Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presented the background of the study, theoretical

framework, statement of the problem, hypothesis, scope and delimitations,

conceptual framework, significance of the study, and definition of terms.

Introduction

Localized materials are the different materials used to be able

to make a visual aid. When localized materials are used as a way of

teaching it can also be another way of how students can be entertained

while they learn something about a particular topic. It is also a way to

see how creative person can be in terms of how they prepared and

showed the work towards the students or learners. Castillo (2019)

defined localized material as the “freedom for schools or local

education authorities to adapt this curriculum to local conditions,” and

relating the content curriculum and the processes of teaching and

learning to the local environment. On the other hand, eukaryotic cell,

are organisms whose cells have a nucleus. All animals, plants, fungi, and

many unicellular organisms, are Eukaryotes. They belong to the group

of organisms Eukaryota or Eukarya, which is one of the three domains

of life. Bacteria and Archaea (both prokaryotes) make up the other

two domains. The use of localized material in teaching eukaryotic cell

could be more efficient to students because they are seeing an actual

model or image of it making them easily understand what is

eukaryotic cell, what are the parts of eukaryotic cell and the purpose

of it.

The reason the researchers undertook this investigation was because

they had seen that certain students have trouble comprehending eukaryotic

cells specifically Plant Cells. The main problem that the researchers saw was

that there were students having trouble comprehending the topic—which is

all about eukaryotic cells specifically Plant cell—without a clear vision of what

the image looks like, leading them to be unable to learn to their fullest

potential. This is one of the reasons why the students didn't clearly

understand the topic especially the grade 11 Science, Technology,

Engineering, and Mathematics (STEM) students.

In connection, the researchers conducted this study since they wanted

to find a solution for the issue. With this study, the researchers knew and

proved that the localized materials were really effective in understanding

Eukaryotic Cells when they prepared a localized material that showed a

realistic image of eukaryotic cells and discussed the parts with the grade 11-

STEM students.

This study helped contribute more knowledge towards the

learners and give teachers ideas on how to teach the learners in an

entertaining way. With the use of localized materials, it helped them to easily

understand the parts of the Eukaryotic cells. The learners were entertained in

studying and identifying the parts of it. The students understand the concept

2
in an easier manner. It enhanced the capacity and ability of students to

understand the lesson more.

Theoretical Framework of the Study

Dimacali (2018) asserted in her study on the creation of

localized material, that localization is the freedom of schools to build

their curriculum based on the demands of the community . Sorcar,

Strauber, Loyalka, Kumar, and Goldman (2017) demonstrats in their

research findings that using localized material can enhance the learning

of the students. The use localized materials in teaching result in the

following: 1. high levels of student performance, 2. Simple to comprehend the

subject, 3. It's an invention that enables meeting learning requirements and

may also promote professional advancement, 4. Improves the creativity of

the teacher and the learner. The concept of localized materials has

been helpful as it helped the most students to excel in specific subject

or topic when there is the presence of localized materials as it also

entertained the learners and a better way to easily understand what is

eukaryotic cell.

Buckley (2020) stated that one of the two types of cells is a

eukaryotic cell. Organisms that are based on the eukaryotic cell are

called “eukaryotes” and includes plants, animals, fungi, and

protists.Organelles that are membrane-bound in eukaryotic cells include the

nucleus, mitochondria, and endoplasmic reticulum. Dimacali (2018) stated

that localized materials provide knowledge on what the current happening

3
or status about a certain topic being discussed, second since it’s more

specific and it’s very closely related to the students on aggressive mind

to really learn more about it since it became familiar with them. S.

Garg, W.F. Martin, in Encyclopedia of Evolutionary Biology (2016) said that

Endosymbiotic theory refers to a group of theories that contend that different

eukaryotic cell organelles are descended from endosymbionts, where an

endosymbiont is a microbial cell that has established a stable residence inside

another microbial cell (a host). Endosymbiotic theory states that some

eukaryotic cell organelles, such mitochondria and plastids, descended from

prokaryotes that were free to move around. Despite these overarching

evolutionary theories, it is abundantly obvious from the data at hand that

endosymbioses have significantly influenced the development of the planet’s

biosphere. The first eukaryotic cell was able to form thanks to the

mitochondrial endosymbiosis, which also enabled a significant rise in the

complexity of the eukaryotic world through the development of

multicellularity, appears to have played a key role in this process (Andrzej

BodyłPaweł MackiewiczJakub Ciesála, in Reference Module in Life Sciences,

2017).

