rojo final thesis_chapter 1-5

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CHAPTER IINTRODUCTION

IntroductionGulang-gulang National High School is one of the public secondary school

of Lucena City located at Zaballero Subdivision, Brgy.Gulang-gulang, Lucena

City. It envisions creating an academic institution that produces students who are

wholesome and productive members of the community.

It has a mission to provide students with an appropriate education that

focuses on academic and social aspect of the students. Further, it aims to give

them the opportunities, resources and the environment necessary for their

development.

As such, the Social Studies subject is one of the pre-requisites on every

student for them to complete the secondary level.

Determining the demographic profile of the respondents is also considered

as it used to determine when and where the study should be placed so as to

achieve maximum results. It is important that the researcher get the most results

for his research, and so careful research means accurate study.

Background of the Study

Social studies is the "integrated study of the social sciences and

humanities to promote civic competence," as defined by the National Council for

the Social Studies. As defined in www.wikipedia.com, it is most commonly

recognized as the name of a course or set of courses taught in primary and

secondary schools or elementary, middle, and high schools, but may also refer to

the study of particular aspects of human society at certain post-secondary and


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tertiary schools around the globe. At the elementary school level, social studies

generally focuses first on the local community and family. By middle and high

school, the social studies curriculum becomes more discipline-based and

content-specific. It includes various fields which involve past and current human

behavior and interactions, such as sociology, history, political science,

economics, religion, geography, anthropology, and civics.

There is a need to study Social Studies because every Filipino citizen

must recognize his individual importance in nation-building. Furthermore, as

stated earlier, the students-respondents of Gulang-gulang National High School

needed it for them to see the need to grasp firmly the lessons of our countrys

history and apply it to their contemporary lives.

Issues

Aimed to foster global competitiveness on the Philippine education

sector, the Department of Education issued the Makabayan subject Makabayan

is one of the five learning areas of the Basic Education Curriculum (BEC).

TheMakabayan subjectwas introduced in 2002 as part of the Revised

Basic Education Curriculum. Makabayan is considered as one of the five key

learning areas in the newly-revised curriculum. The other four

areEnglish,Filipino,Science, andMathematics.Public schoolsare required to

teach the subject, butprivate schoolswere given the freedom to integrate it into

their own curriculum or not, according to the needs of their students.

Teachers of the component subjects of Makabayan are asked to teach the

components separately. Each Makabayan subject, except for values education,
http://en.wikipilipinas.org/index.php?title=2002_Basic_Education_Curriculum&action=edithttp://en.wikipilipinas.org/index.php?title=2002_Basic_Education_Curriculum&action=edithttp://en.wikipilipinas.org/index.php?title=2002_Basic_Education_Curriculum&action=edithttp://en.wikipilipinas.org/index.php?title=English_educationhttp://en.wikipilipinas.org/index.php?title=English_educationhttp://en.wikipilipinas.org/index.php?title=Filipino_educationhttp://en.wikipilipinas.org/index.php?title=Filipino_educationhttp://en.wikipilipinas.org/index.php?title=Science_educationhttp://en.wikipilipinas.org/index.php?title=Science_educationhttp://en.wikipilipinas.org/index.php?title=Mathematics_education&action=edithttp://en.wikipilipinas.org/index.php?title=Mathematics_education&action=edithttp://en.wikipilipinas.org/index.php?title=Public_schoolhttp://en.wikipilipinas.org/index.php?title=Public_schoolhttp://en.wikipilipinas.org/index.php?title=Public_schoolhttp://en.wikipilipinas.org/index.php?title=Private_schoolhttp://en.wikipilipinas.org/index.php?title=Private_schoolhttp://en.wikipilipinas.org/index.php?title=Private_schoolhttp://en.wikipilipinas.org/index.php?title=Private_schoolhttp://en.wikipilipinas.org/index.php?title=Public_schoolhttp://en.wikipilipinas.org/index.php?title=Mathematics_education&action=edithttp://en.wikipilipinas.org/index.php?title=Science_educationhttp://en.wikipilipinas.org/index.php?title=Filipino_educationhttp://en.wikipilipinas.org/index.php?title=English_educationhttp://en.wikipilipinas.org/index.php?title=2002_Basic_Education_Curriculum&action=edithttp://en.wikipilipinas.org/index.php?title=2002_Basic_Education_Curriculum&action=edit


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is taught for one hour daily for four days a week, or a total of 240 minutes a

week.

It issued that all primary and secondary educational institutions must have

only five core subjects: English, Science, Math, Filipino and Makabayan the

combination of Social Studies, PE (Physical Education), Health, and the

Technology and Home Economics. The Science subject was phased-out in

Grades 1 and 2 and reduced the contact time of teaching Science in high

school.

In Gulang-gulang National High School, the total student population from

freshman to senior year is one thousand four hundred and ninety-nine (1, 499).

There are five hundred and fifty-four (554) first year high school students where

299 are male and the rest 255 are females, all taking taking up the Social Studies

subject under the Makabayan core sixty (60) minutes, four (4) times a week.

Selected few freshmen are the target respondents of this educational research.

There are four (4) teachers on the school teaching the respective subject.

