CONTEXTUALIZED INTERACTIVE LEARNING MATERIALS (CILM) TO
DEVELOP STUDENTS’ CONCEPTUAL UNDERSTANDING IN MATHEMATICS
CHAPTER I
THE PROBLEM
Background of the Study
The Department of Education (DepEd) has finalized the School Calendar for SY 20212022, which will still feature blended learning approach in the delivery of basic education. “We
will continue to learn and innovate from the past year of dealing with the global crisis. As we face
another school year under the so-called “new normal”, we, together with our partners, local
government units, and other education stakeholders, will strive to ensure education continuity
through the implementation of the Basic Education – Learning Continuity Plan (BE – LCP) and
the strengthening of our campaign for quality education, Sulong Edukalidad, which we started
even before the onset of the pandemic” (DepEd, 2021).
The Basic Education Learning Continuity Plan (BE-LCP), as contained in DO No. 012, s.
2020, entitled “ Adoption of the Basic Education Learning Continuity Plan for School Year 2020
– 2021 in the Light of the COVID-19 Public Health Emergency” shall continue to provide
guidance on the delivery of basic education for SY 2021 – 2022. The health, safety and wellbeing
of all learners, teachers, and non-teaching personne shall remain as the utmost priority of the
Department. The Most Essential Learning Competencies (MELCs) shall continue to apply for the
SY 2021-2022.
Accordingly, the self-learning modules (SLMs) were identified as a priority learning
resource for remote and distance learning where a teacher is not capable of providing continuous
instructional supervision and guidance in a classroom setting. The Department of Education
assured the public that around 26 million enrolled learners will receive enhanced quality selflearning modules (SLMs) for School Year 2021-2022. The Bureau of Learning Delivery (BLD)
also prioritized the SLM Enhancement, which aimed to generate improved versions of the
materials and provide teachers with support through Notes to Teachers.
With these decisions made, modular distance learning is still distinctive in the teachingleaning process for SY 2021 – 2022. Llego (2020) defines modular distance learning as an
individualized instruction that allows learners to use self-learning modules (SLMs) in print or
digital format/electronic copy, whichever is applicable in the context of the learner, and other
learning resources like Learner’s Materials, textbooks, activity sheets, study guides, and other
study materials. The teacher takes the responsibility of monitoring the progress of the learners.
The learners may ask assistance from the teacher via e-mail, telephone, text message/instant
messaging, etc. Where possible, the teacher shall do home visits to learners needing remediation
or assistance. Any member of the family or other stakeholder in the community needs to serve as
a para-teachers.
Despite using SLMs, Usec. Diosdado M. San Antonio underscored that regional directors
are conducting efforts to gradually migrate from being dependent on printed SLMs to technologybased learning by maximizing the use of gadgets (Deped, 2021). Llego (2020) defines this type of
learning as Online Distance Learning where features the teacher as facilitator, engaging learners’
active participation through the use of various technologies accessed through the internet while
they are geographically remote from each other during instruction. The internet is used to facilitate
learner-teacher and peer-to-peer communication. Online learning allows live synchronous
instruction. It requires participants to have a good and stable internet connection. It is more
interactive than the other types of distance learning. The responses are real-time.
The use of technology helps to bridge the gap between quarantine and education. From
where it was a few years ago, the educational system has experienced a paradigm shift. Students
used to have to go to the library and read large books to find the information they wanted back in
the day. In the 20th century, thousands of results for the same thing may be found in a fraction of
a second. Technology has progressed significantly and continues to do so. Information and
Communication Technologies (ICT) are becoming more prevalent in almost every facet of our
daily life. ICT has a tremendous impact on a variety of aspects of education. They have the
potential to create new possibilities for students to learn outside of the classroom, as well as to
alter teachers' pedagogical approaches and students' learning experiences in the classroom.
Furthermore, school systems are increasingly incorporating digital skills into their curricula (PISA,
2021).
With all prevailing concerns presented, the researcher was motivated to develop interactive
material to supplement the existing resource and to support teachers’ effort to develop among
students meaningful understanding of concepts in Mathematics 8: Statistics and Probability.
Statement of the Problem
This study aims to develop a Contextualized Interactive Learning Material (CILM) to
enhance the learning competencies of Grade 8 Learners.
Specically, it sought to answer the following questions:
1. What topics in Statistics and Probability need CILM to develop student’s conceptual
understanding in mathematics as perceived by teachers?
2. What are the features of the CILM to develop students conceptual understading in
mathematics?
3. What is the validity of the CILM developed in terms of:
3.1 content quality
3.2 instructional quality
3.3 technical quality?
4. How effective is the CILM in developing the conceptual understading of students?
4.1 Is there a significant difference between the posttest mean scores of the control and
experimental groups?
Significance of the Study
The pandemic reminds us that in the 21st century, Information and Communication
Technology (ICT) is a critical component of education. With the increased acceptance of
technology in education, teachers have been able to adapt their teaching strategies from traditional
to modern, allowing them to disseminate knowledge more flexibly. In a manner, technology tools
serve as mentors, facilitators, and motivators for students, particularly undergraduates, to become
more engaged (Licudine, 2020).
In this light, the CILM may encourage students to become more involved in addressing
problems in Statistics and Probability. The material prepares students for active concept
development, mathematical reasoning, and critical thinking, as well as the development of
conceptual understanding in mathematics, particularly in Statistics and Probability. Furthermore,
