning modules (SLMs) are widely used among public schools supervised by the Department of Education (DepEd). Self-Learning Modules (SLMs) are independent, interactive, and self-paced learning tools designed for public schools. They focus on specific topics, encouraging active engagement rather than passive reading. SLMs are particularly valuable for remote or distance learning, where constant teacher supervision is not possible, making them an ideal and prioritized learning resource (DO No. 18, s. 2020). In the face of this necessity in education, the integration of SIMs in the utilized SLMs came to mind.

In context, the SIMs are tools or materials used as supplementary and remedial resources to improve the learners’ least mastered competencies, comprising learning cards such as a guide card, activity card, enrichment card, reflection card, assessment card, reference card, and answer card. In the classroom, SIMs are used as instructional materials or media for learning acquisition (Tugbong, 2023) and the enhancement of learning and performance, targeting the least-taught learners’ competencies (Calautit, 2024; Repe, 2024), thereby addressing their needs and improving their performance (Garcia, 2022). To make instruction flexible and responsive to the needs. Essentially, SIMs had been designed by teachers to achieve high-quality education by remedying learners with low academic performance.

When applied in the teaching and learning process, the SIMs are found to be effective across various types of learners, grade levels, and content areas. It makes the SIMs valuable educational resources for improving learners' academic performance (Borabo & Dio, 2025; Hermogenes, 2024; Sadsad, 2022). Observations have shown that learners enjoy and benefit from SIMs, which help them develop and improve their least-mastered competencies, ultimately leading to excellent performance (Acera, 2022). Teachers had been encouraged to use SIMs to enhance learners' academic performance, as it can be adopted as an instructional aid to facilitate learning and reteach concepts and skills (Villar et al., 2022), as an intervention material to improve learners’ least-mastered competencies and performance (Acera, 2022; Calautit, 2024), and test scores (Dumdumaya et al., 2024; Sinco, 2020), as well as foster learning enjoyment, interest, and needs (Acera, 2022; Del Puerto, 2023), and as an instructional strategy to improve learners’ performance and appreciation of the subject (Cacay, 2021).

Although studies on the use of SIMs in JHS Social Studies or Social Science have been conducted, fewer studies have been conducted in SHS, particularly on modified SIMs. Hence, this study has been conceptualized to fill this gap. This study delves into the development of modified SIMs (MSIMs) serving as remedial and supplemental materials for learners in reinforcing learning in the subject Disciplines and Ideas in the Social Sciences (DISS) strand offered under the Academic Track, Humanities and Social Sciences (HUMSS) in the Senior High School (SHS) in the Philippines. This current study reiterates the need for continuous training for teachers, utilizing various strategic interventions to promote successful learning, as first envisioned in DepEd Memorandum (DM) No. 117, s. 2005, to be a sustainable part of the learning action cell (LAC) given to teachers in capacitating them in exploring interventions (i.e., learning materials, instructional materials, strategies, modalities, etc.) to address the identified needs as prescribed in DepEd Order (DO) No. 35, s. 2016, and to continually use SIMs as assessment tools for learning in the K to 12 program (DO No. 8, s. 2015) and self-learning resources for learning continuity (DO No. 18, s. 2020). Such initiatives may lead better to the promotion of locally produced teaching materials as prescribed by Republic Act (RA) No. 10533; the introduction of innovation, strategies, and intervention for teaching and learning as prescribed in the action research projects (DO No. 43, s. 2015; DO 4, s. 2016; DO No. 16, s. 2017) and innovation projects for teachers; the development of teachers’ competence in instructional delivery (DO No. 42, s. 2017); and the attainment of SDG No. 4 (Quality Education) by 2030.

Strategic Intervention Materials (SIMs) as Instructional Materials (IMs) in Improving Learning

