PERFORMANCE OF THE STUDENTS IN SOCIAL STUDIES IV IN

BUENAVISTA NATIONAL HIGH SCHOOL USING THE MODERN

TEACHING STRATEGIES




A Thesis
Presented to the Faculty of
Osmea Colleges
Osmea Street,
Masbate City




In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education major in
Supervision and Administration









ANNALIE DELERA CELADIA

March 2015





Chapter I

INTRODUCTION

In many countries, social studies teachers are under increased pressure to meet
challenging objectives set by state or provincial curriculum standards. To meet these
thinking, problem-solving and communicating standards, it pays to involve students in
seeing how these skills are practiced outside of school in a variety of organizations
contending with social issues. As much as possible, it makes sense to involve them in
such work, either through internships, visits, interviews or simulations.
Many teachers struggle with motivating students to learn. This is especially
prevalent in social studies classrooms in which students perceive social studies as boring
(Schug, Todd, & Berry, 1984; Shaughnessy & Haladyana, 1985). This study advocates
the use of modern teaching strategies in social studies as a means to motivate students by
engaging students in the learning process with the use of a familiar instructional tool that
improves students self-efficacy and self-worth.
The importance of social studies instruction cannot be underestimated as it
prepares future citizens and leads them to independent lives. Scruggs, Mastropieri and
Okolo (2008) stated that social studies instruction is mainly to prepare students for
making decisions that can improve the society in which they live. They explained that
social studies is more than learning the facts. Moreover, students can apply problem
solving skills to authentic situations and to explore new questions. Scruggs, Mastropieri,
Berkeley and Graetz (2010) further stated that students can assimilate the knowledge and
apply it to their own educational aspirations, and become more informed and productive
learners. However, there are issues in social studies instruction that cause problems for
educators and students. Social studies is different from other subjects in that it is a strand
of many disciplines and there is no rigorous format like that in math and language.
Besides acknowledging the importance of social studies learning for students and
explaining the necessities of implementing effective instructional strategies, this paper
advocates the implementation of a series of effective modern strategies so that more
students will benefit from social studies instruction. First, this paper explains the possible
barriers of instruction efficiency in social studies. Effective approaches, including
application of universal design for learning, learning strategies, graphic organizers, and
controversial discussion, are then reviewed to address learning problems in social studies.
Thirdly, informal assessments such as portfolio, critical tools of preparing students in
taking state wide assessment and tools of learning executive skills such as self-
management, are discussed. Finally, this paper acknowledges the importance of effective
modern strategies in social studies and encourages educators to embrace student with
different learning needs in social studies. Assessments are also emphasized to be
incorporated in the instruction process to continually monitor students performance and
progress.







Statement of the problem
This study determined the effectiveness of modern teaching strategies used in
Social Studies IV. Specifically, it sought to answer the following questions:
1. Which among the teaching strategies used in Social Studies IV
allowed more student participation in class activities?
2. How effective are these teaching strategies in Economics in terms of
student performance?
3. What teaching guide could be evolved to facilitate the effective use of
modern strategies in Social Studies IV?
Assumptions
This study is premised on the assumptions that students will be more active and
participative in classroom activities using these modern teaching strategies.
Scope and Delimitations
This study was limited to the use of the six (6) strategies Delphi, Poll Survey,
Simulation, Panel Discussion, Tri-Question and Debate.
The respondents were 125 fourth year students in Buenavista National High
School during the School Year 2014-2015.



Locale of the study
The researchers chose 5 sections in the 4rth year level. Approximately, they
were 50 students in each section. But they only got 25 out of 50 students per section. The
researchers know that every section varied in number, thats why they used 25 as a
constant variable in order not to be biased.
The locale of this study was in Buenavista National High School, Buenavista,
Uson, Masbate. This was conducted in the 2
nd
semester of the year 2014-2015.

Importance of the study
Teaching social studies in the past was teacher-oriented. With this trend there was
minimal student participation in class activities and therefore not conducive to effective
assimilation of knowledge and skills.
This study will greatly help every sector of the community by way of effecting its
findings and recommendations.
To Students. When appropriate teaching strategies are identified and learning is
made easier and more effective, students will be more active and will have better interest
in their lessons.
To Teachers. Through this study, teachers will have a better idea about teaching
strategies to use to make the teaching-learning activities very satisfying and fulfilling on
their part.
To School Administrators and Department Heads. The result of this study will
guide those who are involved in supervision to encourage teachers to adopt the modern
teaching strategies for the realization of the goals in teaching social studies.
The School can produce copies of the strategies found to be effective in this study
and supplement the insufficient books and magazines needed in teaching economics.
Curriculum Makers. The result of this study will serve as inspiration for
curriculum makers to design and develop other modern teaching strategies for the
improvement of the teaching-learning process.

Definition of terms
To provide clarity of some terms used in this study, the following short
explanations are given for each term.
Approach. Method or means used to reach an objective.
Curriculum. Subject that a school offers including the instructional aids needed in
order to carry out the aims of education.
Analysis. The process of reducing or taking apart a total performance in the
identification of specified skills.
Concept. Something conceived in the mind or an idea. An abstract or generic
ideas generalized from particular instances.
Effectiveness. High level of proficiency in the written test.
Lesson Plan. A plan to be used by the teacher which will carry out the teaching
and learning activities whether in one or general settings.
Proficiency Level. Level of performance of students as shown by the results of
examination and quizzes of respondents.
Strategies. Processes used to facilitate the teaching and learning activities.
Teaching. The process of stimulating, directing, guiding and encouraging learning
activity.
Teaching Strategy. A plan conceived to attain the objectives of a particular lesson.
It involves using a sequence of steps designed to achieve a given purpose.
Social Studies. Refers to the economics as the subject being taught in the fourth
year under the Secondary Education Development Plan (SEDP).
Pre-test. A test given to determine the status of the class or the condition of a
sample prior to the implementation of a strategy.
Post-test. A test given to determine the level of performance obtained by the class
after using the different modern teaching strategies.
Traditional Strategies. Refers to old and conventional process in teaching.
Modern Teaching Strategies. Modern process used to facilitate the teaching and
learning activities of students.