Thesis Final Edited

PROBLEMS ENCOUNTERED IN TEACHING SOCIAL STUDIES IN JUNIOR
HIGHSCHOOL: BASIS FOR IMPROVING INSTRUCTIONS

SCHOOL YEAR 2017-2018
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education
(Major in Social Studies)
BALISTOY, ANGELIKA C.
BIONG, MENEILA TWIN
DOMIN, JENECIL V.
ELLORICO, ANGELU
KINDICA, EDEN S.
LADION, DARWIN L.
MONTEROLA, ELLEN T.
MUAÑA, RELIA MAE D.
TUBAL, MADEL A.
VALENDEZ, MARK ANTHONY C.
March, 2018
APPROVAL SHEET
This thesis titled, “PROBLEMS ENCOUNTERED IN TEACHING SOCIAL
STUDIES IN JUNIOR HIGH SCHOOL: BASIS FOR IMPROVING
INSTRUCTIONS SHOOL YEAR 2017-2018, prepared and submitted by
ANGELIKA C. BALISTOY, MENEILA TWIN BIONG, JENECIL V. DOMIN,
ANGELU ELLORICO, EDEN S. KINDICA, DARWIN L. LADION, ELLEN T.
MONTEROLA, RELIA MAE D. MUAÑA, MADEL A. TUBAL, MARK ANTHONY
C. VALENDEZ, has been examined and is recommended for oral examination.
DR. FREDERICK W. GOMEZ

Adviser
PANEL OF EXAMINERS
Approved by the Committee on Oral examination with the grade of __________.
Hon. Heckert Hernando Jude V. Emano
Chairman
Accepted and approved in partial fulfillment of the requirements for the degree
BACHELOR OF SECONDARY EDUCATION major in SOCIAL STUDIES.
March, 2018 MARY KOREN A. WITTING PhD.
Dean, College of Education

ACKNOWLEGEMENT
Profound gratitude and sincere appreciation are expressed by the
researchers to the following persons who helped in the preparation and
completion of this study.
Above all, to almighty God, for His love, inspiration, protection and
guidance, without Him, this work would not be made possible.
Hon. Heckert Hernando Jude V. Emano, President, Tagoloan Community
College, for his unselfish and unceasing support for academic excellence during
the period of the researcher’s academic studies and thesis writing.
Dr. Frederick W. Gomez, researcher adviser, for his efforts and valuable
assistance in giving the right path towards the full completion of this study and for
his dedication in giving his time and effort for Social Studies students.
To all the Social Studies Teachers in Tagoloan National High School, who
are the respondents of this study for giving us all the informations that we need to
make our research valid and reliable.
To the families of the researchers for supporting them morally and
financially towards the study.

DEDICATION
to
Our Beloved Parents,
Friends and Classmates
Our Relatives, Teachers and
Most especially to
The School where our future lies
TAGOLOAN COMMUNITY COLLEGE
This humble piece of work is dedicated.
Above all to Our Almighty God
who gave us strength to accomplish this study.
BALISTOY, ANGELIKA C.
BIONG, MENEILA TWIN
DOMIN, JENECIL V.
ELLORICO, ANGELU
KINDICA, EDEN S.
LADION, DARWIN L.
MONTEROLA, ELLEN T.
TUBAL, MADEL A.
1. Title: “PROBLEMS ENCOUNTERED IN TEACHING SOCIAL STUDIES IN
JUNIOR HIGH SCHOOL: BASIS FOR IMPROVING INSTRUCTIONS School
Year 2017-2018”.
Total number of pages:
Text number of pages:
2. Authors: BALISTOY, ANGELIKA C.
BIONG, MENEILA TWIN
DOMIN, JENECIL V.
ELLORICO, ANGELU
KINDICA, EDEN S.
LADION, DARWIN L.
MONTEROLA, ELLEN T.
TUBAL, MADEL A.
3. Type of Document: Thesis
4. Type of Publication: Unpublished Material
5. Host Institution, Address of Host Institution, Region:
TAGOLOAN COMMUNITY COLLEGE, BALUARTE, TAGOLOAN MISAMIS
ORIENTAL, REGION X
6. Key Words: “PROBLEMS ENCOUNTERED IN TEACHING SOCIAL
STUDIES”.
7. Abstract
7.1. Summary
The main objective of the study is to determine the problems encountered
in teaching Social Studies in Junior High School: Basis for improving instructions,
School year 2017-2018. To accomplish this purpose, it endeavored to gather
data profile which includes age, sex, civil status, monthly income, and years of
service. This study sought to find out problems encountered by the Social
Studies teachers in Tagoloan National High School (TNHS) in the areas of
problems relating to planning and preparation, classroom management,
instructional delivery, professional growth and assessment. This study aims to
answer the following questions: What is the profile of the respondents in terms of
age, sex, civil status, monthly income, and years of service; what are the
problems encountered in teaching Social Studies in terms of planning and
preparation, classroom management, instructional delivery, professional growth,
and assessment; and is there a relationship between problems encountered in
teaching Social Studies in terms of age, sex, civil status, monthly income, years
of service, planning and preparation, classroom management, instructional
delivery, professional growth, and assessment.
Descriptive method of research, specifically survey method was employed
in the study using the questionnaire as the main data gathering tool. The eleven
(11) Social Studies teachers in Tagoloan National High School (TNHS) served as
respondents of the study. Based on the findings that can be found on table
eleven (11), there is significant difference between problems encountered in

teaching Social Studies in terms of age specifically in planning and preparation,
instructional delivery, professional growth and assessment. The weighted mean
was used to determine the problem situation in which Social Studies teachers are
likely to meet while they are teaching. The Analysis of Variance was used to
determine the significant difference between the problem encountered of Social
Studies teachers in Tagoloan National High School (TNHS) according to age,
sex, civil status, monthly income, and years of service.
7.2. Methodology
In order to gather the necessary data for the attainment of the primary
objective of this study, the researchers used the descriptive survey method
specifically the survey method. It answers the questions who, what, where, when,
and how. The research designed as a purpose to collect, verify, synthesize
evidences to establish facts. It uses primary, secondary and lots of qualitative
data source such as logs, diaries, official records and reports. The method was
deemed appropriate ethnographic notes, description of facts, environment and
recording. The same time it uses documentary analysis technique which
describes the data and characteristics about what happened. It also gives
analysis and interpretation of data gathered.
7.3. Findings
All of the respondents are female. In terms of the civil status, two (2)
respondents are single, one (1) respondent is separated, and eight (8)
respondents are married. In terms of age, group of 32-37 there are two (2)
respondents, range 38-43 there is one (1) respondent, range 44-49 there are
three (3) respondents, range 50-55 there are four (4) respondents, and 56 above
is (1). In terms of monthly income, 21,000-25, 000 there are five (5) respondents,
26 000-30 000 there are three (3) respondents, and 40,000 above there are three
(3) respondents. In terms of the years in service, 1-5 yearsone (1) respondent,
11-15 years there are four (4) respondents, 16-20 years there are three (3)
respondents and 21 years above are three (3) respondents.
Based on the gathered data there is only significant difference between
problems encountered in teaching Social Studies in terms of age (table 11).
According to the F calculated values on planning and preparation (18.885), on
classroom management (3.419), on instructional delivery (11.761), on
professional growth (30.135) and on assessment (16.301) were higher than F
critical value (4.5337). This implies that there are significant differences between
problems encountered in teaching Social Studies in terms of age specifically in
planning and preparation, instructional delivery, professional growth and
assessment.
7.4. Conclusions
Based on the findings of the study, the researchers arrived at the following
conclusions. All of the respondents are female. All of them are capable to teach
social studies subject hence in terms of experience, out of eleven respondents
only one is in 1-5 years in service, four respondents are 11-15 years in service,
three respondents are 16-20 years in service and three respondents are in 21
years above in service. The respondents are also active participants of seminars
and trainings in this field, to acquire professional growth wherein they can
increase and enhance their teaching skills, communication and develop their
teaching personality especially on Problems Encountered in Teaching Social
Studies in Junior High School: Basis for improving instruction in terms of planning
and preparation, classroom management, instructional delivery, professional
growth and assessment has nothing to do with sex, civil status, monthly income
and years of service. Table twelve, thirteen, fourteen and fifteen will support this
statement. There is significant difference between problems encountered in
teaching Social Studies in terms of age. According to the F calculated values on
Planning and Preparation (18.855), on Classroom Management (3.419), on
Instructional Delivery (11.761), on Professional Growth (30.135) and on
Assessment (16.301) were higher than the F critical value (4.5337). This implies
that there are significant differences between problems encountered in teaching
Social Studies terms of age specifically in Planning and preparation, Instructional
Delivery, Professional Growth and Assessment. However, the F calculated value
on Classroom Management (3.419) was lower than the F critical value (4.5337).
This implies that there is no significant difference between problems encountered
in teaching Social Studies in terms of age.
7.5. Recommendations
Based from the finding and conclusion of the study, the researchers
recommend the following; the respondents must keep themselves updated with
the teaching strategies for them to cater the needs of the students. The
respondents from all ages must equip themselves with new learning techniques
for them to have smooth sailing relationship with their students. The respondents
should have mastery of the subject matter in order to achieve the learning
objectives. If teachers know the subject matter it will tackledown to the students
thus, having a successful teaching and learning process. The respondents
should give feedbacks or genuinepraises to their students such as “very good,
good job, and etc.” to motivate them in their studies. The respondents must use
authentic way of teaching such as experiments, role playing, oral, and to make
the teaching and learning process more meaningful.

