Chapter 1

INTRODUCTION

Background of the Study

One of the utmost and foreseeable challenges educators face is determining the

most operative teaching strategies for their learners. Understanding and evaluating

learner involvement in learning can help teachers design the most effective curriculum

and determine how pupil best learn. Furthermore, teachers must reflect which skills will

be most practical for learners entering a workforce where building associations and

productivity go hand-in-hand. With this regard, in order to meet the demand, numerous

teachers are using dynamic learning pedagogies, such as contextualized learning.

Dynamic learning in the framework of education is every so often a process of learning

where concepts are informally exchanged through learner participation and intellectual

and activities (Weimer, 2014). Bonwell and Eison (2011) hypothesize dynamic

learning as a process encompassing learners not only by doing things, but analyzing

what they are doing and how they do it.

Skills in mathematics are imperative to dynamic learning, but conservatively,

these skills are taught distinctly from the discipline areas to which they must be

functional. For instance, learners may be taught arithmetic skills in a Math class and

then be anticipated to apply them to solving math problems not just inside the school,

but also in their day-to-day living. Numerous problems arise with this structure. First,

for whys and wherefores still to be determined, ALS learners do not automatically

transfer their skills to different every day situations. Second, they may not be driven to

1
learn arithmetic skills in class because they do not contemplate such skills to be

pertinent to their personal goals. Third, weaknesses in arithmetic skills, specifically

problem solving, is not lectured outside the classroom.

These problems have stern inferences for the academic route of the numerous

underprepared learners who enter postsecondary education. Notwithstanding, the

provision of substantial resources to providing progressive education courses that aim to

bring the math skills of underprepared learners to the tertiary level (Bliss, & Bonham,

2017), numerous learners in college show ongoing difficulties in applying these

foundational skills to the learning process (Perin & Charron, 2016). Nowadays growing

literature, particularly in the field of mathematics, proposes that bringing rudimentary

skills and subject-area instruction closer together may be an answer to this problem.

One way to craft this association is through contextualization.

Contextualization is perceived as a form of deep learning that comes about

through connecting thoughts and concepts across courses (Moltz, 2010). For instance,

Simpson et al. (2012) recommended that teaching to develop results for learners would

almost certainly use reliable materials like the textbooks.

Furthermore, the aim of this study is to think through the premise that ALS

learners can learn more efficiently and advance to college-level programs more

enthusiastically through contextualization of basic skills instruction. There are several

indications of the effectiveness of contextualization and these determine the possible

advantages for ALS learners. Henceforth, the researcher is enthusiastic in using

contextualized module in improving the problem solving skills of ALS learners.

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 A various family of teaching strategies are designed to more impeccably connect

the learning of foundational skills and academic or work-related content by focusing

teaching and learning directly on tangible applications in a particular context that is of

interest to the learners. (Mazzeo et al., 2013)

In some cases, contextualization happens through the assimilation of basic skills

and subject-area teaching (Paquette & Kaufman, 2018). Moreover, the association

between rudimentary skills and corrective learning is also seen in the freshly developed

nationwide literacy canons for career and college enthusiasm, which stipulate

competencies for different learning areas (National Governors’ Association & Council

of Chief State School Officers, 2010). Teaching that contextualizes basic skills is

frequently related with vocation and technical education (Kalchik & Oertle, 2010).

Moreover, contextualization is also instituted in academic curricula in elementary,

secondary, and undergraduate college education.

In any one program, contextualization of rudimentary skills teaching contains

one or more of the following constituents: interdisciplinary learning, use of learners’

informal, out-of-school understanding, active, learner-centered learning, learner

cooperation, use of clear literacy strategies, authentic evaluation, and teachers’

teamwork to classify and recognize real world instances (Orpwood et al., 2010). Expert

development may be given but appears rare. Guiding principles for contextualization

have been delivered for workplace and conversion programs and teachings for

assimilating literacy instruction in high school math courses have also been obtainable.

Workroom literacy focuses on a wider variety of skill than do other forms of

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contextualization; oral linguistic, problem solving, cooperation, research skills, and

rudimentary computer operations are imparted in addition to reading, writing, and math

(Jurmo, 2014).

