Contextualizing Physics Instruction: Development of Industry-Based Learning Resource Package on Selected Topics in Physics

Contextualizing Physics Instruction: Development of Industry-Based Learning Resource Package on Selected Topics in Physics | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Contextualizing Physics Instruction: Development of Industry-Based Learning Resource Package on Selected Topics in Physics James Ceasar Ventura, Vida Antonio This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7546304/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This research focused on the creation of an Industry-Based Learning Resource Package (IBLRP), consisting of a Learner’s Material and a Key to Correction, centered on Physics topics that were contextualized through local industries in Ilocos Norte. Using a descriptive Research and Development (R&D) approach, a Focus Group Discussion (FGD) with ten Physics teachers was conducted to determine suitable contexts aligned with K to 12 learning standards, resulting in the design of twenty activities. The IBLRP was later assessed by thirty Physics teachers through a researcher-designed Validation Toolkit. Identified industries included agriculture, fisheries, loom weaving, ceramics/pottery, iron works, salt and bagoong production, basi and vinegar making, food manufacturing, renewable energy, and tourism and transportation. Six of these industries were integrated with Physics concepts such as motion in one dimension, Newton’s laws, waves, circular motion, power and energy, heat transfer, electricity, entropy, and gas laws. Validation showed that the IBLRP was rated Very Highly Valid in objectives (3.87), content (3.93), context (3.92), instructional features (3.84), and evaluation features (3.91), with an overall score of 3.89. As an inquiry-based and contextualized resource, the IBLRP aligns with constructivist principles, allowing learners to connect industry-related experiences with Physics lessons for deeper understanding and improved retention. Contextualization Ilocos Norte Industry-Based Learning Resource Package (IBLRP) Inquiry-Based Learning Physics Education INTRODUCTION Physics, as one of the core sciences, is essential in understanding the natural world and advancing technology that shapes human progress. Globally, it provides the foundation for innovations in energy production, transportation, communication, health, and industrial processes. The integration of Physics education with real-world contexts has become increasingly important, as societies prepare students to meet the demands of modern industries and contribute to national and international development. Across the globe, education systems face the challenge of preparing students not just with theoretical understanding but with the capacity to translate concepts into real-world applications, cultivating critical thinking, problem-solving skills, and readiness for future careers. In the Philippines, this demand is emphasized through the Enhanced Basic Education Act of 2013 or Republic Act No. 10533 (Philippine Congress, 2013), which mandated the K to 12 program and highlighted the importance of contextualization and localization in the curriculum. The Science Curriculum Guide under the K to 12 program emphasizes that “Science content and science processes are intertwined in the K to 12 Curriculum. Without the content, learners will have difficulty utilizing science process skills since these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learners’ curiosity motivates them to learn and appreciate science as relevant and useful.” Despite its implementation since School Year 2012–2013, and the graduation of the first batch of Senior High School learners in 2018, challenges remain in ensuring meaningful contextualization of lessons across various disciplines. Inquiry-based learning is central to the K to 12 Science Curriculum, aiming to develop critical thinking and problem-solving through active student engagement. However, studies show that its practice remains constrained. Meneses (2017) found that although the Grade 9 Science Learner’s Material integrates essential features of inquiry, activities often stay at lower levels of student self-direction, limiting the development of inquiry skills. Complementing this, Hakim and Sari (2022) emphasize the importance of contextualized learning resources to connect science concepts with real-life settings, thereby strengthening relevance and understanding. Similarly, Pedroso et al. (2023) highlight how contextualized teaching strategies, such as the use of local materials and the “glocal” approach (combining global pedagogical principles with local cultural contexts), improve learner motivation, curiosity, and engagement, especially for Indigenous People learners. Collectively, these studies point to the dual need for science materials that both deepen inquiry and embed contextual relevance, providing the groundwork for this study’s intervention. Contextualization, as defined by Bringas (2014), involves developing new skills, knowledge, and attitudes by presenting subject matter in relevant and meaningful settings, while localization, as explained by Taylor (2004), grants schools the freedom to adapt lessons to local environments, making them more applicable to learners’ lived experiences. These methods play a vital role in linking science instruction with the everyday experiences of students and the contexts of their communities. Locally, in the Province of Ilocos Norte, industries such as agriculture, fisheries, loom weaving, furniture making, ceramics, iron works, salt and bagoong making, basi and vinegar making, and food processing, as well as emerging sectors like renewable energy, tourism, and transportation, provide rich contexts for illustrating Physics concepts. These industries not only serve as vital sources of livelihood but also embody practical applications of scientific principles. For example, tupig -making vividly demonstrates heat transfer, while the Bangui windmills embody energy conversion principles that, if properly explained, can enhance both science learning and tourism. The community impact of contextualizing Physics lessons through local industries is significant. Students become more engaged and motivated when they see the relevance of their lessons to familiar practices, while communities benefit from improved awareness of the science behind their livelihoods and traditions. At the global level, aligning science education with contextualized and inquiry-based learning addresses the call for developing scientifically literate citizens capable of critical inquiry and innovation. At the national and local levels, it strengthens learners’ connection to their cultural and economic environment, while also promoting career awareness and future participation in the workforce. In response to these circumstances, the study examined the Physics concepts present in local industries of Ilocos Norte and aimed to design and validate an Industry-Based Learning Resource Package (IBLRP) for Junior and Senior High School Science instruction. The IBLRP aims to make Physics concepts more tangible by linking them with both established and emerging industries, supporting contextualized and inquiry-driven teaching as outlined in the K to 12 Curriculum. Specifically, the study aimed to identify Physics concepts that can be developed using local industries, design a learning resource package based on these concepts, and determine its validity in terms of objectives, content, context, instructional characteristics, and evaluation characteristics. The study, therefore, enriches Physics education while bridging classroom practices with real-world contexts, generating meaningful outcomes for learners, teachers, schools, and society. METHODOLOGY This study followed the Research and Development (R&D) framework in developing and validating the Inquiry-Based Learning Resource Package (IBLRP). This approach is consistent with prior works such as Calzada & Antonio (2023), who used the Input-Process-Output (IPO) and SAMR models in developing and validating technology-enhanced lessons in optics, and Meneses (2017), who employed document analysis and expert validation to examine the essential features of inquiry in science learning materials. These earlier studies demonstrate the value of systematic processes in ensuring that instructional resources are both pedagogically sound and empirically validated. In this study, participatory curriculum development (PCD) procedures were also integrated (Taylor, 2003; Taylor, 2004). Similar to the R&D process, PCD emphasizes the active engagement of stakeholders in the design, validation, and refinement of instructional materials. This ensures that the IBLRP is grounded not only in theoretical and methodological rigor but also in the lived teaching and learning contexts of its intended users. Moreover, curriculum development must remain flexible and responsive to the evolving needs of learners and the demands of the 21st century (Walia, 2024). Flexibility in design allows instructional materials to adapt to