Fairbanks (2021) said that learning theories are important

because humans have a natural need for knowledge. As a result, many

academics, psychologists, and thought leaders have made a profession out of

researching learning theories .The first step in improving the learning process

is to have a solid understanding of how individuals learn. Because of this,

teacher colleges and programs for aspiring educators devote a lot of time to

4
teaching prospective teachers about human development and various learning

theories. All educators must have a solid understanding of how people

learned, and more especially, how a child learns and grows intellectually, in

order to be the most successful teachers possible. Cherry (2022) said that all

behaviors are learned by conditioning, and conditioning takes place through

contact with the environment. Environmental cues are said to affect human

conduct, according to behaviorists.This school of thought, also known as

behavioral psychology, holds that behavior can be studied methodically and

objectively regardless of one’s internal mental states. Behavioral theory also

contends that only objectively observable behavior should be studied because

cognition, emotions, and mood are far too subjective. There are two types of

behaviorism as defined by Cherry, methodological behaviorism, only

observable behavior should be studied scientifically and that the

understanding of behavior is not enhanced by mental states or cognitive

functions. The second one is radical behaviorism, that is based on the idea

that behavior can be understood by examining a person’s history, present,

and reinforcements within those environments, which can either favorably or

adversely influence conduct.

By providing these pedagogies, it enriches the students’

cognitive, affective, and psychomotor domains. Also in this approach

the different disciplines in science like life, chemistry, physics, and

earth have been incorporated in every lives (Montebon, 2014). A

study done by Manuel that was published in 2019 said that

contextualization and localization of science lessons may be employed

5
by educators to enhance the academic performances of He added

that they may embrace and commit their time to be creative, forward

– looking, and adapt in using available resources within the community,

construct real life experiences of learners, and become adaptive in

their chosen careers as prescribed by the K to 12 programs.

Statement of the Problem

This study aimed to know the effect of integrating localized materials

towards the understanding of eukaryotic cells of the students of Sindangan

National High School, particularly from STEM 11.

Specifically, this study aimed to answer the following questions:

1. What is the level of perception of the students?

2. What is the level of effectiveness of integrating localized materials

towards the understanding of eukaryotic cells in terms of :

2.1 Pretest

2.2 Posttest with intervention

3. Is there a significant difference in the pretest and posttest scores?

4. Is there a significant relationship in the perception towards the

localized materials and scores in the assessment?

Hypotheses

Hypothesis is usually considered as the principal instrument in

research, the formulation of hypothesis or preposition as to the possible

answers to the research questions is an important steps in the process of

6
formulation of the research problem (Priya, J.,2023). There are two null

hypotheses that facilitate the findings of this research study, the null

hypotheses 1 and 2.

Ho1: There is no significant difference in the pretest and posttest scores.

Ho2: There is no significant relationship in the perception towards the

localized materials and scores in the assessment.

Scope and Delimitation of the study

This study is focused on integrating localized materials and its efficiency

in understanding of eukaryotic cells. Senior high school were delimited to

Grade 11 students, specifically STEM 11-Pythagoras. This study used

purposive sampling. The respondents were limited to those who have taken

General Biology I. The data were collected during the designated sampling

schedule through pretesting, intervention, and posttesting using the localized

materials. This study was conducted at the Senior High School Building of

Sindangan National High School located at Dapaon, Sindangan, Zamboanga

del Norte, within the school year 2022-2023.

Conceptual Framework of the Study

The study's input-process-output model is shown in Figure 1.This

framework was used to demonstrate the method of using localized materials

in understanding Eukaryotic Cells. A systematic methodology called IPO was

used to record and visualize all the inputs, outputs,and process stages needed

to convert inputs into ouputs. It is sometimes referred to as both an IPO

model and IPO diagram, which both refer to the method’s intended visual

7
aspect ( Feldman, 2018). The IPO model supplied the broad framework and

the direction of the investigation, the researchers came up with the following

model by basing the study’s variables on the IPO model.

Input Process Output

Use Analysis of data

through: Efficiency in
Localized understanding
Materials Pretest and Eukaryotic cells
Posttest

Figure 1. Conceptual Framework of the Study

Significance of the study

This research determined the effects of integrating localized materials

its efficiency in understanding of Eukaryotic cells to the Senior High Students,

specifically STEM 11 students of Sindangan National High School.

Specifically, the results of the study were beneficial to the following:

Students. The used of this strategy in the teaching and learning process

surely attracted the students' attention to study, and they easily understood

not just the eukaryotic cells but also other topics.

Teachers. The collected data/findings of this study assisted the teachers to

identify what methods/materials would be best to use in understanding

eukaryotic cells and to enable them to provide a quality education to their

students.

8
Parents. The result of the study helped the parents of the respondents feel

secured because integrating localized materials will help their children

understand easily not just the Eukaryotic cells.

Future Researchers. This study would serve as a guide and a useful

reference for future researchers that might conduct any related study.