Contextualization is applied using many diverse instructional techniques, and

over the years a justly large number of program explanations have amassed, although

many are not escorted by learner outcome statistics. The focus is the contextualization

of rudimentary reading, writing, and math skills, but it should be declared that

contextualization is also used in discipline area teaching without a straightforward skills

facet. In this reiteration, teachers contextualize teaching by denoting to authentic

practices connected to the topics being taught in order to excavate domain knowledge

(Van Damme, & Walker, 2016). For instance, studies have been piloted to teach high

school history learners to think like historians by learning about the communal, cultural,

and economic setting in which a major document was written (Nokes et al., 2017), or to

teach science to public science learners by having them conduct and deduce

experiments engaging methods used by professional experts. In a connection, problem-

based learning situates the learning of content in dependable, everyday life

circumstances (Barron et al., 2018).

Meanwhile critical thinking that have emerged from the cognitive psychological

approach include the following: it can be regarded as the mental processes, strategies,

and representations people use to solve problems, make decisions, and learn new

concepts. In addition, it can be considered as the use of those cognitive skills or

strategies that increase the probability of a desirable outcome Harpern (2014). Facione

4
(2014) identified six cognitive skills as central to the concept of critical thinking. These

skills include interpretation, analysis, explanation, evaluation, self-regulation and

inference. Critical thinking skills therefore, are skills that enable one to analyse and

synthesize information to solve problems in broad range of areas. The study of Irfaner

(2014) concluded that the lack of critical thinking skills utilized within the classroom

greatly diminishes the learners’ chance for success. The study identified the gaps in the

learners’ understanding of information, quantified their ability to compose their

knowledge of the material, and for learners to understand the material enough to create

an insightful question showcasing their comprehension of the material. The study also

determined if the teacher changed the lessons or approaches based upon the learners’

need for extra discussions or questions. Marcut (2016) supported that learners who are

trained in critical thinking skills significantly improved positively in their performance

than those who were not trained. More so, Fisher (2017) highlighted that the critical

thinking skills training had helped in stimulating learners’ intellectual capability and

make them engaged more in classroom activity. In addition, Bassey, Joshua and Asim

(2018) conducted a study on gender and Mathematics achievement in secondary schools

in Calabar, Cross Rivers State. The study revealed that male and female learners

significantly differ on their Mathematics achievement. The study of Chukwuyenum

(2019) revealed that the Mathematics performance test scores among the experimental

groups were significantly different. The study also revealed no significant gender

difference in Mathematics performance test. Critical thinking skills were also

considered as effective means of enhancing learners’ understanding of concepts in

5
Mathematics. With the results of these previous studies regarding mathematics

performance, problem solving ability, and critical thinking skills, and the concerned of

the quality of mathematics instruction in the secondary schools, the researchers find it

necessary to conduct the present study. It was observed that most of the learners

nowadays were constantly dependent on how the internet answers their questions, not

knowing that their critical thinking and problem solving skills have been affected.

In line with the above statement an old adage stated that “A learner is not a

vessel to be filled, but a fire to be lighted” is applicable. To illuminate this fire, lot of

efforts are required on the part of teachers as well as learners. Effective communication

leads to effective learning. All the learners are not identical. Their learning needs are

also different depending upon their intelligence level. Individual differences are the

main barriers in the way of communication with all types of learners. No

communication strategy can satisfy every learner/learner at the same time in the

classroom situation. Experiences and theories of learning show that eliciting a response

is an essential component of learning. Learning activities open up the genuine

interaction between the learner and the material. It has given birth to an idea of

developing Self Instructional Material. Teaching through self-learning material is

catching attention throughout the world – in the developed as well as the developing

countries.

The benefits of Self-Instructional Material are best described in terms of the type

of learners for whom it is developed. The literature on Self-Instructional Material

asserts that self-directed learners demonstrate a greater awareness of their responsibility

6
in making learning meaningful and monitoring them. They are curious and willing to try

new things, view problems as challenges, desire change and enjoy learning. Taylor

(2015) also found them to be motivated and persistent, independent, self-disciplined,

self-confident and goal-oriented.

Module is a self-instructional material allows learners to be more effective

learners and social beings. Guthrie (2016) noted that the self-directed learners in a

Concept-Oriented Reading Instruction (CORI) program demonstrated the ability to

search for information in multiple texts, employed different strategies to achieve goals

and represented ideas in different forms (drawing and writing). Morrow et. al. (2013)

observed that with proper planning and implementation, Module can encourage learners

to develop their own rules and leadership patterns. Learners learn to accept

responsibility. They gain the freedom to learn without restrictions. They retain more

because they do the work themselves as compared to spoon feeding. Self-instructional

material provides the opportunity to develop a good work ethic. It seems to be a fun

rather than being taught.

