1

Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Designing and confirming resources that mirror the community's unique

characteristics is crucial to enhancing student learning outcomes in English

courses in Butuan City. Conventional teaching approaches frequently encounter

challenges in capturing students' attention. By integrating aspects of the culture

stories and preferences, into study materials we can increase student

involvement, enthusiasm, and understanding (De Guzman & Madriaga 2021;

Acosta & Cruz 2019). When educational materials relate to students’

experiences it enables them to engage more meaningfully with the content. This

connection enhances learning by encouraging thinking and a deeper

comprehension of the topic, at hand. In the Philippines, the educational

system is crucial to adhere to legal frameworks that support the creation and

implementation of localized teaching materials The Education Act of 1987

emphasizes the use of both "Filipino and English as instructional mediums "

while also stressing the importance of promoting "national identity and cultural

heritage. "Furthermore, the Basic Education Curriculum (BEF); Framework

prioritizes values like "relevance. Effectiveness, efficiency, equity, and cultural

awareness, in education. "These guidelines offer a basis for developing

educational resources that are in line, with the country's objectives and respect

the varied cultural heritage of Filipino pupils. Although there is a growing

international awareness of the role of context in language teaching materials,

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research and work in some areas have not yet been completed. Research in

countries such as the USA and Singapore found that contextual resources can

provide better tools for approaching learning and student performance ( Eslit,

2023). Most of these studies are limited to narrow areas or specific levels. In

addition, more research is needed on the long-term effects of text materials on

students' language performance and skill levels.

Documents are difficult to validate and use in countries like China. Recent

times have indeed seen an increase in culturally relevant teaching, yet standard

testing and curriculum regulations stand in the way of a teacher being able to

utilize more innovative materials (Zhang and Li, 2021). For instance, there are

limited guidelines and hence subsequent support provided for teachers relating

to the use of contextualized materials in their classrooms, which may lead to

variation in whether the material is put into practice appropriately, if at all (Liu and

Wu, 2019). Research on contextualized materials in the language

classroom is relatively at its dawn in the Philippines. Although several studies

have been initiated as to how culturally relevant a teaching strategy is, more

research must be conducted to establish what Filipino learners need and want in

contextualizing materials for them and, eventually, to produce contextualized

materials that respond to the diverse backgrounds of Filipino learners. This is

further augmented by a lack of frameworks that were used for validating these

contextualized materials, hence making their assessment of quality and

effectiveness barely possible to reach (Acosta and Cruz, 2019).

Butuan City only has resources related to

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culture, history, and student experiences. These aspects are not reflected in the

existing materials, so the curriculum may not have an impact on students' lives.

In addition, contextual curricula can address implementation gaps in teacher

education, resource availability, and institutional support. These are serious gaps

that need to be addressed to make English language learning in Butuan

meaningful, relevant, and effective.

This study was motivated by the need to fill the

gaps in teaching materials for English 6 in Butuan City. To meet that need, this

study was designed to help improve language teaching in the region by

developing and validating the necessary. This study is in line with the goals of

elementary school research, namely, to improve knowledge about teaching and

learning methods through evidence-based research. Accordingly, these studies

have implications for teachers, policymakers, and curriculum developers. Also

important, this study can inform other areas of the Philippines because it shows

real evidence that improving student achievement should begin with the use of

appropriate teaching materials.

Theoretical/Conceptual Framework

This part of the study presents the theory used by the researcher as their

reference and guide in making the framework. The researchers used the

constructivist theory proposed by Lev Vygotsky.

Constructivism, a prominent learning theory, provides a

robust framework for this study. This theoretical lens posits that learners are not

passive receptacles of knowledge but actively construct their understanding

 4

through interactions with the world. By engaging in meaningful experiences and

reflecting on their observations, learners build mental models that represent their

understanding of the world. Constructivism emphasizes the importance of

context and social interaction in shaping learning. The theory suggests that

learners' understanding is influenced by their cultural background, social

experiences, and interactions with others. This aligns well with the goals of many

educational initiatives that seek to create inclusive and culturally relevant learning

environments.

