Académique Documents
Professionnel Documents
Culture Documents
Research Paradigm
Students Profile
Age
Gender
Family Income
Relevance
Value
Novelty
Statement of the Problem
This study aimed to identify and analyze the level of students participation and awareness in
learning concepts of Araling Panlipunan 8. Specifically, this reseach endeavor geared on providing
answers to the following questions:
2. What is the level of the students participation in Learning Araling Panlipunan in terms of:
2.1. role
2.2. right
2.3. obligations
2.4. responsibilities
3. What is the level of the students social awareness of current issues according to:
3.1. Relevance
3.2. Value
3.3. Novelty
5. What is the relationship between the mean performance of the Grade 8 Students in AP with their
profile?
6. What is the relationship of the level of the students participation in Learning Araling Panlipunan with
the mean performance?
7. What is the relationship of the level of students social awareness of current issues with the mean
performance of the Grade 8 students in AP?
Learning in Araling Panlipunan takes place when a person could visibly understand the sole
reason why he or she lives. Developing his potential thus engaging himself to the need of change for the
improvement of the society he or she lives in. Nowadays, most of the students lack the opportunity to be
of concern citizen of this country. The need to awake these obstacle could certainly provide abilities for a
better change.
This study seeks to measure the level of awareness of the students in relation to the contemporary
social issues at present. Integrating current issues and the need to develop students such awareness could
promote appreciation of the past and understanding the future.
One of the objectives why K to 12 curriculum was designed is to manifest among the students
their role, rights, obligations & responsibilities as citizens in our society, hence this research.
Hypothesis
There is a significance between the students level of participation and social awareness of current
issues in learning Araling Panlipunan.
Profile
Age
Gender
Family Income
4. What actions may be undertaken to improve the level of competency of G8 students in the
materialization of the Pedagogical approaches?
Competency level is much measured when students hit the target scores of learning. This
has been the struggle upon the implementation of the K to 12 curriculum in the basic education of the
country. It supposes the dream of the country to produce learners who met the pedagogical
approaches as the standard of learning.
This study aims to identify how competent our students in the materialization of the
different approaches in the K to 12 field of teaching. Well-suited strategies could certainly addressed
to those different learning styles. With much of the study of incorporating these approaches could
possibly help identify loop-holes to encourage the need to change the traditional way of teaching.
Hypothesis
1. Pedagogical
Constructive Written Output
Inquiry- based Performance Tasks
Reflective Quarterly Examination
Collaborative
Integrative
2. Systematized Instruction
Organize
Efficiency
Logical
Methodical Process
Students Profile
Age
Gender
Family Background
This study aimed to identify and analyze the level of competency of the G8 Students in learning
Araling Panlipunan. Specifically, this reseach endeavor geared on providing answers to the following
questions:
1. What is the demographic profile of the students in items of
1.1. age
1.2. gender
1.3. family background / economic status
2. What teaching strategy is perceived to increase to increase the Level of competency of Grade 8
Students in AP?
2.1 Pedagogical
2.2 Systematized Instruction
4. What is the relation of the level of competency of the Grade 8 Students with the following:
4.1 Grade 8 Profile
4.2 Teaching Strategy
Rationale
Effective teachers carefully plan and implement appropriate lessons and strategies. In order to be
an effective teacher, one must study the science of teaching.
Learning how to manage activities and instruction in the classroom can empower education that
optimizes the learning potential of every student. Professionals who desire to work with students of all
ages usually must complete a course in pedagogy and in the practice of instructional design before
entering the classroom.
Since K to12 has been implemented in the Philippines, styles of learning has been dependent on
the pedagogical approaches that teachers use in the classroom to evaluate students understanding with the
use of an effective and various ways of teaching.
This study aims to help teachers identify its competency to increase level of understanding and
learning among students.
Hypothesis
There is significance between the pedagogigal approaches and strategies use by the teachers and
the competency level of the students in learning Araling Panlipunan.
