Republic of the Philippines

Bicol University
OPEN UNIVERSITY
Daraga, Albay
Email: [email protected]

Research Methods in Social Studies

Professor: Dr. Mary Jane B. Mascarinas

Student: Janrey C. Mancera - MASocStEd

CONTEXTUALIZED LEARNING MATERIALS IN GRADE 10 – ARALING

PANLIPUNAN

CHAPTER I

Introduction

One of the main features of the K to 12 programs is the delivery of lessons through

contextualization and localization. Section 10.2 of the Implementing Rules and Regulations

(IRR) of Republic Act (RA) 10533 or the K-12 law states that “Curriculum shall be

contextualized and be flexible enough to enable and allow schools to localize and enhance the

curriculum based on their respective programs and educational and social contexts”.

Few works of literature was been established dedicated to what is contextualization.

DepEd Order no. 35, s. 2016 defines contextualization as the process of matching the

curriculum content and instructional strategies relevant to learners. The premise behind
contextualization is that students learn best when their classroom experiences have meaning

and application to their daily lives. On the other hand, localization is the process of relating

learning content according to the curriculum to local information and using materials that are

available in a particular community. On the other hand, indigenization is a way of enhancing

learning competencies in relation to the biogeographical, historical, and socio-cultural context

of the community of the learner guided by the standards and principles adhered to in the

curriculum (Nuqui, 2017).

The Contextualized Teaching and Learning (CTL) Approach can improve the

connections between the classroom and the community. A crucial component of every

learning engagement is the supply of instructional materials in the classroom. It has been

proven by making learning in school relevant and meaningful, to learners’ everyday lives and

needs, the interaction among the learners, society, and school will become a more active and

enriching experience (Perin, 2011).

Selvianiresa & Prabawanto (2017) defines CTL as an approach that actively engages

students in the learning process in order to uncover concepts through their prior knowledge

and experiences. Further, Sears (2003) also defines that the Contextual Teaching and

Learning (CTL) approach encourages the students to take part in their learning and provides a

concrete framework for combining pattern theories and practice. Sears also stresses that the

CTL approach’s goal is to help students comprehend the academic information they are

studying by connecting academic concepts to real-world contexts such as their personal,

social, and cultural circumstances. On the other hand, the curricular framework of the

Araling Panlipunan 10 focuses on Contemporary Issues, under the seventh theme of the

Araling Panlipunan curriculum of the Department of Education, which is all about Ugnayang

Panrehiyon at Pangmundo. This theme supports the goal of the AP curriculum for the student

to develop a national and global perspective and appreciation of the major issues in society
and the world (Department of Education, 2016). Studying the Grade 10 Araling Panlipunan

on more contextualized and localized means could make our students more informed citizens

that could embody the ideals of 21st-century youths. However, Montalbo and

Villanueva,2020 point out that the traditional method of teaching Araling Panlipunan is

unable to connect the subject to real-world situations that the students can easily comprehend.

In actuality, Araling Panlipunan can be assimilated every day, but only a few realize it

because it is being taught in the classroom as a theoretical subject.

Contextualized teaching and learning (CTL), or the idea of connecting subject matter

knowledge to significant circumstances that are relevant to students' lives, presents one

promising strategy for assisting students in learning more successfully. This research aims to

determine the impact of contextualized Learning Modules on the performance of the Grade

10 students of Tiwi Agro-Industrial School, Tiwi, Albay. The data collected, may serve as a

guide in the adoption of contextualized learning materials in other grade levels and subjects

that may deem necessary.

Statement Of The Problem

This study aims to determine the performance of Grade 10 students of Tiwi Agro-

Industrials in Araling Panlipunan using a contextualized Self Learning Modules (SLM) for

the purpose of developing a more appropriate learning materials suitable for each of the grade

levels in Araling Panlipunan.

Specifically, this study aims to answer the questions;

1. What is the student’s performance in Araling Panlipunan 10?

2. What is the impact of the contextualized learning materials in Araling

Panlipunan on the performance of Grade 10 students?

 3. What are the juror’s and validator’s assessments of the contextualized learning

materials developed in the study?

Scope and Delimitation

This study aims to determine the performance of the Grade 10 students of Tiwi Agro-

Industrial School in learning Araling Panlipunan using contextualized Self Learning Modules

(SLM) which will look into the Report card of the learners on the previous quarter, scores on

the pretests, and scores on the post-test. The coverage of study will cover the fourth quarter of

the Araling Panlipunan 10.

Significance of the Study

This study aims to determine the performance of the Grade 10 students of Tiwi Agro-

Industrial School in learning Araling Panlipunan using contextualized Simplified

Instructional Materials.

