Development of Contextualized Learning Material for Enhancing the Teaching of Biology
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Abstract
Contextualized instruction enhances science learning by linking concepts to learners’ cultural and real-life experiences; however, its application in Biology remains limited due to insufficient localized materials, limited teacher training, and challenges in integrating Indigenous knowledge. This study aimed to identify a Grade 9 Biology learning competency in need of contextualization as a basis for the development of a Contextualized Learning Material (CLM) and to examine teachers’ perspectives on contextualized instruction. This study employed a Research and Development (R&D) design guided by the Successive Approximation Model (SAM) and focused on the needs assessment phase. It was conducted in an IPED-implementing secondary school in Mapurog, Bonifacio, Misamis Occidental, where both Subanen and non-Subanen learners are enrolled. Participants included Science teachers with at least five years of teaching experience. Data were collected through interview assessment questionnaires and semi-structured interviews and analyzed using weighted mean and qualitative content analysis. Findings revealed that teachers actively integrate contextualization through real-life, environmental, and cultural connections in Biology instruction. The learning competency “describing the biotic and abiotic features of tropical rainforests, swamps, estuaries, mangrove forests, and coral reefs” was identified as most in need of contextualization. Four themes emerged: real-life and cultural integration, priority areas for contextualization, instructional support, and implementation challenges. Teachers emphasized the need for localized materials, training, and community partnerships. The study concludes that effective contextualized Biology instruction requires sustained institutional support and culturally grounded resources. The identified competency provides a strong basis for developing a Contextualized Learning Material that promotes culturally responsive, relevant, and meaningful science learning.
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