Introduction
In an interdisciplinary approach the subjects are interconnected beyond a theme or issue and the
connections are made explicit to the pupils. Grady Venville, J. W. (2002). The Department of Education
continuously plan and implement programs to better find ways to strengthen the Basic Education
Curriculum in the Philippines. Thus, the introduction of the curriculum basically provides different
approaches to empower education with the best teaching instruction and practices.
In accordance to the Sec. 5, RA 10533, the Basic Education Curriculum in the Philippines shall
use pedagogical approaches such as constructivism, inquiry- based, reflective, collaborative and
integrative. With its features, the Department of Education value a stronger integration of competencies
within and across the learning areas to master learning standards to mold integrated learners and well
rounded individuals and engaging them with the system to attain high academic standard and
performance.
Curriculum begins with the parts of the whole and gives emphasis with the basic skills.
It emphasizes big concepts, beginning with the whole and expanding to include the parts. Strict adherence
to fixed curriculum, student questions and interests is highly valued. Materials are primarily textbooks
and workbooks including primary sources of material and manipulative materials. Learning is based on
repetition and is well interactive, building on what the student already knows. Teachers disseminate
information to students; students are recipients of knowledge. Teachers have a dialogue with students,
helping students construct their own knowledge. Teacher's role is directive, rooted in authority. Teacher's
role is interactive, rooted in negotiation.
Assessment is through testing, correct answers. It includes student works, observations, and points of
view, as well as tests. Process is as important as product. Knowledge is seen as inert and dynamic.
Students work primarily alone and in groups.
century learners.
This study aims to identify how competent our students in the materialization of the different
approaches in the K to 12 field of teaching. Well- suited strategies could certainly addressed different
learning styles. With much of the study of incorporating these approaches could possible help identify
loop-holes to encourage the need to change the traditional way of teaching in Araling Panlipunan subject.
Theoretical/ Conceptual Framework.
The pedagogue's job is usually distinguished from a teacher's by primarily focusing on teaching
children life-preparing knowledge such associal skills and cultural norms. There is also a very big focus
on care and well-being of the child. Many pedagogical institutions also practice social inclusion. The
pedagogue's work also consists of supporting the child in their mental and social development.
This study aimed to identify and analyze the level of competency of the G8 Students in learning
Araling Panlipunan. Specifically, this reseach endeavor geared on providing answers to the following
questions:
1. What is the demographic profile of the students in items of
1.1. age
1.2. gender
1.3. family background / economic status
2. What teaching strategy is perceived to increase to increase the Level of competency of Grade 8
Students in AP?
a. Pedagogical
b. Systematized Instruction
4. What is the relation of the level of competency of the Grade 8 Students with the following:
a. Grade 8 Profile
b. Teaching Strategy
Rationale
Effective teachers carefully plan and implement appropriate lessons and strategies. In order to be
an effective teacher, one must study the science of teaching.
Learning how to manage activities and instruction in the classroom can empower education that
optimize the learning potential of every student. Professionals who desire to work with students of all
ages usually must complete a course in pedagogy and in the practice of instructional design before
entering the classroom.
Since K to12 has been implemented in the Philippines, styles of learning has been dependent on
the pedagogical approaches that teachers use in the classroom to evaluate students understanding with the
use of an effective and various ways of teaching.
This study aims to help teachers identify its competency to increase level of understanding and
learning among students.
Hypothesis
There is a significance between the pedagogigal approaches and strategies use by the teachers and
the competency level of the students in learning Araling Panlipunan.
Definition of Terms
Collaborative- involving two or more people working together for a special purpose, an educational
approach to teaching and learning that involves groups of students working together to solve a problem,
complete a task, or create a product.
Constructivism- people construct their own understanding and knowledge of the world, through
experiencing things and reflecting on those experiences
Efficiency-
the state or quality of being efficient, or able to accomplish somethingwith the least waste of time and eff
ort; competency in performance
Inquiry-based learning- starts by posing questions, problems or scenariosrather than simply presenting
established facts or portraying a smooth path to knowledge
Integrative - an integrated approach allows learners to explore, gather, process, refine and present
information about topics they want to investigate without the constraints imposed by traditional subject
barriers (Pigdon and Woolley, 1992). An integrated approach allows students to engage in purposeful,
relevant learning.
