CHAPTER I

INTRODUCTION

Background of the Study

Araling Panlipunan is one of the broad subjects being taught in the Junior High School

that covers different branches such as History, Geography, Economics, Culture, Politics and

Contemporary Issues. Grade 7 and Grade 8 of the Junior High School study about Asian and

World History, Grade 9 focuses on Economics while Grade 10 students study Contemporary

Issues. This subject is very objective in nature and should be taught in an exact and precise way.

This is the main reason why some regard it as a “boring” subject.

Many teachers struggle with finding out how to motivate students to learn. Teachers

come up with way how to tickle the imagination of learners and how to relate themselves in

historical topics. Effective teaching of Araling Panlipunan is characterized by meaningful,

integrative, challenging, active and guided on the topical concepts of the subject. This might not

be achieved if teachers would always confine themselves in the traditional way of teaching.

(https://www.pressreader.com/philippines/sunstar-pampanga/20170331)

In the 21st century classroom setting, it is widely expected that teachers are able to

integrate technology in teaching. Technology integration in teaching includes the use of

computers, mobile devices like smartphones and tablets, digital cameras, social media platforms

and networks, software applications and the internet. The effective use of these technology in

teaching fosters better and more meaningful learning. According to Ma. Mercedes T. Rodrigo in

Information and Communication Technology Use in Philippine Public and Private Schools,

technologies used in classroom helps students to learn more easily and wider because of the

social media provided by computers, cellphones, projectors and many more.

1
(http://wordpress.com/2017/02/07history-and-progress-of-classroom-technology-in-the-

philippines/)

Philippines is one of the many developing nations that have turned Information-

Communication as a tool in its educational system. The Department of Education is now into

implementing series of regional (ICT) summits towards intensifying the use Information,

Communication and Technology (ICT) effective delivery of teaching and learning, and in the

provision of efficient governance and operations directly to learners, teachers and relevant

stakeholders in the field of education. The DepEd ICT Summit which adopts the tagline

“Cultivating a Culture of ICT Excellence” and the theme, Digital Transformation for the KID

(K–12 plus Alternative Learning System; ICT, DepEd) aims to provide update on emerging

technologies and  start a culture of sharing and collaboration on the use of ICT in teaching,

learning, and governance. It is also a venue of providing DepEd stakeholders with current ICT

projects and plan as well in giving recognition to best ICT projects and program implementers.

There were also breakout sessions on “Educational Technology for School Managers” and “ICT

Integration in Teaching and Learning” as well as presentation on Quipper, DepEd’s partner on e-

learning service for teachers. The summit also featured a showcase of ICT innovations on

teaching and learning, achievements and plans for ICT in education.

(https://pia.gov.ph/news/articles/1002520)

However, there are a lot of challenges that the Philippine Educational System is facing

along side with the modernization of school through technology integration in teaching. The

availability of technology to be used in schools that could atleast cater a 1:1 ratio remains a

dream for every public schools. School computers are available but is not enought to cater the

growing enrolment percentage and are even out-dated. There are only a few school which can

2
avail an wifi zone which can provide an internet access for students’ research purposes. Teachers

even sacrifice their own personal money just to print reports, download audio-visual materials,

even buying gadgets like projectors and televisions to be used in the classroom. There are even

instances that technology is available however, there is no ICT expert teachers who could

operate on them.

In the Department of Education at the Division of Candon City, where Secondary schools

are located in a developing city, technology integration in teaching remains a challenge to every

teachers. Some teachers still fear the use of it for they consider themselves at times as “lumang

bato” – a term that describes teachers who are already near to the retiring age. They are hesitant

to use technology due to the fear of failing how to operate it in front of learners who are

considered digital natives. Also, availability of sufficient educational technologies hinder the

growth of teachers in ICT.

Hence, this study aims to assess the level of technology integration in teaching Junior

High School Araling Panlipunan subject. This study seeks to explore on how can we possibly

teach the past as we move forward to what is in the future. This seeks to explore more possible

ways on how to make Araling Panlipunan a fun and interesting subject to study.

