THE USE OF CONTEXTUALIZED LEARNING

MATERIALS FOR STUDENTS’ PERFORMANCE

AND SELF-EFFICACY AMONG GRADE 8
SCIENCE LEARNERS

Research Presenter: CATHERINE JOY I. EGUIAB

RESEARCH
PROPOSAL
TABLE OF CONTENTS
BACKGROUND OF THE STUDY

STATEMENT OF THE PROBLEM

01 INTRODUCTION SIGNIFICANCE OF THE PROBLEM

SCOPE AND DELIMITATION

REVIEW OF RELATED LITERATURE

THEORETICAL
02 FRAMEWORK
NULL HYPOTHESES

RESEARCH DESIGN

LOCALE OF THE STUDY

03 METHODOLOGY PARTICIPANTS OF THE STUY

INSTRUMENTATION AND DATA GATHERING

INTRODUCTIO
N
 INTRODUCTION

BACKGROUND OF THE
STUDY
 Programme for International Student Assessment (PISA) 2018 result
- Philippines had the lowest reading score and the second-lowest score in
math and science
 to raise students' levels of scientific literacy and competency as well as
their enthusiasm and self-efficacy in the field of science.
 Utilization of Contextualized Learning Materials

RESEARCH
PROPOSAL
INTRODUCTION

SIGNIFICANCE OF THE
STUDENTS - increase students' conceptual understanding, boost STUDY
self-efficacy,
and foster their creativity and critical thinking abilities
TEACHERS - these learning materials will assist teachers to make the most of their student’s strengths
and areas of weakness, offering pupils the chance to develop their confidence and strengthen their
weaknesses

COMMUNITY - People will benefit from this study's explanation of the value of
culture, ethnicity, and tradition in the educational process

CURRICULUM PLANNERS - since it will provide them with guidance on the approach and strategy to
adopt when creating the curriculum for the new normal, which intends to raise the standard of primary education in the
Philippines, particularly in rural regions.
RESEARCH
PROPOSAL
 INTRODUCTION

SCOPE AND DELIMITATION OF THE

 STUDY
The scope of this study is delimited on the academic performance and self-efficacy via contextualized
learning materials of grade 8 students in Concepcion National High School, Concepcion, Valencia City
 The study will be conducted in two (2) heterogeneous sections of Grade 8 in Concepcion National High
School, Concepcion, Valencia City, Bukidnon for the school year 2022-2023. These two sections are
chosen by the researcher for comparison purposes.
 The length of this study will be within the fourth grading period from May to June 2023, which will last
for approximately 5 weeks. The topics covered were in Unit 4 (Biology) as specified in the K-12
curriculum guide which includes; (1) Transfer of Energy at the Trophic Level, (2) Cycling of Materials in
an Ecosystem, (3) Impact of Human Activities in an Ecosystem, (4) Focus on the Digestive System, and
(5) Species Diversity.

RESEARCH
PROPOSAL
REVIEW OF RELATED LITERATURE
Student’s Performance in Science
Neftyan, Suyanto and Suyatna (2018)
He revealed that the application of the contextual
teaching and learning (CTL) approach has an
influence in improving student learning outcomes
Self-efficacy in Science
Yazon (2018)
He studied that students’ self-efficacy can
influence choice of activities, effort expenditure,
persistence, and task accomplishments
Conceptual Understanding of
Students in Science
Kurniawati and Paidi (2018)
He studied that a good conceptual understanding
can help students achieve better learning
outcomes
Contextualized Learning
Materials
Suryawati and Osman (2018)
Their study revealed that contextual module
promotes higher thinking level, enhance active
learning, enhance understanding and increase
motivation
 THEORETICAL FRAMEWORK
The study is anchored on the following theoretical concepts which relate to the use of contextualized learning
materials as an intervention and its variables.
Student’s Performance in Science
Students’ performance in this study is
anchored on the social-constructivism theory
pioneered by Vygotsky who believed that
psychological phenomena emerge from
social interaction.
Self-efficacy
Self-efficacy is anchored on the social
cognitive theory of Albert Bandura who
emphasized that the higher the learner’s
perceived efficacy, the better they perfect
their cognitive capabilities
Conceptual Understanding of
Students in Science
The conceptual understanding is anchored on
cognitive constructivist learning theory. The cognitive
approach to constructivism was pioneered by Jean
Piaget, who proposed that cognitive constructivism is
integrating the constructivist behavior’s personal
approach with the application of logical reasoning of
cognitive behavior.
Contextualized Learning
Materials
The contextualized self-learning module is anchored
on contextual learning theory. According to Pate
(2003), contextual teaching enables learning in which
students employ their academic understandings and
abilities in a variety of in and out-of-school contexts to
solve simulated or real-world problems.
RESEARCH PARADIGM
INDEPENDENT VARIABLE DEPENDENT VARIABLES

