SAN CARLOS COLLEGE

San Carlos City, Pangasinan

Graduate Studies
1st Semester, S.Y. 2016-2017

PROBLEMS ENCOUNTERED BY TEACHERS IN

TEACHING ARALING PANLIPUNAN: BASIS FOR A CAPABILITY BUILDING

PROGRAM

By:

April Rose I. Zamora

 Chapter 1

THE PROBLEM

Background and Need of the Study

One of the primary concerns and priorities of every nation is the quest for quality

education. It is a never-ending and a complex venture engaged in by educational

systems and world leaders. This is due to fact that education is an essential factor in a

country’s economic growth and a vital factor in achieving national development and

progress. It is therefore surmised that the role of education in strengthening the

country is vital.

Along this postulate, teachers bear the responsibility of shaping the student’s

learning. Through them, their being the potential of the human resource contributes to

competitiveness in today’s modern world. Hence, instructional tasks that are performed

by teachers must enable learners achieve the set of educational goals in schools.

With this in mind the teacher’s role is crucial to effective and efficient learning.

The teacher is expected to provide essential inputs like adequate planning of lessons,

effective delivery of lessons, proper monitoring and evaluation of students’

performance, providing regular feedback on students’ performance, improvisation of

instructional materials adequate keeping of records and appropriate discipline of

students to produce and enhance learning achievement schools (Ayeni, 2010).

 The teacher plays a vital role in the development of the brain and body of the

students and such she is a duty bound to make sure that they are at the right pace of

learning. To assure that standard learning among students is attained, she should be

able to draw information or data about the academic performance and progress of the

students so that she can monitor and check the weakness of her teaching process and

the learning progress of the students.

I believe social studies should be part of the curriculum for the purpose of

helping students understand human interactions that occurred in the past, are occurring

now, and that are likely to occur in the future. The reason for these understandings is

they may help students develop and nurture values that will make it more likely that

they will be able to determine for any situation what the right thing is and do it,

especially when doing the right thing is hard to do. It is about decency, respect,

courage and honour. This is not a difficult idea to understand, but it can take a lifetime

to appreciate.

Studying social studies helps students figure out their role in society as well as

their place in history. By studying the past, students learn how institutions, traditions

and ideals change as society modernizes. They also learn how cause and effect

influence relationships between individuals, groups and nations. As students mature,

the study of history gives students the chance to develop their research skills and the

ability to think critically. A sense of history gives students good background knowledge

as they study other subjects, such as literature.

 Having been enlightened and driven by the foregoing premises, the researcher

contemplated to undergo this investigation to find out the problem encountered by

teachers in Araling Panlipunan along the subject matter.

Theoretical Framework

This study will be anchored on the theory of professional growth by David (2009)

who includes understanding of policy change, the diffusion of innovation, administration

and organizational behaviour and leadership. Its application in evaluation may condition

the sources of program interventions. Using this theory can sharpen the planning and

implementation of an initiative. It increases the likelihood that stakeholders will have

clearly specified the initiative’s intended outcomes, the activities that need to be

complemented in order to achieve these outcomes, and the contextual factors that one

likely to influence them. These are building blocks of any good evaluation.

Conceptual Framework

Teachers are the front liners in the field of education. They must keep

themselves updated and abreast with the latest trends and innovations in education.

Enhancing their knowledge and skills would make them competent and effective as the

most important and valuable resources (Lavarian,2010). They play a crucial role inn the

learning of the students, specifically if there is a need to realize the aspiration of raising

the achievement level of the students.

In the secondary level of education, a great deal is needed and even more is

expected to the modern Araling Panlipunan teacher, who is expected to know the

society, be conversant with the recent developments.

It is a comprehensive study of the origin, society and lives of the people in the largest

continent which also touches on current events, adhering to the K-12 curriculum. For

the school system, Araling Panlipunan teachers and administrators are looking forward

for answers in solving the issues of learning, for it is a core of understanding current

issues.

