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Published in
Academic Frontiers
Folk Narratives as Contextualized Learning Materials for Senior High School Students
Academic Frontiers, 2(6), 291-305, ISSN: 3082-4400, 2026.
Recommended Citation:
Estrella-Clave, C., & L. Agdana, F. M. (2026). Folk Narratives as Contextualized Learning Materials for Senior High School Students. Academic Frontiers, 2(6), 291–305. https://doi.org/10.5281/zenodo.20821745
Author(s)
Estrella-Clave, Carole, Agdana, Francis Mervin L.
Abstract
This study determined the effectiveness of folk narratives as contextualized learning materials in teaching 21st-century literature from the Philippines and the World among Grade 11 students of Plaridel National High School. Specifically, it assessed the learners’ literary competence before and after the implementation of the developed learning materials, described the collection and development process of the folk narratives, evaluated the acceptability of the materials, and determined their effect on students’ literary competence. The study employed a developmental research design utilizing the ADDIE model. The participants included 49 Grade 11 students, folk narrative informants, and expert validators who evaluated the learning materials. Data were gathered through interviews, pretest and posttest assessments, and the Department of Education (DepEd) Evaluation Tool for Print Materials. Descriptive statistics and the Wilcoxon Signed-Rank Test were used to analyze the data. Findings revealed that the participants remained at a Competent level of literary competence in both the pretest and posttest. The folk narratives were systematically collected, screened, translated, adapted, and developed into contextualized learning materials and Enhanced Daily Lesson Logs (DLLs) aligned with the learning competencies in 21st Century Literature. The materials were implemented through a contextualized instructional approach using the 4A’s instructional model and the Jigsaw Cooperative Learning Strategy. Results further showed a significant difference between the pretest and posttest scores, indicating that the intervention had a significant positive effect on students’ literary competence. Moreover, the developed contextualized learning material was rated Highly Acceptable by expert validators in terms of content, layout, design, and language aspects. The study concluded that folk narratives are effective, acceptable, and culturally relevant learning materials that enhance students’ literary competence and support meaningful and responsive literature instruction among Senior High School learners.
Keywords
folk narrative, contextualized learning material, senior high school
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