Statistics Final Papers(..)

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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

opportunity to repeat the procedures

(http:/www.tpub.com/content/advancement/14504/css/14504_27

.htm).

Service Learning is a method of teaching through

which students apply their academic skills and knowledge

to address real-life needs in their own communities.

Service learning provides a compelling reason to learn

teaches the skills of civic participation and develops an

ethic of service and civic responsibility. Service

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learning increases motivation and retention of academic

skills as specific learning goals are tied to community

needs. By solving real problems and addressing real needs,

students learn to apply classroom learning to a real word

context. At the same time, students provide valuable

services to schools and communities. Service learning

projects emphasize both the service and the learning.

Service learning is a way to provide more authenticity and

purpose for classroom learning (McPherson, 2001).

Lecturing is one of the most strategies in classrooms

especially in Math, Science, English and Social Studies.

According to Cashin (1990), 80% of all college-classroom

students in the late 1970s in the United States use the

lecture method. Although a variety of teaching strategies

are available, the lecture method remains an important way

to relay information to students. The lecture in its many

forms is the most commonly used method for transferring

information in education. There are, however, serious

questions regarding the effectiveness of the traditional

lecture approach. Arredondo, et al. (1994) point out that,

although the lecture method is used extensively in medical

education, academic physicians often are not trained in

giving effective lectures. There presently are many calls

to move away from the traditional lecture to interactive

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computer learning systems that allow students access to

information when and where they need it (Edlich, 1993;

McIntosh, 1996; Twigg, 1994). While this shift to “just in

time” information provided by computer is accruing, there

is, and will continue to be, a need for educators who are

prepared to deliver lectures. According to Swanson and

Torraco (1995), the lecture was established formally

centuries ago as a teaching process that began with a

literal reading of important passages from the text by the

master, followed by the master’s interpretation of the

text. Students were expected to sit, listen and take

notes. In writing about lecture method in education, Vella

(1992) defines the lecture as the formal presentation of

content by the educator for the subsequent learning and

recall in examinations by students. Ruyle (1995) describes

the lecture simply as an oral presentation of

instructional material.

A good ideal of experimentation with discussion as a

technique for the classroom and as a tool for implementing

the democratic process has been done recently. The use of

discussion is an attempt to get away from the traditional

classroom procedure of the question-and-answer and

recitation style. Discussion is used to designate group

classroom activities in which teacher and students

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cooperatively consider certain topics or problems. It is a

thoughtful consideration of the relationships involved in

the topic or problem under study (Lardizabal, et al.,

1997). There are two ways to stimulate discussion: one is

to recall on the past lesson to refresh memories of

students and the other is to list down critical point or

emerging issues. Discussion depends on the planning of the

instructor and the preparedness of the students to

respond.

Problem-based learning (PBL) is focused, experiential

learning (minds-on, hands-on) organized around the

investigation and resolution of messy, real-world

problems. PBL curriculum provides authentic experiences

that faster active learning, support knowledge

construction, and naturally integrates school learning and

real life; this curriculum approach also addresses state

and national standards and integrates disciplines.

Students are engaged problem solvers, identifying the root

problem and the conditions needed for a good solution,

pursuing meaning and understanding, and becoming self-

directed learners. Teachers are problem-solving colleagues

who model interest and enthusiasm for learning and are

also cognitive coaches who nurture an environment that

supports open inquiry (Torp, et al., 2002).

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Providing an opportunity for students to apply what

they learn in the classroom to real-life experiences has

proven to be an effective way of both disseminating and

integrating knowledge. The case method is an instructional

strategy that engages students in active discussion about

issues and problems inherent in practical application. It

can highlight fundamental dilemmas or critical issues and

provide format for role playing ambiguous or controversial

scenarios. Course content cases can come from a variety of

sources. Many faculties have transformed current events or

problems reported through print or broadcast media into

critical learning experiences that illuminate the

complexity of finding solutions to critical social

problems. The case study approach works well in

cooperative learning or role playing environments to

stimulate critical thinking and awareness of multiple

perspectives

(http://www.gmu.edu/facstaff/part-time./strategy.html)

The National Council for Social Studies defines

Social Studies as “the integrated study of the social

sciences and humanities to promote civic competence.” It

involves the study of social interaction and human

behavior. Some fields include: sociology, history,

http://www.gmu.edu/facstaff/part-time./strategy.html

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political science, economics, religion, geography and

anthropology.

