Facilitating Students Understanding through the Use of Contextualized Learning Materials in Grade 10 Mathematics

Abstract

INTRODUCTION

Teachers use textbook as their primary teaching resource. According to Gregorio as cited by Rafa (2010) the use of devices such as instructional materials stimulates the students to develop greater understanding of the lessons. Through the use of contextualized learning materials in mathematics, students can work on their own way. The results of the NAT in Mathematics reveal that the mean percentage score in CVLIS Calamba City did not reach the 75% mastery level. With these aforementioned findings, the researcher desires to help Camp Vicente Lim Integrated School students to improve performance in mathematics by developing contextualized learning materials.

METHODS

This study used descriptive research design, and the one group pre-test and post-test research design involving 50 students. The study was implemented in the second grading period of the school year 2017-2018 at CVLIS.

RESULTS

Almost all competencies on functions and circles in G10 Mathematics are least learned based on the needs analysis conducted by the researcher. The study disclosed that there is significant difference between the mean performance of the students in the pretest and post-test. The contextualized learning materials in Grade 10 Mathematics is in accordance with the needs of the learners as well as the least learned competencies as prescribed by the K to 12 Basic Education Curriculum.

DISCUSSIONS

The results showed that the learning materials in G10 Mathematics is very helpful in the development of mathematical skills in students. The results implied that the contextualized learning materials was proven effective in improving the students' achievement in mathematics.