Group 4 Thesis Teachers Readiness in Using Document-Based Questions Essay As An Assessment Tool

POLYTECHNICUNIVERSITYOFTHEPHILIPPINES
Philippine Copyright 2022

by the Author
and the
College of Education
Polytechnic University of the Philippines
All rights reserved. Portions of this manuscript may be reproduced with proper
referencing and due acknowledgement of the author
TEACHERS` READINESS IN USING DOCUMENT

BASED QUESTIONS ESSAY AS AN
ASSESSMENT TOOL
An Undergraduate Thesis
Presented to College of Education
Polytechnic University of the Philippines
Sta. Mesa, Manila
In Partial Fulfillment of the Requirements for the Degree,

Bachelor of Secondary Education, Major in Social Studies
by
Joshua Andrei C. Advincula

Mary Joy B. Manalastas
Renbran A. Parrilla
Jamaica Nica C. Puntliar
Neil Jacob A. Trinidad
Rory L. Ycong
November 2022
ii
ACKNOWLEDGEMENT
The researchers would like to acknowledge and extend our heartfelt and deepest
gratitude to the following people who contributed more on furnishing and completion of
this study.
To our thesis adviser, Mr. John Amiel A. Rivera, who guides and understands
us in perfecting our study. Once again, Sir Amiel, thank you very much for assisting and
believing in us, because you know that we can do more;
To the compassionate and hardworking group of panels, Dr. Rosalie A. Corpus,
Asst. Prof. Mavel B. Lagarde, and to Dr. Manolito S. San Jose, who helped us to
improve, revise, and furnish our papers;
To our ever- loving and exemplary adviser in the Social Studies program, Asst.
Prof. Danilova A. Lorenzo, who provides us tips and insights on how to improve more
on our study;
To the Social Studies teachers, who participated and contributed on answering
our survey-questionnaires;
To our families and friends, for their holistic support and encouragement all
throughout the course. Family is our own sources of strength during these times. And
lastly, to our ALMIGHTY CREATOR who gives hope and purpose during the darkness
of our lives, guides us from the day we started studying, and making our lives more
meaningful. We put the success of this study beneath your guidance.
iii
CERTIFICATION OF ORIGINALITY
This is to certify that the research work presented in this thesis, TEACHERS`
READINESS IN USING DOCUMENT-BASED QUESTIONS ESSAY AS AN

ASSESSMENT TOOL for the degree (Bachelor`s Degree) at the Polytechnic University
of the Philippines, embodies the result of original and scholarly work carried out by the
undersigned. This thesis does not contain words or ideas taken from published sources
or written works that have been accepted as basis for the award of a degree from any
other higher education institution, except where proper referencing and
acknowledgement were made.
JO SHUA ANDREI C.
ADVINCULA
MARY JOY B. MANALASTAS
RENBRAN A. PARRILLA
JAMAICA NICA C. PUNTILAR
NEIL JACOB A. TRINIDAD
RORY L. YCONG
Researchers
March 2022
iv
ABSTRACT
Title: Teachers` Readiness in using Document-based Questions Essay as an
assessment tool
Researchers: Joshua Andrei C. Advincula, Mary Joy B. Manalastas, Renbran A. Parrilla,
Jamaica Nica C. Puntilar, Neil Jacob A. Trinidad, and Rory
L. Ycong
Degree: Bachelor`s Degree
Institution: Polytechnic University of the Philippines
Year: 2022
Adviser: John Amiel A. Rivera, MAELT
Assessments gives clear conceptualization of the students` learning outcomes.
Teachers tend to visualize, create, and to assess classroom activities that would help the
students to achieve quality learning. Using various assessment tools based on the
students` preferences is one of the ideas conceived in this study. Document-based
Questions Essay is an assessment tool being used in the United States in 1970`s to
determine how history is created rather than learning it. Through using Document-based
Questions Essay, students would be able to enhance and improve various skills and
abilities aligned in the 21st century learning.
This study determines on the readiness of the teachers in using Document-based
Questions Essay as an assessment tool. Through quota sampling, 30 Social Studies
teacher-respondents participated in answering the survey that focused on using
Document-based Questions Essay as an assessment tool. The findings revealed that
teachers are ready enough to use Document-based Questions Essay in assisting
teachers in honing skills and abilities, supporting learning environment, and promoting
independent learning.
A significant interaction is also detected between the teachers` profile such as
their age and their years of educational experience and the level of teacher-readiness,
implying that the teachers` profile affects teachers` decision to become ready in using
assessment tools. The findings of the study intended to promote the usage of this
assessment tool to alleviate educational problems such as misinformation, and to
reinforce critical thinking and problem-solving skills to the students.
Keywords: Assessment Tool, Critical Thinking, Document-based Question Essay, Social
Studies, Teacher Readiness
vi
TABLE OF CONTENTS
Page
Title Page i Certification and Approval Sheet ii Acknowledgements iii

Certification of Originality iv Abstract v Table of Contents vii List of Tables ix
List of Figures xi
1. The Problem and its Setting

Introduction 1 Theoretical Framework 3 Conceptual Framework 5 Statement
of the Problem 6 Hypothesis 7 Scopes and Limitations of the Study 7
Significance of the Study 8 Definition of Terms 9
2. Review of Literature and Studies

Teacher Readiness in Implementing Assessments 11 Assessment Tools used
in Social Studies 15 Essays as an Assessment Tool 17 The Document-based
Question Essays 18 Synthesis of the Review of Literature and Studies 27
3. Methodology
Research Method 30 Population, Sample Size, and Sampling Techniques 31
Description of the Respondents 31 Research Instrument 32 Data-Gathering
Procedure 33 Statistical Treatment of Data 34
4. Results and Discussions

The Profile of the Social Studies teacher-respondents 39 The Level of
Teacher-Readiness in using Document-based 41 Question Essays as an
assessment tool
Comparison in the Level of Teacher-Readiness in using Document- 67
vii
based Question Essays as an assessment tool when grouped

according to the Demographic Profile
5. Summary of Findings, Conclusions, and Recommendations Summary of

Findings 85 Findings 86 Conclusions 87 Recommendations 89
References 93
Appendices
Appendix 1: Research Instrument 100 Appendix 2: Letter of Permission to
Adapt 103 the Research Instrument
Appendix 3: Sample Copy of Document-based Question Essays 104
Appendix 4: Reliability Testing of the Instrument 111 Appendix 5: Certification
of Statistical Treatment 113 Appendix 6: Certification of Editing 114
Biographical Statements
viii
LIST OF TABLES
Number Title Page
1 Frequency and Percentage Distribution of 39 Teacher-Respondents in

terms of Age
2 Frequency and Percentage Distribution 41 of Teacher-Respondents in

terms of Gender
3 Frequency and Percentage Distribution 42 of Teacher-Respondents`

Highest
Educational Attainment
4 Frequency and Percentage Distribution 44 of Teacher-Respondents` Years

of
Educational Experiences
5 The Level of Teacher-Readiness in using 46 Document-based Question

Essays as an
Assessment Tool according to their
Readiness

Essays as an
Assessment Tool according to Students`
Learning Environment

Essays as an
Self-Learning

Essays as an
Characteristics
9 Significant Differences in the Level of 67 Teacher-Readiness in using

Document
based Question Essays as an assessment
tool when grouped according to Age
10 Significant Differences in the Level of 71

ix
Teacher-Readiness in using Document

tool when grouped according to Sex

Document
tool when grouped according to Highest
Educational Attainment

Document
tool when grouped according to Years of
Educational Experiences
x
LIST OF FIGURES
Number Title Page
1 Paradigm of the Study 5

xi
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
There is only a fundamental purpose of assessment in education: to establish and
understand the place of the learners in the aspect of learning (Master, 2014).
Assessments serve as a tool of the students in achieving holistic and quality learning. It is
truly indeed that an assessment is important in determining and shaping the students`
progress over time.
Assessments refer to a systematic process, in which teachers assess student’s
performance through different tests (Khan, 2019). Moreover, assessments help in
collecting data that is related to skills, knowledge, attitude, and helps improving
performance. Assessments aimed to assess the knowledge of the students regarding the
content discussed by an instructor, the systematic basis for making inferences about the
learning they have achieved. There are different types of assessment widely used in
teaching: the traditional and authentic assessments.
Traditional assessment refers to the “pen and paper” type of assessments, like
the true or false, matching types, and the multiple choices; while on the other hand,
authentic assessments, refers to the assessments where involves the application of the
students to the real-life experiences: like performance-based assessments, essay types,
debates, and experiments.
POLYTECHNICUNIVERSITYOFTHEPHILIPPINES2
Lynch (2018) states that the purposes of assessment are to determine the students`
performance or progress about their learning process. To ensure that the students would
achieve learning progress, accuracy and reliability of the assessment must be measured.
Reliable outcomes of assessment help the students to grasp their level of development in
learning (Yale University, 2021). In the United States, there is a type of assessment that
helps the students to become accurate, reliable, and realistic in answering, known as
Document-based Questions Essay.
Document-based Questions Essay is a type of essay where the user requires the
use of historical documents in analyzing a trend or an issue, based on the given topic.
Documents that are being used in the DBQ Essay are usually primary or secondary
sources. It is usually done by assessing the context behind the documents, including the
perspective of the author and its targeted audience; finding connections between various
documents; writing a solid statement using analysis to support the documents; and
applying the knowledge of the historical issues in developing a more concrete case
(Carsten-Peters, 2021). Document-based Questions Essay promotes the development
and improvement of writing, articulating different perspectives, identifying and analyzing
sources and data, and enhancing the value of curiosity and critical thinking: which is the
salient features of the 21st century learning. The researchers emphasize Document-
based Questions Essay as a source of the students in becoming critical in answering
and analyzing questions with reliability, accuracy, and truthfulness. This study deemed
determine how ready the teachers are, through using Document-based Questions Essay
as an assessment tool.
Theoretical Framework
Document-based Questions Essay aimed to improve the quality of the students in
writing through promoting proper sourcing and usage of data, improving critical-thinking,
and to know the importance of accuracy and reliability in answering through Document
based Questions Essay in the different subjects of Social Studies in Junior High School.
With this implication, this study is anchored to this theory:

The Inquiry-based Learning Model is proposed by Joseph Schwab in 1960, that
relies upon the concept of learning through investigation and solving problems through
social experiences. Pappas (2014) mentioned that the emerging model aimed to provide
a new outlook on how students perceived knowledge, rather than memorizing information
in the book or other learning materials. It satisfies and provides fulfillment to the curiosity
of learners by letting them discover the answers to their inquiries.
In addition, Pappas (2014) mentioned that “Inquiry-Based learning is not a
technique or practice per se, but a process that can increase the level of understanding
and its application in real-life matters”. The fundamental approach to inquiry learning is
rooted in the constructivist learning theory that emphasizes learning through inquiry and
solving problems through critical and creative thinking. Pappas (2014) also states that
student inquirers are encouraged to tap for more learnings and understanding through
personal discoveries: which allows them to feed their inquiries and curiosity with facts.
Inquiry-based learning supported the idea of the teacher as the facilitator of learning, and
students should have the primary contribution to the process.
Furthermore, Coffey (2010) added that discovery learning is an inquiry-based
instruction that believed learners are best educated when they discover facts by
themselves. It is also increased the retention of the students If they were active in the
process. This implies that the Document-Based Questions Essay is one of the products
produced by inquiry-based learning; wherein students formulate their knowledge through the
given inquiries. The questions used in DBQ Essay are typically open-ended: which allows
students to formulate and develop a solid thesis statement and use analysis of the document
to statement to support their stand. With the use of DBQ Essay, the students can be
engaged in the process of inquiry and investigation with the use of analytical and reasoning
skills as their repertoire.