Araling Panlipunan teachers has the difficult task of bringing together diverse

elements and blends them into a harmonious whole. Teacher should try something new

in her classroom. This is a must because of the frequent revisions of course outlines in

the school which are based on the fact that people are now living in a fast-changing

world. This constant change makes Araling Panlipunan teaching difficult. It requires

extensive and intensive study of the rapidly increasing changing content that requires

constant additions and revisions.

Moreover, considering that the researcher based the formulation of a capability

building program on the problems encountered by Araling Panlipunan teachers, the

researcher also utilized the theory of Jerome Bruner to guide her in the development of

formulation of a capability building program that could effectively address the problems

encountered by Araling Panlipunan teachers.

The figure on the next page presents the paradigm of the study. This study

followed the input-process-output paradigm. The researcher considered the profile of

Araling Panlipunan teachers, namely: specialization, highest educational attainment,,

number of years in teaching and level of in-service trainings attended in Araling

Panlipunan, and the problems encountered by the teachers in teaching Araling

Panlipunan as her inputs. On the other hand, the descriptive and inferential analysis is

use of the data gathered as to the Araling Panlipunan teachers’ profile and their

problems encountered as the process. From the input and process, the researcher

based the proposal capability building program for Araling Panlipinan teachers.

Paradigm of the Study

INPUT PROCESS OUTCOME

A. Profile of teachers
teaching
Aralin Panlipunan

a. Specialization
b. Highest Educational
attainment Descriptive
c. numbers of years in and inferential
teaching Araling → analysis of the data → Proposed capability
Panlipunan gatehered building program
d. Level of in-service as to the for Araling
training attended in Araling Panlipunan Panlipunan
Araling Panlipunan teachers' profile and teachers
their problems
B. Problems encountered by encountered
the teachers in Araling
Panlipunan

a. School-related
b. Teacher-related
c. Student-related

Figure 1. Paradigm of the Study

Statement of the Problem

This study is aiming to determine the problems encountered in teaching Araling

Panlipunan by secondary school teachers in San Carlos City Division as basis for the

formulation of a capability building program.

Specifically, this study will seek to answer the following questions:

1. What is the profile of Araling Panlipunan secondary teachers in San Carlos City

Division in terms of:

a. Area of specialization;

b. Highest educational attainment;

c. Number of years in teaching Araling Panlipunan; and

d. Level of trainings attended in Araling Panlipunan?

2. What are the problems encountered by teachers in teaching Araling Panlipunan

in terms of:

a. school-related problems

b. teacher-related problems

c. student-related problems
 3. Is there a significant relationship between the respondents’ profile and the

problems encountered?

4. What capability building program could be proposed to address the problem

encountered by teachers in teaching Araling Panlipunan?

Research Hypothesis

The hypothesis will be tested in its null form at 0.05 level of significance.

There is a significant relationship between the profiles of Araling Panlipunan

Teachers and their problems encountered.

Significance of the Study

This study seeks to formulate effective capability building program to address the

problems encountered by Araling Panlipunan teachers in effectively teaching the

subject.

The result of this study will be significant for the following reasons:

1) Administration and Department Heads. The findings of the study will

provide information regarding the problems encountered by Araling Panlipunan

teachers. As such necessary capability building program may be formulated in

order to address said problems and to ensure that teachers could effectively

teach the subject.

2) Araling Panlipunan Teachers. The result of the study will aid them to re-

evaluate themselves in terms of the capability building programs and approaches

they often use to teach their students.

 3) Students. The result of the study will help them understand and appreciate

Araling Panlipunan and eventually mold them into patriotic, peace-loving and

responsible individuals.

4) Future Researchers. The findings of this study will be beneficial to the

researcher herself as this would give her a deeper understanding on the

problems encountered by Araling Panlipunan teachers. Findings are also relevant

to future researchers because they can use this study as basis in the conduct of

related studies.

