Integration, Efficiency and Effectiveness of the Contextualized Approach

This study examined the integration, efficiency, and effectiveness of the contextualized teaching and learning approach in Grade 5 public elementary schools in the Province of Iloilo during the School Year 2024-2025. Respondents included Grade 5 public elementary school teachers, classified by educational attainment, position, length of service, trainings attended, and division affiliation. A descriptive-correlational research design was employed, utilizing a researcher-developed questionnaire validated through Good and Scates' criteria and tested for reliability using Cronbach’s alpha. A pre-test with 30 teachers from the School District of Leganes, Iloilo ensured consistency. Data were processed using SPSS, incorporating descriptive and inferential statistical tools, including the Mann-Whitney U test, Kruskal-Wallis H test, and Spearman’s Rho correlation, with a 0.05 significance level. Findings revealed a “very high” integration of contextualized teaching, particularly in curriculum alignment, student engagement, and local language incorporation. The approach demonstrated “very high” efficiency, specifically in lesson structuring and learners’ inclusivity, ensuring streamlined instructional delivery. Likewise, effectiveness was “very high” significantly improved academic performance, comprehension, and social-emotional development. No significant differences were observed across teachers’ classifications, but strong correlations among integration, efficiency, and effectiveness reinforced their interdependence in optimizing learning outcomes. The study recommends enhancing teacher training, strengthening instructional supervision, and improving resource allocation to ensure sustainability. Future research should explore its long-term effects on student learning and education policy development.