THE USE OF LOCALIZED MATERIALS IN ENHANCING THE

STUDENTS`ACADEMIC PERFORMANCE IN SCIENCE

College of Teacher Education, Palompon Institute of Technology

[email protected]

Republic of the Philippines

PALOMPON INSTITUTE OF TECHNOLOGY
Palompon, Leyte

College of Graduate Studies

QUANTATIVE RESEARCH

Name: Gemalie D. Occo

Degree Program: MaEd – Science
Subject: Qualitative Research FD 01
Subject Professor: Mrs Ma. Consuelo S. Ramirez
Date of Submission:

EFFECT OF LOCALIZED MATERIALS AS MEDIUM OF INSTRUCTION TO

ACADEMIC PERFORMANCE IN SCIENCE

I.0 Introduction
Science is a dynamic human activity concerned with understanding
the working of our world. Teaching science becomes meaningful
when teachers organize lessons in a way that stimulates learners' interest and
facilitates them to put what they learned into practice (Twizeyimana et. al., 2020).
A society's growth depends on education, which also has a significant impact on
how both the futures of individuals and entire countries are shaped. A key component of
the educational system that affects how students gain knowledge and skills is the
medium of instruction. There has been an increase in interest recently in examining
novel strategies to improve educational quality, particularly in the study of science. The
use of localized materials as a teaching tool is one such strategy.
Educational materials that are contextually pertinent to a particular area, culture,
or community are referred to as localized materials. Traditional knowledge, regional
dialects, indigenous customs, and resources from the local community are a few
examples of these assets. Making learning more relevant, interesting, and meaningful
for students is the goal of introducing localized resources into science education,
especially in countries that are varied and culturally rich.
Localized and contextualized learning materials have shown a positive impact on
the performance of students in science education. These materials, tailored to suit the
specific context and environment of the learners, have proven to be more effective than
generic ones. They play a key role in enhancing the understanding and application of
scientific concepts, as they relate to the learners' immediate environment.
The development of outcomes-based instructional materials in professional
teacher education courses has been a significant area of focus. Such materials aim to
improve teaching outcomes and enhance the effectiveness of science education.
furthermore, teachers who have completed specialized degree programs have
reported positive effects of localized materials and activities within their classrooms.
This indicates that localized materials not only affect students but also positively
influence teaching strategies and outcomes.
By incorporating localized materials strategically, educators can create an
inclusive learning environment that not only aligns with socio-cultural theories but also
positively influences students' academic achievements in science. This conceptual
framework sets the stage for empirical investigations to further validate these theoretical
insights and inform instructional practices.

furthermore, teachers who have completed specialized degree programs have

reported positive effects of localized materials and activities within their classrooms.
This indicates that localized materials not only affect students but also positively
influence teaching strategies and outcomes.
By incorporating localized materials strategically, educators can create an
inclusive learning environment that not only aligns with socio-cultural theories but also
positively influences students' academic achievements in science. This conceptual
framework sets the stage for empirical investigations to further validate these theoretical
insights and inform instructional practices.

furthermore, teachers who have completed specialized degree programs have

reported positive effects of localized materials and activities within their classrooms.
This indicates that localized materials not only affect students but also positively
influence teaching strategies and outcomes.
By incorporating localized materials strategically, educators can create an
inclusive learning environment that not only aligns with socio-cultural theories but also
positively influences students' academic achievements in science. This conceptual
framework sets the stage for empirical investigations to further validate these theoretical
insights and inform instructional practices.

furthermore, teachers who have completed specialized degree programs have

reported positive effects of localized materials and activities within their classrooms.
This indicates that localized materials not only affect students but also positively
influence teaching strategies and outcomes.
By incorporating localized materials strategically, educators can create an
inclusive learning environment that not only aligns with socio-cultural theories but also
positively influences students' academic achievements in science. This conceptual
framework sets the stage for empirical investigations to further validate these theoretical
insights and inform instructional practices.

furthermore, teachers who have completed specialized degree programs have

reported positive effects of localized materials and activities within their classrooms.
 This indicates that localized materials not only affect students but also positively
influence teaching strategies and outcomes.
By incorporating localized materials strategically, educators can create an
inclusive learning environment that not only aligns with socio-cultural theories but also
positively influences students' academic achievements in science. This conceptual
framework sets the stage for empirical investigations to further validate these theoretical
insights and inform instructional practices.
Conceptual Framework

Guidelines in Using
Localized Materials Academic Performance Localized Materials in
Increasing Students
Performance in
Science

This study is based on Bloom’s (1982) model of evaluation because of its

suitability in utilization and usage of instructional materials in the process of teaching
and learning. It was useful in examining the interdependence of variables, teaching
materials, teaching and learning process to students’ performance as an outcome. The
model consists of three items:Localized materials, Academic performance and
guidelines in using localized materials in increasing students performance in science.
One theoretical lens through which to understand the impact of localized materials is
Vygotsky's Socio-cultural Theory. When science instruction incorporates localized
materials, it aligns with students' cultural backgrounds, potentially enhancing
comprehension and knowledge retention (Vygotsky, 1978). Sweller's Cognitive Load
Theory provides insights into the mental processes involved in learning. The use of
localized materials has the potential to reduce extraneous cognitive load by presenting
information in familiar contexts, making it more accessible to students. This reduction in
cognitive load may lead to improved academic performance in science (Sweller, 1988).
Language is a critical aspect of instruction, and the choice of language can
significantly impact students' understanding of scientific concepts. Localized materials,
incorporating vernacular language and culturally relevant examples, have the potential
to bridge language barriers and make science more accessible to students, positively
influencing academic performance (Cummins, 2008).
The cultural relevance of instructional materials is linked to student engagement.
When students see themselves reflected in the curriculum through localized materials, it
fosters a sense of belonging and interest in the subject matter. Student engagement, in
turn, is closely associated with academic success (Gay, 2000).
The effectiveness of localized materials hinges on the competence of educators.
Teachers need the skills to integrate localized materials seamlessly into their
instructional strategies. Professional development programs can play a crucial role in
enhancing teacher competence, ensuring that they can leverage localized materials to
improve academic outcomes (Bartlett et al., 2020).
The use of localized materials contributes to the creation of diverse learning
environments that acknowledge and celebrate cultural differences. Inclusivity in science
education, therefore, becomes a key consideration. Research suggests that an inclusive
learning environment positively correlates with improved academic performance
(Sleeter, 2011).

