CONTEXTUALIZE AND LOCALIZE INSTRUCTIONAL MATERIALS

1. CONTEXTUALIZE AND LOCALIZE
INSTRUCTIONAL MATERIALS: IT’S EFFECT
TO THE PERFORMANCE LEVEL OF GRADE 1
PUPILS IN TEACHING MATHEMATICS

2. BACKGROUND OF THE STUDY
Effective teaching is a complex process that starts with an end
in mind. Before teaching a class, a teacher should determine
what specific outcomes he/she wants, such as, what skills and
knowledge he/she wants the students to master.
Contextualization can be done in all learning areas using
indigenize materials maximizes, activities, events, and issues
that are readily available in the local environment.
To contextualize, teacher will be using authentic materials, and
anchor teaching in the context of learners’ lives.

3. BACKGROUND OF THE STUDY
Today’s curriculum we need to integrate to the pupils using
localize and contextualize materials for them to understand and
cooperate in delivery of the lesson. Problems on students’
diversity with diverse needs that persists nowadays.
This study will determine the effect on teaching strategies using
contextualize and localize information on the performance of
grade 1 pupils at Roma Elementary School. This study
recommends developing an authentic contextualize and localize
instructional materials in Mathematics subject to improve the
performance level of the pupils specially for grade 1 pupils as a
foundation of education.

4. BACKGROUND OF THE STUDY
According to Mouraz and Leite contextualization is a
prerequisite in addressing the content and organization of
activities to be undertaken in the classroom.
Students’ engagement in their schoolwork increases
significantly when they are taught, why they are learning
the concepts and how those concepts can be used in real-
world contexts.

5. BACKGROUND OF THE STUDY
Furthermore, to make possible the inquiry into the
effectiveness of using the localize and
contextualize materials in teaching mathematics
and its possible effect to the performance level of
grade one pupils, will show positive result
comparing to the traditional method as chalk and
talk.

6. CONCEPTUAL FRAMEWORK
The researcher will conceptualize that the use of
contextualize and localize instructions, will improve the
performance level of grade-1 pupils in teaching
mathematics and so would be effective.

7. CONCEPTUAL FRAMEWORK
The input will compose of the pre-test scores of the control
and the experimental groups. In the process the control
group will handle using the traditional method, while the
use of contextualize and localize instructional materials will
be going to employ in the experimental group. The output
will reflect by their post-test scores to determine their
effects on the performance of pupils.

8. THEORETICAL FRAMEWORK
The goal of this work is to determine the effect of the local
context on the students’ performance.
According to Shuel learning is the most important activities
of humans. Learning may happen in school or outside the
school.
It is at the very core of the educational process, although
most of what people learn occurs outside of school.

9. THEORETICAL FRAMEWORK
According to Kelemen, the reasons that make the child to come
to school, to listen to the teachers and to learn is divided into
two main groups.
(1) Extrinsic motivation-when the student falls into school
discipline without a direct interest in what is taught, but to
receive, directly or indirectly, certain rewards, especially
moral ones.
(2) Intrinsic motivation – where the learning and the acquiring
knowledge, interest directly the student.

10. THEORETICAL FRAMEWORK
Moldovan, Ignat, Bălas-Timar stated that the center of
intrinsic motivation is curiosity, that means the desire to
know much more.
Curiosity becomes permanent when it is combined with
beliefs about the value of culture, which facilitates the
communication with others and provides a great wealth of
experiences, sources of satisfaction and equanimity.

11. THEORETICAL FRAMEWORK
Perin states that the perceived value of contextualized teaching
and learning is that this method can create a commonsense
structure with which to focus instruction.
Mathematical understanding has three specific contexts namely:
situational context, cultural context, and conceptual context.

12. THEORETICAL FRAMEWORK
Situational context refers to the interaction of an individual with
the same materials, environment, or actions.
Cultural context refers to the patterns of behavior.
The conceptual context refers to the personal understanding of
the situation.
The socio-cultural theory of Vygotsky has gained recognition in
the mathematics education community. This theory speaks that
students’ intelligence is a result of social interaction in the world.

13. STATEMENT OF THE PROBLEM
The main purpose of this study is to determine the use of
Contextualize / Localize materials and its effect in the
performance level of Grade-1 pupils in Roma Elementary School,
in teaching Mathematics.
Specifically, it sought to answer the following questions:
 What is the pretest performance of learners in the control
group and the experimental group using Contextualize /
Localize materials in teaching Mathematics?

14. STATEMENT OF THE PROBLEM
 What is the posttest performance of learners in the control
group and the experimental group using Contextualize /
Localize materials in teaching Mathematics?
 Is there a significant difference in the pretest performance of
learners in mathematics in the control group and the
experimental group using Contextualize / Localize materials
in teaching Mathematics?

15. STATEMENT OF THE PROBLEM
 Is there a significant difference in the posttest performance of
learners in mathematics in the control group and the
experimental group using Contextualize / Localize materials in
teaching Mathematics?
 Is there a significant difference in the pretest and posttest
performance of learners in math in?

16. SCOPE AND LIMITATION OF THE STUDY
 The study will be focus on the use of contextualize and
localize instructional materials and its effect to the
performance of grade -1 pupils in teaching mathematics.
 Experimental group with the use of contextualize and localize
instructional materials and control group without the use of
contextualize and localize instructional materials of Grade 1
students at Roma Elementary School during the academic
year 2021-2022.

17. SCOPE AND LIMITATION OF THE STUDY
 The subjects will be the Grade 1 pupils enrolled at Roma
Elementary School for the school year 2021-2022 with the
sample size of 20 students which comprises 10 students from
the experimental group and 10 students in the controlled
group.

