1

CHAPTER 1

THE PROBLEM AND REVIEW OF RELATED LITERATURE

Background of the Study

Social Studies is one of the most useful and

important subjects taught in school. It has been on

existence since the beginning of time as people of

certain ancient civilizations make use of studying and

putting into account the events of the past to help keep

them on track and move forward through different

innovations. History serves as the base to create certain

advanced technologies or instruments to promote and

prosper a better way of living. One example is the

pyramids of Egypt. As historians study the Egyptians

past, culture and techniques in creating such

indestructible structures of the pyramid, they have

proven the great importance contributed by history

through similar infrastructures we see today which adopts

the way the pyramids were built. Generally speaking,

social studies, be it named “History” or “Araling

Panlipunan” in more basic terms, feeds the 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 event. An

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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

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educational success in Social Studies. Generally, 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

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do not teach professionally stand ever ready to criticize

those who do (Evans, 1989). The 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.,

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2002). Students’ working in groups is another way a

teacher can enforce a lesson plan. Collaborating allows

students to 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

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(Lardizabal, et al., 1997). Use the demonstration or

“doing” method to teach skills. Demonstrate, step-by-

step, 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_2

7.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.

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Service learning provides a compelling reason to learn

teaches the skills of civic participation and develops an

ethic of service and civic responsibility. Service

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

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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 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

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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 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

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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).

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)
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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,

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.

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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 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

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must be delivered with strength and proper approach by

the teacher.

A. Socio-Demographic Profile
of the Respondents
o Sex
o Age
o Civil Status
o Educational Background
B. Teaching Approaches:
o Group Learning Method
1. Teamwork Evaluation
2. Cooperative Learning of Ideal
o Demonstration Method Teaching
1. Videotapes Approach
2. Games
o Fieldwork Method
1. Hands-on
2. Service Learning
o Lecture Method
1. Discussion
2. Discussion with Quiz
o Problem-Based Learning
Method
1. Cases
2. Guided Design

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:
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1. What is the profile of students and teachers

respondents in terms of:

a. Gender

b. Age

c. Civil Status

d. Educational Background

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

perceptions of the student and teachers on the

teaching approaches in Social Studies.

Ha: There is no significant difference on the

perceptions of the student and teachers on the

teaching approaches in Social Studies.

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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.

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

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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 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

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teaching approaches are compared for different groups of

people to be knowledgeable of the most effective teaching

approach there is.

Definition of Terms

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.

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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.

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.
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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.

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.

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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 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

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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

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:

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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.

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.).

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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.

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.

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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.

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

 26

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

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.

Population Sample
Section 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.

Population Sample
Teacher Male Female Total Male Female Total
Social 6 18 24 3 9 12
 27

Studies
teachers
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 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 Indicator

1 13
2 14
 28

3 15
4 16

Teachers

Code Guide Indicator

1 30 - 35
2 35 - 40
3 40 - 45
4 45 - -50
5 50 - 55
6 55 - 60
7 60 - 65

B. Gender

Code Guide Indicator

1 Male
2 Female

Students

Descriptive Rating Weight Scale Interval

Excellent 5 4.50 – 5.00
Very Good 4 3.50 – 4.49
Good 3 2.50 – 3.49
Average 2 1.50 – 2.49
Poor 1 1.00 – 1.49

Teachers

Descriptive Rating Weight Scale Interval

Always 5 4.50 – 5.00
Frequently 4 3.50 – 4.49
Occasionally 3 2.50 – 3.49
Rarely 2 1.50 – 2.49
Never 1 1.00 – 1.49
 29

Standard Deviation

Students

Descriptive Rating Scale Interval

Excellent 1.52 – 1.89
Very Good 1.14 – 1.51
Good 0.76 – 1.13
Average 0.38 – 0.75
Poor 0 – 0.37

Teachers

Descriptive Rating Scale Interval

Always 1.52 – 1.89
Frequently 1.14 – 1.51
Occasionally 0.76 – 1.13
Rarely 0.38 – 0.75
Never 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.
 30

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

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

 31

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

Students Teachers
Frequenc Percentag
Gender y e Frequency Percentage
Male 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

 32

AGE FREQUENCY PERCENTAGE

13 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 the latter part of this year. Third year

students should normally be of age 15.

