Contextualized Science Learning Tasks and Conceptual Transfer in Secondary Classrooms

Abstract

This study investigated how contextualized science learning tasks supported conceptual transfer among Grade 10 learners in a public secondary school in Tabuk City, Kalinga. Using a matched-intact-class delayed-transfer design, 60 learners were assigned by class to contextualized-task and comparison conditions. Data were gathered through the Contextualized Science Learning Tasks Scale and the Contextualized Science Learning and Conceptual Transfer Assessment, which measured near, intermediate, and far transfer across baseline, immediate, and delayed assessments. Results showed that learners rated the contextualized tasks positively, with local and experiential relevance obtaining the highest mean, while cross-context task variation received the lowest. Despite this, cross-context task variation showed the strongest association with delayed conceptual transfer. Learners exposed to contextualized tasks demonstrated greater gains than the comparison group from baseline to immediate assessment and maintained a substantial advantage after two weeks. Mixed-effects analysis confirmed significant condition-by-time interactions for overall transfer and across near, intermediate, and far transfer levels. Far transfer remained the most difficult, indicating that learners continued to struggle when new problems differed substantially from instructional examples. The findings suggest that contextualized science learning is most effective when familiar situations are combined with inquiry, reflection, and progressively varied applications. Secondary Science instruction should therefore move beyond relevance alone and provide repeated opportunities for learners to apply scientific concepts across changing situations to strengthen durable and flexible understanding.