Contextualized K to 12 Learner’s Material in Grade 7 Mathematics at Glan-

Padidu National High School

A Quantitative Research
Presented to the Faculty of Humanities and Social Sciences of Glan-Padidu National
High School
Glan Padidu, Glan, Sarangani Province
In partial Fulfillment of the requirements in
PRACTICAL RESEARCH 2

Ansan, Samantha Kristina M.

Bansalao, Lady Heart
Dapedran, Queenie May C.
Murang, Angel Kris T.
Soy, Gellian E.
Tongkong, Jomalene M.

Grade 12-HUMSS

SHILOH JEZZERYL Q. EMBAJADOR

Research Adviser

November 14, 2024

 RESEARCH ABSTRACT

This study was conducted to determine the effect of Contextualized K to 12

Learner's Material in Grade 7 Mathematics at Glan-Padidu National High School.
Specifically, it sought answers to the following questions: What are the pre-test
results of Grade 7 students? What are the post-test results of Grade 7 students? Is
there a significant difference between pre-test and post-test results of Grade 7
students?
This study uses Descriptive research design. The post-test results were to
analyse the improvements of the Grade 7 Mathematics to the Contextualized K to 12
Learner's Material and existing learner's material in teaching measurements.
Based on the results, this study revealed the following summary of the
findings: The students initial results are: the pre-test results of the Grade 7 students
in mathematics are low as justified by the value of mean which is 4.17. The post-test
results of the Grade 7 students in mathematics are improved as justified by the value
of mean which is 6.17. And, as indicated by the t-test, the post-test is greater than
the pre-test of 2.00. There is a significant difference between the pre-test and post-
test results of the Grade 7 mathematics.
Furthermore, based on the mean results of post-test which is 6.17 is greater
than the mean results of pre-test which is 4.17. This implies that Contextualizing
learners Material may help students to utilized learning.
Based on the summary of the findings, this study found out that the result of
the post-test is improved. Thus, the learner's Material used by the teachers is a good
instructional tool in teaching measurement.
The following recommendations are formulated. Since curriculum has been
changed with Matatag and some content of the book have been changed, teachers
must find ways that their teaching force could exposed to Contextualized K to 12
learner's Material. The use of Contextualized K to 12 learner's Material should be
adopted by the teachers to facilitate learning of the students. Teachers must
encourage themselves to find more ways to make the environment of the classroom
become alive and meaningful.
 ACKNOWLEDGEMENT

First and foremost, praises and thanks to God, the Almighty, for his showers of
blessings throughout our research work to complete the research successfully.
To Mrs. Shiloh Jezzeryl Q. Embajador, our research adviser, we would like to
express our deep and sincere gratitude to her for giving us the opportunity to do our
research and providing invaluable guidance throughout this research. Her
dynamism, vision, sincerity and motivation have deeply inspired us. Her patience,
enthusiasm, immerse knowledge and guidance helped us in all the time and writing
of this research. It was a great privilege and honor to work and study under her
guidance. We could not have imagined having a better advisor and mentor for our
research study.
Besides my advisor, we would like to thank the rest of the Panel Members from the
title proposal and until now: Mr. Randy I. Mayordomo, Mr. Dwight A. Sarmiento and
Mrs. Lyn Marie S. Infante, for their encouragement, insightful comments, and hard
questions that helped us in finding our paper and helped us in our research study.
We would like to express our warmest thanks to Ms. Daffodils Gerafusco and Ms.
Cherry G. Lara, Grade 7 Advisers, for helping us. Without their help we couldn’t
make our research, and we couldn’t get the names of the respondents included in
our study.
Our sincere thanks also goes to Mr. Jericho Mendoza, Grade 7 Teacher of Glan-
Padidu National High School, for letting us do our research works, typing and
encoding to his laptop. He really gave us a big help in minimizing our expenses.
We are so thankful to Ms. April Eve A. Salvacion, SHS-OIC of Glan-Padidu National
High School, for allowing us do our research activities, and for supporting our
research work.
To the teachers and staffs of Glan-Padidu National High School, we are so grateful
to all of them for cooperating to us, and for allowing their students who were
included in our study to be excused in their classes during our surveys and interview.
To all our respondents, our warmest and sincerest thanks to all of you made our
study possible. Thank you very much for trusting us and cooperating on us.
Our extremely thanks to all of our classmates for all the fun we’ve had in doing our
research. All the agonies, sleepless nights and unity we have shared to do our
research studies and pass our subjects.
Last but not the least, we would like to thank our families; our parents and guardian,
Mrs. Ma. Juvy C. Watin, Mr. Federico C. Watin and
Mrs. Elena Perez, for their love, prayers, caring and sacrifices for educating and
continuing support to complete our research work. Finally, our thanks go to all the
people who have supported us to complete our research work directly and indirectly.

