Effectiveness Of Explicit Contextualized Instruction to The Performance of The Grade V Pupils in Mathematics

AUTHOR(S)

JOEDEL D. PAGADORA

ABSTRACT

— This study aimed to Determine effectiveness of explicit contextualized instructions to the performance of the Grade 5 Pupils in mathematics. The findings of the study served as a basis of a proposed Intervention plan. A proposed Instructional Supervisory plan was formulated based on the result of the study. The research design for this study employed a quasi-experimental approach to investigate the effectiveness of explicit contextualized instruction on the performance of Grade 5 pupils in mathematics. This design was particularly suitable when random assignment to treatment and control groups was not feasible, often due to practical constraints in school. The explicit contextualized instruction involved lessons that linked mathematical concepts to real-life scenarios, emphasizing practical applications. This included using examples from students’ daily lives, such as budgeting for a school event or calculating distances for a field trip. The control group received standard mathematics instruction without these contextual elements. In this study, the independent variable was the methods of teaching, which were manipulated randomly. For the experimental group, the independent variable was contextualized teacher-made window cards, in contrast to the academic performances, which were the scores obtained by the pupils in the post-test. The test of difference between the pre-test and post-test scores for the control and experimental groups before and after the integration of explicit contextualized instructions. This table includes the computed T-value, critical T-value, and the decision made based on statistical analysis, providing a clear comparison of the effectiveness of the intervention. The results indicate that there was a significant difference between the pre-test and post-test scores for both groups, with the experimental group demonstrating a more substantial improvement after the intervention. A closer look at the data reveals that the control group had a pre-test weighted mean and although their post-test scores improved slightly, they achieved a post-test weighted mean which was not statistically significant. The computed T-value for the control group which was less than the critical T-value leading to the rejection of the null hypothesis (Ho) and confirming that there was no significant change in the control group’s scores. On the other hand, the experimental group, which received the explicit contextualized instruction, showed a remarkable improvement in their post-test scores, with a post-test weighted mean. The computed T-value for the experimental group was much higher, suggesting a significant difference between their pre-test and post-test performance, indicating that the intervention had a substantial positive effect on their mathematical understanding. The results in table 3 implies that the traditional teaching methods without any specialized intervention may not be sufficient to drive measurable improvements in students’ performance. This underscores the necessity of implementing more innovative, evidencebased instructional strategies. In contrast, the experimental group’s significant improvement highlights the effectiveness of explicit contextualized instruction in enhancing students’ mathematical performance. These findings suggest that contextualizing lessons by connecting mathematical concepts to real-world situations can greatly enhance student engagement, comprehension, and application of knowledge. The significant difference in performance between the experimental and control groups implies that such instructional strategies should be considered as part of the standard curriculum to foster deeper understanding and achievement in mathematics. . Keywords — Effectiveness explicit contextualized instruction Performance Mathematics