the CILM's learning activities will provide a rich and engaging learning environment in which
students can develop 21st century abilities including creativity, critical thinking, cooperation, and
communication.
For the teachers, they will benefit from the CILM since it will provide them with
appropriate interactive instructional materials that will help them enhance their mathematics
teaching. They may be able to refocus their efforts on more participatory classroom mathematical
conversation as a result of the material.
The CILM may raise school administrators' awareness of the importance of ongoing
training for teachers in the creation and use of contextualized interactive learning materials. The
findings may aid them in developing and delivering appropriate in-service trainings and Learning
Action Cells (LAC) sessions for teachers in order to motivate them to create interactive materials
that would improve their efficacy and efficiency as teachers.
The findings of this study may be used by DepEd policymakers as a guide in developing
policies for the development of teaching and learning resources, with a focus on leveraging the
power of technology in education.
Similarly, the findings of the study could provide data and information to curriculum
developers for curriculum enrichment. It may motivate them to carry out curricular innivtions and
changes that would help pupils perform better. As a result, it may lead to the creation of a
framework for a more relevant mathematics curriculum.
Finally, this research could be used as a guide for other researchers interested in developing
and validating Contextualized Interactive Learning Materials. The study's methodology could be
used as a model for other researchers who want to take on a similar undertaking.
Scope and Delimitation of the Study
This study focused on the development of a Contextualized Interactive Learning Material
(CILM) in Mathematics 8 Statistics and Probability.
The material covered the following learning competencies:
The learner…
a. illustrates an experiment, outcome, sample space and event. (M8GE-IVf-1)
b. counts the number of occurrences of an outcome in an experiment: (a) table; (b)
tree diagram; (c) systematic listing; and (d) fundamental counting principle.
(M8GE-IVf-g-1)
c. finds the probability of a simple event. (M8GE-IVh-1)
d. illustrates an experimental probability and a theoretical probability. (M8GE-IVi-1)
e. solves problems involving probabilities of simple events. (M8GE-IVi-j-1)
Definition of Terms
The following terms are defined operationally to provide a better understanding of this
study:
Conceptual Understanding. This refers to the ability of the students to explain and illustrate key
concepts and how they apply the learned concepts in formulating and solving word problem.
Explaining and illustrating key concepts. This refers to ability of the students to redefine
terms, use nd interrelate models, diagrams and varied representations of concepts, and
compare, contrast and integrate related concepts and principles in Statistics and Probability.
Formulating word problems. This refers to the ability of the students to represent
mathematical situations in different ways by creating word problems involving concepts
of Statistics and Probability.
Solving word problems. This refers to the ability of the students to apply the signs ,
symbols, learned procedures and principles in answering a word problem.
Content validation. This refers to the evaluative process undertaken by the Mathematics
specialist and IT experts to determine the extent to which the CILM meets the following criteria:
content quality, instructional quality and technical quality.
Content quality. This refers to the part of the CILM, which discusse the important concept,
skills, knowledge and understanding to be learned by the students.
Instructional quality. This refers to the set of different learning taks and activities,
included in the CILM, which are to be accomplished by the learners at various segments
of the teaching-learning process.
Technical quality. This refers to the visual appearance of the material developed, which
includes background color, font style and size, illustrations and diagrams use, animations,
and sound effects and others.
Contextualized Interactive Learning Material (CILM). These refer to the developed
learning resource package that contains different culture-based activities presented with the aid of
technology in expounding mathematical concepts and in deepening understading and appreciation
of learners in mathematics.
CHAPTER II
THEORITICAL FRAMEWORK
Review of Literature and Studies
Theoritical Framework
This study is anchored mainly on the Technological Pedagogical Content Knowledge
Theory.
TPACK stands for Technological Pedagogical Content Knowledge. It is a theory that was
developed to explain the set of knowledge that teachers need to teach their students a subject, teach
effectively, and use technology (Canada, 2019).
We go over a variety of different ways to incorporate technology into the classroom.
Because of the new outcomes that demand it, we as teachers feel inclined to bring technology into
our classrooms. The TPACK model provides a new framework for integrating technology into
education and for structuring classrooms to deliver the optimum educational experience for
students while also using technology.
Figure 1.1. Technological Pedagogical Content Knowledge (TPACK). Reproduced with
permission of the publisher, © 2012 by tpack.org
The TPACK framework was introduced by Punya Mishra and Matthew
J. Koehler of Michigan State University in 2006. With it, they identified three
primary forms of knowledge: Content Knowledge (CK), Pedagogical
Knowledge (PK), and Technological Knowledge (TK) (Rodgers, 2018).
TPACK is a technology integration framework that identifies three types
of knowledge instructors need to combine for successful edtech integration—
technological, pedagogical, and content knowledge (a.k.a. TPACK). W
hile TPACK is often compared with the SAMR Model, they are very
different in scope.
The center of the diagram, otherwise known as TPACK, represents a full
understanding of how to teach with technology. Keep in mind that this is not
the same as having knowledge of each of the three primary concepts
individually. Instead, the point of TPACK is to understand how to use
technology to teach concepts in a way that enhances student learning
experiences.
As mentioned before, the TPACK framework is based on three primary forms
of knowledge. So your first step should be to understand your primary forms
of knowledge in the context of this lesson.

