Chapter I

INTRODUCTION

Background of the Study

Education is the foundation of a strong and prosperous society. It

empowers people to reach their full potential and contribute to the betterment

of their community. In the Philippines, the Department of Education (DepEd) is

responsible for providing quality of education to all Filipino children. According

to Nelson Mandela (Mandela, 1994), education is the most powerful weapon

which you can change the world.

Education plays a pivotal role in the shaping the future of nations and

the quality of education is often reflection of the policies and directives set

forth by educational authorities. Department of Education (DepEd) has

consistently endeavored to enhance the educational experience of its students

by implementing Curriculum reforms in response to the changing needs of

society. One such reform is the Matatag Curriculum, introduced through

DepEd Order 21, s 2023. This Curriculum seeks to provide a more holistic and

responsive education, aligning with the ever-evolving demands of the 21st

century.

Matatag Curriculum is a new curriculum that is being implemented in

selected schools. The curriculum is designed to be more rigorous and

1
challenging than previous curricular and it emphasizes critical thinking and

problem solving skills.

The Matatag Curriculum was developed by the Department of

Education (DepEd) in response to the need to improve the quality of education

in the Philippines. The curriculum is based on the latest research in education

and cognitive science, and it is designed to prepare students for the

challenges of the 21st century.

There have been a number of studies conducted on the Matatag

Curriculum. One related study that evaluated the Matatag curriculum was

conducted by delay Cruz and De Guzman (2023). They conducted a study to

investigate the views of teachers on the Matatag curriculum. They found that

teachers were generally positive about the curriculum, but they also raised

some concerns about workload and the need for additional resources.

Another study by Santos (2023) investigated the views of students on

Matatag Curriculum. Santos found that students were also generally positive

about the curriculum, but they also raised some concerns about the difficulty

of the material and need for more support from teachers.

In addition to these studies, there have also been a number of articles

and essays published about the Matatag Curriculum. Clara and Rizal (2023)

wrote an article for Philippine Parents Magazine about the Matatag curriculum

2
from parental perspectives. In their article, they discussed the challenges and

opportunities that the Matatag Curriculum presents for parents.

This study provides valuable insights into the perception of teachers on

Matatag curriculum. The findings of is study suggests that the Matatag

Curriculum is generally well-received, but that there are some challenges that

need to be addressed in order to ensure that the curriculum is successful.

Statement of the Problem

This study aims to determine the perception of teachers on Matatag

Curriculum at Guindulungan National High School.

Specifically, the study will seek to answer the following questions:

1. How do teachers views MATATAG CURRICULUM in terms of:

1.1 Student engagement;

1.2 classroom management; and

1.3 teaching strategies

2. What do teachers think are the benefits of metacognitive in terms of:

2.1 Student engagement;

2.2 classroom management; and

2.3 teaching strategies

3
Significance of the Study

This study is fundamentally motivated by the aspirations to gain a

comprehensive understanding of how teachers perceived and experience the

implementation of DepEd Order No. 21, s 2023.

To the teachers, this will help them to use plenty of strategies in terms

of teaching at Guindulungan National High School

Finally, this study will serve as a reference for the future researchers

who wish to conduct similar studies.

Scope and Limitations

This study is limited to the views on the Matatag curriculum: the

perception of teachers at Guindulungan National High School during the

academic year 2023-2024 with a total of six (6) respondents including Araling

Panlipunan teachers, students and parents from grade 7, 8, 9 and 10. This

study will use qualitative method and the instrument will be interview

questionnaire.

4
Definition of Terms

The following terms are defines as how they are used in the study.

Challenges- the obstacles, difficulties or issues encountered by teachers,

students and parents during implementation of policies.

DepEd Order No. 21, s 2023- refers to the specific educational policy issued

by the Department of Education in 2023, which addresses students

engagement, classroom management and teachers strategies.

Guindulungan National High School- A public secondary school located in

Guindulungan, Maguindanao, Philippines

Matatag curriculum- A new curriculum in the Philippines that aims to develop

students' resilience determination, problem-solving skills, and other essential

life skills.

Teachers- Professionals who are responsible for providing instruction and

guidance to students in a school setting.

5
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the view of related literature and studies

intentionally and locally publishes. This will also presents the synthesis of the

study, theoretical framework and conceptual model to the fully understand.

Meaning and Nature of Curriculum

The essence of education lies in the curriculum, the structured

framework that defines what students learn and how they learn it. To

comprehend the significance of curriculum within the field of education, it is

imperative to delve into its multifaceted meaning and its evolving nature. This

chapter embarks on a journey to explore the essence of curriculum by

examining the definitions and insights of eminent scholars in the realm of

education. John Dewey, a pioneer in progressive education, once remarked,

"Education is not preparation for life; education is life itself" (Dewey, 1916).

Such profound statements by scholars like Dewey encapsulate the profound

impact curriculum has on individuals and society.

In the quest to grasp the nature of curriculum, it becomes evident that it

is a dynamic entity, perpetually evolving in response to societal shifts and

educational paradigms. The curriculum is not just a collection of subjects to be

taught, but a sequence, an organization of life experiences (Tyler, 1949). This

6
perspective underscores the deliberate planning and sequencing that underpin

curriculum design. It is a comprehensive entity, encompassing not only formal

classroom instruction but also the informal and hidden facets of education.

Lawrence Stenhouse aptly noted, "The curriculum is a means to an end and

not an end in itself" (Stenhouse, 1975), emphasizing that curriculum is not

merely a set of subjects but a purposeful tool for achieving educational

objectives.

Local Study

In Philippines, the 1987 Philippine Constitution requires every

educational institution to promote quality education for all (De Leon & De

Leon, 2014). Thus, the Philippine Government through the Department of

Education (DepEd) formulates better policies that shape the landscapes of the

Basic Education Programs today, especially on the matters related to teaching

and learning. As evidence, the Philippine Professional Standards for Teachers

(PPST) was recently instituted to uplift the quality of teaching in the country

(DepEd, 2017).

The Department of Education (DepEd) is married to the burden of

fulfilling the commitment of prioritizing education for nation building.

Throughout the years, it has devised countless ways to deliver quality

education to every Filipino (Carreon, 2015). The Department of Education

(DepEd) has issued D. O No. 21,s 2023 or known as Brigada Eskwela

implementing guidelines, to guide schools on sustaining partnership

7
engagement activities and ensure its alignment with the components of

MATATAG AGENDA.

DepEd Order No. 21, s. 2023

DepEd Order 21, s. 2023, or the National Policy Framework on Flexible

Learning, is a policy that aims to provide a framework for the implementation

of flexible learning in the Philippines. Flexible learning is a mode of instruction

that provides learners with the opportunity to learn at their own pace, time, and

place, and in a way that is responsive to their individual needs.

The MATATAG Curriculum is a new curriculum that is currently being

piloted in selected schools in the Philippines. The MATATAG Curriculum is

designed to be more decongested, focused on foundational skills, and

responsive to the needs of learners in the 21st century.

Dr. Maria Victoria P. Carpio, Director of the Bureau of Curriculum

Development, DepEd, stated that flexible learning is a key strategy in ensuring

inclusive education and meeting the needs of all learners. She also

emphasized the importance of developing flexible learning programs that are

aligned with the K to 12 Curriculum and that meet the needs of all learners.

Dr. Carmel V. San Jose, President of the Philippine Association for

Educational Technology, added that flexible learning offers a number of

advantages over traditional face-to-face instruction, such as increased

flexibility, personalization, and access to resources. She also stressed the

8
need to provide training for teachers on how to effectively deliver flexible

learning instruction.

Dr. Mary Grace G. Dela Cruz, Dean of the College of Education, Miriam

College, clarified that flexible learning is not a replacement for traditional face-

to-face instruction, but rather a complementary approach that can be used to

improve the quality of education for all learners. She also highlighted the

importance of monitoring and evaluating flexible learning programs to ensure

that they are effective and meeting the needs of learners.

The new curriculum designed to be more relevant to the needs of the

21st century learner. It is also designed to be more flexible and adaptable to

the needs of different schools and communities.

The new curriculum focuses on the following areas:

Critical thinking and Problem-solving

Critical thinking and problem solving are essential skills for students to

succeed in the 21st century, especially when it comes to new curricula, which

often require students to learn new concepts and apply them in new ways.

The new curriculum emphasizes the importance of critical thinking and

problem-solving skills. According to Bransford et al (2000), students will be

taught how to think critically about information, solve problems creatively and

make informed decisions.

9
 According to Dr. Maria Victoria P. Carpio, Director of the Bureau of

Curriculum Development, DepEd (2023), "Critical thinking and problem solving

are key skills that students need to develop in order to be successful in the

21st century. These skills are essential for learning new curricula, adapting to

change, and making informed decisions."

Dr. Carmel V. San Jose, President of the Philippine Association for

Educational Technology (2023), adds that "Critical thinking and problem

solving are also important for students to be able to collaborate with others,

solve real-world problems, and contribute to their communities."