On the implementation of governmental policies affecting the education

sector particularly what they called the globalization era , Science & Technology,

Mathematics and English subjects are the prerequisites. This statement holds

true, as our education caters to a free-market globalization economic policy.

Thus, this leaves the Social Studies and other subjects left unscathed. Various

educational institutions seem to divert their curriculum on globally-oriented

courses and subjects. These tend to market the students to various hospitals,

computer firms, call centers, to name a few, all in the name of globalization.


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Thus, as a domino-effect, the comprehension of the students on Social

Studies seems to decrease. Other factors such emotional disturbance, home and

environmental factors are also included in this research. Therefore, this situation

in this respective educational institution is increasingly alarming.

Statement of the Problem

The aim of this study is to determine the contributory factors affecting the

students comprehension on Social Studies as viewed by selected first year high

school students of Gulang-gulang National High School, School Year 2009 -

2010

Specifically, it aims to answer the following questions:

1. What are the demographic profiles of the selected first year high

school students of Gulang-gulang National High School in Lucena City

in terms of the following dimensions:

a. age?

b. gender?

c. religion?

c. membership to an organization/socio-civic groups?

2. How do the students - respondents view the importance of Social Studies in

their academic performance?

3. What are the contributory factors affecting the students comprehension on

Social Studies as viewed by the selected first year high school students of

Gulang-gulang National High school in Lucena City?


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4. What are the problems encountered by selected first year students-

respondents in relation to the efficiency and productivity on Social Studies

subject?

5. What are the implications of this study?

Conceptual Framework

In the Philippines, achieving quality education is something students and

teachers, together with their parents, strive hard in order to attain a greener

future. However, for decades, the Filipino youth was preoccupied by the

continuous educational problems and declining quality education thereby

depriving the Filipino people of their right to education and a brighter future.

To the mind of the researcher, an efficient and productive technique of

teaching Social Studies would spell a teacher who knows his responsibilities and

duties, rights and privileges as an educator.

To that effect students are empowered and the education system

invigorated because of improved educational condition of teachers and students.

Furthermore, the researcher believes that an innovative and effective

teaching strategy in the subject Social Studies must be carried out in order to

attain efficiency and productivity in the teaching-learning process between the

Social Studies teachers and the students of Gulang-gulang National High school.


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Teachers Students

Conceptual Paradigm

The researchers conceptual framework can then be illustrated as follows:

Figure 1. Conceptual Paradigm

Social Studies

Teaching Output

RECOMMENDATIONS

APPLICATIONS

Teaching process


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Based on the situational analysis of the actual physical condition of the

selected Gulang-gulang National Highschool First year students-respondents, it

determines activities needed to carry out defined objectives and sequence them

according to the order of importance and exigency.

With this paradigm, it shows that the teachers are entrusted with the

responsibility of using innovative and effective teaching process in the subject

Social Studies so that their desired teaching output can be achieved.

Students, on the other hand, the procedure of analyzing the various

teaching methods as executed by their teachers, herein refers as the process

while the expected output is the improved perception in the subject Social

Studies by the corresponding students-respondents of the said highschool.

Summing up, the researcher believes the effectiveness and efficiency in

the teaching-learning process among teachers and students must be carried out

to become responsive to both of the teaching profession of teachers and in the

learning process of the students in our contemporary time.

Significance of the Study

The significance of this study is to determine the contributory factors

affecting the students comprehension on Social Studies as viewed by selected

first year high school students of Gulang-gulang National High School in Lucena

City, School Year 2009 - 2010


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The output of this study will be of great importance to the following:

The students:It will provide them opportunities to undertake new ways of

seeing things and to prepare them to become responsible participating members

of a democratic society.

The Teachers: It will inspire and motivate them further in their endless

search for better and techniques in teaching Social Studies effectively.

The Parents: It will help them to realize that their important role in their

childrens studies. As such, their guidance is indeed a great help in their

childrens knowledge on the said subject.

The GGNHS Academic community: The researcher believes that this

research will serve as a guide and would be of huge importance to the academic

community of Gulang-gulang National High School in Lucena City, particularly

those who take up Social Studies subject.

Likewise, this work will be of high significance to those researching for this

particular topic, particularly to Bachelor of Secondary Education majoring in

Social Studies as well as to students not majoring it.

The legacy of our martyrs and heroes and our rich Philippine history

serves as the thrust of this research. These will largely concern on establishing

facts and figures to further penetrate the study into insights to attain an

atmosphere conducive to the students and the Gulang-gulang National High

School academic community


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Scope and Limitations

This research will focus determining the contributory factors affecting the


school students of Gulang-gulang National High School in Lucena City, School

Year 2009 2010.

This study was limited to the selected first year students of Gulang-gulang

National High School in Lucena City through purposive sampling.

Purposive sampling is used when a researcher wants to access a

particular subset of people. When taking the sample, the researcher rejects

people who do not fit a particular profile. Purposive sampling starts with a

purpose in mind and the sample is thus selected to include people of interest and

exclude those who do not suit the purpose.