TABLE OF CONTENTS

Page:
TITLE PAGE ………………………………………………………………………………1
CHAPTER
I. THE PROBLEM
Introduction……………………………………………………………………..2
Statement of the Problem…………………………………………………….3
Scope and Delimitation………………………………………...……………..3
Significance of the Study…………………………………………………..…4

II. REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature…………………………………………………………….…5
Conceptual Framework…………………………………………………………9
Hypothesis……………………………………………………………………….9
Definition of Terms………………………………………………………………9

III. METHODOLOGY
Research Design………………………………………………………………10
Research Locale……………………………………………………………….10
Research Subject………………………………………………………………10
Research Instrument…………………………………………..………………10
Data Gathering Procedure…………………………………………………….10
Statistical Treatment…………………………………...………………………11
IV. REFERENCES
 CHAPTER I
INTRODUCTION
Background of the study
In the educational system of the Philippines, Matatag Curriculum
was introduced on August 2023 by the Sarah Z. Duterte, the Vice
President of the Philippines and Secretary of Department of Education.
This curriculum highly focused to the totality of a learner as a human
person while giving importance on the well- being, teacher's support,
relevance, efficiency, and attitude. These concepts were essential based
on the general goal of the curriculum towards restructuring and bolstering
the system of education. The development of creation changes to a
curriculum is multifaceted and tangled with the desires and progressions
of society. Education has a vital role in determining the skills and
knowledge of generations (Estrellado, 2023). These changes are important
for understanding the scope and impact of the ever-changing world and
adapting to the advancement also of the societal, economic, and
technological shifts (Fullan, 20019).

Department of Education Order No. 7, issued in 2021, establishes a

pledge to applying advanced tools to optimize the learning development
and provide the evolving wants of students in the modern era where
educational approached and strategies time-to-time. Based on the content of
the curriculum, there are four core elements that serve as backbone of the
MATATAG Curriculum. Firstly, the curriculum is more relevant in terms of the
approaches that can ensure to produce graduates that can be fit in workplaces they
want. Second, the curriculum is backup with conducive learning environment, for
example, fast delivery of equipment and construction of facilities for the students to
clearly grasp knowledge in the target subject. Third, it encourages to have supportive
learning environment by prioritizing the wellbeing of students by means of inclusivity.
Lastly, concerning with the teaching approaches, it allows to recalibrate the
teachings experiences and ways of teachers in getting the attention of students. This
stands as evaluation of the way teacher's incorporate matters such as issues and
examine to or problematize it to come up with long term solutions for the betterment
of the students' learning capacity and teachers' instruction.

Mathematics is a critical subject taught in elementary and secondary

education that provides students with fundamental knowledge and skills to organize
their lives (Ariyanti & Santoso, 2020) Mathematics plays a crucial role in developing
student’s logical thinking skills, to promote effective mathematical learning, teachers
must consider various factors, including student’s confidence in mathematics
(Azucena et al., 2022; Kunhertanti & Santosa ,2019). Mathematics is considered an
academic discipline. It is the science and study of quality, structure, space, and
change. Many learners find mathematics to be a challenging and complex subject,
often considering it tedious and monotonous. The difficulty arises from numerous
complex formulas and the need for appropriate assessments for each learner,
leading to struggles in mathematics. An objective examination of mathematics as an
academic discipline allows for frequent, cumulative assessments.

In the most recent Programme for International Student Assessment

(PISA) results, a worldwide study on the evaluation of educational
systems, the Philippines got very low results. This sets the bar for all
educators to be at par with other educational systems (Golla & Reyes,
2020). Mathematics is a combination of understanding and skills. Without
understanding, skills are impossible to showcase. With this fact at hand,
mathematics teachers now face a concern on how to better equip learners
with understanding of mathematical concepts and ways to allow learners
to showcase their skills (Rensaa, 2021).

However, the Philippines ranks among the nations with the lowest-scoring
learners in the Programme for International Learner Assessment (PISA) 2018. In
mathematics, less than 20% of learners achieved the required level of proficiency,
while more than 50% exhibited deficient performance. Filipino students performing
below PISA’s lowest level of proficiency possessed more advanced mathematical
knowledge than half of their global counterparts in the same age group, highlighting
the need for improvement in mathematics education. Learners in both public and
private schools exhibited poor performance in mathematics to varying degrees, with
means of 343 and 395, respectively.
Glan-Padidu National High School is still practicing traditional way of teaching
making the students understand the certain topic or subject.
It is with this Contextualized the k to 12 Learner’s Material in Mathematics that
prompted the researchers to determine the effect of Contextualized K to 12 Learner’s
Material to the students in Glan-Padidu National High School.

Statement of the Problem

This study will be conducted to determine the effect of Contextualized K to 12
Learner’s Guide in Grade 7 mathematics at Glan-Padidu National High School.
Specifically, it sought answers to the following questions:
1. What are the pre-test scores of Grade 7 students?
 2. What are the post-test scores of Grade 7 students?
3. Is there a significant difference between pre-test and post-test results of
Grade 7 students?

Scope and Delimitation

This research entitled “Contextualized k to 12 Learner’s Material for Grade 7
Mathematics at Glan-Padidu National High School for the academic year 2024-2025,
with a focus on 30 students exclusively from Grade 7 students during the first
quarter.