Self-Instructional Material creates an effective learning environment for the

learners to learn. These contain the answers of all possible queries, confusions and

questions that may come in the mind of the learners at the time of learning. These also

provide immediate feedback on the performance of the learners. Intrinsic reward

motivates them to learn more and more and maintains their interest in the self-

instructional material. These also help to maintain high interest level and sufficient

motivation for the learners. Self-Instructional Material has enriched features such as

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Self-explanatory, Self-contained, Self-directed, Self-motivating and Self-evaluating

which help to cater to the needs of all types of learners.

This mode of education will continue to flourish in open distance education

institutes/ universities to meet a variety of educational needs of the ever increasing

number of learners and fast changing societal conditions. Besides subject based

teaching, much professional and industrial training is now imparted through self-

learning packages. Such materials are needed for in-service education, life-long

education etc. Self-instructional Materials are designed for both on site and distance

learners to use at their own.

In line with this the researcher wanted to develop a learning material that is self-

instructed at the same time contextualized. In this contextualized module it involves the

learners to solve problems by integrating various concepts and skills in Learning Strand

II – Problem Solving and Critical Thinking. The utilization of contextualized module is

a learner-centered teaching approach that allows learners to become active in problem

solving, answering questions, work together on learning, work in team on issues or

projects, and take more responsibilities for learning. The goal of mathematics

instruction is to apply the skill of critical thinking, problem-solving, and content

knowledge to solving real-world problems and issues (Kartal, 2014). Yamin (2013) also

stated that the purpose of contextualized module is to increase intrinsic motivations and

skills in a problem solving, a collaboration, and a self-directed lifelong learning.

Referring to the implementation of the learning process in the country, it was hoped that

the learning process will be learner-centered. Teacher was functioning as a facilitator

8
and a mediator in learning process. The curriculum emphasizes that the understanding

of learning concept for learners should be prioritized, so that learners were no longer

rely on teachers as the only source of learning. The contextualization concept in the

Curriculum was expecting to have a positive impact for learners in improving their

critical thinking ability. Learners are strived to have a critical thinking ability for the

following reasons (1) Critical thinking is an important component of problem solving

besides creative thinking, because critical thinking was used for evaluating a problem’s

possible solutions (Programme for International Learners Assessment (PISA) 2012), (2)

Critical thinking becomes the basis of learners' ability to focus on classifying,

analyzing, understanding, and predicting a problem solution with self-regulatory and

regular assumptions (Masek, 2018). Therefore, learners must have the ability to think

critically and teachers must have an effort to improve learners’ critical thinking skills in

order to implement knowledge from learning into everyday life. The Research from

Masek and Yamin (2012) shows that (1) certain process in contextualization

theoretically support learners to develop critical thinking skills according to the applied

design, (2) empirical evidence is generally inconclusive to explaining the effect of

contextualized on the critical thinking ability of learners, (3) some evidences shows that

contextualized requires a long-term exposure to encourage learners’ critical thinking

skills, (4) some predictors may also affect the relation between contextualized and

critical thinking skills, such as age, gender, academic achievement, and educational

background, for further research. Based on the facts from the needs analysis

questionnaire results, researcher assumes, it is needs a learning process that can involve

9
learners more actively and learners can solve the existing problems in learner module

with critical ideas. The purpose of this research is to improve the performance of the

ALS learners through contextualized module and to determine the effectiveness of

contextualized module as teaching aid in the delivery of instruction.

Conceptual Framework

According to Trianto (2011) learner module is an activity sheets which

containing a set of basic activities that must be done by learners to maximize learning

comprehension, in an effort to establish basic capabilities according to the pursued

achievement indicators. According to Suyanto (2009), learner module is a teaching

material that packed in such a way, so learners can learn the material independently.

The definition of learner module stated by Widjajanti (2009), learner module is a

material that contains information and instruction from teacher to learners to working

on a learning activity in the form of works, practices, or applying the learning outcomes

to achieve a goal. Learning activities will be more optimal if the use of learner

worksheets were associated with appropriate learning models and needed targets.