Framework of the Study

Theoretical Framework         

In the secondary classroom, there is a shift toward implementing ever-increasing amounts

of educational technology into curricula.  In order to do so meaningfully and to ensure successful

learning, it is necessary to reflect upon learning theories.

3
 Situated learning is a recent, more defined learning theory by Jean Lave and Etienne

Wenger. The premise and pedagogical foundation of this theory is that learning is more effective

in shared social situations, termed communities of practice. The domain is the specified shared

pursuit and is the shared group attribute. The community is the environment in which interaction

takes place and relationships are developed.  The practice is defined as the “shared repertoire of

resources: experiences, stories, tools, [and] ways of addressing recurring problems” (Smith,

2009). The context in which learning takes place is essential to determining the authenticity of

the task.  According to Neo (2007) “context is an integral part of the learner’s concept of

meaning, and their cognitive experiences must be situated in authentic experiences in order for

them to pursue solutions to their tasks”.          If learning is to take place in an authentic context,

technology, specifically the Internet, must be utilized. This authentic context has “been applied

to the learning digital technology and cultures in spaces such as social networking sites as young

people immerse themselves in the language, skills and discourses of communities online”

(Willet, 2007).  If one was to peruse the Internet, countless online groups with specific shared

interests exist and within these groups people learn, share, and grow together.

In B. F. Skinner’s Behaviorism, the major theories as pertaining to education are

reinforcement, verbal behavior theories, and social development theories. Behaviorism in current

trends are instructional software and computer-assisted instruction.  Shield (2000) also discussed

the use of drill and practice tutorials, with individual instructions and feedback drill and

practice.  This type of learning, where a “student is rewarded through an encouraging comment

before moving on to the next learning objective” (1) is especially apparent in the use of “the

computer games that are so highly addictive to teenagers,” (1) as their “learning behavior is

being progressively rewarded as each level of the game is mastered” (1).  Shield concluded that

4
“the student's mastering of basic technological terms, descriptions of components, and

understanding of theory behind technical processes can be achieved through structured programs

delivered through CD-ROMs or similar media.  We can, therefore immediately see a place for

ICT in technology education, both as a source of information and also, if structured effectively, a

context or structure for learning simple skills and concepts.  Different learning objectives may

require different teaching and learning strategies to achieve them. Some aspects of learning

require basic low-level information as a preliminary activity before the more complex can be

internalized. Often the rote learning of factual information is essential before a learner can be

engaged in problem solving or those higher order activities deemed more desirable.  

Another theory is the Distributed Cognition where the student is afforded more power. In

other words it is a student-centred approach to learning where the learners participate in a

systematically designed learning environment that supports interaction amongst its

participants.  Distributed cognition describes a construction of knowledge that takes place in a

natural environment which is synergistically connected to the cognitive actions taken by the

participants in the learning environment. (Bell & Winn, 2000) This theory promotes learning in a

community of learners or a system where interaction takes place. It is through this interaction

where cognition occurs. It requires sharing of cognitive activity among the parts and participants

of this system, which can be other people or artifacts such as devices, technologies or media.

These participants distribute their cognition among other learners and physical or digital artifacts

by externally representing their knowledge.  Artifacts can help to scaffold new capabilities as

well as off-load a certain amount of cognitive work thus reducing the cognitive load of the

learners and helping to augment their capabilities. At times, by using these artifacts, a little bit of

5
the information might stick with the user, this is known as cognitive residue. It is through

interaction with other members and artifacts that progresses learning. (Bell & Winn, 2000).

        The role of technology within this theory is an invaluable part of the system in which the

learners are interacting. This interaction can either help to distribute their knowledge, off-load

certain amounts of cognitive work making the cognitive load less and or help to scaffold new

capabilities (Bell & Winn, 2000).  In this theory technology can be used to help extend human

capabilities.

        This learning theory supports the very skills needed by the 21st century.  Learners who are

placed in to a learning environment based on this theory would be using their “knowledge and

skills—by thinking critically, applying knowledge to new situations, analyzing information,

comprehending new ideas, communicating, collaborating, solving problems, making

decisions” (Honey, et al, 2003).

Conceptual Framework

In order to guide and conceptualize the flow of th study, the input-output (IPO) model

was adopted.

