CURRICULUM CONTEXTUALIZATION IN

TODAY’S MODULAR LEARNING

SYSTEM

A RESEARCH PROPOSAL SUBMITTED TO THE

COLLEGE OF TEACHER EDUCATION BY
SHIELA M. BOTING
CLEOFE B. CARIÑO
JERAZOLLE P. PACIO
SHIERA MAE B. PUGUON

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE COURSE

SST 138/138.1: SOCIAL RESEARCH

OCTOBER 2021

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 ACKNOWLEDGEMENT

The researchers wishes to express their profound gratitude to the individuals

who, in one way or another, have helped and contributed in the pursuit of this study:

Above all, to our Heavenly Father for guiding and giving us strength, courage,

determination and wisdom to overcome all the struggles that this research work

require.

To our parents and family who financially and morally support us, for the

inspiration and for their sacrifices that helped a lot in the completion of this research.

To our subject teacher Mrs. Janet Lynn M. Balagtey, for the guidance and

patience in giving all the necessary information and corrections the research need.

To the junior high school teachers for the cooperation they’ve showed in

answering the questionnaires given to them.

To all the researchers’ friends, classmates for their unending support in making

the study a successful piece of work.

And to everyone who gave us support and motivation, a big thanks to all of you.

The Researchers

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 ABSTRACT

This research was conducted to study the Curriculum Contextualization in

Today's Modular Learning System. The main objective is to identify the teaching

strategies used by teachers in contextualizing their lesson, the specific areas to be

contextualized, the factors considered by teachers and the challenges they

encountered. Findings revealed that the most commonly employed teaching strategies

in contextualizing lesson is media integration in localization, simplification,

indigenization, and creation; the specific areas to be contextualized is the application

and evaluation part; the factors considered by teachers in contextualizing is the

capability of learners, availability of learning resources, and liability of teachers; the

challenges that teachers encountered is the learner engagement and the learning

circumstance. The outcome of this study shall be utilized as basis in creating

contextualized learning module which is relevant to the learner's interest, learning

styles, situation and the learning resources available to their places.

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 TABLE OF CONTENTS

Page

TITLE PAGE ......................................................................................................... 1

ACKNOWLEDGEMENT ........................................................................................ 2

ABSTRACT .......................................................................................................... 3

TABLE OF CONTENTS ........................................................................................ 4

CHAPTER

1. INTRODUCTION

Background of the Study.................................................................. 6

Statement of the Problem ................................................................ 8

Scope and Limitation ........................................................................ 8

Significance of the Study .................................................................. 8

2. REVIEW OF RELATED LITERATURE ................................................. 10

Theoretical Framework .................................................................... 13

3. RESEARCH METHODOLOGY

Research Design ............................................................................. 14

Locale of the Study .......................................................................... 14

Respondents of the Study ................................................................. 15

Instrumentation ................................................................................. 15

Data Gathering Procedure ................................................................. 15

Data Analysis ..................................................................................... 16

4. RESULTS AND DISCUSSION ............................................................... 17

5. CONCLUSION AND RECOMMENDATIONS

Conclusions ....................................................................................... 26

Recommendations .............................................................................. 27

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LIST OF REFERENCES ....................................................................................... 28

APPENDICES

A Letter to the School Principal ........................................................... 32

B Informed Consent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

C Letter to Respondents...................................................................... 34

D Survey Questionnaire ...................................................................... 35

D Interview Schedule........................................................................... 36

E Interview Transcripts ........................................................................ 37

BIO-SKETCH

A. Shiela M. Boting ..................................................................................... 39

B. Cleofe B. Carino ......................................................................................40

C. Jerazolle P. Pacio .................................................................................. 41

D. Shiera Mae P. Puguon ............................................................................42

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 INTRODUCTION

Background of the Study

Education has drastically changed along the months of the entrance of the

COVID-19 Pandemic. It has forced education systems to adapt to a more

technological mode of teaching and learning. It has made way to more modernized

methods of teacher-student interaction, and has surely made online learning one

of the few new options for educational advancement among teachers and learners.

With the advancements going on all over the educational system, however,

challenges and struggles came to surface, revealing the many deficits in its

application. In the Philippines, learners came face to face with the hardships of

needing an internet connection considering the circumstances of living in a

developing country, finding the motivation to self-learn themselves into their

modules, and many more. Teachers, on the other hand, are left with many

questions on how to deliver their lessons effectively and efficiently.

According to UNICEF (2020), the cost of school closures on students’ learning,

health and well-being has been devastating. The repercussions for every child, their

family, their community and their economy will be felt for years to come. Many children

will never catch up. School closures impact every child, but the most vulnerable

children hardest. Some students have been able to access remote learning during

school closures, but many of them have struggled due to a lack of support. At least a

third of the world’s schoolchildren had no access to remote learning at all.

According to another study by Hayat, A. Et. al., (Medical) schools have

necessarily moved towards e-learning to compensate for the interruption in classroom

education, such that traditional classes have been replaced with e-learning. These

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rapid, extensive changes in teaching and learning approaches have consequences for

(medical) schools.

This dilemma introduces us to the subject matter in this paper - Curriculum

Contextualization and its role in teaching Disciplines and Issues in Social Sciences

to Senior High school learners. How exactly can teachers make their lessons more

relevant to their students in this current education system? What challenges do

they face in doing so?

It is important to know how curriculum contextualization, which is an ages-

long practice by teachers still applies today in the new teaching and learning

processes. According to Utech (2008), a good curriculum helps students learn,

practice and evaluate specific skills and competencies, and contextualized lessons

are effective tools for accomplishing this. An effective curriculum also elicits students’

experiences and knowledge, and affirms and builds on them. Finally, it should create

room for students to pose problems and issues and develop strategies together for

addressing them. In light on this then, this research sets out to discover how

contextualization still applies and its effectiveness in the world’s current situation.