According to Rodney M. White on his article, “An

Alternative Approach to Teaching History”, the debates

about the purposes, goals and uses of school history

exacerbates by the problem of choosing what constitutes

historically significant events worth tracing…”

Furthermore, he stated that “The issue of historical

significance has been further exacerbated by the

multiculturization of many western societies, rendering

questions about “whose” history to teach as important as

to “which” history.

The importance of Social Studies is to learn more

about the culture, geography and tradition of a race or

country; it is also important to know the wars,

contribution of civilizations and the history of the

universe on how it began and the life forms that rose

during these eras.

Theoretical and Conceptual Framework

Subjects being thought within the four corners of a

classroom serve as the framework of the next generations

success. Therefore, in order for development to take place

and continually grow, a particular subject must bring

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about sense and knowledge to the students, knowing the

importance it will bring. Each subject has its own field

to cover in our daily lives. Social Studies, for instance,

has its own ideas and principles, stating the reason why

it is being taught. The teachers play an important role as

the bearers of the concepts of Social Studies. These

concepts are fully obtained in the teacher’s approach meet

the interests of the students. Since the teachers have

been entrusted with such responsibilities, they are to

promote the quality of education among individuals. An

ideal teacher’s approach includes the skills and capacity

he/she has been trained to activate while teaching. This

will help the students understand better. Another ideal

approach encloses a teacher’s interpersonal relationship

with students. These help them gain comfort while studying

in a particular environment. In turn, the teacher gains

the students trust. Students, as the leaders of tomorrow’s

innovations, need the principles of Social Studies which

must be delivered with strength and proper approach by the

teacher.

A. Socio-Demographic Profile of the Respondents

o Sexo Ageo Civil Statuso Educational Background

B. Teaching Approaches:o Group Learning Method1. Teamwork2. Cooperative Learningo Demonstration Method1. Videotapes2. Gameso Fieldwork Method1. Hands-on2. Service Learningo Lecture Method1. Discussion2. Discussion with Quizo Problem-Based Learning

Method1. Cases2. Guided Design

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Figure 1. Schematic Diagram of the Study

Statement of the Problem

This study comes to determine the Ideal Teaching

Approach which benefits both the teacher and students.

Specifically, the study seeks to answer the following

questions:

1. What is the profile of students and teachers

respondents in terms of:

a. Gender

b. Age

c. Civil Status

d. Educational Background

Evaluation of Ideal Teaching Approach

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2. What are the Ideal Teaching Approaches in Social

Studies as perceived by the students and

teachers?

3. Is there a significant difference on the

perceptions of the student and teachers on the

teaching approaches in Social Studies?

Hypothesis

Ho: There is no significant difference on the


teaching approaches in Social Studies.

Ha: There is no significant difference on the


teaching approaches in Social Studies.

Significance of the Study

The following group of individuals may benefit from

the countless information obtained from the study, be it

in a small or large way.

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DepEd Administrators/Authorities. The result of this

study will provide them important and reliable information

regarding the most effective approach of teachers and

students for easy learning. They will be able to share

these results to many more communities for them to apply.

School Administrators. Due to a possible significant

change in teaching strategies and performance of students,

they, too, will experience or benefit from the result of

these positive changes. They might continue in consulting

the student body regularly about the teaching strategies

they find most comforting. They will now realize the

importance of such simple factors.

Teachers. They may be more open to different teaching

strategies they are welcomed to adopt. This will give them

a chance to discover teaching strategies of their choice

and likeness for better application and performance as to

teacher.

Students. They will be able to appreciate the lessons

taught by the teachers and may even receive an opportunity

to experience the teaching strategy they prefer most. This

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will then help their performance in schools, especially in

academics.

Scope and Limitations of the Study

This study focuses mainly on the ideal teaching

approach or teaching strategy of teachers in Agusan

National High School. This study shall mention numerous

teaching approaches which students and teachers may find

most effective in terms of providing the best strategies

for easy learning. The respondents in this study include

1.) the social studies teachers and their choice of which

teaching approach they think is the most effective and 2.)

the students in the third year level, to choose which

teaching strategy brings them the best comfort and ease

while learning.

The personal factors- gender, age, civil status, and

educational background are needed to make a fairly

accurate study. The currently generated or applied

teaching approaches are compared for different groups of

people to be knowledgeable of the most effective teaching

approach there is.

Definition of Terms

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Common knowledge and understanding of this study are

needed, thus these terms were defined.

Role Playing. The term refers to a method in teaching

social studies wherein the problem is to introduce

dramatically. It is also used to provide opportunity to

practice skills.

Lecture. The term refers to a teaching method wherein

the teacher presents factual material like maps/globes.

This contains experience which inspires and stimulates to

open a discussion.

