ABSTRACT
This study aims to improve the academic performance of struggling learners in Science using Contextualized Learning Activity Sheets (CLASs). The study utilized mixed research design. Participants included ten learners who were purposely selected. Descriptive statistics, such as mean, frequency, percentage and standard deviation were employed to determine the improvement in their academic performance in terms of written works and performance tasks. Thematic analysis was utilized to generate the themes from the qualitative data. The findings reveal that most of the pupils have experienced extreme challenges extremely during the implementation of Modular Distance Learning as reflected on the overall mean of 4.733 (Strongly Agree). Moreover, the overall mean of 4.517 (Strongly Agree), indicates that the contextualized learning activity sheets are effective tools for those struggling learners in science. There is an increase/improvement in the scores after the innovation has been implemented as reflected in the means of both written works and performance tasks. From the findings, it can be deduced that the CLASs is an effective tool in enhancing academic performance of learners. The study recommends the use of contextualized learning activity sheets to improve academic performance of the learners in Science.
Keywords: Modular Learning, contextualized learning activity sheets, academic performance, written works, performance tasks
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