Effective Teaching Practices used by Social Studies

Teachers in Munoz National High School

Nelson Hernandez
Regie Madayag
Elpidio Mercado III
Teaching style is defined as the way teachers teach and their distinctive mannerisms
complemented by their choices of teaching behaviours and strategies (Kelldug and Robert,
1991). It is viewed as a broad dimension or personality type that encompasses a teachers pattern
of behaviour, mode of performance, and attitude towards self and others. It is an expensive
aspect of teaching characterized by the emotional relationship between students and teachers and
as instrumental aspect on how teachers carry out the task of instruction, organize learning and set
classroom standards (Ornstein, 1992).
The most successful teachers spent more time in guided practice, more time asking
questions, more time checking for understanding and more time correcting errors. One
characteristic of effective teachers is their ability to anticipate students errors and warn them
about possible errors some of them are likely to make.

Introduction
Teachers who educated children deserved more honour than parents merely gave them
birth; for bare life is furnished by the one, other ensures a good life, a fruitful and inspirational
quotation stated by the Greek Philosopher Aristotle. A thought that somehow declaring the
teachers mere more concern of the childs future and as an expert of childs development,
morally intellectually, and spiritually.
Being a teacher is not the noblest profession as to being a doctor, attorney or an engineer,
but being a teacher has always been one of the most rewarding and challenging profession since
a teacher has the biggest opportunity and responsibility to make a difference in the lives of other
people.
To become an effective teacher one must possess the mastery of subject matter, his or her
best of human relations, knowledge of various teaching skills and talent of getting learners
attention; but combining all of these characteristics is an extreme task. Moreover, a teacher must
be willing to take the part or role as the students second parent and committing himself/herself in
molding skills, knowledge and best abilities of his/her students. In relation to these, teachers
must have the knowledge of various learning difficulties and the different learning styles of their
students to help them improve their academic performance.

Methodology
Research Design
The study used qualitative and quantitative descriptive research design to describe the
socio-demographic characteristics, and the effective teaching practices used or applied by the
Social Studies Teachers in the Munoz National High School
Respondents of the Study
The teachers specialized with the Social Studies subject from Munoz National High
School was the main respondents of the study.
Research Instrumentation
The researchers prepared an interview-based questionnaire which included the sociodemographic characteristics in terms of age, gender, school, length of service, seminars attended,
tenure of status, and monthly income; the teaching practices used by the teachers, and the
effective among these teaching practices. The interview-based questionnaire is consists of 10
items that was conceptualized in relation to the objectives of the study.
Data Gathering Procedure
To have proper introduction and endorsement to conduct the study, courtesy visits were to
the School Principal of Munoz National High School. The interview method was supplemented
by observation.
Methods of Data Analysis
Descriptive analysis such as frequency counts and percentage, were used to describe
Socio Demographic Characteristics of the respondents, Performance of the class.

Results and Discussion

1. Socio-Demographic Characteristics of the Respondents
A. Gender
MALE

FEMALE

TOTAL

4
6
10
This study is consisted of 10 respondents, 4 were male Social Studies Teachers, while
majority of 6 were females. The table shows that there were more female Social Studies teachers
than males in Munoz National High School.
B. Age
Age Range
21 30
31 40

Frequency
3
4

41 50
2
51 60
1
TOTAL
10
The table shows that majority of the respondents were within the age range of 21-30 and
31-40 which has a total of 7 the total number of respondents. This result shows that majority of
the Social Studies Teachers in Munoz National High School was in younger generations.
C. Civil Status
MARRIED
SINGLE
TOTAL
7
3
10
The table shows that majority of seven (7) of the total number of the respondents were
married, and minority of three (3) of the respondents were single. This is because majority of the
respondents were above 30 years old, the age appropriate for getting married.
D. Length of Service
Length of service
1-5 years
6-10 years
11-15 years
16-20 years
21-25 years
25-30 years
TOTAL

Frequency
3
1
3
2
None
1
10

E. Tenure Status
Tenure status
Frequency
Permanent
10
Contractual
0
Substitute
0
Table shows that all of the respondents were permanent, meaning they are all licensed
teachers, that is why they are teaching in Munoz National High School, which is a public school.
F. Seminar Attended
Seminar Attendance
frequency
Yes
10
No
0
Table shows that all of the respondents have attended the seminars about teaching
profession that was asked by the division office. The result shows that the Social Studies teachers
from Munoz National High School were very informed about the new and effective teaching
styles that they can apply or use on their own classes.
G. Monthly Salary

Monthly Salary
15, 000 20,000
20,001 25, 000
25, 001 30, 000
30,001 35, 000
TOTAL

Frequency
0
10
0
0
10

Table shows that all of the respondents were receiving a monthly salary of 20,001 to 25,
000. This salary bracket according to them is enough to provide the needed materials in their
effective teaching styles or strategies.
H. Degree
Degree
Frequency
Bachelor in Secondary Education
5
(Major: Social Studies)
Bachelor in Secondary Education
1
(Major : Guidance And Counseling)
Bachelor in Secondary Education
2
(Major: Biology)
Bachelor of Science in Agricultural Education
1
Bachelor of Science in Business Administration
1
(Major: Marketing)
Total
10
Table shows that majority seven (7) of the total number of respondents were graduated
with the degree of Bachelor in Secondary Education, five were Social Studies major and two
were Biology majors. The result shows that majority of the respondents studied the teaching
profession meaning they were specialized and prepared with different teaching strategies that
they mastered for a long time.
I. Subject Taught
Subject
frequency
Asian Studies
5
World History
3
Economics
2
Total
10
Table shows that majority of the respondents or eight out of the total numbers
were teaching the Grades 8 and 9, five were teaching Asian Studies and three o were
teaching World History. The result shows that majority of the teachers in Munoz National
High School Social Studies Department are specialized in teaching the Asian and World
History.
J. Class Performance
Class Performance
Above Average
Average

