Theoretical Background of the Study

This study assumes that contextualized instructional materials enhance students’

writing skills. This assumption is supported by the theories of Lave and Wenger’s

Situated Learning Theory in 1990 and by Piaget’s Constructivist Theory, Hymes’

Communicative Competence Theory, and Executive Order 210 as its framework

 CONTEXTUALIZED INSTRUCTIONAL
MATERIALS ENHANCE STUDENTS'
WRITING SKILLS

THEORIES LEGAL BASIS

SITUATED
LEARNING THEORY

EXECUTIVE ORDER
PIAGET’S 210
CONSTRUCTIVIST
THEORY

SOCIO-CULTURAL
THEORY

CONTEXTUALIZED INSTRUCTIONAL
MATERIALS

INSTRUCTIONAL MATERIAL

Fig 1. Theoretical Framework of the Study

 Situated Learning Theory, developed by Jean Lave and Etienne Wenger in

1990, emphasizes the importance of context and social interaction in the learning

process. It views learning as a fundamentally social activity where individuals gain

knowledge and skills through participation in a "community of practice." A key concept

within this theory is "legitimate peripheral participation," where novices gradually move

from the periphery to the center of a community as they acquire skills and confidence

through meaningful activities. This process is embedded in social, cultural, and

historical contexts, making the learning environment crucial.

When applied to the teaching of writing skills, Situated Learning Theory offers

valuable insights, especially regarding the use of contextualized instructional materials.

Writing tasks that are connected to students' cultural and social contexts help create

engaging and relevant learning experiences. For example, aligning writing assignments

for Grade 10 students with local issues, traditions, or current events can significantly

enhance their motivation and connection to the material. Also, reading materials that

reflect narratives from the local community can deepen students' understanding and

engagement.

Addressing students' writing needs through contextualized materials is

particularly important. Students often struggle with writing when tasks feel disconnected

from their experiences or cultural backgrounds. By using contextualized instructional

materials, educators can help bridge this gap. Writing tasks that reflect students'

realities or cultural backgrounds make the content more relatable, leading to increased

engagement and improved writing outcomes. Contextualization provides a framework

for students to see the relevance of writing in their daily lives, encouraging them to

express their thoughts more effectively and confidently.

Recent research supports these principles. Studies by Ahmed and Khan (2021)

found that culturally tailored instructional materials significantly enhance student

engagement and writing outcomes. Similarly, Garcia and Hernandez (2023) showed

that culturally relevant writing tasks improve critical thinking and problem-solving skills.

These findings reinforce that grounding educational practices in learners' lived

experiences leads to more meaningful learning outcomes.

In conclusion, Situated Learning Theory advocates for educational practices that

align with students' social and cultural realities, promoting authentic and relevant

learning environments. In the context of writing instruction, the theory underscores the

importance of addressing students' writing needs through contextualized materials,

which enrich the learning process by making it more relatable and engaging.

Jean Piaget’s Constructivist Theory stands as a cornerstone in educational

psychology, positing that learners actively construct their understanding and knowledge

of the world through experiences and reflections. Piaget identified cognitive

development as occurring in distinct stages—sensorimotor, preoperational, concrete

operational, and formal operational—each characterized by increasingly sophisticated

forms of thinking. He argued that learning is not simply the transmission of information

from teacher to student; instead, it is a dynamic process where learners assimilate new

information into existing cognitive frameworks (schemas) or accommodate their

schemas to integrate new experiences.

 Piaget’s theory emphasizes providing students with relevant and meaningful

learning experiences, enabling them to engage actively with content and apply it to their

contexts. This principle aligns closely with contextualized instructional materials,

particularly in enhancing writing proficiency among Grade 10 students. By incorporating

materials that reflect students’ cultural, social, and environmental realities, educators

can create more meaningful learning experiences that resonate with students' existing

knowledge and experiences. Such an approach facilitates deeper cognitive engagement

and understanding, allowing students to connect academic content with their personal

lives.

