Development and Validation of Learning Intervention Material in Adding and Subtracting Integers Using Modified ADDIE Model

Abstract

Persistent challenges in learning integer operations continue to hinder foundational numeracy among Filipino learners, as evidenced in both classroom assessments and national learning indicators. While several instructional programs exist, there remains a lack of systematically designed and validated intervention materials that directly address the most common misconceptions in integer addition and subtraction. This gap limits teachers’ ability to remediate conceptual errors using evidence-based tools. The present study aimed to develop, validate, and evaluate a contextualized learning intervention material—the COCO-Abacus—to strengthen Grade 7 learners’ understanding of integer operations. Guided by a modified ADDIE model, the study employed a developmental research design integrating needs analysis, expert validation, classroom implementation, and evaluation. Data collection involved an established integer operations test, a content validation instrument, and a learner motivation survey. Through this process, the intervention was refined and implemented to assess its effectiveness and acceptability. Findings indicated that the COCO-Abacus effectively addressed key misconceptions involving signs, directionality, and zero-pair reasoning. Learners demonstrated improved conceptual understanding and procedural fluency, while experts affirmed the material’s clarity, accuracy, and pedagogical soundness. Learners also reported strong engagement and perceived the material as useful. The study concludes that a representation-rich, manipulative-based approach can meaningfully enhance students’ mastery of integer operations. It is recommended that similar evidence-based materials be integrated into mathematics instruction to strengthen foundational numeracy and support diverse learning needs.