Because if learner worksheets only used passively in the learning process, learners'

learning outcomes and critical thinking skills will not be maximized.

The use of modules are particularly beneficial as a strategy in introducing basic

information to an entire class, freeing the lecture discussion hours for more

“discussions” and less “lecture”, an enrichment activity for talented learners; a strategy

to make-up for a learner who has been absent and a strategy for a learner in need of

10
remedial lectures. May-as (2015) explained that instructional materials offer the best

means by which a teacher can provide direction in her learners’ daily search for new

understanding and verifications.

The use of modules as a learning material is no longer new in the field of

education especially in the tertiary level. This teaching-learning material is

characterized by small-step, sequential and concept-and/or skill-oriented presentation of

a unit of learning. A self-instructional module is a self-contained, independent unit of

instruction prepared for the purpose of attaining defined instructional objectives. It is

characteristically self-directing since it includes instruction on how the various

investigations will be pursued Salandanan (2016).

Hughes (2013) stated that modular instruction provides the basis for a close

interaction between the learner and the subject matter, that the learner is called upon to

respond actively in the interaction with an instructional program, and that the rate at

which the interaction proceeds are governed individually by each learner’s response.

The advantages offer to the teacher who uses the modular approach. These are: it

provides the opportunity for organizing numerous sequences to reflect special interests

of the teacher and learners; it allows the teacher to focus on the deficiencies of learners

in the subject matter; it serves to eliminate the necessity of covering the subject matter

already known to learners. With the use of modules, the progress of a learner is assessed

and the routine aspect of instruction is reduced giving the teacher a chance to enjoy her

personal contact with the learners Greager (2012).

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 The instructional modules form an important educational innovation and

teaching technique. Aside from proposing a solution to the problems of teaching

instruction, modules are more efficient mass education by giving more effective

individual instruction Acejado (2015). Another study reveals that the developed

instructional materials for interactive learning are useful and beneficial for the

improvement of the learners’ communication skills. The instructional materials provide

content which are suitable, effective and which cater to different learning styles and

preferences and which promote cooperative learning as perceive by the teacher experts

who tries out the materials and the number of learners who used the material Bassey

(2017).

The researcher used the input, process and output in determining the effect of

contextualized module in the learning Strand II of the ALS learners. The inputs were

the scores before and after the use of the contextualized module in the delivery of

instruction.

The raw data that had been gathered through pre-test and posttest were process

through statistical analysis using the MS Excel Data Analysis Tool Pack.

Finally, the output was the difference between the test scores of the ALS

learners in their academic performance before and after the use of module.

12
 INPUT PROCESS OUTPUT

1. Test Scores 1. Administer pre-test

before the examination
2. Utilization of 1. Difference between
utilization of
the academic
contextualize contextualized module
performance of the
d module 3. Administer posttest ALS Learners in pre-
2. Test Scores examination test and posttest
after the use 4. Test for the difference 2. Efficacy of
of between the pre-test and contextualized module
contextualize posttest scores
d module

FEEDBACK
Figure 1 Paradigm of the Study

13
Statement of the Problem

This study aimed to improve the Learning Strand II – Problem Solving and

Critical Thinking of the Alternative Learning System (ALS) Learners in the Don Rufino

Tabayoyong Central School for the school year 2019-2020 through contextualized

module.

Specifically, it sought to answer the following problems;

1. What is the Learning Strand II – Problem Solving and Critical Thinking of the

Alternative Learning System (ALS) Learners in the Don Rufino Tabayoyong

Central School before and after the intervention?

2. Is there a significant difference in the Strand II – Problem Solving and Critical

Thinking of the Alternative Learning System (ALS) Learners in the Don Rufino

Tabayoyong before and after the intervention?

Hypothesis

There is no significant difference in the Strand II-Problem Solving and Critical

Thinking of the Alternative Learning System (ALS) Learners in the Don Rufino

Tabayoyong before and after the intervention.

Significance of the Study

Mathematics is extremely significant in one’s life and without realizing it,

everybody uses mathematical conceptions, as well as the skills one learn from doing

math problems every day. The laws of mathematics manage everything about us and

without a good understanding of them, one can come upon substantial problems in life.

Therefore, the findings from this research were beneficial to the following:

14
School Administrators. The study enables to indicate plans and programs for teacher

competence in the field of Mathematics education.

