CONTEXTUALIZED AND LOCALIZED MODULES IN

ARALING PANLIPUNAN 9 FOR SECONDARY

SCHOOLS IN THE DIVISION OF MARINDUQUE:
A VALIDATION

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 11
Pages: 996-1016
Document ID: 2023PEMJ1031
DOI: 10.5281/zenodo.8229460
Manuscript Accepted: 2023-9-8
Psych Educ, 2023, 11: 996-1016, Document ID:2023 PEMJ1031, doi:10.5281/zenodo.8229460, ISSN 2822-4353
Research Article

Contextualized and Localized Modules in Araling Panlipunan 9 for Secondary

Schools in the Division of Marinduque: A Validation
Laarni L. Jalotjot*, Rizalina M. Fidelino
For affiliations and correspondence, see the last page.
Abstract
This study aimed to determine the validity of contextualized and localized modules in Araling Panlipunan 9 for
secondary schools in the Division of Marinduque.This study used a descriptive, evaluative research
methodology that concentrated on the validation of the generated contextualized and localized module in
Araling Panlipunan 9 (Economics) in order to precisely evaluate the validity of the contextualized and localized
module. They were recognized as the junior high school instructors from the Marinduque division who teach
economics. Based on their qualifications to serve as module evaluators, all of the teacher-respondents who met
the requirements were included.The data gathered by the researchers were analyzed and interpreted using
percentage and mean. The mean of each item was computed to get the total mean that represent the total
evaluation of the module as to whether it is recommended for use or not. The result was analyzed to determine
the validity of the module in terms of objectives, presentations, assessment, contextualization, and localization.
Findings revealed that the content of the modules are very much valid, and it’s recommended for use.
Comments and suggestions of the evaluators are taken to consideration for the improvement of the
module.School Heads may integrate the localization and contextualization of learning materials in teaching any
subject that will determine this significant difference in imparting lifelong learning outcomes. Araling
Panlipunan 9 teachers and teachers from other levels may also create and think of techniques/strategies which
are localized and contextualized that are suitable to the learning needs of the students.

Keywords: contextualization, localization, araling panlipunan, economics, validation

Introduction in the five years plan of ASEAN countries. Education

scholars and researchers in developed and developing
Learning materials are important tools in the teaching countries have recognized modules as the most
and learning process. They serve as useful guides in beneficial and effective learning resource. It is a
the delivery of instruction and can enhance students’ specific type of learning resource which ensures the
performance and interest in the lesson. Materials like
active participation of students to make the learning
work texts, workbooks, and modules are necessary to
process alive and dynamic.
support students’ learning with different backgrounds,
abilities, and styles (Agorilla, 2015). The module is a Today, contextualized and localized learning materials
book or workbook of references made by lecturers would allow students to process new concepts in a way
individually to fulfill the students' unique needs and
that makes sense to them in their frames of reference.
interests. Many of these modules include directions for
Studies have shown that students favored the use of
students to perform a task as a means of practicing
contextualized modules due to the presence of their
learning to assess students’ comprehension. Thus,
mother-tongue language (Morales, 2014), the
using modules presents a more flexible learning
representation of their culture and values (Acorda &
environment for teachers and learners.
Furigay, 2015), and improvement in their achievement
Consequently, contextualized and localized learning scores (Iji, Ogbole, & Uka, 2014).
such as teacher-created modules and instructional
materials are essential. Moreover, to encourage Shore et al. (2014) reported that students who received
students to continue learning for life, relevant and contextualized instruction performed better in
appropriate learning materials must inspire them to see mathematics than those who were in a conventional
value in whatever they learn and that the lessons course. As an instructional approach, Perin (2019)
learned are applicable and related to their lives. argued that contextualization has its methodological
limitations but “has the potential to promote short-term
Module-based learning resource has been used academic achievement”. The studies she reviewed
successfully employed at elementary, secondary, and suggest that teachers have to work and learn together
higher levels of education in European and developing across disciplines to implement contextualization.
coun tries wo rld wide. Modu les were also Further, Olumorin et al. (2011) recommended that
recommended for the training of educational personnel teachers attempt to produce improvised materials for

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Research Article

their teaching from local resources. To contextualize Marinduque. Thus, this study attempted to develop
curriculum, Utech (2018) suggested that classroom contextualized and localized module for Araling
teachers must use genuine materials, activities, Panlipunan 9 after the teachers made its validation.
interests, issues, and needs from the lives of their
students to help them learn, practice, and evaluate Research Questions
specific skills and competencies.
The main purpose of this study is to develop and
With the implementation of the K to 12 curriculum in validate the contextualized and localized modules for
the Philippines, teachers in all subject areas are the Grade 9 Araling Panlipunan subject. The module
expected to adjust their pedagogies based on their was supplementary instructional material for
respective social and educational contexts. This is in implementing the K to 12 Program at the Division of
response to the implementing rules of Republic Act Marinduque. More specifically, the study answered the
10533 mandating the contextualization of the following questions.
curriculum, which is “flexible enough to enable and
allow schools to localize, indigenize, and enhance the 1. What are the features and contents of the developed
same” (Rule II, section 10.2h).Contextualization modules in terms of;
presents a meaningful and relevant lesson based on 1.1 Objectives;
previous experiences and real-life situations. On the 1.2 Presentations;
other hand, localization, one of the degrees of 1.3. Assessment; and
contextualization, is adapting and relating the 1.4 Contextualization and Localization?
curriculum content and teaching and learning to local 2. What is the result of the validation of the
conditions, environments, and resources. In respondents about the prepared module in terms of;
commonality, both adhere to making the lesson 2.1 Objectives;
flexible, fit, creative, relevant, meaningful, and 2.2 Presentations;
adaptive to students’ level of understanding and 2.3. Assessment; and
instructional needs (DO 32, series of 2015). 2.4 Contextualization and Localization?
3. What are the areas that need improvement as
The integration of localization and indigenization as an suggested by the evaluators of the module?
educational process in the lessons is now being 4. What improved contextualized and localized module
considered to ensure improved comprehension and could be produced by the researcher based on the
retention skills of the learners, which will improve validation made?
students’ performance (Bete, 2018). Teachers are
encouraged to use the process to make learning
effective, relevant, relatable, and significant. This Literature Review
should be reflected in the teachers’ lesson logs or
lesson plans and, most importantly, in the teaching and Contextualization and Localization
learning process. Since the country has a very varied
culture across its sixteen regions, the textbooks Curriculum localization and the localization of school
provided to the students may not cater to their local resources have their ultimate objective and
needs. Likewise, in response to the public health justification for improving educational delivery.
emergency brought about by COVID-19, DepEd UNESCO(2002;13) notes a crucial dimension of
developed the Basic Education Learning Continuity quality education is the relevance of curricula content;
Plan (BE-LCP) to ensure that learning opportunities the diversity of local (sub-national), cultural, and
are safely provided to our learners through different socio-economic realities.
learning delivery, and one of these is the modular
learning (DO 018, series 2020). A key factor driving the localization of school
curricula and the localization of schooling content is
In the Araling Panlipunan subject for Grade 9, there many nations' ethnic and linguistic diversity. This
was no record of a self-made contextualized and diversity must be considered when designing school
localized module for this subject in the Division of lessons regarding local relevance and linguistic
Marinduque. This remains a loophole in the alternative delivery to create the vital links previously mentioned
to solve the problem of the delivery of each content in between learners and materials (UNESCO, 2002; 34).
Araling Panlipunan.In this context, the researcher This means that the local delivery must be associated
would like to make a contextualized and localized with the natural environment, social environment, and
module specifically for the subject of Araling cultural and environmental needs of the region.
Panlipunan 9 Economics in the Division of

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Research Article

Integration of Contextualization and Localization learning experiences.