Contextualized Learning Materials

Based on ADIDS Approach Conceptual Understanding in
• Activity Science through Pretest and
• Discussion
Post-test
• Input
• Deepen
• Synthesis Students’ Self-Efficacy

DepEd Self-Learning Module

Covariate
(Pre-test)
HYPOTHESIS OF THE STUDY
HYPOTHESIS 1
There is no significant difference in the
students’ post-test results in science via
contextualized learning materials and DepEd
learning materials.
HYPOTHESIS 2
There is no significant difference in the
level of students’ self-efficacy via
contextualized self-learning kit and DepEd
self-learning module.

HYPOTHESIS 3
There is no significant difference in the
student’s conceptual understanding of
science via contextualized learning
materials and DepEd learning materials.
METHODOLO
GY
 METHODOLOGY

RESEARCH
 A quasi-experimental DESIGN
 Two (2) heterogeneous sections of Grade 8 who were officially enrolled
in the school year 2022-2023 of Concepcion National High School will
be selected
 One section will utilize the contextualized learning materials
(experimental group) while the other section will utilize the non-
contextualized self-learning modules (control group).

RESEARCH
PROPOSAL
LOCALE OF THE STUDY
LOCATION 1
CONCEPCION NATIONAL HIGH SCHOOL
Concepcion, Valencia City, Bukidnon
 
 METHODOLOGY

PARTICIPANTS OF THE STUDY

 Two (2) heterogeneous sections of Grade 8 who were
officially enrolled in the school year 2022-2023 of
Concepcion National High School will be selected
 One section will utilize the contextualized learning materials
(experimental group) while the other section will utilize the
non-contextualized self-learning modules (control group).

RESEARCH
PROPOSAL
RESEARCH INSTRUMENTS

No. 1 No. 2 No. 3

the contextualized the survey questionnaire the standardized test on
adapted from students’ conceptual understanding in
learning materials science learning self-efficacy science from DepEd
(SLSE)
 METHODOLOGY

STUDENT’S SELF-EFFICACY
The five (5) Likert Rating Scale
Rating Scale Qualitative Description Interpretation

5 4.51 – 5.0 strongly agree Very High

4 3.51 – 4.50 agree High
3 2.51 – 3.50 uncertain Moderate
2 1.50 – 2.50 disagree Low
1 1.0 – 1.50 strongly disagree Very Low

RESEARCH
PROPOSAL
 METHODOLOGY

CONCEPTUAL
UNDERSTANDING
Table 2. Department of Education Interpretation Scale (DepEd Order No.73,
S. 2012)
Raw score Percentage score Descriptive rating Interpretation

39-48 90% and above Advanced Very High

30-38 85%- 89% Proficient High
Approaching
21-29 80%- 84% Moderate/ Average
Proficiency
12-20 75%- 79% Developing Low
0-11 74% and below Beginning Very Low

RESEARCH
PROPOSAL
METHODOLOGY

DATA
GATHERING
PROCEDURE

RESEARCH
PROPOSAL
STATISTICAL TECHNIQUE
DESCRIPTIVE STATISTICS ANALYSIS OF COVARIANCE
Means, Frequency values, ANCOVA
Percentages, and Standard
deviation

T-TESTS
 Paired T-test
 One-sample T-test
THANK
SIR ALBERT A. VILLANCA!