Definition of Terms

The following were the major terms used in the study. The following

terms were defined operationally.

Four-point Likert Scale. It is used to assess the views of students

regarding Integrating Localized Materials Its effiency in understanding

Eukaryotic cells.

Grade 11 STEM Students. Students who took the pretest and posttest and

learned about the parts of the eukaryotic cell.

Intervention. It refers to the localized materials that the researchers used

for the respondents.

Localization. Refers to the process of how the respondents adapted

messages, imagery, brand voice, features, and products to achieve a

linguistic, cultural and geographic fit.

Localized Material/s. Materials that are used to introduce Eukaryotic Cells.

Plant Cell. The specific Eukaryotic Cell that was discussed by the discussants

to the Grade Eleven (11) STEM students.

9
Posttest. It refers to a test the respondents took after the introduction and

discussion of the parts of Eukaryotic Cells.

Pretest. It refers to a test took by the respondents before the researchers

will introduce the parts of Eukaryotic Cells.

Purposive Sampling Technique. Used to select the respondents of the

study.

10
 Chapter 2

REVIEW OF RELATED LITERATURE

In this chapter the researchers discussed the review of related

literature and studies being used in supporting and strengthening the study.

This also presented the synthesis of the literature and studies from different

sources to be able to fully understand the research to be done. Moreover, this

served as a guide for the researchers in developing the study.

This review of related literature focused on the students’ abilities

to improve and widen their knowledge. Nowadays, students are more

active in participating and having a connection to the discussants if

the discussants have enough or entertainable examples of what they

were teaching/talking about. Many of students did not listen carefully

and were having a hard time to understand the given topic and that

needed to be solved in order for them to pass the exam. In able for

the discussants or teachers to become effective in teaching, they must

use other teaching aids like localized materials. The purpose of this study

not only focuses on students but also in teachers’/discussants’

effectiveness.

Use of Localized Materials

Localized materials are significantly helpful to students. Dimacali

(2018) asserted in her study on the creation of localized materials, that

localization is the freedom of schools to build their curriculum based on

the demands of the community; including the use of localized materials as a

11
method for teaching fundamental Dimacali made a statement in the article

about the creation of localized materials. It made note of how much better

pupils' performances were as the result of their training taking place in

community-based, real-world settings. The research findings showed that

students who used localized resources scored better on statistics exams than

those who used the standard module.

Localized materials are very helpful to students when it comes to

understanding learning contents since it can verily relate to the environment

and community that the students are used to. Creus (2019) regarded

localization of materials as a direct feedback to the inflexible traditional design

of teaching which is irrelevant to the students' lives . Localized materials

associates with the curriculum of teaching and learning of a particular subject

to local conditions or environment. It was stated in the study conducted by

Creus as results that the learners got higher scores in the post-test after

localized instructional materials were used than in the pre-test. Creus stated

that using localized materials as an instructional material can result in:

(1)high level of performance of the learners,(2)importance of lessons to

learners' daily life,(3)learning content gathered from school and community,

therefore, easy to comprehend,(4)improve skills and creativity, and (5) As an

invention, it enables the fulfillment of learning requirements and has the

potential to further one's career.

Relating the students' school curriculum to local environment is a

significant help and assistance for processing informations and better

comprehension of the curriculum contents. As support to the researchers'

12
claim, a study conducted by Sorcar, Strauber, Loyalka, Kumar and Goldman

(2017)asserted that utilizing localized materials enhance the pupils' learning.

In addition to that, the investigation of Mahabadi (2013) yielded the

same results. In her investigation, she concluded that "localized contents

enhances performance because students enjoyed doing and engaging in

pursuits that are pertinent to their experiences’’.

Understanding Eukaryotic Cells

Davidson (2015) stated that being able to produce their own

nourishment makes plants different from other eukaryotes, which are

organisms with cells that have nuclei and organelles that are enclosed by

membranes. Plants use sunlight to transform water and carbon dioxide into

sugars and carbohydrates, which the cell uses as fuel. Chlorophyll, which

gives plants their green color, makes this possible.

Plant cells still preserve their prokaryotic predecessors’ protective cell

walls, just like the fungus, another kingdom of eukaryotes. Despite the fact

that the fundamental eukaryotic cell and the basic plant cell have similar

structural elements, it lacks the animal cell’s centrioles, lysosomes,

intermediate filaments, cilia, and flagella. Nonetheless, plant cells do possess

a variety of other specialized components, such as a hard cell wall, a central

vacuole, plasmodesmata, and chloroplasts.