Establishing an integrated system of education relevant As stated in Republic Act 9155, commonly known as
to the needs of the people and society is one of the the Governance of Basic Education Act of 2001,
aims of the society as stated in the 1987 Philippine enhancing the quality of basic education should be
Constitution. The learning environment should empowered by the local initiatives by the state. The
maintain the connection between the community to State might guarantee that the qualities, needs, and
promote patriotism among the learners. The learners aspirations of a learning environment are reflected in
should know all the information on the community the program of instruction for the learners, out-of-
he/she belongs including its history, culture, and school youth, and adult students. This means that
traditions (Official Gazette, 2013). schools and learning institutions should be able to
decide what is best for the students they serve.
The teaching of Araling Panlipunan is expected to
contribute to the development of a holistically According to DepEd Order No. 32 s. 2015 entitled
developed citizen who is aware and knowledgeable of “Adopting the Indigenous Peoples Education
and critically analyzes current issues and concerns in Curriculum Framework,” the school should perceive
the local and global levels. Effective teaching of the privilege of indigenous people groups to
Araling Panlipunan is characterized as meaningful fundamental instruction that is culturally rooted and
because the learners see the relevance and connection responsive. The IPEd Curriculum Framework guides
of the lesson to their lives because it is a real-world schools and other public and private training programs
application. It is also integrative because Araling as they draw in indigenous groups to localize,
Panlipunan is an interrelated discipline which requires indigenize, and enhance the K to 12 Curriculum in
to process and think about what they are learning light of their respective educational and social settings.
making learning as “hands-on, minds-on and hearts-on
(Nuqui, 2017). Furthermore, DepEd Order No. 35 s. 2016 entitled
“The Learning Action Cell as a K to 12 Basic
Research shows that effective teachers organize and Education Program School-Based Continuing
plan instruction. With content and performance Professional Development Strategy for the
standards and learning competencies firmly articulated Improvement of Teaching and Learning,” states that
in the K to 12 curricula, it is easier for teachers to the teachers must modify teacher's guide and learner
carry out short-term and long-term instructional materials to accommodate the unique contexts of a
planning. Teachers can guarantee curriculum coverage particular locality.
by planning student learning for a year, a semester, a
unit, or a lesson under the K–12 Basic Education The steps suggested by Wyatt (2011) are flexible such
Program (DepEd Order No. 42, s. 2016). that they allow the teacher to use contextualization
despite the varied factors that may come along with
The Department of Education (DepEd) encouraged the instruction. These factors include the level of
teachers to highlight the K to 12 features in preparing diversity among the students, their diverse experiences
the daily lessons. Contextualization techniques may be and b ack gro un d, and the myriad cu ltural
used in lessons by K to 12 teachers. However, DepEd understanding.
Order No. 51, s. 2014 entitled “Guidelines on the
Conduct of Activities and Use of Materials Involving Equally, Moghaddas (2013) highlighted various
Aspects of Indigenous Peoples Culture,” states in its sources of contextualization factors in an Iranian study
Policy Background that the localization and on the effect of contextualization on performance in
contextualization thrusts of the Enhanced Basic read ing tasks. These sou rces include the
Education Curriculum direct all schools and learning interdisciplinary content introduced in class, the
programs to relate the curriculum content and learner's prior experiences, the collaboration in
competencies to the social and educational context of developing learning materials, the student's learning
communities being served. Students will learn better if styles, the instructional strategies, and the authentic
they experience a curriculum that is personalized, assessment to determine how learning content can be
taking into account different learning styles, applied to real-world tasks. These sources allow the
meaningful, and relevant to their lives in the “real teacher to contextualize and provide an opportunity for
world.” Teaching in broad generalizations to cover all the teacher to utilize contextualization to achieve a
of the required standards and prepare students for a more culture-sensitive, meaningful, and authentic
standardized test can take away from the students' education.

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Relationship of Contextualized and Localized community-based ways of knowing and funds of

Learning Activities to Learners’ Academic knowledge, such as locating community problems
Performance related to the concepts under study. Also, engaging
youth in specific activities related to those problems
One of the distinct features of localized learning and involving parents and community members as
materials has been its ability to integrate the culture classroom participants who discuss their knowledge
and local knowledge of the learners to have and experiences regarding science concepts and related
meaningful learning. Florentino (2018) saw the community problems. This literature is associated with
significant role of the local culture in the plans or the current study since it gives the prerequisite on how
lesson guides issued to teachers. This integration of to utilize modules in teaching,
local culture was a welcome innovation that benefited
the learners since their lessons were rooted in their Balderas (2016) emphasized on the characteristics of
cultural heritage, thus attaining the objective of the the module where he stressed that learning modules
language curriculum. Since the development of are the offspring of two reform movements in
communication skills is connected to how local culture education that included programmed learning and
is used in teaching, contextualized teaching can be mastery learning. Mastery learning plans contain the
adopted at varying degrees using different kinds of major features of the present-day modules, such as the
contexts. One of the concerns the teacher may be educational objectives specified. Learning units were
confronted with is how a particular local culture can be used to structure the instruction. After each unit,
embedded in the teaching and learning of a language, diagnostic progress tests were given. Before moving
what components can be found in the process of on to the following module or unit, the learner had to
contextualization, and what principles should be demonstrate mastery of the previous one. Modules
considered while incorporating a particular local should be self-contained, self-paced, short and well-
culture, in this case, maritime culture. defined, adequately motivating, properly sequenced,
providing opportunities for learner interaction, clearly
Peralta (2017) cited that for students to develop an written with the correct language, accurate, not in
understanding of the subject matter requires that conflict with other subject matter and values, and
teachers know what students already understand and utilizing every opportunity to achieve learning
believe about the world. These prior conceptions serve outcomes.
as foundations for building new understandings.
Teachers can only use students' prior knowledge if Furthermore, Balderas (2016) described the modules
they know what it is. For instance, in science, we in the following distinctive, identifiable skills or sets
know that students are likely to hold a continuous of skills or outcomes other than skills. It is relatively
model of matter rather than a particulate model. short making students use their study time efficiently
Localization activities help relate the ideas to be and essentially self-teaching, even though it may
learned to students’ prior ideas. For example, encourage group work. It blends theory and practice
benchmark lessons and bridging activities challenge and combines doing with reading and reflecting. It
students to make predictions or explain findings and provides a list of further readings or sources related to
elicit prior u nder stand ing s on which new the promoted skill and suggestions to students for
understandings can be built. participating in the design of their projects,
explanatory activities, and evaluation criteria. It is
Positively, students might bring knowledge and reality-oriented because it involves the students in an
experience unique to their cultural, ethnic, and actual situation, if not possible, tried to use stimulation
socioeconomic backgrounds. Due to lack of access to technique. It provides feedback for improvement and
certain experiences, students may also lack the prior redesign. With these characteristics, modules are
knowledge and background required to participate in needed in teaching.
discussion and collaboration around specific scientific
issues. However, students may bring epistemological The first is to develop learning autonomy, ensure
stances and ways of knowing that diverge from those satisfactory minimum standards, provide remedial
valued in science classrooms and communities. units, provide basic education, upgrade content,
enhance competencies of teachers, integrate theory and
Some strategies were used that make instructional practice, cater to individual differences in learning,
materials accessible to students and teach science in cater to different groups within the one course,
deep and meaningful ways. The strategies draw from, consolidate critical points in a course, facilitate
incorporate, extend, and challenge students’ industrial certification, provide resources for distance