Scope and Delimitation

This study aim to determine the problems encountered in teaching Araling

Panlipunan by secondary school teachers in San Carlos City Division as basis for the

formulation of a capability building program.

It will survey the profile of a total number of 34 secondary school teachers from

19 public highs schools in San Carlos City (Pangasinan) division in terms of area of

specialization, highest educational attainment, number of years in teaching Araling

Panlipunan, and level of trainings attended in Araling Panlipunan. It will also look into

the problems encountered in teaching Araling Panlipunan such as school-related

problems, teacher-related problems and student-related problems. Furthermore, the

relationship between the respondents’ profile and the problems encountered will also

assessed as a guide in the formulation of a Capability Building Program.

Definition of Terms

 Area of Specialization. Refers to the special skill, education, training, or focus

of an individual. This pertains whether respondents are Araling Panlipunan major

or non-Aralin Panlipunan major.

 Capability Building Program. This refers to the planned training development

for Araling Panlipunan teachers which provide solutions for the teacher-related

problems such as pre-occupation with various functions, unavailability of

instructional materials , lack of time to cover the modules, difficulty in attaining

the objectives, and traditional teaching skills and strategies.

 Highest Educational Attainment. This refers to the highest educational

attained by the respondents which will be categorized as follows: BS; BS with

MA/MS units; MA/MS with Ed.D./Ph.D. units; and E.d.D/Ph.D.

 Level of In-Service Training. These are the professional trainings that the

teachers had undergone while in service to improve their teaching performance

and instructional skills. Theses may take the form of seminars, conferences,

formal classes and lecture series or any similar opportunities where the teacher

gains upgrading of knowledge and skills in Araling Panlipunan that were

conducted in the district, divisin, regional national or international level.

 Number of Teaching Experience. Refers to the number of years in teaching

Araling Panlipunan which will be categorized as follows: short(1-5 years);

moderately long(6-10years); long (11-15 years); and very long (16 years and

above).
 Other Specialization. This refers to all others courses of study or academic

major.

 Problems Encountered. This refers to obstacles or issues in teaching Araling

Panlipunan which includes categories such as teacher-related, school-related and

student-related issues.

 Professional Variables. This include espondents’ highest degree earned,

specialization, number of years in teaching Araling Panlipunan and level of in-

service training attended in Araling Panlipunan.

 School-related Problems. This will include the following variables: lack of

books, programs in conflict with classes, lack of financial support, unclear

standard operating procedures, and lack of collaborative teaching-learning

activities.

 Student-related Problems. This would include the following: student’s

boredom due to long question construction, no academic relevance, least

prioritized by students, treated as an elective, and student’s indifference in

behaviour and belief.

 Teacher-related Problems. This would include traditional teaching skills and

strategies, lack of time to cover modules in the book, pre-occupation with

various functions, unavailability of instructional materials, and difficulty in

attaining the objectives.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents review of literature and studies related to and relevant to

the present study.

Related Literature

In 1992, the National Council for the Social Studies (NCSS) adopted the following

definition of “social studies”. Social studies are the integrated study of the social

sciences and humanities to promote civic competence. Within the school program,

social studies provides coordinated, systematic study drawing upon such disciplines as

anthropology, archaeology, economics, geography, history, law, philosophy, political

science, psychology, religion, and sociology, as well as appropriate content from the

humanities, mathematics, and natural sciences. The primary purpose of social studies is

to help young people develop the ability to make informed and reasoned decisions for

the public good as citizens of a culturally diverse, democratic society in an

interdependent world. (NCSS Task Force on Standards for Teaching and Learning in the

Social Studies, 2001, p. 213)

The primary purpose of social studies is to help young people develop the ability to

make informed and reasoned decisions for the public good as citizens of a culturally

diverse, democratic society in an interdependent world. Normally, Social Studies is

divided into History and Geography when the student has reached sixth grade or near.

