IMPACT OF CONTEXTUALIZING AND LOCALIZING TEACHING-LEARNING

PROCESSES TO STUDENTS’ ACADEMIC PERFORMANCE

IN SOCIAL STUDIES

JED I. BETE
Davao City National High School
Davao City Division

September 2018
 I. Context and Rationale

The issue of identifying the appropriate teaching approaches and strategies to

ensure better understanding of the lesson remains relevant in the field of education.

Several approaches have been introduced already to the teachers and students have

been exposed also to various types of classroom strategies. However, the issue of

ensuring the retention and application of what the students learned in the actual world

remains a challenge to all educators.

Teaching methods used by the vast majority of teachers that may have worked

well enough for past generations are not working well enough today. There is a need to

change educational strategies, and the place to begin is in the classroom (Crawford,

2001). Moreover, there are also some inconsistencies in the execution of policies as to

their actual implementation in the field. This could somehow be taken as one of the

reasons why students’ performances are weak because some policies and programs

which are aimed at improving the quality of education are not properly delivered.

According to Crawford (2001), there is a need to change educational strategies,

and the place begins in the classroom. This is due to the fact that teaching methods

used by the vast majority of teachers that may have worked well enough for past

generations are not working well enough today Moreover, there are also some

inconsistencies in the execution of policies as to their actual implementation in the field.

This could somehow be taken as one of the reasons why students’ performances are

weak because some policies and programs which are aimed at improving the quality of

education are not properly delivered.

 In America, the issue of weak academic performance has serious implications to

workforce (Baker, Hope, and Karandjeff 2009). According to America’s Perfect Storm

published by Educational Testing Service (ETS) as cited by Baker, Hope, and

Karandjeff (2009), there is a widening chasm between the literacy and numeracy skills

needed to effectively compete in both the global and national economy and the

numbers of students who have mastered these skills, with minority students showing

weaker performance than traditional students.

With this, America’s human capital has declined its ability to compete

academically while the changing labour market is rapidly raising its demand for higher-

level skills. However, employers increasingly require broad academic skills in reading,

writing and computation for career advancement in occupations that formerly required

only job specific knowledge and training.

In the Philippines, the government according to Philippine Human Development

Report (2000) has always taken pride in its achievements in education, particularly its

high adult literacy rate and high enrolment rate. However, such high achievements are

not translated into higher levels of development. The disparity stems from the unequal

access to low quality and marginal relevance of basic education in the country.

According to the report, poor quality of education is evident in the low scores obtained

by Filipino students in standard tests at the national and international levels.

The performance of the country’s public high school students in the NAT has

been on the decline and is significantly lower than the scores of public elementary

students. DepEd data showed that the average NAT score of public high school

students for School Year 2011 to 2012 was significantly lower at 48.9 percent compared
to the elementary students' 66.79 percent. This trend has been apparent for the past 5

years. DepEd data showed that public high school students posted an average score of:

48.9 percent (Average Mastery) - SY 2011 to 2012, 47.92 percent (Average Mastery) -

SY 2010 to 2011; 45.56 percent (Average Mastery) - SY 2009 to 2010; 46.71 percent

(Average Mastery) - SY 2008 to 2009; 49.26 percent (Average Mastery) - SY 2007 to

2008. The average NAT scores of public elementary students were: 66.79 percent

(Moving Towards Mastery) - SY 2011 to 2012; 68.15 percent (Moving Towards Mastery)

- SY 2010 to 2011, 68.01 percent (Moving Towards Mastery) - SY 2009 to 2010; 65.55

percent (Average Mastery) - SY 2008 to 2009; and 64.81 percent (Average Mastery) -

SY 2007 to 2008 (Ordinario, 2008).

Currently, Philippine education uses K to 12 Enhanced Basic Education as its

curriculum. This new curriculum is seen as one of the answers in improving the quality

education in the country. K to 12 Curriculum highlights some key features which are

geared in addressing students’ differences and learning styles. One of the key features

of the new curriculum is the contextualization and localization of instruction.