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education, encourage mastery and encourage a activity, context, and culture in which it occurs. The
changed role for the teachers. integration of contextualization and localization as an
educational process in the lessons is now being
Balderas (2016) further defines module as providing con sidered to ensure im prov ed learners'
an opportunity for organizing numerous sequences of comprehension and retention skills, improving
experience to reflect the teacher's or student's special students’ performance. Regardless of their learning
interests. Self-instructional units allow the teacher to areas, teachers are encouraged to use the process to
focus on student deficiencies in subject matter that make learning effective, meaningful, relatable, and
must be corrected and eliminate the necessity of significant. This should be reflected in the teachers’
covering subjects already known to the student. It lesson logs or plans and, most importantly, in the
provides a way of assessing students’ progress in teaching and learning process.
learning and reduces the routine aspects of instruction
learning. The teacher is free to engage in personal This contrasts with most classroom learning activities
contact with the student. The independent nature of which involves knowledge that is abstract and out of
self-instructional units facilitated updating study context. Social interaction is a critical component of
materials without major revisions. It is a model for situated learning- learners become involved in a
teachers who wish to develop their materials and insert community of practice that embodies certain beliefs
their personalities. Hence, this literature is important and behaviors to be acquired. As the beginner or
since it describes a module and how it can help the newcomer moves from the periphery of this
students. community to its center, they become more active and
engaged within the culture and hence assume the role
The European Learning Path Organization, as of the expert or old-timer. Furthermore, situated
mentioned by Vergara (2017), talks about the learning is usually unintentional rather than deliberate.
difference between a “module” and a “unit.” A module These ideas are what Lave and Wenger (1990) call the
aims to develop an identifiable and certifiable portion process of legitimate peripheral participation.
of the curriculum, expressed in competence objectives.
These objectives should be achieved within a clear and Pearl (2015) emphasizes that localization and
realistic time limit (language modules usually range contextualization can be done in all learning areas. He
between 20 and 30 hours). This time limit is an reminds teachers to maximize the use of available
important feature of the modular organization since the materials that the school has and that they must utilize
whole curriculum is built around the idea that time and authentic materials and anchor teaching in the context
human and material resources should be spent to of learners’ lives. Aside from that, he added, "Teachers
achieve foreseeable results. This may introduce an should encourage students to pose problems and issues
element of rigidity – this is why a modular and use strategies to address these." Similarly, Pecson
organization implies constant monitoring and feedback (2014) believes that teachers should be adaptive and
to ensure that learning is work-in-progress. creative in using localization and contextualization in
teaching. Such principles were made in the academe to
However, it appears that modules are aiming higher to make the curriculum respond, conform, reflect, and be
help students develop a level of proficiency that is flexible to the needs of the learners, especially the
more appropriate to be described than only in terms of 21st-century learners who need holistically and
grammar, vocabulary, or functions. Units often remain skillfully developed.
a sub-division of modules (although they may also be
called in different ways: stages, steps, etc.), but the By connecting concepts to things we can easily grasp,
focus of modules – their overall organizing principle - value, and relate to, we can sometimes better
should be of a different kind. Additionally, Vergara understand them. However, the requirements of a good
also defines a module as having the statement of education should always be taken into account and
purpose, desirable prerequisite skills, instructional should not be sacrificed for the sake of a lesson that is
objectives, implementers of the modules, the modular localized and contextualized.
program, related experience, evaluative pretest, and
assessment of the module. This literature is important Localization is defined as "freedom for schools or
because it clearly defines other forms of independent local education authorities to adapt a curriculum to
learning. local conditions, and relating the content of the
curriculum and the processes of teaching and learning
Meanwhile, Cullata (2015) argued that situated to the local environment” (Taylor, 2014). The
learning, as it typically occurs, is a function of the flexibility in adapting the program of education for

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students to local conditions, often away from the (Kenea, 2014. Whether curriculum planning and
capital city and urban population centers, is a direct development occurs at the center or the regional/state
response to traditional curriculum design, which level, curriculum relevance is important. It is
Taylor (2014: 46) has described as too full, rigid, important because it determines the place formal
inflexible and irrelevant to lives of learners. This idea education has in children's normal growth (and
of relevance is critical to understanding localization development) and the roles formal education plays in
and the policy planners who have been active local and national development.
promoters. Considering local populations' cultural and
socio-economic realities (UNESCO, 2002) when Maintaining the curriculum's relevance is
designing educational content is critical in engaging contextualizing it to the learners’ experiences and the
these students in the learning process. A crucial failing situation where it is being implemented. As used in
of educational systems worldwide has been their lack everyday language, contextualization is taken as
of relevance to the lives of learners. linking or relating, or adapting the curriculum

The lack of relevance weakens the mentioned Torres (2015) said that localization, one of the degrees
connection and bond between communities, learners, of contextualization, relates learning content specified
and schools; and, thus, damages educational outcomes in the curriculum to local information and materials
through decreased student, community, and teacher from the learner’s community. With these processes,
engagement in the learning process. teachers can present the lesson as more meaningful
and relevant based on the learner’s previous
Although the world is multilingual, Mahanand (2016) experiences and real- life situations. With
noted that most classes are monolingual. Learners contextualization, learners are put in a natural and
bring a wealth of materials in their first languages to actual learning environment, letting them manipulate,
the classroom, including those from tribal, speaking, relate and adapt to various learning opportunities and
and immigrant backgrounds. But for a variety of resources available within the locality or community.
reasons, these are not acknowledged or used in the Profound learning will be assured and realized.
classroom. Such learners have a hard time connecting
to the new information. They also feel alienated and However, Torres (2015) also stressed that teachers
unaccepted and consequently give up their studies, must be extra careful in overusing them. Like all other
thus, the rise in school dropouts. However, Mouraz et learning areas, not all concepts, especially in Araling
al. (2013) discussed that curriculum contextualization Panlipunan, can be localized. Otherwise, the purpose
has gradually become a central theme in discussions of bringing more meaningful and relevant learning to
about teaching and learning. Understood as a way to the classroom may also be defeated. Nonetheless,
bring teaching learning closely to students' realities, teachers should be adaptive and creative in using
contextualization is a prerequisite in addressing localization and contextualization
content and organizing activities in the classroom. By
helping students to relate the educational tasks with Meanwhile, Moltz (2010) considers contextualization
their knowledge and everyday experiences, curricular a form of “deep learning,” which happens through
contextualization facilitates the linking of theory and linking ideas and concepts across courses. As far as
practice. Furthermore, it allows students to give language teaching is concerned, it refers to placing the
meaning and value to what they learn in school. target language in a realistic setting to make the
Therefore, contextualizing knowledge at school is a learning process meaningful to the students. Reese
process that aims to produce a meaningful curriculum (2011) added that in contextualizing teaching and
for students. learning, the concepts of learning by doing, applied
learning, and manipulative learning apply. Learning by
Mahanand (2016) further mentioned that their National doing means learning from experiences resulting
Curriculum Framework (2015) also recommends using directly from one’s own actions, as contrasted with
learners’ local and folk traditions, Including tales, learning from others performing and reading others'
riddles, songs, proverbs, etc. These resources have instructions or descriptions, or lectures. However,
been educating their people since time immemorial, according to Pendor (1997), effective teaching occurs
and there is a need to bring them to the classroom and when students participate and are not just made
integrate them with English language education. They recipients of information and knowledge delivered by
will help their local languages and culture grow and the teacher. The pupil’s participation in the classroom
continue to make their learners multilingual. Such an activities is encouraged for more internalization of
approach facilitates effective language learning lessons. Further, Bonwell and Eison (2000) defined

