Method of Teaching Araling Panlipunan and its Effect on the Grade-10 Students’ Performance in Indanan National High School Timbangan Campus-Jolo, Sulu Philippines

Nuryneil M. Joe
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Nuryneil M. Joe: Mindanao State University–Sulu, Philippines

International Journal of Research and Innovation in Social Science, 2021, vol. 05, issue 12, 68-72

Abstract: This study used quasi experimental design to determine the appropriate teaching methods in history subject. The subject of the study are 64 grade 20 students at Indanan National High School -Annex .two method of teaching are studied .the modular small group discussion method and the lecture discussion method in teaching the Araling Panlipunan subject .The topics are continuously presented to the students during the third quarter of the K-12 curriculum. Pretest – posttest design was utilized to determine the performance of the students in the two methods of teaching .The pretest was given before the formal teaching while the posttest was given after the formal teaching. Statistical computation and analysis was utilized to determine the mean score of the grade 10 students in the pretest and posttest revealed the following significant findings: 1. In a Focus Group Discussion the teachers favor the modular small group discussion method as the most appropriate teaching method used in history subject. The teachers participated in FGD has cited advantages of the modular small group discussion method, that the students can exercise free-well to learn the subject based on their discussion .The students can explicitly contextualize the lesson and eventually localized in their own understanding . 2. The mean difference of the scores of the grade 10 students do not differ significantly in the two method of teaching. 3. The mean difference of the scores in the posttest significantly differ which implies that the modular small group discussion significantly effective than the lecture discussion method. The study concluded that the appropriate teaching method favorable to the teachers in the Focus Group Discussion is the modular small group discussion method. The teachers justified by determine advantages of the modular small group discussion method over the lecture discussion method. There is no significant difference of the mean scores of the grade 10 students in the pretest but substantial significant difference is observed in the posttest which implied that the modular small group teaching method is significantly effective than the lecture discussion method.

Date: 2021
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