Studies have demonstrated that SIMs are effective in improving learners' performance on least-mastered competencies, with learners showing positive behavior towards the intervention (Bernido, 2023). For instance, electronic SIMS (E-SIMs) was very acceptable in reteaching unmastered competencies, aiding in improving learners' academic performance (De Leon & Justo, 2023), while the digitized SIMs developed also garnered very satisfactory ratings from evaluators in developing learning mastery (Suaybaguio, 2025), the developed video lesson-based SIM were found to be helpful, enjoyable, and easy-to-use tool for learning the most difficult topics (Del Puerto, 2023), the developed interactive SIMs were also found to be effective in improving learners’ academic performance (Impas, 2021). Additionally, game-based SIMs have been found to enhance the comprehension level and camaraderie among learners (Lawsin et al., 2023), while the competency-based SIMs have addressed the deficits and outcomes in learning (Villaran et al., 2024). In contrast, contextualized SIMs innovate distance learning by presenting lessons in a flexible, creative, and adaptive manner that is meaningful, relevant, and tailored to real-life experiences (Arevalo et al., 2023). Also, the pocket SIMs were found to be effective in improving learning outcomes (Orine et al., 2024). More so, video-based SIMs have been instrumental in improving the least-mastered competencies of learners (Nuñeza, 2023). Additionally, SIMs promote learning retention and motivate learning intention towards subjects (Cacay, 2021). Moreover, the use of SIMs has been shown to increase learning outcomes among SHS learners, compared to conventional teaching methods (Limbago-Bastida & Bastida, 2022).

Importance of SIMs to Teachers as IMs

SIMs also aims to enhance teachers' skills in test analysis and interpretation, capacitating them to develop varied intervention materials for remediation and enrichment, prompting teachers to use SIMs in their subject areas (Buitre, 2023). SIMs is an effective instructional strategy for improving learner achievement in specific areas (Zabala, 2023), an innovative approach in learning (Cagape et al., 2023), and as an intervention for better understanding concepts (Gabucan & Sanchez, 2021) and for obtaining better scores (Sinco, 2020). Additionally, SIMs are seen as an efficient teaching material that assists and empowers learners in enhancing their learning of less commonly learned subjects, topics, or competencies (Acedillo et al., 2022; Buitre, 2023; Cacay, 2021; Flores & Cacho, 2020). Moreover, the developed remedial strategic intervention material (RSIM), an intervention material integrated with learning activities, has been found to strengthen the problem-solving competencies (Tambong & Malonisio, 2025).

It has also been attested that the majority of the SIMs developed has been evaluated as very useful by content teachers (Pantilon, 2024) and has developed the higher cognitive skills with engaging, interesting, and understandable topics, ensuring long-term understanding when used by learners (Lazo & de Guzman, 2021), making them recommendatory to be applied to other learning areas in schools.

The reviewed pieces of literature identified the effectiveness of SIMs as instructional materials for learners needing remediation in various academic levels and learning areas. Most of the studies reviewed in the elementary level utilized SIMs in Science (e.g., Acedillo et al., 2022; Acera, 2022; Dumdumaya et al., 2024; Orine et al., 2024; Sinco, 2020; Villar et al., 2022; Villaran et al., 2024) and English (e.g., Flores & Cacho, 2020; Impas, 2021). Meanwhile, studies in the junior high school (JHS) level, utilized SIMs in Mathematics (e.g., Bernido, 2023; Cagape et al., 2023; Del Puerto, 2023; Tambong & Malonisio, 2025), Science (e.g., Arevalo et al., 2023; Buitre, 2023; Cacay, 2021; De Leon & Justo, 2023; Gabucan & Sanchez, 2021; Pantilon, 2024; Repe, 2024; Suaybaguio, 2025), Araling Panlipunan or Social Studies (e.g., Calautit, 2024; Hermogenes, 2024; Lazo & de Guzman, 2021), and Physical Education (e.g., Sadsad, 2022). Meanwhile, most studies at the senior high school (SHS) level have utilized SIMs in Mathematics (e.g., Zabala, 2023), Science (e.g., Limbago-Bastida & Bastida, 2022; Tugbong, 2023), TLE or Technology and Livelihood Education (e.g., Nuñeza, 2023), and STEM or Science, Technology, Engineering, and Mathematics (e.g., Lawsin et al., 2023). Interestingly, the study of Borabo and Dio (2025) conducted a meta-analysis on the use of SIMs in elementary, JHS, and SHS Mathematics and Science. Moreover, there are studies at the tertiary level where SIMs have been applied in Mathematics (e.g., Garcia, 2022).

This section provides details on the research design, respondents, instrument, data gathering procedure, ethical considerations, and statistical treatment used in the study.