To foster meaningful learning experiences, the study aims to

develop contextualized materials that resonate with students' lives and

experiences. By connecting the curriculum to real-world situations and students'

personal interests, the study seeks to make learning more relevant and

engaging. Additionally, the study will promote interactive and engaging learning

environments through social interactions and active learning opportunities. By

encouraging collaboration, discussion, and hands-on activities, the study aims to

create a supportive and stimulating learning environment where students can

actively construct their knowledge.

Several studies have demonstrated the effectiveness

of Constructivism in improving student understanding and engagement. By

adopting a Constructivist approach, educators can create learning experiences

that are more meaningful, relevant, and effective.

 5

The researchers will identify the

available resources for English 6 at
the school level and the pretest will be
conducted to identify the least-learned
competency.

The researchers will develop a

learning activity sheet based on the
identified least- learned
competencies and this will be
subjected in validation by three
experts.

The researchers will

enhance the learning activity
sheet based on the experts
comments.

The researchers will present

the enhanced learning activity
sheet presented to English
teachers.

The researchers will ensure

the comments and suggestion
from the experts are applied.

Figure 1. Conceptual Framework

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Researcher Research Adviser Evaluator English Teachers

 7

Statement of the Problem

This study aims to determine the relationship of the development and

validation of contextualized material for teaching in English 6.

Specifically, this study seeks to answer the following questions:

1. What are the available instructional materials for teaching in English 6 in

school?

2. After the pre-test, what are the least-learned competencies of the students?

3. Based on the identified least-learned competencies, what contextualized

instructional materials can be developed?

4. Based on expert feedback, what enhancements can be made to the developed

instructional materials in English 6 in terms of:

4.1 contents;

4.2 formats;

4.3 illustrations;

4.4 assign and lay out;

4.5 paper and bindings;

4.6 size and weight;

4.7 presentation, organizational and datedness of information; and

4.8 accuracy up to materials;

5. How can these developed instructional materials be institutionalized at the

school level?
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Significance of the Study

The following individuals below are the direct and indirect beneficiaries of

the study.

Department of Education (DepEd). The result of this study will benefit

the Department of Education as policy maker and the implementer of the

elementary education.

Elementary Schools. The study will greatly benefit all elementary schools

in improving the used of Contextualized Materials in teaching the subject English.

Elementary Teachers. The result of the study will greatly benefit the

teachers in implementing the use of contextualized materials to maximize the

wide range of teaching methods.

Elementary Students. The result of the study will greatly benefit the

learning progress of the student and to maximize their learning potential.

Future Researchers. The result of the study shall be used as a guide

and a future reference to their future research.

Definition of Terms

The following terms below are defined operationally, meaning they are tailored to
the context of this specific study.
Comprehension. The term used refers to the capability of students to

further understand the topic in a deeper and wider manner.

Contextual Curricula. The term used indicates the use of materials that

supports a subject that is being taught by the teacher.

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Contextual Resources/Materials. This term implies to any materials that

a teacher can use to instill learnings towards the students. This is to also give a

better representation of a certain topic in the lesson given by the teacher.

Enthusiasm. The term used in the study implies the interest of students

towards learning.

International Awareness. In this context, this term used indicates that the

used of contextualized materials is a worldwide discussions and research all

throughout the world.

Subsequent Support. This term indicates that the usage of

contextualized materials is apprehend to support the claim that contextualized

materials will greatly help the teachers in teaching.

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Chapter 2

REVIEW OF RELATED LITERATURE

To provide a solid foundation for this study, this chapter delves into the

existing body of research surrounding the development and validation of

contextualized materials for teaching in English 6. It explores key theories,

methodologies, and findings from previous studies.