Some American schools do not have separate classes on geography at the secondary

level.
 The knowledge children acquire as a part of social studies tends to be the highest

priority for teachers, parents, and the children. The common perception is that this is

what social studies is all about—knowing things like the location of the Rocky

Mountains, the conditions aboard a slave ship, and the purpose of a mailbox. This is too

limited a view because social studies must be a vehicle for children to become better

communicators, thinkers, researchers, computer users, and artists. Finally, all three

definitions state that the ultimate goal of social studies is active citizenship in our

society, as our students use the knowledge they have acquired and the processes they

have mastered to make communities, the nation, and the world better places. This is

the position of the NCSS, that the “core mission of social studies education is to help

students develop the knowledge, skills, and values that will enable them to become

effective citizens” (NCSS Task Force on Revitalizing Citizenship Education, 2001, p.

319).

Related Studies

In this study, Simon (2011) recommended the urgent emphasis on qualitative

improvement education since new subject areas are being incorporated in the curricula,

which call for the necessity of new assessment procedures. Moreover, the schools are

assuming responsibilities in the developing countries involving relationships with local

communities. Thus, in the context of these development’s, the tasks of teachers tend to

be diversified calling for effective community development program.

On the other hand Sanchez (2011) led him to describe the public’s fear that the

schools are gradually being staffed by incompetent teacher. Profound changes in

teacher’s tasks and roles and working conditions taking place, which affect their status

and initial and continuing rating.

However, Lucas (2011) observed from the results of his study that teaching

performance is related to the following variables: (a) highest degree earned, (b) field of

specialization, (c) length of teaching and (d) in-service training program.

The frequent absences of pupils due to lack of enthusiasm is the result of poor

teaching motivation, he claimed that in mathematics teaching, teachers should increase

understanding of the new mathematics objectives. He further stressed that one

hindrance to effective teaching of mathematics is teacher’s lack of adequate knowledge

of the subject.

The study of Khan (2012) shows that teaching today does not simply mean to

transfer some information or facts to the students; rather teaching has become more

comprehensive, multi-faceted and complex phenomenon, in which the roles of teacher

and students have been changed. In the new paradigm of teaching-learning process,

teaching means to prepare students for future where they will meet more complicated

situation that will force them to think in some different ways to stay in change. Effective

teaching is the only way that can prepare students to meet the challenges of such

situation. Effective teaching means teaching through which desired objectives may be

achieved and students may learn with full understanding. It is effective teaching that

prepares the students to absorb new knowledge, connect it with previous knowledge

and make a chain of knowledge for working in the changing environment.

 The perception of Arazo (2014) states the role of the teacher in teaching

situations as that of facilitator of learning; leading discussion; asking open-ended

questions; guiding process and task; and enabling active participation of learners and

engagement with ideas. Teachers, therefore, need to be able to adopt a range of roles

and skills to suit specific situations, often during the same teaching session. Teachers

need to adopt a variety of strategies that would facilitate learning in the classroom.

The notion of Reyes (2006) views evaluation aiming to promote the growth and

development of the teacher by means of an analysis of the criteria of good teaching. It

should help teachers discover and understand their strengths and weaknesses so that

they can utilize their skills to a great extent and improve on areas where they are weak.

Synthesis

The studies conducted by Simon (2012), Sanchez (2011), Lucas (2011), Khan

(2012), Azaro (2014), and Reyes (2006) focused on teachers competencies in teaching.

The previous researchers made some recommendations that will enhance the

qualitative improvements of education and will enhance the instructional competencies

of the teacher-respondents that will redound to quality education. In present study, it

will deal with the problems encountered by teachers in teaching Araling Panlipunan

such as school-related problem, student-related problem and teacher-related problem,

and it will use as a basis for the formulation of a capability program.

 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the procedure on how the study will be conducted. It will

also presents the research design, research instruments, statistical treatment of data,

and statistical procedures to be use in conducting the study.