Conceptual Framework
The researchers anchored on the conceptual framework that provides necessary
structure of the study. The research paradigm of the study shows the relationship of the
study presented through an input-process-output (IPO) model.
Figure 1: The paradigm of the study
The following items presented in the diagram shows higher relevance to the study. The
first diagram shows the input of the study, which is the profile of the teacher respondents
such as age, sex, highest, educational attainment, and years of educational
experiences; and the level of teacher-readiness in using Document-based Question
Essays as an assessment tool such as their Readiness, Students` Learning
Environment, Students` Self-Learning, and Students` Characteristics, adapted to the
study and research
instrument by Saintika, Astiti, Kusuma, and Muhammad (2021) in assessing the readiness of
the teachers in using an assessment tool.
While of the second diagram, it shows the process conducted in the study to
determine the readiness of the teacher-respondents in using Document-based Question
Essays as an assessment tool. The process includes the data collection of teachers`
demographic profile, administering survey-questionnaires to the respondents, and the
statistical treatment of data.
While for the last diagram, it shows the conceived output of the study. After
administering the data-gathering procedures, the researchers would identify the level of
teacher-readiness in using Document-based Question Essays as an assessment tool.
Statement of the Problem
The aim of the study deems to determine the level of teachers` readiness in using
Document-based Questions Essay as an assessment tool.
Specifically, the study seeks to answer the following questions:
1. What is the profile of the teacher-respondents in terms of;
1.1. age;
1.2. sex;
1.3. highest educational attainment; and
1.4. years of educational experience?
P O L Y T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 7 2.
What is the level of teacher readiness in the use of Document-based Questions
Essay as an assessment tool, in terms of;
2.1. teachers` readiness;
2.2. students’ learning environment;
2.3. students’ self-learning; and
2.4. students’ characteristics?
3. Is there a significant difference in the level of teacher readiness in using

Document-based Questions Essay as an assessment tool when they are grouped
according to the demographic profile?
Hypothesis
There is no significant difference between the level of teacher respondents`
readiness in using Document-based Questions Essay when they are grouped according
to their profile.
Scopes and Limitations
This study only covers on determining the level of teacher-readiness in using
Document-based Question Essays as an assessment tool. This study focuses on
selecting thirty (30) Social Studies teachers from Grades 7-10 in different public
secondary schools around Quezon City, Caloocan City, and in Manila City who are
available to participate in the data gathering procedure.
The Social Studies teacher-respondents would be the subject of the study in identifying their
readiness in using Document-based Question Essays as an assessment tool, as they would
contribute more on giving their perceptions in using an assessment tool conducive for an
effective assessment inside the classroom setting. The demographic profile of the teacher-
respondents is limited only on their age, sex, highest, educational attainment, and years of
educational experiences. While on the level of teacher-readiness, it is only limited on their
readiness, students` learning environment, students` self-learning, and students`
characteristics.
Significance of the Study
This study deemed to contribute additional and further understanding in selecting

an effective assessment in teaching Social Studies by using Document-based Questions
Essay. This study can help the Social Studies teachers to explore the use of Document
based Questions Essay as an assessment tool.
This study also contributes to the development of the following:
To the students. This study may give the students an opportunity to demonstrate
their learning by using Document-based Questions Essay, which is a different form of
assessments compared than those who are used in the Junior High School. This study
may give students the opportunity to develop and formulate responses to the questions
using the documents and the information they have learned in a particular topic. It may
also help students to prove authenticity and liability in answering Document-based
Questions Essay.
P O L Y T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 9 To
the teachers. This study may help them to explore and consider the use of the Document-
based Questions Essay as an assessment tool in measuring the learning of their students.
Using Document-based Questions Essay in the classroom setting may improve and
enhance students` characteristics and help them to try a different type of assessment
compared to the other assessments commonly used.
To future researchers. This study may help future researchers in improving their
knowledge, ideas, and perceptions in using of Document-based Questions Essay as an
assessment tool. Contributing a study about the usage and implementation of the
Document-based Questions Essay in the local setting would be essential in knowing its
impact to the current situation of assessments in the Philippine education.
Definition of Terms
Assessment – Assessment refers to the wide variety of methods or tools that

educators use in evaluating students` needs. Assessment is referred as a systematic
process, in which teachers assess student’s performance through different tests (Khan,
2019).
Assessment Tool – Assessment tools are tools used by educators in assessing
and evaluating students` progress that supports and facilitates active learning (Center for
Teaching Innovation, 2022).
Document-based Questions Essay – Document-based Questions Essay is a
type of essay where the user requires the use of historical documents in analyzing a
trend or an issue, based on the given topic. In using Document-based Questions Essay,
P O L Y T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 10
students are required to analyze primary and secondary sources of data to substantiate their
point-of-views (Berrong, 2011).
Readiness – Readiness is defined as a “willingness or a state of being prepared
for something (Cambridge Dictionary, 2022).
Chapter 2
REVIEW OF LITERATURE AND STUDIES
This chapter presents the review of literature and studies after a thorough and
comprehensive research done by the researchers. This will also present the synthesis of
the review of literature and studies to understand the research for better comprehension
of the study.
Teachers` Readiness in Implementing Assessments
Teachers implement assessments to help the students achieve holistic and
quality learning. Teachers do always prepare most of the time in choosing and
implementing assessments, to know if the students would be able to attain quality
learning during teaching. The role of teacher readiness takes place when the teachers
implement their assessments without any encountered problems and thus, they can
evaluate if the students absorb or understand the essence of their learning. But how is
the term “readiness” defined?
Cambridge Dictionary (2021) defined readiness as a “willingness or a state of
being prepared for something. This implies that that readiness is a word for eagerness or
pushing one`s ability to be able to do something. The definition of readiness connects to
the idea of how teachers use or implement assessments. The teachers are eager to use
a particular assessment because they have confidence. Teachers always make sure that
the assessment being used in the classrooms are fitted to the preferences of the
students.
After aligning the assessments to its students` quality, they are now ready to use the
assessments.
The readiness of the teachers in implementing assessments are somehow
influenced based on their background such as their age, gender, educational attainment,
and their teaching experiences. Teachers` age, somehow does not affect their readiness
in choosing assessments, which supports the study of Sivasakthi and Muthumanikam, as
cited by Rabida, Rozita, and Zakar (2018), that whether a teacher is young, middle-aged,
or old, they do not differ in establishing students' effective learning. Teachers, despite of
their age, are all similar in making decisions that would help their students in attaining
quality learning.
For the teachers` gender, it shows that somehow, it doesn`t affect their readiness
in implementing assessments. Teachers` gender have different preferences in

implementing assessments, as Abbate (2021) described gender or sex has a substantial
impact on how people interact with and experience society.
As for the teachers` educational attainment, Collier (2013) as cited by Horn and
Sung (2017) stated that teachers` educational attainment has an impact on the students`
achievement. Teachers are affected in their readiness in implementing assessments
through educational attainment. Some teachers achieve higher degree of learning to
improve classroom management, proving the study of Ladd and Sorensen (2015) about
the higher degree of the teachers led to students` effective learning. It is stated that the
essence of attaining higher degrees is the way of investing knowledge to provide
manyopportunities during teaching. This implies that somehow, the educational
attainment of the teachers` are highly important in implanting and improving
assessments.
While for the teachers` educational experiences, their readiness in implementing
assessments is somehow needed. The study of Bradenburg, McDonough, Burke, and White
(2016) as cited by Graham, White, Cologon, and Pianta (2020) explains the linear
relationship between the teachers` years of educational experiences and the teachers`
quality, implying their effectiveness in making decisions to achieve quality learning. In
addition, the study of Kini and Podolsky (2016) shows how teachers` years of educational
experiences affects students` outcomes, where teachers` effectiveness is steep in the early
years but becomes significant after two or more decades in teaching. Through their teaching
years, teachers tend to improve as they assess their decision-making. This implies that the
teachers are ready enough to improve their teaching style based on their experiences.
A teacher has the task to encourage, guide, and provide learning facilities for the
students to achieve learning goals (Tumanduk, Kawet, Mannopo, and Maki, 2020).
Teachers must ensure that the students can acquire quality learning using assessments.
The goal of the assessments is to provide a clear conceptualization of the intended
student learning outcomes, how outcomes are assessed and measured, how results are
described, and how these results are aligned to the student learning (Missouri State
University, 2020). Implementing assessment is needed to be consulted to establish clear
roles and responsibilities, and to ensure that it is accessible to all students.
Chong and Cheah (2010) mentioned in their study that trainings and workshops could
enhance the skills of the teachers to become ready to adopt new strategies not only for
teaching but also for assessments. While for the study conducted by Nor’ain and Nur
Fazliana, as cited by Dali, Daud, and Fauzee (2017) states that teachers must be critical
and well-versed in executing their lessons, have content knowledge of their subject
matter,
and creative in showing the lesson properly to make the learning environment conducive.
Through trainings and workshops, teachers could be able to think and analyze on how to
improve classroom effectiveness, which includes implementing assessments.
Adopting an assessment tool requires the readiness of the teachers and the
students to be used and implemented. Teachers tend to participate on the development
of using assessments. As Mehta (2021) stated, adopting assessments must be
strategized to determine if the students would be able to cope up with it. Teachers
evaluate the assessment through identifying the strengths and weaknesses of the
students, recognizing the unique learning needs of the students, and tracking the
students` progress. After evaluating the students` ability while using the assessment,
teachers can be ready enough in implementing the assessment.
Document-based Questions Essay are assessed and being implemented by the
educators in the United States. DBQ Essays is implemented as a solution for improving
the quality of history and social studies education. The implementation of Document
Based Questions Essay in the local setting should become a priority because of its
impact to the students. Teachers must be able to consider using an assessment tool,
that despite of its composition, would help in alleviating the cases of misinformation in
education, as well as in promoting critical thinking and analyzing.

