Teachers’ and Students’ Assessment of Adapted Entrepreneurship Modules as Basis for Developing Contextualized Learning Materials

This study assessed the adapted Entrepreneurship modules used by Senior High School learners at Bitoon National Vocational High School during School Year 2025–2026 as a basis for developing contextualized entrepreneurship learning materials. An explanatory sequential mixed-methods design was used, involving 249 Grade 12 students and all 14 Entrepreneurship teachers. Data were gathered through a researcher-made questionnaire and semi-structured teacher interviews and were analyzed using descriptive statistics, Mann–Whitney U tests, and thematic analysis. Teachers rated the modules High overall (M = 2.74), while students also rated them High but more favorably (M = 3.17). Significant teacher–student differences were found in organization and presentation (U = 1,138, p = .006), language clarity and readability (U = 1,245, p = .027), learning activities and assessments (U = 1,235, p = .030), and applicability to real-life situations (U = 1,068, p = .002); the overall difference was also significant (U = 1,189, z = −2.513, p = .012). Community-based learning experiences were rated lower by teachers overall (M = 2.41) than by students (M = 2.70), and teacher interviews converged with these results by identifying limited local context (85.71%), limited hands-on activities (78.57%), and limited local business/community integration (57.14%) as key weaknesses. The integrated findings therefore provide an empirical basis for the future development and validation of contextualized entrepreneurship learning materials emphasizing local enterprises, authentic market experiences, community partnerships, and performance-based activities.