Introduction:

Araling Panlipunan is one of the important subjects taught in High

School. As such, the need to keep it abreast with the changes among the
new generation of learners brought about by the development of
technology is paramount. The researcher wishes to adopt and introduce an
effective approach to its mode of instruction as applied and practiced in the
Philippine Education System which is the incorporation of Role Playing to
the subject with an expectation that it will advance the learners’
disposition, tendency, and inclination on the subject as part of their High
School curriculum. The study shall attempt and endeavor to resolve
pertinent questions and concerns relative to the nature and purpose of this
study to wit: What shall the students role-play about? Which specifics shall
the learners take focus on in a Role-Play? How the teacher shall distinguish
which Araling Panlipunan topics are to be role played apart from those
which are to be subjects of Classroom discussions? Or how much time is
alotted for role playing in consideration with the time limitation normally
required for the subject.
Central to the discipline of Secondary Education is the Araling
Panlipunan. It is is a learning discipline that is concerned with the study of
society. It develops the pupils' literate and effective participation as a
citizen of the country (Corpuz and Salandanan, 2012).
This subject teaches students about human connections, and the
function of society and aims to promote understanding of how to be a
competent citizen in the public. It is a course of study that focuses on
human connections and how society functions and its lessons connect the
past, the present and the future; it considers and appreciates the students'
multiple intelligence and learning styles; and it enhances the use of
cognitive skills in the students in intelligently interpreting information, data,
or idea and in drawing from therein stronger conclusions.
Recent developments in the conduct of the subjects and courses in
the Secondary Education have shown the need for a revolutionary change
in its delivery and mode of instructions such that the learners will certainly
acquire the avails of the study of the subject which now have lead to
renewed interest in the integration and incorporation of Role-Playing in
Araling Panlipunan. There are a variety of teaching methods learned from
seminars and pieces of training in Araling Panlipunan for teachers such as
lectures, reporting, small group discussion, and role-playing.
Role play is a form of experiential learning (Russell & Shepherd,
2010). Students take on assigned roles and act out those roles through a
scripted play. The role play can be carried out one-to-one (individual role
play) or as a group role play with each member in the group taking on a
role/character.
The students we have nowadays are what we call Gen Z, who are
more interested in technology, mobile activities and games, and more. It is
a challenge for Araling Panlipunan teachers to get the students’ interest in
the subject, especially when they are exposed to traditional teaching
methods - they are given a set of reading materials to be read at home or in
their own free time and later to be discussed in a lecture-discussion
manner in the classroom, diminishing their capacity to learn outside the
materials provided, and narrowing their understanding as a result. To
revolutionize the approach to the introduction of Araling Panlipunan to the
students, the teacher might want to include ways and strategies in such
ways that encourage students to come out from their comfort zones and
explore new heights ideas relative to Araling Panlipunan; one of the ways is
the incorporation of role-playing into the conduct of teaching instruction of
the subject.
Role-play is an effective method to let students demonstrate an
understanding of specific topics, as they apply them in a role-play
presentation, they get to have a first-hand experience of specific lessons
from the subject. Aside from reading, memorizing, or remembering, role-
playing can be a very good way to enhance and strengthen students’
abilities to demonstrate their acquired knowledge while developing their
creativity, perform cooperation with their peers, and many more social or
interpersonal skills.
This exercise give students the opportunity to assume the role of a
person or act out a given situation. These roles can be performed by
individual students, in pairs, or in groups which can play out a more
complex scenario. It requires students to get out from the regular role they
perform on a daily basis and get into the behavior or pattern of another
person. This is often used to facilitate subject-matter learning by having
the students perform their supposed learning of the causes and solutions
of some social issues in the society they belong to. This is a good technique
so students will have to interact with their peers and apply their own values
in demonstrating their roles, thus making them understand other people
better from playing the character.
Having ignited the students’ interest in the subject through the
incorporation of role-playing in the Araling Panlipunan lessons, there will be
smooth transition of topics, such that students are looking forward to
learning all the more, and such degree of expectations by the students they
shall have learned more lessons which are to be inculcated into their daily
lives outside of the school. Role-play is a social and communal activity.
Students interact within the scenarios they’re given by the teacher, which
encourages them to come together to find solutions and to get to know
how their classmates think.
In some cases, role playing can prepare students for real-life
scenarios . Such exercise provides the students a glimpse of the situations
they may encounter and will receive constructive feedback from teacher
and classmates on how they’ve performed and they can discuss ways to
potentially improve performances, resulting in more efficient handling of
similar real-life scenarios. When a student participates in a role-playing
scenario, she is demonstrating the way that she would actually handle a
similar situation in real life and the teacher can see how students react and
can make notes on each students’ level of competence and work with other
students on their particular weaknesses.
After all, the very purpose of education is not limited to learning
within the four walls of the classroom, rather bringing the learning they
acquired into real-life situations and endeavors; as Confucius said “Give a
man a fish and he will eat for a day. Teach a man how to fish, and he will
eat for the rest of his life.”