Frequency
1
7

Below Average
Total

2
10

Table shows that majority of seven respondents claimed that their class
performance in Social Studies subject were described as Average, meaning there are
some pupils who are slow learners and some are fast learners.
2. The reasons of the respondents in choosing social Studies as their field of specialization.
The matrix shows that majority of six of the total number of respondents answered and
said that Social Studies is their favourite subject since their elementary days, they are attracted in
contemporary and past issues, and Social Studies Teaching is in-demand today compare to other
subjects.There are two respondents who admitted that they are Biology majors, but due to the
lack of teachers in the schools Social Studies Department, they were forced to grab the
opportunity just to continue their profession.

3. Personal Description of Effective Teaching

The matrix shows that five of the total number of respondents said that teaching is
effective by sharing their own experiences and of others for the students better comprehension.
It is also showed that the teachers believed in the sayings experience is the best teacher so that
by sharing their experiences, the students may cope with easily to the subject and appreciate their
teachers life story.

4. Teaching Practices Used by the Social Studies Teachers

The various teaching practices mostly used by the Social Studies Teachers in Munoz
National High School as identified by the respondents are : using printed pictures (f=2),
conducting an educational games (f=2) , demonstration (f=1), discussion and lecture (f=4) ,
socratic method of questioning (f=2), role playing (f=2), power point presentation (f=4), film
showing(f=1), reporting (f= 1) and handout (f=2).The table below was constructed to simplify
the result above of the teachers-respondents.

Various Teaching Practices

Discussion And Lecture
Power Point Presentation
Conducting An Educational Games
Using Printed Pictures
Socratic Method Of Questioning
Role Playing
Handout
Demonstration

Frequency
4
4
2
2
2
2
2
1

Film Showing
1
Reporting
1
In further elaboration, of the answer of the teachers-respondents, the main theme of their
explanation is a Direct Instruction takes learner through the steps of learning systematically,
helping them see both the purpose and the result of each step. The basic components of direct
instruction are: first, Setting clear goals for students and making sure they understand these
goals; second, Presenting a sequence of well-organized assignment; third, Giving students clear,
concise explanations and illustrations of the subject matter; forth, Asking frequent question to see
if the students understand the work, and last, Giving students frequent opportunities to practice
what they have learned.

5. Effective Teaching Practices

Based on the gathered data and frequency distribution, these are the five most effective
teaching practices or strategies used by the Social Studies teachers in Munoz National High
School.
1. Discussion and Lecture
According to four of the total respondents, Discussion and Lecture are the most
effective teaching practice in Social Studies for this is very economical, traditional
and most common among other teaching styles. Discussion or direct instruction is
effective and very applicable for all types of school, either public, private or schools
in remote areas. This is best to use when teaching knowledge acquisition involving
facts, rules and action sequences. The most common role of teacher in discussion is to
provide fruitful information, related examples and opportunities for practice and
feedback. This also covered and can achieve the first three of Blooms taxonomy:
Knowledge, Comprehension and Application.
2. Power point Presentation
According to four of the total number of respondents, power point presentation is
very effective teaching practice in Social Studies because using modern technology is
the easiest way to present pictures, videos and other important media that can be
helpful to the learners better comprehension. It is also economical that you dont
have to print a picture or burn a video into a compact disk. But, power point
presentation is only usable with the presence of the computer/laptop and projector.

3. Educational Games
Two of the total respondents admitted that using Educational Games can easily get the
attention of the learners, plus increasing their level of involvement and association to
other learners. Educational Games also educate the learners, obviously. (For example,

a game about the Asian Region using body parts, where right hand represents the
west, the left represents east, right foot represents north, left foot represents southeast
and the head represents the south, the teacher will ask a country that can be found in
Asia, and the students will little bit shaking the body part that represents the region
where the country was belonged, immediately.
4. Hand-outs
Two of the total respondents said that providing and giving Hand-out is a best
teaching practice in Social Studies. Hand-out, according to them, is a good source of
information that the students can depend on during their review for the quizzes, tests
or periodical tests. The teacher should provide hand-out when books were not
available. All learners should have equal access in this kind of reference for them to
cope with the flow of the discussion. In using hand-outs, a small group acts as experts
to answer the questions of the people in the larger group. In a classroom setting,
students are selected to become experts on a topic and are given at least a day to
prepare discussion.
5. Role Playing
Two of the total respondents said that Role Playing is a best teaching practice
applicable in Social Studies. The students, according to them, can directly involve to
the events or situations of the topics content. Role playing helps explore and increase
understanding of feelings and or actions teacher provides background information
that explains the situation to be role-played, identifies and describes the roles that are
needed, and sets the stage for play set-up area and do the role play. Teacher then leads
the reflection of the role play.
Entering into role playing also means you are entering into relationship with another
student. Some of the ways you can go about strengthening your relationship is to
build trust. To build trust, each student will need to discuss their self-interest. What do
they want to get out of the collaboration and what will make the collaboration a
success for all involved. Defining and clarifying roles within the collaboration and
building a communication plan are also important elements to building the
relationship between students to student.