Performance, Conceptual Understanding, and Self-Efficacy of Students via Contextualized Self-learning Modules in Junior High School
Performance, Conceptual Understanding, and Self-Efficacy of Students
Abstract
Abstract
This study examined the performance, conceptual understanding, and self-efficacy of students via contextualized self-learning modules in 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 out that there is a significant difference in student’s performance, conceptual understanding, and self-efficacy of students who utilized CSLM and students who utilized non-CSLM. This study suggests to consider 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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