Labyuesta

STUDENTS’ PREFERRED QUALITIES AND PEDAGOGIES
PHILIPPINE NORMAL UNIVERSITY VISAYAS
The National Center for Teacher Education
STUDENTS’ PREFERRED QUALITIES AND PEDAGOGIES OF AN

ARALING PANLIPUNAN TEACHER
A THESIS
Presented to
The Faculty of Teacher Development
Philippine Normal University Visayas
Cadiz City, Negros Occidental
In Partial Fulfillment
Of the Requirements for the Course
2S-SOC 18 (RESEARCH 1)
Cristy Marie B. Damandaman

Renzi B. Dolino
Lyndon V. Libradilla
Roy B. Benedicto, Jr.
December 2023
ii
TABLE OF CONTENTS
PAGE
TITLE PAGE....................................................................................... i
TABLE OF CONTENTS.................................................................... ii
LIST OF TABLES............................................................................. iv
LIST OF FIGURE……………………………………………… v
LIST OF APPENDICES………………………………………… vi
CHAPTER 1: THE PROBLEM AND LITERATURE REVIEW
Background of the Study.......................................................... 1
Literature Review..................................................................... 3
Conceptual and Theoretical Framework................................. 16
Statement of the Problem......................................................... 21
Significance of the Study.......................................................... 22
Scope and Limitations of the Study.......................................... 24
Definition of Terms................................................................... 25
CHAPTER 2: METHODS
Research Design....................................................................... 26
Participants of the Study......................................................... 27

iii
TABLE OF CONTENTS
PAGES
Sampling................................................................................. 27
Research Instrument............................................................... 28
Validity of the Data-Gathering Procedure............................. 29
Reliability of the Research Instrument……………………. 31
Data Gathering Procedure...................................................... 32
Data Analysis......................................................................... 32
Ethical Considerations……………………………………. 33
REFERENCES……………………………………………............ 34
APPENDICES……………………………………………………. 41
CURRICULUM VITAE…………………………………………. 60
iv
LIST OF TABLES
TABLE PAGES
2. 1 Participants from Grade 7, 8, 9, and 10 …........................... 27
2.2 Kinds of Teaching Methods Used………………………… 29

v
LIST OF FIGURE
FIGURE PAGE
1 SCHEMATIC DIAGRAM ILLUSTRATING THE

THEORETICAL FRAMEWORK OF THE STUDY….... 20
vi
LIST OF APPENDICES
APPENDIX PAGES
A Research Instrument………………………………… 41
B Letter to the Validators……………………………… 44
C Criteria for Validating the Research Instrument……. 50
D Letter to the Superintendent………………………… 53
E Profile of the Validators……………………………. 55
F Validity of the Data Gathering Instrument…………. 56
G Letter for the Conduct of Reliability……………….. 57
H Reliability Results…………………………………. 59
CHAPTER 1
THE PROBLEM AND LITERATURE REVIEW
Background of the Study
Teachers had been a significant part of the formative years of junior high
school students. Given that Araling Panlipunan was focused on producing
responsible citizens, it was all the more important to ensure the quality of teaching
the subject. Araling Panlipunan in the Philippine Education curriculum had been
one of the pillars of the education system of the Philippines for it aimed to produce
socially aware and responsible citizens. Araling Panlipunan was identified as the
equivalent of Social Studies. It was considered a crucial pillar of the curriculum as
it cultivated students to become critical, reflective, productive, and responsible
members of society (The New MATATAG Araling Panlipunan Curriculum, 2023).
This highlighted the role of Araling Panlipunan in shaping the understanding of
societal structures and interactions among students in the Philippines (Serafico-
Reyes et al., 2019). Through Araling Panlipunan, students developed an
understanding of the world, learning about other people and their values in different
times, places, and conditions (Wisdom Advices, 2019).
Teacher quality had been essential to get the best out of students and enable
them to graduate as academically successful and well-rounded young adults
(Haileybury, 2022). Tulivuori and Panth (2021) had further stated that the quality
of teachers had the greatest impact on improving student learning outcomes.

Hadi & Al-Taai, (2021), on the other hand, had defined teaching methods as the set
of performances that the teacher used to achieve expected behavior among learners.
In addition, Uchechi (2021) had posited that a teaching method was an effective
way to organize learning and unite both the teacher’s and learner’s efforts. It was
important that teachers were creative and professionally developed to use and
combine these teaching methods. However, in the context of teaching social studies
in junior high school, teachers had a hard time figuring out effective ways to teach
the subject and cultivate students’ interest in the topics. One study had found that
students perceived social studies as relevant in the 21st century (Crisolo et al.,
2021). However, another study had revealed that, while students acknowledged its
relevance, they lamented that it was not an enjoyable part of the curriculum (De
Loreto et al., 2019).
Also, the formative years of junior high school students had been a crucial
phase in developing lifelong skills, attitudes, and values. Despite this, the teaching
of social studies had been very challenging for teachers. According to the study of
Seludo and Murillo (2023), the challenges in teaching Araling Panlipunan (Social
Studies) had included (1) difficulty preparing lessons, (2) learners’ diversity, and (3)
teachers’ poor performance. Furthermore, students had dismissed the subject as
boring and irrelevant to their present situation (Richardson, 2022). This was mainly
because the majority of teachers who taught this subject did not engage the students
and either wrote the lessons on the board or shared their experiences to the class
3
with little relevance to the lesson being discussed.
There had been a significant amount of scholarly attention devoted to
looking at the relevance of social studies in the 21st century from the perspective of
students (Crisolo et al., 2021) and the challenges faced by teachers in effectively
delivering lessons on the subject (De Loreto et al., 2019). However, there had been
scarce studies that inquired about students’ preferred qualities and pedagogies of an
Araling Panlipunan teacher. Thus, this study was conducted.
By looking at students’ preferences, this study had aimed to enhance
teaching strategies, increase engagement, and improve learning outcomes in Araling
Panlipunan. Furthermore, this study had provided beneficial contributions at
enhancing the Araling Panlipunan curriculum and the learning development of
students in the subject since it heeded their calls on how they wanted the subject to
be taught so they could actively participate during class discussions.
LITERATURE REVIEW
The Role of Social Studies in Education
Social studies is an essential part of the curriculum. It allows students to
develop a profound understanding of their country and the world in order to become
engaged citizens. For example, civics education is embedded in the social studies
curriculum in order to achieve its prime goal to produce active and engaged citizens
with profound understanding of their roles as citizens. Under civics education,
students learn about their rights and responsibilities as citizens, the importance of
voting, and the structure of their government. This knowledge empowers them to
actively participate in the democratic process. Moreover, in social studies, students
learn about the past, present and future of their country and the world. For example,
social studies delve into major historical events that have shaped our world.
Students learn about the rise and fall of civilizations, major wars, revolutions, and
significant social, political, and economic changes. Using these historical
perspectives students comprehend the context of current events and make informed
opinions about the effects of these perspectives in their country and the world.
Students can also use this knowledge to enhance their critical thinking skills, foster
cultural awareness and understanding and participate in civic engagements.
By studying history, culture, and society, students develop a sense of
national identity. For example, students are taught to pay respect to the Philippine
flag and give utmost reverence when singing the Philippine National Anthem for
they symbolize the heroic acts of our forebears to attain our independence and
national identity from colonial powers. Additionally, social studies give students the
analytical tools they need to recognize, comprehend, and address societal concerns
(Presto, 2023). For example, climate change is an alarming problem in society.
Under social studies, students are not just taught about the causes and effects of the
problem but to push students to take actions to solve the problem. Thereby
cementing the use of critical thinking skills and the active engagements of students
in the society.
5
The objectives of social studies in junior secondary level are: (1) To educate
the learners about the concerns of their country as well as the entire world, and to
appreciate the interdependence of individuals, (2) To raise students’ knowledge of
the changing social and physical environment, its natural resources, man-made
cultural artifacts, and spiritual resources, as well as the responsible use and
preservation of these resources for growth, (3) To foster in the student a positive
attitude towards citizenship, (4) The ability to acquire knowledge necessary for the
development of a fulfilling professional life, which includes job pride and sound
judgment and (5) To foster in the learner a sense of appreciation for and a desire to
protect his cultural heritage (Babantunde, 2013, as cited in Garcia, 2021).
Teacher-Student Relationships in Education
The interaction between teachers and students has been identified as a key
element that enhances student learning and academic performance (Agyekum,
2019). A supportive learning environment must be fostered through strong teacher-
student interactions. Students are more likely to be interested in their learning and
perform at their academic potential when they perceive their teachers as having their
backs and showing them respect. Strong relationships between students and teachers
enable students to feel comfortable exploring and taking risks in their academic
pursuits. In other words, pupils who have good relationships with their teachers
perform better in class (Russo et.al, 2022).
Effective teaching could also be a factor in the enhanced motivation and

