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Chapter 1

INTRODUCTION

Background of the Study

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Significance of the Study

This study would benefit the following:

Teachers. They may gain understanding of

Learners. This study would encourage learners

Parents. The findings would be of help to the

School Administrators. They would be and appropriate actions and

recommendations shall be implemented.

Supervisors. The result of this study will provide data on the chal

Curriculum Planners. This study would provide them ke

Future Researchers. This may

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Statement of the Problem

This study will

Specifically, it seeks answer to the following questions:

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Scope and Limitations

The study will focus on the challenges in

This study will be limited to the following:

The descriptive method of research will be employed using a survey-

questionnaire by the teacher-respondents and progress report by the learners. The

progress report covered the first to fourth grading period under the new normal learning

experiences of learners from eighteen public elementary schools. The 101 purposively

selected Araling Panlipunan teachers were the respondents of this study.

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Chapter 2

FRAMEWORK OF THE STUDY

This chapter presented the related literature and studies on professional

competence that served as bases for reference and comparison which were found by the

researcher to have significance to the study at hand. The theoretical framework and the

conceptual framework that contributed to the development of the research were also

discussed. The hypotheses were stated, and the terms were operationally defined.

Review of Related Literature and Studies

Challenges in Teaching Araling Panlipunan in terms of Availability of Resources,

Supplies, Teaching Guides and Directions

As stated in the DepEd Order No. 35 s. 2016 entitled “The Learning Action Cell

as a K to 12 Basic Education Program School-Based Continuing Professional

Development Strategy for the Improvement of Teaching and Learning,” modification of

teacher's guide and learner materials must be done by the teachers to accommodate the

unique contexts of a particular locality (Dela Cruz, 2020).

Thus, the current study contributed to existing literature and studies by

investigating the source of these challenges experienced by

Theoretical Framework

The study on challenges in teaching Grade level Araling Panlipunan during

pandemic basis for developing strategic intervention material was supported by the

following theoretical underpinnings: Maslow’s Hierarchy of Needs, Transactional

Distance Theory, Self-Determination Theory, and Transfer Theory.

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Maslow's Hierarchy of Needs. Hierarchy of Need Theory is a popular

motivation theory that is widely referred to in educational circles. In this theory,

Abraham Maslow suggested that before individuals meet their full potential, they need to

satisfy a series of needs. Significantly, Maslow’s hierarchy of needs is a basic concept

that can easily be applied to guiding student support and intervention based on remote

learning readiness for students during the COVID-19 crisis or future perils. Students are

dealing w

Transactional Distance Theory. Moore's (1990) concept of "transactional

distance" encompasses the distance that, he says, exists in all educational relationships.

This distance is determined by the amount of dialogue that occurs between the learner

and the instructor, and the amount of structure that exists in the design of the course.

Greater transactional distance occurs when an educational program has

Self-Determination Theory. Self-determination Theory has been the key in

understanding human motivation. It stated that internal motivation is just as important as

external motivation. In order to engage the learners,

Transfer Theory. Fox (1983) used the transfer theory to describe teachers who

believe that knowledge is a commodity that can transfer from one object to another.

Teachers who adopt this personal learning theory believe that knowledge is information

that can transfer from one person (the teacher) to

In summary, these theories are important in this study since a greater

comprehension of each student’s basic needs is likely to lead to the teacher’s ability to

help the student overcome their personal educational obstacles, allowing each student to
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reach their educational potential according to Maslow, while, in Transactional blurs the

distinctions between conventional and distance programs because of the variety of

Conceptual Framework

This study will investigate the challenges in teaching….. they will become more

motivated.

This can be best explained in the paradigm below.

Input Process Output

Questionnaire

Data Gathering

1. Profile of the teachers in Statistics

terms of:
1.1 sex Tabulating, Analyzing,
1.2 age
and Development of
2. Perceived challenges in
teaching Araling
Interpreting Data Strategic Intervention
Panlipunan in terms of: Material and Plan
2.1 availability of resources Statistical Tools
and supplies - Frequency Distribution
2.2 - Percentage
- Mean
- Analysis of Variance
(ANOVA)
- Likert Scale
-Pearson R

Figure 1

Paradigm of the Study Using Input-Process-Output (IPO) Conceptual Scheme

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Figure 1 presented the paradigm of the study using input-process-output (IPO)

conceptual scheme. The Input-Output (IPO) Model is a functional graph that identifies

the inputs, outputs, and required processing tasks required to

As can be seen in the paradigm, the input included the profile the school year

2020-2021. The hypothesis will be tested at .05 level significance.

The inputs will be processed through assessment using a combination of adapted

and researcher-made survey questionnaire. The data gathered

Null Hypotheses

The following hypotheses will be tested at 0.05 level of significance.

1. There is no significant difference on the

__________________________________________ when the respondents are

grouped according to profile variables.

