Contextualized Module in Araling Panlipunan 10 using Inquiry-Based Learning

Contextualization is a new approach to learning that has become a common theme in modern educational pedadogy as it is highlighted in the K to 12 Curriculum. It is a process built on the recognition that some students learn more effectively when they are taught in a hands-on, real-world context rather than in an abstract manner. While Inquiry-based Learning (IBL) is a teaching approach integrating six inquiry processes namely: connection, investigation, presentation, evaluation, reflection, and action. It is a student-based approach which is essentially question-driven, philosophical approach to teaching that involves active, student-centred learning. The teacher acts principally as a facilitator or mentor, guiding and encouraging students through the inquiry process. This study focused on the development and validation of a contextualized module in AP 10 using inquiry-based learning, not only to respond to the problems of inadequate instructional materials and outdated textbooks in the Philippines but also to develop the authentic materials that anchor students’ learning in the context of their lives to prepare them for Education 4.0. This study primarily employed the ADDIE model in developing and validating the instructional materials. The descriptive developmental method was utilized to evaluate the modules in terms of format and design, objectives, content, organization and presentation, language and style, extent of contextualization and inquiry-based learning, usefulness to teaching, and students’ motivation and attitude. A total of 156 respondents from one homogenous and three heterogenous grade 10 class sections in four public secondary schools in District 5, Quezon City, school year 2019 -2020 participated in the study. Validated istruments used in the study were (1) need analysis survey questionnaire for identification of topics to contextualize and to provide strong justification on the need to contextualized AP 10; (2) survey questionnaire for experts, peers and students for evaluation and validation of the module; (3) contextualized module using Inquiry-based learning; and (4) reflection notes to elicit teachers’ observations and experiences during the try-out.

The modules were evaluated as “Very Acceptable” with an over-all mean rating of 4.66. The experts’ evaluation on the extent of contextualized and Inquiry-based Learning of the developed module was considered “Very Highly Acceptable” with an over-all mean rating of 4.52 and 4.61 respectively. Elicited learning and teaching experiences as indicated in the reflection notes showed that both the teachers and learners were engaged in the learning process and found relevance from what they learned. The findings of the study recommended the use of a contextualized module using Inquiry-based Learning as an additional AP instructional material that can serve as a reference in creating a new instructional material under the K to 12 curriculum.