Significance of the study

The result of this study is significant to the following group:
Administrator
Improves educational resources and materials for effective teaching and
learning. Supports the professional development of teachers in delivering quality
education.
Teachers
Provide a structured and comprehensive guide for teaching grade 7
mathematics. Enhances teaching strategies and methodologies to cater to diverse
learner needs.
Students
Enhances student engagement and interest in mathematics through
contextualized learning experiences. And supports the development of critical
thinking, problem-solving skills, and mathematical literacy.
Researchers
Provide insights into effective instructional practices and Curriculum
development in the K to 12 frame work. It offers a foundation for further research on
the impact of contextualized learning on student achievement and motivation.
Future Researchers
Serve as a reference and inspiration for future studies on curriculum
development and contextualized learning approaches. It provides a basis for
continuous improvement and adaptation of educational practices to meet the
evolving need of learners.
 CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents the related data cited from any difference authors these
taken from books and electronic sources. These materials provided valuable
information for the conceptualization of the framework and enrichment of the
analysis and interpretation of data.

A. Contextualized K to 12 Learner’s Material

As the contemporary world project more challenges in the landscape of education,

students must cope with these change and challenges for them to advance in their
pursuits in life. The Matatag Curriculum has framework to mold the students
academic coping mechanisms, civic responsibilities and obligations to exercise and
practice good behavior. As of the data, there is a fluctuation of learning skills that is
an important component of the curriculum shift that certainly emphasizes the need to
simplify the previous curriculum that can boost the efficacy and attention of students.
Further, as noted in the curriculum, the Values Education Act and Good Manners and
Right Conduct (GMRC) are incorporated due to reason of character development
that is needed to prepare students in the aspect of interpersonal skill along with their
abilities and academic direction in the 21th century learning platform.
The motive for this modification Instigates from the known insufficiencies of Filipino
students in both local and distant assessments, in addition to the weight of a used
prior curricular framework (World Bank, 2021). Consequently, the restructuring
identifies the shortcomings and insufficiencies in the current educational framework
and calls for a an in-depth evaluation to determine and discuss possible solutions
available.
The purpose of the this study focuses on how educators' teaching strategies and
students’ learning processes will be affected by the MATATAG Curriculum.
Additionally, it intends to provide insights into how the curriculum will transform show
in enhancing and reinforcing outmoded classroom instruction. Furthermore, this
approach permits students to review and revisit concepts at their own pace,
promoting a personalized learning experience. For example, in San Simon High
School, the integration of technology was observed the time when students
participated in the National Learning Camp (NLC). Grade 7 and 8 participated and
highlighted that the same with Matatag Curriculum, it provides schools with chances
to device and plot more relevant and effective strategies, advancing students not
only for academic achievement but also for success in life as responsible and
competent individuals.

Estrellado’s (2023) work adds to the ongoing conversation by emphasizing the

importance of embracing a more human-centered approach to education and
acknowledging the limitations of the current educational system in the Philippines.
She argues that modifications to the curriculum should be viewed as proactive
measures to meet the evolving needs of society, rather than simply reacting to
challenges as they arise. The MATATAG agenda, she asserts, is not just a theoretical
concept, but rather a nationwide movement that carries significant implications for
the future of the Philippines.
It Is worth to note that curriculum change is a product of educational change,
focused on modifications to classroom teachings, topic content, instructional
techniques and strategies, and assessment methodologies (Lowry, 2020). Being at
the forefront of these academic changes, teachers face the obstacles of adjusting to
the ever-evolving educational gaps presented by a globally interconnected and
technologically advanced society, policymakers are encouraged to learn and
embrace new strategies that promote creativity, critical thinking, adaptability
(UNESCO, 2020).
Wood and Butt (2019) scrutinize the two-fold roles that teachers play in simplifying
curriculum change within the classroom setting and contributing to the curriculum’s
substance. Considering the role of teachers, they shape the curriculum and ensures
the effective implementation of it. Their understanding, viewpoints, experiences, and
adaptability are crucial factors in the development of any curriculum change. Hattie,
Fisher, and Frey (2019) acknowledge the evolving root of educational curricula.
According to them, curricula undergo changes over time, the efficiency of teaching
methods becomes even more decisive in adapting to and maximizing the benefits of
these reforms. Thus, it focuses on classifying teaching methods that are particularly
effective in enhancing and molding students’ leaming.
Emphasizes as a pedagogical approach centered on connecting educational content
with the real-life involvements and practices of students, Banks (2019) suggests that
such a connection can result in improved learning outcomes. Educators make
learning content more relevant and relatable by incorporating students’ actual
experiences into the curriculum, generating a deeper comprehension and
engagement Banks (2019).
B. Grade 7 Performance in Mathematics
As empirical studies have consistently shown, low achievement in mathematics at
the secondary level can often be traced to deficits in the understanding of certain
basic arithmetic concepts taught in primary school (E Moser Opitz, O Freesemann…
-Journal of learning …, 2019 ). Because of this, anxiety in Mathematics subject arise
to learners because of their incapabilities to learn the subject. Math anxiety has
always been the bottom line to the failures of the performance of our learners.
Working memory and self‐concept could be worth considering when designing
interventions aimed at helping students with Math Anxiety (Galiano, Puga, Linares,
Pelegrina 2019). Helping students learn how to control Math anxiety while in the
classroom appear more successful than intensive Math training (A Henslee, B Klein
2019). It was once thought that the math anxiety was due to social stereotypes and
tendency to report math anxiety (E Novak, JL Tassell 2020).