Reading is a fundamental skill for all learning. Language development is

crucial for reading and writing skills, and it is essential for future academic and

professional success. Early reading interventions in elementary schools have

been shown to improve reading skills and positively impact children's thinking,

learning, and performance. Reading interventions in the early elementary grades

are particularly effective in developing reading proficiency. Students who do not

develop age-appropriate reading skills in elementary school are more likely to

face ongoing reading difficulties throughout their academic career (Bajaj, 2022).

The Department of Education has implemented various programs

to assist students who struggle with reading. Reading proficiency is crucial for

academic success, and difficulties in this area can negatively impact a child's

overall performance. Early literacy development is essential, as early readers

 11

tend to excel in reading and achieve greater academic success. Students who

struggle with reading may also face challenges in other subjects and find it

difficult to keep up with their schoolwork. This can lead to a downward spiral, as

they become discouraged, lose motivation, and fall further behind (Culaste-

Quimbo, 2021).

The students' difficulties with reading comprehension and word recognition

are largely due to their problems with pronunciation, omission, and punctuation.

They tend to read in syllables rather than whole words. The "Mobile Reading on

Read to Raid COVID 19 Pandemic 2.0" project revealed that the students

struggle to answer questions that require interpretation, application, evaluation,

and higher-order thinking. The potential causes of these issues include the lack

of face-to-face instruction, insufficient reading materials and resources, the

absence of reading habits and interest, a lack of concrete understanding of

reading lessons, the absence of ongoing reading activities, and the use of rigid

reading lessons. (Manlapaz, Cabahug, & Divina, 2022).

The functional literacy rate among Filipinos aged 10

to 64 increased to 91.6% in 2019, according to a survey conducted by the

Philippine Statistics Authority. This means that about 90.8 million Filipinos can

read and write simple messages, while approximately six million adults over the

age of five are still illiterate (Angeles et al., 2022).

The Department is releasing the Most Essential

Learning Competencies (MELCs) for use by all schools nationwide for the school

year 2020-2021. The MELCs will help schools focus on the most important skills
 12

that students need to learn. They will also help schools adapt their teaching

materials to distance learning. The MELCs will provide schools with more

flexibility in how they teach, as they will have more time to focus on the most

important topics (Mendoza, 2021). The development of Supplementary

Learning Materials (SLMs) by teachers for learners is a valuable initiative that

can motivate teachers for promotion and provide contextualized materials for

different regions and diverse learners. This approach can also lead to the

creation of localized devices that are tailored to specific types of learners. By

creating SLMs, teachers have the opportunity to develop their skills as writers,

illustrators, and layout artists, allowing them to produce their own materials

(Jimenez, 2020). The idea of

contextualization became more important in education. The focus shifted from

the learner as a passive receiver of knowledge to the learner as an active creator

of meaning. This change led to the development of contextualized teaching and

learning. Instead of focusing solely on behavioral changes, the current education

emphasizes the use of real-life experiences to provide meaningful learning. This

approach is more practical, realistic, and values-based. By applying their own

experiences, students can develop a more accurate understanding of the

material, becoming well-rounded learners (Abad et al, 2020). The study found

that both the Conventional Lecture Method group and the Contextualized

Instructional Materials (CIM) group had below average performance at the

beginning and end of the study. However, both groups showed significant

improvement during the study. The students who were exposed to CIM had
 13

significantly higher improvement compared to those who were taught using the

Conventional Lecture Method (Rivera et al, 2020).

It is important to support students' reading skills and demonstrate the

effectiveness of reading interventions. Evidence-based programs can motivate

professionals to continue their work, as they are often asked to perform

administrative tasks instead of providing counseling services. School counselors

should be prepared to support their programs with data that shows how their

efforts have improved student achievement, especially as funding for education

decreases (Bello et al, 2023).

The study found that the curriculum was widely implemented in terms of

curriculum implementation, instructional process, and instructional materials.

