ABSTRACT
This study utilized quantitative research design and descriptive method involving 14 Grade 3 teachers, master teachers, and school heads to determine the extent to which the developed contextualized material met the criteria in the evaluation of instructional materials. prescribed by DepEd, Data were gathered using the DepEd tool to assess the learning resource in terms of content, format, presentation, organization, accuracy and up-to datedness. Data gathered were treated statistically using mean to determine whether the contextualized reading resource passed or failed the criteria set by DepEd. The significant findings, the following conclusions are drawn, reading resources can be conceptualized through the use of pictures, videos, local printed materials, simulation, role playing, and other learning experience, the contextualized reading materials passed the criteria prescribed by DepEd, in terms of content, format, presentation and organization, and accuracy and up-to datedness. A significant difference surfaced in the evaluation of do the contextualized reading material along content between the teachers and the experts. In the light of the significant findings and conclusions of this study, the following recommendations are offered, Teachers encouraged to embark on the development of contextualized learning materials across subject areas and grade levels. Although the developed contextualized materials have passed the criteria for the evaluation of contextualized learning materials, these need to enhanced in order to obtain the maximum points in each criterion. Teachers, master teachers, and school heads need to work closely together to discuss aspects in developing instructional materials considering assistance from experts in the field.
Keywords: Contextualized learning materials in English 3, development evaluation, performance
INTRODUCTION
Background of the Study
In the present globalized world, it is without doubt that the English language is more crucial than ever before Research claim that English acts as the lingua franca or the common language for people from various countries and cultures across the globe. It serves as dominant language in international business, travel and tourism, as well as cultural exchange. The English language is an effective tool for education and career advancement since it is the language of instruction in many parts of the world and used in specialized fields like science technology and medicine literature and is the dominant language in the internet and media.
English language learning involves five macro skills; namely listening a basic skill about hearing and perceiving the opinions of other people and absorbing facts derived from spoken words; speaking which is an essential form for self-expression, reading, referred to as the ability to recognize and understand printed words; writing which is also a fundamental tool for expressing one’s ideas through cursive writing, printing, typing and viewing that refers to perceiving, examining, interpreting and constructing meaning from visual images, and is crucial in understanding print and non-print material.(Studocee, n.d).
Reading is one of, if not the most important skills that a child will ever master. Reading is the fundamental skill of mankind. Kodon (2017), reading is the process of deriving meaning through a goal and strategy based on the effective communication between the reader and the author where the reader configures the new information with his current knowledge in a convenient environment. It is an active process in which reading, analysis, and comprehend takes place together. With reading the tiny world in which humans live is expanded to the vast universe and beyond. As earlier expressed by Dulnuan (2006), reading takes people into a world of act and intellect that is accessible only through the printed page and human art of writing. Reading opens a thousand doors to life; one may not be the teacher, the physician, the executive, the program analyst, the bar top notch, the scientist or anybody successful in his career or occupation, if not for the stuff called “Reading”.
In academic research, the ability to critically engage with texts is paramount. One fundamental skill is making inferences drawing conclusions based on evidence and reasoning. According to the University of Louisville Libraries, inferences allow readers to draw conclusions based on evidence from the text or knowledge that you have," enabling a deeper understanding beyond the surface level.
Equally important is distinguishing fact from opinion. Critical reading involves recognizing the difference between objective information and subjective viewpoints. Tilburg University emphasizes that this skill is essential for reading texts more critically, as it helps in evaluating the reliability and bias of sources.
Furthermore, identifying cause and effect is crucial in research. Understanding the relationship between events or phenomena allows researchers to construct logical arguments and explanations. The University of New Mexico Core Writing OER Collection notes that cause-and-effect essays determine how phenomena are linked, often using phrases like as a result, because, and therefore to denote such relationships.
The 95 Percent Group (2024) added that the reading has lifelong benefits, besides knowing more information and understanding something more deeply, Reading helps a learner develop empathy and foster connection with his environment; improves critical thinking skills; build authentic vocabulary and enhances conversation skills, teaches social skills and allows for practice of universal experiences; strengthen cognitive processes ;helps to build background knowledge; can help lessen stress for all age groups; can improve sleep; can help to build and maintain memory ;strengthens writing skills, as well as language and communication skills; builds sturdier problem solving skills; and can provide a sense of support and belonging especially for those who might feel being discriminated.
It is lamentable to note, however that students at all levels of education have not acquired adequate reading skills. As early as 1990, statistics showed that 800 million people and even more, aged 15 in the whole world cannot read and write. This condition severely limits their ability to learn and communicate; suppresses their thinking ability that makes them rely on those who can, thus exposing them to the danger of being manipulated or exploited.
To date, one of the most common complaints of academicians, government and corporate leaders and responsible parents is still the deteriorating quality of students and even graduates ability to read and write proficiently, reason out correctly or distinguish between right and wrong, and to draw logical conclusion.
