CHRIST THE KING COLLEGE OF SCIENCE AND TECHNOLOGY

Jaysonsville II Subd., National Road, Putatan, Muntinlupa City

Teacher Education Department

In Partial Fulfilment of the Requirements in

Research in Social Sciences

Bachelor of Secondary Education – Major in Social Sciences Teaching

Patrick B. Casiao
Third Year, First Semester AY: 2017 - 2018

Prof. Blessie Tablate

Professor of Research in Social Sciences
 ENHANCING THE
LEARNING SKILLS OF
GRADE 7 STUDENTS
IN ARALING
PANLIPUNAN
THROUGH LEARNING
TOGETHER
STRATEGY
 I. ABSTRACT
The purpose of this research is to figure out the effects of Learning Together Strategy (LTS) on
enhancing the learning skills of Grade 7 students in Araling Panlipunan. The study was conducted in
August 2, 2017 with 38 Grade 10 students of fifth section studying in Muntinlupa National High School
– Tunasan Annex. In this study, learning together with group activities has been used. Conducting
survey and asking students what is the teacher’s strategy during their lesson. Learning Together is more
effective than traditional.

II. INTRODUCTION
It is quite a sad reality that most students find the Araling Panlipunan subject as not an interesting
subject. We all know that Araling Panlipunan have many branches including history, politics, economics and
geography, like in Grade 7 the subject is Araling Asyano (Asian Studies) which obviously tackles what are the
first civilization civilized in Asia. In Grade 8 is Kasaysayan ng Daigdig (World History) tells about the history
of the world and included the discoveries on earth. On other hand, in Grade 9 teaches the description of
Ekonomiks (Economics) which emphasizes the Philippine economy as well as the other countries. In Grade 10
teacher teaches the Mga Kontemporaryung Isyu (Contemporary Issues), teaches the issues in the Philippines
and all over the world.
These mentions above are just easy but most of the students really get bored with the bulk pages of each
book. Many teachers struggle with finding out how to motivate students to learn, and this is especially true
when teaching Araling Panlipunan. Motivation would always hold the key for effective flow of academic
activities in the classroom. Effective teaching of Araling Panlipunan is characterized as meaningful,
challenging, active, and guided on the topical concepts of the subject. This might not be achieving if Araling
Panlipunan teachers would always confine themselves in the traditional way of teaching; they should set out of
the box and venture new ways to make the subject interesting and students learning.
Teaching is a process of facilitating student learning through a proper management by the teacher of the
interrelationships among the students’ interest, the content for learning and the methods and materials he or she
intends to use in the teaching and learning of the content materials. It may involve giving instruction to
somebody on knowledge, skills and attitudes with the intention that the person will be able to know the
information or do something or act in a particular way that is compatible with the instruction. We know the
person that gives the instruction may be a learner, a pupil, a student or a trainee. The means employed by the
teacher to pass information to the learner would figure out ultimately, if he or she is teaching, instructing,
training, indoctrinating and so forth. It should be noted that knowledge impartation is never possible without a
good technique to execute the impartation. It is only when knowledge is imparted through good technique and
one makes sure that the learner has gained something useful which can make his/her experience relatively
permanent that one can say that learning has taken place. Learning Together is a team generated work product,
as opposed to individual products, is one of the distinguishing factors of Learning Together model, developed
by David and Roger Johnson (1994) at the University of Minnesota, students in a heterogenous, four or five
members group work on single assignment sheet, which can earn them praise and rewards. There is an emphasis
on team-building activities prior to group work, as well as regular within-group dialog to figure out how well
the students are functioning together. The popularity of learning together methods in Araling Panlipunan, is the
effects on the cognitive domain of the students. In addition to strengthening and expanding students’ grasp of
the formal curriculum they affect affective outcomes inherent to Araling Panlipunan – outcomes beyond
understanding. Although Learning Together is a powerful tool with which to carry out academic, social and
effective goals, its take more than simply allowing children to work together in groups, an activity to which the
Learning Together strategy label is often misguidedly affixed. The Department of Education research in schools
shows that outcomes, are affected by how teachers structure and implement Learning Together methods. One
can think about effective use of cooperative learning in Araling Panlipunan as being attentive to the both the
social and studies.

III. OBJECTIVE
− To know what is the proper strategy in teaching Araling Panlipunan especially in Grade 7
students.
− To motivate the students to focus in Araling Panlipunan using the Learning Together Strategy.

IV. STATEMENT OF THE PROBLEM

The purpose of this study was to explore the effects of Learning Together on achievement, learning and
motivation of Grade 7 students in Araling Panlipunan subject, because many Grade 7 students are not interested
in Araling Panlipunan because many teachers in public schools are still in using traditional way of teaching.
One of the key reason why I study Learning Together was because I needed practice methods of
teaching especially in my major the Araling Panlipunan.

V. RELATED LITERATURE
Learning Together consists of five main components: positive interdependence, individual
accountability, face-to face interaction, interpersonal and small group skills, and group processing (Johnson &
Johnson, 1994).

Positive Interdependence
 One of the essential elements of Learning Together is the notion that student accomplishments are tied
together. The success of one group member relates to the success of the others on the team. Johnson and
Johnson (1999) show this feature of collaborative group work as positive interdependence. The authors
contend, “It is positive interdependence that creates the realization that group members have two
responsibilities: to learn the assigned material and to ensure that all members of their group learn the assigned
material” (Johnson &Johnson, 1999, p.75). Because of positive interdependence, one student is not left doing
all the work, while others coast by. Assignments are designed in a way that makes it difficult for students to
work independently.

