Design, development and implementation of contextualized learning materials in
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DESIGN DEVELOPMENT AND IMPLEMENTATION OF
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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. 3 ©2021 by the authors — Open Access — Distributed under CC BY 4.0 of the community were considered in designing the activities of the initial CLMs. All of these inputs were integrated in designing the CLMs. Adopting the school format, the CLMs contain the following parts: Introduction, Lessons and Coverage, Module Map, Pretest, Learning Goals and Targets, What To Know, Process or Skills, What to Reflect on and Understand, What to Transfer, Summary/Generalization and Posttest. Formative evaluation of the materials focused on the revision of some contextualized activities, the appropriateness of the utilized materials, adjustment of time frame for each material, and inclusion of rubrics. After revisions were done, five experts from teacher education institutions and secondary schools evaluated the validity of the 10 CLMs using a 28-item 5-point Likert scale. The ob- jectives (mean = 4.80), content (mean = 4.68), organization (mean = 4.56), materials and resources (mean = 4.74), effectivity (mean = 4.77) and features of contextualization (mean = 4.72) were all outstanding. There is also a high degree of inter-rater reliability (r = 0.930) among the experts. Some suggestions of the experts were incorporated before the implemen- tation stage. The revised CLMs were piloted to two heterogeneous sections of grade 7 mathematics. The students were observed, interviewed and tested as they use the materials. After imple- menting the CLMs, a significant improvement from their overall pretest (mean = 25.08) to posttest scores (mean = 54.56) was obtained, t(97) = 26.610, p < .01. From students’ ac- tual performance and feedback on the activities, adjustments were made for the final revision. The computed overall Flesch Reading Ease score of the final CLMs is 66.45 indicating that the materials are easily understood or within the level of understanding of the users while the Flesch-Kincaid Grade Level obtained is 6.66, which means that all the lessons are appropriate for grade 7 students. IV. DISCUSSION Developing contextualized materials always start with inputs from the learners themselves (Tomlinson, 2003) together with other stakeholders like their teachers, parents and members of the community. An immersion is needed to fully understand what affects the day-to-day lives of the learners. The researchers exhausted all possible ways to capture the activities of the grade 7 students before designing the CLMs based on their social activities, cultural backgrounds and physical surroundings. These are carefully selected and included in all the 10 learner’s materials. It is also imperative that external and internal experts look into the validity of the learning materials (Morrison, 2010). Looking into the results, the experts highly agreed on the validity Academia Letters, July 2021 Download 58.19 Kb. Do'stlaringiz bilan baham: |
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