diverse learner contexts and incorporate innovative approaches such as inquiry-based and contextualized strategies. By aligning the R&D and PCD frameworks with the principles of curriculum flexibility, the IBLRP was designed to be both methodologically robust and responsive to the dynamic realities of science teaching and learning. In this study, the process consisted of three stages: Planning, Development, and Validation. The Planning Stage involved preliminary preparation, curriculum review, focus group discussion (FGD), and bibliographical research. Local industries were surveyed through interviews, observations, and readings, and their potential Physics applications were identified. The list of Physics concepts was refined with teachers, while the FGD with ten purposively selected Physics teachers used Antonio’s (2017) Content-Context Matrix to match competencies with industry contexts. Bibliographical research supplemented the design with additional references. In the Development Stage, the Content-Context Matrix guided the writing of the IBLRP, which was first reviewed by the thesis adviser and revised accordingly. The Validation Stage followed, beginning with evaluation by three subject matter experts, then by a panel of thirty Physics teachers (at least Teacher III in rank), whose feedback informed the final revisions. The study was conducted in public secondary schools under the Schools Division of Ilocos Norte, in northern Philippines, which supervises fifty-four schools in twenty-one municipalities. Respondents included ten Physics teachers (average 3.4 years teaching experience) for the FGD and thirty Physics teachers (average 9 years) for validation. Of the latter, 22 were Teacher III, five Master Teacher I, one Master Teacher III, and two Head Teacher III; most were pursuing or had completed graduate studies. Three instruments were used: a Semi-Structured Interview Guide for the FGD, the Content-Context Matrix for documenting matches, and a Validation Rating Scale adapted from Calzada & Antonio (2023), Meneses (2017), and Pumaras (2016). The scale assessed objectives, content, context, instructional characteristics, and evaluation characteristics using a four-point system from Not Valid (1) to Very Highly Valid (4). Descriptive statistics, specifically weighted mean, were used to interpret the ratings. Ethics Statement Ethical clearance was granted by the University Research Ethics Review Board (Exempt Research Certificate 2019-115), and permission was secured from the Schools Division Superintendent. The study complied with national guidelines for research involving human participants. Consent to Participate Informed consent was obtained from all respondents, with assurances of voluntary participation, confidentiality, and anonymity. Data were handled securely, and no identifying information was disclosed in the analysis. Consent to Publish All participants consented to the use of anonymized data for research and publication purposes. No identifying information is disclosed in this article. Clinical Trial Declaration: not applicable. RESULTS/FINDINGS The study identified local industries in Ilocos Norte that demonstrate Physics concepts applicable to the K to 12 Science curriculum. Table 1 summarizes these industries and their related Physics concepts. Table 1 provides a comprehensive summary of the local industries in Ilocos Norte and the corresponding Physics concepts that they can demonstrate. The industries include agriculture, fishery, loom weaving ( panag-abel ), furniture making, ceramics ( panagdamili ), iron works ( panagpanday ), salt and bagoong (fish sauce) making, basi (a local wine from sugarcane) and vinegar production, food manufacturing, renewable energy, and tourism and transportation services. Each of these industries is associated with key Physics principles such as motion, Newton’s laws of motion, friction, work, power, energy, waves, sound, heat transfer, fluids, electricity, and thermodynamics. For instance, agriculture illustrates concepts such as motion in one-dimension, projectile motion, and the law of gravitation, while renewable energy demonstrates conservation of mechanical energy, electromagnetism, and entropy. By linking these everyday practices to Physics concepts, the table underscores how abstract scientific ideas can be made tangible through real-life applications. This reinforces the potential of contextualization in enhancing learner engagement and conceptual understanding. Table 2 presents the Physics concepts that can be developed using selected local industries, aligned with the learning competencies of the K to 12 Science curriculum. It narrows down the scope to six industries—agriculture, fishery, iron works, food manufacturing and processing, renewable energy, and tourism and transportation services—which were identified as the most effective contexts for Physics instruction. The table outlines the specific competencies that can be taught, such as motion in one dimension, Newton’s three laws of motion, uniform circular motion, impulse and momentum, heat transfer, the conservation of energy, and the relationship between electricity and magnetism. For example, fishery can be used to explain the concept of waves as carriers of energy, while tourism and transportation services can demonstrate vectors and scalars, gas laws, and entropy. This mapping of industries to competencies ensured that the Industry-Based Learning Resource Package (IBLRP) developed by the researcher was not only contextualized but also aligned with national curriculum standards, making it relevant and applicable in actual classroom instruction. Table 3 highlights the results of the validation of the Industry-Based Learning Resource Package (IBLRP) as evaluated by thirty Physics teachers. The findings reveal that the IBLRP was rated “Very Highly Valid” across all five domains: objectives, content, context, instructional characteristics, and evaluation characteristics. Specifically, the objectives of the resource package were found to be attainable, measurable, specific, and testable, with a composite mean of 3.87. The content obtained the highest composite mean of 3.93, indicating that the materials were accurate, updated, and focused on essential competencies. The context received a composite mean of 3.92, affirming that the industry-based examples used were relevant, familiar, and effective in demonstrating Physics concepts. Instructional characteristics achieved a composite mean of 3.84, reflecting the package’s capacity to engage learners in inquiry, evidence gathering, and scientific explanation. Finally, evaluation characteristics garnered a composite mean of 3.89, showing that the assessment activities were aligned with objectives, measured mastery, and developed critical thinking skills. With an overall mean rating of 3.89, the IBLRP was confirmed to be a valid, reliable, and effective instructional material for contextualized Physics education. DISCUSSIONS Physics Concepts that can be Developed Using Local Industries in Ilocos Norte Findings indicate that Ilocos Norte’s local industries serve as valuable resources for contextualizing Physics concepts within the K to 12 Science curriculum. Table 1 shows that industries such as agriculture, fisheries, renewable energy, and tourism embody fundamental Physics concepts, including mechanics, thermodynamics, electricity, and waves. This demonstrates that Physics can be effectively contextualized within learners’ immediate environment, making abstract concepts more tangible. The results align with DepEd’s mandate on contextualization and localization, which emphasizes the importance of situating learning in authentic and meaningful contexts. Furthermore, the Focus Group Discussion (FGD) involving Physics teachers confirmed the appropriateness of these contexts. Six industries: agriculture, fishery, iron works, food manufacturing and processing, renewable energy, and tourism and transportation were identified as the most suitable for developing contextualized worksheets. As summarized in Table 2, these industries were matched with specific competencies, ensuring both relevance and curriculum alignment. These findings are consistent with Antonio’s (2017) Content-Context Matrix, which served as the framework for linking local industries with Physics competencies, and with Pedroso et al. (2023), who highlighted that contextualized instruction enhances engagement and knowledge retention. The Developed Industry-Based Learning Resource Package (IBLRP) The IBLRP was designed to strengthen the connection between Physics concepts and their real life applications, particularly to the local industries in Ilocos Norte. The resource package does not only have experiments but also activities designed to help students see the connection between the abstract concepts of Physics into their concrete applications. The IBLRP contains inquiry learning activities prepared through industry-based contextualization which encompass simple experimentation and investigation activities as defined and described in activity sheets stating and/or containing activity