In purposive sampling, the researcher samples with a purpose in mind. He

usually would have one or more specific predefined groups they are seeking. For

instance, have you ever run into people in a mall or on the street who are

carrying a clipboard and who are stopping various people and asking if they

could interview them? Most likely they are conducting a purposive sample (and

most likely they are engaged in market research). They might be looking for

Caucasian females between 30-40 years old.

They size up the people passing by and anyone who looks to be in that

category they stop to ask if they will participate. One of the first things they're


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likely to do is verify that the respondent does in fact meet the criteria for being in

the sample.

Purposive sampling can be very useful for situations where the researcher

needs to reach a targeted sample quickly and where sampling for proportionality

is not the primary concern. With a purposive sample, researchers are likely to get

the opinions of their target population, but are also likely to overweight subgroups

in your population that are more readily accessible.

All of the methods that follow can be considered subcategories of

purposive sampling methods. The researcher might sample for specific groups or

types of people as in modal instance, expert, or quota sampling. The researcher

might sample for diversity as in heterogeneity sampling. Or, he might capitalize

on informal social networks to identify specific respondents who are hard to

locate otherwise, as in snowball sampling. In all of these methods the researcher

knows what he wanted and that is sampling with a purpose.

The conduct of this study will cover school year 2009-2010. Data

gatherings were through questionnaires and interviews.

Definition of Terms

For better understanding and precision, the researcher briefly defines

operationally and contextually the following terms used in this scholarly work:

Behavior refers to the actions or reactions of the students, usually in

relation to the development of resource manuals.

Capitalism refers to an economic system in which means of production

are mostly privately owned, and in which capital is invested in the production,
http://en.wikipedia.org/wiki/economic_systemhttp://en.wikipedia.org/wiki/means_of_productionhttp://en.wikipedia.org/wiki/Capital_(economics)http://en.wikipedia.org/wiki/Investmenthttp://en.wikipedia.org/wiki/productionhttp://en.wikipedia.org/wiki/productionhttp://en.wikipedia.org/wiki/Investmenthttp://en.wikipedia.org/wiki/Capital_(economics)http://en.wikipedia.org/wiki/means_of_productionhttp://en.wikipedia.org/wiki/economic_system


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distribution and/or other trade of goods and services for profit in a largely

unregulated market.

Comprehension refers to a psychological process related to an abstract

or physical object, such as a person, situation, or message whereby one is able

to think about it and use concepts to deal adequately with that object.

Country refers to a nation or state that is politically independent, or a land

that was formerly independent and remains separate in some respects

Education refers to the process of teaching and learning specific skills,

also refers to the imparting of knowledge, positive judgments and well-developed

wisdom.

Educating refers to the imparting and acquiring knowledge through

teaching and learning, especially at a school or similar institution

Enhancement here simply refers to the improvement the ability to do

something well or achieve a desired result without wasted energy or effort

Experiences refers to a general concept comprises knowledge of or skill

in or observation of something or some event gained through involvement n or

exposure to that particular thing or event

Morale refers to the composite feelings of individuals and groups towards

life, environment and work.

Process refers to the natural occurring or designed sequence of changes

of properties or attributes of an object or system.

Performance refers to the actual accomplishments as distinguished from

potential, ability, capacity and/or aptitude.
http://en.wikipedia.org/wiki/distributionhttp://en.wikipedia.org/wiki/tradehttp://en.wikipedia.org/wiki/goodshttp://en.wikipedia.org/wiki/serviceshttp://en.wikipedia.org/wiki/profithttp://en.wikipedia.org/wiki/Psychologyhttp://en.wikipedia.org/wiki/Process_(philosophy)http://en.wikipedia.org/wiki/Personhttp://en.wikipedia.org/wiki/Messagehttp://en.wikipedia.org/wiki/Conceptshttp://en.wikipedia.org/wiki/Conceptshttp://en.wikipedia.org/wiki/Messagehttp://en.wikipedia.org/wiki/Personhttp://en.wikipedia.org/wiki/Process_(philosophy)http://en.wikipedia.org/wiki/Psychologyhttp://en.wikipedia.org/wiki/profithttp://en.wikipedia.org/wiki/serviceshttp://en.wikipedia.org/wiki/goodshttp://en.wikipedia.org/wiki/tradehttp://en.wikipedia.org/wiki/distribution


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Problem refers to a situation that needs solution.

Productivity refers to the ability to produce. In terms of production, it is

also defined as the rate at which a company produces goods or services, in

relation to the amount of materials or number of employees needed.

School here refers to department specializing in an academic subject: a

faculty, department, or institution that offers specialized instruction in an

academic subject

Social Studies refers to school subject involving study of society: an

academic subject devoted to the study of society and including geography,

economics, and history

Society here refers to relationships among groups: the sum of social

relationships among groups of humans or animals

Study refers to the process of learning about something through intensive

reading and researching

Teachers refers to somebody who teaches, especially as a profession

Teaching refers to the profession or practice of being a teacher


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CHAPTER IIREVIEW OF RELATED LITERATURE & STUDIES

This chapter presents the review of related literature and studies, which

the researchers used in the conceptualization of this research. Books, magazines

and newspapers, public statements as well as electronic sources were utilized

and information, which has significance to the study, were carefully analyzed and

scrutinized to establish the credibility of this research.

