See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/335724177

DESIGN, DEVELOPMENT AND IMPLEMENTATION OF CONTEXTUALIZED

LEARNING MATERIALS IN GRADE 7 MATHEMATICS

Conference Paper · August 2019

CITATIONS READS

0 4,549

2 authors:

Clemente M. Aguinaldo Jr. Alicia Caday Domingo

Philippine Normal University Philippine Normal University, Isabela Campus
2 PUBLICATIONS   0 CITATIONS    3 PUBLICATIONS   5 CITATIONS   

SEE PROFILE SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Contextualized Learning Materials View project

All content following this page was uploaded by Clemente M. Aguinaldo Jr. on 01 December 2021.

The user has requested enhancement of the downloaded file.

 ACADEMIA Letters
DESIGN, DEVELOPMENT AND IMPLEMENTATION
OF CONTEXTUALIZED LEARNING MATERIALS IN
GRADE 7 MATHEMATICS
Clemente Aguinaldo Jr.
Alicia Domingo

Abstract
This study aimed to develop and try-out contextualized learning materials (CLMs)
in grade 7 mathematics in response to a mandate to contextualize the basic education
curriculum. Ten CLMs were prepared following the ADDIE model clustered into three
phases. Phase 1 analyzed the activities and materials found in the locality of the stu-
dents, phase 2 integrated these aspects into the design and development of the materials
and phase 3 constituted the implementation and evaluation of the materials in a sec-
ondary school of a province. Results indicate that local activities include livelihood,
leisure and family-related practices using native materials found in the community. The
experts agreed that the developed CLMs are highly valid in terms of objectives, content,
organization, materials and resources, effectivity, and features of contextualization. Fol-
lowing further revisions, the implementation of the materials brought about a significant
improvement on the posttest scores of the students. The final version of the materials can
be easily understood based on the computed Flesch Reading Ease test scores and within
the grade level of its end-users as indicated by the Flesch-Kincaid Grade Level test re-
sults. Thus, the constructed CLMs are valid and effective and may serve as models in
developing contextualized materials in mathematics.

KEYWORDS: contextualization, learning materials, ADDIE model, instructional de-

sign, local activities

Academia Letters, July 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0

Corresponding Author: Clemente Aguinaldo Jr., aguinaldo.cm@pnu.edu.ph

Citation: Aguinaldo Jr., C., Domingo, A. (2021). DESIGN, DEVELOPMENT AND IMPLEMENTATION OF
CONTEXTUALIZED LEARNING MATERIALS IN GRADE 7 MATHEMATICS. Academia Letters, Article
1468. https://doi.org/10.20935/AL1468.
1
I. INTRODUCTION
Learning materials are important tools in the teaching and learning process. They serve as
useful guides in the delivery of instruction (Abolade, 2009) and can enhance students’ per-
formance and interest in the lesson (Adebule & Ayoola, 2009). Such materials like worktexts,
workbooks and modules are deemed necessary to support students’ learning with different
backgrounds, abilities and styles (Agorilla, 2015).
With the implementation of the K to 12 curriculum in the Philippines, teachers in all
subject areas are expected to adjust their pedagogies based on their respective social and ed-
ucational contexts. This is in response to the implementing rules of RA 10533 mandating the
contextualization of the curriculum which is “flexible enough to enable and allow schools to
localize, indigenize, and enhance the same” (Rule II, section 10.2h). To contextualize curricu-
lum, Utech (2008) suggested that classroom teachers must use genuine materials, activities,
interests, issues and needs from the lives of their students to help them learn, practice and
evaluate specific skills and competencies.
Contextualized learning materials (CLMs) would allow students process new concepts
in such a way that it makes sense to them in their own frames of reference. Studies have
shown that students favored the use of CLMs due to the presence of their mother-tongue lan-
guage (Morales, 2014), representation of their culture and values (Acorda & Furigay, 2015),
and improvement in their achievement scores (Iji, Ogbole, & Uka, 2014). Shore, Shore and
Boggs (2004) reported that students who received contextualized instruction performed bet-
ter in mathematics compared to those who are in a conventional course. As an instructional
approach, Perin (2011) argued that contextualization has its methodological limitations but
“has the potential to promote short-term academic achievement” (p. 287). The studies she
reviewed suggest that teachers have to work and learn together across disciplines to implement
contextualization. Further, Olumorin et al. (2010) recommended that teachers should attempt
to produce improvised materials for their teaching from local resources.
Since the country has a very varied culture across its sixteen regions, the available text-
books provided to the students may not cater to their local needs. The materials contained
from these books may be irrelevant to the learners’ needs (Tomlinson, 2003). This is par-
ticularly the case in mathematics where the lesson exercises are not suited to the context of
students’ lived experiences. Hence, there is a need for CLMs to be constructed.
This study aimed to construct and implement CLMs for grade 7 mathematics. It has the
following objectives: 1) to determine the activities and materials available in the community

Academia Letters, July 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0

Corresponding Author: Clemente Aguinaldo Jr., aguinaldo.cm@pnu.edu.ph

Citation: Aguinaldo Jr., C., Domingo, A. (2021). DESIGN, DEVELOPMENT AND IMPLEMENTATION OF
CONTEXTUALIZED LEARNING MATERIALS IN GRADE 7 MATHEMATICS. Academia Letters, Article
1468. https://doi.org/10.20935/AL1468.
2
to be integrated into the content areas of the CLMs, 2) to develop the CLMs to be used by
the grade 7 students in mathematics, 3) to establish the validity of the materials in terms of
objective, content, organization, materials and resources, effectivity and features of contextu-
alization, and 4) implement the materials and evaluate its effectiveness.

