The Use of Contextualized Instructional Materials (CIMs) in Teaching Social Studies among Primary Grade Learners

Contextualization is an incredible technique steering learners' interest in exploring the content in a meaningful and relevant setting. This paper primarily aims to develop Contextualized Instructional Materials (CIMs) based on what is the most used and effective instructional materials as perceived by the research participants in teaching Social Studies. There were 90 primary grade teachers from Southeast Butuan District Schools as research participants. Descriptive survey method and a self - made questionnaire with an open - ended interview guide were the instrument for data compilation. Qualitative data from open - ended questions were quantified using a rubric and analyzed using quasi - statistics. Analysis of the data collected from the primary grade teachers dispensed timely and relevant inputs in supporting RA 10533 (Enhance Basic Education Act of 2013) that the curriculum shall be contextualized and global. The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance based on their respective educational and social context. Based on the findings of the study, the following CIMs such as learning charts (96.6%) for Visual Instructional Materials (VIMs) documentary film of local tourist spots (92.33%) for Auditory Instructional Materials (AIMs) and puppet - making materials (95.33%) for Psychomotor Instructional Materials (PIMs) were the actual materials used in teaching Social Studies. These three (3) CIMs brought cognitive, affective, and psychomotor learning outcomes which makes their learning experiences beautiful, wonderful, and extraordinary.