In the general sense, according to Merriam Webster, to contextualize means

to consider something in its context (the situation within which it exists or happens)

which can help in understanding it. Now, when applied to the education system, it

now is called specifically Curriculum Contextualization. According to Queensland

Studies Authority (2004), curricular contextualization is a Context-based learning. It

is a group of learning experiences that. encourages students to transfer their

understanding of key concepts to situations that mirror real life.

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Statement of the Problem

This study aims to determine the different strategies implemented by teachers

in contextualizing their lessons in today’s current Education System. Specifically, this

study will seek answers to the following questions:

1. What are the teaching strategies used by teachers in contextualizing their lessons?

2. What specific areas in the lesson are to be contextualized?

3. What factors do teachers consider in contextualizing their lessons?

4. What are the challenges encountered by teachers in contextualizing their lessons?

Significance of the Study

No matter how good and helpful a subject is, without an effective way of

transferring these knowledge to the learners, it would be rendered impotent. This is

why this topic is relevant especially in our current situation. Education systems are

shifting and so are the teachers and learners. Nevertheless, Curriculum

Contextualization is still one of the most powerful ways to make topics more relevant

and understandable to learners. This study will undoubtedly benefit the teacher,

learners and the administration in coming up with new ways of putting this to practice

in our new educational system.

Scope and Delimitation of the Study

This study will also look into the challenges that educators face in

contextualizing in this current education system. Data will be gathered on one

secondary school within the confines of the Municipality of Kapangan only. Schools

outside the Municipality of Kapangan are excluded in this study. Data providers will

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be the teachers across all subjects. Students’ will not be involved in this study. Virtual

interview will be used to gather data for this study in observance of the community

quarantine status and restrictions. Descriptive statistics will be employed; no

inferential statistics will be used to analyze data.

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 REVIEW OF LITERATURE AND STUDIES

This chapter presents related literature and previous studies conducted on our

topic. Sub chapters are based on our specific research questions.

Contextualization as a Prerequisite

According to Almeda (2019), contextualization is a prerequisite in addressing

the content and organization of activities to be undertaken in the classroom. In this

sense, curriculum contextualization gives teachers the opportunity to modify the

modules according the learning needs, preferences, styles, interests and the type of

the students inside the classroom. This was supported by Andriotis (2017), in which

he stated that contextualizing can boost teaching and learning outcomes. This means

that the teacher is already confident that his contextualized lesson would be easily

understood by his students. There is a big possibility that the learning outcomes are

high because the lessons are relevant and it engages and motivates the student to

learn more.

However, not all methods of contextualization are effective for certain subjects.

Take for example the research conducted by Kaminski & Sloutsky (2020) in some of

the schools in the United States, wherein they concluded that contextualized

representations, including those made by the student, can hinder students’ learning

and transfer of mathematical concepts. They also suggested that elementary students’

mathematics learning can benefit when initial instruction involves simple, generic, pre-

made material and opportunities for students to make and use colorful, contextualize

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representations come later. The reason behind it is that students need to have a strong

base or foundation of learning so that it will be their guide for the upcoming lessons

and it is easier for the students to understand the contextualized representations. The

study shows that the teaching strategy for early contextualized representations for the

elementary students are not effective. This further shows how contextualization

strategies and its appropriation in certain subjects are crucial for its effectivity - another

apparent manifestation of a challenge that teachers must face.

This other case can be observed in one schools in the Middle East wherein the

teacher introduced many subjects of modern MENA Jewish history to the Jewish and

Muslim students. These gave the learners the opportunity to historicize, politicize and

properly contextualize Jewish lives in Muslim majority lands wherein they were able to

appreciate the diversity of the MENA and its varied populations, languages, religious

practices and political and social organizations (Heckman,2020).

In the Philippines, the enhanced basic education curriculum uses the spiral

progression approach to ensure mastery, and must be flexible enough to enable and

allow schools to localize, indigenize and enhance the same, based on their respective

educational and social context (Valle, 2019).

Contextualization as a Law

According to De Lara (2021), the concept of localization and contextualization

is being stipulated in the provision of our 1987 Philippine Constitution particularly on

article XIV, Section 14 which states that “The State shall foster the preservation,

enrichment, and dynamic evolution of a Filipino national culture based on the principal

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of unity and diversity in a climate of free artistic and intellectual expression. This

provision was supported by Valle (2019), who claimed that contextualizing and

indigenizing lesson in Araling Panlipunan would make every lesson interesting and

some lessons in AP that explains facts and dates would be better delivered if the

teacher uses contextualized materials. Also, Philippine cultures will be preserved and

passed on to the students if there are many contextualized lessons on the modules

today.

Contextualization and its Effectivity

Contextualizing curriculum is proven to be effective for the students,

community, and the workplace classes. According to the study conducted by Lorbis

(2019) to the Grade two AP pupils, he concluded that the Contextualized Teaching

and Learning (CTL) Approach is useful to increase the mastery in learning

competencies in Araling Panlipunan. The reason behind is that students easily

understood the concepts taught to them because the lessons have been localized and

indigenized which means its has been aligned with their current situation, needs, and

interests. It was also said that the students should be evaluated using authentic

assessments which requires the learners to show their command of what they learned

by applying those skills to real-life tasks (Andriotis, 2019). The statement claims that

the use of authentic assessments in assessing the outcomes of contextualized

learning activities ensure that learning occurred and students or workers are well-

equipped in applying their knowledge and skills into their workplaces.