McMillan (2013), stated in his study that teachers must have necessary
knowledge and understanding to conduct assessments on student learning. He
discovered that teachers who were well-versed in assessments were able to effectively
integrate them into their classrooms. They can employ successful methods, tactics, and
strategies to help
their students enhance their skills. Clearly, Document-based Questions Essay is a great
fit for an ideal type of assessment tool, in terms of improving skills and abilities. Teachers
need only to consider using Document-based Questions Essay through becoming ready in
implementing it.
This implies that the readiness of the teachers in using assessment tools might be
affected of such factors; but if the assessment tool would assist students in determining
their strengths and weaknesses, recognizing their learning needs, and to know their
progress, teachers might be able to become ready in using an assessment tool like the
Document-based Questions Essay.
Assessment Tools used in Social Studies
Myers (2004) as cited by Tupper (2010) that teachers are responsible in choosing
the appropriate assessment tool in teaching Social Studies. Their assessment tools
varies whether if it is traditional or in newer forms if it helps students to acquire quality
learning. He also added that the decision of the Social Studies teachers in choosing the
most appropriate assessment tool has its own strengths and weaknesses. Assessing the
progress of the students in the field of Social Studies is a complex endeavor, meaning
that the Social Studies teachers will choose or develop ranges of tools in accomplishing
their tasks. Every assessment tool being used in Social Studies affects everything.
It discussed the different assessment tools that are effective in teaching Social Studies.
Mehta (2021) elaborates the different types of widely used assessments. First, are the
traditional forms of assessments: such as the usage of selected response tests or known
as the objective paper and pen type of examinations, and the extended-response tests.
Selected response tests are very accurate in the sense that it makes the assessment
more manageable. Selected response tests have also the ability to be administered
easily and to record. Next type of assessment tools being used in
Social Studies is the extended-response tests or simply essay writing. Essays are items that
require series of answers to an open-ended question, wherein all responses are valid and
accepted.
The next type of assessment is the new assessments such as authentic
assessments and performance-based assessments. Performance-based assessment
focuses on giving judgment about the created performances of the students. Some
examples of performance-based assessments being used in the Social Studies course is
the individual or group presentations; dramatic performances such as plays, recitals;
dance performances such as interpretative dances; debates; exhibitions and such.
Performance-based assessment engages students to perform in meaningful and
engaging activities in order to acquire knowledge and skills (Kelly, 2019). In terms of the
Social Studies, performance-based assessment unleashes the student`s ability to
interpret their skills and abilities through such engaging activities.
The emergence of Document-based Questions Essay in the United States
Education helps them to promote the study of history and the social studies. These
subjects are deteriorating during those times, so the educators found a solution on how
to alleviate educational concerns. DBQ Essays is an example of a new assessment that
instills creativity and authenticity in nature.
In conclusion, the use of assessment tools in Social Studies rely on the teacher`s
preferences, if it would help students in achieving quality learning. All assessment tools
have its own strengths and weaknesses, so it needs to undergo proper assessment and
evaluation to know its effect when used in the classroom set-up. This agrees to the
statement of Myers (2004) that teachers fulfill its role in creating decisions that would
help students to acquire holistic learning in Social Studies.
Essays as an Assessment Tool
Centre for the Enhancement of Teaching and Learning (2014) defined essays as
an assessment question that requires answers in a sentence, paragraph, and short
compositions. Essays are classified as subjective assessments, as they are administered
in different varieties of responses. Essays are widely used assessments in the
curriculum, as it helps students to express their own thoughts and perceptions based on
the topic being discussed. This answers to the advantages of the essays, which can
assess all the learning objectives in the discussed topic. Essays also encourage the
students to boost their original and creative thinking skills, one of the skills that students
might attain in the 21st century learning. While on the other hand, essays have
disadvantages such as grading the papers` content, time-consuming, and its
authenticity.
Despite of the disadvantages of essays, still it plays an integral part in the
enhancement of the students` knowledge while learning. Rhodes (2019) stated that
writing essays develop the core skills of the students such as reading and writing,
thinking, and organizing ideas, and communication. Essays also help the students on
structuring methods of writing such as building vocabularies and improving writing styles.
That is, perhaps, the reason why most of the teachers in the different subjects
always administer essay writings as their assessment tool. Essays help students to
acquire different skills and abilities aligned in their capabilities. Some of the skills being
enhanced through essay writing are the critical thinking, where it helps students to
observe
and analyze different perspective and views; and the value of learning, where it helps
students to become a successful individual through following the basic skills such as
usage of proper grammar, spellings, writing skills, and communication.
Yotovska and Asenova (2013) described in their study that essays are an art of reasoning.
Essays create subjective opinions, derived on their own belief, to prove or to argue a
particular topic. Essay writing helps the students to master their reasoning skills, arguments,
and their ability to justify opinions. Nowadays, schools allow students to express their ideas
through giving their opinions about a certain position. As proposed in the Section 13 of the
House Bill No. 4509, or the students` Rights and Welfare Act, students can express their
views and opinions. This allows students to express their opinions on a variety of modes
such as writing. In conclusion, essay writing really helps in opening the possibility of student
motivation, as it accepts different arguments and opinions regarding their stand in a particular
topic. An essay as an assessment tool supports the idea that will help teachers to imply to
their students that essay shows the understanding of the students in a particular topic, and
they are not bounded through retrieving and repeating facts stored in their “memory bank”
(Gabinete, 2013).
Document-based Questions Essay
Berrong (2011) defines Document-based Questions Essay as a type of essay
questions in which students are required to analyze primary and secondary sources of
data to substantiate their point-of-views. It implies that both primary and secondary
sources are important in proving the focus of topics they are discussing. According to
Noonan (2011), Document-based Questions Essay is a written task in which a student
analyzes significant evidence—documents and other gathered information then presents
that information in a persuasive, logical, and accurate essay. The questions are typically
open-ended, students the opportunity to develop and formulate responses to the
questions using the documents and the information they have learned in the topic.
The documents are generally primary sources or eyewitness on accounts given by
individuals who were actually “making history” or witnessing the events being evaluated.
These primary sources include diaries, speeches, newspaper accounts and reports. Other
documents considered primary sources are maps, photographs, graphs, and charts. In
addition, secondary accounts or later interpretations of the events are included to provide
different perspectives. While secondary accounts are written by people who have analyzed
the primary sources and accomplished conclusions based on the evidence. At times, these
conclusions are challenged by others who present contradictory interpretations, making for
interesting analysis. Just as two eyewitnesses can disagree about what happened, historians
also disagree and offer different interpretations about what happened and why it happened.
Both primary sources and secondary accounts provide raw material for historians which may
use in social studies.
As cited by Berrong (2011), Document-based Questions Essay are first
implemented in the High School Advanced Placement (APs) in response of changing the
way of how history is taught, like in the college level. Document-based Questions Essay
focuses on analyzing primary sources, meaning the students must put themselves into
the shoes of the historians, rather than simply learning facts. Primary sources are
defined as the evidence of history, original documents or manuscripts created by the
participants of an event occurred in history (ALA American Library Association, 2021).
These sources
are used as the legitimate basis of historians in analyzing and verifying historical events,
and to prove authenticity. Schwartz (2012) as cited by Johnson (2016), states that DBQ
Essay was introduced into the Social Studies assessment program in New York: where
the students will learn to review original documents about a certain topic and then answer
with both short and extended constructed responses to demonstrate their understanding.
The background of the Document-based Questions Essay is mostly aligned to the Document
Theory. Buckland (2020) defines Document Theory as an assessment of the concept of a
document and how it can serve with other concepts to understand the essence of
communicating, documenting, gathering information and attaining knowledge. This theory
manifests the objectives of Document-based Questions Essay in student`s learning. Students
must be equipped with authenticity skills, meaning they master the ability of managing and
sorting out information, knows on deciding what is original and fake between the sources
being used.
Another theory that is anchored in the Document-based Question Essays is the
Complementary Theory of Documents. Lund (2013) emphasized in his theory that
documents have three simultaneous, inseparable, and complementary aspects, primarily
to the technological aspect of the documents, the social role of the documents, and the
relationship between the individual and the document. This defines that the document
being used by individuals are managed and used correctly.
The components of the Document-based Questions Essay consist of standard
five-paragraphs long (depending on the instructors` preference). The number of
documents needed in answering DBQ Essay usually depends on the extent of the topic
being discussed. Examples of the required documents in the DBQ Essays are primary
sources such as excerpts from the newspaper articles, speeches, diaries, political
cartoons, maps, photographs, and paintings; secondary sources such as charts and
graphs. The construction of the DBQ Essays consists of an introduction and background
to the topic, several body-paragraphs, and a conclusion. The essay must also create a
well-written thesis statement that contains the gist of the topic being discussed.
Writing skills are crucial. Students need a process in place for addressing
Document-based Questions Essay. It needs direct instruction using primary sources and
conflicting interpretations of historical events, as well as repeated opportunities to practice
these skills in class and in independent practice or homework. The students should be
engaged in analyzing documents and writing in conjunction with documents almost daily. It
can be used for research projects or in extended writing tasks, as well as for formal
assessment. These questions could also be used in the essay portion of a unit or final exam.
If used as part of an assessment, it is important that students understand the expectations for
this type of writing.
Consequently, students must be familiar with the rubric that defines the criteria or
characteristics of the content and skills required for each level of performance. Students
and teachers need to examine exemplary or “anchor” papers, and to reflect on their own
development of writing skills. For that reason, student responses to several questions
have been included in this book and can be used for instructional purposes. All students
need to be effective thinkers and writers. Consequently, instructional strategies that
develop these skills are important parts of every teacher’s repertoire.
Thus, when educators at the center or secondary school level draw in students
with these sorts of sources, they need to remind understudies that they have had a lot of
involvement in “doing history” with records. The reports in this book might be perplexing
or long, however understudies can do this sort of reasoning and composing. Because of
certain understudies’ absence of involvement, educators might need to additionally alter
a portion of the reports or breaking point the quantity of records they decide to utilize.
Every one of the DBQ Essays remembers platform for the type of inquiries that guide the
understudy in deciphering the record and in tending to the fundamental inquiry or brief.
To assist understudies with building up these abilities, educators can utilize the records
as a component of guidance on a specific point.
P O L Y T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 22 In
conclusion, the idea of Document-based Questions Essay as an assessment tool is
appropriate for use with secondary school students and can be utilized in an assortment of
ways. Students ordinarily have experience working with archives all through their instructive
vocations. Students in essential and transitional evaluations work with age-fitting ancient
rarities, journals, guides, and reports, all things considered. This agrees on Buckland`s
Document Theory and Lund`s Complementary Theory of Documents that documents play an
integral part in one`s learning. Documents must be used in accordance with its purpose:
proving authenticity, credibility, and critical thinking. As Berrong (2011) stated, Document-
based Questions Essay creates strong argument and claims based on primary and
secondary sources. Students who use this type of assessment tool helps in improving their
quality of learning; most likely through problem solving and critical thinking, which is needed
in the 21st century learning. As further elaborated in this study, Document-based Questions
Essay focuses on the historical side of the assessment. It was implemented in the U.S.A
during the 1970s when it was included in their high school placement examinations, to know
on how history was created, rather than learning it (Berrong, 2011). By administering this
type of assessment tool in our current educational setting, DBQ Essays would help in
improving the quality of validity, accuracy, critical thinking, constructing arguments,
identifying, and solving the problem of the students through expounding and proving their
answers based on evidence and sources.
De la Paz, Ferretti, Wissinger, Yee, and MacArthur (2012) demonstrated that
students' written argumentation techniques are related to the historical theme as well as
variances in students' background factors, such as writing skills and grade level, which
implies that writing arguments are first identified using historical themes. Historical
themes
are used as subject for debatable topics, which would help students to increase their
argumentative skills.
DBQ Essay promotes improvement in proving arguments, as Nokes (2014)
proved that history instruction provides opportunities and practices for students to
engage in non traditional texts and for the higher order history skill of the students. This is
where historical thinking skills must be enhanced. History thinking skills is the idea of
engaging oneself in an "into, through, and beyond" approach, which refers to envisioning
oneself in the context of history. As found out in their study, development of higher order
thinking skills (HOTS) and reasoning skills is what Document-based Question Essays
are raising.
Beroong (2011) pointed out that using DBQ Essay would be a beneficial in
learning how to analyze and read material that are important to a citizenry, question
action and motives, developing arguments, and understand complex situations. This
connects to the study of McCammon (2016), as pointed out by Mozingo (2018) that in
using DBQ Essay, students would be asked to analyze some historical issue or trend
with the aid of the sources or documents as the basis.
Adeyemi (2012), defined that developing student` critical thinking skills involve the
learning the art of suspending judgment: one should adopt a perspective rather than
giving judgmental orientation. This proves the study of Mozingo (2018) that DBQ Essays
are an essential part of students' critical judgment and interpretation of the text including
the context, author, and the date it was published. In addition, Doyle (2020) supports the
development of students` critical thinking skills through the different styles and
approaches being used by the teachers. Ruggiero, as cited by Murawski (2012) added
that critical thinking helps enhances the students` open-mindedness to become
interested in different
views, to see problems as an avenue for exciting challenges, and to engage in active
listening.
Noonan (2007) mentioned that Document-based Questions Essay require
students to think analytically and logically when using the documents and come up with a
written response that integrate information from a variety of sources. Some of the skills
involved in background analysis includes evaluating the reliability, validity, and accuracy
of background sources; identifying both the point of view of sources and data biases;
considering alternative positions and solutions; categorizing information as political,
social, or economic, or as positive or negative; comparing different interpretations of