Contextualization and localization can be done not only in Social Studies, but in all

learning areas.

Today, contextualization and localization is given importance because of the

desire of the state to promote the preservation of culture, local history, symbols, and

identity. With this premise, the concept of contextualization and localization, which is

also labelled in many studies as Contextualizing Teaching and Learning (CTL), truly

aligns with the thrusts and mandates of the Department of Education. In its vision-

mission statement, the Department of Education is mandated to protect and promote

the right of every Filipino to quality, equitable, culture-based, and complete basic

education (DepEd Vision, Mission and Core Values). Article XVI Section 14 of the 1987

Philippine Constitution states that the State shall foster the preservation, enrichment,

and dynamic evolution of a Filipino national culture based on the principle of unity in

diversity in a climate of free and artistic and intellectual expression. Section 5 of the

same article stipulates that the State shall take into account regional and sectoral needs

and conditions and shall encourage local planning in the development of educational

policies and programs.

In Davao City, the decrease in the mean percentage score (MPS) in most of the

learning areas in the secondary level is also evident. In Social Studies (Araling

Panlipunan) for example, the decline in the MPS is noticeable, from 60.07 in SY 2013-

2014 to 49.85 in SY 2014-2015 (DepEd Division of Davao City Report, 2015). This

alarming result in the National Achievement Test (NAT), as the standardized tool in

measuring students’ academic performance in the division, has challenged not only the

teachers but also the school administrators and DepEd officials to revisit the current

educational programs and teaching strategies.

In the Division of Davao City, the integration of contextualization and localization

as an educational process in the lessons are now being considered to ensure an

improved comprehension, and retention skills of the learners which will lead to the

improvement of students’ performance. Teachers, regardless of their learning areas are

encouraged to use the process to make learning not only effective, but also meaningful,

relatable, and significant. This should be reflected not only in the teachers’ lesson logs

or lesson plans, but most importantly on the actual teaching and learning process.
 While it is true that there is a provision of contextualization and localization in the

curriculum, however this is not religiously practiced by some teachers in the local

schools. This is evident during class observations conducted by the master teachers,

head teachers, and school heads. Although teachers are aware of the need to

contextualize and localize their lessons, teachers tend to forget it during the actual

teaching and learning process.

Thus, this study aims to find out the impact of the school’s practices of

contextualizing teaching and learning to the academic performance of the students in

Social Studies (Araling Panlipunan). Social Studies as one of the key learning areas in

basic education focuses on the preservation and enrichment of Filipino national culture

as articulated in Article XVI of the 1897 Philippine Constitution. Moreover, findings of

this study will be beneficial especially for the stakeholders: DepEd officials, school

administrators, teachers, and students.

This study is beneficial because this will check whether teachers in the field

religiously integrate the contextualization and localization in their lessons as mandated

by the Department of Education. This also will highlight the different practices of

contextualizing teaching and learning and how these affect the students’ academic

performance in Social Studies.

The results of this study will also benefit the DepEd officials especially the

Education Program Supervisors and School Heads. Results of this study can be used

by them to further strengthen the implementation of K to 12 Curriculum in the field.

II. Review of Related Literature

 The study is primarily anchored on the Situated Learning Theory developed by

Jean Lave and Etienne Wenger in the early 1990s, and followed the work of Dewey,

Vygotsky, and others who claim that students are more inclined to learn by actively

participating in the learning experience (Clancey, 1995). Lave (1988, as cited by

Cullata, 2015) argued that situated learning as it normally occurs is a function of the

activity, context and culture in which it occurs. This contrasts with most classroom

learning activities which involve knowledge which is abstract and out of context. Social

interaction is a critical component of situated learning -- learners become involved in a

"community of practice" which embodies certain beliefs and behaviors to be acquired.

As the beginner or newcomer moves from the periphery of this community to its center,

they become more active and engaged within the culture and hence assume the role of

expert or old-timer. Furthermore, situated learning is usually unintentional rather than

deliberate. These ideas are what Lave and Wenger (1990) call the process of

"legitimate peripheral participation."