2. There is no significant relationship between

_____________________________________________________________

Definition of Terms

The following terms are defined operationally to give a vivid understanding of

some words to be used in this study:

Academic Performance. This refers to the general average in Araling Panlipunan

specifically reflected in the progress report card

Araling Panlipunan. This refers to the learning area under K o 12 Basic

Education Curriculum that includes primarily histor

Challenges. These refer to the difficulties and problems experienced by teachers

during pandemic
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Elementary Learners. This refers to the leaners in the elementary school under

Basic

Intervention Program. This refers to a combination of program elements or

strategies designed to produce.

Learners’ learning experiences. These refer to the observed experiences of the

learners in

Learning Activity Sheets (LAS). These refer to the activities in a printed form

utilized by learners during the home learning sessions during pandemic based on the

Most Essential Learning Competencies (

Module Content. This refers to the list of learning activities or collection of

lectures and set of activities provided by the Department of Education as supplementary

to

Parental Support. This refer to the parental behaviors towards their child’s

learning experiences at home, such as praising, encouragement,

Program implementation and processes. These refer to the extent by which the

school implements Araling Panlipunan program during the pandemic

Reliability Testing. This refers to how dependably or consistently a test measures

a characteristic that yields similar scores for a

Resources and supplies. These refer to the physical and human resources such

as, but not limited to, materials, devices, equipment,

Strategic Intervention Material (SIM). This refers to the supplementary

learning materials in Biology for Grade 9 students under study

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Teacher’s competence and qualification. These refer to the knowledge, skills,

attitudes, experiences, and capability

Teaching guides and directions. These refer to the tools that enables the teacher

to facilitate teaching and learning both inside and outside the class. This guide will be

used together with the module and learning activity by the learners following the

directions stipulated in the teaching guides.

Validation. This refers to the process of evaluating the instrument accurately

measures what it's

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Chapter 3
METHODOLOGY

This chapter presented and described the research methodology. It dealt with the

method, the respondents, the instrument and its validation, the administration of the

instrument, and the statistical treatment of data.

Research Design

The descriptive survey research design will be utilized in this study. It is a valid

method for researching specific subjects and as a precursor to more quantitative studies.

While there are some valid concerns about the

In this study, the challenges of teachers in teaching

Population and Location

This study will consider the 101 purposively selected teachers to answer the

survey-questionnaire on the challenges

Table 1 shows the distribution of teachers from eighteen public elementary

schools to wit:

Table 1
Distribution of Teacher-Respondents

Name of School Population and Percent

Actual Respondents
Bamban ES 6 5.94%
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Bani ES 6 5.94%
Bani Relocation ES 6 5.94%
Bunga ES 3 2.97%
Collat ES 6 5.94%
Coto ES 3 2.97%
Felipe Estella ES 6 5.94%
Gregorio Ela Bautista ES 6 5.94%
Inhobol ES 6 5.94%
Mandaloy ES 6 5.94%
Masinloc Central ES 6 5.94%
Ubat ES 6 5.94%
Total 101 100%

Table 1 shows that the total population and actual respondents is 101. In every

school there is a maximum of six (6) or 5.94% teachers who are handling Araling

Panlipunan. Based on the data, there are three (3) or 2.97% teachers who are assigned in

Araling Panlipunan under small school category such as Bunga and Coto Elementary

Schools.

Also, academic performance of learners in Araling Panlipunan were utilized as an

instrument. There are 6, 526 learners in the district from which the sample records

coming from.
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Figure 2
A Map of Masinloc, Zambales showing the location of Elementary Schools
The Instrument

This study will utilize a modified 35-item survey-questionnaire adapted from the

study of Kamal (2020) and Fablatin (2020). The survey questionnaire is composed of two

(2) parts- (1) profile of the teachers in terms of sex, age, highest educational attainment,

and number of seminars in teaching Araling Panlipunan; and (2) perceived challenges in

teaching grade level Araling Panlipunan during the pandemic in terms of program

implementation and processes, availability of resources and supplies, teaching guides and

directions, module content and learning activity sheets (LAS), parental support, teacher’s

competence and qualification, and learners’ learning experiences. The academic

performance of grade level learners in Araling Panlipunan were gathered and analyzed

based on the Form 138 or the Progress Report Card as per approval by the subject teacher

showing the quantitative marks during the school year 2020-2021.

Validation of Instrument

Since the questionnaire was adapted and modified it will be validated by research

experts for comments, changes, corrections, and suggestions to further improve the

instrument. Additionally, ideas and suggestions were solicited from the panel members of

President Ramon Magsaysay State University Graduate School who are experts in

evaluating and validating research questionnaires. The sample questionnaire will be given

to them for further evaluation so as to ensure that the researcher was guided

appropriately.