Writing skills, in particular, benefit significantly from this contextualized approach.

Studies by Kovačević and Tatalović (2020) showed that writing instruction grounded in

real-world situations and culturally relevant materials improved student performance

and creativity in writing tasks. This suggests that students are more motivated and

capable of producing high-quality writing when they relate to the content. Similarly,

Jamil and Abdullah (2022) found that using local and familiar content in writing tasks

improves students’ writing accuracy and promotes self-expression and critical thinking

as students draw on their personal experiences to engage with writing assignments.

Current research further supports the application of Piaget’s theory in writing

instruction. Studies by Lopez and Reyes (2021) demonstrated that contextualized

instructional materials incorporating local culture, language, and issues significantly

improve students' writing skills. Their findings indicate that students can better connect

their personal experiences with academic content when they encounter relatable and
engaging materials. This connection fosters a sense of relevance, leading to a deeper

understanding and improved retention of writing techniques.

Moreover, Piaget’s emphasis on the learner's active role in knowledge

construction suggests that students should be encouraged to interact with and reflect on

the content rather than passively receiving information. This approach is particularly

practical in teaching writing, as it encourages students to draw from their experiences

and cultural backgrounds, which enhances their writing proficiency. For example, when

students write about meaningful topics such as local issues or personal narratives, they

are more likely to engage deeply with the writing process and apply critical thinking

skills.

Further supporting this view, Martinez and Chen (2023) explored the impact of

interactive and reflective writing activities on student learning. Their research found that

students who participated in writing tasks that encouraged reflection on personal and

cultural experiences improved their writing skills and developed greater confidence in

their abilities. This aligns with Piaget’s assertion that active engagement and reflection

are essential for cognitive development.

In summary, Jean Piaget’s Constructivist Theory provides a robust framework for

understanding how learners construct knowledge through active engagement with

relevant experiences. By utilizing contextualized instructional materials, educators can

create meaningful learning environments that resonate with students' backgrounds and

experiences. This approach enhances writing proficiency among Grade 10 students and

fosters a deeper engagement with academic content. Studies by Kovačević and

Tatalović (2020), Jamil and Abdullah (2022), Lopez and Reyes (2021), and Carter and

Williams (2023) reinforce the importance of using culturally relevant materials in writing

instruction, showing how this approach leads to improved writing outcomes, creativity,

and critical thinking.

Lev Vygotsky’s Sociocultural Theory, particularly the concept of **Cultural

Tools and Mediators**, emphasizes the pivotal role of language as a cultural tool in

shaping cognitive development and facilitating learning. This perspective is particularly

pertinent when discussing the application of **contextualized instructional materials** in

enhancing students' writing skills. Vygotsky argued that learning is inherently a social

process, deeply intertwined with cultural and contextual influences. When educators

incorporate materials that reflect students’ social, cultural, and environmental realities,

they provide opportunities for learners to engage with academic content in a manner

that is relevant and meaningful to their experiences.

Contextualized instructional materials are potent resources that enhance writing

proficiency by allowing students to draw connections between their personal lives and

academic tasks. Vygotsky posited that students learn more effectively when relating

new knowledge to their existing cultural frameworks. For example, writing assignments

that involve familiar topics—such as local customs, societal issues, or personal

narratives—encourage students to express their thoughts and feelings using language

shaped by their cultural experiences. This alignment between content and context

fosters deeper cognitive engagement, as students are motivated to invest time and

effort into writing tasks that resonate with their identities and lived experiences.
 Research supports the effectiveness of this approach in writing instruction. For

instance, a study by Ali and Mahmood (2021) demonstrated that students who engaged

with culturally relevant and localized content produced writing that was not only more

coherent but also more expressive than that of peers who used generic instructional

materials. The findings indicated that contextualized materials not only enhanced

students' organizational skills in writing but also significantly improved their capacity for

self-expression, a crucial component of writing proficiency. This enhancement aligns

with Vygotsky’s assertion that language mediates learning, allowing students to utilize

cultural tools—such as familiar idioms, narratives, and experiences to enrich their

writing.

Moreover, when students write about culturally significant topics, they can

incorporate their identity and community elements into their work. This personalization

of writing improves engagement and encourages critical thinking and creativity. For

example, when students are tasked with writing about local issues or cultural events,

they are prompted to analyze and reflect on their surroundings, leading to a more

nuanced understanding of the topics at hand. This reflective practice bolsters their

writing skills and cultivates a sense of agency and ownership over their learning.

In summary, Vygotsky’s Sociocultural Theory offers a strong framework for

understanding the interplay between cultural tools and writing instruction. By employing

contextualized instructional materials, educators can create meaningful learning

experiences that resonate with students' backgrounds and experiences. This approach

enhances writing proficiency and fosters deeper engagement with academic content,

ultimately leading to more effective and authentic writing outcomes. As supported by

recent research, grounding writing instruction in students’ cultural contexts helps bridge

the gap between academic learning and personal experience, allowing students to

develop their voices and express themselves more effectively in their writing.

In conclusion, integrating Situated Learning Theory, Piaget’s Constructivist

Theory, and Vygotsky’s Sociocultural Theory collectively underscores the significance of

contextualized instructional materials in enhancing students' writing proficiency. Situated

Learning Theory emphasizes the importance of context and social interaction in

learning, highlighting how writing tasks connected to students’ cultural and social

realities can foster engagement and relevance. Piaget’s Constructivist Theory

advocates for learners actively constructing knowledge through meaningful

experiences, reinforcing the need for writing instruction that resonates with students'

backgrounds and allows them to connect academic content to their personal lives.

Vygotsky’s Sociocultural Theory further emphasizes the role of cultural tools, particularly

language, in mediating thought and learning, suggesting that contextualized materials

can enrich students' writing by drawing on their cultural frameworks.

On the other hand, Executive Order 210, issued in the Philippines in 2016 by

then-President Rodrigo Duterte, mandates using the mother tongue, regional, or native

language as the primary medium of instruction in Kindergarten to Grade 3 across all

subject areas. This order aims to promote using the learners' first language to improve

overall academic achievement and learning outcomes. By making the student's native

language the foundation of their early education, the order seeks to create a more

accessible and engaging learning environment that leverages their existing linguistic

and cultural knowledge.

 The connection between Executive Order 210 and contextualized instructional

materials for teaching writing skills is essential. Executive Order 210, issued in the

Philippines in 2016, mandates using the mother tongue, regional, or native language as

the primary medium of instruction in Kindergarten to Grade 3 across all subject areas.

This order aims to promote using the learners' first language to improve overall

academic achievement and learning outcomes. This directive aligns well with

contextualized instructional materials for teaching writing skills to Grade 10 students.

Contextualized instructional materials refer to learning resources designed to be

relevant and meaningful to the local context and experiences of the students. For

teaching writing skills to Grade 10 students, these materials would incorporate elements

from the students' immediate environment, culture, and community.

For example, writing prompts and activities could be based on local issues,

traditions, or current events. Reading materials could feature stories, narratives, or

informational texts about the local area. Vocabulary and grammar exercises could utilize

words and expressions common in the students' local dialect or language. By grounding

the learning content in the student's native language and cultural context, these

contextualized materials can foster more authentic and engaging learning experiences.

This aligns perfectly with the goals of Executive Order 210, which promotes the

use of the learners' first language as the medium of instruction. Using contextualized

instructional materials to teach writing skills can complement this approach and

seamlessly integrate the student's native language and cultural references into the

writing curriculum. Combining Executive Order 210 and contextualized instructional

materials for teaching writing skills can create a more effective and meaningful learning
environment for Grade 10 students. By tapping into the learners' first language and local

experiences, the writing curriculum can become more accessible, engaging, and

aligned with the students' needs and backgrounds.

