DON HONORIO VENTURA STATE UNIVERSITY

GRADUATE SCHOOL
 Republic of the Philippines
Don Honorio Ventura State University
Villa de Bacolor, Pampanga

PROJECT PROPOSAL GROUP 5

PROJECT LOCAL:
Least learned competencies Overcome through Contextualized And
Localized IMs

I. Project Contacts

No. Team Members Role in the Project Responsibilities and Expected

Deliverables
1. Cristina S. Julio Project Manager Plan and develop the project
idea
Distribute the workloads
2. Maine Claire B. Manalang Secretary Type, prepare and collect
reports
Prepare the documentation
3. Abigael G. Yamat Researcher/Interviewer Prepare
questionnaire/survey about
the problem
Report data in the meeting

II. Project Background

Pursuant to Republic Act (RA) 10533 Section 10.2 of the Implementing Rules and
Regulations (IRR) states that “Curriculum shall be contextualized and be flexible enough to
enable and allow schools to localize and enhance the curriculum based on their respective
educational and social contexts”. In support to this mandate, contextualization and localization
of learning materials are given utmost importance.

One of the objectives of the Department of Education is that no learners will be left behind.
This ensures that all learners must have an equal opportunity to learn better in school and
develop their least mastered skills. Because of this, the contextualized and localized
instructional materials serve as an intervention to the poor performance of the learners when it
comes to developing their least mastered skills.
It was found out that after the summative test of the students, there are some learners who
failed in answering the questions under the least learned competency. Based on the data, 10
percent in each class needs to have a remediation in different learning areas. But with the
 DON HONORIO VENTURA STATE UNIVERSITY
GRADUATE SCHOOL
 Republic of the Philippines
Don Honorio Ventura State University
Villa de Bacolor, Pampanga
current situation, students are not allowed to go to school for remediation.

To give solution to this problem, the school proposes the project LOCAL. This project aims
to produce instructional materials that can help lessen the least learned competencies in the
learning area and the students can use these instructional materials at home. In this study, we
are recommending the use of contextualized and localized instructional materials to make the
lesson interesting and easy to understand especially to the slow learners.

Since the use of learning tools promotes active learning, the students will acquire skills to
analyze, synthesize and apply the material. It will help develop their logical reasoning and
creative thinking because the teachers are allowing them to have a more active role in the
learning process.

III. Project Objectives

 To make lessons interesting, and easy to understand
 To produce localized and contextualized instructional materials as interventions based
on the learners’ needs
 To create innovative and creative learning assessments
 To reward learners with their active participation in the program

IV. Project Methodology

1. Planning
2. Orientation
3. Constructing of IMs
4. Identifying the recipient
5. Implementation/Distribution of IMs
6. Monitoring & Evaluation
7. Rewarding

This paper explain the significance of the utilization of teacher-made localized

instructional materials as a supplemental resource to deal with the least learned competencies
meet during the conduct of summative test. The IMs could also take as an intervention to
improve the teaching-learning process. Particularly, it aims to present the connection between
the instructional materials utilized by teachers to the achievement and learning of the learners.
Making use of contextualized and localized instructional materials shows a significant effect on
the improvement of the achievement of the students.

Instructional materials provide the basis for what learners will experience and learn.
They hold the power to either engage or demotivate learners. Therefore, instructional materials
must be carefully planned. The instructional materials should reinforce and supplement, not
substitute, for, the teacher’s teaching efforts. As the IMs to provide are contextualized and
localized, it will be easier for the learners to learn and better understand the lessons they need
interventions.
 DON HONORIO VENTURA STATE UNIVERSITY
GRADUATE SCHOOL
 Republic of the Philippines
Don Honorio Ventura State University
Villa de Bacolor, Pampanga

We must take into consideration of individual needs and learning styles. Identify the
competencies that learners are failing to meet in order to establish instructional materials that
suit the learner's needs. The teacher must choose materials that present information in a
variety of ways that can make information more interesting and address the learners’ different
learning styles. Make sure the materials support learning objectives. Provide a wide range of
materials that will enrich and support the curriculum and course objectives. Also, make the
materials clear and accessible. Teachers must also make sure learners have sufficient
background knowledge to comprehend the learning materials.

This study intended to increase the mastery of the learning competencies among the
learners in each Grade level in Elementary by utilizing Contextualized and Localized
instructional materials. The target are the learners who failed to meet the desired objectives /
competencies of the lessons in learning areas. Summative tests are based on the Most
Essential Learning Competencies (MELCS). Through the conduct of summative tests every
quarter of the school year, we can determine the learner/s that need to go through intervention
with the use of IMs as a way of solving the problem.

