Effectsof Contextualized Teaching Guide and Localized Instructional Materials on the Academic Performance in Science of Grade 10 Students

Abstract

INTRODUCTION

Science program in the Philippines' K to 12 curriculum experienced major modifications amid improvements. However, some aspects of the reform lead to disarray that hindered the attainment of educational goals. The mismatch of instructional materials and sound pedagogy is one of the major concerns of educational reform. This study explored the impact of utilizing contextualized and localized instructional materials on the academic performance of students in science that was anchored with sound evidences and theories.

METHODS

A quasi-experimental design with control and experimental group was utilized. A pre-test was given to both groups prior to intervention. A contextualized and localized instructional material was developed and was administered to experimental group. A post-test was given afterwards. Data was collected through quantitative analysis, evaluated and interpreted.

RESULTS

Initially, both groups acquired the same level of mastery. Afterwards, data revealed the experimental group exposed to contextualized and localized instruction, attained a significant increase in their post-test scores. This implied that the use of such instructional materials obtained a positive effect and leads to increased academic performance among students.

DISCUSSIONS

Results showed that contextualized teaching guide and localized instructional materials played a vital role in educational reform. It does not only address the local needs of the students but elicit an increased academic performance. Furthermore, it showed positive effects in the performance of the learners as an effective strategy of imparting life-long learning abilities among students.