Another background experiences that may determine the learners’ undesirable

performance in Mathematics is their traumatic experiences with regards to the
subject. Mathematical trauma is a mental condition of students caused by
experiences that make it difficult or emotionally with Mathematics (A Faradillah, L
Febriani -2021). One experience that may lead to trauma is when a teacher scolded
a learner infront of a class that resulted to an embarrassment. The learners would
not want to study or go to school totally. Assessment exercises constitute a crucial
component of the teaching and learning process, serving the purpose of gauging the
degree to which learning objectives have been accomplished. This study aims to
assess the mathematics performance of Grade 7 learners using the 50-30-20
exercise. Specifically, this study seeks to determine the learners' pre-test and post-
test mean scores, identify significant differences between the pre-test and post-test
results, evaluate learners' exercises, and propose enhanced exercises.

The research employs a quasi-experimental design, with 40 Grade 7 learners

in the school year 2023-2024 as participants, selected through purposive non-
random sampling. Statistical data analysis involves the use of mean, standard
deviation, paired t-test, and Cohen's D effect size. Ethical considerations were
paramount, as evidenced by a letter of authorization from the school head outlining
the strict adherence to voluntary participation, informed parental consent, anonymity,
confidentiality, risk mitigation, results-sharing protocols, and the commitment to
keeping research data confidential. The data yielded a remarkable outcome: the
experimental group exhibited improvement in both the pre-test and post-test. This
result substantiates the initial objective of the study, showcasing a noteworthy and
favorable performance among the participants. Consequently, it suggests that a
majority of the participants strongly agree that the 50-30-20 exercises contribute to
enhancing their understanding and problem-solving skills, as well as their ability to
grasp mathematical concepts and improve their overall performance in mathematics.
Therefore, the 50-30-20 exercises not only facilitated students in understanding
mathematics lessons but were also aligned with the Department of Education's
development plan.
Conceptual Framework
The figure below shows the conceptualizations of the framework of the study.
It show the relationship between “K to 12 learner’s guide” as independent variable
and the pre-test and post-test scores as dependent variable.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Contextualized K to 12 Pre-test scores

Learner’s Material Post-test scores

Figure 1: The conceptual Paradigm

The conceptual paradigm as shown in figure 1 explain the study. The first box
in the left side contain K to 12 learner’s guide which is independent variable. The line
connecting the independent variable assumes the K to 12 Learner’s Material utilized
in Grade 7 section-Lara students of Glan-Padidu National High School and it also
assumes possible effects of the Pre-test and Post-test scores of the students. The
second box in the right side is the effects of K to 12 Learner’s Material
Statement of the Hypothesis
Ho: There is no significant difference between the pre-test and post-test result of
Grade 7 students.

Definitions of terms
The following terms are operationally defined according to how they are used
in this study:
K to 12 – K stands for kindergarten and 12 refers to the succeeding 12 years of
basic education.
Post-test – A test given to students after completion of an instructional program or
segment.
Pre-test – Pre-assessment is a test taken be students before a new unit to find out
what the students need more instructions on and what they may already know.
 CHAPTER III
METHODOLOGY
This chapter presents the research design, research locate subject, research
instrument, data gathering procedure and statistical treatment.
Research Design
This study utilized the descriptive design of research to gather data
concerning the contextualized K to 12 Learner’s Material in grade 7 mathematics at
Glan-Padidu National High School, which included questionnaires.
In this study, the researcher used a Descriptive Research. According to
Williams (2019), descriptive research is research design used to examine the
situation involving identification of attributes of a particular phenomenon based on an
observational basis. So, this type of research is used to describe and interpret the
data being studied based on fact that is supported by accurate theories. It means
that descriptive research is related to the condition occured at that time, used one
variable or more and then investigated in fact. Therefore, this study analyzed the
student’s difficulties in reading report text and the factors that were caused in report
text.
Research Locale
The study was conducted at Glan-Padidu National High School, Glan
Sarangani Province. The school is located at the right side of National Highway
going to Poblacion, Glan, Sarangani Province. This school is 250 meters away from
the National Highway.
Research Subject
The research study involved 30 grade 7 students who were enrolled at Glan -
Padidu National High School during the School Year 2024 - 2025. There were five
sections in this grade level.
When selecting research subjects, the following guidelines and criteria were
often considered. First, the researcher used Random Sampling, which involved
selecting randomly from the target population to ensure that each member had an
equal chance of being included. It helped in reducing bias and obtaining a
representative sample. Second, informed consent was obtained. The respondents
had to be fully informed about the purpose, procedures, risks, and benefits of the
research before they agreed to participate. The purpose of informed consent was to
protect the rights and welfare of research respondents by ensuring that they were
agreeing to and that they had the opportunity to make an informed decision about
whether or not to participate. Lastly, confidentiality and anonymity were maintained
to ensure that respondents' identities and responses were kept confidential.
Anonymity meant that respondents could not be identified at all, while confidentiality
meant that their identities were protected and only accessible to authorized
researchers. This encouraged honest and open responses.

