Publication Date: 2023/10/20
Abstract: This study examined students' performance, conceptual understanding, and self-efficacy via contextualized self-learning modules in the Junior High School of Cambangon Integrated School, Lilingayon, Valencia City. Specifically, it aimed to: 1) assess the level of student's performance via contextualized self-learning module (CSLM) and non-contextualized self-learning module (non-CSLM), 2) identify the level of students' conceptual understanding in science via CSLM and non- CSLM in the pre-test and post-test, 3) determine the level of students' self-efficacy via CSLM and non-CSLM in terms of: a) conceptual understanding, b) higher-order thinking skill, c) practical work, d) everyday application, and e) science communication, 4) compare if there is a significant difference in students' performance via CSLM and to non-CSLM, 5) ascertain if there is a significant difference in the students' conceptual understanding in science via CSLM and to non-CSLM in the pre-test and post-test, and 6) find out if there is a significant difference in the students' self-efficacy via CSLM and to non-CSLM in terms of: a) conceptual understanding, b) higher-order thinking skill, c) practical work, d) everyday application, and e) science communication. The study used a quasi-experimental research design utilizing two (2) intact sections of Grade- 9 students. The results of the study revealed that the level of students' performance, conceptual understanding, and self-efficacy under CSLM had a higher increase in mean scores compared to the mean scores of students under non-CSLM. Furthermore, the study also found a significant difference in the performance, conceptual understanding, and self-efficacy of students who utilized CSLM and non-CSLM. This study suggests contextualizing and localizing self-learning modules since these respond effectively to learners' changing needs and conditions in this new normal, which can further contribute to their holistic development.
Keywords: Contextualized Self-Learning Module; Students’ Performance; Self-Efficacy; Conceptual Understanding.
DOI: https://doi.org/10.5281/zenodo.10025842
PDF: https://ijirst.demo4.arinfotech.co/assets/upload/files/IJISRT23OCT581.pdf
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