events; and constructing support for a position by choosing accurate, relevant evidence
Document-based Questions Essay proves the reliability, validity and accuracy of
the sources being used in such topics. User (2019) elaborated both reliability and validity
as a component in learning while EdCaN Australia (2020) stated that reliability and
validity are considered as the most important characteristics of a well-designed
assessment procedure.
Validity is defined as the degree of what it claims or intends to assess. There are
different types of validity: first is according to the content, where assessment methods
must be able to match the learning content; next is according to the criteria, wherein the
assessment methods are explicit enough in correlating with behaviors; and last is
according to the construction, where assessment measures the intended learning
content. While reliability, on the other hand, refers to the extent in which the assessment
method measures consistently the performance of the students.
The sole purpose of assessments is to align its results and outcomes to the level
of students` attainment of skill and knowledge. Now, assessing student`s validity and
reliability in answering opens the possibility of improving their higher-order thinking skills
(HOTS) and their critical thinking. At the height of the 21st century, students must be able to
equip such skills to help the society in alleviating problems and concerns. Document based
Questions plays its part in honing student`s validity and reliability, as it practices proper
usage of proving authenticity.
Another effect of Document-based Questions Essay is to determine the point-of view of
the given topic, identify the problems connected to the topic, and providing possible
solutions to alleviate the problem regarding the topic. The point-of-view that Document
based Questions Essay provides is based on the sole evidence connected to the topic
they are answering. By understanding the point-of-view, it helps students to improve their
critical thinking and to increase their ability to recognize their potential (Bales, 2018).
Next, Document-based Questions Essay helps in identifying and solving
problems regarding the topic being discussed. Problem-solving skills is one of the most
important skills needed to be equipped to the students, as it allows them to determine
the root cause of a situation. After determining the problem, students tend to solve
problems based on their observation and knowledge to the problem.
Berrong (2011) pointed out that Document-based Questions Essay requires the
transfer of both knowledge and skills inside the classroom to the real-world problem.
DBQs require students to become flexible and figure out what type of skills the situation
demands. Most of the questions from the Document-based Questions Essay focus on
topics that require identifying the problem and giving solutions. With this, DBQs assist
students in improving and enhancing their problem-solving skills, preparing them to the
real-world opportunities.
Another effect of the Document-based Questions Essay is that it helps in comparing
interpretations; and helps in constructing strong arguments regarding the extent of the topic.
Silver (2010) found out that student identifying similarities and differences through
comparative analysis led to the eye-opening gains in student achievement. Compare and
contrasting help students in strengthening students` memories, develop higher-order thinking
skills (HOTS), increase student`s comprehension, and develop student`s habit of mind
(Silver, 2010). Document-based Questions Essay imparts the ability to compare sources to
achieve analysis in creating strong arguments.
Based on Thoughtful Learning (2014), constructing strong arguments consists of
seven (7) C`s: considering situations, clarifying thinking, constructing claims, collecting
evidence, consider objections, crafting arguments, and confirming the main point.
Document-based Questions Essay requires the students to use both primary and
secondary sources as their basis on proving their stand regarding the topic. Document
based Questions Essay requires the collection of evidence to support claims. Once the
foundation of the argument is being constructed, students can conclude their perspective
towards the problem situated in the DBQ Essay.
In conclusion, the effects of the Document-based Questions Essay as an
assessment tool helps in improving students` skills and abilities. Students` skills and
abilities that DBQs implant to the students consist of determining its validity and
reliability; creating point-of-views; identifying and solving problems, comparing, and
contrasting sources, and lastly are creating strong arguments and claims. The following
effects
mentioned answers the objective of the Document-based Questions Essay, as stated by
Berrong (2011); which is to measure discipline-specific skills and develop critical-thinking
skills.
Synthesis of the Related Literature and Studies
The usage of a particular assessment in education is important to assess the
learners` knowledge, skills, and abilities during learning. That is why teachers prepare
most of the time in selecting and implementing an assessment that is suitable for the
learners` preferences.
Teachers might affect their readiness in using an assessment tool in terms of their
age, their gender, their educational attainment, and their teaching experiences; in relation
to the study conducted by Raha (2017); Sivasakthi and Muthumanikam (2012) as cited
by Rabida, Rozita, and Zakar (2018); Collier (2013) as cited by Horn and Sung (2017);
Bradenburg, McDonough, Burke, and White (2016) as cited by Graham, White, Cologon,
and Pianta (2020); and Kini and Podolsky (2016).
Tumanduk Kawet, Manoppo, and Maki (2020) defined that teacher possess
different tasks such as guidance, encouragement, and the provider of learning resources
needed in holistic and quality learning. One of the roles that teachers possess is the
selection and implementation of assessments as mentioned by Gabinete (2013) and
Missouri State University (2021).
Assessments are important in the field of education, as it help learners on expressing
their knowledge, understanding, and mastery in the discussion. The teachers ensure
that the assessments being implemented in the classroom set-up, aligns to their own
preferences, proving the study of McMillan (2013) and the conceived perception of
Chong and Cheah (2010) on teachers` assessment strategies. The use of assessment tools
in Social Studies rely on the teacher`s preferences if it would help students in achieving
quality learning, proving the study of Myers (2004), as cited by Tupper (2010). In addition,
Mehta (2021) stated that all assessment tools have its own strengths and weaknesses, so it
needs to undergo proper assessment and evaluation to know its effect when used in the
classroom set-up.
Essays play an integral part in the curriculum. It is one of the widely used
assessments, due to its structure and purpose. As stated by the Centre for the
Enhancement of Teaching and Learning (2014), essays are an assessment questions
that are subjective in type, requires answers in a sentence, paragraph, and short
compositions. Rhodes (2013) described that essay help the students to enhance and
master their core skills such as writing, reading, organizing ideas, and communication.
Essays, as mentioned by Yotovska and Asenova (2013), serve as the motivator
for the students to express their ideas, perceptions, and opinion regarding the topic being
discussed. Berrong (2011) stated that Document-based Question Essays originated in
the High School Advance Placements (APs) during the mid-1970s to enforce the
teaching of History. Document-based Questions Essay is a type of essay questions in
which students are required to analyze primary and secondary sources of data to
substantiate their point
of-views. It implies that both primary and secondary sources are important in proving the
focus of topics they are discussing.
Norran (2011) states the various advantages of Document-based Questions Essay in
the classroom setting such as evaluation of the documents being used, identifying point
of-views, identifying, and finding the solutions to a problem, comparing, and contrasting,
and constructing support for a position based on the evidence. This supports the
objective
P O L Y T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 29 of
DBQ Essay, as mentioned by Berrong (2011) that DBQ Essay measures discipline specific
skills and develop critical-thinking skills. Document-based Questions Essay provides different
skills and abilities in improving students` skills and abilities, which relates to the study
conducted by De la Paz, Ferretti, Wissinger, Yee, and MacArthur (2012); Nokes (2010);
Adeyemi (2012); Mozingo (2018); Doyle (2020); and Ruggiero, as cited by Murawski (2014)..
Buckland`s Document Theory (2015) and Lund`s Complementary Theory of
Documents (2013) states that documents play an integral part in one`s learning.
Documents must be used in accordance with its purpose: proving authenticity, credibility,
and critical thinking. This supports Berrong (2011) that Document-based Questions
Essay creates strong argument and claims based on primary and secondary sources;
wherein students who use this type of assessment tool helps in improving their quality of
learning, most likely through problem-solving and critical thinking, which is needed in the
21st
century learning.
The related literature and studies being discussed in this chapter states that the
readiness of the teachers in implementing assessments is always based on the
preference of the students, while essays as a widely used assessment tool stands out as
a motivator for the students to express their knowledge. This comes up with the idea of
another essay type, which justifies the usage of documents as their centerpiece for
argumentation.
Chapter 3
METHODOLOGY
This chapter presents the methods that will be used to collect data from the
respondents. It contains the method of research, population, sample size and sampling
technique, the description of the respondents, the research instrument, the data
gathering procedures, and the statistical treatment of data.
Research Method
The researchers used quantitative type of research as research design. Babbie
(2010) stated that the quantitative type of research emphasizes on the measurement and
analysis of the gathered data through the collection of response in questionnaires, polls,
and survey. He furthermore added that the quantitative type of research aligns in
gathering numerical data across several people to describe and understand the extent of
the phenomenon.
In addition, the researchers used descriptive type of research as a research
method. Fluet (2021) discussed that descriptive type of research used on testing the
hypothesis and defining the distinct characteristics of the research. Descriptive type of
research defines the phenomenon being studied. Fluet (2021) states that the descriptive
type of research focused on defining the problem rather than how it exists. It aims to explain
accurately the phenomenon of the research being conducted.
Population, Sample Size, and Sampling Technique
The population of this study consisted of the Grade 7, Grade 8, Grade 9, and
Grade 10 Social Studies teachers in different public secondary schools around Quezon
City, Caloocan City, and in Manila City who are available to participate in the data
gathering procedure.
The researchers determined the sample size through quota sampling technique.
Simkus (2022) defined stratified random sampling as a form of non-probability sampling
where researchers formed a sample of the respondents who are representative of a
bigger population. In this study, the researchers obtained the sample population from a
total of thirty (30) Social Studies Teachers from the public secondary schools around
Quezon City, Caloocan City, and Manila City; that are based on a demographic profile
such as their age, sex, highest educational attainment, and years of educational
experience.
Description of the Respondents
The study only focused of the Grade 7, Grade 8, Grade 9 and Grade 10 Social
Studies teachers from different public secondary schools around Quezon City, Caloocan
City, and in Manila City. A total of thirty (30) Social Studies teachers would be the
respondents in both schools to retrieve their responses in determining their level of
readiness in using Document-based Questions Essay as an assessment tool. The
selected teacher-respondents are grouped based on a demographic profile such as the
Age, Sex, Highest Educational Attainment, and Years of Educational Experiences.
Berrong (2011) defined Document-based Questions Essay as a type of essay questions in
which students are required to analyze primary and secondary sources of data to
substantiate their point-of-views. Since Social Studies teachers often use both of documents
and essay in their assessments, the researchers have chosen the Social Studies teachers as
respondents.
Social Studies teachers have prior experience in implementing assessments and
could help in determining their insight about their readiness in using assessment tools
such as the Document-based Question Essays.
Research Instrument
This study used survey questionnaires as a method in collecting data. Hellevik
(2019) stated that survey questionnaires are research instruments consist of sets of
questions that aims to gather information or data to their respective respondents. This
study used survey questionnaires to gather the teacher-respondents` response about
their readiness in using Document-based Questions Essay as an assessment tool.
Survey questionnaire would help the researchers to know if the teacher-respondents are
ready enough to use Document-based Questions Essay as an assessment tool.
The questionnaire comprises of the following indicators that supports to the
readiness of the teacher-respondents in using Document-based Questions Essay as an
assessment tool, such as the Teacher Readiness, Learning Environment, Learners` Self
Learning and Learners` Characteristics. The result of the questionnaire determines if the
teacher-respondents are ready or not ready in using Document-based Questions Essays
as an assessment tool. The researchers adapted a survey questionnaire based on the
research study entitled “Analysis of E-learning Readiness Level of Public and Private
Universities in Central Java, Indonesia” by Y. Saintika, S. Astiti, D.J.A Kusuma and A.W.
Muhammad (2021).
A four-point Likert Scale is constructed to measure the level of teacher readiness
in using Document-based Questions Essay as an assessment tool. As McLeod (2019)
elaborated, Likert scales allow the respondents to express on agreeing or disagreeing
within a particular statement.
Likert Scale for the Respondents` Level of Readiness in using Document-based
Question Essays as an assessment tool
OPTION & RANGE DESCRIPTION
4 (3.26 – 4.00) Strongly Agree
3 (2.51 – 3.25) Agree
2 (1.26 – 2.50) Disagree
1 (1.00 – 1.75) Strongly Disagree
Data-Gathering Procedure
In gathering the data of this study, the researcher sought suggestion from the
research adviser to check the content and grammar of the survey questionnaire being
used in gathering data.
After that, the researchers sought to the validators to face-validate the survey
questionnaire. Once the questionnaire is validated and approved by the validators, the
researchers sought suggestions from the statistician before conducting data gathering
procedures. The statistician suggested to conduct a reliability testing to know if the survey
questionnaire is stable and consistent.
After conducting the reliability testing of the survey-questionnaire, the statistician
gave a go-signal in obtaining responses from the Social Studies teachers through open
surveying. The researchers gave the sample DBQ Essay and the survey-questionnaire to
the available Social Studies teachers around Quezon City, Caloocan City, and Manila
City.
After gathering the response from the Social Studies teacher-respondents, the
researchers tabulated and referred the results through the statistical treatment led by the
statistician.
Statistical Treatment of Data
The following statistical tools is used to interpret the gathered data:
1. Frequency and Percentage
Percentage is used in determining the breakdown of the total number of
populations who responded to the questionnaire. Percentages are derived by dividing
one quantity to another, with the latter rebased to 100.
Since the researchers need to determine the level of teacher readiness in using
Document-based Question Essays as an assessment tool, it is necessary to use
percentage in order to determine the number of responses in accordance to the
demographic profile such as the Age, Gender/Sex, Highest Educational Attainment, and
Years of Educational Experience
P O L Y T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 35 •
Frequency - pertains to the number of respondents who answered the same in a
specific question.
• Percentage- used to determine the ratio of the respondents.
Formula:
��
�� = ��× 100
Where:
% - the percentage
F – is the total number who has the same answer/ category; and
N – is the total number of respondents
2. Mean
Mean is used to measure the responses in the survey questionnaires, whether
the teacher-respondents are ready or not ready to use Document-based Question
Essays as an assessment tool. Weighted mean calculates the average by multiplying
the weights with its respective mean and taking its sum (Keni, 2021).
Formula:
∑ ��
∑ ��
Where
P O L Y T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 36 ∑ -
is the summation;
W – weight; and
X – is the value
3. Significant Testing (t-test)
The researchers used independent sample t-test for this study to compare the two
independent groups and to determine whether if the statistical difference in the
population means is significantly different (Kent State University, 2021). Independent
sample t-test answers on how the demographic profile of the teacher-respondents such
as the Age, Sex, Highest Educational Attainment, and Years of Educational Experience
affects the level of teacher-readiness in using Document-based Question Essays as an
assessment tool.
The formula in getting the significant difference between the demographic profile
and the level of teacher-readiness is:
�� =��̅̅1̅ − ��̅̅2̅
��√1��1−1��2
With:
�� = √(��1−1)��12 +(��2−1)��22