Figure 1 reflects the conceptual framework in Technology Integration in teaching Araling

Panlipunan. The input would come from the respondents’ demographical profile, school profile

and their assessed level of technology integration as well as the problems they met from their day

to day technology integration experiences.

The process includes the survey process where the needed data will be gathered from the

different secondary schools of DepEd Candon City. These data will then be treated statistically

in order to assess the average level of integration of the teache-respondents. This then will lead

to the different problems stated in this study.

6
 The output was designed to make an Enhancement Program focused on the

Teachnology Integration in Teaching Araling Panlipunan Subjects of the Junior High School

Teachers. This enhancement program focuses on filling the gaps of the teachers as they integrate

technology in teaching. It also includes teaching strategies and materials that can be used for the

teaching-learning process.

Input Process Output

Demographical
Profile
School Profile
Survey Method Technology-based
Level of Technology
Statistical Teaching Package
Integration
Treatment
Problems met in
Technological
Integration

Feedback Loop

7
 Figure 1. Research Paradigm

Statement of the Problem

This study aims to assess the level of technology integration of Junior High School

Teachers of Candon City Division in teaching Araling Panlipunan subjects. Specifically, this

study seeks to answer the following problems:

1. What is the demographical profile of the respondents in terms of the following:

a. Age

b. Sex

c. Highest Educational attaiment

d. Teaching Position

e. Number of years in service

2. What is the profile of the school, interms of the following:

a. Location

b. Availability of technology

3. What is the level of the technology integration of the respondents in teaching Araling

Panlipunan?

4. What are the problems met in the integration of technology in teaching Araling

Panlipunan?

5. Is there a significant relationship between the demographical profile of the respondents

and their integration of technology in teaching Araling Panlipunan?

6. Is there a significant relationship between the school profile and the integration of

technology in teaching Araling Panlipunan?

8
Hypotheses

1. There is no significant relationship between the demographical profile of the respondents

and their integration of technology in teaching Araling Panlipunan subjects in the Junior

High School.

2. There is no significant relationship between the school profile and the respondents’

integration of technology in teaching Araling Panlipunan subjects in the Junior High

School.

Scope and Delimitation

This study aims to assess the level of technology integration in teaching Araling

Panlipunan subjects among the Junior High School Teachers of DepEd Candon City Division.

Sepifically, it aims to collect the demographical profile of the respondents as well as the profile

of the school they are in. It also aims to study the relationship between the profiles of the

respondent and their use of technology in teaching Araling Panlipunan subjects.

The study will be conducted in the five public high schools in the Division of Candon

City namely: Candon National High School, Candon City Information Technology National

High School, Dr. Ricardo Gacula Memorial National High School, Candon City High School,

Sto. Tomas National High School. The respondents will be composed of randomly selected

Araling Panlipunan Teachers of the Junior High School. A questionnare method will be used to

gather data that will be treated statistically.

9
Importance of the Study

The success of this study will be benificial to the following:

The Learners. This study can open more opportunities for more meaningful and more

effective learning to happen. This will pave a way for them to fully realize their full potentials as

future professionals by ensuring that they are fully engaged in the teaching-learning process.

The Teachers. This study will serve as their guide in integrating technology in teaching.

This will open the minds of teachers for them not to confine themselves to traditional teaching

but rather innovate to more teaching techniques and strategies to foster more meaningful and

more effecctive teaching-learning process to happen.

The School Administrators. This study will help them in the modernization of

education by providing more opportunities for teachers and learners to access technology in the

school setting through innovations and educational programs that can in turn benefit the school

performance.

The Researcher. This study will help the researcher to innovate on new teaching

strategies involving new technologies to be further used in her future teaching-learning

processes.

Definition of Terms

In order to have a clear understanding of this study, the researcher operationally defined

the following:

Age. This refers to the demographical profile of the respondents that ranges from 21-30,

31-40, 40-50, and 51 above.

10
 Sex. This refers to the biological orientation of the respondents classified as Male or

Female.

Educational Attainment. This refers to the highest degree obtained by the respondents

classified as Bachelor’s Degree Holder, With Masters Units, Masters Degree Holder, With

Doctorate Units, Doctorate Degree Holder.