TABLE OF CONTENTS
TITLE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION iv
ABSTRACT v
TABLE OF CONTENTS vi
LIST OF TABLES vii
LIST OF FIGURES viii
Chapter
1 THE PROBLEM
Introduction 1
Conceptual Framework 4
Hypothesis 6
Significance of the Study 6
Statement of the Study 10
Scope and Limitation of the Study 11
Definition of Terms 12
2 REVIEW OF RELATED LITERATURE AND STUDIES 13
3 METHODOLOGY 25
Design 25
Respondent 25
Sampling Procedure 26
Locale 27
Instrument 28
Reliability and Validity of the Instrument 30
Data gathering procedure 30
Scoring Procedure 31
Statistical Tool Used 31
4ANALYSIS, INTERPRETATION AND PRESENTATION 33
OF DATA
5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 54
BIBLIOGRAPHY
APPENDICES
Cover
Letter
Questionnaire
Curriculum Vitae
LIST OF TABLES
Tables Pages
1 Distribution of Respondents in terms of Age 33

2 Distribution of Respondents in terms of Sex 34
3 Distribution of Respondent in terms of Civil Status 34
4 Distribution of Respondent in terms of Monthly Income 35
5 Distribution of Respondents in terms of Years of Service 36
6 Problems Encountered in Teaching Social Studies in terms of 37
Planning and Preparation
Classroom Management
Instructional Delivery
Professional Growth
Assessment
11 Test of Difference between problem encountered in Teaching 47
Social Studies in terms of Age
Social Studies in terms of Sex
Social Studies in terms of Civil Status
Social Studies in terms of Monthly Income
Social Studies in terms of Years of Service
LIST OF FIGURES
Figure Page
1 The Schematic Diagram showing the relationship between 9
the dependent variable and independent variables.

Chapter 1
THE PROBLEM
Introduction
Social studies are the integrated study of the social sciences and
humanities to promote civic competence. Within the school program, social
studies provides coordinated, systematic study drawing upon such disciplines as
anthropology, archaeology, economics, geography, history, law, philosophy,
political sciences, religion, and sociology, as well as appropriate content from the
humanities, mathematics and natural sciences (Fau & Manalili, 2012). Social
Studies is a key tool in this changing world. It serves as the foundation of social
development across the country and will develop the learner ‘literate and
effective participation as a citizen of the country (Crisolo et, Al. 2017). The
primary purpose of social studies is to help young people make informed and
reasoned decisions for public good as citizens of a culturally diverse, democratic
society in an independent world (Babu, 2017). The social studies are concerned
with man and his interaction with social and physical environment. It deals with
human relationships; the central function of the social studies is identical with the
central purpose of education – the development of the democratic citizenship
(Michaelis, 2012).
The aim of social studies is the promotion of civic competence –
knowledge, intellectual processes and democratic disposition required of
students to be active and engaged participants in public life (NCSS, 2012) Social
2
Studies students are given opportunities to become engaged in their own
education, to take responsibility for learning and develop concerns that transfer
beyond the confines of the classroom (International School Manila, 2015).
There are challenges facing teachers in delivering the social studies
curriculum appropriately, and there are both experiential and gender differences
in teachers ability to deliver the social studies curriculum. It also revealed that not
all the teachers are social studies specialists. Teachers need to be aware of the
some problems encountered against the effective teaching in order to create
positive learning environment for all students to learn. (Rafael, 2014)
1. Classroom management, if a teacher loses control of
classroom, even for a few minutes during a transition from one
activity to the next, chaos can result, it can be difficult to gain
students attention and get back on the track forward meeting
learning objectives. Teacher should maintain an organized
classroom (Mulvahill, 2018).
2. Communication, when it is effective both the student and the
teacher benefits. Communication makes learning easier, helps
students achieve goals, increases opportunities for expanded
learning, strengthens the connection between student and
teacher, and creates an overall experience (Ministry of
education, Guyana, 2015)
3. Teacher should have clear learning goals for students to
achieve, and it should communicate with the students need.

3
Keeping this distinction in mind will give direction to day-to-day
activities and assignments that you design for students and
provide a clear intention for students learning (Marzano, 2017).
4. Disruptive behaviour may differ between classes, and you can
never guarantee a disruption-free class. Generally, it is as well
to give any sort of disruptive student the minimum attention
necessary because time focused on disruptive behaviour is time
that is not being spent on facilitating learning. The golden rule of
dealing with disruptive behaviour is never to do anything that will
make the situation worse (University of Hawai’I, 2018).
Drawing on contemporary research literature, recently developed
curriculum guides, and blue-ribbon reports, this Digest reviews ten contemporary
trends in K-12 social studies in the United States; History, History, and More
History, More Geography, too, Using Literature to Teach Social Studies, Focus
on the Multicultural Nature of American Society, Renewed Attention to Western
Civilization, Renewed Attention to Ethics and Values, Increased Attention to the
Role of Religion, Attention to Contemporary and Controversial Issues, Covering
Issues in Depth, andWriting, Writing and More Writing (Risinger, 2019).
The teachers in Tagoloan National High School are using different teacher
strategies to implement inside the four walls of the classroom. Teaching
strategies, institution of higher learning across the nation are responding to
political, economic, social and technological pressure to be more responsive to
students needs and more concern about how will students are prepared to
4
assume future social roles, that’s why there are appropriateness of teaching
strategies utilizing by the Social Studies in Junior Secondary School: Basis for
improving instruction during the school year 2017 – 2018 at Tagoloan National
High School.
Conceptual Framework
This study anchored on the study made by Yange (2017) on the Problems
Encountered against Effective Teaching of Social Studies in Primary Schools in
Gboko Metropolis. This study investigated problems encountered against the
effective teaching of social studies in primary school in Gboko Metropolis. The
investigation was based on three (3) variables namely lack of appropriate
teaching methods, lack of enough trained teachers and lack of teaching aids/
instructional materials on the teaching of social studies. They are considered the
basic problems which face the teacher since teachers complain about mastering
the ordered inside the classroom, and it consumes much effort in time, and they
are considered as sensitive, important in critical factors for the teachers’ success
or failure in his tasks.
Teachers with good professional competent and interpersonal skills are
more effective in their classroom in terms of student behaviour, better
understanding of concept by students and disposition of positive and mental
alertness by learners (Agnes, 2013). Existence obscurity in the subject concepts.
Although, some of the subject teachers in Social Studies are not competent
enough since it is not their line of expertise. They are just teaching the subject
because of having less supply of Social Studies teachers. Teachers that are
5
expert in the subject teach abstract facts without any reference to context that
might give meanings and clarity to the concepts. Furthermore they hide important
information and beneficial discussions.
Teachers prevent students from knowing how interesting the subject is
and how beneficial they could derive if they fully direct their attention towards the
lessons. Limited and swallow textbooks content- lack of teaching materials like
textbooks or workbooks for both teachers and students is also affecting teacher’s
attitudes towards teaching the subject. The teachers do not have access to
appropriate textbooks in the available ones are not even relevant to new
curriculum. Since the curriculum is always changing, the availability of the books
is limited. Also, most social study textbooks have been written by people with
superficial knowledge of the subject, and hence sub-standard, a situation which
seriously undermines the effective teaching and learning of social studies
concepts (David, 2013). There are textbooks that contains same topic but they
differ with the content especially with dates and places which lead students
confused.
The holistic nature of social studies – the sweeping and complimentary
relationship it shares with other disciplines—naturally creates more explicitly and
varied opportunities for students to engage in and with the content at hand
(Integrative strategies for K-12 social studies classroom, 2013).

6
Independent Variables Dependent Variables
Teacher Competencies
 Age  Planning and Preparation
 Sex  Classroom Management
 Civil Status  Instructional Delivery
 Monthly Income  Professional Growth
 Years of Service  Assessment
Figure No.1This framework shows the independent and dependent variables of
the respondents in problems encountered in teaching Social Studies in Junior
High School.
7
Hypothesis
On the basis of the preceding problem, the null hypothesis was tested
at 0.05 level of significance.
There is no significant relationship between sex, civil status, monthly
income and years of service in teaching Social Studies in Junior High School.
Significance of the Study
Provide research – based information which this study is would be useful
to the following:
Teachers. The result of the study is to know the problem that the teacher
encountered in teaching Social Studies in Junior High School. How they cope up
and give an answer to build a basis for improving instruction.
Students. The findings of the study will benefit the students the most. If
the teacher could find solution in the militating problems in teaching Social
Studies and improve their instruction it is much easier for the students to
understand and learn the lesson.
School Administrators. The result of the study will also benefit the
school administrator because the improvement of teaching and learning
specifically in Social Studies will give impact to the success of the school. That
means the school will be acknowledge and the funds of the school will also
increase.
Parents. The findings of the study will encourage them to develop their
trust and confidence towards the school in giving their children an effective
teaching and learning. They will be confident enough for them to send their
children to school because the good competency of the teachers.
Community. The result of this study also have a good indicator in the
community. If teachers have an effective teaching and learning skills they will
mold a globally competitive graduates that will help the community to increase
their morale and income that they can from the taxes in the people in that area.
Future Researchers. This study will provide basis of information for future
researchers who may have the interest to conduct in-depth study on the topic
using different variables.

