The Impact of Contextual Teaching and Learning (CTL) Ability in Understanding Mathematical Concepts (original) (raw)
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Abstract: The primary objective of the study is to design a contextualized learning material in developing the conceptual understanding of Grade 7 students in Mathematics as a teacher support material in mastering the math concept “sets”. The study is considered developmental and quasi-experimental or one group pre-test and post-test since it underwent three phases namely: planning, development, validation, and utilization. In the planning stage, the least learned skill (LLS) was identified based on the item analysis of the first grading quarterly test. From the LLS obtained, the researcher made one Contextualized Learning Material (CLM). The content experts rated the developed SIMs “very satisfactory” which means that they viewed the materials as suitable and appropriate for students to master the competency. The usability experts, on the other hand, rated the developed CLM “very satisfactory” which implied that they considered the CLM as teacher support material that can be used to master the Math 7 competency “sets”. The result on the comparison using paired t-test between the students’ pretest and posttest scores which was tested at 0.05 level of significance indicated p= 0.000 which means that the null hypothesis is rejected. Thus, there is a significant difference between the pre-test and post-test scores of the grade 7 students. Thus, CLM is effective in developing the conceptual understanding of the students on the competency “sets”. It is then recommended that teachers may also develop more contextualized learning materials for other topics in Mathematics and for other subject areas to address the students’ least learned skills. Index Terms: Contextualized Learning Material, conceptual understanding, development, validation, utilization