Design and Validation of A Contextualized Self-Learning Module for Pag-Aaral ng Kasaysayan at Lipunang Pilipino
DOI:
https://doi.org/10.67167/vertex.559Keywords:
contextualized self-learning module, panag-tadug wedding custom, indigenous knowledge systems, culturally responsive instruction, PKLP, indigenous knowledge systemAbstract
This study aimed to develop and validate a contextualized Self-Learning Module (SLM) integrating the Panag-Tadug wedding custom of the Isnag–Ymandaya subtribe for the subject Pag-aaral ng Kasaysayan at Lipunang Pilipino (PKLP). The study employed a sequential exploratory design anchored on the ADDIE model. In the qualitative phase, Focus Group Discussions were conducted with six Grade 11 students to determine learners’ experiences, instructional needs, and perceptions of existing learning materials. Thematic analysis revealed themes on difficulty in understanding concepts, lesson design issues, cultural disconnection in instructional materials, preference for interactive learning, and increased pride in their culture. These findings became the basis for developing the contextualized module. The quantitative phase utilized a quasi-experimental pretest–posttest control group design involving 80 Grade 11 students from Sanchez Mira School of Arts and Trades. Forty students in the experimental group used the contextualized module, while 40 students in the control group received direct instruction. Results showed that both groups improved after the intervention; however, the experimental group obtained significantly higher posttest scores across three modules. Independent t-test results revealed statistically significant differences favoring the experimental group, while Cohen’s d showed very large effects. Furthermore, the developed module was rated Highly Acceptable by students in terms of clarity, cultural relevance, alignment with competencies, design, and usability. Expert validators also evaluated the module as Outstanding based on Department of Education LRMDS standards. The findings indicate that contextualized and culture-based instructional materials integrating indigenous traditions can enhance students’ conceptual understanding, engagement, and academic performance in Pag-aaral ng Kasaysayan at Lipunang Pilipino.
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