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CONTEXTUALIZED TEACHING AND LEARNING (CTL): A STRATEGY TO IMPROVE THE

SCIENCE MANIPULATIVE SKILLS OF GRADE 10 TECHNICAL-VOCATIONAL (TVL)

LEARNERS

Context and Rationale

Science is a discipline that forms the foundation for sustainable national

development by protecting the society from ignorance, diseases and poverty. It allows students

to explore their world and discover new things. DepEd Order No. 42, series of 2016 the policy

guidelines on daily lesson preparation for the K to 12 Basic Education Program emphasizes that

as a learner centered, inclusive, developmentally appropriate, relevant, responsive, research-

based, culture-sensitive, contextualized, global, and flexible curriculum, teachers must use

contextualized teaching strategies in their lessons.

Contextualized Teaching and Learning (CTL), also known as Contextualized

Instruction, is defined as a “diverse family of instructional strategies designed to more

seamlessly link the learning of foundational skills and academic or occupational content by

focusing teaching and learning squarely on concrete applications in a specific context that is of

interest to the student (Mazzeo et.al, 2003). It is a process that is 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. The primary goal of CTL is to utilize the “context supported

by traditional academics to drive instruction”, thus engaging students in active learning to assist

them in making meaning (Kalchick & Oertle, 2010).

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Meanwhile, manipulative skills are essential part of science teaching and learning.

Manipulative skills in scientific investigations are psychomotor skills that enable students to use

and handle science apparatus, laboratory substances and specimens in an approved manner

(Fadzil & Saat, 2014). According to Central Board of Secondary Education as cited in Capuno

and Plando (2015), other than using and handling materials, the manipulative skills include how

to keep and clean scientific equipment properly, how to carefully and appropriately handle

specimens, as well as how to observe, record and measure accurately. As perceived by the

researcher the development of manipulative skills is given the least attention by teachers and

school heads in most public secondary schools in the country. This is because of the lack of

laboratory room, apparatus and equipment in most schools.

On the other hand, the central aim of vocational education program is to provide

students learning experiences in both practice and theories. The integration of academic and

vocational education is an educational reform strategy conceptualized by vocational educators.

Lankard (1992) explained that triggering the reform movement in vocational education is the

increasingly high dropout and illiteracy rates, along with employers' criticisms that schools are

delivering workers who lack problem-solving abilities, higher-order thinking skills,

communication and employability skills which are all crucial for work in a global economy. He

proposed that the integration of vocational and academic education offers an opportunity to

effect change in an educational system. Hence, the challenge for technical vocational schools

today is to develop the capability of students to constantly contextualize vocational knowledge

in different settings. Students are not only expected to develop knowledge in both educational

and workplace settings but they also need to apply that knowledge in practice. With this, DepEd

Order No. 67, series of 2012 guidelines on the implementation of the Strengthened Technical
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Vocational Education Program (STVEP) and Technical Vocational and Livelihood Education

(TLE) stated that contextualization of the core learning areas, English, Science and Math within

the different technical vocational areas of specialization is strongly encouraged to facilitate

meaningful learning.

The locale of this study is implementing the Strengthened Technical Vocational

Education Program. It is in this context that the researcher wishes to find out the effectiveness

of contextualized teaching approach in improving the manipulative skills in science of Grade 10

students in a vocational secondary school.

Action Research Questions

This study aimed to find out the effect of Contextualized Teaching and Learning (CTL)

on the science manipulative skills of Grade 10 TVL learners.

Specifically, this study sought answers to the following questions:

1. What is the level of the manipulative skills in science of Grade 10 TVL Learners before

exposure to contextualized instructional approach?

2. What is the level of the manipulative skills in Science of Grade 10 TVL Learners after

exposure to contextualized instructional approach?

3. Is there a significant difference in the manipulative skills in science of Grade 10 TVL

Learners before and after exposure to contextualized instructional approach?

4. What actions should be undertaken to improve the manipulative skills in Science of

Grade 10 TVL Learners?

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Hypothesis

Based on the abovementioned problems the following hypothesis was tested:

1. There is no significant difference in the manipulative skills in science of Grade 10 TVL

Learners before and after exposure to contextualized instructional approach.