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Theoretical Framework

Problems on students’ diversity with differing needs still persist nowadays. To

address this problem, the teacher need to be conscious on their socio-cultural

background so as to benefits everyone in the classroom. In the study of Garin et al

(2017) the researchers came to a conclusion that the use of indigenous data in

teaching statistics along empirical probability is an effective teaching and learning

strategy. Additionally, the study recommends developing an authentic, contextualized

and localized instructional material in statistics subject to improve the performance of

the students.

Torres (2015) sates that contextualization refers to the educational process of

relating the curriculum to a particular setting, situation or area of application to make

competencies relevant, meaningful and useful to the learners. On the other hand,

localization being one of the degrees of contextualization, is the process of relating

learning content specified in the curriculum to local information and materials from the

learners community.

Based on these information, this research presumes that with the effective use

of curriculum contextualization in virtual and online education comes the maximization

of student learning and thus increases understanding and information retention.

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 METHODOLOGY

This part will present the discussion of the research design, locale of the study,

respondents, instrumentation, data gathering procedure, and data analysis.

Research Design

The design adopted for the study was qualitative descriptive survey method

specifically online interview. As cited by Almeda (2019) on her research study entitled,

“Contextualization of Indigenous Knowledge in Selected Elementary School,” Hornby

(2000) qualitative approach as systematic, subjective approach used to describe life

experiences and situations to give them meaning.

Qualitative data analysis involves the identification, examination, and

interpretation of patterns and themes in textual data and determines how these

patterns and themes help answer the research questions at hand.

Qualitative analysis is (NSF, 1997) not guided by universal rules, is a very fluid process

that is highly dependent on the evaluator and the context of the study, and I likely to

change and adapt as the study evolves and the data emerges.

Locale of the Study

The study was conducted in the municipality of Kapangan The study was

specifically administered in Baranggay Balakbak. According to the 2020 survey done

by the Philippine Atlas, the said barangay has the population of 19,297.

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Respondents of the Study

The respondents of the study are ten (10) secondary education teachers. The

respondents are selected through referral method.

Category Frequency Percentage

Teachers 10 100%

Total 10 100%

Instrumentation

The research study made use of online interview as the main gathering tool. It

made use of the semi-structured type of interview where a framework was used as a

guideline but does not limit the interview questions. Semi-structured interview offer the

possibility to deepen specific points that emerge during the discussion with the

respondent.

The interview questions asked from the participants focus on the specific

problems of the study: methods that educators used to contextualize their learning

modules, and challenges teachers face in their practice of contextualization.

In the case of the respondents having no suitable internet connection for the

online interview, face to face interview will be taken as an alternative with the

assurance of abiding by safety protocols.

Data Gathering Procedure

The researchers prepared all the necessary tools that they needed in the

interview including the research questions and letters. Next, the researchers asked

permission from the principal of the school before conducting the interview. After that,

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they informed their respondents about the instruction, guidelines, and purpose of the

research including the time limit and schedule of the interview. After collecting the

recorded data, the researchers interpreted and analyzed the gathered data.

Data Analysis

The data gathered through the interview were recorded and combined to

facilitate the analysis and interpretation of the qualitative data. The qualitative data

interpretation method is used to analyze qualitative data, which is also known as

categorical data. In this research the researchers used the method of texts, rather than

numbers or patterns to describe data - specifically the Coding System of Interpretation.

Unlike the quantitative data which can be analyzed directly after it has been collected

and sorted, qualitative data needs to first be coded into numbers before it can be

analyzed. This is because texts are usually cumbersome, and will take more time and

result in a lot of errors if analyzed in its original state.

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 DISCUSSION

This section presents the analysis and interpretation of the data gathered on the

Curriculum Contextualization in Today’s Modular Learning System.

STRATEGIES USED BY THE TEACHERS IN CONTEXTUALIZING THEIR

LESSONS

Media Integration as a strategy for contextualization came in three waves. First

as a way to localize, then as a way to simplify, and lastly as a way to create. The

researchers have discovered that in this new educational system, media integration

has proven itself to become one of the crucial and effective ways of contextualizing

lessons for teachers.

Media Integration in Localization consists of observation, and connecting the

lessons to the learners’ real world (community). This type of contextualization allows

teachers to use media to communicate instructions to learners on what they are to do

with regards to making the lessons more understandable. One respondent mentions

observing construction processes going on in their own communities as a supplement

in teaching wood work under the TLE subject, another respondent “Encourage(d)

students to visit nearby shops in their locality” in order to observe automotive-related

lessons.

Another theme under this is “Using indigenous materials for their actual

activities, e.g. bamboo strips reinforcement bars (for masonry).”, as mentioned by

another respondent. The researchers have decided to place localization and

indigenization together because at the said community where the research took place,

they have one unifying culture – they are all of the same ethnicity living in one

community unlike cities wherein different cultures and ethnicities blend together as

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one community. This specific strategy for contextualization makes use of indigenous

materials to make learning more relevant to learners.

For Media Integration in Simplification, respondents used it as a way to make

lessons easier to understand. One respondent simplifies the lessons by way of

“sending sample videos and pictures in their messengers on how to do the project.”,

rather than purely giving out printed instructions, sending videos with demonstration

of the activities will help learners produce better outputs. This is also supported by

another respondent who “provide(d) some videos for learners to see the real for better

understanding”. Another respondent stated simplification as the process of sifting out

the unnecessary parts of the modules and only giving the students what is needed for

clearer and more direct learning experience.