Community. The result of the study may hearten it more to improve its community

outreach programs by sharing some materials such as books, magazines and other

library resources that will be very beneficial for the learners to advance their interest in

mathematics.

Dep Ed Administrators: The findings may serve as the bases for scheming a lesson

model and augmenting mathematics instruction that will benefit the learners. They may

also recommend good learning resources appropriate for the learners.

Mathematics teachers. The findings may help them understand thoroughly the aspects

of teacher competence in Mathematics. They may be guided on their teaching practices

of teaching mathematics which should not stress on accurateness in solving but which

fit to learners’ abilities and skills. They may be assisted in encouraging solving as a

procedure and a cooperative activity of obtaining meaning from the activities and may

substitute a flexible answer to math problems that their learners might encounter in

solving.

Learners. The findings may help them in facilitating learner learning in Kindergarten

mathematics. They may be able to determine their mathematics performance and may

evaluate their strengths and weaknesses on solving. With the aid of the approach, they

may be able to improve their mathematics skills even more.

Parents: They may be able to help their children improve mathematical skills by

continuous monitoring of their ability and spending time to have learning and

15
discussion at home and aiding the teachers in improving their children with intellectual

development.

16
 Chapter 2

METHODOLOGY

Research Design

Classroom Action Research is a method of finding out what works best in the

own classroom of a researcher so that the researcher can improve learners’ learning.

Wiemer (2016) said that every teaching situation is unique in terms of content, level,

learners’ skills and learning styles, teacher skills and teaching styles and many other

factors. To maximize learner learning, a teacher must find out what works best in a

particular situation.

Schon (2013) defined classroom action research as a systematic, yet less formal.

The goal of classroom action research is to improve the teaching of the researcher.

While there is no requirement that the classroom action research findings be generalized

to other situations, as traditional research, the results of classroom action research can

add to the knowledge base. CAR provides a means of documenting teaching

effectiveness. The brief reports and presentations resulting from CAR can be included

in teaching portfolios, tenure dossiers and other reports at the teacher or school level.

Bell (2011) mentioned some importance of action research.

First and foremost, classroom action research is a very effective way of

improving your teaching. Assessing learner understanding at mid-term helps you plan

the most effective strategies for the rest of the school year. Comparing the learner

learning outcomes of different teaching strategies helps you discover which teaching

17
techniques work best in a particular situation. Because you are researching the impact of

our own teaching, you automatically take into account your own teaching strengths and

weaknesses, the typical skill level of your learners, etc. Your findings have immediate

practical significance in terms of teaching decisions.

Second, CAR provides a means of documenting your teaching effectiveness.

The brief reports and presentations resulting from CAR can be included in teaching

portfolios, tenure dossiers, and other reports at the teacher or school level. This

information can also help meet the increasing requirements of the assessment

movement that we document learner learning.

Third, CAR can provide a renewed sense of excitement about teaching. After

many years, teaching can become routine and even boring. Learning CAR methodology

provides a new challenge, and the results of CAR projects often prompt teachers to

change their current strategies. CAR projects done as teams have the added benefit of

increasing peer discussion of teaching issues.

This study took place in Don Rufino Tabayoyong Central School during the

second quarter of school year 2019 – 2020 over a period of two months. The first week

involved the administration of pre-test which was immediately followed by the

implementation of the treatment or the utilization of touch math in the delivery of

instructions.

Sources of Data

The sources of data of this study were the ALS learners of Don Rufino

Tabayoyong Central Elementary during the school year 2019-2020. There was only

18
which is one section consisted of fourteen (14) males and four (4) female learners, a

total of eighteen (18) learners.

Instrumentation and Data Analysis

There were two kinds of tests in this study, those were pre-test and post-test.

Pre-test was intended to measure learners’ numeracy skills before the treatment given,

while post-test was to measure learners’ numeracy skills after the treatment given.

The main instrument for this study was a 30-item pre-test and posttest. Since

the test was a teacher made test it underwent content face validity with the authorities in

Don Rufino Tabayoyong Central School.

The researcher sees the need to improve the performance of the ALS Learners in

mathematics. Mathematics is extremely vital in the lives of every individual a

philosopher once said, “man cannot afford to live without mathematics”. In this context

that the researcher wanted to implement a teaching innovation through the use of

contextualized module.