Table 5. Distribution of Teachers by Age

AGE FREQUENCY PERCENTAGE

30 - 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.

 33

Table 6. Distribution of Teachers by Civil Status

CIVIL STATUS FREQUENCY PERCENTAGE

SINGLE 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 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 PERCENTAGE

BACHELOR'S DEGREE 2 17%
BACHELOR'S DEGREE
with MA UNITS 10 83%
FULL PLEDGE MA 0 0%
FULL PLEDGE MA
with PhD UNITS 0 0%
DOCTORAL DEGREE 0 0%
TOTAL 12 100%
 34

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

Students Teachers
Indicators Mean VD Mean VD
1.Discussion Only 3.92 VG 4.25 F
2.Discussion with Quiz 3.96 VG 4.33 F
3.Group Learning 3.51 VG 3.33 O
4.Problem-
Based(Guided) 3.38 G 2.50 O
5.Problem-Based(Cases) 3.49 G 2.67 O
6.Fieldwork 3.71 VG 2.17 R
7.Demonstration(Video
Tapes) 3.15 G 1.42 N
8.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.

 35

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

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

 36

Studies teachers don’t prefer to use this kind of

approach.

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

 37

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.

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

 38

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 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

 39

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.

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
 40

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 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.
 41

Lardizabal, Amparo. 1997. Demonstrations. Principles and

Methods of Teaching.

Lardizabal, Amparo. 1997. Discussion. Principles and

Methods of Teaching.

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

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_learn

ing/front_service.htm

Zhao, Jianhua. 2002. Group Learning.

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

/CIE.2002.1185942
 42

Case Method. http://www.gmu.edu/facstaff/part-

time/strategy.html

Demonstration Method.

http://www.tpub.com/content/advancement/14504/css/14

504-27.htm

Social Studies.

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

APPENDIX
Appendix A
Letter to the Respondents

Republic of the Philippines

Department of Education
Division of Butuan
AGUSAN NATIONAL HIGH SCHOOL
Butuan City
 43

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 Borromeo
Jean Trisha Abao
Juliet Czarina Furia
Marion Therese Geolingo
July Joy Lumantas
Jolly Ann Porio
Ann Kashmer Yu
Sushmita 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 School

Butuan City
Survey Questionnaire for Teachers

Name: Gender:
Age: Educational Background:
 44

Civil Status: 1. Single 1. Bachelor’s Degree

2. Married 2. Bachelor’s Degree with MA Units
3. Widowed 3. Full Pledge MA
4. Full Pledge MA with PhD. Units
5. 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 – Always
4 – Frequently
3 – Occasionally
2 – Rarely
1 – Never

TEACHING APPROACHES RATING

1. 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.
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 School

Butuan City
Survey Questionnaire for Students

Name: Year and Section:

Age: Gender:
 45

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 – Excellent
4 – Very Good
3 – Good
2 – Average
1 – Poor

TEACHING APPROACHES RATING

1. 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
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

Teachers
Students 1 2 3 4 5 6 7 8 TOTAL
1 361 364 328 318 327 344 300 362 2704
2 362 365 329 319 328 345 301 363 2712
3 350 353 317 307 316 333 289 351 2616
 46

4 340 343 307 297 306 323 279 341 2536

5 342 345 309 299 308 325 281 343 2552
6 336 339 303 293 302 319 275 337 2504
7 327 330 294 284 293 310 266 328 2432
8 345 348 312 302 311 328 284 346 2576
TOTAL 2763 2787 2499 2419 2491 2627 2275 2771 20632

