Optimizing Remote Learning: Contextualized Learning Material in Teaching Reading and Writing Skills

Abstract

This quasi-experimental study evaluated a contextualized course learning material for Reading and Writing Skills and determined its effectiveness in remote learning. Using a matched-pair random assignment procedure, 60 Grade 11 students were paired according to pretest scores and then assigned to either a comparison group using regular course materials or an experimental group using the contextualized material as supplementary instruction. Data from pretests, formative tests, summative tests, and posttests were analyzed through paired and independent t-tests, with Cohen’s d used to measure effect size. Findings show that the experimental group consistently outperformed the comparison group in key competencies, including Techniques of Information Selection and Organization, Writing Development Patterns, and Properties of a Well-Written Text. Large effect sizes further indicate that the contextualized material produced substantial learning gains beyond those achieved through traditional resources. Participant feedback also highlighted the material's relevance and usefulness, offering insights for future revisions.