Improved Conceptual Understanding in Learning Biology through Local-ized and Contextualized Learning Activities
DOI:
https://doi.org/10.11594/ijmaber.03.07.01Keywords:
Localized and contextualized learning activities, conceptual understanding, Biology, science educationAbstract
Nowadays, a relatively large number of high school students have poor learning performance in Science which affects their academic performance and even the school National Achievement Test (NAT) result. This study determined the effectiveness of the localized and contextualized learning activities in improving the conceptual understanding of tenth-grade students in learning Biology for the Third Quarter of the School Year 2019-2020. The study was conducted using the pretest-posttest quasi-experimental design involving sixty (60) student-participants in a public secondary school in the Division of Surigao del Sur, Mindanao, Philippines. This study employed an intact group sampling technique in selecting the participants into two groups, the control group (conventional learning material/learning activity sheets) and the treatment group (localized and contextualized learning activities). The findings of the study revealed that the post-test mean score of the treatment group is greater than the post-test result of the control group. Also, there was a significant difference in the conceptual understanding of the students in the control group and treatment group. It shows that localized and contextualized learning activities promote a better understanding of the lesson. Hence, future study is suggested to develop and produce localized and contextualized instructional materials such as modules and worksheets for other learning competencies in Science.
Downloads
References
Amirnudin, M.T.M. & Saleh, S. (2020). Effectiveness of Disney’s NLP-based Strategy to Improve Student’s Higher Order Thinking Skills. International Journal of Instruction, 13 (3), 293-306. https://doi.org/10.29333/iji.2020.13320a
Ballesteros, J.O. (2016). Localization and Contextualiza-tion of Science Activities in Enhancing Learners’ Performance. Capas Integrated School, Agoo, La Union, Philippines
Berns, R.G., & Erickson, P.M. (2001). Contextual teaching and learning: Preparing the students for the new economy. Louiseville: University of Louiseville
Bringas, H. A. (2014). Localization-contextualization slide share. Retrieved from www.slideshare.net/lenferndz/localizationcontextualization
Carmen, M., Diano, F., Morales, M., P., E. & Ole, A. (2015). Promoting physics in action thru “Laro Ng Lahi-Based” physics activities. International Journal of Learning and Teaching, 7(1), 24-37. https://un-pub.eu/ojs/index.php/ijlt/article/view/1
Center for Occupational Research and Development (2012). What is contextualized teaching? http://www.cord.org/contextual-learning-definition/
De Lara, K.A. (2017). Contextualization and Localization: Acceptability of the Developed Activity Sheets in Science 5 Integrating Climate Change Adaptation. Proceedings of the International Conference on Cli-mate Change, 1 (2017), 20-24. https://doi.org/10.17501/iccc.2017.1103
Department of Education (2016). DepEd Order No. 35. S, 2016. https://www.deped.gov.ph/2016/06/07/do-35-s-2016-the-learning-action-cell-as-a-k-to-12-basic-education-program-school-based-continuing-professional-development-strategy-for-the-improvement-of-teaching-and-learning/
Dioneda, I.P. (2018). Localization and Contextualization in Teaching Biology for Grade 7 Students of Palip-aran National High School for School Year 2018-2019. IOER International Multidisciplinary Re-search Journal, 1(3), 19-27. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3461307
Garin, RM, Reyes, R, Domantay, G.F. & Rosals, J. (2017). Contextualized and Localized Teaching as a Tech-nique in Teaching Basic Statistics. Asia Pacific Journal of Education, Arts and Sciences.4(1), 62-67. http://apjeas.apjmr.com/wp-content/uploads/2017/05/APJEAS-2017.4.1.2.08.pdf
Giamellaro, M. (2014). Primary Contextualization of Sci-ence Learning through Immersion in Content-Rich Settings. International Journal of Science Educa-tion, 36(17), 2848-2871. DOI:10.1080/09500693.2014.937787
Gray, A. (n.d.). Constructivist Teaching and Learning. https://saskschoolboards.ca/wp-content/uploads/97-07.htm
Lee, H.K. & Sakamoto, I.Y. (2012). Contextualized peda-gogy: New educational approach in the postmod-ern era. The Journal of Multiculturalism in Educa-tion, 8. https://www.scoop.it/topic/engaged-learners-initiative-unb-online/p/3999046576/2013/03/28/contextualized-pedagogy-new-educational-approach-in-the-postmodern-era
Lee, O. & Lykx, A. (2005). Dilemmas in scaling up innova-tions in science instruction with nonmainstream elementary students. American Educational Re-search Journal, 42(3), 411 – 438.
