TEACHING IN 21ST CENTURY: INNOVATIVE METHODS

IN TEACHING ARALING PANLIPUNAN

TO SECONDARY STUDENTS

A RESEARCH PROPOSAL SUBMITTED TO THE

COLLEGE OF TEACHER EDUCATION BY
DACAY, LARA MAE M.
DE GUZMAN, JIZIEL C.
DELIGEN, GRACELYN K.
DUYAPAT, VINIA CLEXANE C.
MANGAPAN, RIZA L.

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE COURSE

SST 138/138.1: SOCIAL RESEARCH

DECEMBER 2021

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 ACKNOWLEDGEMENT

We like to acknowledge the Principal of Benguet National High school La

Trinidad Campus, Sir Nestor Dalay-on and the Head of Araling Panlipunan Department,

Sir Otinguey, for the approval of the proposed research and data gathering. For which

with the approval gave way for the researchers to gain the needed data for the research

output.

We the researchers would also like to thank the respondents for their cooperation,

wisdom and kindness to both the research and researchers. Their inputs and responses

make the accomplishment of the research possible.

We would like to thank our Research adviser, Ma`am Janet Lynn Balagtey for her

comments and assistance. Her suggestions serve as our motivation for guiding us to

become immersed with our research. We wish to recognize the valuable help, also of all

provided during our research.

Our Mothers and Fathers, family members and friends, without whom

we were nothing; they not only assisted us financially but also extended their support

morally and emotionally and who supported us at every bit and without whom it was

impossible to accomplish the end task.

Finally, we would also thank God because this study is already finished. Without

Him, we cannot finish Environmental Science and we cannot accomplish all these

things.

i
 Abstract

Methods and strategies in teaching Araling Panlipunan are continuously

changing, upgrading and improving to accommodate learners and maintain good quality

education amidst any situation such as during this time of pandemic caused by the

COVID-19 Virus. The study aims to determine new methods used in teaching Araling

Panlipunan in secondary students. An unstructured survey questionnaire was used as

the primary data gathering instrument and was supported by interview. This

unstructured questionnaire was disseminated through google forms to the 9 chosen

Araling Panlipunan teachers of Benguet National High School- Main which was located

at Wangal, La Trinidad, Benguet. The data for this qualitative research were analyzed

for content with the use of cool and warm analysis where answers are coded and

themes were identified. The findings of the study revealed that the innovative methods

in teaching Araling Panlipunan known and employed by the respondents during this

pandemic include online learning, blended learning, and modular with the integration of

software systems and multimedia materials available online and from DepEd. The

findings also revealed that most methods used by the respondents are student-centered

and encourages active learning of the students. Moreover, the findings also revealed

the challenges faced by the teachers in designing their instructional method which

includes Insufficiency and malfunction of materials and resources, Limited time,

Network Difficulty, Limited digital literacy, Strict Dep-Ed Standard, and Work overload.

Keywords: innovative, technology, teaching, Araling Panlipunan, Teachers, Students,

Benguet

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 TABLE OF CONTENTS

Acknowledgement ………………………………………………… i
Abstract ……………………………………………….. ii
……………………………………………….. iii
List of Tables ……………………………………………… v
List of Figures …………………………………..……………. v
CHAPTER 1: INTRODUCTION

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

Statement of the Problem ………………………………………………. 6

Significance of the study ………………………………………………. 7

Scope and Delimitation ………………………………………………. 7

CHAPTER 2: REVIEW OF RELATED LITERATURE ………………………… 9

Conceptual Framework ………………………………………………….. 17

Hypotheses of the study ………………………………………………….. 18

CHAPTER 3: METHODOLOGY

Research Design ……………………………………………… 19

locale of the Study ….…………………………………………… 20

Respondents of the study .……………………………………………. 21

Instrumentation …………………………………………….. 21

Data gathering Procedure ……………………………………………… 22

Data analysis ……………………………………………….. 23

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CHAPTER 4: RESULTS AND DISCUSSIONS ………………………………. 24

CHAPTER 5: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary …………………………………………….. 53

Conclusion …………………………………………….. 55

Recommendations ……………………………………………... 56

References ……………………………………………………….…... 59

Appendices ……………………………………….………..……….. …… 65

Biographical sketch ………………………………………………………………… 92

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List of Tables

Table 1: Innovative Methods in Teaching……………………………………… 24-25

Table 2: Current Ways in Teaching …………………………………………… 28-29

Table 3: New Teaching Methods……………………………………………….. 32-33

Table 4: Different Teaching References……………………………………………36

Table 5: Effectivity of Technologies……………………………………………….. 38

Table 6: Factors to consider in designing instructional methods…………….. 39-40

Table 7: Effect of internal and external factors in instructional method ………. 44

Table 8: Difficulties encountered in designing instructional materials.………… 45-46

Table 9. Strategies employed to cope with difficulties…………………………….. 50

List of Figures:

Figure 1: Paradigm of the study…………………………..………………………….. 17

Figure 2: Map of La Trinidad, Benguet…………………………..…………………… 20

Figure 3: BENHS-Main Map…………………………..………………………………. 20

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 CHAPTER I

INTRODUCTION

Background of the Study

The Social Studies curriculum over the past one decade has change

drastically both in content and methodology. The Social Sciences subject encompass

diverse concerns of society and include a wide range of content and methodologies

which is drawn from the disciplines of history, geography, political science, economics,

demography, anthropology and sociology. Also, there is an increasing gap between the

curriculum and the student's level of perception. Hence, the Social Studies teachers

needs to acquire competence in his approaches to the teaching of Social Studies. The

teaching and learning process involves some methods and means of enhancing

meaningful learning through the use of instructional resources (Sivakuvar, 2018). But,

selection and organization of resources to enable students to develop critical

understanding of the society is a challenging task. Therefore, there is a need for

innovations in teaching methods. A teacher of Social Studies has to be abreast of the

innovations in teaching methods. Integration of technology in the teaching and learning

process have a significant role in the student/teacher relationship (Rathor, 2015).

The important thing in the integration of technology in teaching Social Studies is

that the learning should be effective by a focus on the students and their proficiency in

which provides aid of technology, not by old school structures and arbitrary, age-based

benchmarks. Technology use and digital media have fundamentally transformed

aspects in education and many education reformers agree that it can and must be an

important part of current efforts to personalize education (Collins & Halverson, 2009).

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The integration of technology in teaching Social Studies can help to improve and

enhance the acquisition of knowledge and skills and learning with and about technology

is essential for both students and teachers to gain the competencies to function well in

the 21st century society and workforce.

Methods in Teaching Social Studies

Teaching is a process by which one interacts with another person with the

intention of influencing the learning of that person. It is the interplay between the

teacher and the learners. Though, there are many teaching methods and techniques

associated with the integrated Social Studies, there is no single mode of teaching which

fits all the learning situations. In order to be effective, a teacher of Social Studies has to

be a source of information, and a guide, an organizer of opportunities for learning and a

person who can stimulate any environment for effective learning.

Simulation Method. This is a simplified model of a real-world situation. It is usually used

for teaching concepts and principles that are not easily observable such as theoretical

concepts. They are dynamic and lively ways of presenting ideas, problems, issues and

realities in our past and present societies. It is therefore expected that through this

method, a situation will be created in which activities are presented as if they are real-

life.

Laboratory Method. The Laboratory method in Social Studies involves the employment

of source materials, supplementary references, mechanical devices, audiovisual aids

and many other life-like activities to supplement textbook instructions and to increase

the effectiveness of presentation and mastery. The important point to note in this

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method is that the students manipulate concrete objects, equipment and others under

the direction of the teacher.

Inquiry Method. Inquiry or discovery method encourages divergent thinking, allows

students to find out information by themselves and it generates students' enthusiasm at

examining issues logically. The process of inquiry methods involves identification of a

problem, analysis of this information in order to arrive at possible solution and using the

solution to generalize.

Project Method. Project method involves doing concrete things and it is self-motivated.

Project method needs extremely careful planning by the teacher but the aim is to get the

students to co-ordinate his information in an intelligent manner. In Social Studies,

project method can be incorporated in group story, and interpreting and making maps.

Demonstrations. Demonstrations are the repetition of series of planned actions

designed to illustrate certain phenomena. Demonstration can be presented by the

teacher or the students. It can be used either as the starting point for a unit of instruction

in Social Studies or to provide a convincing conclusion.

Question and Answer Method. This is a common teaching method used by teachers.

The teacher in this method ask a question then recognizes one student who answers

the question. The teacher reacts verbally to the students' response. A teacher of Social

Studies employing this method should note that, it needs adequate planning and

handling.

Discussion Methods. This method refers to student-to-student talk with occasional

intervention by the teacher. The method involves the use of small groups of student

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where each group will have a leader who initiates the discussion of the issue or subject

matter.

Lecture Method. This method is commonly used by the teacher. This expects the

students to quietly sit and listen and talk about the subject matter.

Problem-Solving Method. This method enables the students to think about a problem,

try to understand the problem and finally evaluate information in order to find solution(s)

to the problem that has been identified.

Dramatization Method. It is one of the most effective methods of stimulating the

students in what they learn. The method allows for a great deal of involvement and

participation by the students physically and mentally.

Construction Method and Field Trips. Field trips involve journey with the students to

observe and investigate situations outside the school. And construction method helps

the students to learn by doing, to be initiative to engage in self-directed activity.

Technology Integration Methods in Teaching Social Studies

Technology tools can extend learning in powerful ways. It is an effective way to

collaborate with students, teachers and experts around the world. Students are often

more actively engaged in academics when technology tools are a seamless part of the

learning process.

Online-Learning and Blended Classrooms. (Dixon, 2009) reported that online video

sharing sites enable students to create and share reflective video journals.

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Project-Based Activities Incorporating Technology. This method provides real-word

experiences to learn and use technology. It enables learner to see connection between

disciplines.

Game-Based Learning and Assessment. Students engaged in gamification platforms

have better scores in practical assignments. A method which can be incorporated in to

any assessment procedure.

Instructional Tools like Interactive Whiteboards. Whiteboards are more efficient in

intimating the message of teachers to students.

Web-Based Projects, Explorations, and Research. One of the first, and most basic,

ways that the teachers encouraged students to use technology was with online research,

virtual field trips and web quests.

Student-Centered Media like Podcasts or Slideshows. Students become the creators

and critics, not just consumers, of media.

Collaborative Online Tools like Google Docs. Connecting with others online can be a

powerful experience, both for the teachers and students.

Reasons behind integration of technology to teaching methods in Social Studies

are that it plays an integral part in the learning outcomes of the students. First, even

though the relationship between technology and learning is complex, research indicates

that specific uses o technology can improve student outcomes (Agodini, 2007). Also,

recently released standards documents emphasize that the use of technology in

education is essential in helping students build 21st century skills. Moreover, students

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are highly motivated to use technology. Technology and media use is pervasive among

students and technology now has a considerable presence in schools.