9
Schematic Diagram
Independent Variables Dependent Variables
Dependent Variables
Teacher Competencies
 Age  Planning and Preparation
 Sex  Classroom Management
 Civil Status  Instructional Delivery
 Monthly Income  Professional Growth
 Years of Service  Assessment
Figure 1 The Schematic Diagram showing the relationship between the

dependent variable and independent variables.
10
Statement of the Problem
This study will focus on problems encountered in Teaching Social
Studies in Junior Secondary School: Basis for improving instructions. During the
school year 2017 – 2018 at Tagoloan National High School.
Specifically, this study aims to answer the following questions:
1. What is the profile of the respondent in terms of:
1.1 Age
1.2 Sex
1.3 Civil status
1.4 Monthly income
1.5 Years of service
2. What are the problems encountered in teaching Social Studies in junior
high school: basis for improving instructions school year 2017-2018:
2.1 Planning and Preparation
2.2 Classroom Management
2.3 Instructional Delivery
2.4 Professional Growth
2.5 Assessment
3. Is there a significant relationship between problems encountered in
teaching Social Studies in terms of:
3.1 Age
3.2 Sex
3.3 Civil Status

11
3.4 Monthly income
3.5 Years of Service
3.6 Planning and Preparation
3.7 Classroom Management
3.8 Instructional Delivery
3.9 Professional Growth
3,10 Assessment
Scope and Limitation
This study investigates problem encountered in teaching Social Studies in
Junior Secondary School: Basis for improving instructions specifically in
Tagoloan National High School.
The investigation is based on the five (5) variables in teaching
competencies namely; planning and preparation, classroom, management,
instructional delivery, professional growth, and assessment.
The relationship of the independent and dependent variables may vary in
the results of the study. The independent variables that includes age, sex, civil
status monthly income, and year of service will have a significance in the
dependent variables namely, planning and preparation, classroom management,
instructional delivery, professional growth, and assessment.
The respondents of the study will be the Social Studies Junior High school
teachers of Tagoloan National High School. With one and above years of service
12
as an Social Studies junior secondary school teachers included on the study. The
school head will identify the Social Studies teachers.
Definition of Terms
Assessment - refers to wide variety of methods or tools that educators
used to evaluate, measure, and document academic readiness, learning
progress skill acquisition educational needs of students.
Classroom Management - refers to the wide variety of skills and
techniques that teachers use to keep students organized, orderly, focused,
attentive, on task, and academically productive during a class.
Instructional Delivery - is an instructor’s personal approach to teaching
based on his/her own professional identity helping to create a unique classroom
culture.
Planning and Preparation - one of the most (principle of good teaching)
is the need for planning far from comprising spontaneity, planning provides a
structure and context for both teacher and students as well a framework for
reflecting and evaluation.
Professional Growth - professional growth means the career-long
learning process whereby a teacher annually develops and implements a plan to
achieve professional learning objectives or goals that are consistent with the
“Teaching Quality Standard” and is a critical component that all teachers must
embrace in order to maximize their potential.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This study contains review of literature relevant to problems encountered
in teaching Social Studies in Junior High School: Basis for improving instruction.
The researchers conducted abroad and in the Philippines which provides
impetus to the present study are briefly discussed.
Local Setting
On Planning and Preparation. In line with the implementation of
Republic Act (RA) No. 10533 or the Enhanced Basic Education Act of 2013, the
Department of Education (DepEd) issues the enclosed Policy Guidelines on
Daily Lesson Preparation for the K to 12 Basic Education Programs. Planning
lessons is fundamental to ensuring the delivery of teaching and learning in
schools. These guidelines aim to support teachers in organizing and managing
their classes and lessons effectively and efficiently and ensure the achievement
of learning outcomes (DepEd, 2016).
Teachers are responsible for organizing time and resources meaningfully
planned, it is necessary to look back and take stock of what we have so that
what students do actually leads to learning. Knowing “the point” of instruction
been able to achieve our objectives, and what have been helps in managing this
work. Yet, what it takes to “teach to the point, that is, to have the major problems
faced. A clear understanding of the goals of instruction and use those goals to
manage the In-service education for teachers consists of those programs of

professional study work, not well understood in which teachers be involved in In-
service activities on a regular and continuing basis (Tubon, 2017).
Failing to plan is planning to fail. A lesson plan is an essential component
in the teaching learning process and should be developmentally sequenced to
meet curriculum requirements and varied teaching contexts (Yumul, 2018).
Lesson planning in the Philippines teaching practice has been an isolated work.
Designing and preparing a lesson is usually an individual teacher’s task and
responsibility to decide how the lesson will be delivered, what materials to be
used and how students be evaluated. This indicates that the efficiency and
effectivity of the learning experience is dependent on the teacher’s ability and
quality (Lomibao, 2016).
On Classroom Management. The classroom is the centerpiece of a
school's education. Inside each room is a teacher and pupils engaging with one
another. The main purpose is to create a climate suited for learning. Classroom
management could be a challenging task to any teacher. Teacher creates a
conducive atmosphere where the learner enjoys learning takes part in
meaningful learning experiences (Dios, 2012).
Teachers play various roles in a typical classroom, but surely one of the
most important is that of classroom manager. Effective teaching and learning
cannot take place in a poorly managed classroom. If students are disorderly and
disrespectful, and no apparent rules and procedures guide behavior, chaos
becomes the norm. In these situations, both the teacher and students suffer.
Teachers struggle to teach, and students most likely learn much less than they
should. In contrast, well-managed classrooms provide an environment in which
teaching and learning can flourish. But a well-managed classroom doesn’t just
appear out of nowhere. It takes a good deal of effort to create – and the person
who is the most responsible for creating it is the teacher (Marzano et. al, 2013).
On Instructional Delivery. As stipulated in DepEd Order # 31, Series of
2013.Clarifications on the policy and guidelines on the implementation of the
language learning areas and their time allotment in grade 1 and 2 of the K to 12
Basic Education Program. In view of the implementation of the K to 12 Basic
Education Program, the department of Education (DepEd) through the Bureau of
Elementary Education (BEE) issues the following clarifications on the policy of
guidelines on the implementation of language learning areas and their time
allotment in the grades 1 and 2 of DepEd order No. 31, s. 2012.
A mother tongue is used as a medium of instruction (MOI) for grades 1
and 2 in the teaching mathematics, Araling Panlipunan (AP), Music, Arts,
Physical Education, and Health (MAPEH) and Edukasyon sa Pagpapakatao
(EsP). Mother tongue is taught as a separate learning area in grades 1 and 2.
Filipino, as a learning area, is first introduced in grade 1 during the second
grading. English as a learning area is first introduced in grade 1 during 3 rd
quarter. Time allotment for learning areas specified (DepED, 2013).
Teachers, on the other hand, can choose a variety of instructional
strategies such as cooperative and collaborative work in small groups,
opportunities for safe risk taking, hands – on work, and opportunities to integrate
16
knowledge and skills. This will become an initial step to transform schools into
caring communities where students feel that they belong, valued can make
decisions and be part of a democratic community (Tantengco, 2014).The
review’s main claim is that teachers’ use of communicative strategies
encourages pedagogic practices that are interactive in nature, and is more likely
to impact on student learning outcomes and hence be effective. This claim for
teachers’ use of communicative strategies is not something that is reported
consistently in those terms in the literature reviewed, but it has emerged from an
interpretation of the overall body of evidence (Westbrooke, et. Al, 2013).
On Professional Growth. In the secondary level of education, a great
deal is needed and even more is expected to know the society, be conversant
with the recent developments. It is a comprehensive study of the origin, society
and lives of the people in the largest continent which also touches on current
events, adhering to the K-12 curriculum. Teachers play a crucial role in nation
building. Through quality teachers, the Philippines can develop holistic learners
who are steeped in values, equipped with 21 st century skills, and able to propel
the country to development and progress (Mercado, 2018).
For the school system, Araling Panlipunan teachers and administrators
are looking forward for answers in solving the issues of learning, for it is a core of
understanding current issues. Araling Panlipunan teachers have the difficult task
of bringing together diverse elements and blend them into a harmonious whole.
Teacher should try something new in her classroom. This is must because of the
frequent revisions of course outlines in the school which are based on the fact
17
that people are now living in fast changing world. This constant change makes
Araling Panlipunan teaching difficult. It requires constant additions and revisions
(Zamora, 2016).
On Assessment. Ministries of Education around the world set specific
standards for teachers’ competency. The teachers’ standards set specific
expectations on how teaching is supposed to be practiced and in order to
produce good effects especially on improving students’ learning (Magno, 2013).
Enhancing the quality of basic education in the Philippines is urgent and
critical. Thus, we have to come up with a proposal to enhance our basic
education program in a manner that is least disruptive to the current curriculum,
most affordable to government and families, and aligned with international
practice. The poor quality of basic education is reflected in the low achievement
scores of Filipino students.The Department of Education aims to lead young
Filipinos in thus discovery of their own potential through the academe provided
for every Filipino enabling them to create their own destiny to the globally
community.
To achieve the vision, DepEd reaches out efforts for the students’
educational and worthwhile needs. One way is to determine the students’
capacity of learning. There comes, National Achievement Test. The examination
designed to determine the students’ academic strengths and weaknesses
though the five key - major subjects, Mathematics, Science, English, Filipino,
HeKaSi (Heograpiya, Kasaysayan, at Sibika) in elementary and Araling
Panlipunan in High School. Rating obtained from NAT for grade VI and Fourth
18
Year serves also as a tool to measure the school’s competency and
effectiveness as well as students’ aptitude and mastery towards the basic
learning areas. The nationwide exam is taken in every near – end of the school
year basically every first week of March. The National Achievement Test were
originally designed and administered for Grade Six and Fourth Year students.
However due to the changes indicated in the enclosure of DepEd Order No. 28,
s 2011 an DepEd Memorandum No. 266, s 2011, instead of the sophomores,
our seniors shall take the National Achievement Test in absence of the National
Career Assessment Exam which will be determined now for the Juniors (Cuevas,
2012).
Foreign Setting
On Planning and Preparation. Preparation and planning are a critical
component of effective teaching. Lack thereof will lead to failure. If anything,
every teacher should be over prepared. Good teachers are almost in a
continuous state of preparation and planning. They are always thinking about the
next lesson. The impact of preparation and planning is tremendous on student
learning (Meador, 2015).
Teaching is not something you can do effectively on the fly. It requires a
healthy blend of content knowledge, instructional strategies, and classroom
management tactics. Planning and preparation play a critical role in the
development of these things. It also takes some experimentation and even a little
luck. It is important to note that even well - planned lessons can quickly fall apart.
Planning is a vital component of the teaching – learning process. Proper

