The Philippine educational system undergoes major changes brought about by the K-12 Basic Education Curriculum, Challenges come along with these changes. One of the issues faced by the present curriculum is the dearth of learning materials. With the foregoing concerns of educators and the massive changes in the educational set up where technologies are in, the Department of Education developed a system of teaching learners who found difficulty learning a specific competency, called the Electronic Strategic Intervention Material (e-SIM).

The primary objective of the study is to develop and validate an e-SIM in teaching Grade Six as an intervention material in mastering the least mastered competencies. This study was limited to gravitational and frictional forces topics, the least mastered competencies, based on the test-item analysis of third quarter examinations for school year 2017-2018 and 2018-2019.

This study used the one-group pretest/posttest experimental design. The group, which is composed of 180 grade six students from Caloocan North II district, got the treatment of the program. The pretest and posttest were used as tools to determine the significant difference.

A descriptive qualitative survey design was used to answer the validity and acceptability, comments and suggestions by the 9 teacher-respondents using the LRMDS assessment tool.

The results of the study revealed that the least mastered competencies identified based on the third quarter periodic test in grade six Science for school year 2017-2018 and 2018-2019 were learning competencies under infer how friction and gravity affect movements of different objects. The overall level of performance during the pre-test of the student respondents is of No Mastery. The teachers' acceptability of the e-SIM in all criteria obtained a very satisfactory interpretation. This suggested that the developed e-SIM is highly accepted by the teachers in terms of content, instructional and technical quality. Errors found are not present and based on the assessment of the teacher- respondents, the developed e-SIM is highly acceptable. The overall level of performance during the post-test of the student-respondents after using the developed e-SIM is of with Mastery. In the test of significant difference, it was found that there was a significant difference between the pretest and posttest mean percentage scores of the student-respondents. The z-computed value is greater than the z-tabulated value. Since z-computed value is greater than the z-tabulated value, the null hypothesis was rejected. Thus, there was a significant difference between the pretest and posttest scores of the student respondents. The study revealed the comments and suggestions of the teacher-respondents that the e-SIM is easy to manipulate, interactive and provide high sensory experiences for all users, and has a clear instruction on how to use/play it.

Based on the findings of the study, it was recommended that teachers should prioritize the least mastered skills before developing an e-SIM. The teachers should develop similar e-SIM aligned with the other least learned competencies of the curriculum guide. The administrators may conduct training for the teachers to properly implement electronic materials such as e-SIM in the teaching process. Also, the administrator may conduct LAC sessions to give emphasis on its positive impact to students' learning. The developed and validated e-SIM may be added to the pool collection of teaching and learning resources of the division LRMDS after joining the division wide e-SIM making contest.