objectives, material requirements, procedures, observation mechanics, guide questions and evaluation. The IBLRP is composed of a Learner’s Material (LM) and a Key to Correction. The Learner’s Material is a compilation of twenty (20) industry-based lessons for students, providing contextualized activities intended to develop Physics content and expand the learner’s knowledge. The following are the features of all the 20 industry-based activities in the Learner’s Material of the IBLRP: Introduction, Objectives, Materials Needed, Procedure, Checkpoint, Summing it Up, and Going Beyond. The Introduction connects Physics concepts to local industries by highlighting real-life applications and posing engaging questions to motivate learners. The Objectives state the desired learning outcomes aligned with K to 12 competency standards, emphasizing specificity and measurability. The Materials Needed lists locally available items to ensure smooth activities, with suggestions to download online resources ahead if internet access is limited. The Procedure guides inquiry through detailed instructions, encouraging learners to ask questions and relate observations to Physics and industry contexts. The Checkpoint section serves as formative assessment, helping learners reinforce concepts and correct misconceptions. Summing It Up prompts students to draw conclusions, while Going Beyond challenges them to apply concepts to other industries and real-life situations. To support learners without printed materials, a Key to Correction accompanies the Learner’s Material, offering contextual guides, key concepts, and suggested answers for all activities. Unlike Pumaras (2016), the IBLRP uses a Key to Correction instead of a Teacher’s Guide but includes similar components like learning competencies, contextualization, and answer keys. The Contextualization Guide links learning competencies from the K to 12 curriculum to relevant local industries, providing insights for teachers and learners. The Summary of Key Concepts offers quick review notes, and Suggested Answers are embedded throughout the activities to provide immediate feedback. This feature supports both independent learners and teachers, especially those without specialized Physics backgrounds. The first ten learning materials (LM) in the IBLRP and their descriptions are: LM 1: Change in Position explores motion in one dimension through the movements of farmers, fishermen, and tourists, focusing on distance, displacement, and vector quantities; LM 2: Time is Ticking investigates how time affects motion, speed, and velocity, using real-life examples of travel routes and transportation in Ilocos Norte; LM 3: Anchor It Up demonstrate how waves carry energy using the example of boats on water, explaining the function of anchors; LM 4: Listen Carefully studies the characteristics of sound produced by metals in blacksmithing (panagpanday) and explains how humans distinguish sounds; LM 5: Too Hot, Tupig! examines heat transfer mechanisms through the cooking process of tupig , a native delicacy, linking conduction, convection, and radiation; LM 6: Follow the Law convers Newton’s three laws of motion and uniform circular motion with examples from agriculture, fishery, and transportation activities; LM 7: Do Your Farm Work explores the concept of work in physics through farm-related tasks such as lifting, pushing, and pulling; LM 8: Harnessing Agua Grande’s Energy investigates conservation of mechanical energy through the hydroelectric powerplant in Pagudpud, illustrating energy transformation from potential to kinetic energy; LM 9: Heat Energy from Down Below explores heat transfer and the operation of geothermal binary cycles power plants, emphasizing the Zeroth Law of Thermodynamics; LM 10: Power It Up! explains electrical energy generation in hydroelectric and wind power plants, demonstrating energy transformations and the parts of power plants. The next ten learning materials (LM) in the IBLRP and their description are: LM 11: Track the Electricity traces the transmission and distribution of electrical energy from power plants to consumers, including the role of transformers; LM 12: Cooking with Light introduces the electromagnetic spectrum and applications of electromagnetic waves, focusing on microwave ovens in food processing; LM 13: Giant Electric Fans compares the operation of windmills and electric fans, explaining the physics of motors and generators; LM 14: Marketplace Measurements teaches accuracy, precision, and measurement errors through practical examples from marketplaces and agriculture; LM 15: Tour Around Ilocos uses tourism routes to understand vector and scalar quantities, applying concepts of distance, displacement, and vector addition; LM 16: Mass or Weight differentiates mass and weight, explaining how they are measured and how gravity affects weight across different locations; LM 17: Pair by Pair identifies action-reaction force pairs based on Newton’s Third Law, with examples from fishing and everyday interactions; LM 18: Slowing Down explores static and kinetic friction, analyzing their effects on motion using farm carts (pasagad) and road vehicles; LM 19: Can You Stop Me? investigates impulse and momentum through experiments and examples involving moving objects and collisions; and LM 20: Keep the Engine Running ! examines heat engines and the Carnot cycle, comparing two-stroke and four-stroke engines, with applications to local machinery like the kuliglig . Validity of the Industry-Based Learning Resource Package (IBLRP) The results of the validation, as presented in Table 3, confirmed that the Industry-Based Learning Resource Package (IBLRP) is “Very Highly Valid” in all its components. The thirty Physics teachers who evaluated the material affirmed that the package met the standards of quality instructional resources, demonstrating its appropriateness for contextualized Physics teaching. In terms of objectives, the IBLRP garnered a composite mean of 3.87, which was interpreted as Very Highly Valid. This implies that the objectives of the package were attainable, specific, observable, and measurable, ensuring clarity in learning targets. According to Walia (2024), instructional materials must establish clear and measurable objectives to meet the needs of learners and institutions. The findings suggest that the IBLRP has effectively met this requirement. The content of the package obtained the highest composite mean of 3.93. This indicates that the lessons were accurate, updated, and aligned with the objectives, while also emphasizing essential Physics concepts and skills. Fleming (2023) emphasized that instructional materials must not only provide accurate and up-to-date content but also focus on core competencies. The high rating of the IBLRP’s content validates its strength in offering relevant and reliable information that supports meaningful learning. The context domain received a composite mean of 3.92, also rated as Very Highly Valid. This result highlights the appropriateness of integrating local industries as contexts for Physics instruction. The industry-based examples were regarded as relevant, familiar, and effective in demonstrating scientific principles. This finding supports Antonio’s (2017) Content-Context Matrix, which emphasizes the importance of situating learning within authentic and meaningful contexts. Similarly, Bringas (2014) and Taylor (2004) noted that contextualization and localization make lessons more applicable to students’ lived experiences, thereby enhancing engagement and comprehension. For instructional characteristics, the package received a composite mean of 3.84, which, while the lowest among the domains, still falls under the Very Highly Valid category. This indicates that the IBLRP successfully engaged learners in inquiry-based learning by prompting them to ask questions, gather evidence, and formulate explanations grounded in scientific knowledge. Meneses (2017) highlighted that inquiry-based approaches strengthen students’ ability to analyze and explain phenomena, while Hakim and Sari (2022) emphasized that contextual teaching approaches enhance higher-order thinking skills. The IBLRP’s inquiry-driven activities resonate well with these findings. Finally, the evaluation characteristics of the package achieved a composite mean of 3.89, showing that the assessment activities were aligned with the objectives, measured mastery, and promoted critical thinking. Pumaras (2016) argued that evaluation should not merely assess outcomes but also foster analytical and reflective skills. The IBLRP’s evaluation features affirm this principle by combining mastery checks with opportunities for critical inquiry. Overall, the IBLRP earned an overall mean score of 3.89, interpreted as Very Highly Valid. This demonstrates that the package is both reliable and effective in delivering contextualized Physics instruction. Its validity lies in its strong alignment with clear objectives, accurate content, meaningful contexts, inquiry-oriented instructional features, and evaluation tools that promote mastery and critical thinking. Moreover, the