However, students' academic achievement in contextualized lessons was very

good. Additionally, the instructional process and materials were strongly related

to students' academic achievement. The data showed that the curriculum

implementation and instructional process were consistent with students'

academic achievement, but the instructional materials were not. The lack of

contextualized instructional materials and teachers' lack of training and

resistance to contextualization hindered the full implementation of the

contextualized curriculum (Pariscal & Gonzales-Aboy, 2022).

Flores et al. (2020) highlights the importance of

equipping teachers with the skills and knowledge to develop research-based,

contextualized, and localized instructional materials. This approach can

significantly enhance the relevance and effectiveness of teaching and learning in

 14

district schools. By empowering teachers to create materials that are tailored to

the specific needs and contexts of their students, educators can foster deeper

engagement, improved learning outcomes, and a stronger connection between

classroom instruction and real-world experiences.

The study found that most grade

6 students struggled with the English language skills assessed in the pre-test,

indicating a "developing" level of proficiency. However, teacher evaluators highly

rated the instructional modules in terms of content, format, presentation,

organization, accuracy, and up-to-date information (Carillo et al, 2020)

Garcia et al. (2021) found

out that kindergarten teachers see the importance of contextualized instructional

materials relevant in teaching the kindergarten pupils to respond to their needs

and varied learning styles. Further to make pupils apply and appreciate what they

learned in the actual setting. Hence, this study guides the teachers in terms of

instructional materials that need to be developed and produced appropriate for

the kindergarten classes. The study created interactive

worksheets using Google Forms to help Grade 5 students improve their writing

skills. Teachers found these materials to be very effective, and they significantly

improved student performance in writing (Dulay et al, 2022).

Basibas (2020) developed

contextualized instructional materials for Grade 6 Mathematics, which were

highly regarded by teachers and significantly enhanced student learning

outcomes. These materials likely incorporated real-world examples, local

 15

references, and interactive activities to make mathematics more relevant and

engaging for students. The positive assessment from teachers and the notable

improvement in student test scores suggest that the contextualized materials

effectively supported students' understanding of mathematical concepts and their

ability to apply them to real-world problems. Teachers

often face challenges in assessing students' social skills in Social Studies. These

challenges include the difficulty of measuring social skills in a practical and

authentic way, as well as limitations in demonstrating these skills in real-life

situations (Supianto, 2020).

Sambayon et al (2020) suggests that making learning more interesting

and engaging is a practical and effective approach. Teachers and students

should actively participate in lessons to acquire new knowledge, skills, and

experiences. This approach can also help develop self-confidence and self-

fulfillment through the use of contextualized and localized learning materials.

Reading involves understanding and experiencing the

content of a book. It's a way to learn about various topics. To read effectively,

you need to recognize words and understand their meaning. Word recognition is

the ability to identify written symbols and connect them to spoken language

(Yang, 2020).
 16

Chapter 3

RESEARCH METHODOLOGY

This Chapter presents the research design, research locale, research

respondent and sampling technique, research instrument, data gathering

procedure, ethical consideration, and statistical treatment.

Research Design

This study will use a descriptive development research design. The study

will both describe the process of creating contextualized instructional materials

for teaching English in grade 6 and develop such materials based on the

identified least learned competency. The descriptive aspect involves providing a

detailed account of the materials' development, including the identification of

learning objectives, selection of content, design of activities, and development of

assessment tools. Additionally, the study will describe the specific English

language competency that grade 6 students find most challenging. The

developmental aspect involves creating instructional materials tailored to address

this specific area of difficulty, ensuring they are aligned with the curriculum and
 17

incorporate contextualized elements to make learning more relevant and

engaging. This approach is ideal because it allows researcher to describe the

contextualized materials needed in teaching English 6.