Proposed Innovation, Intervention and Strategy

Before the intervention, lesson guides and activities in science having contextualization

of content topics in TVL were developed by the researcher to be used in the delivery of the

lesson. The content topics included were electricity, electromagnetism, electromagnetic

induction and electromagnetic spectrum which are the content topics in Grade 10-Science.

Content topics in electronics, automotive, EIM and RAC classes in the TVL area were used to

contextualized the lesson because these are the areas which apply physics based content as

shown in their competency-based modules. The lesson guides underwent expert validation

before it was implemented. Proper permission was asked from the office of the school principal

to conduct the study and permission of the parents of the subjects were secured.

Pre-intervention data on manipulative skills was gathered using Practical Skill Test (PST).

This was administered on week zero before the actual intervention. The PST was administered

to the subjects with the help of other science teachers who act as raters. To ensure the validity

of the result of the PST, the test was conducted at the audio-visual room of the science building

separated from the Grade 10 classrooms. The subjects were assigned with a specific time to

report. There were ten learning stations provided. Of which, one station was allotted for student

to rest and nine stations were allotted for the items in the PST. Every student was required to

perform the given task in each station for four minutes and instructed to move to the next
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station every time the buzzer sounds. The procedure and the materials were provided in each

station. One Science teacher served as rater in each station who directly observes and rated the

performance of the student. After the test, the subjects were advised to report to their regular

class.

During the intervention, the subjects were exposed to contextualized instruction. The

7E’s instructional model that includes elicit, engage, explore, explain, elaborate, evaluate and

extend parts was used. The teaching-learning materials were provided by the researcher.

Contextualization of the lesson was emphasized on the engage, explore, explain and elaborate

parts of the lesson. On the engage parts, subjects were asked to share concepts in their TVL

classes that are applied on the present lesson. On the explore part, students were requested to

lead the group, assist group mates on correct manipulation of physics apparatus and

demonstrate to class on how they perform similar tasks in their TVL classes. On the explain

and elaborate parts of the lesson, students were asked how they will apply concepts learned in

physics in doing tasks in their TVL classes such as connecting household wirings, repairing

electronic devices and the like.

The intervention was conducted for six (6) weeks from September 3, 2018 to October

12, 2018. To encourage other science teachers to the apply CTL in their own teaching practices,

science teachers were invited by the researcher to observe the delivery of the lesson.

After the intervention, the posttest or post-intervention data was gathered using parallel

instruments that were used as pretest and the same steps were followed during the conduct of

the PST.
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The following scale was used to describe the manipulative skills of the subjects:

Range Descriptive Rating Description

4.21 – 5.00 Advance Applied correct concept in handling and

manipulating materials, followed
instruction correctly and worked
independently without the supervision of
the teacher
3.41 – 4.20 Proficient Applied the correct concept and shows
confidence in handling and manipulating
the materials, followed some of the
instruction correctly but needed assistance
from the teacher in performing the task
2.01 – 3.40 Approaching Showed little confidence in handling and
manipulating the materials given, has
Proficiency difficulty in following instructions correctly
but needed the supervision of the teacher
in performing the task
1.81-2.00 Developing Does not manifest confidence in
manipulating the given materials, uses trial
and error in accomplishing the task and
needs very close teacher supervision while
doing the task
1.00 – 1.80 Beginning Clumsy in handling and manipulating the
materials and can’t perform the given task

The following manipulative skills were tested:

1. Handling magnets and iron filings

2. Use and read magnetic compass

3. Construct an electromagnet

4. Construct a simple circuit

5. Construct a simple electric motor

6. Connect and read galvanometer to a circuit

7. Manipulate improvised generator model

8. Connect and read galvanometer to a circuit

9. Detect radio waves

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The following was the rubric used to rate the science manipulative skills of the subjects.

