International Journal For Multidisciplinary Research

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DEVELOPMENT, VALIDATION AND PERCEIVED EFFECTIVENESS OF CONTEXTUALIZED READING MATERIAL FOR MULTIGRADE ENGLISH CLASS

Author(s) BERNADETTE U ACLIN
Country Philippines
Abstract This study aimed to develop, validate, and evaluate the perceived effectiveness of contextualized reading materials for the multigrade English classroom at Cagandungan West Elementary School, Luna, Apayao for the School Year 2024–2025. Guided by the Research and Development (R&D) framework and the ADDIE model, the study focused on two Most Essential Learning Competencies (MELCs) for Grades 5 and 6: examining images that present particular viewpoints, and making connections between viewed information and personal experiences. The resulting instructional output, titled Development, Validation and Perceived Effectiveness of Contextualized Reading Materials for Multigrade English Class was designed to reflect learners’ cultural background, local environment, and real-life experiences.
The materials underwent expert validation using the Department of Education Evaluation Rating Sheet for Print Resources. Results showed very satisfactory ratings across all indicators: Content (4.32), Face Validity (4.72), Presentation and Organization (4.85), and Accuracy and Up-to-Datedness of Information (4.88), confirming the materials’ appropriateness for classroom implementation.
A thematic analysis of teacher feedback identified four core elements that contributed to the effectiveness of the materials: cultural and community relevance, values formation and character development, environmental consciousness, and problem-solving and social responsibility. Additionally, four key factors were found to influence effectiveness across different grade levels—relevance to learners’ experiences, adaptability to proficiency levels, teacher scaffolding, and student motivation.
The study concludes that well-designed, culturally responsive, and pedagogically sound reading materials such as Contextualized Reading Materials significantly enhance learner engagement and reading comprehension in multigrade settings. These findings support the integration of localized content in literacy instruction as a strategy for addressing diverse learning needs.
Keywords contextualized reading, multigrade education, reading comprehension, literacy intervention, Minimum Essential Learning Competencies
Field Sociology > Education
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-05-27
DOI https://doi.org/10.36948/ijfmr.2025.v07i03.46038
Short DOI https://doi.org/g9mn6k
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