Authors :
Chazzel Feel C. Salvane; Maris Jade Q. Orongan
Volume/Issue :
Volume 8 - 2023, Issue 10 - October
Google Scholar :
https://tinyurl.com/mvn2y4t5
Scribd :
https://tinyurl.com/bcubaa9f
DOI :
https://doi.org/10.5281/zenodo.10025842
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.
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.