Vascular and nonvascular plants can be roughly classified into two

fundamental kinds. Because they have evolved specialized tissues, such as

xylem, which is engaged in structural support and water conduction, and

13
phloem, which serves in food conduction, vascular plants are seen to be more

sophisticated than nonvascular plants. As a result, they have roots, stems,

and leaves as well, demonstrating a higher level of structure that is typically

missing in plants without vascular tissues. The nonvascular plants, which

belong to the division Bryophyta, rarely grow taller than an inch or two

because they lack the vascular tissues that other plants need to grow larger.

Additionally, they are more reliant on their surroundings to maintain the

proper levels of moisture.

McLaughlin (2021) said that plant cells are type of eukaryotic cell

which are specified as the organisms of the the kingdom Plantae’s basic unit

of life. Eukaryotic cells have the true nucleus and specialized structures called

organelles. Plant cells,specifically, have special organelles called:

chloroplasts,that create sugars via photosynthesis, and a cell wall that

provides and build structural support. These specialized structures

differentiated plant cells from the cells of other organisms. Moreover,plant

cells uses light energy from the sun to produce glucose,making them

photoautotrophic.

The researchers proved that localized materials as an educational tool

in curriculum contents are also applicable to the comprehension of eukaryotic

cells in a higher quality.

This study demonstrated that using localized materials can provide

better help to students towards understanding eukaryotic cells. Localized

materials are very helpful to students when it comes to understanding

14
learning contents since it can verily relate to the environment and community

that the students are used to. Localized materials associate with the

curriculum of teaching and learning of a particular subject to local conditions

or environment. Relating the students' school curriculum to local environment

is a significant help and assistance for processing information and better

comprehension of the curriculum contents.

In the study conducted by Creus (2019), learners performed better on the

posttest following the use of localized instructional materials than they did on

the pretest. A different study by Sorcar, Strauber, Loyalka, Kuman, and

Goldman (2017) found that using localized materials improved students’

learning. In Mahabadi (2013) findings, localized content improved

performance because students appreciate participating in activities that are

relevant to their experiences. These studies’ conclusions and assertions

supported the notion that localized materials employed as a teaching aid,

improved the students’ understanding of eukaryotic cells.

15
 Chapter 3

RESEARCH METHODOLOGY

This chapter deals with the methodological procedures by which the

data pertinent to the research problems were collected. It presented the

description of the research design, sources of the data, data gathering

procedures, and statistical treatment. The details are as described below.

Research Design

The research design that utilized in the study was Quasi-experimental

research design; which focused on one group pretest - posttest design to

collect data from the respondents regarding their understanding of eukaryotic

cells. The researchers preferred this method to measure the degree of change

occurring as a result of interventions. The respondents of the study will be

the Grade 11 Science, Technology, Engineering, and Mathematics (STEM)

students, specifically the Pythagoras students of Sindangan National High

School. The respondents were be given assessment before receiving the

treatment and after discussing the Eukaryotic cells using the Localized

Materials to determine if there have been any changes in their knowledge

about the parts of Eukaryotic Cells. Through Purposive sampling technique of

selecting the respondents, 31 students from Pythagoras will be the total

respondents of the study.

16
Sources of the Data

This study was conducted at the Senior High Building of the Sindangan

National High School located at Dapaon, Sindangan, Zamboanga del Norte,

within the School year 2022–2023. Senior High School students were limited

only to Science, Technology, Engineering, and Mathematics (STEM) 11

students. Furthermore, the respondents of this study were the selected

number of Senior High School Students of Sindangan National High School

from the Science, Technology, Engineering, and Mathematics (STEM) strand,

specifically from Science, Technology, Engineering, and Mathematics (STEM)

11 – Pythagoras. The researchers used questionnaires with close-ended

questions to gather data from STEM 11- Pythagoras.

Data Gathering Procedure

In gathering data, the researchers went to the adviser of Grade 11-

Pythagoras under the strand of Science, Technology, Engineering, and

Mathematics (STEM), who have Genera Biology 1 as their subject, and asked

permission of the adviser of Grade 11-Pythagoras to conduct a pretest,

intervention, and posttest about eukaryotic cells using localized materials.

They presented the permission letter with the signatures of the research

adviser, the adviser of Section Pythagoras, and most importantly, the principal

of the school, to ensure that the study was properly permitted and legal to

conduct within the school. They informed the respondents about the main

goal of the study, explained what they'd done, and handed the participation

letter of approval to prove that they had voluntarily joined the conduct of the

17
study. The questionnaires of the respondents were collected afterward to

compare the outcomes and for future statistical analysis. Furthermore, the

researchers conducted this study using the time allotted for free time to avoid

distracting classes.

Statistical Treatment

This study used the Descriptive Quantitative statistics to summarize

data and measured from the samples. Average mean, frequency and

percentage, T-test, and Pearson’s product-moment correlation were used.

