THE EFFECT OF ARALING PANLIPUNAN TEACHER’S TEACHING

STYLE TO EFFECTIVE LEARNING

Author: __________________

Abstract

The use of effective teaching style and methods has become an increasingly important

facet in the overall teaching-learning process across numerous subjects at the basic education

level, particularly of social studies education. The purpose of this study is to determine the effect

of Araling Panlipunan teachers’ teaching style towards the attainment of desirable student

learning outcomes. This paper made use of the experimental-descriptive method of research and

subjects include teacher and student-respondents. Results have shown the use of varied teaching

style and methods of instruction impacts student achievement in social studies.

Keywords: teaching style, teaching method, instruction, cooperative learning, educational

technology, social studies education

I. Introduction

The main thrust of this research is to determine the effect of the teaching style of Araling

Panlipunan teachers towards the attainment of desirable student learning outcomes.

Social studies teachers should encouraged their students to engage in a collaborative

learning, using high thinking skills, construct their own knowledge about social studies concepts

and relate classroom lesson to their lives and experiences (Rice & Wilson, 1999). Among variety

of teaching methods that are claimed to be effective cooperative learning is the teaching strategy

whose procedural construct is matching with the objectives of teaching social studies.

Borich (2011) asserted that social studies lessons should be presented using a learning

approach like cooperative learning method that tends to inculcate historical and socio-cultural

values upon students’ whose poor attitude, poor self-concept, truancy and other vices which

accentuate into poor academic achievement would be greatly improved. This underscores the

incorporation of students with different levels of ability into groups where a variety of learning

activities are used to help all team members successfully understand and complete assignments

and social studies concepts (Borich, 2011).

Upon entering the third millennium, it is hard to ignore the pervasiveness of information

technology within education, on both a national and international scale. Technology integration,

specifically Internet technology, into the K-12 social studies classroom, to transform the teaching

and learning of key social studies content and skills, has been explicitly advocated by the

Department of Education and social studies educators in the Philippines at large.

Social studies teachers have the primary duty and responsibility to facilitate the teaching-

learning process using effective teaching style and instructional strategies.

 The proponent of this paper believes that the use of varied teaching style and instructional

strategies will enrich teachers’ perspective on how their teaching style can positively impact

students’ learning in social studies.

1.1 Objectives

The objectives of this research paper are as follows:

1. To determine if there are significant improvement in the pre and post-test results of the

student-respondents.

2. To determine the teaching style and instructional tools utilized by teachers in teaching

social studies.

1.2 Problem Statement

This study aimed to determine the impact of integrating educational technology as

instructional tools in teaching history and geography towards desirable student learning

outcomes.

1. What are the pre and post test scores of the respondents after the lecture method?

2. What are the pre and post test scores of the respondents after the classroom instruction

using varied teaching style and instructional tools?

3. What are the teaching style and instructional tools used by teachers in teaching social

studies?

II. Methods

This research utilized the experimental and observational methods of research. The

respondents are comprised of ten (10) social studies teachers handling grade 7 to grade 10. The

student-respondents were randomly selected with sixty (60) students per grade level for a total of

two-hundred forty (240) student-respondents.

 The student-respondents underwent a pre-test after classroom instruction using the

traditional lecture and direct instruction method. A post-test was given after the classroom

instruction using varied teaching style and instructional tools like use of learning aid, educational

technology and cooperative method of learning.

The following statistical tools were used by the researcher to interpret the figures obtained.

a. Weighted Mean. It was utilized to measure the teaching style of the teacher-respondents.

The formula below was used to compute the weighted mean:

X= ∑fx
N
Where:
X = weighted mean
f = frequency
x = class mark
N = total number of respondents

b. A five-point Likert Scale was used to interpret the weighted means obtained pertinent to

the tools used by teacher-respondents. The points, range and descriptive used in this

study are as follows:

Points Range Description

5 4.50-5.00 Always

4 3.50-4.49 Often

3 2.50- 3.49 Sometimes

2 1.50-2.49 Seldom

1 0.50-1.49 Never
III. Findings

The following discussion presents obtained figures and relevant discussion pertinent to
the effect of teaching style of Araling Panlipunan teachers to student learning.
Table 1

Pre -Test Scores of the Respondents

Grade Below Average Average Above Average

Level Frequency % Frequency % Above Average %
7 33 14% 27 11% 0 0%
8 36 15% 24 10% 0 0%
9 28 12% 32 13% 0 0%
10 25 10% 35 15% 0 0%
Total 122 51% 118 49% 0 0%
*n=240 or 60 students per grade level

Table 1 presents the pre-test scores obtained by the respondents after the classroom

instruction using the lecture method or direct instruction which include the use of chalk and

board as tools and question and answer or recitation method. The lesson for grade 7 covered

Asian History while World History was discussed for grade 8, on the other hand, lessons for

grade 9 is comprised economics and contemporary issues encompassed lessons for grade 10.