Research instrument
The instruments that were used in this study were a teacher-made test. A
semi-detailed lesson plan was used as a tool in contextualizing the K to 12 Learner's
Material for Grade 7 mathematics. The instrument was administered for the pre-test
and post-test. It contained 20 items that were validated with the help of the research
adviser.

Data Gathering Procedure

A letter was prepared by the researchers and duly noted by their
research adviser. This letter was addressed to the SHS - OIC of Glan -
Padidu National High School asking permission to conduct the research.
The researchers used Random Sampling, which involved selecting
randomly from the target population to ensure that each member had an
equal chance of being included. It helped in reducing bias and obtaining a
representative sample.

After doing the random sampling, the researchers personally

administered the distribution of questionnaires with the assistance of the
respective adviser. During the actual distribution, the researchers gave a
brief orientation to the respondents in order to obtain accurate answers
and to fully understand the purpose of the research. After the brief
orientation, the respondents were given 5 minutes to answer the pre -
test.

The retrieval of the questionnaire was done right after the

respondent answered all the items or questions. The responses were
scored, tallied, and tabulated for statistical analysis.

Statistical Treatment
The researchers used the t - test to determine the significant
difference between the pretest and the post - test scores of Grade 7
students.
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with presentation, analysis, and interpretation of the data
gathered in this study. The various results are presented in the succeeding tables
with corresponding discussions and explanations. It also answers specific problems
stated in the previous chapter.

Table 1

The Pre-test Result

Table 1. Shows the pre-test results of the Grade 7 Mathematics. The highest score
is 8 and the lowest score is 0. The grade 7 score results are low as indicated by the
mean 4.17. this further implies that majority of the respondents got a low score.

Table 2

The Post-test Result

Table 2. Shows the post-test results of the Grade 7 Mathematics. The highest score
is 13 and the lowest score is 4. This implies that the Grade 7 Mathematics scores
are improved as indicated by the mean 6.17. This further implies that there are
improvements in Grade 7 Mathematics scores.

Table 3.

The student’s Mean Pre-test and Post-test scores and the computed t-value of
the Grade 7 Mathematics.

Pre-test and Post-test Interpretation Remark

P-value
0.00 Significant

Table 3. The significance between the Pre-test and Post-test of the Grade 7
Mathematics after introducing the Contextualized Learner’s Material in teaching
measurements. The P-value was obtained 0.00. The scores of the Grade 7
Mathematics significantly improved after their exposure of the Contextualized K to 12
Learner’s Material.

The statement of hypothesis stating that there is no significant difference

between the Pre-test results of the Grade 7 Mathematics before and after the
exposed of Contextualized K to 12 Learner’s Material in teaching measurement at
Glan-Padidu National High School (GPNHS) is rejected. Hence, there is a significant
difference the Pre-test and Post-test results of the Grade 7 Mathematics.
 CHAPTER V

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of the study, findings, conclusions and
some suggestions.

Summary

The researchers attempted to find out significant difference between pre-test

and post-test results of Grade 7 Mathematics in Glan-Padidu National High School.

Specially, this study sought to answers the following questions:

1. What are the pre-test scores of Grade 7 students?

2. What are the post-test score of Grade 7 students?
3. Is there any significant difference between pre-test and post-test results of Grade
7 students?

The sources of data are from the Pre-test and Post-test result of Grade 7
students.

Summary of the findings

Based on the results, this study revealed the following summary of the
findings:
  The pre-test results of Grade 7 students in Mathematics are low as justified by
the value of mean which is 4.17.

 The post-test results of the Grade 7 students in Mathematics are improved as

justified by the value of mean which is 6.17.

 As indicated by the t-test, the post-test is greater than the pre-test of 2.00.
There is a significant difference between the pre-test and post-test results of
the Grade 7 Mathematics.

Conclusion

Based on the summary of the findings, this study found out that the results of
the post-test are improved. Even the improvements are not high, but still it helps the
students. Thus, the new curriculum, Matatag, used by the teachers is a good
instructional tool in teaching measurement.
Recommendations

Based on the conclusions of this study, the following recommendations are

formulated.

 Since the curriculum has been changed with Matatag and some content of the
book have been changed, teachers must find ways that their teachings force
could exposed to contextualized K to 12 Learner's Material.

 Teachers must encourage themselves to find more ways to make the

environment of the classroom become alive and meaningful.

 Teachers should make attractive learner's Material in order to sustain the

learning of the students.

 Further studies must be conducted to verify a further related result.

 References
Brewster, B. J., & Miller, T. (2023). Reflections on mathematics ability, anxiety,
and interventions. International Electronic Journal of Mathematics Education, 18(2),
em0729. https://doi.org/10.29333/iejme/12886
Brown, G. T. L. (2008). Conceptions of assessment: Understanding what
assessment means to teachers and students. Nova Science Publishers.