Research Design

This study will use the descriptive design since the researcher identified the

problems encountered in teaching Araling Panlipunan. The descriptive research is the

most appropriate method in gathering data because it describes the nature of the

situation as it is at the time of the study. It looks at the phenomena with intense

accuracy at the moment and describes precisely what the researcher sees.

The developmental research design is also utilized because the researcher

formulated a capability building program. Developmental research, as opposed to

simple instructional development, defined as the systematic study of designing,

developing, and evaluating instructional programs, processes, and products that must

meet criteria of internal consistency and effectiveness. Developmental research is

particularly important in the fied of instructional technology(Richey 1994).

Locale of the Study

The respondents of the study will be the secondary level teachers teaching

Araling Panlipunan in the City Schools Division of San Carlos City (Pangasinan). The

total population of 34 secondary teachers teaching Araling Panlipunan from 19 public

high schools will be the respondents of the study.

 TABLE 1

Frequency Distribution of the Respondents

Schools Respondents
1. Abanon National High School 3
2. Agdao Integrated School 1
3. Bacnar NHS 2
4. Bolingit NHS 2
5. Cobol NHS 1
6. Coliling NHS 2
7. Doyong NHS 2
8. Guelew IS 1
9. Libas NHS 1
10. Lilimasan NHS 1
11. Mabalbalino NHS 2
12. Malacanang NHS 1
13. Pangalangan NHS 2
14. Salinap NHS 2
15. SEPNAS 4
16. Tamayo NHS 2
17. Tandoc NHS 2
18. Tarece IS 1
19. Turac NCS 2
TOTAL 34
Data-Gathering Instrument

A set of questionnaire is design to elicit answers pertaining to teachers’ profiles

and problems encountered in teaching Araling Panlipunan, in the form of checklist

dealing with the background information, profile of the teachers and problems

encountered in teaching Araling Panlipunan.

The respondents, particularly the secondary teachers of San Carlos City Division

teaching Araling Panlipunan will be ask to answer the questionnaire developed by the

researcher.

Data Gathering Procedure

The researcher will seek permission from the concerned authorities, and secured

the necessary endorsements before floating questionnaires to gather the needed data.

The researcher is going to float the copies of questionnaire to the teacher-

respondents through the Araling Panlipunan Coordinators of the different public high

schools and personally retrieved the same at least one week after its distribution.

Statistical Treatment of the Data

To obtained valid and reliable results from the data gathered, appropriate

statistical tools should be use.

For sub-problem no.1:

To answer sub-problem number 1, frequency counts and percentages is use to

determine the work-related variables of the Araling Panlipunan teachers such as the

area of specialization, highest educational attainment, number of years in teaching

Araling Panlipunan, and level and number of trainings attended in Araling Panlipunan.
Area of Specialization. This variable is categorized as follows:

Categorization

Values Education

Other Specialization

Highest Educational Attainment. This variable is categorized as follows:

Categorization

Bachelor’s Degree

MA/MS units

MA/MS holder

Ed.D/Ph.D units

Ed.D/Ph.D holder

Number of years in teaching Araling Panlipunan. This variable is categorized as

follows:

Categorization

1-5 years in teaching Araling Panlipunan

6-10 years in teaching Araling Panlipunan

11-15 years in teaching Araling Panlipunan

16 years and above in teaching Araling Panlipunan

Level and number of trainings attended in Araling Panlipunan.

This variable is categorized as follows:

Categorization

District level

Division level

Regional level 3

National level 4

International level 5

For sub-problem no.2:

To answer sub-problem number 2 on the problems encountered in teaching

Araling Panlipunan, the Likert’s Five-Point Scale technique is use as illustrated below

using the average weighted mean and descriptive equivalence.