Lecture with Discussion. The term refers to a method

involving the teacher and student to question, clarify and

challenge related to the topic.

Brainstorming. The term refers to a method which is

used to encourage full participation because all ideas are

equally recorded. Usually done in groups or pairs.

Videotapes. The term refers to an entertaining way of

teaching content and raising issues related to the topic.

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Class Discussion. The term refers to a method wherein

everyone is allowed to participate in an active process.

Small Group Discussion. The term refers to a method

wherein a discussion can reach group consensus.

Report-back Sessions. The term refers to a large

group discussion of role plays, case studies and small

group exercise.

Index Card Exercise. The term refers to a method used

in social studies to explore the difficulties and complex

issues.

Various Clarification Exercise. The term refers to a

method given to explore values and beliefs, usually used

in some religions in the world discussion.

Questioning. The term refers to a teaching method

that involves question similar to testing.

Explaining. The term refers to another teaching

method which is similar to lecturing.

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Demonstrating. The term refers to a teaching method

of social studies used to provide an opportunity in

learning new exploration and visual learning tasks from a

different perspective.

Collaborating. The term refers to students working in

groups so that the teacher can enforce a lesson plan. It

has less used in social studies.

Social Studies. The term refers to an academic

subject devoted to the study of society and including

geography, economics and history.

History. The term refers to events that happened in

the past.

Student. The term refers to an individual who is

studying in school.

Teacher. The term refers to an individual who teaches

students a certain subject.

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Chapter 2

METHODOLOGY

Research Design

The survey approach of research was used in this

study. The said approach was employed in as much as the

main objective of this research study is to specify the

teaching approaches usually practiced and used by most of

the social studies teachers of Agusan National High School

and to determine the approach which is ideal according to

the students’ perception. A survey is being floated each

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containing 8 items for both the students and teachers to

answer.

Research Locale

Agusan National High School, located in the heart of

Butuan City, is one of the leading public high schools in

the region. It was first established on the year 1919 in

Cabadbaran, Agusan, where it served as Cabadbaran

Elementary School’s extension. On 1921, the small number

of students enrolled caused it to be relocated to Butuan

which was then a municipality and capital of Agusan. The

school was separated from Butuan Central Elementary School

and began as an independent unit on 1927. It was then

manned by only six teachers which included the principal,

with an enrollment of about 268 students. 24 students made

up the pioneer senior class which graduated toward the end

of the school year on March, 1928. On December 8, 1941 due

to the outbreak of hostilities in World War II, the school

was closed. It was again opened on July 16, 1945 during

the early days of liberation. The High School was then

converted into a City under the jurisdiction of Butuan

City in 1995.

At present, a total of nine departments compose

Agusan National High School with their respective

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department heads, namely, Merlina M. Dy for the English

Department, Ma. Froilan G. Borongan for the Filipino

Department, Asuncion D. Camacho for MAPEH Department, Ma.

Rita D. Calo for Mathematics Department, Julita N. Garcia

for the Science Department, Nenita M. Bacala for the

Social Studies Department, Lilian L. Estose for the TLE

Department, Amelita M. Aquino for Values Education

Department, and Buenaventura C. Camilosa Jr. for the

Practical Arts Department.

In the year 2006, Peter G. Esterioso sat as the

school’s principal up to present, expected to strengthen

the school’s vision and mission. The school is directed by

the following vision and mission:

VISION

A school that produces learners with knowledge and skills

both academic and vocational, God – loving and law abiding

citizen.

MISSION

The school must provide quality and relevant education to

the students through effective and relevant teaching

strategies, enriched instructional materials with strong

values orientation and a team of committed and qualified

teachers ably supported by the PTA, LGU’s and NGO’s thus

making them productive in the society.

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There are a total of 265 students in the third year

level alone, composing the sections of the school’s

curriculums. Mr. Angelito F. Agustin of the Filipino

Department is the current curriculum chairman of the third

year level and adviser of the STOHS section III –

Avogadro.

ANHS is located in the heart of the City of Caraga’s

capital, particularly in A.D. Curato Street, Butuan City.

The curriculums of the school include the Science and

Technology Oriented High School (STOHS), Special Program

in the Arts (SPA), Restructures Basic Education Curriculum

(RBEC), and the Technology Vocational Education Curriculum

(Tech. Voc.).

ANHS has three libraries, each catering to a specific

academic subject. These libraries are sufficiently –

equipped, namely, the English Library, YES – O Library,

and Aklatang Filipino. It also has an Amphitheater,

laboratories, namely the Speech Laboratory, Chemistry

Laboratory, and the Computer Laboratory. The School Museum

is open to everyone, as well as the Clinic equipped with

facilities needed by the students and nurses to keep an

eye on the school’s health status. There are many canteens

around the school to cater the needs of teachers and

students.