integration of local industries bridges theory and practice, reinforcing DepEd’s mandate on contextualization (Philippine Congress, 2013) and contributing to the advancement of contextualized and inquiry-based learning practices (Pedroso et al., 2023). CONCLUSIONS Based on the findings of the study, the following conclusions were drawn: There are numerous Physics concepts that can be effectively developed by utilizing the local industries of Ilocos Norte as learning contexts. Through this approach, the contextualization of Physics lessons demonstrates their direct connections to real-life applications. An Industry-Based Learning Resource Package (IBLRP) that is inquiry-based and equipped with essential features: introduction, objectives, materials needed, procedures, checkpoint, summing it up, going beyond, contextualization guide, suggested answers, and summary of key concepts, can be successfully created by aligning appropriate Physics concepts with relevant local industries. The Industry-Based Learning Resource Package (IBLRP) was found to be Very Highly Valid in terms of objectives, content, context, instructional characteristics, and evaluation characteristics, establishing its appropriateness and relevance for teaching Physics concepts. Since the lessons are contextualized using local industries, which are common to the knowledge of learners, Physics concepts were presented in a more relevant, concrete and meaningful manner. Leaner’s knowledge or experiences from these local industries serve as anchors of the new Physics concepts encountered by the learner which allows them to grasp these new concepts more easily. As a resource composed of contextualized and inquiry-based activities, the IBLRP is consistent with the theory of constructivism. It guides learners to reflect on their existing knowledge and experiences of local industries, then relate these to newly presented Physics concepts. This process allows them to “construct” new understandings and relationships, ultimately strengthening both retention and appreciation of the Physics lessons. Declarations Acknowledgment The researchers extend their most profound and sincerest gratitude to all the members of the advisory committee namely Prof. Filomena Barbara R. Gallardo, Dr. Artemio P. Seatriz, and Dr. Cesario Y. Pacis, whose expert guidance and scholarly remarks did not only improve but even ‘inspired’ this study; The reputable Physics educators, Prof. Virginia Aurelio, Mr. Erwin Jun Daguio and Prof. Froilan Alex Calixtro, for their expert suggestions to improve the output of the study; Physics Teachers in the province of Ilocos Norte who keep on sustaining the spirit of Physics learning alive and enthusiastic, especially those who participated in the Focus Group Discussion and in the Validation of the developed materials; The Schools Division of Ilocos Norte, most especially the then Superintendent Joann A. Corpuz, and the principals and school heads who approved and cooperated in the conduct of the study in the division and in their respective schools; The MMSU Graduate School headed by the former Dean Dr. Virgilio Julius P. Manzano Jr., the college secretary and all the office staff for their support and assistance; The MMSU University Research Ethics Review Board, especially Prof. Ryan Dean Sucgang, whose efficient assistance ensured the execution of this study within the timeline; and The researchers’ family members and loved ones who extended extraordinary understanding and encouragement. Author Contribution J.C.V. was responsible for writing the main manuscript text. V.A. contributed as subject matter expert, reviewed the drafted manuscript, and substantially finalized the methodology and tools. Both authors reviewed and approved the final version of the manuscript. Data Availability Data is provided within the manuscript or supplementary information files. References Antonio, V. V. (2017). Area profile and contextualization plan tables. templates 1 and 2 of mechanics of workshop 1. Unpublished PowerPoint Presentation. Bringas, H. A. (2014). Localization & contextualization. Grade 9 mass training. University of the Cordilleras. Calzada, M.P. & Antonio, V. (2023). Development of Technology-Enhanced Lessons in Optics (TELO). American Journal of Multidisciplinary Research and Innovation. 2. 10.54536/ajmri.v2i3.1599. Fleming, R. S. (2023). Course content and materials. In Springer texts in education (pp. 67–69). https://doi.org/10.1007/978-3-031-50161-6_15 Hakim, M. W., & Sari, D. M. M. (2022). Practicing contextual teaching and learning approach to enhance students’ higher order thinking skill on writing ability. ELSYA Journal of English Language Studies , 4 (3), 298–308. https://doi.org/10.31849/elsya.v4i3.11541 Meneses, J.M. (2017). Essential features and level of inquiry of the activities in the grade 9 science learner’s material. Unpublished Master’s Thesis. Mariano Marcos State University Graduate School. Laoag City. Pedroso, J. E. P., Tumabotabo, A. M., Alvarez, G. J., China, M. M. D., & Futotana, K. (2023). Contextualized strategies of elementary school teachers in teaching IP (Indigenous People) Learners. EIKI Journal of Effective Teaching Methods , 1 (3). https://doi.org/10.59652/jetm.v1i3.35 Philippine Congress. (2013). Republic Act No. 10533. Enhanced Basic Education Act of 2013 . Pumaras, J.C. (2016). An Ilocano teaching resource package (ITRP) for Science 3. Unpublished Master’s Thesis. Mariano Marcos State University Graduate School. Laoag City. Taylor, P. (2003). How to Design a Training Course: A Guide to Participatory Curriculum Development. 1st ed. Syndney: Bloomsbury Academic. Taylor, P. (2004). “ How can participatory processes of curriculum development impact on the quality of teaching and learning in developing countries?” UNESCO: Background paper for the education for all global monitoring report 2005: The quality imperative. Geneva Walia, A. (2024). Flexible in curriculum to meet the objectives of the program of the institution. International Journal for Multidisciplinary Research , 6 (2). https://doi.org/10.36948/ijfmr.2024.v06i02.14660 Additional Declarations No competing interests reported. Supplementary Files Tables.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. 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09:55:41","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":449290,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7546304/v1/cc64a2a4-68b3-495c-aa3d-e1f41940ab45.pdf"},{"id":93509180,"identity":"dca27624-78bc-4da2-9c33-1631e7fe8e29","added_by":"auto","created_at":"2025-10-14 15:20:32","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":25762,"visible":true,"origin":"","legend":"","description":"","filename":"Tables.docx","url":"https://assets-eu.researchsquare.com/files/rs-7546304/v1/206fca49ded6d8105e67e49d.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Contextualizing Physics Instruction: Development of Industry-Based Learning Resource Package on Selected Topics in Physics","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003ePhysics, as one of the core sciences, is essential in understanding the natural world and advancing technology that shapes human progress. Globally, it provides the foundation for innovations in energy production, transportation, communication, health, and industrial processes. The integration of Physics education with real-world contexts has become increasingly important, as societies prepare students to meet the demands of modern industries and contribute to national and international development. Across the globe, education systems face the challenge of preparing students not just with theoretical understanding but with the capacity to translate concepts into real-world applications, cultivating critical thinking, problem-solving skills, and readiness for future careers.\u003c/p\u003e\u003cp\u003eIn the Philippines, this demand is emphasized through the Enhanced Basic Education Act of 2013 or Republic Act No. 10533 (Philippine Congress, 2013), which mandated the K to 12 program and highlighted the importance of contextualization and localization in the curriculum. The Science Curriculum Guide under the K to 12 program emphasizes that \u0026ldquo;Science content and science processes are intertwined in the K to 12 Curriculum. Without the content, learners will have difficulty utilizing science process skills since these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learners\u0026rsquo; curiosity motivates them to learn and appreciate science as relevant and useful.\u0026rdquo;\u003c/p\u003e\u003cp\u003eDespite its implementation since School Year 2012\u0026ndash;2013, and the graduation of the first batch of Senior High School learners in 2018, challenges remain in ensuring meaningful contextualization of lessons across various disciplines.