Research Design

Using the descriptive-developmental design or DRR (Design and Development Research) of quantitative research, the MSIMs were developed through assessments conducted with SHS learners and validated by expert teachers. This design of research focused on using, designing, developing, implementing, and evaluating products, tools, programs, and models using instructional design models and frameworks (National University, 2025). In the study, MSIMs were designed and developed considering the least-mastered competencies of the learners and were evaluated by expert teachers to determine their suitability as supplementary and remedial materials.

Respondents

Select SHS learners and teachers from the Philippines who served as respondents in the study. The respondents were selected using a purposive sampling technique. As mentioned by Nikolopoulou (2023), purposive sampling is a non-random method in which researcher intentionally selects participants who possess specific traits to meet the study's goals best. With that, 75 SHS learners and 15 expert teachers were purposively selected as respondents of the study. Since the purpose of the study was to develop MSIMs to address the least-mastered competencies of the learners and to validate them by the expert teachers, the use of purposive sampling is justified.

Instrument

The study employed a pretest as the data-gathering tool for SHS learners and a survey questionnaire for teachers. As defined by Budert-Waltz (2023), a pretest is an assessment or measure given to the participants before a treatment. The SHS learners were assessed using a 30-item pretest to determine their competencies in learning DISS, serving as a baseline for the least-mastered competencies. The pretest was conducted during the 4th quarter. The top three (3) least-mastered competencies were purposively selected to serve as baselines for the development of the MSIMs.

On the other hand, for the evaluation of the developed MSIMs, a survey questionnaire was used among expert teachers, all of whom were master teachers (MTs) in the SHS. According to Bhandari (2023), a questionnaire is a set of questions used to collect quantitative or qualitative data about respondents’ attitudes, experiences, or opinions. In the study, expert teachers evaluated the developed MSIMs based on the following areas: objectives and instructions, content and organization, format and structure, and assessment and evaluation. Before the survey questionnaire was used as a research tool by the expert teachers, validation and reliability tests were also conducted. Three (3) expert validators rated the survey questionnaire. At the same time, a dry run was conducted for 5 SHS teachers handling DISS from other schools, which was also facilitated, wherein the results were analyzed using Cronbach's Alpha. The results of the analysis (α=0.9923) indicated that the survey questionnaire was highly reliable for use with the target expert teacher-respondents.

Data Gathering Procedure

Upon determining the least-mastered competencies, the topics where the MSIMs will be applied were identified. Three expert master teachers (MTs) validated the survey questionnaire before its reliability test and its actual usage. Five expert teachers in the SHS validated the developed MSIMs. After gathering the data, these were prepared for statistical analysis

Ethical Considerations

Consent forms were obtained from the SHS learners and expert teacher-respondents before the actual data collection. The researcher also ensured the anonymity of the respondents' identities and the confidentiality of the data gathered from them. The objectives of the study were carefully explained to them, outlining the extent of their participation in the research.

Statistical Treatment

The data gathered were analyzed using descriptive statistics (i.e., frequency, percentage, mean, and standard deviation). The frequency and percentage were used in treating the least-mastered competencies of the SHS students in the subject DISS. Meanwhile, the mean and standard deviation were used in analyzing the validation made by expert teachers in terms of objectives and instructions, content and organization, format and structure, and assessment and evaluation. Similarly, the following norms of interpretation were used for the validation of expert teachers:

Table 1.

Scale	Range	Description	Interpretation
4	3.26 – 4.00	Highly Acceptable	Highly Valid
3	2.51 – 3.25	Acceptable	Valid
2	1.76 – 2.50	Less Acceptable	Less Valid
1	1.00 – 1.75	Not Acceptable	Not Valid

This section presents the key results derived from the study, particularly the data gathered from SHS learners and teachers regarding the development and validation of MSIMs.

Development of MSIMs

The MSIMs were developed based on the least-mastered competencies of the SHS learners, as reflected in the results of the pretest administered to them at the beginning of the 4th quarter. Table 2 presents the least-mastered competencies derived from the results of the pretest administered to SHS learners in their DISS subject.

Table 2.