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The school’s major organizations include its

publications: The Narra (English) and Ang Narra

(Filipino), the student organizations: Boy Scouts of the

Philippines (BSP), Girl Scouts of the Philippines (GSP),

Citizenship Advancement Training (CAT), Drum and Bugle

Corps, Red Cross Youth (RCY), Rover Scouts, School Choir,

Dance Troupe, and the Supreme Student Government (SSG).

The ANHSFERA is an organization by teachers, employees,

and retirees of the school while ANHS Multi – Purpose

Cooperative is composed of permanent employees of ANHS.

The PTA, an organization of parents and teachers is a huge

part of the school’s success.

Research Instrument

The instruments used in the study were the following:

1. Questionnaire Checklist Form. This instrument was

constructed by the researchers to enumerate the

socio-demographic profile of the students and the

teachers’ respondents. The instruments specified

among others, the gender and the age of the students,

and the civil status and educational background for

the teachers.

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2. Survey Questionnaire for Students and Teachers. This

instrument was utilized to determine the most

preferable teaching strategy which suits the students

as seen from their point of view and a separate

questionnaire was given to the teachers to specify

the approach which they frequently practice and use

in teaching social studies.

Data Gathering Procedure

Survey questionnaires were prepared and were

forwarded to 79 students respondents. Each of them was

asked to give ratings to the teaching strategies in

accordance to their comfortability with its use by their

teachers in social studies. On the other hand, a set of

questionnaires were given to 24 Social Studies teachers.

Similarly, they were asked to establish ratings to each

teaching strategies with respect to how frequent they are

used in their classes. The data gathered are then

collected, organized, presented, analyzed and interpreted

to draw out judgement.

Sampling Techniques

The simple random sampling was the technique applied

to the study. There were 79 students asked to rate the

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teaching strategy which they prefer the most while 12

teachers were asked to rate the teaching strategies based

on their frequent use.

Table1. Student population and respondents of the

study.

Section

Population Sample

Male Female Total Male Female Total

Coral 23 44 67 7 13 20

Dalton 10 31 41 3 9 12

Emerald 13 39 52 4 12 16

Garnet 26 40 66 8 12 20

SPA 11 28 39 3 8 11

TOTAL 83 182 265 25 54 79

Table 2. Teacher population and respondents of the study.

Teacher

Population Sample

Male Female Total Male Female Total

Social

Studies

6 18 24 3 9 12teachers

TOTAL 6 18 24 3 9 12

Data Analysis

The data acquired from the respondents were evaluated

and analyzed by the researchers with utmost care. The

researchers supervised a careful distribution of the

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survey questionnaires. The researchers made use of the

Likert scale in both sets of survey questionnaire. A 5

point rating scale was used for the teacher and student

questionnaires. For the students, the scales used were as

follows: (5) excellent, (4) very good, (3) good, (2)

average, (1) poor. For the teachers, the following were

used: (5) always, (4) frequently, (3) occasionally, (2)

rarely, (1) never.

Socio-Demographic Profile

A. Age

Students

Code Guide Indicator1 132 143 154 16

Teachers

Code Guide Indicator1 30 - 352 35 - 403 40 - 454 45 - -505 50 - 556 55 - 60

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7 60 - 65

B. Gender

Code Guide Indicator

1 Male

2 Female

Students

Descriptive Rating Weight Scale IntervalExcellent 5 4.50 – 5.00Very Good 4 3.50 – 4.49

Good 3 2.50 – 3.49Average 2 1.50 – 2.49Poor 1 1.00 – 1.49

Teachers

Descriptive Rating Weight Scale IntervalAlways 5 4.50 – 5.00

Frequently 4 3.50 – 4.49Occasionally 3 2.50 – 3.49

Rarely 2 1.50 – 2.49Never 1 1.00 – 1.49

Standard Deviation

Students

Descriptive Rating Scale IntervalExcellent 1.52 – 1.89Very Good 1.14 – 1.51

Good 0.76 – 1.13Average 0.38 – 0.75Poor 0 – 0.37

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Teachers

Descriptive Rating Scale IntervalAlways 1.52 – 1.89

Frequently 1.14 – 1.51 Occasionally 0.76 – 1.13

Rarely 0.38 – 0.75Never 0 – 0.37

Statistical Treatment

The following statistical treatments were applied for

the analysis of the data:

1. Sampling Fraction . (F=n/N x 100%) Is a sampling

method tool used to determine the percentage or size

of the sample taken from a certain population.

