The Importance Of Contextualized Teaching And Learning

Learning theories are diversified in scope but relate closely to contextualized teaching and learning. Another type of learning theory which gives highlight on contextualized teaching and learning is Motivation Theory. According to Biehler and Snowman (as cited in Brennen, 2016), to enhance the students’ interest, the school should find a way to motivate the students. To motivate the students, the teacher should give an interesting problem as the basis of instruction (Hannum, 2015). According to Kelemen (2014), the reasons that make the child to come to school, are divided into two main groups: (1) Extrinsic motivation-when the student falls into school discipline without a direct interest in what is taught, but to receive, directly or

Decontextualized instruction may be difficult for students to relate with because they do not have an understanding of how the material may be useful and meaningful, thereby failing to engage with the material or increase intrinsic motivation. According to Balas (2014), some families exaggerate pretending that their children must be necessarily among winners. Exaggeration of this kind can lead to a negative attitude of competition and hostility towards rivals. It is accurate to stimulate race with itself the desire to achieve better results increasingly without looking with envy at the performance of

(2) DepEd validation instrument for Print supplementary materials. This instrument is composed of evaluation sheet and the indicators of the factors given. Also, this instrument shows the area of the coursework to be validated and the minimum score that the instrument must attain to pass the validation process. (3) DepEd order no. 51, s. 2014: This memorandum refers to the guidelines in the conduct of activities and use of materials involving aspects of indigenous peoples