The implementation of the contextualized module will be shown on the

following table.

Topic Time Frame

Pretest First Week of September 2019

Write the fraction or mixed number as Second Week of September 2019

described by a shaded region, set or point

on the number lie

Rename fractions as decimal and vice Third Week of September 2019

19
versa

Solving for the missing term in a pair of Fourth Week of September 2019

equivalent fractions

Tools for Data Analysis

The raw scores which were obtained through the pre-test and posttest were

presented in tabular forms for the purpose of interpretation. For the manipulation of

data, the means and mean percentage score were computed using the MS Excel data

analysis. Significance of difference between the mean scores of the respondents were

test at 0.05 level by using t-test.

20
 Chapter 3

RESULTS AND DISCUSSION

Performance of the Learners before and after the Intervention

Figure 3.1 reveals the performance of the learners before and after the

intervention.

80
70
60
50
Score

40
30
20
10
0
Pretest Posttest

Figure 3.1 Performance of the Learners before and after the Intervention

It can be gleaned from the table that the learners posted a mean score of 16.28

which accounted to 54.26% in pre-test. From the result of pre-test it can be said that the

learners were performing low prior to the intervention. Further it denotes that

intervention is necessary.

Contextualized module was implemented in the teaching and learning process.

Likewise, posttest was administered to determine the effect of contextualized module in

the Learning Strand II of the ALS learners.

21
 The learners posted a mean score or 23.94 which accounted to 79.81 percent.

There was a difference of 7.67 or 25.56 percent in the Learning Strand II of ALS

Learners. The sudden improvement of the performance of the ALS Learners in

Learning Strand II can be attributed to the intervention being implemented. With this, it

can be said that Contextualized was effective in improving the performance of the

learners in Learning Strand II.

The result of this study further reveals that learners performed better after using

module than in traditional teaching. The results of the study are similar to the study

conducted by Chopra (2018). Chopra (2018) found that module is effective in

improving the performance of the learners. Module helps to inculcate self-study habits

and self-confidence among learners which are very much essential to enhance learning.

Puri (2009) highlighted that the Modules are more effective as compared to

conventional mode of teaching. In India, the development of Modules is in its infancy

stage and most of the researchers developed modules and found out their effectiveness

for school learners. Meanwhile in the country very few researchers developed module

for elementary education level. In the Don Rufino Tabayoyong Central School there is

none of the teachers who develop module and used this in the delivery of instruction. In

order to develop and find out the effectiveness of module for the Grade 6 learners, the

present venture has been taken up. The learners may excel in their related fields if they

are provided Modules for self-study purpose. Further the researcher hoped that through

this study teachers will develop their own module.

22
 Dhamija (2013) compared the effectiveness of the three approaches of teaching

namely Conventional, Radio-vision and Modular on the achievement of learners in

social studies. The mean gain scores of learners in Civics when taught through Modular

approach were more than the mean gain scores of learners when taught through Radio-

vision as well as Conventional approach thereby indicating that Modular approach was

more effective in teaching Civics in comparison to Radio-vision and Conventional

approach. He added that module allows learners to be more effective learners and

social beings.

Significant Difference in the Performance of the Learners before and after the

Intervention

Table 3.1
Significant Difference in the Performance of the Learners before and after the
Intervention
N = 18
t-
Mean df t-stat Decision
critical
Pre-test 16.28
17 6.06 2.11 Significant
Post-test 23.94

From the table above the learners posted a mean score of 16.28 and 23.94 in pre-

test and posttest respectively. T-test was used to determine the difference in

performance of the ALS Learners in Learning Strand II. The t-stat was 6.06 while the t-

critical value is 2.11 since the t-stat is greater than the t-critical value null hypothesis

was rejected in favor of alternative hypothesis. This means that there was a significant

difference in the performance of the ALS Learners in Learning Strand II in pretest and

23
posttest. This means that contextualized module is effective in improving the

performance of the ALS learners in Learning Strand II.

The instructional modules form an important educational innovation and

teaching technique. Aside from proposing a solution to the problems of teaching

instruction, modules are more efficient mass education by giving more effective

individual instruction Salandanan (2011).