Linog, B.L., Lahoylahoy, M.E, and Alguno, A.C. (2013). PhET Simulation-Aided Lessons and Demonstra-tions: Approach to Enrich Students’ Understanding on the Least Learned Competency in Physics Edu-cation. International Journal of the Computer, the Internet and Management, 21 (2), 46-50. http://www.ijcim.th.org/SpecialEditions/v21nSP1/02_90_Bernabe.pdf
Marasigan, N.V. (2019). Development and Validation of a Self-Instructional Material on Selected Topics in Analytic Geometry Integrating Electronic Con-cepts. International Journal of Recent Innovations in Academic Research, 3(5): 129-141. https://www.ijriar.com/docs/volume3/issue5/IJRIAR-11.pdf
Montero, J.C. (2018). Acceptability of the ARCS Model in Teaching Science for Grade10. International Re-search Conference 2018. https://www.researchgate.net/publication/331476425_Acceptability_of_the_ARCS_Model_in_Teaching_Science_for_Grade_10
Morales, M.P.E. (2017). Exploring Indigenous Game-based Physics Activities in Pre-Service Physics Teachers' Conceptual Change and Transformation of Epistemic Beliefs. EURASIA Journal of Mathe-matics Science and Technology Education, 13(5), 1377-1409. DOI 10.12973/eurasia.2017.00676a
Mouraz, A., & Leite, C. (2013). Putting knowledge in con-text: Curriculum contextualization in history clas-ses. Transformative Dialogues: Teaching & Learn-ing Journal, 6(3), 1-11. https://www.kpu.ca/sites/default/files/Teaching%20and%20Learning/TD.6.3.12_Mouraz%26Leite_Putting_knowledge_in_context.pdf
OECD (2018). PISA 2018 Results. https://www.oecd.org/pisa/publications/pisa-2018-results.htm
Official Gazette (2013). Implementing Rules and Regula-tions of the Enhanced Basic Education Act of 2013. https://www.officialgazette.gov.ph
Perin, D. (2011). Facilitating student learning through contextualization. Community College Research Center. Retrieved from https://goo.gl/i2hQDC
Philippine Education for All (2015). Philippine Education For All 2015: Implementation and Challenges. https://planipolis.iiep.unesco.org
Rasool, R. (2012). Experimental Research. Retrieved from https://www.slideshare.net/uroojshafqat/experimental-research-11401013
Rogayan, D.V., Jr., and Macanas, G.A. (2020). AGHAMIC Action Approach (A3): Its Effects on the Pupils’ Conceptual Understanding on Matter. Journal for the Education of Gifted Young Scientists, 8(1), 223-240. http://dx.doi.org/10.17478/jegys.635161
Spring (2010). Realia and Contextualization. http://gaining.educ.msu.edu/resources/node/422
Taylor, E.W. (1998). The Theory and practice of trans-formative learning: a critical review. Journal of Ed-ucation (343). https://files.eric.ed.gov/fulltext/ED423422.pdf
Tinong, R. (2018). An insight to curriculum contextualiza-tion. Herald Express. https://www.baguioheraldexpressonline.com
Tularam, G.A., and Machisella, P. (2018). Traditional vs. Non-traditional Teaching and Learning Strategies – the case of E-learning! International Journal for Mathematics Teaching and Learning, 19 (1), 129-158. https://www.cimt.org.uk/ijmtl/index.php/IJMTL/article/view/21
UNESCO (n.d). No Child Left Behind. https://planipolis.iiep.unesco.org/sites/planipolis/files/resources/philippines _efa_mda.pdf
Williams, A. (2018). What is a Constructivist Approach to Teaching? https://www.theclassroom.com/constructivist-approach-teaching-8455246.html
Yam, H. (2005). What is contextual learning and teaching in physics? Contextual Physics in Ocean Park.: http://www.phy.cuhk.edu.hk/contextual/approach/tem/brief_e.html
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