\u003c/p\u003e\u003cp\u003eInquiry-based learning is central to the K to 12 Science Curriculum, aiming to develop critical thinking and problem-solving through active student engagement. However, studies show that its practice remains constrained. Meneses (2017) found that although the Grade 9 Science Learner\u0026rsquo;s Material integrates essential features of inquiry, activities often stay at lower levels of student self-direction, limiting the development of inquiry skills. Complementing this, Hakim and Sari (2022) emphasize the importance of contextualized learning resources to connect science concepts with real-life settings, thereby strengthening relevance and understanding. Similarly, Pedroso et al. (2023) highlight how contextualized teaching strategies, such as the use of local materials and the \u0026ldquo;glocal\u0026rdquo; approach (combining global pedagogical principles with local cultural contexts), improve learner motivation, curiosity, and engagement, especially for Indigenous People learners. Collectively, these studies point to the dual need for science materials that both deepen inquiry and embed contextual relevance, providing the groundwork for this study\u0026rsquo;s intervention.\u003c/p\u003e\u003cp\u003eContextualization, as defined by Bringas (2014), involves developing new skills, knowledge, and attitudes by presenting subject matter in relevant and meaningful settings, while localization, as explained by Taylor (2004), grants schools the freedom to adapt lessons to local environments, making them more applicable to learners\u0026rsquo; lived experiences. These methods play a vital role in linking science instruction with the everyday experiences of students and the contexts of their communities. Locally, in the Province of Ilocos Norte, industries such as agriculture, fisheries, loom weaving, furniture making, ceramics, iron works, salt and bagoong making, \u003cem\u003ebasi\u003c/em\u003e and vinegar making, and food processing, as well as emerging sectors like renewable energy, tourism, and transportation, provide rich contexts for illustrating Physics concepts. These industries not only serve as vital sources of livelihood but also embody practical applications of scientific principles. For example, \u003cem\u003etupig\u003c/em\u003e-making vividly demonstrates heat transfer, while the Bangui windmills embody energy conversion principles that, if properly explained, can enhance both science learning and tourism.\u003c/p\u003e\u003cp\u003eThe community impact of contextualizing Physics lessons through local industries is significant. Students become more engaged and motivated when they see the relevance of their lessons to familiar practices, while communities benefit from improved awareness of the science behind their livelihoods and traditions. At the global level, aligning science education with contextualized and inquiry-based learning addresses the call for developing scientifically literate citizens capable of critical inquiry and innovation. At the national and local levels, it strengthens learners\u0026rsquo; connection to their cultural and economic environment, while also promoting career awareness and future participation in the workforce.\u003c/p\u003e\u003cp\u003eIn response to these circumstances, the study examined the Physics concepts present in local industries of Ilocos Norte and aimed to design and validate an Industry-Based Learning Resource Package (IBLRP) for Junior and Senior High School Science instruction. The IBLRP aims to make Physics concepts more tangible by linking them with both established and emerging industries, supporting contextualized and inquiry-driven teaching as outlined in the K to 12 Curriculum. Specifically, the study aimed to identify Physics concepts that can be developed using local industries, design a learning resource package based on these concepts, and determine its validity in terms of objectives, content, context, instructional characteristics, and evaluation characteristics. The study, therefore, enriches Physics education while bridging classroom practices with real-world contexts, generating meaningful outcomes for learners, teachers, schools, and society.\u003c/p\u003e"},{"header":"METHODOLOGY","content":"\u003cp\u003eThis study followed the Research and Development (R\u0026amp;D) framework in developing and validating the Inquiry-Based Learning Resource Package (IBLRP). This approach is consistent with prior works such as Calzada \u0026amp; Antonio (2023), who used the Input-Process-Output (IPO) and SAMR models in developing and validating technology-enhanced lessons in optics, and Meneses (2017), who employed document analysis and expert validation to examine the essential features of inquiry in science learning materials. These earlier studies demonstrate the value of systematic processes in ensuring that instructional resources are both pedagogically sound and empirically validated.\u003c/p\u003e\n\u003cp\u003eIn this study, participatory curriculum development (PCD) procedures were also integrated (Taylor, 2003; Taylor, 2004). Similar to the R\u0026amp;D process, PCD emphasizes the active engagement of stakeholders in the design, validation, and refinement of instructional materials. This ensures that the IBLRP is grounded not only in theoretical and methodological rigor but also in the lived teaching and learning contexts of its intended users.\u003c/p\u003e\n\u003cp\u003eMoreover, curriculum development must remain flexible and responsive to the evolving needs of learners and the demands of the 21st century (Walia, 2024). Flexibility in design allows instructional materials to adapt to diverse learner contexts and incorporate innovative approaches such as inquiry-based and contextualized strategies. By aligning the R\u0026amp;D and PCD frameworks with the principles of curriculum flexibility, the IBLRP was designed to be both methodologically robust and responsive to the dynamic realities of science teaching and learning.\u003c/p\u003e\n\u003cp\u003eIn this study, the process consisted of three stages: Planning, Development, and Validation. The Planning Stage involved preliminary preparation, curriculum review, focus group discussion (FGD), and bibliographical research. Local industries were surveyed through interviews, observations, and readings, and their potential Physics applications were identified. The list of Physics concepts was refined with teachers, while the FGD with ten purposively selected Physics teachers used Antonio’s (2017) Content-Context Matrix to match competencies with industry contexts. Bibliographical research supplemented the design with additional references.\u003c/p\u003e\n\u003cp\u003eIn the Development Stage, the Content-Context Matrix guided the writing of the IBLRP, which was first reviewed by the thesis adviser and revised accordingly. The Validation Stage followed, beginning with evaluation by three subject matter experts, then by a panel of thirty Physics teachers (at least Teacher III in rank), whose feedback informed the final revisions.\u003c/p\u003e\n\u003cp\u003eThe study was conducted in public secondary schools under the Schools Division of Ilocos Norte, in northern Philippines, which supervises fifty-four schools in twenty-one municipalities. Respondents included ten Physics teachers (average 3.4 years teaching experience) for the FGD and thirty Physics teachers (average 9 years) for validation. Of the latter, 22 were Teacher III, five Master Teacher I, one Master Teacher III, and two Head Teacher III; most were pursuing or had completed graduate studies.\u003c/p\u003e\n\u003cp\u003eThree instruments were used: a Semi-Structured Interview Guide for the FGD, the Content-Context Matrix for documenting matches, and a Validation Rating Scale adapted from Calzada \u0026amp; Antonio (2023), Meneses (2017), and Pumaras (2016). The scale assessed objectives, content, context, instructional characteristics, and evaluation characteristics using a four-point system from Not Valid (1) to Very Highly Valid (4). Descriptive statistics, specifically weighted mean, were used to interpret the ratings.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEthical clearance was granted by the University Research Ethics Review Board (Exempt Research Certificate 2019-115), and permission was secured from the Schools Division Superintendent. The study complied with national guidelines for research involving human participants.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed consent was obtained from all respondents, with assurances of voluntary participation, confidentiality, and anonymity. Data were handled securely, and no identifying information was disclosed in the analysis.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Publish\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll participants consented to the use of anonymized data for research and publication purposes. No identifying information is disclosed in this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical Trial Declaration:\u0026nbsp;\u003c/strong\u003enot applicable.\u003c/p\u003e"},{"header":"RESULTS/FINDINGS ","content":"\u003cp\u003eThe study identified local industries in Ilocos Norte that demonstrate Physics concepts applicable to the K to 12 Science curriculum. Table 1 summarizes these industries and their related Physics concepts.