Lastly, for Media Integration in Creation, the primary strategies teachers make

use of it is the process of documentation and mode of creation. In the past, outputs

are mostly done manually and submitted face to face to the teachers. In today’s

modular learning system, students document themselves doing the activity using

gadgets for film, and then submit it though the internet, as one respondent instructs

the students to “Document their actual performance by pictures/ videos.” Teachers

also use media in contextualization in “Making/ drafting of samples” according to one

respondent. As a common rule of thumb. Teachers would always give an example of

a particular process they are teaching before eliciting output from the learners. This

now, is done through the assistance of media. Making or drafting examples can be

done through printed materials edited through the computer, live demonstrations of

said examples through platforms like zoom, google classroom etc. and such.

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 AREAS FOR CONTEXTUALIZATION

Based on the gathered responses, the participants revealed that the area of

the learning module to be contextualized is the evaluation and the application part.

According to Love, AJ. ( 2021), evaluation is being used to measure student progress,

reform education systems, and enhance accountability for outcomes. He also added

that instead of consistently applying one approach or set of methods to all situations,

evaluators are aware that the choice of evaluation approaches and methods for data

collection and analysis must be matched to the unique purpose of an evaluation within

a unique evaluation setting. In relation to the findings of the study, the evaluation area

is being contextualized because it allows the learners to develop their Higher Order

Thinking Skills (HOTS) because they are motivated to learn since the activites are

related to their interests and the available resources. This statement was supported

by Kenea, 2014 on Curriculum Adaptation for a contextualized approach as cited by

Almeda, 2019 who said that effective learning requires not only the acquisition but also

the active application of knowledge, skills, and process to encourage transfer to other

contexts; effective learning requires the acquisition of a complex knowledge base

including content, knowledge, skills, cognitive, and metacognitive strategies and

learning is a function not only of the activity itself but also of the content and culture in

which it takes place. In addition, Research says that young learners have great abilities

of learning and learn faster through experiential exercises (Cos and Paguia, 2021).

FACTORS TEACHERS CONSIDER IN CONTEXTUALIZATION OF LESSONS

Table 1 presents the gathered responses on the factors considered by teachers

in contextualizing their lessons for Junior High Schools learners. Basing from the data,

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the factors considered by teachers in contextualizing were focused on capability,

availability, and liability.

On capability, the teachers bear in mind first the achievement of the lesson

objectives in the allotted time frame for each topic. They made sure that their ability,

their time, and resources is enough to help them attain the lesson objectives before

forgoing with contextualization. This was supported by (Gallespie, 2002) as cited by

Almeda, 2019 who claimed that the success of contextualization efforts depends

largely on the initiative and capacity of the teacher to at least localized or

contextualized his or her lessons. In the past years, instructors have realized that they

need to make the course components more transparent, connected, or “aligned” to the

learning outcomes. In addition, the visibility of learning outcomes can help learners be

more intentional in their engagement and ways to integrate their knowledge in the

course activities and personal life endeavors (LEAP National Leadership Council,

2007). This statement was approved by Biggs, 2003 as cited by _ who stated that

making the learning outcomes more transparent can help students see why they need

to complete the variety of course activities, which affects their motivation. Another

study conducted by Cos and Paguia, 2021 suggested that in order to enhance the

implementation of the distance learning modality, there is a need to revisit the Bloom's

Taxonomy and Social Cognitive Dimensions before designing the Learning Activity

Sheets to ensure the consistency and alignment of the degree of difficulty to the

summative assessments guidelines.

The participants also claimed that they consider the interest, level of intelligence

and abilities of their students. According to (Almeda, 2019), teachers have to link

teaching and learning in the classroom to the experiences, interest, and aspirations of

the wider community, use local facts and translate the story's in the locality's language,

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localize concepts and examples for easy grasps. Ladson-Billing, 1994 as cited by

Almeda, 2021also said that teachers must inspire their learners by designing learning

experiences that are relevant to their lives and future goals. Teachers are also better

equipped to systematically tie students' interests, concerns, and strengths with

instruction, which in turn strengthens student motivation.

In contextualizing learning modules, the teachers need to consider the intellectual

ability or the cognitive level of their students to see to it that the lessons as well as the

activities will match their students' capability. According to Benjamin, 2020, one

important variable is the working memory capacity that we use to hold into information

temporarily about a complicated situation.

It was also gathered that the teacher need to use terminologies because of the

diversity of the learners as one of the participant said; " Using terminologies because

students came from different areas of CAR and even Ilocos Region and La Union".

According to Almeda, 2019, teachers used to be trained to teach in more than one

language and culture in order to cater the diversity of learners. Take for example the

Kankana-ey language which is widely spoken in many provinces of Cordillera that is

divided into two intonation, the soft or Applai and the hard and use different

terminologies (Indigenous People's Organization, 2020). Even if the teacher used a

common Kankana-ey term in his/her contextualized learning modules, the problem

would be the interpretation that the students will make. In words for example, an

Applai might say otik or beteg (pig) and the soft-speaking Kankanaey use busaang or

beteg as well. The Kankanaey may also differ in some words like egay or aga, maid

or maga (Indigenous People's Organization, 2020). In this case, trainings should

include specific components concerning bilingual students and intercultural

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classrooms, as well as specific methodologies for culture related teaching practices

(lmeda, 2019).

On availability, the teachers regarded the location and situations of the learners

as well as the accessibility of learning resources or materials. According to Cos and

Paguia, 2021, learning materials are important because they can significantly increase

student achievement by supporting student learning. This process aids in the process

by allowing the student to explore the knowledge independently as well as providing

repetition. This statement was supported by (Gay, 1995 and Gay and Howard, 2000)

cited by Almeda, 2019 who said that the most needed are practical tools and resources

that contribute to understanding its implementation. They added that only when

teachers have such tools available, they will be able to make the theory on using

culture as a resource commensurate with practice.