The data that will be gathered in the study will be subjected to the following

statistical treatment:

1. Average mean. This will be used to find the average of the

respondents in pre-test and post-test. Mean was used to know the level of

performance of the respondents in the given and was measured accordingly,

where: 12-13 is Excellent, 9-11 is Good , 6-8 is Average, 3-5 is Fair and 0-2 is Poor.

Additionally, the mean was used to measure the level of perception of the

respondents regarding the given intervention, when the following measurements

are: 3.65 – 4.00 is Strongly Agree, 2.65 – 3.64 is Agree, 1.65 – 2.64 is

Disagree and 1 – 1.64 is Strongly Disagree.

2. Frequency and percentage. Used to determine the percentage

usually for data on profile of the respondents. The formula that will be used

is: P= f/n×100, where P, is the percentage; F is the frequency; N is the total

of respondents.

18
3. T-test. This will be used since the sample size is less than 30 and the

population variance is known.

Where:

d is the difference per paired value

n is the number samples

4. Pearson’s product-moment correlation is used to measure linear

association between two variables by using this formula.

Where:

n is the number of pair scores

∑xy is the sum of the products of paired scores

X is the pretest scores

y is the posttest scores

Interpretation:

If r= 0.00, then there is no correlation.

19
If r=±0.01 to 0.20, then there is very low positive/negative correlation.

If r=±0.21 to 0.40, then there is a slight positive/negative correlation.

If r=±0.41 to 0.70, then there is a moderate positive/negative correlation.

If r=±0.71 to 0.90, then there is a high positive/negative correlation.

If r=±0.91 to 0.99, then there is a very high positive/negative correlation.

If r=±1.00, then there is a perfect correlation.

20
 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter covers the results of the data's processing and

interpretation with the primary goal of determining the efficiency of using

localized materials in understanding Eukaryotic cells.

A total of Ninety-three (93) questionnaires were distributed, only

Eighty-seven (87) were completed were the bases for computing the results

are, three (3) questionnaires the prettest, posttest, and the perception of the

students which were completed by each of the respondents, six (6)

questionnaires which were not answered due to the absence of the two (2)

respondents. Out of thirty-one (31) respondents only twenty-nine (29) were

present. The total number of those who completed the questionnaires will be

used as a total sample size.

Frequency counts were performed on the data collected through the

questionnaire the respondents answer to each questions were summed up to

see which responses occurred more frequently. Through this the researchers

ought to answer the following questions:

Problem No. 1. What is the level of perception of the students?

This shows the level of perception of the students towards the

efficiency of using Localized Materials.

21
 Table 1. The Perception of the Students

Statements Sum Mean Remarks

1. Localized Materials are significantly helpful to students in 113 3.90 Strongly
understanding Eukaryotic Cell. Agree
2. Utilizing localized materials enhance the students’ learning 111 3.83 Strongly
about Eukaryotic cell. Agree
3. Localized materials improve student’s performance through 109 3.76 Strongly
participating in activities that are relevant to their experiences Agree
about Eukaryotic Cell.
4. Localized materials can be employed as a teaching aid to 110 3.79 Strongly
improve student’s understanding of Eukaryotic Cell. Agree
5. Using localized materials can help students understand 110 3.79 Strongly
Eukaryotic Cell way more easier. Agree
6. Students are impressed to a teacher when they have a 110 3.79 Strongly
localized material of a Eukaryotic Cell as a visual aid. Agree
7. Localized materials allows the students to meet their 109 3.76 Strongly
learning needs about Eukaryotic Cell, specifically on Agree
comprehending it.
8. Localized materials of a Eukaryotic Cell improve skills and 111 3.83 Strongly
creativity. Agree
9. Localized materials are very helpful to students when it 110 3.79 Strongly
comes to learning contents about Eukaryotic Cell. Agree
10. Students performed better on posttest after using localized 115 3.97 Strongly
materials than on the pre-test. Agree
Average Weighted Mean 3.82 Strongly
Agree

This table shows the perception of the respondents regarding with the

use of localized materials. With an Average Weighted Mean of 3.82, this

concludes that most of the respondents strongly agree to the use of localized

materials.

Problem No. 2.What is the level of effectiveness of integrating

localized materials towards the understanding of eukaryotic cells in terms of :

2.1 Pretest

This table shows the scores of the respondents in their pre assessment

test without intervention.