Indicators
Points Description
The student…
5 Advanced  Applies the correct concept and shows confidence
in handling and manipulating the materials.
 Follows the instructions correctly.
 Works independently without the supervision of
the teacher.
4 Proficient  Applies the correct concept and shows confidence
in handling and manipulating the materials.
 Follows some of the instruction correctly.
 Needs assistance from the teacher in performing
the task.
3 Approaching  Shows a little confidence in handling and
proficiency manipulating the materials given.
 Has difficulty in following instructions correctly.
 Needs the supervision of the teacher in
performing the task.
2 Developing  Does not manifest confidence in manipulating the
given materials.
 Uses trial and error in accomplishing the task.
 Needs very close teacher supervision while doing
the task.
1 Beginning  Is clumsy in handling and manipulating the
materials.
 Can’t perform the given task.
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Action Research Methods

This study made use of one group pretest-posttest research design. One group pretest-

posttest research design is a type of pre-experimental research design which involves one

group with pretest and posttest (Sevilla, et. al, 1988). The structure of this research design is

shown below:

O1 X O2
where O1 is the pretest measure, X is the treatment employed which is the use of

Contextualized Teaching and Learning (CTL) and O2 is the posttest measure.

Participants

The subjects of this study were the 30 Grade 10 students enrolled in Antique Vocational

School, Division of Antique for school year 2018-2019. They belong to section Narra and

Hippocrates which were handled by the researcher in their science class. Of which 12 are taking

electronics, 9 are taking electrical installation and maintenance (EIM), 6 are taking automotive,

and 3 are taking refrigeration and air conditioning. These TVL courses were chosen among the

other TVL courses offered for Grade 10 of the research locale because the required

competencies in these courses are physics- based as shown in their competency based module.

Ethical Issues

Prior to the conduct of the study, permission to conduct the study was obtained from

the Office of the School Principal and class adviser of 10 Narra and 10 Hippocrates. All data

gathered from the study was treated with utmost confidentiality and anonymity.
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Data Analysis Plan

The data gathered for this investigation was analyzed using the following statistical

tools:

Mean. This was used to determine the level of manipulative skills in science of the

subjects before and after exposure to Contextual Teaching and Learning (CTL)

The standard deviation was used to determine the homogeneity and heterogeneity of

the scores of the subjects in the Practical Skill Test (PST).

T-test. The t-test for dependent samples was used to determine the significant

difference in the manipulative skills of the subjects before and after exposure to Contextual

Teaching and Learning (CTL).

Discussion of Results and Reflection

Science Manipulative Skills of Grade 10 TVL Learners before Exposure to

Contextualized Teaching and Learning

Table 1 reveals that the manipulative skills of the subjects before exposure to

Contextual Teaching and Learning is “approaching proficiency” (M=3.10, SD= 0.71). At this

level, the subjects showed little confidence in handling and manipulating the materials, has

difficulty in following instructions correctly and needs the supervision of the teacher in

performing the task.

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Table 1

Manipulative Skills of Grade 10 TVL Learners Before Exposure to Contextual Teaching and
Learning (CTL)
n SD M Descriptive Rating
Manipulative Skill 30 0.71 3.10 Approaching prof.
Note: Manipulative Skills: 1.00-1.08 Beginning; 1.09-2.60-Developing; 2.61-3.40-Approaching Proficiency; 3.41- 4.20-
Proficient; 4.21-5.00- Advanced

Science Manipulative Skills of Grade 10 TVL Learners after Exposure to

Contextualized Teaching and Learning (CTL)

Table 2 reveals that the manipulative skills of the subjects (M=4.64 and SD=0.490)

showed improvement from approaching proficiency to advanced. After the intervention the

subjects were able apply the correct concept and shows confidence in handling and

manipulating the materials, follows the instructions correctly and work independently without

the supervision of the teacher.

Table 2

Manipulative Skills of Grade 10 TVL Learners after Exposure to Contextualized Teaching and
Learning (CTL)
n SD M Descriptive Rating
Manipulative Skill 30 .490 4.64 Advanced

Note: Manipulative Skills: 1.00-1.8 Beginning; 1.81-2.60-Developing; 2.61-3.40 -Approaching Proficiency; 3.41- 4.20 -
Proficient; 4.21-5.00- Advanced

Science Manipulative Skills of Grade 10 TVL Learners Before and After Exposure to

Contextualized Teaching and Learning (CTL)

The result shows that there is a significant difference in Science manipulative skills of

the subjects before and after exposure to Contextual Teaching and Learning (CTL). This result

is shown in Table 3.
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The t-test results of the Science manipulative skills of the subjects exposed to

Contextual Teaching and Learning (CTL) was t(29)=14.70, p=0.000. The results indicated that

Contextual Teaching and Learning was able to improve the Science manipulative skills of the

subjects. As stated by Mouraz and Leite (2013), contextualization is pre-requisite in addressing

the content and organization of activities to be undertaken in the classroom. This help the

students relate their educational tasks with their knowledge and everyday experiences. Thus, it

allows students to give meaning and value to what they learn in school. Perin (2011) also

supported this result. She suggested that the major premise underlying the practice of

contextualization of basic skills to subject-area learning when the instruction is connected to

these subject areas rather than taught abstractly.