On liability, the teachers considered the safety of their students in compliance

with the health protocols imposed by the government. To fight the spread of

Coronavirus and maintain healthy social distancing, schools across the country have

temporarily closed and quickly transitioned from on campus- face-to-face learning to

distance learning. The opening of classes is annually marked with millions of students

trooping to their schools but with the ongoing COVID-19 pandemic, students will stay

inside their homes in the first day of classes for SY 2020-2021. Without face-to-face

classes, students will learn their lessons through various alternative delivery modalities

with the guidance of their parents and teachers. Under distance learning, students will

take their lessons using printed or digitalized modules, online or through television or

radio-based instruction (Cos and Paguia, 2021).

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 CHALLENGES IN CONTEXTUALIZATION.

This portion reveals two main challenges in the process of contextualization;

Learner Engagement and Learner Circumstance.

The research study had revealed that there are two main challenges being

encountered by the teachers in contextualizing their modules. The first one is the

learner’s engagement that involves the interest of the learners, the lack or hindrance

in participation and students time management.

Eberly Center (2021) with their article entitled, “Teacher Excellence and

Educational Innovation” stated that regardless of the objective value of an activity or

topic, if students do not recognize its value, they may not be motivated to expend

effort. Further, it was also stated that lack of interest may cause by other priorities that

competes the time and attention of the students.

One respondent experienced accepting late submitted modules which proves

that time management is a challenge in contextualization.

The second is the learner’s circumstance that includes the protocols that needs

to be observed, the internet connection, availability of materials/equipment and the

learner’s capability in handling stress.

A few of our respondents included the implementation of protocols as a

challenge in contextualizing their lessons, so as that they cannot instruct their students

to do an activity outside their own homes for they need to follow the health protocols

being imposed by the government.

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 Considering the location of the school, the internet connectivity in the rural area

is poor which affects the students distance learning. A study from Michigan State

University (2020) entitled, “Poor Internet connection leaves rural students behind”

have discovered that slow internet connections or limited internet access on homes in

rural areas can contribute to students falling behind academically. The university’s

associate director for research at Quello Center and a professor in MSU College of

Communication Arts and Sciences stated that, “Students without internet access and

those who depend on a cell phone for their only access are half a grade point below

those with fast access.” It was also included in the study that students with no high-

speed internet access at home are also less likely to plan to attend a college or

university. Still from the article, it was shown in the results that students who rely on a

cell phone only, or who have no internet access had a skills gap similar to the gap in

digital skill development. The findings also shows that the gaps in student performance

related to home internet access exist regardless of differences in socioeconomic

status, such as a student race and ethnicity, family income or parental education.

A few of our said that the unavailability of materials or equipment in students

own learning areas greatly affects their performance. Some do not have touchscreen

cellphones to use, limited materials of the students available at home, availability of

materials in the locality and some of the materials are not available in their locality are

some of the responses of the respondents that proves the great effect of limited

materials in education. As cited by Bartleby research (2021), Herward (2009) stated

that the availability of a wide variety of instructional resources can stimulate the interest

and actively engage learners.

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 CONCLUSION

Based on the salient findings of the study, the following conclusions were draw:

1. The teaching strategies used by teachers in contextualizing their lesson is media

integration in localization, indigenization, simplification and creation.

2. The specific areas in the lesson to be contextualized is the application and

evaluation.

3. The factors that teachers consider in contextualizing their lesson is the capability of

learners, availability of learning resources, and the liability of the teacher.

4. The challenges encountered by teachers in contextualizing lessons include the

learner engagement and the learner circumstance.

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 RECOMMENDATION

Basing from the mentioned conclusions, the following are the recommendations given

by the researchers:

1. Their is a need to increase the number of respondents in order to identify more

teaching strategies employed by teachers both in academic and TLE in contextualizing

their lessons.

2. For teachers, elaboration on the specific lessons to be contextualized is needed.

3. For teachers, before contextualizing, they need to consider the capability of

learners, availability of learning resources, and the liability of the teacher.

4. Teachers in both academic and TLE could cite examples on the challenges that

they encountered in contextualizing lessons regarding the learner engagement and

the learning circumstance.

5. For future researchers, a follow up study in Curriculum Contextualization in Today's

Modular Learning System is advised.

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REFERENCES

⚫ UNICEF, 2020. Pandemic Education Crisis - The Cost of School Closures.

Retrieved from https://www.unicef.org/coronavirus/reopen-

schools?gclid=Cj0KCQjwtrSLBhCLARIsACh6RmiDQstC5QLZlHgta5xcLGoDix1v

At_52fsL61ZdQzmBG4tWg0-8s7saAlt2EALw_wcB

⚫ Hayat, A., et al., 2021. Challenges and opportunities from the COVID-19 pandemic

in medical education: a qualitative study. Retrieved from

https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02682-z

⚫ Utech, J. 2008. Contextualized Curriculum for Workplace Education. Retrieved

from

https://www.umass.edu/roundtable/projects/Integrated%20curr_guide%20p1.pdf

⚫ Queensland Studies Authority. 2004. Curricular Contextualization: Tracking the

Meanings of a Concept Retrieved from

https://www.fpce.up.pt/contextualizar/pdf/Curricular_Contextualization-

Tracking_the_Meanings_of_a_Concept.pdf

• Almeda, 2019. Contextualization on Indigenous Knowledge in Selected

Elementary Schools. Benguet State University. Unpublished Thesis.

• Andriotis N. (2019). Contextualized Learning: Teaching Made Highly Effective!

Retrieved from, https://www.efrontlearning.com/blog/2017/06/contextualized-

learning-effective-elearning.html.

• Beevans, R. (2020 December 14). An introduction to t-tests. Retrieved from

https://www.scribbr.com/statistics/t-test/.