Teaching Position. This refers to the present position of the respondents classifeied as

Teaccher I, Teacher II, Teacher III, Master Teacher I, Master Teacher II, Master Teacher III.

Number of Years in Service. This refers to the tenure in service of the respondents

classified through the range of Below 5 years, 6-10 years, 10-15 years, 15-20 years, 21-25 years,

25-30 years, Above 30 years.

School Locaction. This refers to the locality where the school is locate classified whether

Near the City or Far from the City.

Level of Technology Integration. This refers to the extent of integration of technology

in teaching by teh respondents classified as: Very High, High, Moderate, Low, Very Low.

Review of Literature

The following literature provides the researcher a concrete frame of reference for this

study. These would also help the researcher justify the findings of the study.

Araling Panlipunan or Social Studies is a subject that is expected to nurture its members

developed as a rational and responsible social human being. In line with the opinion of Jurnal

(2014), social studies education is an educational program that builds learners to become good

citizens in an athmosphere of peace. (Jandoc, 2018)

Teaching araling Panlipunan under K to 12 helps learners to enhance their skills and

improve their capabilities. Teaching Araling Panlipunan is like imparting to them the most

11
important parts of their lives. (Lumba, 2014) Many teachers struggle with finding out how to

motivate students to learn, and this is especially true when teaching Araling Panlipunan, because

so many students find it boring. Teachers can develop student interest and motivation in Araling

Panlipunan by relating relevant content and current events into their daily lives. Technology has

a way to motivate students and keep them engaged. This has been a teacher’s saving grace in

holding the interest of all students. (Garcia, 2017)

The world is changing and the requirements for people entering into this world are

different than they have been in the past. The main reasons educators would believe that change

is needed are that they can see a change in the current student population, and they can also see a

change in the requirements of our new world.  Students are facing an entirely different world

than the generations before (Fouts, 2000).  This generation of students differs in many ways, but

one thing which stands out is that they have more access to technology than previous

generations (Eugene, et al, 2004). 

The world we live in has become a technical world. Nearly all aspects of society have

been influenced by technology (Fouts, 2000).  According to Research on Computers and

Education: Past, Present and Future, the fact that virtually all segments of society have changed

dramatically by information technologies and will continue to change in the future cannot be

ignored. Schools must be a part of these changes and research should proceed with the

assumption that technology is and will continue to be a growing element within the

schools (Fouts, 2000). Technology is therefore seen as an inevitable part of the teaching-learning

process

Integrating technology with teaching means the use of learning technologies to introduce,

reinforce, supplement and extend skills. Technology integration is not merely using computer in

12
teaching. This can be, manifested if: there’s a change in the way classes are traditionally

conducted; the quality of instruction is improved to a higher level in such a way that could not

have been achieved without educational technology; there is a planning by the teacher on the

process of determining how and when technology fits into the teaching-learning process; the

teacher sets instructional strategies to address specific instructional issues/problems; the use of

technology provides the opening of opportunities to respond to these instructioanl

issues/problems. In sum, technology occupies a position in the instructional process. (Lucido,

2007)

Technology in the teaching-learning process can play a traditional role as delivery

vehicles for instruction or in a constructivist way as partners in the learning process. In the

traditional way, the learner learns from the technology and the technology serves as a teacher. In

other words, the learner learns the content presented by the technology in the same way that the

learner learns knowledge presented by the teacher. In the contructivist way, technology helps the

learner build more meaningful personal interpretation of life and his world. In the constructivist

approach, technology is a learning tool to learn with, not from. It makes the learner gather, think,

analyze, synthesize information and construct meaning with what tehnology presents.

Technology serves as a medium in representing what the learner knows and what he is learning.

Whether used from the traditional or constructivist point of view, when used effectively, research

indicates that technology increase student’ learning, understanding and achievement but also

augments motivation to learn, encourages collaborative learning and supports the development of

critical thinking and problem solving skills.” (Shater and Fagnano, 1999) also claims that the

proper implementation of technology in the classroom give students more “control of their own

learning... and tends to move from teacher-dominated environments to ones that are more

13
learner-centered. The use of technology in the classroom enables the teacher to do differentiated

instruction considering the divergence of students’ readiness levels, interests, multiple

intelligences and learning styles. Technology also helps students become lifelong learners.