Content Knowledge (CK)—what are you teaching and what is your own
knowledge of the subject? For this lesson, you’ll need a solid
understanding of cell anatomy and processes.

Pedagogical Knowledge (PK)—how do your students learn best and
what instructional strategies do you need to meet their needs and the
requirements of the lesson plan? In this case, you'll need to
understand best practices for teaching middle school science and small
group collaboration.

Technological Knowledge (TK)—what digital tools are available to you,
which do you know well enough to use, and which would be most
appropriate for the lesson at hand? For this lesson, students will need to
label a diagram and present, so the ability to fill in blanks with an answer
key, find images from the internet, create slides, etc. are important.
Now that you’ve taken stock of your primary forms of knowledge, focus on
where they intersect. While the ultimate goal is to be viewing your lesson and
strategy through the lens of TPACK, or the center of the model where all
primary forms of knowledge blend together, taking a moment to consider the
individual relationships can be helpful.

Pedagogical Content Knowledge (PCK)—understanding the best
practices for teaching specific content to your specific students.

Technological Content Knowledge (TCK)—knowing how the digital tools
available to you can enhance or transform the content, how it’s delivered to
students, and how your students can interact with it.

Technological Pedagogical Knowledge (TPK)—understanding how to
use your digital tools as a vehicle to the learning outcomes and
experiences you want.
Now that you’ve taken stock of your primary forms of knowledge, focus
on where they intersect. While the ultimate goal is to be viewing your lesson
and strategy through the lens of TPACK, or the center of the model where all
primary forms of knowledge blend together, taking a moment to consider the
individual relationships can be helpful.

Pedagogical Content Knowledge (PCK)—understanding the best
practices for teaching specific content to your specific students.

Technological Content Knowledge (TCK)—knowing how the digital tools
available to you can enhance or transform the content, how it’s delivered to
students, and how your students can interact with it.