It can be gleaned from Table 1 that no respondents obtained above average grades during

the pre-test.

As reflected in Table 1, majority of the respondents fell under the below average bracket,

specifically respondents on the seventh and eighth grade levels, with figures of 33 and 36,

respectively.

Table 1 presents that majority or 122 representing 51% of the respondents obtained

below average grades during the pre-test while 118 student-respondents which constitutes 49%

obtained average grades.

 Table 2

Post -Test Scores of the Respondents

Grade Below Average Average Above Average

Level Frequency % Frequency % Above Average %
7 19 8% 25 10% 16 7%
8 15 6% 40 17% 5 2%
9 11 4% 29 13% 20 8%
10 9 4% 25 10% 26 11%
Total 54 22% 119 50% 67 28%

The post-test scores obtained by the respondents after the classroom instruction using

varied teaching style which include use of learning aids, educational technology and cooperative

method is presented also in Table 2.

As shown in Table 2, a number of students obtained grades which belong to the above

average level with a frequency of 67 representing 28% of the total student-respondents. It could

be further gleaned that majority of the students obtained average grades with a frequency of 119

or 50% of the student-respondents and lesser students fell under the below average category with

obtained frequency of 54 which constitutes 22% of the total number of student-respondents.

Based on the obtained figures, it can be inferred that the teaching style utilized by the

teachers has significant impact on student learning as manifested in the obtained post-test scores

of the respondents.

The increased scores obtained by the experimental group relevant to the post-test given

after a lecture method integrated with educational technology is in conformity with the assertion

of Berson & Whitworth (2003), that the use of instructional technology in teaching increases the

confidence, interest, motivational and learning outcomes of students.

 The findings also affirm Walker’s (2001) assertion that it is important to use projected

learning aids to increase student learning experience in the school. He also mentioned that poor

learning of students can be improved with the effective use of instructional technology and

media.

Table 3 presents the tools utilized by teachers in integrating educational technology in

teaching history and geography.

It can be gleaned from Table 3 that the teacher-respondents made use of numerous

teaching methods and tools in teaching social studies. The teachers “always” use learning aid

which makes use of posters, illustrations, etc., with obtained weighted mean of 4.55.

Table 3

Teaching Style and Tools utilized by Araling Panlipunan Teachers

Tools Mean Interpretation

1. Learning Aid 4.55 Always
2. Educational 4.30 Often
Technology
3. Cooperative learning 4.55 Always
4. Video clips or 4.15 Often
educational movies
5. Electronic information 3.55 Often
resources like e-books
and/ or e-journals
Total 4.00 Often

Cooperative learning was ‘often’ used by the teachers with obtained mean of 4.30. This

figure affirms that integrating cooperative learning strategies have proven to be effective in

increasing student achievement across all grade levels and subject areas (Johnson & Johnson,

1989).
 The teachers “often” utilized the educational technology, video clips , educational movies

and electronic books and electronic journals with obtained weighted means of 4.30, 4.15, and

3.55, respectively.

The researcher needed to identify the present status of the instruction of Christian value

education to identify its impact on the holistic development of the students.

The researcher had identified variables concerning the teaching style of Araling Panlipunan

teachers as perceived by the students namely: a) gaining learner’s attention; b) presenting

information; c) providing practice materials

Gaining learner’s attention

The respondents’ perception of instruction of Christian value education in terms of

gaining learner’s attention is presented in Table 4.

Table 4

Respondents’ Perception of Instruction in terms of gaining learner’s attention

Statement Mean Interpretation
1. The instructor appeals to the interest of the learner. 4.08 Agree
2. The instructor uses introductory activities, 3.78 Agree
motivational, speeches, or thought-provoking problems
to prepare the learners for instructional content.
3. The instruction is personally meaningful for each 4.02 Agree
learner, and the instructor should identify instances
where the instruction will be applicable.
4. The instructor identifies how the instruction will 3.65 Agree
positively impact the learner’s cognitive, attitudinal or
psychomotor development by relating the instruction to
a current situation or learners need.
5. The instructor respects learners’ current skills and 4.04 Agree
knowledge by providing a reference to knowledge the
learners should already possess
Total 3.91 Agree
 Table 4 shows that the respondents generally “agreed” with the five statements given

(obtained means of 4.08, 3.78, 4.02, 3.65 and 4.04, respectively). Overall it obtained a composite

mean of 3.91 interpreted as “agree”.