To concretize this point, the National Assessment of educational Progress (NAEP) (2023), released a report highlighting state average scores in reading. In general, between 21 and 50 percent of fourth grade pupils performed at or above the NEAP proficient level in reading across the states, The national average reading scores at grades four and eight were lower compared to 2019 scores.
An international assessment of 15-year-old students' proficiency in reading, math, and science is carried out by the Organization for Economic Co-operation and Development (OECD) through the Programme for International Student Assessment (PISA). The Philippines participated in this assessment for the second time after its first appearance in 2018 with the release of the 2022 cycle in December 2023. The findings shed important information on the status of education in the Philippines, pointing out both areas of improvement and enduring difficulties.
Filipino students ranked 75th out of 81 countries with an average math score of 355 points. Compared to 353 points in 2018, this is a slight gain. While the average score in reading was 347 points, with 24% of students achieving Level 2 proficiency, just 16% of students attained at least Level 2 proficiency, which is much lower than the OECD average of 69%. Students received an average of 356 points in science, with 23% achieving Level 2 competency, which is better than the OECD average of 74%, even though it is an improvement from 340 points in 2018. This is still below the OECD average of 76% and is a minor drop from 357.
Approximately 36% of Filipino students were in the lowest socio-economic quintile. Despite these challenges, 12% of disadvantaged students scored in the top quarter of mathematics performance within the country, indicating instances of academic resilience. In response to these results, Senator Win Gatchalian emphasized the need for intensified learning recovery programs and the swift passage of the ARAL Program Act (Senate Bill No. 1604) to address pandemic-related learning loss. The Commission on Higher Education (CHED) also committed to collaborating with the Department of Education (DepEd) to analyze the findings and implement strategies to improve student performance in future assessments.
To address the biggest lingering challenge of basic education in the country, which in quality, specifically in the terms of students’ learning outcomes, former DepED secretary Leonor M. Briones launched Sulong Edukalidad a rallying call for a national effort for quality basic education. This initiative for involves the following core components:
1) K to 12 curriculum review and update,
2) Improving the learning environment,
3) Teachers' upskilling and reskilling; and
4) Engagement of stakeholders for support and collaboration.
Briones stressed that “the Filipino learners in the center of Sulong Edukalidad. The first letters of the four pillars of Sulong Edukalidad form the word KITE, Sulong Edukalidad is our commitment to help our learners achieve their full potential for their kite of dreams to fly high through quality basic education for all. "(Official statement from DepEd, 2023).
In line with the actions of DepEd to current situations, this is supported by a study of Johnson (2019) which highlights the integration of authentic materials and real-world contexts into instructional design that can foster meaningful learning experiences and promote language acquisition. Similarly, the study by Martinez et al. (2020) emphasizes the role of culturally relevant pedagogy in validating students' identities and promoting linguistic diversity in the classroom. In addition, informed by the literature on least mastered competencies in English, the development of contextualized learning resources will address specific language skills and concepts where learners have exhibited lower mastery. Utilizing assessments and performance data, educators will identify learning needs and design targeted intervention aimed at supporting student learning and growth. It must be emphasized, however that in realizing such goals, investigating the concerns that relate to the quantity and quality of teachers must be given impetus. This will have direct impact on s under-standing the future of civic engagement in global citizens, especially those coming from deprived, depressed, underprivileged, and underserved sectors, the National Research Agenda Teacher Education (NRATE) is aimed at implementing teacher education development initiatives, mindful of global and regional initiatives, but more importantly rooted in local realities-local needs yet are still connected to global aspirations – thus, the concept of glocal, Hence high quality of research in Philippine teacher education is in place. (NRATE, 2019-2023).
In remote, or the so-called "last-mile" schools like the Biyoy, Papalungan, Kakiduquen, Catarawan, and Pao Elementary Schools face numerous, challenges in implementing quality education development plans. One of their major concerns is the deteriorating proficiency in reading in English that is usually attributed to the scarcity of appropriate reading materials that meet their needs, interests, and are within the context of their local and cultural experience.
Against these conditions, the research proponent was encouraged to develop a contextualized material in reading for Grade 3, particularly in English, as this could improve learner engagement, understanding, and retention of content. (Jimenez, 2020). Additionally, the researcher intended to have learning material evaluated in terms of appropriateness, authenticity, comprehensibility, and usefulness, based on the research of Brown and Garcia, (2021). It is hoped that this study will narrow down the dearth of studies involving contextualized learning resource in Grade 3 reading in English, which is the grade level transitioning the reading level of students from the mother tongue to English as their second language.
The development and evaluation of contextualized learning materials in English 3 align with global and national educational priorities aimed at enhancing the quality and inclusivity of education. This initiative directly supports SDG 4: Quality Education, which emphasizes the need to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. By creating learning materials that reflect the local context, the project aims to improve literacy and numeracy skills among Filipino learners, ensuring that education is relevant and accessible. Aligned with DepEd's commitment to inclusive and equitable quality education, this project contributes to the agency's goals of recovering learning losses and rebuilding education systems to be more inclusive, relevant, and resilient. The development of contextualized materials is a step towards making education more responsive to the diverse needs of learners across the Philippines.
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