Related Studies & Literature

Related Literature

This study is concerned with the contributory factors affecting the


school students of Gulang-gulang National High School in Lucena City.

Local

Local literature that found to be related in this scholastic work is by Gagelonia

(2009).According to him, the relevance and importance of knowing Social

Studies are vital to the appreciation of our history, our people and our values.

One cannot expect to live and enjoy life without knowing the things around him

and events taking place in his midst.

According to Agoncillo (2002), one must study Social Studies and understand

the past to understand the present. Much of what we are enjoying at present

time have been handed down from the past, Our agriculture, our science, or

myths and traditions are past of our country and people.


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According to Leuterio, study of Social Studies will enable people to learn

about the aspiration and the achievement of different people in different settings

and periods of time.

Sevilla (2001) considered Social Studies as a broad field covering the whole

area of human events or past that embrace various fields of culture, ideas,

philosophy and education.

Last local literature found is by Reyes (2005). He explained that the more

knowledge people gained from the past, the more they developed this

understanding of the present. Social Studies help to understand oneself and his

society in which he lives.

Related Literature

Foreign

Pertinent literature found to be related in this study was by education

theorist Peter Newsam (2002) describing the two contrasting approaches to

education. The traditional approach assumes there is a predetermined body of

knowledge that the teacher should pass on to the student.

This approach uses testing and competition to evaluate and motivate

students. In the progressive approach, the child, rather than a set body of

knowledge, is the frame of reference. The teacher's role is to be conscious of the

development stage and the capacity of each child. The progressive method

stresses cooperation rather than competition.


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Another literature found was by Alexander Churchill (2006) on his so-

called wave of educational reform, which started way back when President

Bush has begun to affect teacher training.

The relationship between teaching and learning, what and how teachers

teach, and how and what learners learn has long been a subject of controversy.

The two, sometimes extreme, positions adopted by those who engage in it can

be loosely described as, on the one hand, "traditional" and, on the other,

"progressive."

From the nature of this relationship, a number of things follow: the

systematic transmission of knowledge and values from teacher to learner needs

to proceed smoothly. That requires well-behaved learners and a disciplined

environment, if necessary externally imposed with sanctions for failures in

compliance. Teaching and learning also benefit from carefully designed

syllabuses and prescribed curriculum content.

Finally, last literature found is by Dr. Olsen (2007) of the University of

Chicago. He explained that as far as students comprehension and motivating

students are concerned, competition is seen to be the predominant way to

encourage learners or institutions to strive to improve their performance in

relation to that of others.

Teaching, on this researchers view, requires skillful questioning of pupils

by the teacher, rather than undue reliance on direct instruction. The purpose of

that questioning is to encourage the minds of the learners to understand, to

arrange, and to act on the material with which they are required to engage.


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Education of this kind has increasingly become a feature of effective

schools and school systems worldwide. It is the duty of every educator to

contribute to a well-educated and humane citizenry.

Related StudiesLocal

Professor Jose Araceli (2004) of the University of the Philippines, Manila

conducted a study on the effect of Social Studies on the behaviors of his 3rd Year

high school students. His study is of high significance to the researchers study

as it carefully analyzed and interpreted teaching theories from archetypal to

contemporary. Araceli made a major contribution by the construction of a

theoretical model for the behavioral teaching of education and by trying out his

model on real-life cases.

On another study, Joan S. Cruz (2007) of Philippine Normal University,

Manila emphasized that education should not merely be a preparation for future

life but a full life in itself. He criticized education that emphasized amusing the

students and keeping them busy, as well as education that was oriented toward

pure vocational training.

Another credible study is by Simonnete Reyes (2004), a Philippine-

American psychologist. She mentioned the reform of educational practice by

introducing reformed curricula. She tested his educational principles at the

University of Chicago. Her principles emphasized learning through varied

activities rather than formal curricula and opposed authoritarian methods, which,


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majority of the believed, offered contemporary people no realistic preparation for

life in a democratic society.

On the other hand, study of Alfred Lim (2009) explained the fundamentals

of behavioral teaching as a blueprint for clearer understanding on the analysis of

the students comprehension on Social Studies. He further discussed the

categories and theories of education, using specials techniques and strategies to

accurately establish and evaluate the credibility of his stdy.

Similar to Lims principle is another credible and pertinent study by Social

Science major Rowen Bagongan (2007) of the University of Baguio. He said that

anyone aiding another individual to learn is in a sense a teacher, special skills

and abilities are necessary to succeed in the teaching profession. In his study, he

said that educators should concern themselves primarily with the mental and

physical development of their pupils and only secondarily with subject matter.

Foreign

Meanwhile, study by philosopher Samantha Thompson (2003) of the

University of Illinois explained the practical, striving to show how philosophical

ideas can work in everyday life. Her sense of logic and philosophy was ever-

changing, adaptive to need and circumstance. The process of thinking, in her

philosophy, is a means of planning action, of removing the obstacles between

what is given and what is wanted.

Views of educator Johann Friedrich Herbart (2002) of Hamburg, Germany

stressed the study of the psychological processes of learning as a means of

devising educational programs based on the aptitudes, abilities, and interests of


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students. The success of Herbart's methods led to their adoption in the teacher-

training systems of numerous countries.