Teachers can play a role in helping students to develop their critical

thinking and problem solving skills by creating a classroom environment that is

conducive to these skills. This includes providing students with opportunities to

ask questions, explore different perspectives, and solve real-world problems.

By developing their critical thinking and problem solving skills, students

will be better equipped to learn new curricula and apply what they have

learned to new situations. This will help them to succeed in school and in the

workplace.

Communication and Collaboration

Communication and collaboration are essential skills for students to

succeed in the 21st century, especially when it comes to new curricula, which

10
often require students to work together to solve problems and create new

knowledge.

The new curriculum emphasized the importance of communication and

collaboration skills. Student will be taught how to communicate effectively with

others, work collaboratively on projects and resolve conflict peacefully.

(Johnson & Johnson, 1989).

Dr. Maria Victoria P. Carpio, Director of the Bureau of Curriculum

Development, DepEd (2023), states that "Communication and collaboration

are key skills that students need to develop in order to be successful in the

21st century. These skills are essential for learning new curricula, adapting to

change, and making informed decisions." Dr. Carmel V. San Jose, President

of the Philippine Association for Educational Technology (2023), adds that

"Communication and collaboration are also important for students to be able to

collaborate with others, solve real-world problems, and contribute to their

communities."

There are a number of ways that communication and collaboration can

be integrated into new curricula. For example, students can work together on

projects, presentations, and problem-solving activities. They can also use

technology to communicate and collaborate with each other, both inside and

outside of the classroom.

11
 Teachers can play a role in helping students to develop their

communication and collaboration skills by creating a classroom environment

that is conducive to these skills (Johnson, Johnson, & Smith, 1991; Kagan,

1992; Slavin, 1995). This includes providing students with opportunities to

work together, modeling effective communication and collaboration, and

providing feedback on students' communication and collaboration skills.

Students can also develop their communication and collaboration skills

by taking an active role in their own learning. For example, they can seek help

from their classmates, share their ideas with their classmates, and collaborate

with their classmates on projects and assignments.

Citizenship and Social Responsibility

Citizenship and social responsibility are essential skills for students to

develop in the 21st century (Gutmann, 2009). These skills are essential for

students to succeed in a globalized and interconnected world, and to make a

positive difference in their communities. It is also emphasized the importance

of citizenship and social responsibility. According to Banks (2010), students

will be taught about their rights and responsibilities as citizens and they will be

encouraged to participate in civic activities.

New curricula often require students to learn about citizenship and social

responsibility in a more authentic and real-world context (Hess & Patrick,

2009). For example, students may be asked to participate in service learning

12
projects, to advocate for social justice issues, or to develop their own civic

engagement projects.

Teachers' perception on DepEd Order No. 21, s 2023

There have been a number of studies on teachers' perception of new

curriculum. These studies have found that the teachers generally have

positive perception of the new curriculum. However, there are also some

concerns about the implementation of the new curriculum. (Alvarez & Guskey,

2017)

One of the main concerns that teachers have is lack of training and

resources. Fullan (2001) cited that the teachers feel that they need more

training in order to implement new curriculum. They also feel that they need

more resources such as new textbooks and teaching materials.

Another concern that teachers have is workload. Teachers worry that

the new curriculum will add to their workload. They also worry that they will not

have enough time to prepare for lessons and asses students. (OECD, 2015)

Despite of these concerns, most teachers are optimistic about the new

curriculum. They believed that new curriculum will be beneficial for students

and will help them to develop the skill they need to succeed in the 21st

century. (Darling Hammond, 2016)

According to Elen et al (2007), students should be encouraged to work

independently in an environment that provides proper safeguards and ample

13
support. Van Merrienboer and Kirscher (2012) agreed and argued further that

teachers should fulfill roles like challenger, model, diagnostician, monitor and

evaluator (see also, Vermunt 2007).

Teachers conceptions about teaching and learning influence the way

they implement an instructional design into the real lessons in the classroom

(Trigwell et al., 1999). A learning environment is not an objective entity, but is

built from the perspectives of teachers and students ( Elen et al., 2007)

Teachers' perceptions constitute an important component to describe the

learning environment ( Lee & Tsai, 2005).

Teachers' perception is related to their teaching behavior (Roelofs &

Terwel, 1999). For instance, a teacher might have the intention to be clear

about learning goals, but if students do not pick up relevant signals from the

teacher this will not have the intended effect.

Student engagement

Student engagement has primarily and historically focused upon

increasing achievement, positive behaviors, and a sense of belonging in

students so they might remain in school. Because the focus was high school

completion, research on student engagement targeted students in middle

school and high school, where disengagement typically becomes a concern

(Willms, Friesen, & Milton, 2009), and student engagement was seen as a way

to re-engage or reclaim a minority of predominantly socio-economically

14
disadvantaged students at risk of dropping out of high school. Over time,

student engagement strategies were further developed and more broadly

implemented as a way to manage classroom behaviors. More recently,

student engagement has been built around the hopeful goal of enhancing all

students’ abilities to learn how to learn or to become lifelong learners in a

knowledge-based society (Gilbert, 2007, p. 1). Student engagement has

become both a strategic process for learning and an accountability outcome

unto itself.

Clearly, student engagement is a rich research area. Educators must

continue to seek to understand and apply specific, well-considered, if not

agreed upon, strategies that support student engagement in learning both in

and beyond the classroom. The consequences of not engaging students in

learning are reportedly dire (Prensky, 2001; Tapscott, 1998; Gilbert, 2007;

Willms, 2003, p. 56; Claxton, 2007). “Some educationists consider engaging

disengaged pupils to be one of the biggest challenges facing educators, as

between 25% (Willms, 2003) and over 66% (Cothran & Ennis, 2000) of

students are considered to be disengaged” (as cited in Harris,2008, p. 57).

It is obvious that students live in world that engages them differently

than the world their parents experienced. That students respond to this world

and have changed over the last twenty years in response to their engagement

within a technology rich society and changes in upbringing almost goes

without saying. How schools respond is key to student success. A great issue

15
might be that students leave school incapable of or unprepared for a

productive and healthy life in the “Knowledge Society” in which they will live

and lead (Gilbert, 2007). If we fail to change our pedagogy, curriculum, and

assessment strategies, we fail our students and jeopardize our own futures

(Willms, 2003; Robinson, 2009; Tapscott, 1998; Prensky, 2005; Gilbert, 2007).

Perhaps one way to define student engagement is to see how it is

measured. Historically, a number of common measures have been used to

identify if students are actively engaged in learning. These measures have

predominantly focused on quantitative data such as attendance, standardized

test scores, and truancy or graduation rates. The majority of these measures

track levels of achievement (outcomes such as high scores, full attendance for

the year) but not levels of student engagement in learning (interest, time on

task, enjoyment in learning). More recently however, researchers are

beginning to ask students and teachers how they would measure

engagement. This question is producing both interesting qualitative criteria

and further definitions of engaged learning, which, consequently, have

impacted how we ‘assess’ learning. Answers to this refocused question have

revealed a gap between what teachers consider engagement in learning and

what students consider engagement in learning.

Classroom Management

Classroom management is a complex exercise in the process of

education. It demands talent, skills, energy and ability from teachers to

16
manage classrooms because it directly deals with the behaviors of learners.

Human behavior is the most complex phenomenon. Teachers with highly

practical vision, strategies, skills and knowledge can manage classroom

effectively (Tan, Parsons, Hinson, and Sardo-Brown, 2003). The term

classroom management refers to all those decisions that teachers take to

facilitate the learning process and to provide the students maximum

opportunity for learning (Krause, Bochner, and Duchesne, 2003). In words of

Berliner (1988) classroom management includes all those essential activities

which are important to maintain an environment which generates necessary

and positive conditions for learning. To achieve this purpose, teachers may

plan rationally for their lessons, prepare teaching and learning materials more

judiciously, organize the content, decorate classroom and establish daily

routines. The basic purpose of classroom management according to Froyen

and Iverson (1999) aims to encourage students towards learning and to

promote their positive behaviors. These writers further argue that positive

classroom management contributes to enhanced academic achievements of

students, increased teacher efficacy, improved students behavior and

teachers teaching. Feldman (1997) considers classroom management not

only related to management of students’ behavior but also to lesson planning

of teacher, organizing of the materials, controlling of behaviors, goal based

learning process, supportive atmosphere and maintaining a highly effective

teaching and learning experiences within classrooms.

17
 According to Ostrosky, Jung, Hemmeter and Thomas (2008) in the

development of a positive classroom environment a teacher plays a highly

important role. Teachers can create such conditions inside the classrooms

where students feel safe and learn how to work together effectively as

individuals. Here, the role of the teachers is to maximize learning and minimize

disruptions by fostering among students attitudes of trust, tolerance,

acceptance and cooperation. In this regard Canter and Canter. (2001) argue

that there are two goals of classroom management, first, to create and

maintain a highly supportive learning environment and second, to promote a

safe classroom community so that students’ interest, motivation and

involvement in the learning process is maintained. And third, is to students are

allowed to establish relationships openly and to set targets for themselves.