Data Collection
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Before the administration of questionnaire to the 101 public school teachers

teaching Araling Panlipunan in the district of Masinloc, the researchers will seek the

approval of the Schools Division Superintendent. The approved indorsement from

Division Office was presented to the Public Schools District Supervisor of Masinloc and

school heads from 18 public elementary schools. Also, to gather the data on Form 138 or

Progress Report Card showing the academic performance in Araling Panlipunan of

learners, the researcher personally asked these teachers assigned in the respective schools

based on the distribution of 101 learners. Each school was asked for the Form 138(final

AP Grades) to be analyzed using Excel and SPSS.

After all approvals, the researcher administered the questionnaires through online

and offline modalities observing health protocols during personal visit to the schools,

online survey via messenger, google forms and electronic mail.

Data Analysis

The Statistical Package for Social Sciences (SPSS) computer software and MS

Excel were used for the computations and interpretations of data. The statistical tools in

the analysis and interpretation of data and hypotheses testing include the following.

1. Frequency Distribution. This will be employed to determine the frequency counts

and percentage distribution of personal related variables of the respondents.

2. Mean. This will be utilized to measure the responses on the challenges in teaching

Araling Panlipunan during pandemic as to Availability of Resources and Supplies,

Program Implementation and Processes, Teaching Guides and Directions, Module

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Content and Learning Activity Sheets (LAS), Parental Support, Teacher’s Competence

and Qualification, and Learner’s Learning Experiences.

3. Likert Scale. The following scale will be used for the extent/degree on the challenges

in teaching Araling Panlipunan.

Challenges in teaching Araling Panlipunan:

Point Point Scale Qualitative Interpretation Symbol

4 3.25-4.00 Strongly Agree SA
3 2.50-3.24 Agree A
2 1.75-2.49 Disagree D
1 1.00-1.74 Strongly Disagree SD

General Performance Average of Learners

Descriptive Equivalent Academic Performance Rating
Outstanding 90-100
Very Satisfactory 85-89
Satisfactory 80-84
Fairly Satisfactory 75-79
Did Not Meet Expectations 74 and below

4.Correlation Analysis. This was used to investigate the relationship (r) between the

challenges in teaching Araling Panlipunan and general performance average of learners.

The Pearson Product Moment Correlation Coefficient or Pearson r is the most

common statistical tool in measuring the linear relationship between two random

variables. This formula was developed and perfected by Karl Pearson, a colleague of

Francis Galton who made behavioural studies of humans. It became the basis of different

theories in the field of heredity, psychology, anthropology, and statistics. It can be used to

determine the linearity of the relationships between two variables.

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The following will be used to interpret result of correlation coefficient value:

Interpretation of Correlation Coefficient Value (C)

Correlation Coefficient Qualitative Description Symbol
±1.000 Perfect positive or negative correlation PC
±0.75 to ±0.99 Very high positive or negative correlation VHC
±0.50 to ±0.74 High positive or negative correlation HC
±0.25 to ±0.49 Low positive or negative correlation LC
±0.01 to ±0.24 Very low positive or negative correlation VLC
0 No correlation NC

Source: Costales and Zulueta

5. Analysis of Variance (ANOVA). In testing the significant difference of the responses

when respondents will be grouped according to profile variables, the one-way analysis of

variance (ANOVA) will be used. This will be used to test the significant difference on the

challenges when respondents are grouped according to profile variables.

The ANOVA makes use of the F ratio or variance ratio. The various groups being

compared are assumed to belong to a population with a normal distribution, each group

randomly selected and independent from the other group. The variables from each group

also have standard deviations that are approximately equal (Parreño, 2006).

Decision Rule 1: If the computed and significance value is greater or higher than

(>) 0.05 Alpha Level of Significance, accept the null hypothesis and reject the alternative.

Decision Rule 2: If the computed significance value is less or lower than (<) 0.05

Alpha Level of Significance, reject the null hypothesis and accept the alternative.

Data gathered in this study was carefully analyzed and interpreted. The data were

tallied and presented as follows: profile of teachers, perceived challenges of grade level

teachers of
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REFERENCES

References

Abulencia, A. S. (2015). The unraveling of K-12 programs as an education reform in the

Philippines. SIPATAHOENAN: South-East Asian Journal for Youth, Sports &
Health Education, 1(2), 229-240.
https://journals.mindamas.com/index.php/sipatahoenan/article/download/689/674
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Acosta, I. C. & Acosta, A. S. (2016a). Seeing through a magnifying lens: A qualitative

inquiry of K-12 readiness of faculty members from higher education institutions in
the Philippines. Journal of Arts, Science & Commerce, 7(4), 1-12.
https://doi.org/10.18843/rwjasc/v7i4/01

Acosta, I. C., & Acosta, A. S. (2016b). Teachers' perceptions on senior high school
readiness of higher education institutions in the Philippines. Universal Journal of
Educational Research, 4(10), 2435-2450.
https://doi.org/10.13189/ujer.2016.041024