The findings revealed that the motivation utilized by the teachers of social studies arouse

and maintain students’ interest in the content of the subject. It should be remembered that

learning is effective when the pupils are motivated by goals which are both intrinsic and extrinsic

to the learning activity.

Presenting Information

The respondents’ perception of the teaching style of Araling Panlipunan teachers in terms

of presenting information is presented in Table 5.

Table 5
Respondents’ Perception of Instruction in terms of presenting information
Statement Mean Interpretation
1. The instructor relates instructional goals to personally 4.02 Agree
meaningful situations.
2. The instructor provides timeliness. 4.08 Agree
3. The content emphasizes understanding of a concept 4.95 Strongly Agree
within one (or more) of those areas
4. The content concept indicates the direction of 4.82 Strongly Agree
instructional guidance.
5. The instruction is presented in several small, evenly- 4.87 Strongly Agree
sized components.
6. The instructor provides guidance for learning. 4.90 Strongly Agree
Total 4.60 Strongly Agree

As shown in the above table, the respondents “strongly agreed” with statements’ 3, 4, 5,

and 6 (obtained means of 4.95, 4.82, 4.87, and 4.90, respectively). On the other had, they

“agreed” with statements’ 1 and 2 with computed means of 4.02 and 4.08, respectively.
 The overall findings showed that the respondents “strongly agreed” on the manner on

how the information are presented to students, evident with a composite mean of 4.60.

The results implied that the respondents believed that the teachers of the Araling

Panlipunan plans the delivery of information accordingly, presenting new knowledge or skills

and values to students. It also appears that the teachers provide learning guidance by elaborating

directions, and providing assistance to students.

Providing practice materials

The respondents’ perception of instruction of Christian value education in terms of

providing practice materials is presented in Table 6.

Table 6
Respondents’ Perception of Instruction in terms of providing practice materials
Statement Mean Interpretation
1. The materials include a method similar to the method 4.93 Strongly Agree
used for goal presentation.

2. The practice material correlates with the instructional 4.08 Agree

examples.
3. The materials are provided in a simple-to-complex 4.89 Strongly Agree
sequence to maximize the positive effects of chunking
the content.
Total 4.63 Strongly Agree

It can be gleaned from Table 6 that the respondents “strongly agree” with statements’ 1

and 3 with obtained means of 4.93 and 4.89, respectively. A weighted mean of 4.08 was arrived

at for the statement the second statement.

Overall, the respondents “strongly agreed” on the instruction provided by Araling

Panlipunan teachers in terms of providing practice materials with a composite mean of 4.63.
 The results clearly showed that the teachers of Araling Panlipunan provide practice

materials to students to support and strengthen learning. Further, it is reflective of the idea that

learning materials provides students an opportunity to analyze given situations as well as to

apply what they have learned from the lessons taught to them.

IV. Conclusion and Recommendation

The use of varied teaching style and instructional methods has significantly transformed

the educational landscape of the twenty-first century. The swift expansion of innovation brought

about by the continuous advancement in the field of information and communications technology

over the past two decades has brought irrevocable changes in the economy, society and politics

(Friedman, 2005). In this context, many school administrators and teachers are currently trying to

understand how to harness the unique learning experiences that these emerging educational

technologies make possible in order to develop the skills that K-12 students require to critically

engage with the increasingly digital political, economic, historical and social spheres.

The findings of this study show the positive impact of integrating varied teaching style

and instructional method in teaching social studies. The teaching style of Araling Panlipunan in

terms of gaining learner’s attention, presenting information and providing practice materials have

gained certain agreement with the students. Measuring student engagement in the classroom has

become increasingly important in educational research because key engagement indicators have

been consistently correlated with long-term academic success. The observation made by the

researcher shows that students were more motivated to listen and participate in classroom

discussion with the aid of power point presentation with media links as well with the use of

varied information resources aside from the traditional books and newspapers.
 The teachers’ use of varied teaching style and instructional tools in the classroom

instruction showed that these teachers were equipped with the knowledge and skills in using

these emerging technologies as applied in the classroom setting. With the interviews conducted

by the researcher, it was found out that these teachers were provided by the school with a laptop,

complete with installed office tools and educational software which can be used in instruction

and assessment of student learning. Further, trainings on digital literacy are also provided by the

school to ensure that teachers learn first-hand the different innovations in educational technology

which can be utilized as effective instructional method.

The use of these methodologies indicates that social studies can be taught in a more

interactive way which promotes students critical thinking towards gaining a wider perspective

and sound understanding of history, geography, economics, and social issues.