Rating Mean Scale Descriptive Equivalent

5 4.50-5.00 Very Serious

4 3.50-4.49 Serious

3 2.50-3.49 Moderately Serious

2 1.50-2.49 Less Serious

1 1.00-1.49 Not Serious

For sub-problem no.3:

To answer sub-problem number 3, contingency coefficient is employed to

determine the relationship between the respondents’ profile and the problems

encountered. In the interpretation of the coefficient of correlation, the following guide

evolved by Garret (2004) is use:

Coefficient of Correlation Interpretation

0.0 No Correlation

-+.01 to -+.20 Negligible Correlation

-+.21 to -+.40 Low Correlation

-+.41 to -+.70 Moderate Correlation

-+.71 to -+.90 High Correlation

-+.91 to -+.99 Very High Correlation

-+1.00 Perfect Correlation

 QUESTIONNAIRE

QUESTIONNAIRE ON THE PROBLEMS ENCOUNTERED BY TEACHERS IN

TEACHING ARALING PANLIPUNAN:
BASIS FOR A CAPABILITY BUILDING PROGRAM

Direction: This is a questionnaire in determining the problems encountered by Araling

Panlipunan secondary school teachers in the Division of San Carlos City. Please honestly
and carefully supply the following data.

Part I: Background Information

Name : School:

Part II: Profile of Values Educational Teacher

A. Area of Specialization
Araling Panlipunan Non- Araling Panlipunan
B. Highest Educational Attainment
Ed.D/Ph.D. Holder
Ed.D/Ph.D. Units
MA/MS Holder
MA/MS Units
Bachelor’s Degree
C. Number of years in teaching Araling Panlipunan
1-5 years
6-10 years
11-15 years
16 years and above
D. Level if Trainings Attended in Araling Panlipunan
District Level
Division Level
Regional Level
National Level

Part III. Problems Encountered in Teaching Araling Panlipunan

Direction: Please read each statement below and rate each using the scale provided by
placing a check (/) mark on the appropriate column that corresponds to your answer.
Rating Mean Scale Descriptive Equivalent
5 4.50-5.00 Very Serious
4 3.50-4.49 Serious
3 2.50-3.49 Moderately Serious
2 1.50-2.49 Less Serious
1 1.00-1.49 Not Serious
 AVERAGE
5 4 3 2 1
Problems Encountered WEIGHTED
VS S MS LS NS
MEAN
A. School-Related

1. lack of books

2. programs in conflict with classes

3. lack of financial support

4. unclear standard operating
procedures
5. lack of collaborative teaching-
learning activities
B. Teacher-Related
6. traditional teaching skills and
strategies
7. lack of time to cover the modules in
the book
8. pre-occupied with various functions
9. unavailability of instructional
materials
10. difficulty in attaining the objectives

C. Student-Related
11. bored due to long question
construction
12. no academic relevance

13. least prioritized

14. treated as an elective

15. manifests indifferent behaviour

 BIBLIOGRAPHY

A. Books:

Lavaris, M.M. (2012). Focus in Teaching Approaches. Quezon City: Rex Printing
Company, Inc.

Gardner, G.Z. (2012). Conflict Controversy and Crisis in School Administration

and Supervision. Iowa: Win C. Brown.

Good, N.M. (2010). Strategies for Effective Teaching. New York: New Life Harvey
Collins Publisher.; Rex Printing Company, Inc.

Layoso, G.T. (2011). Principles of Teaching and Approaches. Quezon City

Excerpt from Teaching Elementary Social Studies: Principles and
Applications, by J.J Zarrillo, 2008 edition, p. 4-6.

NCSS Task Force on Standards for Teaching and Learning in the Social Studies, 1993, p.
213

Barr, Robert D., James L. Barth, and S. Samuel Shermis. Defining the Social
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B. Unpublished Materials

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C. Websites:

http://www.icagh.edu.ph/index.php/academics/araling-panlipunan

https://answers.yahoo.com/question/index?qid=20090515040528AAHk781
https://www.learner.org/workshops/socialstudies/pdf/session8/8.WhatIsSocialStudies.p
df

http://www.adprima.com/whysocial.htm

http://www.education.com/reference/article/definitions-social-studies/