6
performance of students in class. In a study conducted by Ekmekci and Serrano
(2022), they found that students’ self-efficacy in mathematics and their
achievements are positively correlated with teachers' self-efficacy in teaching
mathematics and their emphasis on conceptual understanding.
By examining the preferred qualities and pedagogies of junior high school
students regarding a social studies teacher, we can enhance teacher-student
relationships and achieve effective delivery of lessons in the subject.
Effective Teaching Qualities and Characteristics
The following qualities of an effective teacher are highlighted in study
conducted by Clement and Rencewigg (2020); a) Being responsible, b) being
punctual, c) effective communication, d) ability to explain complex concepts using
simple words, e) great subject knowledge or expertise, e) method of teaching,
empathy, f) interacting skills, g) ability to motivate, h) being kind, i)understanding
students‟ state of mind, j)being patient, k)professional demeanor, l)confidence,
m)enthusiasm, n)being impartial, o)approachable, p)being informative, q) friendly,
r)being optimistic and humble, s) ability to provide novel information on recent
trends related to subject, t) being lenient, u) compassionate attitude, v)practical
knowledge of the subject, w) class control, x) not being boastful, y) the ability to
adopt different method teaching as per the topic, z) being meticulous. For instance,
upon the definition of “Teacher-Student Relationship”, many students have
expressed that “being friendly” is the right definition for the teacher-student
7
relationship. This has proven that students expect their teachers to be friendly in
their approach and this is more relevant to students in higher education colleges.
Students want this relationship because they can interact with their teachers. On the
other hand, on Question No. 4 of their questionnaire: “Mention One negative
Quality of a teacher”, the quality of being “partial‟ is unanimously considered the
most prominent negative quality of teachers. Moreover, aggression and arrogance
are chosen as some other detrimental characteristics of teachers. The participants
have emphasized that the superior feeling of teachers is a disconcerting trait in the
classroom. Also, inefficient teaching method is totally detrimental to students‟
learning process.
Additionally, as emphasized in the study conducted by Hirsh and Segolsson
(2020), students highlight the teachers’ deep passion for teaching their subjects and
their equally strong dedication to student learning as the primary qualities that
define a good teacher. Regarding teaching methods, according to the same study,
students emphasized the importance of teachers' ability to vary and adapt their
teaching approach to suit the class and individual needs. They did not describe
specific teaching methods as superior to others. Additionally, students also note that
the best teachers are able to relate to a world the students are familiar with and
create opportunities for alternative pathways in alignment with the students’
interests.
8
Student Preferences in Teaching Styles
The teacher must take into account the unique characteristics of each of his
or her students and modify the lesson plan accordingly. It is undeniable that
teachers serve a variety of crucial functions in the classroom. As posited in the
article by Barberos et. al (2023), when students are motivated, learning takes place
more readily. However, motivating students to learn requires a very challenging
role on the part of the teacher. This necessitates a variety of teaching styles or
techniques to capture students' interests. Above all, the teacher must possess
adequate knowledge of the objectives and standards of the curriculum, teaching
skills, as well as interests, appreciation, and ideals.
Learners prefer graduate school teachers who are funny, casual, physically
expressive, and yet intelligent (Subia et. al., 2019). They were not interested in
teachers who teach in a repetitive and meticulous manner, or those who pose tough
questions and present disturbing opinions. Moreover, the study by Cabaguing
(2019) emphasized that the teaching styles that facilitated better learning in Social
Sciences subjects were the following: Indirect Instruction Style and Authoritative
Teaching Styles. High-performing students learn better when they are actively
involved in the classroom, and they benefit from teachers who effectively balance
control and student involvement. These teachers are open and friendly, while also
maintaining clearly established boundaries.

Student-Centered Learning and Engagement
Student-centered learning refers to an educational approach or philosophy
that emphasizes meeting the individual needs of each student (Ranido, 2023). It is
based on the theory that students thrive when they can make direct connection
between the teaching material and their interests and real-life experiences.
As stated by Carrington (2023), he listed the key benefits of student-centered
learning, which include: a) Increased Engagement & Motivation, emphasizing that
when students actively participate in their own education, they are more likely to be
motivated and interested. b) Improved Critical Thinking And Problem-solving Skills,
allowing students to promote individual thought and a more inventive, independent
approach to problem-solving. c) Greater Independence, given the freedom and
responsibility to direct their own education, they can better hone crucial abilities like
time management and self-control. Lastly, d) Personalized Learning. Every student
has the freedom to learn at their own speed and in a style that suits their particular
requirements and interests.
As the study of Searles (2022) stipulates, Social Studies classes are
occasionally thought of as dry and boring while the educator lectures and students
take notes. This certainly does not have to be the case. A student-centered classroom
environment can become a beehive of activity, quickly setting aside the stale
environment of an educator- centered social studies classroom. As students exercise

10
their critical thinking skills through student-driven inquiry and discussion, they take
ownership of their learning while increasing their intrinsic motivation to understand
the world around them.
In the article by Hill (2021), he emphasized the method of inquiry-based
learning under a student-centered approach in social studies. Asking questions is
fundamental to social studies instruction, and in a student-centered social studies
classroom, students should be the ones asking many of the questions. Students can
practice close reading and critical thinking skills as they ask and answer questions
about primary and secondary sources. He further emphasizes that in student-
centered social studies classrooms, students continually seek answers to questions
set by teachers, develop their own questions as they read, and apply their growing
inquiry skills of observing, seeking answers, and communicating to models of civic
spaces.
Hill (2021) further emphasizes that in social studies, teachers can prioritize
student voice and choice while fostering communication, collaboration, and critical
thinking skills through project-based learning. Project-based learning is a natural fit
for a student-centered classroom, because it allows students to apply knowledge
through discovery, investigation, and exploration of complex questions.
Allowing for flexibility and innovation in the format of the projects — such
as creating graphic novels or recording podcasts — can also help students connect
their personal experiences and perspectives to the lesson.