19
classroom planning will keep teachers organized and on track while teaching,
thus allowing them to teach more, help students reach objectives more easily
and manage less. The better prepared the teacher is, the more likely she/he will
be able to handle whatever unexpectedly happens in the lesson (Alshehhi,
2015).
On Classroom Management. Classroom setup is an important
component in a learning environment because it is an essential piece of
classroom management to support both teaching and learning. The physical
atmosphere of the classroom can help prevent behavior issues as well as
promote and improve learning. When classroom-management strategies are
executed effectively, teachers minimize the behaviors that impede learning for
both individual students and groups of students, while maximizing the behaviors
that facilitate or enhance learning. Generally speaking, effective teachers tend to
display strong classroom-management skills, while the hallmark of the
inexperienced or less effective teacher is a disorderly classroom filled with
students who are not working or paying attention (Glossary of Education Reform,
2014).
Classroom management and management of student conduct are skills
that teachers acquire and hone over time. Skills such as effective classroom
management are central to teaching and require “common sense”, consistency
an often undervalued teacher behavior, a sense of fairness, and courage (Kizlik,
2018). The structuring of the learning environment is essential for teachers and
students. In fact, studies show that the physical arrangement of the classroom
20
can affect both student and teacher behavior, and that a well - structured
classroom management plan of design has the ability to improve learning and
behavior (Cox, 2017).
Classroom management can affect the understanding and focus of
students in learning process. Social Studies classroom is an ideal platform which
students can establish a foundation of critical thinking, problem solving, decision
making, global awareness, civic knowledge and empathy (Abu - Hamdan, et. al
2014).Creating a positive learning environment is essential for success in the
classroom. Teachers should create a welcoming atmosphere where student feel
safe and willing to share. Classrooms should represent the students equally and
everyone should know each other’s name. Teachers who use humor in the
classroom also create more positive environments (Ministry of Education
Guyana, 2016).
It makes sense that students would do better when they learn in positive
environments. After all, most people would agree that some environments are
more conducive to learning and academic performance. A student taking a test
in a quiet, peaceful room will almost certainly do better than a student taking the
same test in a loud, chaotic room (Learning Liftoff, 2014).
On Instructional Delivery. Instructional competencies are essential
practices that teachers must master for effectively instructing students to
maximize knowledge and skill acquisition. Research reveals that not all
instruction is equal in producing results. Unfortunately, many popular
instructional practices are not supported by rigorous research and have

contributed to 40 years of stagnant performance on achievement tests such as
the National Assessment of Educational Progress (NAEP). For generations, the
teacher lecture has been the preferred method of instruction, but studies show it
is far less effective than more stimulating active learning practices. We now
know that better learning happens in dynamic settings in which teachers offer
explicit active instruction that emphasizes student participation and
demonstrates the content taught. An explicit approach focuses on well -
designed and sequenced lessons linked to “big ideas,” offers ample
opportunities for students to respond and practice the lesson content, and
includes mastered knowledge or skills in subsequent lessons to maintain
learning (Wing Institute, 2017).
Building student engagement through Learning by Doing. Beyond teacher
training, rapport with students, and skills in classroom management and
organization, what do effective teachers actually do in the classroom?
Undoubtedly, a teacher’s preparation, relationships with students, and classroom
management techniques are inextricably linked with classroom success. When it
comes to assessing a teacher’s effectiveness, however, there is nothing more
important to consider than the act of teaching. Example Kaz used his artistic
talent to transform the appearance of the school from his classroom, to the halls,
the walls, and the ceiling. He even helped transform the bus loop and parking
lots, making them both more functional and attractive (Stronge,2019).
On Professional Growth. Professional growth refers to the change in
knowledge, skills, abilities or perspectives resulting from the continuous

22
professional learning that teachers intentionally pursue with the goal to further
understand the nature of teaching (STF Governance Handbook, 2016). Teaching
is a complex profession that requires teachers to integrate both the science and
the art of their craft in order to impact learning. The science of teaching
necessitates understanding learning theory and how the brain functions. The art
of teaching requires teachers to synthesize content, process, products, and
environmental resources to create engaging learning experiences that promote
achievement among diverse learners. Moreover, teachers must perfect the art
and science of teaching in a world that is characterized by rapid change,
increased cultural diversity, and significant progression and application of
knowledge.
Social studies is a very challenging subject which requires only well
trained and intellectual teachers for its handling. Most of the available teachers
are not competent enough to teach the subject. This makes it difficult for such
teachers to give detail explanations about the required concepts. Also, poor
mastery of the subject by the teacher causes students’ loss of interest in learning
the subject. An intelligent and sound teacher with good mastery of his subject
matter always commands respect and gains students’ attention during teaching
learning process (Omolara, 2015). Educators and policymakers are increasingly
looking to teacher professional learning as an important strategy for supporting
the complex skills students need to be prepared for further education and work in
the 21st century. Effective professional development is key to teachers learning

23
and refining the pedagogies required teaching these skills (Hammond, et. Al,
2017).
In practice, professional development for educators encompasses an
extremely broad range of topics and formats. Example, professional –
development experiences may be funded by districts, school, or state budgets
and programs, or they may be supported by foundation grant or other private
funding source. They may range from a one – day conference to a two - week
workshop to a multiyear advanced – degree program. They may be delivered in
person or online, during the school day or outside of normal school hours, and
through one–on–one interactions or in group situations. And they may be led and
facilitated by educators within a school or provided by outside consultants or
organizations hired by a school or district. The list of possible formats could go
on; furthering education and knowledge, training or mentoring in specialized
teaching techniques, earning certification in a particular educational approach or
program, developing technical skills, learning technologies, improving
fundamental teaching techniques, working with colleges (Glossary of Education
Reform, 2013).
On Assessment. Learning is generally assessed in increments over time
to evaluate the efficacy of the teaching methods used. Pre- and post-project
assessments determine how much knowledge the student possessed going into
the learning experience and how much was actually gained by the experience. It
is important to remember that a student may fail to achieve a set standard but
24
can still make great strides that demonstrate learning (Ministry of Education,
Guyana, 2017).
A specious argument or statement is one that is superficially plausible, but
actually wrong. It’s misleading in appearance, and misleading attractive. From
day one, public education in America has been siege. Among the first to
establish common schools, many Americans, since the middle decades of the
19th century, have championed widespread learning for our people.
Standardized testing in U.S is as old as it is controversial. How did we get
into this current standardized testing mania? It has an interesting history. Prior to
be 1950s, use of standardized test in public schools was haphazard, with the
exception of the army using them to test recruits during World War II.
International standardized testing has succeeded in providing benchmarks that
American educators and legislator have used to identify strengths and
weaknesses in student learning but they have also created the possibility for
American students’ to scores to be held up against their counterpart in the other
countries. In the recent international comparisons using the standardized test,
U.S students have done remarkable poorly. The argument that the U.S lags
behind other countries in education is a routine headline, most often trumpeted
immediately after the test results comes out (Bodi, 2017).

Chapter 3
METHODOLOGY
This chapter deals with the basic elements of the research process. It
includes the research method used, research design, research respondents,
sampling procedure, research locale, research instrument, reliability and validity
of the instrument, data gathering procedure, scoring procedure and statistical
treatment.
Design
This study used the descriptive method of research, specifically survey
method. In survey method research, participants answer questions administered
through interviews or questionnaires. After participants answer the questions,
researchers describe the responses given. In order for the survey to be both
reliable and valid it is important that the questions are constructed properly.
Questions should be written so they are clear and easy to comprehend. Another
consideration when designing questions is whether to include open-ended, close-
ended, partially open-ended, or rating-scale questions. In this study we consider
the rating-scale questions modeling the likert-type scale because it is easy to
analyze statistically (Hale, 2018).
Respondents
The respondents are the teachers of Tagoloan National High School
specifically the teachers of Araling Panlipunan in the school year 2017-2018 of
Tagoloan National High School.

26
Procedure
This study used the blackout sampling .Blackout sampling is used in
research especially if the number of respondents are very limited. Since there are
only eleven (11) Social Studies teacher in Tagoloan National High School. For us
to identify them we ask permission to the principal to conduct a survey and ask
the names of teacher in-charge in teaching Social Studies. The researcher will
give questionnaire exclusively to the Social Studies teachers. The respondents
will answer the questionnaire honestly by checking it. There are two (2) parts of
the questionnaire the first one is the profile of the respondents and the second
part is the problems encountered against effective teaching and learning of
Social Studies. The data will be formulated according to Likert - Type Scale to
come up with a more reliable and valid information.