The result of this study will be significant for the following reasons.

a) Administration and Department Heads. The findings of the study will provide

information for the administration to craft learning materials which is more relevant

and meaningful to the learners.

b) Curriculum Planners. The findings of the study will provide will serve as the

foundation of the curriculum planners in developing curriculum materials.

c) Araling Panlipunan Teachers. The result of the study will aid them to re-evaluate

themselves in terms of teaching Araling Panlipunan to become a more meaningful and

relevant subject.
d) Students. The study's findings will aid in their comprehension and appreciation of

Araling Panlipunan and eventually shape them into patriotic, humane, and responsible

individuals.

e) Future Reserachers. The result of this study may help future researchers as this

would give them a deeper understanding of the impact of contextualized learning

materials to the performance of learners. Further, the result of this study would give

them also an overview of the topic and can make it as a basis of their study.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

REVIEW OF RELATED LITERATURE

This chapter presents the reviewed related literature and studies. It summarizes the

literature and studies previously undertaken and the opinions of several experts, which were

analytically reviewed to provide more information and insights in the pursuit of this study,

such related literature and studies reviewed herein were obtained from different sources, from

printed foreign and local materials and the internet. The reading that has a bearing on the

study provided the research insights to enrich the investigation and undertaking. The

synthesis-of-the state-of-the-art, gap bridged by the study, and the theoretical and conceptual

frameworks with the corresponding paradigms are discussed in this chapter.

Contextualized Teaching and Learning (CTL) Approach

Contextualized Teaching and Learning (CTL) approach is a promising set of

strategies and practices that actively engage learners to promote and improve learning and

skills development (Baker, et.al., 2009). The Contextual Teaching and Learning approach as

mentioned in the papers of Selvianiresa, D., & Prabawanto, S. (2017) anchors teaching and

learning in students’ diverse life contexts and prepares students for learning in the complex

environments they will encounter in their future careers. Thus, contextualized learning

material is needed for this to be realized. Learning materials for the provision of teaching in

the classroom are essential aspects of any interaction to acquire learning. It has been proven

by making learning in school relevant and meaningful to learners’ everyday lives and needs,

the interaction among the learners, society, and school will become a more active and

enriching experience (Perin, 2011).

 A contextualized curriculum as suggested by Utech (2008), can be effective if the

teacher uses authentic materials, activities, interests, issues, and needs from learners’ lives in

crafting learning plans and materials. Further, Sharma (2014) learners’ knowledge should be

connected with the phenomena where and how they are living. Moreover, Jimenez (2020)

mentions that contextualized instructional materials or supplementary learning materials

through the use of technology enable the learners to pave the way for the mastery of the

different competencies that are very essential for education and learning.

Contextualization could be an abetment to enrich the Filipino culture (Lorbis, 2019).

Using localize educational resources for in the teaching and learning process contributes to

the colorful, inventive brain juice of the learner. The importance of moral wisdom and the

astonishingly beautiful Filipino ideals that must be taught to the next generation, who will

carry the torch of freedom and unmatched Filipino idealism, are what make contextualized

instruction beautiful and rich.

The approval of the Republic Act (RA) 10533 which is the Enhanced Basic Education

Act of 2013 provides that education should adhere to the standards and principles in

developing enhanced basic education curriculum by being contextualized and global as well

as by being culture-sensitive. The curriculum should also be flexible enough to enable and

allow schools to contextualize and enhance the same based on the respective educational and

social contexts. The production and development of locally produced teaching materials shall

be encouraged.

As stated by Kalchik and Oertle (2010), Contextualized Teaching and Learning (CTL)

Approach is based on a constructivist educational theory because it engages pupils and

teachers in active classroom activities, ensuring that learning is student-centered and

engaging. It relies on the notion that pupils create their own meaning of concepts when they
learn through experience which furthers an innate motivation and desire to learn.

Contextualized Teaching and Learning (CTL) Approach was linked to this theory because

new learning is contingent on the features of the pupils, the learning context, and the teaching

process. This theory supports the idea of learning by doing which helps learners to build

positive attitudes and readiness so that they can practice those activities in the future.

Several critic Contextualized teaching and Learning Approach to be an effective

strategy to make every topic easily grasped by the pupils. Andriotis (2016) mentioned that

contextualizing can significantly support teaching and learning results. While of late, there

has been expanded energy about the utilization of contextualized learning exercises in grown-

up instruction, the truth of the matter is that the idea itself is not new. Indeed, even in daily

living, it values the impacts of contextualization carrying on in one route in one circumstance,

while utilizing another arrangement of practices in an alternate setting in spite of the fact that

we may not be effectively aware of it. It investigated the relevant information definition, with

the goal that we can better see how it can be utilized in corporate instructing and learning

settings

On the other hand, Mondido. (n.d.)., Contextualization refers to the educational

process of relating the curriculum to a particular setting, situation, or area of application to

make the competencies relevant, meaningful, and useful to all learners. He also explains the

two degrees of contextualization which is localization and indigenization. Localization refers

to the process of relating learning content specified in the curriculum to local information and

materials in the learners’ community while Indigenization refers to the process of enhancing

curriculum competencies, education resources, and teaching-learning processes in relation to

the bio-geographical, historical, and socio-cultural context of the learners’ community.

