Abstract:
Contextualized text means the text resulting from the local circumstances and
in accordance with learners’ needs and cognition level. It also suggests that the text in
use includes language, understandable to the target learners, and suits the philosophy
and psychology of the learners and the society. Knowledge shifts from one to another
context more successfully when the pupil understands not only the specifics but also
the generalized vision—the fundamental ideology, models, and associations attained
through the appliance of comprehension.
True experimental design was adopted for the research to explain the
relationship between dependent and independent variables. Two groups (control and
experimental) were selected randomly to conduct the experiment. The independent
variable of the study was Contextualized text and dependent variables were Writing
Skills, Thinking Skills and Social and Ethical Development of the learners while
learners’ Socioeconomic Status was taken as an attribute variable. The researcher
selected simple factorial design for the study to analyze the effects of attribute variable
as well on the dependent variables. Descriptive statistics was used to convert the data
from mere wordy data into statistical one in order to make it measurable and
statistically provable. ANOVA was used to make credible inferences from the data
obtained. The findings signify that improvement in students’ learning is because of the
treatment and no other factor has any effect on this.
