Abstract
The K–12 curriculum in the Philippines emphasizes the innovative teaching and learning methodologies of localization and contextualization. Contextualization might help Filipino culture advance and encourage the next generation of educators to be more original and innovative. The purpose of the study was to determine and attest to the result of the contextualized and localized learning materials in teaching science to improve students’ learning performance among randomly selected learners in the academic year 2021–2022. The study has employed an experimental research design and followed a sampling technique in determining the participants to perform the study. The study's total sample population included 40 students. Furthermore, the assessment or examination consisted of 50 knowledge multiple-choice questions with four answers. A paired t-test for correlated means was used to determine the significant improvement between the two groups utilized in the study’s performance, and an independent t-test was used to check the significant difference between the two groups' posttest learning performances. Based on the findings, the calculated statistic t-test value was -39.722, and the p-value was 0.000 when a localized and contextualized teaching and learning process was used. And for the other group (without), it was shown that the calculated statistic value was -21.078 with a p-value of 0.000 (highly significant) for this t-test. It means that both tests were significantly better than each other because the p-value was lower than the alpha of 0.05. Therefore, when teaching and learning processes were localized and contextualized, learning performance increased considerably.