22
Table 2. Pretest Frequency

Score Range Pretest Frequency Percent (%) Level of

(13- items test) Performance

12-13 1 3.45 Excellent

9-11 6 20.69 Good
6-8 7 24.14 Average
3-5 15 51.72 Fair
0-2 0 0.00 Poor
Total: 29 100.00
Mean 6.24 Average

This table shows that fifteen (15) out of twenty-nine (29) respondents got a

score between 3 – 5 or 51.72% . This also shows that seven (7) respondents got a 6

- 8 or 24.15% score the pre assessment test followed by six (6) respondents who

got a score of 9 – 11 or 20.69 %. Only one (1) respondent got a score of 12-13 or

3.45% and a total of zero (0) respondents got a score between 0 - 2.This results

are based on the respondents score with their knowledge in the past subject which is

General Biology I. Most of the respondents got a score between three (3) and five

(5).

2.2 Posttest with intervention

This table shows the scores of the respondents in the post assessment

test with intervention using the localized materials.

Table 3. Posttest Frequency

Score Range Posttest Percent Level of

(13 – item test) Frequency Performance
12-13 20 68.97 Excellent
9-11 9 31.03 Good
6-8 0 0.00 Average
3-5 0 0.00 Fair
0-2 0 0.00 Poor

23
 Total: 29 100.00
Mean 12.28 Excellent

This table shows the number of respondents who took the post

assessment test. With a total of twenty-nine (29) respondents, twenty (20)

respondents got a score between twelve 12- - 13 or 68.97% and nine (9) out

of twenty-nine respondents got a score of 9 – 11 or 31.03% and a total of

zero (0) respondents got a score between 6 – 8 . A total of zero (0)

respondents got a score between 3 – 5 and 0 – 2. Most of the respondents

got a score between twelve (12) and thirteen (13). It is a true reflection on

how the use of localized materials affect the scores of the respondents in the

post assessment test.

Problem No.3. Is there a significant difference in the pretest and

posttest scores?

P-value > 0.05 not significant Accept Ho1

P-value<0.05 Significant Reject Ho1

Table 4. P-value

Pretest and postest P-value Accept/Reject Ho1

-2.201 0.03 Reject Ho1

Therefore, the null hypothesis 1 should be rejected because it falls on

the critical area of the two-tailed test.

24
 Problem No.4. Is there a significant relationship in the perception

towards the localized materials and scores in the assessment?

Table 5. Pearson R

Perception and Sum Pearson R Interpretation

1,108 -0.06 Negatively low degree

The table 5 shows the strength level based on the pearson product

value. With a pearson value of -0.06 , this means that the value has

negatively low degree. The score in the assessments are high while the

perception towards the use of localized materials are low, which shows that

there are other factors affecting it.

25
 Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

The previous chapter dealt with analyzing and interpreting data

gathered through pretesting and posttesting. In this chapter a brief summary

of findings that will be presented along with the conclusions and

corresponding recommendations.

Summary of Findings

The purpose of this research project was to investigate the

efficiency of using localized materials in teaching eukaryotic cells. This study

used Quasi – experimental as research design and used purposive sampling in

choosing the respondents. The pretest and posttest questionnaires containing

close-ended questions served as the instrument in gathering the data. A total

of 29 respondents from grade 11 Pythagoras participated in this study . The

inquiry was conducted during the school year 2022- 2023. Furthermore, this

study answered the following:

The level of perception of students towards the efficiency of using

localized materials in understanding Eukaryotic Cells. The score of the

perception yielded an average mean of 3.82 with is remarked as strongly

agree.

The level of effectiveness of integrating localized materials towards the

understanding of eukaryotic cells in terms of Pretest and Posttest with

26
intervention. Research question 2 the result of the data gathering showed the

effectiveness of using localized materials in teaching eukaryotic cells. The

respondents scored higher in the posttest with intervention using the localized

material than on the pretest.

Is there a significant difference in the pretest and posttest scores?

Research question 3 the result showed a significant difference between the

pretest and posttest scores of the respondents by looking at the mean of the

scores of the respondents in the pretest which was 6.24 and the mean in the

posttest which was 12.28 which is higher than the mean in the pretest.

Is there a significant relationship in the perception towards the

localized materials and scores in the assessment? Research question 3 the

result also showed a significant relationship in the perception towards the

localized materials and scores in the assessment. The calculated data using

Pearson R / Pearson’s product showed a result of -0.06 as a result of having

low negative correlation.

Conclusion

In conclusion, this study has demonstrated that the use of

localized materials in teaching eukaryotic cells can lead to a more efficient

understanding of the subject matter. The findings suggest that students who

were taught using localized materials showed significant improvement in their

knowledge and comprehension of eukaryotic cells.

The use of localized material allowed students to better visualize

and understand the complex structures and functions of eukaryotic cells.

27
Furthermore, the use of real-life examples and scenarios helped to

contextualize the subject matter and make it more relevant and relatable to

the students.

