Enhancing learners’ proficiency in science through contextualized activity sheets in the local dialect: A hands-on approach

This study examined the effectiveness of hands-on learning through contextualized activity sheets on Grade 3 learners’ performance in science at Hipona Elementary School, Pontevedra, Capiz. A one-group pretest–posttest design was employed with learners, while interviews and classroom observations were conducted with teachers for the qualitative aspect. Researcher-made pretests and posttests in Hiligaynon and teacher interview guides were used as instruments. Data were analyzed using frequency, percentage, mean, paired sample t-test, and thematic analysis. Results revealed a significant improvement in learners’ science proficiency after exposure to the intervention. Teachers emphasized that the use of the local dialect enhanced real-world application, critical thinking, motivation, engagement, diverse learning styles, and collaborative learning. The findings indicate that the intervention was effective in improving science performance, suggesting the need for varied and engaging science activities, the provision of instructional materials such as activity sheets and workbooks, and stronger collaboration between teachers and parents to further support learners’ academic growth.