Contextualized Supplementary Instructional Materials Towards Students' Enhanced Learning in Physics for Grade 7, 8, and 9

Abstract

NTRODUCTION

Physics is everywhere, but as fascinating and amazing as it is, society still cannot seem to grasp the true essence of its nature, especially high school students. Understanding the complexity of the situation, the researcher, desired to help and searched for ways to overcome the challenge. Hence, the researchers decided to conduct a study in an attempt to contextualize an instructional material that would facilitate the learning of the learners.

METHODS

The descriptive method of research was used with the survey questionnaire as the data gathering instrument. The respondents were the 16 high school science teachers and 11 experts from Districts I and II, Division of Antipolo City. After gathering the questionnaires and tabulating the responses, the data were statistically treated using ranking, weighted mean, and t-test then analyzed and interpreted.

RESULTS

The study revealed that high school science teachers Strongly Agree with the given indicators for evaluating the contextualized supplementary instructional materials in terms of Organization, Clarity, Comprehensibility, Appropriateness, and Usefulness as indicated by their overall weighted mean of 4.21. Meanwhile, the experts evaluated the developed supplementary materials as Agree with an overall weighted mean of4.17, and that there is no significant difference between the evaluations of the High School Science Teachers and the Expert respondents based on the given criteria which mean that most of the activities can be performed at home without assistance from the teacher. Hence the respondents suggested that more physics and science lessons should be made in context with real-life situations.

DISCUSSIONS

The results show that there is no significant difference between the evaluation of the two groups of respondents in the contextualized supplementary instructional materials towards students' enhanced learning in physics for grades 7, 8 and 9. This implies that the two groups of respondents agreed that the contextualized supplementary instructional materials are acceptable based on the given criteria and should be used as a model in contextualizing other science lessons.