 The actual term Contextualization was coined by researchers working at the Center

for Research on Education, Diversity, and Excellence (CREDE), one of the first research and

development groups that sought to bring cultural compatibility to Native Hawaiian education

(Au & Jordan, 1981). However, this strategy has been well discussed in educational

anthropology by researchers such as Orellana (2001) who labeled it as “leveraging” students’

knowledge, and Paris (Paris, 2012; Paris & Ball, 2009) who described it as “bridging” what

students know from their home, school, and community to the classroom.

Instructional materials are essential since they help the teacher and learners avoid

overemphasis on recitation and rote learning that can easily dominate a lesson. Resource

materials allow learners to have practical experiences which help them to develop skills and

concepts and to work in a variety of ways.

Learning Competencies of Araling Panlipunan 10

The K to 12 Araling Panlipunan Curriculum is based on the Education for ALL 2015

and the K to 12 Philippine Basic Education Curriculum Framework. The AP Curriculum

continually aims to produce a Filipino who is equipped with the 21st Century Skills in order

to be functionally literate and developed Filipino and is geared towards lifelong learning.

Thus, educational theories such as constructivism, collaborative learning, and context-based,

and experiential learning should be the teaching-learning strategies of an AP teacher.

Moreover, it trains students to be civic competent, culturally and politically aware, and

become globally competitive through pagsisiyasat, pagsusuri at interpretasyon ng

impormasyon, pananaliksik, komunikasyon, lalo na ang pagsusulat ng sanaysay, at pagtupad

sa mga pamantayang pang-etika (K to 12 Araling Panlipunan Gabay PangKurikulum, 2016).

Mastering the Learning Competencies in Araling Panlipunan is expected to contribute

to the development of a holistically developed citizen who is aware and knowledgeable of

and critically analyzes current social issues and concerns at the local as well as at the global

level. This awareness is an enlightened one and so leads him/her to respond ethically and

participate actively in the resolution of these issues and concerns (Corpuz and Salandanan,

2015).

Pana and Carlos (2017), stated that Araling Panlipunan has been noted as one of the

important factors in Makabayan as an interdisciplinary subject that paves the way to the

foundation of inculcating nationalism, patriotism, and responsible citizenry among the

learners. The new curriculum trend and a bundle of innovations lead to massive changes in

the Philippine Social Studies education pedagogy.

Gosselin (2020), describes competency as a general statement that describes the

desired knowledge, skills, and behaviors of a student graduating from a program (or

completing a course). Competencies commonly define the applied skills and knowledge that

enable people to successfully perform in professional, educational, and other life contexts.

According to Corpuz and Salandanan (2015), mastering the Learning Competencies

in Araling Panlipunan is expected to contribute to the development of a holistically

developed citizen who is aware and knowledgeable of and critically analyzes current social

issues and concerns in the local as well as in global level. This awareness is an enlightened

one and so leads him/her to respond ethically and participate actively in the resolution of

these issues and concerns.

The Social Studies curriculum in the K-12 has undergone certain changes that made

learning seamless. The K-12 Social Studies Curriculum was outlined in such a way that

topics discussed start from the self and expand outwards as the students progress. Likewise,

the curriculum is based on the concepts and ideas of constructivism, collaborative learning,

and conceptual and experiential learning (DepEd, 2014).

 The objective of this enhanced curriculum of social studies is to develop students who

are aware of their identity and role as Filipinos, engaging in society, country and the world.

This objective can be actualized through the development of the following skills: critical

thinking, logical reasoning, creativity, appreciation of one’s culture, research skills,

communication skills, responsibility, productivity, environmental consciousness, and having

a global vision (SEAMEO Innotech, 2012).

During the onslaught of the pandemic, the Department of Education crafted the Most

Essential Learning Competencies. MELCs are defined as the competencies that a learner

needs in order to continue to subsequent grades and ultimately have a successful life.

The characteristics of the MELCs are:

a) It is aligned with national standards or frameworks, such as for example,

“holistic Filipino learners with 21st Century skills.”

b) They connect the content to higher concepts across content areas.

c) They are applicable to real-life situations.

d) They are important for students to acquire, even if a student drops out of

school.

e) They cannot be expected to be ordinarily learned by students if not taught in

school.