Least-mastered competencies [Code] (DepEd, 2019)	Frequency (incorrect responses; n=75)	Percentage (n=75)	Rank
Evaluate the person’s personality using the core values of Sikolohiyang Pilipino [HUMSS_DIS11-IVf-3]	74	98.67	1
Examine the social ideas of Filipino thinkers starting from Isabelo de los Reyes, Jose Rizal, and other Filipino intellectuals [HUMSS_DIS11-IVe-1]	72	96.00	2
Determine the relationship between gender ideology and gender inequality [HUMSS_DIS11-IVc-8].	71	94.67	3

As can be noticed from Table 2, the top 3 least-mastered competencies of the SHS students in DISS include the following: evaluating the person’s personality using the core values of Sikolohiyang Pilipino [HUMSS_DIS11-IVf-3] (f=74; %=98.67); examining the social ideas of Filipino thinkers starting from Isabelo de los Reyes, Jose Rizal, and other Filipino intellectuals [HUMSS_DIS11-IVe-1] (f=72; %=96.00); and determining the relationship between gender ideology and gender inequality [HUMSS-DIS11-IVc-8] (f=71; %=94.67). With these least-mastered competencies, three MSIMs were developed, highlighting the topics or concepts that need to be improved to enhance their knowledge, skills, attitudes, and values toward the subject. The importance of developing instructional materials to address the least-mastered competencies of learners, who emphasize that this ensures all learners have equal opportunities to learn and develop their least-mastered competencies.

Table 3.

Parts of SIM	Description	DepEd Prescribed Parts of the Module	Element
Guide Card	Provides an overview or introduction of the lesson, its objectives, and the pretest/pre-assessment.	What I Need to Know (Alamin)	IntroductionLearning Objectives
		What I Know (Subukin)	Pretest
		What’s In (Balikan)	Review
Activity Card	Provides a series of activities, exercises, or tasks for the learners to practice the target competencies.	What’s New (Tuklasin)	Activity 1
		What is It (Suriin)	Discussion of Activity 1
Enrichment Card	Provides additional activities, exercises, or tasks for learners to develop mastery of the target competencies further.	What’s More (Pagyamanin)	Enrichment Activities •Guided Activity 1 •Assessment 1 •Guided Activity 2 •Assessment 2 •Independent Activity 1 •Assessment 1 •Independent Activity 2 •Assessment 2
Reflection Card	Provides opportunities for the learners to reflect on their learning and apply it in real-life situations.	What I Have Learned (Isaisip)	Generalization
		What I Can Do (Isagawa)	Application
Assessment Card	Measures learners’ mastery of the target competencies through posttest/post-assessment or evaluation activity.	Assessment (Tayahin)	Assessment
		Additional Activities (Karagdagang Gawain)	Additional Activities
Reference Card	Provides a list of references used in the materials and other references for future readings.	References (Sanggunian)	References
Answer Card	Provides answers to activities, exercises, tasks, and assessments for self-check.	Answer Keys (Susi sa Pagwawasto)	Answer Keys

As shown in Table 3, the SIMs typically contain parts such as the Guide Card, Activity Card, Enrichment Card, Reflection Card, Assessment Card, Reference Card, and Answer Card. In the modified versions of the said SIMs, the cards were embedded with the prescribed parts of the self-learning modules promulgated by the DepEd. Additionally, Table 3 illustrates the modifications that align the parts of SIM with the DepEd-prescribed self-learning module in developing the MSIMs. The Guide Card encapsulates the parts “What I Need to Know,” “What I Know,” and “What’s In.” Meanwhile, the Activity Card presents the parts “What’s New” and “What is It.” On the other hand, the Enrichment Card articulates the parts “What’s More (Guided Activity 1 and 2),” “What’s More (Guided Assessment 1 and 2),” “What’s More (Independent Activity 1 and 2),” and “What’s More (Independent Assessment 1 and 2).” (The Reflection Card shows the parts “What I Have Learned” and “What I Can Do.” The Assessment Card presents the parts “Assessment” and “Additional Activities) The Reference Card reflects the part “References.” Lastly, the Answer Card presents the part “Answer Keys."

The MSIMs are presented in a way that allows the teacher to interact with the students. It also uses illustrations and graphics (i.e., graphic organizers, infographics, diagrams, charts, etc.) for visual learners. Preliminary activities, along with formative assessment activities, are progressively presented to help learners establish mastery of the learning material, which is beneficial for their post-assessment activity at the end of each unit. There are also provisions for various activities contextualized in the local setting, as well as indigenous ideas. There are also game-based and collaborative activities to promote learners’ interactions, especially the sharing of learning experiences. Additionally, there are opportunities provided for learners to contemplate, reflect, and apply their learning in daily life. Quick response (QR) codes are also effectively used to allow learners to correct their responses, view additional links, and access supplementary readings for learning enrichment.

