Utilization of Contextualized Learning Material on Non-Mendelian Genetics in Enhancing Student’s Achievement
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Abstract
Students grasp concepts more effectively when they witness the practical application and relevance of subjects within their real-life contexts and surroundings. Hence, this study aimed to attain the following objectives: (1) determine the student’s achievement scores after utilizing the self-learning material from DepEd (control group) and the developed contextualized learning material (experimental group); (2) determine the significant difference in the achievement scores of the students after utilizing the self-learning material from DepEd (control group) and the developed contextualized learning material (experimental group); and (3) determine the student’s perception on the developed contextualized learning material in Non-Mendelian Genetics. This study employed the quasi-experimental method. In particular, the one-group post-test research design to compare the achievement scores of the control group and the experimental group. Furthermore, this study was conducted to the incoming Grade 10 students who participated in the NLC. This involved two (2) existing classes, with the control group comprising of twenty (20) students and the experimental has twenty-one (21), resulting in a total of forty-one (41) participants. Based on the findings, the developed contextualized learning module on non-Mendelian patterns of inheritance significantly helped increase student’s performance and addressed the issue in the low mastery of the competency.
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