• De Lara, J. (2021). Localization-and-Contextualization-in-Teaching-K-12-Social-

Studies. Retrieved from, https://pdfcoffee.com/localization-and-contextualization-

in-teaching-k-12-social-studies-pdf-free.html

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• Hayat, A.A., Keshavarzi, M.H., Zare, S. et al. (2021 April 29). Challenges and

opportunities from the COVID-19 pandemic in medical education: a qualitative

study. Retrieved from

https://bmcmededuc.biomedcentral.com/articles/10.1186/s1209-021-02682-

z#citeas.

• Heckman, A. (2020 ). Understanding and Teaching the Modern Middle East.

Retrieved from,

https://books.google.com.ph/books?id=pQ8CEAAAQBAJ&pg=PA292&lpg=PA29

2&dq=opinion+of+teacher+about+contextualization+in+Middle+East&source=bl&

ots=zVGo_9ou_m&sig=ACfU3U3FjLJo1lP2iI_jI3p4l-

kn3wIHqw&hl=en&sa=X&ved=2ahUKEwjnioS3jszzAhVPxWEKHSLMBpgQ6AF6

BAgrEAI#v=onepage&q=opinion%20of%20teacher%20about%20contextualizatio

n%20in%20Middle%20East&f=false.

• Irisan, Baguio Profile. (2021). PhilAtlas. Retrieved from

https://www.philatlas.com/luzon/car/baguio/irisan.html#sectionDemog.

• Kaminski, J. and Sloutsky, V. (2020). The Use and Effectiveness of Colorful

Contextualization, student-made Material for Elementary Mathematics Instruction.

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https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-019-

0199-7.

• Love, A. J. (2021). Understanding Approaches to Evaluation. Retrieved from

https://www.sciencedirect.com/topics/social-sciences/educational-evaluation.

• Montalbo, M.C. and Villanueva, J. (2020). The Effectiveness of Contextual

Teaching and Learning Approach Integrated with Araling Panlipunan: Implication

to Enhance Teaching-Learning Process. Retrieved from,

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 https://www.researchgate.net/publication/341883631_THE_EFFECTIVENESS_O

F_CONTEXTUAL_TEACHING_AND_LEARNING_APPROACH_INTEGRATED_

WITH_ARALING_PANLIPUNAN_IMPLICATION_TO_ENHANCE_TEACHING-

LEARNING_PROCESS.

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https://www.statisticssolutions-resources/reserch-method/quantitative-research-

approach/.

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Retrieved from, https://www.slideshare.net/joeyvaldriz/contextualization-in-the-

philippines.

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https://www.pressreader.com/philippines/sunstar-

pampanga/20190704/281642486725080

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Technology. Retrieved from http://members.aect.org/edtech/ed1/41/-01.html.

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the classroom. Retrieved from https://www.pressreader.com/philippines/sunstar-

pampanga/20150820/281646778880452

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Basic Statistics. Retrieved from

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zed_Teaching_as_a_Technique_in_Teaching_Basic_Statistics

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High School, Division of Surigao del Sur. Retrieved from,

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_Learning_of_Carrascal_National_High_School_Division_of_Surigao_del_Sur

• Poor Internet Connection Leaves Rural Students Behind.Michigan State

University. March 2020.Retrieved from https://www.msutoday.msu.edu

• Teaching Excellence and Educational Innovation.Carnegie Mellon

University.2021.Retrieved from https://www.cmu.edu

• Effects of Lack of Resource Material for Students.Bartleby.com.2021.Retrieved

from https://www.bartleby.com

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 APPENDIX A

LETTER TO THE SCHOOL PRINCIPAL

BENGUET STATE UNIVERSITY
Km 5, La Trinidad, Benguet

November 17, 2021

JANE A. ANGLUBEN
School Principal I, Gov. Bado Dangwa Agro-Industrial School-Main
Balakbak, Kapangan
Benguet, 2613

MADAM:

Greetings!

We are fourth year students of Benguet State University taking up Bachelor of

Secondary Education, major in Social Studies. We are conducting a research titled,
“Curriculum Contextualization in Today’s Modular Learning System”. The study aims
to determine the different challenges and strategies implemented by teachers in
contextualizing lessons in junior high school.
In this regard, we are respectfully seeking permission from your office for us to be
allowed to gather data from your school. We plan to interview junior high school
teachers either through face-to-face or virtual session. We plan to do the interview
from November 16-18, 2021. We will coordinate with the teachers as to their most
convenient time. We will observe the minimum public standards while gathering data
from your school.
Rest assured that all data collected will be treated with utmost confidentiality and will
be used solely for research purposes.
Thank you so much and God Bless!
Very truly yours,
Shiela M. Boting (sgd.)
Cleofe B. Cariño (sgd.)
Jerazolle P. Pacio (sgd.)
Shiera Mae B. Puguon (sgd.)
(Researchers)

NOTED BY:

JANET LYNN M. BALAGTEY (sgd.)

Subject Teacher
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 APPENDIX B

Curriculum Contextualization in Todays Modular Learning System

Informed Consent Form

For , A teacher in Gov. Bado Dangwa Agro-Industrial School

INVITATION
You are being invited to take part in a research study. Before you decide to
participate in this study, it is important that you understand why the research is being done
and what your participation will involve. Please read the following information carefully and
feel free to ask the researcher if there is anything that is not clear or if you need more
information.

You are being asked to take part in a research study on Curriculum

Contextualization. This study aims to discover the strategies of Contextualization in
today’s educational system, and the challenges that teachers face in their application of
it. We are fourth year students of Benguet State University under the instruction of
Professor Janet Lynn Balagtey.