2. Frequency . Is the number of appearances of a certain

quantity or data in an interval of a frequency

distribution.

3. Mean . Also referred to as the average, is the sum of

the values divided by the number of values and is

used when the quantity with the greatest stability is

wanted among the collection or series of values.

4. Chi-Square Test (Test of Independence) . In this type

of test, the members of the sample are classified in

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two ways, that is in terms of two characteristics.

This is referred to as two way classification. The

purpose of this test is to determine if one

characteristics is independent of (or does not depend

on) the other characteristic.

5. Standard Deviation . Standard Deviation is referred to

as the measures of variability (dispersion or spread)

denoted by µ. It is also defined as the positive

square root of variance.

Chapter 3

ANALYSIS AND RESULTS

This chapter focuses the answers to the

investigation. The presentation, analysis, and

interpretation of data follow the order of the specific

problems as given in Chapter 1.

Problem 1. What is the profile of the students and teacher respondents in terms of: Gender, Age, Civil Status, and Educational Background?

Table 3. Distribution of Respondents by Gender

Gender Students TeachersFrequenc Percentag Frequency Percentage

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y eMale 25 32% 3 25%

Female 54 68% 9 75%TOTAL 79 100% 12 100%

Table 3 shows that majority of the student

respondents are female which is 54 or 68% of the total

respondents. While in the teacher respondents, majority

are also female that accounts for 9 or 75% of the

respondents. Females have always outnumbered males. In

students, it is frequently observed that there is a small

number of male students while there are many female

students. In teachers, females outnumber males probably

because there are more females who prefer to take the

course of education than males. Most males prefer courses

like engineering or information technology.

Table 4. Distribution of Students by Age

AGE FREQUENCY PERCENTAGE13 1 1%14 44 56%15 32 41%16 2 3%

TOTAL 79 100%

Table 4 shows that most of the student respondents’

age belong to 14 years old which is 44 or 56% of the total

number of student respondents. This is probably because

most of the student respondents will be one year older in

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the latter part of this year. Third year students should

normally be of age 15.

Table 5. Distribution of Teachers by Age

AGE FREQUENCY PERCENTAGE30 - 35 3 25%36 - 40 2 17%41 - 45 1 8%46 - 50 1 8%51 - 55 2 17%56 - 60 2 17%61 - 65 1 8%TOTAL 12 100%

Table 5 shows that most of the teacher respondents’

age bracket is 30 – 35 years old which is 3 or 25% of the

total teacher respondents. This means that there are more

people of this age bracket that prefer teaching. They

compose most of the population because teachers of the

ages 50 and above tend to retire or stop teaching.

Table 6. Distribution of Teachers by Civil Status

CIVIL STATUS FREQUENCY PERCENTAGESINGLE 1 8%MARRIED 11 92%WIDOWED 0 0%TOTAL 12 100%

Table 6 shows that the teacher respondents are mostly

married. This accounts for 11 or 91% of the total teacher

respondents. Most teachers are married because the

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Filipino’s tradition is that a couple can get married

after they graduate college. As explained earlier, most of

the teachers are of age 30 and above. At this stage, most

of them decide to get married because they believe that

this may be the only thing that could complete their

lives.

Table 7. Distribution of Teachers by Educational Background

EDU. BACKGROUND FREQUENCY PERCENTAGEBACHELOR'S DEGREE 2 17%BACHELOR'S DEGREE

10 83%with MA UNITSFULL PLEDGE MA 0 0%FULL PLEDGE MA

0 0%with PhD UNITSDOCTORAL DEGREE 0 0%

TOTAL 12 100%Table 7 shows that most of the teachers achieved a

Bachelor’s Degree with MA Units which account 10 or 83% of

the total teacher respondents.

Problem 2. What are the Ideal Teaching Approaches in Social Studies as perceived by the students and teachers?

Table 8. Ideal Teaching Approaches as perceived by the Students and Teachers

IndicatorsStudents TeachersMean VD Mean VD

1.Discussion Only 3.92 VG 4.25 F2.Discussion with Quiz 3.96 VG 4.33 F3.Group Learning 3.51 VG 3.33 O4.Problem- 3.38 G 2.50 O

34

Based(Guided)5.Problem-Based(Cases) 3.49 G 2.67 O6.Fieldwork 3.71 VG 2.17 R7.Demonstration(Video Tapes) 3.15 G 1.42 N8.Demonstration(Games) 3.94 VG 2.92 O

OVER-ALL 3.63 VG 2.95 O

Table 8 shows that based on the students, the

teaching technique of Discussion with Quiz has the highest

mean which is 3.96 having a verbal description of Very

Good. Next to it is Discussion only with a mean of 3.92

having a verbal description of Very Good. On the other

hand, the approach with the use of Video Tapes has the

lowest mean of 3.15 and a verbal description of Good.