Research Questions:
In the light of above discussion my work aims to contribute to the process
of more effective and trenchant approach to the mode and manner of
teaching the Araling Panlipunan subject to High School students. Broadly,
my research will inquire and investigate three main areas:

1. Teacher’s Approach: How shall a teacher distinguish Araling Panlipunan

topics suitable for role playing? How shall he/she divide her class? How
shall he/she fashion harmony between role-playing and classroom
discussion to achieve better understanding by the learners?

These questions will involve an engagement with and evaluation of

current methods on the instruction and teaching style and approach of the
subject.

2. Learners’ eccentrics: How students behave and conduct themselves in

the current form and mode of instruction? How they perceive the subject in
the light of their modern and current situation? Why the need to advance
and accentuate the importance of the subject to students? What are the
possibilities that will hinder them from effectively engaging themselves in
role-playing?

These questions will involve a consideration of the contemporary

literature on adolescence, rationality, behavioral psychology, and effects of
modern technological development to new and younger generations.

3. Public Education System’s pliancy and workability: How to incorporate

role-playing in Araling Panlipunan in such fashion as it is in compliance with
the mandate of Public Education? Is it possible for the introduction and
incorporation of Role-Play to the contemporary and current Public
Education System? Does it conform to the already established doctrine of
Public Education?
 These questions will contemplate and examine the existing norms
and standards of Public Education, and will carefully gauge and assess the
current practice, implementation, policy and fashion in the system.

Objectives:

Overall Aims:

This research seeks to investigate the techniques of effective

incorporation of role-playing to Araling Panlipunan subject.

Specific Objectives:

 To analyze to current behavior of the Public School learners towards the

subject.
 To examine the possibilities that may hinder the learners from
positively engaging, and actively participating in role plays as integrated
and incorporated into Araling Panlipunan.
 To evaluate contemporary practices, fashion, and implementation of
the subject’s topics and syllabus in Public Schools.
 To empirically explore the working conditions and instruction delivery
of the Teachers of Araling Panlipunan.
 To fashion, encourage, and develop into the learners the importance
and value of the subject to them and the society.

Methodology:

This study will utilize and employ the a combination of qualitative research
approaches: historical, case study, and action research (Ospina, 2004).
In the first phase, the researcher will review related literature regarding
Public Education mode of classroom instructions and delivery. The
researcher shall then collate, evaluate, and analyze in the purview of
Araling Panlipunan subject. In the succeeding phases, the researcher shall
conduct case studies on the applicability, practicability, feasibility, and
viability of the incorporation and inclusion of role-play in Araling
Panlipunan, and shall organize and oversee action research on students’
comprehension and participation of the subject. The final phase of the
research shall consist of substantial periods of observational research for
teachers’ innovation and initiative, as well as for students’ positive
participation of the learning process.

Reference:
An Introduction to Personality Study
1st Edition
By Raymond B. Cattell
April 26, 2021

Approaches to Personality Theory

1st Edition
By David Peck, David Whitlow
April 26, 2021

Culture and Cognition: Readings in Cross-Cultural Psychology

1st Edition
Edited By J. W. Berry, P. R. Dasen
April 26, 2021

Humans as Self-Constructing Living Systems: A Developmental Perspective

on Behavior and Personality
1st Edition
By Donald H. Ford
April 26, 2021

Interaction Concepts of Personality

1st Edition
By Robert C. Carson
April 26, 2021

Sonia Ospina
Robert F. Wagner Graduate School of Public Service
New York University
Edited by G. Goethals, G. Sorenson, J. MacGregor
Copyright © 2004 SAGE Publications
London, Thousand Oaks CA, New Delhi
www.sagepublications.com

RESEARCH PROJECT TITLE

Role-Play: An Alternative to Traditional Teaching Method of Araling
Panlipunan Subject in Grade 10 Junior High School in Lunop National High
School