Logical- capable of reasoning or of using reason in an orderly cogent fashion
Methodical Process- arranged or proceeding in regular, systematic order
Organization- students are in their proper place at the proper time, the teacher is ready with effective
lessons and means of assessment, and the student knows exactly what is expected of them.
Performance Tasks- is any learning activity or assessment that asks students to perform to demonstrate
their knowledge, understanding and proficiency.
Quarterly Exam- This exam is designed to measure information retention and understanding of skills
learned.
Reflective- is a process where teachers think over their teaching practices, analyzing how something was
taught and how the practice might be improved or changed for better learning outcomes.
Systematized Instruction- begins with the definition of instructional objectives that consider the students'
needs, interests and readiness.
Chapter II Review of Related Literature
The need to change the educational system in the Philippines has been established in several
studies. Findings on trend reports on the students dismal performance in national achievement tests and
poor performance in international tests, as well as the short basic education cycle that affected economic
cooperation with other countries. The Washington Accord; SEAMEO-INNOTECH, catalyzed the
development and implementation of K to 12 program. Other pressing factors include the countrys long-
time problem on unemployment rates that are factored to the graduates lack of university or college
preparation and their lack of basic skills needed for employment in spite of availablebnjobs within the
country. The K to 12 program was made into law last May 15, 2013 through the Republic Act 10533,
known as the Enhanced Basic Education Act of 2013. Such should provide sufficient time for mastery of
concepts and skills and develop lifelong learners. Transition models were used to facilitate students who
had the BEC in previous school years and who are, by policy, made to continue their education under the
K to 12 curriculum.
The holistic learning and development of the learner is the primary focus of the curriculum.
Teacher creates a conducive atmosphere where the leaner enjoys learning, takes part in the meaningful
learning experiences and experiences success because the learner is respected, accepted and feels safe
even if in his or her learning exploration he or she commits mistakes. The learner learns in his or her own
pace depending on his or her learning style. He is empowered to make choices and to become responsible
for his/her own learning in the classroom and for a lifetime. The learner centered curriculum gives prime
importance to developing self-propelling and independent lifelong learners. The desired outcomes of the
K to 12 program are defined in expectancies which are in the form of content and performance standards
specified in the curriculum of each learning area. Content standards are what the students should know,
what they do and what to construct as they process the information. The students are expected not only to
to understand but also to demonstrate what they learn, thus providing evidence of learning. Performance
standards are what students do or how they use their learning and understanding. They are expected to
produce products of learning and perform to prove that they can apply what they learn in real- life
situations. These could be better possible upon the implementation of the Sec. 5: RA 10533, whereas the
curriculum shall use pedagogical approaches such as constructivism, inquiry-based, reflective,
collaborative, and integrative. Features of K to 12 lies with the stronger integration of competencies and
values within and across the learning areas to master learning standards (content and performance
standards), molding integrated learners, or well-rounded individuals.
Instructional design is a careful planning of educational activities, instructional materials and learning in
the K to 12 curriculum has included the process of analyzing, designing, developing, evaluation and
managing.
Chapter III Research Methodology
Research Design
This study utilized the descriptive research design. Responses to questionnaires were described
statistically and were transcribed and collated. This method enables the researchers to interpret the
theoretical the meaning of the findings and hypothesis development for further studies. Specifically the
researchers utilized a questionnaire type of descriptive research method which enables the
researchers to gather information from the respondents without the respondents having any difficulties
in answering the given questions.
Research Locale
The study was conducted in Inosloban- Marawoy National High School- Lipa,
Batangas since the chosen respondents are students of the school.
Research Procedure
Research Instrument
A questionnaire was used in gathering data. The questionnaire has 5 parts. The questionnaire
consisted of items that determined the effectiveness of the pedagogy and instructional materials in
teaching Araling Panlipunan in Grade 8 Students in Inosloban- Marawoy National High School.