Contextualization, from philosophical strand, is understood as the process of

embedding knowledge in history, culture, philosophical questions, and personal

experiences. Another appropriate name for this strategy, according to Nikitina (2002),

might be “humanization of knowledge.” Humanization of knowledge here refers to the

linking of theoretical knowledge to the situation or the context of those who pursue it.

Hence, contextualization of the curriculum embraces relating the content, the teaching

learning process and the materials to meaningful situations that are relevant to students’

lives. In contextualizing the lessons, teachers start with real-life contexts and weave

these contexts into every stage of the teaching and learning process. When curriculum
is contextualized, the child’s experience is a fundamental starting point in the teaching

learning process and every effort is made to help him/her relate whatever learned into

his/her everyday life (Kenea, 2014).

This falls on the idea that there is enduring understanding on the part of the

learners when the lessons and their experiences in the classroom have meanings and

significance in their daily lives. As Wiggins and McTighe (1998) stated that enduring

understanding refers to the big ideas - the important understandings. This is what the

teachers want students to ‘get inside of’ and retain after they’ve forgotten many details.

Enduring understandings go beyond discrete facts or skills to focus on larger concepts,

principles, or processes.

Students will learn better if they experience the curriculum that is personalized,

taking into account different learning styles, meaningful, and relevant to their lives in the

“real world”. Teaching in broad generalizations, to cover all of the required standards

and prepare students for a standardized test can take away from the learning

experiences of the students (Demerin, 2009).

In contextualizing teaching and learning, the concepts of learning by doing,

applied learning, and manipulative learning apply. Learning by doing means learning

from experiences resulting directly from one’s own actions, as contrasted with learning

from others perform, reading others instructions or descriptions or lectures (Reese,

2011). According to Pendor (1997), effective teaching occurs when students participate

and not just made recipients of information and knowledge delivered by the teacher.

The pupil’s participation in the classroom activities is encouraged for more

internalization of lessons. Further, Bonwell and Eison (2000) defined learning as simply
having the students engage in some activity that forces them to think about and

comment on the information presented. Students will not just simply be listening but will

be developing skills in handling concepts in the discipline.

The integration of contextualization and localization can be integrated in various

school practices such as in lesson planning, learning resources, teaching strategies and

classroom assessment.

Lesson Planning

Lesson planning is one of the vital roles of a teacher. Planning is the systematic

process of deciding what and how students should learn. Planning is mostly the

responsibility of teachers. Teachers decide about the form and content of their

instruction, such as how much presenting, questioning, and discussing to do; how much

materials to cover in the allotted time; and how in-depth to make their instruction

(Borich, 2007 as cited by Cicek and Tok, n.d).

Lesson planning is at the very essence of flexibility concerning the fundamental

questions of what the teacher intends that the pupils should learn and how this is to be

achieved (Jones, n.d). The importance of lesson planning is no longer questionable

since a lot of studies have already proven its significant contribution to the academic

performance of the students. Research shows that effective teachers organize and plan

their instruction (Misulis 1997; Stronge, 2007 as cited in DepEd Order 42, s. 2016). With

content and performance standards and learning competencies firmly articulated in the

K to 12 curriculum, it is easier for teachers to carry out both short-term and long-term
instructional planning. Under the K to 12 Basic Education Program, teachers can in fact

plan student learning for a year, a semester, a unit, or a lesson and secure coverage of

the curriculum (DepEd Order No. 42, s. 2016). In preparing the daily lessons, DepEd

encouraged teachers to emphasize the features of the K to 12 Curriculum. One of its

features is the contextualization. K to 12 teachers are allowed to use contextualization

strategies in their lessons.

Learning Resources and Strategies

Another important avenue where contextualization and localization can be

integrated is through the use of localized learning resources and teaching strategies.

