Localized and Contextualized Module in Teaching Contemporary Issues

Abstract

INTRODUCTION

One of the weaknesses of contextualized instruction is the unavailability of resources in which most of the schools in the Philippines lack resources to support authentic learning. With this weakness of contextual teaching and learning, the module aimed to answer the inadequacy of the instructional materials that are available to learners and bring more relevance to the current issues, thus contributing to address the problems in their community and to find solutions to these problems.

METHODS

The study utilized the descriptive, developmental, and experimental methods of research using the one-shot pre-test-post-test design. The instruments of the study were teacher-made tests, a questionnaire-checklist, and focus group discussions (FGD). This involved the fifty (50) Grade 10 learner-participants who belonged to the heterogeneous group. The other respondents were the twenty-four (24) teacher-experts who served as the evaluators of the developed module.

RESULTS

The teacher-experts evaluated the developed localized and contextualized module in Contemporary Issues for Grade 10 as " ̃Highly Acceptable' with respect to objectives, content, organization and presentation, language and style, and usefulness. Meanwhile, students performed high on the pre-test and very high on the post-test with respect to Gender Issues while they performed average on the pre-test and high on the post-test with respect to other topics such as Introduction to Contemporary Issues, Environmental Issues, and Economic Issues as revealed by the pre-test and post-test scores. There was a significant difference in the level of performance of learners in Contemporary Issues as revealed by the pre-test and post-test scores with respect to the different topics. The learner-participants assessed the developed localized and contextualized module in teaching Contemporary Issues as "Highly Acceptable” in terms of objectives, content, organization and presentation, language and style, and usefulness.

DISCUSSIONS

The results demonstrated that teachers may utilize the localized and contextualized module in Contemporary Issues since the developed material was found to be "Highly Acceptable”. The module may be improved by updating the contents of the module so that the topics will be timely and more relevant to learners. Future researchers may explore indigenization of the material as a follow-up study for further development of the subject matter and the instructional materials in lieu of the contextualization of the lessons.