The Araling Panlipunan Curriculum aims at developing learners with a specific

identity and role as Filipinos who participate in the life of society, country, and world. Along

with the cultivation of identity and civic competence is the understanding of the past and

present and the relationship within society, between society and nature, and the world, how

they have changed and are changing, to shape individual and collective futures. To achieve

this end, it is important to emphasize the interrelated skills in Social Studies which are
(i)pagsisiyasat; (ii) pagsusuri at interpretation ng impormasyon; (iii) pananaliksik; (iv)

komunikasyon, lalo na ang pagsulat ng sanaysay; at (v) pagtupad sa mga pamantayang pang-

etika (Department of Education, 2014; Department of Educatin, 2016)

Araling Panlipunan 10 with the description Mga Kontemporaryong Isyu at Hamong

Panlipunan was first implemented in School Year 2017-2018 by the virtue of DepEd Order

20 s. Of 2014. Serafico-Reyes (2017) explains that Grade 10 Social Studies holistically trains

students to be competent members of society by making issues or problems as the basis for

solutions. Awareness of society and the nation helps students connect themselves and

eventually, become the thinkers that will resolve societal conflicts and problems. Thus,

contextualizing the content of the subject may actually help the learners to fully understand

the content of the subject rather than learning the subject theoretically.

Development of Learning Materials in Araling Panlipunan 10

Anshori (2014), as mentioned in the papers of Afrina, Abbas & Susanto (2021) states

that there is a teaching and learning process in providing material for social studies learning.

In other words, educators provide provisions for students to get to know the environment and

the surrounding community. Thus, providing relevant learning materials to the learners plays

a crucial role in the learning of the learners.

Learning / Instructional materials is a broad term for materials used in classrooms to

support teaching and learning. These materials may be printed or digital, free (e.g., Open

Education Resources) or for purchase, and may include but are not limited to primary

sources, literary texts, textbooks, workbooks, computer-based applications, various types of

media, and classroom assessments. Materials range from an individual lesson to a

comprehensive curricular program and can be developed by teachers, education/outreach

organizations, or publishing companies. Supplies and equipment also play a key role in
students’ learning experiences in many content areas ((Learning Design - Learning Materials,

n.d.).

On the other hand, Moral and Cabigan (2022) mention that Learning Material is a

new teaching technique that has become popular in the 21st century. It includes activities as

well as lessons. Teachers utilize Learning Materials as a new method to improve the

knowledge imparted to students. It is a type of educational material that offers information

and instructs pupils on how to learn. Further, Lorbis (2019) states that learning materials are

very essential in delivering instructions because it aids learning. The pupils become more

interested and motivated if there is something to be used in learning. Learning materials

should be in accordance with the level of development of the learning to suit their level of

comprehension.

Learning materials as described by Lewis (2018), are the spectrum of educational

materials that teachers use to attain learning goals and objectives. The teaching-learning

process makes use of many learning resources with a focus on student engagement to learn

new concepts. It improves the way that students learn. She also added that it can greatly assist

students in the learning process.

The learning materials that will be used in this study are Learning Modules. Russel

(1974) defines module as an instructional package dealing with a single conceptual unit of

subject matter. Modules are designed to help the students accomplish certain well-defined

objectives. With the use of a module, instruction can be individualized. The learners can go

through the material at their own pace and on their own time. They may also be used to

complement instruction. Moreover, DepEd Order No. 18. S of 2020 defines Self Learning

Modules as self-contained, self-instructional, self-paced, and interactive learning resources

for public schools intended for learning a specific topic or lesson where the learner interacts
actively with the instructional material rather than reading the material passively. On a

separate DepEd Order which is DepEd Order No. 1 s. 2021, the Department of Education

reiterates that Self- Learning Modules are primary materials for distance learning and can be

in form of digital or printed materials.

Acuram (2015), enumerates the important parts learningmodules should have which

are;

a) Title. It shows the specific topic of the module. A good title should be

clear, concise, and reflective of its content.

b) Overview. It serves us the introduction of the module and describes jts

scope and rationale. The overview summarizes the content and

importance of the module. In some modules, this section is called

introduction, prospectus, or rationale.

c) Objectives. A common feature of most modules is a statement of

learning objectives. They explain the knowledge, skills, and attitudes

you want to teach. They should be stated in terms of the learners’

behaviors. Objectives to focus and organize the information you would

like to present. They also help the learners do self -evaluation.

d) Discussion. The suggested format is to present all the objectives at the

beginning and the presentation of content follows based on the stated

objectives.

e) Evaluation. A self-check test, exercise, or other means of assessing

learning outcomes are common features of a module. Follow-up

activity or topics for discussion to reinforce learning may also be

included.
 f) References. This a list of books or guides used in preparing the

module or other materials that may be consulted for further

understanding or appreciation of the lesson presented.

