1 CHAPTER 1 THE PROBLEM AND REVIEW OF RELATED LITERATURE Background of the Study Social Studies is one of the most useful and important subjects taught in school. It has been on existence since the beginning of time as people of certain ancient civilizations make use of studying and putting into account the events of the past to help keep them on track and move forward through different innovations. History serves as the base to create certain advanced technologies or instruments to promote and prosper a better way of living. One example is the pyramids of Egypt. As historians study the Egyptians past, culture and techniques in creating such indestructible structures of the pyramid, they have proven the great importance contributed by history through similar infrastructures we see today which adopts the way the pyramids were built. Generally speaking, social studies, be it named “History” or “Araling Panlipunan” in more basic terms, feeds the
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CHAPTER 1
THE PROBLEM AND REVIEW OF RELATED LITERATURE
Background of the Study
Social Studies is one of the most useful and
important subjects taught in school. It has been on
existence since the beginning of time as people of certain
ancient civilizations make use of studying and putting
into account the events of the past to help keep them on
track and move forward through different innovations.
History serves as the base to create certain advanced
technologies or instruments to promote and prosper a
better way of living. One example is the pyramids of
Egypt. As historians study the Egyptians past, culture and
techniques in creating such indestructible structures of
the pyramid, they have proven the great importance
contributed by history through similar infrastructures we
see today which adopts the way the pyramids were built.
Generally speaking, social studies, be it named “History”
or “Araling Panlipunan” in more basic terms, feeds the
curiosity of every individual, resulting in our present
generations better way of living, with each one owning
their personal sense of the “how’s” and “whys” of every
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event. An effective or successful learning of Social
Studies therefore leaves a community knowledgeable.
As to how important Social Studies is as subject,
teachers create an impact as to whether or not the
students have captured the concepts of the said subject
every time they deliver certain topics. The interest felt
by the students for the subject is generated by the
teacher. If a subject such as the Social Studies is
interesting or inviting, it is of great certainty that the
students will gain at least enough interest to listen and
learn from the lessons discussed.
Enclosed in this positive-teacher-student interaction
are different factors which may be the primary root of the
student’s interest or boredom on their studies. However,
these factors depend on the type of students being taught.
For instance, if the student finds interest on a subject
full of games, he may be bored with long lectures or
writings on the board, and vice versa. Aside from the
teaching technique used by the teacher, skills and values
may also be considered as factors. Ideal teachers may be
difficult to define because the type of students must be
considered. The teacher’s flexibility most probably is one
of the best qualities a classroom must have in order to
attain educational success in Social Studies. Generally,
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this learning success must be attained by both teachers
and students through the teachers and students. It might
not be enough for the subject Social Studies to gain
success through the teacher’s ability to educate only to
attentive students. Once again, the value flexibility is
enclosed.
The performance of the students in Social Studies and
the tactic brought by teacher to teach is as important as
Social Studies effect on the world today. Inside the
classroom, all these factors depend upon the kind of
teacher-student interaction where supervision and
flexibility become necessary in order to bring about
academic accomplishment in Social Studies.
Review of Related Literature
Teaching is one of those things that nearly everybody
thinks he or she can do better than the experts. Everybody
has taught something to somebody at one time or another,
after all. We begin our amateur teaching careers as
children by imposing our superior knowledge on our younger
siblings or playmates. As students, we pass judgment among
our peers on this or those teachers capabilities. As
adults, those of us who do not teach professionally stand
ever ready to criticize those who do (Evans, 1989). The
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teacher and his teaching approach play a great role in the
learning of the student. It depends upon the kind of
teaching for students to feel free and comfortable with
the kind of strategy a teacher portrays within the
classroom. Many types of teaching strategies are being
adapted by teachers worldwide. A good teaching strategy
greatly affects a student psychologically making him
invigorated with the lesson thus making him pay more
attention in class.
Group Learning is the mainly approach to organize
collaborative learning. There are many collaborative
learning methods, which also can be considered as group
learning methods and popularly used in classroom-based
environment. If they can be utilized into web-based
environment, modeling and stimulating work should be
finished first. One of the purposes is to find a common
approach, which can be used to stimulate small learning
group based on different collaborative learning methods,
on the other hand, the optimal solution is to model any
small group learning method, but it is quite difficult to
realize. Some experiences can be got and can be applied to
model common group learning process (Zhao, et al., 2002).
Students’ working in groups is another way a teacher can
enforce a lesson plan. Collaborating allows students to
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talk among each other and listen to all view points of
discussion or assignment. It helps students think in an
unbiased way. When this lesson plan is carried out, the
teacher may be trying to assess the lesson of working as a
team, leadership skills or presenting with roles
(Lardizbal, et al., 1997).