11
Transition Phase in Junior High School
Grades 7, 8, 9, and 10 represent a significant transition phase in junior high
school, marking a period of critical educational progress. During these years, high
school adolescents begin to experience significant changes in their physical,
emotional, and cognitive development. In hindsight, it becomes evident that junior
high students undergo substantial transformations as they transition into the teenage
stage of their lives.
Several scholars continue to analyze the distinctive characteristics of young
adolescents regarding their physical, cognitive, social-emotional, and psychological
development (Bishop & Harrison, 2021). As noted by Brinegar and Caskey (2022)
various social and institutional factors impact the development of early adolescents,
including their physical growth. Junior high school students have an improved
capacity to think about the future, foresee their own necessities, and establish
personal objectives in terms of cognitive growth (Bishop & Harrison, 2021, as cited
in Brinegar & Caskey, 2022). Social-emotional development is concerned with a
person's ability to connect with others and groups, as well as how they manage their
internal feelings (Harrison et al., 2019, as cited in Brinegar & Caskey, 2022).
Social-emotional development normally follows physical and cognitive
development in early adolescence and frequently intersects with other areas of
development.
The word student engagement has been used to characterize students' active
12
participation in their learning assignments and activities (Lee, 2014; Lei, et.al.,
2018; Piñeiro et.al., 2019; Dong, et.al., 2020; as cited in Verner et.al., 2021).
Student-teacher interactions, class environment, and learning results are all
heavily influenced by engagement. According to research, engagement is
positively related to a student's previous academic accomplishment. Teachers
have also identified specific personality traits that have a positive impact on both
their classroom management skills as well as their commitment to students'
overall well-being. The integration of interactive teaching techniques and
technology is underscored as a crucial element in the classroom as well as the
significance of genuine learning experiences and student-centered education. It
emphasizes that teachers should possess a combination of pedagogical expertise
and technological knowledge. This innovative approach to teaching should be
considered an integral aspect of teachers' expected proficiency, effectiveness, and
creative abilities (Abulon, 2014, as cited in, Boholano, et.al., 2021).
The study of Chaw, L.Y. and Tang, C.M. (2023), students’ preference
towards a learning environment was considerably impacted by two categories of
learner characteristics: online learner characteristics and classroom learner
characteristics. Analyses also revealed that learner demographics had no
significant moderating influence on learner attributes and learner preference for a
learning environment.
13
Previous Research on Student Preferences in Social Studies
Several studies have been conducted to determine what particular values
and attributes junior high school students desire in a social studies instructor.
Students' impressions of Social Studies revolve around the way students see
the topic predicated on the facts, senses, and analysis and interpretation of that
information. One of the major sources of worry for Social Studies was the view
among students, parents, and the that general public that Social Studies was of little
importance, sometimes monotonous and uninteresting, and unrelated to future
employment (Yaw, et. al., 2022). He believes that there is plenty of proof to
suggest the image of Social Studies as a successful curricular component is less
than desired.
Furthermore, students are less interested in studying Social Studies because
they view the topic to be simple and hence do not feel the necessity to study it and
pay serious interest in it (Yaw et.al., 2022). This demonstrates that students may
have favorable or negative attitudes regarding the study of Social Studies, and as a
result, they pay either less or greater thought to it.
Thus, it falls upon Social Studies educators to familiarize themselves with
the most recent research in their field of specialization and apply this knowledge to
engage and educate students in their subject matter.
Teachers tend to lean primarily on text, lectures, worksheets, and traditional
assessments as learning tools (Ellis, et. al., 1992 as cited in Yaw et. al, 2022).
14
Nevertheless, research shows that when a diversity of teaching strategies
are used, students are more interested in the subject at hand (Chiodo, et. al., 2006,
as cited in Yaw et. al., 2022). Educators sometimes overlook the capacity to
employ a variety of tactics and approaches for education (Bekoe, et. al, 2013 as
cited in Yaw et. al, 2022). Modifications in curriculum design, teaching methods,
and administrative policies over time may have aided in improving students'
performance in Social Studies. Even so, most learners still see Social Studies
classes as tedious, monotonous, and unimportant to their life, which appears to
have a constant impact on their performance. (Hwang, et.al 2015 as cited in Yaw,
et.al, 2022)
Changing teaching strategies are an important aspect in helping students to
acquire a keen interest in Social Studies (Yaw et. al, 2022). It piques and nurtures
students' interest in the topic; hence, student-centered strategies must be used. This
suggests that student-centered tactics such as discussion, field excursions,
dramatization, role play, and so on are extremely important in ensuring that the
classroom environment is engaging. This holds that teacher-centered tactics,
including as lectures, are vital but should be used sparingly. This is due to the fact
that utilizing it all the time fosters an atmosphere of boredom in the classroom.
Teachers should change their teaching approaches to emphasize the use of student-
centered practices. They should be crucial in determining which tactics perform
best and which lessons require such strategies (Yaw et. al, 2022).
15
Teacher Training and Professional Development
It is important as an educator to understand and acknowledge that each
student is a unique individual with a different perspective and experience. Thus, it
is crucial to constantly evaluate the methods to teaching, and take into consideration
the perspectives of students in order to foster an interactive learning environment
(Pradana, 2023). According to Hysaj (2023) focusing on students' needs enables
educators to put them at the center of teaching and learning, and because these
requirements are taken into account when developing a curriculum, it aids the
teaching and learning process. Through the obtained evaluations from students,
educational institutions can use this information to conduct teacher training
programs for professional development to enhance their capabilities.
In summary, the researchers had extensively reviewed existing literature to
support this study and to avoid duplication in conducting this literature review. By
doing so, the researchers had identified various themes that were significantly
connected to the study. This literature review aimed to provide the readers a
comprehensive information of previous findings that were relevant to the study.
Furthermore, this literature review also gave the readers an idea as to the
significance of conducting this study by filling up gaps that were not provided by
previous studies.
16
THEORETICAL AND CONCEPTUAL FRAMEWORK
This study had been anchored on three theories: Student-Centered Learning
Theory, Constructivist Learning Theory, and Multiple Intelligence Theory.
Through the lens of Junior high school students, this study had aimed to
inquire about the students’ preferred qualities and pedagogies of a social studies
teacher. In this sense, this study had been grounded on the Student-Centered
Learning Theory, which prioritized the student’s desired teaching methods and
teacher’s qualities that would harness their performance and actively engage in the
subject.
Renton Prep University (2022) had defined Student-Centered Learning
(SCL) as a teaching method that focused on creating connections with students’
interests and the things they learned in school. The ultimate goal was to make the
educational process more meaningful to students. The best way to do that was by
framing lessons in terms of their interests; thus, encouraging them to engage more
in the material and therefore, learn better.
Green and Harrington (2020) had further consolidated the approach by
defining that Student-centered learning was a philosophy or an approach to
education that was designed to meet the needs of each student individually.
On the role of teachers in a student-centered classroom, Yussif (2022) had
articulated that the teacher played the roles of encourager, facilitator, and advocate
for the students.