Statement of the Problem

The study aims to determine new methods used in teaching Araling Panlipunan

in secondary students. These are the questions that the researchers main focus to be

answered during the collection of the data:

1. What innovative methods of teaching are being employed by Araling Panlipunan

teachers in online class during the pandemic in terms of:

A. Introduction

B. Presentation

C. Evaluation

2. What are the technological innovations being used in teaching Araling Panlipunan

online?

3. What are the factors to consider in designing instructional methods?

4. What are the difficulties encountered in designing instructional materials?

5. What are the strategies employed to cope with these difficulties?

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Significance of the Study

To the teachers, the results of the study may provide deeper understanding and

knowledge on how to use new methods and technologies in teaching. This also

enlightens and encourages every teacher to use innovative methods and technologies

for better teaching of Araling Panlipunan. Also, this will serve as guidance for innovative

teaching methods and technological integration.

To the administrators, the results may lead them to continuously improve the

teaching and learning process. For them to have the idea and background or be guided

in picking most effective online platforms, technologies and innovative methods used in

teaching Araling Panlipunan.

To the curriculum developers, this will serve as possible basis for revisions in the

curriculum.

To the parents, this will serve as root information for the new teaching methods

that will be employed for them to be aware.

To the future researchers, this research will serve as their guide and basis to

improve and add knowledge to their research regarding on the topic," Teaching 21st

century: Innovative methods in teaching Araling Panlipunan to secondary students.”

Scope and Delimitation of the Study

The study focuses on teaching 21st century: Innovative methods in teaching

Araling Panlipunan to secondary students in Benguet National High School. In the study,

different innovative teaching methods and integrated technologies are enumerated. This

includes the innovative methods and technologies used teaching in Araling Panlipunan

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and the difficulties, and strategies, factors to consider in designing an instructional

method. Also, includes methods, technologies and online platform that are commonly

used or employed in teaching social studies and tackle the preference of teachers in

using these methods and technologies in teaching Araling Panlipunan during the time of

pandemic.

The data is gathered at Benguet National High School-Main located at Wangal,

La Trinidad, Benguet. Researchers had considered and included only the teachers

majored in Araling Panlipunan as the respondents and data providers in the study. The

researchers also use questionnaire with the use of interview and questionnaire in

Google Form as the researcher’s way of gathering data. The researchers use content

analysis to analyze the data gathered.

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 CHAPTER II

REVIEW OF LITERATURE AND STUDIES

This chapter presents related readings both literature and studies which are

essential in the research, given the concepts and findings tend to support the purpose

of the study.

Subchapter 1

Revathi, Elavarasi, and Saravanan (2019) stated and believed that the core

objective of teaching is an innovative practice which is a pathway created to further the

interest of the student and the institution. Moreover, they also highlighted the

importance of innovation and creativity in teaching which are essential for both the

students and the teachers wherein the innovative methods not only improve the

education system, it also helps students achieve their goals.

Mynbayeva, Sadvakassova, and Akshalova (2017) stressed that the active use

of innovative teaching methods by teachers is a necessity nowadays. The greater the

strategies and methods of teaching the teacher has, the more interesting, diverse it

conducts classes, better motivates the student’s cognitive activity, shapes the

experience of solving nonstandard problems, promotes in-depth training and the steady

assimilation of technology of practical activity.

Jayshree (2017) as cited by Revathi, Elavarasi, and Saravanan (2019) revealed

some of the innovative methods practiced by teacher in the classroom during face-to-

face classes. (1) Z to A approach as it explains the application part of a particular

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concept first, so students would get interested in what the actual concept is. This

approach helps in creating long lasting memories or correlation of a concept. (2)

Collaborative teaching, sometimes called cooperative teaching or team teaching also

considered as an innovative teaching, it involves educators working in tandem to lead,

instruct and mentor groups of students. (3)Problem-Based Learning (PBL) is a teaching

method in which complex real-world problems are used as the vehicle to promote

student learning of concepts and principles as opposed to direct presentation of facts

and concepts. In addition to course content, PBL can promote the development of

critical thinking skills, problem-solving abilities and communication skills.

On the other hand, many teachers employed other innovative methods to cater to

the needs of learners during the pandemic through online classes or virtual classes.

Revathi, Elavarasi, and Saravanan (2019) mentioned that Teaching with technology

engages students with different kinds of stimuli- involve in activity based learning.

Technology makes the material more interesting. It makes students and teachers more

media literate.

Athuraliya (2021) listed in her papers some online innovative teaching methods

commonly employed during this pandemic. (1) Prerecorded lecture videos which allows

students to learn at their own pace. (2) Flipped Classroom method such as online

quizzes, polls, infographics, and mindmap. (3) Online presentations using slides. (4)

Class Blog where students can share what they have learned. (5) Game-based

teaching.

In relation with this, Castro (2020) carried out a research entitled “Simulation

Games Techniques and Lecture Method in Teaching Araling Panlipunan” which stated

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that Simulation techniques in learning are both a methodology for teaching/facilitating

and an instructional design model. It uses games, simulations and game-like activities

to facilitate the learning process. The study also found out that Simulation games

technique has significant positive impact on students’ academic performance in Araling

Panlipunan.

Moreover, Nisperos et al., (2014) emphasized in their study the significance of

using games for students learning and introduces it as another tool for teaching Araling

Panlipunan in the Philippines which is why they have designed and developed an online

game called HiStorya, and mobile application that can be used by teachers as a

supplementary tool in teaching the subject.

Employing different innovative methods in teaching can make teaching Araling

Panlipunan more fun, interesting and will enrich the activities to make learning suitable

for learners.

Subchapter 2

In 21st century teaching, the use of technology and technological related

methods in teaching is vital and used as supplemental tools for better learning

experience. Finger & Trinidad, (2002) as cited by Ghavifekr &Rosdy (2015) described

that a technology- based teaching and learning offers various interesting ways which

includes educational videos, stimulation, storage of data, the usage of databases, mind-

mapping, guided discovery, brainstorming, music, World Wide Web (www) that will

make the learning process more fulfilling and meaningful.

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 Various technological tools and equipment helps in differentiated learning for

different learning styles of students whether it be visual, auditory, kinesthetic or tactile.

Garcia (2016) revealed some of the technologies used in teaching over the century. She

mentioned that by far traditional media such as radio, Television, print, and still pictures

are by far the dominant ones that are used.

On the other hand, Schindler et al., (2017) identified some of the technologies

used in teaching for student engagement which are non-traditional such as computers,

laptops, video lectures, podcasts, web-conferencing, blogs, social networking sites, and

digital games. Moreover, their study found out that technologies they reviewed had a

positive influence on multiple indicators of student engagement, which may lead to a

larger return on investment in terms of learning outcomes.

Sunstar (2017) published an article which states that with the use of ICT, Araling

Panlipunan teachers can make the class more interesting through the use of slides

presentation, video lessons, and film viewing. Students will become active in the

participation once they are being exposed to the video lesson. Moreover, the negative

impression to the subject will change into positive such as transforming traditional

method into innovative and 21st century approach such as the ICT based approach.

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Subchapter 3

According to Gustafson (1996), instruction is a plan of teaching & learning

activities in which learning is organized as it motivates students to learn. The aim of

instruction is to make the learning process take place. Furthermore, they also stated

that in the instructional design process, there are a lot of factors that should be taken

into consideration. These factors are closely related to each other and affect each other

to a certain extent.

Gustafson (1996) stated that there are some trends and issues in instructional

design models. Hypermedia or internet is one of them. It affects instructional design. It

is another area generating considerable excitement and innovation in the design of

education and training environments. Jafari, Sokrapour, & Gutterman (2015); Mustafa

(2001) also added that internal and external aspects such as classroom size, availability

of authentic resources, technology, the national assessment system, teacher training

and education, and teacher’s beliefs have a strong influence on how the teacher

performs inside a classroom. Unfortunately, most influencing factors are beyond the

teachers’ control, so the teachers find it really challenging to overcome the problems

created by the external factors.

Effective instruction is an instruction that enables students to acquire specified

skills, knowledge, and attitudes (Reiser & Dick, 1996). During the effective instruction,

students can be motivated well. To motivate students in the instruction process, all

factors must be determined well. Instructional materials provide the basis for what

learners will experience and learn. They hold the power to either engage or demotivate

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learners. Therefore, instructional materials must be carefully planned, selected,

organized, refined, and used.

Subchapter 4

Kitao and Kitao (1997) as cited by Rahayuningsih (2016) emphasized and

claimed that materials are the center of instruction and one of the most important

influences on what goes on in the classroom. Instructional materials as defined by

Onyeachu (2010) as cited by Onyia (2013) are ways and means of making the teaching

and learning process easy, more meaningful and understandable. In a similar definition,

Thompson (2001) as cited by Onyia (2013) explained that instructional design (also

called Instructional System Design (ISD) is the practices of creating instructional

experience which make the acquisition of knowledge and skill more efficient, effective,

and appealing. The process consists broadly of determining the current state and needs

of the learner, defining the end goal of instruction, and creating some intervention to

assist in the transition.

In the process of designing and using of the instructional materials teachers

sometimes face difficulties that hinders them to design an appropriate and effective

instructional materials. Dhakal (2020) conducted a study entitled “Challenges of the Use

of Instructional Materials in Teaching Geography in Secondary School” and determined

from his study the difficulties and challenges faced and encountered by the teachers

who are his respondents. He determined that the challenges are; Non-availability of

materials in school, Laziness among the teachers, lack of skills and strategies, financial

constraint, Lack of appropriate materials in textbooks, Time constraint, and Lack of

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support from administration. Therefore, the challenges encountered during the use of

the materials, should be tackled for effective use and design of these materials.

In a similar study conducted by Rahayuningsih (2016) entitled “student teachers

challenges in developing teaching materials during teaching practicum in vocational

school.” The findings of the study revealed that the challenges faced by student

teachers in developing material include (1) the lack of student teachers knowledge on (2)

the lack of supervision time, and (3) the confusion in selecting media for the students.

In addition, the COVID-19 surge which caused the pandemic had suddenly

shifted and redefined how teaching and learning is done this sudden shift has caused

learning to be more dependent in technology. Hence, blended and online learning are

implemented. This made teaching and designing of instructional materials more

challenging because of the integration of new technology which are not often mastered

by many teachers. Hence, one difficulty they face is the limited or lack of Technical

know-how. According to an article entitled “Teachers lack tech skills for distance

learning” conducted by Nott (2020), Teachers at international schools lacked key tech

skills necessary to teach students remotely during Covid-19, a survey by ISC Research

has found. Moreover, other challenges included new expectations for teachers with no

time to prepare, a lot of change which occurred very quickly, longevity of campus

closures putting extended pressure on technology and use of different devices by

students with different connectivity plans causing connectivity issues.

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Subchapter 5

Igiri and Effiong (2015) defined Instructional materials as print and non-print

items that are rested to impact information to students in the educational process.

Instructional materials include items such as: kits, textbooks, magazines, newspapers,

pictures, recording videos etc.