Technological Pedagogical Knowledge (TPK)—understanding how to
use your digital tools as a vehicle to the learning outcomes and
experiences you want.
According to Kurt (2019) TPACK is the end result of these various combinations and
interests, drawing from them – and from the three larger underlying areas of content,
pedagogy, and technology – in order to create an effective basis for teaching using
educational technology. In order for teachers to make effective use of the TPACK
framework, they should be open to certain key ideas, including :
1. concepts from the content being taught can be represented using technology,
2. pedagogical techniques can communicate content in different ways using
technology,
3. different content concepts require different skill levels from students, and edtech
can help address some of these requirements,
4. students come into the classroom with different backgrounds – including prior
educational experience and exposure to technology – and lessons utilizing edtech
should account for this possibility,
5. educational technology can be used in tandem with students’ existing knowledge,
helping them either strengthen prior epistemologies or develop new ones.
Conceptual Framework
The study developed a contextualized interactive learning material (CILM) to improve
students’ conceptual understanding in mathematics. The development process was anchored
mainly on the Input-Output-Outcome (IPOO) Model supported by TPACK. The IPPO Model is a
graphical representation of all factors that make up a process. An input-process-output-outcome
diagram includes all of the materials and information required fr the process, details of the
process itself, description of the product and by-products resulting from the proces and its impact
to the realization of its objective.
As shown in Figure 5, this study started considering the Inputs which include the
curriculum framework of the K to 12 Program, the Legal and the Theoritical Bases of ICT
Integration, and the result of the Needs-Assessment survey.
Research Hypothesis
CHAPTER III
METHODOLOGY
This part of the paper presents the research design, locale of the study, population and
sampling procedure, research instrument, the procedure used in the development of the CILM, the
data gathering procedure and the statistical treatment of data.
Research Design
This study utilized the descriptive research design incorporating the Research and
Development (R & D) methodology.
Locale, Population and Samples of the Study
Research Instruments
Data Gathering Procedure
Statistical Treatment of Data
REFERENCES
(Rodgers, 2018)
(Kurt, 2019)
Bibliography
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Philippines: https://www.deped.gov.ph/2021/08/07/on-school-calendar-2021-2022/
Kurt, S. (2019, September 16). TPACK: Technological Pedagogical Content Knowledge Framework.
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Llego, M. A. (2020, May 27). DepEd Learning Delivery Modalities for School Year 2021-2022. Retrieved
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DepEd. (2021, August 7). On School Calendar 2021-2022. Retrieved from Department of Education
Philippines: https://www.deped.gov.ph/2021/08/07/on-school-calendar-2021-2022/
Llego, M. A. (2020, May 27). DepEd Learning Delivery Modalities for School Year 2021-2022. Retrieved
from TeacherPH: https://www.teacherph.com/deped-learning-delivery-modalities/
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from The Scientific World: https://www.scientificworldinfo.com/2018/11/what-is-importanceof-mathematics-in.html
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References
DepEd. (2021, August 7). On School Calendar 2021-2022. Retrieved from Department of Education
Philippines: https://www.deped.gov.ph/2021/08/07/on-school-calendar-2021-2022/
Llego, M. A. (2020, May 27). DepEd Learning Delivery Modalities for School Year 2021-2022. Retrieved
from TeacherPH: https://www.teacherph.com/deped-learning-delivery-modalities/
Quddusi, M. A. (2018, November 7). What is the importance of mathematics in our daily lives? Retrieved
from The Scientific World: https://www.scientificworldinfo.com/2018/11/what-is-importanceof-mathematics-in.html
Bibliography
DepEd. (2021, August 7). On School Calendar 2021-2022. Retrieved from Department of Education
Philippines: https://www.deped.gov.ph/2021/08/07/on-school-calendar-2021-2022/
Llego, M. A. (2020, May 27). DepEd Learning Delivery Modalities for School Year 2021-2022. Retrieved
from TeacherPH: https://www.teacherph.com/deped-learning-delivery-modalities/
Quddusi, M. A. (2018, November 7). What is the importance of mathematics in our daily lives? Retrieved
from The Scientific World: https://www.scientificworldinfo.com/2018/11/what-is-importanceof-mathematics-in.html