DEVELOPMENT OF CONTEXTUALIZED LEARNING MODULE ON APPETIZERS FOR GRADE 12 SENIOR HIGH SCHOOL LEARNERS

This study developed and validated a contextualized learning module on appetizers for Grade 12 Cookery students under the Technical-Vocational-Livelihood (TVL) track in Paranas, Samar. Responding to the gap between standardized instructional materials and learners' local realities, the module integrated Samar’s culinary heritage, featuring dishes like kinilaw and baduya using indigenous ingredients and traditional methods. Grounded in constructivist and culturally responsive pedagogies, the module was designed following the ADDIE model and aligned with DepEd Curriculum Guide-CG and TESDA Cookery NC II competencies. The validation process involved expert evaluators and Cookery teachers who assessed the module across seven domains: content quality, cultural relevance, instructional design, language, engagement, usability, and satisfaction. Quantitative results demonstrated excellent mean ratings (all >4.5/5), high statistical significance (p<.001), and unanimous teacher recommendation (100%). The findings conclusively indicate that the module is a valid, reliable, and effective resource ready for classroom implementation. It successfully bridges national competency standards with local food culture, offering a replicable model for contextualized technical-vocational education that enhances learner engagement, competency, and cultural preservation.