\u003c/p\u003e\n\u003cp\u003eTable 1 provides a comprehensive summary of the local industries in Ilocos Norte and the corresponding Physics concepts that they can demonstrate. The industries include agriculture, fishery, loom weaving (\u003cem\u003epanag-abel\u003c/em\u003e), furniture making, ceramics (\u003cem\u003epanagdamili\u003c/em\u003e), iron works (\u003cem\u003epanagpanday\u003c/em\u003e), salt and \u003cem\u003ebagoong\u003c/em\u003e (fish sauce) making, \u003cem\u003ebasi\u003c/em\u003e (a local wine from sugarcane) and vinegar production, food manufacturing, renewable energy, and tourism and transportation services. Each of these industries is associated with key Physics principles such as motion, Newton\u0026rsquo;s laws of motion, friction, work, power, energy, waves, sound, heat transfer, fluids, electricity, and thermodynamics.\u003c/p\u003e\n\u003cp\u003eFor instance, agriculture illustrates concepts such as motion in one-dimension, projectile motion, and the law of gravitation, while renewable energy demonstrates conservation of mechanical energy, electromagnetism, and entropy. By linking these everyday practices to Physics concepts, the table underscores how abstract scientific ideas can be made tangible through real-life applications. This reinforces the potential of contextualization in enhancing learner engagement and conceptual understanding.\u003c/p\u003e\n\u003cp\u003eTable 2 presents the Physics concepts that can be developed using selected local industries, aligned with the learning competencies of the K to 12 Science curriculum. It narrows down the scope to six industries\u0026mdash;agriculture, fishery, iron works, food manufacturing and processing, renewable energy, and tourism and transportation services\u0026mdash;which were identified as the most effective contexts for Physics instruction. The table outlines the specific competencies that can be taught, such as motion in one dimension, Newton\u0026rsquo;s three laws of motion, uniform circular motion, impulse and momentum, heat transfer, the conservation of energy, and the relationship between electricity and magnetism. For example, fishery can be used to explain the concept of waves as carriers of energy, while tourism and transportation services can demonstrate vectors and scalars, gas laws, and entropy. This mapping of industries to competencies ensured that the Industry-Based Learning Resource Package (IBLRP) developed by the researcher was not only contextualized but also aligned with national curriculum standards, making it relevant and applicable in actual classroom instruction.\u003c/p\u003e\n\u003cp\u003eTable 3 highlights the results of the validation of the Industry-Based Learning Resource Package (IBLRP) as evaluated by thirty Physics teachers. The findings reveal that the IBLRP was rated \u0026ldquo;Very Highly Valid\u0026rdquo; across all five domains: objectives, content, context, instructional characteristics, and evaluation characteristics. Specifically, the objectives of the resource package were found to be attainable, measurable, specific, and testable, with a composite mean of 3.87.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe content obtained the highest composite mean of 3.93, indicating that the materials were accurate, updated, and focused on essential competencies. The context received a composite mean of 3.92, affirming that the industry-based examples used were relevant, familiar, and effective in demonstrating Physics concepts. Instructional characteristics achieved a composite mean of 3.84, reflecting the package\u0026rsquo;s capacity to engage learners in inquiry, evidence gathering, and scientific explanation. Finally, evaluation characteristics garnered a composite mean of 3.89, showing that the assessment activities were aligned with objectives, measured mastery, and developed critical thinking skills. With an overall mean rating of 3.89, the IBLRP was confirmed to be a valid, reliable, and effective instructional material for contextualized Physics education.\u003c/p\u003e"},{"header":"DISCUSSIONS","content":"\u003cp\u003e\u003cstrong\u003ePhysics Concepts that can be Developed Using\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLocal Industries in Ilocos Norte\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFindings indicate that Ilocos Norte’s local industries serve as valuable resources for contextualizing Physics concepts within the K to 12 Science curriculum. Table 1 shows that industries such as agriculture, fisheries, renewable energy, and tourism embody fundamental Physics concepts, including mechanics, thermodynamics, electricity, and waves. This demonstrates that Physics can be effectively contextualized within learners’ immediate environment, making abstract concepts more tangible. The results align with DepEd’s mandate on contextualization and localization, which emphasizes the importance of situating learning in authentic and meaningful contexts.\u003c/p\u003e\n\u003cp\u003eFurthermore, the Focus Group Discussion (FGD) involving Physics teachers confirmed the appropriateness of these contexts. Six industries: agriculture, fishery, iron works, food manufacturing and processing, renewable energy, and tourism and transportation were identified as the most suitable for developing contextualized worksheets. As summarized in Table 2, these industries were matched with specific competencies, ensuring both relevance and curriculum alignment. These findings are consistent with Antonio’s (2017) Content-Context Matrix, which served as the framework for linking local industries with Physics competencies, and with Pedroso et al. (2023), who highlighted that contextualized instruction enhances engagement and knowledge retention.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe Developed Industry-Based Learning Resource\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePackage (IBLRP)\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe IBLRP was designed to strengthen the connection between Physics concepts and their real life applications, particularly to the local industries in Ilocos Norte. The resource package does not only have experiments but also activities designed to help students see the connection between the abstract concepts of Physics into their concrete applications.\u003c/p\u003e\n\u003cp\u003eThe IBLRP contains inquiry learning activities prepared through industry-based contextualization which encompass simple experimentation and investigation activities as defined and described in activity sheets stating and/or containing activity objectives, material requirements, procedures, observation mechanics, guide questions and evaluation. The IBLRP is composed of a Learner’s Material (LM) and a Key to Correction.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;The Learner’s Material is a compilation of twenty (20) industry-based lessons for students, providing contextualized activities intended to develop Physics content and expand the learner’s knowledge. \u0026nbsp;The following are the features of all the 20 industry-based activities in the Learner’s Material of the IBLRP: Introduction, Objectives, Materials Needed, Procedure, Checkpoint, Summing it Up, and Going Beyond. The \u003cem\u003eIntroduction\u003c/em\u003e connects Physics concepts to local industries by highlighting real-life applications and posing engaging questions to motivate learners. The \u003cem\u003eObjectives\u003c/em\u003e state the desired learning outcomes aligned with K to 12 competency standards, emphasizing specificity and measurability. The \u003cem\u003eMaterials Needed\u003c/em\u003e lists locally available items to ensure smooth activities, with suggestions to download online resources ahead if internet access is limited. The Procedure guides inquiry through detailed instructions, encouraging learners to ask questions and relate observations to Physics and industry contexts. The \u003cem\u003eCheckpoint\u003c/em\u003e section serves as formative assessment, helping learners reinforce concepts and correct misconceptions. \u003cem\u003eSumming It Up\u003c/em\u003e prompts students to draw conclusions, while \u003cem\u003eGoing Beyond\u003c/em\u003e challenges them to apply concepts to other industries and real-life situations.\u003c/p\u003e\n\u003cp\u003eTo support learners without printed materials, a Key to Correction accompanies the Learner’s Material, offering contextual guides, key concepts, and suggested answers for all activities. Unlike Pumaras (2016), the IBLRP uses a Key to Correction instead of a Teacher’s Guide but includes similar components like learning competencies, contextualization, and answer keys.\u003c/p\u003e\n\u003cp\u003eThe \u003cem\u003eContextualization Guide\u003c/em\u003e links learning competencies from the K to 12 curriculum to relevant local industries, providing insights for teachers and learners. The \u003cem\u003eSummary of Key Concepts\u003c/em\u003e offers quick review notes, and \u003cem\u003eSuggested Answers\u003c/em\u003e are embedded throughout the activities to provide immediate feedback. This feature supports both independent learners and teachers, especially those without specialized Physics backgrounds.