However, the Department of Education through DepEd Order No. 1 s. 2021

enumerates the following as the parts of a Self Learning module.

a) Overview. Contains an Introduction that discusses the topic/content of

the learning module and objective/s.

 Objectives. Anchored on MELCs or the Most Essential

Learning Competencies. Informs the learners of the intended

learning outcome.

 Pre-assessment. Check the learner’s knowledge of the lesson

 Prior knowledge. Facilitate condition of learning

b) Presentation

 Concept Development.

- Sufficiently developed the MELCs for the learning area and

grade level

- Logically developed and organized

- Suitable for the learner’s level of development, needs,

experience, and context.

- Free from any type of error

- Cognizant of intellectual property rights

 Activities

- Developmental and age-appropriate

 Assessment
 - aligned with objectives and content

- varied and involved self-check exercises

- contain answer keys for the objective type of question

c) Application

 Performance Task

- Differentiated tasks based on the learner’s multiple

intelligence, learning style, and readiness level

d) Generalization and Synthesis

 process what has been learned by the learners

e) Post-Assessment

 Evaluate the levels of learners level of mastery in achieving the

objectives.

Synthesis of the State-of-the-Art

The related studies and kinds of literature revolve around the concerns in teaching

Araling Panlipunan and how to create an engaging learning materials that may be used to

improve the learning performance of the learners.

Contextualizing Teaching Learning (CTL) Approach was been defined by Nuqui

(2017), Wang, et al. (2017) Ambrose et. al (2013) and Kalchik and Oertle (2010).

Meanwhile, Cruz (n.d.), Obuyes, M. L., & Obuyes, M. G. A. (2021) and Estrella, M. M.

(2020, discuss students’ performance in Araling Panlipunan with the aide of different

learning materials and teaching strategies to improve students performance.

Moral and Cabigan (2022), Ancheta, et.al (2022) and Lorbis (2019), all tackled the

development of learning materials in Araling Panlipunan. Moral and Cabigan (2022)

recommends teacher to continuously developed learning materials that would make learning
more engaging. On the other hand, Lorbis (2019), delves into Contextualizing Teaching

Learning (CTL) Approach and its usefulness to increase the mastery of the learners in the

different competencies of Araling Panlipunan. Moreover, Ancheta, et.al (2022, developed

Strategic Interventions Materials for Araling Panlipunan 5 and recommends that SIMs should

continuously be used as it is proven to increase student mastery of different competencies.

Gap Bridged by the Study

Araling Panlipunan 10 with the description Mga Kontemporaryong Isyu at Hamong

Panlipunan has been in the curriculum of secondary schools for a few years now however,

Aranza (2022) cited that Araling Panlipunan 10 has no updated printed learner's materials,

and only limited digital learning materials are uploaded in the Department of Education’s

Learning Resources Management and Development System (LRMDS) and the

Department of Education (DepEd) Commons).

Based on the thorough analysis of the pieces of literature available both online and

offline, there were no studies that attempted to contextualize the content of Araling

Panlipunan 10. The necessity to craft contextualized learning materials in Araling Panlipunan

10 is the gap the present study would like to bridge.

Theoretical Framework

This study is anchored with the following theories; the theory of Constructivism as

proposed by Jerome Bruner, Contextualized Teaching and Learning (CTL) Approach, the

theory of Communities of Practice (CoP-theory), and the Theory of contextualization by

Dewey as cited by Giamellaro (2017).

As mentioned by Amineh, R. J., & Asl, H. D. (2015), Constructivism (Mvududu &

Thiel-Burgess,2012) as an educational theory holds that teachers should first consider their

students’ knowledge and allow them to put that knowledge into practice (Mvududu & Thiel-
Burgess ,2012). As cited by Fosnot (2015), constructivism emphasizes the learner's active

role in building understanding and making sense of the information. Constructivist teaching

is learner-centered, where students are actively involved in knowledge construction rather

than passive learners. Further, Mcleod, 2019 cited also that Constructivism is ‘an approach to

learning that holds that people actively construct or make their own knowledge and that

reality is determined by the experiences of the learner’ (Elliott et al., 2000, p. 256).

Contextualized Teaching and Learning (CTL) Approach is a teaching approach aimed

to increase mastery in the learning competencies utilizing the context that are familiar to the

pupils. Through this approach, it can guarantee the quality of education, it can satisfy the

needs of the pupils and it can improve the fundamental training of educational programs. The

learning competencies can easily be mastered because the contexts are culturally rooted and

responsive since they belong to the locality in which the learning content being studied is

familiar to them and is connected to them (Nuqui, 2017). Contextualized teaching and

learning (CTL) Approach is based on the constructivist theory where pupils construct their

own meaning of the lessons based on their experiences. Learning becomes more meaningful

since various teaching approach is integrated like hands-on learning and collaborative

learning (Kalchik and Oertle, 2010).

