A student-centered teaching and learning process is essential in all facets of education. Student-centeredness and localization and integration of students' learning preferences are equally important in learners’ individual capacities to learn. In an educational learning recovery setting, these approaches are valuable to students' learning. These issues prompted the researchers to assess the effectiveness of student-centered, localized teaching and learning materials in enhancing learners’ academic performance, particularly in TLE subjects. The primary goal of this study is to determine the significance of innovative teaching and learning materials in enhancing TLE literacy at Tinurik National High School, Division of Tanauan City, Batangas Province.

The study was conducted using a mixed-methods research approach. The research tools used were a questionnaire for a survey and test results. Based on the results of the online survey and the test results of the students, the data was gathered. A Google Form was used to disseminate the online survey to the respondents who were learners. Tests were run both before and after the innovative teaching and learning materials were put into use. To gather sufficient data for the study's goals, the test and questionnaire were created. Through convenience sampling, 153 students total have been selected. To analyze the data, frequencies, percentages, weighted means, correlations, and T-tests were employed.

Extrait

ABSTRACT

The study was conducted using a mixed-methods research approach. The research tools used were a questionnaire for a survey and test results. Based on the results of the online survey and the test results of the students, the data was gathered. A Google Form was used to disseminate the online survey to the respondents who were learners. Tests were run both before and after the innovative teaching and learning materials were put into use. To gather sufficient data for the study's goals, the test and questionnaire were created. Through convenience sampling, 153 students total have been selected. To analyze the data, frequencies, percentages, weighted means, correlations, and T-tests were employed.

The results of the study showed a substantial correlation between enhancing students' academic performance and using student-centered localized teaching and learning materials. Their interest and focus are improved during class discussions, which also inspire them to use more sophisticated critical thinking. Activities that foster multiple intelligences improve students' academic performance, encourage learning, improve reading comprehension, and even improve students' capacity for peer-to-peer cooperative learning. However, when created for general distribution, YouTube video lessons cannot result in effective learning.

Based on these findings, it is suggested that there must be a database of low-performing learners. Provide teachers with training on designing lessons with student-centered, customized tasks. Consider the grade level of learners when designing learning tasks. Teachers are also encouraged to incorporate the relevance and usage of multiple intelligences into their teaching, particularly in supporting diverse learning. Develop teachers' localized video lessons. Provide learners with a creative class discussion integrating higher order thinking skills and collaborative activity. Incorporate student-centeredness and localization in developing lesson plans and learning activities.

Keywords: student centeredness, localization, multiple intelligences, learning preferences, academic performances

I. CONTEXT AND RATIONALE:

Tinurik National High School is a large school comprising of 1,208 learners. Grade 8 learners were consisting of 170 males and 156 females. Most of the learners were from the barangay located in the vicinity of the Taal area's 7-to-14-kilometer danger zone. For two consecutive years, the learners experience both natural and biological hazards leading them to experience learning loss.

Hyflex learning, also known as blended learning, is the method the Department of Education has specified for its educational recovery process to give students plenty of time to accustomed to it before the start of full-blast classes in the second quarter. The school complied with the directive and started using the 3 days of face-to-face instruction and 2 days of modular instruction immediately as mandated in DepEd Order No.34 s 2022 which is entitled Guidelines in the school calendar and activities for the school year 2022-2023

In this period of learning recovery, academic literacy is one of the important things that every school's community must prioritize. This will help pupils retrieve the actual learning that was lost during the pandemic. In Technology and Livelihood Education, some of the problems that arise in terms of proficiency are the lack of authentic basic knowledge and skills among learners to apply concepts in a real-life situation.

In the first week of the beginning of classes, learners are hesitant to perform during sharing experiences of learning during the pandemic. They even don’t remember the activities or any takeaways from their past lessons. According to them, they realize that they did not understand well the lesson due to the lack of teachers’ input of knowledge during the modular modality and some of the activities in the module are not applicable in their present situation.