Face-to-Face Interaction
Another significant aspect of Learning Together includes face-to-face interaction. This constituent
insists that a much amount of time is arranged when students can meet with each other in person. Johnson and
Johnson (1999) tell, “The discipline of using cooperative groups includes ensuring that group members meet
face to face to work together to complete assignments and promote each other’s success” (p.82). The
researchers reveal that it is the combination of both positive interdependence and face-to-face interaction which
produce the most powerful allegiances between learners, as well as the greatest commitment to each other’s
success (Johnson & Johnson, 1989).

Interpersonal and Small Group Skills

Positioning students in small groups and insisting that they work together effectively is a recipe for
failure. Students do not come to class routinely prepared to work successfully with other students. They need
to be trained to work collectively with their peers if they are to thrive within their groups. Johnson and Johnson
(1997) maintain, “Students must be taught the social skills required for high-quality collaboration and be
motivated to use them if cooperative groups are to be successful” (p.83). Therefore, students must be given
regular instruction on proper social behaviors to be used while working cooperatively.

Group Processing
Lastly, it is important for students to reflect on what went well in their groups, as well as what could be
improved upon during future collaborative work. Johnson and Johnson (1999) define group processing as, “a)
Reflecting on a group session to describe what member actions were helpful and unhelpful and b) making
decisions about what actions to continue or change” (p.85). It is presumed that mulling over what worked and
what did not work will help guide groups to being increasingly productive. Hence, the rationale behind group
processing is to improve the group’s ability to efficiently reach their goals.

VI. PARTICIPANTS
 This action research was conducted at Muntinlupa National High School – Tunasan Annex, composed of 38
Grade 10 students in 5th section.

VII. METHODOLOGY
The study of is a survey in which the questioners has been used (see figure 1).

Independent Variable: Type of Vocabulary Instruction

Intervention Group: Comparison: AP Teachers
Grade 10 students and Professional
Education Professors
Dependent Variable: 1. Verbal interview 1. Multiple Choice type of
Vocabulary Acquisition 2. Research blog survey
observation
Figure 1: Variables and Data Sources

Subjects
Participants were 38 grade-ten students were taught by Araling Panlipunan teacher in Muntinlupa
National High School – Tunasan Annex in August 2, 2017. Most of the students is came from the third-class
families. Approximately 60% of the students were boys. (As sex did not affect any of depended variables under
any conditions, it will not be discussed further.) The survey has tested for 1 day.

Table 1. Subjects Dispersion

Question: Do you like Araling Panlipunan subject?
Answer Data Percent
Yes 38 100%
No 0 0%

Since it was wanted to figure out how Araling Panlipunan is like by many students.

Table 2. Teaching Strategy

Question: What type of strategies in Araling Panlipunan did you enjoy during the lesson?
Answer Data Percent
Group 35 92
Discussion/
Activity
Dramatization 2 5
/ Role Play
Debate 1 3
Ladder 0 0

Table 2, it shows the different types of Learning Together strategy and what is the proper type of
Learning Together Strategy is the most enjoyable strategy.

Table 3. Effect of the strategy

Question: Do you learn on this strategy?
Answer Data Percent
 Yes 38 100%
No 0 0%

Table 3, it shows the number of students who learn on their teachers’ strategy.

Table 4. Traditional Teachers vs. 21st Century Teachers

Question: Do you learn on this strategy?
Answer Data Percent
Yes 38 100%
No 0 0%

Table 4, it shows that their teacher in Araling Panlipunan is the main source of information or their
teacher is traditional teacher.

VIII. RECOMMENDATION
On the whole action research, Learning Together Strategy is not an infallible system of teaching.
Because many teachers in public school are still in traditional way of teaching and teachers are not oblige
students to work together and assume that they will learn. For the lesson to be valuable, teachers must
methodically plan their instruction so that learners are involved in face to face interaction. It stays essentials that
teachers provide the foundation necessary for achievement.
Overall the action research showed that the Learning Together bolstered student productivity, as well as
increased self and stem and positive intrapersonal relationships. Learning in groups improved students’ abilities
to understand and retain abstract information.
Learning Together enables teachers to get through the students with different learning strengths. Group
learning is more learner-centered and engages student in active learning. As a result, it prepares learners to enter
the modern workforce, where people are expected to be able to solve problems effectively and work
collaboratively with others.

IX. REFERENCES
1. Bennett, N., & Cass, A. (1988). The effects of group composition on group interactive processes and
pupil understanding. British Educational Research Journal, 15, 19-32.

2. Blaney, N.T., Stephan, C., Rosenfield, D., Aronson, E., & Sikes, J. (1977). Interdependence in the
classroom: A field study. Journal of Educational Psychology, 69 (2), 121-128.

3. Vermette, P.J. (1998). Making Cooperative Learning Work: Student Teams in K-12 Classrooms.
Prentice Hall, NJ.

4. Warring, D., Johnson, D.W., Maruyama, G., & Johnson, R. (1985). Impact of different types of
cooperative learning on cross-ethnic and cross-sex relations. Journal of Educational Psychology, 77, 53-
59.
Introduction:

RRL:

Statement of the Problem:

Methodology

Objectives: