Effectiveness of Contextualized Learning Module in Basic Calculus for Senior High School

Abstract

INTRODUCTION

Instructional materials have a significant role to help students understand and explore their lessons better. Although the teacher is the most effective instrument, they are on limited time when it comes to teaching. In addition, resources are limited. Consequently, the implementation of the new K to 12 curriculum lacks books and other materials to be used in teaching. This quasi-experimental study aims to determine the effectiveness of the use of contextualized learning module in Basic Calculus for Senior High School.

METHODS

The experimental groups were taught with the use of contextualized learning module. Four sections were randomly selected from the Science and Technology, Engineering and Mathematics strand from the Colegio de San Juan de Letran-Calamba City, Laguna. It composed of 150 Grade 11 students and 2 Basic Calculus subject teachers. Two sections became the experimental group and two were comparison group for the conduct of the Solomon four-group design. The student-respondents' diagnostic, formative test and summative test were differentiated.

RESULTS

The mean percentage score on the diagnostic test of the experimental group and comparison group has no significant difference (p=0.051) with 69.83 or interpreted as "Did not Meet Expectation" (below 75%). The mean percentage score informative test of the groups has a significant difference (p=0.008) with 89.23% or "very satisfactory" (85-89%). In addition, there is a significant difference in the summative test with less than p=0.005 was 75.77% or "fairly satisfactory.” Lastly, there is a significant difference between the diagnostics and summative tests mean scores of the students who take the diagnostic test.

DISCUSSIONS

The result reveals that the use of contextualized learning module and teaching without the module in teaching Basic Calculus is effective although the use of contextualized learning module is better than teaching without using the module. Therefore, it is a significant improvement over textbook drill practice and use of contextualized learning module in Basic Calculus for Senior High School is effective. The development of contextualized learning module across the educational landscape and the enhancement of teachers' competencies are highly recommended for the authentic and holistic students learning experiences.