Last pertinent study is the views of educator Annetha Tabaht (2007) of

India. He stressed the study of the psychological processes of learning as a

means of devising educational programs based on the aptitudes, abilities, and

interests of students. As a philosopher, Tabaht emphasized the practical, striving

to show how philosophical ideas can work in everyday life. Acording to her, the

process of thinking, in his philosophy, is a means of planning action, of removing

the obstacles between what is given and what is wanted. Truth is an idea that

has worked in practical experience.

The above-mentioned studies are of high significance to the researchers

study as it carefully analyzed and interpreted teaching theories from classic to

modern.

Particularly, study of Professor Jose Araceli (2004) of the University of the

Philippines, Manila on the effect of Social Studies on the behaviors of his 3 rd

Year high school students provide a demeanor on this study. His study is of high

significance to the researchers study as he rooted on stressing the exigency of

systematic understanding of the factors affecting the students comprehension on

Social Studies. These are done in order to produce an effective education that

aims to produce a civilized citizenry and humane educators.


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CHAPTER III

RESEARCH METHODOLOGY

This presents the research methodology, which highlight the underlying

principles that eventually support the study and the methods used in data

gathering or the research methodology.

Research Methodology

A. Research Design

The descriptive method of research was used in this study, which consists

of the analysis, description, recording and interpretation of the present nature,

compositions or process of the existing phenomena.

B. Sampling Procedure

The researcher used purposive sampling for 117 selected students in the

first year from different sections of Gulang-gulang National High School in

Lucena City.

C. Research Instrumentation

The researcher prepared a questionnaire as a primary tool in data

gathering. The researcher relied on books, magazines, premiers, newspaper,

and other related sources pertinent to her study. Verbal interviews were also

conducted to establish the credibility of her study and confirm some thoughts of

the researcher.


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Formulated questions were based on the answers/ideas from the same

students interviewed by the researcher and who were not involved in the study.

This was done to ensure that first hand information from students

perception were made basis in the formulation of the questionnaire.

The questionnaire in the form of a 4-point likert type rating scale with

various verval descriptions of quality was used. The first sub-problem contained

questions on the students perception on social studies as a subject. This part

utilized the verbal descriptions: strongly agree, agree, disagree and strongly

disagree.

The third problem contains questions on problems encountered in

studying the subject social studies. This sub-problem gave the researcher

information on what are common problems affecting the students performance in

Social Studies, this part utilized the verbal descriptions: very serious, serious,

quite serious and not existing.

The second problem contains questions on the contributory factors

affecting the students comprehension on social studies. This gave the researcher

a view on the factors affecting their understanding in social studies. This is also

utilized the verbal description: strongly agree, agree, disagree and strongly

disagree.

After constructing the draft of the questionnaire it was submitted to the

thesis adviser for the approval. Upon approved, permission from the school

principal of GGNHS.


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D. Statistical Treatment

The researcher will use simple percentage formula, and the frequency

distribution in the collection and interpretation of the data gathered.

a. A simple percentage Method

% = F x 100

n

where =

f = frequency

% = percentage

n = number of respondents

b. Weighted Mean Method

XM = Ef (w)

n

where = E = summation

F = frequency

W = weight per option

n = number of respondents

XM = weighted mean

E. Research locale

The research locale of the study was the Gulang-Gulang National High

School located at the Brgy. Gulang-Gulang Lucena City. It is headed by a

principal with 39 teaching staff and 24 classes from first year to fourth year level

and an enrollment of 1,329 students.


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The Gulang-Gulang NHS started its enrollment at the Brgy.Hall of the

Gulang-Gulang on May 23-27, 2005. Classes formally opened on June 6, 2005.

The school was formerly under the umbrella of LCNHS-Cotta Extension.

The strong linkages and partnership created and developed in GGNHS

together with DepEd Family of Lucena City. Parent Teacher Community

Association and the Sangguniang Brgy who helped in making GGNHS a newly

established secondary school in Lucena City, GGNHS will continue its quest in

pursuing quality education.

Gulang-Gulang National High School was chosen as a research locale

because among the four school it is the nearest established secondary school in

Lucena City with tremendous increase of students population. In its fifth year of

operation, it has already an extension in Ibabang Talim, GGNHS. Ibabang Talim-

Extension opened last June 1, 2009.

F. Population and Sample

The respondents of the study were composed of 117 selected students in

the first year from different sections. This comprised 30 percent of the total

population of the first year high school students of Gulang-gulang National High

school in Lucena City.

F. Data Gathering Procedure

Data gathering procedure were through written questionnaires which were

distributed among the selected first year high school students of Gulang-gulang

National High School in Lucena City.


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CHAPTER IVPRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data through gathered questionnaire. They were

interpreted in the form of figures, graphs and tables. The data were clearly

analyzed and interpreted by the researcher to deliver a good and better

understanding of the study.

Part I dealt with the demographic profile of the students-respondents

which was presented in the form of figures or graphical form.