This situation will enable to discuss their needs with teachers without and also

feel comfortable to intellectual risks. For this purpose teachers can establish

rules and routines. Additionally, Edwards (2004) has found that rules and

routines provide students with structure to work in organization and interact

with each other fairly. The class rules and routines must be mentioned both

verbally and in written form. Examples should be shared wherever necessary

by the teachers through modeling during teaching and learning.

Classroom management is organizing space, time and materials to

facilitate effective instruction. It is a highly difficult task, because a teacher has

18
to cope with many students with individual differences. They have different

interest and choices (Wong and Rosemary, 2001).

Classroom could pose much problem for teachers if the teacher lacks

the basic competency to create the setting, decorate the room appropriately,

arrange chairs reasonably, speaking to the students clearly and respond to

their questions, establishing rules and procedures and communicating them to

the students repeatedly. The way teachers prepare the classroom physically

determines the degree of the participation levels of students in the activities.

Better physical makes the classroom arm and inviting. This in turn decides the

level of students’ interest and motivation in the teaching and learning process.

It is recommended by Jones (2000) that the physical arrangement of the

classroom must match the teachers teaching plan and learning goals.

Students must have not only easy access to the materials but also be able to

use them. According to Santrock (2006) teacher must be ready to attend to

students’ individual learning needs. For this the teacher can actively monitor

the teaching learning process by creating an engaging environment. Hence,

teachers can actively monitor students by watching them closely, giving

feedback to correct undesirable behaviors and to praise for good behaviors.

Jones (2000) elaborates that the use of communication pattern is an important

variable in classroom management.

19
Teaching strategies

Teaching strategies, also known as instructional strategies, are

methods that teachers use to deliver course material in ways that keep

students engaged and practicing different skill sets. An instructor may select

different teaching strategies according to unit topic, grade level, class size,

and classroom resources.

Teaching strategy is a generalized plan for a lesson which includes

structure, instructional objectives and an outline of planned tactics, necessary

to implement the strategies (Stone and Morris, in Issac, 2010). Furthermore,

Issac (2010) explains that teaching tactics are that behavior of the teacher

which he manifests in the class i.e., the developments of the teaching

strategies, giving proper stimulus for timely responses, drilling the learnt

responses, increasing the responses by extra activities and so on. Conducting

a teaching activity is essentially a network or set of decisions that the

trainer takes to correlate the priority elements of his work and to build the best

solution with respect to the educational situation again. The one who

instructs must find a rational and appropriate formula to combine

methods, procedures, techniques, means and forms of organization that

lead to an optimal use of the potential of the trained subjects

(Neacşu,1990:219-220). Choosing the procedures for training in relation to the

trained subject is the teaching strategy. It is well known that the

teaching strategy is the key tool in the instructional design (Ştefan,

20
2003; Reiser & Dempsey, 2011; & Regeluth, 2013). The teaching strategy

results in a didactic approach to teaching and learning, combining and optimal

organizing of the methods, means and forms of grouping of the

participants(Cerghit, 2006). These elements, integrated into the operational

structures, are based on systemic vision and designed to ensure an active

and creative learning of knowledge and to rationalize the training process. The

concept of "strategy" is operated both at the macro level, the intermediate

level and the micro level, the latter level being directly linked with learning

pedagogy, training theory and practice. Adopting a strategy means adopting a

guideline for action, and associating it a certain global way of

organizational learning and learning conditions, the use of certain methods

and means. It should, naturally, be pointed out that in reality we adopt mixed

and combined strategies, according to the objectives, the level of the group we

are working with, the contents covered etc. It is understood that any trainer

has great freedom to design their work, drawing graphs, charts, value tables

or simply mental schemes which can help increasing their ability to

decide and to use effectively combined sets of methods, tools and other

training resources(Iurea, Neacsu, Safta & Suditu, 2011; Keegan, 2013.

Experience has shown, moreover, that each teaching activity is unique

through the configuration of factors and interactions that constitute it,

therefore the permanent correcting of some strategies thought beforehand

can bring more rigor or rather can provide a positive feedback

21
Challenges in Implementing Educational Policies

The successful implementation of educational policies is a complex

endeavor that often encounters various challenges, as highlighted by leading

scholars in the field.

One significant challenge lies in aligning new policies with existing

educational practices. As Michael Fullan aptly observed, "Too often, policies

are imposed from above without considering the realities of the classroom and

the existing culture of schools" (Fullan, 2007). This misalignment between

policy directives and on-the-ground practices can create resistance and hinder

effective implementation.

A second challenge pertains to resource allocation. Adequate funding

and resources are critical for policy implementation. Carolyn J. Heinrich, in her

research, noted, "Insufficient funding and resources can undermine the

successful execution of educational policies" (Heinrich, 2005). The challenge

lies in finding the necessary financial and human resources to support policy

objectives, especially in resource-constrained contexts.

Furthermore, policies often require educators to adopt new pedagogical

approaches and teaching methods. Jerome Bruner's statement that "We begin

with the hypothesis that any subject can be taught effectively in some

intellectually honest form to any child at any stage of development" (Bruner,

1960) underscores the need for teacher preparedness. Teacher training and

22
professional development programs become vital to equip educators with the

skills and knowledge required for policy implementation.

Effective communication and engagement with various stakeholders

are also essential for policy success. Paulo Freire emphasized that "Education

becomes the practice of freedom, the means by which men and women deal

critically and creatively with reality" (Freire, 1970). This notion of critical

engagement underscores the importance of involving teachers, parents, and

local authorities in policy discussions and implementation. Communication

gaps and resistance to change can be addressed through inclusive and

transparent communication strategies.

The challenges in implementing educational policies are multifaceted

and complex. To overcome them, policymakers must consider alignment with

existing practices, resource allocation, teacher preparedness, and stakeholder

engagement as essential elements of successful policy implementation.

Conceptual Framework

The major concept of this study is focused on perception of teachers at

Guindulungan National High School.

23
 Independent variable Dependent variable

Perception in terms of:

1.1 Student engagement;

1.2Classroom Management;

and

1.3 Teaching strategies

MATATA CURRICULUM

Figure 1. The Conceptual Paradigm

The Figure 1 explains the study. The conceptual paradigm represents

the two variables; the independent and dependent variables. The box on the

left is the independent variables which contain the Matatag Curriculum while,

the box on the right side is the dependent variables which contains perception

of teachers. The line with an arrow connecting the dependent and

independent variable implies that Matatag Curriculum can be affecting by the

three collecting factors medium.

24
 Chapter III

METHODOLOGY

In this chapter, the procedures and methods of gathering data will be

described. It will be explaining the research design, subject of the study, locale

of the study, research instruments, and data gathering procedures

Research Design

This study will use qualitative research. This allows the researchers to

describe the perception of teachers on Matatag Curriculum. Since it looks into

the description of feelings and way to solve the present phenomenon, the

qualitative is appropriate to be used.

Locale of the study

This study will be conducted at Guindulungan National High School,

Guindulungan Del Sur. The campus is located in a 17 hectare site along the

national highway connecting to Cotabato City and General Santos City, is

about 44 kilometers from Cotabato City.

Respondents of the Study

25
 The respondents of the study will be the six (6) teachers, in the

perception of teachers on Matatag Curriculum at Guindulungan National High

School from grade 7, 8, 9, and 10 during school year 2023-2024.

Research Instrument

The researchers will use interview guide questions that will determine

the perception of teachers on Matatag Curriculum at Guindulungan National

High School. The researchers will formulate interview questions asking for

details in their views. As for the interview questionnaire, the respondents will

answer to the given questions on the classroom management, student

engagement and teacher strategies in Matatag Curriculum. The research

instrument will be checked by the research adviser and will be validated by the

research panel committee.

Data Gathering Procedures

The researchers will prepare a request letters from the Dean of the

College of Education, School Principal and teachers noted by the research

adviser. These letters will ask permission to conduct the research.

Upon the approval of the Dean and the Principal, the researchers will

go to Guindulungan National High School to see the target respondents of the

study who will be the teachers.

26
 REFERENCES

Alvarez, B. H., & Guskey, T. R. (2017). What do teachers think of curriculum

reform? A review of the research. Educational Measurement: Issues

and Practice, 36 (4), 40-50

Banks, J. A (2010). Citizenship education in culturally pluralistic society. In

W. G. Secada (Ed), curriculum and instructions for a culturally pluralistic

society: Students with diverse abilities, backgrounds, and interests (pp.

127-149). Prentice Hall

Berliner, D.C. (1988). Effective classroom management and instruction: A

knowledge base for consultation. Washington, DC: National Association

of School Psychologists.

Bransford, J. D & Darling Hammond, L. (2000). How people learn: Brain,

mind, experience and school. Nation Academy Press.