The same results came out from the teachers. The

Discussion with Quiz approach has the highest mean of 4.33

with a verbal description of frequently. Following it is

the Discussion Only approach with a mean of 4.25 and a

verbal description of Frequently. On the other hand, the

approach with the use of Video Tapes has the lowest mean

of 1.42 and a verbal description of Never.

Most students prefer the Discussion with Quiz

Approach because this is what most teachers introduce to

them. They find themselves comfortable with the teaching

35

technique because having a quiz directly after the

discussion, the lesson is still fresh in their minds and

this will enable them to get high scores. On the other

hand, the teachers often use the Discussion with Quiz

Approach because they see it as a good approach especially

to test whether the students understood the lesson that

they have just discussed.

Using Video Tapes is least preferred by the students.

One reason is because this kind of approach was not

introduced to them. Another reason would be the lack of

school facilities and budget to support this kind of

teaching technique. These are also the reasons why Social

Studies teachers don’t prefer to use this kind of

approach.

36

Chapter 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings

This study used the survey approach of research. It

utilized the said approach in as much as the main purpose

of this research was to determine the ideal teaching

approach to be applied in teaching Social Studies subject

as perceived by the Social Studies teachers and third year

students of Agusan National High School.

A survey questionnaire was formulated for the

students and teachers. There were two different sets of

questionnaires for the students and teacher with 8 items

each as indicators. Part I is for the personal information

such as gender, age, civil status, and educational

background. Part II consists of the 8 items that emphasize

the different teaching techniques used in Social Studies.

37

There are 79 student respondents and 12 teacher

respondents.

As to gender, majority of the student respondents are

female which are 54 or 68% of the total number of

respondents. While in the teacher respondents, majority

are also female accounting 9 or 75% of the total

respondents. Most of the student respondents’ ages belong

to 14 years old which is 44 or 56% of the total number of

respondents. The teachers’ age bracket is 30 – 35 years

old which account 3 or 25% of the total respondents. In

terms of civil status, 11 of the teachers are married.

This accounts for 92% of the total respondents. In terms

of educational background, most of the teachers graduated

a Bachelor’s Degree with MA Units that accounts for 10 or

83% of the respondents.

As to the ideal teaching approach, as perceived by

the students, item number 2, Discussion with Quiz got the

highest mean of 3.96 which is verbally described as Very

Good. The students prefer this kind of approach because

this is what they are most comfortable with. Based on the

teachers, item number 2 got the highest mean of 4.33

verbally described as Frequently. This kind of approach is

mostly used because the teachers are also comfortable with

38

using this kind of technique similar as to how the

students are comfortable with it.

Conclusions

In the view of findings, the following conclusions

were drawn:

1. Majority of the student respondents are female

which are 54 or 68% of the total respondents.

While in the teacher respondents, majority of it

are female which is 9 or 75%.

2. Most of the student respondents’ ages belong to 14

years old which accounts 44 or 56% of the

respondents. The teacher respondents’ age bracket

belongs to 30 – 35 years old which is 3 or 25% of

the total respondents.

3. In terms of civil status, 11 of the total teacher

respondents are married which account for 92% of

the respondents.

39

4. In terms of educational background, the teachers

are mostly achieved a Bachelor’s Degree with MA

Units which is 10 or 83% of the respondents.

5. Based on the students, the teaching approach which

most of them prefer is Discussion with Quiz which

got the highest mean of 3.96 verbally described as

Very Good.

6. Based on the teachers, the approach they commonly

use is Discussion with Quiz which got the highest

mean of 4.33 verbally described as Frequently.

Recommendations

On the basis of the findings and conclusions

generated in the study, the following recommendations are

offered for consideration:

1. The Social Studies teachers should use the Discussion

with Quiz approach in teaching. This is a lecture

directly followed by a quiz to ensure whether the

students understood the lecture that has just been

taken. The results of this study showed that the

40

students are very comfortable with this type of

teaching.

2. Agusan National High School lacks in materials and

budget for this kind of teaching approach. The school

administrators should allocate a budget for this kind

of technique so that both the students and teachers

may gain experience to this kind of technique and

appreciate its benefits.

Bibliography

A. Books

Lardizabal, Amparo. 1997. Group Learning. Principles and

Methods of Teaching.