18. SIGNIFICANCE OF THE STUDY
The result of the study will benefit the education sectors like the
pupils, teacher and co-teachers-to-be, school administrators,
mathematics coordinator and educational researchers concerned
of alleviating the performance in numeracy of the learners.

19. SIGNIFICANCE OF THE STUDY
Pupils. They can gain appreciation of the progressive way of
learning especially with the help of using contextualize and
localize instructional materials.
Teachers. The finding of this study can inspire the teachers to be
opened to embrace their new role in the classroom as facilitators
of learning and welcome new curriculum using contextualize and
localize instructional materials.

20. SIGNIFICANCE OF THE STUDY
School Head. The results of this study will guide school
administrators in performing their role more effectively as
stewards of schools by ensuring an enabling and supportive
environment for effective learning by the pupils.
Mathematics Coordinator. The coordinator will be guided in
giving technical assistance to schools to ensure that
performance is up to standard.

21. METHODOLOGY
This study will determine the effect of teaching mathematics
using contextualize and localize (indigenized) information on the
performance of students. The study will carry out using pre-test,
post-test control group experimental research design. Two
intact classes will be using by random assignment. There are ten
students to do contextualize and localize teaching
(experimental) and ten students will do to traditional but not
localized teaching (control).

22. RESPONDENTS OF THE STUDY
The subjects or the respondents of this study are the Grade 1
pupils from two groups with the researcher’s handle of Roma
Elementary School, Brgy. Roma, San Joaquin, Iloilo, school year
2021-2022.

23. RESPONDENTS OF THE STUDY
There are two groups that will be use in this study, the
controlled group using traditional method and the
experimental group utilizing contextualize and localize
instructional materials in teaching mathematics. Both
groups will be composed of 10 per group, with 5 males and
5 females ages from 6-7 with an academic performance of
78% and up.

24. PROCEDURE OF THE STUDY
The researcher will be preparing a lesson incorporating the use
of contextualize and localize instructional materials. The
objective and the content covering the fourth grading period
from May 2022 July 2022, school year 2021-2022. Pre-test will be
conducted to determine the numerical performance of pupils
using the passage / data that will be preparing by the researcher
and give the test after the lesson to determine their numerical
performance. After the coverage of the lesson, post-test will be
conducting using the same passage / data.

25. DATA GATHERING PROCEDURE
The researcher will be going to gather the data through the
following:
 The topics and objectives are the same in both groups except
the teaching strategy.
 The topics will be using covers (Compares objects using
comparative words: short, shorter, shortest; long, longer,
longest; heavy, heavier, heaviest; light, lighter, lightest).

26. DATA GATHERING PROCEDURE
 Each group will take an examination using the test
questionnaire that will be constructed by the researcher. The
test questionnaire will be composing of fifteen theoretical and
empirical problems in mathematics.
 The test questionnaire instrument will trial – testing to 10
randomly selected grade 1 students who are not the subjects
to calculate its reliability.
 The result of the examination of each group will be analyzed
to draw conclusion about the possible effect of the
contextualize and localize teaching on the performance of the
students.

27. DATA GATHERING PROCEDURE
Pre-Experimental Stage
When the validation and reliability test will be established, the
researcher will be asking the concurrence of the Head teacher of
the said school to administer the research instrument to the
subjects.
The researcher will be going to conducts a pre-test to the 10
grade 1 pupils the control group in the morning and in the
afternoon to the experimental group.

28. DATA GATHERING PROCEDURE
Experimental Stage
After the conduct of the pre-test actual, lesson will be
conducted. In day 1, the researcher will be going to prepare the
chart for the topic. In the experimental using contextualize,
localize instructional materials will be going to integrate in the
lesson.

29. DATA GATHERING PROCEDURE
Post Experimental Stage
After the ten days lesson the researcher will conduct the post-
test to determine the effect of using contextualize, localize
instructional materials with the traditional method in teaching
mathematics and its effect to the performance level of the
pupils.

30. DATA ANALYSIS
To obtain the validity and reliability of the results of the study,
appropriate statistical tools will be use. To determine the level
of performance of the students’ mean percentage score will be
use. The mean percentage score is the quotient of the raw score
and the total number of points times 100%. To determine if
there is a significant difference between the pretest performance
of the experimental group and the control group t-test will be
going to use. Analysis of covariance (ANCOVA) will be going to
use to examine if there is a significant difference between the
posttest performances of the students that will be expose to
each type of teaching strategies.

31. REFERENCES
 Ibraheem Kadhom Faroun (http://www.researchgate.net) retrieved June 11,
2020
(httpps://www.dergipark.org.) retrieved March 06, 2019
 California Migrant Education Resources and Best Practices
(http://www.digitalchalkboard.org)
 Western Governors University https://www.wgu.edu/blog/experiential-
learning-theory2006.html#close – retrieved June 08, 2020
 Martin Simon-New York University -retrieved

32. REFERENCES
 Martin Simon-New York University -retrieved January 2020
(https://www.researchgate.net/publication/338490514_What_is_a_Mathematic
al_Concept#:~:textmathematical%20concept%20is%20knowledge,For%20exa
mple%2C%20students%20who%20understand)
 Razia Noreen* and Abdul Majid Khan Rana Bulletin of Education and
Research August 2019, Vol. 41, No. 2 pp. 145-159
 Joseph D. Reyes1* , Alvin O. Insorio1 , Ma. Lourdes V. Ingreso1 , Florabel F.
Hilario1 , Chona R. Gutierrez1 - International Journal of Educational Studies
in Mathematics, 2019, 6(1), 1-18
(https://dergipark.org.tr/tr/download/article-file/664590)

33. THANK YOU
Arriane S. Chiao
Presenter