Cerbito, J. S. (2023). Enhancing learners’ mathematical performance

through Mathscore. IOSR Journal of Mathematics, 19(1), 22–29.
https://doi.org/10.9790/5728-1901022229

Hoyte, J. (2013). Mathematics: Going beyond the academic

discipline (Master’s thesis). FIU Electronic Theses and Dissertations.
https://digitalcommons.fiu.edu/cgi/viewcontent.cgi?
article=1171&context=sferc

Menéndez, I. Y. C., Napa, M. A. C., Moreira, M. L. M., & et al. (2019).

The importance of formative assessment in the learning-teaching process.
International Journal of Social Sciences and Humanities, 3(2), 238–249.
https://doi.org/10.11648/j.ijssh.20190302.16

National Research Council. (1993). Measuring what counts: A

conceptual guide for mathematics assessment. The National Academies
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Naval, M., Alpe, J., & Delos Reyes, K. (2019). The relationship of Mathscore
program and first semester mathematical skills of selected Grade 8 students. SCHA
Library. The Organisation for Economic Co-operation and Development. (OECD).
(2019). Program for International Student Assessment (PISA): Results from PISA
2018. Retrieved November 25, 2023, from https://www.oecd.org/pisa/publications/
 Trinidad, J. E. (2020). Material resources, school climate, and achievement
variations in the Philippines: Insights from PISA 2018. International Journal of
Educational Development, 75, 102174.
https://doi.org/10.1016/j.ijedudev.2020.102174

Republic of the Philippines

Region XII
Department of Education

Division of Sarangani
Glan-Padidu National High School
Glan Padidu, Glan, Sarangani Province

School Year 2024-2025

___________________________________________________________________
October 09, 2024

April Eve A. Salvacion

SHS Department Head-OIC
Glan-Padidu NHS
Glan Padidu, Glan, Sarangani Province

Ma'am:
The undersigned are Senior High School 12- Payunan (HUMSS)
students of Glan-Padidu National High School, and currently on research
writing entitled: "Contextualized K to 12 Learner's Materials in Grade 7
Mathematics at Glan-Padidu National High School", a partial fulfillment of
the requirements in Practical Research 2. This will be a great contribute to
us attaining and completing this course.
The undersigned is looking forward for the approval of the request.
Thank you and May God blessed you always.

Respectfully yours,
 Ansan, Samantha Kristina
M.
Bansalao, Lady Heart
Dapedran, Queenie May C.
Murang, Angel Kris T.
Soy, Gellian E.
Tongkong, Jomalene M.

Noted by:

Shiloh Jezzeryl Q. Embajador

Research Adviser

Approved by:

April Eve A. Salvacion

SHS Department Head-OIC

Republic of the Philippines

Region XII
Department of Education

Division of Sarangani
Glan-Padidu National High School
Glan Padidu, Glan, Sarangani Province

School Year 2024-2025

___________________________________________________________________
October 09, 2024
Good day!

We, the undersigned Senior High School 12-Payunan (HUMSS) students of

Glan-Padidu National High School, are conducting a quantitative research study
titled: "Contextualized Learner's Materials in Grade 7 Mathematics at Glan-Padidu
National High School." This research is a partial fulfillment of the requirements for
Practical Research 2.
Our study aims to gather data on the effectiveness of contextualized learning
materials in Grade 7 Mathematics. To achieve this, we kindly request your
participation in our research by completing a survey questionnaires.
Your responses will be kept confidential and used solely for the purpose of
this research. We believe your insights will be invaluable in contributing to the
success of our study.
Thank you for your time and cooperation.

Respectfully yours,
 Ansan, Samantha Kristina M.
Bansalao, Lady Heart
Dapedran, Queenie May C.
Murang, Angel Kris T.
Soy, Gellian E.
Tongkong, Jomalene M.

Noted by:
Shiloh Jezzeryl Q. Embajador
Research Adviser

Approved by:

April Eve A. Salvacion

SHS Department Head-OIC
APPENDIX C
SURVEY QUESTIONNAIRES
Grade 7 Mathematics Pre—test (1st Quarter)

Name (Optional):
_________________________________________________________________________
School:
___________________________________________________________________________
__________
Age:
___________________________________________________________________________
_____________
Gender:
___________________________________________________________________________
_________

General Instructions: Encircle the correct answer on the answer sheet provided.
Ensure you encircle only one option per question.

1. How many sides and angles does a regular hexagon have?

A) 90°
B) 108°
C) 120°
D) 135°

2. When drawing a regular polygon with 8 sides, which of the following statements is
true about the interior and exterior angles?
A) Each interior angle is 135°, and each exterior angle is 45°.
B) Each interior angle is 135°, and each exterior angle is 90°.
C) Each interior angle is 135°, and each exterior angle is 180°.
D) Each interior angle is 135°, and each exterior angle is 72°.

3. If two angles are complementary, what is the sum of their measures, and how
does this relate to their individual measures?
A) The sum of their measures is 180°, and each angle is 90°.
B) The sum of their measures is 90°, and each angle is 45°.
C) The sum of their measures is 90°, and each angle adds up to 90° with the other.
D) The sum of their measures is 180°, and each angle adds up to 90° with the other.