Name of Proponent: Agar Quintana-Romeo

Proponent Station: (Place of Work): Lunop National High-School
Proposed Budgetary Allocation (in Pesos): __________
—-------------------------------------------------------------------------------------------------
-----------------
ABSTRACT (single space)

Keywords ( 5-10 words)

—-------------------------------------------------------------------------------------------------
-----------------SEPARATE PAGE
INTRODUCTION (double space)
Araling Panlipunan is one of the important subjects taught in High
School. As such, the need to keep it abreast with the changes among the
new generation of learners brought about by the development of
technology is paramount. The researcher wishes to adopt and introduce an
effective approach to its mode of instruction as applied and practiced in the
Philippine Education System which is the incorporation of Role Playing to
the subject with an expectation that it will advance the learners’
disposition, tendency, and inclination on the subject as part of their High
School curriculum. The study shall attempt and endeavor to resolve
pertinent questions and concerns relative to the nature and purpose of this
study to wit: What shall the students role-play about? Which specifics shall
the learners take focus on in a Role-Play? How the teacher shall distinguish
which Araling Panlipunan topics are to be role played apart from those
which are to be subjects of Classroom discussions? Or how much time is
alotted for role playing in consideration with the time limitation normally
required for the subject.

Significance of the Proposed Study

This subject teaches students about human connections, and the
function of society and aims to promote understanding of how to be a
competent citizen in the public. It is a course of study that focuses on
human connections and how society functions and its lessons connect the
past, the present and the future; it considers and appreciates the students'
multiple intelligence and learning styles; and it enhances the use of
cognitive skills in the students in intelligently interpreting information, data,
or idea and in drawing from therein stronger conclusions.
Recent developments in the conduct of the subjects and courses in the
Secondary Education have shown the need for a revolutionary change in its
delivery and mode of instructions such that the learners will certainly
acquire the avails of the study of the subject which now have lead to
renewed interest in the integration and incorporation of Role-Playing in
Araling Panlipunan. There are a variety of teaching methods learned from
seminars and pieces of training in Araling Panlipunan for teachers such as
lectures, reporting, small group discussion, and role-playing.
Role-play is an effective method to let students demonstrate an
understanding of specific topics, as they apply them in a role-play
presentation, they get to have a first-hand experience of specific lessons
from the subject. Aside from reading, memorizing, or remembering, role-
playing can be a very good way to enhance and strengthen students’
abilities to demonstrate their acquired knowledge while developing their
creativity, perform cooperation with their peers, and many more social or
interpersonal skills.
This exercise give students the opportunity to assume the role of a
person or act out a given situation. These roles can be performed by
individual students, in pairs, or in groups which can play out a more
complex scenario. It requires students to get out from the regular role they
perform on a daily basis and get into the behavior or pattern of another
person. This is often used to facilitate subject-matter learning by having
the students perform their supposed learning of the causes and solutions
of some social issues in the society they belong to. This is a good technique
so students will have to interact with their peers and apply their own values
in demonstrating their roles, thus making them understand other people
better from playing the character.

Social value of the Proposed Study

The students we have nowadays are what we call Gen Z, who are
more interested in technology, mobile activities and games, and more. It is
a challenge for Araling Panlipunan teachers to get the students’ interest in
the subject, especially when they are exposed to traditional teaching
methods - they are given a set of reading materials to be read at home or in
their own free time and later to be discussed in a lecture-discussion
manner in the classroom, diminishing their capacity to learn outside the
materials provided, and narrowing their understanding as a result. To
revolutionize the approach to the introduction of Araling Panlipunan to the
students, the teacher might want to include ways and strategies in such
ways that encourage students to come out from their comfort zones and
explore new heights ideas relative to Araling Panlipunan; one of the ways is
the incorporation of role-playing into the conduct of teaching instruction of
the subject.
Having ignited the students’ interest in the subject through the
incorporation of role-playing in the Araling Panlipunan lessons, there will be
smooth transition of topics, such that students are looking forward to
learning all the more, and such degree of expectations by the students they
shall have learned more lessons which are to be inculcated into their daily
lives outside of the school. Role-play is a social and communal activity.
Students interact within the scenarios they’re given by the teacher, which
encourages them to come together to find solutions and to get to know
how their classmates think.
In some cases, role playing can prepare students for real-life
scenarios . Such exercise provides the students a glimpse of the situations
they may encounter and will receive constructive feedback from teacher
and classmates on how they’ve performed and they can discuss ways to
potentially improve performances, resulting in more efficient handling of
similar real-life scenarios. When a student participates in a role-playing
scenario, she is demonstrating the way that she would actually handle a
similar situation in real life and the teacher can see how students react and
can make notes on each students’ level of competence and work with other
students on their particular weaknesses.
After all, the very purpose of education is not limited to learning
within the four walls of the classroom, rather bringing the learning they
acquired into real-life situations and endeavors; as Confucius said “Give a
man a fish and he will eat for a day. Teach a man how to fish, and he will
eat for the rest of his life.”

