Education
Volume: 110 , Issue: 1 , October Published Date: 11 October 2022
Publisher Name: IJRP
Views: 631 , Download: 794 , Pages: 537 - 554
DOI: 10.47119/IJRP10011011020223962
Publisher Name: IJRP
Views: 631 , Download: 794 , Pages: 537 - 554
DOI: 10.47119/IJRP10011011020223962
Authors
| # | Author Name |
|---|---|
| 1 | Gregoria B. Gutierrez |
| 2 | Elymar A. Pascual |
Abstract
Ever since the promulgation of the Enhanced Basic Education Act (R.A. 10533), the curriculum in Philippine setting has always been emphasizing the localization and contextualization of teaching (Section 5.d.). Lots of studies have been done to realize this mandate into different localities but none yet in DepEd Nagcarlan. This study focused on laying down the foundation for localized and contextualized teaching in Nagcarlan, Laguna, Philippines. Seven master teachers responded to the call of being the participants for this qualitative research. Nagcarlan profiles were inquired of them, plus the localization and contextualization strategy that can be implemented based on the five main aspects (Filipino values, sources of income and business establishment, tradition and beliefs, products and specialties, and current issues and other pertinent data). Seven themes turned into foundations were developed: (1) Nagcarlan values family, eternal debt of gratitude, social acceptance, social mobility, benefactor-hero complex and closeness to God (2) Farming, commodity stores, bakeries, resorts, restaurants, nature tours and transportation services are the primary sources of income (3) Beliefs and traditions hold Nagcarleňos together as history unfolds, festivities continue to be celebrated, and virtues are handed down to present generation (4) Highlands produce crops and vegetables while lowlands produce bakes, pastries and candies (5) Nagcarlan, having a growing economy has positive reports in demographics and poverty index, but unavoidably has problems to watch for as part of advancement (6) Localization in teaching can be realized by replacing distant materials or concepts to the ones available in the immediate environment and (7) Contextualization in teaching can be realized by designing activities that meets the needed requirement of the curriculum while using the issues, needs and concerns of the Nagcarleňos. Recommendations to teachers, school heads, higher officials, and future researchers were laid down at the end of the study.