27
Locale
This study will be conducted in Tagoloan National High School. Thus,
Tagoloan National High School is located at Baluarte, Tagoloan,Misamis
Oriental, Region X, Mindanao Philippines. It is only few meters away from the
Tagoloan National Highway.
Tagoloan National High School offers Social Studies subject. Morning
classes starts from 6:30 am to 12:30 am (Grade 9 and Grade 10) and the
afternoon classes starts from 12:30 pm to 6:30 pm (Grade 7 and Grade 8).
28
Instrument
The researchers will use a survey questionnaire to achieve the purpose of
the study. The questionnaire is one of the most common or practices of which the
respondents are presumed to have knowledge. The questionnaire is composed
of two parts. First part, contains the respondents profile; sex, age, monthly
income, and years of service. (McKee, 2015) The second part covered problems
encountered in teachingSocial Studies in Junior Secondary School: Basis for
improving instruction and based on five variables: Planning and Preparation,
Classroom Management, Instructional Delivery, Professional Growth, and
Assessment.
The question poses 15 distinct statements for each dependent variable for
a total of 75 items and will be rated by the teachers using Likert - type scale. This
type of research instrument is a psychological measurement device that is used
to gauge attitudes, values, and opinions. It functions by having a person
complete a questionnaire that requires them to indicate the extent to which they
agree or disagree with a series of statements.The respondents are asked to
indicate their responses by checking the appropriate statements for each item
whethernever, seldom, often, frequently, or always. The research instruments are
based on the ideas found by the researchers from the readings of journals,
internet blogs, articles, and magazines. The questionnaire - checklist is self -
administering. Simple directions are printed on the form.

29
Scale:
( 5 ) Always ( 4 )Frequently ( 3 ) Often ( 2 ) Seldom (1 ) Never
A. Planning and Preparation 1 2 3 4 5

1. I prepare my lesson plan ahead of time.
2. I use to keep my previous Instructional Materials

(IM's) for my future purposes.
3. I make sure that the materials that I am using are

appropriate with my lesson.
4. I make my instructional materials ahead of time.
5. I am ready for any alternative materials in case there

are unpredictable happenings (e.g. the written IM’s are
ready if the projector isn’t functioning).
6. I make my test paper ahead of time to refrain from

cramming.
7. I mastered the teacher’s guide and teacher’s manual

for easy application.
8. I make my curriculum to be guide in the duration of

teaching.
9. I post announcements on bulletin board on what are

the activities for the students to be prepared.
10. I thoroughly study my lesson before discussing it in

the class
11. I am prepared from lesson plan to daily lesson log

to instructional material down to applying it in the class.
12. I tend to read many references on my lesson for

better access of intelligence.
13. I read different books with same content on my

lesson.
14. I make sure that my intended learning outcomes
are connected to my lesson and process.
15. I make sure to cover the entire learning task.

30
Reliability and Validity of the Instrument
A panel of experts will validate the instruments. They are from Tagoloan
Community College composed of the President, Dean of the College of
Education and instructors. The experts are to examine the relevance, clarity, and
content of the different indicators of the questionnaires. Furthermore, a reliability
test is to be facilitated to validate the questionnaire since it is designed for the
study only and will be done after the researchers will personally administer and
retrieve the questionnaires from the respondents.
Data Gathering Procedure
The researchers will secure a letter of permission from the principal of
Tagoloan National High School to conduct a study about problems encountered
in teaching Social Studies in Junior Secondary School: Basis for improving
instruction S.Y. 2017-2018. The questionnaires will be personally administered
by the researcher to the teachers during their vacant time.
Great care will be done to ensure the anonymity of the respondents
answer on the survey items. Before they distribute, it is made clear to the
respondents that the results would be utilized for the purpose of knowing their
problems in administrating teaching in the classrooms. After the questionnaires
had been distributed and the respondents had read the instructions silently and
answered it. The questionnaires will be retrieved immediately after the
respondents answer all items.

31
Scoring Procedure
After all the questionnaires will be collected, gathered data will be subject
to statistical treatment. The scale range of interval and qualitative description
used in the study are patterned after Likert-Type Scale.
The survey questionnaire sheet rating scale was scored using the
following system:
Scale Range of interval Qualitative Descriptions
5 4.5 – 5.0 Always
4 3.5 – 4.49 Frequently
3 2.5 – 3.49 Often
2 1.5 – 2.49 Seldom
1 1.0 – 1.49 Never
Statistical Treatment
The following statistical techniques and procedures were used to answer
the specific problems:
Problem 1. Frequency counts and average mean will be used to
determine the profile of the respondents in terms of age, sex, monthly income,
and years of service.

Problem 2. Weighted mean and the standard deviation will be used to
determine the relationship the levels of problems that encountered in Social

32
Studies in Junior High School that affects the effective teaching and learning in
terms of Planning and Preparation, Classroom Management, Instructional
Delivery, Professional Growth, and Assessment.
Problem 3. Analysis of variance (ANOVA) will be used to determine the
significant difference between the result Problems Encountered in Teaching
Social Studies in Junior Secondary School: Basis for improving instruction in
terms of the following indicators: Planning and Preparation, Classroom
Management, Instructional Delivery, Professional Growth, and Assessment.

Chapter 4
ANALYSIS, INTERPRETATION AND PRESENTATION OF DATA
This chapter deals with the presentation, analysis and interpretation of the
data gathering. The presentations of the findings follow the order of the specific
problems presented in Chapter 1.
Problem 1. What is the demographic profile of the respondents?
Table 1
Distribution of Respondents in terms of Age
AGE Frequency Percentage
30 – 37 2 18.2
38 – 43 1 9.1
44 – 49 3 27.3
50 – 55 4 36.4
56 above 1 9.1
Total 11 100.0
Table 1 shows that there are eleven respondents who were involved in
the study. It can be seen in the table that 2 or 18.2 % of the respondents are 30-
37 years old, 1 or 9.1 % is 38-43 years old, 3 or 27.3 % are 44-49 years old, 4 or
36.4 % are 50-44 years old and 1 or 9.1 % is 56 years old and above. It indicates
that majority of the Social Studies teachers in Tagoloan National High School are
34
50-55 years old. It implies that age is often associated with a decline in cognitive
abilities that are important for maintaining functional independence, such as new
learning new skills (Clark, 2015).
Table 2
Distribution of Respondents in terms of Sex
SEX Frequency Percentage
Female 11 100.0
Table 2 shows that the eleven respondents are all female. This findings
may imply that females are more superior in this filed. Per observation, only few
males take education as their career. In mid-19 th century a critical need for school
teachers arose as public education expanded throughout the country. Women-
based on the popular belief that they were more nurturing than men-were seen
as the ideal candidates to fill the needs (Maurer, 2017).
Table 3
Distribution of Respondents in terms of Civil Status
CIVIL STATUS Frequency Percentage
Single 2 18.2
Separated 1 9.1
Married 8 72.7
Total 11 100.0
Table 3 shows that the total population consisted of 11 respondents. It can
35
be gleaned from the table that 2 or 18.2% of the respondents are single, 1 or
9.1% is separated and 8 or 72% are married. It indicates that majority of the
respondents are married. This implies that despite their busy schedule they still
manage to balance their career and family life. Research revealed that marital
status had no statistically significant influence on teacher’s self-efficacy
(ResearchGate, 2015).
Table 4
Distribution of Respondents in terms of Monthly Income
MONTHLY INCOME Frequency Percentage
21,000 - 25,000 5 45.5
26,000 – 30,000 3 27.3
40,000 above 3 27.3
Total 11 100.0
Table 4 shows that there are 11 total numbers of respondents were
included in the study. It can be gleaned from the table that 5 or 45% of the
respondent’s monthly income are 21,000-25,000, 3 or 27% of the respondent’s
monthly income are 26,000-30,000 and 3 or 27.3% of the respondent’s monthly
income are 40,000 above. It indicates that majority of the respondents had low
monthly income. However the salary of the respondents is not enough to
compensate to their needs and their family and that made President Duterte
wants to give public school teachers their due by doubling their pay (Inquirer.Net,
36
2018).
Table 5
Distributions of Respondents in terms of Years of Service
YEARS OF SERVICE Frequency Percentage
1-5 years 1 9.1
11-15 years 4 36.4
16-20 years 3 27.3
21 years above 3 27.3
Total 11 100.0
Table 5 shows that there are eleven total numbers of the respondents
were involved in the study. It can be gleaned from the table 1 or 9.1% is 1-5
years in service, 4 or 36.4% are 11-15 years in service, 3 or 27.3% are 16-20
years in service and 3 or 27.% are 21 years above in service. It indicates that
majority of the respondents were 11-15 years of service. This implies that the
respondents had wide experience in teaching. More experienced teachers
support greater student learning for their colleagues and the school as a whole,
as well as for their own students (Kini, et Al., 2016).
Problem 2. What are the problems encountered by the teachers in
teaching Social Studiesin terms of: Planning and Preparation, Classroom
Management, Instructional Delivery, Professional Growth, and Assessment?

37
Table 6
Problems encountered by the teachers in teaching Social Studies in terms
of Planning and Preparation
Statements Mean Std. Interpretation

Deviation
Q1 4.7273 .64667 Always
Q2 4.0909 1.04447 Frequently
Q3 4.7273 .64667 Always
Q4 4.3636 .80904 Frequently
Q5 3.9091 1.13618 Frequently
Q6 4.4545 .68755 Always
Q8 4.6364 .80904 Always
Q10 4.7273 .46710 Always
Q11 4.4545 .93420 Always
Q12 4.7273 .64667 Always
Q13 4.1818 .87386 Frequently
Q14 4.7273 .64667 Always
Q15 4.5455 .68755 Always
Overall Mean 4.4424 Frequently

38
Table 6 Shows that (I am ready for any alternative materials in case there
are unpredictable happenings (e.g. the written IM”s are ready if the projector isn’t
functioning) has been the problem of the respondents in terms on planning and
preparation.
Therefore in planning and preparation the only problem and difficulty of
the respondents is the statement number 5 (I am ready for any alternative
materials in case if there are unpredictable happenings (e.g. the written IM’s are
ready if the projector isn’t functioning) has garnered a mean of 3.9091 and is
frequently practiced.
Teaching materials are the resources a teacher uses to deliver instruction.
Each teacher requires a range of tools to draw upon in order to assist and
support student learning. These materials play a large role in making knowledge
accessible to a learner and can encourage a student to engage with knowledge
in different ways. Examples are text books and journal. Flexibility in teaching
materials and the use of multimedia make it possible to reach out all learning
styles (University College Cork, Ireland, 2018).
Teaching materials can refer to a number of teacher resources; however,
the term usually refers to concrete examples,such as worksheets or
manipulative. Teaching materials are different from teaching “resources”, the
latter including more theoretical and intangible elements, such as essays or
support from other educators, or places to find teaching materials (Ministry of
Education, Guyana, 2016).