Figure 1. Sample Guide Card of the Developed MSIMs

Figure 2. Sample activity card of the developed MSIMs

Figure 3. Sample Enrichment Card of the Developed MSIMs

Figure 4. Sample Reflection Card of the Developed MSIMs

Figure 5. Sample Assessment and Reflection Cards of the MSIMs

Figure 6. Sample Answer Card of the Developed MSIMs

Validation of Expert Teachers in the Developed MSIMs

Table 4 presents the validation of expert teachers in the developed MSIMs in terms of objectives and instructions, content and organization, format and structure, and assessment and evaluation.

Table 4.

Domains and Items	Mean (n=15)	SD	Description [Interpretation]
A. Objectives and Instructions	2.96	0.74	Acceptable [Valid]
1. The MSIMs contain instructional objectives that are SMART (Specific, Measurable, Attainable/Achievable, Results-oriented/Realistic, Time-bounded/Timely).	3.07	0.70	Acceptable [Valid]
2. The MSIMs contain instructional objectives that align with the three domains of learning (i.e., cognitive, affective, psychomotor)	3.00	0.85	Acceptable [Valid]
3. The MSIMs contain instructional objectives that align with the content and performance standards and intended learning outcomes in the curriculum.	2.73	0.70	Acceptable [Valid]
4. The MSIMs contain clearly stated instructions for independent and collaborative learning.	2.87	0.74	Acceptable [Valid]
5. The MSIMs contain instructions tailored to the nature, needs, and diversity of learners.	3.13	0.74	Acceptable [Valid]
B. Content and Organization	3.16	0.70	Acceptable [Valid]
1. The MSIMs logically present content in a spiral progression, moving from simple to complex ideas and activities.	3.13	0.83	Acceptable [Valid]
2. The MSIMs present a smooth flow of concepts and ideas that are relatable and within the learners' level of understanding, interests, and competence.	3.93	0.26	Highly Acceptable [Highly Valid]
3. The MSIMs feature factual, up-to-date, and research-based content.	3.00	0.38	Acceptable [Valid]
4. The MSIMs use local concepts, ideas, and contexts, promoting contextualization through localization and indigenization.	3.00	0.38	Acceptable [Valid]
5. The MSIMs present content free of biases and prejudices based on gender, race, ethnicity, ideology, religion, or culture.	2.73	0.80	Acceptable [Valid]
C. Format and Structure	3.12	0.70	Acceptable [Valid]
1. The MSIMs use font sizes and styles that are clear and readable for learners.	3.40	0.74	Highly Acceptable [Highly Valid]
2. The MSIMs contain multimedia (i.e., text, images, graphic organizers, infographics, online resources, etc.) to support the learning styles and preferences of learners.	3.13	0.64	Acceptable [Valid]
3. The MSIMs use language that is within the learners' level of understanding.	2.87	0.64	Acceptable [Valid]
4. The MSIMs use fair and sensitive language to promote instructional inclusivity and sensitivity.	2.93	0.59	Acceptable [Valid]
5. The MSIMs' presentations are engaging, visually appealing, and thought-provoking for learners.	3.27	0.80	Highly Acceptable [Highly Valid]
D. Assessment and Evaluation	3.01	0.76	Acceptable [Valid]
1. The MSIMs contain diagnostic, formative, and summative assessments within the learners’ level of understanding.	3.33	0.82	Highly Acceptable [Highly Valid]
2. The MSIMs provide opportunities for learners to reflect on their learning and apply it in real life.	3.13	0.64	Acceptable [Valid]
3. The MSIMs provide contextualized, interactive, and game-based activities that are anchored in the individualities and diversity of learners.	2.67	0.49	Acceptable [Valid]
4. The MSIMs offer self-directed and self-exploratory activities to foster a deeper understanding of the lesson.	2.87	0.74	Acceptable [Valid]
5. The MSIMs provide learners with opportunities to review and correct their responses, as well as establish connections to the learning material.	3.07	0.96	Acceptable [Valid]
Composite	3.06	0.73	Acceptable [Valid]

In general, the developed MSIMs are rated by expert teachers as acceptable or valid (Mean=3.06; SD=0.73). All the domains are rated as acceptable or valid as well in terms of content and organization (Mean=3.16; SD=0.70), format and structure (Mean=3.12; SD=0.70), assessment and evaluation (Mean=3.01; SD=0.76), and objectives and instructions (Mean=2.96; SD=0.74). It can be deduced from the data that the expert teachers agreed with the acceptability/validity of the developed MSIMs as supplemental or remedial materials that can be used among target learners for remedial classes in DISS.