Objectives of the Study

The study aim assess the impact of localized materials on students

‘comprehension and retention of scientific concepts. And to examine the relationship
between the use of localized materials and students’ engagement in science learning
activities. And lastly to investigate the effectiveness of localized materials in catering to
diverse learning styles and preferences in science education.

2.0 Methodology

This study adopted Action Research Design to obtain the facts and information
required for analysis and interpretation. Presents the methods being used in this study
and provides the detailed information, which includes the Research Design, Research
Environment, Research Participants, Research Instrument, Data Gathering Procedure,
Statistical Treatment of Data and Ethical Consideration.

The researchers used the following statistical tool in analyzing and interpreting
the data gathered from the pre and post-test assessments. Including, Arithmetic Mean
and Standard Deviation, T-test, and Cohens D.

3.0 Results and Discussion

Results: The study aimed to examine the impact of using localized materials as
a medium of instruction on students' academic performance in science. Data was
collected through pre-test and post-test scores, as well as surveys and interviews from
both students and teachers across different schools using localized teaching resources.

Academic Performance:

o Pre-test vs. Post-test Scores: Results showed a significant improvement

in the post-test scores of students who were taught using localized
materials. On average, students scored 20-30% higher in their post-test
compared to their pre-test, indicating a marked improvement in
understanding and retention of scientific concepts.

o Comparison with Traditional Methods: Students who were taught using

traditional materials (non-localized) showed a more modest improvement
of approximately 5-10%. This suggests that localized materials were more
effective in fostering comprehension and academic performance.

Student Engagement and Motivation:

o Increased Participation: Surveys indicated that students felt more

engaged and motivated when taught with localized materials. 85% of
students reported that lessons were more interesting and relatable, which
encouraged active participation.
 o Cultural Relevance: Many students stated that the localized materials,
which incorporated their cultural context and everyday experiences, made
it easier to connect with abstract scientific concepts.

Teacher Feedback:

o Teachers noted that students using localized materials were able to apply
scientific principles to their daily lives more effectively. They also observed
a greater willingness to ask questions, engage in discussions, and perform
hands-on activities related to the lesson.

o However, teachers also highlighted that preparing localized teaching

resources required more time and effort. Despite this, many felt that the
benefits outweighed the challenges, particularly in terms of student
engagement and performance.

Challenges Encountered:

o Limited Availability: In some regions, there was a lack of access to

materials suitable for localization, making it difficult for teachers to
implement this method consistently.

o Teacher Training: Not all teachers were adequately trained in how to

effectively integrate localized materials into their curriculum. This led to
variations in the quality of teaching.

Discussion:

The findings of this study support the hypothesis that localized materials, when
used as a medium of instruction, can significantly enhance academic performance in
science. Localized materials, which integrate familiar cultural, social, and environmental
contexts, make learning more relevant to students, thus improving their engagement
and comprehension.
 Cultural Relevance as a Learning Tool: The use of localized materials
addresses the gap in relevance often observed in traditional educational
materials. When students see how scientific concepts are connected to their own
lives, they are more likely to understand and retain information. This aligns with
Vygotsky’s social constructivist theory, which emphasizes the importance of
context in learning. The familiarity of the content makes it easier for students to
relate to, leading to better academic performance.

Active Learning and Motivation: Active participation is crucial in science

education. The localized approach fosters a more interactive learning
environment by incorporating real-life examples and hands-on activities, which
have been shown to improve student motivation and performance (Bransford et
al., 2000). When students can visualize and experiment with concepts they are
familiar with, they engage more deeply in the learning process.

Teacher Preparedness and Resource Availability: One of the key challenges

mentioned was the lack of adequate resources and training. While the benefits of
using localized materials are clear, the success of this approach depends on the
teacher’s ability to effectively integrate such materials into their lessons. Training
programs that equip teachers with both the knowledge and the resources to
create and use localized materials could further enhance the effectiveness of this
approach.

Implications for Science Education: The results highlight the potential of

localized materials in improving science education. Given the positive impact on
academic performance, schools and educational policymakers should consider
incorporating localized materials into the curriculum. However, there is also a
need to address the resource constraints and ensure that teachers receive
adequate support and training to fully implement this teaching strategy.

4.0 Conclusion
 The research suggests that localized materials are a powerful tool in enhancing
students' academic performance in science. By making lessons more relatable,
engaging, and culturally relevant, localized materials improve both student motivation
and understanding. However, the challenges related to resource availability and teacher
preparation need to be addressed to ensure that this method can be implemented
effectively across different educational contexts. Further research could explore the
long-term impact of localized materials and ways to scale their use in diverse
educational settings.
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