CONTEXTUALIZED LEARNING MODULE IN NEWTON MECHANICS FOR JUNIOR HIGH SCHOOL INDIGENOUS PEOPLES (IP) LEARNERS
Keywords:
instructional module development, contextualized science education, Indigenous Knowledge Systems (IKSPs), Newtonian mechanics, culturally responsive pedagogy, MATATAG CurriculumAbstract
Junior high school learners often struggle with Newtonian mechanics, and this challenge is more pronounced among Indigenous Peoples (IP) learners. This study developed and validated a contextualized learning module aligned with the MATATAG Curriculum for Grade 8–9 IP learners at Sta. Juliana High School, Capas, Tarlac, Philippines. The module was designed to bridge least-mastered competencies, integrate Indigenous Knowledge Systems and Practices (IKSPs), and improve understanding of Newton's Laws of Motion. Using a Research and Development (R&D) design with a descriptive-evaluative approach, forty Grade 9 learners and five expert validators participated in the study. Data were collected through diagnostic tests, expert validation instruments, a learner feedback questionnaire, and pretest-posttest assessments, and were analyzed using descriptive statistics, content validity indices, KR-20 reliability, and a paired-samples t-test. The diagnostic assessment revealed significant learning gaps, with 80% of learners struggling with motion concepts, 65% with graph interpretation, and 58% with force concepts. These gaps informed a module enriched with IKSPs, localized examples, and inquiry-based 5E activities. Expert evaluation rated the module "Excellent" across content, format, presentation, and accuracy, while learner face validation yielded a "Very Satisfactory" rating (WM = 3.57). Learners' mean scores improved significantly from 10.4 (pretest) to 17.3 (posttest), a mean gain of 6.9 points, t(39) = 11.60, p < .001, Cohen's d = 1.83 (large effect). The findings indicate that contextualized, culturally responsive instructional materials make Newtonian mechanics more meaningful and accessible for IP learners. The module is valid, acceptable, and effective, and is recommended for classroom use and adaptation in other IP contexts to promote inclusive and culturally responsive science education.
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