17
In addition, Harrington & DeBruler (2019) had highlighted the component
of student’s choice. The closely related characteristic of choice by students had
further internalized the value of learning for them. By providing options for
students, relating to the format of their learning (e.g., independent work, teacher-
led instruction, Socratic seminars, project-based learning, internships, online or
digital options, etc.), and to a degree, their desired qualities of a teacher, we had
tapped into the intrinsic value and relevance of learning. Furthermore, the manner
in which we had assessed students should also have been flexible. Allowing
students to be able to choose the manner in which they were assessed could have
had a significant impact on student engagement and performance.
The teacher had created an environment where students felt comfortable
asking questions and sharing their ideas. The teacher also provided feedback to the
students on their academic performance and encouraged them to continue
learning. When students were able to actively participate through learning
activities regarding the subject matter, they were more likely to identify their own
strengths and weaknesses. Thus, this healthy performance had allowed the
teachers or in the case of the student-learning centered theory, a facilitator, to
improve and adjust the necessary skills and strategies befitting to the learner’s
preferences.
This study was also grounded in the Constructivist Learning Theory of
Jean Piaget. This theory emphasized that learners constructed knowledge and
18
meaning based on their experience, and constructing meaning was considered
learning (Hein, 2016; Kurt, 2021). Within the context of junior high school, this
theory provided a framework for understanding students’ preferences for the
qualities and instructional methods of social science teachers, as it considered
students an active participant in their own learning. The main idea of constructivism
was that students learned more efficiently when they could relate new information to
what they already knew or experienced (Ambrose et. al, 2010). Therefore, this
theory was used to know how the preferences of students shaped the teaching and
learning process. Furthermore, by using the constructivist perspective, this study
intended to provide guidance for teachers’ qualities and teaching methods that could
foster an interactive environment, support students’ active learning process, and
improve social studies education outcomes.
This study was also anchored in Howard Gardner’s Multiple Intelligences
theory, which suggested that individuals possessed various types of intelligences,
such as linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic,
interpersonal, intrapersonal, and naturalistic intelligences (Marenus, 2023).
Students applied the learning in the classroom according to their own
dominant intelligence and learning style, which was most effective for them.
Combining learning styles with dominant intelligences enhanced the students’
learning processes (Yavich & Rotnitsky, 2020).

19
Part of helping students learn was understanding that intelligence came in
many forms, and teachers should have better understood how their students
learned. Hence, recognizing the correlation between students’ intelligences and
their learning preferences could have provided educators valuable knowledge in
choosing teaching methods and teacher qualities that best catered to the diverse
intelligences of students.
The theoretical/conceptual framework of the study had illustrated the aims
of the study, which was to determine the junior high school students’ preferred
qualities and pedagogies in an Araling Panlipunan teacher. It had also examined
the significant difference in the students’ preferred qualities and pedagogies in an
Araling Panlipunan teacher in accordance with their demographics such as sex
and year level, and these were displayed in Figure 1.

20
Figure 1
Schematic Diagram illustrating the Theoretical/Conceptual Framework of the Study

21
STATEMENT OF THE PROBLEM
The researchers had aimed to look at the students’ perspective on their
preferred qualities and pedagogies that a social studies teacher should possess to
improve the teaching of social studies.
Specifically, this study aims to answer the following question:
1) What are the students’ preferred qualities of an Araling Panlipunan teacher
when taken as a whole and categorized according to:
1.1 Sex
1.2 Year Level
2) What are the students’ preferred pedagogies of an Araling Panlipunan
teacher in terms of: Lecture-Style Teaching, Discussion-Based Teaching,
Experiential Learning, Inquiry-Based Learning, Technology-Enhanced
Teaching, Cooperative Learning, Role-Playing and Simulations; when
taken as a whole and categorized according to:
2.1 Sex
2.2 Year Level
3) Is there a significant difference in the students’ preferred qualities of an
Araling Panlipunan teacher when they are categorized according to:
3.1. Sex
3.2. Year Level

22
4. Is there a significant difference in the students’ preferred pedagogies of an
Araling Panlipunan teacher when they are categorized according to:
4.1. Sex
4.2. Year Level
SIGNIFICANCE OF THE STUDY
This study had the following significance and implications for numerous
stakeholders in education:
Students. Understanding what teaching methods and qualities they seek in
a social studies teacher is significant in ensuring that they receive quality education
and achieve the intended learning outcomes. This may also help students to be
more engaged and become active participants in the teaching and learning process.
Furthermore, this study holds significance for students in that it renders them a
chance to express their thoughts and preferences on social studies education.
Teachers. The findings of this study will greatly help social studies
teachers in gaining insights and knowledge into the specific pedagogical
approaches and qualities that deeply resonate with their students. This study will
help them adapt and integrate teaching methods, strategies and approaches to cater
the needs and preferences of their students. By adapting and integrating the
preferred qualities and pedagogies of the students, this can foster meaningful
classroom interactions and more efficient knowledge sharing. This study can also
help teachers in reflecting on

23
their teaching practices and make adjustments and necessary improvements based
on the students’ feedback.
Administrators. This study can be beneficial to the administrators of
educational institutions for they can gain insights from the data driven from this
study that they can use to allocate resources to their teachers and to invest in
necessary facilities to meet the preferred qualities and pedagogies of students. This
may lead to improvements in the training programs for social studies teachers and
change in the attitude of teaching social studies.
Curriculum developers. This study may provide necessary information on
the preferences and expectations of the students on social studies education. With
this information, it will help the designers of the curriculum to align their
objectives and learning outcomes with the desires or preferences of the students.
This study will help in weaving a social studies curriculum that meets the ever-
changing needs of the students and the society.
Future researchers. The findings of this study will serve as a valuable
source of information to those who will venture into doing research related to
social studies in the field of education. This study will provide data and foundation
on the students’ preferences, suitable teaching pedagogy in the field of social
studies, and curriculum development needed in this area. This study will also guide
future researchers in examining further the significance of considering the
students’ preferred teaching and learning practices and its overall impact in the
teaching and learning process.

24
SCOPE AND LIMITATIONS OF THE STUDY
The scope of this study had included the research locale, the time frame,
the research instrument, the grade level, and the number of respondents needed for
this research. The data gathered for this research had only been acquired from the
vicinity of Villacin National High School as chosen by the Researchers. The
estimated time-range for this study to be concluded had been before the 1st week
of March of the year 2024. In order to gain the desired data appropriate for this
study, the researchers had only utilized a questionnaire-type research instrument
that was suitably effective for the study’s research design.
The participants of this study had been only Junior High School Students
of Villacin National High School, specifically grade levels 7,8,9, and 10. In order
to obtain the results, the researchers had used the cluster sampling method. The
study was limited only to the preferred qualities and pedagogies of Junior High
School Students of a Social Science Teacher. Its limitations had included those
situations, events, and places outside the scope of the study.
DEFINITION OF TERMS
The important terms used in this study are briefly defined conceptually and
operationally in order to have a clear interpretation and common understanding of
these terms.
Pedagogy. It is the use of different methods and approaches by teachers to
steer students’ learning (Shah, 2021).

25
As used in this study, it referred to the different teaching methods and
approaches that social studies teacher had used in the teaching and learning
process.
Qualities. It refers to a distinctive characteristic, feature or attribute that an
individual possesses (Habib, 2020).
As used in this study, it referred to the characteristics, features, or attributes
that junior high school students preferred a social studies teacher to possess.
Social Studies: It is a unified study under social sciences and humanities
geared to foster civic consciousness. (National Council for the Social Studies
[NCSS], 1994, as cited in Crisolo et.al, 2021).
As used in this study, social studies referred to the subject area that was
taught in junior high schools, covering topics about humanities and social sciences,
and aimed to prepare students to become responsible citizens.

CHAPTER 2
METHODS
This chapter had encapsulated the way in which the study was carried out. It
included the participants, the location of the research, the tools used for data
collection, how the validity and reliability of the data were established, and the
procedures followed for data gathering.
Research Design
The study had utilized the descriptive-comparative research design to
examine the preferred qualities and pedagogies of junior high school students of an
Araling Panlipunan teacher. It was descriptive since the students’ preferred qualities
and pedagogies had been described and discussed in the study. McCombes (2019)
had stated that descriptive research could scientifically and accurately describe a
population, situation, or phenomenon.
It was also comparative because the significant difference among junior high
school students’ preferred qualities and pedagogies of an Araling Panlipunan teacher
had been determined. According to Ducharme et al. (2016), descriptive-comparative
research was a type of quantitative research design that aimed to compare the
characteristics or behaviors of two or more groups of subjects who had been
exposed or not exposed to a certain factor or condition in a natural situation. The
researcher did not manipulate or control any of the variables, but only observed and
measured them (LoBiondo-Wood and Haber, 2010).