Lardizabal, Amparo. 1997. Demonstrations. Principles and


Lardizabal, Amparo. 1997. Discussion. Principles and


Torp, L. Sage, S. 2002. Problem and Based Learning.

Problems as Possibilities: Problem-Based Learning for

K-16 Education. 2nd Edition. pp. 15-16.

B. Internet Sources

41

Arredondo, et al., 1994. Lecture.

http://www.reproline.jhu.edu/english/6read/6training/

lecture/delivering-lecture.htm

Bruffee. 1993. Cooperative Learning.

http://www.gmu.edu/facstaff/part-time/strategy.html

Cashin. 1990. Lecture. http://www.gmu.edu/facstaff/part-

time/strategy.html

Evans, Bergen. 1989. Teaching. http://www.cyc-net.org/cyc-

online/cycol-0304-teaching.html

McPherson, Kate. 2001. Service Learning.

http://wwww.newhorizons.org/strategies/service_learni

ng/front_service.htm

Zhao, Jianhua. 2002. Group Learning.

http://www2.computer.org/portal/web/csdl/doi/10.1109/

CIE.2002.1185942

Case Method.


Demonstration Method.

http://www.tpub.com/content/advancement/14504/css/145

04-27.htm

Social Studies.

http://en.wikipedia.org/wiki/Social_Studies

http://en.wikipedia.org/wiki/Social_Studies

http://www.tpub.com/content/advancement/14504/css/14504-27.htm

http://www.tpub.com/content/advancement/14504/css/14504-27.htm


http://www2.computer.org/portal/web/csdl/doi/10.1109/CIE.2002.1185942

http://www2.computer.org/portal/web/csdl/doi/10.1109/CIE.2002.1185942

http://wwww.newhorizons.org/strategies/service_learning/front_service.htm

http://wwww.newhorizons.org/strategies/service_learning/front_service.htm

http://www.cyc-net.org/cyc-online/cycol-0304-teaching.html

http://www.cyc-net.org/cyc-online/cycol-0304-teaching.html




http://www.reproline.jhu.edu/english/6read/6training/lecture/delivering-lecture.htm

http://www.reproline.jhu.edu/english/6read/6training/lecture/delivering-lecture.htm

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APPENDIX

Appendix A

Letter to the Respondents

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

43

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:

5 – Always4 – Frequently3 – Occasionally2 – Rarely1 – Never

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.

44

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

45

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)

Appendix C

Statistical Treatment

TeachersStudents 1 2 3 4 5 6 7 8 TOTAL

1 361 364 328 318 327 344 300 362 27042 362 365 329 319 328 345 301 363 27123 350 353 317 307 316 333 289 351 26164 340 343 307 297 306 323 279 341 25365 342 345 309 299 308 325 281 343 25526 336 339 303 293 302 319 275 337 25047 327 330 294 284 293 310 266 328 24328 345 348 312 302 311 328 284 346 2576

TOTAL 2763 2787 2499 2419 2491 2627 2275 2771 20632

Cell O E (IO-EI-0.5)^2 (IO-EI-0.5)^2/E1 361 362.11 0.37 0.002 364 365.26 0.58 0.003 328 327.52 0.00 0.004 318 317.03 0.22 0.005 327 326.47 0.00 0.006 344 344.29 0.04 0.007 300 298.16 1.80 0.018 362 363.16 0.44 0.009 362 363.19 0.47 0.0010 365 366.34 0.71 0.0011 329 328.48 0.00 0.0012 319 317.97 0.28 0.00

46

13 328 327.43 0.00 0.0014 345 345.31 0.04 0.0015 301 299.04 2.13 0.0116 363 364.24 0.54 0.0017 350 350.33 0.03 0.0018 353 353.37 0.02 0.0019 317 316.86 0.13 0.0020 307 306.71 0.05 0.0021 316 315.84 0.12 0.0022 333 333.09 0.17 0.0023 289 288.45 0.00 0.0024 351 351.34 0.02 0.0025 340 339.62 0.01 0.0026 343 342.57 0.00 0.0027 307 307.17 0.11 0.0028 297 297.33 0.03 0.0029 306 306.18 0.10 0.0030 323 322.90 0.16 0.0031 279 279.63 0.02 0.0032 341 340.60 0.01 0.0033 342 341.76 0.07 0.0034 345 344.73 0.05 0.0035 309 309.10 0.16 0.0036 299 299.21 0.08 0.0037 308 308.12 0.15 0.0038 325 324.94 0.19 0.0039 281 281.40 0.01 0.0040 343 342.75 0.06 0.0041 336 335.33 0.03 0.0042 339 338.24 0.07 0.0043 303 303.29 0.04 0.0044 293 293.58 0.01 0.0045 302 302.32 0.03 0.0046 319 318.83 0.11 0.0047 275 276.11 0.37 0.0048 337 336.30 0.04 0.0049 327 325.69 0.66 0.0050 330 328.52 0.96 0.0051 294 294.57 0.00 0.0052 284 285.14 0.41 0.0053 293 293.63 0.02 0.0054 310 309.66 0.02 0.0055 266 268.17 2.78 0.0156 328 326.63 0.75 0.0057 345 344.97 0.22 0.0058 348 347.97 0.22 0.0059 312 312.01 0.24 0.0060 302 302.02 0.23 0.0061 311 311.01 0.24 0.0062 328 327.99 0.24 0.00

