i-SIM: Development and Validation of an Interactive-Strategic Tool Using the ADDIE Model for Mathematics 7

Abstract

This study developed and validated an Interactive Strategic Intervention Material (i-SIM), titled Fraction Frenzy, for Grade 7 Mathematics using the Analysis, Design, and Development phases of the ADDIE model. The study addressed learning gaps identified through the Test of Fundamental Academic Skills (TOFAS) and sought to develop a targeted instructional resource for mathematics remediation. A descriptive-developmental research design was employed. Grade 7 learners participated in the needs assessment, while six mathematics experts and 21 mathematics teachers evaluated the developed material using the Department of Education Standardized Tool for the Validation of Non-Print Materials. Quantitative data were analyzed using descriptive statistics and the Mann–Whitney U test. The needs analysis revealed that fraction operations were the least-mastered competencies, with mean mastery scores of 28.05% for adding and subtracting fractions and 25.81% for multiplying and dividing fractions. These results informed the inclusion of targeted lessons, interactive activities, sample problems, pre-assessments, and post-assessments in the i-SIM. Validation results indicated very satisfactory ratings in content, instructional, and technical quality, while conceptual, factual, grammatical, typographical, computational, and visual errors were not identified. No significant difference was found between expert and teacher validation ratings (U = 47.000, Z = −1.211, p = 0.226), indicating comparable assessments of the material. The study concludes that Fraction Frenzy is a validated and context-responsive instructional resource for mathematics remediation. Future research should examine its classroom implementation and effectiveness in improving learners’ mathematical achievement.