Cooperative Learning is a systematic pedagogical
strategy that encourages small groups of students to work
together for the achievement of a common goal. The term
collaborative learning is often used as a synonym for
cooperative learning when, in fact, it is a separate
strategy that encompasses a broader range of group
interactions such as developing learning communities,
stimulating student/faculty discussions , and encouraging
electronic exchanges (Bruffee, 1993). Both approaches
stress the importance of faculty and student involvement
in the learning process.
Demonstrations are done to provide an opportunity in
learning new exploration and visual learning tasks from a
different perspective. Demonstrations can be exercised in
several ways. Here teacher will be also a participant. He
will do the work with his/her student for their help
(Lardizabal, et al., 1997). Use the demonstration or
“doing” method to teach skills. Demonstrate, step-by-step,
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the procedures in a job task, using the exact physical
procedures if possible. While demonstrating, explain the
reason for and the significance of each step. To be
effective, plan the demonstration so that you will be sure
to show the steps in the proper sequence and to include
all steps. If you must give the demonstration before a
large group or if the trainees might have trouble seeing
because of the size of the equipment involved, use
enlarged devices or training aids. When practical, allow
trainees to repeat the procedure in a “hands on” practice
session to reinforce the learning process. By immediately
correcting the trainees’ mistakes and reinforcing proper
procedures, you can help them learn the task more quickly.
The direct demonstration approach is a very effective
method of instruction, especially when trainees have the
Republic of the PhilippinesDepartment of Education
Division of Butuan AGUSAN NATIONAL HIGH SCHOOL
Butuan City
October 5, 2009
Dear Respondents,
The researcher are 3rd year students in Agusan National High School at Science and Technology Oriented High School Curriculum is conducting a study entitled. , “An Evaluation on the Ideal Teaching Approaches in Social Studies in Agusan National High School”.
This research undertaking will determine on how vandalism affects the students feelings inside the said school and what are the consequences of the school properties may encounter.
In this connection, I would like to solicit your honest and sincere answers to the attached questionnaires. I assure you that information shared will be treated in the strictest level of confidence.
Thank you very much for your cooperation.
Very truly yours,
Earvin BorromeoJean Trisha Abao
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Juliet Czarina Furia Marion Therese GeolingoJuly Joy LumantasJolly Ann Porio Ann Kashmer YuSushmita Zamora
Noted:
(SGD) MR. EDMUND D. MENDOZA Adviser
(SGD) MRS. MARIA RITA D. CALO Head, Mathematics Department
(SGD) MR. PETER G. ESTERIOSO Principal IV
Appendix B
Survey Questionnaire
Agusan National High SchoolButuan City
Survey Questionnaire for Teachers
Name: Gender:Age: Educational Background:Civil Status: 1. Single 1. Bachelor’s Degree
2. Married 2. Bachelor’s Degree with MA Units3. Widowed 3. Full Pledge MA
4. Full Pledge MA with PhD. Units5. Doctoral Degree
II. Instructions: Establish a rate for each of the following approaches based on how often you apply them in teaching. Use the given scale values in rating:
TEACHING APPROACHES RATING1. DISCUSSION ONLY – traditional lecture which include questioning students to help them evaluate their own thoughts and opinions. 2. DISCUSSION WITH QUIZ – includes the description in number 1 which is immediately followed by a test/quiz to evaluate whether or not they have acquired knowledge from the discussion.
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3. GROUP LEARNING – students work in small groups to complete or solve a given project or problem based on individual skills and knowledge with regards to the topic.4. PROBLEM BASED LEARNING (GUIDED DESIGN) – a students or group of students which should be solved according to the prescribed steps (example: identify the problem, state objectives, etc.) to be resolved in order.5. PROBLEM BASED LEARNING (CASES) – students may solve the given problem through applying their own skills and stock knowledge regarding the problem.6. FIELDWORK METHOD (HANDS ON) – students are given academic credit at the same time earn knowledge and experience through accomplishing tasks for the community with intentional goals.7. DEMONSTRATION (VIDEO TAPES) – a series of movies or programs which thoroughly explains a certain topic and display a few examples will be viewed by the students.8. DEMOSNTRATION (GAMES) – a form of competition among the students which makes the discussion more interesting and understandable (example: the student who states the correct answer earns 5 points
Agusan National High SchoolButuan City
Survey Questionnaire for Students
Name: Year and Section:Age: Gender:
II. Instructions. Rate each of the given teaching approaches based on whether or not it is more preferable to you to be used by your teacher in Social Studies in teaching lessons. Use the given scale values in rating:
5 – Excellent4 – Very Good3 – Good2 – Average 1 – Poor
TEACHING APPROACHES RATING1. DISCUSSION ONLY – traditional lecture which includes questioning students to help them evaluate their own thoughts and opinions.
2. DISCUSSION WITH QUIZ – includes the description in number 1 which is immediately followed by a test/quiz to evaluate whether or not the students have acquired knowledge from the discussion.
