Linking the Extent of Curriculum Contextualization to the Learners’ Level of Academic Achievement: Basis for a Teacher-Training Design

Abstract

The study ascertained the extent of curriculum contextualization in public schools using the descriptive-correlational method.
Simple random sampling was used to identify the 48 teachers-participants and 437 pupil-participants. The results showed that
curriculum implementation, instructional process, and instructional materials are found to be very extensive while the learners’
academic achievement in contextualized lessons is very satisfactory. Furthermore, the instructional process and the instructional
materials are significantly correlated with learners’ academic achievement. Data revealed that the curriculum implementation and
the instructional process are consistent with the learners’ academic achievement but the instructional materials used are not
significantly congruous with the latter. The dearth of contextualized IMs, teachers’ lack of training, and the resistance towards
contextualization impede the full implementation of contextualized curriculum.