Bruner, J. S. (1960). The Process of Education. Harvard University Press.

Canter, L., & M. Canter. (2001). Assertive discipline: Positive behavior

management for today’s classrooms. 3rd ed. Seal Beach, CA: Canter.

27
Carpio, M. V. P. (2023). Flexible learning: A key strategy for ensuring

inclusive education. DepEd Curriculum Development Bulletin, 2023(1),

1-3.

Cerghit, I. (2006). Metode de învăţământ. Iaşi: Editura Polirom

Darling-Hammond, L. (2016). The Flat World of Education: How Americans

Commitment to Equity Will Determine Out Future. Teachers College

Press

Dela Cruz, M. G. G. (2023). Flexible learning: A complementary approach

to improving the quality of education. Miriam College Journal of

Education, 2023(1), 1-15

Edwards, C. H. (2004). Classroom discipline and management. 4th ed. New

York: John Wiley and Sons.

Elen, J., Clarebout, G., Le´onard, R., & Lowyck, J. (2007). Student-centred

and teacher-centred learning environments: What students think?

Teaching in Higher Education, 12, 105–117.

doi:10.1080/13562510601102339.

Ennis, R. H. (1993). Critical thinking assessment. Upper Saddle River, NJ:

Prentice Hall.

Feldman, J. R. (1997). Wonderful rooms where children can bloom.

Peterborough, NH: Crystal Springs Books.

28
Fullan, M. (2007). The new meaning of educational change (4th ed.).

Teachers College Press.

Fullan, M. (2001). Leading in a culture change. Jossey-Bass

Freire, P. (1970). Pedagogy of the Oppressed. Continuum.

Froyen, L. A., & Iverson, A. M. 1999. School wide and classroom

management: The reflective educator- leader (3rd ed.). Upper Saddle

River, NJ: Prentice-Hall.

Gutmann, A. (2009). Civic education and democratic citizenship. In T.

Popkewitz & L. Levstik (Eds.), Critical issues in curriculum (7th ed., pp.

40-56). Upper Saddle River, NJ: Pearson.

Halpern, D. F. (2009). Critical thinking across the curriculum: A concise guide

to improving student learning. San Francisco, CA: Jossey-Bass.

Heinrich, C. J. (2005). Public management and organizational performance:

The impact of managerial quality. Journal of Policy Analysis and

Management, 24(4), 731-751.

Hess, D. K., & Patrick, A. (2009). Educating for citizenship and civic

engagement: A review of the research. Educational Researcher, 38(3),

139-154

Isaac, Jerin C. (2010). Methods and Strategies of Teaching: an overview.

Pondicherry University Press

29
Iurea, C., Neacsu, I., Safta, C. G., & Suditu, M. (2011). The Study of the

Relation between the Teaching Methods and the Learning Styles. The

Impact upon Students’ Academic Conduct. Procedia-Social and

Behavioral Sciences, 11, 256-260.

Johnson, D. W., & Johnson, R. T (1989). Cooperation and Competition :

Theory and research. Prentice Hall.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Active learning:

Cooperation in the classroom. Edina, MN: Interaction Book Company.

Jones, F. (2000). Tools for teaching. Santa Cruz, CA: Fredric H. Jones &

Associates

Kagan, S. (1992). Cooperative learning. San Juan Capistrano, CA: Resources

for Teachers.

Krause, K. L., Bochner, S., & Duchesne, S. (2003). Educational psychology

for learning and teaching. Australia: Thomson.

Lee, M. H., & Tsai, C. C. (2005). Exploring high school students’ and

teachers’ preferences toward the constructivist Internet-based

environments in Taiwan. Educational Studies. 31, 149–167.

doi:10.1080/03055690500095522.

Mandela, N. (1994). Long walk to freedom. The autobiography of Nelson

Mandela. New York: Little, Brown and Company

30
Neacşu, I. (1990). Instruire şi învăţare. Bucureşti: Editura Ştiinţifică

Nickerson, R. S. (1996). Thinking about thinking: Teaching critical thinking in

the classroom. Upper Saddle River, NJ: Prentice Hall.

OECD. (2015). Teaching and Learning International Survey (TALIS) : Results

for the Philippines OECD Publishing

Ostrosky, M. M., Jung, E. Y., Hemmeter, M. L., & Thomas, D. (2008).

Helping children understand routines and classroom schedules (What

Works Brief Series, No. 3). Retrieved on dated May 12, 2012 from

Roelofs, E. C., & Terwel, J. (1999). Constructivism and authentic pedagogy:

State of the art and recent developments in the Dutch national

curriculum in secondary education. Journal Curriculum Studies, 31,

201–227.

Santrock, J.W. (2006). Educational psychology: Classroom update: Preparing

for PRAXIS TM and practice. (2nd ed). New York:Mc Graw Hill.

San Jose, C. V. (2023). The advantages of flexible learning for learners and

educators. PAET Journal, 2023(1), 1-10.

Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice.

Stefan, M. (2003). Teoria situaţiilor educative. Bucureşti : Editura Aramis

Stenhouse, L. (1975). An Introduction to Curriculum Research and

Development. Heinemann.

31
Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. University

of Chicago Press.

Tan O.S., Parsons, R.D., Hinson, S.L., & Sardo-Brown, D. ( 2003).

Educational psychology: A practitioner- researcher approach. Australia:

Thomson

Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between

teachers’ approaches to teaching and students’ approaches to learning.

Higher Education, 37, 57–70.

Van Merrie¨nboer, J. J. G., & Kirschner, P. A. (2012). Ten steps to complex

learning (2nd ed.). New York: Routledge.

32
 Appendix A
Letter to the Dean

ALBERTO P. SAMSON III. LPT

Dean of College of Education
SAL FOUNDATION COLLEGE, TALAYAN CAMPUS- MAGUINDANAO

Dear Sir,
Greetings of Peace and Solidarity!
The undersigned are conducting study entitled “PERCEPTION OF
TEACHERS” as partial fulfillment of the requirements for the degree Bachelor
of Secondary Education, major in Social Studies at SAL Foundation College-
Talayan Campus.
Anent to this, we would like to request your permission from your good office
to allow the undersigned to conduct a qualitative research study on
“Perception of teacher on Matatag Curriculum” to the grade 7, 8, 9, and 10
Araling Panlipunan teachers at Guindulungan National High School,
Guindulungan, Maguindanao, Del Sur. Your approval will be highly
appreciated.

Very truly yours,

KALIM, JEHAN T. Noted by:

KUSIN, MAIMONA B.
GAYANANDANG, TARHATA S. KALANTONGAN, OMMOLHAIR K.
Researcher Research Adviser

33
 Approved by:
ALBERTO P. SAMSON III
Dean College of Education

Appendix B
Letter to the Principal

NAILA B. MIDTIMBANG, LPT

Principal
Guindulungan National High School

Dear Madame,

Greetings of Peace!
The undersigned are conducting study entitled “PERCEPTION OF
TEACHERS” as partial fulfillment of the requirements for the degree Bachelor
of Secondary Education, major in Social Studies at SAL Foundation College-
Talayan Campus.
Anent to this, we would like to request your permission from your good office
to allow the undersigned to conduct a qualitative and quantitative research
study on “Perception of teacher on Matatag Curriculum” to the grade 7, 8,
9 and 10 Araling Panlipunan teachers, students and parents at Guindulungan
National High School, Guindulungan, Maguindanao, Del Sur. Your approval
will be highly appreciated.

Respectfully yours.

KALIM, JEHAN T. Noted by:

KUSIN, MAIMONA B.
GAYANANDANG, TARHATA S. KALANTONGAN, OMMOLHAIR K.
Researcher Research Adviser

Approved by:

34
 NAILA B. MIDTIMBANG, LPT
Principal
Guindulungan National High School

APPENDIX C

INTERVIEW QUESTIONNAIRE FOR TEACHERS

This interview questionnaire is intended to be answered by the teachers

at Guindulungan National High School during S. Y 2023-2024. It allows them

to provide qualitative insights and comments.

Name (Optional): ________________________________________

1. How do teachers views DepEd Order No. 21, s 2023 in terms of:

1.1 Students’ engagement;

1.2 Classroom management; and

1.3 Teachers’ strategies.

Students’ engagement

Classroom management

35
Teachers’ strategies

Teachers’ strategies

2. What do teachers think are the benefits of metacognitive in terms of:

2.1 Student engagement;

2.2 classroom management; and

2.3 teaching strategies

Students’ engagement

Classroom management

Teachers’ strategies

36
 APPENDIX D

Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue, Pasig City

37
 MATATAG CURRICULUM

Araling Panlipunan From Grade 7-10

I. Curriculum Shape of Araling Panlipunan

Layunin ng papel na ito na maging gabay sa pagpapayaman ng

kurikulum ng Araling Panlipunan (AP). Binibigyang-linaw nito ang mga

batayang kaisipang maging sentro ng pinayamang kurikulum ng nasabing

asignatura. Gayundin naman, tatalakayin ng papel na ito ang iba pang mga

isasagawang mga hakbang na magbibigay direksiyon sa pagpapayaman ng

kurikulum .

