Context-Based Learning in Teaching Senior High School: Basis for Science Instructional Material Development

One of the challenges of context-based education is to promote quality education through students’ participation in the teaching-learning process. The aim of this study is to determine the effectiveness of context-based learning method towards students’ achievement on selected topics in Science. This study was applied to two groups of selected Senior High School students. The first group which served as the control group includes forty (40) students taught by the traditional method and the second group which consists of another forty (40) students served as the experimental group that was taught on context-based learning. A teacher-made test with sixty items was used as a means of collecting quantitative data. The test was given to both groups as pre-test and post-test. The mean-frequency and percentage distribution were compared to both groups after the administration of the test. The findings in the control group showed that there is a moderate increase in the performance of the students after the utilization of the traditional method of teaching. The experimental group showed that the students attained a high performance in terms of knowledge in waste management. They have already mastered the topic through the application of Context- based learning method. This occurs because of the diversity of learners in their learning style. However, the result of the t-test analysis showed that there is a significant difference between the context-based learning method and the traditional method on students’ academic performance in Science.

Keywords – context-based learning method, students’ achievement , traditional method