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learning as simply having the students engage in some experiences. Hence, curricular contextualization
activity that forces them to think about and comment facilities the linking of theory and practice.
on the information.
Validation of Module
Lesson planning is one of the vital roles of a teacher.
Planning is the systematic process of deciding what It can be said that the use of the learning module can
and how students should learn. Planning is mostly the help students improve their achievement level and
responsibility of teachers. motivation for the subject. According to Estremera
(2017), the module should meet instructional material
Hudson, C. & Whisler, V. (2015), stated that development's quality and acceptability standards.
contextual teaching and learning has been defined to Hence, the provision of a learning module determines
introduce content using a variety of active-learning its validity and quality. The module development and
techniques designed to help students to connect what implementation concept provided comprehensive
they already know to what they are expected to learn information and adequately explained the learning
and construct new knowledge for the analysis and objectives, learning content, learning experiences,
synthesis of this learning process. A theoretical basis learning outcomes, knowledge, skills, and concepts.
for contextual teaching and learning process has been
outlined with a form of connection, constructivist and The learning module must be contextualized or
learning theories. According to Perin (2011), localized based on the needs of the learners in
contextualization is believed to aid information response to the learning environment (Estremera,
retention and transfer from a cognitive perspective. 2017; Hizon, (2017); and Claridades, 2017; and
However, one should use previously obtained skills by Gianan, 2016). Instructional materials motivate
knowing to whom and where. The likelihood that students to learn more about the concepts by providing
students will apply their newly learned skills in that challenging activities that require them to move to the
specific environment may be increased by directly next content. Both teachers and students perceived the
connecting fundamental skills in developmental effectiveness of contextualized concepts and activities
education instruction to real-world applications in the as a tool for teaching and learning (Hizon, 2017).
subject matter that they would experience in
According to Claridades (2017), utilizing localized
disciplinary courses. Rao (2011) describes
and contextualized modules was deemed effective in
students as the center of the learning process. He
uplifting the performance of grade 8 learners in
added that the learning experiences should be active-
teaching science. Localized and contextualized
oriented, and teaching should encourage students to
materials should be reproduced and immediately
learn independently. Nevertheless, Laeen et’al (2019)
distributed upon implementing the K to 12 curricula.
states that students must understand the situation. The
setting of the problem and appreciation of the
Educators in any field should try to apply or integrate
significance of studying the concepts. It is important to localization and contextualization of learning materials
know where and when to apply the concepts rather in teaching any subject because it positively affects the
than how they can be applied. performance of the learners and is an effective means
of imparting lifelong learning outcomes (Ballesteros,
As noted by Ruiz de Forsburg and Borges Mansson
2015).
(2012), the local curriculum introduces content that is
relevant at the local level to meet local learning needs Related Studies
and develop life skills, attitudes and values. In addition
to those life skills, attitudes and values, they also The related studies cited in this chapter tackle the
develop full participation in their communities different concept, understanding, and ideas,
political, social and cultural life. However, Dack generalization or conclusions and different
(2012) stressed that a teacher who differentiates development related to study.
robustly creates an environment and processes that
make room for the student's varied approaches to Contextualization and Localization
learning- including those shaped by culture.
Localization is relating learning content according to
Contextualization is a prerequisite in addressing the the curriculum to local information and using materials
content and organization of activities to be undertaken available in a particular community. On the other
in the classroom. It helps the students to relate the hand, indigenization enhances learning competencies
educational tasks with their knowledge and everyday about the biogeographical, historical, and sociocultural

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context of the learner's community, guided by the address how the learning took place in a localized
standards and principles adhered to in the curriculum curriculum process, although Hogan’s (2018) study
(Nuqui, 2017). and Ramsarup’s (2005) study both indicated that
active learning approaches were important and that
One of the definitions found in the study presented by there was a need to engage different voices and
Kalchik and Oertle (2010) is that contextualization is a perspectives on issues in the localized curriculum
diverse family of instructional strategies designed to process.
more seamlessly link the learning of foundational
skills and academic or occupational content by Lynch (2015) stated that 94% of the students said they
focusing teaching and learning squarely on concrete learned much more in CTL strategy classes than in
applications in a specific context that is of interest to traditional courses in that same subject area
the student. Similarly, Policarpio (2018) defined (Predmore, 2015, p23). Similarly, a recent study
localization as a subfield of contextualization, wherein utilizing CTL indicated that as a result of their
teachers utilize local knowledge, material, language, experience, more than 80% of the participants
culture in designing curriculum instructions. In the expressed that they were able to think more deeply
same line of thought, for whom curricular about the topics and participate more actively in
contextualization is called Context-based learning, a learning (Choo, 2007, p. 198).
group of learning experiences that encourages students
to transfer their understanding of key concepts to The study of Graham (2011) suggests that using this
situations that mirror real life. teaching method in associate’s level community
college courses was positively related to student
In a comparative study between content-based and academic success. However, instruction involving
context-based approaches in education, “context-based contextualized teaching and learning was negatively
approaches help students to make connections between associated with the academic success of students in
chemistry concepts and real-world applications” (King subsequent sequence English and mathematics courses
et al., 2007, p. 379). These definitions point towards that did not use this teaching method.
contextualization as a pedagogical approach that
improves the odds of the curriculum being meaningful Meanwhile, Johnson (2002) specifically highlighted
to students and valuable in everyday life, an contextualization as a key instructional strategy in his
educational feature considered crucial for successful study about A Blueprint for High Performance. The
learning. This supports Gillespie’s (2002) statement word contextual’ naturally replaced applied academics
that “research shows that learning transfers from one because the word ‘applied’ was simply too small to
context to another more effectively when the learner. encompass the startling innovations achieved by this
The Asia-Pacific Educational Researcher (TAPE- grassroots reform. The more comprehensive
D-12-00113R3) 6 understands the facts and the big contextual—context implies the interrelatedness of all
picture. This means that using contextualization by things. Everything is connected, including ideas and
teachers to reach transferable learning is a promising actions. Contextual also directs our thinking toward
approach. Yamauchi (2003) corroborates this when experience. Ideas have meaning when experienced in
stating that “when teachers contextualize instruction, context (p. 10).
students become motivated because what they are
learning is more meaningful and relevant to their lives The findings of the study of Bete (2018) about the
outside of school”. impact of contextualizing and localizing teaching-
learning processes on students' academic performance
All of these authors appear to rely on a model of in social studies revealed that there is a significant
education that emphasizes the need to think more relationship between the school's practices of
deeply about curriculum development and teaching localizing teaching and learning and student’s
and learning processes, as well as giving schooling performance in social studies. promoting historical
meaning and significance outside of merely imparting contextualization: the development and testing of
academic knowledge. The literature presents pedagogy, the developed pedagogy showed positive
curriculum contextualization as a crucial idea for results and improved the historical contextualization of
encouraging meaningful learning. Therefore, it is the students. In contextualizing or localizing the social
important to consider the curriculum while taking into studies content, the teacher's role will shift to merely
account the people, regions, and cultures. These facilitator. According to the study by Marione (2015),
studies, while providing useful insight into some of the the non-availability of a laboratory affected their
processes involved with localizing curriculum, did not teaching of Social Studies. It was also the opinion of