Itinuturing ang kurikulum bilang“blueprint” ng mga naisin na

maisakatuparan ng isang lipunan. Sinasaklaw nito ang malaking bahagi ng

systemin pang-edukasyon maging ang mga mekanismong kaakibat nito tulad

ng suporta ng pamilya at pamahalaan. Sa katunayan, malaki ang implikasyon

ng kurikulum hindi lamang sa edukasyon bilang institusyong panlipunan kundi

maging sapangkabuuang kalagayan ng isang bansa. Sa usapin ng

instruksyon, ginagamit itong batayan ng mga programa at inisyatibong

38
inaasahang makatutulong sa mga mag-aaral at guro upang maisakatuparan

ang mga pamantayang nakapaloob dito.

Ang halaga ng kurikulum ay nakasalalay sa kakayahan nitong umagapay

sa nagbabago at dinamikong kalagayan ng lipunan. Makikita ang mga

katangiang ito sa Araling Panlipunan bilang isang pangunahing asignatura sa

K to 12 Kurikulum. Sa mga nagdaang reporma at pagbabago sa edukasyong

pang-elementarya at sekondarya, mahalaga ang bahaging ginagampanan ng

Araling Panlipunan bilang haligi ng pagsasakatuparan ng pambansang

pagkakakilanlan sa sarili (national self- identity). Mula sa MAKABAYAN ng

2002 Basic Education Curriculum ang mga katawagang Sibika at Kultura (SK),

Heograpiya, Kasaysayan at Sibika (HEKASI), at Araling Panlipunan (AP)

hanggang sakasalukuyan nitong pangalan, higit na binigyang-diin ng

kasalukuyang kurikulum ng AP ang kahusayang pansibiko (civic competence).

Sa pagpapatupad ng K to 12 Kurikulum, nagkaroon ng malaking pagbabago

ang disenyo ng kurikulum at nilalaman ng Araling Panlipunan. Pangunahin

dito ang pagsisimula ng pagtuturo ng asignaturang ito sa ikaapat na baitang

sapagkat ang unang yugto ng pagkatuto ay binibigyang diin ang mga kaisipan

ng Makabansa.

Nakapaloob sa Makabansa ang mahahalagang konsepto at kaugnay na

kaalaman na makatutulong sa pagsasakatuparan ng mga pamantayang

39
pangkurikulum at kasanayan sa pagkatuto ng Araling Panlipunan sa Unang

Yugto ng pagkatoto.

Isa rin sa pagbabago ng kasalukuyang kurikulum ay ang pagtawid ng

pagtuturo ng Kasaysayan ng Pilipinas particular sa baitang lima, anim at

pitona may layuning mabigyan ng sapat na pagkakataon ang mga guro na

maisakatuparan ang pamantayan sa pagkatuto at pang nilalaman na siyang

magpapalalim ng pag- unawa ng mga mag-aaral ukol sa kasaysayan ng

bansa. Kasabay nito ang introduksyon ng Kontemporaryong Isyu at mga

Hamong Panlipunan sabaitang sampu na naglalayong magpayaman sa

kahusayang pansibiko ng mga mag-aaral. Samantalang ang Senior High

School naman ay nakatuon sa paghahanda para saiba’tibang larangan ng

pag-aaral matapos ang baitang 12.

Isang dekada na ang nakalilipas simula ng ipatupad ang nasabing

kurikulum kaya minarapat ng Kawanihan ng Pagpapaunlad ng Kurikulum

(Bureau of Curriculum Development) nasuriin ito upang higit na mapaunlad at

maging kapaki- pakinabang sa buhay ng mga Pilipinong mag-aaral.

Nakita sa pagsusuri sa tulong ng ilang dalubhasa saloob at salabas ng

bansa at ng ilang piling guro ng Kagawaran na ang ilang baiting sa

kasalukuyang kurikulum ay kinakitaan ng “congestion”. Isa ito sa mga dahilan

kung bakit marami sa mga guro ang hindi natatapos ang malaking bahagi ng

kasanayang pampagkatuto o learning competencies sa itinakdang panahon

40
na may malaki na mang implikasyon sapag-abot ng mga mag-aaral sa

pamantayang pangnilalaman (content standards) at pamantayan sa pagganap

(performance standards). Bukod pa rito ang dami o bigat ng nilalaman na

nagtutulak sa mga gurong lumikha ng ispesipikong instructional objective

standards). Bukod pa rito ang dami o bigat ng nilalaman na nagtutulak sa mga

gurong lumikha ng ispesipikong instructional objective maging makatwiran ang

ano mang pagbabago ng pangkurikulum, kinakailangang bigyang- pansin ang

pagbuo ng mga pamantayang maaabot at maisasakatuparan sa itinakdang

panahon o oras. para maituro ang mga nilalaman na siyang tuntungan para

makamit ang learning competency. Sa huli, hindi rin na-decongest ang

kurikulum malinaw dito ang ugnayan ng content at ang learning competencies.

Kaya naman, upang

Minarapat na gamitin ang prinsipyo ng PangunahingIdeya (Big Ideas)

upangmatugunan ang hamongito. Tulad ng nabanggit sa Pangkalahatang

Hugis ng Kurikulum (General Shaping Paper), ang pangunahingideya (big

idea) ay hinango sa panitikan at pag-aaral tungkol sa edukasyong pang

Matematika partikularni Randall I. Charles. Ayon sa kanya, ang pangunahing

ideya o big idea ay tumutukoy sa pahayag na naglalaman ng kaisipang sentro

sa pagkatuto ng isang asignatura na siyang nag-uugnay sa iba’t ibang

kaalaman tungo sa pangkabuuang pag-unawanito. Ang unayan ito ay

nagbibigay sa mga mag-aaral ng higit na kakayahang maunawaan at masuri

ang esensyal nakatangian ng isang pangyayari o penomena . Dahil dito, higit

41
na nagiging madali sa mga mag-aaral na iugnay ito sa ibang kaisipan,

konteksto, karanasan, at katanungang magbibigay ng kalinawan at katuturan

sa maraming bagay.

Isa rin sa obserbasyon ay ang hindi consistent na pagkakasulat ng mga

pamantayang pang nilalaman at pamantayan sa pagganap. Sa usapin ng

pamantayang, pangnilalaman, hindi naipakita kung anong knowledge

dimension ang nais bigyan-diin. Bagama’t may mga binabanggit na skills o

kakayanan, hindi ito malinaw na nag-uugnay sa nilalaman ng yunit. Ganoon

din ang nakitang suliranin sa pamantayan sa pagganap. Mayroon mga baiting

na ispesipiko ang produkto o Gawain dapat isakatuparan samantala ang iba

naman ay malaya.

Kaugnay rin nito, mayroong mga nakitang learning competencies na

hindi tugma sa pamantayan sa pagganap. Matatandaan na sa pagtukoy ng

MELCs ang criteria na “enduring” ang pangunahing ginamit na batayan sa

pagpili. Ibig sabihin ito ay mailalapatsa “real life situation” na makikita sa

pamamagitan ng performance tasks. Ang huli ay nakabatay lamang sa

sinasabi ng pamantayan sa pagganap. Sa madalingsalita, kailangang

bigyang-pansin ang mga learning competencies na hindi tugma sa

pamantayan sa pagganap.

Sa usapin ng system assessment, ang Pilipinas ay bahagi ng Southeast

Asia Primary Learning Metrics (SEA-PLM) na kung saan isa sa pangunahing

42
sinusukatang kaalaman ng mga mag-aaral sa pagkamamamayang global

(global citizenship). Bagamat hindi nahuhuli ang mga Pilipinong mag-aaral sa

usaping ito batay saresulta ng SEA-PLM, ninanais na higit pang

mapagyabong ang kakayahang ito na makatutulong sa pagpapanatili ng

mapayapangugnayan at kooperasyon sa pagitan ng mga bansa sa

kasalukuyan at hinaharap higit lalo sa konteksto ng isang globalisadong

daigdig.

Gamit ang nabanggit na mga konsiderasyon at batayan, papagyamanin

ang kasalukuyang bersyon ng Araling Panlipunan particular sa Ikatlong Yugto

(Key Stage 3). Ang Ikapitong Baitang na nakatuon sa pagaaral ng Asya ay

higit na paiigtingin sa pamamagitan ng pagbibigay-pokus sa ugnayan ng

Pilipinas sa karatig- bansa nito sa Timog-Silangang Asya habang ang

Ikawalong Baitang ay masusing bibigyang-pansin ang Ugnayan ng Asya at

Daigdig. Layunin nito na mabigyang-lalim ang pagtalakay, pagsusuri, at pag-

unawa sa masalimuot na ugnayan ng bansa, Asya, at ng daigdig.