4. Which of the following polygons is a regular, convex polygon with 6 sides?

A) A hexagon with sides of varying lengths and angles
B) A hexagon where each side is 5 cm long and each interior angle is 120°.
C) A hexagon with one interior angle measuring 190°
D) A pentagon with all sides and angles equal

5. If the exterior angle of a regular polygon measures 150°, what is the measure of
its adjacent interior angle?
A) 60°
B) 90°
C) 120°
D) 30°

6. What is the measure of each interior angle in a regular polygon with 10 sides?
A) 90°
B) 108°
C) 120°
D) 135°

7. A store's revenue decreased from P5000 to P3750. What was the percentage
decrease in the store’s revenue?
A) 25%
B) 30%
C) 35%
D) 40%
8. A pair of shoes originally costs P120. During a sale, the store offers a 15%
discount on the shoes. How much will the shoes cost after the discount?
A) P90
B) P102
C) P108
D) P105

9. When drawing a polygon with 6 sides, which of the following statements

accurately describes the difference between a regular hexagon and an irregular
hexagon?
A) Regular: different sides/angles; Irregular: equal sides/angles.
B) Regular: equal sides/angles; Irregular: different sides/angles.
C) Regular: one pair equal; Irregular: equal sides/angles.
D) Both: equal sides, different angles.

10. You are given a protractor and ruler to draw a polygon with each interior angle
measuring 135°. Which of the following polygons could you draw?
A) Regular Pentagon
B) Regular Hexagon
C) Regular Octagon
D) Regular Decagon

11. You are given a polygon where each interior angle measures 150°. Which of the
following can you conclude about this polygon?
A) It is a regular hexagon.
B) It is a regular decagon.
C) It is a regular octagon.
D) It is a regular pentagon.

12. If two lines are cut by a transversal and one of the interior angles on the same
side of the transversal measures 110°, what is the measure of the adjacent interior
angle on the same side of the transversal?
A) 70°
B) 110°
C) 180°
D) 75°

13. You are given a polygon with 8 sides, where not all sides and angles are equal,
and it has at least one interior angle greater than 180°. How would you classify this
polygon? A) Regular Octagon
B) Irregular Octagon
C) Regular Hexagon
D) Irregular Pentagon
14. A polygon has an exterior angle measuring 40. What is the measure of the
adjacent interior angle, and what type of polygon could this be if all exterior angles
are equal?
A) 140°; Regular Pentagon
B) 140°; Regular Decagon
C) 50°; Regular Pentagon
D) 50°; Regular Hexagon

15. A regular polygon has each interior angle measuring 120°. How many sides does
this polygon have?
A) 6
B) 8
C) 10
D) 12

16. A company’s revenue increased from P45,000 to P60,000 over a year. What was
the percentage increase in the company's revenue?
A) 25%
B) 33.33%
C) 50%
D) 66.67%

17. A laptop is priced at P800. If a sales tax of 8% is applied, what is the total cost of
the laptop including tax?
A) P864
B) P880
C) P816
D) P850

18. You invest P1,200 in a savings account with a simple interest rate of 5% per
year. After 3 years, how much interest will you have earned?
A) P180
B) P240
C) P300
D) P360

19. You have been given a set of polygons to analyze. One of the polygons is a
regular octagon with all sides measuring 7 cm and each interior angle measuring
135°. Another polygon is an irregular octagon with side lengths of 6 cm, 7 cm, 8 cm,
and 9 cm, and various interior angles. If you need to calculate the sum of the interior
angles for each polygon, which of the following is correct?
A) The sum of the interior angles for both the regular and irregular octagon is the
same, totaling 1080°.
B) The sum of the interior angles for the regular octagon is 720°, while for the
irregular octagon it is 1080°.
C) The sum of the interior angles for the irregular octagon is 720°, while for the
regular octagon it is 1080°.
D) The sum of the interior angles for both the regular and irregular octagon is
different, with the regular octagon totaling 720° and the irregular octagon totaling
360°.

20. In a triangle, one of the interior angle measures 50°, and another angle
measures 60°. Based on the properties of triangles, which of the following
statements accurately describes the relationship between these angles and the third
angle?
A) The third angle must be 70°, and the angles are complementary.
B) The third angle must be 70°, and the angles are supplementary.
C) The third angle can be any measure as long as it is less than 50°.
D) The third angle must be 130°, and the angles are supplementary.

APPENDIX D

SURVEY QUESTIONNAIRES
Grade 7 Mathematics Post-test (1 Quarter)

Name (Optional):
________________________________________________________________________
School:
___________________________________________________________________________
_________
Age: _____________________________________________________________________
__________________
Gender:
___________________________________________________________________________
________
General Instructions: Encircle the correct answer on the answer sheet provided.
Ensure you encircle only one option per question.

