Addressing the Challenges in the Contextualization of Culture-Based Learners Materials in Balatan District, Balatan, Camarines Sur

Abstract

INTRODUCTION

This research was made possible through the Basic Education Research Fund, Region V, and the Camarines Sur Division Research Committee.

The concept of localization and contextualization implies that students learn best when classroom experiences have meaning and relevance to them since lessons become more real-life, customized, and appropriate.

There is a felt need to address the challenges in line with the development of contextualized books as learning materials. This will address the gap and weave together the national competencies and the learner's community's realities and knowledge, leading to meaningful and relevant lessons.

METHODS

The descriptive survey was used with the questionnaire as the data-gathering instrument. It will be used for measuring the competency levels of 17 School Heads and 70 teachers in developing a culture-based learners' materials.

Aimed at establishing and describing the competency-based strengths and challenges of teachers and school heads in the development of culture-based books, the weighted mean was employed.

The data on the acceptability levels of the intervention on the attainment of expected output for developing 35 contextualized learning materials were analyzed through a 5-point Likert Scale.

RESULTS

The teachers and school heads have very high competence in the identification of descriptions, relevant facts, and figures in Heritage Mapping Skills. Among the fifteen competencies, there are eleven competencies considered as strengths. The remaining competencies needing improvement are Book Writing and Editing Skills.

There is a need for more capacity building, training, and seminars for teachers and school leaders about contextualization of culture-based materials as well as professional support on book writing and editing skills. Teachers and school heads need to act on their weaknesses in writing and in editing books to transform them as strengths and to further enhance their competencies until they reach the high ratings.

DISCUSSIONS

The results proved the need to provide more exposure and opportunities for book writing among teachers and school heads and explore more local topics to further enhance their creativity and critical thinking skills.

Curriculum contextualization will abate if constraints placed upon teachers -workload, general conditions, and lack of experience in writing books as examination-oriented learning acts against the introduction of more flexible approaches to teaching and learning.