Contextualized Teaching in General Mathematics: Students Perceptions and Attitudes Toward Problem Solving
Sparkle Laine C. Esteves, Lany D. Dullas, Rowena A. Rivera
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Source: Crossref
Published: Jan 4, 2026
DOI: 10.69739/jelm.v3i1.1316
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This study explored how contextualized teaching through localization and indigenization affects students’ views and attitudes toward problem solving in General Mathematics at Maddela Comprehensive High School. Using a descriptive-correlational design, 199 Senior High School students were selected through stratified random sampling from a total of 409. The data were gathered using a validated questionnaire administered online. The results showed that both localization (M=3.42, SD=0.41) and indigenization (M=3.39, SD=0.38) strategies received a “Very High” rating, indicating strong implementation and positive response. Overall. Students observed problem solving as valuable and relevant (M=3.18, SD=0.52) and had favorable attitudes characterized by persistence, confidence and enjoyment (M=3.18, SD=0.52). however, some students also felt intimidated and frustrated. The correlation analysis revealed significant positive relationships, with localization and indigenization being moderately linked to perception and strongly linked to attitude. The findings emphasize that contextualized teaching improves engagement and views on problem solving. They also point out the need for ongoing professional development and culturally relevant instructional design.
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