��1 +��2 −2
Where
��̅̅1̅ = Mean of first sample
��̅̅2̅ = Mean of second sample
��1= Sample size (i.e., number of observations) of first sample
��2= Sample size (i.e., number of observations) of second sample
��1= Standard deviation of first sample
��2 = Standard deviation of second sample
�� = Pooled standard deviation
4. Analysis of Variance (ANOVA)
Kenton (2021) defined Analysis of Variance (ANOVA) as a statistical tool that
splits an observed variability into two parts: the systematic and random factors, which
are found inside the given data set. ANOVA test is used to determine the influence of
the independent variable on the dependent variable within the study

ANOVA is a strong statistical technique that shows the difference between two or
more means through significant testing.
In this study, the researchers used One-way Analysis of Variance (ANOVA) to determine
if there are any statistically significant differences between the means of three or more
independent groups. The formula for the one-way ANOVA is listed below:
Source Sum of Squares Degrees of Mean F
of Freedom Squares
Variatio (MS)
Within ��
��
��
2 = �� − 1
− ��̅��) � =��
�� = ��
∑∑(��
��=1 =
��
��=1 �
�
�
�
�
�
�
�
�
�
�
�
Between ��
��
�� = ��
= �� −
∑(��̅�� − ��̅)2 ��
��=1
=��
��
��
�
Total ��
��
�� = = �� − 1
∑(��̅�� − ��̅)2
��=1
Where:
F = ANOVA Coefficient
MSB = Mean sum of squares between the groups
MSW = Mean sum of squares within the groups
MSE = Mean sum of squares due to error
SST = total Sum of squares
p = Total number of populations
n = The total number of samples in a population
SSW = Sum of squares within the groups
SSB = Sum of squares between the groups
SSE = Sum of squares due to error
s = Standard deviation of the samples
N = Total number of observations
Chapter 4
RESULTS AND DISCUSSION
This chapter presents the results and discussion of the data analysis and the
results of the study about the teachers` readiness in using Document-based Questions
Essay as an assessment tool.
1. The Profile of Teacher-respondents

Table 1
Frequency and Percentage Distribution of Teacher-Respondents in terms of Age

Age Frequency Percentage (%)
21-30 years old 16 53.3%
31-40 years old 7 23.3%
41-50 years old 6 20.0%
51-60 years old 1 3.3%
Total 30 100%
Table 1 shows the frequency and percentage distribution of teacher-respondents
in terms of age. The data analysis revealed that teacher-respondents in the age range of
21-30 years old had the highest frequency (53.3%), followed by teacher-respondents in
age range of 31-
P O L Y T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 40 40
years old (23.3%), 41-50 years old (20%), and 51-60 years old (3.3%). The data implies that
most of the teacher-respondents who answered the questionnaires are younger teachers
who are 21-30 years old and followed by the middle-aged teachers who are 31- 40, and 41-50
years old. While the veteran teachers, who aged 51-60 years old, have the least percentage
who participated in the survey.
This implies that the age of teachers affects on choosing assessments all
throughout their career, which supports the statement of Raha (2017), that the older the
teacher, the higher experiences their students would attain. More experienced teachers
might be able to guide beginning teachers in handling classroom management, as well
as choosing assessment tools. This implies that whether a teacher is young, middle-
aged, or old, they do not differ in establishing students' effective learning (Sivasakthi and
Muthumanikam, as cited by Rabida, Rozita, and Zakar, 2018).
Age is the most important demographic question in surveys as these also help
researchers in discovering and categorizing distinct age groups. So, Fontanella (2019)
mentioned that demographic questions should be included in every survey since
researchers want to know if people are qualified to respond. It is also critical to employ a
variety of methods for determining the respondent's age in order to make them feel at
ease when answering the survey.
Age is significant in surveys because it is used to establish the target group
viewers. This supports the statement of Sandberg (2017), that this would be useful in
studying other domains where age and level of participation are required and combined.
Furthermore, there may be a positive correlation between age and the level of interaction
when completing the survey. Furthermore, Cleave (2020) mentioned how suitable
surveys can provide a lot of useful information in terms of analyzing their input and
exposing
different significant correlations between age and certain viewpoints and behavioral
attributes.
Table 2
Frequency and Percentage Distribution of Teacher-Respondents in terms

of Gender
Sex Frequency Percentage (%)
Female 16 53.3%
Male 14 46.7%
Total 30 100%

in terms of gender. The data analysis revealed that more than half of the teacher
respondents (53.3%) are female, while 14 teacher-respondents are male (46.7%). This
implies that the gender of the teacher-respondents has no disparities. The male and
female teachers-respondents show almost similar numbers, which implies that both
genders of the teachers show their readiness in using Document-based Question Essays
as an assessment tool.
It is important to know the genders of the respondents, to know their impact within
the study being conducted. This supports the statement of Abbate (2021) that gender has
a substantial impact on how people interact with and experience society. Furthermore,
gender identification might influence participants' perspectives on the topic; the presence
of both female and male participants informs researchers as to whether gender plays a
factor in the issues they are examining.
It is necessary to know the gender of the respondent to comprehend the origins if
inequities are revealed, most likely in defining which gender posits the usage of
Document-based Questions Essay as an assessment tool. Knowing the gender of
therespondent will boost average performance, most likely in teaching and giving
assessments.
Table 3
Frequency and Percentage Distribution of Teacher-Respondents in terms
of Highest Educational Attainment
Highest Educational Attainment Frequency Percentage (%)
Bachelor’s Degree Holder 24 80.0%
Master`s Degree Holder 3 10.0%
Master`s Degree Holder with Doctoral Units 2 6.7%
Bachelor’s Degree Holder with Master’s Units 1 3.3%

Total 30 100%
Table 3 shows the frequency and percentage distribution of teacher-respondents in terms
of highest educational attainment. The data analysis revealed that most of the Social
Studies teacher-respondents are Bachelor's Degree Holder, which comprises 24
responses: covering 80% of the total percentage of teacher-respondents. It is followed by
Master`s Degree Holder with 3 responses: covering 10% of the total number of teacher
respondents. Then, followed by Master`s Degree Holder with Doctorate Units, covering
6.7%; and lastly is the Bachelor`s Degree Holder with Master`s Units, covering 3.3% of
the total percentage of the teacher-respondents. This implies that most of the responses
came from the Bachelor`s Degree holders, in gathering their perceptions on their
readiness in using Document-based Questions Essay as an assessment tool.
As stated by Collier (2013), teachers` educational attainment has an impact on
the students` achievement. Teachers` educational attainment would influence the
students to
become more focused in learning. Teachers` educational attainment might affect the ability of
the teachers in improving their situation in classrooms to attain student achievement. Ladd
and Sorensen (2015) explain the essence of attaining higher degrees, where it is a way of
investing knowledge to provide many opportunities during teaching. Teachers who achieve
such degrees might be able to improve the selection of assessment tools as an example of
attaining better achievement for the students.
Teachers who attain higher educational degrees are a manifestation of becoming
more knowledgeable and critical in the field of education. Higher educational degree
often helps teachers to explore the extent of education. Higher educational degree
shows different opportunities in the different challenges of the educational system.
The statistics of the teachers in the country as reported by the Department of

Education (DepEd) states that 10% of the teachers have Doctorate Units, 41% have
Master’s Degree, and 49% are Bachelor Degree Holder. Therefore, the teachers who
took Bachelor’s Degrees have a higher percentage than the teachers who just took
Master's and Doctorate Units. Ehrenberg and Brewer, as cited by Zyngier (2014) found
out that most of a teacher's educational attainment had a positive relationship with
student gain in high school students, which implies that educational attainment affects
student learning in the classroom. This implies that the educational attainment of the
teacher-respondents signifies their readiness in using Document-based Questions
Essay as an assessment tool.
Table 4
Frequency and Percentage Distribution of Teacher-respondents in terms of Years
of Educational Experiences
Years of Educational Experiences Frequency Percentage (%)
8 years below 18 60.0%
9-16 years 10 33.3%
17-24 years 2 6.7%
Total 30 100%
in terms of years of educational experiences. The data shows that most of the teachers`
years of educational experiences is 8 years below, which comprises 18 teacher
respondents and covers 60% of the total percentage of the respondents, the highest
among the other preferences. It is followed by 9-16 years of educational experience,
which is answered by 10 teacher-respondents and covers 33.3% of the total percentage
of the respondents; and lastly is 17-24 years of educational experience, the lowest
among the educational years who covers 6.7% of the total percentage of the
respondents. This implies that most of the Social Studies teacher-respondents who
participated in the questionnaire are younger teachers.
Bradenburg, McDonough, Burke, and White (2016), as cited by Graham, White,
Cologon, and Pianta (2020) stated that there is a linear relationship between teachers`
years of educational experiences and the teachers` quality, which implies their
effectiveness in making decisions in order to achieve quality learning. Teachers are
characterized in different age ranges, as mentioned in the study of Graham, White,
Cologon, and Pianta (2020). Teachers who teach 0-3 years of experience are called
“rookie teachers” while the teachers who teach more than 3 years refers to the
experienced teachers. While the teachers who have been teaching for more than five +years
are called “expert teachers. In connection to the data analysis, most of the Social Studies`
teacher-respondents have at least 8 years of teaching experience, where they are
considered as expert teachers.
New or younger teachers have different skills and abilities. This supports the
statement of Johnson (2018), that new teachers have different advantages such as
having newer ideas in alleviating classroom problems and bringing newer perspectives
in teaching while veteran teachers are known for their experiences, which helps
beginning teachers in sharing ideas and perceptions in creating a suitable classroom
organization and planning for improving teachers` ability in choosing assessment tools.
In addition, Kini and Podolsky (2016) stated how teachers` years of educational
experiences affects students` outcomes. Teachers` effectiveness is steep in the early
years, but it becomes significant after two or more decades in teaching.
This implies that teachers, through the years, improve their qualities and
effectiveness in giving quality learning. They tend to learn from their experiences as part
of their strategy to become effective in teaching, which includes choosing proper
assessment tools. This concludes that the Social Studies teachers` years of educational
experience signifies their readiness in using Document-based Questions Essay as an
assessment tool.
2. The Level of Teacher Readiness in using Document-based Questions Essay
as an assessment tool
Table 5
Level of Teacher Readiness in using Document-based Questions Essay as an
assessment tool according to Teachers` Readiness
Teachers` Readiness Weighted Verbal
Mean Interpretation
I am ready enough to use Document-based 3.50 Strongly Agree

Questions Essay, because it is aligned to
support the objectives of Social Studies.
I am ready to help my students to use 3.40 Strongly Agree

Document-based Questions Essay to
improve students` reasoning and higher-
order thinking skills (HOTS).
I am ready enough to accept Document 3.40 Strongly Agree

based Questions Essay as an assessment
tool for self directed and student-centered
instruction.