All challenges and problems have a solution and so, from the challenges faced

by teachers in the use and making of instructional materials, there are suggested

remedies in or to cope up with it. From the study of Dhakal (2020) the findings

suggested that the remedies of the challenges of using materials are the organization of

workshop for teachers on how to use instructional materials, provision of funds by the

school authorities and the government, regular supervision by the authorities, the

improvisation of the local materials by the teachers and the provision of the various

instructional materials needed for teaching by the authorities

Similarly, one recommendation of Igiri and Effiong (2015) is for the government

to organize workshops, seminars and conferences for teachers to enable them up-date

their knowledge on new developments on the use of instructional materials.

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Conceptual Framework

INDEPENDENT DEPENDENT
Pandemic setting
Ways in Teaching Secondary Students
AralingPanlipunan Innovative methods

Figure 1: Paradigm of the study

The study is based on the theory of Nate Jorgensen (2005), he stated that a

theory of instruction demonstrated a comprehensive approach to instruction, with a

slight focus on learner collaboration towards understanding. There are four instructional

methods— gain attention, present information, provides practice material and provide

feedback. The theory is applicable in this study where teachers use innovative methods

for the instruction or teaching Araling Panlipunan during the time of pandemic.

The independent variable in the study are ways in teaching Araling Panlipunan, it

changes due to certain factors like the innovative methods usage during the time of

pandemic. Changes are inevitable especially if it is needed for the students’

understanding towards the lessons. Thus, the dependent variable are the secondary

students, they are the ones affected by the changes in the delivery of instruction in the

field of Araling Panlipunan.

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Hypotheses of the Study

With the determination to find out the innovative teaching methods used in

Araling Panlipunan to secondary students in Benguet National High schools in Wangal,

La Trinidad, Benguet, the researchers put forward the following is for testing:

The innovative methods and integrated technologies used in teaching Araling

Panlipunan are useful during pandemic.

There is a significant difference in innovative teaching methods used in face to

face classes and online classes.

There is a relationship between the implementation of the innovative methods

and teaching Araling Panlipunan in secondary students.

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 CHAPTER III

METHODOLOGY

This chapter presents and describes the procedures on how the research work and is

done in the study. This gives an outlook on research design, population and locale of

the study, data collection instruments, the data gathering procedures and the data

analysis.

Research Design

In this study, researchers used phenomenology as their research design. Before

data collection, letters are first administered to respective Principal of the Benguet

National High School-Main for approval. Data collection with respondents is done

through interview and unstructured questionnaires in Google form. Analysis of data was

done with the use of narrative analysis; data was transcribed and coded according to

respective theme.

According to (Donalek, 2004), Phenomenological studies examine human

experiences through the descriptions provided by the people involved. These

experiences are called lived experiences. The goal of phenomenological studies is to

describe the meaning that experiences hold for each subject. This type of research is

used to study areas in which there is little knowledge.

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Locale of the Study

The study was conducted from September to December of school year 2021 to

2022 in Benguet National High School- Main (Figure 3) in La Trinidad, Benguet(Figure

2).

Figure 2: Map of La Trinidad, Benguet

Figure 3: BENHS-Main Map

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Respondents of the Study

The respondents were 9 teachers who were in the field of Araling Panlipunan.

The researchers used purposive sampling in identifying the respondents. These Araling

Panlipunan teachers are the respondents of the study because data gathered from

them could help us-future educators of the same major/discipline to teach effectively

with the use of innovative instructional methods and technologies.

Instrumentation

Unstructured survey questionnaire was used as the primary data gathering

instrument and was supported by interview. It is intended to draw out the experience,

observations, and involvement of teachers during the implementation of flexible learning

to their students and school.

The Google Form questionnaires has total of nine (9) questions. The first one

inquired about the current ways of teaching that they are knowledgeable of which they

use in teaching Araling Panlipunan. The second one deals with the different types of

new way or methods they employed in teaching their subject. The third one asks for the

effectiveness of the new technologies that are employed in teaching Araling Panlipunan.

Next, the fourth one aims to know what are the new instructional strategies employed in

teaching Araling Panlipunan during this time of Pandemic in terms of Introduction,

Presentation, and Evaluation. The fifth one asks for the different teaching

references/resources available online that is used in teaching Araling Panlipunan and

why makes use of such references. The sixth question aims to know what external and

internal factors are considered in designing instructional methods used in Araling

２１
Panlipunan lessons. The seventh question asks how the said factors affect the

instructional methods. The eighth questions ask for difficulties encountered by the

teachers in designing their instructional methods and what strategies did they employ to

cope up with the said difficulties. Lastly, the question in number nine want to know what

strategies the teachers employ to cope with the difficulties that they encounter. Thus,

these questions do not make use of scales.

Data Gathering Procedure

Upon the approval from the panel, the researchers sought permission from the

school principal of Benguet National High School-Main in La Trinidad, Benguet for the

study to conduct. Before gathering data, the approved letter was presented to the

teachers of the school and let the respondents sign an approval to participate in the

study. Lastly, the conduct of data gathering through Google Form questionnaire and

interviews were scheduled and set through.

In online platform, researchers contacted the school/teacher and asked

permission to conduct the research and be part of it then the respondents answered

unstructured questionnaires through Google form.

In Face to Face (limited) setting, for the respondents that wants to have an

interview instead of answering the questionnaires available in Google Form,

researchers followed the health protocols during the visit in the site then they asked

permission from the principal to conduct the study by presenting the approved letter.

The researchers sought for the Araling Panlipunan teachers and conduct the interview.

２２
 In the process, the researchers personally and virtually approached them during

their free time. In asking questions, the researchers used either English or native

language depending on the convenience of the interviewees. Data collection took place

during the first semester of the school year 2021-2022.

Data Analysis

The qualitative data gathered were presented, analyzed and interpreted

accordingly. In determining what are the innovative teaching methods that are most

used in teaching Araling Panlipunan to secondary students, the researchers used

content analysis. Coding, identifying themes, patterns and relationships and

summarizing were used to analyze data gathered from the respondents.

２３
 CHAPTER IV

RESULTS AND DISCUSSIONS

In this section, the findings, analysis and interpretations from the gathered data

are presented. The research questions are successfully answered with the help of the

respondents’ answers. The research findings that this chapter reports are solely based

on statistical analysis from the answered paper survey questionnaires as the data

source. Results are discussed with tables for basis.

Themes Frequency Percentage Rank Sample responses

Introduction:

Active 9 100 1 R4: "...Use of video lesson,

learning ppt to motivate learners in a

google meet…"

Inquiry-Based 3 33.33 3 “..google form. google

learning sheets”

R1

Stimulus- 4 44.44 2 “Picture analysis” R5

based

learning

Presentation:

２４
 Active 13 144.44 1 “use of video lesson” R4

Learning

Inquiry-based 2 22.22 2 “socratic method” R2

learning

Stimulus- 2 22.22 2 “picture analysis” R2

based

learning

Evaluation:

Gamification 2 22.22 3 “interactive games” R7

Interactive 10 111.11 1 “GFORMS” R3

Virtual Quiz

Audio-Visual 5 55.56 2 “self made video modules”

presentations R5
Table 1: Innovative Methods in Teaching

Introduction and Presentation

The best teaching comes about from having not only a good lesson plan but also

a nice start to begin the lesson. Teachers know what it means how important

introduction to lesson is because it is the standard for a good class. Though it is difficult

to achieve, it is easy to identify. Introduction to any class in which the teacher wants

students to act on, think about, scrutinize or practice using different materials is a

different form of introduction to class. Discussion is important to learning in all

disciplines because it helps students’ process information rather than simply receiving it.

２５
The following are the strategies teachers could employ during class introduction and

discussions.

Active Learning. Active Learning is any learning activity in which the student

participates or interacts with the learning process, as opposed to passively taking in the

information. According to the fourth respondent, the use of video lesson and PowerPoint

presentations motivates students during google meetings. Accordingly, active learning

encourages the brain to activate cognitive and sensory networks, which helps process

and store new information (Hoogendorn, 2018). Moreover, Cornell University stated that

learner attention starts to wane every 10-20 minutes during lectures-- which means

teachers should continue to fight to keep attention.

Inquiry-Based Learning. Inquiry-based learning is an approach to learning that

emphasizes the student's role in the learning process. Rather than the teacher telling

students what they need to know, students are encouraged to explore the material, ask

questions, and share ideas. The Socratic Method mentioned by the second respondent

is an effective inquiry-based strategy. Instead of making facts and materials, the

students learn by raising questions. This strategy allows students to build knowledge

through discussion.

Stimulus-based Learning. According to the Respondent 5, the picture analysis as a

strategy during introduction stirs attention. Hence, the employment of such activity calls

for a response from the students. However, the use of this strategy needs

reinforcements to keep the students interactive and the class active.

２６
Evaluation

The last few minutes of class are just as important as the first five minutes when

the class have started. Class evaluation activities can be used to encourage students to

reflect on the material they have learned during the class discussion. The evaluation

time of the class are the perfect time to ask the students to draw connections between

what they have learned and how it can be applied in other settings. The following are

employable strategies teachers can use when wrapping up their lessons.

Gamification. Gamification is not restricted to web properties, but more generally refers

to "the use of game design elements in non-game contexts" (Deterding et al., 2011) or

"using game-based mechanics, aesthetics and game thinking to engage people,

motivate action, promote learning, and solve problems" (Kapp, 2012). Gamification for

learning can make learning experiences more engaging. The use of interactive games

or the usage of kahoots in the evaluation part of the class is highly recommended by the

teachers as it measures the attentiveness of the students during the discussion (first

respondent). Accordingly, gamification does indeed have a strong, positive impact on

engagement and performance in various activities (Hamari et al., 2014).

Interactive Virtual Quiz. Most of the respondents answered Google Forms as a tool in

evaluating the students learning or knowledge, with 111.11 percent ranking first. Google

forms is a quick and easy way of leverage the form-based system to create quizzes,

making grading faster and easier and more. It also help teachers enhance the way class

works. (Edwards, 2020).

２７
Audio-Visual Learning. Audio-visual (AV) learning is a type of learning which is

described by delivery and the use of instructional content that involves sound (auditory

stimuli) and sight (visual stimuli). AV learning takes place when the instructional process

is accompanied by AV learning aids such as handouts, flip charts, transparencies,

whiteboards, illustrations, still and motion pictures, slide shows, television, videos,

audiotapes, records, projectors, computer graphics, multimedia, physical objects, and

3D models. Majority of the respondents have identified audio-visual methods such as

self-made video presentations and PowerPoint presentations as an effective strategy to

wrap up the lessons. Making videos for the students doesn't only help them understand

written directions. Videos can also help them understand any part of the lessons,

including the content. Planning lessons and wrapping it up helps reduce barriers to

learning by offering multiple ways to engage.

Theme Frequency Percentage Rank Sample Responses

Online “Online (google meet, zoom),

Learning offline (messenger, LMS),

modular printed, video

16 177.78 1
sending for supplementary

approach, PowerPoint

Presentation.” -R1

２８
 Blended 12 133.33 2 “Teaching in online class and

Learning blended learning using

Radio, Google, LMS and

other platforms.”-R7

Student- “Collaborative learning,

Centered gamification, self-learning,

7 77.78 3
Approach competency- based learning,

thinking-based learning.”