27
Sampling and Participants of the Study
The participants of this study were the junior high school students of
Villacin National High School. This study used cluster sampling, which
according to Hassan (2023), is a probability sampling method where the
population is divided into groups, called clusters. Then, the researchers randomly
select a number of these clusters and use all the individuals from the selected
clusters as participants in the study. In this study, the researchers used the
sections as clusters. With a total of 21 junior high school sections composed of 5
sections from grades 7, 8, and 9, and 6 sections from grade 10, the researchers
randomly picked 2 sections per year level using the fishbowl method.
Table 2.1
Participants in the Grade 7, 8, 9, and 10
Year Level Section Population Sample Size
7 Janette 39 39
7 Cherry 41 41
8 Shernalyn 45 45
8 Julie Mae 48 48
9 Juvilyn 40 40
9 Noel 41 41
10 Felbz 36 36
10 Sharese 37 37
Total 327 327
Table 1 shows that there was a total of three hundred twenty-seven (327)
participants from grade 7, 8, 9, and 10. There were eighty (80) participants from
grade 7 composed of thirty-nine (39) students from section Janette and forty-one
(41) from section Cherry, ninety-three (93) from grade 8 composed of forty-five
(45) students from

28
section Shernalyn and forty-eight (48) from section Julie Mae, eighty-one (81)
from grade 9 composed of forty (40) students from section Juvilyn and forty-one
(41) from section Noel, and seventy-three (73) from grade 10 composed of thirty-
six (36) students from section Felbz and thirty-seven (37) from section Sharese.
Research Instrument
In order to acquire the needed data, the researchers utilized a Likert Scale
survey questionnaire unto the given participants as produced by random sampling.
Statements pertaining to the qualities of an Araling Panlipunan teacher was
derived from the study of Rencewigg and Clement (2020) and the statements of
pedagogies was based from the questionnaire of Styx (n.d.). The researchers
modified some of the questions to be suitable specifically for the study and the
comprehension of the respondents. The student’s preferred qualities and
pedagogies for a social studies teacher were the main terms embedded in the
questionnaire. The questionnaire will be having 4 choices and quantified as; 4:
Strongly Agree, 3: Agree,:2: Disagree, 1: Strongly Disagree
The survey questionnaire will be composed of three (3) parts:
Part I was to gather information on the personal demographics of the
participants such as Name Age, Sex, and their Grade Level.
Part II of the questionnaire was used to collect information on how the
participants of Grade Levels 7-10 evaluate their preferred qualities of an Araling
Panlipunan teacher. A 5-point scale will be utilized by the participants in rating
their
29
understanding of the topics listed in the questionnaire.
Part III of the questionnaire was used to gather information on how the
participants of Grade Levels 7-10 assess the kinds of teaching styles used by their
Araling Panlipunan teacher and is categorized into:
Table 2.2
Kinds of Teaching Methods used
Items Teaching Style/Pedagogy
1-3 Lecture-Style Teaching
4-6 Discussion-Based Teaching
7-9 Experiential Learning
10-12 Inquiry- Based Learning
13-15 Technology-Enhanced Learning
16-18 Cooperative Learning
19-21 Role-Playing and Simulations
A 5-point scale was utilized by the participants in rating their
understanding of the topics listed in the questionnaire.
Validity of the Data Gathering Instrument
Validity and Reliability of the Research Instrument
The data gathering instrument was subjected to face and content
validation. Face Validity is concerned whether a test questionnaire seems relevant
on the surface and is appropriate for what it’s supposed to measure (Bhandari,
2022). Content Validity, on the other hand, refers to the degree on which the items
on assessment
30
tools are representative of and relevant to the construct being measured
(Nikolopoulou, 2022). Lastly, Construct Validity measures how well a test
assesses the idea it was intended to assess (Bhandari, 2023).
To obtain face and content validity, the test questionnaire was presented
to three (3) experts in the field of education and research for their comments and
suggestions.
They were requested to determine whether the items included in the test
questions are appropriate to the objectives of this study. Furthermore, they used a
rating scale developed by Good and Scates to determine the instrument’s face and
content validity. The average rating of the 3 validators was computed, and the
mean was interpreted using the scale below.
Scale Interpretation
4.21 – 5.00 Very High Degree of Validity
3.41 – 4.20 High Degree of Validity
2.61 – 3.40 Moderate Degree of Validity
1.81 – 2.60 Low Degree of Validity
1.00 – 1.80 Very Low Degree of Validity
After the scores from the validators was gathered, the researchers
consolidated all the scores, which led to a validity scale of 4.47. This was
considered a high score

31
which signified that the research tool had been extremely efficient and
dependable in precisely evaluating the variables that were studied.
Reliability of the Research Instrument
In the conduct of reliability, the data gathering instrument was pilot
tested to twenty Junior High School students of SPED High School. The
participants of the pilot test are not the actual participants of this study. To
determine the reliability of the instrument, the standardized Cronbach’s Alpha
will be used. Cronbach Alpha measures the internal consistency of a test or scale
by describing the extent to which all the items in a test measure the same concept
(Tavakol and Dennick, 2011). The coefficient of correlation was interpreted
using the scale below.
Scale Interpretation
±0.81-1.00 Very High
±0.61 – 0.80 High
±0.41 – 0.60 Moderate
±0.21 – 0.40 Low
±0.01 - 0.20 Very Low
±0 No Correlation
The researchers used SPSS to perform a Unidimensional Reliability
analysis on our scale. The Cronbach’s Alpha was 0.905, which was above
32
the 0.7 cutoff. This showed that our scale items were consistent and measured the
same thing.
Data Gathering Procedure
In the conduct of the study, the researchers asked permission from the
research adviser and the principal or office-in-charge of Villacin National High
School to administer the research instrument to the participants.
After the permit was approved, the researchers reproduced copies of the
questionnaires and administered these to the three hundred twenty-seven (327)
junior high Students of Villacin National High School, and the participants were
instructed to answer all the necessary questions with honesty.
After the conduct, the answered questionnaires were gathered and the data
were tallied, tabulated, analyzed, and interpreted according to the specific
problems, and set forth in this investigation.
Data Analysis
In analyzing the data gathered, the researchers utilized the following
descriptive statistics:
For problems 1 and 2, which determine the preferred qualities and
pedagogies of junior high school students of a social studies teacher when
grouped according to their profile variables, the mean and standard deviation was
used
33
. For problems 3 and 4, which determine the significant difference in the
students’ preferred qualities and pedagogies of an Araling Panlipunan teacher
when grouped according to profile variables, t-test for independent means was
used for comparing the two groups while Analysis of Variance (ANOVA) for
comparing three or more groups.
Ethical Considerations
Prior to the actual data gathering, the researchers had explained the
purpose of the study and assured the participants that their responses would be
kept confidential and used only for the purpose of the research. The results of the
study might have been used to make recommendations to curriculum designers
and teachers.
This was a purely academic study, and the researchers had no financial
interest in the results. The researchers did not give anything to the participants in
exchange for their participation, so as not to influence the results. The
participants’ names and personal information were not shared with any third party
without their consent. If the researchers took photos or videos for documentation,
the researchers asked the participants’ permission and blurred the participants’
faces to protect their privacy. The data and information collected were
confidential and were destroyed after the researchers had used them. The
researchers gave the participants an informed consent form to sign, which showed
that the participants were voluntarily participating in the study.