Another theory that supporst this study is Wenger's theory of Communities of

Practice' (CoP-theory). CoP-theory reiterates basic tenets of social learning theory yet it us

set apart from other theories of social learning and education not only by centering on

identity-formation but by positing four key dualities as inherent structural features of the

educational process. In our digital age, social interactions are evolving as people increasingly

turn to social media and other virtual spaces to connect. Researchers question if social media

hurts or harms our ability to interact with one another, and so far, the results are mixed. It is

certain, however, that the internet has created new opportunities for connections and learning
that otherwise wouldn’t have existed. This is especially true for professional development,

where communities of practice grow networks of educators who come together to learn with,

and from, their peers. Domain: A Co-oP is defined by a common domain of interest and a

shared purpose. Community: A group of people, with this shared purpose, engages in

collaborative work and cooperation by sharing resources and ideas. Learners in these

communities build sustained relationships and take on shared responsibilities. Practice: CoPs

are not isolated groups of people who share resources once or even twice; they are

intentional, ongoing and collaborative.

Theory of contextualization by Dewey as cited by Giamellaro (2017) the framework

of contextualized teaching and learning ties together the theory and practice of contextualized

learning with examples of classroom application that instructors can use to make their lessons

more effective contextualization, or the degree to which content and context are connected

through experience, as a measurable outcome of learning, education, or situated cognition.

Contextualization is proposed here as a construct that (a) indicates curricular intention,

cognitive process, and learning outcomes; (b) is a measurable variable that can be correlated

to measures of learning; (c) is broadly applicable and thus represents a comparison variable

across diverse scenarios; and (d) represents an important link between existing theory and

practice. A contextualization spectrum framework is proposed to align curricular intentions

for student experience to the resulting disposition of knowledge, as connected through

contextualization

Theory of
Constructivism

Contextualixed
Contextualized Learning Communities of
Teaching and
Learning (CTL) Materials in Practice' (CoP-
theory)
 Figure 1.
Theoretical Paradigm

In this study, the researcher developed a contextualized learning materials in Araling

Panlipunan 10. Basic research has been conducted to determine the performance of the

learners on the use of contextualized learning material compared to non-contextualized

learning material. The research has evaluated the performance before and after of the two

groups for the purpose of comparing the performance of the students.

Conceptual Framework

This study has been guided mainly by the coceptuual framework as shown in Figure

2. The diagram figured out the input-process-output. As to the input,

INPUT PROCESS OUTPUT

 Performance level of  Data gathering tools:

the researcher’s made
Contextualized Self-
test
Learning Modules in
Researcher-made test
Araling Panlipunan 10
 Validated
Contextualized Self- Item Analysis
Learning Modules
Interpretation of Data
 Validated
Researcher’s-made
Test
 Feedback

Figure 2. Input-Process-Output (IPO) Model on the Utilization of Contextualized

Teaching and Learning (CTL) Approach in Araling Panlipunan

This study is mainly guided by the conceptual model shown in figure 2. The figure

presents the Input-Process-Output model on the utilization of Contextualized Teaching and

Learning (CTL) Approach in Araling Panlipunan, which is considered by the researcher in

the study.

As to the input of the study, it delves on the student perfomance on the materials

developed by the reseracher and teacher’s competence in delivering the materials.

As to the process, the data gathering tools used by the researcher were the

researcher’s made test, item analysis, and uses the weighted mean as the statistical tool.

As to the output, the researcher was able to determine the different factors that may

affect low performance in Araling Panlipunan 10 using the validated Contextualized Self-

Learning Modules.

Hypothesis
Alternative Hypothesis: There is a significant increase in the performance of the Grade 10

students between the pretest and posttest upon using the contextualized learning materials in

Araling Panlipunan 10.

Null hypothesis: There is no significant increase in the performance of the Grade 10 students

between the pretest and posttest upon using the contextualized learning materials in Araling

Panlipunan 10.