Cell O E (IO-EI-0.5)^2 (IO-EI-0.5)^2/E

1 361 362.11 0.37 0.00
2 364 365.26 0.58 0.00
3 328 327.52 0.00 0.00
4 318 317.03 0.22 0.00
5 327 326.47 0.00 0.00
6 344 344.29 0.04 0.00
7 300 298.16 1.80 0.01
8 362 363.16 0.44 0.00
9 362 363.19 0.47 0.00
10 365 366.34 0.71 0.00
11 329 328.48 0.00 0.00
12 319 317.97 0.28 0.00
13 328 327.43 0.00 0.00
14 345 345.31 0.04 0.00
15 301 299.04 2.13 0.01
16 363 364.24 0.54 0.00
17 350 350.33 0.03 0.00
18 353 353.37 0.02 0.00
19 317 316.86 0.13 0.00
20 307 306.71 0.05 0.00
21 316 315.84 0.12 0.00
22 333 333.09 0.17 0.00
23 289 288.45 0.00 0.00
24 351 351.34 0.02 0.00
25 340 339.62 0.01 0.00
26 343 342.57 0.00 0.00
27 307 307.17 0.11 0.00
28 297 297.33 0.03 0.00
29 306 306.18 0.10 0.00
30 323 322.90 0.16 0.00
31 279 279.63 0.02 0.00
32 341 340.60 0.01 0.00
33 342 341.76 0.07 0.00
34 345 344.73 0.05 0.00
35 309 309.10 0.16 0.00
36 299 299.21 0.08 0.00
37 308 308.12 0.15 0.00
38 325 324.94 0.19 0.00
39 281 281.40 0.01 0.00
40 343 342.75 0.06 0.00
41 336 335.33 0.03 0.00
42 339 338.24 0.07 0.00
 47

43 303 303.29 0.04 0.00

44 293 293.58 0.01 0.00
45 302 302.32 0.03 0.00
46 319 318.83 0.11 0.00
47 275 276.11 0.37 0.00
48 337 336.30 0.04 0.00
49 327 325.69 0.66 0.00
50 330 328.52 0.96 0.00
51 294 294.57 0.00 0.00
52 284 285.14 0.41 0.00
53 293 293.63 0.02 0.00
54 310 309.66 0.02 0.00
55 266 268.17 2.78 0.01
56 328 326.63 0.75 0.00
57 345 344.97 0.22 0.00
58 348 347.97 0.22 0.00
59 312 312.01 0.24 0.00
60 302 302.02 0.23 0.00
61 311 311.01 0.24 0.00
62 328 327.99 0.24 0.00
63 284 284.04 0.21 0.00
64 346 345.97 0.22 0.00

20632 20632 X2c=0.06

CURRICULUM VITAE

I. Personal Information

Name: Jolly Ann M. Porio

Age: 15 years old
Birthday: August 30, 1994
Address: 012Pizarro St., Butuan City
Mother’s Name: Maria M. Porio
Occupation: Businesswoman
Father’s Name: Jose Antonio A. Porio
Occupation: Self-Employed
 48

II. Educational Background

Pre-school Butuan Grace Christian School 1999-2001

Honors Received:

Nursery II 3rd Honors

Kinder II 1st Honors

Elementary Butuan Central Elem. School 2001-2007

Honors Received:

Grade 1 1st Honors

Grade 2 2nd Honors
Grade 3 8th Honors
Grade 4 3rd Honors
Grade 5 3rd Honors
Grade 6 3rd Honorable Mention

Secondary Agusan National High School 2007-Present

Honors Received:

1st Year I-Archimedes 2nd Honors

2nd Year II-Darwin 4th Honors
3rd 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. Geolingo

Age: 15 years old
Birthday: July 24, 1994
Address: Blk. 6, Lt. 7, Happy Homes Subd., Butuan
City
Mother’s Name: Ma. Teresa C. Geolingo
Occupation: Housewife
Father’s Name: Marlon M. Geolingo
Occupation: LMO III, DENR
 49

II. Educational Background

Pre-School Butuan Faith Christian School 1999-2001

Honors Received:

Kinder I 3rd Honors

Kinder II 4th Honors

Elementary Butuan City SPED Center 2001-2007

Honors Received:

Grade I 10th Honors

Grade V 10TH Honors
Grade VI With Honors

Secondary Agusan National High School 2007-Present

III. Organizational Affiliations

Member, Red Cross Youth

Staffer, Ang Narra

I. Personal Background

Name: Ann Kashmer D. Yu

Age: 15 years old
Birthday: June 16, 1994
Address: Rosewood Subd., Butuan City
Mother’s Name: Dr. Casmerlita Yu
Occupation: Physician
Father’s Name: Lureno Yu
Occupation: Businessman

II. Educational Background

 50

Pre-School Butuan Faith Christian School

Honors Received:

Elementary Enfant Cheri Study Centre, Inc.

