Video-Aided Self-Reflection a Pedagogical Tool in Teaching Biology
Isagani P. Dioneda Jr.
Paliparan National High School
Paliparan III, City of Dasmariñas, Cavite, Philippines
DOI: https://doi.org/10.54476/iimrj395
ABSTRACT
Localization and contextualization are the new strategies to teaching-learning process and highlighted in the Philippines’ K to 12 Curriculum. This study determined the effect of localization and contextualization in teaching biology in enhancing the academic performance of selected Grade 7 students of Paliparan National High School during the second quarter of the school year 2018 – 2019. The study was carried out using experimental study, particularly the pretest and posttest control group design. Two sections were used and this was done by random sampling. There are forty students taught with the use of localized and contextualized teaching (experimental) and forty students taught without the use of localized and contextualized teaching (control). The data gathered were treated using mean, standard deviation, and T-test. SPSS 14.0 software was used. Mean and standard deviations were also used in finding out the students’ pretest, and posttest performances taught with the use of localized and contextualized teaching and without the use of localized and contextualized teaching. Paired T-test for correlated means were used in finding out the difference between the pretest and posttest performances of the two sections and Independent T-test for correlated means were used to find the difference between both posttest performances of the two sections. Findings revealed that posttest performances of both sections were significantly different. Teachers in any subject area should try to integrate localization and contextualization in teaching because it shows a positive effect as regards to the performance and motivation of students towards the lessons.
Keywords: Localization, Contextualization, Biology, Experimental study, Philippines