Definition of Terms

a) Araling Panlipunan. In this study, it pertains to the Araling

Panlipunan under the K-12 Basic Education Program

b) Conceptual Teaching Learning Approach. A teaching approach that

uses real-world activities. The critical thinking skills, problem-solving

skills, and creativity of the pupils were developed. It connects

knowledge to its multiple applications in pupils’ lives through learning

by doing (Ambrose, et.al,). CTL Approach here was used as the

theoretical foundation of the study.

c) Contextualization. Contextualization refers to the educational process

of relating the curriculum to a particular setting, situation, or area of

application to make the competencies relevant, meaningful, and useful

to all learners. This refers to the method used by the researcher in

developing the Self-Learning Modules in Araling Panlipunan 10.

d) Indigenization. Indigenization refers to the process of enhancing

curriculum competencies, education resources, and teaching-learning

processes in relation to the bio-geographical, historical, and socio-

cultural context of the learners’ community. As one of the degrees of

 contextualization, indigenization was used here to enhance the self-

learning modules to be cultural, bio-geographical, and historically

anchored with the Tiwi Local Heritage Matrix.

e) Learning Materials. Learning materials as described by Lewis (2018),

are the spectrum of educational materials that teachers use to attain

learning goals and objectives. The teaching-learning process employs

different learning materials to focus on the interaction among the

pupils to learn new concepts. In this study refers to the self-learning

modules developed for the Araling Pablipunan 10.

f) Learners. The term learner as used in this study refers to the Grade 10

students of Tiwi Agro-Industrial School.

g) Localization. Localization, as one of the degrees of contextualization,

refers to the usage of locally relevant terminologies and terms in the

self-learning modules developed by the researchers anchored in the

Tiwi Local Heritage Matrix.

h) Tiwi Local Heritage Matrix. This serves as the basis for the

contextualization of the Self-Learning Modules developed by the

researcher.

i) Self-Learning Modules. DepEd Order No. 18. S of 2020 defines Self

Learning Modules as self-contained, self-instructional, self-paced, and

interactive learning resources for public schools intended for learning a

specific topic or lesson where the learner interacts actively with the

instructional material rather than reading the material passively

 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the discussion of the methodology employees, type of the

respondents included, data gathering procedure, validation of the test and statistical treatment

of data, validation of the materials used and statistical treatment of data.

Research Methods

The research is a quantitative-qualitative study using the descriptive method. It is

quantitative since it looked into the performance level of the Grade 10 students of Tiwi Agro-

Industrial School in Araling Panlipunan using a contextualized self-learning module. At the

same time, it is qualitative study since it sought to dig deeper with reasons of the low

performance of students in learning Araling Panlipunan and from there, the Contextualized

self-learning modules were developed.

Sources of Data

The study makes use of both primary and secondary data. The primary sources

includes the validated contextualized self-learning modules developed by the researcher

along with the pretest and posttest. An evaluation tool developed by the Department of

Education for the purpose of evaluating Self-Learning Modules was also utilized to ensure
the quality of the contextualized self-learning modules as stipulated in DepEd Order No. 1

s.2021. Secondary sources of data include the K-12 curriculum developed by the Department

of Education such as the Most Essential Learning Competencies in Araling Panlipunan 10.

Respondents

The respondents of the study are the Grade 10 students of Araling Panlipunan of Tiwi

Agro-Industrial School. However, ony selected students will be the actual participants of the

study. The respondents were determined through random sampling utilizing the fish bowl

sampling technique/ Students were asked to draw from the fishbowl which contained one

eight sheets of paper, with numbers 1-100 written. A student who was able to draw a paper

with a number written on it become the participants.

Instruments Used

In order to attain the objectives, the researcher developed materials to be utilized on

the conduct oof the study.

A. Writing and Development of the Contextualized Self-Learning Module

A.1 Initial Draft

The researcher has developed contextualized Self-Learning Modules for the

Fourth Quarter of Araling Panlipunan 10. Based on the Most Essential

Learning Competencies of the Department of Education for Araling

Panlipunan 10, there were four (4) learning competencies. Each competency

was categorized according to Bloom’s Taxonomy of Learning.

A.2. Validation

To determine the validity and reliability of the materials, the researcher

lest 3 Master Teachers in Araling Panlipunan and 1 Head Teacher, 2 School

 Heads, and 1 Education Program Supervisor from the Division of Albay. Their

suggestions were taken for the improvement of the materials.

The initial draft of the contextualized self-learning modules was

adjusted and revised based on the comments and suggestions of the validators.

A.3. Final Draft

Based on the suggestions of the validators, the initial draft of the materials will

be developed and will be used as the learning materials of selected section of

grade 10 students of Tiwi Agro-Industrial School.

B. Pretest/Posttest in Araling Panlipunan

A pretest/posttest was developed and validated to determine the mastery of the

competency of the learners in Araling Panlipunan 10 before and after utilizing

the contextualized self-learning modules.

B.1. Construction of the Table of Specification

The researcher has constructed a Table of Specifications to as

preliminary in crafting a pretest/posttest. The Grade 10 Araling

Panlipunan Fourth Quarter has four learning competencies. Each

competency was categorized according to Bloom’s Taxonomy of

Learning.