Another study reveals that the developed instructional materials for interactive

learning are useful and beneficial for the improvement of the learners’ communication

skills. The instructional materials provide content which are suitable, effective and

which cater to different learning styles and preferences and which promote cooperative

learning as perceive by the teacher experts who tries out the materials and the number

of learners who used the material Samonte (2014)

For the proper implementation of any school curriculum, textbooks become part

and parcel of the education system. Especially, in developing countries, it has been a

regular practice to consider textbooks as the major source of the teaching learning

process to be undertaken in schools Emmer (2013).

Another study conducted by Dhamija (2013) conducted a study using three

intervention namely conventional, radio-vision and modular instruction. In the study he

conducted he found that modular instruction is much effective than any other

intervention being implemented. With this he recommended the use of module in the

teaching and learning process.

24
 With that the researcher concluded that module is effective in improving the

Learning Strand II – Problem-Solving and Critical Thinking Skills of the ALS Learners

and with this intervention is being implemented in the teaching and learning process

better performance of the learners is assured.

25
 Chapter 4

Summary, Conclusions and Recommendations

Summary

The main purpose of this study was to improve the performance of the ALS

Learners in Learning Strand II – Problem Solving and Critical Thinking through the use

of contextualized module. The researcher answered the following questions, what is the

Learning Strand II – Problem Solving and Critical Thinking of the Alternative Learning

System (ALS) Learners in the Don Rufino Tabayoyong Central School before and after

the intervention? and Is there a significant difference in the Strand II – Problem Solving

and Critical Thinking of the Alternative Learning System (ALS) Learners in the Don

Rufino Tabayoyong before and after the intervention?

The researcher used one-group experimental research design with pre-test and

posttest. There were fourteen (14) males and four (4) females a total of eighteen (18)

who served as the respondents of this study. A 30-item teacher made test was the main

data gathering instrument for this study since the test was a teacher-made test it

underwent a content validity.

In the pre-test, the ALS Learners posted a mean score of 16.28 or 54.26% and

23.94 or 79.81 percent in pre-test and posttest respectively. The result of pre-test and

posttest indicates that contextualized module was effective in improving the

performance of the ALS learners in Learning Strand II – Problem Solving Skills and

26
Critical Thinking. Further the t-test confirms that there is a significant difference in

their performance in Learning Strand II of the ALS learners in pre-test and posttest.

It is concluded that the ALS learners perform better in the posttest than in pre-

test likewise it is concluded that Contextualized Module is effective in improving the

performance of the ALS Learners in Learning Strand II. The researcher is highly

recommended the use of contextualized module in teaching Learning Strand II to the

ALS learners.

Conclusions

In view of the above findings, the researcher concludes that the ALS Learners

perform better in the posttest than in pre-test. It is also concluded that contextualized

modules is effective in improving the performance of the ALS learners in Learning

Strand II – Problem Solving Skills and Critical Thinking.

Recommendations

From the above summary of findings and the drawn conclusions, the researcher

recommends that teacher should use contextualized module in teaching Learning Strand

II to the learners. The researcher also encourages further study on the effectiveness of

Contextualized Learning in other subject areas.

27
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 Appendix A
Letter to the Principal to Conduct a Study

COLEGIO DE DAGUPAN
School of Teacher Education
INSTITUTE OF GRADUATE STUDIES
Dagupan City, Pangasinan
Philippines

Date

____________________________
Principal
Wawa Elementary School
Lingayen, Pangasinan

Madam:

Warmest greetings!

The undersigned is undertaking a study entitled, “Improving the Learning

Strand II – Problem Solving and Critical Thinking Skill of the Alternative
Learning System (ALS) through Contextualized Module”, in partial fulfillment of
the degree of Master in Education at Colegio de Dagupan, Dagupan City.

In this regard, the researcher earnestly solicits your permission to conduct a

study to the 18 Alternative Learning System (ALS) learners in connection with her
action research.

Your kind and favorable consideration of this request will be highly appreciated.

