Abstract

This study aimed to evaluate the format of Contextualized and Localized Digital Learning Aids (CLDLAs) developed for Grade 7 Science instruction, focusing on five key components: prints, illustrations, design and layout, paper and binding, and size and weight. The objective was to determine the quality, usability, and contextual relevance of the CLDLAs, particularly in rural public-school settings, and to assess whether they met educational standards and supported learner engagement. A descriptive-developmental research design was employed, combining systematic evaluation with instructional material development. The descriptive phase examined the current status of science instruction and identified learning gaps through a formative diagnostic test administered to 114 Grade 7 students at Guinabsan National High School in Buenavista, Agusan del Norte. The developmental phase involved designing CLDLAs using Canva, integrating localized cultural elements and interactive features. The design was anchored on Constructivist Learning Theory, Cognitive Load Theory, and the Technology Acceptance Model to ensure pedagogical soundness and cognitive accessibility. Expert validators including science teachers, ICT specialists, and education professionals assessed the CLDLAs using the DepEd Level 2 Evaluation Rating Sheet and a four-point Likert scale. Descriptive statistics were used to analyze the mean and standard deviation of ratings across four dimensions: content accuracy, format and design, presentation and organization, and curriculum alignment. Findings revealed that CLDLA 1 and CLDLA 2 received overall weighted means of 3.93 and 3.86, respectively, interpreted as “Very Satisfactory.” High ratings were observed in prints, illustrations, design and layout, and size and weight, while paper and binding received a moderate score of 3.45. These results indicate strong design integrity and contextual relevance. The CLDLAs were validated as effective, user-friendly, and culturally responsive instructional tools, highly recommended for enhancing science education in rural classrooms.