Contextualized Instructional Sheet (CIS) as Intervention Material in Mathematics 8 to Improve Students’ Academic Performance

Abstract

This quasi-experimental study investigated the effectiveness of Contextualized Instructional Sheets (CIS) as an intervention material in improving the academic performance of eighth-grade learners in Mathematics. Two groups of eighth-grade learners participated in the study, with one group as the control group and the other as the experimental group. The control group did not have exposure to CIS, while the experimental group used CIS. Data were collected through a researcher-made survey questionnaire and a 40-item pre-test and post-test based on the third quarter’s most essential learning competencies (MELCs). The perception of the respondents regarding CIS was analyzed using mean and standard deviation, while the pre-test and post-test scores were analyzed using frequency and percentage. The dependent t-test was used to determine the significant difference between the pre-test and post-test scores of the two groups, while the independent t-test was used to compare the pre-test scores of the two groups and the post-test scores of the two groups. The use of CIS had a significant impact on the academic performance of the learners which was indicated in a statistically significant difference between the pre-test and post-test scores of the control group, with the post-test scores being significantly higher. These findings suggest that CIS can be an effective intervention material for improving the academic performance of eighth-grade learners in Mathematics. The study recommends the wider implementation of CIS based on its positive impact on learners’ academic achievement.