This study has important implications in education, as it suggests

that the use of localized materials can improve student learning outcomes and

engagement. This has important implications for educators, who may need to

incorporate localized materials into their teaching practices to improve student

outcomes.

However, there are several limitations to this study, including a

relatively small sample size and a focus on only one topic in biology. Future

research should explore the use of localized materials in other subjects and

with larger and more diverse student populations to address these limitations.

Despite these limitations, this study provides important insights

into the potential benefits of using localized materials in science education.

hope that our findings will inspire further research in this area and encourage

the educators to consider the use of localized materials in their teaching

practices.

Recommendations

The following suggestions are provided after thorough evaluation,

taking into account the study’s findings and conclusions:

1.Educators should utilize localized materials to help the students better grasp

the teaching process about eukaryotic cells. This is based on the idea that

28
employing locally produced products in educational endeavors can only be

successful with the involvement and cooperation of both teachers and

students. This backdrop emphasizes even more the need for a holistic and

integrated strategy at the school to guarantee that students have a deeper

understanding the topic.

2. Educators should incorporate localized materials into their curriculum when

teaching about eukaryotic cells to better the understanding of the students.

3. Teachers at Sindangan National High School or any other school are

recommended to think about developing innovative teaching techniques to

enhance students’ comprehension of different topics. Teachers can use

localized materials to enhance the engagement and participation of the

students to any other topics.

4. It is recommended that future studies explore the effect of using localized

in various academic fields.

29
Reference

Buckley, G.(2020). Eukaryotic Cell. Retrieved on November 17,2022 , from

https://biologydictionary.net/eukaryotic-cell/

Castillo, J (2019). Retrieved November 16, 2022 from

https://www.pressreader.com/philippines/sunstar-pampanga/20190625/2816
98321280530

Ciesála, A. (2017). Endosymbiotic Theory: Models and Challenges. Retrieved

November 19,2022, from
https://www.sciencedirect.com/science/article/pii/B9780128096338063846

Cherry, K. (2022). What Is Behaviorism? . Retrieved November 19, 2022,

from https://www.verywellmind.com/behavioral-psychology-4157183#toc-
history-of-beh

Creus, B. (2019). The Effectiveness of Using Localized Instructional Materials

in the Performance of Grade Seven Food Technology Students in Amaya
School of Home Industries. Retrieved November 19, 2022, from
https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/4268

Dimacali,K.B.(2018). Localization of Instructional Materials: Process and

Significance. Retrieved on December 7 , 2022 from
https://www.pressreader.com/philippines/sunstar-pampangga/
20180712/281698320512761aviorism

Davidson, M. (2015). Molecular Expression: Cell Biology and Microscopy

Structure and Function of Cells and Viruses . Retrieved February 16, 2023,
from https://micro.magnet.fsu.edu/cells/animalcell.html

El Refae G.,Kana A, and Eletter S.(2021). The Impact of Demographic

Characteristics on Academic Performance: Face-to-Face Learning Versus
Distance Learning Implemented to Prevent the Spread of COVID-19.
Retrieved January 10, 2023, from
https://files.eric.ed.gov/fulltext/EJ1289894.pdf

Fairbanks, B. (2021). 5 educational learning theories and how to apply them.

Retrieved November 19, 2022, from
https://www.phoenix.edu/blog/educational-learning-theories.html

Garg, S.,Zimmerski,V.,&Martin, W.F.(2018).Endosymbiotic Theory. Retrieved

on December 9, 2022, from
https://www.molevol.hhu.de/fileadmin/redaktion/Fakultaeten/Mathematisch-
Naturwissenschaftliche_Fakultaet/Biologie/Institute/Molekulare_Evolution/
Dokumente/Garg_et_al._EoEB_2016.pdf

30
Mahabadi, S. (2013). The role of localized materials in learning of FFL
Students. Retrieved December 9, 2022, from
https://academicjournals.org/article/article1379496551_Mahabadi.pdf

Manuel,E. (2019). Biolinks: A Localized and Contextualized Instructional

Material.Retreived on December 7, 2022, from
https://www.depedbinan.com/media/research/SDO-
RES_001.433_M2946_2019.pdf

Montebon, D. (2014). STUDENT PERCEPTION OF SCIENCE AS INFLUENCED

BY SPARK SCIENCE LEARNING SYSTEM (SSLS). Retrieved December 9, 2022,
from https://files.eric.ed.gov/fulltext/EJ1177003.pdf

Priya, J. (2023). Formulation of Hypothesis. Retrieved March 17,2023, from

https://www.scribd.com/doc/29008297/hypothesis

31
 Appendices

Appendix A. Permission Letter for the survey of STEM -11 Pythagoras

32
Appendix B. Participation Letter for the survey of STEM – 11 Pythagoras

Republic of the Philippines

Department of Education
REGION IX – ZAMBOANGA PENINSULA
SCHOOLS DIVISION OF ZAMBOANGA DEL NORTE
SINDANGAN NATIONAL HIGH SCHOOL
Dapaon, Sindangan, Zamboanga del Norte
___________________________________________________________________________
_______
Participation Letter

March 21, 2023

Dear Respondent,

Good Day!

