Contextualized Learning Packet Anchored in the Tuba-Making: Effects on Engagement and Conceptual Understanding of Chemical Reactions among Challenged Learners

Abstract

Tuba making, a traditional Filipino coconut wine, was integrated into the development of a contextualized learning packet on chemical reactions. This study investigated the effectiveness of the developed learning packet anchored in the tuba-making process on the engagement level and conceptual understanding of chemical reactions among academically challenged Grade 10 learners through a pretest-posttest quasi-experimental research design. The Wilcoxon signed-rank test result revealed that the engagement level of the learners significantly improved after the intervention (p=.000-.001, r=0.60-.075). In terms of conceptual understanding, the pretest scores were comparable among the groups. After using the contextualized learning packet, the posttest scores demonstrated a substantial improvement in both experimental groups compared to the control group. The data was found to be non-normally distributed through the Shapiro-Wilk test and non-parametric tests were employed. The Wilcoxon signed-rank test confirmed the statistically significant improvements within the group (p=.000-.003), with a large effect size. Kruskal-Wallis analysis demonstrated significant differences among the groups (H=15.491, p=.000). The post-hoc comparisons showed that the experimental groups outperformed the control group. No significant difference was observed in the two experimental groups. The contextualized learning packet was highly acceptable and highly usable in terms of its alignment with curriculum standards, appropriateness to learners’ understanding, and effectiveness in explaining chemical reactions, particularly through tuba making. However, minor improvements may be done to the organization of the activities and accommodation of the material to the diverse needs of the students.