Table 3

T-test Result for Dependent Samples Showing a Significance of the Difference in the
Manipulative Skills of Grade 10 TVL Learners Before and After Exposure to Contextual Teaching
and Learning
Post Sig. 95% confidence
Pretest test (2- interval of the
Skill n df t-value
Mean Mean tailed) difference
Lower Upper
Manipulative 30 3.10 4.64 29 14.70* .000 -1.7466 -1.319
Skills
*p < 0.001, highly significant
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Findings

Following are the findings of the present study:

1. Before the exposure to Contextual Teaching and Learning (CTL), the subjects

manipulative skills is “approaching proficiency”.

2. After exposure to Contextual Teaching and Learning (CTL), the subjects

manipulative skills is “advanced”.

3. There is a significant difference in the manipulative skills of the grade 10 TVL

learners before and after exposure to Contextualized Teaching and Learning (CTL).

Conclusions

Based on the findings, the following conclusions were drawn:

1. This study provided evidence that contextualizing technical-vocational skills in

teaching science has a significant effect on the science manipulative skills of the students. Thus,

developing the manipulative skills in science is essential part of science teaching and must be

handled explicitly by teachers during the teaching and learning process.

2. Contextual Teaching and Learning (CTL) is effective in the development of science

manipulative skills of the students. Successful CTL engages teachers and students in active

classroom activities, ensuring that learning is student-centered and engaging (Kalchick & Oertle,

2010). Teachers who are using this strategy in their class will have a satisfaction that they have

employed a teaching strategy that is productive in terms of exploring science concepts,

processes and skills of students. The lessons could motivate students to appreciate that the

subjects are connected and reinforcing. This strategy may also develop collaboration among

teachers because they will be learning from each other thus may ask the expertise of other
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teachers especially in secondary schools where the teachers are teaching their specialized

subjects. Teachers’ creativity and resourcefulness in developing activities as well as their

knowledge of other subject matter will also be enriched when using contextualized instructional

approaches.

3. With Contextualized Teaching and Learning (CTL), students may gain understanding

and learning of science subjects may be more meaningful. They will have the benefit of

familiarizing terms and retention of the lesson because these are used repeatedly in every

subject. Moreover, the integration of career and technical education in science could make the

student be more familiarize, understands and reinforces the content of both science and their

TVL specialization, thus, enhance their learnings.

Work plan

The following timeline was observed in the conduct of this study:

Research Activity Duration Timelines

Preparation of Research Proposal 1 week August 13-17, 2018

Data Collection Activities 6 weeks September 3-October 12, 2018
Data Analysis and Interpretation 1 week October 22-26, 2018
Preparation of Final Report 2 weeks November 5-16, 2018

Action Plan

The findings of this study may be useful to:

1. Secondary school administrators especially those who are implementing the

Strengthened Technical Vocational Education Program (STVEP) may intensify the

contextualization of vocational and academic subjects by designing instructional program for

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teachers’ enhancement on developing contextualized lesson and provide instructional materials

needed in the delivery of instruction. As instructional leaders they are also encouraged to

prepare model lesson plans applying contextualization. This will give idea to teachers on how to

prepare and implement contextualized lessons in class.

2. Secondary school science teachers may be capacitated with strategies on delivering

contextualized lessons to students. To realize this, collaboration among teachers must be

practiced in school. It is recommended that one of the sessions during LAC (Learning Action

Cell) will be allotted for mentoring and sharing best practices in delivering contextualized

lessons.

3. To improve and maintain the quality of instruction and student outcomes in CTL

classrooms, master teachers are also encouraged to conduct demonstration teaching during in-

service trainings. This is to give idea to teachers on how to deliver a contextualized lesson and

discuss feedbacks with teachers so that problems and other concerns that may hinder in

preparing a contextualized lesson will be discussed and given immediate positive actions.

