Effect of Contextualized Learning Activity Sheets on the Mastery and Learning Experiences of Grade 10 Music Students

Abstract

This study evaluates the effectiveness of a Contextualized Learning Resource-Learning Activity Sheet (LAS) in enhancing the mastery level of Grade 10 learners in Music at Bagabag National High School during the 2025-2026 school year. Despite the mandates of Republic Act 10533 to localize and indigenize the curriculum, recent assessments identified the competency of relating 20th-century music to other art forms as one of the least mastered. The primary objective was to determine if contextualized materials significantly improve student performance and to explore the learners' experiences using this intervention. The study employed quasi-experimental design with embedded qualitative components comparing the performance of learners exposed to contextualized LAS and those using standard Self-Learning Modules, while also capturing students’ learning experiences. Results showed a statistically significant improvement in the experimental group, whereas the control group exhibited no meaningful gain. Qualitative insights further revealed that contextualized materials enhanced engagement, relatability, and conceptual understanding. These findings highlight that contextualization is a critical pedagogical strategy for addressing learning gaps and deepening comprehension. Beyond improving test performance, it fosters meaningful connections between content and learners’ lived experiences. The study implies that schools should move beyond generic modules by institutionalizing contextualized LAS and strengthening teacher capacity in culturally responsive instructional design to achieve sustained and authentic learning outcomes.