This claim is supported by the learner’s progress report in TLE during SY 2021-2022 wherein the total average of Grade 8 learners during the whole year is 80.096%. Based on the data acquired from the progress reports and the classroom evaluation tools, the first thing that comes to mind is to assist the students in learning more effectively considering the current circumstances and their various learning preferences.

To improve the literacy, abilities, and performance of students in TLE subjects, it is important to develop locally relevant teaching-learning resources that address the problem in the situation and also to enhance their numeracy and literacy skills. Innovative student-centered localized teaching and learning materials will cater to a relevant activity that will suit diverse learning and empower learners to apply their acquired knowledge and skills in real-life scenarios.

A research study on Contextualized Teaching and Learning (CTL) Approach conducted by (Perin, 2011), says that contextualized teaching and learning can strengthen the links between the learning environment and the community. Materials for the provision of teaching in the classroom are essential aspects of any interaction to acquire learning. It has been proven by making learning in school relevant and meaningful. To learner’s everyday lives and needs, the interaction among the learners, society, and school will become a more active and enriching experience that can empower learners,

In the recent study conducted by Trinidad, Jose. (2019) he reiterated that most students’ ideas center on pedagogical practices that are interactive and engaging; these include discussions, case studies, field lectures, debates, and class activities. Students talk about how they need to feel involved in the process of learning and challenged by the activities the instructor designs.

Furthermore, according to the study of Phillips, A. H. (2005). student-centered instruction is a potential method for enhancing intrinsic motivation among students (Hancock, Bray, & Nason 1995). Student-centered instruction attempts to engender active learning by using methods such as cooperative learning, open-ended assignments, critical thinking exercises, simulations, and problem-solving activities (Felder & Brent, 1996). The goal of student-centered instruction is to shift student learning away from passive sitting and listening to a more active and dynamic learning experience. This approach leads to students being more challenged and being given more choice and control over instructional activities, which can enhance intrinsic motivation (Wilson & Corpus, 2005).

With these frameworks, student-centered localize teaching and learning materials were adapted. This concept contains Phenomenon based learning, feedbacking, multiple intelligences activities for diverse learning, activities that can empower learners, multidisciplinary learning, experiential learning, cooperative and collaborative learning, and the use of technology aided teaching and learning materials.

These innovative teaching and learning materials intend to enhance the learning performance on TLE particularly on bread and pastry production competency of Grade 8 learners as we embrace the 1st quarter of the learning recovery process for the school year 2022-2023. The materials were composed of PIVOT 4A MELC, Pre-test and Post Test, Daily Lesson Plan, and teachers made student- centered localized learning materials.

This research endeavor aims to determine the effectiveness of student-centered localized teaching-learning materials in enhancing TLE literacy in the learning recovery process of Grade 8 students of Tinurik National High School.

III. RESEARCH QUESTIONS

The purpose of this study is to determine the effectiveness of student-centered localized teaching and learning materials in enhancing TLE literacy in the learning recovery process among Grade 8 learners of Tinurik National High School.

Specifically, it aims to answer the following questions:

1. What are the respondents’ profiles in terms of:

1.1 Age

1. 2 Gender

1.3 First Quarter Grades

2. What is the level of performance of Grade 8 learners before and after the use of child -centered localized teaching and learning materials?

3. In what learning styles does the integration of child-centered, localized teaching and learning materials enhance the TLE literacy of Grade 8 learners?

4. Is there a significant relationship between the performance of Grade 8 learners and the strategy used in child-centered, localized teaching and learning materials?

5. What action plan may be proposed to improve learners’ performance?

II. INNOVATION, INTERVENTION AND STRATEGY

In the field of education, teachers constantly work to enhance their procedures, the caliber of their strategies, and the overall process of student learning program. Whether it's through accountability mechanisms like high stakes testing or more general programs that enhance students' all-around wellness, these enhancements are focused on helping students succeed. Innovation is a term overused in the teaching and learning world and has recently made its way into educational language. Innovation implies the "activity or process of inventing, through a new approach, concept, or product."

Innovative child-centered localize teaching-learning materials learning materials are learning materials that are more adaptable to the demands of the learners. Flexibility and considers various aspects that include student characteristics including intellectual, emotional, and spiritual abilities as well as obstacles in learning.

