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Araling Panlipunan Titles

The document outlines three potential research topics related to teaching Araling Panlipunan, a subject that focuses on social studies in the Philippines. The first examines using differentiated learning activities to improve student performance. The second looks at using memory tools like timelines and mnemonics to enhance students' chronological thinking skills. The third identifies challenges teachers face delivering the curriculum during hybrid learning and proposes collecting this data to inform an action plan.

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Bernard Terrayo
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578 views2 pages

Araling Panlipunan Titles

The document outlines three potential research topics related to teaching Araling Panlipunan, a subject that focuses on social studies in the Philippines. The first examines using differentiated learning activities to improve student performance. The second looks at using memory tools like timelines and mnemonics to enhance students' chronological thinking skills. The third identifies challenges teachers face delivering the curriculum during hybrid learning and proposes collecting this data to inform an action plan.

Uploaded by

Bernard Terrayo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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ARALING PANLIPUNAN TITLES

1. Impact of Differentiated Learning Activities towards Learners’ Academic Performance Improvement


in Araling Panlipunan

The aim of the study is to ascertain the impact of differentiated learning activities towards
learners’ academic performance in Araling Panlipunan. Specifically, it would like to answer the
following questions:
1. 1What is the level of likelihood teachers will implement differentiated learning activities in the
pursuit of teaching Araling Panlipunan in Junior High School?

1. 2 What is the level of academic performance of students in Araling Panlipunan before and after the
implementation of differentiated learning activities?

1.3 Is there a significant difference between the academic performance of students in Araling
Panlipunan before and after the implementation of differentiated learning activities?

1.4 What are the lived experiences of students and Araling Panlipunan teachers as they go through
the differentiated learning activities?

2. Use of Brainteasers to Improve Critical Thinking Skills in Araling Panlipunan

2. 1 Use of Timeline and Mnemonic To Improve Students’ Chronological Thinking Skills Level in Araling
Panlipunan

The aim of the study is to ascertain the impact of memory devices particularly the use of
timeline and mnemonics to improve students Chronological thinking skills in Araling Panlipunan.
Specifically, it would like to answer the following questions:

2.1 How likely does students recognize a memory device?

2.2 What is the level of students’ level of chronological thinking skills before and after the use of

timelines and mnemonic?

2.3 Is there a significant difference between the students’ level of chronological thinking skills before

and after the use of timelines and mnemonic?

2.4 How can teachers better use these memory devices in curriculum and instructional planning?

3. Challenges of Araling Panlipunan Teachers in Curriculum and Instruction Delivery during


Progressive Face to Face: Basis for an Action Plan

The aim of the study is to determine the challenges encountered by Araling Panlipunan
Teachers which will be basis for an action plan. Specifically, it would like to answer the following
questions:
3.1 What are the challenges of Araling Panlipunan Teachers in Curriulum and Instruction Delivery
during Progressive Face to Face in terms of :
3.1.1 Objectives
3.1.2 Content
3.1.3 Methods
3.1.4 Learning experiences
3.1.5 Evaluation

3.2 What are the perceived solutions does Araling Panlipunan would like to do implement or do to aid
solve the challenges?

3.3 What kind of help does Araling Panlipunan expect from the stakeholders, and the school
administration?

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