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CONCEPT PAPER (1)

Research Team #: __________ Course & Major: BSED Social Studies
Members: (1) Liezel M. Javier MJSS 306: Research and Social Studies
(2) Leah C. Labordo

Theoretical Framework Statistical Treatment

Proposed Tittle Statement of the Problem Research Design
(Theory that will Support the Study) of Data
1. What is the profile of the Conceptual Framework Experimental Research Slovin’s Formula will
The Impact of the Use of respondents in terms of: Design will be used be used to determine
Localized and Not Localized 1.1 the number of One of the salient features of the K to 12 wherein the resource the sample size of the
Resource Material in the students enrolled in Curriculum is contextualization and localization. As material on the first respondents in this
student learning on the Subject this grade level stated on the Republic Act (RA)10533 Section 10.2 group is designed and study
Understanding Culture, Society on the Implementing Rules and Regulations (IRR), will focus on the N
n=
and Politics of Selected 2. What is the impact of “Curriculum shall be contextualized and be flexible impact of 1+ N e 2
Humanities and Social Sciences the use of localized enough to enable and allow schools to localize and contextualized and
Students resource material in the enhance the curriculum based on their respective Localized Resource Weighted Mean for
student learning on the educational and social contexts”. material in the student ungrouped data will
subject Understanding learning on the subject be used to determine
Culture, Society and UCSP. On the other the mean percentage
Politics of Selected hand, the other group scores of each other
Humanities and Social will be exposed in the
Sciences Students? use of contextualized
x¿
∑x
but not localized n
3. What is the impact of resource material
the use of non- localized
resource material in the t-test will be used to
student learning on the determine the
subject Understanding significant difference
Culture, Society and Independent Dependent
Conceptual Paradigm
Politics of Selected Variable Variable

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 CSTC COLLEGE OF SCIENCES, TECHNOLOGY AND COMMUNICATIONS, INC.
General Luna Street, Maharlika Hi-way, Poblacion 3 Arellano Subdivision, Sariaya, Quezon
Registrar’s Office: (042) 329-0850 / (042) 719-2818
Atimonan Contact Number: (042) 717-1420
CSTC IT Center: (042) 719-2805

Humanities and Social

Sciences Students?

The Impact on
4. Is there a significant Localized and
the student
difference between the Non-Localized learning on the
Use of Localized and Resource Subject
Non-Localized Resource
Material on the Understanding
Material in the Academic
Subject Culture, Society
Performance on the
Understanding and Politics of
Subject Understanding
Culture, Society Selected
Culture, Society and
Humanities and
Politics of Selected and Politics
Social Sciences
Humanities and Social
Students
Sciences Students?

Note: Perform survey of literature before you accomplish this template. Attach it on the back.

Related Studies

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 CSTC COLLEGE OF SCIENCES, TECHNOLOGY AND COMMUNICATIONS, INC.
General Luna Street, Maharlika Hi-way, Poblacion 3 Arellano Subdivision, Sariaya, Quezon
Registrar’s Office: (042) 329-0850 / (042) 719-2818
Atimonan Contact Number: (042) 717-1420
CSTC IT Center: (042) 719-2805

The Study of Garin, Reyes, Domantay and Rosals (2017) entitled Contextualized and Localized Teaching as Technique in Teaching Basic Statistics, they used Learning theories
particularly the Cognitive Behaviorism and motivation as the framework of their study. They used Blind experimental method of research, particularly the pre-test and posttest.
They used weighted mean to calculate the average scores of the respondents and used t-test to determine the significant difference of the experimental and control group. They
also used Analysis of Covariance (ANACOVA) to examine if there is a significant difference between the post test performances of the students exposed to each type of teaching
strategies (those who were exposed to both localized and not localized teaching). The findings in this study reveals that students exposed to contextualized and localized
teaching is higher than the group of students exposed to contextualized but not localized teaching on the empirical type of test, but they have a lower performance on the
theoretical type of test. Generally, the group of students exposed to contextualized and localized teaching performed better than the group of students exposed to
contextualized and but not localized teaching. It also revealed that there is no significant different between the pretests performance on the theoretical type of test when they
are grouped according to the said teaching strategies. However, in the posttest, concerning the empirical type of test the students exposed to contextualized and localized
teaching were performed better than the students exposed to contextualized but not localized teaching. It is recommended that teachers should use localized examples,
exercises, and illustrations in teaching Statistics to improve the student performance in mathematics. The curriculum developers can include the use of indigenous data in
teaching Statistics as one of the leading teaching-learning strategies. The exercises, illustrations, and examples of the instructional material that should be used by a teacher
must be authentic and indigenous to be effective.

Source: Garin, R.M., Reyes, R., Domantay, G. F., & Rosals, J., (2017) Contextualized and Localized Teaching as Technique in Teaching Basic Statistics, Asia Pacific Journal of
Education, Arts and Sciences, Vol 4 No. 1