The student-centered localized teaching-learning materials which aim to enhance TLE literacy in the learning recovery process of Grade 8 students at Tinurik National High School is an innovation selected by the researcher. These localized teaching and learning resources were created completely under the direction of the TLE's Most Essential Learning Competencies (MELCs), primarily regarding the first exploratory course for the first quarter of SY 2022-2023, which is bread and pastry production. This innovation is under the main features of the K to 12 program which is the delivery of lessons through contextualization and localization. Section 10.2 of the Implementing Rules and Regulations (IRR) of Republic Act (RA) 10533 states “Curriculum shall be contextualized and be flexible enough to enable and allow schools to localize and enhance the curriculum based on their respective educational and social contexts.

This also supports the 2022 Basic Education Curriculum which is envisioned to be responsive and accustomed to the dynamic changes in society, and ultimately improve student learning outcomes anchored on the Department’s mission to provide quality, relevant, and liberating primary education for all.

In addition, these teaching and learning materials innovation allow a holistic way of learning, without the constraints often imposed by the learning standards of the subject area. It will help teachers and students comprehend the concepts by relating and presenting a lesson in the context of the current local environment, culture, trends, and resources. Hence, lessons are becoming more real-life, customized, and appropriate. With different integration of a student-centered approach, comprehensive learning is achievable by engaging and connecting learning tasks that are relevant, meaningful, and aligned to learning styles of students and in various concepts of TLE literacy.

IV. METHODOLOGY

This action research entitled “ STUDENT-CENTERED LOCALIZED TEACHING AND LEARNING MATERIALS: ENHANCES LEARNERS’ ACADEMIC PERFORMANCE IN THE LEARNING RECOVERY PROCESS” used a descriptive-survey method that attempts to find out the level of performance of learners before and after the application of the new learning materials for TLE Literacy. In descriptive survey method research, participants answer questions administered through surveys and questionnaires. After the participants answer the questions, researchers describe the responses given. For the survey to be both reliable and valid it is important that the questions are constructed properly and checked by the validators. Questions should be written so they are clear and easy to comprehend. Questionnaires use descriptive statistical methods to summarize data and get a description of the responses to questions.

A. Sampling

The respondents were chosen via convenience sampling. The number of respondents was based on the number of online survey participants which is resulted to 153 respondents. After the participants had completed their responses, the data was evaluated, interpreted, and presented. Based on the study's findings, conclusions were taken, and an action plan was developed. Mean, frequency, percentage, correlations, and T-test were utilized as statistical techniques.

B. Data Collection

The researchers utilize the scores of teacher-made 50-items pretest and posttest included in the teaching and learning materials for TLE literacy for Grade 8 to determine their level of performance. The gathered data on the effectiveness of the integration of child- centered localized teaching and learning materials in enhancing the TLE literacy of Grade 8 learners, the researchers formulated a survey questionnaire to gather information relative to the subject matter. The responses from the survey questionnaire serve as the primary sources of information that is important in the completion of this study. The questionnaire was validated by the experts and upon approval, it was converted to google forms for the accessibility of the respondents. The data generated from the web-based application will be collected, tabulated, and analyzed.

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Résumé des informations

Titre: Student-Centered Localized Teaching and Learning Materials. Enhances Learners' Academic Performance in the Learning Recovery Process
Auteur: Lilibeth Lavin (Auteur)
Année de publication: 2022
Pages: 19
N° de catalogue: V1373013
ISBN (PDF): 9783346908445
ISBN (Livre): 9783346908452
Langue: anglais
mots-clé: student-centered localized teaching learning materials enhances learners academic performance recovery process

Citation du texte: Lilibeth Lavin (Auteur), 2022, Student-Centered Localized Teaching and Learning Materials. Enhances Learners' Academic Performance in the Learning Recovery Process, Munich, GRIN Verlag, https://www.grin.com/document/1373013

Student-Centered Localized Teaching and Learning Materials. Enhances Learners' Academic Performance in the Learning Recovery Process