\u003c/p\u003e\n\u003cp\u003eThe first ten learning materials (LM) in the IBLRP and their descriptions are: \u003cem\u003eLM 1: Change in Position\u0026nbsp;\u003c/em\u003eexplores motion in one dimension through the movements of farmers, fishermen, and tourists, focusing on distance, displacement, and vector quantities; \u003cem\u003eLM 2: Time is Ticking\u0026nbsp;\u003c/em\u003einvestigates how time affects motion, speed, and velocity, using real-life examples of travel routes and transportation in Ilocos Norte; \u003cem\u003eLM 3: Anchor It Up\u0026nbsp;\u003c/em\u003edemonstrate how waves carry energy using the example of boats on water, explaining the function of anchors; \u003cem\u003eLM 4: Listen Carefully\u0026nbsp;\u003c/em\u003estudies the characteristics of sound produced by metals in blacksmithing \u003cem\u003e(panagpanday)\u0026nbsp;\u003c/em\u003eand explains how humans distinguish sounds; \u003cem\u003eLM 5: Too Hot, Tupig!\u0026nbsp;\u003c/em\u003eexamines heat transfer mechanisms through the cooking process of \u003cem\u003etupig\u003c/em\u003e, a native delicacy, linking conduction, convection, and radiation; \u003cem\u003eLM 6: Follow the Law\u0026nbsp;\u003c/em\u003econvers Newton’s three laws of motion and uniform circular motion with examples from agriculture, fishery, and transportation activities; \u003cem\u003eLM 7: Do Your Farm Work\u0026nbsp;\u003c/em\u003eexplores the concept of work in physics through farm-related tasks such as lifting, pushing, and pulling; \u003cem\u003eLM 8: Harnessing Agua Grande’s Energy\u0026nbsp;\u003c/em\u003einvestigates conservation of mechanical energy through the hydroelectric powerplant in Pagudpud, illustrating energy transformation from potential to kinetic energy; \u003cem\u003eLM 9: Heat Energy from Down Below\u0026nbsp;\u003c/em\u003eexplores heat transfer and the operation of geothermal binary cycles power plants, emphasizing the Zeroth Law of Thermodynamics; \u003cem\u003eLM 10: Power It Up!\u0026nbsp;\u003c/em\u003eexplains electrical energy generation in hydroelectric and wind power plants, demonstrating energy transformations and the parts of power plants.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe next ten learning materials (LM) in the IBLRP and their description are: \u003cem\u003eLM 11: Track the Electricity\u0026nbsp;\u003c/em\u003etraces the transmission and distribution of electrical energy from power plants to consumers, including the role of transformers; \u003cem\u003eLM 12: Cooking with Light\u0026nbsp;\u003c/em\u003eintroduces the electromagnetic spectrum and applications of electromagnetic waves, focusing on microwave ovens in food processing; \u003cem\u003eLM 13: Giant Electric Fans\u003c/em\u003e compares the operation of windmills and electric fans, explaining the physics of motors and generators; \u003cem\u003eLM 14: Marketplace Measurements\u0026nbsp;\u003c/em\u003eteaches accuracy, precision, and measurement errors through practical examples from marketplaces and agriculture; \u003cem\u003eLM 15: Tour Around Ilocos\u0026nbsp;\u003c/em\u003euses tourism routes to understand vector and scalar quantities, applying concepts of distance, displacement, and vector addition; \u003cem\u003eLM 16: Mass or Weight\u003c/em\u003e differentiates mass and weight, explaining how they are measured and how gravity affects weight across different locations; \u003cem\u003eLM 17: Pair by Pair\u0026nbsp;\u003c/em\u003eidentifies action-reaction force pairs based on Newton’s Third Law, with examples from fishing and everyday interactions; \u003cem\u003eLM 18: Slowing Down\u0026nbsp;\u003c/em\u003eexplores static and kinetic friction, analyzing their effects on motion using farm carts \u003cem\u003e(pasagad)\u003c/em\u003e and road vehicles; \u003cem\u003eLM 19: Can You Stop Me?\u0026nbsp;\u003c/em\u003einvestigates impulse and momentum through experiments and examples involving moving objects and collisions; and \u003cem\u003eLM 20: Keep the Engine Running !\u0026nbsp;\u003c/em\u003eexamines heat engines and the Carnot cycle, comparing two-stroke and four-stroke engines, with applications to local machinery like the \u003cem\u003ekuliglig\u003c/em\u003e.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eValidity of the Industry-Based Learning\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResource Package (IBLRP)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe results of the validation, as presented in Table 3, confirmed that the Industry-Based Learning Resource Package (IBLRP) is “Very Highly Valid” in all its components. The thirty Physics teachers who evaluated the material affirmed that the package met the standards of quality instructional resources, demonstrating its appropriateness for contextualized Physics teaching.\u003c/p\u003e\n\u003cp\u003eIn terms of objectives, the IBLRP garnered a composite mean of 3.87, which was interpreted as Very Highly Valid. This implies that the objectives of the package were attainable, specific, observable, and measurable, ensuring clarity in learning targets. According to Walia (2024), instructional materials must establish clear and measurable objectives to meet the needs of learners and institutions. The findings suggest that the IBLRP has effectively met this requirement.\u003c/p\u003e\n\u003cp\u003eThe content of the package obtained the highest composite mean of 3.93. This indicates that the lessons were accurate, updated, and aligned with the objectives, while also emphasizing essential Physics concepts and skills. Fleming (2023) emphasized that instructional materials must not only provide accurate and up-to-date content but also focus on core competencies. The high rating of the IBLRP’s content validates its strength in offering relevant and reliable information that supports meaningful learning.\u003c/p\u003e\n\u003cp\u003eThe context domain received a composite mean of 3.92, also rated as Very Highly Valid. This result highlights the appropriateness of integrating local industries as contexts for Physics instruction. The industry-based examples were regarded as relevant, familiar, and effective in demonstrating scientific principles. This finding supports Antonio’s (2017) Content-Context Matrix, which emphasizes the importance of situating learning within authentic and meaningful contexts. Similarly, Bringas (2014) and Taylor (2004) noted that contextualization and localization make lessons more applicable to students’ lived experiences, thereby enhancing engagement and comprehension.\u003c/p\u003e\n\u003cp\u003eFor instructional characteristics, the package received a composite mean of 3.84, which, while the lowest among the domains, still falls under the Very Highly Valid category. This indicates that the IBLRP successfully engaged learners in inquiry-based learning by prompting them to ask questions, gather evidence, and formulate explanations grounded in scientific knowledge. Meneses (2017) highlighted that inquiry-based approaches strengthen students’ ability to analyze and explain phenomena, while Hakim and Sari (2022) emphasized that contextual teaching approaches enhance higher-order thinking skills. The IBLRP’s inquiry-driven activities resonate well with these findings.\u003c/p\u003e\n\u003cp\u003eFinally, the evaluation characteristics of the package achieved a composite mean of 3.89, showing that the assessment activities were aligned with the objectives, measured mastery, and promoted critical thinking. Pumaras (2016) argued that evaluation should not merely assess outcomes but also foster analytical and reflective skills. The IBLRP’s evaluation features affirm this principle by combining mastery checks with opportunities for critical inquiry.\u003c/p\u003e\n\u003cp\u003eOverall, the IBLRP earned an overall mean score of 3.89, interpreted as Very Highly Valid. This demonstrates that the package is both reliable and effective in delivering contextualized Physics instruction. Its validity lies in its strong alignment with clear objectives, accurate content, meaningful contexts, inquiry-oriented instructional features, and evaluation tools that promote mastery and critical thinking. Moreover, the integration of local industries bridges theory and practice, reinforcing DepEd’s mandate on contextualization (Philippine Congress, 2013) and contributing to the advancement of contextualized and inquiry-based learning practices (Pedroso et al., 2023).\u003c/p\u003e"},{"header":"CONCLUSIONS ","content":"\u003cp\u003eBased on the findings of the study, the following conclusions were drawn:\u003c/p\u003e\n\u003cp\u003eThere are numerous Physics concepts that can be effectively developed by utilizing the local industries of Ilocos Norte as learning contexts. Through this approach, the contextualization of Physics lessons demonstrates their direct connections to real-life applications.\u003c/p\u003e\n\u003cp\u003eAn Industry-Based Learning Resource Package (IBLRP) that is inquiry-based and equipped with essential features: introduction, objectives, materials needed, procedures, checkpoint, summing it up, going beyond, contextualization guide, suggested answers, and summary of key concepts, can be successfully created by aligning appropriate Physics concepts with relevant local industries.