Crawford (2001) identified some strategies on how to teach contextually. These

strategies focus on teaching and learning in context—a fundamental principle of

constructivism. To be easily remembered, Crawford used the acronym REACT which

stands for Relating, Experiencing, Applying, Cooperating, and Transferring. The

REACT Strategy is also defined by Center for Occupational Research and Development

(2001) as cited in the Module 2 Facilitating 21 st Century Learning of SEAMEO-

INNOTECH (2011). This includes relating, experiencing, applying, cooperating, and

transferring. These are discussed in detail in the succeeding paragraphs.

Relating refers to linking the concept to be learned with something the student

already knows. For example: When teaching about “houses,” ask students to name

different kinds of houses that they see around them such as terrace houses, semi-

detached houses, bungalows, flats, apartments, condominiums, and so on. Students’

attention is focused to everyday sights, events, and conditions. When they are able to
relate to these everyday situations, new information is better absorbed. Crawford (2001)

described relating as the most powerful contextual teaching strategy. It is also at the

heart of constructivism. Relating is learning in the context of one’s life experiences or

pre-existing knowledge. Teachers use relating when they link a new concept to

something completely familiar to students, thus connecting what students already know

to the new information. When the link is successful, students gain almost instant insight.

Experiencing refers to hands-on activities and teacher explanation allow students to

discover new knowledge. For example, when teaching about parts of a house, assign

students a small group project such as making a model house complete with roof, walls,

floor, rooms, and mini-furniture. Learning takes place far more quickly when students

are given opportunities to manipulate equipment and materials as well as to do

referencing to obtain the relevant information to complete the given project.

Applying refers to how students apply their knowledge to real-world situations. For

example, ask students to name house-related professions. Their list could include:

architect, interior decorator, bricklayer, floor tiler, electrician, sanitation worker, and so

on. This allows students to project into an imagined future or into an unfamiliar

workplace.

Cooperating means that students solve problems as a team to reinforce knowledge

and develop cooperating skills. For example, in small groups, ask students to discuss

ways to safeguard their houses from fire, floods, break-ins, termite destruction, and so

on. The collaborative experience and practice that is nurtured in the classroom not only

assists them to learn new material; it also helps them in the workplace where
employees who are team players, information sharers, and effective communicators are

a valuable asset to the organization.

Lastly, transferring means that students take what they have learned and apply it to

new situations and contexts. For example, ask students to engage in problem-solving a

situation where sink holes appear in the living room, water marks on the bathroom

ceiling, clogged drains, and so on. This is similar to relating as it calls upon the familiar

situations. Students will thus become more confident in their problem-solving skills and

abilities when they go out into the world of work later on in their lives.

The REACT strategies are not the result of a single research project. Instead

they are based on the most relevant research by educators, psychologists, and

cognitive scientists and reinforced by observation of how the best teachers teach for

understanding (Crawford, 2001).

Classroom Assessment

In the aspect of classroom assessment, the Department of Education has

provided the policy guidelines for classroom assessment in the K to 12 Basic Education

Program through DepEd Order No. 8, s. 2015. Classroom Assessment is an integral

part of curriculum implementation. It allows the teachers to track and measure learners’

progress and to adjust instruction accordingly. Classroom assessment informs the

learners, as well as their parents and guardians of their progress (DepEd Order No. 8,

s. 2015). Under this department order, assessment in the classrooms is aimed at

helping students perform well in relation to the learning standards. Learning standards
comprise content standards, performance standards and learning competencies that

are outlined in the curriculum.

Several studies have proven the impact of students’ assessment to the

performance of the students inside the classroom. In a study conducted by the Hanover

Research (2014), it says that most of the research conducted, although the focus is not

on summative test scores, findings indicate that students who have receive formative

assessment perform better on a variety of achievement indicators than their peers do.

While many of these studies exhibit methodological limitations, experts agree that the

practice of assessment for learning shows promise in its ability to improve student

performance. On the other hand, Alkharusi (2008) attempted to link teachers’

assessment practices to students achievement goals. Findings of his study revealed a

number of implications for classroom practice. Classes with a high emphasis on

traditional assessments featuring close-ended test items might encourage students to

pursue performance-avoidance goals. In general, he stated further that classroom

assessment climate could be instrumental in having desirable patterns of student

achievement motivation.