Research Locale

Tungao Central Elementary School, located in the Caraga region,

provides a rich and diverse context for the development and validation of

contextualized materials for teaching English in grade 6. Its location in the region

offers a unique blend of rural and urban influences, allowing for the creation of

materials that are both relevant to local experiences and applicable to broader

educational contexts. The school's diverse student population, which likely

includes children from different socioeconomic backgrounds, cultural groups, and

language abilities, provides an opportunity to create materials that cater to a wide

range of learners and ensure that all students feel included and represented.

Additionally, Tungao Central Elementary School's strong ties with the local

community can provide valuable insights into the needs and interests of students

and their families, which can be incorporated into the development of

contextualized materials. The school's experienced teachers, who

have a deep understanding of the local context and the specific challenges faced

by their students, can also contribute significantly to the development and

validation of contextualized materials. Their expertise can be invaluable in

ensuring that the materials are both effective and culturally relevant. By

leveraging the unique characteristics of Tungao Central Elementary School and

the Caraga region, researchers can create contextualized materials for teaching
 18

English in grade 6 that are not only relevant and engaging but also empower

students to become successful learners and global citizens.

 19

Figure 3. Map of the Research Locale

Research Respondents/Sampling Technique

The respondents of the study will be the Grade 6 students of

Tungao Central Elementary School. The number of grade 6 students will

determine the number of how many test questionnaires provided. Grade 6

students are relevant to this study because they are at a crucial stage of

language development and are transitioning to more complex English language

skills. Understanding their specific challenges and needs can inform the

development of effective contextualized materials that support their learning.

Convenience sampling technique will be used since only the available or the

grade 6 students present during the floating of questionnaire.

Research Instrument

The study will use a pre-test to measure the English vocabulary

knowledge of Grade 6 students. The pre-test will have three parts: recognizing

words, using words in sentences, and applying words. It will be administered at

Tungao Elementary School to ensure it is relevant to the local context. The

research team, made up of education students from PECIT, will create the pre-

test. To ensure it is reliable and valid, the team will carefully select or create test

items, adjust the difficulty level, and analyze the test items. Clear scoring criteria

will be established, and the pre-test will be pilot tested on a small group of
 20

students before being used with the entire sample. The pre-test will be ready for

publication at the end of the study to assess the effectiveness of the

contextualized instructional materials.

Data Gathering Procedure

The researcher made a letter for the approval of conducting the study at

Tungao Central Elementary School, through the school’s principal. After the

approval, the study was then conducted giving out 40 items pre-test to the

Grade 6 students. After the students answered the pre-test, the researcher then

preformed an item analysis to determine the least learned competency. The

result was then interpreted and it defined the least learned competency, the

researcher will then used the data to create a contextualized materials and will

then be validated by the experts to further enhanced the contextualized material

being submitted.

Ethical Considerations

This studly will prioritize ethical principles to ensure the well-being of all

participants. Informed consent will be obtained from both students and their

parents or guardians, ensuring their voluntary participation and understanding of

the study's purpose.The respondents data will be kept confidential, and personal

identifiers will be removed from data collection instruments. The study aims to

maximize benefits while minimizing risks, ensuring that the activity sheets are

appropriate and not burdensome. Equal opportunities will be provided to all

participants, and they will have the right to withdraw from the study at any time.

By adhering to these ethical guidelines, the researchers will protect the rights and
 21

well-being of all involved, ensuring a responsible and ethical conduct of the

study.

Statistical Treatment

The following statistical tools will be utilized to address the research

problems in this study: frequency and percentage. this statistical tool will be used

to determine the distribution of available instructional materials for teaching

Grade 6 English and assess the frequency of least learned competencies among

students. This analysis will identify key focus areas for developing contextualized

instructional materials to address specific challenges in teaching Grade 6

English. Mean and Standard deviation. This statistical tool will be used to

evaluate the effectiveness of the developed instructional materials based on the

students' test scores. it will also identify the average level of agreement among

experts regarding the validity of the material’s standard deviation. This statistical

tool will be used to measure the variability of students' test scores and experts'

evaluations, indicating the consistency of the results.

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