WHAT WILL HAPPEN

In this study you will be asked to answer a few questions about methods you use
to contextualize you lessons and the challenges you face in doing so. We will be
employing online interview and/or face to face interviews based on you preference. In the
case of face to face interview, health protocols will be observed for the safety of the
researchers and the respondents.

TIME COMMITMENT

The study typically takes 20 minutes per session among fifteen respondents.

PARTICIPANTS RIGHTS

You may decide to stop being a part of the research study at any time
without explanation. You have the right to ask that any data you have supplied to
that point be withdrawn/destroyed.

You have the right to omit or refuse to answer or respond to any question
that is asked of you

You have the right to have your questions about the procedures answered
(unless answering these questions would interfere with the study’s outcome). If
you have any questions as a result of reading this information sheet, you should
ask the researcher before the study begins.

BENEFITS AND RISKS

There are no known benefits or risks for you in this study.

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 APPENDIX C
LETTER TO THE RESPONDENT

November 16, 2021

Dear respondents,

Greetings!

We are undergraduate students at Benguet State University-Main. We are

taking up Bachelor of Secondary Education major in Social Studies and are currently
conducting a research entitled: CURRICULUM CONTEXTUALIZATION IN TODAYS
MODULAR LEARNING SYSTEM, school year 2020-2021.
May we ask your cooperation and support by answering the attached
questionnaires honestly. Rest assured that responses will be kept confidential and the
result will be used for research purposes only.
Thank you very much for participating and supporting this research! God bless!

Very truly yours,

Shiela M. Boting (sgd.)

Cleofe B. Cariño (sgd.)
Jerazolle P. Pacio (sgd.)
Shiera Mae B. Puguon (sgd.)
(Researchers)

NOTED BY:

JANET LYNN M. BALAGTEY (sgd.)

Subject Teacher

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 APPENDIX D

INTERVIEW QUESTIONS

Interview Questions for Teachers

1. What are the strategies used by teachers in contextualizing their lessons?

2. What specific areas in the lesson are contextualized?

3. What factors do teachers consider in contextualizing their lessons?

4. What are the challenges encountered by teachers in contextualizing their lessons?

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 APPENDIX E

INTERVIEW SCHEDULE

November 17, 2021- Sending of letters to the principal and respondents. Also the

informed consent.

November 18, 2021- Communicate with the respondents and present the instruction

or guidelines in purpose of the study (including the time limit and the data and time

interview).

November 19, 2021- Conduct the interview by sending the research questions.

November 22-23, 2021- Retrieval of the answers from the respondents.

35 | P a g e
 APPENDIX E

INTERVIEW TRANSCRIPTS

1. What are the strategies used by teachers in contextualizing their lessons?

RESPONDENTS ANSWERS THEME
1 • “Have the learners to provide outputs, enumerate and 1. Media
identify the process” Integration
• “Provide some videos for learners to see the real for
better understanding” 2.
2 • “Use of modules and other teacher made self learning Localization
materials in print”
• “Written procedure/process with video lesson for 3.
output-based performances” Simplification
3 • “Using indigenous materials for their actual activities, eg.
Bamboo strips reinforcement bars(for Masonry)” 4. Creation
• “Document their actual performance by pictures/videos”
4 • “Make an interview to someone expert in the topic”
• “Create flow chart, slogan and posters”
• “Taking pictures on the activity”
• “Producing outputs and projects”
5 • “Encourage students to visit nearby shops in their
locality”
6 • “Sending sample videos and pictures in their
messengers on how to do the project”
• “Making or drafting of samples”
• “Printed pictures are included in their modules showing
the procedure”
• “Neighborhood teaching”
7 • “Doing miniatures or models”
• “Taking pictures or videos of themselves doing the
activity”
• “Neighborhood teaching”
8 • “Simplify the lessons”
• “Allowing the students to take a video of the procedure”
• “Neighborhood teaching”
9 • “Produce outputs or projects”
• “Let students use indigenous materials in their outputs”
• “Take photos of their outputs/projects”
• “Let the learners observed any construction going on in
their own places”
10 • “Making learning meaningful to students by
connecting to the world”

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2. What specific areas in the lesson are contextualized?
RESPONDENTS ANSWERS THEME
1 • “What I Can Do part wherein the learners will provide 1.
outputs or let them explain by writing an essay” Application
2 • “Performance task and projects for skills development” part
3 • “Project-making/ Performance/ Assessment” 2. Evaluation
4 • “On the What I Can Do part wherein students/learners Part
are asked to apply the lesson they have acquired in
real life situations”
5 • “Enhancement skills”
6 • “Laboratory activities such as performance tasks”
7 • “Laboratory Activities”
• “What I Can Do part”
8 • “The activities being assigned to the students”
9 • “What I Can Do part”
• “Additional Activities”
10 • Assessment part

3. What factors do teachers consider in contextualizing their lessons?

RESPONDENTS ANSWERS THEME
1 • “Consider the situations of the learners based on the 1. Capability
availability of the resources”
2 • “Materials” 2.
• “Tools and Equipment to be used” Availability
• “Capability of learner for less guided process”
3 • “Using terminologies because students come from 3. Liability
different areas of CAR and even Ilocos Region and La
Union”
4 • “Achievement of the objectives”
• “Lessons/skills can be acquires better if done on
different methods and with different experts”
5 • “Time frame”
• “Availability of resources/materials and equipment”
• “Interest of learners”
6 • “Location of students”
• “Time frame”
• “Learners interest”
7 • “Protocols (observe)”
• “Time frame”
• “Location of the students”
8 “Availability and accessibility of the materials”
9 • “Achievements of the Objectives”
• “Location of the learners”
10 • “Students capabilities and level of intelligence in
understanding the lesson. See to it that they can
easily connect to the lesson”