B.2. Initial Draft

The researcher has developed a pretest/post based on crafted

contextualized Self-Learning Modules for the Fourth Quarter of

Araling Panlipunan 10. The test was composed of 30 items and is all a

multiple-choice type of assessment.

B.3. Validation

To determine the validity and reliability of the materials, the

researcher lest 3 Master Teachers in Araling Panlipunan and 1 Head

Teacher, 2 School Heads, and 1 Education Program Supervisor from

the Division of Albay. Their suggestions were taken for the

improvement of the materials.

The initial draft of the pretest/posttest was adjusted and revised

based on the comments and suggestions of the validators.

B.4. Pilot Testing

To prove the reliability and validity of the materials developed,

one section from Grade 10 students of Naga National High School will

use the materials. The result of the pilot testing will be used to

determine whether there is a need for modification, revision, or

enhancement.

B.5. Item Analysis

After the conduct of the pilot testing, item analysis should be

done to determine if there is a need to revise and reconstruct some of

the questions. Based on the result of the item analysis, the level of

difficulty can also be determined.

B.6. Final Draft

 Based on the result of validation and pilot testing, the final draft

of the pretest/posttest will be developed.

Data Collection Procedure

To gather the necessary data for pilot testing, the researcher asked and secured

permission first from the Public School District Supervisors of Tiwi District. The researcher

also asked for permission from the School Head of Naga National High School along with

the Subject Coordinator for Araling Panlipunan of the said school. The researcher then

conducted a pretest on the first day to determine the level of proficiency of the learners in that

certain quarter. Afterward, the researcher administered the learning modules for the next four

days to the selected section of Grade 10 students. On the sixth day, after all the learning

modules were released, the researcher conducted a posttest and analyze the gathered data,

checked and modified some of the content of both learning modules and test items.

Afterward, the researcher asked permission also from the school head of Tiwi Agro-

Industrial School in the District of Tiwi to conduct research. Upon securing the permission of

the principal, the researcher also coordinated with the Subject Coordinator of Araling

Panlipunan of Tiwi Agro-Industrial School. Upon securing the approval to conduct the

research, the researcher himself facilitated the flow of the study and gave instructions to the

respondents.

The pretest was given to selected Grade 10 students of Tiwi Agro-Industrial School

on the first day. In the next few days, the researcher distributed the contextualized self-

learning modules.

A posttest was given after the completion of all the modules in Araling Panlipunan

10. Based on the result of the administered pretest and posttest, it undergoes thorough
analysis to determine if there is a significant difference in the utilization of contextualized

self-learning modules versus using the standardized learning modules developed in the

central office. The result also of the study may reveal if the usage of Contextualized Self-

Learning Modules may affect the learning of the learners.

The data were examined based on the quantitative result of the study. Photo

documentation was provided as well as the results of the pretest/post. The data examined the

connection between qualitative results and the quantitative result of the study. Photo

documentation and audio records of the interview were provided. It was also supported by the

interpretation of data gathered and citations based on the review of related literature and

studies.

Statistical Treatment

After administering the pretest/posttest, the researcher gathered the data, tabulate and

subjected them to statistical treatments.

In order to determine if there is a significant difference in the performance of the

learners before and after administering the Contextualized Self-Learning Modules to the

Grade 10 students of Tiwi Agro-Industrial School, a t-test was used. Further, with the use

also of a t-test, the researcher will also compare the performance of the learners who utilize

the Contextualized Self-Learning Modules to the group of learners who use the standardized

learning materials developed by the central office.

t = d√n
SD
Where:

d = Mean Difference

SD = Standard Deviation of the difference

 N = Number of Respondents

To determine the performance of the learners before and after administering the

Contextualized Self-Learning Modules, the researcher will use mean. The same formula

formula will be used to comapre the performaance of the learners who utilizes the utilize the

Contextualized Self-Learning Modules to the group of learners who use the standardized

learning materials developed by the central office.

X = Σx
N

Where:

X = mean

Σx = sum of scores

n = total number of respondents

To determine the degree of dispersion and variability of the scores of the respondents, the

standard deviation was used with the following formula:

𝑆𝐷 = Σ(X−X)
√n−1

Where:

SD = Standard Deviation

X = Mean

X = Scores of the Respondents

N = Number of Respondents
 To interpret the mastery of the learners in the competencies of Araling Panlipunan 10,

the researcher used a scale adapted from Deped Memorandum No. 160 s. 2012.

Range Interval

29-30 Mastered

26-28 Closely Approaching to Mastery

20-25 Moving Towards Mastery

11-19 Average

5-10 Low Average

2-4 Very Low

0-1 Absolutely No Mastery.

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