Modular 6 66.67 4 “...printed modular.”-R3

Table 2: Current Ways in Teaching

This table shows the current ways teaching methods which teachers are

knowledgeable of in teaching Araling Panlipunan during this pandemic. The analyzed

data shows that Online Learning method ranked 1st with frequency of 16 and

percentage of 177.78. This means that 177.78% of the respondents are knowledgeable

of online learning. Blended Learning ranked 2nd with frequency of 12 and that 133.33 %

of the respondents are knowledgeable of blended learning. The 3rd rank was Student

Centered Approach with frequency of 7 and percentage of 77.78 which also means that

77.78 percent of them are knowledgeable of student-centered approach in teaching.

Lastly, 4th rank was Modular with frequency of 6 and percentage of 66.67 wherein

66.67% of the respondents are knowledgeable of Modular method of teaching.

２９
Online Learning. Online Learning came in 1st rank where online applications and

websites were used. R1 stated in the unstructured survey that he is knowledgeable of

teaching methods like “Online (google meet zoom, offline (messenger, LMS),modular

printed, video sending for supplementary approach, PowerPoint Presentation.”

According to the data from our respondents, online learning methods are mostly known

by teachers nowadays because of its flexibility, importance and because it is necessary

for teachers to be knowledgeable of these innovations for effective teaching while face

to face class is not yet allowed. This idea is supported by the study conducted by

Ferreira et al (2018) which states that, given the new educational paradigm in which

today’s students enjoy the connectivity and the sharing of information, the different

modalities of education bring challenges to pedagogical practice and encourage

teachers to seek professional development so that they can work in online education

with relevance, quality, and commitment. In this sense, there is a need to determine the

necessary knowledge that enables teachers to work with online education in a

competent way in relation to the process of teaching and learning.

Blended Learning. Blended learning method came in 2nd rank which is a combination

of online learning and modular method. According to our respondents, they are

knowledgeable of using printed materials in module and using the internet for online

applications. They distribute the learning packets to students in school following the

strict protocols of the IATF (Inter-agency Task force) such as the logging in their basic

information and temperature before entering, the use of face mask and social distancing

when picking up and submitting their learning packets. At the same time, they give

instructions using the internet such as group chats in Facebook (now called Meta)

３０
messenger. In line with this, Newcombe and Kenney (2011) stated that, when designing

a blended course, faculty must not only consider the elements of effective adult learning

and find the right blend between online and in-class activities, they must also address

some of the student problems encountered when using the approach such as the lack

of technology and time management skills necessary for success in a blended format.

Moreover, the blended online learning strategy is deemed to be the most practical

method to adapt as this combines the advantages of synchronous and asynchronous

strategies. The main motivation in choosing the blended strategy is to increase the

student’s participation in their own learning process rather than quietly sitting during a

synchronous discussion. The basis of this approach is the cognitive load theory, on the

basis that novice learners are immediately overwhelmed by a large amount of new

ideas and terminologies, and resort to surface learning ((Darabi and Jin, 2013; Seery

and Donnelly, 2012; Seery, 2013).

Student-Centered Approach. Student-centered Approach ranked 3rd where R2 stated

in the unstructured survey that the current ways in teaching she is knowledgeable of are:

“Collaborative learning, gamification, self-learning, competency- based learning, and

thinking-based learning.” In line with this, Moffett & Wagner (1992) explained that

student-centered classroom involves changes in the roles and responsibilities of

learners and instructors, in the delivery of instructional strategies, and in learning itself;

these all differ from those in the traditional, teacher-center classroom. In the student-

centered classroom, the learner requires individualization, interaction, and integration.

Individualization ensures that learners are empowered to create their own activities and

select their own authentic materials. Learners interact through team learning and by

３１
teaching each other. During the learning process, learners integrate what they have

learned with prior learning and construct new meaning.

Modular. Modular came in 4rth rank. Modular method involves the distribution of

modules or learning packets which is done 1 chapter per week. The teachers distribute

it on the first day of the week and collects or ask the students to submit it on a

designated day. Students in this teaching method are allowed to take their activities

home and be able to learn at their own pace but at the same time considering the day or

time of submission. This idea is supported by Dangle and Sumaoang (2020) who stated

in their study that Modular learning is the most popular type of Distance Learning. This

learning modality is currently used by all public schools in the Philippines because

according to a survey conducted by the Department of Education (DepEd), learning

through printed and digital modules emerged as the most preferred distance learning

method of parents with children who are enrolled this academic year. This is also in

consideration of the learners in rural areas where internet is not accessible or limited for

online learning. The teacher’s responsibility is to monitor the progress of the learner

and the learner can ask for assistance through any given means or contact such via

phone call or message or email. On the other hand, parents now serve as partners of

teachers in education because of the current situation where face to face classes are

not allowed.

Theme Frequency Percentage Rank Sample Responses

Software 9 100 1 “...We used lms to address the

３２
System needs of our students…”-R8

Synchronous 8 88.89 2 “we prepare our interactive

Learning powerpoint. We use multimedia

tools or different platforms such

as google classroom, google

meet, fb messenger and room,

zoom, microsoft teams for

others, Kahoot, Learners

Management System (LMS) and

Moodle App.” -R7

Audio-Visual 8 88.89 2 “...Video clips, slides, module,

Media computer…”-R9

Asynchronous 5 55.56 3 “...Google Suites, Google

Learning classrooms, Crossword puzzle

maker online…”-R2

Social 4 44.44 4 “Multimedia tools we use is

Networking messenger and facebook

Sites apps…”-R5

Table 3: New Teaching Methods

３３
 Table 3 shows the new teaching methods that our respondents employed in

teaching Araling Panlipunan online and the multimedia tools they use in teaching online.

Software system ranked 1st with frequency of 9 and percentage of 100 which means

that all of the respondents uses software systems in teaching Araling Panlipunan online.

Audio-visual media and synchronous learning tied in the 2nd rank with frequency of 8

and percentage of 88.89 which means that 88.89 % of the respondents use Audio-

visual media and employ synchronous learning as a method in teaching Araling

Panlipunan online. Asynchronous learning ranked 3rd with frequency of 5 and

percentage of 55.56 where 55.56% of the respondents employ asynchronous learning

in teaching Araling Panlipunan online. Lastly, social networking sites ranked 4th with

frequency of 4 and percentage of 44.44 which also means that 44.44% of the

respondents use social networking sites as tools teaching Araling Panlipunan online.

Software System .According to the data from the respondents, software system

includes Learning Management system and Microsoft office. In relation with the

technological innovations, teachers use these newly designed and updated systems in

their instructional strategies. Moreover, it is consistent with the study of Özenç & Sahin

(2021) stated that educational software used in computer assisted education has made

teaching both more fun and facilitating teaching. These educational software tools are

highly effective applications that enable multi-learning environments and drive students

into lessons.

Synchronous Learning. Synchronous learning ranked 2nd . Synchronous learning in

the context of the online learning involves the use of internet and online applications

such as google meet and zoom with interactive powerpoint where it is done live and in

３４
real-time similar to face to face classes in classroom. This is why Tiangco et al. (2021)

stated that synchronous learning is also called virtual classroom. Moreover, the said

author also satted that, in synchronous online lectures (real-time), instructors and

students meet online using a video conferencing software during the designated class

hours and instructors give lectures on the course. Students participate in the lectures

and are able to ask questions vocally or via live text chat.

Audio-visual Media. Audio-Visual Media also came in 2nd rank together with the

synchronous learning. According to the analyzed data, audio-visual media involves the

use of video lessons and pictures in slides or PowerPoint and the use of radio-based

instruction. In line with this, Jain (2004) as cited by Rasul ey al. (2011) found out in their

study that Audio visual aids are effective tools that” invest the past with an air of

reality.”Audio-Visual aids provide the learners with realistic experience, which capture

their attention and help in the understanding of the historical phenomena. They appeal

to the mind through the visual auditory senses.

Asynchronous Learning. Asynchronous learning came in 3rd rank. In the context of

online learning, asynchronous learning involves the use of online applications such as

google classroom, google suits, and other websites where teachers save and store

lessons, activities, assignments, and projects that can be accessed anytime and will

make students learn at their own pace. This method is not real-time or live. This is

consistent with the study conducted by Tiangco et al. (2021) where the researchers

stated that, in asynchronous lectures, instructors record lecture videos and upload them

in Blackboard learning management system (LMS) or YouTube, so that students can

access them in their most convenient time.

３５
Social Networking Sites. Social Networking sites ranked last which according to the

analyzed data involves the use of Facebook, messenger and other social media

platforms. Social Networking sites are primarily for socialization and entertainment but

because of innovations and advances in technology, people most especially, teachers

during this pandemic and even before the pandemic, use group chats in messenger and

facebook page or group for fast instruction dissemination. Moreover, many teachers use

it because of its easy structure where its manipulation is simple and easily learned. In

line with this, mobile devices and social media provide opportunities to the students for

accessing resources, materials, course contents, interaction with mentor and colleagues

(Cavus & Ibrahim, 2008, 2009; Richardson & Lenarcic, 2008) as cited by Ansari, and

Khan (2020).

Theme Frequency Percentage Rank Sample Responses

DepEd 10 111.11 1 “YouTube, modules from Text

Materials BaseShield required by CAR

Deped.”-R1

Online 8 88.89 2 “Facebook AP teachers

Platforms instructional materials group.”-R2

Table 4: Different Teaching References

３６
 The table shows the different teaching references that are available online that

teachers used in teaching Araling Panlipunan. DepEd materials ranked 1st with

frequency of 10 and percentage of 111.11 which means that 111.11 percent of the

respondents use DepEd materials as reference in teaching Araling Panlipunan. Next,

Online platform ranked 2nd with 8 frequency and 88.89 % percentage which means that

88.89 percent of the respondents answered that they use online platforms as reference

in teaching Araling Panlipunan online.

DepEd Materials. DepEd materials was in the 1st rank in which R4 stated their

reference are “Learning Management System (LMS), text- based shield, any videos that

is MELC based.” DepEd materials are being used by secondary teachers where these

references are mostly ready-made and readily-available. According to a DepEd Article,

The Learning Resources Management and Development System (LRMDS) is designed

to support increased distribution and access to learning, teaching, and professional

development resources at the Region, Division and School/Cluster levels of DepED.

Access to resources is also free as long as teachers are registered on the website.

Another DepEd article stated that DepEd provides learning resources to implementing

schools in relation with accessing of learning resources. One example of this is the

EASE or Effective Alternative Secondary Education.

Online Platforms. Online platforms ranked 2nd where R2 stated that as a reference, he

uses “Facebook AP teachers instructional materials group.” This facebook groups are

now rampant nowadays where there is a private group in which people can join only

with the approval of the admin. These groups are where they share or post their

instructional materials where other teachers can see and download for their own

３７
convenience. In line with this, Froment et al. (2017) as cited by Aduba &Okeoghene

(2021) revealed in their study that teachers found Facebook and WhatsApp to be the

most effective social media tools due to the popularity and versatility of Facebook, and

the easy-to-use communicative abilities of WhatsApp. For students taking distance

learning courses or for lectures with large class sizes, teachers can make themselves

more accessible to students via socialmedia. They can hold ‘virtual office hours’ through

Skype or get them to use Facebook,Twitter or WhatsApp to raise questions they didn’t

get the chance to in class.