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4. What are the challenges encountered by teachers in contextualizing their
lessons?
RESPONDENTS ANSWERS THEME
1 • “Some learners are lazy and choose the activities they 1. Learner
want to answer” engagement
• “Modules are not submitted on time”
2 • “Time management” 2. Learner
• “Flexibility to stress” circumstance
• “Health protocol”
3 • “Some do not have touch screen cellphones to use”
4 • “Some students do not submit outputs required in their
activities”
5 • “Distance between the school and the learners home
place”
• “Inadequate communication system”
6 • “Some of the materials are not available in their area or
community”
7 • “Availability of materials in the locality”
• “Liability (protocols)”
8 • “Bassit ti agcomply (75%)”
• “Limited materials of the students available at home”
9 • “Some students are hard up in their requirements or in
their activities”
10 • “Not all lessons are subject to contextualization”
• “Proper words to use”

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 RESEARCHERS BIOLOGICAL SKETCH

Shiela Miguel Boting, was born on October 26, 1999 in Pudong, Kapangan,

Benguet and is currently living in Balili, La Trinidad, Benguet as she continue her

educational journey. She is the eldest child of Jeffrey Boting and Linda Boting out of

the four siblings. She took her primary education at Balakbak Elementary School and

spent her secondary years of education at Gov. Bado Dangwa Agro-Industrial

School-Main in Balakbak, Kapangan, Benguet where she actively performed

academically and participated in some extra-curricular activities. She is committed to

pursue a career in teaching that has led her to enroll in Bachelor of Secondary

Education major in Social Studies at Benguet State University. She firmly believe that

prayer is the best weapon for all the problems and challenges that we are

experiencing in life.

39 | P a g e
 A simple yet energetic woman with a big dream. She’s no other than, Cleofe

Baniwas Carino, the 8th daughter among 10 siblings. She was born on the sunny

and blessed 9th day of August year 1998 at Kapangan, Benguet. She’s the naughty

daughter of Mr. Mariano Epie Carino, a farmer at the same time laborer and Ms. Junita

Lao-an Baniwas, a housewife, both resident of Ca-ew, Cuba, Kapangan, Benguet. A

man named Bernard M. Baruch once said, 'Be who you are and say what you feel,

because those who mind don't matter, and those who matter don't mind'. And she used

that philosophy to guide her in her everyday life.

The beginning of her educational career is at Ca-ew Day Care Center where

she started developing herself. She attended her elementary level at the same time

graduated at Balakbak Elementary School at Balakbak, Kapangan, Benguet. She

continued her secondary level at GBDASl-main at Balakbak, Kapangan, Benguet. She

finished her Junior High School last 2016 and she was awarded as Girls Scout of the

Year. For her Senior High School, she decided to continue it at the same school where

she attended her Junior High School. Last April 2018, she finally finished her Senior

High School. She choose to continue her college level at Benguet State University.

And took up Bachelor of Secondary Education major in Social Studies.

At present, she’s already in 4rth year college. She knew that the course she

choose is not easy and it really needs hard work and dedication. But she will always

try her very best to deal with all the given requirements and projects.

In the future, she wants to teach abroad and to her hometown, Kapangan.

40 | P a g e
 Jerazolle Pelingan Pacio was born on March 19, 2000 in Namat-ican,

Gadang, Kapangan, Benguet. Her parents are Mr. Samuel Pacio (+) and Rosaline

Pacio who are both farmers and original settlers of Gadang. She was the third child

among the six children of 3 boys and 3 girls.

She started her schooling in Gadang Elementary School where she graduated

as with honor. She continued her junior and senior high school in one of the best tech-

voc school in Benguet which is the Governor Bado Dangwa Agro-Industrial School-

main Balakbak, Kapangan, Benguet. For Junior High School, she had taken Foods

Trade as her course wherein she learned the basics of cooking and baking. For Senior

High School, she had taken cosmetology specifically in the area of hairdressing and

nailcare services. She pursued her tertiary education in one of the excellent University

in the world which is the Benguet State University-Main La Trinidad, Benguet. She is

currently a fourth year student in the said school major in Bachelor of Secondary

Education Social Studies.

After her schooling, she planned to take the Licensure Examination for

Teachers and to find a job afterwards.

41 | P a g e
 Shiera Mae B Puguon, known to her hometown as Immaya,

was born a quarter towards midnight, March 16 2000 in the City

of Baguio. She graduated her junior high school in Irisan

National High School, the school where her love for teaching

was awakened, and is currently in her last year of college in Benguet State University.

She originally had no desire whatsoever to become a teacher. She had

always seemed to dread the idea of baby sitting a bunch of naughty, mischievous

children. But in the year 2015, after meeting a teacher who impacted her life greatly,

saving her from her previous life of rebellion and depression, she eventually grew the

desire to teach - to impact just like that teacher.

Growing in a poor family which consists of her and her grandparents only, she

has learned right from a very young age the value of perseverance and multi-tasking.

This is why throughout her college life, she had been working in order to support

herself in her studies - from being a call center agent, to a cashier, and now, and

ESL Teacher. Despite her many responsibilities though, she also keeps some

hobbies which make her free time meaningful. She is novel writer, already finishing

three novels, ranging from seven to thirty thousand views in Wattpad - all with a

christian theme. She is also a licensed minister under the Tadiangan Assembly of God

Church and is currently pastoring the church’s youth group since October of 2020.

She loves singing, and playing the guitar, a gift she has been using to serve the

Almighty since the year 2015.

At present, she strives to finish her university degree, and get licensed to

teach professionally in the near future to bring honor to her family and her God.
42 | P a g e