Chapter 1 the Problem and Review of Related Literature

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 the

through

base

to

different innovations. History serves as 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

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

writings

games, on

the

he

may

board,

be and

bored vice

with

long

versa.

lectures

Aside

from

or 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,

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

classroom,

effect

all

these

teacher-student flexibility

on

the

factors

interaction

become

necessary

world depend

today. upon

where in

Inside the

kind

supervision

order

to

bring

the of and

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 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

teachers affects

of

teaching

worldwide. a

student

A

strategies good

are

being

teaching

adapted

strategy

by

greatly

psychologically making him invigorated

with the lesson thus making him pay more attention in class. Group

Learning

collaborative

is

the

learning.

mainly

There

approach

are

many

to

organize

collaborative

learning methods, which also can be considered as group learning

methods

and

popularly

used

in

environment.

If

they

can

be

utilized

environment,

modeling

and

stimulating

classroom-based into work

web-based 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

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 cooperative strategy

learning learning

that

interactions

is

often

when,

encompasses

such

as

used

as

a

in

fact,

it

is

a

broader

developing

synonym a

range

learning

for

separate of

group

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

(Lardizabal,

et

with

al.,

his/her

1997).

student

Use

the

for

their

demonstration

help or

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

procedures

procedures reason

for

if

in

a

job task, using the exact physical

possible. While demonstrating, explain the

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

trainees can

process.

mistakes

help

them

demonstration

and

learn

By

immediately

correcting

the

reinforcing proper procedures, you the

approach

is

task a

more very

quickly.

The

effective

direct

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 service

of

civic and

participation

civic

and

develops

responsibility.

an

Service

ethic

of

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

emphasize

communities.

both

the

Service

service

and

learning

the

projects

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 questions

in

education.

regarding

There

are,

however,

serious

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 computer

learning

information

when

systems and

that

where

allow

they

need

students it

access

(Edlich,

to

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

Torraco

deliver

(1995),

centuries

ago

lectures.

the

as

a

According

lecture teaching

was

to

Swanson

established

process

that

began

and

formally 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 lecture

by

simply

students. as

an

Ruyle

oral

(1995)

presentation

describes

of

the

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

recitation

style.

classroom

activities

of

the

Discussion in

is

question-and-answer used

which

to

teacher

designate and

and group

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 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

critical

through

learning

complexity

of

print

or

experiences

finding

broadcast

that

solutions

to

media

into

illuminate

the

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, political science, economics, religion, geography and anthropology. According Alternative about

to

Rodney

the

Approach

exacerbates

purposes, by

historically Furthermore,

he

the

to

M.

White

Teaching

goals problem

and of

on

article,

History”, uses

of

choosing

significant

events

stated

“The

that

his

the

debates

school

history

what worth

issue

“An

of

constitutes tracing…” historical

significance

has

been

multiculturization

of

further

many

western

exacerbated

by

societies,

the

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

contribution universe

on

is of how

also

important

to

civilizations

and

the

it

the

life

began

and

know

the

history forms

wars, of

that

the 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 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 understand

while

teaching.

better.

This

Another

will

ideal

help

the

approach

students

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 Sex o Age o Civil Status o Educational Background B. Teaching Approaches: o Group Learning Method 1. Teamwork 2. Cooperative Learning o Demonstration Method 1. Videotapes 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

Evaluation of Ideal Teaching Approach

Figure 1. Schematic Diagram of the Study Statement of the Problem

This Approach

study which

Specifically,

comes

to

benefits the

determine

both

study

the

seeks

the

Ideal

Teaching

teacher

and

students.

answer

the

following

to

questions: 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

perceptions

a

significant

difference

of

the

and

student

teachers

on on

the the

teaching approaches in Social Studies?

Statement of Hypothesis Ho:

There

perceptions

is

no

of

the

significant student

difference

and

teachers

on

the

on

the

on

the

on

the

teaching approaches in Social Studies. Ha:

There

perceptions

is

no

of

the

significant student

difference

and

teachers

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. DepEd Administrators/Authorities. The result of this study will provide them important and reliable information regarding students

the for

most easy

effective

approach

of

teachers

and

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

will then help their performance in schools, especially in academics.

Scope and Limitations of the Study This

study

focuses

approach

or

teaching

National

High

School.

mainly

strategy This

study

on

the

of

teachers

shall

ideal

teaching

in

mention

Agusan 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-

sex,

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

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. 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. 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.