Part II inquired with the students - respondents views on the importance

of Social Studies in their academic performance

Part III determined the contributory factors affecting the student-

respondents comprehension on Social Studies

Part IV elaborated the problems encountered by selected first year

students-respondents in relation to the efficiency and productivity on Social

Studies subject


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Part I Demographic Profile of the Respondents

The profiles of the students-respondents play a very imperative role in

every academic study. In one way or another, the demographic profile has an

essential and significant bearing on the direction of ones investigation.

Figure 1 exhibits the respondents age bracket.

Figure 1. Distribution of Gulang-gulang National High School in LucenaStudents-Respondents According to Age

Figure 1 showed that the majority or 96% of Gulang-gulang National High

School in Lucena students-respondents were within the age bracket of 14 years

old. There were 2% students-respondents within the bracket of 12 years old, 2%

under 13 age bracket and 0% under 16 and above.

2% 2%

96%

0%0%

Age

12

13

14

15

16 & above


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88%

12%0%

0%

Religion

Roman Catholic

Iglesia ni Cristo

Born Again

Others

The writer wanted to practice egalitarianism and parity so that the aimed

academic goal will be attained.

Figure 3. Distribution of Gulang-gulang National High School in LucenaStudents-Respondents According to Religion

Figure 3 showed that majority of Gulang-gulang National High School in

Lucena students-respondents belong to the Roman Catholic Religion with 88%

while the remaining 12% were Iglesia ni Cristo followers. There were no Born

Again and other religion, respectively.

This finding implies that most of the students-respondents of these school

were Roman Catholic. Add to that, Lucena City Quezon is a Roman Catholic-

dominated since Spanish era.

The researcher believes that religion plays a very considerable role in this

academic study. According to some studies Professor Jose Araceli (2004) of the

University of the Philippines, religion highly affects the individuals perception


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regarding things and/or ideas. For example, some sect restricts their members to

participate in various social activities as they regard it sinful to their religion.

Figure 4. Distribution of Gulang-gulang National High School in LucenaStudents-Respondents According to Membership to Organizations, etc

The chart above showed that majority or 88% of the teachers-respondents

of Gulang-gulang National High School in Lucena were members of

organizations or socio-civic groups. Meanwhile, 12% of the remaining

respondents are non-member.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Member Not a Member

88%

12%

Membership to Organizations, etc

Membership toOrganizations, etc


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The explanation is once again evident. Aside from the reason that this

study is an analysis of students-comprehension on such subject as Social

Studies, the respondents know and comprehend the importance of extra-

curricular activities in their life as mentors.

It can be noted that most of the students are deeply affiliated with religious

group such as Youth for Christ and Student Catholic Action of the Philippines.


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PART II. RESPONDENTS PERCEPTION ON SOCIAL STUDIES IN RELATION TOTHEIR ACADEMICS

Table I-A. Gulang-gulang National High School in LucenaStudents-Respondents

Perception on Social Studies in Relation to their Academics

Legend:5 - Strongly Agree f - Frequency4 - Agree WV - Weight Value3 - No Opinion WM Weight Mean2 - Disagree R - Rank1 - Strongly Disagree

Part II Gulang-gulang National High School in LucenaStudents-Respondents Perceptioon Social Studies in Relation to their Academics

5 4 3 2 1 TOTAL WM

F wv f wv f Wv f Wv F Wv F wv1. I believe that studying

Social Studies will improvethe way I view the currentgovernment 57 2.44 2 2.03 8 0.21 45 0.77 5 0.04 117 5.487 0.047

2. It makes me more aware ofwhat is happening today. 12 0.21 55 55.1 21 6.82 17 2.91 12 4.62 117 69.65 0.595

3. Through this subject, Ibecome familiar with theheroism and nationalism

of our heroes. 24 11.7 10 10 12 0.82 28 10.8 43 1.84 117 35.14 0.3 4. Social studied motivated by

my ambition to succeedand attain my goals in life. 2 0.09 12 12.5 38 6.82 20 2.91 45 4.62 117 26.9 0.23

5. It makes me familiar withthe governmental rules andpolicies on various fields. 108 22.2 5 5.09 1 0.1 1 0.24 2 0.74 117 28.32 0.242

6. Social Studies are not onlyrelated to government andinternational policies butalso to its naturalinhabitants. 55 0.94 50 50.1 10 3.25 2 0.34 0 0 117 54.63 0.467

7. Its task is to make peoplemore vigilant with theirrights and responsibilities. 15 13.8 45 45 20 0.17 22 0.19 15 0.26 117 59.5 0.509

8. It only makes medisappointed with thecurrent system ofgovernment we have now. 1 0.47 0 0.43 10 0.85 8 0.14 98 0 117 1.889 0.016

9. It helps me get familiar withthe roles andresponsibilities of ourgovernment officials. 48 6.15 0 0.38 49 8.38 10 1.88 10 1.28 117 18.08 0.155

10. Social Studies arouse mylove for my country . 21 0.18 14 14 39 3.33 21 1.44 22 18.4 117 37.38 0.319


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Table I.A revealed the Gulang-gulang National High School students-

respondents perception in Social Studies in relation to their academics.

Based on the responses given by the Gulang-gulang National High School

students-respondents statement 2 lucidly stated that the subject Social Studies makes

them more aware of what is happening today, which ranked 1 and garnered the

weighted mean of 0.595.