Theme Frequency Percentage Rank Sample Responses

Agree 9 100 1 “Yes. It saves time. It helps to encourage

and motivate students to learn and have

interest in the lesson. For teachers, it

helps us to make our lesson more

exciting thru the use of game based

lessons, interactive video lessons.”-R7

Table 5: Effectivity of Technologies

The table shows that 100 % of the respondents agreed that these new

technologies are helpful and effective in teaching Araling Panlipunan Online. According

to R7, “It saves time. It helps to encourage and motivate students to learn and have

interest in the lesson. For teachers, it helps us to make our lesson more exciting thru

３８
the use of game based lessons, interactive video lessons.” This is supported by Harris

et al. (2016) who stated that the role of technology in the world of education has been

ever changing. Most recently, technology has been a new phenomenon to help motivate,

differentiate, and allow students to achieve and excel in ways that they have never been

able to before.

Theme Frequency Percentage Rank Sample responses

Availability and R7:” availability of

accessibility of internet connection and

19 211.11 1
learning/teaching gadgets of the

materials students..”

Time allotment 4 44.44 4 R4: “lack of time”

Student’s R5. “students level of

characteristics learning and student with

10 111.11 2
learning disabilities are

being considered”

Personal issues 3 33.33 5 R2. “mental anxiety”

Teacher’s Skills and R7. “Knowledge in the

interest 5 55.56 3 use of different

platforms”

３９
 Competency R8. “DepEd is the one

Attainability designing our

3 33.33 5 instructional method

base on specific

competencies.

Table 6: Factors to consider in designing instructional methods

The table above shows the external and internal factors that teachers consider in

designing their instructional methods that they will use in their AP class. The first rank is

the availability and accessibility of learning/teaching materials with a percentage of

211.11. Second rank is the students’ characteristics with a percentage of 111.11, where

in the respondents’ states that students level of learning and student with learning

disability are being considered. The third rank on the list with a percentage of 56.56 is

the teacher’s skills and interest. Time allotment ranked fourth with a percentage of

44.44 where the respondents say that the lack of time affect the designing of

instructional methods. Both personal issues and competency attainability ranked last on

the list with a percentage of 33.33.

Availability and accessibility of learning/teaching materials: Teachers use different

instructional materials to motivate learning. The success in the skill and knowledge

acquisition in an instructional situation depends on the suitability of the instructional

material, adequacy and effective utilization of the available materials. Also, the

relevance of instructional materials to the objective of the lesson and the ease of use of

the instructional materials are serious considerations in instructional materials utilization

４０
to better the learner’s performance (Oden, 2018). Lack of classroom materials is one of

the problems that our public school has. Because of these problems, teachers are

spending their own money in buying materials that will sustain the productivity of the

classroom. It is also argued by (Chingos & West, 2010) that there are certain home

conditions that affect pupils’ school achievements. Children who lack provision of

reading materials perform poorly in schools. A pupil who does not have his background

which has resources like books sometimes perform poorly at school although she/he is

taught by high qualified teachers. This was backed up by what respondent seven said

that the availability of the learning references, gadgets or technologies that the learners

use are some of the factors that affect instructional method.Therefore, as a matter of

policy implementation, the governments at all levels should supply regularly

standardized instructional materials, some useful hard and software for use in schools.

Student’s characteristics: The diverse characteristics of students challenge

instructors in online learning. Learner characteristics can be personal, academic,

social/emotional, and/or cognitive in nature. Personal characteristics often relate to

demographic information such as age, gender, maturation, language, social economic

status, cultural background, and specific needs of a learner group such as particular

skills and disabilities for and/or impairments to learning (Khan, 2005). Learner

characteristics are important for instructional designers as they allow them to design

and create tailored instructions for a target group (Seel, N. 2012). It implies that it is

important to examine student characteristics such as their age, gender, interest,

preferences, skills and others to see their effects on readiness for online learning.

４１
Teacher’s Skills and interest: Internet-based learning is considered an option, an

alternative to traditional learning during the Coronavirus pandemic and it became an

essential element for maintaining the activity of schools and universities (Coman &

Gabriel, 2020). Digital literacy was one of the skills that the teacher needs to possess

during the new mode of learning and it is not only about how to operate the technology

but also having the right information management and critical thinking skills, as well as

proper online behavior (Chaw, L. & Tang, T., 2016). Respondent 7 said that “knowledge

in the use of different platforms” are being considered since the teachers does not only

distribute modules to the learners but also conducts an asynchronous learning through

Google meet and others. Passion is on the basis of effective teaching and a passionate

teacher creating effective learning environments endeavor to increase learning

potentials of their students (Hamdi, S., 2017). This may imply that a teacher who is

passionate of his/her work and has the skills and knowledge about the use of different

teaching platforms may be productive in creating an instructional material.

Time allotment: Time management means the maximum use of time for the

productivity and achievement. It concerns with the management of schedules of work

with advanced planning, organizing and implementation in order to achieve the aims

and objectives of their and the organizations (Lakein, 1973). The respondent said that

“lack of time” may be because of the level of difficulty for each tasks. However, through

wise planning, careful designing, proper implementation and hardworking to keep things

on priority basis as the assignments can be fulfilled and the desired results can be

achieved through different activities such as regularity and punctuality of teachers,

prepare class / lecture schedule in advance, plan the lesson / prepare the topic in

４２
advance for coming class, design activities in advance to teach any topic in class, try to

get students’ active participation in classroom activities, do review and repetition of

lecture before finishing the topic (Khawaja, Saeed, & Sahito. 2016).

Personal issues: Most teachers agreed that a teacher’s wellbeing affects their

performance as an education professional, especially their ability to teach in the

classroom. Teachers reported a number of work-related stress triggers including busy

times of the year such as assessment periods, the pressure of extra curricula activities,

and keeping up with the pace of change which results to load of works (Glazrd J., 2019).

Stress not only has negative consequences for teachers, it also results in lower

achievement for students and higher costs for schools. This implies that if a teacher is

stressed it create classroom environments that are less conducive to learning which

leads to poor academic performance among students.

Competency Attainability: Competencies are the skills and knowledge that enables a

teacher to be successful. To maximize student learning, teacher must have expertise in

a wide-ranging array of competencies in an especially complex environment where

hundreds of critical decisions are required each day (Jackson, 1990). Effective lesson

planning begins with S.M.A.R.T objectives. Lesson objectives should be specific,

measurable, achievable, relevant, and time-bound. It is an expectation from the

students of what they can be able to do after the lesson. It also allows the teacher to

see and test if the students have achieved the purpose of the lesson. Lesson objectives

will tell where the students are going, the teacher as a guide and lesson plan itself will

serve as a map. This ensures that both the teacher and students will have a smooth

journey as possible towards success in learning (Pachina, 2020).

４３
Theme Frequency Percentage Rank Sample responses

Low Quality R4. “choppy connection,

Instructional 10 111.11 1

Materials

delayed R4. “some learners cannot

instruction 3 33.33 2 join the virtual meet”

distribution

decreased R2. “exhaustion”

intellectual 3 33.33 2

engagement

Table 7: Effect of internal and external factors in instructional method

The data above presents how internal and external factors affect the instructional

method. First rank on the list is low quality instructional materials with percentage of

111.11. Delayed instructional distribution and decreased intellectual engagement bot

ranked in last with a 33.33 percentage.

Low quality instructional materials: According to Lynch (2017), one of the biggest

problems faced by students without internet access at home is their inability to complete

homework. There are many ways that a lack of internet access can affect a student’s

academic performance. Students without internet can’t connect with teachers or

classmates, do independent research, or get online homework help. Slow or unreliable

４４
internet can also restrict a teacher delivering a lesson, students completing online

testing and can even stifle innovation in the classroom. A lack of reliable, high-speed

internet will only make the so-called achievement gap wider.

Delayed instructional distribution: Delayed or lack of study materials may affect

students economically as they waste resources in terms of money and time; patiently

waiting for the arrival of study materials and sometimes travelling to regional center to

make follow- up, but find nothing. According the respondents some may not be able to

receive the learning pocket because of the availability of materials and internet

connections which slowed the process of teachers’ update. Some of them also is not

updated about the next delivery or claiming of the learning packets since they don’t

have the basic resources for communication.

Decreased intellectual engagement: Intellectual engagement is about developing the

curiosity and courage to approach and interact with ideas and issues that bring the

world into sharper focus for young people. It is about creating an environment with an

intellectual ripple effect, like pebbles in a pond (Levinson, 2013). According to

respondent seven, internal factors affects in establishing interest and motivation in

designing instructional method. This shows that the internal and external factors that are

being considered in designing instructional method negatively affect the teachers.

Theme Frequency Percentage Rank Sample responses

Limited time 5 55.561 2 “Time management-since I

４５
 handle multi- modalities.”R1

work overload ” bulk of works including work

2 22.22 4
for the family...”R1

Network Difficulty “Internet connection of both

3 33.33 3 student and teachers

alike...”R5

Insufficiency and “..Insufficiency of references

malfunction of and resources.”R2

6 66.67 1
materials and

resources

Limited digital literacy “Limited knowledge on the use

3 33.33 3 of different apps to make the

lesson interactive both”R5

Strict Dep-Ed ”We need to follow the format

3 33.33 3
Standard of DepEd.“R7

Table 8: Difficulties encountered in designing instructional materials.

The data presented above were the difficulties the respondents encountered in

designing instructional methods. Ranking first in the table is insufficiency and

４６
malfunction of materials and resources with the percentage of 66.67. Second on the list

is limited time with the percentage of 55.561. Third, Network Difficulty, Limited digital

literacy and strict Dep-Ed Standard with 33.33 percent. Lastly, work overload with the

percentage of22.22.

Insufficiency and malfunction of materials and resources. According to the

teachers, this was the main difficulty that they encountered in designing their

instructional materials. Most of the issues faced by the respondents are related to

gadgets or technologies the respondents use. In connection to this is the response from

one of the respondents “laptop is lagging”. In the research made by Gabitan (2019), one

of her respondents also answered “the computer bods down or the computer suddenly

hangs like the application is not working at all”. According to respondent 2, there are

also “insufficient reference and resources”. Many researches argue that the availability

of the textbooks appears to be the most consistent factor in predicting teacher

effectiveness and if a school lack adequate instructional materials, it is leading to

disaster. (Chinooneka, T. & Mupa, P., 2015). Moreover, Chinooneka, T & Mupa, P.

(2015) cited “Chingos & West (2010) argue that the quality of learning materials such as

textbooks is an important ingridientin improving instruction”.

Limited time. Teachers utilize different kinds of instructional materials such as

textbooks and modules to enhance the quality of their lessons. On the contrary,

teachers also encounter problems concerning time like lack of preparation time.

