Localizing Instruction in the Grade Schools: A Basis for Intervention | Back
June 04, 2026 |
| Research Theme: | Teaching and Learning |
| Year Funded: | 2016 |
| Year Completed: | 2017 |
| Funding Type: | Non-funded |
| Research Scope: | Division |
| Division: | Adelyn Domingo |
| Locale of the Study: | Laoag City Division |
| Research Status: | Completed |
| Research Type: | Basic Research |
| Year Completed: | 2017 |
| Cite Research (APA): |
Abstract:
The K to 12 Basic Education Curriculum Framework underpins the importance of\r\ncontextualizing instruction (Department of Education, 2014). Amoyen (2017) arguesthat the\r\nbest contextualization endeavors happen in the schools where the learners are, the study\r\n“Localizing Instruction in the Grade Schools: A Basis for Intervention” is geared to maximize\r\nthe benefits of localization by identifying the issues of the teachers, and offering intervention\r\nactivities to localize instruction. Using Frequency and Percentage to establish the awareness of\r\nthe respondents about Contextualization, Weighted Mean - to establish Actual Use (AU) of\r\nLocalization, and Weighted Rank- to determine Challenges in localizing instruction, the study\r\nsurveyed 240 primary grades teachers of the Schools Division of Laoag City. A Five-Point\r\nLikert Scale was used to show frequency of practice indicating AU in Local Materials and Local\r\nInformation. Although the respondents are aware of the concepts of localization, it is unclear to\r\nthem asto which attributes are that of Contextualization, Localization, or Indigenization. During\r\nthe semi-structured interview with School Heads, they concurred to the identified challenges\r\nsaying that teachers do not have much time to localize because of the bulk of curricular and\r\nco- ` curricular activities that they are involved in. Nonetheless, the school heads agree that\r\nlocalization is beneficial to the teaching-learning process. A division workshop on\r\ncontextualization across learning areas is deemed necessary to resolve the problems in localizing\r\ninstruction.
Keywords: contextualization, localization, indigenization, instruction, intervention, diversity
The K to 12 Basic Education Curriculum Framework underpins the importance of\r\ncontextualizing instruction (Department of Education, 2014). Amoyen (2017) arguesthat the\r\nbest contextualization endeavors happen in the schools where the learners are, the study\r\n“Localizing Instruction in the Grade Schools: A Basis for Intervention” is geared to maximize\r\nthe benefits of localization by identifying the issues of the teachers, and offering intervention\r\nactivities to localize instruction. Using Frequency and Percentage to establish the awareness of\r\nthe respondents about Contextualization, Weighted Mean - to establish Actual Use (AU) of\r\nLocalization, and Weighted Rank- to determine Challenges in localizing instruction, the study\r\nsurveyed 240 primary grades teachers of the Schools Division of Laoag City. A Five-Point\r\nLikert Scale was used to show frequency of practice indicating AU in Local Materials and Local\r\nInformation. Although the respondents are aware of the concepts of localization, it is unclear to\r\nthem asto which attributes are that of Contextualization, Localization, or Indigenization. During\r\nthe semi-structured interview with School Heads, they concurred to the identified challenges\r\nsaying that teachers do not have much time to localize because of the bulk of curricular and\r\nco- ` curricular activities that they are involved in. Nonetheless, the school heads agree that\r\nlocalization is beneficial to the teaching-learning process. A division workshop on\r\ncontextualization across learning areas is deemed necessary to resolve the problems in localizing\r\ninstruction.
Keywords: contextualization, localization, indigenization, instruction, intervention, diversity
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