Questions Essay because it is
understandable and easy to follow.

Questions Essay as an assessment tool.
Table 5 shows the weighted mean, total grand mean, and the verbal interpretation of the
first level of teacher-readiness in using Document-based Question Essays as an
assessment tool, which is teachers` readiness. The teacher-readiness in using Document
based Questions Essay according to the Social Studies teachers` readiness comprises
five (5) statements, that deals about the preparedness of the teachers in using Document
based Question Essays as an assessment tool. This answers to the question, if teachers
are ready enough to let their students hone their abilities through using Document-based
Questions Essay.
The statement, I am ready enough to use Document- based Question Essays, because
it is aligned to support the objectives of Social Studies, achieved the highest weighted
mean of 3.50 among the statements; verbally interpreted as Strongly Agree, implying
that the Social Studies teacher-respondents are ready enough to use Document based
Questions Essay as an assessment tool based on the statements. The data shows that
half of the Social Studies teacher-respondents are ready to use Document-based
Questions Essay because it is aligned to support the objectives of Social Studies. DBQ
Essay has skills-based objectives which are assessing both skills and content.
The general objective of Social Studies is to students be able to think in a critical
and logical way and provide knowledge and skills that will help them to become
responsible and competent citizens and to develop higher order thinking skills, which will
be tackled on the assessment of DBQ Essay. Both are stated that their primary goal is to
teach students how to analyze, reasoned out and dig deeper into sources related to the
study of social studies. To prepare students for DBQ Essay, teachers must be
responsible in teaching their students a specific skill set rather than forcing them to focus
on a collection of historical facts, which answers to the Inquiry-based Learning Model
Theory where students are aimed on the students` ability of increasing their level of
understanding and application on the real-world theories (Pappas, 2014).
The statement, I am ready enough to use Document- based Questions Essay
because it is understandable and easy to follow, achieved a weighted mean of 3.37;
verbally interpreted as Strongly Agree, implying that the teacher-respondents are ready
enough to use Document-based Questions Essay as an assessment tool based on the
statements. Berrong (2011) shows that developing the capacity to express a historical
argument in writing teaches students that they have the power to make their own
interpretation and to do so based on evidence rather than uncritical acceptance of other
people’s claims.
The statements, I am ready to help my students to use Document-based
Questions Essay to improve students` reasoning and higher-order thinking skills (HOTS)
along with I am ready enough to accept Document based Question Essay as an
assessment tool for self-directed and student-centered instruction both achieved a
weighted mean of 3.40; which is verbally interpreted as Strongly Agree, implying that the
teacher-respondents are ready enough to use Document-based Questions Essay as an
assessment tool based on the statements
This implies that, like the other statements, the teacher- respondents are ready
enough to help their students in using Document-based Question Essays for the
improvement of their students’ reasoning and higher-order thinking skills (HOTS) like
completing essays that require analysis. Nokes (2010) proved that history instruction
provides opportunities and practices for students to engage in non-traditional texts and
for the higher order history skill of the students. Historical thinking skills are developed
through the process of “doing history”. History thinking skills is the idea of engaging
oneself in an "into, through, and beyond" approach, which refers to envisioning oneself
in the context of history. Historical questions, analyzing primary and secondary sources,
finding sources, and crafting written arguments supported by evidence are somehow the
DBQ Essays is trying to raise for the development of higher order thinking skills and
students’ reasoning.
The data also revealed that the teacher-respondents are ready to use Document
based Question Essays in terms of self-directed and for student-centered instruction.
Document-based Question Essays allow students to have their own specific answer
which
P O L Y T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 49 is
based on evidence and analyze primary source and secondary sources and deliberate the
validity of the argument or the sources. Findings revealed by Berrong (2011) that Document-
based Questions Essay would be a beneficial not only through learning critical thinking and
disciplinary skills but also in learning how to analyze and read material that are important to a
citizenry, question action and motives, developing arguments, and understand complex
situations. Therefore, it is argued, the DBQ Essay, along with the study of history, is a
worthwhile activity.
The statement, I am ready enough to use Document- based Questions Essay as
an assessment tool, achieved the lowest weighted mean among the statements: which is
3.33; but still verbally interpreted as Strongly Agree, implying that the teacher-
respondents are somehow ready enough to use Document-based Questions Essay as
an assessment tool based on the statements. The nature of the DBQ Essay is to create
a strong thesis statement based on the primary and secondary sources available,
depending on the topic. DBQ Essay are used in the U.S as a part of innovative teaching
of history in the secondary level: where students tend to become historians by holistically
analyzing sources to achieve a strong thesis statement (Berrong, 2011). DBQ Essay
turn students into an impressive critical thinker, which is needed in the 21 st century
curriculum.
The data shows that the statement I am ready enough to use Document- based
Questions Essay as an assessment tool, achieved the lowest weighted mean among the
statements of teacher readiness, which implies that most of the Social Studies teacher
respondents think that DBQ Essay is too critical for the students to use or apply it in their
learning. In addition, there are no local studies, as of the writing, have been conducted
that talks about the DBQ Essay, which implies that teachers might have a little idea on
how this type of assessment would help students to enhance their skills and abilities.
With this, the teacher-respondents might have researched on the components of the
DBQ
Essay, and how it would help students to enhance their skills and abilities, which proves the
study of McMillan (2013) that in conducting assessments on students` learning, teachers
must have necessary knowledge and understanding on what type of assessment they would
use.
In conclusion, all statements of teacher readiness achieved a verbal interpretation
of Strongly Agree, meaning that the teacher-respondents are ready enough in adapting
to Document-based Questions Essay as an assessment tool.
Table 6
assessment tool according to Students` Learning Environment
Students` Learning Environment Weighted Verbal Interpretation
Mean
Document-based Questions Essay 3.50 Strongly Agree

helps you in infusing the culture of the
learning environment.
I am ready to give opportunities to my 3.37 Strongly Agree

students to write Document-based
Questions Essay for a variety of their
purposes.
Document-based Questions Essay 3.37 Strongly Agree

allows you to assist your students in
different ways of learning.
I am ready to involve my students in 3.33 Strongly Agree

the different learning contexts,
through the use of Document-based
Questions Essay.
I am ready to assist students in 3.30 Strongly Agree

diverse learning, through the use of
Document based Questions Essay.
Table 6 shows the weighted mean, total grand mean, and the verbal interpretation of the
second level of teacher-readiness in using Document-based Question Essays as an
assessment tool, which is students` learning environment. The teacher-readiness in using
Document-based Question Essays according to the students` learning environment
comprises five (5) statements, that deals about the effect of the students` learning
environment in using Document-based Question Essays as an assessment tool. This
answers the question, if teachers are ready enough to improve students` learning
environment through using Document-based Question Essays.
The statement Document-based Questions Essay helps you in infusing the
culture of the learning environment, generating a weighted mean of 3.50, which is the
highest among the statements. According to Kennedy (2019), one behavior that is very
common for all generations that once they have committed during high school is the
word "cheating”. Most examinations given by instructors encourage this practice.
Assessments are an essential tool to measure the overall understanding and learning of
students in a particular quarter or even in a year, it is also the basis of his/her efficiency
as a teacher.
On the other hand, Omninox (2016), DBQ Essays infuse a learning environment
that prevents cheating because it requires their analysis, understanding, and comparison
to the documents provided before they logically arranged their analysis on the given
documents. It is not easy to cheat in this format of an assessment. In addition, Desai
(2021) described DBQ Essays as a test of recollecting history and analyze related
documents that once learned in Social Studies. These materials can either be primary or
secondary sources. Connecting the context of documents to concepts outside of the text
and to make connections between all sources would help demonstrate one`s knowledge
as a writer.
P O L Y T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 52 In
connection, DBQ Essay require students to become flexible and figure out what type of skills
the situation demands. Most of the questions from the Document-based Questions Essay
focus on topics that require identifying the problem and giving solutions. With this, DBQ
Essay assist students in improving and enhancing their problem-solving skills, which prepares
them for real-world opportunities.
Another, DBQ Essay tends to improve the teachers` engagement to the students
on the different varieties of opportunities would help them to strengthen the culture within
the classroom. The teachers` role is to share their experiences from teaching, on how to
build a strong bond between the students, which proves the study of Tumanduk et.al
(2020) that the teachers` task is to encourage, guide, and provide learning facilities for
the students in achieving learning goals.
While on the other hand, the statements Document-based Questions Essay allow
you to assist your students in different ways of learning and I am ready to give
opportunities to my students to write Document-based Questions Essay for a variety of
purposes, generating the same weighted mean of 3.37. DBQ Essay give students
different opportunities in learning such as improving critical thinking, creating
perspectives and point-of-views, proving claims and arguments, and analyzing sources.
Students should be able to create their own perspective, because of evaluating
one's thinking, which proves the statement of Adeyemi (2012), where developing student`
critical thinking skills involve the learning the art of suspending judgment: one should
adopt a perspective rather than giving judgmental orientation. Through using DBQ
Essay, students would become practical in critical thinking and perspective; one of the
skills and abilities of the 21st century curriculum. Another, Document-based Questions
Essay provides the creation of point-of-view, where it is based on the sole evidence
connected to the topic they are answering. By understanding the point of-view, this
proves the
statement of Bales (2018), that creating point-of-views helps students to improve their critical
thinking and to increase their ability to recognize their potential.
This also proves the seven (7) C`s of creating arguments of Thoughtful Learning
(2014) which comprises: considering situations, clarifying thinking, constructing claims,
collecting evidence, consider objections, crafting arguments, and confirming the main
point. Writing DBQ Essay must posit the creation of strong claims and arguments. Once
the foundation of the argument is being constructed, students can conclude their
perspective towards the problem situated in the DBQ Essay. Document-based Questions
Essay require the students to use and analyze primary and secondary sources as their
basis on proving their stand regarding the topic.
The statement, I am ready to involve my students in the different learning
contexts, using Document-based Questions Essay achieved the weighted mean of 3.33;
and the statement I am ready to assist students in diverse learning using Document-
based Questions Essay, generated a mean of 3.30; which is the lowest among the
means.
Learning context, as defined by Jackling (2020) refers to students’ perceptions,
ideas, roles, and situations on how they will engage in learning. Teacher-respondents
agree that DBQ Essay promote the involvement of the students in learning context. DBQ
Essay tend to discover different ideas, show the background of the situation, and to know
their own roles. This supports Coffey (2010) that discovery learning is an inquiry-based
instruction that believes learners are best educated when they discover facts by
themselves. This implies why teacher-respondents agree that Document-based
Questions Essay promote the involvement of the students in the different learning
contexts.
While on the other hand, the statement I am ready to assist students in diverse
learning using Document-based Questions Essay, achieved the lowest weighted mean
among the statements. Teacher-respondents might think that DBQ Essay focused only on a
specific concentration, rather than being diverse. Diverse learning must be introduced to a
broader sense of knowledge, perspectives, strategies, and applications. Despite this rating,
the statement achieved a verbal interpretation of Strongly Agree, implying that Document-
based Questions Essay can be aligned in promoting diverse learning, through conducting
substantial studies.
The accumulated total weighted mean of all the statements is 3.37; thus,
receiving a verbal interpretation of Strongly Agree; which concludes that the teacher-
respondents are clearly ready enough to use Document-based Questions Essay as an
assessment tool when it comes to improving students` learning environment.
Table 7
assessment tool according to Students` Self-Learning
Students` Self-Learning Weighted Verbal Interpretation
Mean
I am ready to enhance my students` 3.50 Strongly Agree