It was followed by statement 6 with a weighted mean of 0.242 and ranked 2

which state that Social Studies are not only related to government and international

policies but also to its natural inhabitants.

Meanwhile, they are very much against to the statement that the subject only

makes them disappointed with the current system of government we have now.. This

has a weighted mean of 0.016 and ranked 10, respectively.


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PART III. CONTRIBUTORY FACTORS AFFECTING THE RESPONDENTSCOMPREHENSION ON SOCIAL STUDIES

TABLE I-B. CONTRIBUTORY FACTORS AFFECTING THE RESPONDENTSCOMPREHENSION ON SOCIAL STUDIES.

Table III-A revealed the contributory factors affecting the respondents

comprehension on Social Studies.

Based on the responses given by the Gulang-gulang National High School

students-respondents, because I value the contribution of Social Studies in the success

of an individual., gathered a weighted mean of 1.966 and ranked 1, respectively.

Statement 5 4 3 2 1 TOTAL WM R

f wv f wv f wv f Wv F Wv F wv1. Because it is a requirement

among the academic subjects. 68 2.91 18 22 21 24 2 4 8 8 117 60.91 0.521 22. Because I was pressured at

home.. 42 1.79 45 45 10 0.03 12 0.1 8 8.01 117 54.96 0.47 13. Because majority of my

classmates participate in classdiscussion. 4 2.32 8 26 5 26 41 43 59 472 117 156.3 1.336 4

4. Because I was influenced bysome my classmates. 12 4.31 14 59 43 53 28 40 20 160 117 176.3 1.507 3

5. Because I believe that when Iperform well in Social Studies,my welfare would be prioritized. 89 3.04 2 10 1 6 21 672 4 236 117 85.04 0.727 9

6. Because I value the contributionof Social Studies in the successof an individual. 1 0.01 49 100 48 93 9 27 10 20 117 230 1.966 1

7. Because I have to divide mytime on studying and balancingother activities. 1 0.76 51 53 45 46 18 39 2 8 117 140.8 1.203 6

8. Because I can get lot of friendsby joining studying SocialStudies. 10 8.29 12 24 2 4 2 5 91 273 117 132.3 1.131 5

9. Because studying Social Studieswill only get me into trouble. 97 9.95 12 26 2 45 3 31 3 60 117 114.9 1 3

10. Because surveys show that it isnot that important on the currenttrending of workforce that we

have. 3 0.26 15 27 48 50 28 30 23 2093 117 130.3 1.113 7


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Meanwhile, they do not believe that peer or classmates pressure as

contributory factor affecting the students-respondents comprehension in Social Studies.

This has a weighted mean of 0.47 and ranked 10 among the statements.

The researcher concluded that this positive response from both of the

respondents is attributed to the good and conducive atmosphere in their respective

work places, as well as the good management styles of their superiors.

IV. PROBLEMS FIRST YEAR STUDENTS-RESPONDENTS ENCOUNTER INRELATION TO THE EFFICIENCY AND PRODUCTIVITY ON SOCIAL STUDIES

SUBJECT

TABLE I-C. PROBLEMS FIRST YEAR STUDENTS-RESPONDENTS ENCOUNTER INRELATION TO THE EFFICIENCY AND PRODUCTIVITY ON SOCIAL STUDIESSUBJECT

The table showed that the majority of the Gulang-gulang National High School

students-respondents believed that Family problems affect students class performance

and productivity. It earned a 0.844 weighted mean and ranked 1 among the rest. It was

the main problem the students-respondents encountered relation to their efficiency and

productivity on Social Studies.

Statement 5 4 3 2 1 TOTAL WM

f Wv f wv f Wv f Wv F Wv F wv1. Some students are not fully aware

of the subject they are studying with. 2 0.09 2 2.03 5 5.03 61 61 47 0.4 117 68.56 0.586 2. Some students cannot understand

what the teachers are teaching/ 12 0.51 43 1.47 23 0.59 12 0.21 27 0.23 117 3.009 0.026 3. Some students are not actively

participating in the subject.3 0.05

6 6.02 4 4.04 52 52.5 52 20.9 117 83.52 0.714 4. Some students are not at allparticipating in the activities of thesubject. 14 1.44 14 14.4 20 20.2 23 23.1 46 10.6 117 69.72 0.596

5. Family problems affect studentsclass performance and productivity. 13 0.33 71 71.1 7 7.03 15 15.4 11 4.89 117 98.75 0.844

6. Environmental factors also affect thequality of class performance. 14 1.68 52 52.1 6 6.17 7 7.2 38 14.9 117 82.1 0.702


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Also included in this research are environmental factors which the author

believes that highly affect the quality of class performance of a student. Statement 6

ranked 3rd among the questions and garnered a weighted mean of 0.0702, respectively.

Environmental factors here refer to the community where the student lives, aside

from his home and the school where he cultivates his knowledge..

It was followed by the statement that Some students are not actively

participating in the subject, which gathered the weighted mean of 0.714 and ranked

second, respectively.

They favored least statement two which states that some students cannot

understand what the teachers are teaching, which flunked into ranked 6 and gathered a

0.026 weighted mean.


