Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 4 no. 4 (2022)

Contextualized Module Development in Social Science for Senior High School

Earl Adrian Cejas

Discipline: Education

 

Abstract:

The aim of the study is to assess the effectiveness of contextualized self-instructional learning material in teaching Understanding Culture, Society and Politics in Lo-ok National High School - Senior High School of Lapu-Lapu City Division during the School Year 2020-2021 as basis for a contextualized module development. This research was anchored in the context-based approach of REACT Strategy (Cord, 2011) and the use of locally and readily available materials to reinforce the teaching-learning process and in the performance tasks or outputs of students through localization of lessons (Taylor, 2004). Purposive, stratified and random sampling techniques were used. The techniques and tools for data collection were test questionnaires and observations. A pre-post test was given to the respondents. They were grouped into two according to the group exposed to the intervention and the other group was not given any intervention at all. The data were statistically treated using ANOVA measure to analyze and interpret the pre-post mean gain of the students’ competency and performance level. Results showed that students learned better and obtained good academic scores and performance when lessons were being contextualized and localized. The reason for this result was derived from the relatively high scores of students exposed to the intervention. It suggested that students were motivated, interested and understand the lessons. Based from the findings and conclusion, it recommended to integrate this research across other disciplines and educators should be more innovative and resourceful to ignite learners’ interest and effective learning acquisition in the teaching-learning process.



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