Design, development and implementation of contextualized learning materials in
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DESIGN DEVELOPMENT AND IMPLEMENTATION OF
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- II. METHODOLOGY
Corresponding Author: Clemente Aguinaldo Jr., aguinaldo.cm@pnu.edu.ph
Citation: Aguinaldo Jr., C., Domingo, A. (2021). DESIGN, DEVELOPMENT AND IMPLEMENTATION OF CONTEXTUALIZED LEARNING MATERIALS IN GRADE 7 MATHEMATICS. Academia Letters, Article 1468. https://doi.org/10.20935/AL1468. 2 ©2021 by the authors — Open Access — Distributed under CC BY 4.0 to be integrated into the content areas of the CLMs, 2) to develop the CLMs to be used by the grade 7 students in mathematics, 3) to establish the validity of the materials in terms of objective, content, organization, materials and resources, effectivity and features of contextu- alization, and 4) implement the materials and evaluate its effectiveness. II. METHODOLOGY This is a research and development study intended to construct contextualized learning ma- terials (CLMs) in grade 7 mathematics. The ADDIE model of instructional system design was used in the entire process. This model is generally accepted by instructional designers for teaching (Morrison, 2010). But instead of the five stages, this study clustered the process into three phases: analysis, design and development, and implementation and evaluation. The analysis phase is ethnographic in nature and involved identifying the contextualized activ- ities and local materials in the community where the secondary school is located. Informal interviews and direct observations of mathematics teachers, students and local folks were con- ducted to gather the needed qualitative data followed by selecting the content and formulating the appropriate objectives of the materials. The design and development phase included writing and editing the prototype materials, formative evaluation by external experts, initial revision, validation by experts and second revision of the materials. Ten CLMs in grade 7 mathematics during the first quarter were con- structed. These include Sets: An Introduction, Union and Intersection of Sets, Complement of a Set, Problem Involving Sets, Get a Line on Integers, Addition of Integers, Subtraction of Integers, Multiplication of Integers, Division of Integers and Properties of the Operations on Integers. The last phase, implementation and evaluation, included experimental testing of the devel- oped materials, determining the readability of each material and then writing the final revision. III. RESULT Based from the results of interviews and observations, the following local activities in the students’ community can be categorized as livelihood activities (such as farming and selling in retail stores), leisure activities (such as playing indigenous games, mobile apps and sports, watching animes and soap operas, going to malls) and family-related activities (such as at- tending weddings and funerals and helping in household chores). Native materials identified include locally available plants and fruits, bottle caps, barbecue sticks, peso bills and coins, kitchen utensils and condiments. In addition, the landmarks, local establishments and history Academia Letters, July 2021 Download 58.19 Kb. Do'stlaringiz bilan baham: |
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