Abstract

This study examined the effectiveness of indigenized context-based learning materials in improving the English language competency of Mamanwa learners at Cantugas Cultural National High School during the School Year 2023-2024. Guided by the ADDIES model, the materials were developed based on the learners’ culture and daily experiences. Using a one-group pretest-posttest design, learners were assessed quarterly through pre-tests and post-tests, and data were analysed using mean, paired sample t-tests, and repeated measures ANOVA. This study revealed the that the Mamanwa learners had a beginning level of English language competency before the implementation of indigenized context-based learning materials. However, they improved to developing level after the implementation. There is a significant difference in the English language performance of Mamanwa learners using the pre-test and post-test results. In terms of quality, DepEd validator found the materials to be largely aligned with standards in language, formatting, and readability. Minor issues, such as capitalization and formatting inconsistencies, were noted but did not affect overall usability. Based on the findings, the English competency of Mamanwa learners improved after using the indigenized context-based materials, with most moving from Beginning to Developing levels. Statistical tests confirmed significant difference between pre- and post- test scores across four quarters. Additionally, the materials generally met DepEd standards, with only minor issues in formatting and capitalization. These results show that culturally grounded materials are effective in enhancing language learning and are suitable for classroom use.