This thesis examines the contextualization of self-learning modules in Music, Arts, Physical Education, and Health (MAPEH) in the Key Stage 1(Grade 1-3) of the Department of Education, Division of Bohol. At the onset of the COVID-19 pandemic, distance modular learning was the alternative mode of instructional delivery.  It was manifested that learners encountered difficulties in understanding the learning materials formulated by the central office. The self-learning modules contained concepts and examples which are not familiar to pupils. To address the need, teachers from Division of Bohol initiated the contextualization of the content in the modules to make it more engaging and meaningful to the learners. This urged the researcher to examine processes and challenges encountered by the selected teacher-writers who were assigned to produce the said learning materials. This study utilizes a researcher-made structured interview schedule to gather data and these were analyzed carefully through thematic analysis. Findings revealed that the research participants engaged in capability building activities as preparations for the processes in contextualization of self-learning modules which were based on the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model of instructional material production. These learning modules were checked for quality assurance. Moreover, several challenges in accomplishing these tasks were encountered such as limited resources, time, and external factors that affected the processes of production.

contextualization

self-learning modules

music

arts

physical education

health