Effectiveness of Contextualization and Localization in Teaching

This study aimed to determine the effectiveness of contextualization and localization in teaching science of Grade IV learners. The 30 pupil respondents from Praxevilla Elementary School were divided into two groups. The first group was exposed to contextualized and localized module, while the second group was exposed to contextualized but not localized module. The study utilized the descriptive and experimental methods of research. The questionnaire, modules, and test papers underwent validation by experts to ensure content validity and reliability. The study utilized mean, weighted mean, t-test for dependent data, and Spearman’s rank correlation for the statistical treatment of the data gathered. The study revealed that there is an increase in performance after the pupils were exposed to contextualized and localized modules. There was also significant difference shown between the pretest and posttest performances of the pupils and the posttest performances of the two groups of pupils in favor of those who are exposed to contextualized and localized module. It was also found out that the extent of perception of pupils who are using contextualized and localized modules was very high. There was no significant relationship between the pupils’ perception on the utilization of contextualized and localized module and their posttest performances. However, there was a significant relationship on the perception of pupils exposed to contextualized module and their posttest performances. It concluded that the pupils learn effectively the science concepts using contextualized and localized modules

Implementation of Modular Distance Learning (MDL): Effects to Pupils’ Academic Performance in Mathematics

This study aimed to determine the pupils’ extent of perception on the factors necessary in the implementation of Modular Distance Learning (MDL) as an alternative delivery modality during the pandemic and their effect to their academic performance in Mathematics. The respondents of the study were the 176 randomly selected pupils. The researcher utilized the descriptive–correlational method and employed a validated questionnaire. Percent, mean, weighted mean, Chi-square and Spearman Rank-Order Correlation Coefficient were used as statistical tools. The study then revealed that the extent of pupils’ perception on the following factors is high: (a) Instructional Design and Organization of Self-Learning Modules (SLMs), (b) Instructional Support Received from the More Knowledgeable Others (MKOs), (c) Home Learning Environment in the conduct of Modular Distance Learning (MDL), (d) Time Management Applied in Home- Based Learning, and (e) Learning Motivation Applied by MKOs and Oneself (extrinsic and intrinsic). It was also found out that the pupils’ academic performance is generally in the satisfactory level. Furthermore, there is a significant relationship between the pupils’ time management applied in home-based learning, and extrinsic motivation and their academic performance. A significant relationship also existed between the parents’ educational attainment and the pupils’ perceptions on the acquired extrinsic motivation

Level of Adherence of the Self-Learning Modules (SLMs) to Technical Requirements and Students’ Academic Performance in Science 7

This study aimed to determine the level of adherence of the Self-Learning Modules (SLMs) to technical requirements in relation to the academic performance in Science of the Grade 7 students of Bayawan National High School (BNHS), DepEd-Bayawan Division, Bayawan City, Negros Oriental, Philippines for the first and second quarters of SY 2021-2022.The respondents of the study were the 266 randomly selected Grade 7 students from the 19 different sections of BNHS. The researcher utilized the descriptive–correlational method and employed a validated questionnaire. Percent, mean, weighted mean, Chi-square, and Spearman Rank-Order Correlation Coefficient were used as statistical tools. The study then revealed that the level of adherence of SLMs to on the following technical requirements is high in terms of: (a) instructional design and organization, (b) format, (c) visuals, (d) assessments, and (e) readability. It was also found out that the students’ academic performance is generally in the very satisfactory level. Furthermore, there is a significant and inverse relationship that exists between the age of the students and their academic performance. Also, the students’ performance is significantly associated with their sex in favor of the female students

Parental Roles in the Delivery of Modular Distance Learning (MDL) Modality: Effects to Pupils’ Academic Performance

This study tackled the demonstration of parental roles during the delivery of Modular Distance Learning (MDL) modality. The respondents of the study were the 192 grade 6 parents and pupils of Bayawan City East Central School selected through systematic sampling technique. The researcher has then utilized the descriptive-correlational research design and employed weighted mean, mean, Spearman’s Rank Correlation Coefficient, and Mann-Whitney U Test for statistical analyses. The results disclosed a high extent of demonstration on the roles of parents as facilitators at home, collaborators of teachers in school, monitors of learners’ schedules, and motivators of children in answering the modules. The study also found out that the academic performance of the pupils is at very satisfactory level. Furthermore, it revealed that a significant and moderate relationship existed between the following roles of parents and the pupils’ academic performance: facilitators at home, collaborators of teachers in school, monitors of learners’ schedules, and motivators of children in answering the modules. A significant relationship was also indicated between the parents’ educational attainment and the extent to which they demonstrate their roles. Lastly, respondents’ perceptions differ significantly on the demonstration of parents’ role as monitors of learners’ schedules, indicating a higher perception from the pupils as compared to their parents

Schools’ Level of Adherence towards Basic Health Protocols in the Management of Self-Learning Modules (SLMs)

This study aimed to determine the schools’ level of adherence towards basic health protocols in the management of Self-Learning Modules (SLMs). The respondents of the study were the six public elementary school heads, 72 teachers, and 126 randomly selected parents of Kindergarten to Grade 6 learners. The researcher utilized the descriptive, comparative, and correlational research designs and employed a validated survey instrument. Mean, weighted mean, Spearman Rank-Order Correlation Coefficient, Kruskal Wallis Test, and Mann-Whitney U test were used as statistical tools. The study then revealed that the extent of management of SLMs in terms of pick-up and delivery is “high” as perceived by the school heads and parents while the teachers viewed it as “very high”. In addition, the extent of management of SLMs in terms of storage and packing and distribution and retrieval is “very high” and “high” for learning materials and outputs as perceived by the three groups of respondents. It was also found out that the schools’ level of adherence to basic health protocols in the management of SLMs is at “very high” level as perceived by the respondents. Furthermore, there is a significant difference between the perceptions of teachers and parents in their level of adherence to basic health protocols. Teachers perceived higher than the parents. Lastly, a significant relationship exists between the respondents’ extent of management of SLMs and the schools’ level of adherence to the basic health protocols