Effects of Contextualized Teacher-Made Modules on Students’ Academic Performance in Araling Panlipunan 9
DOI:
https://doi.org/10.65339/ijsair.V2.I2.655Keywords:
Contextual Teaching and Learning, Contextualized Teacher-Made Modules, Institutional Support, Sustainable EducationAbstract
This study examined the effects of contextualized teacher-made modules on the academic performance of Grade 9 students in Araling Panlipunan at Bantayan National High School during School Year 2025–2026. Anchored on Constructivist Learning Theory, Contextual Teaching and Learning, Experiential Learning Theory, Bruner’s theory of instruction, and Situated Learning Theory, the study used a quasi-experimental non-equivalent control group pretest-posttest design. Two intact Grade 9 sections were selected through purposive sampling: Grade 9 Jupiter served as the control group taught through the prototype teaching strategy, while Grade 9 Venus served as the experimental group taught using contextualized teacher-made modules. Data were gathered using teacher-made pretest and posttest instruments aligned with the Most Essential Learning Competencies, contextualized modules, interview guides, and reflection logs. Quantitative data were analyzed using frequency, percentage, mean, standard deviation, independent samples t-test, and paired samples t-test, while qualitative responses were examined through thematic analysis. Findings showed that both groups improved from pretest to posttest; however, the experimental group demonstrated greater and more consistent gains. The groups were comparable at pretest, but posttest results significantly favored the experimental group. The experimental group also showed a stronger shift toward excellent mastery, with no students remaining in the lower mastery levels. Challenges included time constraints, limited resources, comprehension difficulties, learner diversity, independent learning readiness, assessment concerns, and the need for stronger teacher and institutional support. The study concludes that contextualized teacher-made modules are more effective than the prototype teaching strategy in improving students’ academic performance, engagement, and understanding in Araling Panlipunan. It recommends the integration of contextualized modules, differentiated instruction, scaffolding, teacher training, and institutional support. The study supports SDG 4, SDG 11, SDG 16, and SDG 17 by promoting quality education, community-based learning, civic awareness, and collaborative educational improvement. Its sustainability impact lies in strengthening educational, cultural, institutional, and community sustainability through locally relevant and responsive instructional materials.
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