Abstract
This systematic review examines the use of contextualized instructional materials in Philippine education and their implications for student learning across various subject areas and regions. Analyzing seven data-driven analyses with other methodologies, such as quasi-experimental design, action research, and meta-analysis. The review emphasizes the reliability of the use of contextualized instructional materials (CIMs) in enhancing students’ knowledge, comprehension, participation, and academic performance. The findings indicate that the students can learn more if the lessons are designed to relate to their culture, local context, and, most importantly, their real-life examples, and this can lead to better knowledge retention, motivation, and a deeper understanding of different subject areas. Despite all the benefits, there are still challenges that need to be addressed, such as a lack of teacher training and a lack of contextualized materials to use, and these gaps remain unresolved in the literature. The study highlights the role of teachers in collaboration with the parents and other stakeholders in creating relatable and contextualized instructional materials. Furthermore, this study supports the vision of the DepEd to have learner-centered teaching and inclusive education that outlines Sustainable Development Goal 4 (Quality Education). Overall, this study advocates for systemic support and recommends collaborative efforts with the parents, teachers, community, and school to create more relevant, inclusive, and teacher-centered lessons through contextualization.
