Abstract
This study investigated the effectiveness of Contextualized Earth Science Worksheets on the academic performance of Grade 7 students at Datu Matilondo Galmak National High School during School Year 2024–2025. Using an experimental pretest–posttest research design, eighty (80) Grade 7 students were equally divided into an experimental group and a control group. The experimental group was exposed to the contextualized worksheets developed in alignment with the MATATAG Curriculum, while the control group utilized the standard self-learning modules. A researcher-made test was administered as both a pretest and a posttest to measure students’ academic performance. Results showed that the experimental group (M = 12.85, SD = 3.39) and the control group (M = 12.82, SD = 3.21) did not differ significantly in their pretest scores (t = 0.03, p = 0.97), indicating comparable baseline knowledge. However, posttest results revealed a statistically significant difference between groups, with the experimental group achieving a higher mean score (M = 29.60, SD = 3.33) compared to the control group (M = 23.48, SD = 5.00), (t = 6.44, p < 0.0001). Furthermore, the experimental group obtained a significantly higher mean gain score (M = 16.75) than the control group (M = 10.65) (t = 5.84, p < 0.0001). Additionally, the contextualized worksheets were rated highly acceptable on content (M = 4.8), relevance (M = 4.7), and instructional quality (M = 4.8). These findings indicate that contextualized worksheets significantly enhance students’ learning outcomes and serve as an effective supplementary instructional material in Earth Science.