(Corpuz and Lucido, 2008) Technology integration, if done properly, can do many things to help

in the process of creating more authentic learning environments and more.  Many of the studies

report, if the learning environment is technologically rich, it can increase self-esteem and

enthusiasm for learning (Fouts, 2000). This can lead to more positive attitudes for learning, as

well as lower absentee and dropout rates.  In fact, one study proved that having a more

technologically rich learning environment eventually lead to a higher rate in college attendance

and scholarships (Stratham & Torell, 1996).  This is great news for today’s students if they are

lucky enough to have learning environments that are rich in technology. Studies show that

technologically rich learning environments provide for better development of life skills. These

skills include organizational, problem solving, inquiry, and collaboration skills. The learning

environment is improved by providing more cooperative learning and reduced

competition (Stratham & Torell, 1996). Research also has shown that technology integration

increases the chance of interaction within the learning environment (Keengwe, et al,

2008).  “Because many new technologies are interactive, it is now easier to create environments

in which students can learn by doing, receive feedback, and continually refine their

understanding and build new knowledge”  (Fouts, 2000). 

Technology is a blessing to man. With technology, there is a lot that we can do which we

could not do then. Just think of how teaching and learning have been more novel, stimulating,

exciting and engaging with the use of multimedia in classroom. However, when not used

properly, technology becomes a detriment to learning and development. There are three major

14
issues that may be argued as disadvantages of technology use in the clasroom today:

compatibility occur when operating systems are not compatible with each other and access refer

to the opportunity of students to have an ample time to work with computers or even to use fairly

the technology. Some other issues may be traced as the teacher and student’s fear of technology,

technology breakdowns that can be disruptive and can cause delay in the production of output,

high cost of technology, rapid outdating of equipments or gadgets and misuse or underuse of

technology due to the lack of expert teachers. (Vinoya et.al. 2016)

With the emerging trend in Information and Communication Technology Education, the

Department of Education is addressing technology gaps among teachers and students. According

to Director Jocelyn Andaya in her speech during the Education Summit, students are all digital

natives – fluent “speakers” of the digital language of computers, video games and the internet,

while teachers are digital immigrants who were not born into the digital world but have adopted

many aspects of the new technology. It is within this context that DepEd has been working in

terms of closing the technological gaps in ICT. Andaya also said that teachers should adapt to

technological advances in education to allow maximum learning with the use of modern gadgets.

(https://www.rappler.com/move-ph/190657-ict-education-bridge-technology-gaps-teacher-

student-deped)

All of the above cited literature served as the foundation of this study

15
 CHAPTER II
RESEARCH METHODOLOGY

This chapter presents a discussion of the research design, sources of data, research

instrument, and the statistical treatment of data.

Research Design

This study will be utilizing Descriptive and Correlational Research Design in order to

analyze the Technology Integration in Teaching Araling Panlipunan Subjects among Junior High

School Teachers of Deped Candon City Division

Descriptive Research design answers who, what, where and how. As stated by Alicna

(2016), the descriptive method of research is the general method employed in the studies whose

objective is the description of current events and conditions and their relationships. Hence, this

design involves the collection, recording, analysis and description of data that will be gathered in

the conduct of study.

Correlational Research Design compares two or more variables and determine their

relationship. According to Cheprasov (2019) a correlational study is a type of research design

where a researcher seeks to understand what kind of relationships naturally occuring variables

have with one another. In simple terms, correlational research seeks to figure out if two or more

variables are related and, if so, in what way.

16
Population and Locale of the Study
The respondents of this study are the Junior High School Araling Panlipunan Teachers

from the different Secondary of DepEd Candon City Divison: Candon National High School,

Candon City Information Technology National High School, Dr. Ricardo Gacula Memorial

National High Sschool and Sto. Thomas National High School.

Research Instrument
The researcher will be using a researcher-made questionnaire to be floated in the different

Secondary schools of DepEd Candon City Division. The questionnaire will be composed of three

parts: Part I is for the Personal Profile of the respondents; Part II is for the School Profile of the

respondents and; Part III is for the Level of Technology Integration in Teaching of the

Respondents. Each questions on the Part III will measure the level of technology integration of

each respondents in their teaching.