PERSONS INVOLVED:

 School Head
 Teaching Personnel
 Students
 Parents/Guardians

A. Project/Work Plan

Activity Date Time Person/s Involved

School Head
Planning September 16, 2021 8:00 -9:00
School LRMDS Coordinator

Orientation September 17, 2021 8:00 -9:00 School Head and All
Teachers
Identifying the recipients of
the project September 20, 2021 8:00 -9:00 All Teachers

Identify the least learned

competencies
Crafting of contextualized and
localized instructional September 20-Oct 4, 2021 8:00 – 5:00 All Teachers
materials and assessment
tools.
Distribution of 1st set of October 6, 2021 8:00 -10:00 Advisers
 DON HONORIO VENTURA STATE UNIVERSITY
GRADUATE SCHOOL
 Republic of the Philippines
Don Honorio Ventura State University
Villa de Bacolor, Pampanga
contextualized and localized
instructional materials in
English, Math and Science.
Retrieval of 1st set of
contextualized and localized Advisers
instructional materials October 13, 2021 8:00 -10:00

Distribution of 2nd set of

contextualized and localized
instructional materials in
Filipino, AP, and ESP
Retrieval of 2nd set of
contextualized and localized
instructional materials Advisers
8:00 -10:00
Distribution of 3rd set of October 20, 2021
contextualized and localized
instructional materials in
MAPEH and TLE.

Retrieval of 3rd October 27, 2021 8:00 -10:00 Advisers

contextualized module
Distribution of 4th
contextualized and localized
IMs
Assessment October 29, 2021 8:00 -10:00 Teachers
Awarding November 8, 2021 8:00 -10:00 School Head
Teachers

B. Project Deliverables

All learners who require intervention to provide room for progress in the least learned
competencies will receive Contextualized and Localized IMs created by teachers as part of Project
LOCAL. Increased student involvement is one of the most powerful consequences of competency-
based education. Because they have control over their education, students are more engaged in
the topic. They have control over when, where, and how they learn, so they feel empowered.
 DON HONORIO VENTURA STATE UNIVERSITY
GRADUATE SCHOOL
 Republic of the Philippines
Don Honorio Ventura State University
Villa de Bacolor, Pampanga
C. Logical Framework

Objectives Activities Expected Verifiable Means of Assumptions and

Outputs Indicators Verification Risks
 To produce Identify the slow Learning List of names
localized and learners in the They give becomes more of students Students have
contextualized class children fascinating, that recorded difficulty in
instructional opportunities practical, in the understanding
materials as Identify the least to interact realistic, and Individual the lesson that
interventions learned with words, appealing when Learning and indicated in the
competencies in symbols, and Monitoring instructional
based on the localized and
each learning ideas in ways Plan (ILMP) materials.
learners’ needs contextualized
area that improve (Especially the
 To create instructional
their reading, slow learners)
innovative and materials are
Craft and listening, Results of the
creative learning problem- used. Summative
assessments produce
contextualized solving, Test and
 To recognize They also make it
and localized viewing, Assessment
stakeholders who possible for both
modules and thinking, Tools.
will contribute speaking, teachers and
probable results to assessments students to
and writing
the program skills. participate Pictures of the
 To make lessons Conduct actively and students while
formative
interesting, and successfully in answering
assessment
easy to class. Instructional
understand Materials
Assess students’ They allow for
 To reward learners provided.
improvement in the growth of
with their active
the learning self-confidence
participation in the
competency and self-
program
actualization as
Reward students well as the
who respond
acquisition of
actively in the
skills and
program
information.

V. Monitoring and Evaluation Plan

 DON HONORIO VENTURA STATE UNIVERSITY
GRADUATE SCHOOL
 Republic of the Philippines
Don Honorio Ventura State University
Villa de Bacolor, Pampanga
This describes how the whole M&E system for the program works, including things like who is responsible for it, what
forms and tools will be used, how the data will flow through the organization, and who will make decisions using the data.

OUTPUTS INDICATOR DEFINITION BASELIN TARGE DATA FREQUENC RESPONSIBL

How is it E T SOURCE Y E
calculated? What is What How will it How often Who will
the is the be will it be measure it?
current target measured? measured?
value? value?

Localized and Learners Base on Base on Every Teachers

Contextualize failed to the the quarter
d Instructional meet the assessmen assessmen of the
Materials expected t results t results school
(IM’s) competencie and year
s in the given summative
assessment. test

VI. Work and Financial Plan

In this section you will need to estimate the overall cost of the project.

Particulars Budgetary Requirements

Capital Outlay
Personnel Services
Maintenance and Other Operating Expenses :
Materials:
Bond paper, ink, printer 9000
Orientation for Teachers and Parents (Food)
2000
TOTAL CO + PS + MOOE
Administrative Cost (Maximum of 5% of total project cost)
TOTAL BUDGETARY REQURIEMENTS Php 11,000.00

References:
 DON HONORIO VENTURA STATE UNIVERSITY
GRADUATE SCHOOL
 Republic of the Philippines
Don Honorio Ventura State University
Villa de Bacolor, Pampanga
 DepEd Format of a Project Proposal for Innovation in Schools.
https://www.teacherph.com/deped-format-project-proposal-for-innovation-in-schools/
 Guidelines for Developing Project Proposals.
http://www.mfem.gov.ck/images/documents/DCD_Docs/Development-Resources/Project-
Logicial_Framework_Approaches/Project-Proposal-Guidelines_Final.pdf
 Sample Project and Evaluation Plan
https://www.publicsafety.gc.ca/cnt/cntrng-crm/crm-prvntn/tls-rsrcs/prjct-plnnng-en.aspx#input

https://sg.docs.wps.com/l/sALPM73e5iJlpxYrrzKunFA
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