Honors Received:

Grade 2 3rd Honors

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

Secondary Agusan National High School

Honors Received:

1st Year I-Archimedes 4th Honors

2nd Year II-Darwin 3rd Honors

IV. Organizational Affiliations

RCY Member
Staffer, Ang Narra
Rotary North
YECS Treasurer

I. Personal Background

Name: Earvin L. Borromeo

Age: 14 years old
Birthday: October 29, 1994
Address: Baan Km 3, Butuan City
Mother’s Name: Elizabeth Borromeo
Occupation: Housewife
Father’s Name: Ricardo Borromeo
Occupation: Mechanic

II. Educational Background

 51

Pre-School Father Urios Pre-School 1999-2001

Honors Received:

Pre-School 3rd Honors

Elementary Butuan Central Elem. School 2001-2007

Honors Received:

Grade 1 3rd Honors

Grade 2 2nd Honors
Grade 6 9th Honors

Secondary Agusan National High School 2007-Present

III. Organizational Affiliations

Member, RCY
Member, ANHS Choir

I. Personal Background

Name: Jean Trisha V. Abao

Age: 14 years old
Birthday: January 3, 1995
Address: Ran-Employees Village, Butuan City
Mother’s Name: Stella V. Abao
Occupation: Teacher
Father’s Name: Domingo T. Abao
Occupation: Teacher

II. Educational Background

 52

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 Honors

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

Secondary Agusan National High School 2007-Present

Honors Received:

1st Year I-Archimedes 1st Section Honors

2nd Year II-Darwin 1st Section Honors
3rd Year III-Avogadro 2nd Section Honors

III. Organizational Affiliations

Member, GSP
Member, ANHS Choir

I. Personal Background

Name: Sushmita A. Zamora

Age: 14 years old
Birthday: December 19, 1995
Address: P-6 Bliss Libertad, Butuan City
Mother’s Name: Brendelin A. Zamora
Occupation: Housewife
Father’s Name: Bernardo V. Zamora
Occupation: Company Driver

II. Educational Background

 53

Pre-School Sto. Nino Kindergarten School 2000-2001

Honors Received:

1st Honors

Elementary Butuan Central Elem. School 2001-2007

Honors Received:

Grade 1 6th Honors

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

Secondary Agusan National High School 2001-Present

Honors Received:

1st Year I-Aristotle 9th Honors

2nd Year II-Linnaeus 1st Honors
3rd Year III-Avogadro 6th Section Honors

III. Organizational Affiliations

Member, Girl Scouts of the Philipppines

Secretary, Youth Entrepreneurship and
Cooperativisims in Schools

I. Personal Background

Name: July Joy S. Lumantas

Age: 14 years old
Birthday: July 14, 1995
Address: Blk. 29, Lt. 14, Emily Homes Subdivision,
Butuan City
Mother’s Name: Rina Lumantas
Occupation: Businesswoman
Father’s Name: Constante Lumantas
Occupation: Retired Military Soldier
 54

II. Educational Background

Elementary Butuan Central Elem. School 2004-2007

Honors Received:

Grade 4 9th Honors

Grade 5 10th Honors
Grade 6 1st Honors

Secondary Agusan National High School 2007-Present

Honors Received:

1st Year I-Aristotle 4th Honors

2nd Year II-Linnaeus 4th Honors

III. Organizational Affiliations

Member, Girl Scouts of the Philippines

I. Personal Information

Name: Juliet Czarina V. Furia

Age: 14 years old
Birthday: July 6, 1995
Address: 1st St., P-20 Grapes, San Vicente, Butuan
City
Mother’s Name: Luz V. Furia
Occupation: Office Employee
Father’s Name: Wilelmo C Furia
Occupation: Government Employee
 55

II. Educational Background

Pre-school Golden Ribbon Kindergarten 1999-2001

Honors Received:

Kinder I 1st Honors

Elementary Butuan Central Elem. School 2001-2007

Honors Received:

Grade 1 1st Honors

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

Secondary Agusan National High School 2007-Present

Honors Received:

1st Year I-Archimedes 1st Honors

2nd Year II-Darwin 7th Honors
3rd Year III-Avogadro 8th Honors

III. Organizational Affiliations

Member, Girl Scouts of the Philippines (GSP)

Election Committee, Youth Entrepreneurship and
Cooperativism in Schools