ability to solve problems on their own,
using Document-based Questions
Essay.
I am ready to strengthen my students` 3.47 Strongly Agree

argument before writing Document
based Questions Essay.
I am ready to solidify my students` 3.43 Strongly Agree

learning, using Document-based
Questions Essay.
I am ready to assist my students in 3.40 Strongly Agree
providing answers based on their own
perspective, using Document-based
Questions Essay.
I am ready enough to let my students 3.40 Strongly Agree

assess their own answers.
Table 7 shows the weighted mean, total grand mean, and the verbal interpretation
of the third level of teacher readiness, which is students` self-learning. The teacher
readiness in using Document-based Questions Essay according to the students` self
learning comprises five (5) statements, that deals about the relevance of the students`
self-learning in using Document-based Questions Essay as an assessment tool. This
answers the question, if teachers are ready enough to let their students adapt in
independent learning, through using Document-based Questions Essay as an
assessment tool.
The table presents the level of readiness of teacher respondents towards students' self-
learning. The statement, I am ready to enhance my students` ability to solve problems on
their own using Document-based Questions Essay, or the capacity of the teachers to use
Document-based Questions Essay in enhancing students' ability to solve problems garnered
a total rating of 3.50, which is the highest weighted mean score and verbally interpreted as
Strongly Agree.
Johnson (2016) stated the nature of students who used Document-based
Questions Essay are acting like historians and "doing" history” or engaging in historical
thinking and understanding. DBQ Essay is an authentic assessment that prepares the
student to become equipped with the skills appropriate to "real world" tasks. The
practicality and its effectiveness to assess the student's understanding of a particular
document would increase. Whereas Berrong (2011) mentioned that Document-based
Questions Essay requires the transfer of both knowledge and skills inside the classroom
to the real-world problem. DBQ Essays help students to become flexible and figure out
what type of skills the situation demands. Most of the questions from the Document-
based Questions Essay focus on topics that necessitate problems and give solutions,
which supports the Inquiry-based Learning Model Theory or the ability of the students to
answer real-world problems on their own, with their teacher as the main facilitator for
their learning. With this, DBQ Essay assist students in improving and enhancing their
problem-solving skills; preparing them for real-world opportunities.
Next, the statement I am ready to strengthen my students` argument before
writing Document-based Questions Essay, or the ability of the students to fortify their
arguments before writing Document Based Questions Essay accumulated a weighted
mean score of 3.47; verbally interpreted as Strongly Agree.
Furthermore, Johnson (2016) stated that the use of document-based inquiries is one way to
develop discourse-specific writing skills across the curriculum while also focusing on both the
process and product approaches to writing DBQ Essays. Schwartz (2012) mentioned that
DBQ Essay was introduced into New York's social studies assessment program in 2000, that
requires students to review original documents about a topic and then answer with both short
and extended constructed responses to demonstrate their understanding. In addition, the
study of De la Paz, Ferretti, Wissinger, Yee and MacArthur (2012) demonstrated that
students' written argumentation techniques are related to the historical theme as well as
variances in students' background factors, such as writing skills and grade level. The
researchers concluded that older and stronger writers employed various documents to build
general interpretations of their arguments and verified their claims in their essays with text
proof.
Next, the statement I am ready to solidify my students` learning, using Document
based Questions Essay is rated 3.43; verbally interpreted as Strongly Agree. According
to Mozingo (2018), DBQ Essay are an essential part of students' critical judgment and
interpretation of the text including the context, author, and the date it was published. It
solidifies the logical thinking and the comprehension of students to examine the content
of the document.
McCammon (2016), as cited by Mozingo (2018) stated that in using DBQ Essay,
students will be asked to analyze some historical issue or trend with the aid of the
sources or documents as the basis. The thesis and argument development asked
students to provide a historically defensible claim that would be a consistent answer in
all aspects. It is different from usual assessments of just presenting phrases or
references. Moreover, Mozingo (2018) ensures that students can comprehend the
importance of a thesis
statement to answer a sample DBQ Essay and make a comparative analysis through
connections across two or more texts.
Among the statements of students self-learning, I am ready to assist my students
in providing answers based on their own perspective using Document-based Questions
Essay and I am ready enough to let my students assess their own answers both obtained
the lowest weighted mean of 3.40, which is still verbally interpreted as Strongly Agree.
This could be possible since Document Based Questions Essay are highly discouraging
opinionative statements given that it is research-based.
According to Berrong (2011), DBQ Essay tasks students to base on the primary
and secondary sources to support their argument. In addition, McCammon (2016) as
cited by Mozingo (2018) states that students will be asked to analyze some historical
issue or trend with the aid of the sources or documents as the basis. The thesis and
argument development asked students to provide a historically defensible claim that
would be a consistent answer in all aspects. In the process of letting the students assess
their papers, there might be an occurring repudiated idea for obtaining the lowest
weighted mean score because teachers should also look upon the whole process and
serve as the facilitator to give feedback to students.
In fact, according to Tout (2016), students need to be guided to learn the

necessary skills to achieve the desired outcome and to offer support and necessary
scaffolding to make them aware of their errors. This concludes that all of the statements
of Students` Self-Learning agrees that teachers are ready enough to let their students in
independent learning, through using Document-based Questions Essay as an
assessment tool.
Table 8
assessment tool according to Students` Characteristics
Students` Characteristics Weighted Verbal Interpretation
Mean
I am ready enough to promote 3.57 Strongly Agree

truthfulness and honesty of your
students in answering.
I am ready enough to prepare my 3.50 Strongly Agree

students in knowing their own skills and
abilities in proving authenticity.
I am ready enough to assist my 3.43 Strongly Agree

students in boosting their
competitiveness in proving and
defending claims.
I am ready enough in the development 3.40 Strongly Agree

of my students` critical thinking skills.
I am ready enough to showcase my 3.23 Agree

students` curiosity and confidence in
answering.
Table 8 shows the weighted mean, total grand mean, and the verbal interpretation
of the fourth level of teacher-readiness, which is students` characteristics. The teacher
readiness in using Document-based Questions Essay according to the students`

characteristics comprises five (5) statements, that deals about the various capabilities
that the students might achieve in using Document-based Questions Essay as an
assessment tool. This answers to the question, if teachers are ready enough to let their
students hone their abilities through using Document-based Questions Essay.
The statements I am ready enough to prepare my students in knowing their own
skills and abilities in proving authenticity, and I am ready enough to promote truthfulness
P O L Y T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 60 and
honesty of the students in answering shows higher weighted means of all the statements of
students` characteristics. While the statement, I am ready enough to prepare my students in
knowing their own skills and abilities in proving authenticity accumulated a total weighted
mean of 3.50, second to the highest weighted mean. This implies that most of the teacher-
respondents are in favor of Document-based Questions Essay doing a larger impact to the
students in honing their authentic skills and abilities.
Teachers consider choosing an appropriate assessment, based on its skills and
abilities. Teachers use different types of assessment to assist their learning. Essays is a
common example of an assessment widely used in schools worldwide. Essays is a type
of authentic assessment that improves the reasoning skills of the students, as it tends to
involve students into the topic through giving insights, criticisms, and interpretation.
Essays are written by the students based on their own belief and with honesty as it
promotes fact-checking to the information being elaborated, rejecting the possibility of
spreading misinformation. Teachers used essays to know their students` insights,
reactions, opinions, and criticisms on a particular topic. This is somehow connected to
the study of Yotovska and Asenova (2013), that essays as an art of reasoning, wherein
students conceived subjective opinions, derived on their own belief and interpretation, to
prove a particular topic.
Document-based Questions Essay is a type of essay that enhances the students`
critical thinking skills, proving authenticity, and promoting truthfulness and honesty in
answering. Teachers saw something beyond the Document-based Questions Essay that
would help their students to enhance their skills and abilities, most likely in proving
authenticity. This proves the statement of Berrong (2011) and the study of Noonan
(2007), that Document-based Questions Essay is a written task in which students
analyzes
authentic and significant evidence, such as primary and secondary sources; and presents
that information in a persuasive, logical, and accurate essay. It also helps students to know
what questions to ask, to know how to analyze and verify sources, and to know how to
understand the perspective of others.
Students, who use DBQ Essay, would learn on how to use primary and
secondary documents or sources properly as steps on enhancing authenticity. Students
who uses properly documents (such as newspaper articles, maps, photographs, and
other sources) is a best practice for the students in enhancing their skills and abilities in
proving authenticity This implies why teacher-respondents agree that DBQ Essay
promote authenticity, as students learn on how to use documents as a proof of
authenticity; thus, supporting Buckland`s Document Theory (2020), where it defines
documents as a concept of understanding the communication, documentation, gathering
information, and attaining knowledge.
Document-based Questions Essay do not only focus on history, like how it was
supposed to be. Document-based Questions Essay can also be used in other
concentrations of Social Studies. Document-based Question Essays tend to enhance
students to act like a social scientist that views, predicts, and informs on how society acts
nowadays. This would generally help the students to easily learn its distinct categories,
from how such disciplines started and how students understand, react, and apply it to the
real-world situations. This supports the study of Tupper (2010) through the statement of
Myers (2004) that teachers are responsible in selecting an appropriate assessment for
the students in teaching Social Studies.