\u003c/p\u003e\n\u003cp\u003eThe Industry-Based Learning Resource Package (IBLRP) was found to be Very Highly Valid in terms of objectives, content, context, instructional characteristics, and evaluation characteristics, establishing its appropriateness and relevance for teaching Physics concepts.\u0026nbsp; \u0026nbsp; \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSince the lessons are contextualized using local industries, which are common to the knowledge of learners, Physics concepts were presented in a more relevant, concrete and meaningful manner. Leaner’s knowledge or experiences from these local industries serve as anchors of the new Physics concepts encountered by the learner which allows them to grasp these new concepts more easily.\u003c/p\u003e\n\u003cp\u003eAs a resource composed of contextualized and inquiry-based activities, the IBLRP is consistent with the theory of constructivism. It guides learners to reflect on their existing knowledge and experiences of local industries, then relate these to newly presented Physics concepts. This process allows them to “construct” new understandings and relationships, ultimately strengthening both retention and appreciation of the Physics lessons.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgment\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe researchers extend their most profound and sincerest gratitude to all the members of the advisory committee namely Prof. Filomena Barbara R. Gallardo, Dr. Artemio P. Seatriz, and Dr. Cesario Y. Pacis, whose expert guidance and scholarly remarks did not only improve but even \u0026lsquo;inspired\u0026rsquo; this study;\u003c/p\u003e\n\u003cp\u003eThe reputable Physics educators, Prof. Virginia Aurelio, Mr. Erwin Jun Daguio and Prof. Froilan Alex Calixtro, for their expert suggestions to improve the output of the study;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003ePhysics Teachers in the province of Ilocos Norte who keep on sustaining the spirit of Physics learning alive and enthusiastic, especially those who participated in the Focus Group Discussion and in the Validation of the developed materials;\u003c/p\u003e\n\u003cp\u003eThe Schools Division of Ilocos Norte, most especially the then Superintendent Joann A. Corpuz, and the principals and school heads who approved and cooperated in the conduct of the study in the division and in their respective schools;\u003c/p\u003e\n\u003cp\u003eThe MMSU Graduate School headed by the former Dean Dr. Virgilio Julius P. Manzano Jr., the college secretary and all the office staff for their support and assistance;\u003c/p\u003e\n\u003cp\u003eThe MMSU University Research Ethics Review Board, especially Prof. Ryan Dean Sucgang, whose efficient assistance ensured the execution of this study within the timeline; and\u003c/p\u003e\n\u003cp\u003eThe researchers\u0026rsquo; family members and loved ones who extended extraordinary understanding and encouragement.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor Contribution\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eJ.C.V. was responsible for writing the main manuscript text. V.A. contributed as subject matter expert, reviewed the drafted manuscript, and substantially finalized the methodology and tools. Both authors reviewed and approved the final version of the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eData is provided within the manuscript or supplementary information files.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAntonio, V. V. (2017). Area profile and contextualization plan tables. templates 1 and 2 of mechanics of workshop 1. Unpublished PowerPoint Presentation.\u003c/li\u003e\n\u003cli\u003eBringas, H. A. (2014). Localization \u0026amp; contextualization. Grade 9 mass training. University of the Cordilleras.\u003c/li\u003e\n\u003cli\u003eCalzada, M.P. \u0026amp; Antonio, V. (2023). Development of Technology-Enhanced Lessons in Optics (TELO). American Journal of Multidisciplinary Research and Innovation. 2. 10.54536/ajmri.v2i3.1599. \u003c/li\u003e\n\u003cli\u003eFleming, R. S. (2023). Course content and materials. In \u003cem\u003eSpringer texts in education\u003c/em\u003e (pp. 67\u0026ndash;69). https://doi.org/10.1007/978-3-031-50161-6_15\u003c/li\u003e\n\u003cli\u003eHakim, M. W., \u0026amp; Sari, D. M. M. (2022). Practicing contextual teaching and learning approach to enhance students\u0026rsquo; higher order thinking skill on writing ability. \u003cem\u003eELSYA Journal of English Language Studies\u003c/em\u003e, \u003cem\u003e4\u003c/em\u003e(3), 298\u0026ndash;308. https://doi.org/10.31849/elsya.v4i3.11541\u003c/li\u003e\n\u003cli\u003eMeneses, J.M. (2017). Essential features and level of inquiry of the activities in the grade 9 science learner\u0026rsquo;s material. Unpublished Master\u0026rsquo;s Thesis. Mariano Marcos State University Graduate School. Laoag City.\u003c/li\u003e\n\u003cli\u003ePedroso, J. E. P., Tumabotabo, A. M., Alvarez, G. J., China, M. M. D., \u0026amp; Futotana, K. (2023). Contextualized strategies of elementary school teachers in teaching IP (Indigenous People) Learners. \u003cem\u003eEIKI Journal of Effective Teaching Methods\u003c/em\u003e, \u003cem\u003e1\u003c/em\u003e(3). https://doi.org/10.59652/jetm.v1i3.35\u003c/li\u003e\n\u003cli\u003ePhilippine Congress. (2013). \u003cem\u003eRepublic Act No. 10533. Enhanced Basic Education Act of 2013\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003ePumaras, J.C. (2016). An Ilocano teaching resource package (ITRP) for Science 3. Unpublished Master\u0026rsquo;s Thesis. Mariano Marcos State University Graduate School. Laoag City.\u003c/li\u003e\n\u003cli\u003eTaylor, P. (2003). How to Design a Training Course: A Guide to Participatory Curriculum Development. 1st ed. Syndney: Bloomsbury Academic.\u003c/li\u003e\n\u003cli\u003eTaylor, P. (2004). \u0026ldquo;\u003cem\u003eHow can participatory processes of curriculum development impact on the quality of teaching and learning in developing countries?\u0026rdquo; UNESCO: Background paper for the education for all global monitoring report 2005: The quality imperative. Geneva\u003c/em\u003e\u003c/li\u003e\n\u003cli\u003eWalia, A. (2024). Flexible in curriculum to meet the objectives of the program of the institution. \u003cem\u003eInternational Journal for Multidisciplinary Research\u003c/em\u003e, \u003cem\u003e6\u003c/em\u003e(2). https://doi.org/10.36948/ijfmr.2024.v06i02.14660\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Contextualization, Ilocos Norte, Industry-Based Learning Resource Package (IBLRP), Inquiry-Based Learning, Physics Education","lastPublishedDoi":"10.21203/rs.3.rs-7546304/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7546304/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis research focused on the creation of an Industry-Based Learning Resource Package (IBLRP), consisting of a Learner\u0026rsquo;s Material and a Key to Correction, centered on Physics topics that were contextualized through local industries in Ilocos Norte. Using a descriptive Research and Development (R\u0026amp;D) approach, a Focus Group Discussion (FGD) with ten Physics teachers was conducted to determine suitable contexts aligned with K to 12 learning standards, resulting in the design of twenty activities. The IBLRP was later assessed by thirty Physics teachers through a researcher-designed Validation Toolkit. Identified industries included agriculture, fisheries, loom weaving, ceramics/pottery, iron works, salt and bagoong production, basi and vinegar making, food manufacturing, renewable energy, and tourism and transportation. Six of these industries were integrated with Physics concepts such as motion in one dimension, Newton\u0026rsquo;s laws, waves, circular motion, power and energy, heat transfer, electricity, entropy, and gas laws. Validation showed that the IBLRP was rated Very Highly Valid in objectives (3.87), content (3.93), context (3.92), instructional features (3.84), and evaluation features (3.91), with an overall score of 3.89. As an inquiry-based and contextualized resource, the IBLRP aligns with constructivist principles, allowing learners to connect industry-related experiences with Physics lessons for deeper understanding and improved retention.\u003c/p\u003e","manuscriptTitle":"Contextualizing Physics Instruction: Development of Industry-Based Learning Resource Package on Selected Topics in Physics","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-10-14 15:20:27","doi":"10.21203/rs.3.rs-7546304/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"2f02fb4c-5016-4f81-8361-aafee0400bfa","owner":[],"postedDate":"October 14th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-01-07T09:55:07+00:00","versionOfRecord":[],"versionCreatedAt":"2025-10-14 15:20:27","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7546304","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7546304","identity":"rs-7546304","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}