The researcher-made questionnaire will be reviewed and validated by three experts.

Treatment of Data
For the analysis and interpretation of the data gathered, the following statistical tools will

be used: 1) frequency count to determine the demographical profile of the respondents; 2)

frequency count and mean to determine the level of technology integration of the respondents in

teaching Araling Panlipunan subjects; and 3) Pearson’s correlation coefficient to determine

whether or not there exists a significant relationship between the demographical profile and

school profile of the respondents and the integration of technology in teaching Araling

Panlipunan subjects.

17
Categorization of Data

To determine the level of technology integration in teaching Araling Panlipunan subjects

among the Junior High School teachers of DepEd Candon City Division, the following scale will

be used.

Range Descriptive Equivalent Rating (DER)

4.01-5.00 Very High
3.21-4.00 High
2.61-3.20 Moderate
1.81-2.60 Low
1.00-1.80 Very Low

To interpret the correlation coefficient and the relationship between the two variables, the

guide below will be used:

Correlation Coefficient Degree of Relationship

±1.00 Perfect Correlation
±0.91 – 0.99 Very High Correlation
±0.71 – ±0.90 High Correlation
±0.41 – ±0.70 Marked Correlation
±0.21 – ±0.40 Low Correlation
±0.01 – ±0.21 Negligible Correlation
0.00 No Correlation

18
 REFERENCES
A. Books
Corpuz, B. And P. Lucido (2008) Educational Technology 1, Quezon City, Lorimar Publishing

Inc.

Lucido, Paz. I. (2007) Educational Technology 2: Selection, Production and Utilization of

Appropriate Technology Tools for Instruction. Quezon City, Lorimar Publishing Inc.

Vinoya, Armando S. et. al. (2016) Educational Technology 2. Bulacan, St. Andrew Publishing

House

B. Unpublished Material

Jandoc, J. (2018) Learning Module in Araling Panlipunan for Grade 3 Learners in Sta. Cruz

District, MAEd Thesis, Ilocos Sur Polytechnic State College

C. Electronic Resources

Doak, Shannon. Emerging Theories of Learning the Role of Technology. Retrieved from:

https://sites.google.com/a/boisestate.edu/edtechtheories/Home/emerging- theories-of-

learning-and-the-role-of-technology on April 10, 2019

Ebert, Andrea K. Behaviorism vs. Constructivism in the Technological Secondary Education

Classroom Retrieved from:

19
 https://sites.google.com/a/boisestate.edu/edtechtheories/behaviorism-vs-constructivism-in-

the-technological-secondary-education-classroom-1 on April 10, 2019

Ford, K. And L. Lott.The Impact of Technology on Constructivist Pedagogies. Retrieved from:

https://sites.google.com/a/boisestate.edu/edtechtheories/the-impact-of- technology-on-

constructivist-pedagogies-1 on April 10, 2019

Garcia, Edalaida D. (2017) How to Motivate Students to Love Araling Panlipunan. Retrieved

from: http://www.pressreader.com/philippines/sunstar-

pampanga/20170322/281608125255143 on May2, 2019

History and Progress of Classroom Technology Integration in the Philippines. Retrieved from

http://wordpress.com/2017/02/07history-and-progress-of-classroom-technology-in-the-

philippines/ on May 2, 2019

https://www.pressreader.com/philippines/sunstar-pampanga/20170331 on April 25, 2019

Lumba, Alvin L. (2014) Teaching Araling Panlipunan in K to 12. Retrieved from:

http://www.pressreader.com/philippines/sunstar-pampanga/20140805/281612418544687

Making the Teaching of Araling Panlipunan Interesting (2017). Retrieved from:

https://www.pressreader.com/philippines/sunstar-pampanga/20170331

on May 2, 2019

Santisteban, Bong (2017) ICT Education Should Bridge Tech Gaps Between Teachers and

Learners. Retrieved from: https://www.rappler.com/move-ph/190657-ict-education-

bridge-technology-gaps-teacher-student-deped on April 25, 2019

20