47

63 284 284.04 0.21 0.0064 346 345.97 0.22 0.00

20632 20632 X2c=0.06

CURRICULUM VITAE

I. Personal Information

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

Honors Received:

Nursery II 3rd HonorsKinder II 1st Honors

Elementary Butuan Central Elem. School 2001-2007

Honors Received:

Grade 1 1st HonorsGrade 2 2nd HonorsGrade 3 8th HonorsGrade 4 3rd HonorsGrade 5 3rd Honors

48

Grade 6 3rd Honorable Mention

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


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


49


Member, Red Cross YouthStaffer, Ang Narra


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


Pre-School Butuan Faith Christian School

Honors Received:

Elementary Enfant Cheri Study Centre, Inc.

Honors Received:

Grade 2 3rd HonorsGrade 3 2nd HonorsGrade 4 1st HonorsGrade 5 1st HonorsGrade 6 Valedictorian

Secondary Agusan National High School

Honors Received:

50

1st Year I-Archimedes 4th Honors2nd Year II-Darwin 3rd Honors

IV. Organizational Affiliations

RCY MemberStaffer, Ang NarraRotary NorthYECS Treasurer


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


Pre-School Father Urios Pre-School 1999-2001

Honors Received:

Pre-School 3rd Honors


Honors Received:

Grade 1 3rd HonorsGrade 2 2nd HonorsGrade 6 9th Honors



51

Member, RCYMember, ANHS Choir


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


Pre-School Angelicum Montessori School 1999-2001

Honors Received:

Kinder 2 4th Gold Medalist

Elementary Butuan City SPED Center 2001-2007

Honors Received:

Grade 1 11th HonorsGrade 2 11th HonorsGrade 3 8th HonorsGrade 4 3rd HonorsGrade 5 3rd HonorsGrade 6 1st Honorable Mention


52

Honors Received:

1st Year I-Archimedes 1st Section Honors2nd Year II-Darwin 1st Section Honors3rd Year III-Avogadro 2nd Section Honors


Member, GSPMember, ANHS Choir


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


Pre-School Sto. Nino Kindergarten School 2000-2001

Honors Received:

1st Honors


Honors Received:

Grade 1 6th HonorsGrade 2 6th HonorsGrade 3 2nd HonorsGrade 4 2nd HonorsGrade 5 1st HonorsGrade 6 1st Honors


53

Honors Received:

1st Year I-Aristotle 9th Honors2nd Year II-Linnaeus 1st Honors3rd Year III-Avogadro 6th Section Honors


Member, Girl Scouts of the PhilipppinesSecretary, Youth Entrepreneurship and

Cooperativisims in Schools


Name: July Joy S. LumantasAge: 14 years oldBirthday: July 14, 1995Address: Blk. 29, Lt. 14, Emily Homes Subdivision,

Butuan CityMother’s Name: Rina LumantasOccupation: BusinesswomanFather’s Name: Constante LumantasOccupation: Retired Military Soldier



Honors Received:

Grade 4 9th HonorsGrade 5 10th HonorsGrade 6 1st Honors


Honors Received:

1st Year I-Aristotle 4th Honors2nd Year II-Linnaeus 4th Honors


54

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


Pre-school Golden Ribbon Kindergarten 1999-2001

Honors Received:

Kinder I 1st Honors


Honors Received:

Grade 1 1st HonorsGrade 2 2nd HonorsGrade 3 1st HonorsGrade 4 1st HonorsGrade 5 1st HonorsGrade 6 1st Honors

55


Honors Received:

1st Year I-Archimedes 1st Honors2nd Year II-Darwin 7th Honors3rd Year III-Avogadro 8th Honors


Member, Girl Scouts of the Philippines (GSP)Election Committee, Youth Entrepreneurship and

Cooperativism in Schools

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