Theoretical Framework/ Theoretical Background

Role play is a form of experiential learning (Russell & Shepherd,
2010). Students take on assigned roles and act out those roles through a
scripted play. The role play can be carried out one-to-one (individual role
play) or as a group role play with each member in the group taking on a
role/character.
Central to the discipline of Secondary Education is the Araling
Panlipunan. It is is a learning discipline that is concerned with the study of
society. It develops the pupils' literate and effective participation as a
citizen of the country (Corpuz and Salandanan, 2012).

Research Questions

In the light of above discussion my work aims to contribute to the process

of more effective and trenchant approach to the mode and manner of
teaching the Araling Panlipunan subject to High School students. Broadly,
my research will inquire and investigate three main areas:

1. Teacher’s Approach: How shall a teacher distinguish Araling Panlipunan

topics suitable for role playing? How shall he/she divide her class? How
shall he/she fashion harmony between role-playing and classroom
discussion to achieve better understanding by the learners?

These questions will involve an engagement with and evaluation of

current methods on the instruction and teaching style and approach of the
subject.
2. Learners’ eccentrics: How students behave and conduct themselves in
the current form and mode of instruction? How they perceive the subject in
the light of their modern and current situation? Why the need to advance
and accentuate the importance of the subject to students? What are the
possibilities that will hinder them from effectively engaging themselves in
role-playing?

These questions will involve a consideration of the contemporary

literature on adolescence, rationality, behavioral psychology, and effects of
modern technological development to new and younger generations.

3. Public Education System’s pliancy and workability: How to incorporate

role-playing in Araling Panlipunan in such fashion as it is in compliance with
the mandate of Public Education? Is it possible for the introduction and
incorporation of Role-Play to the contemporary and current Public
Education System? Does it conform to the already established doctrine of
Public Education?

These questions will contemplate and examine the existing norms

and standards of Public Education, and will carefully gauge and assess the
current practice, implementation, policy and fashion in the system.

Statement of the Problem or Objectives

Problem:
The students’ interest in Araling Panlipunan subject in Grade 10 is
diminishing and degree of their learning of the lessons are reaching
depressing heights.
Araling Panlipunan is one of the basic education subjects taught to
students especially in Public Schools from Kindergarten to Grade 10 (Junior
High School). This subject is not only interesting but is also very broad in
scope hence its topics are divided and separated among the different grade
levels. Araling Panlipunan subject in Grade 10 deals with “Contemporary
Issues” which focuses on the most current and pressing issues that the
country and society is facing, and one of the problems faced by teachers is
on what mode of instructions, or teaching methods they can devise and
forge to maximamize the degree and impact of learning to the students.

Reality:
As of the present, students are subjected to classroom discussions
and recitations. The students are compounded by just the four corners of
the classroom. It is the standard of the teacher to give the students lessons
and articles to read from the books and other sources, and discussing it in
the classroom for the entire period. Recitations are becoming normal and
students’ participation is minimal.

Consequence:
This has been the practice all over the years that the students find it
circuituos, typical and common thereby diminishing the students’ interests
to the subject as well as the degree of learning the students get. Their
learning is limited and somewhat on a downward trend especially to the
new generations of students. The informative lessons they are getting from
the books are less than what they are getting from the internet and other
social media platforms. The students are losing interest of the subject and
so they participate less in the discussion of the current issues their
generation is facing.

