Contextualization as A Strategy In Teaching Araling Panlipunan 10

Abstract

Contextualizing instruction leads to a continuous shift in education beyond the classroom, resulting in a harmonious arrangement within the educational system. Grade 10 students of S.Y. 2023-2024 at Zapatera National High School were the subject of this study, which intends to assess the efficiency of contextualized instruction. A pre-experimental single- group design was utilized in the study, which involves pre-testing and post-testing of a group of participants to assess the intervention’s effectiveness. The study also incorporated cluster sampling to determine the participants for the investigation, which were Grade 10 students. The researchers adopted the questionnaire from Most Essential Learning Competencies of the Department of Education as an instrument. A test before and after intervention was administered to gauge students’ prior knowledge, examines their progress, and compares their scores. The dependent T-test, Mean, and Standard Deviation were utilized to assess contextualized pedagogical approach. Data from the research study suggested that contextualization as a teaching strategy was an effective method to enhance the understanding and knowledge of the students of the subject matter. According to the study’s result, contextualization benefits society and learners by raising critical-thinking abilities and performance capabilities. For efficient implementation, teachers should make connections between the information they are teaching and actual-world situations. The researchers recommended that schools should foster contextualized learning by partnering with local communities, providing teachers with seminars and training, and engaging lessons involving students’ experiences and histories with regular assessment for effectiveness and adaptability.