III. Research Questions

This study aimed to delineate the impact of the school’s practices of

contextualizing teaching and learning to the academic performance of the students in

Social Studies. Specifically, it aimed to answer the following questions:

Problem 1. What is the level of school’s practices of contextualizing teaching

and learning instruction in terms of:

 1.1 curriculum implementation

1.2 daily lesson plan and teaching learning process

1.3 teachers’ training and learning materials?

Problem 2. What is the level of performance of the students in Social Studies?

Problem 3. Is there a significant relationship between the school’s practices of

contextualizing teaching and learning and students performance in Social Studies?

Problem 4. Which predictors of school’s practices of contextualizing teaching and

learning has significantly influenced the performance in Social Studies?

IV. Scope and Limitation

The study focused on the level of practices employed by the Social Studies

teachers in relation to contextualization and localization of instruction, and the possible

effects of this to the academic performance of students in Davao City National High

School. The respondents of this study were the Social Studies teachers and students

from all grade levels in the Junior High School (JHS). Given the limited time, the primary

source of students’ academic performance was only their first quarter grade in Social

Studies for School Year 2018-2019. Since the school also implements ‘No Disruption of

Classes’ policy, the data gathering was done during the vacant time of the teacher-

respondents and the researcher. Moreover, the researcher did not also have flexibility of

time to conduct the study. Aside from full time teaching, the researcher has ancillary

services. He is designated as the School Media Relations Officer, Field Study

Coordinator, and Assistant to the Chairperson of the School Based Management

(SBM).
a. Sampling

All students in Social Studies were involved in this study. All teachers were asked

to submit the general scholastic aptitude (GSA) of their students for the first quarter.

The GSA in Social Studies primarily served as the basis of identifying the academic

performance of the learners in the subject. Moreover, 25 Social Studies teachers also

served as the respondents of the survey questionnaire that was facilitated by the

researcher.

b. Data Collection

Before the study was conducted, a research proposal was submitted first to

DepEd Regional Office XI for approval. In order to gather the needed data, the

researcher formulated a questionnaire using a Likert scale of 1 to 5, which was

validated by not less than three (3) experts. After the questionnaire was validated, the

researcher administered the test to the Social Studies teachers of Davao City National

High School.

The first quarter grades of the student-respondents in Social Studies was

gathered. Teachers were made to submit the general scholastic aptitude (GSA) of their

students in Social Studies. The researcher asked for the approval of the school principal

for these grades to be made available.

Lastly, the responses collected from the teacher-respondents and the grades of

the students were tabulated, correlated and analyzed using the appropriate statistical

treatment.

c. Ethical Issues
 In conducting research studies, certain protocols, standards, and procedures

were observed. These were done so that problems concerning ethical issues will be

avoided. The ethical challenges that are relevant to this study encompass the issues of

the right to conduct the study, the data gathering procedures and the confidentiality of

the respondents. On the right to conduct the study, a proposal was submitted to the

regional office for approval. On the data gathering procedure, a letter was written first to

the school principal allowing the researcher to have an access on the first quarter

grades of the student-respondents. Lastly, on confidentiality, the names of the

respondents, both the students and teachers were not be disclosed to ensure

anonymity.

d. Plan for Data Analysis

To facilitate the analysis of data, the following were the statistical tool that were

used by the researchers in this study:

Mean and standard deviation. This was used in getting the level of school’s

practices of contextualizing teaching and learning in terms of curriculum

implementation, daily lesson plan and teaching-learning process, and teachers training

and learning materials. Mean was also employed in getting the level of performance of

the students in Social Studies

Pearson R Correlation Test. This was used to determine the significant

relationship between the school’s practices of contextualizing teaching and learning and

students performance in Social Studies.

 Multiple Linear Regression (MLR). This was used to determine which indicator

of school’s practices of contextualizing teaching and learning has significantly

influenced on the performance in Social Studies.