Document-based Questions Essay removes the threat of misinformation in
learning, as it posits the skills of the students in giving analysis and critical thinking about
the topic being discussed. Document-based Questions Essay use both primary and
secondary sources as their main evidence in creating a firm stand and argument, which is an
indicator that the students reject the possibility of being misguided or misinformed in using
such information.
Truthfulness and honesty in answering questions, using Document-based
Question Essays answers the statement of Noonan (2007) about the skills of the
students achieved in using Document-based Questions Essay. Document-based
Question Essays promote validity and reliability, where User (2018) and EdCan Australia
(2020) stated that both validity and reliability is the most important component in
learning, as it serves as an example of a well-designed assessment procedure. Validity
determines the accuracy of an extent, while reliability on the other hand, determines
consistency. Both are shown in Document-based Questions Essay, as it enhances the
students to focus only on giving factual and liable answers, perceived through the
documents being used. It shows the same thing through truthfulness and honesty in
answering. That must be the interpretation of teacher-respondents relying on agreeing
that they are ready enough to promote truthfulness and honesty in answering questions,
based on the features of Document based Questions Essay.
Proving authenticity, truthfulness, and honesty in students` skills and abilities is
one of the components in creating a better learning outcome. The emergence of
authentic assessments in the current curriculum proves that correctness is not only the
criterion, but the ability of the students to justify and to be truthful on their answers (NJIT,
2021).
The weighted mean of the statements I am ready enough in the development of
my students` critical thinking skills, and I am ready enough to assist my students in
boosting their abilities in proving and defending claims, rated 3.43 and 3.40; both verbally
interpreted as Strongly Agree. This implies that the Social Studies teacher-respondents
are ready in using Document-based Questions Essay as an assessment tool as it
improves students` characteristics, and leaves a larger impact to the students in enhancing
their abilities in critical thinking and proving arguments.
One of the most vital virtues that a student must acquire during learning is the
development of their critical thinking skills. Doyle (2020) supports the development of
students` critical thinking skills through the different styles and approaches being used by
the teachers. This involves choosing the appropriate assessment tool that would
generally help students to adapt in critical thinking.
Murawksi (2014) added that critical thinking helps students to become open
minded, to become interested in different views, to see problems as an avenue for
exciting challenges, and to engage in active listening. It defines critical thinking skills as
an effective skill set for the students` development. This implies that a student who
achieved critical thinking skills often practices it into their later life, which helps them to
expand their perspectives in the real world and to choose their decisions in a convenient
and wise way.
In addition, Adeyemi (2012) supports that developing student` critical thinking
skills involve the learning the art of suspending judgment: one should adopt a
perspective rather than giving judgmental orientation. Students should be able to create
their own perspective, because of evaluating one's thinking. Document-based Questions
Essay promotes the creation of strong thesis arguments, one of the main features of
critical thinking. In this assessment tool, students would be able to create their own
perspective through the documents they have gathered, based on their designated
topics.
The spread of misinformation among the students is imminent during these times,
so the curriculum takes serious actions on it. Brazel (2020) explained that to alleviate the
problems related to lack of critical thinking skills, educational institutions must shift toward
instruction that empowers the students` ability to analyze, criticize their works, and
identify
credible sources for their work. Document-based Questions Essay are a best example in
avoiding misinformation in terms of academic work; plus, it also raises the standards of
critical thinking skills.
Document-based Questions Essay posit different learning outcomes for the
students, like proving and defending claims (Berrong, 2011). This supports the idea from
Thoughtful Learning (2014) on creating strong and effective arguments through the
seven (7) C`s: Considering situations, clarifying thinking, constructing claims, collecting
evidence, considering objections, crafting arguments; and confirming the main point.
Document-based Questions Essay are mostly associated with background or fact
checking of information. It analyzes the condition of a specific topic: from how it begins
and how they affect others. This agrees with the statement of Noonan (2007), where he
mentioned that Document-based Questions Essay help in constructing support for a
position through choosing accurate and relevant evidence. Every evidence is aligned to a
specific situation through analyzing and background checking of the condition.
Document-based Questions Essay also help in clarifying thinking. This answers
the problem of most students: being confused and being misinformed. As Brazel (2020)
stated, educational institutions must consider another type of instruction that would help
students to empower, analyze, and criticize information, like supporting fact-checking,
and avoid being misinformed.
Collecting evidence is important in proving claims and arguments. This serves as
a proof that something exists, or something is proven. Using Document-based Questions
Essay would require analyzing different sources, from primary and secondary. After that,
one must be able to answer the given questions based on their analysis of the sources,
and there they will be able to create an effective thesis argument that supports their
claim. This proves the aspects of Lund`s Complementary Theory (2013) in collecting
documents
and sources, such as the social role of the documents in proving arguments. Creating
arguments based on the collected evidence takes part after collecting ideas.
Arguments must have tight and specific focus, must base on an authentic source,
and must be organized. This is where they consider objections. Students must prove an
idea using documents and must object to a proposition. Document-based Questions
Essay is an effective avenue for identifying and rejecting a certain position, which is a
best example of improving higher-order thinking skills (HOTS).
Lastly, creating and proving arguments and claims can also easily pinpoint a
specific main point. This supports the idea of Bales (2018) that understanding the main
point boosts and improves students` critical thinking and increases their ability to
recognize their potential. Pinpointing the main point of an argument enhances the
capabilities of the students to prove their claim. Teacher-respondents agree that
Document-based Questions Essay can prove students` ability in constructing their own
arguments and claims, with a proper usage and handling of the evidence.
On the other hand, the statement I am ready enough to showcase my students`
curiosity and confidence in answering, achieved the lowest weighted mean among the
statements; with a rating of 3.23, and verbally interpreted as Strongly Agree. This implies
Social Studies teacher-respondents somehow see Document-based Questions Essay as
a factor for boosting students` curiosity and confidence in answering. Still, most of the
teacher-respondents agree that they are ready to showcase their students` curiosity and
confidence in answering, through Document-based Questions Essay. Most of the teacher
respondents are satisfied in using Document-based Questions Essay in showcasing
students` curiosity and confidence.
Essays are a best example on how students would be able to unleash their curiosity about a
specific topic. The nature of the essays is to jot down insights, analysis, cite opinions, and
conclusions about a particular topic. This type of assessment helps the students to express
their thoughts, and how it impacts them. This supports the rights and welfare of the students,
as mandated by the House Bill No. 4509, where students must be able to express their
thoughts and opinion through a series of assessments. This would help the students to boost
their curiosity and confidence, enforced by a specific and proper assessment tool.
Social Studies Teachers choose a specific assessment that can ensure quality
learning, that would help the students to engage learning, and to become curious.
Curiosity occurs to students when they are fascinated and interested in the specific topic.
This supports the statement of Sidhu (2013) that curiosity occurs when you learn more
than on what you know. Teachers can know if students are interested in the topic when
they impart questions. Students asking questions is an example of enhancing curiosity.
They tend to know the answers to their questions through asking. This supports the
statement of Sidhu (2013) that confidence grows when one continues to understand what
they want to know. The virtue of curiosity and confidence are observed in a cycle.
Curiosity boosts confidence, and confidence would allow one to become curious.
Both curiosity and confidence are enhanced in learning using assessments.
Teachers make sure that the assessments they have used are composed of different
skills and abilities that would help students to reinforce their learning abilities. Teachers,
who know their chosen assessment and its abilities, are effective in the classroom setup.
Document-based Questions Essay require the usage of primary and secondary
sources in answering the questions, then they will use the sources to build a strong
thesis argument, to prove their stand. This proves the statement of Silver (2010) that
students
learning through comparative analysis led to eye-opening achievements. Teachers would
likely to pave way on using a specific assessment that would achieve satisfaction from the
students, so that it reflects on the data shown: that most teachers are ready enough to use
Document-based Question Essays because they want to have a classroom set-up where
students are engaged enough in learning, and where they are curious and confident enough
in participating in learning.
3. Comparison in the Level of Teacher Readiness in using Document-based

Question Essays as an assessment tool when grouped according to the
Demographic Profile
Table 9
Differences in the Level of Teacher Readiness in using Document-based
Questions Essay as an assessment tool when grouped according to Age
Indicators P - value Decision Remarks
Teachers` Readiness < 0.001 Reject Ho Significant
Students` Learning Environment 0.002 Reject Ho Significant
Students` Self-Learning 0.001 Reject Ho Significant
Students` Characteristics < 0.001 Reject Ho Significant
Table 9 shows the significant difference between the levels of teacher-readiness and the age
of the teacher-respondents. In determining the significant differences in the level of teacher-
readiness in using Document-based Question Essays as an assessment tool according to
age, the researchers used One-Way Analysis of Variance (ANOVA), to determine the
influence of the independent variable on the dependent variable within the study. One-Way
ANOVA is a strong statistical technique that is used to show differences between two or more
means of significant testing. The levels of teacher-readiness comprised four (4) namely:
Teacher Readiness, Students` Learning Environment, Students` Self Learning, and Students`
Characteristics. These levels are analyzed in accordance with the age of the teacher-
respondents to know if this affects the level of teacher-readiness in using Document-based
Questions Essay as an assessment tool. It is stated that if the adjusted p-value is less than or
equal than the level of significance (0.05), reject the null hypothesis then the result would be
“Reject Ho”, meaning that two groups have significant differences. While if the adjusted p-
value is greater than the level of significance (0.05), the result would be “Failed to Reject Ho”,
meaning that the two groups have no significant differences.
The first indicator of teacher readiness defines on the preparedness and
readiness of the teacher-respondents in using Document-based Questions Essay as an
assessment tool. The data shows that the p-value of “Teacher Readiness” and the age
of the teacher respondents is greater than 0.001 (p < 0.001). The level of significance in
the data analysis is 0.05, while the p-value between the “Teacher Readiness” and the
age of the teacher respondents is greater than (<) 0.001; meaning that a significant
difference exists between the first indicator of teacher readiness and the age of teacher-
respondents.
For the second indicator of teacher readiness which is “Students` Learning
Environment”, it defines the readiness of the teachers in using Document-based

Group 4 Thesis Teachers Readiness in Using Document-Based Questions Essay As An Assessment Tool

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POLYTECHNICUNIVERSITYOFTHEPHILIPPINES

Philippine Copyright 2022

TEACHERS` READINESS IN USING DOCUMENT

In Partial Fulfillment of the Requirements for the Degree,

Joshua Andrei C. Advincula

believing in us, because you know that we can do more;

To the compassionate and hardworking group of panels, Dr. Rosalie A. Corpus,

improve, revise, and furnish our papers;

To the Social Studies teachers, who participated and contributed on answering

meaningful. We put the success of this study beneath your guidance.

READINESS IN USING DOCUMENT-BASED QUESTIONS ESSAY AS AN

other higher education institution, except where proper referencing and

acknowledgement were made.

MARY JOY B. MANALASTAS

JAMAICA NICA C. PUNTILAR

NEIL JACOB A. TRINIDAD

Researchers: Joshua Andrei C. Advincula, Mary Joy B. Manalastas, Renbran A. Parrilla,

Jamaica Nica C. Puntilar, Neil Jacob A. Trinidad, and Rory

Degree: Bachelor`s Degree

Institution: Polytechnic University of the Philippines

Adviser: John Amiel A. Rivera, MAELT

Assessments gives clear conceptualization of the students` learning outcomes.

students` preferences is one of the ideas conceived in this study. Document-based

abilities aligned in the 21st century learning.

This study determines on the readiness of the teachers in using Document-based

Questions Essay as an assessment tool. Through quota sampling, 30 Social Studies

teacher-respondents participated in answering the survey that focused on using

Document-based Questions Essay as an assessment tool. The findings revealed that

teachers are ready enough to use Document-based Questions Essay in assisting

A significant interaction is also detected between the teachers` profile such as

assessment tool to alleviate educational problems such as misinformation, and to

reinforce critical thinking and problem-solving skills to the students.

Keywords: Assessment Tool, Critical Thinking, Document-based Question Essay, Social

Studies, Teacher Readiness

Title Page i Certification and Approval Sheet ii Acknowledgements iii

1. The Problem and its Setting

2. Review of Literature and Studies

4. Results and Discussions

based Question Essays as an assessment tool when grouped

5. Summary of Findings, Conclusions, and Recommendations Summary of

Number Title Page

1 Frequency and Percentage Distribution of 39 Teacher-Respondents in

2 Frequency and Percentage Distribution 41 of Teacher-Respondents in

3 Frequency and Percentage Distribution 42 of Teacher-Respondents`

4 Frequency and Percentage Distribution 44 of Teacher-Respondents` Years

5 The Level of Teacher-Readiness in using 46 Document-based Question

6 The Level of Teacher-Readiness in using 50 Document-based Question

7 The Level of Teacher-Readiness in using 54 Document-based Question

8 The Level of Teacher-Readiness in using 59 Document-based Question

9 Significant Differences in the Level of 67 Teacher-Readiness in using

10 Significant Differences in the Level of 71

Teacher-Readiness in using Document

11 Significant Differences in the Level of 75 Teacher-Readiness in using

12 Significant Differences in the Level of 79 Teacher-Readiness in using

Number Title Page

1 Paradigm of the Study 5

THE PROBLEM AND ITS SETTING

There is only a fundamental purpose of assessment in education: to establish and

progress over time.

Assessments refer to a systematic process, in which teachers assess student’s

performance through different tests (Khan, 2019). Moreover, assessments help in

teaching: the traditional and authentic assessments.

students to the real-life experiences: like performance-based assessments, essay types,