The researcher believes that this study will encourage more school teachers to explore the

viability of integrating educational technology in the teaching-learning process. This will allow

them to continuously improve their teaching methodologies side by side the changing trends in

our educational system. In another note, students will also be provided with enriched teaching-

learning environment with the use of educational technology, thus allowing them to develop

digital literacy to critically analyze facts and information pertinent to historical and geographical

understanding.

With the findings obtained from the respondents, it can be concluded that the integration

of educational technology in teaching history and geography has positive impact on student

learning outcomes. The use of varied educational technology tools allows teachers to strengthen

student motivation and engagement in classroom discussion.

V. References

Berson, M. & Whitworth (2003). Effectiveness of computer technology in social studies: a

review of the literature. Journal of Research on Computing in Education, 28(4).

Borich, G. (2011). Effective teaching methods (7th Ed). Boston, MA: Pearson Education Inc,
Publishing.Friedman, T. (2005). The world is flat: A brief history of the twenty-first century.
New York: Farrar, Strauss & Giroux.

Johnson, D. W., & Johnson, R. T. (1989). Making cooperative learning work. Theory into
Practice. 38 (2). 67-73.

Likert, R. (2005). New Patterns on Management. New York, Mc. Graw Hill (2000)

Marshall and Gonchar. (2012, December 4). All over the map: 10 ways to teach about
geography. New York Times. Retrieved from
https://learning.blogs.nytimes.com/2012/12/04/all-over-the-map-10-ways-to-teach-about-
geography/

Reyes, Rizal R. (2017). Millennials seen appreciating history when taught uniquely. Retrieved
from https://businessmirror.com.ph/millennials-seen-appreciating-history-when-taught-uniquely/

Rice, M. L. and Wilson, E. K. (1999). How technology aids constructivism in the social studies
classroom. Retrieved on December 15, 2017 from www.http://global.umi.com/pqdweb
Walker (2001), “The limits of educational assessment”, Oxford: Blackwell Publishers.
 APPENDIX A

LETTER TO THE RESPONDENTS

Dear Respondents,

The undersigned is undertaking a, action research entitled “The Effect of Araling Panlipunan
Teacher’s Teaching Style to Effective Learning”.

There is no right or wrong answer, but it is best that you answer the questionnaires objectively,
so that proper decisions and directions may be made.

You are assured that every assertion made in these questionnaires shall be held confidential, and
will not be taken against you, rather as a helpful assessment of a cause.

Your cooperation is very much desired and without your help this paper will not be successful.

Thank you for making this part of your day.

Sincerely,

Researcher
 APPENDIX A
QUESTIONNAIRE FOR TEACHERS

Direction: Using the scale below, please rate your frequency in using the following teaching

style and tools in teaching social studies.

Always (5)
Often (4)
Sometimes (3)
Seldom (2)
Never (1)

Tools 5 4 3 2 1
1. Learning Aid
2. Educational Technology
3. Cooperative learning
4. Video clips or educational
movies
5. Electronic information resources
like e-books and/ or e-journals
 APPENDIX B

RESEARCH QUESTIONNAIRE FOR STUDENTS

Direction: The succeeding tables contained statements pertinent to the curriculum and
instruction of the Christian value education subject. Please put a check mark ( / )
on the box which you think is the best answer, using the following options:

Strongly Agree (5) Disagree (2)

Agree (4) Strongly Disagree (1)
Not Sure (3)

A. Gaining Learner’s Attention

Statements 5 4 3 2 1
1. The instructor appeals to the interest of the learner
2. The instructor uses introductory activities, motivational
speeches, or thought-provoking problems to prepare the
learners for instructional content
3. The instruction is personally meaningful for each learner,
and the instructor should identify instances where the
instruction will be applicable
4. The instructor identifies how the instruction will positively
impact the learner’s cognitive, attitudinal or psychomotor
development by relating the instruction to a current situation
or learners need.
5. The instructor respects learners’ current skills and
knowledge by providing a reference to knowledge the
learners should already possess

B. Presenting Information
Statements 5 4 3 2 1
1. The instructor relates instructional goals to personally-
meaning situations
2. The instructor provides timelines.
3. the content emphasizes understanding of a concept within
one (or more) of those areas
4. The content concept indicates the direction of instructional
guidance
5. The instruction is presented in several small, evenly-sized
components.
6. The instructor provides guidance for learning
C. Providing Practice Materials
Statements 5 4 3 2 1
1. The materials include a method similar to the method used
for goal presentation.
2. The practice material correlates with the instructional
examples.
3. The materials are provided in a simple-to-complex sequence
to maximize the positive effects of chunking the content.