Moreover, the following parameter limits were also used to determine the level of

school’s practices in contextualizing teaching and learning, and in determining the

students academic performance in Social Studies.

Parameters in Determining the Level Of School’s Practices

In Contextualizing Teaching And Learning

Range of Means Level

4.50-5.00 Very High
3.50-4.49 High
2.50-3.49 Moderate
1.50-2.49 Low
1.00-1.49 Very Low

Parameters for Academic Performance in Social Studies

Mean Interpretation
90-100 Excellent
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did Not Meet Expectations

V. Results and Discussion

This portion presents the analyses and interpretation of the computed data to

answer the problems raised. The sequence of the presentation is based on the

arrangement of the statement of the problem.

Table 1
Level of School’s Practices of Contextualizing Teaching and Learning

School Practices Mean Standard Descriptive

 Deviation Interpretation
Curriculum Implementation 4.58 .38 Very High
Daily Lesson Plan and Teaching 4.46 .47 High
Learning Process
Teachers’ Training and Learning 4.54 .52 Very High
Materials

Table 1 presents the level of school’s implementation in contextualizing teaching

and learning in Social Studies. Among the school’s practices, the Curriculum

Implementation is the highest with a mean of 4.58 or Very High. This is followed by

Teachers’ Training and Learning Materials with a mean of 4.54 or Very High and Daily

Lesson Plan and Teaching and Learning Process with a mean of 4.46 or High.

Discussion

The high results in the level of school’s practices of contextualizing teaching and

learning means a high regard into its implementation. Social Studies teachers in Davao

City National High School, highly regard the process of contextualization and

localization as an important tool in delivering the curriculum. Teachers practices of

contextualization means that they implement what Republic Act 10533 mandates. It

says that the curriculum should be contextualized and flexible enough to enable and

allow schools to localize, indigenize, and enhance the same based on their respective

educational and social contexts.

Table 2
Level of Performance of the Students in Social Studies
Subject Mean Standard Descriptive
Deviation Interpretation
Araling Panlipunan 87.80 4.53 Very High
 Table 2 is the performance of the students in social studies. From the table, the

mean performance of the students is 87.80 with a descriptive interpretation of very high.

This means that the students are doing well in their social studies subject.

Discussion

Social Studies although perceived to be a dull and boring subject by some

students, the results show that students performance in the subject is very high. This

indicates that students perform very well in the subject. As a learning area, social

studies is designed not only to teach the students about the significant events of the

past. Moreover, it teaches the students to learn from the history to become better,

responsible and accountable citizens of the nation. The good performance of the

students could be attributed to the instructional materials prepared by the teachers in

teaching the subject. The study of Igu, et. al, (2014) revealed the implications of the

effectiveness of social studies teaching and learning in primary education level. The

study has shown that instructional materials facilitate the teaching of social studies. The

implication is that students’ performance is enhanced when teachers use different types

of instructional materials when teaching.

Table 3
The Relationship between the School’s Practices of Contextualizing Teaching and
Learning and Students Performance in Social Studies
School Practices Computed p-value Decision on Ho
R-Value

Curriculum Implementation .886 .000 Rejected

Daily Lesson Plan and Teaching .698 .000 Rejected
Learning Process
Teachers’ Training and Learning .654 .000 Rejected
Materials

Presented in table 3 is the test for significant relationship between the school’s

practices of contextualizing teaching and learning and students performance in Social

Studies. In order to determine the significant relationship, Pearson-R Correlation Test

was used. Performing the Pearson-R Correlation Test, the three (3) school practices

yielded R-values of 0.886, 0.698, and 0.654, all with 0.000 p-value. Since the probability

value is less than .005 level of significance, then the null hypotheses are rejected. This

means that there is significant relationship between the school’s practices of

contextualizing teaching and learning and students performance in Social Studies.

