Contextualized learning module: Enhancing students’ conceptual understanding in physics
Keywords:
conceptual understanding, contextualization, learning module, modular instruction, physicsAbstract
The research investigated the effect of contextualized learning module in enhancing the conceptual understanding in Physics among Grade 9 students in a major high school in Region XII of the Philippines. Employing a descriptive and experimental design, the study compared two modules: one aligned with the DepEd curriculum and the other contextualized to students’ real-world experiences. The independent variable was the type of module used, with the control group utilizing the DepEd module and the experimental group employing the contextualized learning module. The dependent variable was the gain score measured through pretest and posttest. Each module consisted of 15-item multiple-choice and 5-item open-ended questions that underwent content validation.
The results revealed that the experimental group had an average posttest score rank that was considerably higher (p < 0.01) than the control group. Furthermore, the higher posttest results of the experimental group demonstrate the advantages of contextualized learning in physics instruction, particularly in terms of simplifying lesson-related learning tasks in comparison to the control group. Results in the gain scores yielded a statistically significant result (p < 0.01), indicating a substantial difference in learning outcomes between the control and experimental group. This suggests that using contextualized learning modules to enhance students' learning outcomes is beneficial.