39
Table 7
of Classroom Management

Deviation
Q1 4.6364 .50452 Always
Q4 4.6364 .67420 Always
Q5 4.0000 1.34164 Frequently
Q6 4.5455 .68755 Always
Q7 4.6364 .50452 Always
Q9 4.5455 .68755 Always
Q10 4.5455 .68755 Always
Q11 4.7273 .46710 Always
Q12 4.6364 .50452 Always
Q13 4.6364 .50452 Always
Q14 4.3636 .92442 Frequently
Q15 4.3636 .92442 Frequently

Overall Mean 4.4727 Always
40
Table 7 shows that out of fifteen (15) questions, nine (9) of them were
answered in always and the rest were frequently. The question that got the
lowest percentage in terms of mean was (I make sure to have a mini-library
inside my classroom) has been the problem of the respondents in terms on
classroom management.
Therefore, the respondents have no problem on classroom management.
So the question that got the lowest percentage of the mean was number 5 which
was 4.0000 (I make sure to have a mini-library inside my classroom).
To foster and encourage a love of reading, texts need to be readily
accessible to students. Having students wait a week or two for their scheduled
class library visit does not meet the needs of all the students. Although your
faster readers will be done their books in days and have nothing new to read if
this is the system at your school. Classroom libraries provide students with
immediate access to books and keeps reading as a class priority (2 Peas and
Dog Middle school teaching resources, 2017).
Classroom libraries-- physical or virtual play a key role in providing access
to books and promoting literacy; they have the potential to increase students
motivation, engagement, coma and achievement and help students become a
critical thinkers, analytical readers, and inform citizens. We know that no books is
right for every students, and classroom libraries offer ongoing opportunities for
teachers to work with students as individuals to find books that will ignite their
love for learning, calm their fears, answer their questions, and improve their lives
41
in any of the multiple ways that only literature can (NCTE,2017).
Table 8
of Instructional Delivery

Deviation
Q1 4.4545 .68755 Always
Q4 4.5455 .68755 Always
Q5 4.9091 .30151 Always
Q7 4.6364 .67420 Always
Q8 4.4545 .68755 Always
Q9 4.7273 .64667 Always
Q10 4.2727 .64667 Frequently
Q11 4.3636 .67420 Frequently
Q12 4.3636 .92442 Frequently
Q13 4.6364 .92442 Always
Q14 4.3636 .92442 Frequently
Q15 4.4545 .93420 Always
Overall Mean 4.4545 Always

42
The table 8 shows that there were no problems in terms of instructional
delivery. It is stated that the overall rating was 4.4545 which was interpreted as
always.
Therefore, the respondents have no problem in instructional delivery. In
delivering lesson to the students, the respondents must had planned and have
objectives in the teaching process because the distribution of respondents
Preferences in Terms of Instructional Delivery has garnered an overall mean
4.4545 and it has been always.
Instructional strategies include all approaches that a teacher may take to
engage students in the learning process actively. These strategies drive a
teacher’s instruction as they work to meet specific and ensure that their students
are equipped with the tools they need to be successful. Effective instructional
strategies meet all learning styles and the developmental needs of all learners.
Teachers must be equipped with a well-rounded arsenal of effective instructional
strategies to maximize their effectiveness and to increase student learning
opportunities (Meador,2018).
Instructional competencies are essential practices that teachers must
master for effectively instructing students to maximize knowledge and skill
acquisition. Research reveals that not all instruction is equal in producing results.
Unfortunately, manly popular instructional practices are not supported by
rigorous research and have contributed to 40 years of stagnant performance on

achievement tests such as the National Assessment of Educational Progress
43
(NAEP) (The Wing Institute, 2019).
Table 9
of Professional Growth

Deviation
Q1 4.4545 .52223 Always
Q3 4.4545 .68755 Always
Q5 3.1818 1.40130 Often
Q6 4.5455 .93420 Always
Q7 3.8182 1.32802 Frequently
Q9 4.0000 1.18322 Frequently
Q10 3.7273 1.00905 Frequently
Q11 4.4545 .68755 Always
Q12 4.4545 .93420 Always
Q13 4.0909 .83121 Frequently
Q14 4.0909 .94388 Frequently
Q15 4.2727 .90453 Frequently

44
The table 9 shows that there were no problems in terms of Professional
Growth. It is stated that the overall rating was 4.0933 which was interpreted as
frequently.
Therefore, the respondents have no problem in professional growth. In
terms of professional growth there are many seminars and scholarships offered
for teachers to continue their studies, the respondents must had planned their
career. In Terms of professional growth has garnered an overall mean 4.0933
and it has been frequently.
In the Philippines, the DepEd has recognized the importance of acquiring
the 21st century skills through the integration of information and communication
technology (ICT) in the educational process. However, the study of Maligalig and
Albert showed that the contributing factor for low quality basic education in the
country is the lack of competent teachers. This result is in the consonance to the
reforms stipulated in the Basic Education Reform Agenda (BESRA). As a result,
the enhanced professional development model was developed by using the
following results: student’s performance, teachers’ perception and satisfaction of
INSET programs, level of teaching efficacy, level of job satisfaction, and attitude
towards the teaching profession (Alvior, 2014).
The DepEd recognizes the importance of professional standards in the
continuing professional development and advancement of teachers based on the
principle of lifelong learning. It is committed to supporting teachers, and taking
cognizance of unequivocal evidence that good teachers are vital to raising
student achievement (Llego, 2018).

45
Table 10
of Assessment

Deviation
Q3 4.6364 .67420 Always
Q5 4.4545 .68755 Always
Q7 4.3636 1.12006 Frequently
Q9 4.5455 .68755 Always
Q10 4.3636 .67420 Frequently
Q11 4.4545 1.03573 Always
Q12 4.0000 .89443 Frequently
Q13 4.4545 .93420 Always
Q14 4.1818 .87386 Frequently
Q15 4.3636 .67420 Frequently

46
The table 10 shows that there were no problems in terms of assessment.
It is stated that the overall rating was 4.32 which was interpreted as frequently.
Therefore in assessment the only problem and difficulty of the
respondents is the statement number 7 has garnered a mean of 4.321 and is
frequently.
Assessment is an integral part of instruction, as it determines whether or
not the goals of education are being met. Assessment affects decisions about
grades, placement, advancement, instructional needs, curriculum, and, in some
cases, funding. Today students need to know not only the basic reading and
arithmetic skills, but also skills that will allow them to face a world that is
continually changing. They must be able to think critically, to analyze and to
make inferences (George Lucas educational Foundation,2019).
Assessment is a key component of learning because it helps students
learn.When students are able to see how they are doing in a class, they are able
to determine whether or not they understand course material. Assessment can
also help motivate students. If students know they are doing poorly, they may
begin to work harder(Study.com,2019).

47
Table 11
Difference between problems encountered on effective teaching in terms of
Age
Sum of Mean
4.5337 Df F Sig.
Squares Square
PLANNINGANDPREPARATI Between Groups 3.222 4 .805 18.855 .002

ON Within Groups .256 6 .043
Total 3.478 10
CLASSROOMMANAGEMEN Between Groups 1.374 4 .344 3.419 .087
T Within Groups .603 6 .100
Total 1.977 10
INSTRUCTIONALDELIVERY Between Groups 3.412 4 .853 11.761 .005
Within Groups .435 6 .073
Total 3.847 10
PROFESSIONALGROWTH Between Groups 4.412 4 1.103 30.135 .000
Total 4.632 10
ASSESSMENT Between Groups 3.437 4 .859 16.301 .002
Total 3.754 10
Table 11 shows the test on difference between problems encountered on
effective teaching and learning in terms of age. There is significant difference
between problems encountered in teaching Social Studies in terms of age.
According to the F calculated values on Planning and Preparation
(18.855), on Classroom Management (3.419), on Instructional Delivery (11.761),
on Professional Growth (30.135) and on Assessment (16.301) were higher than
the F critical value (4.5337). This implies that there are significant differences
between problems encountered on effective teaching and learning in terms of

48
age specifically in Planning and preparation, Instructional Delivery,Professional
Growth and Assessment. As a result, the null hypothesis was rejected.
However, the F calculated value on Classroom Management (3.419) was
lower than the F critical value (4.5337). This implies that there is no significant
difference between problems encountered on effective teaching and learning in
terms of age. As a result, the null hypothesis was accepted.
Table 12
Difference between problems encountered in teaching Social Studies in
terms of Sex
There are fewer than two groups for dependent variable

PLANNINGANDPREPARATION. No statistics are computed.
CLASSROOMMANAGEMENT. No statistics are computed.
INSTRUCTIONALDELIVERY. No statistics are computed.
PROFESSIONALGROWTH. No statistics are computed.
ASSESSMENT. No statistics are computed.
Table 12 shows the test on difference between problems encountered in
teaching Social Studies in terms of sex. The result shows that there is no
statistical computed.
49
Table 13
terms of Civil Status
Sum of Mean
4.4590 df F Sig.
Squares Square
PLANNINGANDPREPARA Between Groups .298 2 .149 .375 .699