Discussion

The school’s practices in the implementation of the process of contextualization are

important in improving the performance of the learners. The need to contextualize the

lessons helps the learners to bitterly appreciate and understand the concepts that they

are learning. According to Kenea (2014) when curriculum is contextualized, the child’s

experience is a fundamental starting point in the teaching learning process and every

effort is made to help him/her relate whatever learned into his/her everyday life

Table 4
Predictors of School’s Practices of Contextualizing Teaching and Learning
School Practices p-value Remarks
Curriculum Implementation .000 Significant Predictor
Daily Lesson Plan and Teaching .282 Insignificant Predictor
Learning Process
Teachers’ Training and Learning .353 Insignificant Predictor
Materials
 To test which variable is the best predictor, multiple linear regression was

utilized. Based from the data presented on the table, the Curriculum Implementation

has a p-value of 0.000, Daily Lesson Plan and Teaching and Learning Process has

a p-value of 0.282, and Teachers’ Training and Learning Materials has a p-value of

0.353. Among the variables, it is only the Curriculum Implementation which has a p-

value that is less than 0.005 level of significance. This therefore means that

Curriculum Implementation as variable is the best predictor of school’s practices of

contextualizing teaching and learning.

Discussion

Contextualization of instruction is one of the key features of the K to 12

Enhanced Basic Education Program. As part of the Department of Education, teachers

are expected to implement fully what the curriculum requires. The result shows that the

implementation of the curriculum is the best predictor of contextualizing teaching and

learning. This means that if the teachers truly apply and implement what is expected

from them, students can surely benefit. Teachers, being the primary movers and

implementers of the curriculum can strengthen a learner’s efficacy and increase their

motivation for school work. As stated by Margolis and McCabe (2004), increasing

motivation can be evidently shown by linking new school work to recent successes,

integrating the needed teaching strategies, reinforcement of efforts and persistence,

and identifying strategies to improve the effectiveness of peer coping models.

VI. Conclusions

Based on the above-mentioned findings of the study the following conclusions are

drawn:

1. Among the school’s practices, the Curriculum Implementation is the highest,

followed by Teachers’ Training and Learning Materials and Daily Lesson Plan

and Teaching and Learning Process.

2. The level of students’ performance in Social Studies is high. This means that the

students are doing well in their Social Studies subject.

3. There is significant relationship between the school’s practices of contextualizing

teaching and learning and students performance in Social Studies

4. Curriculum Implementation as variable is the best predictor of school’s practices

of contextualizing teaching and learning.

VII Recommendations

In the light of the findings and conclusion, it is recommended that:

1. Officials of the Department of Education and School Heads should spearhead

trainings relevant to contextualization and localization of lessons not only in

Social Studies but throughout all the key learning areas.

2. The integration of contextualization and localization in the preparation of daily

lesson log/plan should be continued. This should be regularly checked by their

immediate supervisors such as the master teachers, head teachers, or the

school head.
 3. Regular classroom observation should be conducted by those school heads or

other designated teachers (master teachers or head teachers) to ensure the

proper execution of contextualization and localization in the actual teaching-

learning process.

4. Further studies related to contextualization, localization, and students’

performance not only in Araling Panlipunan (Social Studies) but also in other

learning areas should be conducted to validate the results.

VIII. References

Alkharusi, H. (2008). Effects of classroom assessment practices on students’ achievement

goals. Retrieved from http://www.tandfonline.com/doi/pdf/10.1080/10627190802602509
on August 26, 2016.

Baker, E. D., Hope, L. & Karandjeff, K. (2009). Contextualized teaching & learning: a faculty
primer. Reasearch and Planning Group and Academic Senate for California Community
Colleges.

Bonwell, C. C., & Eison, J. A. (2000). Select active learning articles: creating excitement in
the classroom. ERIC Digest

Cicek, V. And Tok, H. (n.d). Effective use of lesson plans to enhance education in U.S and
Turkish kindergarten thru 12th Grade Public School System: a comparative study.
Retrieved on August 25, 2016 from http://www.iises.net/download/Soubory/soubory-
puvodni/pp10-20ijote_V2N2.pdf

Clancey, W. J. (1995) A tutorial on situated learning. Proceedings of the International

Conference on Computers and Education (Taiwan) Self, J. (Ed.) Charlottesville,
VA: AACE. 49-70, 1995.Retrieved on October 6, 2015 from http://methodenpool.uni-
koeln.de/situierteslernen/clancey_situated_learning.PDF.