Samantala ang Ikasiyam na Baitang ay tutugon sa mga batayang

kaisipan sa Ekonomiks tungo sa likas-kaya ng pag-unlad. Inaasahan na

pagyayamanin nito ang kaalaman at kakayanan ng mga mag-aaral sa

pagsusuri at pagtugon sa mga isyung pangkabuhayang may tuwirang

ugnayan sa kanilang buhay. Samantala mananatili ang Kontemporanyong

Isyu at mga Hamong Panlipunan sa Ikasampung Baitang ngunit paiigtingin

ang mga paksanglokal at global na nakaaapekto sa kasalukuyang kalagayan

43
ng mag-aaral kasamaang kanilang kinabibilangan kominidad. Sentro ng

pagpapayaman kurikulum ng Aralin Pnlipunan ang paggamit ng mga prisipyo

ng edukasyon pansibiko. Inaasaan na ang mga pagbabagong ito higit na

makatulong sa paghubog ng produktibong mamayang Pilipinong may malalim

na pagmamahal sa bansa at daigdig.

A. Deskripsyon at misyon ng Araling Panlipunan

Nakatuon ang Araling Panlipunan sa dinamikong ugnayan ng

indibidwal at lipun ang kaniyang kinabibilangan kabilang ang pandaigdigang

lipunan at mga demokratikong institusyon at istrukturang umaagapay at

humahamon sa kanyang pamumuhay. Bilang isang integratibo,

interdisiplinaryo at multidisiplinaryong asignatura, gumagamitito ng iba’tibang

lente at disiplina ng Agham Panlipunantulad ng heograpiya, kasaysayan,

sosyolohiya, agham pampolitika, ekonomiks, at antropolohiya upang higit na

mapalawak at mapalalim ang pagsusuri sa panlipunang usapin at ang

gampanin ng indibidwal bilang bahagi ng lumalawak na lipunan.

Bagamat ginagamit ang iba’t ibang sangay ng Agham Panlipunan sa

pagsusuri ng usaping panlipunan at pansibiko, ang pagdulog sa pag-aaral ng

Araling Panlipunan ay hindi lamang simpleng ‘koleksyon ng mgasangay’

(Thornton, 2005) na nabanggit kundi umiinog ito sa pangangailangan ng mag-

aaral, komunidad, at ng lipunan sa pangkabuuan (Thornton, 1994).

Dahil dito, itinuturing ang Araling Panlipunan na mahalagang haligi ng

kurikulum sa pagkat pangunahin nitong layunin na maisakatuparan ang

44
paglinangsa mga Pilipinong mag-aaral na maging mapanuri, mapagmuni,

produktibo at mapanagutang kasapi ng lipunan na may sapat na kahusayang

pansibiko na nakasalig sa malalim na pag-unawa sa pagkakakilanlang kultural

at pagmamahal sa bansa na mayroong pandaigdigang pananaw at

pagpapahalaga sa usaping Panlipunan.

Maisasakatuparan ang mga ito sa pamamagitan ng pag-unawa,

pagsusuri, at pagtugon sa mga paksa, tema, at isyung panlipunang

nagsisimula sa Sarili patungo sa pamilya, komunidad, lalawigan, bansa,

rehiyon at daigdig gamit ang pangunahing kaisipan (big ideas) hango sa

heograpiya, kasaysayan, sosyolohiya, agham pampolitika, at ekonomiks.

Partikular sa mga kasanayan at kakayahangito ay nakaugat sa mga

layunin ng batayang edukasyon na makahubog ng mamamayang may kapaki-

pakinabang (functional) na literasi na may panghabang buhay na pagkatuto

(lifelong) pagkatapos ng pormal na pag-aaral tulad ng ibang asignatura,

binigyan-diin ang pagsisiyasat at pagsusuri bilang kakayanan. Samakatuwid,

ang kurikulum ng Araling Panlipunan ay hindi lamang nakabatay sa nilalaman

(content-based) kundi rin sa mga kakayahan at pamantayan (standard-based).

Mahalaga ang mga kasanayang ito sapagbuo ng isang malaya,

payapa, maunlad, at ligtas na lipunang kumikilala sa karapatan at

kontribusyon ng mamamayang Pilipino tungo sa kabutihang panlahat. Malinaw

na maisasakatuparan ang mga ito gamit ang expanding environment o

expanding horizon model na inuuna ang mga institusyong panlipunanna may

45
tuwirang ugnayan sa mga mag-aaral at nagsisilbing gabay sakanilang

pagtuklas, pag-unawa, at pagsusuri sa iba pang institusyong panlipunan.

B. BatayangTeoretikal (Theoretical Foundations)

Nakasalig ang pagtuturo ng Aralinng Panlipunan sa teorya at pag-

aaral ukol sa pagsusulong ng kahusayang pansibiko. Bagama’t masalimuot

ang mga perspektiba at pananaw ukol sa pagtuturo ng asignaturang ito,

masasabi na ang integratibong pagdulog gamit ang mahahalagang kasanayan

at kakayahan ng sangay ng Agham Panlipunan tulad ng agham pampolitika,

antropolohiya, ekonomiks, heograpiya, kasaysayan, at maging sikolohiyang

panlipunan ang saligan nito upang maisakatuparan ang pagkatuto ng kahusay

ang pansibiko ng mga mag-aaral (Saxe, 1992; Hinde, 2009; Denton & Sink,

2015).

Kaugnay sa pagtuturo ng Araling Panlipunan ay ang pagsunod sa mga

ideya ng iba’t ibang teorya sapagkatuto. Pangunahin dito ang ecological

systems theory (Urie Bronfenbrenner) na binibigyang-halaga ang “ekolohiya o

kapaligiran” ng mag- aaral bilang sentro ng kanyang pag-unlad (Bronfen

brenner,1974) kung susuriin, ang modelong PPCT (Process, Person, Context,

Time) nakalakip ng teoryang ito na maipaliwanag ang pag-unlad ng indibidwal

at lipunan.

Mahalaga ang pananaw na ito sa pedagohikal na pagdulog sapagkat

ang nilalaman at kakayahang nakapaloob sa asignaturang ito ay higit na

46
nabibigyang- buhay sa konteksto ng karanasan ng mag-aaral sa tahanan,

paaralan, komunidad, at sa lumalawak na lipunan.

Samantala, ang social constructivism nananiniwalang ang indibidwal ay

aktibong lumilikha ng kahulugan at maging kaalaman mula sa kanyang

karanasan (Fosnot, 1996; Steffe & Gale, 1995; Adams, 2006) ay binibigyang-

halaga rin ng asignaturang ito sa pamamagitan ng pagbibigay sa mga mag-

aaral ng kalayaang lumikha ng kahulugan sa mga konseptong tinatalakay

batay sa kanilang karanasan at pag-unawa sa mga tekstong binasa at sinuri.

Bilang isang asignatura ng ugnayan, ang magkatuwang na pagkatuto

(collaborative learning) at pagkatutong pangkaranasan (experiential

learning) ay pamamaraang madalas na ginagamit sa asignaturang ito

bukod pa sa pamamaraang tematiko kronolohikal, paksain/konseptuwal, at

pagsisiyasat. Mula rito, inaasahan na maisasakatuparan ang minimithi ng

kurikulum na mahubog ang mapanuringpag-iisip (critical thinking),

pagpapahalagang pangkasaysayan at iba pang kasanayang pangdisiplina

(Johnson & Johnson, 2018; Kolb, 1985, 2015; Heard, Scoular, Duckworth,

Ramalingam, & Teo, 2020).

Ang pagtuturo ng Araling Panlipunan ay hindi limitado sa mga nabanggit na

teorya at pananaw. Patuloy na pinagyayaman ng asignaturang ito ang mga

dulog, pamamaraan, estratehiya, at teknik batay sa mga bago at akmang pag-

aaral na sumusuporta sa kabuuang layunin ng aralin.

47
III. Istruktura ng AralingPanlipunan (AP) (Structure of AralingPanlipunan)

A. Pangunaing Kaisipan (Big Ideas)

Bilang isang integratibo, interdisiplinaryo at multidisiplinaryong

asignatura, nakapaloob sa Araling Panlipunan ang pangunahing ideya ng iba’t

ibang sangay ng Agham Panlipunan na malaki ang ugnayan sa bawat isa.

Ang Pangunahing Ideya ay mahahalagang konsepto, prinsipyo, teorya, at

proseso ng gumagabay sa kurikulum. Sa pamamagitan ng malalalim na

kaisipan, na ituon ang panahon sa pinakamahalagang kaalaman na

nakapaloob sa kurikulum. Sa madaling salita, nagsisilbi iton g lente upang

matukoy ang mga pagtutuunang nilalaman. Bahagi rin ng pangunahing ideya

ang pangmatagalang pag-unawa sa mga konsepto, prinsipyo, at teorya na

bumubuo ng mga katotohanan batay sa mga ipinapakita at kapaki-pakinabang

na mga tularan o huwaran (McTighe & Wiggins, 2012).