3. GROUP LEARNING – students work in small groups to complete or solve a given project or problem based on individual skills and knowledge regarding the topic
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4. PROBLEM – BASED LEARNING (GUIDED DESIGN) – a student or a group of students will be given a problem which should be solved according to the prescribed steps (example: identify the problem state the objectives, etc.) to be resolved in order.
5. PROBLEM – BASED LEARNING (CASES) – students may solve the given problem through applying their own skills and stock knowledge regarding the problem.
6. FIELDWORK METHOD (HANDS ON) – students are given academic credit at the same time earn knowledge and experience through accomplishing tasks for the community with intentional goals.
7. DEMONSTRATION (VIDEO TAPES) – a series of movies or programs which thoroughly explains a topic and display of a few examples will be viewed by the students.
8. DEMONSTRATION (GAMES) – a form of competition among the students which makes the discussion more interesting and understandable (example: the students who can state the correct answer will earn 5 points)
Name: Jolly Ann M. PorioAge: 15 years oldBirthday: August 30, 1994Address: 012Pizarro St., Butuan CityMother’s Name: Maria M. PorioOccupation: BusinesswomanFather’s Name: Jose Antonio A. PorioOccupation: Self-Employed
II. Educational Background
Pre-school Butuan Grace Christian School 1999-2001
Secondary Agusan National High School 2007-Present
Honors Received:
1st Year I-Archimedes 2nd Honors2nd Year II-Darwin 4th Honors3rd Year III-Avogadro 7th Honors
III. Organizational Affiliations
Member, Girl Scouts of the Philippines (GSP)Board of Directors, Youth Entrepreneurship and
Cooperativism in Schools
I. Personal Background
Name: Marion Therese C. GeolingoAge: 15 years oldBirthday: July 24, 1994Address: Blk. 6, Lt. 7, Happy Homes Subd., Butuan CityMother’s Name: Ma. Teresa C. GeolingoOccupation: HousewifeFather’s Name: Marlon M. GeolingoOccupation: LMO III, DENR
II. Educational Background
Pre-School Butuan Faith Christian School 1999-2001
Honors Received:
Kinder I 3rd HonorsKinder II 4th Honors
Elementary Butuan City SPED Center 2001-2007
Honors Received:
Grade I 10th HonorsGrade V 10TH HonorsGrade VI With Honors
Secondary Agusan National High School 2007-Present
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III. Organizational Affiliations
Member, Red Cross YouthStaffer, Ang Narra
I. Personal Background
Name: Ann Kashmer D. YuAge: 15 years oldBirthday: June 16, 1994Address: Rosewood Subd., Butuan CityMother’s Name: Dr. Casmerlita YuOccupation: PhysicianFather’s Name: Lureno YuOccupation: Businessman
1st Year I-Archimedes 4th Honors2nd Year II-Darwin 3rd Honors
IV. Organizational Affiliations
RCY MemberStaffer, Ang NarraRotary NorthYECS Treasurer
I. Personal Background
Name: Earvin L. Borromeo Age: 14 years oldBirthday: October 29, 1994Address: Baan Km 3, Butuan CityMother’s Name: Elizabeth BorromeoOccupation: HousewifeFather’s Name: Ricardo BorromeoOccupation: Mechanic
Secondary Agusan National High School 2007-Present
III. Organizational Affiliations
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Member, RCYMember, ANHS Choir
I. Personal Background
Name: Jean Trisha V. AbaoAge: 14 years oldBirthday: January 3, 1995Address: Ran-Employees Village, Butuan CityMother’s Name: Stella V. AbaoOccupation: TeacherFather’s Name: Domingo T. AbaoOccupation: Teacher
Secondary Agusan National High School 2007-Present
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Honors Received:
1st Year I-Archimedes 1st Section Honors2nd Year II-Darwin 1st Section Honors3rd Year III-Avogadro 2nd Section Honors
III. Organizational Affiliations
Member, GSPMember, ANHS Choir
I. Personal Background
Name: Sushmita A. ZamoraAge: 14 years oldBirthday: December 19, 1995Address: P-6 Bliss Libertad, Butuan CityMother’s Name: Brendelin A. ZamoraOccupation: HousewifeFather’s Name: Bernardo V. ZamoraOccupation: Company Driver
II. Educational Background
Pre-School Sto. Nino Kindergarten School 2000-2001
Secondary Agusan National High School 2007-Present
Honors Received:
1st Year I-Aristotle 4th Honors2nd Year II-Linnaeus 4th Honors
III. Organizational Affiliations
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Member, Girl Scouts of the Philippines
I. Personal Information
Name: Juliet Czarina V. FuriaAge: 14 years oldBirthday: July 6, 1995Address: 1st St., P-20 Grapes, San Vicente, Butuan CityMother’s Name: Luz V. FuriaOccupation: Office EmployeeFather’s Name: Wilelmo C FuriaOccupation: Government Employee