Abstract:

This is a study that combined qualitative approaches with quantitative research design to come up with an evaluation instrument Culturally-Sensitive Curriculum Material Evaluation Tool (CS-CMET) intended to assess and evaluate Culturally-Sensitive Curriculum Materials in Physics (CS-CMIP). The development process employed non-conventional processes that were adopted from literature. Averages of ratings of experts of both versions were within the highest continuum of the 5-point Likert scale (4.74 and 4.98). Aiken’s content validity coefficient of the evaluation tool ranged from 0.94 to 0.99. Reliability was established qualitatively and quantitatively. Inter-rater Kappa coefficient was 0.83 rated as an of raters excellent agreement while Inter-Class Coefficient was 0.71 (single) and 0.98 (average) rated as very strong (single) and almost perfect agreement (average) respectively. Non-conventional processes highlighted the use of empirical data from pilot study to come up with the statements and constructs for the instrument congruent to Instructional Congruence Framework (ICF). From statistical data, 2 constructs were identified (1) Constructivism: Culture and Language-Based Principles Emphasis on Learning Science and (2) Learning Culture, Language, and Literacy. Over-all reliability measure was rated excellent using Cronbach’s alpha with a coefficient of 0.99. Each of the constructs’ reliability coefficient was found to be 0.98 also rated as excellent.

Keywords:

Scientific literacy, Instructional congruence, evaluation.