Minarapat na isa-isahin ang mga kaisipang ito upang mabigyang-diin sa

pagpapayaman ng kasalukuyang kurikulum. Inaasahang ang mga kaisipang

ito ang tatahi sa iba’t ibang kaalaman, konsepto, at kasanayan sa bawat

baiting gamit ang pitongtema.

48
a. Ang likas-kayang pag-unlad ang bagong kasunduang panlipunan

na gagabay sa interaksyon ng tao, lipunan, at kapaligiran. (Tao,

Lipunan at Kapaligiran)

b. Ang pagkakakilanlan ng tao, lipunan, at bansa ay hinuhubog ng

interaksyon ng tao sa kaniyang kapaligiran. (Tao, Lipunan, at

Kapaligiran)

c. Mahalagang maunawaan nagbabagong pananaw ng pamamahala

at pagkamamamayan ay bunga ng mga pangyayaring panlipunan,

at pampolitiko, at pangkabuhayan. (Panahon, Pagpapatuloy, at

Pababago)

d. Ang kaganapan ng nilalayo ng lipunan sa hinaharap ay nakabatay

sa idad ng ating pagkilos sa kasalukuyan. (Panahon, Pagpapatuloy,

at Pagbabago)

e. Ang malalalim na pag-unawa sa pagkakatulad, pagkakaiba, at

pagbabago ng kultura o kalinangan ay nakaiimpluwensiya sa

pagbuo ng pagkakakilanlang, indibidwal, local at nasyonal tungo sa

pagkabansa. (Kultura, Pagkakakilanlan, at Pagkabansa)

f. Ang patuloy na pagkilala, paggalang, at pagsasakatuparan sa

kalayaan, karapatan at tungkulin, at dignidad ng bawat tao ay nag

bibigay-daan sa pagpapanatili ng kaayusan at katatagang

panlipunan at pagkamit ng kabutihang panlahat. (Karapatan,

Pananagutan, at Pagkamamayan)

49
g. Nakaaapekto ang mga mga karapatan, pananagutan, kultura,

kasaysayan at aktibong partisipasyon ng mga mamamayang sa

kapangyarihan, awtoridad at pamamahala tungo sa kalayaan,

pagpapaunlad ng kabuhayan, pakikipagtulungan, at pandaigdigang

pagkamamamayan. (Karapatan, Pananagutan, at Pagkamamayan)

h. Ang mga prinsipyo ng katarungang panlipunan, pagpapahalaga at

pag- uugali, at ng mga demokratikong institusyon at sistema ay

naisasakatuparan sa pamamagitan ng aktibo at mapanagutang

pakikilahok ng mga mamamayan. (Kapangyarihan, Awtoridad, at

Pamamahala)

i. Ginagabayan ng mga prinsipyong nakatuon sa karapatang pantao,

pananagutan, pagkamakabansa, at pakikilahok ang produksyon,

distribusyon at pagkonsumo tungo sa likas-kayang pag-unlad at

kalayaang pang-ekonomiya ng mga tao. (Produksyon, Distribusyon,

Pagkonsumo)

j. Nakapaloobsa pang-ekonomiyang literasi ang mga konsepto at

kakayahan ng matalinong pagpapasya, pakikilahok at literasi sa

pananalapi sa pagkamit ng kaunlaran. (Produksyon, Distribusyon, at

Pagkonsumo)

k. Ang unayan at kolaborasyong rehiyunal at pandaigdig ay kinakailan

sa pagbubuo ng mga inklusibong political at pang-ekonomiya.

(Ugnayang Panrehiyon at Pandaigdig)

50
 Natukoy ang mga kaisipang ito bilang tugon sa pangkalahatang layunin

ng Araling Panlipunan gamit ang mga sangguniang pangkurikulum sa loob at

labas ng bansa na may tuwirang ugnayan sa pitong temang nakapaloob sa

Aralin ito na talakayan sa susunod na bahagi. Tulad ng nabanggit, inaasahang

makakatulung ang mga kaisipang ito upang mapatibay sa mga Pilipinong ma-

aaral ang mga kakayahang pansibiko mula Kindergarten hanggang sa

Ikasampung Baitang.

Ganoon din naman maalaga ang mga na kaisipan sa pagpapaunlad ng ika-21

siglong kasanayan tulad ng Impormasyon, Midya at Teknolohiya upang

makaagapay sa mga pagbabago at nagbabagong lipunan na humahantong sa

katotohanan. At dahil sa nagbabago ang lipunan, mahalagarin ang mga

kasanayang alin sunod sapagkatuto at inobasyon upang patuloy na maki-

bahagi sa paghubog ng mga bagong kasanayan at kaalaman. Ang mga

diskurso, pagsisiyasat, at argumentasyon ay mas nagiging mabisa kung ang

mga mag-aaral ay may kasanayan sa epektibong komunikasyon. Gayundin,

sa pagpapatuloy ng mga mag-aaral bilang kritikal at mapanagutang

mamamayang, mahalaga na malinang ang kanilang kasaysayan sa buay at

propesyon.

B. Pitong Tema ng Araling Panlipunan (Seven Themes in Araling Panlipunan)

Sa pitong magkakaugnay na tema ang pag-aaral ng Araling Panlipunan.

Bawat tema ay gumagamit ng mga ideya at prinsipyong hango sa Agham

51
Panlipunan at siya ring nag-uugnay sa iba’t ibang pangunahing ideya (big

ideas).

1. Tao, Lipunan, at Kapaligiran (People, Society, and environment). Ang

ugnayan ng tao sa lipunan at kapaligiran ay pundamental na konsepto sa

Araling Panlipunan. Binibigyang-diin ng temang ito ang pagigingbahagi ng tao

hindi lamang sakanyang kinabibilangang komunidad at kapaligiran kundi sa

mas malawak na lipunan at sa kalikasan.

2. Panahon, Pagpapatuloy, at Pagbabago (Time, Continuity and Change)

Mahalagang makita ng mag-aaral ang pag-unlad ng lipunan mula sa

sinaunang hanggang sa kasalukuyan upang lalo niyang maunawaan ang

kanyang Sarili at bansa at sa ganoong paraan ay makapagbuo ng

pagkakakilanlan bilangind ibiduwal at miyembro ng komunidad, bansa at

daigdig. Sentral sa pag- aaral ng tao, lipunan at kapaligiran ang konsepto ng

panahon (time), na nagsisilbing batayang konteksto at pundasyon pa-unawa

mga pagbabago sa buhay ng bawat isang lipunang kanyang kinabibilangan.

Bagamat mahalaga ang kaisipang kronolohikal, ito ay isa lamang sa

maraming paraan sa pagsusuri at pagtuturo ng kasaysayan.

3. Kultura Pagkakakilanlan, at pagkabansa (Culture, Identity, Nationhood)

Kaugnayan sa dalawang naunag tema ang konsepto ng kultura na tumutukoy

sa kabuuan ng mga paniniwala, pagpapahalaga, tradisyon, at paraan ng

pamumuha ng isang grupo o lipunan kabilang ang mga manipestasyong

52
katulad ng wika at sining. Para sa isang bansang multi-etnolingguwistiko,

mahalagang suriin ang temang ito, inaasahan na makabubuo ang mag-aaral

ng sariling pagkakakilanlan bilang kabataan, indibidwal at Pilipino, at

maunawaan at magbigyang-galang ang iba’t ibang kultura sa Pilipinas.

4. Karapatan, Pananagutanat Pagkamamamayan (Rights, Responsibility, and

Citizenship)

Nakabatayang kahusayang pansibiko sa pag-unawa sa papel na ginagam-

panan ng bawat isa bilang mamamayang at kasapi ng lipunan at sa pagkilala

at pagtupad ng mga karapatan at tungkulin bilang tao at mamamayang.

Pananagutan ng mamamayang isakatuparan ang kagalingang pansibiko sa

pamamagitan ng pagbibigay sa mga ito ng pagkakataong makalahok sa

pamamagitan ng pangkabuhayan, at pansosyo-kultural na inaasahang

makapagpapabuti sa kalagayang panlalahat.

5. Kapangyarihan, Awtoridad, at Pamamahala (Power, Authority, Governance)

Bahagi ng pagkamamamayan ay ang pag-unawa sa konseptong kapangyarih-

an at ang paggamit nito ang kahulugan at kahalagahan ng demokratikong

pamamalakad at ang uri ng pamahalaan sa Pilipinas. Sakop din ng C ang

pagsusuri ng Saligang Batas ng 1987 na nagsasaad ng mahahalagang

probinsyon tulad ng karapatan at pananagutan ng mamamayang at

sambayanang Pilipino. Ang pag-unawa sa konsepto ng awtoridad at liderato

53
sa iba’t- ibang antas at aspekto ng pamahalaan kasama ang tungkulin ng isa-

ng pinuno ay sakop din ng temang ito.