The Greenleaf et al. (2018) study provides valuable insights that can inform the

development of Contextualized Instructional Materials for Grade 10 Writing Skills. The

study found that embedding literacy instruction within the teaching of science content

led to improved student engagement and learning, as it helps students develop

disciplinary literacy skills, which are the unique reading, writing, and reasoning practices

specific to the science discipline.

For Grade 10 Writing Skills, this suggests that writing instruction should be

contextualized in teaching different academic subjects, such as science, history, or

literature, rather than taught in isolation. Furthermore, the researchers highlight the

importance of engaging students in authentic disciplinary practices, such as reading

scientific texts, writing to communicate scientific ideas, and reasoning about disciplinary

problems.

This aligns with the goal of Contextualized Instructional Materials, which aim to

make writing instruction more relevant and meaningful for students by grounding it in

real-world, subject-specific applications. Grade 10 Writing Skills might involve having

students write lab reports, research papers, or argumentative essays that require them

to engage in the specific writing practices of the science discipline.

Furthermore, the study demonstrates that contextualized instructional strategies

can support the development of disciplinary literacy skills, which are essential for
student success in various academic subjects. In the milieu of Grade 10 Writing Skills,

this suggests that Contextualized Instructional Materials should focus on general writing

skills and the discipline-specific writing conventions, rhetorical strategies, and modes of

reasoning required in different subject areas. By aligning writing instruction with the

unique literacy practices of specific academic disciplines, as exemplified in the

Greenleaf et al. (2018) study, Contextualized Instructional Materials for Grade 10

Writing Skills can foster deeper student engagement, content understanding, and the

development of essential disciplinary literacy skills.

A recent study by Chen and Lee (2021) offers valuable insights for developing

Contextualized Instructional Materials (CIM) to enhance Grade 10 writing skills. The

researchers implemented a writing intervention that integrated local cultural themes into

the curriculum for high school students. This contextualized approach improved

students' writing proficiency and fostered greater engagement and motivation by making

the writing tasks more relevant to their personal experiences and cultural backgrounds.

The findings indicated that students who participated in the intervention significantly

improved their writing skills, particularly in content development and organization.

In addition, Garcia and Tran (2022) conducted a study exploring the

effectiveness of CIM in improving writing outcomes for secondary students. Their

research highlighted how incorporating real-world issues and culturally relevant topics

into writing assignments increased student interest and improved performance. The

study found that students who engaged with contextualized materials were more adept

at applying writing conventions and demonstrated enhanced critical thinking skills,

underscoring the importance of aligning instructional materials with students' lived

experiences to maximize learning outcomes.

For Grade 10 Writing Skills, instructional materials should be designed to

integrate writing instruction within the context of different academic disciplines, such as

science, social studies, or literature, rather than teaching writing in isolation. A recent

study by Smith and Johnson (2023) found that contextualized writing interventions

significantly improved students' writing skills across various subjects, including their

ability to construct arguments, use evidence, and engage in critical reasoning. This

indicates that grounding writing instruction in a discipline's specific content and practices

can be more effective than general, decontextualized writing instruction. In the context

of Grade 10 Writing Skills, instructional materials should focus on developing discipline-

specific writing skills, such as writing lab reports in science, research papers in history,

or literary analyses in English literature.

Furthermore, Thompson and White (2023) demonstrated that contextualized

writing interventions enhanced students' writing abilities and improved their

understanding of the content and concepts within the disciplines. This suggests that

integrating writing instruction with disciplinary content can positively impact students'

learning and comprehension of the subject matter. For Grade 10 Writing Skills,

Contextualized Instructional Materials should address writing skills while supporting

students' understanding of the content and concepts within the specific academic

disciplines being taught.

 Finally, these studies align with the goal of developing disciplinary literacy,

encompassing the unique reading, writing, and reasoning practices inherent to

particular academic fields. By embedding writing instruction within specific contexts,

educators can cultivate the discipline-specific literacy skills necessary for students'

success across various subjects.