Crawford, M. L. (2001). Teaching contextually. Retrieved on August 5, 2015 from

http://www.cord.org/uploadedfiles/Teaching%20Contextually%20(Crawfor d).pdf
Cullata, R. (2015). Situated learning. Retrieved from on October 6, 2015 from
http://www.instructionaldesign.org/theories/situated-learning.html

Demerin, A. (2009). The learning performance of students in high school physics using
differentiated instruction. Unpublished Master’s Thesis. Holy Cross of Davao
College, Davao City

DepEd Division of Davao City National Achievement Test Result for SY 2014- 2015

DepEd Order No. 8, s. 2015. “Policy guidelines on classroom assessment for the K to 12 basic
education program”. Retrieved from www.deped.gov.ph.

DepEd Order No. 42, s. 2016. “Policy Guideline on Daily Lesson Preparation for the K to 12
Basic Education Program.”

DepEd Vision-Mission and Core Values. Retrieved from www.deped.gov.ph

De Leon, H.S. (2005). Textbook on the Philippine Constitution. Rex Book Store.

Hanover Research (2014). Impact of Formative Assessment and Learning Intention of Student
Achievement. Retrieved from http://www.hanoverresearch.com/media/The-Impact-of-
Formative-Assessment-and-Learning-Intentions-on-Student-Achievement.pdf on
September 26, 2016.
Igu, N.C.N, Ogba, F. N., & Igwe, I.O. (2014) Effects of instructional materials on
students’ achievement in social studies in lower basic education in
Nigeria. Retrieved on September 14, 2015 from
http://www.21caf.org/uploads/1/3/5/2/13527682/igu- ogba-igwe.pdf

Jones, J. (n.d.). Lesson planning: towards purposeful learning and effective teaching. Retrieved
on August 25, 2016 from http://www.encuentrojournal.org/textos/10.9.pdf.

Kenea, A. (2014). The practice of curriculum contextualization in selected primary schools in

rural Ethiopia. Retrieved on August 6, 2015 from www. Iiste.org

Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life.
Cambridge, UK: Cambridge University < Press.

Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Periperal Participation.
Cambridge, UK: Cambridge University Press.

Nikitina, S. (2002) Three strategies for interdisciplinary teaching: contextualization,

conceptualization and problem-solving. Report on interdisciplinary Studies Project,
Harvard Graduate School of Education.

Ordinario, C. U. (2013). Low NAT scores may worsen under k to 12. Retrieved on August
10, 2015 from http://www.rappler.com/nation/24205-low-nat- scores-may-
worsen-under-k-12
Pendor, R. (1997). The effects of laboratory-augmented method of teaching trigonometry
on heterogeneously grouped engineersing students’ achievement. Unpublished
Master’s Thesis. Holy Cross of Davao College, Davao City.

Philippine Human Development Report (2000). Quality, relevance, and access in basic
education: executive summary. Retrieved on August 20, 2015 from
http://hdn.org.ph/2000-philippine-human-development-report-quality- relevance-
and-access-in-basic-education/#download

Reese, H. W. (2011). The learning-by-doing principle. Retrieved on August 10, 2015 from
http://www.baojournal.com/BDB%20WEBSITE/archive/BDB- 2011-11-01- 001-
019.pdf.

SEAMEO-INNOTECH. (2011). Facilitating 21st century learning module 2.

Trochim, W. M. (2006). Purposive sampling. Retrieved on October 12, 2015 from

http://www.social researchmethod.net

Wiggins, G., & McTighe, J. (1998). Understanding by design .Alexandria, VA: Association

for Supervision and Curriculum Development.