Preparation is very crucial in making such instructional materials because it impose

students’ knowledge, abilities and skills to monitor their assimilation of information and

to contribute overall development and upbringing (Marbas, 2018). Respondent 7 said

４７
they “lack of time to prepare and the resources needed”. Teachers actively make

decisions about what materials to use and how to use and adapt them. Teachers may

also supplement or modify their materials because they perceive the need to make

them more engaging or they view is challenging level as inappropriate for their students

(Podiscio, 2021).

Network Difficulty. When one’s job is done through the use of the internet and

technology there are problems to be encountered. One example of issue respondents

encountered by the respondents are slow internet connection. The internet connection

also plays a very important role in the process because this is the main component

(Gabitan, 2019) According to respondent 5, “...Internet connection of both student and

teachers alike...” Teachers and students have similar perspectives on how to deal with

slow internet connection in the classroom. It revealed how students and teachers dealt

with slow internet access by making the task as homework and let the students do the

task when they have more stable connection. (Husniyah, 2018).

Limited digital literacy. Digital literacy is important in today’s education especially that

most of the modalities that teachers use now are more on online learning platforms like

Google classroom. Digital literacy for learning is more than just knowing how to operate

the technology, but also having the right information management and critical thinking

skills, as well as proper online behavior (Tang, T. & Chaw,L. 2016). Respondent 5 said

that he/she has a “limited knowledge on the use of different apps to make the lesson

interactive both student and teacher alike”. Most of the teachers’ responses are similar,

like the usage of Google classroom and Kahoot as their software app in teaching. This

４８
may imply that one teacher who is knowledgeable about the software can guide or

teach another teacher in using that kind of app.

Strict Dep-Ed Standard. According to the respondents, most of their modules or

resources came from Dep-Ed, and respondent 7 said that “…we need to follow the

format of DepEd. It should be inclined in MECL.” Teachers in this area cannot modify

modules made by Dep-Ed developers. They may create their own module however it

should be aligned with the format and iwt will be time consuming considering the

workload they have.

Work overload. ” Pacaol, N (2021) cited Lingam et. Al. (2017) argued that if teachers

are flooded with work while their human capital development is disregarded, it is more

likely to experience a negative implication on the quality of school work. Stated by

respondent 7, “work overload in preparation of the instructional materials” in connection

to this is the research made by Pacaol, N (2021), it was revealed that most of the loads

or duties designated to her were teaching-related, “as a professional teacher, it is one of

our duties and responsibilities to follow or do the task assigned to us by our superiors to

fulfill and achieve success in our field”.

４９
 Theme Frequency Percentage Rank Sample responses

Professional
R5: "Strategies we employ:
development
seminars workshops to

update ones self, on the use

of different apps/tools in the

5 55.56 2 new normal, collaboration to

other teachers in the same

subject area and knowing

your students level by asking

the adviser…"

Resourcefulness
R6: "...Thinking of alternative
6 66.67 1
strategy…"

no strategy
R9: "...No choice to have the
implied
1 11.11 3 student in a modular

learning…"

Table 9. Strategies employed to cope with difficulties

The table above shows the data on the strategies that teachers will employ to

cope with the difficulties in designing instructional methods. First in rank is

５０
Resourcefulness that gets 66.67 percent, respondents mentioned about thinking of

alternative strategy, discuss the lesson on messenger chat, reschedule the meeting,

use of different apps/tools in the new normal, Needs intervention is on the modular

modality and looking for available resources on the internet. Professional development

is second in rank with 55.56%, with the respondents saying that collaboration and

seminars will help them. Last in rank is no strategy implied with the percentage of 11.11.

Resourcefulness. Resourcefulness in teaching refers to achieving goals by finding and

using the things you have at hand. By creating a dedicated space in the classroom

that's stocked with useful tools and materials. According to Asiegbu and Okpala (2019),

a teacher's resourcefulness is the key to improving the use of instructional materials.

Teacher resourcefulness is operationally conceptualised in terms of the teacher to

utilise the appropriate language, method, and available instructional materials to bring

the best results from the learners (Banj, 1999). Resourceful teachers are able to use the

most appropriate methods and materials to teach pupils, as they differ in the abilities,

prior knowledge and home backgrounds. As one of the respondents said, "...Thinking of

alternative strategy…" will be their strategy to employ to cope with the difficulties in

designing your instructional methods. This implies that if the prior strategy is not

effective then an alternative strategy will be applied. This also applies to instructional

applications that respondents use.

Professional development. Professional development supports teacher learning within

their focuses on teaching strategies in classroom contexts. Effective professional

development is needed to help teachers learn and refine the instructional strategies

required to teach skills (Darling-Hammond, L.,Hyler,M. etc. 2017). In addition,

５１
professional development creates space for teachers to share ideas and collaborate in

their learning, often in job-embedded contexts that relate new instructional strategies to

teachers’ students and classrooms. Coaching and expert support involve the sharing of

expertise about content and practice focused directly on teachers’ individual needs. So

working collaboratively, teachers can learn more and figure out what's missing or wrong

in their teaching strategies or materials. A respondent claimed that, "Strategies we

employ: seminars, workshops to update oneself, on the use of different apps/tools in the

new normal, collaboration to other teachers in the same subject area and knowing your

students' level by asking the adviser…", this means a professional development will be

their strategy if they encounter difficulties in designing instructional material. The use of

other instructional apps, tools, seminars and workshops will be helpful for the

respondents to improve not only their approach in teaching but also the tools they use.

In the consultation setting, stated by R7, "...Method and strategies- seek help from the

admin, teachers collaboration of materials and references...". This implies that teachers

will seek help from their co-teachers, and other faculty members as their strategy.

Another data from the respondents says, " ...Collaboration to other teachers in the same

subject area...". Hence, peers work together for mutual benefit and is further seen as a

process in which critical and supportive feedback is emphasised (Eric, 1994). This

shows that inquiring and learning from other professionals is not a harm to your

approach but a help to receive.

No strategy implied. R9 states that, "...No choice to have the student in a modular

learning…" with this means that no strategy will be implied. The given teaching

５２
approach will not be changed and eliminated but still implemented. The learners must

adjust and learn to adapt to the approach prepared by the teachers.

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

The study aims to identify what innovative methods teachers apply in each of the

phases in teaching Araling Panlipunan to secondary students. It also aims to know what

technologies they employ in today’s modality of education. The study aims to

understand the difficulties they encounter during the making of instructional materials to

be used and strategies to cope with these difficulties. Hence, the study aims to

understand the experiences of the teachers during time of pandemic.

The researchers use Phenomenology as their research design. A

Phenomenological studies, according to (Donalek, 2004), examine human experiences

through the descriptions provided by the people involved. The goal of phenomenological

studies is to describe the meaning that experiences hold for each subject. This type of

research is used to study areas in which there is little knowledge. Moreover, the study

was conducted from September to December of school year 2021 to 2022 in Benguet

National High School- Mainin La Trinidad, Benguet. The researchers used purposive

sampling in identifying the respondents, so overall there were 9 respondents who were

in the field of Araling Panlipunan. These Araling Panlipunan teachers are the

respondents of the study because data gathered from them could help future educators

５３
of the same major/discipline to teach effectively with the use of innovative instructional

methods and technologies.

Unstructured survey questionnaire was used as the primary data gathering

instrument and was supported by interview. The Google Form questionnaires has total

of nine (9) questions. The qualitative data gathered were presented, analyzed and

interpreted accordingly. In determining what are the innovative teaching methods that

are most used in teaching Araling Panlipunan to secondary students, the researchers

used content analysis. Coding, identifying themes, patterns and relationships and

summarizing were used to analyze data gathered from the respondents.

The salient findings in the study are:

1. The current ways of teaching method that teachers are knowledgeable of are

Online Learning with the percentage of 177.78, Blended Learning with 133.33

percent, Student-Centered Approach with the percentage of 77.78 and lastly

Modular with 66.67 percent.

2. Most of the teachers answered that the new method of teaching they employ

were Software System like LMS, this ranked first with the percentage of 100.

Ranking second was Synchronous Learning and Audio-Visual Media Material

with 88.89 percent. Ranking third and last was Asynchronous Learning (55.56%)

and Social Networking Site (44.44). Also, all of the teachers agreed that new

technologies are effective I teaching Araling Panlipunan.

3. Most of the teachers employ Active Learning (100%) in the introductory part of

teaching Araling Panlipunan. Second and last are Stimulus –based Learning

(44.44) and Inquiry-based Learning (33.33). In the presentation per se, teachers

５４
 employ still Active Learning with 144.44 percent and both Stimulus-based and

Inquiry-based Learning comes second with percentage of 22.22. In the

evaluation, teachers employ Interactive Virtual Quiz with 111.11 percentage,

which rank first. Next and last are Audio-Visual presentation with 55.56 percent

and Gamification with22.22 percent.

4. The different teaching references that are available online used in teaching AP

are Dep-ed Material, which most the teachers used with the percentage of

111.11 and Online Platform with 88.89 percent.

5. The internal and external factors teachers consider in designing instructional

materials to be used in teaching Araling Panlipunan are Availability and

accessibility of learning/teaching materials (211.11%), Students’ Characteristics

(111.11%), Teachers’ skill and interest (55.56%), Time allotment (44.44%),

Competency attainability and Personal issues are both 33.33 percent.

6. These internal and external factors affect teachers’ instructional method like

having Low quality instructional materials (111.11%), Delayed instruction

distribution and Decreased Intellectual engagement are both 33.33 percent.

7. Teachers also encountered difficulties in designing their own instructional

materials such as Insufficiency and malfunction of materials and resources

(66.67%), Limited tie (55.56%), Network Difficulty (33.33%), Limited digital

literacy (33.33%), Strict Dep-Ed Standard (33.33%) and lastly Work overload

(11.11%).

５５
 8. Hence, teacher's Resourcefulness (66.67%), Professional development (56.56%)

and No strategy (11.11%) are the coping ways that the respondents used for the

difficulties they encountered while designing their instructional material.

CONCLUSIONS

This chapter presents the conclusions and recommendations derived from the

findings. It states the conclusions based on the answers of the respondents and

enumerates recommendations for future related research.

Based from the salient findings of the study, the following conclusions are drawn:

1. Teachers are continuously learning, exploring and developing methods of

teaching that corresponds to the current situation of education.

2. Technology such as multimedia tools, software systems are effective methods for

instruction during this pandemic.

3. Constructivist learning and technology are now mostly applied which actively

involves learners in the process of meaning and knowledge constructions.

4. The findings implicate that there were several difficulties such as work overload,

limited time, insufficiency and malfunction of materials and resources, network

difficulty, limited digital literacy and strict Dep-Ed standard that teachers

encountered while designing such instructional materials to be delivered to the

students.

５６
 5. Hence, teacher's resourcefulness, professional development and no strategy are

the coping ways that the respondents will use when encountering difficulties in

designing instructional material. This paves way to peer coaching, peer

counselling, seminars and workshops, alternative teaching approach and new

instructional tools to be used for teaching Araling Panlipunan to be effective in

Pandemic teaching-learning setting.

