Performance, Conceptual Understanding, and Self-Efficacy of Students via Contextualized Self-learning Modules in Junior High School, Philippines


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.

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