TION Within Groups 3.180 8 .398
Total 3.478 10
CLASSROOMMANAGEM Between Groups .882 2 .441 3.220 .094
ENT Within Groups 1.096 8 .137
Total 1.977 10
INSTRUCTIONALDELIVE Between Groups .427 2 .214 .500 .624
RY Within Groups 3.420 8 .428
Total 3.847 10
PROFESSIONALGROWT Between Groups .057 2 .028 .050 .952
H Within Groups 4.575 8 .572
Total 4.632 10
ASSESSMENT Between Groups .334 2 .167 .391 .689
Within Groups 3.419 8 .427
Total 3.754 10
effective teaching and learning in terms of civil status. There is no significant
difference between problems encountered in teaching Social Studies in terms of
civil status.
According to the F calculated values on Planning and Preparation (0.375),
on Classroom Management (3.220), on Instructional Delivery (0.500), on
Professional Growth (0.050) and on Assessment (0.391) were lower than the F
critical value (4.4590). This implies that there is no significant difference between
50
problems encountered in teaching Social Studies in terms of civil status. As a
result, the null hypothesis was accepted
Table 14
terms of Monthly Income
Sum of Mean
4.4590 Df F Sig.
Squares Square

Total 3.478 10
CLASSROOMMANAGEM Between Groups .046 2 .023 .096 .910
ENT Within Groups 1.931 8 .241
Total 1.977 10
INSTRUCTIONALDELIVE Between Groups .556 2 .278 .676 .536
Total 3.847 10
PROFESSIONALGROWT Between Groups .362 2 .181 .339 .722
Total 4.632 10
ASSESSMENT Between Groups .351 2 .176 .413 .675
Total 3.754 10
effective teaching and learning in terms of monthly income. There is no
significant difference between problems encountered in teaching Social Studies
in terms of monthly income.
51
problems encountered in teaching Social Studies in terms of monthly income. As
a result, the null hypothesis was accepted.
Table 15
terms of Years of Service
Sum of Mean
4.3468 Df F Sig.
Squares Square
Total 3.478 10
CLASSROOMMANAGEM Between Groups 1.035 3 .345 2.562 .138
ENT Within Groups .943 7 .135
Total 1.977 10
INSTRUCTIONALDELIVE Between Groups 1.827 3 .609 2.109 .187
Total 3.847 10
PROFESSIONALGROWT Between Groups 2.697 3 .899 3.252 .090
Total 4.632 10
ASSESSMENT Between Groups 1.991 3 .664 2.635 .131
Total 3.754 10
effective teaching and learning in terms of years of service. There is no
significant difference between problems encountered in teaching Social Studies
in terms of years of service.

52
problems encountered in teaching Social Studies in terms of years of service. As
a result, the null hypothesis was accepted.

Chapter V
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION
This section presents the summary of findings, conclusion and
recommendations based on the result of the study.
Summary
The main objective of the study was to determine problem encountered in
teaching Social Studies in Junior High School: Basis for improving instructions,
School year 2017-2018. To accomplish this purpose, it endeavored to gather
data profile which includes their age, sex, civil status, monthly income, and years
of service. This study sought to find out the problems encountered by the Social
Studies teachers in Tagoloan National High School (TNHS) in the areas of
problems relating to planning and preparation, classroom management,
instructional delivery, professional growth, and assessment. This study aims to
answer the following questions: What is the profile of the respondents in terms of
age, sex, civil status, monthly income, and years of service; what are the
problems encountered in teaching Social Studies in terms of planning and
preparation, classroom management, instructional delivery, professional growth,
and assessment; and is there a relationship between problems encountered in
teaching Social Studies in terms of age, sex, civil status, monthly income, years
of service, planning and preparation, classroom management, instructional
delivery, professional growth, and assessment.

54
Descriptive method of research was employed in the study using the
questionnaire as the main data gathering tool. The eleven (11) Social Studies
teachers in Tagoloan National High School (TNHS) served as respondents of the
study. Simple percentage and frequency count were used to determine the
profile of the respondents. Based on the findings age has significance in planning
and preparation, classroom management, instructional delivery, professional
growth, and assessment. Table 11 shows the test on difference between
problems encountered on effective teaching and learning in terms of planning
and preparation, instructional delivery, professional growth and assessment has
a significant difference with age. Only classroom management has nothing to do
with age. While the remaining independent variables, Sex (Table 12) Civil Status
(Table 13) Monthly Income (Table 14) and Years of Service (Table 15) implies
that there is no significant difference between problems encountered against
effective teaching and learning. The weighted mean was used to determine the
problem situation and problem areas in which Social Studies teachers are likely
to meet while they are teaching. The Analysis of Variance was used to determine
the significant difference between problems encountered in teaching Social
Studies teachers in Tagoloan National High School (TNHS) according to age,
sex, civil status, monthly income, and years of service.
Findings
The following are the salient findings of the study:
1. All of the respondents are female. In terms of the civil status, two (2)
respondents are single, one (1) respondent is separated, and eight (8)
respondents are married. In terms of age, range 32-37 there are two
(2) respondents, range 38-43 there is one (1) respondent, range 44-49
there are three (3) respondents, range 50-55 there are four (4)
respondents, and above 56 is one (1). In terms of monthly income,
21,000-25,000 there are five (5) respondents, 26,000-30,000 there are
three (3) respondents, and 40,000 above there are three (3)
respondents. In terms of the years in service, 1-5 years there is one (1)
respondent, 11-15 years there are four (4) respondents, 16-20 years
there are three (3) respondents and 21 years above are three (3)
respondents.
2. Based on the gathered data, among the independent variables only
the age implies significant difference between problems encountered
against effective teaching and learning in terms on Planning and
Preparation, Instructional Delivery, Professional Growth, and
Assessment. Table eleven (11), Table twelve (12), Table thirteen (13),
Table fourteen (14), Table fifteen (15) will support this statement.
3. There was no significant difference between the sex, civil status,
monthly income, and years of service in terms of dependent variables.
Conclusions
Based on the findings of the study, the researchers arrived at the following
conclusions:
56
1. The respondents are in the capable in teaching Social Studies
subject.
2. The respondents have a wide experience in teaching Social Studies.
3. The respondents are active participants of seminar’s and trainings in
the field of Social Studies.
4. According to the F calculated values on Planning and Preparation
(18.855), on Instructional Delivery (11.761), on Professional Growth
(30.135), and on Assessment (16.301) were higher than the F
critical value (4.5337). This implies that there is significant difference
between problems encountered against effective teaching and
learning in terms of age.
5. There was no significant difference between Planning and
Preparation, Classroom Management, Instructional Delivery,
Professional Growth, Assessment, and Sex, Civil Status, Monthly
Income, and Years of Service.
Recommendations
Based from the findings and conclusions of the study, the researchers
recommend the following.
1. The respondents must keep themselves updated with the teaching
strategies for them to cater the needs of the students.

57
2. The respondents from all ages must equip themselves with new
learning techniques for them to have smooth sailing relationship with
their students.
3. The respondents should have mastery of the subject matter in order
to achieve the learning objectives. If the teacher knows the subject
matter it will trickle down to the student thus, having a successful
teaching and learning process.
4. The respondents should give feedbacks to their students to motivate
them in their studies.
5. The respondents must use authentic way of teaching to make the
teaching and learning process more colorful and meaningful.

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PROVINCE OF MISAMIS ORIENTAL
MUNICIPALITY OF TAGOLOAN
Baluarte, Tagoloan, Misamis Oriental
MRS. FE D. ARANCON
School Principal 2
Tagoloan National High School
Poblacion, Tagoloan, Misamis Oriental
Ma’am,
Praised be Jesus and Mary.
In partial fulfillment of the requirement for Research 101 and 102 in the
Degree of Bachelor of Secondary Education Major in Social Studies of Tagoloan
Community College, we would like to ask your good office for the approval to
float questionnaire to the Social Studies teacher in Tagoloan National High
School. This is in line with our research studyentitled “PROBLEMS
ENCOUNTERED IN TEACHING SOCIAL STUDIES IN JUNIOR HIGH
SCHOOL: BASIS FOR IMPROVING INSTRUCTIONS School Year 2017-
2018”.
The result of this study will serve as a basis of the development and
program of Social Studies in the future.
We will see to it that the data gathered will be taken with utmost
confidentiality.
We will be grateful for your approval of our request. Thank you.
Respectfully yours,
BIONG, MENEILA TWIN

Research Team Leader
Attested by:
FREDERICK W. GOMEZ, PhD.

Department ChairmanAraling Panlipunan
Approved by:
Mary Koren Witting, PhD.