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the respondents that field trips were important to the 'insight and knowledge and 'social skills needed for
teaching of Social Studies as well as the importance of their engagement in concrete action with their
teaching aids in Social Studies. communities for the environment. Hogan's study
provided useful findings on what happens when the
In addition, Okon and Archibong (2014) claim that curriculum is localized or contextualized.
students who perceived their teachers’ attitudes as
positive performed better than those who perceived According to the study by Hilario (2019) of the
their teachers’ attitudes as negative. Students’ interests Philippine Normal University, teachers may use
and teacher factors also played an important role in the pictures of sceneries or environments to represent the
student's academic performance in Social Studies. This math concepts, local games, or materials immediately
has been projected in the study of Ekpenyong (2015), available within the community to facilitate concept
which revealed that students’ interest in social studies development in the mind of the students. However,
significantly relates to their academic achievement in according to Labindao (2022), students need to be
the subject. This research pointed out the importance exposed to a wide variety of different pictures, such as
of the teacher as a facilitator and the ultimate key that reference materials, modules, and websites, to enhance
affects students’ academic performance. their visual abilities as one of the significant factors
that need to be given focus and consideration. To
Further, Smith (2011) believes that the benefits of emphasize the visual knowledge area in analyzing
contextualized teaching and learning are to be as pictures domain goes along with writing and viewing.
follows: (a) pupils are more responsive when using Visual images are becoming increasingly important as
their knowledge and skills in real-world situations; (b) most information is presented as a combination of
pupils are more likely to engage in their own learning words and pictures. It is essential that students not only
if it applies directly to their lives as family members, can derive literal meaning from texts but also develop
citizens, and present/future workers; and (c) parents, an understanding of how the texts are produced.
pupils, and community members can all use and relate Students need visual images to help them read and
to these ideas. understand texts. Visual information can support
reading and help make meaning of the text.
Yagci (2010) studied grade eight students by exposing
them to concrete instructions and examined their views Similarly, Egcas (2017) mentioned that localized
on concrete model instructions. It was found that curriculum helped increase the students' reading
students positively understood the concepts by using achievement level. Furthermore, De La Paz and Felton
concrete materials in teaching. Using concrete (2010) asserted that both historical reasoning and
examples, students can easily connect concepts to writing can improve students' reading achievement.
reality. However, in the study of Reyes, Ingreso, and The school must establish a school-based curriculum
Hilario (2019) about conception and application of localization matrix aside from using regional and
contextualization in mathematics education, they division curriculum localization matrix and ensure
argued that teachers should focus on designing lessons continuous capability building for teachers on
in connection with the students' lives. Samples that can localizing curriculum.
be seen in their community or locality should be the
priority during discussions so that learners can actively As studied by Baraquia (2018), knowledge is
engage because they can relate to the lesson. Localized constructed within the human minds and social
teaching materials can also improve the reading skills communities if contextualizing is backed up by the
of the students. educational philosophy of constructivism. However,
Reyes et al. (2017) showed that the pretest and posttest
In another SADC REEP linked study on localized (or performance of the students exposed to contextualized
contextualized curriculum) – Hogan (2008) referred to and localized trashing is higher than that of students
a similar process of bringing local socio-political and exposed to contextualized and but not localized
environmental issues into the classroom. Unlike teaching on the empirical type of test. Still, they had
Namafe (2008) wherein she consulted parents, lower performance on the theoretical type of test. For
learners, villagers and teachers to identify ways of me, students engaged and empowered by localization
contextualizing and localizing a module of the formal and contextualization have the highest capability to
curriculum. Her research found that allowing local pass the post-test.
issues such as the control of forest logging or the
marketing of mushrooms into formal education Based on the results and findings of Hipolito (2019),
curriculum provided openings for students to get the the following conclusions were derived: (1) The use of

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Indigenized Module improved the academic doing, and teaching (to their peers), the concept or idea
performance of the IP learners. They obtained a higher becomes more thoroughly understood and ingrained in
mean in their posttest than their pretest which led to a one’s mind, whether it is math or any other subject
higher mean percentage score.; (2) Posttest and matter.
Delayed posttest gained the same test result and still in
high level mean percentage score.; (3) Accepting that Learning Module
innovative teaching approaches had a great influence
in encouraging IP learners to perform better with the It can be said that the use of the learning module can
help of the culture bearer which confirms that help students improve their achievement level and
Indigenized Module was effective.; (4) The non-IP motivation for the subject. According to Estremera
teacher explained the lesson to the IP students in (2017), the module should meet instructional material
Capampangan and Tagalog so that they could development's quality and acceptability standards.
understand it, which made the IP students more Hence, the provision of a learning module determines
engaged in the class, especially when the culture its validity and quality. The module development and
bearer used the indigenous language to do so. implementation concept provided comprehensive
information and adequately explained the learning
However, Agustin (2019) said that majority of the objectives, learning content, learning experiences,
senior high school mathematics teachers belonged to learning outcomes, knowledge, skills, and concepts.
the age group 31 – 35 years old and their average age The learning module must be contextualized or
is 34.80. Mostly Teacher III had been in the service for localized based on the needs of the learners in
6 – 10 years. Teachers have met the qualifications response to the learning environment (Estremera,
standards to teach in the Senior High School regarding 2017; Hizon, 2017; Claridades, 2017; and Gianan,
educational qualifications, training, and experience. A 2016).
typical senior high school mathematics teacher's
performance evaluation is very satisfactory. Teacher- Moreover, instructional materials motivate students to
respondents practice contextual teaching very often learn more about the concepts by providing
regarding the topic functions under General challenging activities that require them to move to the
Mathematics. next content (Clevado, 2017). Both teachers and
students perceived the effectiveness of contextualized
Nevertheless, senior high school mathematics teachers
concepts and activities as atoll for teaching and
practice contextual teaching regarding business
learning (Hizon, 2017). According to Tomlinson
mathematics. This means that there is no significant
(2011) in his book about materials development, more
difference in the contextual teaching practices of
and more institutions, both public and private are
teacher-respondents as to functions and business
realizing that learners' achievement and learning will
mathematics when grouped according to profile
improve if they start developing localized learning
variables. There is no significant relationship between
materials. Educators in any field should try to apply or
contextual teaching practices and the performance of
integrate localization and contextualization of learning
teachers.
materials in teaching any subject because it positively
According to a study conducted by Selvianiresa and affects the performance of the learners and is an
Prabawanto (2017), contextual teaching and learning effective means of imparting lifelong learning
can be successful when learning uses a collaborative outcomes (Ballesteros, 2015). Moreover, educators
interaction with students, a high level of activity in the have been enthusiastic about contextualization for
lesson, a connection to real-world contexts, and an many years, trends in the available research have been
integration of science content with other content and positive, and it is consistent with contemporary
skill areas. It also implies that cooperative and theories of learning and motivation (Perin, 2011).
interactive learning was the main strategy and gave
importance to posing a mathematical task to students Overall, these studies provide the foundation of
in learning exponential functions. Many researchers knowledge for this research study. These helped
found that cooperative learning was especially identify inconsistencies, research gaps, conflicts in
beneficial to students’ reasoning and conceptual previous studies, and open questions left from another
understanding. Kilpatrick (2002) stated that one of the research. These serve as additional research to justify
best ways for students to improve their reasoning is to this undertaking within the context of existing
explain or justify their solutions to others. When one literature, making a case for why further study is
can use what they are learning by listening, speaking, needed.

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Methodology objectives as prescribed by the learning competencies

and the presentation procedures that are made in a
different context, as well as the localized activities
The study employed a descriptive, evaluative research prepared for the students. The questionnaire was
design that focuses on the validation of the developed intended for the assessment to be used by experts in
contextualized and localized module in Araling terms of the content of the module developed. The
Panlipunan 9 Economics. Calmorin (2011) suggested module was assessed and validated by the Grade 9
that the descriptive, evaluative survey method is teachers using the 5-point Likert scale, with 1 as the
designed to appraise the current study's worthiness lowest and 5 as the highest, which is described as
carefully. It involved collecting data to answer follows.
questions about the current status of the study. Since
the nature of the study consists of gathering and Procedure
interpreting detailed information, the researcher
believed that it is the most appropriate to be used as The research er d ev elop ed a modu le with
the basis for developing and evaluating the module. contextualized and localized activities in Araling
Panlipunan 9 in the grading period with the
Participants competencies set by the Department of Education. The
researcher first analyzed the possibility of using
The respondents of the study include all public contextualized and localized module in Araling
secondary high school teachers in the Schools Division Panlipunan 9 in the school. Then it was followed by
of Marinduque who are teaching Araling Panlipunan 9. designing an appropriate learning module with
They were identified as the junior high school teachers corresponding activities before developing it. The
in the Division of Marinduque who are teaching activities of the module were developed with localized
Economics 9. To demonstrate their expertise, their and contextualized exercises that would fit the
profiles were provided. The teacher-respondents were learner’s needs.
enumerated based on their area of teaching as
qualifying to be the module evaluators.The The developed module was presented to the experts in
respondents of the study are the Grade 9 Araling the Araling Panlipunan for further evaluation of
Panlipunan teachers employed in the Division of ob jectiv es, presen tation , assessm en t and
Marinduque. The participants are composed of 64 contextualization and localization. It was assessed
public secondary school teachers who were based on its content conducted by the teachers in the
enumerated to evaluate and validate the module’s field. Moreover, the module was evaluated through the
content in Araling Panlipunan 9. The evaluation was respondent’s responses and feedback about the
conducted by the teachers based on the content in material in terms of its content in terms of its
terms of its objective’s presentations of the lesson and objectives based on the learning competencies set by
the assessment activities prepared by the teachers. the Department of Education for Araling Panlipunan
Their profile were described to justify their expertise for Grade 9. The experts in Araling Panlipunan
in the subject. According to their areas of expertise as evaluated the module's objectives, presentation,
teachers, all of the teacher-respondents were listed as assessment, contextualization, and localization. Field
qualified to serve as the module's evaluators. teachers rated its content. The module was evaluated
based on respondent replies and input regarding its
Instruments of the Study content and aims based on the Department of
Education's Araling Panlipunan for Grade 9 learning
The instrument used in evaluating the modules was competencies. The lesson's presentation and the
adapted from the study of Macalalad (2019). It was assessment conducted with contextualized and
modified and validated by master teachers with localized activities will also evaluated.To complete the
expertise in the said area for the better suit of the conduct of the study, possible evaluators will be
study. identified as teachers who are experts in the field of
teaching the subject. They were identified as the junior
It made use of a five-rating scale to describe the degree high school teachers in the division of Marinduque
of validity of the evaluators on each of the items, along who are teaching Economics.
with objectives, presentations, assessments,
contextualization and localization of the modules. This Ethical Considerations
was based on the assessment of the content of the
activities and procedure of the module in terms of its The researchers made sure that the health and safety,

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integrity, and confidentiality of the participants must learning. Contextual and experiential learning is
be all protected and ensured all costs from the another outstanding characteristic of this curriculum.
beginning to the end of the study. The questionnaire Content standards offer contextual learning, while
and the modules have been validated using a modified performance standards offer experiential learning.
evaluation tool. The evaluators validate the modules
conform to the theoretical basis of teaching approaches Presentations
anchored to the MELC’s.
Learning activities are contextualized and localized to
suit the needs of the learners in terms of presentations.
Results
Development (pagpapaunlad) is the learning process
where the teacher presents activities, tasks, and
Features and Contents of the Developed Modules
contents of value and interest to the learners. This may
expose the learners to what they know, what they do
Objectives
not know, and what they want to know and learn. Most
activities and tasks must simply and directly revolve
The module is divided into four quarters. Each part
around the concepts to develop and master the skills of
includes the contents, content standards, performance
the MELC. In commonality, both adhere to make the
standards, learning competencies, code, and suggested
lesson flexible, fit, creative, relevant, meaningful, and
learning activities. The contents pertain to the topics
adaptive to students’ level of understanding and
that are discussed in each grading period. Every topic
has a format part (DepEd Order No.31, s.2019). The instructional needs (DepEd Order n32 s 2015).
first part is the introduction (panimula) where the
Another is engagement (pakikipagpalihan), where the
teacher utilizes appropriate strategies in presenting the
teacher allows the learners to be engaged in various
MELC and desired learning outcomes for the day or
tasks and opportunities in building their KSAs to
week, the purpose of the lesson, core content and
meaningfully connect their learnings after doing the
relevant samples. This allows teachers to maximize
tasks in the development. This part exposes the learner
learners’ awareness of their own knowledge regarding
to real-life situations/tasks that shall ignite their
the content and skills required for the lesson.
interests to meet the expectation, make their
The developed modules were based on the DepEd performance satisfactory, or produce a product or
Most Essential Learning Competencies (MELCs) in performance which leads them to understand the skills
terms of objectives. Likewise, MELCs is the major and concepts fully. It helps learners to gain a deeper
resource for schools, schools’ division offices (SDOs), understanding of the subject matter by relating the
and regional offices (ROs) in developing and material to meaningful situations that learners
implementing learning delivery techniques relevant to encounter in real-life and offers one promising
the local context and diversity of learners while approach to help learners learn more effectively.
adjusting to COVID-19. Hence, the objectives set in
utilizing the module were clearly stated in the module Moreover, the module activities are helpful because
and were simply formulated so these can be easily these make learning relevant, engaging, and
attained and measured. Utilizing the MELCs for motivating among hard-to-reach students to increase
contextualizing and localizing may resemble the their confidence and enthusiasm, and enhance interest
creativity of the learners’ colorful and imaginative in long-term goals and education. Contextualized and
cognitive skills. The beauty and depth of localized modules feature things familiar to learners
contextualized instruction lie between moral wisdom such as tourist attractions, products, and situations to
and Filipino ideals that must be given to young the locale of students in the Province of Marinduque.
generations, who will carry the torch of independence Effective teaching of Araling Panlipunan is
and incomparable Filipino idealism (Lorbis 2019). meaningful because the learners see the relevance and
This implies that the students should have complete connection of the lesson to their lives. After all, it is a
knowledge of their community, including its history, real-world application. It is also integrative because
culture, and traditions. The curriculum also promotes Araling Panlipunan is an interrelated discipline. It also
collaborative learning, one of its primary K-12 requires them to process and think about what they are
curricula. Through this, the learners are taught that learning, making learning “hands-on, minds-on, and
success is found not only in the outcome but in the hearts-on (Del Rosario et’al, 2021).
process. The learning objectives are proof that Araling
Panlipunan 9 curriculum features collaborative Assessment

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Assessment (pagtataya) is a process where learners majority of learners learn the material, it also is
demonstrate ideas, interpretation, mindset, or values consistent with the real-world focus of contextual
and create pieces of information that will form part of teaching. Employers value employees who can
their knowledge in reflecting, relating, or using it communicate effectively, who share information
effectively in any situation or context. In This part freely, and who can work comfortably in a team
encourages learners to create conceptual structures, setting. We have ample reason, therefore, to encourage
allowing them to integrate new and old learnings. This learners to develop these cooperative skills while they
was also contextualized and localized based on the are still in the classroom where we can facilitate the
learning objectives. The holistic assessment process process.
emphasizes the formative or developmental purpose of
Transferring - Learning in the context of existing
ensuring student learning (DepEd Order no 8, s2015).
knowledge, or transferring, uses and builds upon what
It is also standards-based as it seeks to provide that
the learner already knows. Learning to transfer
teachers will teach to the standards and that students
familiar information to new contexts helps learners
will aim to meet or even exceed them. Therefore, the
students’ attainment of standards in content and approach unfamiliar situations and problems with
performance is critical evidence of learning. confidence

Contextualization and Localization Contextualized and localized modules featured things

familiar to learners such as tourist attractions,
Based on contextual learning strategies of the Center products, and situations to the locale of students in the
for Educational Research and Development (Artiza Province of Marinduque. These features of the
2019), contextualization and localization should be learning materials are set in the local conditions in
structured to encourage five essential engagement terms of geography, cultural diversity, and
strategies. It is named as the REACT strategy: individuality. Activities have meanings, easily to
Relating, Experiencing, Applying, Cooperating, and comprehend, appreciate, and relevant in their lives.
Transferring. The REACT strategies are designed to Strategies used are situational and will change based
help learners build new skills and knowledge on the environment and circumstances. Learning
regardless of their starting point. standards and competencies are always preceding
contextualization and localization. Learning materials
Relating - Learning in the context of life experience conform, reflect, and are flexible to the needs of the
everyday sights, events, and conditions allows learners
learners, especially to the 21st-century learners who
to then relate those familiar situations to new
need to be holistically and skillfully developed.
information to be processed or problems to be solved.
Lessons are flexible, fit, creative, relevant and
Experiencing - Learning in the context of exploration,
meaningful and adoptive to student’s level of
discovery, and invention is the heart of contextual
understanding and instructional needs. Instructional
learning. However, motivated or tuned-in learners may
materials used in the learning process are adaptable to
become as a result of other instructional strategies such
the local needs and preferences of students to make
as video- or text-based activities, these remain
learning more accessible and open to all. Students are
relatively passive forms of learning. And learning
appears to "take" far more quickly when learners are
put in natural learning environment letting them to
able to manipulate equipment and materials
manipulate, relate, and adapt various learning
Applying - Learning by using new concepts and resources within the locality/community where
information in a useful context allows learners to profound learning will be assured and realized.
envision future success in careers and postsecondary
education. In contextual learning courses, applications The use of the available resources within the
are often based on occupational activities ideally community and real-life experiences to connect
authentic, non-contrived, real-world tasks. These concepts to issues that are relevant in the needed skills
contextual learning experiences may be supplemented and competencies are evident. Lastly, it shows positive
with presentations by guest speakers and followed up effects on the performance of the students and
with firsthand experiences such as plant tours, effective as a strategy from imparting the lifelong
mentoring arrangements, and internships. learning outcomes.
Cooperating - Learning in the context of sharing,
responding, and communicating with others is a
primary instructional strategy in contextual teaching.
The experience of cooperating not only helps the

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Result of the Validation Table 2. Content In Terms of Presentations

Table 1. Content in terms of Objectives

Table 1 presents the contents in terms of objectives. As

observed in the table, it revealed that the objectives in
validating contextualized and localized modules in
Araling Panlipunan 9 were described as very much
valid which garnered a general average of 4.72.

The results also clearly showed that the objectives set

in utilizing the module were clearly stated in the
module and simply formulated that can be easily
attained and measured. This means that the module’s
objectives were set according to the needs of the
students in terms of the process of presenting the
lesson using the developed module and the assessment
activities prepared for the student’s comprehension of
the lesson. The table also illustrates that the evaluators
This table 2 shows the validation of the contextualized
of the module agreed to recommend the module for
learning materials content in terms of presentation.
use. Statistics show that teachers rated the presentations as
very much valid with an overall weighted mean rating
The mastery of the learning competencies in Araling of 4.72. It indicates that the presentations of the
Panlipunan 9 is expected to contribute to developing a content of the validated module were congruent with
holistically developed citizen who is aware, critical the objectives and the provision of the localized and
and knowledgeable of current social issues and contextualized activities was clearly stated in the
concerns on local and global levels. module.

This awareness leads them to respond ethically and The concept of localization and contextualization of
participate actively in resolving these issues and learning activities is one of the key features of the
concerns (Corpuz and Salandanan, 2015). Meanwhile, K-12 Social Studies (Araling Panlipunan) curriculum
Cox (2019) mentioned that the lesson provides a as stipulated in the provisions of our 1987 Philippine
Constitution, particularly on Article XIV, Section 14
systematic guide that outlines the objectives the
of the 1987 Philippine Constitution. It falls on the idea
students need to accomplish during the teaching and
that students learn best when experienced in the
learning process. Creating a lesson guide involves
classroom and have meaning and relevance in their
setting objectives, developing teaching strategies, and lives. This means that things students do and associate
determining instructional materials used during the with them are the learning that lasts forever.
process. It should contain specific components or steps Implementing localization and contextualization in the
to attain the objectives easily. classroom also requires following the guidelines for
learning by doing, applying to learning, and
manipulative learning. If students were put in an actual

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learning environment, letting them manipulate, relate, overall weighted mean rating of 4.72 described as very
and adapt to various learning opportunities and much valid.
resources available within the locality or community,
profound learning would be assured and realized. It Furthermore, it revealed that the assessment activities
helps teachers and students comprehend concepts by would clearly determine whether the objective was
relating and presenting a lesson in the context of the met and whether the retention of skills and knowledge
prevailing local environment, culture, and resources. was evident. The assessment was also stipulated in
Hence, lessons are becoming more real-life, DepEd Order no8, S. 2015 – policy guidelines on
customized, and appropriate. classroom assessment for the k to 12 basic education
programs. This means that the diversity of the learners
This validates the study of Selvianiresa and inside the classroom recognizes the multiple ways of
Prabawanto (2017) that contextual teaching and measuring their varying abilities and learning
learning can be successful when learning uses a potentials. Therefore, it must be consistent with
collaborative interaction with students, a high level of curriculum standards.
activity in the lesson, a connection to real-world
contexts, and an integration of science content with It only proved that assessment activities could increase
other content and skill areas. the internal motivation of the pupils to learn and
sustain their interest (Mamais, 2018). The learners
Table 3. Content in terms of Assessment have a prolonged interest and engagement with the
activity. This is fundamental since learning cannot be
forced on the learners/students. Assessment activities
should introduce variety and encourage the students'
thinking skills to work out from different perspectives.
It also creates connections that are useful for the
memory and creativity of the students. This allows
students to integrate their knowledge and skills about
the topics learned in specific real-life situations or
through localized and contextualized assessment.