II. METHODOLOGY
This is a research and development study intended to construct contextualized learning ma-
terials (CLMs) in grade 7 mathematics. The ADDIE model of instructional system design
was used in the entire process. This model is generally accepted by instructional designers for
teaching (Morrison, 2010). But instead of the five stages, this study clustered the process into
three phases: analysis, design and development, and implementation and evaluation. The
analysis phase is ethnographic in nature and involved identifying the contextualized activ-
ities and local materials in the community where the secondary school is located. Informal
interviews and direct observations of mathematics teachers, students and local folks were con-
ducted to gather the needed qualitative data followed by selecting the content and formulating
the appropriate objectives of the materials.
The design and development phase included writing and editing the prototype materials,
formative evaluation by external experts, initial revision, validation by experts and second
revision of the materials. Ten CLMs in grade 7 mathematics during the first quarter were con-
structed. These include Sets: An Introduction, Union and Intersection of Sets, Complement
of a Set, Problem Involving Sets, Get a Line on Integers, Addition of Integers, Subtraction of
Integers, Multiplication of Integers, Division of Integers and Properties of the Operations on
Integers.
The last phase, implementation and evaluation, included experimental testing of the devel-
oped materials, determining the readability of each material and then writing the final revision.

III. RESULT
Based from the results of interviews and observations, the following local activities in the
students’ community can be categorized as livelihood activities (such as farming and selling
in retail stores), leisure activities (such as playing indigenous games, mobile apps and sports,
watching animes and soap operas, going to malls) and family-related activities (such as at-
tending weddings and funerals and helping in household chores). Native materials identified
include locally available plants and fruits, bottle caps, barbecue sticks, peso bills and coins,
kitchen utensils and condiments. In addition, the landmarks, local establishments and history

Academia Letters, July 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0

Corresponding Author: Clemente Aguinaldo Jr., aguinaldo.cm@pnu.edu.ph

Citation: Aguinaldo Jr., C., Domingo, A. (2021). DESIGN, DEVELOPMENT AND IMPLEMENTATION OF
CONTEXTUALIZED LEARNING MATERIALS IN GRADE 7 MATHEMATICS. Academia Letters, Article
1468. https://doi.org/10.20935/AL1468.
3
of the community were considered in designing the activities of the initial CLMs. All of these
inputs were integrated in designing the CLMs.
Adopting the school format, the CLMs contain the following parts: Introduction, Lessons
and Coverage, Module Map, Pretest, Learning Goals and Targets, What To Know, Process or
Skills, What to Reflect on and Understand, What to Transfer, Summary/Generalization and
Posttest. Formative evaluation of the materials focused on the revision of some contextualized
activities, the appropriateness of the utilized materials, adjustment of time frame for each
material, and inclusion of rubrics.
After revisions were done, five experts from teacher education institutions and secondary
schools evaluated the validity of the 10 CLMs using a 28-item 5-point Likert scale. The ob-
jectives (mean = 4.80), content (mean = 4.68), organization (mean = 4.56), materials and
resources (mean = 4.74), effectivity (mean = 4.77) and features of contextualization (mean
= 4.72) were all outstanding. There is also a high degree of inter-rater reliability (r = 0.930)
among the experts. Some suggestions of the experts were incorporated before the implemen-
tation stage.
The revised CLMs were piloted to two heterogeneous sections of grade 7 mathematics.
The students were observed, interviewed and tested as they use the materials. After imple-
menting the CLMs, a significant improvement from their overall pretest (mean = 25.08) to
posttest scores (mean = 54.56) was obtained, t(97) = 26.610, p < .01. From students’ ac-
tual performance and feedback on the activities, adjustments were made for the final revision.
The computed overall Flesch Reading Ease score of the final CLMs is 66.45 indicating that
the materials are easily understood or within the level of understanding of the users while the
Flesch-Kincaid Grade Level obtained is 6.66, which means that all the lessons are appropriate
for grade 7 students.