Proposal:
To address the repititious way of teaching the subject to the students
which is obviously lacking in variety, incorporating role-play to the way the
Araling Panlipunan is taught will break the ever-plaguing monotony
because it incites active participation of the students, thus igniting their
minds to the realities of today in application of the lessons they learn in the
subject.
When role-play is incorporated or included in the teaching of Araling
Panlipunan to Grade 10 students, the degree of learning of the subjects by
the students will evidently increase as well as their love for the subject will
be aroused because by then, they will be role-playing the current issues
that they, as the new generations, are facing. They have the first hand
experiences and effects of the concerns of today and rightly they can learn
from them from the role-plays they are tasks to give life.

Overall Aims:

This research seeks to establish the beneficial effects and

consequences of role-play as incorporated in the Araling Panlipunan
subject, and to investigate the techniques of effective incorporation of role-
playing to Araling Panlipunan subject

Specific Objectives:

 To analyze to current behavior of the Public School learners towards the

subject.
 To examine the possibilities that may hinder the learners from
positively engaging, and actively participating in role plays as integrated
and incorporated into Araling Panlipunan.
 To evaluate contemporary practices, fashion, and implementation of
the subject’s topics and syllabus in Public Schools.
 To empirically explore the working conditions and instruction delivery
of the Teachers of Araling Panlipunan.
 To fashion, encourage, and develop into the learners the importance
and value of the subject to them and the society.

—-------------------------------------------------------------------------------------------------
-----------------
SEPARATE PAGE
METHODOLOGY (double space)
This study will utilize and employ the a combination of qualitative
research approaches: historical, case study, and action research (Ospina,
2004). According to Van der Merwe (cited by Garbers, 1996), Qualitative
research is a research approach aimed at the development of theories and
understanding. It implies an emphasis on the qualities of entities and on
processes and meanings that are not experimentally examined or
measured (Denzin & Lincoln, 2005:10).

Research Design
This research is a mixture of methods in the study of the variables
related to instructional leadership and their contribution to the
improvement of learner achievement. Given this focus, literature reviews,
questionnaires and interviews are to be used to collect data. According to
Van der Merwe (1996:290), in theoretical studies the researcher produces
his/her evidence to support arguments from existing facts or information.
In the first phase, the researcher will review related literature
regarding Public Education mode of classroom instructions and delivery.
The researcher shall then collate, evaluate, and analyze in the purview of
Araling Panlipunan subject.
In the succeeding phases, the researcher shall conduct case studies
on the applicability, practicability, feasibility, and viability of the
incorporation and inclusion of role-play in Araling Panlipunan, as well as
One-on-one Interview and Focus Groups discussions. The researcher shall
organize and oversee action research on students’ comprehension and
participation of the subject.
The final phase of the research shall consist of substantial periods of
observational research for teachers’ innovation and initiative, as well as for
students’ positive participation of the learning process.

Research Environment
The locale of the study is Lunop National High School which is located
in the upper baranggay of Boljoon, Cebu. ………..wala pa koy idea unsa ni
ang lunop…unsa ka dak-a and school…pila kabuok studyante, pila ka
teachers….ikaw na sumpay ani hap…

Research Participants
 The research participants are the Grade 10 students ( pero kung naa
kay lain ng section, or year, iapil lang pud) of Lunop National High School.
These students are from the neighboring mountain baranggays of the town
of Boljoon, Cebu. The subjects and participants cover all gender including
those with preferred gender-preference. The fellow teachers of the
researcher are also provided with questionnaires which shall reflect their
views and preference favorable or in the negative to the subject matter.

Data Gathering Procedure/ Sources of Data

The study uses questionnaires as its main research instrument in

order to gather data faster. These questionnaires shall be different among
the methods to be used i.e. questionnaires for one-on-one interview,
questionnaires for the Focus Groups interview, questionnaires for case
studies. The study also reviews related literatures from the books or from
the internet sources as secondary sources of data.

Data To Gather
The research will limit its scope of data to be gathered among the
student respondents to show their preferences in the style or way of
teaching of the Araling Panlipunan subject. To be included in the data
gathered are the negative or affirmative statements of the respondents as
reflected in the questionnaires.

Data Treatment and Analysis

The answers of the respondents and participants shall be collated
and tabulated so as to show the variables for comparison and analysis. The
researcher will record the answers from the questionnaires with items
anwered by yes or no and shall make considerations and analysis
therefrom. To the items answered by full statements, the researcher shall
make evaluations with the aid of an independent variable applied in the
data gathering. (dili pa jud ta maka establish ug concrete ani kay
hypothetical pa ang research kay dili pa man ni proper. Ikaw na bahala ani
mo define ug puno para sa imoha report)