REFERENCES
Renton Prep | What is a Student-Centered Learning Approach? (2022, January 14).

Rentonprep.org. https://rentonprep.org/what-is-a-student-centered-learning-
approach/?fbclid=IwAR0WS7sAlmhLjDZNqD3qcviHX0uHmzf8VBDnm4
DwQwEdaWoWNskEJSZxvPc
Agyekum, S. (2019). Teacher-Student Relationships: The Impact on High School
Students.
https://files.eric.ed.gov/fulltext/ED595084.pdf?fbclid=IwAR07OvmY9rnV
KbWPN-GyXIXO-XPQJSCKvTWsorjT3KW0grjCrF_6XNh-vvU
Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., & Norman, M. (2010). How
learning works: Seven research-based principles for smart teaching.
https://psycnet.apa.org/record/2015-38684-000
Barberos, M. T., Gozalo, A., & Padayogdog, E. (2019). The Effect of the Teacher’s
Teaching Style on Students’ Motivation. NYU Steinhardt.
https://steinhardt.nyu.edu/departments/teaching-and-
learning/research/practitioner-action-research/effect-teachers-teaching
Bhandari, P. (2022, February 24). Face Validity | Guide with Definition &
Examples. Scribbr. https://www.scribbr.com/methodology/face-validity/
Bishop, P., & Harrison, L. (2021). The Evolving Middle School Concept: This We
(Still) Believe. Current Issues in Middle Level Education, 25(2).
https://doi.org/10.20429/cimle.2021.250202
Boholano, H., Cajes, R., & Boholano, G. S. (2021). Technology based teaching and
learning in junior high school. Research in Pedagogy, 11(1), 98–107.
https://doi.org/10.5937/istrped2101098b
Cabaguing, A. (2019). Teaching and Learning Styles in Social Science: The Case of
Samar State University, Philippines. International Review of Social
Sciences, 4(11).
https://www.researchgate.net/publication/336074527_Teaching_and_Learni
ng_Styles_in_Social_Science_The_Case_of_Samar_State_University_Phili
ppines?fbclid=IwAR18YJ1_hKdr2pBZzhG3Mnr8WeBDiPe1Ef2x5G8iXH
N6BGinKx2E3mXjdpk
35
Carrington, G. (2023, January 5). What is Student-Centered Learning | Blog. Sora

Schools. https://blog.soraschools.com/5-benefits-of-student-centered-
learning/#:~:text=Student%2Dcentered%20learning%20is%20an
Chaw, L. Y., & Tang, C. M. (2023). Learner Characteristics and Learners’

Inclination towards Particular Learning Environments. Electronic
Journal of E-Learning, 21(1), 1–12.
https://doi.org/10.34190/ejel.21.1.2537
Clement, Dr. A., & Rencewigg, R. (2020). Qualities of Effective Teachers:

students’ Perspectives. International Journal of Advances in Engineering
and Management (IJAEM), 2(10).
https://www.researchgate.net/publication/346895045_Qualities_of_Effect
ive_Teachers_students%27_Perspectives
Crisolo, O. R., Camposano, S., & Rogayan, D. V. (2021). Relevance of social

studies in the 21st century society: Students perspectives. International
Journal of Didactical Studies, 2(1), 101457–101457.
https://doi.org/10.33902/ijods.2021169729
De Loreto, J. M., Demate Jr, A., Dela Cruz, C., Periña, A. J., Paril, M., &
Esteves, J. (2019). A Phenomenological Study on the Challenges and
Problems of New Social Studies Teachers. International Journal of Social
Sciences & Educational Studies, 6(2).
https://doi.org/10.23918/ijsses.v6i2p23
Ducharme, F., Lachance, L., Kergoat, M.-J., Coulombe, R., Antoine, P., &
Pasquier, F. (2016). A Comparative Descriptive Study of Characteristics
of Early- and Late-Onset Dementia Family Caregivers. American Journal
of Alzheimer’s Disease & Other Dementias, 31(1), 48–56.
https://doi.org/10.1177/1533317515578255
Ekmekci, A., & Serrano, D. M. (2022). The Impact of Teacher Quality on

Student Motivation, Achievement, and Persistence in Science and
Mathematics. Education Sciences, 12(10), 649.
https://doi.org/10.3390/educsci12100649
36
Garcia, C. (2021). The Role of Social Studies Course in the 21st Century Society:
Perspective from Educators and Learners. Journal of World Englishes and
Educational Practices (JWEEP), 3(1).
https://doi.org/10.32996/jweep.2021.3.1.2
Green, C., & Harrington, C. (2020). Student-Centered Learning: In Principle and

in Practice | Michigan Virtual. Michiganvirtual.org.
https://michiganvirtual.org/research/publications/student-centered-learning-
in-principle-and-in-practice/
Habib, G. M. A. (2020, January 14). What is quality? Definition and examples:

Www.linkedin.com. https://www.linkedin.com/pulse/what-quality-
definition-examples-g-m-ahsan-
habib?fbclid=IwAR00KENlM4KUKZqWWumzjHRSxE6Lpf1LC_zki65Z
X96epVSDoCOIa65PBas
Hadi, S., & Al-Taai, H. (2021). Teaching Methods are a Study of their Importance
and Types in Educational Institutions. Journal of Legal, Ethical and
Regulatory Issues, 24(6). https://www.abacademies.org/articles/teaching-
methods-are-a-study-of-their-importance-and-types-in-educational-
institutions.pdf
Harrington, C., & DeBruler, K. (2019, October 22). What Exactly IS Student-
Centered Learning? | Michigan Virtual. Michiganvirtual.org.
https://michiganvirtual.org/blog/what-exactly-is-student-centered-learning/
Hassan, M. (2022, September 22). Cluster Sampling - Definition, Types, Examples.

Research Method. https://researchmethod.net/cluster-sampling/
Hein, G. (2016). Constructivist learning theory | Exploratorium. Exploratorium.

https://www.exploratorium.edu/education/ifi/constructivist-learning
Hill, M. (2021, December 1). How to Practice Student-Centered Learning in Social

Studies. Inspired Ideas. https://medium.com/inspired-ideas-prek-12/how-to-
practice-student-centered-learning-in-social-studies-386f10e7b2b7
37
Hirsh, Å., & Segolsson, M. (2020). “Had there been a Monica in each subject, I
would have liked going to school every day”: a study of students’
perceptions of what characterizes excellent teachers and their teaching
actions. Education Inquiry, 12(1), 35–53.
https://doi.org/10.1080/20004508.2020.1740423
Kharb, P. (2013). The Learning Styles and the Preferred Teaching–Learning

Strategies of First Year Medical Students. JOURNAL of CLINICAL and
DIAGNOSTIC RESEARCH, 7(6).
https://doi.org/10.7860/jcdr/2013/5809.3090
Kurt, S. (2021, February 21). Constructivist Learning Theory. Educational

Technology. https://educationaltechnology.net/constructivist-learning-
theory/
LoBiondo-Wood, G., & Haber, J. (2010). Nursing research: methods and critical
appraisal for evidence-based practice. In The Open Library (7th ed.).
Mosby/Elsevier.
https://openlibrary.org/books/OL23935312M/Nursing_research
Marenus, M. (2023, October 24). Gardner’s Theory of Multiple Intelligences.