Dean, College of Education
REPUBLIC OF THE PHILIPPINES
PROVINCE OF MISAMIS ORIENTAL
MUNICIPALITY OF TAGOLOAN
Baluarte, Tagoloan, Misamis Oriental
_______________
Date
Dear Respondent
Greetings!
The undersigned are Bachelor of Secondary Education Major in Araling
Panlipunan Research 102 students of Tagoloan Community College (TCC) in
Baluarte, Tagoloan Misamis Oriental and are presently working on their Thesis 1
entitled “PROBLEMS ENCOUNTERED IN TEACHING SOCIAL STUDIES IN
JUNIOR HIGH SCHOOL: BASIS FOR IMPROVING INSTRUCTION OF
TAGOLOAN NATIONAL HIGH SCHOOL (School Year 2017-2018)”.
In this regard we would like to ask your cooperation in answering the
attached questionnaire. Your response will be of great help in the completion of
the study.
Please provide all information requested as honest and as accurate as
possible.
Rest assured that all information will be confidential
Thank you very much for your time and cooperation.
Very truly yours,

Balistoy, Angelika C.
Biong, Meneila Twin
Domin, Jenecil V.
Ellorico, Angelu
Kindica, Eden S.
Ladion, Darwin L.
Monterola, Ellen T.
Muaña, Relia Mae D.
Tubal, Madel A.
Valendez, Mark Anthony C
QUESTIONNAIRE ON PROBLEMS ENCOUNTERED IN TEACHING SOCIAL
STUDIES IN JUNIOR SECONDARY SCHOOL: BASIS FOR IMPROVING
INSTRUCTION OF TAGOLOAN NATIONAL HIGH SCHOOL (School Year
2017-2018)
Direction: Please read each questions and provide an honest and accurate
answer to every question based on your assessment by putting a check ( ).
Please do NOT leave any item unanswered.
Part I. Profile of Respondent

Age:
____20 – 25 ____ 32 - 37 ____ 44 - 49 ____ 56 and above

____ 26 – 31 ____ 38 - 43 ____ 50 - 55
Sex
____ Male ____ Female

Civil Status
____ Single ____ Married ____ Widower

____Separated ____ Widow
Monthly Income
____ 15,000-20,000 ____ 26,000-30,000

____ 21,000-25,000 ____ 40,000 above
Years of Service
____ 1-5 years ____ 16-20 years

____ 6-10 years ____ 21 years and above
____ 11-15 years
Part II. Problems encountered in teaching Social Studies in Junior Secondary

High School: Basis for improving instructions.
Direction: Please use following scale for your response.
Scale:
( 5 ) Always ( 4 )Frequently ( 3 ) Often ( 2 ) Seldom (1 ) Never
B. Planning and Preparation 1 2 3 4 5

1. I prepare my lesson plan ahead of time.
2. I use to keep my previous Instructional Materials

(IM's) for my future purposes.
3. I make sure that the materials that I am using are

appropriate with my lesson.
4. I make my instructional materials ahead of time.
5. I am ready for any alternative materials in case there

are unpredictable happenings (e.g. the written IM’s are
ready if the projector isn’t functioning).
6. I make my test paper ahead of time to refrain from

cramming.
7. I mastered the teacher’s guide and teacher’s manual

for easy application.
8. I make my curriculum to be guide in the duration of

teaching.
9. I post announcements on bulletin board on what are

the activities for the students to be prepared.
10. I thoroughly study my lesson before discussing it in

the class
11. I am prepared from lesson plan to daily lesson log

to instructional material down to applying it in the class.
12. I tend to read many references on my lesson for

better access of intelligence.
13. I read different books with same content on my

lesson.
14. I make sure that my intended learning outcomes
are connected to my lesson and process.
15. I make sure to cover the entire learning task.
B. Classroom Management 1 2 3 4 5
1. The chairs are well arranged in a flexible manner.
2. I properly change my Bulletin Board according to

every month activities.
3. I frequently change my bulletin board according to

the month’s activities.
4. I make sure that my room have proper ventilation.
5.I make sure to have a mini-library inside my

classroom.
6. I assure that my classroom have a comfort room.
7. My classroom have a complete set of cleaning

materials
8.I put medicine kit in my classroom for emergency

purposes.
9. I have a designated area where I can put my

students’ activities.
10. My table is adjacent to the door.
11. I make sure that my classroom is clean before I

leave.
12. I follow the specific height and width of the black

board.
13. The teacher stand is place in front.
14. I make sure that all the bulbs are functional.
15. I make sure that my classroom has a complete set

of hygiene kit.
C. Instructional Delivery 1 2 3 4 5
1. I consider the different background of my students so
I use different teaching strategies.
2.I change my instructional strategies every now and

then to cater all the needs of the students.
3. I use instructional goals to show a recognizable

sequence, clear students expectations and for
individual needs.
4. I use questioning and discussion strategies to

encourage many students to participate.
5. I am integrating the discipline within educational

curriculum.
6. I give feedbacks to students on their learning.
7. I use different strategies and methods to mold the

different intelligences.
8. I consider my intended learning outcomes in

selecting strategies.
9.I make sure that the instructional goals will cater

flexibility and responsiveness in meeting the learning
needs of students.
10. I engage students in learning and adequate pacing

of instruction.
11. I make sure that the learning process and the

outcomes of learning have authentic bearing on
students’ life.
12. I use multiple levels (particularly higher cognitive

levels) of questioning to stimulate student thinking and
monitor student learning.
13. I provide in-depth explanations of academic content

and covers higher-order concepts and skills thoroughly.
14. I implement a variety of classroom techniques, and

strategies also enhances student motivation and
decreases discipline problems
15. I am supportive and persistent in keeping students

on task and encouraging them to actively integrate new
information with prior learning.
D. Professional Growth 1 2 3 4 5
1. I reflect on my previous discussion to improve what’s

lacking.
2. I engage myself join different seminar to get ideas.
3. I engage myself on teachers’ team building to

associate with my co-teachers.
4. I engage myself to take up Master’s Degree
5. I engage myself to take up Doctorate Degree
6. I tend to have an evaluation during the end of the

school year.
7. I engage myself on asking advices with my

administrator.
8. I equip myself with the newest educational trends.
9. I engage myself to earn advance degree in an area

of my specialization.
10. I tend to write journals that can provide learning

opportunities through self-reflection.
11. I find my first year of teaching experience helpful.
12. I encapsulate the moments, reflect on them and

make adjustments that can help me to become a better
teacher.
13. I find a plethora of terrific books and periodicals to

help me improve any area that I may find difficult.
14. I engage myself to read motivational books to

inspire me every time especially in teaching.
15. I love excellent content driven books that can

challenge me on how to teach critical concepts.
E. Assessment 1 2 3 4 5
1. I use my table of specification in making my test

questionnaire
2. I use to give diagnostic test.
3. I use test to improve the learning of my students.
4. I use informal assessment to meet learning goals

and to monitor students learning.
5. I give formative assessment during the discussion.
6. I consider the needs of the students when I make my

test questionnaire.
7. I keep on revising my test questionnaire so that it will

suit to the level of intelligence of my students.
8. I give summative assessment after finishing the
whole chapter for measuring the learning.
9. I make my test questionnaire or quiz simple but it

can develop their higher order thinking skills.
10. I always make my test questionnaire

understandable to my students.
11. I give anecdotal record for them to know their

change of behaviour
12. I make my test questionnaire in a Higher-thinking

skill (HOTS) format.
13. I facilitate reading of honors after the end of the

quarter.
14. I give standardize test to know learning of my

students.
15. I engage myself to conduct a diagnostic test to

know the weaknesses of my students.

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PROBLEMS ENCOUNTERED IN TEACHING SOCIAL STUDIES IN JUNIOR

HIGHSCHOOL: BASIS FOR IMPROVING INSTRUCTIONS

DR. FREDERICK W. GOMEZ

Approved by the Committee on Oral examination with the grade of __________.

Hon. Heckert Hernando Jude V. Emano

BACHELOR OF SECONDARY EDUCATION major in SOCIAL STUDIES.

March, 2018 MARY KOREN A. WITTING PhD.

Dean, College of Education

Profound gratitude and sincere appreciation are expressed by the

researchers to the following persons who helped in the preparation and

completion of this study.

guidance, without Him, this work would not be made possible.

Hon. Heckert Hernando Jude V. Emano, President, Tagoloan Community

the period of the researcher’s academic studies and thesis writing.

make our research valid and reliable.

To the families of the researchers for supporting them morally and

financially towards the study.

Our Beloved Parents,

Friends and Classmates

Our Relatives, Teachers and

The School where our future lies

TAGOLOAN COMMUNITY COLLEGE

This humble piece of work is dedicated.

Above all to Our Almighty God

who gave us strength to accomplish this study.

JUNIOR HIGH SCHOOL: BASIS FOR IMPROVING INSTRUCTIONS School

Total number of pages:

Text number of pages:

2. Authors: BALISTOY, ANGELIKA C.

BIONG, MENEILA TWIN

MUAÑA, RELIA MAE D.

VALENDEZ, MARK ANTHONY C.

3. Type of Document: Thesis

4. Type of Publication: Unpublished Material

5. Host Institution, Address of Host Institution, Region:

TAGOLOAN COMMUNITY COLLEGE, BALUARTE, TAGOLOAN MISAMIS

6. Key Words: “PROBLEMS ENCOUNTERED IN TEACHING SOCIAL

The main objective of the study is to determine the problems encountered

School year 2017-2018. To accomplish this purpose, it endeavored to gather

Studies teachers in Tagoloan National High School (TNHS) in the areas of

problems relating to planning and preparation, classroom management,

instructional delivery, professional growth and assessment. This study aims to

problems encountered in teaching Social Studies in terms of planning and

preparation, classroom management, instructional delivery, professional growth,

and assessment; and is there a relationship between problems encountered in

of service, planning and preparation, classroom management, instructional

delivery, professional growth, and assessment.

Descriptive method of research, specifically survey method was employed

eleven (11), there is significant difference between problems encountered in

instructional delivery, professional growth and assessment. The weighted mean

determine the significant difference between the problem encountered of Social

Studies teachers in Tagoloan National High School (TNHS) according to age,

sex, civil status, monthly income, and years of service.

and how. The research designed as a purpose to collect, verify, synthesize

evidences to establish facts. It uses primary, secondary and lots of qualitative

deemed appropriate ethnographic notes, description of facts, environment and

recording. The same time it uses documentary analysis technique which

analysis and interpretation of data gathered.

respondents and 21 years above are three (3) respondents.

Based on the gathered data there is only significant difference between

problems encountered in teaching Social Studies in terms of age (table 11).

According to the F calculated values on planning and preparation (18.885), on