RECOMMENDATION

To add knowledge on the nature of the study, interested researchers may consider the

following recommendations:

1. To the curriculum developers, the researchers suggest that this research will be

used as a basis for evaluating the educational situation during this time of

pandemic.

2. Dep-Ed and CHED may adopt standards for professional development to guide

the design, evaluation, and funding of professional learning units provided to

educators.

3. Dep-Ed administrators may identify and develop expert teachers as mentors and

coaches to support learning in particular areas of expertise for other educators.

4. To school head, may this research be their guide for giving support to the

teachers and staffs of the school. Researchers suggest that conducting a

monthly evaluation and peer coaching/ consultation be done for the teachers.

５７
5. To teachers, this research may serve as a note or a reminder that they could do

better for this kind of modality they are in. This could also be their evaluation in

teaching Araling Panlipunan this time of pandemic, may help them evaluate what

innovative methods to use and such.

５８
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６５
 APPENDIX A.

LETTER TO THE SCHOOL PRINCIPAL

Mr. Nestor Dalay-on

Basic Education Principal
Benguet National High School-Main
Stockfarm, Wangal,
La Trinidad, Benguet

We, the students from Benguet State University, taking Social Research (SST
138.1) are conducting a study on “Teaching in 21st century: Innovative methods in
teaching Araling Panlipunan to secondary students” The researchers have chosen your
school as the sample base for this study.
In this regard, the researchers will conduct the gathering of information through
an interview and Google form questionnaire with the said respondents within the
duration of November to December 2021.

We hope for your positive response on this humble matter. Your approval to
conduct this study will be greatly appreciated.

Thank you very much for your support to such endeavor.

Sincerely yours,

Dacay, Lara Mae M. De Guzman, Jiziel C. Deligen, Gracelyn K.

Duyapat, ViniaClexane C. Mangapan, Riza L.

Noted by:

SGD Janet Lynn Balagtey

SST 138.1 Teacher
Approved by:

SGD Divina Yango

College of Teacher Education Dean

６６
 APPENDIX B

INFORMED CONSENT

This is a research on the teaching in 21st century: Innovative methods in teaching

Araling Panlipunan to secondary students. You will be asked by the researcher prior

and after the interview proper. All of the information will be kept confidential and solely

to be used in the research endeavor. The interview will be for the duration of an hour.

Follow up interviews will also be done during the course of the study.

I understand that I can contact Lara Mae Dacay at 0950-143-5680 about any concerns I

have about this research. I understand that participation in this project is voluntary and I

have the right to stop at any time. By completing the interviews, I also state that I

understand and that none of my answers will be released and no names will be

recorded and that risks of participating in this study are minimal. I understand that

participating in the study will help the researcher better explain and understand the

innovative methods used in teaching Araling Panlipunan to secondary students in 21st

century, thus, contributing to a more “effective” teaching.

________________________________________________

SIGNATURE OVER PRINTED NAME OF PARTICIPANT

６７
 APPENDIX C

LETTER TO THE RESPONDENTS

Dear Respondents,

We, the students from Benguet State University, taking a study entitled

“Teaching in 21st Century: innovative methods in teaching Araling Panlipunan to

secondary students”. In partial fulfillment on our Social Research (SST 138/138.1)

subject. In this matter, may we request you for your cooperation in answering the

interview questionnaire about the topic.

Your approval to the request is highly appreciated.

Sincerely yours,

Dacay, Lara Mae M. De Guzman, Jiziel C. Deligen, Gracelyn K.

Duyapat, ViniaClexane C. Mangapan, Riza L.

Noted,

Janet Lyn Balagtey

SST 138.1 Teacher
Approved by:

DivinaYango
College of Teacher Education Dean

６８
 APPENDIX D

INTERVIEW QUESTIONNAIRE

Good day to you. We are the student researchers in Social Research in College

of Teacher Education in Benguet State University. Presently, we are working on our

Research "Teaching in 21st century: Innovative methods in teaching Araling Panlipunan

to secondary students". As a vital part of this academic endeavor, we are hoping for

your full participation and your answer will be treated confidentially. Thank you for your

time, effort and participation. The study is for educational purposes only. Your

participation in this study will be helpful to our study.

PROFILE
Name: Age:
Place of work: Years of Experience:

Date and Place of Interview: _______________________________________________

QUESTIONS:

1. What current innovations in education are you knowledgeable of?

2. What type of innovative teaching method do you employ in teaching Araling

Panlipunan online? What multimedia tools do you commonly use in teaching Araling

Panlipunan online?

3. Are these technological innovations helpful/effective in teaching Araling Panlipunan

online? How?

６９
4. What innovative instructional strategies do you employ in teaching Araling

Panlipunan in online class during the pandemic in terms of:

a. Introduction

b. Presentation

c. Evaluation

5. What are the different teaching references that are available online that is used in

teaching Araling Panlipunan? Why?

6. What are the external factors you consider in designing instructional methods that

you use in your Araling Panlipunan class? What are the internal factors you consider in

designing instructional methods that you use in your Araling Panlipunan class?

7. How these internal factors affect your instructional method? How these external

factors affect your instructional method?

8. What difficulties have you encountered in designing instructional methods?

9. What strategies do you employ to cope with the difficulties in designing your

instructional methods?

７０
GOOGLE FORM

７１
７２
７３
Google form link-

https://docs.google.com/forms/d/e/1FAIpQLSdPCkFGu883IaQ3jfhF8Rb-

lNtYq4Zgpnkf9ARjk6lW8xAKw/viewform?usp=pp_url

７４
 APPENDIX E

INTERVIEW SCHEDULE

Focus Area Sample questions and probes Types of questions

What is your educational Initial and intake

attainment? questions
Study and participant

introduction Are you familiar with unstructured interview

technological tools, materials

open-ended
and resources used in

teaching during this

pandemic?

Innovative methods used Do you use innovative Follow up questions

methods in teaching?
unstructured interview

What are the current

open-ended
innovations in education that

you are knowledgeable of?

Tell me what new teaching

methods you use in your

Araling Panlipunan classes

under the context of virtual

learning?

What are multimedia tools do

７５
 you commonly use?

Do you think these new

teaching strategies that you

mentioned makes teaching

easier or effective? How?

Strategy and resources What innovative instructional Follow up questions

used strategy do you employ in unstructured interview

virtual teaching in terms of open-ended

introduction, presentation, and

evaluation?

What online

resources/references are

available online that you use?

Can you share what are the

applications you used?

Factors to consider and Base from your experiences, Follow up questions

Difficulties encountered what are the external and

unstructured interview
internal factors you consider in
open-ended
designing instructional

methods?

What is the effect of these

７６
factors to your instructional

methods or teaching strategy?

In your years/months of

experience, what are the

difficulties that you encounter

in designing your instructional

methods?

７７
 APPENDIX F

QUANTITATIVE DATA ANALYSIS OUTPUTS

７８
 APPENDIX G

INTERVIEW TRANSCRIPT

RESEARCH 1. What innovative methods of teaching are being employed by Araling

Panlipunan teachers in online class during the pandemic in terms of:

A. Introduction

B. Presentation

C. Evaluation

INTRODUCTION

R1 Video clip, google Active learning

forms,google sheet (Video Clip, Video
lesson, kahoot,
classpoint,
R2 Picture parade, game, socratic Powerpoint
method, etc presentation, google
meet)

R3 Using of online application

example Kahoot, classpoint
Inquiry-Based
learning (socratic
R4 Use of video lesson, ppt to Method, google
motivate learners in a google form, google
meet sheet, )

R5 We can use our own video

Stimulus-based
modules to introduce the
learning (game,
subject
picture parade,
picture analysis,
Picture analysis module)

７９
R6
The use of powerpoint
presentation, game based for
R7 motivation

R8 N/A

R9 With the aid of module

PRESENTATION

R1 Active Learning (Video,

clip, Discussion, google
meet, short video, ppt,
Lms)

Inquiry-based learning
(socratic method, google
form

Stimulus-based learning
(Picture analysis, data
Video clip, google meet analysis)

R2 Short video, discussion using

ppt, picture analysis, data
analysis, socratic method, etc

R3 LMS, PPT GFORMS

R4 Use of video lesson, ppt to

motivate learners in a google

８０
 meet

R5 PPT presentations and self

made video modules

R6 Video presentation

R7 Video lesson

R8 N/A

R9 N/A

EVALUATION

R1 Google forms Gamification (interactive games,

kahoot)

R2 Quiz bee, quiz, post-test,

etc
Interactive Virtual Quiz (Google
forms, post-test, oral questioning,
R3 GFORMS LMS GSLIDE classpoint, quiz bee, chats, LMS)
GCLASSROOM
KAHOOT CLASSPOINT
Audio-Visual presentations (ppt, Self
made video modules)
R4 Oral questioning, chats

R5 PPT presentations and

self made video modules

R6 Quiz Bee

８１
 R7 Interactive games. The
use of Kahoot. The use
of LMS where they
answer their activities
and evaluations.

R8 N/A

R9 N/A

2. What are the technological innovations being used in teaching Araling Panlipunan

online?

AR1 Google meet,LMS

Synchronous Learning
R2 Google meet, google classroom, (Google meet, Zoom,
messenger, google suites, kahoot, Fb Room)
crossword puzzle maker online,
kahoot.it,LMS
R3 Asynchronous
-none, applying the learnings Learning (Google Suites,
about teaching methods Google classrooms,
Crossword puzzle maker
-multimedia: PPT online)
R4 ideo lessons, radio-based
instruction,google meet,msgr, ms
O365 PPt, Software
System ( Microsoft Office,
R5 Lms, Moodle)
Blended modality....