SimplyPsychology. https://www.simplypsychology.org/multiple-
intelligences.html?fbclid=IwAR0mpQ5JTMJHq4oqnc5dUw2-
qG6hvy7iJmYwoBdwWxwAKz-BegqE3yOc0pY
McCombes, S. (2019, May 15). Descriptive research design | definition, methods

and examples. Scribbr. https://www.scribbr.com/methodology/descriptive-
research/
McKnight, K. (2016). England: What makes an effective teacher?

https://www.pearson.com/content/dam/corporate/global/pearson-dot-
com/files/innovation/global-
survey/reports/RINVN9283_UK_July_090516.pdf
Mendoza, K. G. (2023, July 23). Panlipunan: Exploring the Social Fabric of

Filipino Society. With Pinoys. https://withpinoys.com/panlipunan-exploring-
the-social-fabric-of-filipino-society/
38
Nikolopoulou, K. (2022, August 26). What Is Content Validity? | Definition &

Examples. Scribbr. https://www.scribbr.com/methodology/content-validity/
Pradana, R. (2023, March 11). The Importance of Student Perspectives in

Education. Www.linkedin.com.
https://www.linkedin.com/pulse/importance-student-perspectives-
education-rizki-
pradana?fbclid=IwAR2KJfy8uHYTHklGvtX106p2n_C_RMjI1ABd8VohS-
RlgQkgvJkI6ucErBQ
Presto, A. C. (2023, June 21). Appreciating the importance of social studies, one
conversation at a time. Philstar Life. https://philstarlife.com/news-and-
views/117186-appreciating-importance-social-
studies?page=3&fbclid=IwAR0mIC98w9M6isPh1IUzOsJQkWHr3fnfzKQ
yNj4Bydm2bxj7HkB5nmvBiz8
Ranido, O. (2023, January 10). Benefits of Student-Centered Approach - GIIS

Tokyo. Tokyo.globalindianschool.org.
https://tokyo.globalindianschool.org/blog-details/benefits-of-student-
centered-approach
Richardson, J. (2022, August 3). Why Is Social Studies So Boring? (11 Reasons
Why). VeryInformed. https://veryinformed.com/why-is-social-studies-so-
boring/?fbclid=IwAR3NYS5OK_cbSCercR5mFh59umQurAtoV-
tg7jX7J402sizL8n4kM-TUljY
Russo, S., Coristine, S., Fitzmorris, R., Beninato, P., & Rivolta, G. (2022). The
Importance of Student-Teacher Relationships. Classroom Practice in 2022.
https://ecampusontario.pressbooks.pub/educ5202/chapter/the-importance-
of-student-teacher-relationships/
Searles, B. (2022). Student-Centered Learning in the Social Studies Classroom:

Effective Strategies that Build Critical Thinking. All Electronic Theses and
Dissertations. https://spark.bethel.edu/etd/844/
39
Seludo, J. G., & Murillo, N. M. (2023). Experiences and Challenges of Grades 7, 8

and 9 Araling Panlipunan Teachers in Promoting Students’ Civic
Competence. Zenodo (CERN European Organization for Nuclear Research).
https://doi.org/10.5281/zenodo.8202113
Serafico-Reyes, N. M. A., Sjamsuddin, H., Wiriaatmadja, R., & Hasan, S. H. (2019,

April 1). Araling Panlipunan (Social Studies) in the Philippine Makabayan
Learning Area: Problems and prospects in articulating social studies as a
discipline. Www.atlantis-Press.com; Atlantis Press.
https://doi.org/10.2991/aes-18.2019.33
Shah, S., & Rajendra, K. (2021). Conceptualizing and Defining Pedagogy

Etymological Meaning of Pedagogy and Pedagogue. IOSR Journal of
Research & Method in Education, 11(1), 6–29.
https://doi.org/10.9790/7388-1101020629
Subia, G. S., Trinidad, C. L., Pascual, R. R., Medrano, H. B., & Manuzon, E. P.
(2019). Learning Styles and Preferred Teaching Styles of Master of Arts in
Teaching (MAT), major in Vocational Technological Education (VTE)
Generation Y Learners. International Journal of English Literature and
Social Sciences, 4(2), 431–436. https://doi.org/10.22161/ijels.4.2.35
Tavakol, M., & Dennick, R. (2011). Making Sense of Cronbach’s Alpha.

International Journal of Medical Education, 2(2), 53–55.
http://dx.doi.org/10.5116/ijme.4dfb.8dfd
Teacher-Student Relationships: The Impact on High School Students. (2019).

Journal of Education and Practice. https://doi.org/10.7176/jep/10-14-15
The New MATATAG Araling Panlipunan Curriculum - Academ-e Philippines.

(2023, September 8). Academ-e. https://www.academ-e.ph/the-new-
matatag-curriculum-guide/araling-panlipunan-cg-2023/
Tulivuori, J., & Panth, B. (2021, September 2). Teacher Quality is the Key to
Improving Education in Asia and the Pacific. Blogs.adb.org.
https://blogs.adb.org/blog/teacher-quality-key-improving-education-asia-
and-pacific
40
Uchechi, B.-A. (2021). The Role of Teaching and Learning Aids/Methods in a

Changing World. https://files.eric.ed.gov/fulltext/ED613989.pdf
Verner, I. M., Perez, H., & Lavi, R. (2021). Characteristics of student engagement
in high-school robotics courses. International Journal of Technology and
Design Education. https://doi.org/10.1007/s10798-021-09688-0
What is the importance of Araling Panlipunan in the curriculum? – Wisdom-

Advices. (2019, November 10). Wisdom-Advices.com. https://wisdom-
advices.com/what-is-the-importance-of-araling-panlipunan-in-the-
curriculum/
Yavich, R., & Rotnitsky, I. (2020). Multiple Intelligences and Success in School
Studies. International Journal of Higher Education, 9(6), 107–117.
https://eric.ed.gov/?id=EJ1277917
Yaw, E. O., Donkor, S. T., Yeboah, J., & Appiah, C. (2022). Students’ Perceptions
and Attitudes Towards Techniques Used in Teaching and Learning of
Social Studies in the Colleges of Education in Ghana. Universal Journal of
Social Sciences and Humanities, 2(4), 259–272.
https://doi.org/10.31586/ujssh.2022.567
Yussif. (2022, May 17). What Is the Role Of The Teacher In A Student-centered
Classroom? - Classroom Management Expert.
Classroommanagementexpert.com.
https://classroommanagementexpert.com/blog/what-is-the-role-of-the-
teacher-in-a-student-centered-classroom/
APPENDIX A
42

43

44
APPENDIX B
Letter to the Validators

45

46

47

48

49

50
APPENDIX C
Criteria for Validating the Research Instrument

51

52

53
APPENDIX D
Letter to the Superintendent

54
RENZI B. DOLINO
55
APPENDIX E
Profile of Validators
Gerly Mae M. Garde, MAEd
Master of Arts in Education, Major in Social Science
8 years in service
Teacher II, Designated as TIC-SHS
Currently teaching at Eusebio Lopez Memorial Integrated School
Zarla D. Quirao, MAEd
Master of Arts in Education, Major in Social Science
5 years in service
Teacher I
Currently teaching at Dr. Vicente F. Gustillo Memorial National High School
Meah A. Bajande, MEd
Master of Education in Social Science
6 years in service
Teacher III
Currently teaching at Buenavista National High School

