From Shoreline to Classroom: Development of a Contextualized Mangrove Literacy Learning Kit (MLLK) to Enhance Grade 10 Learners’ Conceptual Understanding and Awareness of Mangrove Ecosystem

A persistent challenge in science education is learners’ limited mastery of ecological concepts, particularly in understanding how species diversity supports adaptation and survival in changing environments. To address this gap, the study developed and validated a contextualized Mangrove Literacy Learning Kit (MLLK) for Grade 10 learners, designed to enhance their conceptual understanding and awareness of the mangrove ecosystem. Anchored on the Department of Education’s K–12 Science curriculum and the principles of sustainable development, the research addressed the need for localized, inquiry‑based instructional materials that connect ecological concepts with learners’ lived experiences. The study employed a Research and Development (R&D) design guided by the modified 4D Model (Define + Ideate, Design + Development, Develop + Validation, Disseminate: Acceptability & Perception). A needs assessment survey was conducted among school administrators and science teachers to identify instructional gaps, leading to the creation of the MLLK using authentic ecological data and photographs from Bayug Island, Iligan City, Philippines. The learning kit covers diverse themes ranging from mangrove ecology, biodiversity, and climate change to environmental laws, integrating inquiry‑based activities, reflection journals, and a glossary of technical terms. It was validated by five (5) experts for scientific accuracy, pedagogical soundness, readability, and usability. Implementation involved 84 Grade 10 learners, who completed a 30‑item pre‑test and post‑test scored via ZipGrade. Data were analyzed using the Wilcoxon Signed‑Rank Test, supported by descriptive statistics, effect size, and normalized gain scores. Learners’ awareness was measured through a 12‑item questionnaire, while perceptions of both learners and teachers were gathered through structured evaluation instruments. Results revealed a significant improvement in learners’ conceptual understanding (Pre‑test M = 3.89, StD = 3.15; Post‑test M = 25.96, StD = 2.69; p = .000) and a dramatic increase in awareness of mangrove ecosystems (from Slightly aware, M = 2.46/5, to Very aware, M = 4.92/5). Learners strongly agreed that the MLLK was clear, engaging, and usable (Overall M = 4.92/5), while teachers rated it highly in terms of adaptability (M = 4.81/5), suitability (M = 4.81/5), and usability (M = 4.95/5). These findings affirm the MLLK’s effectiveness as a localized, student‑friendly instructional innovation. The study contributes to environmental, social, and economic sustainability by fostering ecological literacy, promoting community resilience, and integrating cultural relevance into science education. It aligns with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 6 (Clean Water and Sanitation), SDG 11 (Sustainable Cities and Communities), SDG 13 (Climate Action), SDG 14 (Life Below Water), and SDG 15 (Life on Land). By bridging scientific knowledge with local ecological realities, the MLLK demonstrates how contextualized instructional materials can empower learners as active stewards of the environment, thereby advancing both educational quality and sustainable development.

Mangrove Literacy; Contextualized Instruction; Eco‑literacy

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