The researchers from the Humanities and Social Sciences (HUMSS) Grade
12 section Poseidon is currently conducting a research entitled ‘‘Integrating
Localized Materials: Its efficiency in Understanding Eukaryotic Cells’’
under the subject Research Project. The researchers would like to ask for
your permission to take part in this research study and let you answer all
the questions given voluntarily and answer the following statements based
on your perception.

Rest assured that the answer you will give is for academic purposes only and
is not use for any personal gain. The researchers will also keep the data
confidential.

Sincerely yours,

Sophia Rica Bano

Rica Cadungog
Ryan Vince Canastra
Donna Grace Masion
Rheyl Mar Naris
Althea Oukre Rosales
Krichelle Angela Reso-or
Kristine Claire Taburada
Gied Danelle Tariga

_______________________________________________
Signature over Printed name of the Respondent

33
 Appendix C. Sample Questionnaires

Student’s Questionnaire

The researchers conducted the study entitled ‘‘Integrating Localized

Materials: Its Efficiency in Understanding Eukaryotic Cells’’. Kindly

answer the following close-ended questions truthfully because the data that

will be collected is very important.

Name (Optional):_________________________________________

I. PRE-ASSESSMENT TEST

Directions: Identify and choose the answer on the box of the

following parts of a plant cell. Write your answer on the space

provided.

Vacuole Amyloplast Nucleus Chloroplast Cytoplasm

Ribosome

Cell Membrane Endoplasmic Reticulum Peroxisome

Nucleolus Cell Wall
Mitochondria Golgi Apparatus

34
 1.
8.
2.

9.
3.
10.
4.
11.
5.
12.

6.
13.
7.

35
 II. POST-ASSESSMENT TEST

Directions: Identify and choose the answer on the box of the

following parts of a plant cell. Write your answer on the space
provided.

Vacuole Amyloplast Nucleus Chloroplast Cytoplasm

Ribosome

Cell Membrane Endoplasmic Reticulum Peroxisome

Nucleolus Cell Wall
Mitochondria Golgi Apparatus

1.
8.
2.

9.
3.
10.
4.
11.
5.
12.

6.
13.
7.

36
III. PERCEPTION OF THE STUDENTS

Directions: Kindly answer the following questions truthfully and put a

check mark () on the boxes that corresponds your answer.

4- Strongly Agree (SA)

3- Agree (A)

2- Disagree (D)

1- Strongly Disagree (SD)

STATEMENTS SA A D SD
(4) (3) (2) (1)

1. Localized materials are significantly helpful

to students in understanding Eukaryotic Cell.

2. Utilizing localized materials enhance the

students’ learning about Eukaryotic cell.
3. Localized materials improve student’s
performance through participating in
activities that are relevant to their
experiences about Eukaryotic Cell.
4. Localized materials can be employed as a
teaching aid to improve student’s
understanding of Eukaryotic Cell.
5. Using localized materials can help students
understand Eukaryotic Cell way more easier.
6. Students are impressed to a teacher when
they have a localized material of a Eukaryotic
Cell as a visual aid.
7. Localized materials allow the students to
meet their learning needs about Eukaryotic
Cell, specifically on comprehending it.
8. Localized materials of a Eukaryotic Cell
improve skills and creativity.

37
9. Localized materials are very helpful to
students when it comes to learning contents
about Eukaryotic Cell.
10. Students performed better on posttest
after using localized materials than on the
pre-test.

38
Appendix D. t-test
∑d
t=
√ n ( ∑ d ) – ¿ ¿¿
2

−179
t=
√ 29 ( 1329 ) – ¿ ¿ ¿

−179
t=
38,541 – 32,041
√
28

−179
t=
6,500
√
28

−179
t=
√ 232.14

−179
t=
15.24

t=−11.75

t=−2.201

-2.201

-2.048 2.048

39
Appendix E. Pearson R

n ( ∑ xy ) −( ∑ x ) (∑ y)
r=
√ ⌈ n∑ x 2 – ¿ ¿ ¿

29 ( 2,216 ) −( 181 ) (356)

r=
√ ⌈ 29 (1,357)– ¿ ¿ ¿

r =−0.06

40
Appendix F. Making of the localized material

41
42
Appendix G. Conduction of a partial survey in STEM – 11 Pythagoras

43
44
45