IV. DISCUSSION
Developing contextualized materials always start with inputs from the learners themselves
(Tomlinson, 2003) together with other stakeholders like their teachers, parents and members
of the community. An immersion is needed to fully understand what affects the day-to-day
lives of the learners. The researchers exhausted all possible ways to capture the activities
of the grade 7 students before designing the CLMs based on their social activities, cultural
backgrounds and physical surroundings. These are carefully selected and included in all the
10 learner’s materials.
It is also imperative that external and internal experts look into the validity of the learning
materials (Morrison, 2010). Looking into the results, the experts highly agreed on the validity

Academia Letters, July 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0

Corresponding Author: Clemente Aguinaldo Jr., aguinaldo.cm@pnu.edu.ph

Citation: Aguinaldo Jr., C., Domingo, A. (2021). DESIGN, DEVELOPMENT AND IMPLEMENTATION OF
CONTEXTUALIZED LEARNING MATERIALS IN GRADE 7 MATHEMATICS. Academia Letters, Article
1468. https://doi.org/10.20935/AL1468.
4
of the CLMs. This is a clear indication that the developed materials can be utilized in the
classroom. Further, the readability of the materials was established in terms of its suitability
for 7th graders and ease of reading.
The substantial improvement of the scores of the students also signified that the CLMs
were effective in increasing mathematics learning. This is an encouraging indication that
implementing contextualized materials in the classroom has a positive impact on the academic
performance of the students.

V. CONCLUSIONS
The CLMs developed in this study are valid and effective in teaching grade 7 mathematics.
Thus, these can serve as models in devising contextualized materials in mathematics and in
utilizing local or indigenous materials for learners to value and appreciate their cultural and
social identities. These materials may not only be used as support to the increasing need
for motivating learners since these were prepared in the light of the learners’ grasp and their
levels of interest but will also pave the way to a much higher level of achievement among the
students.

REFERENCES
Abolade, A. O. (2009). Basic criteria for selecting and using learning and instructional ma-
terials. In I.O. Abimbola & A.O. Abolade (Eds.), Fundamental Principles and Practice
of Instruction (pp 497-504). Department of Science Education, Ilorin.

Acorda, G. J. and Furigay, N. P. (2015). Perception on the use of indigenous games as

enhancement warm-up activities in teaching of grade 7 K to 12 Physical Education Cur-
riculum: Basis for Proposed indigenous games to be integrated in the four quarter grading
periods. Unpublished Master’s Thesis, Saint Paul University, Tuguegarao City.

Adebule, S.O and Ayoola, O.O. (2016). Impact of instructional materials on students’ aca-
demic performance in mathematics in secondary schools in Ekiti State, Nigeria. Research
Journal of Educational Studies and Review, 2(1), 1-4.

Agorilla, Y. T. (2015). Development and validation of an inquiry based learning module

on science investigatory 1 for grade 7 students. Unpublished Master’s Thesis, Philippine
Normal University North Luzon Campus, Isabela.

Academia Letters, July 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0

Corresponding Author: Clemente Aguinaldo Jr., aguinaldo.cm@pnu.edu.ph

Citation: Aguinaldo Jr., C., Domingo, A. (2021). DESIGN, DEVELOPMENT AND IMPLEMENTATION OF
CONTEXTUALIZED LEARNING MATERIALS IN GRADE 7 MATHEMATICS. Academia Letters, Article
1468. https://doi.org/10.20935/AL1468.
5
 Iji, C. O., Ogbole, P. O., & Uka, N. K. (2014) Effect of Improvised Instructional Materials
on Students’ Achievement in Geometry at the Upper Basic Education Level in Makurdi
Metropolis, Benue State, Nigeria. American Journal of Educational Research, 2(7), 538-
542.

Morales, M. P. E. (2014). Culture and language sensitive physics on student concept attain-
ment. International Journal of Learning and Teaching. 6(1), 01-12.

Morrison, G. R. (2010) Designing effective instruction (6th ed.). New York: John Wiley &
Sons

Olumorin, C. O., Yusuf, A., Ajidagba, U. A., & Jekayinfa, A. A. (2010). Development
of instructional materials from local resources for art-based courses. Asian Journal of
Information Technology, 9(2), 107-110.

Perin, D. (2011). Facilitating student learning through contextualization: A review of evi-

dence. Community College Review, 39(3), 268-295.

Shore, M., Shore, J., & Boggs, S. (2004). Allied health applications integrated into develop-
mental mathematics using problem based learning. Mathematics and Computer Educa-
tion, 38, 183-189.

Tomlinson, B. (2003). Developing materials for language teaching. London: Continuun.

Utech, J. L. (2008). Contextualized curriculum for workplace education: An introductory

guide. Retrieved from https://www.umass.edu/roundtable/projects.

Academia Letters, July 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0

Corresponding Author: Clemente Aguinaldo Jr., aguinaldo.cm@pnu.edu.ph

Citation: Aguinaldo Jr., C., Domingo, A. (2021). DESIGN, DEVELOPMENT AND IMPLEMENTATION OF
CONTEXTUALIZED LEARNING MATERIALS IN GRADE 7 MATHEMATICS. Academia Letters, Article
1468. https://doi.org/10.20935/AL1468.
6

View publication stats