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CHAPTER VSUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This study was undertaken to determine the contributory factors affecting the

students comprehension on Social Studies as viewed by selected first year high school

students of Gulang-gulang National High School, School Year 2009 - 2010

Specifically, it aimed to answer the following sub-problems:

1. What are the demographic profiles of the selected first year high school students of

Gulang-gulang National High School in Lucena City in terms of the following

dimensions:

d. age?

e. gender?

f. religion?

d. membership to an organization/socio-civic groups?

2. How do the students - respondents view the importance of Social Studies in their

academic performances?

3. What are the contributory factors affecting the students comprehension on Social

Studies as viewed by selected first year high school students?

4. What are the problems encountered by selected first year students-respondents in

relation to the efficiency and productivity on Social Studies subject?

6. What are the implications of this study?


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Summary of Findings

After the data were gathered, tabulated and interpreted, the following findings were

derived:

1. Demographic Profile of the Respondents

1.1 That 96% of Gulang-gulang National High School students -respondents

within the age bracket of 14.

1.2 That half or 50% of Gulang-gulang National High School students -

respondents were male and 50% were female.

1.3 That 88% or majority of Gulang-gulang National High School students -

respondents were were Roman Catholic.

1.4 That majority or 88% of the teachers-respondents of Gulang-gulang National

High School in Lucena were members of organizations or socio-civic groups.

2. Respondents perceptions on Social Studies in relation to their academics

That most of the Gulang-gulang National High School students -respondents

believed that Social Studies makes them more aware of what is happening today,

which ranked 1 and garnered the weighted mean of 0.595.

That most of the student -respondents, however, strongly disagreed that they

are very much against to the statement that the subject only makes them disappointed

with the current system of government we have now.. This has a weighted mean of

0.016 and ranked 10, respectively.


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3. Contributory factors affecting the respondents comprehension on Social

Studies

That most of the Gulang-gulang National High School students -respondents

believed because I value the contribution of Social Studies in the success of an

individual., gathered a weighted mean of 1.966 and ranked 1, respectively.

Meanwhile, they do not believe that peer or classmates pressure as

contributory factor affecting the students-respondents comprehension in Social Studies.

This has a weighted mean of 0.47 and ranked 10 among the statements.

4. Problems first year students-respondents encounter in relation to theefficiency and productivity on social studies subject

That most of the Gulang-gulang National High School students -respondents highly

believed that family problems affect students class performance and productivity. It

earned a 0.844 weighted mean and ranked 1 among the rest. It was the main problem

the students-respondents encountered relation to their efficiency and productivity on

Social Studies.

They favored least statement two which states that some students cannot

understand what the teachers are teaching, which flunked into ranked 6 and gathered a

0.026 weighted mean.

Conclusions:

Based on the data gathered, the researcher arrived at the following

conclusions:

1. That 96% of Gulang-gulang National High School students -respondents

within the age bracket of 14.


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2. That half or 50% of Gulang-gulang National High School students -

respondents were male and 50% were female.

3. That 88% or majority of Gulang-gulang National High School students -

respondents were Roman Catholic.

4. That majority or 88% of the teachers-respondents of Gulang-gulang National

High School in Lucena were members of organizations or socio-civic groups.

5. That most of the Gulang-gulang National High School students -respondents

believed Social Studies makes them more aware of what is happening

today,

6. That most of the Gulang-gulang National High School students -respondents

believed the value the contribution of Social Studies in the success of an

individual.

7. That most of the students-respondents believed that family problems affect

students class performance and productivity.

Recommendations

After the review of findings and conclusions, the following recommendations are made:

1. There should be a regular orientation and dissemination campaign to help the

students efficiency and productivity on the subject Social Studies. For example,

for student council may initiate the founding of a Social Study club. If such

organization exists, creative and innovative set of activities can be spearheaded

by the proper authorities.

2. Innovative teaching methods and style must be implemented by the teaching

staff to the students so that both of them will academically grow. For example,


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engaging in when in a topic related to farm and/or agriculture, the teachers may

bring his class to a setting near such agricultural place, in proper coordination

with the authorities off course.

3. Social Studies teaching staff must have an evaluation or assessment of their past

activities, meetings, and the likes to identify whether or not they repeat the same

tasks. Following the assessment are the laying of possible solutions and actions

with regards to the result of the said evaluation.

4. Negotiations between the students and teachers must take place to settle

conflicts on contemporary issues affecting their academic efficiency and

productivity on Social Studies. This can be done through proper coordination with

the class officers and the Social Study teaching staff.

Implications of the Study

The Philippine history is a tale of struggle of Filipino peoples emancipation and

their struggle for real unity and progress. As such, teaching the younger generations the

importance of Social Studies in their life is a must.

Not only academically, is the only effectual and legitimate vehicle for them to see

the need to grasp firmly the lessons of history and, through collective advocacies, fight

for freedom, democratic rights and welfare. Through this, students acquire the power to

protect and advance their rights and interests not only as students but also as citizens.

The academic condition inside the respective schools and institutions mirrors the

encompassing condition of the society. As such, governmental laws polices affecting


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the education sector plays a significant part in studying the conditions of Filipino

students.

rojo final thesis_chapter 1-5

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