4. Vocational teachers may also apply contextualization of lessons and erase the notion

that they will teach for skills only. It is because that the graduates they are producing must be

globally competitive and they can do so by contextualizing their subjects with speaking and

entrepreneurial skills. In addition, they are also encouraged to use the prepared lesson guides

of the researcher as their reference in contextualizing their lessons in TVL. This is to reinforce

TVL lessons with science principles.

5. TVL learners are encouraged to apply science principles in performing TVL tasks in

order to enhance their science conceptual understanding and manipulative skills and appreciate

the concrete applications of the scientific laws and principles.

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REFERENCES

Capuno and Plando (2015). The manipulative skills of grade 8 St. Peter students: Basis for

laboratory remediation. International Journal of Biology Education, 4(2), 94-107.

Retrieved on July 26, 2017 from

http://dergipark.ulakbim.gov.tr/ijobed/article/view/5000167370

Contextual Learning Matrix, Public Technical-Vocational High School, Department of Education,

Republic of the Philippines

DepEd Order No. 67 Series of 2012. Guidelines on the Implementation of Strengthened

Technical-Vocational Education Program (STVEP) and Technology and Livelihood

Education (TLE) Curriculum.

DepEd Order No.8 Series of 2015. Policy Guidelines on Classroom Assessment for the K

to 12 Basic Education Program.

Kalchick, S. & Oertle K. (2010). The theory and application of contextualized teaching and

learning in relation to program of study and career pathways. Transition Highlights, 2. 1-

5. Retrieved on August 2, 2018 from

https://www.researchgate.net/profile/Kathleen_Oertle/publication/234684911

Lankard, B.A. (1992). Integrating academic and vocational education: Strategies for

implementation. ERIC Digest No. 120. (1-8). Retrieved on August 2, 2018 from

https://files.eric.ed.gov/fulltext/ED346317.pdf

Mazzeo, C, Rab, S & Alssid J. (2003) Building bridges to college and careers: Contextualized

basic skills programs at community colleges. Workforce Strategy Center. Retrieved on

July 23, 2018 from https://collegeforamerica.org/

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Mouraz, A. & Leite, C. (2013). Putting knowledge in context: Curriculum contextualization in

history classes. Transformative Dialogues: Teaching & Learning Journal. (6)3. Retrieved

on September 26, 2018 at https://www. Kpu.ca/sites/default/files

Perin, D. (2011). Facilitating student learning through contextualization. Community College

Research CenterWorking Paper No. 29. Columbia University. Retrieved on July 23, 2017

from http://ccrc.tc.columbia.edu

Sevilla, C., Ochave, J., Punsalan, T., Regala, B., & Uriarte, G. (1988). An introduction to

research methods. Rex Printing Company.

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APPENDICES

APPENDIX A: SAMPLE ITEMS FOR PRACTICAL SKILL TEST (PST) IN MANIPULATIVE

SKILL IN PHYSICS

Direction: Perform the procedures given in each learning station in 4 minutes. There are items
that have questions. Use the piece of paper provided in each station for your answer. At the
end of four minutes, the buzzer will sound, proceed to the next learning station.

Station 1

Skills: 1. Handle magnets and iron filings correctly

Materials: bar magnet, iron filings, wooden board with transparent plastic
Procedure:

1. Cover the magnet with a wooden board with transparent plastic

2. Sprinkle iron filings on the transparent plastic covering the area around the magnet.
3. Show your work to your teacher and return the iron filings on its container.

Station 2

Skill: 2. Use magnetic compass correctly

Materials: magnetic compass, bar magnet

Procedure:
1. Place the magnetic compass around the bar magnet at similar positions below:

2. Draw the position of the compass needle at different location around the magnet.

(Note: For the complete instrument, the author may be contacted through
abiera03@gmail.com)
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APPENDIX B: STUDENT’S PRETEST AND POSTTEST AVERAGE SCORE IN PRACTICAL SKILL