56
APPENDIX F
Validity of the Data-Gathering Instrument
EXPERT VALIDATION CHECKLIST
Criteria for Validation of the Research Instrument
Using the following criteria for evaluating questionnaires developed by Good and Scates, please
evaluate the attached questionnaire for the proposed study using the given scale. Thank you very
much.
Rating: 5 – Excellent 4- Very Good 3- Good 2- Fair 1-Poor
Areas Criteria V1 V2 V3
1 The questionnaire is short enough, and
respondents will respect it and would not 5 3 5
drain much of their precious time.
2 The questionnaire is interesting and has a
face appeal such that respondents will be 5 3 5
induced to respond to it and accomplish it
fully.
3 The questionnaire can obtain some depth to
respondents and avoid superficial answers. 5 3 5
4 The items/questions and their alternative
responses are not too suggested and not to 5 4 5
stimulating.
5 The questionnaire can elicit responses
which are definite but not mechanically 5 3 5
force.
6 Questionnaires/items are stated in such a
way that the responses will not be 5 4 5
embarrassing to the persons concerned.
7 Questionnaires/items are formed in such a
manner to avoid suspicion on the part of the 5 4 5
respondents.
8 The questionnaire is not too narrow nor
restrictive nor limited in its scope or 5 3 5
philosophy.
9 The responses to the questionnaire when
taken as a whole, could answer the basic 5 4 5
purpose for which the questionnaire is
designed and considered valid.
Mean 5 3.4 5
Overall Mean 4.47
Interpretation Very High Degree of Validity

57

APPENDIX G
Letter for the Conduct of Reliability

58

59
APPENDIX H
Reliability Results
60

CURRICULUM VITAE
Name: Cristy Marie B. Damandaman
Address: Phase 4 Stage 2 Barangay Rizal San Carlos City, Negros Occidental
Date of Birth: September 09, 2002
Place of Birth: San Carlos City, Negros Occidental
Sex: Female
Civil Status: Single
Email Address: damandaman.cmb@stud.pnu.edu.ph
Religious Affiliation: Roman Catholic
Name of Father: Reneboy P. Damandaman
Name of Mother: Corazon B. Damandaman
Educational Background
Elementary: School of the Future
Junior HS: Julio Ledesma National High School
Senior HS: Julio Ledesma National High School
Tertiary: Philippine Normal University – Visayas

61
CURRICULUM VITAE
Name: Renzi B. Dolino
Address: Purok Molave, Barangay 1 San Carlos City, Negros Occidental
Date of Birth: June 22, 2003
Place of Birth: San Carlos City, Negros Occidental
Sex: Male
Email Address: dolino.rb@stud.pnu.edu.ph
Name of Father: Rossel M. Dolino
Name of Mother: Raquel B. Dolino
Elementary: Florentina Ledesma Elementary School
Junior HS: Tañon College
Senior HS: Tañon College

62
CURRICULUM VITAE
Name: Lyndon V. Libradilla
Address: Purok Mahida-iton Andrea Village II, Barangay Zone 2, Cadiz City,
Negros Occidental
Date of Birth: August 9, 2002
Place of Birth: Cadiz City, Negros Occidental
Sex: Male
Email Address: libradilla.lv@stud.pnu.edu.ph
Name of Father: Hanly B. Libradilla Sr.
Name of Mother: Jenelyn V. Libradilla
Elementary: Cadiz West I Elementary school
Junior HS: Dr. Vicente F. Gustilo Memorial National High School
Senior HS: Dr. Vicente F. Gustilo Memorial National High School

63
CURRICULUM VITAE
Name: Roy B. Benedicto, Jr.
Address: Barangay Banquerohan, Cadiz City, Negros Occidental
Date of Birth: September 18, 2002
Place of Birth: Bacolod City, Negros Occidental
Sex: Male
Email Address: benedicto.rjb@stud.pnu.edu.ph
Name of Father: Roy D. Benedicto
Name of Mother: Fatima B. Benedicto
Elementary: Cadiz West 1 & Cadiz West 2 Elementary School
Junior HS: Dr. Vicente F. Gustilo Memorial National High School
Senior HS: Dr. Vicente F. Gustilo Memorial National High School

Labyuesta

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Labyuesta

Uploaded by

Copyright:

Available Formats

STUDENTS’ PREFERRED QUALITIES AND PEDAGOGIES

PHILIPPINE NORMAL UNIVERSITY VISAYAS

The National Center for Teacher Education

STUDENTS’ PREFERRED QUALITIES AND PEDAGOGIES OF AN

Cristy Marie B. Damandaman

PHILIPPINE NORMAL UNIVERSITY VISAYAS

The National Center for Teacher Education

CHAPTER 1: THE PROBLEM AND LITERATURE REVIEW

Background of the Study.......................................................... 1

Conceptual and Theoretical Framework................................. 16

Statement of the Problem......................................................... 21

Significance of the Study.......................................................... 22

Scope and Limitations of the Study.......................................... 24

Participants of the Study......................................................... 27

PHILIPPINE NORMAL UNIVERSITY VISAYAS

The National Center for Teacher Education

Validity of the Data-Gathering Procedure............................. 29

Reliability of the Research Instrument……………………. 31

Data Gathering Procedure...................................................... 32

PHILIPPINE NORMAL UNIVERSITY VISAYAS

The National Center for Teacher Education

2. 1 Participants from Grade 7, 8, 9, and 10 …........................... 27

2.2 Kinds of Teaching Methods Used………………………… 29

PHILIPPINE NORMAL UNIVERSITY VISAYAS

The National Center for Teacher Education

1 SCHEMATIC DIAGRAM ILLUSTRATING THE

PHILIPPINE NORMAL UNIVERSITY VISAYAS

The National Center for Teacher Education

B Letter to the Validators……………………………… 44

C Criteria for Validating the Research Instrument……. 50

D Letter to the Superintendent………………………… 53

E Profile of the Validators……………………………. 55

F Validity of the Data Gathering Instrument…………. 56

G Letter for the Conduct of Reliability……………….. 57

PHILIPPINE NORMAL UNIVERSITY VISAYAS

The National Center for Teacher Education

THE PROBLEM AND LITERATURE REVIEW

Background of the Study

school students. Given that Araling Panlipunan was focused on producing

equivalent of Social Studies. It was considered a crucial pillar of the curriculum as

it cultivated students to become critical, reflective, productive, and responsible

members of society (The New MATATAG Araling Panlipunan Curriculum, 2023).

This highlighted the role of Araling Panlipunan in shaping the understanding of

societal structures and interactions among students in the Philippines (Serafico-

Reyes et al., 2019). Through Araling Panlipunan, students developed an

times, places, and conditions (Wisdom Advices, 2019).

them to graduate as academically successful and well-rounded young adults

of teachers had the greatest impact on improving student learning outcomes.

PHILIPPINE NORMAL UNIVERSITY VISAYAS

The National Center for Teacher Education

Loreto et al., 2019).

teachers’ poor performance. Furthermore, students had dismissed the subject as

The National Center for Teacher Education

with little relevance to the lesson being discussed.

There had been a significant amount of scholarly attention devoted to

Araling Panlipunan teacher. Thus, this study was conducted.

By looking at students’ preferences, this study had aimed to enhance

teaching strategies, increase engagement, and improve learning outcomes in Araling

Panlipunan. Furthermore, this study had provided beneficial contributions at

enhancing the Araling Panlipunan curriculum and the learning development of

be taught so they could actively participate during class discussions.

The Role of Social Studies in Education

Social studies is an essential part of the curriculum. It allows students to