Contextualization and Indigenization of Instructional Materials in Teaching Central Dogma of Molecular Biology

Abstract

This study aimed to develop and implement contextualized and indigenized instructional materials in teaching central dogma of molecular biology. A total of 38 grade 10 students participated in the study. Paired-samples t-test was used to compare the mean scores between pre-test and post-test. Results showed an increase in the students’ level of knowledge after exposure to the instructional materials. There was an increase in mean scores of the pre- and post-test. It is further noted that the mean increase of around 2.71 during the post-test is statistically significant. Despite the significant increase in the scores of the students, challenges and issues experienced by the learners remained evident. Two relevant themes have emerged from the responses of the interviewed students. Some students are getting confused which is highly indicative of difficulty in getting started and hooked with the materials. Additionally, low foundation in requisites and basic concepts is another serious concern that hinders the effectiveness of the said instructional materials. The study concludes that contextualized and indigenized instructional materials are essential for better learning among indigenous learners