6. Produksyon, Distribusyon, at Pagkonsumo (Production, Distribution, and

Consumption)

Sentro ng temang ito ang ugnayan ng walang katapusang pangangailangan at

kagustuhan ng tao at ang limitadong pinagkukunang yaman ng bansa at ang

implikasyon nito sa lipunang nagdaan.

Grade 7

Pamantayan sa Inaasahan na sa ikatlong yugto ng pag-unlad ay makapag

Ikatlong Yugto taya ang mga mag-aara sa usaping at isyung pambansa at

ng Pagkatuto: panrehiyon, at pandaigdig gamit ang mahahalagang

kaisipan sa heograpiya, kasaysayan, kultura, karapatan at

responsibilidad, pamumuno at pagsunod, ekonomiya at

likas-kayang pag-unlad sa mapanagutang pagkamamama-

yan ng daigdig

Pamantayansa Naipamamalas ang masusing pagtataya sa mga usaping

Ikapitong at isyung pambansa at panrehiyon sa konteksto ng Timog

Baitang: Sil- angang Asya gamit ang mahahalagang kaisipan sa

heogr-grapiya, kasaysayan, kalinangan, karapatan at

responsibili-dad, pamumuno at pagsunod, ekonomiya, at

likas-kayang pagunlad tungo sa mapanagutang

54
 pagkamamayan ng daigdig.

Pamagat: Pilipinas sa TimogSilangang Asya

Deskripsiyon: Pag-unawa at pagpapahalaga sa pagiging mapanagutang

mamamayang ating bansa bilang bahagi ng Timog

Silangang Asya sa pamamagitan ng pagtataya sa mga

usaping at isyung pambansa at panrehiyon, gamit ang

mahahalagang kaisipan sa heograpiya, kasaysayan,

kalinangan, karapatan at responsibilidad, pamumuno at

pagsunod, ekonomiya, at likas-kayangpag-unlad

Grade 8

Pamantayan sa Inaasahan na sa ikatlong yugto ng pag-unlad ay

Ikatlong Yugto makapagtaya ang mga mag-aaral sa mga usapin at

ng Pagkatuto: isyung pambansa, panrehiyon, at pandaigdig, gamit ang

mahahalagang kaisipan sa heograpiya, kasaysayan,

kultura, karapatan at responsibilidad, pamumuno at

pagsunod, ekonomiya, at likas-kayang pag-unlad sa

mapanagutang pagkamamamayan ng daigdig.

Pamantayansa Naipamamalas ang malalim na pag-unawa, papapahalaga

at pagtataya sa mga usapin at isyung pandaigdig na naka-

55
Ikawalong ugnay sa pagkakakilanlan, pagkamamamayan, pamama-

Baitang: hala pamamahala at ugnayang pandaigdig bilang tugon sa

mga hamon ng pagiging mapanagutang mamamayan ng

bansa at daigdig.

Pamagat: Ang Asya at Daidgdig

Pag-unawa, pagpapahalaga at pagtataya sa pagtugon sa

Deskripsiyon:
mga usapin at isyung pandaigdig nakaugnay sa

pagkakakilanlan, pagkamamamayan, pamamahala at

ugnayang pandaigdig bilang tugon sa mga hamon ng

pagiging mapanagutang mamamayan ng bansa at

daigdig.

Grade 9

Pamantayan sa Inaasahan na sa ikatlong yugto ng pag-unlad ay

Ikatlong Yugto makapagtaya ang mga mag-aaral sa mga usapin at isyung

ng Pagkatuto: pambansa, panrehiyon, at pandaigdig, gamit ang

mahahalagang kaisipan sa heograpiya, kasaysayan,

kultura, karapatan at responsibilidad, pamumuno at

pagsunod, ekonomiya, at likas-kayang pag-unlad sa

56
 mapanagutang pagkamamamayan ng daigdig.

Pamantayan sa Naipamamalas ang malalim na pag-unawa at

Ika siyam na pagpapahalaga sa mga pangunahing kaisipan at

Baitang: napapanahong isyu sa ekonomiks gamit ang mga

kasanayan at pagpapahalaga ng mga disiplinang

panlipunan na nakatuon salikas-kayang pag-unlad at

literasi na patungo sa paghubog ng mamamayang

mapanuri, mapagnilay, mapanagutan, makakalikasan.

Pamagat: Ekonomikstungosa Likas-kayang Pag-unlad

Deskripsyon: Pag-unawa sa mga pangunahing kaisipan at na

papanahong isyu sa ekonomiks gamit ang mga kasanayan

at pagpapahalaga ng mga disiplinang panlipunan na

nakatuon salikas-kayang pag-unlad at literasi ng

pampananalapi tungo sa paghubog ng mamamayang

mapanuri, mapagnilay, mapanagutan, makakalikasan,

produktibo, makatarungan, at makataong mamamayan ng

bansa at daigdig

Grade 10

Pamantayan sa Inaasahan na sa ikatlong yugto ng pag-unlad ay

57
Ikatlong Yugto makapagtaya ang mga mag-aaral sa mga usapin at isyung

ng Pagkatuto: pambansa, panrehiyon, at pandaigdig, gamit ang

mahahalagang kaisipan sa heograpiya, kasaysayan,

kultura, karapatan at responsibilidad, pamumuno at

pagsunod, ekonomiya, at likas-kayang pag-unlad sa

mapanagutang pagkamamamayan ng daigdig.

Pamantayan sa Naipamamalas ang malalim na pag-unawa at

Ikasampung pagpapahalaga sa mga kontem-poranrong isyu at hamong

Baitang: pangkalikasan, pang-ekonomiya, karapatang pantao,

pampolitika, pananagutang sibiko at pagkamamamayan sa

kinakaharap ng mga bansa sa kasalukuyang panahon

gamit ang mga kasanayan sa pagsisiyasat, pagsusuri ng

datos at iba’tibang sanggunian, pagsasaliksik, mapanuring

pag-iisip, mabisang komunikasyon at matalinong

pagpapasiya tungo sa mapanagutang pagkamamamayan

ng daigdig.

Pamagat: Mga Kontemporanyong Isyu at Hamong Panlipunan

Deskripsiyon: Pag-unawa at pagpapahalaga sa mga kontemporaryong

isyu at hamong pangkalikasan, pang-ekonomiya,

pampolitika, pananagutang sibiko at pagkamamamayan

sa kinakaharap ng mga bansa sa kasalukuyang panahon

gamit ang mga kasanayan sa pagsisiyas at, pagsusuri ng

58
 datos at iba’t ibang sanggunian, pagsasaliksik,

mapanuring pag-iisip, mabisang komunikasyon at

matalinong pagpapasiya tungo sa mapanagutang

pagkamamamayan ng daigdig.

Mga Sanggunian (References):

▪ Adams, P. 2006. Exploring social constructivism: theories and

practicalities. Education 3–13.

▪ Agno, Lydia and R. Tadena. Module 6.6 Curriculum and Instruction:

Ang Pagtuturo ng AralingPanlipunan. Department of Education.

▪ Beal, C.& Bolick, C.M. 2013. Teaching Social Studies in Middle and

Secondary Schools (6th ed.). New Jersey: Pearson Education, Inc.

▪ Centre for Educational Studies, University of Hull, UK. Vol. 34, No. 3,

October 2006, pp. 243-257.

▪ Chun, M. 2010. Taking teaching to (performance) task: Linking

pedagogical and assessment practices. Change: The Magazine of Higher

Education.

59
▪ Darling-Hammond, L. & Adamson, F. 2013. Developing assessments of

deeper learning: The costs and benefits of using tests that help students

learn.

▪ De Leon, Zenaida. 2011. Mga Estratehiya at mgaBanghay-Aralin

saPagtuturo ng AralingPanlipunanpasasaSekundarya. Philippines: Vibal

Publishing House Inc.

▪ Denton, DW & Sink C. 2015. Preserving Social Studies as Core Curricula

in an Era of Common Core Reform. Journal of Social Studies Education

Research 2015: 6(2), 1- 17.

▪ Department of Education. 2016. K to 12 AralingPanlipunan National

Training of Trainers’ Session Guides.

▪ Department of Education. 2016. K to 12 Gabay Pangkurikulum:

AralingPanlipunan (Baitang 1-10). Retrieved April 21, 2020, from

http://www.deped.gov.ph/wp- conten/uploads/2020/AP-CG.pdf

▪ Heard J., Scoular, C., Duckworth, D., Ramalingam, D., & Teo, I. 2020.

Critical thinking: Skill development framework.

▪ Hinde, E. 2009. Fractured social studies or integrated thinkers: The end

results of curriculum integration. Social Science

▪ Johnson, D. W. and Johnson, R.T. 2018. Cooperative learning.

InnovacionEducacion. Gobierno de Aragon.

▪ Krahenbuhl, K. S. 2019. The problem with the expanding horizons model

for history curricula. Phi Delta Kappan, 100(6), pp. 20-26.

60
Research and Practice, 4(3), pp. 118-127. Retrieved from

http://www.socstrp.org/issues/PDF/4.3.12.pdf

61