Table 4. Content in terms of Contextualization and

Localization

Table 3 illustrates the validation of the contextualized

and localized modules in Araling Panlipunan in terms
of assessment. Results showed that teachers rated the
assessment in the validation of contextualized and
localized modules in Araling Panlipunan 9 with an

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Moreover, contextualization and localization of

learning materials help them relate the ideas learned by
the students’ prior ideas. Bridging activities challenge
students to make predictions or explain findings and
elicit prior und erstan ding s on which new
understandings can be built. Teachers’ creativity,
flexibility, and resourcefulness of teachers came in
when material scarcity was experienced. Improvised
teaching materials from local products may be used as
an alternative tool for teaching. Several strategies can
be utilized to make instructional materials accessible
to students to be able to make the teaching and
learning process in Araling Panlipunan more
meaningful. It is developed to produce and provide
alternative instructional materials expected to enhance
the students' learning about the subject. It will serve as
a useful guide in the delivery of instruction and can
improve students’ performance and interest in the
lesson.

Areas that Need Improvement as Suggested by the

Evaluators in the Module

The following are some suggestions of the evaluators

for the improvement of the contextualized and
localized module in Araling Panlipunan 9.

Different products in Marinduque could be a great help

in some learning activities. According to Labindao
Table 4 illustrates the validation of the contextualized (2022), the use of localized made materials or products
and localized modules in Araling Panlipunan in terms is a good practice to meet the local need that can be
of Contextualization and Localization. Results applied to a prepared learning style of the students
showed that teachers rated the validation of where they may use to align themselves to the content
contextualized and localized modules in Araling of the localized activities. This localized material may
Panlipunan 9 with an overall weighted mean rating of adapt to the students' different learning environments
4.63, described as very much valid. and address the students' cultural diversity needs and
fit the district's curriculum standards. This concludes
It can be said that the use of the learning module can that the localization of resources will serve as an
help students improve their achievement level and opportunity to generate authentic learning for 21st-
motivation for the subject. According to Estremera century learners and beyond. Castillo (2019) states that
(2017), the module should meet instructional material localization maximizes materials, activities, events,
development's quality and acceptability standards. and issues readily available in the local environment.
Hence, the provision of a learning module determines Hence, to contextualize, teachers must use authentic
its validity and quality. The module development and materials and anchor teaching in their daily lives.
implementation concept provided comprehensive
information and adequately explained the learning Avoid the repetitions of example pictures. According
objectives, learning content, learning experiences, to Labindao (2022), students need to be exposed to a
learning outcomes, knowledge, skills, and concepts. wide variety of different pictures, such as reference
The learning module must be contextualized or materials, modules, and websites to enhance their
localized based on the needs of the learners in visual abilities as one of the significant factors that
response to the learning environment (Estremera, need to be given focus and consideration. To
2017; Hizon, 2017; Claridades, 2017; and Gianan, emphasize the visual knowledge area in analyzing
2016). pictures, the domain goes along with writing and
viewing. Visual images are becoming increasingly
important as most information is presented as a

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Research Article

combination of words and pictures. It is essential that Discussion

students not only can derive literal meaning from texts
but also develop an understanding of how the texts are
produced. Students need visual images to help them The research's principal goal is to determine the
read and understand texts. Visual information can validity of contextualized and localized modules in
support reading and help make meaning of the text. Araling Panlipunan 9 for secondary schools in the
Division of Marinduque.
Additional rubrics for learning activities. Rubrics can
be used for various learning contexts, such as virtual Features and content of the developed modules. The
learning, essays, lab work, presentation, exhibits and objectives were clearly stated and made simple,
performances, portfolios of student work, artwork, and attainable, and measurable. The learners' motivation to
even internships (Karkehabadi, 2013). Moreover, actively participate through the provided activities
Menéndez-Varela and Gregori-Giralt (2016) enhanced meaningful learning for the students. Varied
discovered that by involving rubrics in distance learning and related tasks and activities were provided
learning courses, students’ achievement and in the module. The assessment activities for the
satisfaction are better enhanced. Therefore, they learners indicated in the module are engaging that help
suggest considering rubrics as a scoring tool and a the students understand the lesson. Assessment
first-order teaching resource. Rubrics are educational activities were stated to reflect the students about the
tools constructed to standardize assessment, stimulate lesson. Contextualized and localized modules features
learning, and facilitate instruction. Experts and are set in the local conditions in terms of geography,
teachers’ suggestions, recommendations, and cultural diversity and individuality. The use of local
comments were considered for the material's revision. material's contexts in the introduction and learning
The revised contextualized and the localized module activities is a platform to ensure the learning transfer
was then subjected to final printing. in everyday life.

Improved Contextualized and Localized Module Result of validation. The content of the module in
terms of how the objectives were set according to the
This improved module considered the comments and needs of the students is highly recommended and as
suggestions of the validators to make it constructively the process of presenting the lesson using the
aligned with the intended outcomes for the learners developed module and the assessment activities
specially in teaching activities and assessment. The prepared for the student’s comprehension of the lesson
new features of the module used the local material's and fell under “very much valid”. Presentations of the
contexts in the introduction and learning activities as a content of the validated module were congruent with
platform to ensure the learning transfer in everyday the objectives, and the provision of the localized and
life. Learning activities in this module are put into contextualized activities was clearly stated in the
perspective and linked concepts into practical real- module and fell under “very much valid”. The
world situations meaning the content becomes assessment activities were consistent with curriculum
meaningful and relevant to them. It used precise and standards and fell under “very much valid”. This
simple language, concrete illustrations, and the relate means that the diversity of the learners inside the
each economics concepts to explain the context of classroom recognizes the multiple ways of measuring
economy. This was also made meaningful and fun to their varying abilities and learning potentials.
help sharpen students’ minds. According to Estremera Contextualization and localization of learning
(2017), the module should meet instructional material materials help students to relate the ideas to their prior
development’s quality and acceptability standards. ideas. The use several learning strategies that make
Hence, the provision of a learning module determines instructional materials accessible to students and teach
its validity and quality. The module development and Araling Panlipunan in deep and meaningful ways are
implementation concept provided comprehensive evident and fell under “very much valid”.
information and adequately explained the learning
objectives, learning content, learning experiences, Areas that need improvement as suggested by the
learning outcomes, knowledge, skills, and concepts. evaluators in the module. The recommendations of the
The learning module must be contextualized or validators for improving the module were considered
localized based on the needs of the learners in for the material revision. The use of localized made
response to the learning environment (Estremera, materials or products is a good practice to meet the
2017; Hizon, 2017; Claridades, 2017; and Gianan, local need that can be applied to a prepared learning
2016). style of the students where they may use to align

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Research Article

themselves to the content of the localized activities. Science Activities in Enhancing Learners’ Performance.
[Unpublished Thesis, Capas Integrated School]. Agoo, La Union
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Jalotjot & Fidelino 1016/1016