Contextualized Learning Module on Least Mastered Competencies of Grade 9 Mathematics Learners

The primary objective of this study was to develop a contextualized learning module on least mastered competencies for Grade 9 Mathematics learners. This research followed a developmental approach with a content analysis design. The participants included one- hundred nine (109) Grade 9 learners from Panuran National High School who were involved in the identification of the least mastered competencies. In addition, twenty-four (24) mathematics teacher-validators participated to assess the content, language, organization, readability, and assessment of the developed learning module. The least mastered competencies of the learners were identified using a 50-item researcher-made multiple-choice test, which served as the basis for the module's development. The findings revealed that the developed module was highly acceptable and deemed excellent for teaching Grade 9 Mathematics, particularly in terms of content, language, organization, readability, and assessment. These results suggest that the developed contextualized learning module on the least mastered competencies is a valuable instructional material for enhancing students’ learning experiences in Grade 9 Mathematics.