Development and validation of contextualized lesson in mathematics

Abstract

The poor academic performance of students in the Marawi City Division on Measurement was evident in the conducted summative tests. This perennial problem needs to be addressed by the school district. One way that can help boost students’ conceptual understanding is the use of contextualized lessons. This approach enables the students to engage in the procedural process that would improve their problem-solving ability. The purpose of this study was to develop contextualized problem in Measurement in coming up with a Contextualized Lesson Plan in mathematics that would improve the academicperformance of the Grade students in their achievement test. This study used the quasi-experimental design with qualitative support. There were significant improvements to the students which belonged to the Experimental Group than those students in the Control Group. Moreover, students perceived that contextualized lessons as relevant and comprehensive. Since students displayed positive responses on the activities and improved their performance in the achievement test, the researcher, therefore, recommended teachers may adopt the use of contextualized problem in teaching Measurements in the mathematics subject.