Project Rendon: Contextualized Module in Colonialism and Imperialism and Academic Performance of Students in Araling Panlipunan

Reading is a multifaceted process involving the decoding, interpretation, and articulation of printed words, enabling learners to understand and communicate effectively. In social studies, reading interventions are essential as they simultaneously enhance literacy skills and content comprehension, shaping students' cognitive development. This study explored the effectiveness of Project Rendon, a contextualized instructional module focused on colonialism and imperialism, in enhancing the academic performance of Grade 7 students in Araling Panlipunan at Isulan National High School, Sultan Kudarat. Using a true experimental design, the study involved 70 students divided equally into control and experimental groups. Both groups undertook a pretest to assess initial competencies. The experimental group received an eight-week intervention using the developed module, while the control group followed conventional instruction. Posttest assessments measured the academic gains of both groups. The module was evaluated in terms of content, mechanics, organization, and overall package using a validated instructional materials quality scale. Results showed that the module earned an “excellent” rating across all dimensions, suggesting strong instructional value. Statistical analysis using paired and independent t-tests indicated significant improvements in the academic performance of both groups. However, the experimental group showed greater mean gain scores, affirming the module's positive impact on learning outcomes. Although a negligible correlation was found between the perceived quality of the module and students’ posttest scores, the findings highlight that well-designed, contextually relevant instructional materials, when integrated with active learning strategies, can substantially improve student engagement and academic performance. The study emphasizes the importance of contextualization in curriculum development, particularly in modular and distance learning environments prevalent in the post-pandemic education landscape.