In terms of the domain "Objectives and Instructions," the expert teachers rated the developed MSIMs as acceptable or valid in terms of the following: containing instructions tailored to the nature, needs, and diversity of learners (Mean=3.13; SD=0.74); containing instructional objectives that are SMART (Specific, Measurable, Attainable/Achievable, Results-oriented/Realistic, Time-bounded/Timely) (Mean=3.07; SD=0.70:)containing instructional objectives that align with the three domains of learning (i.e., cognitive, affective, psychomotor) (Mean=3.00; SD=0.85); containing clearly stated instructions for independent and collaborative learning (Mean=2.87; SD=0.74); and containing instructional objectives that align with the content and performance standards and intended learning outcomes in the curriculum (Mean=2.73; SD=0.70).

In terms of the domain "Content and Organization," the expert teachers rated the developed MSIMs as highly acceptable or valid, as they presented a smooth flow of concepts and ideas that were relatable and within the learners' level of understanding, interests, and competence (Mean=3.93; SD=0.26). Meanwhile, in the following items the developed MSIMs are rated only as acceptable or valid: logically presenting content in a spiral progression, moving from simple to complex ideas and activities (Mean=3.13; SD=0.83); featuring factual, up-to-date, and research-based content (Mean=3.00; SD=0.38); using local concepts, ideas, and contexts, promoting contextualization through localization and indigenization (Mean=3.00; SD=0.38); and presenting content free of biases and prejudices based on gender, race, ethnicity, ideology, religion, or culture (Mean=2.73; SD=0.80).

In terms of the domain "Format and Structure," the expert teachers rated the developed MSIMs as highly acceptable or valid in terms of using font sizes and styles that are clear and readable for learners (Mean=3.40; SD=0.74) and using presentations that are engaging, visually appealing, and thought-provoking for learners (Mean=3.27; SD=0.80). Meanwhile, in the following items the developed MSIMs are rated only as acceptable or valid: containing multimedia (i.e., text, images, graphic organizers, infographics, online resources, etc.) to support the learning styles and preferences of learners (Mean=3.13; SD=0.64); using fair and sensitive language to promote instructional inclusivity and sensitivity (Mean=2.93; SD=0.59); and using language that is within the learners' level of understanding (Mean=2.87; SD=0.64).

In terms of the domain "Assessment and Evaluation," the expert teachers rated the developed MSIMs as highly acceptable or valid, as they contained diagnostic, formative, and summative assessments that aligned with learners' levels of understanding (Mean=3.33; SD=0.82). Meanwhile, in the following items the developed MSIMs are rated only as acceptable or valid: providing opportunities for learners to reflect on their learning and apply it in real life (Mean=3.13; SD=0.64); providing learners with opportunities to review and correct their responses, as well as establish connections to the learning material (Mean=3.07; SD=0.96); offering self-directed and self-exploratory activities to foster a deeper understanding of the lesson (Mean=2.87; SD=0.74); and providing contextualized, interactive, and game-based activities that are anchored in the individualities and diversity of learners (Mean=2.67; SD=0.49).

The researcher has developed three MSIMs based on the least-mastered competencies of SHS students in learning the subject DISS by combining elements of SIM with the prescribed SLM as outlined by DepEd. Moreover, the assessment by expert teachers of the acceptability and validity of the developed MSIMs indicates that they are viable supplemental and remedial tools aiding learners who need remediation.

Since the study is limited to using MSIMs in the learning area of Social Studies, more studies on the development and validation of MSIMs in other learning areas are further needed to substantiate the use of such teacher-made interventions to improve the least-learned/mastered competencies of the studies, thus making instruction more adaptive to their needs and capabilities. Also, an action research can be further developed to attest to the effectiveness of the said MSIMs when used in the classroom.

Advanced research that could still be recommended is the provision for digitized SIMs (i.e., VR-based SIMs, AI-based SIMs, e-comics-based SIMs, gamified SIMs, etc.) to improve further the 21st-century skills of tech-savvy learners today.