Multimedia tools we use is

google classroom,messenger Social Networking Sites
and facebook apps (Facebook messenger,
Youtube)
R6 Video Module
R7 In teaching online we prepare
our interactive powerpoint. We Audio-Visual Media,

８２
 also prepare video lessons and material(Radio-based,
also use downloadable videos Video lessons, video clips,
from youtube that is inclined in slides, module, computer)
MELC. We use multimedia tools
or different platforms such as
google classroom, google meet,
fb messenger and room, zoom,
microsoft teams for others,
Kahoot, Learners Management
System (LMS) and Moodle App.
R8 We used radio base, lms and
video approach to address the
needs of our students.
R9 video clips, slides, module,
computer

R1 Online(google meet,
zoom),offline(messenger,LMS),modular Blended Learning ( video,
printed, video sending for google meet, Printed,
supplementary approach, PowerPoint Online platforms, ppt,
blended learning, printed
Presentation
module, blended, blended
R2 Collaborative learning, gamification, learning, distance
self-learning, competency- based learning, radio)
learning, thinking-based learning
R3
Discussion, cooperative, integration Student-Centered
Approach (Collaborative
R4 Blended learning, printed modular Learning Cooperative,
integration, Learner-
R5 centered approach,
We use the different modalities in gamification, self-learning,
teaching competency-based
learning, thinking-based
Modular,Blended,and online
learning)
R6
Audio- Visual Strategy

Learner Centered approach Modular( Printed, printed

modular, modular,

８３
R7 Teaching in online class and blended modular, distant learning,
learning using Radio, Google, LMS and modular)
other platforms.
R8 New approach was design to meet the
demands of this new normal modular Online Learning (Lms,
distant learning was introduced to cater lms, videos, Ppt,
the needs of every students. Discussion, audio-visual
strategy, messenger,
R9 Modular online, online class,
google meet, zoom,
google, online, online)

CR1 YouTube, modules

from Text BaseShield DepEd Materials (Modules from
required by CAR BaseShield, LMS, MELC based
Deped, Videos, Textbooks from Dep-Ed,
Modules form Dep-Ed, pictures from
R2 Facebook AP teachers current events, Text SHIELD -
instructional materials SOURCE OF SLM, text- based shield,
group MELC, Dep-Ed commons, DepEd Text
R3 Text SHIELD - Based Shield)
SOURCE OF SLM
R4 Learning Management
System (LMS), text- Online Platforms (Youtube, Facebook,
based shield, any Messenger, Pictures, Maps, Video
videos that is MELC Presentations, news, YouTube)
based
R5 Youtube MELC based
videos can be shared
thru Group chat and
facebook.
R6 Pictures,Maps and
video presentations of
different topics
R7 Pictures,Maps and
video presentations of

８４
 different topics
R8 I am not teaching
online.
R9
Textbooks from Dep-Ed

Modules form Dep-Ed

Pictures from current

events

News

DR1 Helpful for the new normal Agree (Helpful for the new
but not effective for such normal, Yes)
reasons: does not
accommodate all types of
learners in all aspects like
economic and capacity,
technical problems
including signal, weather ,
location and fastness of
internet
R2 Helpful for the new normal
but not effective for such
reasons:does not
accommodate all types of
learners in all aspects like
economic and
capacity,technical problems
including signal, weather ,
location and fastness of
internet
R3 Yes
R4 Yes, I could reach and
clarify lessons to my
learners
R5 Blended modality

８５
 Yes technologies are very
helpful since we are in a
blended learning modality
wherein we cannot have the
usual face to face.we can
update the students online
asap compared to modular
learning
R6 Yes because the students
will enjoy watching while
learning..
R7 Yes. It saves time. It helps
to encourage and motivate
students to learn and have
interest in the lesson. For
teachers, it helps us to
make our lesson more
exciting thru the use of
game based lessons,
interactive video lessons.
R8 Well if students have the
gadgets, they can avail or
access to this new trend of
learning.
R9 yes, in some ways. It’s
helpful in some ways we
could show some pictures
with your own explanation
kasi nagsasalita ka doon.

3. What are the factors to consider in designing instructional methods?

R1
External-stable internet and Availability and accessibility of
references, capacity of learning/teaching materials (stable

８６
 students, bulk of works, internet and references, gadgets,
availability of materials,
Internal- capacity to learn, curriculum, availability of
stress level technology, availability of internet
R2 connection and gadgets of the
Internal-stress, mental students, internet connectivity,
anxiety, strategies in detailed instruction,
making IM's interactive understandable lesson, strategies
in making iM's interactive, current,
External-internet curriculum, learner's gadgets and
availability, current, availability of their materials, soft
gadgets, availability of copies are sent online, availability
materials of learning references, gadgets or
technologies that the learners use,
R3
External:curriculum budget implementation,availability
of internet, availability of learning
Internal: SMART materials)

R4
External- internet
connectivity, learners'
gadgets and availability of
their materials, lack of time, Time allotment (lack of time, time
lots of paper works management, time, time and
interest of teachers in designing)
Internal- passion, time
management
R5 Student’s characteristics (Student
External-availability of level of learning, capacity to learn,
technologies that teachers capacity of students, preferences
have and the internet of learners, level of learning,
connectivity interests and skills, level of
learning, interest and skills,
Internal factors -students
consider also the learners with
level of learning and
special needs, learning level of
student with learning
student,
disabilities are being
considered...

Soft copies are being sent Personal issues (stress, mental

online for the student who anxiety, stress level)
has the means to produce
their own modules at home

８７
R6
External...The availability of
internet connection and Teacher’s Skills and interest
gadgets of the students (passion, bulk of work,
knowledge/skills of teacher,
internal factor.. time and knowledge in the use of different
knowledge/skills and platforms, lot of paper works)
resources of the teacher
R7
External Factors. The
Competency Attainability
preferences of the learners.
(Attainability of competency,
The availability of the
SMART, Dep-Ed designing)
learning references,
gadgets or technologies
that the learners use. We
also consider their level of
learning, interest and skills.
We consider also the
learners with special needs.
We need to consider the
attainability of
competencies. The
available resources and
budget for implementation.

Internal factors. The time

and interest of teachers in
designing. The lack skills
and knowledge in the use
of different platforms or
technology.
R8 Dep.Ed. Is the one
designing our instructional
method base on specific
competencies. Making or
designing your on creative
activity work sheet.
R9
availability of internet (good
internet connection)

-amin ba ada laptop na

８８
 (availability of learning
materials)

-learning level of students

- Understandable lessons

-detailed instructions

R1 External -longer time, patience of Low Quality instructional

waiting Materials (choppy connection,
limited approaches, cannot
internal- limited approaches finish work on time, work
efficiency, effectivity,,
interactive material, it will not
R2 Internal- exhaustion, interactive
simplify my lesson hence, it
material
will not easily be digested by
External-work efficiency, my students, detailed
effectivity instruction, longer time)

delayed instruction
R3 ... distribution (teaching delivery
and preparation,teaching
delivery and
R4 Internal factors- cannot finish preparation,some learners
work on time cannot join the virtual meet)
External factors- chappy decreased intellectual
connection, some learners engagement (interest and
cannot join the virtual meet, motivation, patience,
exhaustion)
R5 Same as number 6

R6 The teaching delivery and

preparation is affected because
of this factors.

R7 Internal factors affects in

establishing interest and

８９
 motivation in designing
instructional method.,

R8 It will not simplify my lesson

hence, it will not easily be
digested by my students.

R9 specific answers (detailed

instruction)

4. What are the difficulties encountered in designing instructional materials?

R1 Time management-since I handle m Limited time (Time

slowsulti- modalities,bulk of works management,time
including work for the family constraint, lack of
preparation time,Lack of
time because of
R2 Difficulties-Availability of materials such workload, time
as gadgets, insufficiency of references consuming)
and resources
work overload (bulk of
workloads)
R3 Slow internet connection
Network Difficulty (slow
R4 Slow internet connection, laptop is internet connection, slow
lagging, internet
connection,internet
connection of both
R5 Internet connection of both student and student and teachers
teachers alike... alike)

It slows down the laptop functioning

because of the flooding of downloaded
outputs . Insufficiency and
malfunction of materials
Limited knowledge on the use of and resources(laptop is
different apps to make the lesson lagging, insufficient
interactive both student and teacher

９０
 alike reference and
resources, Availability of
Work overload in preparation of the materials such as
instructional materials. gadgets, slows down
laptop functioning, lack
Time constraint on the part the techer of budget,looking for
available reliable
sources on the internet
that the students can
access.)

R6 ..lack of time to prepare and the Limited digital literacy

resources needed.. (limited knowledge on
the use of different apps,
difficult to use programs
R7 We need to follow the format of DepEd.
that are beyond my
It should be inclined in MECL. Lack of
grasp, no lessons about
time because of workload. The need for
technology)
evaluation in the school, district and
region. In the implementation of
instructional methods or materials
because of current situation where there Strict Dep-Ed Standard
is no face to face learning and lack of ( We need to follow the
budget for implementation in a big format of DepEd, It
school. should be inclined in
MECL, complex)
R8 difficult to use programs that are beyond
my grasp

- no lessons about technology

- time consuming

-complex

R9 difficult to use programs that are beyond

my grasp

- no lessons about technology

- time consuming

-complex

９１
5. What are the strategies employed to cope with these difficulties?

R1 Give priority on the populous Peer coaching/

modality since most of students consultation (seek help from
Needs intervention is on the the admin and teachers,
modular Modality. collaboration to other
teachers, knowing the
students level of knowledge
R2 Method and strategies- seek help through adviser)
from the admin, teachers
collaboration of materials and
references
Seminar workshops
(seminars and workshops,
R3 N/A usage of new teaching
apps)
R4 reschedule the meeting, discuss the
lesson using msgr chat
Resourcefulness( thinking
R5 Strategies we employ of alternative strategy,
discuss the lesson on
Seminars workshops to update messenger chat,
ones self reschedule the meeting,
use of different apps/tools in
On the use of different apps/tools in the new normal, Needs
the new normal intervention is on the
modular Modality, looking
Collaboration to other teachers in for available resources on
the same subject area the internet)
Knowing your students level by no strategy implied(no
asking the adviser choice to have the student
in a modular learning)
R6 .. thinking of alternative strategy

R7 N/A

９２
R8 Sometimes, looking for available
reliable sources on the internet that
the students can access. Making
the most out of the resources I have
access to.

R9 Sometimes, looking for available

reliable sources on the internet that
the students can access. Making
the most out of the resources I have
access to.

９３
 BIOGRAPHICAL SKETCH
Lara Mae Dacay was born on March 29, 2000. She is

currently living in Baguio City, Benguet. She claimed her

elementary diploma at Middle Elementary School. She

finished her junior high school at Magsaysay National High

School and finished her senior high school at King’s College of the Philippines.

Currently, she is taking Bachelor of Secondary Education Major in Social Studies at

Benguet State University.

Gracelyn Kelly Deligen was born on July 20, 1999. She is

currently residing at Tawang, La Trinidad, Benguet. She

finished her elementary at Tawang Elementary School. She

finished her Junior High school at La Trinidad High School

and completed her Senior High School at Kings College of

the Philippines. Now, she is currently in her fourth year of

college taking up Bachelor in Secondary Education majoring in Social Studies at

Benguet State University.

The name is Jiziel c. de guzman. Twenty-one years old. Born on

March 4, 2000. A pure filipino and a native kankanaey. Her father is

Leonardo De Guzman. And Elvie Comeda Candong is her mother.

She has 6 siblings. She was born in San Gabriel, La Union and

currently living in Longlong, Puguis, La Trinidad, Benguet. She is

pursuing secondary education at Benguet State University.

９４
 Vinia Clexane Duyapat was born on May 9, 2000. She is from

Tinoc, Ifugao and currently residing at La Trinidad, Benguet.

She had her Elementary education at Tinoc Central School

and finished her Junior High School level at Hapid National

High School Annex. She graduated Senior High level at King’s

College of the Philippines. She is currently taking Bachelor of Secondary Education,

Majoring in Social Studies at Benguet State University.

Riza Mangapan was born on August 01, 2000 in Bontoc,

Mt. Province. She is from Mt. Province and is currently

living in La Trinidad, Benguet. She finished her elementary

school at Gonogon Elementary School. She graduated in

Guisad Valley National High School during her junior high

school and finished senior high school at King’s Collage of

the Philippines. Currently, she is a student of Benguet State University and taking

Bachelor of Secondary Education majoring in Social Studies.

９５