TEST
Experimental Group Pre-Test Post Test
Subject 1 3 5
Subject 2 4 5
Subject 3 3 5
Subject 4 3 5
Subject 5 4 5
Subject 6 3 5
Subject 7 4 5
Subject 8 4 5
Subject 9 4 5
Subject 10 4 5
Subject 11 3 5
Subject 12 4 5
Subject 13 4 5
Subject 14 4 5
Subject 15 4 5
Subject 16 4 5
Subject 17 4 5
Subject 18 3 5
Subject 19 2 4
Subject 20 3 4
Subject 21 2 4
Subject 22 3 5
Subject 23 3 4
Subject 24 2 4
Subject 25 3 4
Subject 26 3 4
Subject 27 3 4
Subject 28 3 4
Subject 29 3 4
Subject 30 2 4
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APPENDIX C: SAMPLE CONTEXTUALIZED LESSON PLAN

I - Objectives
Content Standard The Learners demonstrate an understanding of the relationship
between electricity and magnetism in electric motors and
generators
A. Performance The learners shall be able to assemble a simple model of
Standard the relationship between electricity and magnetism
B. Learning 1. Describe factors that affect the strength of an
Competencies/ electromagnet
Objective 2. Explain the uses of electromagnet in different devices
3. Construct an electromagnet
4. Appreciate the importance of electromagnet in different
devices

TVL:
1. Convert circuit diagrams into actual circuit
2. Explain the function of electromagnet in different alarm
systems

II – Content Electromagnet

1. Teaching Learners’ Material for Grade 10 Science

Guide Pages Lesson Plan in Science IV by UPNISMED
2. Learner’s Building Wiring Installation NC II- CBC- Learning Material
Material Conceptual Physics by Paul Hewitt
Other Learning Pieces of red and blue paper, 4” iron nail, magnetic wire, switch,
Resources alligator clips, 9V battery, safety pin
III - Procedure
A. Elicit “Raise Me UP”
1. Distribute pieces of red and blue papers to students.
2. Let students raise the blue paper if the statement the
teacher says is true and the red paper if the statement is
false.
1. The magnetic field surrounding the bar magnet is from
North to South.
2. In a straight current-carrying wire, the magnetic field is
determined using the right hand rule.
3. In a straight current-carrying wire, the magnetic field is
parallel with the direction of the current.
4. Moving charges in a wire produces magnetic field.
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5. Magnetic field is strongest at the center of the bar
magnet.

B. Engage Present the picture below.

Ask: Are you familiar with these devices? How do they work?

C. Explore Note: Ask electronics, EIM, Automotive and RAC students to lead
the group in constructing their electromagnet.

Activity 4
Making Electromagnet

Materials: 4” iron nail, magnetic wire, switch, alligator clips, 9V

battery, safety pin

Procedure:

1. Refer to the circuit diagram of an electromagnet.

2. Construct a circuit following the circuit diagram.

3. Place pins, paper clips and similar materials on your
electromagnet.
4. Change the amount of current by changing the amount of
voltage in the circuit.

Recall proper way of connecting the battery and the switch.

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D. Explain Reporting:
Let each group report their answers on the following
questions.
Answer the following questions:
1. What is an electromagnet?
2. What physics principle does an electromagnet work?
3. What is the function of the battery in the circuit?
4. What are the factors that affect the strength of your
electromagnet?
5. Enumerate devices in your TVE class that have with
electromagnet and explain how an electromagnet work in
that device.

E. Elaborate A. Present the internal parts of the doorbell and the electric
relay. Let an electronic student explain on how the
electromagnet in the doorbell works and an automotive
student explain on how an electromagnet function in an
electric relay.

1. Doorbell

2. Electric relay

B. Show a buzzer:
Demonstrate on how the electromagnet function in the buzzer.
Guide the students to come up with the following concepts:
1. An electromagnet is a current carrying coil that shows
magnetic properties.
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2. The strength of an electromagnet is dependent on the
number of turns in the coil and the size of the iron core
and the current
3. The electromagnet produces the sound in different
alarming devices.
F. Evaluate Ask:
1. What are the uses of electromagnet?
2. What are the factors that affect the strength of an
electromagnet?
3. Explain how electromagnet works in the following
devices:
a. buzzer
b. door bell

G. Extend Let the students summarize the different concepts learned about
electromagnetism.
V- Reflection
VI-Remarks

Note: Red font emphasized contextualization of TVL skills

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APPENDIX D: PHOTOGRAPHS

The Subjects during the Practical Skill Test (Pre-test)

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An Elecronics student explaining the function of the magnet inside the transistor radio

EIM student constructing a simple circuit

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