Development and Validation of Contextualized Statistics Modules for Senior High School Accountancy, Business and Management Students

Abstract

INTRODUCTION

One of the Department of Education's (Department of Education) objectives is contextualization of the curriculum, making the learning standards more relevant to the learners. The Official Gazette featured this change in the educational program and emphasized the making of the curriculum relevant to the learners by contextualization and enhancement.

METHODS

This research and development (RnD) study employed a descriptive design. The researcher developed four modules in Statistics and Probability especially for Senior High School Accountancy, Business, and Management Students. These learning materials were validated by a total of sixteen (16) validators. This set of professionals comprised eight (8) Statistics instructors and eight (8) Business instructors. To measure the level of acceptability of the developed contextualized Statistics modules, a validation tool with two parts were utilized. This questionnaire was used by the validators in evaluating and giving suggestions that ought to help the researcher-developer to come up with the best material. The researcher then used descriptive statistics and Mann-Whitney U-test for data interpretation and analysis.

RESULTS

All the elements of the modules, namely the objectives, format, content, and organization, were rated to be much acceptable by the Statistics instructors. This further means that the modules were acceptable to them. Moreover, the Business instructors found the objectives and content of the modules to be very much acceptable while the rest of the elements are much more acceptable to them. This just shows that the modules were much acceptable to the Business instructors. Using Mann-Whitney U-test, the researchers found no significant difference between the main responses of the two sets of validators on each element and overall. This means that the validators agreed that the modules are much acceptable. In conclusion, the developed modules are much acceptable.

DISCUSSIONS

The results of the study revealed that the developed contextualized modules were much acceptable to the evaluators. This further shows that developing contextualized modules could be very helpful in enhancing the learning of the students in Senior High School Accountancy, Business, and Management Students. The researcher recommends that these modules be taken advantage of within the classroom to reinforce students' comprehension and interest in Statistics and Probability.