IMPACT OF CONTEXTUALIZED TEACHING MODULES ON ENHANCING CONCEPTUAL UNDERSTANDING OF SECONDARY SCHOOL STUDENTS OF MULTAN DISTRICT

Abstract

This research investigates the disparities in conceptual comprehension between students who are taught using Contextualized Teaching (CT) modules and those taught through direct instruction methods at the secondary school level. The study employs a quasi-experimental approach with a pretest-posttest nonequivalent control group design. Data on concept understanding was gathered using a 19-item reasoned objective test. The collected information was then subjected to descriptive analysis using one-way analysis of variance. Results indicate that students who learned with CT-based modules demonstrated a higher level of concept understanding compared to those who received direct instruction. The findings suggest a significant difference in physics concept comprehension between students exposed to CT-integrated learning modules and those taught through traditional direct instruction techniques.