1.If two lines are cut by a transversal and one of the interior angles on the same side
of the transversal measures 110 deg what is the measure of the adjacent interior
angle on the same side of the transversal?
A) 70°
B) 110°
C.)180°
D) 75°

2. You are given a polygon with 8 sides, where not all sides and angles are equal,
and it has at least one interior angle greater than 180° How would you classify this
polygon?
A.) Regular Octagon
B) Irregular Octagon D)
C) Regular Hexagon
D) Irregular Pentagon

3. A polygon has an exterior angle measuring 40. What is the measure of the
adjacent interior angle, and what type of polygon could this be if all exterior angles
are equal?
A) 140°; Regular Pentagon
B) 140°; Regular Decagon
C) 50°; Regular Pentagon
D) 50°; Regular Hexagon

4. A regular polygon has each interior angle measuring 120 deg How many sides
does this polygon have?
A) 6
B) 8
C) 10
D)12

5. If the exterior angle of a regular polygon measures 150 deg what is the measure
of its adjacent interior angle?
A) 60°
B)90°
C) 120°
D) 30°

6. What is the measure of each interior angle in a regular polygon with 120 deg 10
sides?
A) 90 °
B) 108 °
C)120°
D) 135°

7. Which of the following polygons is a regular, convex polygon sides?

A) A hexagon with sides of varying lengths and angles
B) A hexagon where each side is 5 cm long and each interior angle is 120°
C) A hexagon with one interior angle measuring 190°
D) A pentagon with all sides and angles equal

8. A company's revenue increased from P45,000 to P60,000 over a year. What was
the percentage Increase in the company's revenue?
A)25%
B) 33.33%
C) 50%
D) 66.67%

9. When drawing a polygon with 6 sides, which of the following statements

accurately describes the difference between a regular hexagon and an irregular
hexagon?
A) Regular: different sides/angles; Irregular; equal sides/angles.
B) Regular: equal sides/angles; Irregular: different sides/angles.
C) Regular: one pair equal; Irregular: equal sides/angles.
D) Both: equal sides, different angles.

10. You invest P1,200 in a savings account with a simple interest rate of 5% per
year. After 3 ars years, how much interest will you have earned?
A) P180
B) P240
C) P300
D) P360

11. You have been given a set of polygons to analyze. One of the polygons is a
regular octagon with all sides measuring 7 cm and each interior angle measuring
135°. Another polygon is an irregular octagon with side lengths of 6 cm, 7 cm, 8 cm,
and 9 cm, and various interior angles. If you need to calculate the sum of the interior
angles for each polygon, which of the following is correct?

A) The sun of the interior angles for both the regular and irregular octagon is the
same, totaling 1080°.
B) The sum of the interior angles for the regular octagon is 720° while for the
irregular octagon it is 1080°.
C) The sum of the interior angles for the irregular octagon is 720° while for the
regular octagon it is 1080°.
D)The sum of the interior angles for both the regular and irregular octagon is
different, with the regular octagon totaling 720° and the irregular octagon totaling
360°

12. In a triangle, one of the interior angle measures 50°, and another angle
measures 60°. Based on the properties of triangles, which of the following
statements accurately describes the relationship between these angles and the third
angle?
A) The third angle must be 70°, and the angles are complementary.
B) The third angle must be 70°, and the angles are supplementary.
C) The third angle can be any measure as long as it is less than 50°.
D) The third angle must be 130°, and the angles are supplementary.

13. When drawing a regular polygon with 8 sides, which of the following statements
is true about the interior and exterior angles?
A) Each interior angle is 135°, and each exterior angle is 45°.
B) Each interior angle is 135°, and each exterior angle is 90°.
C) Each interior angle is 135°, and each exterior angle is 180°.
D) Each interior angle is 135°, and each exterior angle is 72°.

14) If two angles are complementary, what is the sum of their measures, and how
does this relate to-their individual measures?
A) The sum of their measures is 180°, and each angle is 90°.
B) The sum of their measures is 90°, and each angle is 45°.
C) The sum of their measures is 90°, and each angle adds up to 90° with the other.
D) The sum of their measures is 180°, and each angle adds up to 90° with the other.

15 A store's revenue decreased from P5000 to P3750. What was the percentage
decrease in the store's revenue?
A) 25%
B) 30%
C) 35%
D) 40%
16 A pair of shoes originally costs P120. During a sale, the store offers a 15%
discount on the shoes. How will the shoes cost after the discount?
A) P90
B) P102
C) P108
D) P105
 17. A laptop is priced at P800. If a sales tax of 8% is applied, what is the total cost of
the laptop including tax?
A) P864
B) P880
C) P816
D) P850

18. You are given a protractor and ruler to draw a polygon with each interior angle
measuring 135°. Which of the following polygons could you draw?
A) Regular Pentagon
B) Regular Hexagon
C) Regular Octagon
D) Regular Decagon

19. You are given a polygon where each interior angle measures 150°. Which of the
following can you conclude about this polygon?
A) It is a regular hexagon.
B) It is a regular octagon.
C) It is a regular decagon.
D) It is a regular pentagon.

20. How many sides and angles does a regular hexagon have?
A) 90°
B) 108°
C) 120°
D) 135°

APPENDIX E
Documentary during the distribution of Pre-test and Post-test