Respectfully yours,

Armando D. Tabalin
(Researcher)
Approved:

________________________
Principal

31
 Appendix C
RESULTS OF PRE-TEST AND POSTTEST
Leaner Posttes
s Pretest t
1 20 27
2 14 28
3 15 22
4 15 22
5 19 20
6 15 29
7 20 22
8 12 21
9 14 27
10 14 26
11 12 19
12 20 22
13 14 28
14 20 24
15 20 18
16 17 19
17 19 28
18 13 29
Sum 293 431
Mean 16.28 23.94
MPS 54.26 79.81

32
Documentation

33
Curriculum Vitae

34
Improving the Learning Strand II – Problem Solving Skills
of the Alternative Learning System (ALS) Learners
through Contextualized Module

Armando Tabalin

Institute of the Graduate Studies

Colegio de Dagupan
Arellano St., Dagupan City

Master in Education – Major in Educational Leadership

March 2019

35
 Approval Form

In partial fulfillment of the requirements for the degree Master in Education,

the completed practicum paper entitled Improving the Learning Strand II – Problem
Solving and Critical Thinking Skills of the Alternative Learning System (ALS)
Learners through Contextualized Module prepared and submitted by Armando D.
Tabatin is hereby indorsed for approval and acceptance.

__________________________
Adviser

This is to certify that the completed practicum paper mentioned above submitted
by Armando D. Tabatin has been examined and approved on November ____ 2019 by
the Oral Examination Committee.

FELIZA ARZADON-SUA, EdD

Chairman

REYNALDO JAY F. HIDALGO ___________________________

Member Member

APPROVED and ACCEPTED as a partial fulfillment of the requirements for

the degree of Master in Education-Major in Educational Leadership on November
____ 2019 with a grade of _____.

FELIZA ARZADON-SUA, EdD

Dean

36
 Abstract
Armando D. Tabatin, “Improving the Learningii Strand II – Problem Solving Skills
of the Alternative Learning System (ALS) Learners through Contextualized
Module” Master in Education, Institute of Graduate Studies, Colegio de Dagupan,
Arellano Street, Dagupan City, Pangasinan, Philippines, November 2019.

Adviser: ________________________

The aim of this study was to improve the Learning Strand II – Problem Solving
and Critical Thinking Skills of the Alternative Learning System (ALS) Learners. One-
group experimental research design with pre-test and posttest was used in this study.
There were fourteen (14) males and four (4) females a total of eighteen (18) ALS
learners who served as the respondents of this study. A 30-item teacher made test was
the main data gathering instrument for this study since the test was a teacher-made test
it underwent a content validity.
In the pre-test the ALS Learners posted a mean score of 16.28 or 54.26% and
23.94 or 79.81 percent in pre-test and posttest respectively. The result of pre-test and
posttest indicates that contextualized module was effective in improving the Learning
Strand II performance of the learners. The t-stat 6.06 is greater than the t-critical 2.11
then null hypothesis is rejected in favor of the alternative hypothesis. This means that
there is a significant difference in the Learning Strand II – Problem Solving and Critical
Thinking Skills of the ALS learners before and after the use of the contextualized
module.
It is concluded that the ALS learners performed better in the posttest than in
pre-test likewise it is concluded that the intervention being conducted is effective in
improving the Learning Strand II of the ALS Learners. The researcher highly
recommends the use of contextualized learning in teaching Learning Strand II to the
learners.

Keywords: Contextualized Module, Learning Strand II – Problem Solving and Critical

Thinking Skill, ALS Learners, Alternative Learning System (ALS)

37
 Acknowledgement
iii

All praise and glory are raised to Him.

38

iv
Dedication

39
 Table of Contents
v

Page
Title Page. i
Approval Form ii
Abstract iii
Acknowledgment iv
Dedication v
Table of Contents vi
List of Tables vii
List of Figure viii
Chapter
1 INTRODUCTION 1
Background of the Study 1
Conceptual Framework 3
Paradigm of the Study 5
Statement of the Problem 6
Significance of the Study 6
2 METHODOLOGY 8
Research Design 8
Sources of Data 8
Instrumentation and Data Collection 8
Tools for Data Analysis 9
3 RESULT AND DISCUSSION 10
4 SUMMARY, CONCLUSION, RECOMMENDATION 13
Summary 13
Conclusions 14
Recommendations 14
Bibliography 15
Appendices
A Permit to Conduct an Action Research 16
B Contextualized Module 17
C Results of Pre-test and Posttest 21
Curriculum Vitae 22

40
 List of Tables
vi

Table Title Page

3.1 Significant Difference in the Performance of the ALS

Learners before and after the Intervention

41
 List of Figure
vii

Figur Title Page

e

1.1 The Research Paradigm

3.1 Performance of the ALS Learners before and after the intervention

42

viii
43