Content Evaluation and Acceptability of Contextualized Module in an Illustration Course

This study evaluated the content quality and level of acceptability of a contextualized Illustration module designed for secondary students. Evaluating contextualized modules is essential to ensure that instructional materials remain relevant, responsive, and meaningful to learners’ real-life experiences. A descriptive research design was employed, with data collected from teacher-respondents—composed of ICT experts, content evaluators, and creative arts specialists—as well as student-respondents from diverse geographic and socioeconomic backgrounds. Demographic details were summarized to emphasize respondent diversity. The module’s content evaluation by experts received an overall rating of outstanding across key dimensions, including clarity of objectives, relevance of inputs, appropriateness of application activities, and enrichment components. The module also demonstrated strong effectiveness in enhancing student interest and engagement. In terms of acceptability, the module was rated very acceptable, particularly for its effective use of illustrations that supported comprehension and visual learning. Using inferential statistical analysis, specifically the Kruskal–Wallis test, results showed no significant differences in evaluation when grouped according to respondent profiles, indicating that the module effectively addressed diverse learner needs. Its contextualized approach—integrating familiar local contexts such as fishing, farming, and digital practices—proved valuable in bridging experiential gaps. The study concludes that the module is a valid, inclusive, and engaging instructional material. It recommends prioritizing teacher professional development and improving assessment strategies to capture student learning outcomes in technical-vocational education more effectively.