Contextualized and Localized Teaching as a Technique in Teaching Basic Statistics

Problems on students’ diversity with diverse needs still persist nowadays. To address this problem, the teacher need to be conscious on their socio-cultural background so as to benefits everyone in the classroom. This study determined the effect of teaching statistics using contextualized and localized (indigenized) information on the performance of students. The study was carried out using pretest- posttest control group single blind experimental research design. Two intact classes were used and this was done by random assignment. There are thirty four students exposed to contextualized and localized teaching (experimental) and thirty students exposed to contextualize but not localized teaching (control). T- test for independent samples and ANCOVA was utilized in comparing the pretest and posttest performances of the two groups. Concerning on the result, it was found out that the performance of the experimental group was significantly different to the performance of the control group on the empirical probability, but they were not significantly different on the theoretical probability. The finding indicates that the use of indigenous data in teaching statistics along empirical probability is an effective teaching and learning strategy. Additionally, the study recommends developing an authentic, contextualized and localized instructional material in statistics subject to improve the performance of the students.

Keywords: Teaching strategy, learning, real and indigenized data